Unit 3 My day第一课时 表格式教案
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Unit3 My day
课题 Unit3 My day 教时 第一课时
主备人 日期
教学目标： 1. 学生能听懂，会说，会读词汇和动词短语：go to school, usually, in the morning, have lunch, 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。 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 教学重难点 1. 学生能听懂，会说，会读词汇和动词短语：go to school, usually, in the morning, have lunch, 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。 制定依据： 1. 教学内容分析 本单元的主题是谈论一天的作息安排。在教学中可以将课本提供的场景与学生的生活实际联系起来，引导学生运用新的词汇和句型谈论自己一天的作息安排。教师可以从学生的年龄特点和兴趣出发，开展一些类似TPR的肢体语言教学活动，便于学生更好的掌握和运用新词汇。 2. 学情分析: 大部分学生语言发展比较均衡，但随着年级的升高，学生对于英语学习的兴趣有所减退，少数学生在英语学习方面有畏难情绪，并且在课堂上的倾听习惯不是很好，而且自身的思考和发言还不够主动积极，只在很有把握的情况下才敢举手，还需要老师增加一定的评价机制予以鼓励和培养。 教学生长点： 能运用自身的积累进行交际对话，充分发挥自身的想象力，学习积极性有效提高。
教学过程
教学 环节 教学 用时 教师活动 学生活动 设计意图
Step 1 Warming Up and leading in . 2’ 2’ T: Good morning, class. T: Do you like games Let’s play a game: Yeah, yeah, yeah, or No, no ,no. T: Let’s begin our English class. Ss: Good morning. play a game 1. Its 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. Its six o’clock. It’s time for English class. 导入话题。组织教学，收拢学生注意力 学生与教师完成对话，并做游戏复习前两单元的内容，引出本单元内容。 复习前两单元主要内容，初步渗透本课内容。
Step 2 Presentation 2’ 1. T: Can you read these numbers Show some numbers 6 15 7 20 4 30 9 40 2. Learn the time 6:15 7:20 4:30 9:40 T: Now they’re not the numbers. They’re the time. T: What time is it It’s six fifteen in the morning…. (学习时间) 3. Guess: What do I usually do at 6:15 in the morning 4. T: I usually get up at 6:15 板书：I(usually)…at… Teach: usually When do you get up T：Just now, I talked about my day. 揭题：Unit 3 My day T: Today we’ll learn Unit3 My day (带读) How about you What do you usually do And when T: When do you usually get up Ss: get up/go to school/go home/go to bed Read the phrase. Ss: I get up at… I get up at 6:00. I go to school at 7:20. I go 教师边说边做动作帮助学生理解，PPT呈现表格 PPT呈现My day拓展引导学生尝试谈谈自己的日常生活做的一些事情，学生自由说，能用英语就说英语，用中文也可以,出现本单元相关的教师直接教掉 学生自由说，部分学生通过预习可能已经有正确答案 home at 5:30. I go to bed at 9:40. S: I get up/ …. 复习数字，为时间的表达做铺垫 初步接触：理解感知time 从时间引入动词短语，并学习和“go”有关的短语 教师边说边做动作帮助学生理解，PPT呈现表格 PPT呈现My day拓展引导学生尝试谈谈自己的日常生活做的一些事情，学生自由说，能用英语就说英语，用中文也可以,出现本单元相关的教师直接教掉 学生自由说，部分学生通过预习可能已经有正确答案
Step 3 New teaching T: Look at the title, whose day is it (文中的“my”指的是谁的)
8 6 5 6 1.Watch the cartoon and find Q：Whose day is it T: Yes. It’s Mike’s day. 2. Morning （1）Watch 1: Answer the questions T: When does Mike get up T: What else did he do in the morning Teach: go to school, have four lessons, have lunch 3. Afternoon T: What does Mike do in the afternoon （1）Let’s guess （给一些图片） Teach: go home, do my homework 4. Evening T: What does Mike do in the evening (1) Find: You can find them out by yourselves. T: Are you OK You can think it over again. Let’s read. (2) Read after the tape Check the answers and teach: have dinner, watch TV, go to bed 4. Evening T: What does Mike do in the evening (3) Find: You can find them out by yourselves. T: Are you OK You can think it over again. Let’s read. (4) Read after the tape Check the answers and teach: have dinner, watch TV, go to bed. 1. Read the passage a. Read after the tape together. S: At… S: Mike. S: At seven. Watch 2: Watch and match (find the time) Read the time （1）Read the first paragraph after the tape （2）Retell and finish the form （图+文字） Read and judge: find the time a. Liu Tao usually has dinner at six fifty. (F) b. He watches TV at eight. (F) c. He goes to bed at nine every day. (T) Retell and finish the form 看动画整体感知课文同时验证答案 文本太长，分段学习，帮助学生在完整地故情境中理解文本，随文识字。 随文学习动词短语 学习文中时间，做到能听会读 分段总结，加深学生印象 承接上图语境，让学生尝试运用今天的新词完成新句型。 通过前两幅图的学习，学生自主学习第三幅图，培养学生自主学习能力 本课对话较长，在整体理解基础上有侧重地学习，本课重点掌握动词短语,理解如何表达在什么时间做什么事，由于新知识量太大，钟面时间的学习和巩固可放在第二课时
Step 4 Consolidation 8 2.Retell： Act and say (Two man show) T: Children, you know Mike’s day. Now let’s be Mike together and play a game—Act and say. There are three forms for you. You can choose one to act. Let me first. And I’ll choose “in the morning”. Who can play with me I say you act. （PPT规则）T示范 T: It’s your turn. Please practice in two. You can choose the part you like. 2.My day T: Great. This is Mike’s day. What about your day You can finish your table first. Then you can try to introduce your day.
作业设计 1.听磁带，有感情地模仿熟读课文并尝试背诵。 2.合理规划自己的一天。 3．制作一个钟面
板书设计 Unit3 My day in the morningget up7:00go to school7:40have four lessonshave lunch12:00in the afternoonhave two lessonsplay football4:00go home4:40do my homework5:30in the eveninghave dinner6:15watch TV7:00go to bed9:00
教后反思 这一堂课能针对学生的学情出发，契合四年级孩子的年龄特点有的放矢地进行教学，突出了学生的主体地位，通过游戏，表演等形式进行教学，孩子的积极性以及口语能力得到了提升。
课题 Unit3 My day 教时 第一课时
主备人 日期
教学目标： 1. 学生能听懂，会说，会读词汇和动词短语：go to school, usually, in the morning, have lunch, 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。 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 教学重难点 1. 学生能听懂，会说，会读词汇和动词短语：go to school, usually, in the morning, have lunch, 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。 制定依据： 1. 教学内容分析 本单元的主题是谈论一天的作息安排。在教学中可以将课本提供的场景与学生的生活实际联系起来，引导学生运用新的词汇和句型谈论自己一天的作息安排。教师可以从学生的年龄特点和兴趣出发，开展一些类似TPR的肢体语言教学活动，便于学生更好的掌握和运用新词汇。 2. 学情分析: 大部分学生语言发展比较均衡，但随着年级的升高，学生对于英语学习的兴趣有所减退，少数学生在英语学习方面有畏难情绪，并且在课堂上的倾听习惯不是很好，而且自身的思考和发言还不够主动积极，只在很有把握的情况下才敢举手，还需要老师增加一定的评价机制予以鼓励和培养。 教学生长点： 能运用自身的积累进行交际对话，充分发挥自身的想象力，学习积极性有效提高。
教学过程
教学 环节 教学 用时 教师活动 学生活动 设计意图
Step 1 Warming Up and leading in . 2’ 2’ T: Good morning, class. T: Do you like games Let’s play a game: Yeah, yeah, yeah, or No, no ,no. T: Let’s begin our English class. Ss: Good morning. play a game 1. Its 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. Its six o’clock. It’s time for English class. 导入话题。组织教学，收拢学生注意力 学生与教师完成对话，并做游戏复习前两单元的内容，引出本单元内容。 复习前两单元主要内容，初步渗透本课内容。
Step 2 Presentation 2’ 1. T: Can you read these numbers Show some numbers 6 15 7 20 4 30 9 40 2. Learn the time 6:15 7:20 4:30 9:40 T: Now they’re not the numbers. They’re the time. T: What time is it It’s six fifteen in the morning…. (学习时间) 3. Guess: What do I usually do at 6:15 in the morning 4. T: I usually get up at 6:15 板书：I(usually)…at… Teach: usually When do you get up T：Just now, I talked about my day. 揭题：Unit 3 My day T: Today we’ll learn Unit3 My day (带读) How about you What do you usually do And when T: When do you usually get up Ss: get up/go to school/go home/go to bed Read the phrase. Ss: I get up at… I get up at 6:00. I go to school at 7:20. I go 教师边说边做动作帮助学生理解，PPT呈现表格 PPT呈现My day拓展引导学生尝试谈谈自己的日常生活做的一些事情，学生自由说，能用英语就说英语，用中文也可以,出现本单元相关的教师直接教掉 学生自由说，部分学生通过预习可能已经有正确答案 home at 5:30. I go to bed at 9:40. S: I get up/ …. 复习数字，为时间的表达做铺垫 初步接触：理解感知time 从时间引入动词短语，并学习和“go”有关的短语 教师边说边做动作帮助学生理解，PPT呈现表格 PPT呈现My day拓展引导学生尝试谈谈自己的日常生活做的一些事情，学生自由说，能用英语就说英语，用中文也可以,出现本单元相关的教师直接教掉 学生自由说，部分学生通过预习可能已经有正确答案
Step 3 New teaching T: Look at the title, whose day is it (文中的“my”指的是谁的)
8 6 5 6 1.Watch the cartoon and find Q：Whose day is it T: Yes. It’s Mike’s day. 2. Morning （1）Watch 1: Answer the questions T: When does Mike get up T: What else did he do in the morning Teach: go to school, have four lessons, have lunch 3. Afternoon T: What does Mike do in the afternoon （1）Let’s guess （给一些图片） Teach: go home, do my homework 4. Evening T: What does Mike do in the evening (1) Find: You can find them out by yourselves. T: Are you OK You can think it over again. Let’s read. (2) Read after the tape Check the answers and teach: have dinner, watch TV, go to bed 4. Evening T: What does Mike do in the evening (3) Find: You can find them out by yourselves. T: Are you OK You can think it over again. Let’s read. (4) Read after the tape Check the answers and teach: have dinner, watch TV, go to bed. 1. Read the passage a. Read after the tape together. S: At… S: Mike. S: At seven. Watch 2: Watch and match (find the time) Read the time （1）Read the first paragraph after the tape （2）Retell and finish the form （图+文字） Read and judge: find the time a. Liu Tao usually has dinner at six fifty. (F) b. He watches TV at eight. (F) c. He goes to bed at nine every day. (T) Retell and finish the form 看动画整体感知课文同时验证答案 文本太长，分段学习，帮助学生在完整地故情境中理解文本，随文识字。 随文学习动词短语 学习文中时间，做到能听会读 分段总结，加深学生印象 承接上图语境，让学生尝试运用今天的新词完成新句型。 通过前两幅图的学习，学生自主学习第三幅图，培养学生自主学习能力 本课对话较长，在整体理解基础上有侧重地学习，本课重点掌握动词短语,理解如何表达在什么时间做什么事，由于新知识量太大，钟面时间的学习和巩固可放在第二课时
Step 4 Consolidation 8 2.Retell： Act and say (Two man show) T: Children, you know Mike’s day. Now let’s be Mike together and play a game—Act and say. There are three forms for you. You can choose one to act. Let me first. And I’ll choose “in the morning”. Who can play with me I say you act. （PPT规则）T示范 T: It’s your turn. Please practice in two. You can choose the part you like. 2.My day T: Great. This is Mike’s day. What about your day You can finish your table first. Then you can try to introduce your day.
作业设计 1.听磁带，有感情地模仿熟读课文并尝试背诵。 2.合理规划自己的一天。 3．制作一个钟面
板书设计 Unit3 My day in the morningget up7:00go to school7:40have four lessonshave lunch12:00in the afternoonhave two lessonsplay football4:00go home4:40do my homework5:30in the eveninghave dinner6:15watch TV7:00go to bed9:00
教后反思 这一堂课能针对学生的学情出发，契合四年级孩子的年龄特点有的放矢地进行教学，突出了学生的主体地位，通过游戏，表演等形式进行教学，孩子的积极性以及口语能力得到了提升。