牛津小学英语4AUnit7语篇教学.doc

牛津小学英语4A Unit7Its late Part A教学过程Step 1. Warm up1.T: Hello, boys and girls. Lets say a chant.S:OK. 课件里出示句子，师生一齐边说边做。One, two, three; clap, clap, clap.Four, five, six; jump, jump, jump.Seven, eight, nine; run, run, run.Ten, eleven, twelve; stop, stop, stop.2.复习数字1-12.从而引出钟面，进入时间教学。T: Lets call the numbers: one to twelve. S: OK. T: Whats this？ S: Its a clock. T: Whats the time, please? S: Its twelve oclock. 设计意图：本节课讨论的话题是时间，说到时间必然会联系到数字。教师可以通过趣味的热身运动，让学生在边说边做的环节中，逐步走入本课的语境。从整体上把握语篇的内容和功能，用科学的教学方法，高效扎实的课堂教学结构培养学生，训练学生。Step 2: Presentation and drill Before listeningActivity1.Teach the phrases 1.T: Now, lets talk about the time. 让学生听公鸡打鸣的声音S: Its time to get up.T: Guess: whats the time?学生猜测，引出Its six thirty.教授：thirty (比较ty与teen)2.出示钟面，时间显示6:50。 T:Whats the time? S: Its six fifty.出示面包，T: Whats this? S: Some bread. T: Its time to have breakfast.教授：have breakfast ( break的朗读由bread引导，并操练：some bread for breakfast)Activity2. Teach the sentences出示钟面，时间显示7:15。T: Whats the time?S: Its seven fifteen.T: Its time to go to school. Lets sing a songGo to school. (学生跟着动画齐唱，并思考问题：What time does Nancy go to school? )S: Nancy goes to school at 7:50.T: How about you? What time do you go to school?引导并教授句型：I go to school at _Lets say a chant: do you, do you, do you go to school What time do you go to school? 师生互问，男、女生问答操练。设计意图：通过声音和图像的结合，让学生形象感知时间的概念，结合学生的生活实际，将新授句型的教学运用于现实生活中。学生可以在形式多样的操练环节中，逐渐掌握知识点，并能够轻松、自然地进入语境。培养学生的话语交际能力，丰富学生的话语表达内容与方式。While listening and readingActivity1. Watch and answerT:I go to school at 6:50.How about Mike?出示Mike and his grandma的图片。 T: Who is this old woman? S: Shes Mikes grandmother. T: Yes. Shes Mikes grandma.教授：grandmaT: They are talking about the time. Lets watch the cartoon and answer the questions. Q: What time does Mike go to school? What time does Mike come home? 讲解并教授：go home 回家（去） come home 回家（来）Activity2. Read and answerT: Please read by yourselves and answer the question.Q: Does Mike have breakfast at home? Why?讲解并引导学生思考：Mike goes to school at 7:40 , but it is 7:35 now.T: Theres no time for breakfast. So its late.教授：Its late. 揭示课题设计意图：通过问题的设置，帮助学生理解课文大意，让学生带着问题有目的的进行阅读，培养学生运用语篇文本信息解决问题的能力。同时，挖掘文章中有价值的问题，让学生进行深度思考，能够有效提升学生的阅读思维能力。对今后学生自主阅读语篇，有很大的帮助。While readingActivity1.(1) Read after the tape.(2) Read by yourselves.Tips: 注意模仿语音语调，大声地朗读。Activity2.争当小小配音员 播放无声动画，学生尝试配音，注意语音语调。 Tips: 设想你就是文中的角色，你能把他的语音语调表达好吗？设计意图：纯正的语音能够对学生进行潜移默化地引导，让学生跟读录音，可以对语篇有个整体的认识。通过口、眼、脑等的活动，充分理解语篇，感知英语语篇的语音、语调，从而不断提升听、说、读等语篇技能。整体性地解读语篇，做到读懂、读通、读好、读深、读活。Step 3. Practice and consolidationActivity：出示zoo, 以及很多学生熟悉的动物。 T: Ill show you some animals. Choose one animal and talk about the time. Please make a dialogue.(学生扮演小动物，讨论作息时间) 参考句型： Whats the time, please? Its What time do you ? I at设计意图：教师要以语篇为单位组织整体教学，以发展思维为重点，着眼发展性，提升学生的综合语言运用能力。引导学生