Unit 5 What time is it?教学设计模板

Lesson plan What time is Course

Type

Date

Day

新授课

it?第一次课

Aim on knowledge:To enable Ss to listen to,understand and say the words: a clock,o’clock,please,time,eleven,twelve

Lesson Aim on ability:To enable Ss to ask and answer the time: “What time is aims it?” “It’s…”.

Aim on emotion: To enable Ss to be polite. Materials Pictures, cards,ppt

Anticipated 学生对时间的表达

problems Possible 提前下放句型的输入，在教授的过程中多进行读和纠音的活动，再solutions 表演对话

Words: a clock,o’clock,please,time,eleven,twelve

Contents Sentences: “What time is it?” “It’s…”.

Stage of tiorg T & Ss language lessons me Period 1

T-Ss 

Step1:Greetings/warm up 1. 5’

Ss-S

greetings Greeting

s T: Hello, boys and girls. Nice to meet you.How are you & Warm

today? up

warm up:Look and say the numbers

T-Ss T:Today,I bring some

numbers for you.You should look

S-S carefully and say the numbers and then guess what you

can say.(ppt猜题，点上回答/加分机制)



Step2:Presentation & Practice 2. 15’



Let’s Learn:Let’s count!

Presentati

T-Ss 

Input picture利用ppt中动物图片引入：eleven同理on&

导入twelve,clock Practice

Game:High and Low voice,bomb



Look!

T:What time is it?导入：o’clock

Input sentences: “What time is it?” “It’s…”.



整合：T:Ok,Now let’s play a game.



Look and guess what the time is?(抢答)



Role play(分两组进行对话)

15’

Ss-SExchange! Next,in pairs,please(两人练习)

s 句型引入整合：“What time is it?” “It’s…”.

5’

5’

S1-S2

S-S

.T.-Ss

L.T.-Ss

L.T.-Ss

Show time:T:Let’s act the dialogue.Who wants to try? Please come to the front.(学生自己画钟表图并让每位学生都上台进行表演) 

Step3: Practice and Consolidation 创设情景，自由会话。

情景：上学路上，同学遇见，询问时间。

S1: Good morning, S2. S2: Good morning, what’s the time\What time is it?, please? S1: It’s seven o’clock. S2: Thank you. S1: You’re welcome.

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听课文A部分录音。理解并复述内容，跟读。



分角色表演课文A部分。

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Step3:Review sentences and words 

Step4:总结，发点卡，宣布获胜组

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Step5:Homework Copy the words/read the words and sentences/ask parents about the time

Step6:Summary 本次课学生在热身环节表现出了浓厚的兴趣，对于上个学期的数字内容有部分同学已经忘记，所以热身环节，让学生在游戏中很好的复习了1-10的数字内容。令在教授新词时采用了语音拼读法进行教学，学生对单词的准确发音掌握得较快。不足，学生在情景设置环节，没有进行发散，将之前学的句型进行整合表演，在以后的课堂中要对情景预设进行多锻炼，多引导学生多利用学过的句型交流。