Unit9 Day and night Lesson4 教案
文档属性
| 名称 | Unit9 Day and night Lesson4 教案 |  | |
| 格式 | doc | ||
| 文件大小 | 212.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（三年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-06-03 14:37:12 | ||
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文档简介
版本：《北师大版五年级下册》
Unit 9 Day and Night
Lesson 4 Have a Try教学设计
Teaching Contents:（教学内容）
1、Frequency adverbs: always, often, sometimes, never
2、Daily activities: get up, have breakfast, read books, watch TV, go out, get to the bookstore, have lunch in a restaurant, clean his house, go to the swimming pool, have fun, get home, go to bed
3、Sentence Patterns:
—Do you have breakfast/read books/watch TV at+几点几分?
—Yes/No, I always/often/sometimes/never have breakfast at+几点几分
Teaching Aims:（教学目标）
1、Knowledge aims:（知识目标）
Ss can listen, read and say the frequency adverbs correctly.
Ss can use“When do you have breakfast/read books/watch TV?”
“I always/often/sometimes/never have breakfast at...”
to ask and answer to do a report.
2、Skill aims:（能力目标）
To improve the Ss’ reading ability by teaching them some reading strategies, such as skimming and scanning.
To train the Ss’ oral English by giving a report to the class.
3、Emotional aims:（情感目标）
To Cultivate the Ss to form good habits on both life and study.
Teaching Key Points:（教学重点）
Frequency adverbs: always, often, sometimes, never
To say the time and read the daily activities fluently.
Teaching Difficult Points:（教学难点）
How to find the key information as quickly as they can.
How to write“My Day”and report to the class.
Teaching Preparation:（教学准备）
PPT, word cards, exercise sheet for students
Teaching Procedure:（教学过程）
Step 1 Warm Up
Greetings 2、I Say, You Do.
（设计意图：教师说出7个日常活动，让学生做相应的动作，不仅有效复习了旧知，而且调动了学生的积极性，在课前就激发了学生对本节课的向往。）
Step 2 Get ready—Pre—reading（读前）
1、Let’s chant.
2、Play a guessing game to arouse the students’ interest, try to use the sentence pattern:
—Do you get up/go out/get home/go swimming......at+几点几分?
—Yes, I always/often/sometimes/never......at......
（设计意图：猜测游戏的内容——关于本班其中一个孩子星期天的作息时间，学生提问，学生回答，生生互动，在游戏中复习和运用所学过的关于时间和日常活动的表达法，同时为接下来的阅读做好准备。）
Step 3 Let’s read—While reading（读中）
Read the passage for the first time and try to find the answers to
Who are they in the story?（故事中都有谁？）
What day is it today in the story?（故事中星期几？）
Read the passage for the second time, circle the time, underline the activities and answer“What does busy mean in Chinese?”
Read the passage for the third time and draw the time on the clocks.
Ask the students to stick the phrases to the mind map on the blackboard.
（设计意图：通过指导学生3次阅读这个文本，并设计思维导图让学生把相应的短语贴在相应的时间上，加深学生对文本信息的理解与掌握，同时训练了学生skimming 和scanning的阅读技巧，提升学生的阅读速度。）
Step 4 Let’s write and report to the class.—After reading（读后）
1、Write about your day.
My day
I always get up at seven o’clock .
This is my day. What about your day? Can you tell me?
2、Report to the class.
（设计意图：读完文本，指导学生进行现场写作，关于同一主题的简单小作文，由教师的Input到学生的Output，体现了“学本课堂”的核心。写作完，挑选几名比较优秀的学生在全班面前作报告，有良好的示范作用，而且有利于学生听力和口语能力的提高。）
Blackboard Design（板书设计）
1
Unit 9 Day and Night
Lesson 4 Have a Try教学设计
Teaching Contents:（教学内容）
1、Frequency adverbs: always, often, sometimes, never
2、Daily activities: get up, have breakfast, read books, watch TV, go out, get to the bookstore, have lunch in a restaurant, clean his house, go to the swimming pool, have fun, get home, go to bed
3、Sentence Patterns:
—Do you have breakfast/read books/watch TV at+几点几分?
—Yes/No, I always/often/sometimes/never have breakfast at+几点几分
Teaching Aims:（教学目标）
1、Knowledge aims:（知识目标）
Ss can listen, read and say the frequency adverbs correctly.
Ss can use“When do you have breakfast/read books/watch TV?”
“I always/often/sometimes/never have breakfast at...”
to ask and answer to do a report.
2、Skill aims:（能力目标）
To improve the Ss’ reading ability by teaching them some reading strategies, such as skimming and scanning.
To train the Ss’ oral English by giving a report to the class.
3、Emotional aims:（情感目标）
To Cultivate the Ss to form good habits on both life and study.
Teaching Key Points:（教学重点）
Frequency adverbs: always, often, sometimes, never
To say the time and read the daily activities fluently.
Teaching Difficult Points:（教学难点）
How to find the key information as quickly as they can.
How to write“My Day”and report to the class.
Teaching Preparation:（教学准备）
PPT, word cards, exercise sheet for students
Teaching Procedure:（教学过程）
Step 1 Warm Up
Greetings 2、I Say, You Do.
（设计意图：教师说出7个日常活动，让学生做相应的动作，不仅有效复习了旧知，而且调动了学生的积极性，在课前就激发了学生对本节课的向往。）
Step 2 Get ready—Pre—reading（读前）
1、Let’s chant.
2、Play a guessing game to arouse the students’ interest, try to use the sentence pattern:
—Do you get up/go out/get home/go swimming......at+几点几分?
—Yes, I always/often/sometimes/never......at......
（设计意图：猜测游戏的内容——关于本班其中一个孩子星期天的作息时间，学生提问，学生回答，生生互动，在游戏中复习和运用所学过的关于时间和日常活动的表达法，同时为接下来的阅读做好准备。）
Step 3 Let’s read—While reading（读中）
Read the passage for the first time and try to find the answers to
Who are they in the story?（故事中都有谁？）
What day is it today in the story?（故事中星期几？）
Read the passage for the second time, circle the time, underline the activities and answer“What does busy mean in Chinese?”
Read the passage for the third time and draw the time on the clocks.
Ask the students to stick the phrases to the mind map on the blackboard.
（设计意图：通过指导学生3次阅读这个文本，并设计思维导图让学生把相应的短语贴在相应的时间上，加深学生对文本信息的理解与掌握，同时训练了学生skimming 和scanning的阅读技巧，提升学生的阅读速度。）
Step 4 Let’s write and report to the class.—After reading（读后）
1、Write about your day.
My day
I always get up at seven o’clock .
This is my day. What about your day? Can you tell me?
2、Report to the class.
（设计意图：读完文本，指导学生进行现场写作，关于同一主题的简单小作文，由教师的Input到学生的Output，体现了“学本课堂”的核心。写作完，挑选几名比较优秀的学生在全班面前作报告，有良好的示范作用，而且有利于学生听力和口语能力的提高。）
Blackboard Design（板书设计）
1