Story time第二课时教案

Teaching Content 课题

类型

教学设计

译林牛津小学英语三下Unit 6 What time is it?（Story time ）

New 课时

The first period

Analysis of the teaching material 本节课内容是Unit6 What time is it? 中story time板块，课文主要围绕“遵守时间”这一主题，按时间顺序依次呈现了Liu Tao一天的生活作息，引出了本单元有关谈论时间的句型。在Unit5中，学生已学过数字1-10,在教学时，可以采用游戏的方式，以旧引新，学习数字11,12以及整点的表达方式，做到新旧知识的融会贯通。由于起床、上学、吃饭、睡觉等都是学生每天的活动，学习内容贴近学生的生活，所以在教学时可以采取交谈的方式与学生聊天，引导学生创设真实的生活情景，让学生能够活学活用，运用所学的词汇和句型谈论Mcdull’s Day 并提出合理的时间安排。

Teaching aims and learning objectives

By the end of this lesson, the students would be able to:

1.

listen, read and understand the words and phrases: eleven, twelve, o’clock, breakfast,class, dinner, bed, wake up, hurry up. 2.

understand and use the sentences: What time is it? It’s...o’clock. It’s time for... 3.

understand the general meaning of the story time and act it out. 4. learn to arrange their time correctly. 5. love English and build strong interest in learning English.

Focus of the lesson

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Read and use the words, phrases and the new sentences . 2. Understand, read and act out the dialogues correctly.

Predicted area of difficulty

Talk about Mcdull’s Day and give him some advice.

Teaching methods

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Conversational method Task-based method Group-cooperation method

Teaching aids

Pictures , CAI

Teaching procedure

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Step 1:Warming- up and lead- in 1.

Before the class: Enjoy an English song: What time is it? 2. Free talk T: Hello, boys and girls, it’s time for class now. Are you ready?

S: Yes. T: Let’s count.(倒计时) Ss: Ten, nine, eight, seven, six, five, four, three, two,one. T: We’re having an English lesson . But someone is sleeping. Who’s he?(听呼噜声) S: Liu Tao. T: (图片显示时钟六点，Liu Tao 睡觉)Liu Tao is dreaming Father Time. Let’s go into his dream and travel with Father Time. (Enjoy some pictures about different clocks.) T: What can you see? Ss: Clocks. T: Yes. Now let’s make a clock . We need some numbers. One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve.(教授

eleven, twelve)

Now it’s a clock. A clock can tell us the time. 设计意图：师生之间互动式的自由交谈, 既唤醒了学生以往的知识，又巧妙地引出数字11,12以及整点的表达方式，让学生迅速地进入英语学习情境，为随后的教学做了很好的铺垫。

Step 2: Presentation and practice

1.

Talking time T: (Show the clock) What time is it? S: It’s nine o’clock.(Teach o’clock) (Show a tip: o’clock只表示整点) T: (拨动指针并问)What time is it? S: It’s ... o’clock. Work in pairs: (同桌之间拨动钟面指针并问答)

----What time is it? ---- It’s ... o’clock. T:What time is it? S: It’s seven o’clock. T: Yes, it’s time for breakfast.（教授breakfast, It’s time for...）

Liu Tao’s mum wakes him up. Let’s listen.(教授wake up)

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Can you help Mum wake up LiuTao?(读出妈妈的语气) 设计意图：在Reading之前的学习状态中，教师通过创设真实的语境巧妙地学习时间的问答及整点的表达。学生们拨动自己的钟面指针进行新句型的操练，这样更容易理解，产生想说的欲望。随后过渡到本课的主人公刘涛，符合学生的认知特点，能更好地吸引学生的注意力，激发学生的兴趣。

2.

Text-learning Activity1: Watch and choose T: LiuTao gets up now. Please watch the cartoon and choose a correct title for the text .

S: Liu Tao’s Day. T: Yes, it’s about Liu Tao’s Day. 设计意图：通过一个简单的总领性的问题为切入点，让学生带着问题看动画，引导学生从整体上感知文本。

Activity2: Listen and circle T: What time is mentioned in the dialogues? Let’s listen and circle the time.

T: What time do you hear? Please tell us. It’s...o’clock. 设计意图：听录音找时间，引导学生有目的地去听，锻炼了学生的听力理解能力和捕捉信息能力；学生用It’s...o’clock来介绍时间，既加深了对文本的理解程度又巩固了新句型。

Activity3: Read and complete T：What should LiuTao do at different time? Please read the dialogues and underline

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the key sentences, then match the time with the activities.

(在核对答案的时候教授新词

class, dinner, bed) T: Try to say like this: It’s...o’clock. It’s time for...

Liu Tao gets up at seven o’clock. So he goes to school late.What does he say to Miss Li?( 请扮演刘涛，读出着急的语气吧！) What does Miss Li say? S:Hurry up. It’s time for class. T:What does “Hurry up” mean? S: 快点。

T:If you’re Miss Li, please say to Liu Tao.(试着读出催促的语气) 设计意图：学生自读文本提取关键信息并进行配对练习，培养了学生在阅读中抓取文章关键要点的能力。让学生根据图片用It’s...o’clock. It’s time for...表达，既是对重点句型的巩固，又是对学生主动学习能力的培养。

Activity4: Listen and imitate Now let’s listen and read the text. Please pay attention to the pronunciation and intonation. 设计意图：跟读课文，提高学生的朗读水平，再次熟悉文本内容，同时注意语音、语调，培养语感。

3.Reading time T: It’s our reading time. Choose your favourite way to read the text in groups of three. Read together/ Read in roles/Read by oneself/…

设计意图：重复机械的朗读训练会让学生感到很乏味，因此在此环节变换了一下活动形式，在小组内选择你喜欢的方式朗读，可以充分调动学生阅读的积极性，激发他们学习和挑战的欲望，同时又加深了学生对文本的理解。

Step3: Consolidation and Extension 1.Let’s dub T: Boys and girls , you read very well. Can you dub for the dialogues? Please choose

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your favourite roles and dub for them. 2.Let’s act T:You’re all good dubbers. Can you act it out? (Show the tips for performers and audiences) Work in pairs and choose one picture to act.(学生戴头饰表演，加上表情动作) 设计意图：在大量的语言学习之后，以表演的形式检验学生的文本掌握和理解程度。在表演的过程中，学生的热情达到了高潮，文本学习中的一些必备语言知识得以巩固和提升。

3.

Let’s try T: This is Liu Tao’s day. What about Mcdull’s Day?(Enjoy a picture book)

Please try to work in groups of four, make dialogues and give some advice to Mcdull. Perhaps these pictures and sentences can help you. 设计意图：本环节的任务设计对学生有很大的情景驱动意义，是对文本材料的提炼和延伸。在这样的语言实践活动中，可以引领学生将学习中掌握的知识、技能，真实地输出。

T: What do you think of Liu Tao’s day and Mcdull’s day ? S：他们应该在合适的时间该做的事情。

S：... T: I think they should have a more reasonable time. 4.

Sweet tip: Here’s a sweet tip for you. Please try to remember: Time is money. Treasure our time and plan our life properly! 设计意图：让学生谈论对刘涛和麦兜一天的看法，引发学生对合理安排时间的思

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考，很自然地进行了情感渗透。

Step 4: Homework 1. Read after the tape for three times. 2. Design a timetable and discuss with your friends. Blackboard Designing:

Unit6 What time is it? seven breakfast

Liu Tao’s Day ... class six dinner nine bed

What time is it? It’s...o’clock.

It’s time for...

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