C名师教学实录

Story

time 教学设计

Specific vocabulary: 学生能够听、说、读、写动词词组climb mountains, go shopping, play the piano, visit grandparents, go hiking Specific target sentences: 学生能听懂问句:What do you do on the weekend? 并能用所学动词短语替换句型: Sometimes I …/ I usually/often/ …中的关键词回答问句. Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动. Source of material: 课件, 卡片,图片，活动手册，同步练习册

Assumptions and Anticipated problems: 这一课时的重点放于动词词组

的识记上。这些词组与生活贴近,学生较为容易理解. 这一课时的句子What do you do on the weekend?是上册要求掌握的重点句，不是新内容。难点是单词mountain和grandparents的正确拼写。

Step 1 Warm-up

(设计意图:复习以前学过的一些周末活动词组，以旧引新。活动类型：A/C.) (1) Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin …

(2) Free talk: two pairs have a talk about weekend activities.

S1:What do you do on the weekend?

S2: I often … on the weekend. What about you ?

S1: I often …

Step 2 Presentation

Let’s chant

教师放P7let’s chant, 学生跟唱，初步感知本课时的动词词组。

Let’s learn

(1) 教师出示自己的家庭照和a family tree, “Look, my father and my mother, they are my parents. My grandfather and my grandmother, they are my grandparents.”通过红色笔的不同对比让学生初步感知英语构词法：grand+parents T: We often visit our grandparents on the weekend. What about you? Ss:…

T: Sometimes I visit my friends on the weekend. I’m happy with them. Do you visit your friends/ uncle/aunt/teacher…?

Ss:…

(设计意图:通过图片与图表结合的方式让学生先从意义上理解词汇，再从音和形方面去帮助记忆及强化记忆。活动类型：A/C.)

(2) After teacher’s introduction abo about the weekend, teacher continues: How about you, boys and girls? What do you do on the weekend? (3) Let some students come to the blackboard and choose the pictures. Teacher helps them say: I often climb mountains/ go shopping/ go hiking/play the piano (设计意图:发挥图片和身体语言的作用，通过多种方式呈现新词，遵循意义先行的原则，使单词教学生动有趣而且有实效。活动类型：C.) (4) Students learn the phrases. Ss follow the tape to read. Do action and practice the phrases. (5) Game: 找朋友

学生四人一组，动词卡片“出牌”，翻开牌面后根据牌面上的图画说：On the weekend I go hiking./ I climb mountains on the weekend.等，牌面相同的人即为朋友，互相击掌说：Let’s go together!然后继续下一轮游戏。

(设计意图:在游戏中不断重复所学的短语,让学生在不知不觉中练习,自主地掌握学习的内容.

活动类型：C) (6) 引导学生做拼读词组比赛，在课堂上给学生时间互相交流认记技巧，互相竞赛。

Step3

Let’s chant

(1)Listen to the tape.

(2)Clap hands and chant. Step 4 Pronunciation (1)展示挂图，带读例词，强调几个字母组合ai,ay, gr,gl的读音，引导学生总结其读音规则。

（2）放录音，跟读。听绕口令，配图，简单讲解，学生试着跟读、说绕口令。

Step3 Sum up Summarize what we have learned in this lesson

引导学生过积极的、有意义的双休日。

Step4 Homework

1.read and Copy the new words. 2.调查各任课教师的周末生活。

课后反思：

第五课时

Specific vocabulary: 能够针对具体情况正确使用usually, often, sometimes三个频度副词.会使用next 一词。

Specific target setences: 学生能听懂并会说句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.并能在实际情景中运用. Specific functional exponents: 学生学会正确使用频度副词表达自己的周末活动. Source of material: 课件, 卡片, 挂图, 同步练习册

Assumptions and Anticipated problems: 第一课时仅要求学生能听说、认读频度副词usually/ sometimes, 而在本课时就要求能准确使用频度副词进行表达，这是本课时的难点，设计的活动要着重于学生的实际运用。对句型Let’s …together next Sunday.能正确认读。

Step 1 Warm-up (1)Ss read and spell the words. (2)Blank-filling:

T: Climb

Ss: Climb mountains.

T: Hiking.

Ss: Go hiking.

T: Shopping. Ss: Go shopping. Step 2 Preview (1)Question: What do you do on the weekend? Let some of the students talk about their weekends. (2)Listen to the tape “Let’s try”. Students listen to Let’s try and finish the exercises. Check the answers.

Step3 Presentation (1)When teacher asks the question “What do you do on the weekend?” Mark a star on the pictures. Then present “sometimes, usually, often”.

(2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times. (3)T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T: So ask me. Ss: What do you do on the weekend? T: I often … Sometimes I … Usually I ….

(4)Teacher asks some questions about students. (5)Play the tape. Students follow the tape.

(6)Students practice the dialogue and act the dialogue. Step4 Story time

Play the tape and enjoy the story. Step5

Sum up: How can you have a happy weekend? 引导学生过积极的、有意义的双休日。

Step 6 Homework

1. Copy the dialogue. 2. Practice reading. 3.Do the exercise book.