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课题 | 3B Unit6 What time is it? | 第2_课时 | 主备人 | 王晓霞 | ||
教学 目标 | 1. 在第一课时基础上，能进一步建立单词class, bed, OK, eleven, twelve, wake up, mum, o’clock, breakfast, dinner,的音、形、义的联系。 2. 能理解句型What time is it? It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。 3.学生能初步听懂、会说、会读单词these, here’s=here is ,能初步听懂并会说句型What are these?能理解cartoon time 的幽默之处。 | |||||
教学 重难点 | 1. 能理解句型What time is it? It’s … o’clock. It’s time for … .的含义，并能应用到实际中进行描述。 2.学生能初步听懂、会说、会读单词these, here’s=here is ，能初步听懂并会说句型What are these?能理解cartoon time 的幽默之处。 | |||||
课前准备 | 图片、课件 | |||||
教学过程 | 设计意图及修改 | |||||
Step 1 Free talk and motivation T: Hello, boys and girls. S: Hello. T: How are you today? S: Fine, thanks. 2. Brain storm T：Can you count from one to twelve? Show a long hand and a short hand. What’s this? Ss: It’s a clock. T: Can you tell me the time quickly ? (快速出示钟面时间，学生抢答) 3. Review Part A T：What time is it? Ss: It’s seven o’clock. T: Liu Tao wakes up and starts his day. Can you retell his day? Ss try to retell the story according to the pictures Step 2 Presentation 1. T：I’ll do something. Please guess what time I do it. (做吃饭的动作) What time is it? S1: It’s ten o’clock. T: No. S2: It’s eleven o’clock. T: Yes. It’s time for lunch. Now you can play this game in groups. Ss: (小组内开展活动) 2.教师出示一个钟面，钟面朝着老师，老师拨完时间，让学生猜 测 T: What time is it? Ss: It’s … T: Yes. / No. It’s time for….(做动作) T: Who wants to show us your clock? (让学生拿出自己设计的钟面) S1: What time is it? Ss: It’s …. Ss show their clocks （小组合作游戏） A: What time is it? B: It’s … o’clock. (渗透非整点时间表达法) It’s time for … . Learning tip: Use ‘please’ to be polite. Step 3 Cartoon time T: Liu Tao wakes up at seven. How about Bobby? （出示图2）What time is it? Ss: It’s eight o’clock. T: Bobby is late for school. What happened? 1、播放动画片What time is it? Where is Bobby ? Ss: Answer. T: Bobby is very worried. 2、自读课文：What he can’t find? Ss: pencil and book. -------Where’s my book/ pencil? T: 指导朗读 T: Why? Ss: He takes the wrong bag. 3、再读课文：Whose bag is it? Ss: It’s Tina’s. T: How do you know that? Ss: Bobby! That’s my bag! Here’s your bag. T: What’s in her bag? Ss:中文回答。 T: Teach “What’s this ? What are these?”指导朗读 T: Now let’s read in groups and see who reads the best. (帮助学生理解课文中Bobby着急的心情) 4.学生开展小组内阅读，理解情节并领会幽默之处。 5. Read after the tape. 在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句,领会幽默之处。 T : You should wake up at time . Don’t be late for school. What do you want to say to Bobby? Ss: Don’t be late again. 6. Act in roles. Step 4 Consolidation T: Are you late sometimes? Try to make a new dialogue in four. Step 5 Homework 1. Read Cartoon time five times. 2. According to Cartoon time, try to make a new dialogues. | Step 1: 1. Enjoy a song 《What time is it?》 2. T: What time can you hear in the song? S: Three o’clock, nine o’dlock, twelve o’clock T: It’s time for… 3. Work in pairs. A: What time is it? B:It’s…o’clock.It’s time for…
在歌曲中帮助学生复习和巩固上节课所学的重点句型：What time is it? It’s … o’clock.激发学生运用句型的积极性，鼓励全体学生参与活动。
让学生根据图片来复述Liu Tao的一天，帮助学生回忆和复习故事内容。
通过开展小组游戏，让学生在游戏中快乐地运用句型：What time is it? It’s … o’clock. It’s time for … .，在不知不觉中复习所学句型。在此基础上，适时渗透非整点时间表达法，让学有余力的学生能有所提高，贴近学生的生活实际，丰富学生的语言表达。
通过观看动画、自读课文、再读课文回答相关问题，创设形式多样的教学活动，帮助学生由整体到细节，由全体到局部逐渐走进文本，深入文本、理解文本，在此过程中适时教学句型“What’s this ? What are these?”，让学生初步理解句型的含义和区别，最后开展组内阅读、模仿朗读，引导学生理解情节并领会幽默之处。 | |||||
板 书 设 计 |
Unit 6 What time is it? What time is it, please? It’s … o’clock. What’s this? What are these? | |||||
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