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(共17張PPT)
What’s the name of the song
_____ _____ is ____
What
time
it
Zhang Peng’s day
7:00
8:00
10:00
11:00
4:00
5:00
6:00
What time is it
It’s _______ o’clock.
It’s time for ______.
breakfast
English class
lunch
music class
PE class
home
dinner
Talk in group
Hi, This is Zhang Peng.
Where are you, Sarah
I’m in New York.
In Bejing, it is ___
20:00
8
o’clock.
p.m.
7:00
In New York, it is ___
o’clock.
7
a.m.
20:00
7:00
It’s _____
8
o’clock.
p.m.
It’s _____
o’clock.
7
a.m.
0:00
12:00 noon
24:00
a.m.
p.m.
in the morning
in the afternoon
in the evening
a.m. or p.m.
12:00
It’s 12
p.m.
24:00
It’s 12
a.m.
13:00
It’s
1 p.m.
1:00
It’s
1 a.m.
10:00
It’s
10 a.m.
22:00
It’s
10 p.m.
Times vary by location. 不同的地方有不同的時間
20:00
7:00
12:00
22:00
Where are you
I’m in New York.
What time is it there
It’s 7 a.m.
Times vary by location. 不同的地方有不同的時間
20:00
7:00
12:00
22:00
Where are you
I’m in _______.
What time is it there
It’s __ a.m/p.m.
John’s day
7:00
8:00
10:00
12:00
1:00
5:00
6:00
breakfast
English class
lunch
music class
PE class
home
dinner
Listen and fill
Listen and predict（預測）
What are they doing
Where are they going
Listen and answer
Where are they going
A: teachers’ office
B: playground
√
Read and tick or cross
They have PE class at 5 o’clock. ( )
They go home at 6 o’clock. ( )
Hi, School is over.
Let’s go to the playground.
OK!
School is over.
Class is over.
Game over.
放學了
下課了
游戲結束
×
Read and tick or cross
They have PE class at 5 o’clock. ( )
They go home at 6 o’clock. ( )
×
Time to go home, kids.
What time is it
It’s 6 o’clock.
It’s time for dinner.
Oh, let’s go.
=
It’s time for home.
√
kid
kid
s
Listen and imitate
Read together
Read by yourself
role play
John: Class is over. Let’s go the the ________.
Zhang Peng:What time is it now
John: It’s ________a.m./p.m.
It’s time for ... .課題 Part A Let’ s talk & Let’s play 課時 1
教材與學情分析 本課是日常對話課，通過John和Wu Binbin 放學打籃球后回家吃飯展開的一系列對話。學習了如何詢問時間以及回答“What time is it ” “It’s 5 o’clock.”以及在什么時間段該干什么事情 “It’s time for ... .”感悟教材人物的時間觀念和作息管理，學會合理安排自己的作息時間，形成良好的生活習慣。 Let’s play 則是通Zhang Peng 和 Sarah的對話，讓學生知道不同的地區有不同的時間，以及時間的另一種回答 “It’s ... a.m./ p.m.”
目標與重難點 課時目標 ·能夠在圖片、PPT和教師的幫助下理解對話大意 ·能夠學會按照正確的語音、語調及意群朗讀對話，并能在小組中進行角色扮演 ·能夠在情景中運用句型“—What time is it —It’s…o’clock.”詢問時間并回答 ·能夠在情景中恰當運用句型“It’s time for…”描述“到該做某事的時候了” ·能夠在語境中理解新詞“over, now, o’clock, kid”的意思，并能正確發音 .能夠理解并使用 a.m. 和 p.m. 課時重難點 教學重點 1. 能夠在情景中運用句型“—What time is it —It’s…o’clock. It’s time for…”詢問時間并回答。 2. 能夠聽懂對話大意，并能用正確的語音、語調及意群朗讀對話。 3.能夠理解并使用 a.m. 和 p.m. 教學難點 能夠理解與運用對話中的一些習慣表達法。
教學準備 教師自制課件、詞卡
過程設計 Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—What time is it T: What’s the name of the song Ss: What time is it 3. Lead-in. T: What time is it now Look at the watch and answer. T: It’s 9 o’clock. It’s time for our English class. Let’s start our lesson! Write down the topic “What time is it ” on the blackboard. (課件出示：主題情景圖) Step 2: Presentation 1. learn the words “a.m.” “p.m.” T: This is Zhang Peng’s timetable. What time is it now S1: It’s 7 clock. T: Yes, it is time for ... . S2: It’s time for breakfast. Let students read and answer. T: Listen. Zhang Peng and Sarah are on the phone. T:What time is it in Beijing S1: It’s 8 clock. T: It’s 8 p.m. Write down the word “p.m.” and let students read together. T:What time is is in New York S1: It’s 7 clock. T: Yes, it’s 7 a.m. T: The sentence “it’s 8 clock” means it’s 8 o’clock in the evening. The sentence “It’s 7 a.m.” means it’s 7 o’clock in the morning. T: A.m. is used to talk about times that after midnight but before midday. （課件出示：0:00 到 12：00） T: P.m. is used to talk about times that between midday and midnight . （課件出示：12:00 到 24：00） Let students practice the words “a.m. p.m.” Let students practice the dialogue. Z: Where are you S: I’m in ... . Z:What time is it there S: It’s ... a.m./p.m. 2.Listen and fill T: This is John’s timetable. Let’s listen and fill in the blank. 3.Read and Predict Let students look at the pictures carefully. Ask some questions and lead them to predict the main ideas of the dialogues. The questions are like these: ① How many people are there Who are they ② Where are they ③ What are they doing ④ Where are they going 2. Watch, tick or cross. Show some sentences on the PPT. Ask students to read the sentences. （出示課件） Then play the cartoon and lead students to tick or cross the sentences after watching the cartoon. (出示課件) They have PE class at 5 o’clock. ( ) They go home at 6 o’clock. ( ) Check the answers together. 3. Teach the conversations. (1) Watch the cartoon about Picture 1. (出示課件) T: They have PE class at 5 o’clock is wrong. Why Ss: School is over. T: School is over means before class or after class Ss: After class. T: Yes! Please read after me, “over”. Let students read the sentences to practice the word “over” (School is over. Class is over. Game over. ) T: After class, John and Wu Binbin go to the playground. What do they want to do Ss: They want to play basketball. T: Great! Let’s go to see. (2) Watch the cartoon about Picture 3. (出示課件) T: They go home at 6 o’clock. Yes or no Ss: Yes. T: Can you underline the key sentence Ss: Time to go home, kids. T: Yes, Time to go home, kids means it’s time for home Teach the sentence “Time to go home.” and the word “kid”. 4. Read and act. (1) Play the recording of “Let’s talk”. （出示課件）Let students read after the recording and pay attention to the pronunciation and the intonation. (2) Let students practice the dialogues in groups. (3) Act out. Step 3: Practice Look, ask and answer. (1) Show some pictures of different clocks on the PPT. （課件出示：不同時間的時鐘圖片） (2) Make a demonstration with a student. T: What time is it S1: It’s 7 o’clock. It’s time for breakfast. (3) Students practice them in pairs. (4) Show time. 動態修改
Teaching purpose 通過問題引導學生觀察并討論圖片，借助圖片預測教學內容，培養學生的觀察能力和邏輯推理能力。 Teaching purpose 引導學生帶著問題觀看文本動畫，整體感知文本，獲取有用信息，完成聽后判斷正誤的練習。 Teaching purpose 分段呈現對話，逐步引導學生跟隨文本學習新單詞、新句型，幫助學生在文本中理解新詞“over, now, o’clock, kid” Teaching purpose 播放錄音，學生聽錄音跟讀。引導學生按照正確的語音、語調及意群朗讀對話，并能在小組中進行角色扮演。 Teaching purpose 利用PPT展示一些時鐘圖片，幫助學生進一步鞏固句型“—What time is it —It's…o'clock. It's time for”，并為后面的拓展活動做好準備。
作業設計 1. Practice the dialogue. 2. Do the exercises.
板書設計
教學反思 1. 在課堂的開始，教師通過學生以前學過的一首歌曲《Ten little candles》幫助學生熱身并復習相關數詞，為后面新課的學習做好鋪墊。 2. 充分考慮學生的學情，利用多媒體先整體、再分段展開教學，充分幫助學生理解文本，并在文本中感知新單詞、新句型。 3. 師生間展開對話交流，利用一切機會訓練學生的語言表達能力，培養學生運用本課時核心句型進行交際的能力。 4. 借用活動幫助學生了解地球上不同時區在同一時刻的時間不同的常識，對學生進行文化意識的培養。

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