【新教材】人教PEP版（2024）四年级下册英语Unit 3 Time for school教案

第第页【新教材】人教PEP版（2024）四年级下册英语Unit3Timeforschool教案教学内容Unit3Alet’stalk批注教学目标1.通过观察放学后孩子们对话的情境，理解并学习询问和表达时间的核心句型：“Whattimeisit?”“It‘s…o’clock.”以及“…It‘stimefor…”；同时能在语境中感知不同时区的时间表达，如“InBeijing,it’s7:10p.m.Whattimeisitthere?”2.通过角色扮演、情景问答等活动，学生能分角色表演对话，并尝试在模拟的真实情境中，运用所学句型进行关于时间与活动的简单交流。3.了解不同地区有不同的时间，初步理解时区差异的概念。教学重难点教学重点：掌握询问和表达整点时间及日常活动时间的核心句型，能在情境中进行简单对话。教学难点：在真实或模拟情境中自然、得体地运用时间句型进行交流；初步理解时区差异的概念，并能在语言活动中形成初步的时间规划意识。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Let’ssing

Singasongabout“Time”

What’sthissongabout?It’saboutTime.Activity2:ReadandchooseWhatcantellusthetime?

Showsomepicturestochoose.

Manythingscantellusthetime.

Weoftenusetheclock.

2)Showsomeclockstosay

It’s____o’clock.

Activity3:Lookandsay

Wedodifferentthingsatdifferenttime.Showsomeactivitiestosay.

Step2:PresentationActivity1:ReadandpredictReadthepicturesonP28.Whoareinthepicture?John,Binbin,andaMan

2)Wherearethey?Theyareatschool

3）Whataretheydoing?Theyareplayingbasketball.Activity2:Listenandfindout

1)Whenisit?

Schoolisover.

2)Wheredotheygo?

Theygototheplayground.

2)Listenandcheck.

Schoolisover.Theygototheplayground.Theywillplaybasketball.

Activity3:Listenandfill

1)Whenisit?

Pictureone-->Schoolisover.

Picture2-->Fiveo’clock

Picture3-->Sixo’clock

2)Checkandlearn

Askandanswer:

A:Whattimeisit?

B：It’s_____o’clock.Activity4:Watchandfindout

Showtheman.Whatdoeshedo?

Heisaschoolguard.(让学生自主读出guard)

Whatdoeshetellthekids?Let’swatchandfindout.

Acttheschoolguard:Timetogohome,kids.Activity5:ListenandimitateActivity6:ReadandfillActivity7:Role-playStep3:ConsolidationActivity1:Readandsort

Showamap.Nametheplaces.

Beijing,NewYork,Sydney,London

Activity2:Askandanswer

ShowtheclocksonP28

A:InBeijing,it’s7:10p.m.Whattimeisitthere?

B:It’s7:10p.m.It’stimeforbreakfast.

Askandanswerinpairs.Step4:ExtensionActivity1:Enjoyavideo

Singwithit.Homework:1.Listenandrepeatthetextforthreetimes.

2.Recite“Let’stalk”3.了解不同地方的时间差异，及生活差异。板书设计教学反思教学内容Unit3Alet’slearn批注教学目标1.通过观察一日作息时间表、听指令做动作等活动，学习并认读与学校生活和日常安排相关的核心词汇与短语：breakfast,lunch,dinner,Englishclass,mathsclass，并能结合时间正确运用核心句型“It‘s…It’stimefor…”进行表达。2.开展“我的时间转盘”或“听听做做”游戏，通过听音选择、看图说话、指令反应等活动，巩固时间与活动的匹配表达，如“It‘stimeforlunch.Let’shavesomechicken.”，提升语言的反应与运用能力。3.借助“合理安排我的一天”小组讨论或个人计划表设计，引导学生理解不同活动（如学习、用餐）在一天中的固定时间意义，初步感知守时与规律作息对学习和健康的重要性。教学重难点教学重点：掌握一天中主要活动和课程名称的核心词汇，能听懂、认读并运用“It‘stimefor…”句型将时间与活动进行正确匹配和表达。教学难点：在实际情境中将时间表达与具体活动进行快速、准确的关联与输出；初步理解守时与时间安排的简单意义，并尝试用所学语言规划个人作息。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Let’ssing

Singasong.Reviewthetime

Activity2:Recallandsay

Whattimeisit?

It’s4:30.Classisover.

It’s5:00.Theyplaybasketball.

It’s6:00.It’stimetogohome.It’stimefordinner.Activity3:Review

WedomanythingsWedrinksomemilk.

Weeatsomechicken.Weeatsomerice.

Wehavemathsclass.Wecountandwrite.

Wehaveartclass.Wedrawapicture.

WhaveEnglishclass.Wereadandwrite.

Step2:PresentationActivity1:Listenandtick

ShowJohnandBInbin.TheyaretalkingaboutBinbin’stimetable.

Listenandfindout.

Whattimeit?What’sthetimefor?

It’s7:20.It’stimeforbreakfast.Activity2:Let’slearn

Learnthewordsonebyonequickly.

Activity3:Readandmatch

Activity4:ListenandimitateActivity5ListenandMatch

ShowBinbin’sTimeclock

Saythetime:

Thenlistenandmatchtheactivities.

Thisismytimetable.It’s8:40.It’stimeforEnglishclass.

It’s10:15.It’stimeformathsclass.It’s12:00.It’stimeforlunch.It’s2:55p.m.It’stimeforartclass.It’s6:30p.m.It’stimefordinner.Activity6:Lookandsay

SayBinbin’stimetable.

It’s_____.It’stimefor...Step3:ConsolidationActivity1:Readandmatch

ShowthepicturesofListenanddo.Readthepictures.Thenmatchthesentences.Activity2:Listenandmatch

Listento“Listenanddo”,Matchthesentences.Activity3:Activity4:ListenanddoActivity5:Readandsayquickly

Studentssaythesentencesquickly.Timewheel.

It’s_______(time).It’stimefor_________.

Step4:ExtensionActivity1:MakeyourscheduleStep1:Writedownthetime

Step2:Writedownwhatyoudo.

Step3:Askandanswer

A:Whattimeisit?

B:It’s______.It’stimefor________.

A:Yes,Let’s________.Homework:1.Listenandread.

2.Copythesentencesforthreetimes.3.Finishtheschedule板书设计教学反思教学内容Unit3Alet’sspell批注教学目标1.通过朗读和聆听关于英雄Ford的小故事，引导学生感知、归纳并总结字母组合or在单词中的常见发音规律/ɔː(r)/，并能尝试拼读与认读核心单词，如horse,fork,morning,world等。2.借助“听音圈词”、“听音写词”等语音辨识与书写活动，巩固or的发音与拼写对应关系，提升学生听音辨词和根据发音规则拼写单词的能力。3.通过创编含有or单词的简单句子或续编小故事，引导学生将语音学习与单元主题“合理安排时间”相结合，理解故事中“早起”（getupearly）、“按时行动”（It‘stimeto…）的积极意义，并鼓励他们在生活中做时间的“小主人”。教学重难点教学重点：掌握字母组合o的发音规则，能正确拼读、辨认并书写含or的核心词汇；理解简短故事大意。教学难点：掌握/ɔː(r)/的发音，并在新词或不同语境中准确运用；将语音学习与“守时”、“合理安排”的行为意识建立初步关联。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Singthetimesong

Reviewthetime.Activity2:ListenanddoActivity3:Recallandsay

ShowBinbin’sschedule.Saysomething.

It’s______.It’stimefor...

It’s6:50.It’stimetogetup.Activity4:Let’sreview

ThisisZoom’s_______(sisiter).Andthisishis______(father).

Inthe_______,after________.Fatheris________a________.

Zoomis________withsome________.

LookatZip.Sheis________.

Step2:PresentationActivity1:Lookandsay

Zipissleepinganddreaming.

What’sinherdream?Whoissheinherdream?

”I’mFordthehero.”

ActlikeFord.

Activity2:ListenandmatchWhatdoeshealwaysdo?Listenandmatchthephraseswiththepictures.

GetupearlyridemyhorseworkActivity3:Listen,checkandlearn

1)Igetupearlyinthe_________.(morning)

Spelltheword“morning”

2)Howdoesshegotohelpothers?

“Iridemyhorsetohelpothers.”

Spell‘horse’.

3）Iworkallovertheworld.

Spelltheword:work,worldActivity4:Listenandnumber

Listentothewholestory.Thennumberthepictures.

Activity5:Listenandrepeat.Activity6:Readandcirclethewordswith‘er’

1)Whatdoes‘or’sound?

2)readmorewordswith‘or’发现规律w后’or”发/3:/Activity6:FillandsayStep3:ConsolidationActivity1:Read,listenandcircleReadthewordstogether

2)ListenandcircleActivity2:Read,listenandwriteActivity3:Let’sspell

Spellmorewordswith‘or’Step4:ExtensionActivity1:ReadanewstorySpellthewordswith‘or’.Readthewords

2)Readthenewstory.

Homework:1.Recitetheshortstory

2.findmorewordswith‘er’板书设计教学反思教学内容Unit3Blet’stalk批注教学目标1.通过观察与模仿斌斌早晨从起床到上学的连贯对话，理解并学习在真实生活流程中表达作息时间的核心句型：“It’stimetogetup/gotoschool.”“It’stimeforEnglishclass.”以及道别与祝愿用语“Haveaniceday!”，并能将时间与活动进行准确、流畅的衔接表达。2.通过角色扮演、时间轴排序和“我的一天”情景剧等活动，学生能合作表演对话或模拟展示个人作息表，在动态情境中熟练运用所学句型描述活动安排，提升语言的组织与交际流畅度。3.借助“规律作息的好处”主题讨论，引导学生分析对话与时间表中活动安排的合理性，理解守时、有序的早晨作息对保障按时到校、顺利开展学习的重要作用，初步建立珍惜时间、规律生活的积极态度。教学重难点教学重点：掌握用“It’stimeto…”和“It’stimefor…”描述日常作息安排的核心句型，能在情境中连贯、准确地进行表达与交流。教学难点：在实际或模拟的连续生活场景中，灵活、自然地衔接多个时间点与活动进行表达；理解并认同规律作息对个人学习与生活的积极意义，并愿意尝试规划自己的时间。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:SingasongActivity2:FreetalkWhatdoyouusuallydoeveryday?

Activity3:Reviewandsay1)Hereistheschoolscheduleforthestudents.Lookandsaythetimetogether.

7:00a.m.7:10a.m.7:30a.m.8:30a.m.9:20a.m.12:00p.m.2:10p.m.3:00p.m.Guess,what’sthetimefor?

It’s______.It’stimefor_______.Step2:PresentationActivity1:Readandpredict

Readthepicturesandsay

Therearetwotalks.Wherearethey?Whoaretalking?Activity2:listenandfindout

Therearetwotalks?Listenandfindout.Whattime?Activity3:Checkandlearn

1)Whattime?What’sthetimefor/to?

It’s________.It’stime_____getup.(7:00a.m.to)

WhatdoesMumsay?___________isready.(breakfast)

It’stime___gotoschool.(to)

WhatdoesMumsay?Haveaniceday.

3）Minitalk

Amyandherfatherandmother.

4）Theyareatschool.

Guess,whatdoesMissWhitesay?

It’s8:30._______________.

It’stimetohaveEnglishclass./It’stimeforEnglishclass.Activity4:Watchandfindout

LookatMike.Howdoeshefeel?Hot.Why?Heislateforschool.Whatshouldwesaytohim?Don’tbelate.Getupearly.Activity5:ListenandimitateActivity6:Readandnumber.Activity7:Role-playStep3:ConsolidationActivity1:Lookandfil

Finishthetimetable.

WhatdoesAmydoat7:00a.m.?It’stimetogetup.

7:10It’stimetohavebreakfast.(把书本P31下面的填完）Activity2:Actandsay

Chooseonetimetoactandsay

A:Whattimeisit?

B:It’s...Yes.It’stimeto______.Activity3:ReadandsortStep4:ExtensionActivity1:ReadMike’sschedule

1)HelpMiketomakeanewschedule

2)Talkinpairs.Homework:1.Listenandrepeatthetextforthreetimes.

2.Recite“Let’stalk”板书设计教学反思教学内容Unit3Blet’slearn批注教学目标1.通过观察作息时间表、听音连线等活动，学习并掌握一日核心作息活动的动词短语：**getup,gotoschool,gohome,gotobed**，并能结合具体时间点，准确运用“It’s…It’stimeto…”的句型进行描述。2.借助“分析John的时间表”讨论活动，引导学生观察、倾听并识别时间安排中的问题（如“It‘s8o‘clock.Johnislate.”），运用所学语言指出不合理之处，并尝试提出改进建议，在解决问题中巩固语言运用能力。3.通过设计“我的理想作息表”活动，引导学生思考并规划合理的个人作息，理解规律作息（如按时起床、上学、就寝）对保障充足学习时间、促进身心健康的重要性，初步培养自我管理意识。教学重难点教学重点：掌握一日主要作息活动的核心动词短语，能听懂、认读并运用“It‘stimeto…”句型将时间与活动进行准确匹配与表达。教学难点：在理解时间表的基础上，分析并评价时间安排的合理性；将规律作息的认知转化为规划个人时间的初步能力，并理解其对于学习与生活的长远意义。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:EnjoyasongActivity2:Lookandsay

ShowAmy’stimetable.Look,fillandsay

Step2:PresentationActivity1:Readandmatch

WhataboutZhangPeng’sday?ShowZhangPeng’spictures.

Matchthetime.

Activity2:Lookandlearn

1)WhatdoesZhangPengdo?

Hesays:Igetup.

2)Thenhegoestoschool

WhatdoesZhangPengsay?

Ss:Igetupat7:00a.m.AndthenIgotoschoolat7:30a.m.

StudentssaylikeZhangPeng.

3)Lookatthispicture.WhatdoesZhangPengdo?

Gohome.Lookattheclock.Whattimeisit?

It’s9:00p.m.It’stimetogotobed.Activity3:Let’sspell

spellthewordsActivity4:ListenandimitateActivity5:Let’ssay

SaylikeZhangPeng.It’s_____.It’stimeto_______.Step3:ConsolidationActivity1:Lookandsay

ShowJohn’sdailyactivities.Studentslookandsay.Activity2:ListenandmatchActivity3：Lookandsay

ShowJohn’sschedule.

Lookandfindout:What’swrongwithJohn’sschedule.Activity4:MakeascheduleforJohnLet’smakeanewscheduleforJohn.Step4:ExtensionActivity1:Makeyourownschedule

Homework:1.Listenandread.

2.Copythewordsforthreetimes.板书设计教学反思教学内容Unit3BReadandwrite批注教学目标1.通过阅读和排序关于Mike一天中多个时间点的连环画式短对话，学生能理解语篇内容，梳理出从放学、晚餐、睡觉到次日早晨起床、上学的时间顺序，并识别Mike在“拖延”（如“Justaminute.”）与“迟到”（如“You‘relateforclass.”）中遇到的问题。2.通过观察时钟图片和补全句子的书写任务，学生能根据给定时间（如5:50p.m.）准确写出对应的活动安排（如“It‘stimetogohome.”），并尝试选择一个自己的时间点，用所学语言写出该时间应做的事情，初步建立“时间-活动”对应的书面表达能力。3.借助“Mike的问题出在哪？”以及“我的时间选择”讨论活动，引导学生反思不守时、拖延带来的后果（如玩不够、迟到），并思考如何做出更合理、即时的行动选择，从而更深入地理解单元核心问题——如何好好利用时间。教学重难点教学重点：理解关于作息安排的系列短对话，把握时间顺序与活动内容；能根据图片和时钟提示，正确书写描述活动的完整句子。教学难点：从Mike的系列行为中分析出“拖延”这一核心问题及其影响；将守时、即时行动的认知与自身的时间规划联系起来，并尝试用书面语言进行表达。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:EnjoyasongActivity2:SharpeyesReviewthetime.Activity3:What’smissingShowsomeactivities.Read.Activity4:LookandguessShowZhangPeng’sschedule.Lookandsay.Step2:PresentationActivity1:Readandsay

ShowthepictureonP31.LookatMike.Whathappened?

S:Heislate.

T:Doeshehaveagoodschedule?

S1:Maybenot.Activity2:Readandcircle

Whattime?Readandcirclethetime.Activity3:Readandfindout

1)Trytowritedowna.m.orp.m.andfindouttheactivities.TimeActivities5:50p.m.Gohome6:00p.m.dinner9:20p.m.bed7:40a.m.getup8:30a.m.classActivity4:Readandmatch|

Readthedialogue.Thenmatchthepictures.

1)Picture5.WhatisMikedoing?Whatdoeshesay?Whatdoesitmean?“Iwanttoplaymore.

2)Picture1.Whoaretalking?Mumanddad.

Wheredotheylookfor?

Whatdoesmumsay?

Maybeshesays:Mikeisnothome.

3)Picture2.Whatdoesitmean“Justaminute.”

Itmeanswait.WhatisMikedoing?Heisdoinghishomework.4)Trytoactmum:Mike.It’s7:40.Getupnow,please!

5)Hurry,Mike!It’s8:30.You’relateforclass.

Guess,what’smeaningof“hurry”?Activity5:Thinkandsay.

HowdoyouthinkofMike?

Doeshehaveagoodschedule?Activity6:ListenandimitateActivity7:Chooseonedialoguetoactout.Step3:ConsolidationActivity1:Lookandsay

LookatMikestimetable.WhatshouldMikedo?Fillandsay.

Activity2:LookandwriteChooseonetimetowritedown.Step4:ProjectActivity1:Listenandmatch

1)ListenandmatchP342)LookandsayActivity2:ThinkandsayHowcanwekeeptoourschedule?Activity3:Let’smake

Step1:Makeyourweekendschedule

Step2:Chooseawaytokeeptoyourschedule

Step3:ShareyourscheduleHomework:

1.Readthetextthreetimes.Andthentrytoreciteit.

2.Finishtheweekendschedule板书设计教学反思教学内容Unit3CReadingtime批注教学目标1.通过阅读连环画故事，学生能理解Sam在两周内从“作息混乱”（晚睡、上错课）到“变得有条理”（使用闹钟、提前计划）的转变过程，掌握故事中与时间安排和日程计划相关的核心表达，如“Timeforbed.”“Your…classwillbeginsoon.”“It‘stimeformy…class.”“Weshouldgosoon.”2.通过分角色朗读和小组合作表演故事片段，学生能复述Sam的日程安排，对比其前后的变化，并尝试运用所学语言描述自己周末的某项计划，提升在叙事中综合运用时间语言的能力。3.借助“Sam的改变说明了什么？”主题讨论，引导学生深入理解故事结尾的观点：“Agoodschedulemakesusorganized.Wecanplanourdayanduseourtimewell.”认识到合理规划时间能带来秩序、效率与从容，从而更积极地思考并尝试管理自己的时间，正面回应单元核心问题。教学重难点教学重点：理解故事的情节发展与核心信息，掌握描述日程安排与时间提醒的相关表达。教学难点：理解“规划”（plan）在时间管理中的具体表现与价值；将故事所传达的积极时间管理意识，迁移并应用到规划个人学习与生活的初步实践中。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandL