Unit 2 Time优质课教案设计

Oxford English 4BM3U2 Time 【教材内容】

【单元目标】

一、模块教学目标

《牛津英语》（上海版）4B Module 3的教学主题是：Things around us, 分为三个教学单元：Sounds, Time和Days of the week。三个单元的教学内容作为体现time and activities的载体，应让学生达到根据身边不同时间点及活动，运用语言、初步掌握阅读并获取关键信息的能力，同时引导学生针对不同的时间点及活动进行介绍，从而感悟时间的重要性，学会合理安排时间。

二、单元教学目标



知识与技能

1.

知晓字母组合-ou, -ow的发音规则，正确朗读含有-ou, -ow的词，并正确朗读相关韵律的儿歌。

2.

能运用本单元核心词汇o’clock, quarter, half, past ,to等表达时间，并能正确运用get up, brush my teeth, wash my face, have breakfast 描述在某一时间段进行的活动，语音标准、正确书写。

3.

能运用本单元核心句型What time is it? It’s...What are you doing? I’m(doing)... 交流不同时间点的活动。

4.

能读懂教材中三个语篇，获取信息，并模仿语言结构，表达信息。



文化与情感

能在介绍自己或他人在不同时间点的活动中，体会合理安排时间，并形成良好的作息习惯。



学习策略

在课堂交流中，注意倾听，积极思考，参与讨论；利用提供的学习资源，通过讨论、合作、交流、练习等形式完成学习任务、运用所学语言，提升情感态度。

三、语用任务

学生能借助时间轴，从时间，地点等方面，有序介绍自己或他人在某个时间点或时间段所进行的活动及感受。要求语音语调正确，内容完整达意，表达流利，拼写及语法基本正确。

四、单元主题及分课时话题

单元主题：Time 分课时话题：

第一课时：Kitty’s Friday morning

第二课时：Kitty’s happy evening

第三课时：Tom’s clock

第四课时：My ... time

五、分课时教学目标

课时

语言知识与技能

语用任务

1.

初步感知字母组合-au,-ou 在单词中的读音，并能能借助时间轴，扮演尝试跟读含有-au, -ou的儿歌。

Kitty介绍周五早2.

能听懂、读懂、朗读表示时间的核心词汇o’clock, 晨的作息，要求语音quarter, half, past, to, get up, brush my teeth, wash 语调基本正确，内容第一

my face, have breakfast,知晓其含义

基本达意，表达较为流利。

课时

3.

能听懂、读懂、朗读核心句型What time is it? It’s...What are you doing? I’m(doing)... 并能尝试进行应答。

4.

能在图片和文字的的帮助下，用核心词组和句型进行对话和表达。

1.

能正确跟读含有字母组合-au,-ou的儿歌，知道

-au,-ou在单词中的发音规律。

能借助时间轴，介绍kitty充实而愉快2.

能朗读并尝试运用核心词汇o’clock, quarter, half, 的周五晚上，要求语第二

课时

past ,to等表达时间，能听懂表示活动的词汇do one’s homework, have dinner, do a puzzle, watching cartoon等，并尝试运用核心词汇

brush my teeth, wash my face,等描述Kitty傍晚进行的活动。

3.

能听懂、读懂、朗读核心句型What time is it?

音语调正确，内容达意，表达较为流利。

It’s...What are you doing? I’m(doing)...进行正确的应答。

4.

能够获取故事中的基本信息，介绍Kitty在周五晚上不同时间点正在做的事情。

1.

能正确朗读含有字母组合-au,-o的儿歌，并尝试归能模仿文中人物，表纳字母组-au,-ou在单词中的发音规律。

演Tom’s clock 的2.

能听懂、读懂、认读核心词汇o’clock, quarter, half, 故事。要求语音语调past ,to，get up, brush my teeth, wash my face, have 正确，内容达意，表第三

课时

breakfast并能初步运用核心词汇进行描述及尝试书写。

3.

能听懂、读懂核心句型What time is it? It’s...What are you doing? I’m(doing)... 并能用核心句型进行询和应答

4.

读懂语篇，获取关于Tom’s clock的信息，并尝试表演。

1.

能尝试运用发音规律，正确拼读含有字母组-au, -ou的新词。

从时间，地点等方面，以口、笔方式介达较为流利。

2.

能准确运用核心词汇o’clock, quarter, half, past ,to绍自己或他人在不第四

课时

等使用不同方法表达时间并正确书写。

3.

能准确运用本单元及已学过的表示活动的词汇描述自己一天所进行的活动。

4.

能运用本单元核心句型

What time is it? It’s...What are you doing? I’m(doing)...进行询问、应答、讲述并书写。

同时间点的活动及感受。要求语音语调正确，内容完整达意，表达流利，拼写及语法基本正确。

第一课时教学文本

M: Get up, Kitty! K: What time is it?

M: It’s a quarter past seven. What are you doing?

K: I’m getting up.

M: It’s half past seven. Are you washing your face, Kitty?

K: No, I’m not.

M: What are you doing? K: I’m brushing my teeth.

M: Hurry up, Kitty!

M: Have breakfast, Kitty!

K: Yes, Mum. What time is it now? M: It’s a quarter to eight.

M: Kitty, it’s eight o’clock.

K: Oh, no! I’m late!

第一课时教学过程

Procedures Pre-task preparations Contents

1.

Warming up

2. Learn the sound

-ou-, ow- Methods

1-1

Listen and enjoy

2-1 Ask and answer 2-2 Listen and follow Purposes 调动学生兴趣，创设学习氛围。

初步感知字母组合-ou-, ow-的发音规则并跟读儿歌。

While-task procedures 1.

Will Kitty be late for school?

2.

Why is Kitty late? Q: What does Kitty do before school?

3. What time is it? Q1: What time is Kitty getting up?

Q2:What time is Kitty brushing her

teeth? Q3:What time is Kitty having breakfast? Q4:What time is Kitty going to school? 1.

Kitty’s Friday

morning.

2.

Kitty’s new Friday morning. 1-1 Look and guess 1-2 Ask and answer

2-1 Watch and answer

2-2 Read and tick

3-1 Look and say 3-2 Ask and answer 3-3 Think and discuss 3-4 Listen and follow 3-5 Say and act

通过视听，图片导入情境。通过问题引入Kitty’s Friday morning.

通过视听、图片、等形式，了解Kitty上学前的活动。

感知不同时间的表达，并了解Kitty在相应时间点进行的活动。

Post-task activities 1-1

Look and say 1-2

Read and act

2-1 Think and discuss 2-2 Write and say 通过板书和朗读对话，回顾Kitty’s Friday morning.

尝试重新安排并介绍Kitty周五早晨的作息。

Assignment

Blackboard

design 1. Look and read. 2. Think and write.

第二课时教学文本

Kitty’s happy evening

Mum: It’s six thirty.Dad

is home. Let’s have dinner together.

Kitty&Ben: We’re coming.

Mum: It’s seven thirty. What are you doing, Kitty?

Kitty: I’m doing a puzzle. It’s so much fun.

Mum: It’s nine fifteen, Kitty. It’s late. It’s time for bed.

Kitty: Can I finish watching the cartoon? It’s interesting. And it’s Saturday tomorrow. Mum, please!

Mum: All right. But don’t be too late.

第二课时教学过程

Procedures

Pre-task preparations Contents

1. Review Kitty’s Friday morning Methods

1-1

Sing a song 1-2

Homework feedback

Kitty’s new Friday morning Purposes 通过扮演Kitty，对Kitty’s

new Friday morning的讨论，对第一课时的作业反馈.

白天的学校生活，进行过渡。

在homework time 的过程中，复习第一课时间接时间表达法的同时，初步感知时间的直接表达法。并为Kitty’s happy evening 扫除障碍。

2. Happy school time

3. Homework time

2-1 Look and say

3-1 Listen and say 3-2 Guess and say 3-3 Look and say

While-task procedures 1.

Kitty’s Friday evening

1-1.Ask and answer 1-1 Listen and tick Q:what does she do on Friday evening? 学生通过对evening的猜测，初步感知Kitty周五晚上做的事情。

2.

Dinner Time

2-1 Read and say 2-2 Ask and answer 2-3 Read in roles 2-4 Listen and tick 2-5 Look and say

通过听一听、读一读、说一说,获取信息，并扮演Kitty说一说某个时间点她正在做的事情。并在过程中帮助孩子梳理语言结构。同时，通过连线配对，寻找Kitty在Dinner Time开心的原因，激发学生思维。

3.

Puzzle Time 3-1 Read and think 3-2 Do and read 3-3 Look and say

通过核心句型的问答，能简单介绍Kitty在某一时间点正在做的事情，并通过亲自动手拼一拼感受Kitty’s Friday evening的快乐。

4. Cartoon Time

在读读划划的过程中4-1 Look and read 寻找Cartoon Time

4-2 Think and underline 快乐的原因，并尝试让孩子有序描述Kitty4-3 Watch and feel 某一时间点正在进行4-4 Role reading 的事情。

4-5 Ask and answer 4-6 Look and say

Post-task activities

Assignment

Blackboard

design 1.

Kitty’s happy evening

1. Look and read. 2. Think and write.

1-1 role reading 1-2 Look and say

在介绍Kitty周五傍晚的过程中，体验Kitty快乐的周五傍晚时光。

第三课时教学文本

Tom is a careless boy. He usually gets up at 6:30. He has breakfast at 7:00 and goes to school at 7:30. He likes reading books at night. He goes to bed at 9:30.

It is 10:30 at night. Tom is reading a storybook. He likes the story very much. His mother is talking to him. M: What are you reading, Tom? T: I’m reading a storybook. I like the story. So interesting! M: Put a new battery in you clock and go to bed. It’s late. T: Ok.

The next morning, Tom wakes up and looks at his clock. It is 10:30. School starts at 8:00. T: Oh no! Half past ten. I’m late!

Tom leaves home in a hurry. He does not eat breakfast. M: What are you doing, Tom! Have your breakfast. T: Mum, I’m going to school. M: Wait... Tom!

Tom runs all the way to school. It is only 6:30. He is not late for school. His clock stopped at ten thirty last night. T: It’s so quiet in the school. What time is it now?

Let me look at the school clock.

Six thirty? Oh! It is only half past six. It’s time to get up.

第三课时教学过程

procedures Steps Pre-task preparations Contents

1.

Learn the sound

2.

A song

3.

Review Methods

1-1

Read the words 1-2

Ask and answer 1-3

Read the sentences

2-1Sing the song.

3-1Ask and answer 3-2Fill in the blanks Purposes 语音学习

活跃课堂气氛，让学生快速进入学习状态。

复习前两课时，借助对话加以巩固。

梳理Tom日常的作息，为下文进行铺垫。

梳理Tom晚上的行为和感受。

梳理Tom早上在家的行为。

通过观察获取正确的时间。

回顾整个故事，获取Tom没有迟到的原因。

While-task procedures 1. 1-1Listen and answer Tom’s timetable 1-2Ask and answer

2. 2-1Look and answer Tom’s evening 2-2 Watch and answer

2-3Look and learn

2-4Listen and follow

2-5Say and act

3. 3-1 Ask and answer Tom’s morning at 3-2Read and underline home 3-3Make and say

3-4Think and discuss

3-5Read and act

4. 4-1Ask and answer Tom’s morning at 4-2Look and say school 4-3Say and act

5. 5-1Think and discuss Tom is not late for 5-2Read and answer school. Why?

Post-task activities 1. The whole story 1-1Read and judge 1-2Read the story 1-3Retell the story 理解故事并尝试复述故事。

Assignment

Blackboard

design 1.To read: Tom’s clock 2.To retell: Tom’s clock 3. Say and act

第四课时教学过程

Procedures

Pre-task preparations Contents

1. Learn the sound

-ou,-ow

2.Review

Methods

1-1 Read the words 1-2 Read the chant 1-3 find new words

2-1 Play a game 2-2 Role playing 2-3 Ask and answer 2-4 Look and say

1-1

Look and read

1-2

Ask and answer

1-3

Read and say

1-4

Finish the table

1-5

Look and say

1-1 Think and write 1-2 say and share

Purposes 朗读儿歌，并尝试根据发音规律寻找含有字母组合-ou,-ow发音的单词。

通过时间与动作配对的小游戏，复习时间表达法。并在扮演，介绍Kitty和Tom的过程中，语用核心语言。

通过对Lillian’s wonderful time的阅读，在前三课时的基础上，梳理并思考自己某段时光，与伙伴交流。

While-task procedures 1.

My...time

Post-task activities

Assignment 1. My... time

1. Talk and share. 2. Think and write.

尝试以笔头的形式介绍自己的某一时光，并与伙伴分享交流。

Blackboard

design