??一．教学内容

??? 牛津小学英语3b第四单元? 第二教时

二．教学目标

1．能听懂、会读、会说、会写数字seven、eight、nine、ten及三会数字eleven、twelve。

2．听懂、会说短语have lunch、watch tv及句型it’s time to…

3.能较熟练地根据情景运用已学过短语go to thezoo\park\supermarket\cinema等 。

三．教学重点

1. 继续巩固数字1到6，新授7到12。

2. 能运用句型it’s time to…及其回答。

四．教学难点

1．eleven，twelve的发音。

?? 2. 在情景中综合运用it’s time to…。ok. let’s go.

五．教学准备

1. 教具准备：一只人头像的时钟，教学课件，单词卡片。

2. 教学准备：复习巩固第一课时，学唱〈〈ten little indians〉〉

六．学情分析

本节课授课对象是小学三年级学生，生性活泼好动，喜欢直观形象思维，对游戏、竞赛特别感兴趣。学生学英语不久，有可能说的不好，有的还不敢说，课堂上要以表扬为主，注重培养学习英语的兴趣，鼓励他们大胆说、积极做、努力唱！本单元的教学内容是数字的表达，学生对此很感兴趣，学生的学习动机很容易被激发出来。数字正确地学习是很重要的，后一单元数字的加减就要依赖这些数字扎实地掌握。3a已学的短语go to the zoo\cinema等也可以融入到本课时的内容中，在真实情境中得到运用。

七．教学过程：

step1 warm-up

1. listen and stand (review the number from 1 to 6)

t: group1\line3\row4\group2\row6\line5

[设计意图]如果让学生从一到六报数做热身活动的话，就会使得这个活动过于机械。因此，我就改用学生听数字，第几组、竖排、横排站起来，这样更有灵动性、随机性，学生的注意力一直保持集中。

2. free talk

t: excuse me, who’s he\she?

??? is he\she your friend?

[设计意图] 复习前一单元句型，并为下一步的导入进行铺垫。利用讨论朋友这个话题，来引出mr clock–我们的朋友，从而引出本课学习的时间（数字）。

step2 lead-in

t: this is mr clock. is he your friend?

s: yes, he is.\no, it isn’t.

t: he’s my friend. look, what’s the time? and please take out your clocks. ask him\her “what’s the time?”(ask several pairs to act out.)

step3 presentation

1. t: hey, boys and girls, look, this is a clock, too. ( cai呈现)what’s the time?

? s: it’s seven o’clock.

<teach>: seven ( read together\group\row\line )

2. t: it’s seven o’clock. it’s time to…(cai上学图片)

s: go to school.

? <teach>: it’s

time to…(group\boy\girl\line)

t: look at mr clock. let’s ask what’s the time now?

t and s: clock ,clock, what’s the time?

t: it’s six o’clock. it’s time to…

s: it’s time to get up.

?? [设计意图] 通过前节课学过的句型what’s the time?新授数字，复习词组，再新授句型，环环相扣。由点到线，由线及面；由旧词组引出新句型，新旧知识有机结合运用，为新句型的新授打下基础。对本部分的知识进行了“词语、句型”双巩固。游戏过程中的形成性评价可以使学生获得成就感，从而提高了学习积极性。

3. t: tick tork, tick tork, what’s the time ?

s: it’s nine o’clock.

? <teach>: nine (pronunciation)

t: how dark! it’s nine in the evening . (cai图片)

s: it’s time to… go to bed. (cai图片)

?? 4. t: now let’s have a break. it’s time to play a game.—-finding rules.

5+2=7

7+2=?

9+?=?

?? <teach>: eleven (pronunciation)

?[设计意图] 上个环节对句型已经有了定量的机械练习，学生会觉得有些枯燥，而设计的这个环节找规律让学生精神为之一震，也留给他们思考的空间，让学生们这个数字eleven真是来之不易啊！

5.t: it’s eleven o’clock. it’s time to…(cai吃午饭图片)

<teach>: have

lunch (have have have , lunch lunch lunch)

??? t: let’s say a chant.

lunch?? lunch?? have lunch

eleven?? eleven? have lunch

ok? ok? it’s time to have lunch

6.t:? all right. let’s continue. look at the screen. which number is missing?

??? s:? seven\nine\eleven\five .

??? t:? what’s on the screen?

??? s:? it’s twelve.

twelve?

[设计意图] 体现了“以教师为主导，以学生为主体的教学原则，又极大满足了学生的好奇心，充分发挥他们的自主性，他们仔细观察，积极发言，在不知不觉中巩固了数字。

? 7.practise the sentence‘it’s time to…’

t: if it is twelve on saturday, you’ll remind your friend that where to go.

(提供go to the zoo\park\supermarket\cinema等的卡片)

it’s time to…(ask several students to practise).

[设计意图]? 这是开放式教学的又一体现，这种使学生所学知识得到升华的开放式教学。当学生学完一个新词组后，在熟练运用新句型“it’s time to…”基础上，让学生自主学习、发现语言规律并按照句型举一反三。在引导他们运用所学词汇说话、造句的同时，增强他们学习的自信心。

8.t: next. let’s enjoy a song called<< ten little indians>>.

?after

listening, ask how many indians?

? <teach>: ten

[设计意图] 这一步既是多元智能中的音乐智能发展环节，又是看似轻松一刻, 实质是复习前面所学数字并引出新授单词ten的环节.

9.t: how time flies! it’s dark in the evening. there are some stars in the sky. let’s count.

?? t and s : one, two ,three, four, five, six, seven,eight.

?? t: it’s eight. (cai呈现)

? <teach>: eight

10.t: it’s eight o’clock. it’s time to …(cai看电视图片)

? <teach>: watch tv (? tv? tv? watch tv)

? (on the tv’s screen, there is a figure of a policeman.)

step4 consolidation

1. review the numbers

? t: do you want to be a policeman?

? s: yes.

??? t: all right. there are some cars didn’t obey the rules. let’s catch them. can you?(车牌闪动，one student read then other student read.)

??? t: i think you are all good policemen. if you are unwilling to a policeman, you also should obey the rules.

? [设计意图] 本教学过程中我通过多媒体课件为学生创设了一个生动有趣，贴近生活的教学情景，设计了小学生非常感兴趣的“警察抓违章车辆”的任务活动，使学生在完成任务的过程中积极主动地运用所学语言知识达到熟练运用数字的目的，还复习练习到字母。

2.review and use the new sentences in the proper places.

t: well, miss yu doesn’t want to be a policeman. i want to be a guide . how about you? who want to be a visitor and miss yu guide you. this is a time schedule. there are three places that you can go.

t: who want to be a visitor?

s: me. (找两位同学示范，如下)

v：excuse me, what’s the time?

g:? oh, it’s six o’clock. it’s time to get up.

? t: there are other three lines. you can choose. like this:

v: excuse me , what’s the time?

g: it’s…o’clock. it’s time to …

v: ok. let’s go.

[设计意图]:本环节教师与学生成功地从警察转换为导游这个角色.让学生在课堂上体会到扮演两种角色的快乐,既富有挑战性,又有深刻体验.

step5 homework:

1. write down your classmates’ telephone numbers.

2. make a dialogue. (about reminding your friend of doing something).

板书设计：

unit4 time

a:? excuse me, what’s the time?

b:? it’s six o’clock.??? it’s time to…get up\go to bed

zoo?park?seven

?nine

cinema?supermarket??eleven

?twelve

?ten

?eight

a:? ok. let’s go.

????