unit8 mocky is late
it's twelve thirty. it's nine forty-five. 2. point to the activity one by one and say the sentences correctlya. what time is it?b.it's three o'clock. it's time to play with friends. a. what time is it?b. it's seven thirty. it's time for dad's birthday party. step 3. practice1.pair workwhat time is it?it's____.it's time to______.it's time for_______.2.listen and matchplay the tape and let them finish the part and review the answers in a class drill.step 4. consolidation1.finish the part "read and check."t: this is lulu.we are going to talk about his busy day in english.first you read it by yourselves then talk about it in pairs. then finish the answers. 2.check up in pairsstep 5. sum up第三人稱單數做主語時,謂語動詞的正確運用。listen to thisstructure: it’s … o’clock.let’s sing!1. “tick, tock” is the sound for the hands running on the clock.2. “hand” is the pin on the clock. 3. study the phrase “go around”. 4. understand the meaning of “that’s the time now on the clock.”talk together1. activity: what time is it?2. structure: it’s time to….(but for “english class ” and “dinner”, “it’s time for” should be used.)compare the usage of “it’s time to ….” and “it’s time for….”listen and matchstructure: it’s … o’clock.it’s time to ….1.write the time twice with chinese2.write the sentences down on page 193.make your own day's diary and next class talk about it in pairs. 教學反思 1.看表盤說時間是難點,分不清時針和分針,要多看多說2。 不能正確的運用介詞to ,for.教學過程 第( 4 )課時 reading comprehension基礎設計
集備后修改、補充step 1 warm-up and revision 1. free talkwhat day is it today?what day is it tomorrow?what is the weather like today?2.show them a big clock then change the small hand to express the defferent time ,let students ask and tell the time.a. what time is it?b. it's one fifteen. it's four thirty. it's twelve forty--five.3.play the tape and sing the songstep 2 presentation and drill1.let students open the books to page20 and read together in pairs. 2.play the tape and have them point to each word .then play the tape again and repeat them one by one following the tape.3.encourage them to say the sound first then tell them the correct sounds.