Story time课件配套优秀教案设计

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Unit3

My day

Teaching Contents: 4B

Unit 3 My day

Story time Teaching Objectives: By the end of the class, students should: 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 ... .”.

Teaching Difficult Points:

Develop the students’

ability

to talk about their days with the sentence structures “When do you ... ?” sand “I ... at ... .”

Teaching Procedures:

Step 1: Review + Warm up) Greet:ngs: T: Class begins. (S: Stand up!) T: Good morning, boys and girls. (Ss:Good morning, teacher.) T: What day is it today?(Ss:It’s .... .) T: Can you 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!

b) WARM UP:

Show students a timetable of mine, and then ask them when do I ... (get up/

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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 weekday,so I can say: I usually get up at…(Teach uaually) T: Look at my timetable carefully and try to remember the time in one minute.

T: When do I get up/have breakfast… ? S: You get up/have breakfast/…at…

T: All of you did a very good job! You are so clever!

Step 2: Presentation Now let’s watch a short cartoon about Mike’s day, after watching the cartoon, please answer this question :How does Mike describe his day?

a)

1：Watch and Choose Let students watch the cartoon of the text and then after watching, let them choose:How does Mike describe his day?

T: OK, after watching the short cartoon, do you know :How does Mike describe his day? Time Place or Person? (Ss: Time.)

T: Yes, good.

Teach: in the moring

in the afternoon

in the evering b)

Listen and match Let the students listen to the Mike’s morning and match the activities and time. T: Now boys and girls, Let’s, listen to the Mike’s moring ,after listening , please match the activities and time.

T: OK, time is up. Let’s check the answers.You can answer like this:I…

at…

S1: ... . S2: ... . S3: ... . c) Listen and judge Let the students listen to the Mike’s afternoon and judge the sentences.

1. I have four lessons in the afternoon.

2. I play football at four and go home at four forty 3. I do my homework at five.

d) Listen and fill in blanks Let the students listen to the Mike’s evening and fill in the blanks Activities Time

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Watch TV Step 3: Consolidation a)

Listen and read; 6:15

9:00 Let the students read this text after the tape again b)

Read the text in different ways ;

Let the students read this text

in different ways

c)

Retell the text; 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 ... .”. Let the students retell the text with the help of pictures. 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: him or her.

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