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1、英语（四年级下册)Unit 3 My dayStory time 南京市琅琊路小学 凌敏玮Teaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说：usually, go to school, in the morning, in the afternoon, go home, homework, watch TV, in the evening, have lunch, play football, have dinner, go to bed, at night。2. 能听懂
2、、会读、会说日常用语：When do you .? I . at 3. 能正确地理解并朗读故事内容，在图片和语言提示下复述故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 短语和句型的教学。2. 用正确的语音语调朗读故事。3. 在图片和语言提示下复述故事。 教学难点：对于短语和句型的掌握；复述故事。Teaching procedures 教学过程Step 1 Greeting & Warm up 1. GreetingT: Hello, boys and girls.S: Hello, Vivian.T
3、: Hi, , how are you today?S1: Im fine. / Im good. / T: Do you like playing games?S: Yes, we do. 2. Play a gameT: Lets play a game. OK?S: OK! T: Good. Here we go. Ready? Go. (如果你和我一样，请站起来大声说Me too. )【设计意图：通过游戏营造轻松愉悦的课堂气氛，同时渗透今天教学的重点句型，为后面的教学做铺垫。】Step 2 Presentation1. My DayT: Well, boys and girls. I
4、have a clock. What time is it now?S: Six thirty.T: Thats right. I usually get up at 6:30.（教学usually）（同法问余下钟面，说自己的日常活动，遇生词和词组渗透教学）2. Lets tell the time T: Look at the timetable. This is my day. Can you tell the time now?S: Yes.T: What time is it?S1: Six.T: What about this one?S2: Seven ten.(总结本节课说钟面的
5、规律，同桌讨论说一说。)T: Lets tell the time together.S: (tell the time with the teacher)【设计意图：通过教师说钟面时间，学生说钟面时间，自然教授时间的说法规则，同桌再说一说，加以巩固，为后面的故事教学降低难度。】Step 3 Story time1. Look and sayT: Look at the picture. Whos the boy?S1: Mike.T: Yes, today we are going to learn a story about him. And here is a question for
6、you. The story is about Mikes . (PPT出示人物图片，教师带领学生说说人物并引入故事)2. Watch and chooseT: (PPT播放课文动画) The story is about Mikes . S: The story is about Mikes . (day)【设计意图：帮助学生整体感知课文, 整理课文要素。】3. Read and matchT: Open your books, read the first paragraph and then try to match the time to the daily activities.(学
7、生自读第一段，试着连线。)T: You may say it like this, “I at ”(check the answers)4. Read and fill in the blanks. T: Next, read the second paragraph and fill in the blanks. You may discuss in pairs.(学生自读第二段，试着填表。)T: You may say it like this, “At , I ”(check the answers)5. Read and say.T: Then, read the third para
8、graph and say the sentences.(学生自读第三段，填句子并说一说。)6. Fill in the table and retell Mikes day.(梳理时间和日常活动，教学in the morning，in the afternoon和in the evening，区分evening和night。)7. Read and imitate（听录音，跟读课文，鼓励学生模仿录音中的语音语调）【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】Step 4 Consolidation1. Lets dub.(三人一小组，为Mike配音。)2. Ac
9、t the story. T: You really did a good job in this story time. Its Show time for you. Can you act the story? Prepare it in groups of three. Then come to the blackboard to act it out. (选择你最喜欢的一个时间段表演，记住台词并加上动作)【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。】3. Discussion.T: You acted th
10、e story very well. What do you think of Mikes day? Please discuss in groups of four and try to judge.（四人一组，根据提示判断）4. Talk about your day.T: Mikes day is reasonable. What about your day? Please talk about your day in groups of four.(学生小组谈论自己的作息安排)T: Excellent, boys and girls. Wonderful jobs you did t
11、oday. I can see you can play, read and act! S: Yeah!【设计意图：对合理作息做出自己的判断，这对学生提出了更高的要求，期待学生通过讨论、交流、合作，将这节课所学内容以自己的方式演绎出来。学生有话可说，有话想说，课堂气氛再次升至高点。】Homework 家庭作业1. Introduce Mikes day.介绍Mike的一天。 2. Write a diary about your day. 写一篇日记记录你的一天。3. Preview (预习) Fun time. Teaching aids 教学准备（含板书设计）教学准备：人物卡片、多媒体课件
12、。板书设计：Unit 3 My day ActivitiesTimeget up7:00 in the morninggo to school7:40 have lunch12:00play football4:00go home4:40 in the afternoondo my homework5:30have dinner6:15 in the eveningwatch TV7:00 go to bed9:00 at night说课Pre-reading 阅读前在阅读前阶段，设计了两个层次递进的活动。首先，利用游戏调动课堂气氛，同时引入本节课的主要话题；其次，通过时间的问答，复习数词并新
13、授课文中所涉及的时间表达法，为后面的教学做铺垫。这样的设计意图在于：1. 创设整体情境；2. 激发学习兴趣和积极性；3. 导入相关话题；4. 渗透句型教学，为后文的学习做好铺垫。While-reading 阅读中阅读前的热身后，学习进入重要的主体部分阅读中阶段。本阶段中，我设计了以下6个前后相连的活动：1. Watch and answer学生带着问题观看卡通动画，了解故事整体信息。2. Read and match了解大意后，学生分段精读，第一段落，进行细节信息的匹配。3. Read and fill in the blanks针对第二段落，填表。4. Read and say针对第三段落，
14、完成句子，说一说。5. Summarize在上面三个活动的基础上，总结归纳，梳理时间和日常活动。6. Read and imitate听录音跟读，强调模仿，归纳语调规则，旨在培养正确优美的语音语调。显而易见，从对文本进行整体感知，到通过设计不同形式的活动分步解读文本，重在对学生进行文本阅读策略和技能的指导，引导学生关注文本细节，学会把握关键信息。Post-reading阅读后阅读后阶段，通常认为是语言输出阶段。考虑到四年级学生爱说、爱表演的特点，我设计了以下三个活动：1. Lets dub三人小组，分段配音。2. Act the story学生围绕课本表演。3. Discussion学生小组讨论，说说Mike一天的作息安排是否合理。这样的设计意图在于：1. 针对不同层面的学生，设计不同的输出方式，以巩固对文本的学习。2. 创设平台，学生自由交流讨论，表达自己的见解，学会合作与分享。
