Unit 7 A busy day （ Part A ）
Teaching aims：
1. Enable to read and understand the text, and be clear about David’s timetable.
2. Enable to know that we should save time.
Teaching importance:
read and understand the text, and be clear about David’s timetable.
Teaching difficulties:
Enable to understand the certain time. ( past and to)
Teaching aids:
PPT
Teaching procedures:
Step 1
1. enjoy a song.
2. T: what is it about?
S: time.
T: What can tell us time?
S: a watch and a clock.
3. T: Look at this clock. What can you see?
S: long hand/short hand/ numbers 1-12
T: What time is it?
S: It’s …
T: It’s time for … Are you ready for class?
S: Yes.
Teach: ready / not yet
4. Greetings
5. T: Today we’ll have a new lesson. Unit 7 a busy day.
Step 2
1. T: Do you have any questions about the topic?
S: Whose busy is it? Why is he so busy?
2. Watch and answer
Teach: duty / on duty
2. T: How busy is he?
S:
TASK 1 read the text and circle the time
Teach: half past six / ten to seven / a quarter to twelve / a quarter past four
TASK 2 read carefully and choose the right phrase to fill in the timetable
|
David (does) |
(at) Time |
|
Get up |
|
|
Go to school |
|
|
Have lunch |
|
|
Watch a football game |
|
|
Do homework |
|
(1) read the phrases.
(2) Choose and fill
(3) Talk about the form like this.
TASK 3 Read and answer
(1) Can David have breakfast at home?
Teach: take …with…
(2) What does David need to do in the afternoon?
Teach: need to / be quick / let’s hurry.
(3) Can David watch TV in the evening?
3. review the text
How busy is David in the morning? There is no time for breakfast.
How busy is David in the afternoon? There is no time for homework.
How busy is David in the evening? There is no time for TV.
He is really busy today.
Teach: really
Step 3
1. read the text loudly.
2. finish the mind map on the blackboard.
3. retell the story.
4. T: Why is David so busy today? Just because he’s on duty? Can you give him any advices?
S: (discuss in groups )
5. proverbs
1) We always have time enough if we will but use it right.
2) To choose time is to save time.
Homework
1. read the text fluently and try to retell it.
2. say something about your own timetable.
教后反思：
1. 注重语言文本的整体性。第七单元时间表达是５Ｂ的重点也是难点。在Ａ板块作为第一课时教学的原则上，我把时间表达在本课的教学目标定位为：能读、能理解、能说。只有在文本整体的背景下，这些时间表达才有特定的意义。所以我并没有将时间表达教学作为提前铺垫的读前活动，而是引导学生通过Ｉt’s … At …等时间表达的结构句型和关键字来寻找时间表达，将之作为阅读活动的一个环节，让在阅读的过程中学习时间表达，掌握David的日程安排。
2. 注重语言输出的即时性。语言是表达的工具。只有随时随地地引导学生运用语言，这些所学的语言符号对学生来说才是有意义的，学习活动才是有效益的。在while-reading的talk about the form环节，post-reading的read and answer环节，我都尽可能为学生提供语言表达的机会，让学生在阅读的过程中及时表达和分享自己的观点。
3. 注重语言思维的深刻性。英语思维的培养是小学英语学习的难点，但却是英语学习的重点。在看似浅显的对话文本中，有很多思维节点可以引导学生细细思考和体会。While-reading 环节让学生通过回顾David忙碌的一天，really这个词的涵义就呼之欲出；post-reading环节让学生深入思考“Why is David so busy?”，学生在给出David建议的同时，文本的人文意识就水到渠成了，学生就自然能体会到珍惜时间，合理安排时间的重要性和必要性。
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