教师 | 盛利花 | 班级 | 四（3） | 时间 | 2011.12.7 | |
科目 | 英 语 | 课题 | Unit 7 It’s late | |||
活动目标： 1.认知目标：a.复习数词1-20，引出新知30,40…90的整十数以及hundred的教授，并要求学生能听说读写这些基数词； b.能正确地表达时间的问答，让学生进一步巩固时间的问答方式： What’s the time? It’s … 拓展问句What time is it?的教学； c.能学会表达自己在某一时间做某事：I … at … 2.能力目标：能熟练运用所学句型进行日常交流。 3.情感目标：让学生知道怎样合理安排好每天的生活，懂得珍惜时间。 | ||||||
课题目标：在教学过程中创设各种情景，开展各种各样的教学活动，鼓励学生使用英语，为学生提供学习和交流的机会。鼓励学生通过体验、实践、合作、竞争等方式，发展听、说的能力。时刻关注学生情感，创造民主、和谐的教学气氛。 | ||||||
重点与难点： 重点：能听说读写数词1-100，并能运用数词进行时间的表达。 难点：能熟练运用表达时间的问答，并能陈述“在某时间做某事”。 | ||||||
活动准备：图片、录音机、多媒体 | ||||||
方法与手段：谈话法 游戏法 课件制作 | ||||||
活动过程： | ||||||
教学过程： 教师活动 | 学生活动 | 设计意图 | ||||
Step 1 Greetings T: Class begins. Good morning/ afternoon, class.
Step 2 Play games 1. Review 1-10 T: Boys and girls, do you like games? T: Let’s go and play some games, OK? T: Game A: Good eyesight. 比比谁的眼力好。 Look at the pictures, and tell me how many. Are you ready? Go. 媒体出示三只老虎、五个女孩、七条鱼、十支铅笔的图片，让学生分别说出数量 T: Is he/she right? Let’s count together. 2. Review 11-19 T: Good, now, let’s go to Game B: Say quickly. （比比谁的反应快） When you see the number, please stand up and say it loudly. For example, when you see “10”, please stand up and say ten loudly, if you see “twenty”, please stand up and say twenty loudly. Understand? Let’s go. 3. Try to say 30-100 (整十数) T: Wonderful. Now let’s go to Game C: Discover fast （比比谁发现得快） First, let’s read these words together. (From 1 to 20). （媒体呈现表格） T: How about this one? (指向30) T: (一一呈现整十数) Read (20-100) T: Now please discover the difference. 4. Try to say ( 23, 37, 48, 51, 64等非整十数) T: Very good. Now, let’s move to Game D: Clever mind.（比比谁最聪明） Since you are so clever, let’s try to say some difficult numbers. T: Great! Now, let’s read some more words. (37,45,55,34,26,17)
Step 3 Say the time 1. 复习整点时间的表达 a. T: Well done! Now, let’s play another game: Good hearing. Boys and girls, can you guess what it is? T: Yes, it’s a clock. Look, what’s the time? 带读：time, What’s the time? o’clock o’clock 一一开火车 b. Practice T: (学生小组之间问答的同时，师点课件出示相应的时间供学生进行问答)
2. 小贴士 拓展出What time is it?的教学 3. 非整点时间的表达 a. T: What time is it? (3:30) Yes. It’s three thirty. Repeat and let the Ss read T: Now, boys ask, girls answer. b. T: Look, what time is it? (6:28)
T: Good! It’s six twenty-eight. (repeat) T: This time, girls ask, boys answer. c. Practice (1) T: This one, who try? (3:44) T: Good. (2) T: What about this one? Who? (8:40) T: Well done! 4.Quick mouth T: I think you like games, so I have one more game for you. Quick mouth. Please read the time, using as less time as possible. OK? 5. Tips (时间的表达方法) T: Now, here I have some tips about how to express time. (师读tips)
Step 4 Express “My day” 1. Learn “I … at … ” a. T: (紧接小贴士) Understand? OK. Let me check. T: What’s the time? (6:30) T: Yes. It’s six thirty in the morning. At six thirty, what do I do? (师伸懒腰，做起床状) Yes. I get up at six thirty. (teach)
b. T: Now, what’s the time? (7:10) T: I have breakfast at seven ten. Teach “have breakfast”
T: Teach the sentence 2. Practice “I…at…” T: Look, here are some pictures, they are…
T: Now, look at the pictures and talk to your partners. T: Ask some students to describe the pictures 3. Introduce my day T: Boys and girls, you have done a very good job. Now, look at the time table. I get up at 6:30. I have breakfast at 7:10. I go to school at … T: I go to bed at 11. It’s too late for your teenagers. (引出课题教学) That’s my day. What about you? Please finish the form according to your daily life. T: Now, work in pairs to talk about your timetable. 4. Try to tell “My day” T: Now, ***, Can you tell me your day just like this: I get up at… I have breakfast at… Can you?
Step 5. Consolidation 1. Do exercise T: Very good! Now, please take out your paper and do the exercise of this lesson. 2. Send a word T: You are so clever! Now I will send you a word as praise.
Step 6 Assign work 1. Class work: To correct the mistakes of the exercise 2. Homework: 1) Talk with your partners about Part C and D 2) Try to write “ My day(我的一天)”
板书设计： Unit 7 It’s late A: What’s the time? / What time is it? B: It’s… I…at… 图 图 图 图 图 图 图
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Ss: Stand up. Good morning/ afternoon, Miss Sheng.
Ss: Yes. Ss: OK.
S1: Three. S2: Five. S3: Seven. S4: Ten. Ss: One, two…ten.
Ss: Say the numbers.
Ss: Read and spell Ss: (引导生答)Thirty Ss: Read after T
Ss: Read them Ss: Say the numbers (叫个别学生回答)
Ss: Clock Ss: It’s two o’clock. Ss: Read after T
G1: What’s the time? G2: It’s five o’clock. G3: What’s the time? G4: It’s seven o’clock.
Ss: It’s three thirty.
Ss: Read after T
Ss: It’s six twenty- eight. Ss: Read after T
One pair practice
One pair practice
Ss: Look and say the time
Ss: Look at the tips and listen to the T
Ss: Yes!
Ss: It’s six thirty.
Ss: Get up. Ss: Read after T Read by groups Ss: It’s seven ten. Ss: Read after T Read by rows Ss: Read after T 一一开火车
Ss: Get up, go to school, go home, watch TV, go to bed Ss: Talk in pairs
Ss: Finish the timetable
Ss: Talk in pairs
S1: Try to tell his or her day
Ss: Do exercise
Ss: Do class work
Ss: Do homework
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课前的问候让学生提前进入学习英语的状态。
中年级学生对游戏仍然充满兴趣，利用游戏的形式代替传统的free talk，不但能激起学生学习英语的主动性，同时，还能烘托课堂的学习气氛，不但能达到复习旧知的目的，也能起到引出新知的作用，一举多得。
紧扣之前的两个游戏，设计第三个游戏，让学生在不知不觉中，进入本节课的新知学习。
复习是英语学习中必不可少的环节，我通过复习学生已知的整点时间表达法，引入本课时的非整点时间的表达方法，既复习了旧知，又引出了新知，过渡自然，学生容易接受。
小贴士可以帮助学生进一步理解各种时间的表达方法，帮助学生更好地掌握知识。
变换不同的操练方式，能唤醒学生的疲惫状态，让大部分学生再次进入高昂的英语学习氛围中。
通过让学生讲述自己的一天，可以检查学生是否掌握句型I…at…
通过练习，进一步检查学生对本节课所学内容的掌握情况，以便课后有针对性的进行辅导。
作业的布置，能帮助学生课后巩固复习本课所学内容，也能让教师了解学生的掌握情况。
美观的板书布置，结合了图片的应用，更能吸引学生的注意，让学生顺利地表达自己的一天。 | ||||
责任编辑：sh
