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1、PEP小学四年级英语下册教学设计Unit 2 what time is it？ Part A Lets learn 罗田县骆驼坳中心小学 方 琳 渊Teaching aims： 1、Grasp the new words and phrase: music class, P.E. class, English class, breakfast, lunch and dinner.2、Recognize and read the sentences: What time is it? Its. Its time for.3、Enable the students to understand th
2、e directive and do the corresponding activities. Such as: Time for breakfast. Drink some milk.Teaching difficulties and importance：Grasp the new words and phrases.Understand the meaning of the new sentences: What time is it? Its nine oclock. Its time forTeaching preparation：A clock, cards, PPT, reco
3、rder and tapesTeaching steps：Step1. Warm-up.1. Sing theTen little Indian boyssong设计意图：欣赏歌曲，使学生听着节奏欢快的音乐、看着诱人的画面、做着自编的动作。这样既能集中学生的注意力，又能复习旧知。在这种氛围感染下把轻松与愉快带给课堂。2. Play a number game to review some numbers:Ask students to read the numbers. Then put the numbers:12 .3. .9. 6. on the blackboard. And draw
4、 a circle. Then the teacher asks: What is it?Ss: It is a clock. (help them answer) teach the new word: clock.Students read the word one by one.设计意图：以游戏的形式复习数字，通过旧知识的滚动引出新知，自然巧妙的呈现出与本课内容相关的钟。 通过钟面呈现课题：What time is it？ Step2. Presentation.1.T: Now from the clock, we know it can tell us : the time(help
5、 answer)Present the word: time , teach the word. Then show the sentence: what time is it?Its 6 oclock.(teach the word: oclock) students read together.2.Ask and answer.S1: What time is it? S2: Its 12 oclock.设计意图：利用课件和学生自制的钟面出示不同时间,通过师生问答,生生问答等不同的形式,操练What time is it ? Its _oclock.3. Game Who can say
6、the time quickly?Ask students to point out the time 设计意图： 通过运用时间卡片进行游戏操练，让学生在游戏中真正学会运用英语，完成语言点的学习和操练4. Show the pictures: T: What time is it?S: Its 7 oclock.T: Its time for breakfast. (Show a picture of eating breakfast)Repeat: Its time for lunch/dinner.设计意图：一方面让学生更熟练地操练句型What time is it ? Its _oclo
7、ck.另一方面运用课件更直观 、更形象呈现新授单词,易于学生理解单词的意思,强化重点内容，化解教学难点，同时为学习lets do 部分打下基础 。5. Lets chant. What time is it? Its 7 oclock. Its time for breakfast. What time is it? Its 12 oclock. Its time for lunch. What time is it? Its 6 oclock. Its time for dinner.6. Listen and read P15 Ss listen to the tape and read
8、together设计意图：试听跟读以及上面的说唱可以让学生打下良好的语音基础，并且培养学生良好的学习习惯，注意力高度集中。7. Show a picture of Zhang Pengs day. Today, Zhang Peng does different thingsT: What does Zhang Peng do on that day? Lets see together.(Present the picture of the clock)T: What time is it?Ss: Its 7 oclock.T: Its time for breakfast.Teach: t
9、ime for breakfast, drink some milk.(read and do the action)Let students read and do the actions(The picture of Zhang Pen having English class)T: What time is it?Ss: Its 9 oclock.T; Its time for English class.设计意图：采用实物、图片来学习词组，以激发学生的求知欲望，调动其积极性。Teach: time for English read and writeRepeat: time for l
10、unch have some chicken Time for dinner eat some rice Time for P.E. jump and run Time for music sing and dance设计意图：通过老师的领读和听音跟读让学生掌握正确的发音，也为下面的Lets do 部分做好铺垫。Step3. Practice. (1). Lets do播放“Lets do”部分的媒体资源，让学生随视频边说做出相应的动作。 设计意图：Lets do能够促使学生全身心地投入到活动中，也培养了学生各种机能的协调发展。lets do部分中有的单词已经在新授的时候提及过了,故这里没有进
11、行重点教学。让学生在紧张的学习后得以放松，同时对本节课的重点词组又以全身反应法加以巩固。(2).Game: “Wolf , what time is it?”为了将本课句型的应用做进一步的拓展延伸，我设计了学生熟悉并感兴趣的老狼几点钟的游戏. 游戏以小组合作展开，两人一组分别模仿老狼和小羊的语调和动作。表演时利用 具体时间和动作活动的短语卡片练习句型What time is it? It s 7/12/6 oclock. Its time for breakfast/lunch/dinner. 设计意图：活动为学生对语言的应用设置了一个平台，学生们突破心理障碍，踊跃上台表现自我，展示自我。引导
12、学生将所学知识转化为语言运用技能，体现教材来源于生活又运用于生活中的理念。Step4. Sum-up.Read the words and sentences together.设计意图：通过朗读总结本课的单词及句型，学生进一步巩固新知。 Step5.Homework:1.Read the new words and sentences. 2.Preview P152. Design a timetable设计意图：该任务为学生提供了一个框架，也提供了一个示范，让学生会想、会做、会说，为学生英语综合能力的表现提供了一个平台。Bb design： Unit2 What time is it? A
13、 lets learn What time is it？ It s o clock. （one ten） It s time for.（ breakfast,English class，lunch，music class，P.E. class ，dinner)教学反思：本节课是四年级下册第二单元第一课时，本课时以围绕时间为话题，谈论具体点时间所从事的活动。 1.设计了丰富多彩的教学活动。从复习旧知，讲授新知，到实际运用拓展延伸，环环相扣，多变化，少机械，多感官的实践活动，有效地调动学生的积极性，既重视知识的形成变化，又注重学生的思维发展 2.创设情境，全方位锻炼学生综合运用语言的能力课堂上我充
14、分利用了许多媒体课件的优势和巧妙的设计游戏，让学生在游戏中学知识，使整堂课活跃起来，避免了枯燥无味的教学，使学生愿学，乐学，学生兴趣盎然。 3采取任务型教学。课堂上训练了动手能力和自主合作学习能力，陶冶了艺术情操。学生对这六个单词和词组掌握比较熟练，并能灵活运用这一句型。实现了任务目标，提高他们的表达能力和综合素质。 不足之处，这节课我引导的比较多，在情境创设、自主合作学习和角色表演方面还需精心设计，让更多的学生积极参与活动。在今后的教学上要勤于思考，及时调整教学方法，解决教学中出现的问题，并且通过反思在理论上有更深刻的认识。有道是“教无定法”，我将不断探索学习，钻研新课标，提升自己的业务水平，做一位充满智慧与人格魅力的英语老师。
