译林版小学英语三下第六单元Unit 6 What time is it？Checkout time教学设计

译林版三年级起点三年级英语下册 Unit 6 What time is it？Checkout time教学设计【教学目标】1.能听懂、会说、会读、会写词汇class, bed, OK, lunch, eleven, twelve2.能听懂、会说、会读词汇wake up, mum, oclock, breakfast, dinner3.能听懂、会说、会读日常用语与句型What time is it? Hurry up. Its . . . oclock. Its time for . . .4. 能熟练掌握字母t在单词中的发音，会吟诵Sound time5. 能初步学会谈论时间【教学重点】1.句型：What time is it? Its . . . oclock. Its time for breakfast/ class/ school/ . . .2.词汇：breakfast, lunch, dinner, eleven, twelve, bed, OK【教学难点】1.句型：What time is it? Its . . . oclock. Its time for breakfast/ class/ school/ . . . 的正确使用。2.词汇：eleven, twelve, oclock, breakfast, dinner, lunch的读音。【教学准备】：PPT, mp3, chalk【教学过程】：Step 1 Warm upStudents watch a short video What time and try to answer teachers 2 questions.Q1: Whats it about? Q2: What time is it now?【Interaction patterns】Individual work, whole class work【Skills】Listening and speaking【核心素养培养】语言能力，思维品质【设计意图】激活学生脑中数字旧知，帮助学生复习已学数字1-12的英语表达以及引导本节课的单元复习重点句型：What time is it?Its，同时开放性问题设计有助于培养学生思维品质。Step 2 Listen and draw1. Students listen to the mp3 and draw the correct time.2. Students use the sentence patterns below and try to practice it in pairs.What time is it, please?Its oclock.3. Review the Rhyme time Wake up, Eddie and fill in the blanks.【Interaction patterns】Individual work, pair work, whole class work【Skills】Listening and speaking【核心素养培养】语言能力【设计意图】培养学生语言能力（听力）英语核心素养，从教师示范到学生自主练习。同时通过复习rhyme time来帮助学生学会正确使用重点句型，巩固提问、回答时间的问题。Step 3 Listen and guess1. Students listen to the mp3 and try to guess what sound it is.2. After giving the correct word, students are asked to put the word into the important following sentence patterns.Whats time for?Its time for3. Consolidation:Students are asked to fill in the blanks according to the information of the given pictures.【Interaction patterns】Individual work, pair work【Skills】Listening and speaking【核心素养培养】语言能力，学习能力【设计意图】培养学生语言能力（说）英语核心素养，复习本单元重要句型Its time for同时，训练学生的学习能力：认识钟面，做到一举两得。此外，同伴合作有助于学生语言交际能力的提升。Step 4 Listen and say1. Students listen to the sound tick-tock, tick-tock of the clock.2. Teacher give students five words(eat, eight, get, ten, time) containing letter t and asks students the pronunciation of the letter t /t/.3. Teacher guides students review Sound time and asks students to underline the words containing letter t pronounced /t/.4. Students are asked to list other words containing letter t pronounced /t/.【Interaction patterns】Individual work, whole class work【Skills】Listening, speaking and saying【核心素养培养】语言能力，学习能力【设计意图】培养学生语言能力（说）英语核心素养，复习本单元重要发音t/t/,同时，训练学生的学习能力：1. 划出sound time中含有/t/发音的单词，并能例举以往学过的含/t/发音的单词。Step 4 Consolidation1. Students are asked to write what they have learnt in this class.2. Teacher gives her understanding:Time flies, Time waits for no man,Let us run with time. 【Interaction patterns】Whole class work【Skills】Speaking and writing【核心素养培养】语言能力，文化品格，学习能力【设计意图】培养学生语言能力（说、写）英语核心素养，总结本单元所学内容：时间，并引发对时间的理解和感悟，提升学生的文化品格培养。Step 5 Homework1. Talk the time with your friends and parents.2. Find more words with the sound of the letter t.3. Listen and read Unit 7 story time. 【设计意图】通过家庭作业巩固当天所学内容并做好下节课的预习工作，同时将自己所学知识用到生活中去，做到活学活用。Reflection本节课通过小视频what time的观看，学生们头脑中已有的有关数字表达的旧知很容易被激活，并投入到本节课what time is it?的学习中来。整节课，学生的参与度比较高，通过本节课的学习能熟练掌握重点单词：class, bed, OK, lunch, eleven, twelve, wake up, mum, oclock, breakfast, dinner以及句型：What time is it? Hurry up. Its . . . oclock. Its time for . . .，并且会吟诵sound time和rhyme time。同时学生们还能准确认识钟面并能列举含字母t发音/t/的单词，在掌握基础知识的同时，学习能力也得到了一定的提升。由于本节课时间有限，学生对时间的理解没有充分挖掘出来，有待教师日后进一步思考和总结。Blackboard designUnit 6 What time is it?1. What t