(共17张PPT)
What’s the name of the song
_____ _____ is ____
What
time
it
Zhang Peng’s day
7:00
8:00
10:00
11:00
4:00
5:00
6:00
What time is it
It’s _______ o’clock.
It’s time for ______.
breakfast
English class
lunch
music class
PE class
home
dinner
Talk in group
Hi, This is Zhang Peng.
Where are you, Sarah
I’m in New York.
In Bejing, it is ___
20:00
8
o’clock.
p.m.
7:00
In New York, it is ___
o’clock.
7
a.m.
20:00
7:00
It’s _____
8
o’clock.
p.m.
It’s _____
o’clock.
7
a.m.
0:00
12:00 noon
24:00
a.m.
p.m.
in the morning
in the afternoon
in the evening
a.m. or p.m.
12:00
It’s 12
p.m.
24:00
It’s 12
a.m.
13:00
It’s
1 p.m.
1:00
It’s
1 a.m.
10:00
It’s
10 a.m.
22:00
It’s
10 p.m.
Times vary by location. 不同的地方有不同的时间
20:00
7:00
12:00
22:00
Where are you
I’m in New York.
What time is it there
It’s 7 a.m.
Times vary by location. 不同的地方有不同的时间
20:00
7:00
12:00
22:00
Where are you
I’m in _______.
What time is it there
It’s __ a.m/p.m.
John’s day
7:00
8:00
10:00
12:00
1:00
5:00
6:00
breakfast
English class
lunch
music class
PE class
home
dinner
Listen and fill
Listen and predict（预测）
What are they doing
Where are they going
Listen and answer
Where are they going
A: teachers’ office
B: playground
√
Read and tick or cross
They have PE class at 5 o’clock. ( )
They go home at 6 o’clock. ( )
Hi, School is over.
Let’s go to the playground.
OK!
School is over.
Class is over.
Game over.
放学了
下课了
游戏结束
×
Read and tick or cross
They have PE class at 5 o’clock. ( )
They go home at 6 o’clock. ( )
×
Time to go home, kids.
What time is it
It’s 6 o’clock.
It’s time for dinner.
Oh, let’s go.
=
It’s time for home.
√
kid
kid
s
Listen and imitate
Read together
Read by yourself
role play
John: Class is over. Let’s go the the ________.
Zhang Peng:What time is it now
John: It’s ________a.m./p.m.
It’s time for ... .课题 Part A Let’ s talk & Let’s play 课时 1
教材与学情分析 本课是日常对话课，通过John和Wu Binbin 放学打篮球后回家吃饭展开的一系列对话。学习了如何询问时间以及回答“What time is it ” “It’s 5 o’clock.”以及在什么时间段该干什么事情 “It’s time for ... .”感悟教材人物的时间观念和作息管理，学会合理安排自己的作息时间，形成良好的生活习惯。 Let’s play 则是通Zhang Peng 和 Sarah的对话，让学生知道不同的地区有不同的时间，以及时间的另一种回答 “It’s ... a.m./ p.m.”
目标与重难点 课时目标 ·能够在图片、PPT和教师的帮助下理解对话大意 ·能够学会按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演 ·能够在情景中运用句型“—What time is it —It’s…o’clock.”询问时间并回答 ·能够在情景中恰当运用句型“It’s time for…”描述“到该做某事的时候了” ·能够在语境中理解新词“over, now, o’clock, kid”的意思，并能正确发音 .能够理解并使用 a.m. 和 p.m. 课时重难点 教学重点 1. 能够在情景中运用句型“—What time is it —It’s…o’clock. It’s time for…”询问时间并回答。 2. 能够听懂对话大意，并能用正确的语音、语调及意群朗读对话。 3.能够理解并使用 a.m. 和 p.m. 教学难点 能够理解与运用对话中的一些习惯表达法。
教学准备 教师自制课件、词卡
过程设计 Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—What time is it T: What’s the name of the song Ss: What time is it 3. Lead-in. T: What time is it now Look at the watch and answer. T: It’s 9 o’clock. It’s time for our English class. Let’s start our lesson! Write down the topic “What time is it ” on the blackboard. (课件出示：主题情景图) Step 2: Presentation 1. learn the words “a.m.” “p.m.” T: This is Zhang Peng’s timetable. What time is it now S1: It’s 7 clock. T: Yes, it is time for ... . S2: It’s time for breakfast. Let students read and answer. T: Listen. Zhang Peng and Sarah are on the phone. T:What time is it in Beijing S1: It’s 8 clock. T: It’s 8 p.m. Write down the word “p.m.” and let students read together. T:What time is is in New York S1: It’s 7 clock. T: Yes, it’s 7 a.m. T: The sentence “it’s 8 clock” means it’s 8 o’clock in the evening. The sentence “It’s 7 a.m.” means it’s 7 o’clock in the morning. T: A.m. is used to talk about times that after midnight but before midday. （课件出示：0:00 到 12：00） T: P.m. is used to talk about times that between midday and midnight . （课件出示：12:00 到 24：00） Let students practice the words “a.m. p.m.” Let students practice the dialogue. Z: Where are you S: I’m in ... . Z:What time is it there S: It’s ... a.m./p.m. 2.Listen and fill T: This is John’s timetable. Let’s listen and fill in the blank. 3.Read and Predict Let students look at the pictures carefully. Ask some questions and lead them to predict the main ideas of the dialogues. The questions are like these: ① How many people are there Who are they ② Where are they ③ What are they doing ④ Where are they going 2. Watch, tick or cross. Show some sentences on the PPT. Ask students to read the sentences. （出示课件） Then play the cartoon and lead students to tick or cross the sentences after watching the cartoon. (出示课件) They have PE class at 5 o’clock. ( ) They go home at 6 o’clock. ( ) Check the answers together. 3. Teach the conversations. (1) Watch the cartoon about Picture 1. (出示课件) T: They have PE class at 5 o’clock is wrong. Why Ss: School is over. T: School is over means before class or after class Ss: After class. T: Yes! Please read after me, “over”. Let students read the sentences to practice the word “over” (School is over. Class is over. Game over. ) T: After class, John and Wu Binbin go to the playground. What do they want to do Ss: They want to play basketball. T: Great! Let’s go to see. (2) Watch the cartoon about Picture 3. (出示课件) T: They go home at 6 o’clock. Yes or no Ss: Yes. T: Can you underline the key sentence Ss: Time to go home, kids. T: Yes, Time to go home, kids means it’s time for home Teach the sentence “Time to go home.” and the word “kid”. 4. Read and act. (1) Play the recording of “Let’s talk”. （出示课件）Let students read after the recording and pay attention to the pronunciation and the intonation. (2) Let students practice the dialogues in groups. (3) Act out. Step 3: Practice Look, ask and answer. (1) Show some pictures of different clocks on the PPT. （课件出示：不同时间的时钟图片） (2) Make a demonstration with a student. T: What time is it S1: It’s 7 o’clock. It’s time for breakfast. (3) Students practice them in pairs. (4) Show time. 动态修改
Teaching purpose 通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。 Teaching purpose 引导学生带着问题观看文本动画，整体感知文本，获取有用信息，完成听后判断正误的练习。 Teaching purpose 分段呈现对话，逐步引导学生跟随文本学习新单词、新句型，帮助学生在文本中理解新词“over, now, o’clock, kid” Teaching purpose 播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。 Teaching purpose 利用PPT展示一些时钟图片，帮助学生进一步巩固句型“—What time is it —It's…o'clock. It's time for”，并为后面的拓展活动做好准备。
作业设计 1. Practice the dialogue. 2. Do the exercises.
板书设计
教学反思 1. 在课堂的开始，教师通过学生以前学过的一首歌曲《Ten little candles》帮助学生热身并复习相关数词，为后面新课的学习做好铺垫。 2. 充分考虑学生的学情，利用多媒体先整体、再分段展开教学，充分帮助学生理解文本，并在文本中感知新单词、新句型。 3. 师生间展开对话交流，利用一切机会训练学生的语言表达能力，培养学生运用本课时核心句型进行交际的能力。 4. 借用活动帮助学生了解地球上不同时区在同一时刻的时间不同的常识，对学生进行文化意识的培养。
