【课堂跟踪】Unit1 My day B Read and write 教案

课时教学设计
课题
Unit1 My day
Read and write
课型
新授课
授课时间
教学
目标
1. 能听、说、认读单词：play、Robinson Crusoe、letter、live、island、cave、good at、win.
理解掌握句子： Friday is good at sports. 熟练运用 I always / often/ sometimes.... with ...
2. 理解语篇，完成练习题目。
3. 用英语表达日常活动等。
4. 培养学生良好的阅读习惯，增进与他人交流沟通与了解。
重点难点
教学重点：能理解听懂会说单词句子,理解文章。能用重点句型表达自己的日常活动。
教学难点：新词的理解和读音;读写相结合的任务型活动的技巧。
关键
能够在实际语境中运用频率副词描述自己的日常活动
课前
准备
图片，单词卡片，录音机
教 学 活 动 过 程 设 计
教 学 环 节
活 动 预 设
方法 意图
二 次 备 课
Step1（2’）:Warm-up
Step2（3’）:Review
Step3（20’）:Presentation
Step4（5’）:Practice:
Step5（7’）:Consolidation:
Step6（2’）:Summary：
Step7（1’）:Homework:
一、 Greeting
Hello. I’m your new English teacher. I’m Allen. I want to be your new friend. Nice to meet you! Today we will have an English class together. Are you ready? Now class begins, Good ...
二、Review the words and sentences
闪卡或者Free talk来活跃课堂气氛。
三、1. Pre-reading
(1)出示相关图片或视频，并提出相关问题让学生猜测和思考，本节课我出示鲁滨逊书籍或图片，提问学生：Q1：Who is he? Q2:Where is he?由问题答案引出本节课生词Robinson Crusoe和island。
（2）接着出示洞穴图片或提问学生Q3:Where does he live? Does Robinson live in a house? No, he lives in a cave.尝试让学生猜测引出生词cave单词（联想记忆单词发音：make, cake, lake
（3）John is in a play, he is Robinson Crusoe.
Mike is in a play, he is Robinson Crusoe. Oliver is in a play, he is Robinson Crusoe.
I am in a play, I am Robinson Crusoe.
play:1、玩耍 2、戏剧
由例句猜测得出play此时译成“戏剧”。教师板书题目Robin’s play
（4）实物或图片引出生词letter。
（5）Deng Ziqi is good at music. He often wins.
Yao Ming is good at basketball. He often wins.
Zhang Jike is good at ping-pong. He often wins. 由以上例句引出生词win和词组be good at
带着问题听第一遍短文：Q4: Who is Robinson’ friend? S:Friday.
In-reading
（1） Look at the picture. Who are they? (Zoom and Robin). They are in a play. Robin is playing Robinson Crusoe.
（2） Here is a letter from Robinson. Listen and answer. What does he do on the island? Who is his friend? Underline his activities.
He always... He often.... He sometimes ...
（3）Read the text. What do Robinson and Friday do? Can Friday do well? be good at ... win... Then underline the key words.
四、(4) Read and tick or cross on page9.
（5）Read after the recording.Read in different ways. Imitate Pay attention to your pronunciation and intonation.
3.Post-reading.
(1) Retell the story according to the outline on the blackboard.
五、Consolidation
If you are Robinson on an island, what do you do there? Shoe me your card,try to discuss in your group.
For example:I am Robinson,I live on a big island,I get up early every day, I wash my face and hands and then I do morning exercises,sometimes I go for a walk near the sea,I often play sports with Friday,how about you？
(3)Write a letter to Robinson on page 9. Tell him what you often do every day.
Introduction of the form of a letter. (Salutation, body of the letter and complimentary close.T:get off:下车， soon:不久)
Teacher sets an example and students write about their own daily activities.
Summary：
能听说认读三会单词Robinson Crusoe，island，cave,letter,win和词组be good at，并能重点掌握频率副词always，often，Sometimes的用法，能灵活运用到句型中，描述自己及他人的活动。
Homework:
通过自我介绍，课前交流，拉近师生之间的距离，为上课做准备。
温故知新，为本节课写作奠定基础。
从阅前-阅中-阅后，这样一个循序渐进层层内化了解短文的过程，能够强化学生记忆，扎实掌握重点句型，帮助学生正确理解和运用句型，顺利完成小练笔书写。
利用身边事身边人来解决生词，会加深学生记忆。
通过听音，让学生感知整片阅读材料，初步掌握短文大意,在阅读中掌握阅读技巧（寻读），并找出文章中的关键词.
在学生扎实掌握短文的同时，及时做相关练习题，给予反馈。
通过听音正音，让学生模仿语音、语调，养成良好的阅读习惯。此环节可以分段模仿读音、齐读、跟读，避免全篇机械性的重复。
通过教师引领学生复述文本，进一步巩固学生对文本内容的理解。（口头输出）
运用所学知识鼓励学生运用主句型“I always... I often.... I sometimes ...
”进行说的拓展。（口头拓展延伸输出）
（文本输出）基于上一个口头输出的环节，学生完成书信练习会容易很多。
通过小结环节，帮助学生归纳本节课所学内容。
作业
设计
1. Does Robinson leave the island at last? Read the novel after class and find out the answer.
2. Introduce your life to your classmates.
板书
设计
Unit1 My day
B Read and write
Robin’s play
I always…, and then…
I often…, sometimes I…
教学反思