二年級下英語教學設計-Unit1Whattimeisit北京課改

1、一、教學目標：1、知識技能目標：    學生能夠聽懂、認讀、表達重點句型：“What time is it? Its  It's time for.”能夠利用所學詞匯替換關鍵詞造新句并在實際情景中靈活運用。能理解并運用“Just a minute”，“Let's run！”和“go home”三個短語和句子。2、過程方法目標：通過John和Wu Yifan一起去操場玩耍這一情境演示，讓學生感知該句型的語意及語用情境，培養(yǎng)學生的語言表達能力。3、情感態(tài)度及價值觀目標：學生通過運用語言完成學習任務，養(yǎng)成遵守學校規(guī)章制度，按時作息的好

2、習慣。二、教學內容：本節(jié)教材是人教版四年級英語第二單元，按照教材設計意圖和中、高年級段對話教學的建議，本課主要是學習表達有關時間的：What time is it? Its  It's time for.由此來發(fā)展學生的語言表達能力，進一步培養(yǎng)他們的語言綜合運用能力。三、學情分析：學生在前面的學習已經學過了有關數字的表達，能夠熟練說出one to ten, thirty, forty, fifty.另外，學生已經掌握了有關課程及三餐的表達，如P.E class，dinner 等。這樣就為本節(jié)課學習詢問時間奠定一定的語言和心理基礎。學生能在創(chuàng)設的語境中，通過一系列的課

3、堂活動詢問時間及回答。四、教學重、難點：本課教學重點：讓學生熟練掌握問句“What time is it ?”和相應的回答以及句型“It's time for.”的用法。本課時的難點是對話中一些習慣表達法的理解，如：Just a minuteSchool is over五、主要教學步驟：.Warm-up1.    Free talk                  &

4、#160;                       T: Hello, boys and girls. What time is it?   Ss: Its 10:00.   T: Its 10:00. Its time for our class. Are you ready?  &

5、#160;Ss: Yes.   2. Lets doT：kids ,this time show me your hand , clap your hands and follow me, please. Lets do.Ss: Chant and do the actions.T：Ok ,boys and girls, lets say and do the action: kids, lets run.（板書并領讀：kids、lets run.并讓學生體會單詞和短語的意思,教師引導學生自由發(fā)揮，目的就是讓學生在快樂的體驗學習中掌握這兩個難點

6、。）  設計意圖：通過設計這兩個活動，充分調動學生學習的積極性，并復習與本課相關的知識，為學生能夠流暢的去說和讀做好鋪墊。. Presentation 1、T: Just now ,We had a good time. I will give you a riddle. Please listen carefully.T: It has a big round face, two arms, one is long, another one is short. The arms work hard every time. And it says: ti

7、ck tock, tick tock. It always tell you time to get up every morning. Whats that? (教師在說的過程中運用肢體語言，降低謎語難度, 讓學生通過描述和直觀的表演找到答案）Ss: Its a Clock.T: Is it your friend?Ss: Yes.  T: Good. Now lets play a game. Say out the time as quickly as you can. Tick tock, tick tock, what time is it?S:

8、0; Its 7:00.T: Great. What can you do at this time?S: Its time for breakfast.      T: Its 7:00. Its time for breakfast.      Ss: Read.      T: Who want to try?(先找?guī)孜粚W生讀句子，然后男生女生分別操練)。 T: Tick tock

9、, tick tock, what time is it?S:  Its 6:00.T: At 6:00, Hui Tailang eats dinner. So we can sayS: Its time for dinner.      T: Its 6:00. Its time for dinner.      (領讀之后，教師問，每組分別回答)2.在訓練重點句型較熟練后，教師做個stop 的手勢：just a minute ,&

10、#160;（板書并領讀）。T： Kids, the clock says , Its time to play games. Do you want to play games with it?Ss: Yes.T: Lets play the game :tick tock , what time is it ? You must find your chair as quickly as you can.游戲操作：教師把三把椅子背靠背放在一起，從四個小組中分別找一名同學帶著他們組的頭飾作搶椅子的游戲，老師撥動鐘表指針,其他同學發(fā)開始指令：kids，kids , lets run&#

11、160;和停止指令：just a minute .然后其他學生一起問沒有搶到椅子的同學：tick tock , what time is it ? 學生根據鐘表的實際時間回答。  設計意圖：是把重點句型（what time is it ? Its , Its time for .）和難點：（kids、lets run .just a minute）整合在一起,通過游戲的形式進行學習和訓練。3. T: Look at the clock. What time is it?Ss: Its 5:00.T: just a minute , &

12、#160;its 5:00, school is over ,lets go home .(板書并領讀)4. T: School is over , but Wu Yifan and John not go home , where are they? Please listen to the tape.   Ss: Listen to the tape.T: Where are Wu Yifan and John?Ss: On the playground.   T: Listen again and repeat.  S

13、s: Read the dialogue after the tape.Read the dialogue.(分角色朗讀) 【設計意圖：讓學生由淺至深逐步掌握對話。先聽并回答問題，訓練學生聽的能力，后跟讀讓學生模仿語音語調和正確的發(fā)音】5. Practice教師領讀。表演對話。T-Ss, boys-girls, group-group, S-S【設計意圖】：本部分緊接上面的環(huán)節(jié)，在操練上采用層層推進，由易到難的方式。先由教師和全體學生練習過渡小組與小組練習，進而過渡到學生自由練習。 . Consolidation and extension.1. 

14、60;  Talk about in pairs. Using: A: What time is it?        B: Its. Its time for.2. Talk about your day.           My day   3. T: Time is money. Time is life. So  &#

15、160;   everyone should make full use of time.（對學生進行情感教育,時間很珍貴，大家都應該合理利用時間。）. Homework1、Design a timetable for you .Talk about it with your Partners.2、把今天學到的句型運用到生活當中。. 板書設計Just a minute.Lets run.          A: What time is it?&

16、#160;         B: Its . Its time for.【教學反思】.我上的這節(jié)對話課，各個環(huán)節(jié)和活動的設計，都是圍繞著學生的興趣入手，比如猜謎語，做游戲等，設計了一些趣味十足的活動貫穿課堂教學始終，目的就是持久的保持學生對英語的濃厚興趣；整堂課以What time is it ？Its . Its time for.這個重點句型為核心，結合與時間相關的一些話題展開教學和操練，在每個環(huán)節(jié)的過度上，我反復斟酌，力求過渡自然，銜接順暢，環(huán)環(huán)相扣。避免產生突兀、生硬、脫節(jié)的感覺；在處理本堂課幾個難點時，在師生交流、熱身互動時就提前滲透，讓學生初步感知，并在教學過程