Story time教案教学设计导入整理

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Unit 3 My day （story time) 共几课时

第几课时

5 1 课

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1．在情境中学习词汇和动词短语go to school, usually, in the morning, have lunch, 学习目

go home, do my homework, have dinner, watch TV, go to bed 2．能在情境中整体感知故事内容

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3．能够较准确的朗读课文并在教师的指导下尝试表演。

4．能初步运用本课所学的词汇和句型I…at…描述人物的日常活动。

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1. 能在情境中正确理解故事内容，并能准确朗读故事

1.读准单词usually。

2．能够较准确的朗读课文并在教师的指导下表演。

1.

学生已有的学习经验：熟悉句型I get up at ... 2. 学生学习本课内容时可能出现的错误：介词的运用

词与语句中教，强调语意。

4. 教学准备：录音机，单词图片。

教学资

3. 教学策略：利用学生已有的知识教，温故知新；.结合字母的发音教，教会能力；融单预习作

1.听录音，跟读U3Storytime，将不懂的地方用笔划下。

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A．Learning aims（1’) B. Greeting and warm up（4’) T: Good morning, class. Ss: Good morning. T: Do you like games? Let’s play a game: Yeah, yeah, yeah, or No, no ,no. C.Presentation（15’) Step1 Review the time 6:15 7:05 11:45 5:00 6:20

Ss: get up/have breakfast…

T: I usually get up at 6:15 Ss: I get up at…

Step2 In the same way to teach: go to school at 7:05 have lunch at 11:45 go home at 5:00 have dinner at 6:20

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It’s Monday today. 2.

We have 4 lessons in the morning. 3.

We have a PE lesson in the afternoon. 4.

I like Music. 5.

I go to school every day. 6.

It’s six o’clock. It’s

time for English class.

T: What time is it? It’s six fifteen in the morning…. (复习时间，并将钟面贴在黑板) Guess: What do I usually do at 6:15 in the morning? 板书：I(usually)…at…

Teach: usually When do you get up?

1 调整与反思

学生根据老师说出的几个句子判断是否正确，学生对Yeah, yeah, yeah, or No, no ,no的回答方式很感兴趣，会增加学生的听说兴趣。

时间的表达在上一个单元中已经有复习涉及，所以在这个单元复习时相比较会更简单点。

同时复习重点句型I…at…

go to bed at 10:00 Step3 I get up at six fifteen.

I go to school at seven o five. I have lunch at eleven fifteen . I go home at five. I have dinner at six twenty I go to bed at ten. So this is my day. Step4 Talk in groups. D. Story time(10’) (Part1) Ss listen and then choose the pictures.(出示五幅图：起床、看电视、上学、睡觉、吃午饭，学生听第一段，根据Mike的介绍选出早上的活动) 1.

Listen again and match（再听一遍介绍，出现三个钟面，将Mike的活动与时间配对）

Ss: have lessons Ss: Four. 2.

Listen and read Part 1. (Part2)

Q1. How many lessons does Mike have in the afternoon? Q2. What else does Mike do in the afternoon? 3.Listen and read Part 2 (Part3) 1.Read Part3 by selves, try to fill in the blanks. Activity Time Have dinner

7:00

2. Listen and read Part3 E. Consolidation(9’) 1.Read in three. 2.Act as Mike, choose one part and talk about your activity. F. Homework. （1’) ★Listen and read the story, try to recite it. ★★Describe your day with your deskmates.

T: I do different things at different time.

揭题：Unit 3 My day

Make a new chant, say something about your day.

T: We’re having an English lesson and we’re talking about our days. Mike is talking about his day too. Let’s listen to Mike, try to find out Mike’s activities in the morning.

T: What else does Mike do in the morning? T: Yes. And how many lessons does he have in the morning. T: So Mike has four lessons in the morning.

Let’s listen again, and try to answer. Teach: go home do my homework In the afternoon: have lessons/play football/go home Talk in groups: When does Mike do these

(三人一小组，扮演Mike，选择早、中、晚其中一个时间说说自己的活动) things? Say like this:…at… 因为是复习，所以在操练的时候我会选择一些基础稍差的学生，平时不大喜欢回答问题的学生。

也可稍微给予点时间在小组间讨论一下。

Story time 会在之前让学生预习好，为新课打下基础。听内容回答问题，帮学生总结句型。

学生可能在回答问题上不能回答的很好，所以在学生回答时老师要帮衬着点。

表格填空在课文学完之后，觉得他们会更容易做完。

鼓励学生小组间表演课文，选择几组表演一下，适当的表扬。

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