译林英语四年级下册Unit3 My day第一课时公开课教学设计

译林英语四年级下册Unit3 My day第一课时

公开课教学设计

Teaching Design for the First Lesson of Unit 3 "My Day" in Grade Four of Yilin English

Introduction:

In the first lesson of Unit 3 "My Day" in the fourth grade of Yilin English, the focus is on introducing and practicing vocabulary related to daily routines. This teaching design aims to engage students actively and help them develop their listening, speaking, and reading skills while enhancing their vocabulary acquisition.

Warm-up:

To start the lesson, the teacher can draw a picture of a clock on the board and ask the students to tell the time in English. The teacher can guide the students to use phrases such as "It's eight o'clock" or "It's two thirty."

Main Activities:

1. Vocabulary Introduction:

- Start by presenting flashcards with pictures of daily routines, such as waking up, brushing teeth, having breakfast, going to school, etc. The teacher can introduce each activity by saying the phrase and demonstrating the corresponding action.

- After introducing the vocabulary, the teacher can play a game of "Simon Says" using the daily routines. For example, the teacher says,

"Simon says, 'Brush your teeth!'" and the students perform the action. This game helps reinforce the vocabulary and engages students in physical movement.

2. Listening and Speaking:

- The teacher plays an audio recording that describes a typical daily routine, including waking up, getting dressed, having breakfast, going to school, etc. After playing the recording, the teacher asks comprehension questions to check the students' understanding.

- To practice speaking, the students can work in pairs and take turns describing their own daily routines using the vocabulary introduced in the lesson. The teacher can encourage the use of complete sentences and provide prompts if needed.

3. Reading and Writing:

- Provide each student with a short passage or a worksheet that contains sentences about daily routines. The students should read the sentences and match them to the corresponding pictures.

- Afterwards, the students can copy the sentences into their notebooks, paying attention to proper handwriting and spelling. The teacher can provide individual guidance and support as necessary.

4. Group Activity:

- Divide the students into small groups and give each group a set of picture cards representing various daily routines. The students should take turns describing a picture while the others listen and try to guess the

corresponding activity. This activity encourages collaboration, listening skills, and review of the vocabulary learned.

Conclusion:

For the conclusion of the lesson, the teacher can lead a brief class discussion about the importance of daily routines and how they contribute to a well-organized day. The teacher can also recap the vocabulary learned throughout the lesson, asking individual students to provide examples of daily routines.

By implementing this teaching design, students are actively engaged in various language activities, allowing them to practice and reinforce the vocabulary related to daily routines. Through interactive games, listening tasks, speaking exercises, and reading and writing activities, students can develop their language skills while enjoying the learning process.