Module 7-Unit 2 It’s 6 30 am in New York.-ppt课件-(含教案+微课+素材)-市级公开课-外研版四年级下册（一起）英语(编号：52fcb).zip

外研社英语四年级下外研社英语四年级下Module7Unit 2 Its 6:30 am in New York. Studying plan 执教者：大连市中山区中南路小学刘瑄. Preview Checking Read and choose.(读一读，选一选）( ( )1.-Whats)1.-Whats thethe time?time? -Its-Its _._. A.A. 8 8 oo clockclock B.B. halfhalf pastpast 8 8 （ )2.-When)2.-When diddid youyou getget upup lastlast Sunday?Sunday? - I I gotgot upup _ 7 7 oclockoclock A.A. inin B.B. atat （ )3.Its)3.Its 11:3011:30 _ . . ItsIts lunchlunch time.time. A.A. amam B.B. pmpm （ )4.-Its)4.-Its 6:30pm.6:30pm. -Oh,-Oh, itsits _time._time. A.A. dinnerdinner B.B. breakfastbreakfast. Text LearningQuestions: Is it dinner time in Beijing now? .III. Group work Discuss these questions in your group.1. 我们怎样去询问当下时间？2. 我们怎样去描述当下时间？3. 我们怎样表达在某个时间做某件事情？IVPractice 1.Point, ask and answer in pairs.2. Look, ask and answer in pairs. A: Whats the time now? B: Its 4:00pm. Its football time. A: Whats the time now? B: Its. Its . time.3. Play a guessing gameV. ProductionTalk about last Sunday,then do a survey.A: When did you . last Sunday? B: I .at .IS1S2get uphave breakfastgo to bedWe all have good habits. You should., its good for you!VI. Homework.必做：1. Retell the text.2. Look and write P42-3选做：Make a survey in your group.小组内做调查。Test：10I. 语音语音判断下列单词中划线部分读音是否相同，相同的写“” ，不同的写“X” 。( ) 1. breakfast last( ) 2. dinner timeII. 单项单项填空填空选出可以填入空白处的最佳选项，将序号写在前面的括号里。( ) 3.-_ did you have breakfast? - I had breakfast at 6:30.A. What B. When C.Where( ) 4. Its 10:00 pm. Its _ time.A. schoolB. tea C. bed( ) 5. Its 6:30_. Its breakfast time.A.amB.pmC. in the evening外研社新标准英语一年级起点四年级下外研社新标准英语一年级起点四年级下Module 7 Unit2Its 6:30 am in New York.The Guessing Gamehave dinnerget uphave breakfastgo to schoolhave lunch11:30 am4 oclockhalf past 7 11 o clocksix thirtyWatchWatch andand answeranswerIs it dinner time for this little pig?No, its school time.Text-learningIs it dinner time in Beijing now? Its 11:30 am in London. Its lunch time.tIts 6:30 am in New York. Its breakfast time.tText-learningListenListen andand read.read.Text-learningReadRead aloud.aloud.Text-learningActAct it it out.out.Text-learningRetell.Retell.Text-learningGroup workGroup workGroup work整点时间如：整点时间如：Group work123456789101112半点时间如：半点时间如：Group work具体时间如：具体时间如：123456789101112123456789101112Group work1) 我在早上我在早上6点半起床点半起床。I get up at half past 6 am. I get up at six thirty am. Group work2) 我在早上我在早上8点上学点上学。I go to school at 8 o clock am. I go to school at 8 am. Group work3) 我昨天我昨天10点上床睡觉点上床睡觉。I went to bed at 10 oclock yesterday. Practise Practise PractiseA: Whats the time?B: Its . Its time.pmfour oclock pm.footballPractiseA: Whats the time?B: Its Its time.pmsix oclock pm.homeworkPractiseA: Whats the time?B: Its Its time.pmone thirty pm.musicPractiseA: Whats the time?B: Its Its time.pmtwo thirty pm.paintingPractiseA: Whats the time?B: Its Its time.pmthree oclock pm.teaPractiseA: Whats the time?B: Its Its time.ameleven oclock am.near lunchPractiseA: Whats the time?B: Its Its time.amten thirty am.bookPractiseA: Whats the time?B: Its Its time.pm123456789101112eight twenty pm.washPractiseLook and guess.What time is it now?PractiseLook and guess.What time is it now?PractiseLook and guess.What time is it now?PractiseLook and guess.What time is it now?PractiseLook and guess.What time is it now?PractiseWhen did Katherine go to bed yesterday?123456789101112Talk about last Sunday ,then do a survey.Production A: When did you last Sunday? B: I at . We all have good habits! You should., its good for you!IS1S2get up5:30 amhave breakfastgo to bedHomeworkTest1课题课题Its 6:30 am in New York.课型课型巩固操练教材分析教材分析本模块的主要内容是询问和说明时间。本模块学习的重点是说明时间，是一般现在时的综合运用。语用功能是让学生了解时差，知道合理安排时间，养成良好的生活习惯。Unit2 的课文情境是世界不同城市的时差图。Unit1 进行的是关于时间整点的问与答，本节课将进行半点和整点的综合表达。半点的表达方式较以往的不同是顺读法。但对过去行为和过去时间的表达则需要学生进行必要的语言迁移，将已学的表达过去行为的语言结构与新学的表达时间的语言结构结合起来。学情分析学情分析四年级学生属于中段，处于一个承上启下的过渡阶段，孩子活泼可爱，敢想、敢说、敢做，有一定的语言基础。相对女生的乐于表达，男生是比较羞涩和不自信的。课堂上要通过同桌互动，小组互动要让男生动起来，以达到让每一个学生都能有所收获。Unit2 重在语言输出，本课内容理解的难点是时区，时间的表达难度不大，表达的难点是 Its.time.因为很多孩子是不知道在什么时间做什么事情的，所以需要教师提供引导，帮助学生建立合理的时间安排。设计思路设计思路由猜测游戏帮助学生复习与本课有关的日常活动以及学过的正点半点的时间表达，渗透半点的顺读法，预学检测解决理解的难点 Ittime.引出本课 Lead in 的小课文，以此引出课文的学习，以微课帮助学生理解时差，以同桌互动的方式练习时间的问与答，继而进行拓展，相应时间是什么活动的时间。以猜一猜的方式让学生用已知的的活动时间进行语言积累，进一步训练表达的流畅性，以调查的方式，让学生将已学的表达过去行为的语言结构与新学的表达时间的语言结构结合起来，贴近学生的生活，达到学以致用。教学目标教学目标功能谈论位于不同时区的城市的半点时间及活动语法询问及描述时间的一般现在时陈述句、特殊疑问句及回答。词汇三会：am, pm语言语言知识知识目标目标语音本课词汇中字母或字母组合的发音准确（如单词 time, breakfast ,thirty）发音等）。听能听懂课文内容，能听懂询问时间及描述不同时区时间的特殊疑问句及陈述句。说能用陈述句、特殊疑问句谈论不同时区的时间与活动。读能读懂课文，并能准确、流畅朗读课文。写能根据图片或提示，书写本课目标语句。语言语言技能技能目标目标运用能根据图片或提示，谈论不同时区的半点或整点时间及活动习惯有效预学，主动合作，自我评价学习效果，问题化学习。学习学习策略策略目标目标交际积极用英语交流时间安排文化意识目文化意识目标标了解世界时差的概念，认识到同一时刻不同时区城市人们的不同活动。2情感态度目情感态度目标标养成合理安排时间习惯。教学重点教学重点本课半点时间、上午及下午时间的表达，巩固复习询问时间的特殊疑问句，谈论不同时区城市的时间及活动。教学难点教学难点理解时差概念。教学准备教学准备CD, PPT，e-pen教学流程教学流程教学环节教学环节及时间及时间教师活动教师活动学生活动学生活动设计意图设计意图I4Preview checking1. Greetings2. Organize students to Guess3. Preview checking.T:Is it dinner time for this baby pig?1. Greetings2.Play the Guessing game3. Preview checking.以猜词游戏复习日常行为短语以及时间的正点和半点，渗透半点的顺读法，以Preview checking解决理解的重点am, pm 以及 Its time.以 lead in 最后一题引出 lead in 内容.II12Lead-in &Text-learning1. Play the CD-ROMT: Does the baby pig like eating? Lets read it. Pay attention to the pronunciation and intonation2, Play again.T: We know its not dinner time for baby pig. Is it dinner time for people in Beijing?3Detail:(1) Is it dinner time for people in Beijing?(追问:Whats the time ?)T：板书，一表，两种半点的表达方式和活动时间（2）Is it dinner time for people in London?T: Can you ask a question about this part?板书：lunch time 表 ， 时间表达两种1Watch and answerS: No, its school time.2.Watch and read3.Read and answer(1) Yes, it is. Its 7:30pm in Beijing.(2) No, it isnt. Its lunch time.S1:What the time now?S2:Its 11:30am in London.Lead in 内容比较简单，因此以提问回答的方式进行理解，语言情境有趣因此让学生跟读短片，增加学生学习的乐趣，关注学生语音语调的模仿。课文内容比较简单直接进行阅读理解问答。顺势引导学生进行提问和解答，培养学生针对阅读时的要具备的了解的信息的角度及解决阅读问题的能力，培养学生问题化学习策略。3（3）Is it lunch time for people in New York?T: Can you ask a question about this part?引导学生提问.4.Lets look at the blackboard, Have you got any question? lets watch.5. Play the Microlecture6.Lets read after e-pen7. Lets retell the text. （1）师示范 （2）指名 2 人 （3）动态板书。2 名 (4) 全体复述(3)No, it isnt. Its breakfast time.S1: Whats the time?S2: Its 6:30 am in New York.4. Look and askS1: Why do people in different places do different things?S2: 为什么在同一时刻，不同国家的时间表示不同？5. Watch and find the answers.Can I call my friend in New York now?No, you cant. Because your friend is sleeping, its bed time in New York.6.Read it aloud.(1) Listen and repeat.(2) Stand and read(3) Read one by one.7. Retell it.以微课的方式让学生理解时差。在理解的基础上进行朗读训练，培养学生的语感以及根据板书提示复述课文的能力。以到达让学生根据提示描述不同时区人们的时间和活动。III8Practice1. Look and say in pairs.2. Look and say again.What time is it? 1.Look and say in pairs.A: Whats the time?B: Its2.Look and say again.A: Whats the time?B: Its Its. time.运用看表问答完成最基础的关于时间问答的训练。在表基础上加上活动图片，进一步理解和运用本课新句型， Its time.。让学生用已知的的活动时间进行语言积累，进一步训练表达的流畅性IV. 5Production1. Play a guessing gameBut last week I didnt watch 1. Look and guess以本班孩子的照片做猜测的对象，4TV at 8:20 pm . I worked for todays lesson. When did Kitty go to bed?出示 11:30. Is it very late? Kitty worked hard for this lesson,When do you work hard for your studying? But you should go to bed early.It good for your health.2. Talk about last Sunday When did you get up last Sunday?When did you have breakfast last Sunday? When did you read a book last Sunday?When did you go to bed last Sunday?3. Do a survey.(根据课堂时间来调控)2 Talk about last SundayS1: I got upS2: I got up3.Do a survey in groups.增加乐趣，创设语境，将已学的表达过去行为的语言结构与新学的表达时间的语言结构结合起来。进行本课学习成果的生成，给学生提供运用、展示的平台，从而体验学习的乐趣。VI5Summary&Test1. What did you learn today?2.Read and write.1.I learned.2.Read and write.先让学生进行总结归纳，帮助学生进一步加深记忆和理解。然后，当堂检测一次性教学效果。VII1Homework必做：1. Retell the text2. Look and write选做：Make a survey in your group.必做：3. Retell the text4. Look and write选做：Make a survey in your group.设计必做和选做的部分，让不同层次的学生选择适合自己的学习任务，消除学生的抗拒心理，激励学生不断提升自己的能力。板书设计板书设计 Module7 Unit2 Its 6:30 am in New York根据课文理解，完成板书。Is it dinner time for people in Beijing? Whats the time?5Is it dinner time for people in London? Whats the time?Is it lunch time for people in New York? Whats the time?在复述的第二层次中，拿掉文字部分，以图片的形式进行提示，帮助学生文本再构。形成语言输出的能力。 以 lead-in 的小猪内容为载体，设计了本课的评价表。使用情境是帮助小猪获得三餐。