Story time教学设计思路

3B Unit 6 What time is it?

涟水县唐集中心小学何刚

教学内容:

译林版三年级下册英语Unit 6 What time is it ? (Story time)

教材分析:

本单元以询问时间为主,旨在通过此话题的讨论,引导学生感悟到合理安排时间的重要性和学会珍惜时间。Story time为第六单元第一课时,按时间顺序依次呈现了Liu Tao一天的作息时间。通过本课时的学习,要求学生能够掌握词汇: class, bed, breakfast, lunch, dinner, eleven, twelve, wake up, hurry up, o’clock, mum,能够理解和运用有关询问时间的句型“ What time is it? It’s ...o’clock. It’s time for...”。能够在情景中正确的使用Wake up! Hurry up!

学情分析:

本单元的话题是“询问时间”,与学生的生活紧密相关,学生很感兴趣。针对三年级学生活泼好动,对新鲜事物充满好奇心和不容易集中注意力的特点,我由歌曲导入复习上个单元的数字1-10,自然过渡到本单元的数字11,12的学习和有关“询问时间”的话题讨论:“ What time is it? It’s ...o’clock. It’s time for...”。在课堂上,尽可能的创设情境,让学生在情境中感知与运用语言,进而调动学生学习的积极性和提高学生的学习效率。

教学目标:

1. 能听懂、会读、会说、会写单词:class, bed, lunch, eleven, twelve.

2. 能听懂、会读、会说词汇:wake up, hurry up, mum, o’clock, breakfast, dinner.

3. 能听懂、会读、会说日常用语与句型:What time is it? It’s...o’clock. It’s time for...

4. 能初步运用本课所学的词汇和句型谈论时间及相关时间内所做的事情。

5. 能正确的理解并朗读对话内容,在教师的引导和帮助下,分角色朗读和表演。

6. 能让学生了解合理安排时间的重要性!

教学重点:

1.能听懂、会读、会说、会写单词:class, bed, lunch, eleven, twelve.

2. 能听懂、会读、会说词汇:wake up, hurry up, mum, o’clock, breakfast, dinner.

3. 能听懂、会读、会说日常用语与句型:What time is it? It’s...o’clock. It’s time for...

教学难点:

1. 能初步运用本课所学的词汇和句型谈论时间及相关时间内所做的事情。

2. 能正确的理解并朗读对话内容,在教师的引导和帮助下,分角色朗读和表演。

教学准备:

图片钟、数字卡片,练习纸,四线三格,人物头饰。

设计理念:

根据《小学英语新课程标准》对基础教育阶段英语课程提出的“采用活动途径,倡导体验参与”的教学要求,本节课通过听、说、读、写等教学活动,让学生在玩中学,学中玩,让学生体验到学习英语的乐趣。课堂上,尽可能创设活动情境,鼓励学生通过体验、实践、参与、合作与交流等方式,促进学生互相学习、互相帮助,培养了学生的综合语言运用能力和发展了学生的合作与交流精神。设计思路:

首先,通过英文歌曲Ten little Indian Boys来复习数字类单词1-10,同时引

出数字单词11, 12的学习。接着通过观看有关询问时间的动画和呈现图片引出句型“What time is it? It’s...o’clock. It’s time for...”和一日三餐单词的学习。通过看图猜测、观看动画、填写表格、选择等方式,让学生对课文内容有深入的了解,并对学生进行情感教育,要合理安排时间和珍惜时间。最后通过Let’s make and

show,鼓励学生积极参与,大胆地运用所学句子展示自己的一天。

教学流程:

Step 1 Warming up

1. Greetings

2. Sing a song

T: Boys and girls, let’s sing a song about little Indian boys. Try to sing after it. 3. Let’s count

T: Good job. Do you remember how many little Indian boys in the song? S: Ten.

T: Can you count them? Let’s count together. (同时呈现大屏幕数字).

屏幕数字圆形呈现,构成一个钟

T: It’s a clock. (教学clock,并将图片钟贴在黑板上) So, next number is...(教学eleven, twelve.)

设计意图:通过歌曲复习数字,既能激发学生学习的兴趣,又能让学生在歌曲中复习数字1-10,同时又为数字11,12的学习打下了铺垫。

4. Watch the cartoon

T: The clock can tell us the time. Let’s watch a cartoon about time.

T: Who can tell me how to ask time?

S: What time is it?

T: Well done! Today, we’ll learn Unit 6 What time is it?

(教师板书课题并领读)

设计意图:通过观看有关询问时间的卡通,既能调动学生学习的积极性,也自然引入了本节课关于询问时间的话题。

Step 2 Presentation

1.Let’s learn

a.课件呈现钟面,师生问答

T: What time is it?

S:(引导学生回答)It’s one o’clock.(教学o’clock,并与a clock的发音作比较) 板书句型:What time is it? It’s... o’clock.

T: What time is it?

S: It’s five o’clock.

T: What time is it?

S: It’s…o’clock.

操练:调整黑板上图片钟的时间,生生问答

设计意图:通过PPT展示钟面,学习句型:What time is it? It’s... o’clock. 通过拨动黑板上钟的时间来巩固此句型。

b. 呈现吃早餐,晚餐和睡觉的图片,师生问答

T: Please look at PPT. (课件呈现钟图片) What time is it?

S: It’s seven o’clock.

T: (呈现吃早餐时的图片板书并教学)

T: What time is it?

S: It’s six o’clock.

板书并教学)

T: (呈现吃晚餐时的图片

T: What time is it?

S: It’s nine o’clock.

板书并教学)

T:(呈现床的图片

设计意图:此环节通过呈现吃早餐,晚餐和睡觉的图片引入单词:breakfast, dinner, bed和新句型“It’s time for...”的学习。

2. Let’s talk

PPT呈现早餐,午饭,晚餐,上课和床的图片。

T: Now, it’s your turn. Work in pairs. Ask and answer using the sentence patterns: What time is it? It’s... o’clock. It’s time for...

设计意图:将本节课的重点单词融入句型中进行一个整体的操练,做到词不离句,使学生的新知识得以巩固。

3. Learn “Story time”

(1) Watch and fill

a. Fill the blanks

T: It’s seven o’clock. Liu Tao is still sleeping. Do you want to know something about Liu Tao’s day? It’s time for the Story time. Let’s watch a cartoon about Liu Tao’s day. And try to finish the blanks.

b. Watch the cartoon and check the answers by yourself

c. Discuss in groups

T: Boys and girls, it’s your turn to share your answers with your partners and discuss in groups.

d. Check the answers

引导学生用句型“What time is it ? It’s... o’clock. It’s time for...”进行汇报。

设计意图:让学生带着问题进行观看动画,整体感知课文,不仅使学生对文本内容有所认识,也培养了学生捕捉信息的能力。再次观看动画,进一步加深学生对文本内容的理解。之后,让学生在组内讨论,培养了学生的交流与合作能力。

(2) Read and choose

a. Mum 说的wake up 在文中的意思:

A.醒来B. 睡觉

b. Miss Li说的hurry up 在文中的意思:

A.慢点B.快点

T: It’s seven o’clock. But Liu Tao is still sleeping. What does Mum say? Let’s listen. (Wake up, Taotao.)

( 新授wake up.教师先带读单词cake,感知ake发音,然后带读单词wake. ) T: Let’s help Mum to call Liu Tao.

Ss :( together) Wake up, Taotao. (让学生边说边做叫醒Liu Tao的动作)

T: After breakfast, it’s time for class. But, Liu Tao is late. What will Miss Li say? Let’s listen. (Hurry up! It’s time for class.) (教学hurry up)

T: Let’s say “Hurry up to Liu Tao.”

Ss :( loudy) Hurry up, Liu Tao. (让学生读出催促的声音。)

设计意图:此环节主要解决本课的重点句型:Wake up! Hurry up! ,并让学生模仿人物语气来读,培养了学生读的能力。

Step 3 Practice

1. Let’s play

T: Boys and girls, it’s time to relax us. Let’s play a game. When you see the words and phrases, say it loudly. When you see a turtle, say “Hurry up.”

设计意图:游戏环节不仅能够活跃课堂气氛,调动学生学习的积极性,还能

够巩固本节课所学的重点词汇。

2. Try to imitate

T: Boys and girls, we have learnt the text. Let’s read the text. Try to read after the

record. Pay attention to the pronunciation and intonation.

( 教师指出学生读错的地方并纠正和领读，并指导学生读出人物的语气。）

设计意图：通过有趣的模仿巩固所学知识，不仅能够加深印象和激发学生的

学习兴趣，也能够培养学生听说的能力。

3. Try to read

T: Boys and girls, it’s time to read by yourselves. You can choose a way you

would like to read. For example, read in pairs, read in roles, act in roles.

设计意图：不同形式的读不仅能够引起学生的学习兴趣，还能够培养学生读

的能力。

4. Try to act in roles

T: Boys and girls, you can read the text well. But can you act out the text? I will

give you five minutes to prepare. Now, it’s your turn. Work in groups. Try to act out

the text.

With correct and clear pronunciation (

With emotion and action (Act creatively. 设计意图：角色扮演不仅能够培养学生的合作与交流能力，还能加深学生对

本节课内容的掌握和理解。

Step 4 Consolidation

1. Try to talk

T: Tutu and his father are talking about what he do in different times. Can you

help them? Work in pairs, ask and answer.

设计意图：对所学重点句型进行更深一步练习,巩固所学知识。

2. Proverbs

T: Today, we have learnt Unit 6 What time is it ? It’s about time. I will show you

some sentences about time. Time is life. Time is money. Please treasure time.

设计意图：此环节通过谚语告诫学生要珍惜时间。

Step 5 Homework

Must-do(必做)：

1. Listen to the tape and try to read after it.

2. Write your day and share it with us tomorrow

Choose- to -do(选做)：

3. Make a clock and use the clock to make a dialogue in pairs.

设计意图：将本节课语言知识的操练和运用通过家庭作业延伸到课外，能够

巩固本节课所学的知识。根据学生的特点，设置难易程度不同的作业，进行因材施教，易调动学生学习的积极性。

板书设计：

Unit 6 What time is it?

A: What time is it?

B: It’s... o’clock.

It’s time for...

breakfast dinner bed