Module8 第4课时教学设计
一、教学内容
年级上册第八模块第4课时Unit2 activities 4, 6 &7
二、教学目标
1. 能了解字母及字母组合s，c，z, th，sh，r，h的发音规则。
2. 能问答在具体时间里有什么课程或做什么事。
三、教学重难点
（一）重点
What do you do at …o’clock? I do…句型。
（二）难点
根据发音规则拼读单词及制作时间表以进行问答练习。
四、教学准备
1. 单词卡片
2. 电子白板、电子课本
3. 多媒体课文录音、动画（可从优教通平台之间打开）
4. PPT 课件
五、教学设计
Step 1: Warm-up
1. Look and read. 练习数字 1一60。
老师展示手指询问学生看到了多少？老师慢慢加快速度，学生快速说出来。
2. Clap and say.练习句子。
老师拍手掌并问学生：Listen，what time is it now? 学生回答：It’s ...o’clock.
3. Do and say.回忆课程类单词。
老师通过肢体语言让学生回忆学校课程类词语：music，art，computer，math，Chinese，English，PE，Social Studies（社会课程），Moral Education（思想品德课程）
设计意图：复习1—60的数字是为了让学生重温时间的表达方法，接下来说了说课程的词语，为下面操练句子：What do you do you do at three o’clock? I have ...at ...o’clock 做好了衔接。
Step 2: Mime, ask and answer.
Look at the form carefully, then ask and answer like Activity 6.
Name姓名
Time 时间
 Classes 课程

A
3 o’clock
Music

B



C



D



(1) 师生之间进行操练问答。
(2) 同桌之间相互询问时间及要上的课程，内容必须不相同，然后把主要信息记录下来。
(3) 老师根据学生记录的表格信息进行询问：Is it ...o’clock? Do you have…at … o’clock? Does he/she have …at…?
设计意图：有了步骤1的铺垫，此环节能够顺利地进行，学生能顺利进行问答。老师再根据学生记录的表格信息进行询问，可以反复让学生巩固新知识。
Step 3: Do and say.（完成课文活动7）
T: Now we can express the time and classes, let’s talk about the things you do at the correct time.
(1) Say and do.
老师说一天的任意时间，学生回答在指定时间做的事。如：
T: 7 o’clock in the morning.
Ss: Get up.
…
(2) Exchange.
一学生说昨天的任意时间，其他学生举手回答在指定时间做过的事。如：
S1: 7: 20.
S2: Went to school.
S3: Had breakfast.
…
(3) 四人小组操练问答。
S1: What do you do at 7: 20 in the morning?
S2: I go to school.
S1: Did you go to school at 7: 20 yesterday?
S2: Yes, I did.
S3: No, I didn’t. I went swimming.
S4: I did morning exercises.
(4) Make a timetable.
制作一份表格信息，每组成员自己填写好主要信息。
Time
Every weekday
Yesterday

7: 20
S1: go to school
S2: go to school
S3: have breakfast
S4: read books
S1: watched TV
S2: played basketball
S3: went swimming
S4: did morning exercises


10: 00



17: 30



21: 30



(5) 每组派一名学生进行班上汇报。
设计意图：通过完成此调查任务活动，培养学生的团队协作和合作意识，同时培养学生的综合语言运用能力。
Step 4: 语音教学（完成课文活动4）
1. 在小黑板上写出单词sun和rice，教师读，并在字母“s”利 “c”下面画线。教师再读单词，启发学生发现它们的特点：字母不同，读音相同。用同样的方法教zoo，nose，this，mother，shoe，fish，red，robot，house，head，让学生在小黑板上画出各组单词中读音相同的字母或字母组合。
2. 播放第一遍录音，学生认真听。
3. 播放第二遍录音，在每组单词后停顿，学生跟读。
4. 学生齐读单词，并理解单词含义。
5. 学生讨论单词中的字母c/s发音[s]；z/s发音[z]；th发音 [ð]；sh发音[ʃ]；r发音[r]；h发音[h]的其他单词，并反复朗读和总结。
设计意图：通过反复朗读，引导学生感知发音规律并做好总结。
Step 5: 听力练习
Listen and answer the questions about John.
Questions
John’s Answers

What time do you get up?
Do you go to school by bus?


What did you do after school yesterday?


When did you do your homework yesterday?


What time did you go to bed yesterday?


What do you do at the weekend?


听力材料：
Girl: Hi John, How are you?
Boy: I’m fine.
Girl: Can I ask you some questions, John? It’s for a school project.
Boy: Yes.
Girl: What time do you get up?
Boy: At six o’clock
Girl: How do you go to school? By bus?
Boy: No, I walk to school.
Girl: What did you do after school yesterday?
Boy: I read a book and then I did my homework.
Girl: What time did you do your homework?
Boy: At half past five.
Girl: What time did you go to bed?
Boy: At about nine o’clock.
Girl: What do you do at the weekend?
Boy: I play football and watch TV.
设计意图：培养学生的听力能力，通过练习让学生增强获取文章主要信息的能力。
Step 6: Homework
1. 找找还有哪些单词中的字母c/s发音[s]；z/s发音[z]；th发音[ð]；sh发音[ʃ]；r发音[r]；h发音[h]，读一读并了解其意思。
2. 完成课本配套相应练习。
六、板书设计
Module 8
Unit 2 Yesterday I went to Sam and Amy’s school.
Look! What time is it now?
What do you do at three o’clock?
I have Music at three o’clock.
Did you do sth at... o’clock yesterday?
Yes, I did. /No, I didn’t.
s/s[s] th[ð] r[r] z/s[z] sh[ʃ] h[h]


七、回顾总结
句子：What do you do at three o’clock? 是询问“在三点钟你会做什么事情?”。它的回答可以是：I do sth at three o’clock.也可以回答：I have…（某一课程）at three o’clock.询问某人在过去某个时间是否做过某事用：Did you do sth at...? 对应回答是：Yes, I did. /No, I didn’t. 此处要注意前面用了Did询问，后面的动词要还原。
八、教案点评
本教案先复习1—60的数字是为了让学生更好地表达出时间。通过表格的形式呈现操练内容，一目了然，对比性强，还降低了知识的难度，避免了学生畏惧开口表达和怕说错的心理。