广东版三年级Unit9Whattimeisit教案.doc

Unit 9 What time is it?清远市新北江小学 李璇 Part one: Analysis of studentsThe students in Grade Three have learnt a little oral English. They have got little abilities of listening, reading and speaking. The students about 9 or 10 years old are imaginative, active and curious. They have strong interests in learning English. But their vocabularies and the sense of English language are limited. There are about sixty students in a class. It will be very difficult for a teacher to take care of each student. Therefore, I must use effective teaching methods to draw their attention and arouse their interests in learning English.Part two: Analysis of teaching materialThe topic of this unit is talking about the time. Its related to daily life. So it is helpful to arouse the students interests in learning English. Students have learnt the numbers from one to ten in Book 1. At the first period of this unit, we will learn how to ask about and tell the time. Aims on knowledge:1. To enable the students to listen, read and say the time from one oclock to twelve oclock.2. To enable the students to listen, read and say these sentence patterns:What time is it? Its oclock.Is it oclock? Yes, it is. No, it isnt.Aims on abilities:1. To enable the students to read the words and sentence patterns in correct pronunciation and intonation.2. To enable the students to ask about and tell the time.Aims on emotions and strategies1. To foster the students consciousness of good co-operation and proper competition.2. To arouse the students interests in learning English, and to have them participate actively in language communication. 3. To lead students to save their time in daily life.Teaching key points and difficult points: Key points:1. To enable the students to listen, read and say words and sentence patterns.2. To enable the students to ask about and tell the time. Difficult points:1. To enable the students to read and say “eleven” and “twelve” in correct pronunciation and intonation.2. To finish the task by students themselves.Part Three: Teaching methods and Learning MethodsAccording to the new course aims, we should focus on students interest, life experience and different levels of knowledge. So in this lesson, I arrange four kinds of activities: singing, competitions, games and a task. I use TBLT method to let my students have a clear understanding of when ,where and how to use the sentence patterns and words. The TBLT method offers the students opportunities to solve problems with language. I also use communicated method and group co-operate method.From the guidance of “learner-centered” theory, Id like to build up a learner-centered class. Students obtain the knowledge actively by probe study and co-operative study.In this lesson, I combine the assessment with the teaching activities. Such an assessment can inspirit the students. In this lesson, CAI, word cards, clock models are needed.Part Four: Teaching procedureStep1.Warm-up1.Greeting and free talk . 2.Play a game: Happy 1 2 3 .Base on the new course aims, we should provide the real surrounding of English learning for the students. In this step, adopting game and free talk can make students feel relaxing and come into the real surrounding of English learning. And it can also go over the numbers from 1 to 10. With using a formative assessment, it can not only promote students English learning, but also draw their attention. Step2.Presentation1 . Lead in by guessing activity. The guessing activity “Is that a?” can open the students mind to think about the answer. It can develop students ideation. 2 . Learn one oclock to ten oclock and practice.3 .Introduce sentence patterns and words, practice them.We no need to present the new words one by one in this stage but just let the students learn by themselves and with the help of two sets of time. It can provide math thinking and accomplish course integration. “Practice makes perfect.” So I design different kinds of activities like reading one by one, singing and games to practice the words and sentence patterns. Singing a song makes language learning more memorable and easier. An information gap is created in the game. It can help students improve their speaking and listening abilities.4.Read the words and sentence.Step3. Consolidation and Extension1.Practice1: Listen and draw.2.Task:Helping people3.Extensoin:Time is money, but money can never buy time. In these step, I design practice 1 and a task. Each step is harder than the former one.Practice 1 is focused on the students listening ability. This practice can offer the students chances to use the words and sentence patterns. On the other side, teacher can check if the students can master the key points and difficulties.The task is focused on students saying ability. Its a competitive activity. In this step, students play as a host, and the teacher can be the guidance to help students to use the sentence patterns. Moreover, it can stress the position of the students and develop their abilities of communication and co-operation.After the task, the lesson almost comes to the end. So I said “Oh, time flies” to lead in the extension. Let the students understand that they should save time.Step4: Summary and HomeworkStudents have a strong sense of success according to the assessment. It can keep their interest in English learning. In this part, I take care of the students who have difficulties in learning English especially. Encourage them in their study.Revision is so important that students should speak English as much as they can