译林版(三起)三年级下册英语Unit 6 What time is it(Story time)教案

3B Unit 6 What time is it?Story time
一、Teaching contents教学内容：3B U6 A Story time
二、Teaching aims and learning objectives教学要求：
1. 能正确地听、说、读、写词汇class, bed, OK。

能正确地听、说、读词汇wake up, mum, o’clock, breakfast, dinner。

2. 能正确地运用对话中的日常用语和句型What time is it? It’s … o’clock. It’s time for … Hurry up.
3. 能正确地理解、掌握对话内容，并能朗读、复述对话。

4. 能运用本课语言进行关于时间的问答、谈话。

三、Focus of the lesson教学重点：
1. 句型：What time is it? It’s … o’clock. It’s time for …
2. 词汇：clock, bed, OK, breakfast, dinner
四、Predicted area of difficulty教学难点：
1. 能正确地理解、朗读对话内容，并能在教师帮助下复述对话。

2. 词汇：class, bed, breakfast, dinner的读音。

五、Teaching aids教学准备：PPT、数字卡片、事先在黑板上画一个钟面、事先打好四线格。

六、Teaching procedures教学过程：
Step 1 Warming up
1. Game:(快速反应游戏) Say the numbers one to twelve. 12个数字组成一个钟面。

引出clock。

T: Look at the clock . What time is it? It’s…导入本课的课题。

（板
书课题）
Step 2 Presentation and practice
1. Learn clock 。

2. Learn ‘It’s … o’clock.’.
T makes a model, compare the pronunciation of ‘a clock’ and ‘o’clock’, then ask Ss to say the time on the other three clocks.
3. Work in pairs ‘What time is it? It’s … o’clock. ’
Game: Look and guess. Draw the time in the round clock. Ss read the sentence after T. Boys ask and girls answer. Then change.
4. Guessing game: review and present ‘It’s time for …’
(1) Show a picture of a nice old clock ‘Big Ben’. Ring it, and give Ss
the clue, then Ss say ‘It’s … o’clock’. (实物)
Clues: It’s time for class. It’s time for breakfast. It’s time for bed. It’s time for dinner.（板书）
(2) Show the four pictures of class, breakfast, bed and dinner. Ask Ss
to read the new words after the ppt.
Step 3 Story time
1. Look at the picture and answer:
P1: Who is he? T: He is sleeping. It’s late. You can say? (Don’t sleep.) Wake up! Ask Ss say “Wake up!” loudly to LT.
P2: He is late for school! Wake up! Yes? (No.) Ask Ss say “Hurry up!” loudly to LT.
2. Listen and match: It’s … o’clock. It’s time for …
Watch the cartoon and Ss check by themselves.
Then check together. When checking, T: What’s for LT’s breakfast?
3. Make it a timetable. Ss read it. T: It’s time for class. What time is it?
Maybe it’s 8.
Moral: A good timetable makes you successful.
4. Reading practice: after the ppt(注重朗读教学)-> after a volunteer
-> in groups -> group show
5. Class reading work: Read together -> read in different characters.
6. Act: 给动画配音（Liu Tao,Mum and Miss Li）。

7. Retell the story. (PPT): Ss try by themselves -> Check. (Add: It’s 6
o’clock. It’s time for dinner. LT has a hamburger, an egg, a pie, an apple and some milk. Wow it’s a big dinner.)
Step 4 Summary
1. T: 我们学习了怎样问时间，怎样回答。

怎样叫醒别人。

怎样叫别人快一点。

2. Enjoy the rhyme ‘Wake up, Eddie’.
Step 5 Word time
1. Show Ss how to write the 3 words that should be copied on the blackboard, review them: Read, make phrases.
2. Show the expanding words and phrases: Read.
3. Copy the words.
Step 5 Word time
1. Show Ss how to write the 3 words that should be copied on the blackboard, review them: Read, make phrases.
2. Show the expanding words and phrases: Read.
3. Copy the words.
七、Homework design作业设计：
1. Read Story time after the tape for 5 times.
2. Make a clock and use the clock to make a dialogue in pairs.
八、Blackboard design板书设计：
Unit 6 What time is it?
A: What time is it? 钟面的图
B: It’s … o’clock. It’s time for … 四线格里写着三个四会的词
反思
这节课总体流程和导入部分以及重点句型和新词的铺垫还可以，操作有待改进的地方是Story time 部分的教学。

此部分在让学生跟读录音和模仿表演的环节中，方式较单一，跟读重复次数比较多，四幅图中有三幅都是让同桌合作扮演。

这样，难免使学生在这部分钟厌倦。

还有，同桌间英语水平有差异，在让学生举手展示时，他们会考虑他们的partner 能否演下去，因此影响学生展示的自信。

改进方向：播放完录音后全班跟读两遍，可让个别学生起来模仿朗读，也可让男女生来分角色朗读，或师生间朗读。

表演时，可让学生在周围自己寻找partner.
总之，story time 教学过程应避免固定程序化，应在本部分更细化设计更多亮点，吸引学生兴趣。