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Unit 3 Time for school
教学 内容 Unit 3 Time for school A let’s talk 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：“What time is it ” “It‘s … o’clock.” 以及“… It‘s time for…”；同时能在语境中感知不同时区的时间表达，如“In Beijing, it’s 7:10 p.m. What time is it there ” 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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing
Sing a song about “Time ”
What’s this song about It’s about Time. Activity2: Read and choose What can tell us the time
Show some pictures to choose.
Many things can tell us the time.
We often use the clock.
2) Show some clocks to say
It’s ____ o’clock.
Activity3: Look and say
We do different things at different time. Show some activities to say.
Step2: Presentation Activity1:Read and predict Read the pictures on P28. Who are in the picture John, Binbin, and a Man
2) Where are they They are at school
3） What are they doing They are playing basketball. Activity2: Listen and find out
1) When is it
School is over.
2) Where do they go
They go to the playground.
2) Listen and check.
School is over. They go to the playground. They will play basketball.
Activity3: Listen and fill
1) When is it
Picture one--> School is over.
Picture 2--> Five o’clock
Picture3--> Six o’clock
2) Check and learn
Ask and answer:
A: What time is it
B：It’s _____ o’clock. Activity4: Watch and find out
Show the man. What does he do
He is a school guard. (让学生自主读出guard)
What does he tell the kids Let’s watch and find out.
Act the school guard: Time to go home, kids. Activity5: Listen and imitate Activity6: Read and fill Activity7:Role-play Step3: Consolidation Activity1: Read and sort
Show a map. Name the places.
Beijing, New York, Sydney, London
Activity2: Ask and answer
Show the clocks on P28
A: In Beijing, it’s 7:10 p.m. What time is it there
B: It’s 7:10 p.m. It’s time for breakfast.
Ask and answer in pairs. Step4: Extension Activity1: Enjoy a video
Sing with it. Homework: 1. Listen and repeat the text for three times.
2. Recite “Let’s talk” 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 Unit 3 Time for school A let’s learn 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, English class, maths class，并能结合时间正确运用核心句型“It‘s … It’s time for…”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‘s time for lunch. Let’s have some chicken.”，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‘s time for…”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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing
Sing a song. Review the time
Activity2: Recall and say
What time is it
It’s 4:30. Class is over.
It’s 5:00. They play basketball.
It’s 6:00. It’s time to go home. It’s time for dinner. Activity3: Review
We do many things We drink some milk.
We eat some chicken. We eat some rice.
We have maths class. We count and write.
We have art class. We draw a picture.
W have English class. We read and write.
Step2: Presentation Activity1: Listen and tick
Show John and BInbin. They are talking about Binbin’s timetable.
Listen and find out.
What time it What’s the time for
It’s 7:20. It’s time for breakfast. Activity2: Let’s learn
Learn the words one by one quickly.
Activity3:Read and match
Activity4: Listen and imitate Activity5 Listen and Match
Show Binbin’s Time clock
Say the time:
Then listen and match the activities.
This is my time table. It’s 8:40. It’s time for English class.
It’s 10:15. It’s time for maths class.It’s 12:00. It’s time for lunch. It’s 2:55p.m. It’s time for art class.It’s 6:30 p.m. It’s time for dinner. Activity6 :Look and say
Say Binbin’s timetable.
It’s _____. It’s time for... Step3: Consolidation Activity1:Read and match
Show the pictures of Listen and do. Read the pictures. Then match the sentences. Activity2: Listen and match
Listen to “Listen and do” , Match the sentences. Activity3: Activity4: Listen and do Activity5: Read and say quickly
Students say the sentences quickly. Time wheel.
It’s _______(time). It’s time for _________.
Step4: Extension Activity1: Make your schedule Step1: Write down the time
Step2: Write down what you do.
Step3: Ask and answer
A: What time is it
B: It’s ______. It’s time for ________.
A: Yes, Let’s ________. Homework:1. Listen and read.
2. Copy the sentences for three times. 3. Finish the schedule
板书设计
教 学 反 思
教学 内容 Unit 3 Time for school A let’s spell 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 / (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”（get up early）、“按时行动”（It‘s time to…）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 / (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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Sing the time song
Review the time. Activity2:Listen and do Activity3:Recall and say
Show Binbin’s schedule. Say something.
It’s ______. It’s time for...
It’s 6:50. It’s time to get up. Activity4:Let’s review
This is Zoom’s _______(sisiter). And this is his ______(father).
In the _______, after ________. Father is ________ a ________.
Zoom is ________with some ________.
Look at Zip. She is ________.
Step2: Presentation Activity1: Look and say
Zip is sleeping and dreaming.
What’s in her dream Who is she in her dream
”I’m Ford the hero.”
Act like Ford.
Activity2: Listen and match What does he always do Listen and match the phrases with the pictures.
Get up early ride my horse work Activity3: Listen, check and learn
1) I get up early in the _________. (morning)
Spell the word “morning”
2) How does she go to help others
“I ride my horse to help others.”
Spell ‘horse’.
3） I work all over the world.
Spell the word: work, world Activity4: Listen and number
Listen to the whole story. Then number the pictures.
Activity5: Listen and repeat. Activity6: Read and circle the words with ‘er’
1) What does ‘or’ sound
2) read more words with ‘or’ 发现规律w后’or”发/3:/ Activity6: Fill and say Step3: Consolidation Activity1: Read, listen and circle Read the words together
2)Listen and circle Activity2: Read, listen and write Activity3: Let’s spell
Spell more words with ‘or’ Step4: Extension Activity1: Read a new story Spell the words with ‘or’. Read the words
2) Read the new story.
Homework: 1. Recite the short story
2. find more words with ‘er’
板书设计
教 学 反 思
教学 内容 Unit 3 Time for school B let’s talk 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’s time to get up/go to school.” “It’s time for English class.” 以及道别与祝愿用语“Have a nice day!”，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’s time to…”和“It’s time for…”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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Sing a song Activity2: Free talk What do you usually do every day
Activity3: Review and say 1) Here is the school schedule for the students. Look and say the time together.
7:00 a.m. 7:10 a.m. 7:30 a.m. 8:30 a.m. 9:20 a.m. 12:00 p.m. 2:10 p.m. 3:00 p.m. Guess, what’s the time for
It’s ______. It’s time for_______. Step2: Presentation Activity1:Read and predict
Read the pictures and say
There are two talks. Where are they Who are talking Activity2: listen and find out
There are two talks Listen and find out. What time Activity3:Check and learn
1) What time What’s the time for/to
It’s ________. It’s time _____get up. (7:00 a.m. to)
What does Mum say ___________ is ready. (breakfast)
It’s time ___ go to school. (to)
What does Mum say Have a nice day.
3）Mini talk
Amy and her father and mother.
4） They are at school.
Guess, what does Miss White say
It’s 8:30. _______________.
It’s time to have English class. /It’s time for English class. Activity4: Watch and find out
Look at Mike. How does he feel Hot. Why He is late for school. What should we say to him Don’t be late. Get up early. Activity5: Listen and imitate Activity6: Read and number. Activity7: Role-play Step3: Consolidation Activity1: Look and fil
Finish the time table.
What does Amy do at 7:00 a. m. It’s time to get up.
7:10 It’s time to have breakfast.(把书本P31下面的填完） Activity2: Act and say
Choose one time to act and say
A: What time is it
B: It’s ... Yes. It’s time to ______. Activity3: Read and sort Step4: Extension Activity1: Read Mike’s schedule
1) Help Mike to make a new schedule
2) Talk in pairs. Homework: 1. Listen and repeat the text for three times.
2. Recite “Let’s talk”
板书设计
教 学 反 思
教学 内容 Unit 3 Time for school B let’s learn 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：**get up, go to school, go home, go to bed**，并能结合具体时间点，准确运用“It’s … It’s time to…”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‘s 8 o‘clock. John is late.”），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‘s time to…”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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Enjoy a song Activity2: Look and say
Show Amy’s time table. Look, fill and say
Step2: Presentation Activity1: Read and match
What about Zhang Peng’s day Show Zhang Peng’s pictures.
Match the time.
Activity2: Look and learn
1) What does Zhang Peng do
He says: I get up.
2) Then he goes to school
What does Zhang Peng say
Ss: I get up at 7:00 a.m. And then I go to school at 7:30 a.m.
Students say like Zhang Peng.
3) Look at this picture. What does Zhang Peng do
Go home. Look at the clock. What time is it
It’s 9:00 p.m. It’s time to go to bed. Activity3: Let’s spell
spell the words Activity4: Listen and imitate Activity5: Let’s say
Say like Zhang Peng. It’s _____. It’s time to _______. Step3: Consolidation Activity1: Look and say
Show John’s daily activities. Students look and say. Activity2: Listen and match Activity3：Look and say
Show John’s schedule.
Look and find out: What’s wrong with John’s schedule. Activity4: Make a schedule for John Let’s make a new schedule for John. Step4: Extension Activity1: Make your own schedule
Homework:1. Listen and read.
2. Copy the words for three times.
板书设计
教 学 反 思
教学 内容 Unit 3 Time for school B Read and write 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“Just a minute.”）与“迟到”（如“You‘re late for class.”）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5:50 p.m.）准确写出对应的活动安排（如“It‘s time to go home.”），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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Enjoy a song Activity2: Sharp eyes Review the time. Activity3: What’s missing Show some activities. Read. Activity4: Look and guess Show Zhang Peng’s schedule. Look and say. Step2: Presentation Activity1: Read and say
Show the picture on P31. Look at Mike. What happened
S: He is late.
T: Does he have a good schedule
S1: Maybe not. Activity2: Read and circle
What time Read and circle the time. Activity3: Read and find out
1) Try to write down a.m. or p.m. and find out the activities. TimeActivities5:50 p.m.Go home6:00 p.m.dinner9:20 p.m.bed7:40 a.m.get up8:30a.m.class
Activity4: Read and match|
Read the dialogue. Then match the pictures.
1) Picture 5. What is Mike doing What does he say What does it mean “I want to play more.
2) Picture1. Who are talking Mum and dad.
Where do they look for
What does mum say
Maybe she says: Mike is not home.
3) Picture 2. What does it mean “Just a minute.”
It means wait. What is Mike doing He is doing his homework. 4) Try to act mum: Mike. It’s 7:40. Get up now, please!
5) Hurry, Mike! It’s 8:30. You’re late for class.
Guess, what’s meaning of “hurry” Activity5: Think and say.
How do you think of Mike
Does he have a good schedule Activity6: Listen and imitate Activity7: Choose one dialogue to act out. Step3: Consolidation Activity1:Look and say
Look at Mikes time table. What should Mike do Fill and say.
Activity2: Look and write Choose one time to write down. Step4: Project Activity1: Listen and match
1) Listen and match P 34 2) Look and say Activity2: Think and say How can we keep to our schedule Activity3: Let’s make
Step1: Make your weekend schedule
Step2: Choose a way to keep to your schedule
Step3: Share your schedule Homework:
1. Read the text three times. And then try to recite it.
2. Finish the weekend schedule
板书设计
教 学 反 思
教学 内容 Unit 3 Time for school C Reading time 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“Time for bed.” “Your … class will begin soon.” “It‘s time for my … class.” “We should go soon.” 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：“A good schedule makes us organized. We can plan our day and use our time well.” 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 & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing “ ”
Activity2: Revision Show some time and activities. Look and say. Activity3: Recall and say
Show my schedule. Look and say.
It’s ______. It’s time to/for ______. I often... Step2: Presentation Activity1: Read and predict Read the pictures.
1) Who are in the story
Mum , Sam and Sarah
2) When Friday night, 7 April. Saturday morning, 8 April.
Saturday morning, 15 April.
On the weekend. Activity2: Read and find out
1) What’s the different between the two weekend
Sam goes to bed late. Sam is late for the music class.
Sam has a plan. He can plan things well. Sam goes to bed on time. Sam has the music class on time.
2）Read and match
Match the pictures with the sentences.
A. Sam goes to bed late.
B. Sam is late for the music class.
C. Sam has a plan. He goes to bed on time. Sam has the music lass on time.
E. Sam can plan things well. Activity3: Read for more
1) Picture 1-2, Read and say: How does mum feel She is angry.
2) Picture 3-4, What music class does Sam have On line class.It needs a class code.
3) Picture 5. What is Sam doing He’s making a plan.
Let’s read the plan together.
4) Picture6-7 How does Sam keep to his schedule Use a watch alarm Activity4: Watch and make a title for the story Sam can plan well Activity5: Listen and repeat Activity6: Let’s act the story Act the story in pairs.
Step3: Consolidation Activity1: Finish the exercise book Homework: 1. Listen and repeat the text three times.
2. Share the story in your family.
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