牛津小学英语4A Unit 7 It’s late说课稿

Lesson Plan Interpretation (4A Unit 7 It’s late)

Good afternoon, everyone. I’m very glad to share my teaching plan with you all today. First, I’d like to say something about the teaching material, the status and the function of the material.

Fun with English focuses on the Ss’ abilities to gather information, analyze information, solve problems, and think and express in English. It is a comprehensive course developed from a variety of successful language courses home and abroad. Each unit in the course is designed in the model of “topic – function – structure – task” and the teaching content is graded in order of increasing difficulty and complexity. Students are provided with a series of everyday situations and meaningful contexts while learning and they can be trained adequately in all four basic language skills: understanding, speaking, reading and writing.

New Curriculum places an emphasis on the process of learning, requiring that both the content and participants should be multidimensional. In order to comply with the new goals, I have designed a series of student-centered activities by combining the New Curriculum and Fun with English (or Oxford Textbooks for primary pupils in Jiangsu). It is found that these activities are effective and feasible. And we can form. various conclusions and obtain a range of implications for teaching English in primary schools.

Unit 7, it’s late centers round the topic of inquiring time. Students are supposed to master in 3 skills the following sentence patterns: What time do you …? I … at …. / At … and the necessary numbers for expressing time.

The teaching content this morning belongs to the second of the four periods assigned to this unit, including 4 pictures in part A and the dialogue What time do you …? I … at …. / At … in part D.

About the Ss
As for the Ss, they are the 4th-year pupils at different levels of English fluency -- some of them are pretty good at English, while some other have less interest in it. So during the lesson, I arrange a variety of activities from their own experience to make them keep their interest and let them be confident and taste the joy of success. It is also required in Fun with English that the Ss be co-operative, communicative and actively involved in class.

1. To master in 3 skills (that is, understanding, speaking and reading) through this period the important words and expressions: at, breakfast, late, come home, in the afternoon;

2. To master in 3 skills (that is, understanding, speaking and reading) sentence patterns: What time do you …? I … at …. / At …. It’s late;

3. To master in writing sentence patterns: What’s the time? It’s ….

二. Ability goals

1. Enable the Ss to express non-integral points;

2. Make the Ss have the ability to use the dialogue What time do you …? I … at …. / At

1. Increase Ss’ awareness of good study habits and effective learning strategy.

2. Increase the Ss’ awareness of punctuality.

Key teaching points and difficult points lie in two aspects:

1. The dialogue What time do you …? I … at …. / At …;

2. Help the Ss pronounce breakfast, in the afternoon correctly.

Teaching and learning methods

1. Task-Based Language Teaching (TBLT).

2. Communicative Language Teaching (CLT).

3. Audio-lingual Method

Teaching aids

Multi-media courseware, an adjustable clock, cards with sentence patterns on, pictures about daily activities, some rhythm markers.

Step1. Motivation Step2. Revision Step3. Presentation

Step5. Consolidation

Step6. Assignment

In Look and guess, I help students relax themselves and review the verbal expressions of daily activities, which will make it easier for students to practice the new sentence patterns they are going to learn.

In the game of quick response to the numbers, students get a chance to familiarize themselves with the words that may soon be used to express time. With the numbers converting into the format of time, students recall the way for expressing time. I take out a big clock, adjust the hands and ask students to respond to the question What’s the time?

Step 3. Presentation

1. First, the clock is adjusted to 6:30. I tell students with gestures that I get up at 6:30 and ask students “What time do you get up?”. I induce students to answer with the pattern “I get up at …” Several students are asked to answer with the last one answering according to the time set on the clock – 7:30. And then I comment by saying It’s late and introduce the word late.

2. After that, the clock is adjusted to 7:00. I tell students with gestures that I have breakfast at 7:00 and introduce the phrase have breakfast. I guide students to pronounce breakfast in syllables and repeat the phrase several times. With the information on screen, students listen to my question and answer in groups or pairs “I … at …”

3. The students are then guided to put the other verbal phrases: go to school, have lunch, go home, watch TV, go to bed in the sentence patterns and drill.

Step 4. Practice

1. Firstly, I introduce my foreign friend to students. Following the video clip of greeting, I face the screen and ask, “I have a question. What time do you get up?” and play the video clip of her getting up. After that, I ask students who would like to try with the sentence What time do you …? and the verbal phrases that the pictures on the blackboard reflect. Students are then made to talk with the foreigner.

2. After the dialogue, students repeat the question and review the word late in a chant together.

With the cards on the blackboard, students are divided into groups or pairs or other units and practice asking and answering the question, What time do you …?

Step 5. Consolidation

1. First, I present the picture of Mike, introduce to them the main character and ask them to keep some questions in mind while watching the movie of the text. The questions and answers following the movie make another chance for practice.

2. While checking their answers to the questions, I mention the phrase come home and the pronunciation of in the afternoon, which students are not quite familiar with. Then students repeat the dialogue after the video.

3. Following that, students play the roles of grandma and Mike and dub the movie. Then they try to act out the story.

In the end, students are asked to stand up to go around and make a survey in their friends in order to fill in the table at page 56.

Step 6. Assignment

After class, Ss are required to read the text again and make several sentences, using the pattern “I … at ….” Or if possible, practice the newly-learnt sentence patterns with their parents.

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Blackboard design：
In the end, let me show you my blackboard design: The title and the key sentence patterns are in the middle. On both sides are some random pictures of daily activities.

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