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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江蘇省 - 鹽城
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小學英語譯林版四年級下冊Unit 3 My day Story time江蘇省 - 鹽城
Unit3 My day
Develop the students’ ability to talk about their days with the sentence structures “When do you ... ?” and “I ... at ... .”
Teaching Procedures:
Step 1: Review + Warm up)
Greet:ngs:
T: Class begins. (S: Stand up!)
T: Good morning, boys and girls. (Ss:Good morning, teacher.) T: What day is it today?(Ss:It’s .... .) T: Can you spell it? (Ss: .... .) T: Good, sit down, please.
a) Review: Play a game: Quick Response
Show some numbers, times and phrases(like “play football”, “at night”, “in the
afternoon”, “55”, “7:00”) on the PowerPoint and let students quickly speak out them in English.
T: First, let’s play a game, OK? (Ss: OK!)
T: Who can read this tip for me? Please hands up. OK, you please. (S1: ... .) T: OK, thank you. Now do you understand? (Ss: yes!) OK, now let’s go!
At the end of the game, let students say the number “9” and “15”, then ask students how to say “9:15” in English. Through this way, the expression of time can be taught. And then, some exercise would be given for practicing students. b) WARM UP:
Show students a timetable of mine, and then ask them when do I ... (get up/ have lunch / go to bed...), and let them answer me with the sentence structure “You ... at ... .” to practice their ability to use the sentence.
T: Look, here is a timetable of my weekday,so I can say: I usually get up at…(Teach uaually)
T: Look at my timetable carefully and try to remember the time in one minute. T: When do I get up/have breakfast… ? S: You get up/have breakfast/…at…
T: All of you did a very good job! You are so clever!
Teaching Contents: 4B Unit 3 My day Story time Teaching Objectives:
By the end of the class, students should:
1. be able to understand, read the whole text;
2. be able to understand, read and speak these words: in the morning/ afternoon/ evening, at night, usually, etc;
3. be able to talk about their days with the sentence structures “When do you ... ?” and “I ... at ... .”.
Teaching Difficult Points:
Step 2: Presentation
Now let’s watch a short cartoon about Mike’s day, after watching the cartoon, please answer this question :How does Mike describe his day? a) 1：Watch and Choose
Let students watch the cartoon of the text and then after watching, let them choose:How does Mike describe his day?
T: OK, after watching the short cartoon, do you know :How does Mike describe his day? Time Place or Person? (Ss: Time.) T: Yes, good.
Teach: in the moring in the afternoon in the evering b) Listen and match
Let the students listen to the Mike’s morning and match the activities and time.
T: Now boys and girls, Let’s, listen to the Mike’s moring ,after listening , please match the activities and time.
T: OK, time is up. Let’s check the answers.You can answer like this:I… at… S1: ... . S2: ... . S3: ... . c) Listen and judge
Let the students listen to the Mike’s afternoon and judge the sentences. 1. I have four lessons in the afternoon.
2. I play football at four and go home at four forty 3. I do my homework at five. d) Listen and fill in blanks
Let the students listen to the Mike’s evening and fill in the blanks
Activities Time
6:15 Watch TV
9:00
Step 3: Consolidation a) Listen and read;
Let the students read this text after the tape again b) Read the text in different ways
Let the students read this text in different ways c) Retell the text;
Let the students retell the text with the help of pictures.
T: We have learned so much about Mike’s day. So how about your days? Now, I’ll give you 3 minutes, and you can talk with your partner about your days with the sentence structure:
Step 4: Development (3 min)
Free talk: Let the students talk about their days with each other with the sentence structure: “When do you ... ?” and “I ... at ... .”.
“When do you ... ?” and “I ... at ... .”. (Ss: ... .)
Ask your deskmate about his or her days in English, and then make a timetable for him or her.
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