PEP4 Unit 2 What time is it? Part B Read and write教学设计
一、教材分析
本课内容是新PEP4 Unit 2 What time is it? Part B Read and write部分。它是在学生前面已经掌握时间的正确表达方式的句型:It’s time to … . It’s time for … .的基础上所进行的综合运用。它要求学生能在四格线上正确仿写句子:What time is it? It’s … o’clock.
二、学情分析
学生对于英语学习有着较为浓厚的兴趣,学生已经初步具备时间的正确表达方式的能力。能使用句型It’s time to … . It’s time for … . 学生能熟练使用短语:get up, go to school, go to bed等短语。该校学生英语基础一般,可能对于课堂拓展的内容掌握和理解不够,发散性思维能力还需要进一步铺垫和挖掘,在设计教学过程中需要关注学生的理解能力。
三、教学目标定位
1、能熟练朗读并运用句型:It’s time to … . It’s time for … . What time is it? It’s … o’clock.等句型。帮助学生了解和感知目标语言的语用功能,并通过仿写感知目标句式的正确书写。
2、培养学生具备时间观念,在正确的时间能做争取的事情。同时能合理安排好自己的时间,能为自己设计一份较为合理的时间作息表,贴近学生生活实际,同时也要关注语言认知水平。
3、能按照要求在四格线上正确仿写句子,注意开头字母的大写。
教学重难点:?
重点:能听说认读本课时的四个动词词组:get?up,?go?to?school,?go?home,?go?to?bed.
?难点:能区分It’s?time?to...与It’s?time?for...的用法。?
四、教学过程
基于以上的教学目标,我设计了如下的教学环节。
1、Warm up.
1) Let’s sing 《Tick tock time》
2)Say the numbers quickly.
过渡语:Now, what do you see? Yes, it’s a clock.
2、Presentation
1) T:What time is it?
S: It’s six o’clock.
S: It’s time to have dinner. It’s time for dinner.
Tips: Have dinner on time.(及时)
T:What time is it?
S: It’s nine o’clock.
S: It’s time to go to bed. It’s time for bed.
Tips: Go to bed on time.(及时)
2)继续操练该句型。为下面的文本学习做好铺垫。
T:What time is it?
S: It’s ten o’clock. It’s time to have music class.
T: Yes, it’s time for music class.
学生根据图片说出句子。
教师呈现tips: Have music class on time.(及时)
3)T: It’s time for music class. But where is Amy? Is she in the music room?
过渡语引出Amy,整体输入文本。
4)Task1 Listen ,read and act 听读文本,完成单词填空。
Sarah: What is it?
Amy: It’s o’clock. It’s time for music class.
Sarah: Hurry! It’s late. Let’s go.
T:Please read and fill in the blanks.
5)学生表演本段对话,并用课程表上的时间安排替换练习。
Time
Courses
9:00
Chinese class
11:00
P.E. class
14:00
Math class
6)Task2 Listen ,read and write
T: Why is Amy late for music class?
S: Maybe she gets up late. Maybe she … .
T: OK. Let’s listen and find the answers.
S: Amy is late because she get up late, goes home late, goes to bed late.
7) 分段教学,场景1:go home.
T: Let’s listen to the dialogue on why does Amy go home late?
教师指导学生完成句子仿写:What time is it? It’s six o’clock.
Dad:
Mum: It’s time for dinner!
Dad: Where’s Amy?
Mum: Oh! She’s in the.
教师指导学生书写规范。
8) 分段教学,场景1:go to bed.
T: Now Amy is at home. Does she go to bed on time?
Task3 Read and choose. 学生选择选择合适的句子填入。
Amy: Mum, _________________?
Mum: Come on! It’s 9 o’clock.
Dad: It’s time for bed.
Amy: Just a minute.
Dad: _________________.
Amy: No, dad.________________ .
Mum: Amy!_____________.
Amy: OK, Mum.
9)T; Tick-tock, tick-tock. It’s 8 o’clock. Does Amy get up on time?
S: No, she doesn’t.
Task4 Think and write. 学生根据对图片的理解,完成内容的填空。教师指导学生完成句子的仿写。
Mum: Amy! Get up !
Amy:
Mum:. It’s time for school .
Amy: Oh no! I’ll miss the bus.
10)T: Let’s review Amy’s day. Please listen, read and number.
学生跟读文本,并完成编号练习。
3、Consolidation.
1) Conclude.
学生根据文本对Amy的作息表进行表格式归纳。
Time
Activities(活动
8:00
get up
10:00
music class
6:00
go home
10:00
go to bed
2)T:If Amy goes home at 5:30, what will happen?
学生发挥想象力,在创设的情境中使用本课学习的语言。
A:
B: It’s time to .
A: OK! Let’s go ./I’m going to … .
B: Great! /Super!... .
3)Compare
比较两张不同的作息表,引出be on time.
5)Homework
1、Listen and read P19
2、Finish Amy’s timetable.
3、Write your timetable