3B Unit 4 What time？
4.t: now, i will tell her the time,then next one ask her what time is it? tell her lowler (the first clock) if you want to know?ask her?what time is it?you tell her.it’s……yes,it’s seven o’clockin the morning.(貼在黑板上。)
（在點撥what time is it?之后，讓學生通過傳話游戲掌握時間的問答。傳話用的時間正好是早晨的7點，中午的12點，晚上的6點三餐時間，又為下面的三餐學習做了鋪墊。）
5.t: next one yes,it’s twelve o’clock at noon .（ 貼在黑板上）(the second clock) next one it’s six o’clock in the evening. （貼在黑板上）(the third clock)
6.t:now,let’s see, the first one?what time? yes,it’s seven o’clock in the morning next one? the last one.;can you ask another one?
you try ,choose your team member.next one?
（二）、
7.t:it’s seven o’clock in the morninig? it’s time for breakfast, yes?it’s time for breakfast, breakfast, breakfast, it’s time for breakfast, “it’s time for….”what’s the meaning?
t: “it’s time for….”means,“該干什么了�！被蛘摺暗礁墒裁吹臅r間了�！�
“ 該吃早飯了�！眎t’a time for breakfast. pay attation to this word “breakfast” (drilling) breakfast .breakfast it’s time for breakfast.now,i say breakfast, you say it’s time for breakfast.
11. t:then,it’s twelve o’clock at noon. it’s time for…..yes! lunch.
look at this word,“lunch”“該吃午飯了” who can write this word?（老師和孩子一起拼讀單詞）can you say the sentence?(在前面寫單詞的同學)（通過學生自己板書、自己學習午餐、晚餐，培養學生自主學習。）
12.t: now,look, it’s twelve o’clock at noon. it’s time for…..yes! supper. guess,what’s the meaning?yes.“晚飯” who can write this word?（老師和孩子一起拼讀單詞）can you say the sentence?(在前面寫單詞的同學)can you say “該吃晚飯了”yes, a clever boy.“it’s time for supper.”supper supper it’s time for supper.
四、consolidation:
t: now,look at the blackboard try to say the pictures.it’s seven o’clock,it’s time for breakfast. it’s twelve o’clock.it’s time for lunch.it’s six o’clock ,it’s time for supper.
ok,let’s listen to the recorder.you can read lower. this time try to speak louder.
五、practise
1.t: now ,take out your clocks ,move the hour hand,at six o’clock,at twelve o’clock.at seven o’clock and so on.try to speak by yourself.
2. ok,now,let me see what time is it?hello, what time is it?……….it’s ….. it’s time for……（當學生掌握了基本句型后，就應該創設情境讓學生在情境中運用所學的句型進行練習，培養學生用英語進行交際的能力。通過手中的小時鐘，創設對話情景，學生將所學的知識用到實踐中去，使學生獲得成就感。更重要的是在有限的時間里每個學生都獲得足夠的實踐機會，實現了全體參與、群體互動！