张泉 英语 4A It's late(A)

牛津小学英语4A Unit 7 It’s late教学设计

南师附小    张 泉

教材版本、章节：

牛津小学英语4A Unit 7 It’s late第一课时A Read and say

教学思路：

本节课的教学目标是使学生能够结合数字1到60询问别人“在什么时间干什么事情”，学习重点句型What time do you …?I…at…

它是3B“数字”和“时间”学习的延续，又是5A关于“时间”内容学习的基础。之前的学习过程中，学生对“做事情”的短语已经比较熟悉，且能在图片和情境的提示下正确使用和表达，如go to school, get up, play football等等。在本单元中语言的知识点不是很多，但是在个别单词的发音方面却有一些难点，如have breakfast, come home等等。因此，教学过程除了要关注词汇和句型意义的理解和运用，也要加强对单词发音的指导。

教学目标：

1．能听懂、会说、会读句型What’s the time? It’s …

2．能听懂、会说、会读日常交际用语It’s late .What time do you …? I…at …/At … See you /Bye .

3．能听懂、会说、会读数字单词seven，thirty-five, forty, four, fifteen.

4．能学会使用英语数词询问和表达时间，并能了解他人的作息时间。

5．引导学生养成合理利用时间的好习惯。

教学重点：

引导学生能够正确询问和表达时间，并能了解他人的作息时间。

教学难点：

1. 英语数词与时间表达法的联系。

2.    日常交际用语What time do you …？ I … at …/At …的运用。

教学准备：

1.    PPT教学课件。

2.    调查表格（学生每人一份）。

教学过程：

Step 1 Free talk

1.    Good morning, boys and girls.

Nice to see you.

How are you today?

2.    First, let’s sing a song ‘Go to school’. OK?

【设计意图】上课伊始，以Free talk的形式与学生进行自由交谈，并安排学生演唱歌曲《Go to school》，借机复习相关“做事情”的短语。

 

Step 2 Play games

1. I know you like playing games. Right?

2. OK. Let’s play some number games.

3. Please count the mumber from one to ten with your fingers?

4. Can you count from eleven to twenty?

5. Next, let’s count from twenty-one to forty quickly.

【设计意图】以多种形式的“数数”复习数词1—40，为下一步的时间表达作铺垫。

 

Step 3 Presentation and practice

1. (呈现数字1，3，5，？，9) Look, boys and girls. What’s the missing number?

2. (呈现数字5，？，25，？，45) What are the missing numbers?

Yes, you’re right.

3. (路径滑动出现7和35) What’s the number? And what’s this number?

4. (呈现“：”) Look, what’s the time?

5. 带读What’s the time? It’s …

6. Good. Let’s play a guessing game, boys and girls.

7. (呈现一面钟，只显示分针指向3，没有时针)What’s the time? Perhaps it’s one fifteen. Perhaps it’s seven fifteen. You can guess the time in pairs. Use: What’s the time? It’s …

8. Let’s have a look at the clock. It’s four fifteen.

9. (同步骤5，呈现时针指向7，猜时间) What’s the time? It’s seven twenty.

【设计意图】以“游戏”（What’s missing?）的形式，让学生在轻松自然的过程中有效地复习数字单词和时间的表达法。特别注意的是所选择的数字和时间多是本节课教学内容中出现的，这样可以降低学生的学习难度。

10. (呈现我的照片) Look there, who’s that? Yes, she’s Tina. What am I doing? I’m having breakfast. 带读have breakfast

11.(配合照片和时钟，缓慢带读句子) I have breakfast at seven twenty.

12. Boys and girls, I have breakfast at seven twenty. 板书I … at …

13. What time do you have breakfast? 引导学生回答I have breakfast at …

14. Now, you may tell your deskmate what time you have breakfast or you do other things. You can say ‘I … at …’.

【设计意图】以教师的早餐时间为例，指导学生学习词汇have breakfast以及句型I … at …，并进行相关的操练。

 

Step 4 Read and say

1. (呈现Mike) Who’s the boy?

(呈现Grandma) And this one? 带读Grandma.

2.  Yes, Grandma takes care of Mike. She’s asking Mike to have breakfast. What’s happening? Let’s watch the cartoon. (完整播放动画)

【设计意图】过渡性呈现课文场景图片，进入课文内容的学习。借助动画内容，学生直观的感知学习内容。

3. In the morning, Mike is …(late). So he says ‘It’s late.’带读并板书课题。

4. Well, Mike is late in the morning. Let’s watch again and try to remember what they say.(播放第一幅图的动画)

5. (呈现第一幅图) Grandma says …(点击播放声音Have breakfast, Mike.待学生复述后呈现句子) Mike says …(同上操作)

6. Good. Let’s read it together.

7. Now, I’m Grandma. You’re Mike. Let’s act.

8. Mike is late for school. What time does Mike go to school? And what time does he come home?(呈现表格) Let’s go on watching. And you may write down the time in Mike’s timetable. OK? (播放后一段动画)

【设计意图】在“完成Mike作息时间表”的任务驱动下，指导学生采用看动画、听句子复读、跟读等多种形式分图学习课文内容。

9. Mike goes to school at …(seven forty). So he says …(点击播放声音待学生复述后呈现句子I go to school at seven forty.再让学生跟读)

10. And Mike comes home at …(four fifteen). He says …(点击播放声音待学生复述后呈现句子At four fifteen. 再让学生跟读)

11. But how does Grandma ask him? Do you remember? What are the two questions? (呈现两个“？”)

12. Listen carefully. The first one … The second one …(点击播放声音,待学生复述后呈现句子,再让学生跟读)

13. Let’s read after Grandma and Mike. Then, boys are Mike. And girls are Grandma. Let’s read in roles.

14. Now, boys and girls. Please open your English books at page 52 and read the dialogue by yourselves and try to act.

15. Which pair can have a try? Well done! Clap your hands.

 

Step 5 Summary

1. Now, let’s have our summary. Please read and discuss in pairs.

2. When you want to know the time, you may ask …(What’s the time?)

3.    You want to know other’s timetable. How to ask? (What time do you …?)

4.    We want to tell others the time we do something, we can say …(I … at…/At …)

【设计意图】提供相应的场景说明，指导学生整理和归纳今日所学内容，为拓展性活动打下良好的基础。

 

Step 6 Consolidation

1.(呈现我的时间表) Look, this is my timetable. I do a lot of things every day. You know I have breakfast at seven twenty. What else do you want to know? Can you ask me? You may discuss in pairs and ask me ‘Excuse me, Tina. What time do you …?’ Understand? You may choose one of them.

2. Which pair can have a try? You should ask me together.要求同座位两位学生同时提问，正确提问后教师作答I … at …/ At …

3. Look at my timetable. I’m busy every day. What about you? Please ask and answer in pairs, and fill in the timetable.

【设计意图】教师以自己的“时间表”示范使用重难点句型What time do you …? I … at…/At …指导学生了解同学的“时间表”，在较为真实的情境中运用所学句型。

Step 7 Activity

1.    (呈现情景内容)We know Mike will come home at four fifteen. Look, it’s four o five. Classes are over. It’s time to go home. But Liu Tao is inviting Mike to play football. Mike is sorry to say he can’t. Because he will play the piano later.

2.    Can you make a short dialogue for Mike and Liu Tao? You may use the sentenses below.

【设计意图】设计拓展性活动，引导学生综合运用“询问时间”和“询问在何时做某事”的语言知识。

Step 8 Homework

1. Listen to Part A and read after the tape five times. Then try to recite.

2. Copy Part A and translate.

3.    Write down the dialogue between Mike and Liu Tao. Go on acting it.