Unit 2 What time is it? 教案 (1)
step four consolidation & extension
1. use the time table model and practice using the other words, such as: one:what time is it?
two:it’s two o’clock. it’s time for music class.
one:what time is it?
two:it’s four o’clock. it’s time for p.e. class.
one:what time is it?
two:it’s eleven o’clock. it’s time for lunch.
2. a little test:
listen and tick or cross.（聽錄音，判斷圖片是否與所讀的句子相符。）
課本p16 let’s do 圖片1
課本p16 let’s do 圖片5
課本p16 let’s do 圖片3
() ()()
課本p16 let’s do 圖片2
課本p16 let’s do 圖片6
課本p16 let’s do 圖片4
( )()()
time for breakfast. drink some milk.
time for lunch. have some chicken.
time for dinner. eat some rice.
time for p.e. jump and run.
time for english. read and write.
time for music. sing and dance!
homework:
listen to the tape 3times
remember the new words and let’s do
on the blackboard:
put on the following cards on the black board.
unit two what time is it?
boysgirlsbreakfast english class lunch
musicclassp.e. classdinner
*what time is it?
it’s nine o’clock.
it’s time for english class.
teacher’s notes
在教授這一節課時， 學生總體上來說是比較容易的。
但是早餐這個單詞，其正確的發音是這節課的難點、
其次是，句子的導入在情景中， 學生自然而然的明
白其含義，作到了于教學與情景中，提高了課堂效率。