Unit 9 I’m late公开课教案

《 Unit 9》第一课时

教

学

设

计

太和区大薛中心小学

陈莹

【课题名称】《快乐英语》四年级上《Unit 9》

【授课时间】一课时（40分钟）

【教材分析】

本课是《快乐英语》四年级上Unit 9的教学内容,为一课时。要讲授的主要内容分三个部分。1、listen and say.2、Game time 3、Try to do .本单元学习坚持以培养学生英语综合语言运用能力为宗旨，以提高学生语言技能为目标，培养学生的学习兴趣和自信心，帮助学生获得良好的语音基础知识和用英语进行简单的日常交流的能力。本单元重点是：listen and say中呈现的句型“What time is it? It’s …o’clock.”?及四会短语get up, go to school, go home, go to bed要求学生能运用所学句型进行日常会话交流，提高学生英语综合语言运用能力。

【学情分析】

小学四年级的儿童是心理健康成长的关键时刻，已经具有一定的动手动脑的能力。和低年级学生相比具有比较强的自行探究的能力，学生在观察能力、思维能力、语言表达能力方面都有了较好的提高，有着强烈的好奇心与动手操作的能力。四年级的小学生对事物依然保持着好奇心和旺盛的求知欲，他们喜欢在自己的探索中获取知识，喜欢在玩中学，喜欢在做中学，喜欢在想中学，喜欢在用中学。所以，本单元的教学应从学生身边最为常见情景的现象入手。

【课前预设】

本单元我想通过一个学生熟悉的场景引出“What time is it? It’s …o’clock.的句型。希望通过学习使学生能在现实生活中灵活运用新句型及新词组。并能够在日常生活得到运用。

【教学目标】

1、知识目标：

1、能听懂、会说“

What time is it? It’s…

o’clock.”句型，并能在实际情境中运用。

2、能听懂、会说、会读短语“get up, go to school, go home, go to bed”并能恰当使用这几个短语。

2、能力目标：

A.能在现实生活中灵活运用新句型及新单词。

B.认读会话，表演运用。

3、情感态度价值观：

A．在教学活动中培养英语学习兴趣，主动探求精神。

B．培养学生懂得与周围人友好相处，团结合作意识。

【教学重点】

理解并运用句型“What time is it? It’s …o’clock.”

【教学难点】掌握并运用短语“get up, go to school, go home, go to bed 【教学用具】录音机、教学课件、单词卡片、实物

【教学方式】情境教学、任务型教学法。

【教学过程】

Step I Warm-up and lead in (4 分钟)

A. Greetings ：

Ｔ： Hello, children. Ss: Hello, Miss chen. Ｔ： Nice to meet you .Ｓs：Nice to meet you ,too. Ｔ：Good! Let’s say some numbers , OK? Ss: OK. Ｔ：let’s say a chant. （设计意图：师生用英语亲切的问候增进情感，说数字游戏调动起孩子们愉快的学习气氛。）

B. Revision. Review words （设计意图：问答形式复习单词，能增强英语语言活氛围，调动学生的积极性）

出示钟表读数字1-12 T: Great! Now let’s learn new Unit--- Unit 9 (板书课题) （设计意图：设置悬念，调动学生自主探求意识。）

Step II presentation (25 分钟) A. Listen and say a. words teaching “time”what’s the meaning? T: Write "time".(板书)

Ss: 时间

T: Ask the time, we can say "What time is it?" (板书) What's the meaning? Ss: 几点了？

T: Follow me " What time is it? "

Ss: Read "What time is it?" 1 by 1.

T: Look at the clock. What time is it?

Ss: It's 3 o'clock.

T: "o’clock" What's the meaning?

Ss: 点钟…

T: You can answer "It's … o'clock." (板书) Ss: Read "o'clock" 2 by 2.

T: Look at some clocks and answer “It’s …o’clock.”

Ss: It’s 8 o’clock.

T: Now, let's make a dialogue in pairs. Ss: Two students work in pair.

What time is it? It's … o'clock. S1: What time is it?

2.

T: Look at the clock. What time is it? S1: It’s……o’clock.

T:look at the picture .This

is

my

daughter.

She likes reading but she is a little lazy. Let’s help her.

T: What time is it?. ISs: It's 6 o'clock. T:where is my daughter? She is still in bed .let’s ask her to get up . "get up" what’s the meaning? T: Write " get up ".(板书) Ss: 起床

T: Follow me "get up" Ss: Say and do "get up " 2 by 2.

T: Look at the clock. Tick, tock, what time is it?

Ss: It's 7 o'clock.

T: Oh, it's 7 o'clock.

T: " go to school " what’s the meaning?

Ss: 去上学

T: Write "go to school ".(板书)

T: Follow me " go to school "

T: Look! The sun, go, go, go!

What time is it?

Ss: It's 4 o'clock.

T: In the afternoon, we can say "It's 4 o'clock pm."

T: Oh, it's 4 o'clock pm. You must go home. "go home " what’s the meaning?

T: Write " go home ".(板书)

T: Follow me " go home " Ss: Say and do "go home " 2 by 2.

T: Say goodbye to the sun. Say hello to the moon. Tick, tock, what time is it?

T: Oh, it's 10 o'clock pm. I’m tired and sleepy. I must go to bed. "go to bed

" what’s the meaning Ss:去睡觉

T: Write " go to bed ".(板书)

T: Follow me " go to bed " Ss: Say and do "go to bed" 2 by 2. T: Look and say.

T: In some time you must do something.

“must”

What’s the meaning?

T: Write “must”

(板书) T: We can say "I must „"Ss: get up go to school

go home

go to bed

T: Here is a new chant.

Ss: Say the chant together.

Get up, get up, I must get up.

Go to school, go to school, I must go to school.

Go home, go home, I must go home.

Go to bed, go to bed, I must go to bed.

3.

T: This morning, Billy is late.Let's listen, point and find "late"

Ss: Listen and circle “late”

T: Spell and write "late".(板书)

T: Listen and repeat, then answer 1、What time is it ?

2、What does Billy’s mom say in picture 2?”

T: We can also say “Have a great day! Have a nice day!”

Step3: Practice

1.

T: This time, read the text together. Ss: Read together.

Have a role play.

Ss: Team A is Mom.

Team B is Billy.

T: Have a role play in pairs.

Ss: One is Mom.

The other is Billy.

2.

T: Make some dialogues.

T: Make a timetable.

Ss: Make a dialogue in pairs, then act it out.

Ss: Make a timetable, then talk about the

timetable. It’s…o’clock. I must get up.

It’s…o’clock. I must go to school.

It’s…o’clock. I must go home.

It’s…o’clock. I must go to bed.

T: Time is money, you must study hard and make progress every day.

Step4: Homework

A.Recite the text (P49 T1).

B.Finish your timetable and try to do it.

设计意图：书写任务，培养学生规范书写能力；会话任务，培养学生思维创新能力。）

（

【板书设计】

Unit 9

What time is it? get up

go to school It’s

… go home go to bed

教学反思

本节课主要是学会并运用“What time is it? .”向他人问时间。 听懂、会说并认读词组get up, go to school, go home, go to bed”并利用时间和词组有机融合在一起，并利用到实际情境中。

本次教学活动采用任务型活动方式，为学生提供了良好的英语学习环境和适当的资源，设计学习任务并在活动中提供必要的指导和帮助。学生在教学过程中自主学习，合作参与，并进行语言实践。

本节课我运用多媒体课件用于英语课堂教学中，通过time 这一主线，我有以下几点认识：

1、多媒体教学具有多样性、直观性和情境性的特点，它能有效地吸引学生的注意力，激发学生的学习兴趣和发挥学生主体的作用。在本课教学中，通过计算机演示、交互等多种教学形式，让学生学习身体部位的单词、通过课件中大图片进入新课，动画的歌曲，通过这些学习任务极大地调动了学生的学习积极性。

2、多媒体下的教学可以实现对教学信息的个别化，使每个学生都成为学习的主人，在学习身体部位这一教学活动中，学生就完全可以根据自己的知识能力水平进行选择性学习，发挥学生的主观能动性，这是传统教学所无法达到的。

因此老师在课堂教学中，必须改变传统的“传递——接受式”教学模式，采用自主、合作、探究式学习模式，创设情景，巧妙地提出问题，引发学生心理上的认知冲突，使学生处于一种“心求通而未得，口欲言而未能”的状态。同时，老师要放权给学生，给他们想、做、说的机会，让他们充分地进行思考、讨论、质疑、交流，充分地表达自己的思想，让学生放开说，并且让尽可能多的学生说。条件具备了，学生自然就会兴奋，参与的积极性就会高起来，参与度也会大大提高。只有积极、主动、兴奋地参与学习过程，个体才能得到发展。在这种教学模式中，老师与学生同成为学习共同体中的一员，师生之间在平等的基础上展开对话、合作与交流。在这种平等的师生关系中，老师并没有高人一等的特权，而是以一个交流者、倾听者、建议者的身份出现，通过言谈和倾听进行双向沟通和交流，真正充当着这个学习共同体中的“平等中的首席”的角色。