课题 教材 分析 课时 Unit-8 Mocky is late Key points: What time is it? It’s … o’clock. It’s time to …. It’s time for …. Difficult points: We’re not early. It’s fixed. 第六课时 We’re late. My watch is broken. My watch is slow New words: “time” expression and the numeral 1.The students can read the words and recognize the words preliminary. 教学 目标 2. The students can describe the time in English. 3. The students can grasp how to pronounce “oy”, “oi” 4. Developing the pupil’s ability of co-operation by group work. 课前 准备 Courseware, audiocassette recorder, new words cards Unit 8 板书 设计 What time is it? Mocky is late It’s … o’clock. It’s time to …. It’s time for …. 教 学 活 动 设 计 Step1. Warm up: 设计意图 T: Class begins! Morning! Boys and girls! S: Morning ,teacher! Practise the students’ listening T: Sit down, please! And speaking Step2. Review 1. 2. Review the numbers one through twenty in a class drill. Review the numbers. Write the word thirty on the board. Say the number aloud and have the children repeat it after you. 3. Repeat the procedure for the other numbers. Step 3. Ask and find out 1. Have the children open their books at page 23. Draw their attention to the two children on the bottom of the page. Tell them Ken is interviewing the other boy. 2. Point to the sentences in the speech bubbles and have the children read. Then model the sentences and have them repeat. Ask the children to know the new languages of this unit and at the same time, consolidate the key point for this unit. 3. Draw the children’s attention to the table at the bottom of the page. Point to the activities listed in the table and tell the children that they are going to interview each other for the time when they do these activities. 4. Copy the table onto the board. Point to the first item and ask a child, “What time do you go to school every day?” Elicit the answer from the child. Then write down the time on the line provided in the table. 5. Put the children into groups and have them interview each other. 6. At the end of the activity, call up individual child to report his / her findings. Step 4. Sounds and letters 1. Draw the children’s attention to the pictures at the top of the page. Explain that they will hear words that have the “/ oi /” sound. Consolidate the contents have learned. 2. Play the tape and have the children say the words aloud. 3. Check that the children’s pronunciation is correct by asking individual child to repeat the words after you, or after the tape. Step 5. Listen for sounds 1. Direct the children’s attention to cross the correct picture. Show your copy of the page and point to the first row of pictures. Tell the children that three of the words have an / oi / sound in them but one word doesn’t. 2. Play the first four words on the tape. Have the children point to each picture illustrating a word with an / oi / sound as they hear the word. 3. Play the tape again. This time have the children cross word without / oi / sound in it. 4. Repeat the procedure for the second row. Step 6. Read with Uncle Booky 1. Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. 2. Play the tape for the first four words. Have the children point to each word that they hear in the tape. 3. Ask the children if they can find that all the words have an / oi / sound. Ask the children to know the new languages of this unit 4. Tell the children to find out how to read the last two words. 5. Play the tape for the last two words and have children repeat. and at the same time, consolidate the key point for this unit. 6. Repeat the procedures for the other words. Step 7. Extend Have the children find out some words with “oy” or “oi”, but they don’t have / oi / sound. Step 8. Sum up Must do: 1.Read the new words 5 times in part “Sounds and letters” at home. 作 业 业 设计 2. Copy the new words 4E 1C. 3. Preview page 24 . Choosing do: 教学 反 思 思 Find out some words with / oi /. The children have grasped how to pronounce “oy”, “oi” and most of them say out many words with “oy” and “oi”.