教学目标 1. 能初步感知、体验单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思； 2. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up. 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4 能初步运用本课所学的词汇和日常交际用语谈论时间。 5. 能正确地听、说、读、写词汇class, bed, OK。能正确地听、说、读词汇wake up, mum, o’clock, breakfast, dinner。 6. 能正确地理解、掌握对话内容，并能朗读、复述对话。 7、能感悟、体验字母Tt的发音/ t /. 8、会诵读小诗Wake up, Eddie. 教学重点 1. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 2. . 句型：What time is it? It’s … o’clock. It’s time for … 3. . 词汇：clock, bed, OK, breakfast, dinner 4. 能感悟、体验字母Tt的发音/ t /. 教学难点 1. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up. 2. 能正确地理解、朗读对话内容，并能在教师帮助下复述对话。 3. . 词汇：class, bed, breakfast, dinner的读音。 教学内容安排 第一课时 Story time1 第二课时 Story time2 第三课时 Fun Time& Cartoon Time 第四课时 Sound time Rhyme time Checkout time& Ticking time 第一课时 教学内容 Unit 6 What time is it? Story time 教学目标 3. 能初步感知、体验单词wake up, mum, o’clock, breakfast, dinner, class, bed, OK, eleven, twelve.，并理解单词的意思； 4. 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up. 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4 能初步运用本课所学的词汇和日常交际用语谈论时间。 教学重点 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 教学难点 能在情境中感知如何问询时间，能初步听懂、会说、会读句型日常交际用语：What time is it? It’s … o’clock. It’s time for … . 及 Hurry up. 教具准备 教学光盘、课件、图片等 教学过程 Step 1. Greeting and warm up 1. Greetings. T: It’s time for class. Hello, boys and girls. S: Hello, ... T: Nice to see you. S: Nice to see you, too. 5. T: Last lesson, we learned the numbers. Can you count from one to ten? Ss: Yes! (Ss count from one to ten, PPT show the numbers at the same time.) T: Please look and guess what number is missing? Ss: Eleven, twelve. (Teach ‘eleven, twelve’) 6. T: Do you know what it is? Yes, it’ s a clock. It can tell us the time. Today, we will talk about the time. (Teach: time) Step 2．Presentation and practice . 1. T: I have a clock here. What time is it? (反复，然后带读) Oh, it’s four. We can also say “It’s four o’clock”. (带读) 2. T: Look at these three clocks. Can you talk about the time like this? Please ask and answer in pairs. 3. T: What’s the time? Ss：It’s ten o’clock. T：It’s time for class. (重点教句型) We can do different things at different time. Step 3. Learn to say . 教师出示自己一天的主要作息时间表，引导学生谈论时间和相应活动 T: Look at tha clock. What time is it?(时间拨到7点) Ss：It’s seven o’clock. T: Yes, it’s time for breakfast. T: What time is it? Ss: It’s twelve o’clock. T: Yes. It’s time for lunch. T: And look, is it twelve o’clock? Ss: No, it isn’t. It’s six o’clock. T: Yes, it’s time for dinner. This is my day. T: Now ,look at this picture. Who’s he? Ss: He’s Liu Tao. 1.Watch the cartoon 初步感知课文 在完成下面的表格之前，要求学生能很熟练的理解课文内容，读熟课文中的句型。 T: Let’s watch the cartoon and try to choose a title about the story. A. Liu Tao’s Day B. Liu Tao’s weekend 2. T: This is Liu Tao’s Day. Can you help to finish Liu Tao’s timetable? Listen to the dialogues and find out the time Name Clock time Time for Liu Tao
3. Read after the tape and try to complete the activities Name Clock time Time for Liu Tao 7:00 8:00 6:00 9:00 出示课文P1 Listen and complete: Wake up, Taotao.（板书 Wake up） 引导学生填空 ____ _____ is it, Mum? It’s seven ______ . It’s time ______ breakfast. (新授 breakfast ) T：Now I’m Liu Tao’s mum and you’re Liu Tao. Let’s act. Ss act in roles. 4.同样的方法教授P2-P3 5. 出示P4，让学生自己尝试说对话。 T: Look at this picture, what time is it? What are Liu Tao and his Mum saying? Discuss in two, and try to say. Show ‘bed’, learn‘ time for bed’ 6. Read and act in roles 7. Try to retell the story. Step 4 Consolidation Make a new dialogue. 引导学生在习得课文语句的基础上进行对话创编 T：Now. Look at the clock . (在实物钟上拨一个时间) What time is it? Ss: It’s … o’clock. It’s time for… . Practise in pairs. 学生在小组内开展对话练习与创编。 作业设计 A 1.Read the dialogues after the tape and imitate the pronunciation. 2. Read and recite Story time. B Make a clock and try to make dialogues. 板书设计 Unit 6 What time is it? A: What time is it? B: It’s … o’clock. It’s time for … 教学反思 在学习时间的单词时，让学生复习数词和问年龄的句型，给学生空间来学习，在这个基础上再进行新的内容时间的学习，让学生自己做钟表，自己在实物钟上拨一个时间自己说。学生学习的积极性很高，掌握的也很快。 第二课时 一、教学内容：Unit 6 What time is it? Story time 二、教学要求： 1. 能正确地听、说、读、写词汇class, bed, OK。能正确地听、说、读词汇wake up, mum, o’clock, breakfast, dinner。 2. 能正确地运用对话中的日常用语和句型What time is it? It’s … o’clock. It’s time for … Hurry up. 3. 能正确地理解、掌握对话内容，并能朗读、复述对话。 4. 能运用本课语言进行关于时间的问答、谈话。 三、教学重点： 1. 句型：What time is it? It’s … o’clock. It’s time for … 2. 词汇：clock, bed, OK, breakfast, dinner 四、教学难点： 1. 能正确地理解、朗读对话内容，并能在教师帮助下复述对话。 2. 词汇：class, bed, breakfast, dinner的读音。 五、教学准备：PPT、数字卡片、事先在黑板上画一个钟面、事先打好四线格。 六、教学过程： Step 1 Warming up 1. Game: Say the numbers one by one. 2. Game: T shows the number cards and Ss say the numbers as fast as possible. 3. Do Maths: 3+4=7, 1+5=6, 2+7=9 T: Look at the board. What is 3 and 4? … Step 2 Presentation and practice 1. clock Show a electrical clock by transferring the numbers. (PPT) T: Look at the clocks! Learn ‘a clock’. Say something about the clock: a clock, 3 clocks, a big clock, a small clock, a white clock, my clock … 2. Learn ‘It’s … o’clock.’. T makes a model, compare the pronunciation of ‘a clock’ and ‘o’clock’, then ask Ss to say the time on the other two clocks. 在学习clock时，让学生区别a clock’ and ‘o’clock’，运用句型来让学生理解和运用，多进行操练这内容。 3. Learn ‘What time is it?’ Game: Look and guess. Draw the time in the round clock. Ss read the sentence after T. Boys ask and girls answer. Then change. 4. Guessing game: review and present ‘It’s time for …’ (1) Show a picture of a nice old clock ‘Big Ben’. Ring it, and give Ss the clue, then Ss say ‘It’s … o’clock’. (PPT) Clues: It’s time for class. It’s time for breakfast. It’s time for bed. It’s time for dinner. (2) Show the four pictures of class, breakfast, bed and dinner. Ask Ss to read the new words after T Step 3 Story time 1. Look at the picture and answer: P1: Who is he? T: He is sleeping. It’s late. You can say? (Don’t sleep.) Wake up! Ask Ss say “Wake up!” loudly to LT. P2: He is late for school! Wake up! Yes? (No.) Ask Ss say “Hurry up!” loudly to LT. 2. Listen and match: It’s … o’clock. It’s time for … Watch the cartoon and Ss check by themselves. Then check together. When checking, T: What’s for LT’s breakfast? 3. Make it a timetable. Ss read it. T: It’s time for class. What time is it? Maybe it’s 8. Moral: A good timetable makes you successful. 4. Reading practice: after T -> after a volunteer -> in groups -> group show 5. Class reading work: Read together -> read in different characters. 6. Act: in groups -> group show. (Ask one S to be the body clock.) 7. Retell the story. (PPT): Ss try by themselves -> Check. (Add: It’s 6 o’clock. It’s time for dinner. LT has a hamburger, an egg, a pie, an apple and some milk. Wow it’s a big dinner.) Step 4 Summary 1. T: 我们学习了怎样问时间，怎样回答。怎样叫醒别人。怎样叫别人快一点。 2. Enjoy the rhyme ‘Wake up, Eddie’. Step 5 Word time 1. Show Ss how to write the 3 words that should be copied on the blackboard, review them: Read, make phrases. 2. Show the expanding words and phrases: Read. 3. Copy the words. 作业设计： 1. Read Story time after the tape for 5 times. 2. Make a clock and use the clock to make a dialogue in pairs. 板书设计： Unit 6 What time is it? A: What time is it? 钟面的图 B: It’s … o’clock. It’s time for … 四线格里写着三个四会的词 教学反思
在这单元里，我们学习了怎样问时间，怎样回答。怎样叫醒别人。怎样叫别人快一点。然后让学运用这些句型进行训练。让学生区别a clock’ and ‘o’clock’，运用句型来让学生理解和运用，多进行操练这内容。 第三课时 教学内容 Unit 6 What time is it? Fun Time& Cartoon Time 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、行、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。 教学难点 学生能熟练地谈论整点时间，培养学生珍惜时间，热爱生活的良好品德。 教具准备 图片、课件 教学过程 Step 1 Free talk and motivation 1. Free talk 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? Step 2 Presentation 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 eleven o’clock. T: No. S2: It’s twelve 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) 教师出示一个钟面，钟面朝着老师，老师拨完时间，让学生猜测时间，并能用句型来说时间 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 Are you late sometimes? Try to make a new dialogue in four. 作业设计 A Read Cartoon time five times. B 1. Read Cartoon time five times. 2.According to Cartoon time, try to make a new dialogues. 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? 教学反思 在课堂教学中教师拨完时间，让学生猜测时间，并能用句型来说时间 学生开展小组内阅读，理解情节并领会幽默之处。 第四课时 教学内容 Unit 6 What time is it ? Sound time Rhyme time Checkout time& Ticking time 教学目标 1、 能正确地听、说、读、写本课单词。 2、 能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … . 3、能感悟、体验字母Tt的发音/ t /. 4、会诵读小诗Wake up, Eddie. 教学重点 1、 能正确地听、说、读、写本课单词。 2、 能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … . 3、能感悟、体验字母Tt的发音/ t /. 教学难点 能熟练地在情景中运用日常交际用语What time is it? It’s … . It’s time for … .并获得运用所学语言进行交际的能力，要求读音正确，语调自然。 教学准备 图片、课件 教学过程 Step 1 Free talk and motivation . 1. Greetings 2. Play a game What time is it? （利用学生之前做的钟表） T: It’s … . Ss: (拨钟) 通过“拨时间快速抢答”的活动让学生迅速反映时间。 T:（拨钟） Ss : It’s … . 3. Guessing game: It’s time for breakfast/lunch/dinner. What time is it? (渗透时间的另一种问询方式： What’s the time? )
Step 2 Revision 1. Listen and draw 听录音，在钟面上画出时间。 根据画好的时间复述对话。 2. Look and say 根据 第一项已经画好的钟表进行第二项问答 S1: What time is it? S2: It’s …. It’s time for…. T: Boys and girls, can you talk about time? Ss: Yes. T: Let’s finish Ticking time. 完成Ticking time第一，二项 Step 3 Sound time 1. T: Look at this clock. What time is it? It’s time to …? 出示图片2 It’s time to eat. 新授eat (指导朗读t, t, eat) 2. T: The clock goes ‘Tick-tock’. Now what’s the time? Ss: Ten o’clock. T: It’s time to meet. 新授meet (指导朗读t, t, meet) 3. 出示完整的语音句子，诵读。 4. 出示单词，读，感知字母Tt/ t /的发音,新授get 引导学生回忆：你还学过哪些包含字母t, 在单词中发音相同的单词。 5. Can you try to make a rhyme like this? 完成Ticking time 第三项 Step 4 Rhyme time T: I like rhymes, and I want to share a rhyme with you. 1.Listen to the rhyme 2. T: Who is late? Ss: Eddie is late. T: Breakfast is ready. （新授ready） T: What’s for breakfast? Ss: Milk and cake. 指导学生欣赏其中的韵律／i／ / eit / .呈现歌谣，引导学生跟则节奏说歌谣，也可配以相应的动作，感知歌谣的含义。 3．Try to make a new rhyme by yourselves. 作业设计 A 1. Finish the exercises. 2. Know the sound of the letter ‘t’ B Read and spell the new words which include /t/ 板书设计 Unit 6 What time is it? Tt / t / eight time eat tick-tock eat ten meet 教学反思 在出示单词，读，感知字母Tt/ t /的发音,新授get，引导学生回忆：你还学过哪些包含字母t, 在单词中发音相同的单词。这样既复习了以前学习的单词，又给学生进行读音的归类。 | 