March6^th, 2014

Lesson plan

Designed by:Nancy

Teaching Content :

Unit 6 My Day Part 7

Teaching Objectives:

1. To review the third person singular

2. To talk about one’s activities in a day with third person singular

3. To draw the time on the clock

Teaching Key Points:

To talk about one’s activities in a day with third person singular

Teaching Difficult Points:

1. Pronounce the sense of “taste with tongue”.

2. To use the senses to talk in a passage about our daily things.

Teaching Procedures:

I. Warm up

1. Greeting What day is it today?

2. Teacher talks freely about the teacher’s activities on Saturday

“I get up at ten o’clock in the morning. I don’t go to work.

I go shopping on Saturday. I sometimes drink coffee on Saturday.

I sometimes read books on Saturday. Can you talk about your activities on Saturday?

3. Talk in pairs “ What do you do on Saturday?”

II. Lead-in

1.Teacher draws the mountain on the blackboard. Show Little Red Riding Hood’s picture and Mr Wolf.

Red lives in the mountain. Her mother goes shopping today. She stays at home.

2.Ask the students to guess and imagine: What does Red do every day?

3.Have the students to talk in pairs, ask and answer:

What does she do every day? She_______ every day.

4.Teacher shows some pictures like “ toothpaste toothbrush tub, towel…on the blackboard.Ask the students to imagine and talk about her activities in a day with third person singular.

III. Presentation & Practice

1.T: “Red’s mother goes out. She leaves a form on the table. Can you read the table by yourself?”

2.Ask the students to notice the time table.

She__________ at ______ o’clock.

1)Have the students to read the time table and talk in pairs.

When does she ________________?

She________ at _____ o’clock.

2)Teacher guides the students to read the sentence pattern several times. Teacher chooses some pairs to talk in pairs in front of the class.

She eats breakfast at seven o’clock.

She eats lunch at twelve o’clock.

She goes to bed at ten o’clock in the evening.

3.Ask the students to listen to “ What does Red say”?

Red has a big clock at home. But she can’t read the time on the clock. Can you help red to draw the time on the clock.

IV. Application

1.Teacher shows the sentence pattern on the courseware.

E.G. 1.She gets up at six o’clock in the morning.

2. She gets dressed at seven o’clock in the morning.

3. She eats breakfast at eight o’clock in the morning.

2.Encourage students to read the sentence patterns and draw the time on the clock.

3.After the students finished drawing the time on the clock. Teacher asks the students to read the time on the clock again and say the sentence pattern with the third person singular.

4.Show the time table again. Teacher asks the students:

Look at this paper. At eleven o’clock, it has red words. Maybe some special thing will happen at eleven o’clock. Can you guess

What does Red do at eleven o’clock in the morning.

Ask the students to practice the sentence pattern

She____________ at 11 o’clock.

5. Mr wolf lives at the bottom of the mountain, can you guess What does he do every day? When does he go to red’s home?

V. Ending

T: You help Red to read the time on the clock. Can you help yourself finish the exercises on the English book page 55.

S: ...

T: Check the answers through the projector.

Blackboard Design

小组加分 Unit 6 My day A A: When does she _____________? B: She_______ at ______ o’clock.

Reflection:

这节课老师从“Saturday is coming”.星期六来了，老师把自己每个周末的一些活动介绍。而后让学生自由说说自己的周末活动。I get up at 8 o’clock. I go to the movies on Saturday.

虽然这是一节练习课，老师以讲故事的方式切入主题。引入“小红帽”和“大灰狼”的故事。让学生猜测“What does Red do every day”?老师出示一些小红帽每天的日常用品，让学生用三人称单数句型表述

She________ every day.

孩子们喜欢童话故事，图片刺激了孩子们的想象和思维。很多孩子的句型也很有创意，如：

She plays with her animal friends every day.

(2)在练习环节老师通过设置“小红帽”的妈妈不在家的场景，让学生读一读小红帽的日常活动以及时间。运用句型：

She _________ at ______ o’clock

为了让学生更好的练习及绘画钟表上的时间，“小红帽”向学生寻求帮助---“I can’t read the time on the clock, can you help me?同学们兴致盎然的阅读课件上的句型，也很乐意帮助小红帽认读时间，通过学生的阅读，在钟表上绘制时间，看表读时间并复述小红帽一天的活动这些教学活动加深巩固了孩子们对时间的认读以及三人称单数句型的运用。

最后老师在小红帽的Time Schedule上留了一个思考空白，在11:00 in the morning.小红帽有一个特殊任务要完成，请你猜测

What does she do at 11:00 in the morning?

She ______ at 11:00 o’clock in the morning.

学生的思维也非常开阔，有的学生说

The monster comes at 11:00. The wolf comes at 11:00. The Angel comes at 11:00. She goes shopping with her mother at 11:00.等等句型，

李希贵校长说，小学阶段的孩子成长需要更多的童话书，历险记。因此我这节课就是让学生从童话故事中去操练和认读句子，在启迪学生思维和激发孩子的想象力方面还是值得借鉴的。

在后面的结尾部分，老师让学生猜测“Mr Wolf”一天的活动，又过度到What does Red do at 11:00?步骤有点混乱。在开始设计时，老师本想先突破“What does Red do every day?在谈谈” What does Mr wolf do every day?在结尾如果能先把Red’s special activity说透，在让学生谈When does Mr wolf come to Red’s house? Can you Mr wolf eat Red? Why?设置一个集体讨论的环节，结尾会比较完整。

评刘妹老师的课

---封雁

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 Part7。刘妹老师该堂课构思巧妙，以小红帽与大灰狼的故事作为主线贯穿始终，使得整堂课生动有趣，情节感强，引人入胜。学生们对本堂课非常感兴趣，课堂气氛活跃，同时刘妹老师也设计了很多让学生主动思考的环节比如11点钟留白。在该堂课中，学生的思维场与兴趣场得到了完美的结合。

一、教学亮点

1．善于引导学生，培养学生独立思考的能力。

刘妹老师教学很灵活，擅长引导学生去思考问题，从而让学生自己通过感知，体验与实践掌握所学知识，而不是死死地把知识点灌输给学生。刘妹老师很注重挖掘学生的想象力，比如在小红帽的Time Schedule上留了一个思考空白，在11:00 in the morning.小红帽有一个特殊任务要完成，让学生去猜测。这样能让孩子们思维开阔，发挥他们丰富的想象力。

2．善于结合实际，将英语生活化。

刘妹老师从即将来临的星期六入手，谈论自己周六做的事情，再让学生通过2人合作的方式来谈谈他们的周末活动，这样拓宽了学生的知识面，不仅仅以本为本，还能让学生将英语运用到生活中去。

3．善于抓住学生的兴趣点，使课堂轻松有趣。

刘妹老师很巧妙的设计故事的各个环节，吊足了学生的胃口。比如说该堂课需要教学生画时钟，刘妹老师就编了一个故事情节说小红帽不会认读时间，让小朋友们去帮她认读并画出时间，而且她还自己以小红帽的名义录了一段给小朋友们的留言“Hello boys and girls, I am Red. I cannot read the time on the clock. Could you please help me read the time?”这个情景非常的有趣，很有吸引力，把大家都逗乐了。刘妹老师对教学的这种用心让我很感动，这也是值得我学习的。

二、教学建议

结尾在揭秘小红帽11点干什么的时候与大灰狼的活动时候有些混乱，使得故事的结局不够完美。