Culture 1：Time教学设计案例

Unit Nine

What time is it？教案

圭峰小学

梁润开

Teaching Objects and Requirements：

1、Master the new words：o’clock

eleven

twelve 2、Master two main languages：What time is it？It’s … o’clock.

Is it … o’clock? Yes, it is.

No, it isn’t. It’s … o’clock. Teaching Key points and difficult points: 1、Master the new words：o’clock

eleven

twelve 2、Master two main languages：What time is it？It’s … o’clock.

Is it … o’clock? Yes, it is.

No, it isn’t. It’s … o’clock.

Teaching procedure: Step 1

Greeting T: Hello, boys and girls!

Ss: Hello, Miss Liang. T: I’m very well today. How are you?

S1: I’m fine, thanks. T: What about you?

S2: Fine, thanks. T: And you?

S3: I’m fine, thanks. 点评：舒缓课堂学生紧张的气氛，使学生与教师之间达到初步的共识，拉近彼此的距离，达到更好的师生之间的沟通。

Step 2

Sing a song T: We’re all very well. Now let’s sing a song. 点评：让学生慢慢溶入课堂当中，调动起全班的积极性。让学生在唱歌中复习旧知识，既简单有愉快。

Step 3

Introduce the surroundings in the classroom T: Look at our classroom. There are many clocks. We are in a clock shop, right? (Ss: Yes.) Now let’s count how many clocks. Ok?

T&Ss: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve. T: How many clocks are there?

Ss: There are twelve. T: Yes. There are twelve clocks. 点评：通过教室的布置，更能体现本节课要讲的内容，真正达到情景教学，这也是新课标的一个重要要求与体现。

Step 4

Show the title T: Look, this is my watch. But it doesn’t work. There is something wrong with it. What time is it now? Who can tell me? What time is it? (Ask two students) T: Today we are going to learn unit nine : What time is it? Read together. Ss: Unit nine: What time is it? 点评：通过出示一个手表，而且是坏的，自然而然地把新课题展示出来。

Step 5

Teach : o’clock, eleven, twelve

What time is it?

It’s… o’clock.

Show a picture in software T: What time is it?

Ss: It’s two o’clock. Teach: o’clock

Ask and answer. Show another picture in software T: What time is it?

Ss: It’s eleven o’clock. Teach: eleven. Teach twelve in the same way.

点评：利用学过的知识，先把句型教授出来，然后进而把新单词溶入进去，做到词不离句，让新单词在句子中体现与掌握。

Step 6

Consolidate new words T: Now listen, When I say eleven, girls stand up, read and spell the word. When I say twelve, boys stand up, read and spell the word, When I say o’clock , the whole class stand up, read and spell the word. T: Let’s play a game. Look, I’m a wolf. In this game, You ask me: wolf, wolf, what time is it. If I say: It’s eleven o’clock or It’s twelve o’clock. You must stand up. If not, you must sit up straight. 点评：教学游戏活动是小学英语教学情景化、交际化的重要组织形式之一，因此在巩固新知时就采用了这一方法。

Step 7

Consolidate sentences: What time is it?

It’s … o’clock. T: Now let’s play another game. In this game you will hear some sounds.You must remember

and answer my question. What time is it?

One group ask, one student answers. 点评：通过刺激大脑，自然过度到另外一个游戏中，达到事半功倍的效果。

Step 8

Teach another main sentences: Is it …

o’clock?

Yes, it is.

No, it isn’t. It’s …o’clock. Show a picture in software. T: Is it … o’clock?

Ss: Yes, it is. T: Is it … o’clock?

Ss: No, it isn’t. It’s … o’clock. Practice with the pictures in software. 点评：通过不同的教学手段，在巩固旧句型的同时，带入一个新句型，很自然地进行另一句型的学习。

Step 9

Open the book, listen to the tape and read together.

点评：

熟悉课本的知识。

Step 10

Review Guess the time with a clock. Guess the time with the pictures in software. Practice in pairs by using the pictures in the classroom. 点评：通过不同的游戏手段，继续提高学生学习的积极性，把本节课的学习气氛推向高潮。

Step 11

Sing a song. 点评：把学生从轻松的气氛中带出去，使他们都有一种依依不舍的感觉。

Boarding Unit Nine

What time is it？

eleven

What time is it?

It’s two o’clock.

twelve

Is it one o’clock? Yes, it is. No, it isn’t. It’s ten o’clock.