Story timeppt配套的教案及板书设计

Topic：

Unit3 My day Period: 1 story time ( a colourful day ) Aims: (1) To learn the expressions: in the morning, in the afternoon, in the evening, get up, go to school, play football, ho home, have dinner, watch TV, go to bed, do my homework and usually. (2)

To learn the structures: When do you...?

I ... at... (3)

To enjoy and cherish the colourful days. Language focus: (1) To learn to talk about my day. (2)

To be able to ask about daily activities with the new structure ”When do you...?

I ...at...”

Pre-task Preparation 1.

Play games (1)

Yeah, yeah, yeah. No, no, no. T: Boys and girls, let’s play a game. Rules: If the sentence is ture, do and say Yeah, yeah, yeah. If it is false, do and say No, no, no. Show the sentences one by one. T: Good job. Here’s another game. Listen carefully and have a guess: Who am I? (2)

Guessing game.

Tick-tock. Tick-tock. I have a face. I have no arms or legs. But I have a long hand and a short hand. I am a _____. (clock) 2.

T: Clever boy(girl).

Show some clocks

T: Look. Here are some clocks. What time is it?

S: It’s...(7:00, 9:00, 12:00)

T: It’s easy for you. Show some clocks T: It’s a little difficult. Before that, let’s review some numbers as a help. 3.

Review the numbers: thirteen, thirty, fourteen, forty, fifteen, fifty, twelve, twenty. While-task procedures 1. T: Now, let’s go back to the clocks.

Teach: 4:40, 6:15, 7:40.

Tips: 整点的表达为数字或者数字+o’clok,非整点的表达采用时+分的形式。

2. Let’s check

T: Do you know the expression of time? Here’s a game for you. Say the words on the basketball and then the ball will be thrown into the basket and you will get one score.

Show: 6:10, 7:15, 8:30, 4:00, 12:12, when, do, you, get up 3.

Teach：

When do you get up? I get up at..., usually

Read after T: When do you get up?

Answer with ”I get up at...” in turns and the last S asks T: When do you get up?

T: I get up at six ten on Monday, Tuesday, Wednesday, Thursday and Friday. I get up at seven thirty on Saturday. So, I usually get up at six ten.

Read after T: usually

Then read the sentence one by one.

T: I usually get up at six ten and go to bed at ten. How about you? When do you go to bed?

Ask and answer: When do you go to bed? - I usually go to bed at... 4.

Show the topic.

T: We do daily activities at a certain time. Today, Mike will tell us his day. Unit3 My day. 5.

Watch and choose: How does Mike describe his day?

A. Place

B. Time

C. Person

T: How does Mike describe his day? In order of time, place or person? Let’s watch the cartoon.

S: B. time 6.

Teach: in the morning/ afternoon/ evening

T: We can divide Mike’s day into three parts -- in the morning, in the afternoon and in the evening.

Pay attention to the pronunciation of “the”. Read after the tape. 7.

Listen and tick (what)

T: First, in the morning. Listen to the first part and tick Mike’s activities.

(get up, go to school, have lunch, have four lessons) 8.

Read and circle (when)

T: Good job. When does Mike do these activities? Please go on reading paragraph one and circle the time.

Ask and answer: When do you..., Mike?

I ...at...

T: Mike does so many activities in the morning, so we can say he has a colourful morning.

Read after T: a colourful morning

T: His morning is colourful. How about his afternoon? Let’s see. 9.

Read and finish the table

Answer with ”I... at...”

Retell Mike’s afternoon together with the help of the table.

T: Oh! Mike also has a colourful afternoon. 10.

Read, order and say

T: Let’s look at the last part, Mike’s evening. Read this part and order the pictures.

T: Look at the pictures carefully and try to say Mike’s evening in pairs.

Ask some Ss to say

T: Well done! Is his evening colourful? T: Mike has a colourful morning, a colourful afternoon and a colourful evening. So, we can say he has a colourful day.

Read after T: A colourful day T: Boys and girls, enjoy and cherish our colourful days. Post-tast activities 1.

Listen and repeat 2.

Let’s retell

T: You did a good job. Please work in groups of four, choose one part of Mike’s day, try to retell. 3.

My day

T: That’s all about Mike’s day. How about you? Take Mike’s day as an example and try to write your day. Take out your paper. My day I get up at

and go to school at

.

At

, I have lunch. In the afternoon, I have

lessons. I

at

. I

. In the evening, I...

Homework:

1.

Read and retell Story time 2.

Try to finish “My day”

Blackboard design: