Unit 4 Time（4课时）
教材学情简析:
本单元Learn to say 围绕“询问时间”这一功能项目按照时间顺序创设了一个个真实自然的场景，并由此展开了数词1-12的教学。本单元除要求学生比较熟练地掌握时刻表达法What’s the time? It's …o’ clock以及数词1-12外，还出现了常用句型Shall we …? It’s time to …,You can …在加上Let’s …的复现，知识点较多，任务较重。在教学中教师应尽量利用情景帮助学生整体理解课文，把重点放在培养学生实际运用语言的能力上，而不要过多地讲解语言知识。


第1课时
教学目标：
1．能听懂，会说数词8~12。
2．能听懂，会说以下日常交际用语：What’s the time? It’s…It's time to have lunch .
教学重点：能听懂，会说以下日常交际用语What’s the time? It’s…It's time to have lunch .
教学难点：能听懂，会说以下日常交际用语：What’s the time? It’s…It's time to have lunch .
教学具准备：卡片
教学过程：                                                                  教学随记栏
Step 1. Getting Students ready for class
1.Rhyme: 出示图片(CAI)
T：Look, who’s he? Jack! Say hello to Jack.
Ss: Hello, Jack.
T: He has a nice little clock. It goes tick tock, tick tock. Follow me!
Jack has a clock. It goes tick tock, tick, tock.
Ss read after the tape.
2. Free talk
T: Hello, boys and girls. Nice to see you.
Ss: Nice to see you too.
T: How are you this morning?
Ss: Fine, thank you. And you?
T: I’m very well. What’s the weather like today?
Ss: It’s sunny.
T: I’m so happy. Because we are going to learn some new words.
Step 2. Presentation
T: What are they. Numbers!
1. teach: Num: 1-12  (因为有的孩子已经通过其他的途径对数词的发音比较熟悉，所以安排孩子先来试试，然后再来听磁带，可能听得更仔细)
(1)        (呈现数字图片)T: Who can read these numbers?
S1: one，(放录音), two，(放录音), three，(放录音).
T: Is he right? Any differences? 有没有哪里不跟录音机一样呢？Ss(指出不同)
T(示范th的发音)：three.
Sn 个别跟读
T：Now，let’s read after me，one, two, three.
When I want you to be quiet, I’ll say one, two, three. And you should say…?
Ss（坐端正）: Three, two, one!
T(根据各个组孩子的坐姿做出评价)
T: Can you spell them? 你能拼拼读读吗？
Ss spell them by themselves.
S1: one, o-n-e, one.
T(领读)：one, one, o-n-e, one, one.(读的时候注意一下声调)
Teach two, three in the say way.
(2)        4，5，6仍然采用孩子说，再听录音的方式教授，因为这里面没有什么难点。
（呈现1-6单词）Ss read every numbers twice.
(CAI)（采用快速闪现的游戏，让学生对1-6的数字加以巩固）
幻灯片出现1-6数字，请孩子举手快速回答。
(3)        7-12采用看教师口形，听两遍再跟读的方式教授
T: seven, seven, vv, seven.
T ask some of the students to read the word.
（CAI）Teach 8-10 in the same way!
(采用快速闪现的游戏，让学生对7-12的数字加以巩固)
幻灯片出现7-12数字，请孩子举手快速回答。
(4)        Game：速记车牌(幻灯片) （CAI）
T: Now, let’s be policemen and policewomen. 记记那些超速的违章车的车牌号。And then tell me in English.
（通常都是三个数字中速出现并飞走，请孩子尝试记住三个不同的数字，以达到对数字念法，反映加以强化的效果）
(5)        学生跟读B部分
(6)        T: Good! All of you are good police. Thank you very much. Let’s sing a song “ten little Indian boys”.（CAI）
点击闪烁的鲜花，音乐就会响起
2. 教授句型
(1)        出示实物T: What’s this in English?
Ss: It’s a clock.
T: What’s the time, please? It’s one. It’s one o’clock.
Teach o’clock, 意为…点钟，表示整点时间
（幻灯片呈现）T: What’s the time?
S1,2,3: It’s … o’clock.(学生快速反应回答)
T: What did I say just now? How can I ask about time?
S4: What’s the time?
(2)Teach : What’s the time?*3
（CAI）幻灯片出现课题，然后依次点击出现时间及其表达法
(课题呈现)T: Wonderful! Today we’ll learn a new unit. Unit 4 Time.
Please follow me. Time*2; What’s the time?*2
(出示一组时间)T--Ss: What’s the time?
Ss: It’s one/ two o’clock.
Ss—T: What’s the time?
T: It’s four o’ clock.
Group1-2-3-4: What’s the time? It’s ….
Students act in pairs.
(3)Teach: It’s time to….
（CAI）出示玩偶Lily的一日作息表，接着出现新句型的解释
T: Look, he gets up at 6 o’ clock, goes to school at 7 o’clock….
6:00 get up
7:00 go to school
11:00 have lunch
4:00 go home
9:00 go to bed
T: Hi, she is always in trouble. 她有一些麻烦，让我们一起来帮助她！
Lily：What’s the time?
Ss: It’s six o’clock.
T: Oh, it’s time to get up!
Lily：Pardon？
T: It’s time to get up.
Lily：Thank you. ( go away)
Teach “It’s time to…”学生采用集体跟读到个体跟读。
T: Who can act like Lily?
S1：What’s the time?
T: It’s seven o’ clock. 谁来提醒一下Lily?
S2-4-Ss: It’s time to go to school.
Ss practice “11：00 have lunch，4:00 go home，9:00 go to bed” in the same way.
Lily: What’s the time?
S1: It’s eleven o’clock.
S2: It’s time to have lunch.
（CAI）出现句型及其解释
(4) Teach let’s ….
T: If you want to have lunch with Lily, you can say “Let’s have lunch.” Who wants to try?
S*-Ss: Let’s have lunch!
T: I’m Lily. Please tell me the time. What’s the time?
S1-Ss: It’s four o’clock. Let’s go home.
Ss act the dialogue “9:00 go to bed”
(5) chant：What’s the time? It’s six o’ clock. It’s time to get up.
                        What’s the time? It’s seven o’ clock. It’s time to go to school.
                        What’s the time? It’s eleven o’clock. It’s time to have lunch.
                        What’s the time? It’s four o’clock. It’s time to go home.
                        What’s the time? It’s nine o’clock. It’s time to go to bed.
邀请一学生与老师共同完成chant中的对话（可省略）
Students make a dialogue in pairs.
Step 4. Homework
1 . 听录音，熟练掌握12个单词，以及整点时间的阅读方法。
2. 根据c部分与小伙伴们准备一个小对话。
3. 能拼读 one，two，three。试着拼拼数字朋友4，5，6。
板书设计：
Unit 4   Time
What’s the time?
It’s ~

Unit 4 Time（4课时）
教材学情简析:
本单元Learn to say 围绕“询问时间”这一功能项目按照时间顺序创设了一个个真实自然的场景，并由此展开了数词1-12的教学。本单元除要求学生比较熟练地掌握时刻表达法What’s the time? It's …o’ clock以及数词1-12外，还出现了常用句型Shall we …? It’s time to …,You can …在加上Let’s …的复现，知识点较多，任务较重。在教学中教师应尽量利用情景帮助学生整体理解课文，把重点放在培养学生实际运用语言的能力上，而不要过多地讲解语言知识。


第1课时
教学目标：
1．能听懂，会说数词8~12。
2．能听懂，会说以下日常交际用语：What’s the time? It’s…It's time to have lunch .
教学重点：能听懂，会说以下日常交际用语What’s the time? It’s…It's time to have lunch .
教学难点：能听懂，会说以下日常交际用语：What’s the time? It’s…It's time to have lunch .
教学具准备：卡片
教学过程：                                                                  教学随记栏
Step 1. Getting Students ready for class
1.Rhyme: 出示图片(CAI)
T：Look, who’s he? Jack! Say hello to Jack.
Ss: Hello, Jack.
T: He has a nice little clock. It goes tick tock, tick tock. Follow me!
Jack has a clock. It goes tick tock, tick, tock.
Ss read after the tape.
2. Free talk
T: Hello, boys and girls. Nice to see you.
Ss: Nice to see you too.
T: How are you this morning?
Ss: Fine, thank you. And you?
T: I’m very well. What’s the weather like today?
Ss: It’s sunny.
T: I’m so happy. Because we are going to learn some new words.
Step 2. Presentation
T: What are they. Numbers!
1. teach: Num: 1-12  (因为有的孩子已经通过其他的途径对数词的发音比较熟悉，所以安排孩子先来试试，然后再来听磁带，可能听得更仔细)
(1)        (呈现数字图片)T: Who can read these numbers?
S1: one，(放录音), two，(放录音), three，(放录音).
T: Is he right? Any differences? 有没有哪里不跟录音机一样呢？Ss(指出不同)
T(示范th的发音)：three.
Sn 个别跟读
T：Now，let’s read after me，one, two, three.
When I want you to be quiet, I’ll say one, two, three. And you should say…?
Ss（坐端正）: Three, two, one!
T(根据各个组孩子的坐姿做出评价)
T: Can you spell them? 你能拼拼读读吗？
Ss spell them by themselves.
S1: one, o-n-e, one.
T(领读)：one, one, o-n-e, one, one.(读的时候注意一下声调)
Teach two, three in the say way.
(2)        4，5，6仍然采用孩子说，再听录音的方式教授，因为这里面没有什么难点。
（呈现1-6单词）Ss read every numbers twice.
(CAI)（采用快速闪现的游戏，让学生对1-6的数字加以巩固）
幻灯片出现1-6数字，请孩子举手快速回答。
(3)        7-12采用看教师口形，听两遍再跟读的方式教授
T: seven, seven, vv, seven.
T ask some of the students to read the word.
（CAI）Teach 8-10 in the same way!
(采用快速闪现的游戏，让学生对7-12的数字加以巩固)
幻灯片出现7-12数字，请孩子举手快速回答。
(4)        Game：速记车牌(幻灯片) （CAI）
T: Now, let’s be policemen and policewomen. 记记那些超速的违章车的车牌号。And then tell me in English.
（通常都是三个数字中速出现并飞走，请孩子尝试记住三个不同的数字，以达到对数字念法，反映加以强化的效果）
(5)        学生跟读B部分
(6)        T: Good! All of you are good police. Thank you very much. Let’s sing a song “ten little Indian boys”.（CAI）
点击闪烁的鲜花，音乐就会响起
2. 教授句型
(1)        出示实物T: What’s this in English?
Ss: It’s a clock.
T: What’s the time, please? It’s one. It’s one o’clock.
Teach o’clock, 意为…点钟，表示整点时间
（幻灯片呈现）T: What’s the time?
S1,2,3: It’s … o’clock.(学生快速反应回答)
T: What did I say just now? How can I ask about time?
S4: What’s the time?
(2)Teach : What’s the time?*3
（CAI）幻灯片出现课题，然后依次点击出现时间及其表达法
(课题呈现)T: Wonderful! Today we’ll learn a new unit. Unit 4 Time.
Please follow me. Time*2; What’s the time?*2
(出示一组时间)T--Ss: What’s the time?
Ss: It’s one/ two o’clock.
Ss—T: What’s the time?
T: It’s four o’ clock.
Group1-2-3-4: What’s the time? It’s ….
Students act in pairs.
(3)Teach: It’s time to….
（CAI）出示玩偶Lily的一日作息表，接着出现新句型的解释
T: Look, he gets up at 6 o’ clock, goes to school at 7 o’clock….
6:00 get up
7:00 go to school
11:00 have lunch
4:00 go home
9:00 go to bed
T: Hi, she is always in trouble. 她有一些麻烦，让我们一起来帮助她！
Lily：What’s the time?
Ss: It’s six o’clock.
T: Oh, it’s time to get up!
Lily：Pardon？
T: It’s time to get up.
Lily：Thank you. ( go away)
Teach “It’s time to…”学生采用集体跟读到个体跟读。
T: Who can act like Lily?
S1：What’s the time?
T: It’s seven o’ clock. 谁来提醒一下Lily?
S2-4-Ss: It’s time to go to school.
Ss practice “11：00 have lunch，4:00 go home，9:00 go to bed” in the same way.
Lily: What’s the time?
S1: It’s eleven o’clock.
S2: It’s time to have lunch.
（CAI）出现句型及其解释
(4) Teach let’s ….
T: If you want to have lunch with Lily, you can say “Let’s have lunch.” Who wants to try?
S*-Ss: Let’s have lunch!
T: I’m Lily. Please tell me the time. What’s the time?
S1-Ss: It’s four o’clock. Let’s go home.
Ss act the dialogue “9:00 go to bed”
(5) chant：What’s the time? It’s six o’ clock. It’s time to get up.
                        What’s the time? It’s seven o’ clock. It’s time to go to school.
                        What’s the time? It’s eleven o’clock. It’s time to have lunch.
                        What’s the time? It’s four o’clock. It’s time to go home.
                        What’s the time? It’s nine o’clock. It’s time to go to bed.
邀请一学生与老师共同完成chant中的对话（可省略）
Students make a dialogue in pairs.
Step 4. Homework
1 . 听录音，熟练掌握12个单词，以及整点时间的阅读方法。
2. 根据c部分与小伙伴们准备一个小对话。
3. 能拼读 one，two，three。试着拼拼数字朋友4，5，6。
板书设计：
Unit 4   Time
What’s the time?
It’s ~