Unit 9 Day and nightppt课件教学实录

Unit 9 Day and night 金沙小学

黄婧

Lesson 1 一、

教材分析

本单元的话题是日常生活与活动，与前两个单元都有一定的联系。故事讲的是Ken 和Ann来森林看望Mocky，了解到Mocky的日常作息时间和主要活动。后来，他们又一起去看望Uncle Booky，路上他们边走边聊，进一步了解了Uncle Booky的日常生活习惯。故事的趣味点出现在Mocky等人来到Uncle Boocky家，他们怎么也找不到Uncle Booky，最后才发现他在外面做运动。

故事中通过谈论日常活动与习惯，呈现了频度副词的用法。这是本单元的一项主要学习内容。

二、

学情分析

学生学***版《英语》（一年级起点）教材已经有四年多的时间了，通过这四年多时间的学习积累，学生们能听懂基本的课堂用语，养成了主动倾听、积极思考、善于观察图片、乐于回答问题、敢于用英语表达自己的想法的好习惯；同时，本学段的学生活泼好动，好奇心强，喜欢表现自己，但是也存在学习稳定性不强、注意力不易集中等问题。

三、

教学内容

话题：日常生活

词汇：always, often, sometimes, never 句型：When do you …? I often ...

Do you always ….? Oh, no, Not always.

四、

教学目标

在本课结束时，学生能够：

1. 读懂故事的主要内容，并能模仿人物对话；

2. 在故事情景中理解频度副词的意义及用法；

3. 通过故事学习，培养生活规律的意识与习惯。

五、

教学重点

引导学生运用旧知和生活经历，结合插图猜测、分析故事的发展，从而理解故事大意。

六、

教学难点

运用When do you/does he…询问日常活动的发生时间，并作出回答。

七、

教具准备：PPT课件、教材配套光碟、单词卡片

八、

教学过程

Step 1 Warm-up

T: Hello! Boys and girls, what day is it today? Ss: Today is Thursday. T: Thursday is a great day. Are you happy? Ss: Yes. Step 2 Pre-reading T: Today we'll learn Unit 9 Day and night. （PPT课件出示P1）Since you’ve done your homework, do you know the Chinese meanings of these four words? （PPT课件出示P2）Can you read them?

S: always, often, sometimes, never.（如有发音错误，教师正音）

T: Excellent. Follow me, please. (教师再教读，学生跟读) T: Well, I often have milk for breakfast. I always have rice for lunch. Sometimes, I read books. I never play basketball. How about you? （PPT课件出示P3）Can you fill in the blanks by using always, often, sometimes or never? S1: I often play football. S2: I never play football. …

（PPT课件出示P4）

T：Do you dance? Tell me.

S1: I often dance.

S2: I never dance.

…

（PPT课件出示P4）

T: Tell me about your dinner. S1: I always have meat for dinner. S2: I often have meat for dinner. ….. 设计意图

本篇故事出现了频度副词，但在本故事中不容易理解清楚频度副词的意思，会对阅读造成障碍，所以提前布置家庭作业让学生了解这四个频度副词的意思。同时，让学生以实际情况为例填空，检验学生对中文意思是否掌握。

Step 3 While-reading

1、看故事，故事整体呈现

T: Today, we will read a story. First please watch the video and find: Who are in the story? （播放故事动画，请学生带着问题看动画）

S：Ann, Ken, Mocky and Uncle Booky. 设计意图

运用整体教学的模式，让学生带着问题完整观看故事动画并回答问题，整体感知故事，初步理解故事大意。

2、讲故事：教师利用图片，带着学生以猜测、讲解、讨论等方式讲解故事

T：Who are in Picture 1?（课件出现Picture 1）

S: Ann, Ken and Mocky.

T: Where are they? S: They are in the forest.

T: Guess. What will Ann and Ken say to Mocky? S1: Hello, Mocky. S2: Good morning.

T: How do you know it’s morning? S2: I can see the sun. T: Smart kid. You are a good observer.

S3: What are you doing? T: What is Mocky doing?

S4: He is eating breakfast. T: Go on with our guessing. What will Ann and Ken say to Mocky? S5: ... T: Look at Mocky. Does Mocky like his breakfast? Ss: Yes.

T: How do you know? Ss: He is smiling/happy.

（PPT课件出现Picture 2）

T: Ann and Mocky are talking. Listen what Ann says.（播放Ann的话语后暂停）

S：Do you always have breakfast so late? T: Good job. Listen late or not? (播放Mocky的话语后暂停) S: No, not always. T: Mocky doesn’t always have breakfast so late. （呈现Picture 3）Guess. What does Mocky often do after breakfast? S1: Maybe he goes to Bobby's house.

S2: Maybe he goes to the cinema.

…. T: Listen what Mocky says. （播放Picture 3）

S: He often plays with Lulu.

T: Let’s listen to Pictures 2-3 and repeat. （播放Pictures 2-3）

（呈现Picture 4）

T: They are walking and talking about visiting Uncle Booky. Listen. When does Mocky visit Uncle Booky. S: In the morning.

（呈现Picture 5）

T: Guess. What does Uncle Booky do in the morning? S1: Maybe he goes to the park. S2: Maybe he exercises. …

T: Let’s listen and check. （播放Picture 5）

S: He often reads books. （呈现Picture 6）

T: Where are they going? Ss: They are going to Uncle Booky’s house. T: Look at this bridge. Everyone stand up. Can you show me how to walk on this bridge?

（全班起立示范吊桥上行走，活跃气氛）

T: You are so brave.

（呈现Ann对着窗户一图）

T: Whose house is it? Ss: Uncle Booky’s. T: If you are Ann, what will you do? Please show us. （教师拿出窗户的道具）

（学生上台示范在窗户口呼唤Uncle Booky）

T: Listen and repeat. （播放动画）

T: Will Uncle Booky open the door?

Ss: Yes/No. 设计意图

运用课件、图片、动作等方式，通过逐层设问猜想、推测故事的发生和发展，激发学生的学习兴趣。

3、自主阅读故事，合作学习故事

（PPT课件呈现P13）

T: What will happen? Please read Pictures 7-9 and discuss the questions in four.

（要求学生自读第7-9幅图并在书上勾出答案，然后在4人小组内讨论）

T: Question 1? S: No, he isn’t.

T: Question 2? S: No, he doesn’t know. T: Question 3? S: No, he never goes in the morning.

T: Question 4? S: He goes to the store in the afternoon. T: Question 5? S: He is exercising.

设计意图

通过自主阅读和合作学习的方式，调动学生已有的知识储备参与故事的学识，提出关于故事细节的问题，让孩子们运用英语思维，并乐于表达。

4、阅读故事：给学生2分钟时间，自己阅读故事。（教师巡视，帮助阅读有困难的学生）

5、朗读故事：听故事录音，跟读。

设计意图

回归教材，让学生在听读的基础上建立声音与图片、语音语调之间的联系，加深对课文的理解，固化核心语言结构。

Step 4 Post-reading

理解判断

T: Now, it’s our True or False Time. Please look at the sentences and tell us true or false. If it’s false, find out the mistakes.

Mocky always has breakfast late.

After breakfast, Mocky often plays with Bobby.

Mocky often visits Uncle Booky in the afternoon.

Uncle Booky never reads books in the morning.

Uncle Booky is not at home. Uncle Booky goes to the store in the afternoon.

Uncle Booky never exercises in the morning. 设计意图

T or F的活动目的在于检测学生对故事的理解，如果句子信息错误，一定邀请学生加以改正，以检测他们是否真正理解故事内容，并随后在PPT中呈现正确答案，便于学生切实理解。