3B Unit6 What time is it-教案及教学反思.docx
3B Unit6 What time is it?教案及教学反思教学目的1 .能正确理解、把握课文(cartoon time)内容，并能朗读课文。2 .巩固 wake up, mum, o' clock, breakfast, dinner, these, here' s = here is, class, bed, OK, lunch, eleven, twelve, bag的用法。3 .把握 0 常用语与句型 What time is it?/Hurry up. /It? s . o' clock./It' s time for.重点、难点.能正确理解、把握课文(cartoon time)内容，并能朗读课文。1 .巩固 wake up, mum, o' clock, breakfast, dinner, these, here' s = here is, class, bed, OK, lunch, eleven, twelve, bag的用法。2 .把握日常用语与句型:What time is it?/Hurry up. /It? s . o' clock./Its time for.教学过程Step ISing a song What time is it?Step 2Brainstorm.说出同类词E. g. book.Do Maths12+15=72-44=34+18=87-31=23-4=24+47二68-36=36-16=52+29=19+22二13+23=98-34=Step 3 Revision出示图片，让同学依据图片准时间来回答What time is it?It' s .It' s time for/to.13835972022-8-11 17:07:49Step 4A timetableTimeTime forsix twentyseven o' clockeleven fortyfive o' clocksix fifteen ten o' clock1 .选择其中一格填入时间，并与同桌对话A：What time is it, please?B： Its o' clock. It's time for/to*2 . A good timetable makes you successful!Step 5Cartoon time1、 Watch and answerWhat time is it?Whose bag is it?2、 Read and answerWhat can' t he find?What can he find?3、 Happy reading同学开展小组内阅读表演，理解情节并领悟幽默之处。4、 你想对Bobby说什么呢？Don' t be late for school.Be careful.5、 Act in roles.Step 6Consolidation1. It1 s time to go to bed.（改为同义句）It's time.2. Itr s nine or clock.（对画线部分提问）it?3. My pencil is in the bag.（改为一般疑问句，并做确定回 答） pencil in the bag?Yes,.4. are, your, nice, where, rulers （连词成句）Step 7Homework1. Read Cartoon time five times.2. According to Cartoon time, try to make a new dialogues.板书：Unit 6 What time is it?What time is it, please?It' s o' clock.What' s this ?What are these?反思：三班级的同学生性活泼好动，喜爱直观形象思维，对嬉 戏、竞赛、歌曲等特殊感爱好。下学期的同学已经养成良好的学 习习惯，同学宠爱学习，喜爱英语，并具备肯定的学习英语的力 量，已经把握肯定词汇量及日常交际用语。在前面的学习中，同 学已初步接触数词和句型：What time is it? It' so' clock. It' s time for来表达时间和沟通活动。针对低班级同学活泼 好动，不简单集中留意力这种状况，我在教学过程中依据教学要 求、结合教学内容有意识地充实了丰富好玩、针对性强的开放性 嬉戏活动，使孩子们在“乐中学、学中乐比如，句型“ What time is it? "、"It' s”是本课的教学重点及难点，我在教 学中分别采纳了 “数学快速抢答”、“制作时间表”等等活动，有 效地提高了学习的趣味性，增加了同学的成就感。另外，在孩子 们基本把握cartoon time后，我鼓舞他们自编、自导、自演对 话，让所学的学问得到升华，并把升华后的学问转变成为真实交 际的力量。
