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視頻課題：小學英語譯林版四年級下冊Unit 3 My day Story time宿遷市實驗小學
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小學英語譯林版四年級下冊Unit 3 My day Story time宿遷市實驗小學
eaching Contents 課題 譯林牛津小學英語四下Unit 3 My day（Story time ） 類型
新授
課時
第1課時
Analysis of Teaching Materials
教材分析：
本節課主要圍繞“Mike一天的作息安排”展開語言教學。在前面的教材中，學生已學過部分數詞及整點的時間表達,在教學時，可以采用游戲的方式，以舊引新，或拓展延伸，做到新舊知識的融會貫通。由于起床、吃飯、睡覺、看電視等活動都是學生每天重復的活動，所以在教學時可以與學生的實際生活聯系起來，讓學生能夠活學活用，運用所學的詞匯和句型談論自己一天的作息時間。
預期目標：
學生能夠認知文中單詞，短語、句型，并能夠復述Mike一天的活動安排；能夠運用所學知識來描寫自己一天的生活，并懂得要合理安排自己的時間。
教學準備： 圖片 多媒體 練習紙
Teaching Aims
The knowledge and the skill aims：
1. Students can listen, read and understand the words and phrases: usually, go to school, in the morning , go home , homework , watch TV , in the evening . 2. Students can understand and use the sentences: When do you …? I…at… 3. Students can understand the general meaning of the story time. 4. Students can use the new sentences to describe their daily life. The emotion aims:
Students can learn to arrange their time correctly.
教學設計
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The Key and Difficult Points Teaching key points：
1. To read and use the phrases and the new sentences . 2. To understand and read the text correctly. Teaching difficult points： To talk about their daily life.
Game-teaching method; Task-based method; Group-cooperation method
Teaching Process
Step 1:Warming- up and lead- in 1. Greetings. 2. Free talk
T: Hello, boys and girls , what day is it today? S: It’s …
T: What lessons do you have this morning? S: We have…
T: What subjects do you like? S: I like…
T: Do you like English? S: Yes.
T: I like English too. And we can play games in English lessons. Do you like games? S: Yes.
3. Play a game.
T: Now Let’s play a game. Please read the words, numbers and phrases quickly, but if you see a bomb, you should say “bomb” loudly.
(good morning, have breakfast, have lunch , good afternoon, good evening, have dinner,9, 15, 9:15,6, 30, 6:30, 7, 40, 7:40,go home, go to school, When, get up, do , you) (最后一幅圖呈現單詞并連成When do you get up?引出重點句型)
Teaching Methods
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T: Please read together. Ss: When do you get up?
設計意圖：師生之間互動式的自由交談和游戲，既喚醒了學生以往的知識(日常活動及時間的表達)，又巧妙地引出重點句型”When do you get up?”，讓學生迅速地進入英語學習情境，為隨后的教學做了很好的鋪墊。 Step 2: Presentation and practice 1. Talking time
T: Boys and girls, when do I get up? Do you know? Can you ask me together? Ss: When do you get up? T: I usually get up at 6:30. (教授新詞usually)
T: You know I get up at 6:30. When do you get up? S: I usually get up at …
T: When do you go to school/ have lunch/ go home? S: I usually go to school/ have lunch/ go home at … Work in pairs: (同桌之間用已知的活動詞組問答) ----When do you …? ----I usually…at…
T: Now I know something about you. What about this boy? Who’s he? S: He’s Mike.
T: What about Mike’s day?
設計意圖：在Reading之前的學習狀態中，教師通過創設真實的語境巧妙地將新詞usually結合在句型中，學生們談論自己和身邊同學的日常活動，這樣更容易理解，產生想說的欲望。進而開始導入本課的主人公邁克，符合學生的認知特點，能更好地吸引學生的注意力，激發學生的興趣。 2. Text-learning
Activity1: Watch and choose
T：How does Mike describe his day? According to the time, place or person? Now watch the cartoon and choose the correct answer.
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S: Time.
T: Yes, Mike describes his day from three periods. in the morning in the afternoon in the evening
(引導孩子跟讀并找出the 的不同讀音)
T：Here’s a tip for you. Please read by yourselves and try to remember it. （教師呈現the 的讀音的小貼士）
設計意圖：通過一個簡單的總領性的問題How does Mike describe his day?為切入點，讓學生帶著問題看動畫，引導學生從整體上感知文本；學生通過聽讀，自己比較the的讀音，并總結使用方法，這比教師直接出示講解要有意義得多。 Activity2: Listen and match
T: What does Mike do in the morning and when does he do these things? Let’s listen to the first paragraph and match.
T: If you’re Mike, can you describe your morning like this? I… at…
設計意圖：聽錄音連線配對，引導學生有目的地去聽錄音，鍛煉了學生的聽力理解能力和捕捉信息能力；學生嘗試用I…at…來描述Mike的早上活動，既加深了對文本的理解程度又鞏固了新句型。 Activity3: Read and complete
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T：Now we know Mike’s morning. What about his afternoon? Please read the second paragraph and complete the form.
(在核對答案的時候教授新詞 homework，詞組do my homework) T: Try to say like this: I…at…
設計意圖：學生自讀文本第二時間段提取關鍵信息，既突出了學生的主體性，又培養了學生在閱讀中抓取文章關鍵要點的能力。 Activity4: Look and say
T: What does Mike do in the evening? Look at the pictures and talk with your partners like this: I … at…
設計意圖：在前兩個時間段學習的基礎上，讓學生根據圖片提示嘗試用I…at…描述Mike的晚上活動，既是對重點句型的鞏固，又是對學生主動學習能力的培養。
Activity5: Listen and read
Now let’s listen and read the text. Please pay attention to the pronunciation and intonation.
設計意圖：跟讀課文，提高學生的朗讀水平，再次熟悉文本內容，同時注意語音、語調，培養語感。 3.Reading time
T: It’s our reading time. Choose your favourite way to read the text in groups of three. Read together/ Everyone reads one paragraph/Read by oneself/…
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設計意圖：重復機械的朗讀訓練會讓學生感到很乏味，因此在此環節變換了一下活動形式，在小組內選擇你喜歡的方式朗讀，可以充分調動學生閱讀的積極性，激發他們學習和挑戰的欲望，同時又加深了學生對文本的理解。 Step3: Consolidation and Extension 1.Retelling time
T: Boys and girls , we know Mike’s day now. Can you retell Mike’s day? Now if you’re Mike, please retell your day. Try to say: Hello, I’m Mike. I…at… You can retell according to the blackboard designing. ( 同桌互相練習復述Mike’s day) T: Who wants to be Mike? (學生戴頭飾復述)
設計意圖：在大量的語言學習之后，以復述的形式檢驗學生的文本掌握和理解程度。而在復述的過程中，文本學習中的一些必備語言知識得以鞏固和提升。 2.Showing time
T: This is Mike’s day. What about your day?(呈現部分圖片和句型)
Try to talk about your day with your partners. Perhaps these pictures and sentences can help you.
(學生練習介紹自己的一天)
T: Who wants to share your day with us?
設計意圖：本環節的任務設計與學生的實際生活緊密聯系，對學生有很大的情景驅動意義，是對文本材料的提煉和延伸。在這樣的語言實踐活動中，可以引領學生將學習中掌握的知識、技能，真實地輸出。
T: What do you think of your day?(請幾個孩子談談自己的一天過得怎樣) S：It’s a busy/ happy/ tired/ funny…day.
T: Maybe your day is happy/ funny/ meaningful/ busy/….But I think it’s very important to have a reasonable time.
T：Now let’s enjoy some pictures .Perhaps they can help you make a reasonable timetable. 3. Sweet tip:
Here’s a sweet tip for you. Please try to remember: Arrange your time correctly. Enjoy every day!
設計意圖：讓學生談論對自己一天的看法，并欣賞一些正能量的圖片，引發學生對合理安排時間的思考，很自然地進行了情感滲透。
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Step 4: Homework
1. Read Story time and try to recite.
2. Make a timetable about your day and talk about it with your friends . Blackboard Designing:
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