Mar.5^th, 2014 Lesson plan

Morgan

Teaching Content :

Book2 Unit 6 My Day Part 7

Teaching Objectives:

1. To practice describing daily routine activities.

2. To practice telling time.

3. To use the simple present tense.

Teaching Key Points:

1. To practice describing daily routine activities.

2. To practice telling time.

Teaching Difficult Points:

To use the simple present tense.

Teaching Procedures:

I. Warm up

Free talk:

1. What do you do in the morning?

2. When do you______________?

T asks several students their morning activities and when they do them, then students practice in paris.

II. Presentation

1.T shows 5 sentences of her daily routine activities, e.g. I get up at seven o’clock.

1)Students read the 5 sentences by themselves.

2)Have several students to read the sentences one by one and draw hands for 5 clocks on the blackboard.

2.Have students talk about Cindy’s Day.

1) T plays a song: Dad, Where Are We Going.(English version)

Have students tell the name of the song so as to lead in the picture of Cindy.

2) T shows 8 clocks on courseware and have students guess what Cindy does in a day.

S1: Cindy gets up at 6 o’clock.

S2: Cindy eats breakfast at 8 o’clock.

S3: Cindy plays games at 2 o’clock.

S4: …

3) T shows pictures of Cindy’s daily routine activities, and have students talk in pairs.

e.g.S1: When does Cindy read books?

S2: Cindy reads books at 10 o’clock.

4) Students read the sentences of Cindy’s daily activities together.

3.T shows a chart of Kimi, Angela and Tian Tian’s daily routine activities.

1) Have students read the chart silently by themselves.

2) Have students talk about the chart with their partners.

3) Have students discuss in groups〞Whose day do you like and whose day you don't like? Why?〝

e.g. S1: I like Tian Tian’s day, because I like to play games at 1 o’clock in the afternoon. And I don't like Kimi’s day, because he eats lunch very late, I’ll be hungry.

4) Have students pay attention to the time when Kimi and Tian Tian get up and go to bed. T: Is it good to get up late and go to bed late? Ss: No.

T: Is it good to get up too early and go to bed too early? Ss: No. Then T makes a conclusion with students: We should get up early and go to bed early.

III. Practice

Have students to finish the exercise on their books: Draw the hands on the clocks.

Blackboard Design

Reflection:

该堂课主要分为三个部分来让学生了解daily routine activities及时间：学生自己,我（教师），爸爸去哪儿节目里面的几个小主人公。

整堂课给了学生充分的时间读学，对学，群学，较好的体现了生命课堂。

首先由学生自己交流他们什么时间干什么事情，然后学生通过自己读句子，在黑板上找到老师一天的activities并在相应的clock上面画hands，他们很容易就完成了任务，这很好地体现了学生的独学能力，辨别事物的能力，同时也激发了学生的兴趣。接着老师在展示Cindy的一天的时候，并没有给出具体的图片，只是给了8个clocks，让学生自己去猜猜Cindy在不同的时间里面做了什么，给足了学生想象的空间，非常好地拓展了学生的思维能力。整堂课给了学生较充分的时间去与partner交流。老师并没有去教学生固定的句型，只是起到一个引导和示范的作用，学生通过与老师交流，与搭档交流很自然的学会了如何询问他人什么时间干什么事情。

最突出的一点是学生在小组合作讨论“Whose day do you like and whose day you don't like? Why?”时充分发表了意见，并用一小段话阐述了自己的观点（I like…because…and I don't like…because…），孩子们积极的发言让我眼前一亮。通过跟学生讨论比较，最后对他们进行情感教育：We should get up early and go to bed early.

该堂课学生较感兴趣，他们听的认真也很积极的回答问题，但是有些地方没让学生练习扎实，比如三单部分学生还掌握的不是很牢固，我觉得这堂课还要更厚实些。

评封雁老师的课

---董洁洁

本节课的授课对象为二年级的学生，教学内容为Book2 Unit 6 My Day，老师引用了当下最流行的元素“爸爸去哪儿”的小朋友们来引入新知，气氛轻松愉快、很好吸引了孩子注意力、激发了孩子们的兴趣点。整个课堂进行了大量的独学对学群学活动，课堂气氛活跃。

一、教学亮点

1．训练学生思维，以学生为主体。

封雁老师在整节课上，都注重培养学生的英语思维，而不是每次遇到新知就由老师教授，每次学习都由学生自主思考，再由老师点播。既有效的训练了孩子的思维，还很好的培养了学生的英语表达能力。一节课下来，学生说得很多，思考得也很多。

2．课堂设计贴近孩子们的兴趣点，课堂气氛活跃。

封雁老师十分重视对学生兴趣点的培养，引用了孩子们喜欢的元素来教授知识，让孩子们乐于学，并能很好的接受于掌握新知。过度自然流畅。

二、教学建议

1．教学重点不够突出，复习与新知有点混乱。此次课前半段花了较长时间运用第一人称句型，以及复习时间，而后半段该强调三单的地方则没有花多长时间，学生也未能很好的掌握三单的运用。

2．引入新知时，引用了“爸爸去哪儿”的小角色们。并让孩子们听了英文版的歌曲。然而引入新知时，却与该歌没有多大关系，英文歌词也没有得到运用，其实是否可以直接引入小角色们，不需花时间听歌。