Story time教学设计范文

Unit3 My day

教学内容:Unit3 My day

教学目标:

1.be able to understand, read the whole text;

2.be able to understand, read and speak these words: in the morning/ afternoon/ evening, at night, usually, etc;

3.be able to talk about their days with the sentence structures “When do you ... ?” and “I ... at ... .”.

教学重、难点:

Develop the students’ ability to talk about their days with the sentence structures “When do you ... ?” and “I ... at ... .”.

教学过程:

Step 1: Review + Warm up (10 min)

GREETING:

T: Class begins. (S: Stand up!)

T: Good morning, boys and girls. (Ss:Good morning, teacher.)

T: Nice to see you, class. (Ss: Nice to see you, too.)

T: What day is it today?(Ss:It’s .... .)

T: How to spell it? (Ss: .... .)

T: Good, sit down, please.

a)REVIEW: Play a Game: Quick Response

Show some numbers, times and phrases(like “play football”, “at night”, “in the

afternoon”, “55”, “7:00”) on the PowerPoint and let students quickly speak out them in English.

T: First, let’s play a game, OK? (Ss: OK!)

T: Who can read this tip for me? Please hands up. OK, you please. (S1: ... .) T: OK, thank you. Now do you understand? (Ss: yes!) OK, now let’s go!

At the end of the game, let students say the number “9” and “15”, then ask students how to say “9:15” in English. Through this way, the expression of time can be taught. And then, some exercise would be given for practicing students.

b) WARM UP:

Show students a timetable of mine, and then ask them when do I ... (get up/ have lunch / go to bed...), and let them answer me with the sentence structure “You ... at ... .” to practice their ability to use the sentence.

T: Look, here is a timetable of my university, let’s see it together. Can you find when do I get up? (S1: At ... .)

T: Yes, I get up at ... . Now say it together, I get up at ... . (Ss: ... .)

T: OK, very good. Now can you find when do I have lunch? (S2: You have lunch at ... .)

T: Very good! Now can you find when do I ... ? (S: ... !)

T: All of you did a very good job! You are so clever! But, I have one more

question, do you know when does Mike get up? Now let’s watch a short cartoon to see the answer.

Step 2: Presentation (18 min)

a)TASK 1:Watch and Choose

Let students watch the cartoon of the text and then after watching, let them choose when does Mike get up.

T: OK, after watching the short cartoon, do you know when does Mike get up? At six or at seven? (Ss: At seven.)

T: Yes, good.

b)TASK 2:Read and Circle

Let students read the text silently and circle out all the activities that Mike does. T: Now boys and girls, open your books and turn to page18. Let’s read the text silently, and when you’re reading, you should circle out all the activities that Mike does. (Ss: ... .)

T: OK, time is up. Now can you tell me what does Mike do in his day? (S1: ... . S2: ... . S3: ... .)

c)TASK 3:Read and Answer

Let students read the text after the tape and then you should play the role of Mike and answer some questions.

T: Now boys and girls, open your books and turn to page18. Let’s read the text after the tape, and then answer the questions on the PowerPoint. (Ss: ... .)

T: Now suppose you are Mike, please answer some questions. The first one, how many lessons do you have in the morning? (S1: Four.)

T: Yes, good. And how many lessons do you have in the afternoon? (S2: Two.) T: Then when do you go to school? (S3: At seven forty.)

T: Then when do you ... ? (S3: At ... .)

Step 3: Consolidation(9 min)

a)TASK 1:Read the text together;

Let the students read this text after the tape again.

T: OK, all of you did a very good job. Now let’s read the text after the tape again. Pay attention to your pronunciation and intonation and try to imitate the tape. One, two, start! (Ss: ... .)

b)TASK 2:Read the text in groups;

Let the students read this text group by group.

T: OK, well down. Now you should read this text group by group. See which roup is the best one! (Ss: ... .)

c)TASK 3:Retell the text;

Let the students retell the text with the help of the mind map on the blackboard in front of us.

T: Which group is the best one? I think group X is the best one. So there will be small gifts for them. Now, I will give you 1 minute to prepare. Then I will ask someone to retell the text with the help of the mind map on the blackboard. If your presentation is good, you can get a small gift, too.(Ss: ... .)

Step 4: Development (3 min)

Free talk: Let the students talk about their days with each other with the sentence structure: “When do you ... ?” and “I ... at ... .”.

T: We have learned so much about Mike’s day. So how about your days? Now, I’ll give you 3 minutes, and you can talk with your partner about your days with the sentence structure: “When do you ... ?” and “I ... at ... .”. (Ss: ... .)

Homework:

Ask your deskmate about his or her days in English, and then make a timetable for him or her.