教科EEC版三下-Unit6 What Time Is It -Class 1 Textbook p.44-ppt课件-(含教案)--(编号：b002e).zip

What has hands but cant hold anything? Clock 钟表 Late 晚的，迟的 light 灯 soap 肥皂get up 起床 turn on 打开 turn off 关闭 have lunch 吃午饭 play basketball 打篮球 watch TV看电视 sleep睡觉 do homework 做作业 1. Look at the Words. Match them with the numbers. twenty-five thirty-one forty-eight fifty-two LookLook atat thethe clocksclocks andand talktalk aboutabout thethe timetime in in pairs.pairs. What time is it? Its oclockone What time is it? Its oclockeleven What time is it? Itsten five What time is it? Itstwelve eleven ListenListen toto thethe dialoguedialogue andand telltell usus thethe topic.topic. ListenListen toto thethe dialoguesdialogues again.again. WriteWrite T T forfor truetrue andand F F forfor false.false. 1.Jack sleeps at 10:30. 2.Jack gets up at six. (T) (F) ListenListen toto thethe dialoguesdialogues forfor thethe thirdthird timetime andand readread afterafter thethe tapetape . Amys timetable Its oclock.Its time forto do 6:30get up 7:00breakfast 8:00class 21:00go sleep YourYour turnturn Think about your own routine. Role-play a dialogue with your partner. Example A: What time is it? B: Its 6:55. Its time for breakfast.Its time to have breskfast. Its (oclock).Its time forto do get up breakfast go to school class go sleepEEC 版小学三年级下册英语 Unit6 What Time Is I t?教案 Teaching aims Knowledge aim: students can understand and master the sentence pattern: I have lunch at 12. Ability aim: students can use the sentence pattern to talk about their activities. Emotional aim: students will be more interested in speaking English. Key and difficult points: master and use the sentence pattern: I have lunch at 12. Teaching procedure: Step 1: Warming-up After greeting students, the teacher gives a riddle: what has hands but cant hold anything? Students will guess it is a clock. Then draw a clock on the blackboard and ask students what do you do at 7 oclock, 8 oclock, and 12 oclock. Students can have a free talk. Step 2: Pre-listening Draw pictures of some activities on the blackboard to explain them, such as have lunch, play basketball, watch TV, go sleep. Then tell students Amy and Mary are talking about their daily activities, and we will listen to their conversation. Step 3: While-listening Ask students to listen to the tape, and answer questions: (1) when do Mary play basketball? (2) when do they go home? Invite students to answer them, and write down the sentence on the blackboard. Then the teacher reads the conversation for students, and they can listen again and pay attention to the pronunciation. Step4: Post-listening Ask students what else do they do in a day. They may say have breakfast, do homework, go sleep and so on. They the teacher uses the sentence pattern to ask them when do they do these activities. Then play a game: four students a group. Show many activities on the screen and students can rank them according to their own time line. They should make a small story using our sentence pattern, and lets see whose story is the most interesting one. Blackboard design: Have lunch play basketball watch TV go sleep What time is it? Its 6:30. Its time to get up.