Unit8 Mocky is late導學案
unit8 mocky is late導學案教學目標(三維融通表述):
1. 通過教師設置情景，教師引導學生觀看圖片、動畫等多種形式，學生能夠理解故事內容.
2. 通過讓學生觀察時鐘，學生能夠理解和運用下列句型進行簡單的時間表達：what time is it? it’s …o’clock。
3. 通過情境，孩子能初步認讀詞匯：time, late, early, hurry, o’clock.
4 培養學生每天吃早飯的習慣.
教學重點：
1. 詞匯：time hurry early late o’clock broken fix fixed won’t
2. 句型：what time is it？it’s……o’clock. it’s time to/for…….
3. 故事：理解故事大意,并初步認讀故事。
教學難點：
1. 故事的認讀.
2. 對功能句型的理解you won’t be late again. it’s time to /for…..
教學過程：
step1：warming up
t: “oh, i’m sorry. i’m late. i won’t be late again.” then teach “late” ,“i won’t be late again.”
ss: listen , understand and learn.
t: have ss look at a clock and observe the time , and then learn the words and the sentence structure: time , o’clock, early , hurry. what time is it ? it’s ……o’clock.” “it’s time to have our english class.” and write the sentences on the blackboard.
ss:look and learn the words and the sentence structures.
【設計意圖：設置情景，引出本課所學內容，使學生積極參與到本課所學內容中，從而調動學生學習的積極性】
step2: presentation
(一) 整體呈現故事
picture 1: t: “what is mocky doing?” “ what time is it ?” “ what is mocky going to do?”
ss:”mocky is looking at the clock.” “ it’s four o’clock.” “ visit uncle booky.”
t:” yes. it’s time to visit uncle booky.”
t: “ is mockky late?”play the story without stopping .
【設計意圖：整體呈現故事， 讓學生了解語境】
(二) 逐圖分析故事
t: is mocky late?
ss: yes. mocky is late.
t: write the topic “mocky is late.”on the blackboard.
picture 2/3: what is happening now?”
picture 4: what time is it?
(elicit, “it’s five o’clock.”
picture 5: what do you think bobby is asking mocky?
picture6: what is mocky looking at?
picture7/8: what is happening now?
picture9: what do you think is wrong with mocky’s watch?