Story time教学设计一等奖

Unit3 My day 第一课时(Storytime)教案

仪征市新城中心小学 赵巧蓉

一、教学目标：

1、能听懂、会说、会读单词usually, 活动类词汇get up, go to school, , have lunch, play football, do homework, go home, have dinner, watch TV, go to bed及时间类词汇 in the morning, in the afternoon, in the evening. 2、能听懂句型When do you …?并能用I … at…应答。

3、能正确理解Story time，用正确的语音语调朗读课文，并尝试以第一人称的方式复述Mike一天作息活动。

4、通过了解Mike一天的作息活动，让学生明白要合理地安排一天的生活。

二、教学重点：

1、能听懂、会说、会读单词usually, 活动类词汇get up, go to school, , have lunch, play football, do homework, go home, have dinner, watch TV, go to bed及时间类词汇 in the morning, in the afternoon, in the evening. 2、能初步运用I … at …句型来简单描述自己什么时间做什么事情。

3、能正确理解Story time，用正确的语音语调朗读课文，并尝试以第一人称的方式复述Mike一天作息活动。

三、教学难点：

1、能正确朗读单词usually. 2、能正确理解Story time，用正确的语音语调朗读课文，并尝试以第一人称的方式复述Mike一天作息活动。

四、教学准备：

课件、词组卡片。

五、教学过程：

Step 1 Warming up 1.

Free talk What day is it today? What lessons do we have this morning?

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What lessons do you have this afternoon? How many lessons do you have every day? What subjects do you like? T: I like Music. Let’s enjoy a song . 2.

Enjoy a song T: What is the song about?(Numbers) 3. Quick respond T: Do you remember the numbers? Let’s play a game. 4.

Review the time (PPT 出现7，再出现40, 出现冒号) T：What time is it?（复习时间）

最后一个时间6:15 T: I usually get up at six in the morning. When do you get up?(Teach: get up) S: I(usually)...at...(出示板书,学习单词usually) 5. In the same way to teach: go to school at 8:00 have lunch at 11:45 go home at 4:05 have dinner at 6:30 watch TV at 7:30 go to bed at 10:00 6. T: I do different things at different time.So this is“My day”（板书Unit 3 My day、齐读题目）

Step2 Story time 1.Watch and answer Mike is talking about his day too. Let’s listen to Mike, try to find out Mike’s activities in his day.Let’s watch the cartoon and find out “How does Mike describe his day?”

Ss watch and then choose the answer.(出示九幅图：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)

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2.Listen and match（听第一段内容，将Mike早上的活动与时间配对）

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

Act as Mike and use the sentence I(usually)...at... to read Part 3.

Read and fill in the blanks(自读课文第二段，填空) 1.

T: How many lessons does Mike have in the afternoon? And what else does Mike do in the afternoon? Let’s read Part2 and try to answer.

Activities

have 2 lessons Time

in the afternoon

go home

4:00p.m.

5:30p.m. Q1. How many lessons does Mike have in the afternoon? Q2. What else does Mike do in the afternoon? Teach: go home ，do my homework In the afternoon: have lessons/play football/go home 2.Listen and read Part 2 3.Look and write(看课文第三部分图片，同桌讨论，试着填空) I usually have dinner at . I at seven. I at nine at night every day .

Talk in groups: When does Mike do these things? Say like this:I…at… Step 3 Consolidation

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1.Listen and read . 2.Read the text in different ways in groups Act as Mike, choose one part and talk about your activity.(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,请选择你最喜欢的方式表演，加上动作和表情哦！) 3.Retell the story.(如果你是Mike，你能介绍自己的一天吗？选择任意时间段，根据板书，试一试吧？) 4.What do you think of Mike’s day? Is it a happy day? Why? I think Mike’s day is a happy day. And I think it’s also a reasonable day. Sweet share:Boys and girls.Enjoy every day. Cherish our colourful life. Step 4 Homework 1.

Read and try to recite the text with actions. 2.

Talk to your partners about your day. 3.

Preview Fun time and Cartoon time. 六、板书设计

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七、教学反思

本单元的重点是要求同学们能听懂、会说、会读和会拼写单词、词组when,usually,get up,go home,do my homework,have dinner,watch TV,go to bed,every day,in the morning,in the afternoon,in the evening,at night,能熟练地运用日常交际用语When do you …?I …at…来向他人主动询问信息，并获取信息。

Story time中的内容主要是Mike的一天，从起床到睡觉的时间段中做的相应的事，语法部分没有特别难的地方，主要是

‘When do you …? I usually…at …’的问答操练，整篇文章的时间顺序是非常清晰的，在接近课堂尾声的时候，我把各个时间点做什么在PPT上显示成表格，带着同学们一起把故事说出来，效果很好，基本上都能把文章流畅地说出来。我的目标就是减少学生课后的压力，能课上完成的尽量课上完成，这就要求我保证课上的高效。

一．in,on at,this的使用

表示星期的单词和morning,afternoon,evening一起使用表示时间时，一般前面加on，如：on Sunday morning在星期天上午。而同时还要区别in the evening在晚上和this evening今天晚上。针对When do you …?句型的回答则是要用at来回答的，这几个词的运用使许多学生混淆。还有的学生会出现这样的问题：中文里翻译“我六点起床。”因为没有出现“在六点”所以许多学生把“at”都漏掉了，写成了‘I get up six. 二．注意评价的鼓励性

面对精彩的回答，我们要舍得"掌声"。但在对学生进行恰当的表扬的基础上，也应注意否定学生错误的方法。教师课堂上经常采用的一句“No,You are wrong.”常常使回答的学生积极性一落千丈，甚至挫伤了他的自尊心，这样不利于学生发挥创造性，不如把它换成善意的话，如“I don’t think so.”“Please think it over.”“Maybe you’re right.”“Really?”它们听起来委婉含蓄，不但使学生容易接受，而且增强了他们的自信心。

怎样提高课堂效率，怎样和学生建立和谐的师生关系，怎样在减少作业量的基础上保证学生对知识的掌握……在教学的道路上我还有很长的路要走。

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