My hobby
I am Cendy. I am in Nanhai Experimental Primary School. I am in Class 9, Grade 6. I am tall and thin. I live in Dali. I have many good friends. I often play with them.
I have many hobbies, riding a bike, drawing pictures and reading books. But I like to read books the best. Because of reading books is good for my study. I also like riding bikes. Because of it does a lot of good to my body. What’s your hobby? Can you tell me?
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Unit 8 Mocky is late
本单元的主题（单元名称） 教学对象分析 本单元的 教学目标 Unit 8单元教材分析 Mocky is late The students have learned the questions and key form about time. 1.The students can read the words and recognize the words preliminary. 2. The students can describe the time in English. 3. The students can grasp how to pronounce “oy”, “oi” 4. Developing the pupil’s ability of co-operation by group work. New pattern What time is it? It’s … o’clock. It’s time to …. It’s time for …. New words: “time” expression One o’clock, two fifteen, three thirty, four forty-five Extend the other expression with “quarter”, “to”, “past”, “half past”. 1. Key points 4-skilled words: “time” expression One o’clock, two fifteen, three thirty, four forty-five New structures: 1. What time is it? It’s … o’clock. It’s time to …. It’s time for …. 2. Pronunciation: Sounds and letters: oy, oi 本单元的 教学内容 本单元的 教学重难点
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课题 Unit 8 Mocky is late 课型 新授 时数 9 教学 1.The students can read the words and recognize the words preliminary. 目标 2. The students can describe the time in English. (重点 3. The students can grasp how to pronounce “oy”, “oi” ☆ 4. Developing the pupil’s ability of co-operation by group work. 难点 1. Key points 4-skilled words: “time” expression △) One o’clock, two fifteen, three thirty, four forty-five New structures: 1. What time is it? It’s … o’clock. It’s time to …. It’s time for …. 2. Pronunciation: Sounds and letters: oy, oi 课前 教学过程中所需的图片、录音、课件、动画素材，以及上课时的单词卡片。 准备 教师准备相关媒体的播放设备，如录音机、电视、电脑等。 严格“六规范”，提高课堂质量。随着学习内容的扩展，教师需要通过认真备课，认真设科研课计，有意识、有计划地培养学生的合作精神和创新意识，引导学生通过以旧带新的方式自主题落实 学习，同时也要注重合作学习。 板 书 设 计 Unit 8 Mocky is late Unit 8 Mocky is late early hurry What time is it? late It's one o'clock. o'clock 课 后 小 结 作业 设计 个别学生读音不好，特别是这些单词： late clock o'clock it's now 教学中要加强语音练习，保证读音正确。 1. Read the text 5 times. 2. Copy the new words. 3. Preview next lesson. 选做：小组表演课文或者背诵课文
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教学过程 第（ 1 ）课时 Text
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一、Warm-up and revision: Watch the video and sing the song together. Ten little Indians T: Now let's play the \"snake\" \"crab\" and \"snake and crab\" game. 二、Presentation and drills: 1.T: Who is wearing a watch? Please put up your hand. Look, what is this?(show teacher's own watch) Yes, it is a watch. In Chinese, ask the students what time it is. 2. Explain to the students that in this lesson we are going to learn how to ask and tell the time in English. 3.Present the question,What time is it? Write the question on the blackboard and explain its meaning. Have them repeat the question after me one by one. (show the watch and tell the time) Oh. It's one o'clock. write the word o'clock on the blackboard and have them read it one by one. 4.Take a clock to the students, then make the time to two o'clock. saying : It's two o'clock. Repeat the way for each hour, from three o'clock through twelve o'clock. 5.Discuss the questions in groups of four after they have watched the videoe. p 1 What is Mocky doing? P2/3 What is happening now? p4 What time is it? p5 What do you think Booby is asking Mocky? p6 What is Mocky looking at? p7/8 What is happening now? p9 What do you think is wrong with Mocky's watch? (present the word broken) p10 What do you think Uncle Booky has done to Mocky's watch. (present the word fix and its past tense form fixed) 6.Watch again and read the dialog. 7. Act out the dialog with a partner. 四、Practice: 1. Substitution. A: What time is it? B: It's one o'clock. 2. Pair work. 五、Consolidation: Text 1. Key structure: What time is it? It’s … o’clock. It’s time to …. It’s time for …. 2. Pronunciation of “o’clock”. 3. Antonyms: We’re not early. We’re late. 4. “-ed” participle used as adjective. My watch is broken. It’s fixed. 5. “Now you can’t be late.” Better say, “You won’t be late.” 6. Understand the meaning of this statement, “My watch is slow.” Words to learn “time” expression One o’clock, two fifteen, three thirty, four forty-five Extend the other expression with “quarter”, “to”, “past”, “half past”. 1. Listen to the tape and read the dialog fluently. 2. Copy the base sentences twice 3.Tell the story to your family 4.Tell the time in English to your friends 5.Preview the part\"words to learn\" 5
Unit8 第4课时
一、教学目标
1. 能在教师的有效引导下完成Part B和Part C中的检测活动，乐于参与课堂上 的活动。
2. 能演唱Let’s sing部分的歌曲Where Are You from?并能通过演唱复习巩固如何就来自哪里进行问答。 二、教学准备 1. 教师准备：
(1) Let’s sing部分及Listen and tick部分的音频。 (2) Let’s sing部分的人物头饰。
(3) 长城、自由女神、伦敦塔桥的图片，一张世界地图和一张中国地图。 (4) 写有下列句子的纸条： Good afternoon! / Good morning! Where are you from? Where do you come from? Can I help you? Have a good time! (5) 自己家乡的照片。
2. 学生准备：自己家乡的照片。 三、教学方法建议
I. 课程导入（Lading In） 1. 课前问答
教师借助课前问答环节，引导学生进行简单交流，用本单元的重点句型进行相关问答，以复习和巩固本单元的主要内容，以下内容可供参考：
T: Good morning, everyone!（教师随意拿起S1放在桌子上的家乡的照片）S1, what’s this?
S1: It is my hometown.
T: Oh! Beautiful! Where are you from? S1: I’m from...
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T: Is it far from here? S1: Not very far.
T: So I can visit your hometown by bus.
T & S1: Yes. You are right. Welcome to visit my hometown!（教师引导学生说出来） T: Thank you. 2. 新课导入
教师逐一展示长城、自由女神及伦敦塔桥的图片，师生问答： T: What’s this?
Ss: It’s the Great Wall / the Statue of Liberty / the Tower Bridge. T: Where is it?
Ss: It’s in Beijing (China) / New York (the USA ) / London (the UK ). …
II. 课程展示活动和过程的设计建议（Presentation） 1. Part B Let’s sing
教师承接上一环节，拿出Let’s sing部分的人物头饰，引出本节课的新授部分： T: Now, I want to introduce some friends to you. They are Tony, Jenny and Billy. Let’s listen to a song. Later, tell me where they are from. OK? Ss: OK!
(1) 教师播放歌曲Where are you from?的读词部分，要求学生跟读，熟悉歌曲内容、了解歌曲大意。
(2) 教师再次播放读词部分，并通过图片、动作、表情帮助学生理解其含义；然后提出如下问题，了解学生对歌曲的理解情况：
Question 1: Where is Tony boy / Jenny lady / Billy boy from? Question 2: Where does Tony boy / Jenny lady / Billy boy live?
(3) 教师播放歌唱部分，并配以相应国家及城市名胜的图片，带领学生逐句跟唱歌曲。 (4) 教师再次播放歌唱部分，让男女生分别跟唱歌曲的问和答。最后以大组为单位或者男女生分组进行比赛，看看谁唱得更好。 2. Part C Listen and tick
(1) 播放录音前，教师可引导学生快速浏览本部分的文字，以便学生理解。
(2) 教师播放Listen and tick部分的录音，学生根据所听到的内容，勾出相应的选项。
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(3) 教师逐段播放录音，并组织学生就听力内容两人一组进行问答。以此方式带领学生核对答案。
(4) 本部分的录音内容如下： 1. A: Where are you going? B: I’m going to Guangzhou. A: Is it far from here? B: Yes, it is.
2. A: Li Qin, are you from Lanzhou? B: Yes, I am. A: Is it autumn now? B: Yes, it is.
3. A: Where is Mr. Black from? Is he from the UK? B: No.
A: Is he from Australia? B: No. He is from the USA. 4. A: Where is Mount Hua? B: It’s in Shaanxi. A: Is it far from Xi’an? B: Not very far.
(5) 参考答案：l. B 2. A 3. B 4. C
3. Part C Read and write the names in the map
(1) 教师出示世界地图，并帮助学生在地图上标出中国、美国、法国、英国 和澳大利亚的地理位置。
(2) 教师指导学生认真阅读文章。课文中出现了句型She comes from the USA. 请提示学生注意人称与动词形式的变化。
(3) 请学生根据他们各自对短文的理解，在地图上找出Li Shan朋友各自的国家。 (4) 教师可通过问答使学生熟悉短文内容，参考问题如下： Question 1: Where is Li Shan from? Question 2: Does she have many friends?
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Question 3: Who are they / her friends?
Question 4: Where do they / her friends come from?
(5) 请一位同学在教师准备的大地图上找出这些人的国家位置，一一指给大家，教师可引导其试着作介绍，如：
Kitty is tall. She is from the USA. The USA is here. Dan has blue eyes. He is from France.
Amy is from the UK and John comes from Australia. 4. Part C Look at the map and talk
(1) 教师引导学生熟悉中国地图，了解图中每个人物所处的位置。
(2) 教师组织学生两人一组运用本部分的参考句型进行问答练习，也可引导学生进行适当延伸。
(3) 选出5个小组分别就地图中的人物进行展示。
III. 操练活动的设计与实施建议（Practice Activities） Do a survey
1. 教师向学生讲解活动细则：在规定的时间内学生运用本单元重点句型采访自己周围同学家乡的相关情况，并用一张纸做记录，格式如下： Name Place Far / Not far Jim Chen Jie the USA Xi’an far not far 2. 提醒学生在采访时注意尽可能多地运用Where are you come from? / Where do you come from? / Welcome to our city / school / my hometown ... Have a good time.等功能句。
3. 选出几名学生到讲台前就采访结果做报告：…is/ comes from… It’s (not) far from here /...
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Lesson13 教学设计
一、教学内容与分析
1. Just talk
本部分通过设置记者来学校参观访问，了解学生一日课程安排，学生有礼貌地向客人提供帮助的真实场景，引出要学习的目标语言，让学生感知、模仿、学习和体验，最终引导学生能够运用目标语言进行交际。
主要目标语言：
How many lessons do you have in the morning? We have four.
They are maths, Chinese, English and PE. 2. Just read and write
本部分利用图片形式呈现新词语，要求学生能够听、说、认读maths, PE（Physical Education）；能够听、说、读、写Chinese和English，并能在四线格中正确拼写；进一步巩固介绍具体课程They are ...结构，并把词汇融入句子中进行学习。
3. Let’s do a survey
本部分设计了一个问卷调查，了解对方上午有几节课，有什么课程的活动。学生可以两人一组，也可以个人随意挑选调查对象进行此游戏。然后与老师或同伴练习How many lessons do you have in the morning? We have ... They are ...的句子结构，通过互动的形式达到巩固学习本课教学内容的目的。 二、课前准备
1. 准备一些学生喜欢的课程小图片，奖励课堂上表现出色的学生。 2. 准备词语卡片和教学图片，创设情景，引导学习。
3. 准备实物教具，例如：话筒、照相机等给学生提供操练语言的道具。 4. 在黑板上准备好四线格，方便板书四会单词。 5. 准备教学课件。 三、教学步骤与建议
1. 热身/复习（Warm-up/Revision） 1) 师生问好。
T: Good morning/ afternoon, children.
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Class: Good morning/ afternoon, Miss/ Mr XXX. T: Nice to see you again! Class: Nice to see you, too! 2) 复习歌谣进行对话交流： A. 教师带领学生进行歌谣说说唱唱。
教师呈现Lesson Ten的歌谣，让学生集体或分组进行说说唱唱。 Look, Look, Look! We have seventy bags. Seventy bags, seventy bags. For children in need. B. 教师引导学生进行对话交流。
Do you like reading books? How many books do you have? 2. 新课呈现（Presentation）
1) 用PPT呈现一位带着照相机来到校园的记者，引导学生与他打招呼问好。 2) 教师启发学生，让学生猜一猜：记者今天来到学校想了解什么？此时学生可以根据自己已有的知识进行猜测。
3) 接着教师指导学生进行Just talk环节的学习。学生猜测记者可能了解的问题后，用PPT呈现课文，学生听一听，感知整个对话。
4) 提出问题：
Q1: What does he want to know first?
学生带着问题听、看、思考，并回答出：How many lessons do you have today?教师顺势教授lesson一词。
Q2: How many lessons do they have in the morning? What are they?
学生捕捉关键词，并学说They are maths, Chinese, English and PE.教师板书。 学习Chinese, English, maths, PE四个词。教师指着图片，引导大家学习四个词。例如：Chinese, Chinese, I have Chinese today. English, English, I like English.等等。在四线格中板书Chinese和English，在词语边上贴相应图片。
5) 再次播放视频，完整学习对话。 3. 趣味操练（Practice）
1) 用多种方式引导学生体验、模仿Just talk中语句。
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Look, Look, Look! We have eighty books. Eighty books, eighty books. For children in need.
2) 引导学生分角色表演对话，巩固语言。 3) 自编歌谣。
例如：How many, how many,
How many lessons do you have today? We have four. We have four. Maths, Chinese, English and PE. 4) Let’s do a survey
这是一个小组活动或者个人采访的活动。教师提出采访要求后，学生可以设计好自己的采访表格，选择采访对象，并用What’s your name? How many lessons do you have in the morning? How many lessons do you have today? What are they? 进行操练。在做游戏的过程中，尽量提髙本课所学生词的复现率，使学生通过做游戏，逐步加深对所学知识的理解并从交际需要出发自觉进行运用。教师可以根据学生的实际表现，适当扩充游戏中所需要的相关单词。
4. 语言运用（Language use）
场景设置：孩子放学后回到家，父母询问他今天上了几节课，都有什么课程，喜欢哪节课。让学生运用语言尽情表达。
语言支持： Mum, I’m back. Are you happy today? Yes.
How many lessons do you have today? We have ... Do you like ...?
5. 课堂评价（Assessment） 1) 课堂教学过程中的评价。
(1) 注意对学生掌握本课语言知识、语言技能等方面进行评价。例如，教师引导学生在真实的情景中学会询问及回答：How many lessons do you have? We have ... They are ...认识本课要求的四个单词Chinese, English, maths, PE，并能向他人介绍自己学习的课程。
(2) 结合本课教学过程中的实际，注意对学生学习中表现出的表演能力、合作精神、
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动机与兴趣等情感态度发展方面进行引导、鼓励等评价。
可以将课程图片制作成小卡片，作为评价的道具，鼓励课堂表现好的同学，学生可以将得到的stickers在操练活动中作为道具进行表演。Stickers可设计成不同样式。
2) 完成活动手册的内容，然后给小印章涂色进行评价。 (1) 听录音，圈答案，然后仿照录音说对话。 (2) 看图写单词，巩固本课四会生词。
(3) 读对话，根据内容找到对应的图画连线，然后进行对话练习。 6. 拓展活动（Extended activities）
教师可以与学生通过猜谜语的形式猜一猜今天所学习的课程单词，鼓励学习能力强的学生用英语表达谜语内容。
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