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視頻標簽：What time,is it
所屬欄目：小學英語優質課視頻
視頻課題：PEP四下Unit2 What time is it Part A Let's talk濟南
教學設計、課堂實錄及教案：PEP四下Unit2 What time is it Part A Let's talk濟南外國語學校
PEP
四下Unit2 What time is it?Part A Let's talk教學設
計
學生課前的活動設計：課前同學們通過少兒趣配音APP 模音跟讀了對話內容。 教學目標(Teaching aims and demands)
教學過程（Teaching procedure） 項 目 目 標
語言技能
1. 能讀懂文本，并在教師的講解中理解文本的大意。 2. 能表演文本，做到語音語調準確，根據大意加上適當動作。
3. 能夠使用What time is it? It's... 來詢問和表達時間以及用 It’s time for...來描
述即將要做的事情。 語言知識
1.詞匯：理解會讀over kids dinner
2.句型：能夠在情境中運用句型What time is it? It's... 來詢問和表達時間；能在情境中運用 It’s time for...來描述即將要做的事情。
情感態度 培養學生合理安排時間的好習慣。 學習策略 積極模仿語調，小組合作完成學習任務。 文化意識
了解不同時區在同一時刻的時間是不一樣的。
教學重難點 教學重點：1.能夠語音語調規范地背誦對話。有三分之一的同學能夠當堂表演對話。
2. 能夠理解對話的大意。
3.能夠在情境中運用句型What time is it? It's... 來詢問和表達時間；能在情境中
運用 It’s time for...來描述即將要做的事情。
教學難點：1.有三分之一的同學能夠當堂表演對話。
2.在情境中運用句型What time is it? It's... It’s time for...
Steps Teacher’s activities
Students’ activities
Purposes
Step 1 Warming up
Make students sing the song what time is it? And Students will sing the song and do actions.
1.通過歌曲感知What time is it？
teacher sing the song with the students.
It’s... o’clock.的句型。
2.激發學生興趣。
Step 2
Lead in and practice the
important sentence structure
1. Play a guessing game Teacher: It is circle. It has two hands, one is long, one is short. It can tell us the time. What is it?
2. Teach word: clock with the phonics. ck /k/
Teacher: The clock can make the sound Tick Tock
3. Show the clock on the blackboard. Practice the sentence structure: What time is it? It’s ... o’clock. 4. Give
students
four pictures and make students ask and answer in pairs.
5. Make students know ‘Different
time
zones,
different time.’
1. Students will listen to the sentences and guess what it is. Answer: clock.
2.Students will try to read the two words: tick tock with the phonics.
3.Students will look at the clock and answer the questions. E.g. It is seven o’clock.
4. Students will stand up and change. And then look at the pictures do a short dialogue.
E.g. --What time is it in Beijing? --It’s
five o’clock.
1.利用猜謎語的游
戲來引出clock。
2.復習ck字母組合的發音。并且鼓
勵學生能夠利用直拼拼讀單詞。
3.利用實物clock來呈現重點句型。
4.通過圖片和合作的形式來進一步練
習What time is it？ It’s ...o’clock.的句
型。也為下一步的文化意識滲透做鋪
墊。
5.了解同一時刻不同地區的時間是不一樣的。
Step 3 Learn the text
1. Make students watch the video and answer the question.
1.Student will watch the video and then answer the question.
1. 了解課文大意。能夠通過看視頻，根據動畫理解文本
Q: Where are they?
2. Make students listen and repeat each sentences.
3. Make students do the shadow repeat.
4. Make students read the text and try to recite it by themselves.
5. Choose two groups and have a role-play. Other students
will
do
the assessment.
A: They are in the playground.
2.Students will listen and repeat each sentences. They should pay attention to the pronunciation and intonation.
3.Students will
show their finger and do the shadow repeat.
4.Students will read the text and try to recite it.
5. Two groups will come to the front and show the text. They should pay attention
to
the pronunciation,intonation and actions.
并回答問題。提高學生的聽力能力。
2.培養學生養成良好的語音語調。
3.避免學生在朗讀
過程中出現拖音現象。
4.為下一步課本劇表演做準備。
5.既培養學生敢于表達，大膽展示的能力。也能讓文本
的內容更加內化。
在評價過程中也能明確自己表演的放向，知道在哪些方面需要注意和自己努力。
Step 4 Practice the sentence structure
1. Teacher: Dinner is over.
Show the picture and guide students to say: It’s... o’clock.
It’s time for...
2. Make students take out the John’s daily pictures and try to say the two 1. Students will look at the three pictures and try to say.
E.g. It’s ten o’clock..
It’s time for bed.
3.Students will look at the pictures and say the two sentences in groups 1.指導學生通過看
圖片使用句型進行
表達。
2.小組活動，來介紹
John’s school
day,使學生對于所
sentences using the sentence patterns.And then show in groups.
3. Say the chant about the John’s school day.
and then show. E.g. It’s eight fifteen. It’s time for English class.
3. Students will listen to the chant and then they will follow the teacher and say.
給的兩個句型運用地更自如。
3.通過chant的形式進一步鞏固句型，也讓學生放松一下。
Step5 Consolidation
1.Make students look at the John’s weekend time-table, watch the video sample.
2.Make students talk in pairs.
Students will make a dialogue and add some new
ideas
through looking at the time-table. 通過這個對話練習，將本節課所學的重要句型都囊括
進去。并且通過加入new ideas，讓學生通過舊知帶動新知，提高語言運用能力。
Step6 Writing
Make students write down a part of their weekend time-table.
Students will write two sentences like the teacher’s.
E.g. It is six thirty. It’s time for dinner.
由口頭輸出到筆頭
輸出。提高學生的
書寫能力。
Step7 Homework
Teacher
sets
up
the assignments according to the students’ abilities.
Students will do their homework.
Level A: Recite the text and act out it. Level
B:
Make
a time-table.
依據學生的學習能
力水平布置不一樣
的作業，使學業水平都能得到一定的發展。
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