Unit 6 How do we measure time? （教学设计）- 2025-2026学年沪教版英语四年级下册

Unit 6：How do we measure time? 单元整体分析 单元教学内容 本单元围绕“How do we measure time?”核心问题展开，引导学生认识时间相关词汇（day, night, hour, minute 等），了解时间计量的基本单位和不同方式，包括时钟、 sundial、hourglass 等工具。掌握核心词汇（时间单位类、动作类）和句型（“What are you doing?” “What is he/she doing?”），通过观察、实践、探究等活动，建立时间概念，学会运用英语描述不同时间下人们的活动，激发对时间计量的探索兴趣。 单元学习遵循“激活时间主题—探究时间计量案例+语法融合—交际运用—拓展升华”的逻辑链，各板块功能如下： 板块 内容 功能 Get ready 激活时间单位类核心词汇（day, night, hour, minute 等），通过“看图指认”“时间匹配”建立“时间单位—时长—日常活动”的关联，初步感知描述时间和活动的基本句型。 输入铺垫功能：借助生活场景和直观教具，激活学生对时间的已有认知，呈现核心词汇和话题，搭建“时间计量与活动描述”认知框架。 Explore 通过“What time is it?”的文本，介绍时间计量的基本单位（时、分、秒）、不同地区的时差现象及对应时间下人们的活动；同步融入现在进行时特殊疑问句，强化对“询问和描述正在进行的动作”的运用。 认知+语言形式融合功能：既引导学生从“认识时间单位”进阶到“理解时差和时间计量逻辑”，又同步巩固现在进行时的运用，为跨场景时间描述提供语言工具。 Communicate 通过“匹配不同地区时间与活动”“模拟跨国时间交流”“仿写家庭忙碌时间描述”等活动，将所学知识转化为实际交流能力，解决“如何用英语询问和描述不同时间、不同地区人们的活动”的问题。 语言输出功能：创设真实时间交流情境，让学生运用词汇和句型进行表达、合作与书写，实现知识向能力的转化。 Extend 通过“Keeping up with time”的短文，介绍古代计时工具（sundial、hourglass）和现代计时工具（clock、watch）的发展，引导学生了解时间计量的历史演变，渗透“时间管理”的理念，鼓励学生探索更多计时方式。 主题升华与价值引领功能：将“时间描述”延伸到“计时工具发展与时间认知”，让学生感受人类对时间的探索历程，培养时间观念和探索精神。 单元教学目标 语言能力目标 能听、说、读、写时间单位类核心词汇；能正确使用现在进行时句型“What are you doing?” “What is he/she doing?” “I am (doing)... ”“He/She is (doing)... ”询问和描述不同时间下的活动；能结合时差知识，简单说明不同地区的时间差异（如“It's 7 a.m. in Beijing, but it's 11 p.m. in London.”）；能仿写简单的家庭忙碌时间描述短文。 思维品质发展目标 通过分析时间单位关系、时差现象和计时工具特点，培养逻辑思维和对比思维；能从“时间单位”“计时工具”“地区差异”等角度思考时间计量的逻辑；发展提取文本关键信息、连贯表达观点的能力。 文化意识目标 感受不同地区的时间差异，了解计时工具的历史文化背景；培养良好的时间观念和时间管理意识；初步建立“时间是客观存在且可精准计量”的认知，鼓励对自然现象与时间关系的探索。 学习策略目标 运用“时间单位—计时工具—活动”思维导图梳理知识；通过小组合作、情境模拟、实践探究等活动实践语言交际；借助句型模板、关键词提示完成写作任务。 教学过程设计 Get ready 教学设计 一、教学目标 1. 听、说、认读词汇：day, night, hour, minute, second, month, year, measure, clock, watch, get up, have lunch, go to bed。 2. 正确使用句型“What time is it?” “It's... ”询问和回答时间；初步运用“What are you doing?” “I am (doing)... ”描述对应时间下的活动。 3. 建立“时间单位—时长—日常活动”的关联认知（如 minute → 60 seconds → brush teeth）。 4. 激发对时间话题的兴趣，愿意用英语谈论日常时间安排。 5. 情境任务：制作“时间-活动卡片”（含时间、活动图片 + 1 句描述）：“It's 7 a.m. I am getting up.” 二、教学重难点 重点：时间单位词汇的认读与记忆；基础句型“What time is it?” “It's... ”及现在进行时基础句型的初步运用。 难点：部分时间词汇的发音（如 minute /ˈmɪnɪt/、second /ˈsekənd/）；时间单位之间的换算关系（60 seconds = 1 minute, 60 minutes = 1 hour）。 三、教学过程设计 （一）导入：激活经验，建立语境 活动1：Guess the time（猜时间） 过程：① 教师展示不同日常场景图片（如太阳升起、午餐场景、月亮升起），让学生猜测对应的时间。② 学生用中文或英文回应，教师顺势呈现对应的英文时间表达和时间单位词汇。③ 教师领读词汇，强调发音要点（如 minute 注意重音在第一音节，second 两种发音区别）。 语言：T: Look at the picture. The sun is rising. What time is it? Ss: 早上7点！T: Yes! It's 7 a.m. a.m. means morning. Read after me: 7 a.m., 7 a.m. Ss: 7 a.m., 7 a.m. 活动2：Talk about daily time（谈论日常时间） 过程：① 教师示范：“I get up at 7 a.m. It's morning. I have lunch at 12 p.m. It's noon.” ② 学生结合自身日常作息，分享自己的活动时间。③ 教师引导学生用英语关键词回应，如学生说“我晚上9点睡觉”，教师补充：“I go to bed at 9 p.m. p.m. means afternoon and evening.” 语言：T: What time do you have breakfast? S1: 早上7点半。T: Great! You have breakfast at 7:30 a.m. Read after me: 7:30 a.m., 7:30 a.m. （二）新知呈现：词汇与句型输入 活动1：Look, point and say（看图指说） 过程：① 课件按顺序呈现时间单位图片、词汇及对应的时长/活动（如 hour 配“60 minutes”文字和“have lessons”图片），播放录音。② 学生边听录音，边快速指出对应的图片，复述时长关系。③ 分组竞赛：教师展示时间单位词汇，小组抢答对应的时长和常见活动，答对加分。 语言：T: Look at the word “minute”. Point! Ss: （指向分钟图片）minute! T: How many seconds are in a minute? Ss: 60 seconds! T: What do you do in a minute? Ss: Brush teeth! 活动2：Match time units and activities（时间单位与活动匹配） 过程：① 课件呈现时间单位词汇（second, minute, hour, day）和日常活动词汇（say “Good morning”, brush teeth, have lessons, sleep）。② 学生小组讨论，将时间单位与对应的典型活动匹配（如 second → say “Good morning”, minute → brush teeth）。③ 集体核对答案，教师引导学生用句型描述：“We say ‘Good morning’ in one second.”“We brush teeth in ten minutes.” 语言：T: Match the time unit with the activity. Let’s check: We have lessons for one hour. Correct! We sleep for eight hours a day. Yes! 活动3：Role-play - “My Time, My Activity”（角色扮演） 过程：① 教师给学生分发时间卡片（如 8 a.m., 12 p.m., 4 p.m.），学生手持卡片模仿对应时间的活动动作。② 教师提问：“What time is it? What are you doing?” 学生回应：“It's 8 a.m. I am going to school.” ③ 学生两人一组，轮流提问和回应，教师巡视纠错。 语言：T: What time is it? S2: It's 12 p.m. T: What are you doing? S2: I am having lunch. （做吃饭动作）T: Perfect! What about you? S3: It's 4 p.m. I am going home. （做走路动作） （三）输出：练习巩固，表达自我 活动1：Quick response（快速回应） 过程：① 教师说出时间单位，学生快速说出对应的时长（如教师说“minute”，学生说“60 seconds”）。② 教师说时间和活动组合（如“9 p.m. + go to bed”），学生快速做出动作并说句子：“It's 9 p.m. I am going to bed.” ③ 增加难度：教师提问“What is he doing at 3 p.m.?” 学生快速回应“He is having lessons.” 语言：T: “hour”! Ss: 60 minutes! T: “7:30 a.m. + have breakfast”! Ss: （做吃早餐动作）It's 7:30 a.m. I am having breakfast! T: “What is she doing at 10 a.m.?” S4: She is having lessons. 活动2：Draw and introduce（绘画介绍） 过程：① 学生用3分钟画出自己一天中3个关键时间点及对应的活动，标注时间和活动名称。② 教师巡视，对绘画困难的学生提供简笔画模板。③ 邀请4-5名学生上台展示，用句型介绍：“It's 7 a.m. I am getting up. It's 12 p.m. I am having lunch. It's 9 p.m. I am going to bed.” 语言：T: Draw three key times in your day and your activities. Write the words. Show us your picture! S5: It's 8 a.m. I am going to school. It's 4:30 p.m. I am playing football. It's 8 p.m. I am doing homework. T: Great! Clear and correct. 活动3：Fill in the blanks（填空练习） 过程：① 课件呈现句型框架，学生根据提示填空：“It's ______ a.m./p.m. I am ______ (do) ______.” ② 同桌互查答案，教师抽查并点评，强调时间表达和现在分词的正确形式。 语言：T: Fill in the blanks. Remember: use the right time and -ing form. Let’s read Lucy’s answer: “It's 9 a.m. I am having Maths class.” Perfect! 四、作业设计 1. Read the words and phrases. 2. Draw a “My Daily Time Schedule” picture and write 3 sentences: “It's... I am... ” Explore 教学设计 一、教学目标 1. 能理解并朗读“What time is it?”的文本，提取时间计量单位（时、分、秒）、不同地区的时间及人们的活动等关键信息。 2. 能听懂并运用现在进行时句型“What are you doing?” “What is he/she doing?” “I am (doing)... ”“He/She is (doing)... ”询问和描述不同时间下的活动。 3. 能结合文本内容，用简单语言说明时间单位关系和时差现象（如“One hour has 60 minutes. It's 7 a.m. in Beijing, but 11 p.m. in London.”）。 4. 感知字母组合“tr, dr”的发音（如 time, travel, drum, drive），能认读含该发音的单词。 二、教学重难点 重点：理解时间单位的换算关系和时差现象；熟练运用现在进行时句型询问和描述活动。 难点：在语境中准确区分和使用现在进行时；清晰表达不同地区的时间差异及对应活动。 三、教学过程设计 （一）热身复习 活动1：词汇与句型回顾 过程：① 课件快速展示时间单位词汇和日常活动图片，学生抢答，教师纠正发音和表达错误。② 集体操练基础句型：“What time is it? It's 3 p.m. What are you doing? I am playing basketball.” ③ 过渡提问：“Do people in different countries have the same time? What are they doing at the same moment? Let’s find out in the text.” 引出文本主题。 语言：T: “minute”! Ss: minute! T: “What time is it? What is she doing?” Ss: It's 11 a.m. She is having lunch. T: Do people in New York have lunch at 11 a.m. too? Let’s read the story. 活动2：Chant 导入 过程：① 播放 Grammar in use 中的chant（改编自文本对话），学生跟唱。② 提问歌谣中的关键信息：“What is the speaker doing at 8 a.m. in London?” “What is the other person doing?” 引导学生用现在进行时回应。③ 强调歌谣中的句型结构和时间表达。 语言：T: Listen to the chant. What is the speaker doing at 8 a.m. in London? Ss: He is having breakfast. T: What is the other person doing? Ss: He is having lunch. （二）探究文本：时间计量与时差故事 活动1：Read and answer（问题探究） 过程：① 课件呈现问题：“How many minutes are in an hour? How many seconds are in a minute?” “What time is it in Beijing when it's 11 p.m. in London?” “What are people doing in Beijing at 7 a.m.?” ② 学生默读文本1分钟，寻找答案，小组讨论后举手回答。③ 教师将关键信息板书在“时间单位—换算关系—地区时差—活动”表格中。 语言：T: How many minutes are in an hour? S1: 60 minutes. T: What time is it in Beijing when it's 11 p.m. in London? S2: It's 7 a.m. the next day in Beijing. 活动2：Read and match（地区、时间与活动匹配） 过程：① 课件呈现地区（Beijing, London, New York）、时间和人们的活动（having breakfast, sleeping, having dinner）。② 学生再次阅读文本，将三者进行匹配。③ 集体核对答案，教师引导学生朗读文本中对应的关键句子。 语言：T: Read the text and match the country, time and activity. Let’s check: It's 7 a.m. in Beijing. People are getting ready for school or going to work. Correct! It's 11 p.m. in London. People are sleeping. Yes! 活动3：Find the key sentences（寻找关键句） 过程：① 学生在文本中找出描述时间单位和时差活动的关键句子（“A day has 24 hours. One hour has 60 minutes. One minute has 60 seconds.” “It is seven o'clock in the morning in Beijing. Children are getting ready for school.” “In New York, people are having dinner.”）。② 教师领读句子，引导学生体会现在进行时描述不同时间活动的用法。③ 学生分组朗读文本片段，模仿语气和情感。 语言：T: Find the sentences about time units. Ss: “A day has 24 hours. One hour has 60 minutes. One minute has 60 seconds.” T: Find the sentences about New York's time and activity. Ss: “In New York, people are having dinner.” （三）语法操练：现在进行时运用 活动1：Fill in the blanks with -ing form（用现在分词填空） 过程：① 课件呈现文本中的关键句子，空出动词部分（如 “Children are ______ (get) ready for school.” “People in New York are ______ (have) dinner.”）。② 学生独立填空，同桌互查。③ 教师讲解现在分词变化规则（一般动词加 -ing，如 get→getting；以不发音的 e 结尾去 e 加 -ing，如 have→having）。 语言：T: Fill in the blanks with the right form. Let’s check: “Children are getting ready for school.” Correct! “People in New York are having dinner.” Yes! 活动2：Look, ask and answer（看图问答） 过程：① 课件呈现不同地区（北京、伦敦、纽约）不同时间的人们活动图片（如北京7 a.m. 上学、伦敦11 p.m. 睡觉、纽约6 p.m. 吃饭）。② 学生两人一组，轮流提问：“What time is it in Beijing? What are people doing there?” 对方回答：“It's 7 a.m. They are going to school.” ③ 邀请2-3组上台展示。 语言：T: Pair work! Ask and answer about the pictures. Group 1, your turn. S3: What time is it in London? What are people doing there? S4: It's 11 p.m. They are sleeping. 活动3：Role-play - “Across the World”（角色扮演） 过程：① 学生分组，每组分配不同地区角色（北京、伦敦、纽约），手持对应时间卡片。② 学生模拟跨国交流场景，用现在进行时询问和描述各自的时间与活动，如：“What time is it in New York? What are you doing?” “It's 6 p.m. I am having dinner. What about you in Beijing?” “It's 7 a.m. tomorrow. I am getting up.” ③ 教师巡视，鼓励学生大胆创新表达。 语言：Group 2 (S5): What time is it in Beijing? What are you doing? S6: It's 9 a.m. I am having lessons. What time is it in London? S5: It's 1 a.m. I am sleeping. Good night! （四）语音学习：字母组合“tr, dr”的发音 活动1：Listen and find（听辨发音） 过程：① 课件呈现含“tr, dr”的单词（time, travel, tree, drum, drive, dream）及对应图片。② 播放单词录音，学生跟读，感受发音特点（“tr”发 /tr/，“dr”发 /dr/）。③ 教师用手势辅助记忆（如“tr”双手做“树”状，发出 /tr/ 音；“dr”双手做“开车”状，发出 /dr/ 音）。 语言：T: Listen to the words: travel, tree. “tr” sounds /tr/. Read after me: /tr/ travel. Ss: /tr/ travel. T: drum, drive. /dr/ drum. Ss: /dr/ drum. 活动2：Read and sort（发音分类） 过程：① 课件呈现含“tr, dr”的单词，学生根据发音将单词分为 /tr/ 和 /dr/ 两类。② 小组讨论后核对答案，集体朗读分类后的单词，强化发音记忆。 语言：T: Sort the words by their sounds. “travel” goes to /tr/. “drum” goes to /dr/. Let’s read all the words together. 四、总结与作业 课堂总结：教师引导学生回顾本节课核心内容：“Today we learned about time units and time differences around the world. We can use ‘What are you doing?’ ‘What is he/she doing?’ to ask about activities at different times.” 学生集体复述核心句型。 作业设计： 1. Read Explore from Student’s Book 4B on Page 54-55. 2. Write 3 sentences about time differences: “It's... in Beijing. People are... It's... in London. People are... ” Communicate 教学设计 一、教学目标 1. 能运用“What time is it?” “What are you doing?”句型完成对不同地区、不同时间活动的询问和描述，准确记录信息。 2. 能根据时差知识，口头描述不同地区同一时刻的时间差异及人们的活动。 3. 能模仿写作模板，完成一篇简单的“家庭忙碌时间”描述短文，语句通顺，信息完整。 4. 培养跨文化交流意识和合作表达能力，感受时间差异带来的生活不同。 二、教学重难点 重点：运用现在进行时句型询问和描述不同时间、不同地区的活动；根据提示仿写家庭忙碌时间短文。 难点：在交流中清晰表达时差关系；写作中准确运用时间表达和现在进行时。 三、教学过程设计 （一）热身复习 活动1：Review the 句型 过程：① 教师播放不同地区人们活动的短视频（无声音），学生用句型“What time is it? What are they doing?” 描述。② 邀请1名学生上台模仿某一活动，其他学生提问，该学生回答时间和活动。③ 集体点评，纠正表达错误（如时间表达不当、现在分词形式错误）。 语言：T: Look at the video. What time is it? What are they doing? Ss: It's 8 p.m. They are watching TV. T: Tom, act like having breakfast. Ss: What time is it? What are you doing? Tom: It's 7 a.m. I am having breakfast. 活动2：Listen and write（听力练习） 过程：① 播放 Communicate A 中“Different times around the world”的听力材料。② 学生根据听力内容，填写人物所在地区、时间及对应的活动（如 Hans → New York → 8 p.m. → having dinner）。③ 集体核对答案，学生用句型描述：“Hans is from New York. It's 8 p.m. there. He is having dinner.” 语言：T: Listen to the tape. Fill in the chart. Let’s check: What is Mary doing in London? Ss: It's 1 a.m. She is sleeping. （二）交流准备：明确任务与练习 活动1：Learn the communication task（明确交流任务） 过程：① 课件呈现交流任务：“World Time Talk”，要求小组合作，选择3个不同地区，查询同一时刻（如北京时间12 p.m.）各地区的时间及人们可能的活动，用英语进行交流展示。② 学生分组讨论，确定地区，分配角色（记录员、发言人）。③ 教师提供句型参考：“It's 12 p.m. in Beijing. People are having lunch. It's... in... People are... ” 语言：T: Today we’ll talk about world time. Each group chooses 3 countries. Find their time when it's 12 p.m. in Beijing. Talk about people's activities. Use the sentences on the screen. 活动2：Practice the communication（模拟交流） 过程：① 各小组进行5分钟排练，教师巡视指导，纠正语言表达和时差计算错误。② 邀请1组进行试交流，其他学生认真观看，评价交流是否清晰、时差计算是否准确。③ 教师针对试交流进行点评，提出改进建议（如描述活动时加上细节：“People are having lunch with their family.”）。 语言：Group 3 (Speaker): It's 12 p.m. in Beijing. People are having lunch. It's 4 a.m. in New York. People are sleeping. It's 6 a.m. in London. People are getting up. T: Good! You can say “It's 6 a.m. in London. People are getting up and having breakfast.” （三）世界时间交流：展示与互动 活动1：Group communication show（小组交流展示） 过程：① 各小组依次上台进行交流展示，发言人汇报所选地区的时间和人们的活动，时间控制在1分钟内。② 其他学生认真观看，展示结束后可以补充提问（如“Why are people in New York sleeping when it's noon in Beijing?”）。③ 教师在旁协助，及时纠正明显的语言错误和时差认知偏差。 语言：Group 4 (Speaker): It's 3 p.m. in Beijing. People are having lessons or working. It's 7 a.m. in New York. People are going to work or school. It's 10 a.m. in London. People are having meetings. Ss: （补充提问）What are people in Tokyo doing? Speaker: It's 4 p.m. in Tokyo. They are having afternoon tea. 活动2：Guess the country（猜国家） 过程：① 邀请1名学生上台，说出某一时刻该国的时间和人们的活动，不直接说出国家名称。② 其他学生用句型“What country is it?” 提问，表演者只能用“Yes”或“No”回应。③ 猜对的学生获得小奖励，继续上台描述。 语言：S1: It's 8 p.m. here. People are watching TV. What country is it? Ss: Is it China? S1: Yes! Ss: What city? S1: Beijing! （四）书面表达：仿写家庭忙碌时间 活动1：Analyze the model（分析范文） 过程：① 课件呈现写作模板范文（参考单元写作要求）：“It's 5 p.m. in my family. My mum is making dinner. My dad is reading a newspaper. My sister is doing homework. We are all busy but happy.” ② 教师引导学生分析范文结构：开头（点明时间）— 主体（描述家庭成员的活动）— 结尾（表达感受）。③ 标注范文中的核心句型和关键词（family member, activity, busy, happy）。 语言：T: Read the model. How does it start? Ss: It tells the time first. T: What does it say about family members? Ss: It describes what each family member is doing. 活动2：Write your family's busy time（仿写家庭忙碌时间） 过程：① 学生选择自己家庭的一个忙碌时刻（如 6 p.m. 晚餐前、7 a.m. 早晨），参考模板进行写作，字数50词左右。② 教师巡视指导，对有困难的学生提供关键词提示（如 dad: read books, mum: cook, I: do homework）。③ 学生完成后，同桌互查，纠正语法和拼写错误。 语言：T: Write about your family's busy time. Use the model. Remember to use “is/are doing” and time words. Let’s check your partner’s work. 活动3：Show and comment（展示点评） 过程：① 邀请3-4名学生上台展示自己的作文，朗读给全班听。② 其他学生认真倾听，给出积极评价（如 “Good! You told us what everyone is doing clearly.”）。③ 教师总结共性优点和改进方向（如部分学生遗漏时间表达，需注意开头点明“It's... ”）。 语言：T: Let’s listen to Amy’s report. She wrote about 7 p.m. in her family. It's vivid and correct. What a good job! Jack, you can add “We are happy together.” to make it better. 四、总结与作业 课堂总结：教师引导学生回顾交流和写作流程：“Today we talked about world time differences and wrote about our family's busy time. We can use ‘What are you doing?’ to ask about activities, and describe time and activities with simple words.” 学生集体复述核心句型。 作业设计： 1. Ask and answer with the sentence structure on Page 58. 2. Revise your family's busy time writing and stick a photo of your family (or draw a picture) next to it. Extend 教学设计 一、教学目标 1. 能理解短文“Keeping up with time”的主要内容，提取不同计时工具（sundial, hourglass, clock, watch）的特点和使用方法等关键信息。 2. 能运用核心词汇和句型（“People use... to tell the time.” “It can/cannot... ”）复述短文主要内容。 3. 能参与“How can we tell the time without a clock? ”的讨论，用简单理由表达观点（如 “We can use the sun's shadow. It tells the time like a sundial.”）。 4. 激发创新思维，培养对时间计量工具的探索兴趣，理解“人类对时间的探索不断发展”的理念。 二、教学重难点 重点：理解短文内容，掌握不同计时工具的特点；运用核心词汇和句型复述短文。 难点：在讨论中清晰表达“无时钟计时”的想法；将短文知识迁移，进行创新实践。 三、教学过程设计 （一）热身复习 活动1：Review time tools and activities（回顾计时工具与活动） 过程：① 课件展示不同计时工具的图片（时钟、手表、 sundial、hourglass），学生用句型“People use... to tell the time.” 描述。② 提问：“Can we tell the time without these tools? How? ” 引导学生用简单英语或中文回答（如 look at the sun, listen to the bird）。③ 引出短文主题：“Today we’ll learn about different time-telling tools in history and find more ways to tell the time.” 语言：T: Look at the clock. How do people use it? Ss: People use a clock to tell the time. T: Can we tell the time with the sun? S1: Yes! The sun's shadow can show the time. 活动2：Predict the passage（预测短文） 过程：① 课件呈现短文标题和计时工具图片，提问：“What do you think the passage will talk about? ” ② 学生自由猜测，教师汇总关键词（time-telling tools, sundial, hourglass, clock）。③ 播放短文录音（无文字），验证猜测。 语言：T: The passage is “Keeping up with time”. What do you think it will talk about? S2: It will talk about how people told time in the past. T: Let’s listen to the tape to check. （二）短文精读：梳理信息与细节 活动1：Read and fill in the chart（阅读填表格） 过程：① 课件呈现表格，包含“计时工具”“使用方法”“优缺点”三列。② 学生默读短文，从文中提取信息填写表格（如 sundial: use the sun's shadow, can't use on cloudy days; hourglass: use falling sand, can count down time）。③ 集体核对答案，教师引导学生朗读对应的句子。 语言：T: Read the passage and fill in the chart. Let’s check: The sundial. How to use? The sun makes a shadow. Advantage? It's simple. Disadvantage? Can't use on cloudy days. Correct! 活动2：Answer the questions（问题探究） 过程：① 课件呈现问题：“How does a sundial work? ”“What is an hourglass used for? ”“What time-telling tools do we use now? ”“Why can't a sundial help us on cloudy days? ” ② 学生再次阅读短文，寻找答案，小组讨论后回答。③ 教师将关键信息板书：“Past tools (sundial, hourglass) → present tools (clock, watch) → different working ways.” 语言：T: How does a sundial work? S3: The sun makes a shadow on the sundial, and the shadow tells the time. T: What time-telling tools do we use now? S4: We use clocks and watches. 活动3：Find the key sentences（寻找关键句） 过程：① 学生在短文中找出描述每种计时工具的关键句子（“This is a sundial. The Sun makes a shadow on the sundial, and the shadow tells the time.” “This is an hourglass. The sand in it falls down. It can count down the time.”）。② 教师领读句子，引导学生体会不同计时工具的独特性。③ 学生分组朗读短文，感受语言节奏。 语言：T: Find the sentences about the hourglass. Ss: “This is an hourglass. The sand in it falls down. It can count down the time.” T: Find the sentences about modern tools. Ss: “Later, people used clocks and watches to tell the time. We still use them today.” （三）短文巩固：复述与讨论 活动1：Retell the passage with a chart（借助表格复述） 过程：① 学生以小组为单位，根据填写的表格，分工复述短文内容（一人负责一种计时工具）。② 教师示范复述：“People used sundials in the past. The sun's shadow tells the time, but it can't be used on cloudy days. Then there is the hourglass. Sand falls down to count time. Now we use clocks and watches.” ③ 邀请1-2组全班复述。 语言：Group 5 (S5): Sundial. The sun makes a shadow. It tells time. Can't use on cloudy days. S6: Hourglass. Sand falls down. It counts down time. S7: Clocks and watches. We use them now. They are convenient. 活动2：Group discussion（小组讨论） 过程：① 课件呈现问题：“What other ways can we use to tell the time without a clock? How? ” ② 学生分组讨论，用中文或简单英语记录想法（如 look at the sun's position, listen to the rooster crow, observe the moon）。③ 每组派代表分享，教师汇总创意想法，鼓励学生大胆尝试。 语言：T: Discuss in groups. What other ways can we tell time? Group 2, share your ideas. S8: We can look at the sun. When the sun is high, it's noon. S9: We can listen to the rooster. It crows in the morning. （四）拓展延伸：实践探究计时方式 活动1：Make a simple hourglass（制作简易沙漏） 过程：① 学生分组，利用自带的透明瓶子、沙子（或盐）、绳子等材料，尝试制作简易沙漏。② 教师巡视指导，鼓励学生结合所学句型描述自己的制作过程和工具用途：“We use two bottles and sand to make an hourglass. It can count down time.” ③ 各小组展示自己的“简易沙漏”，测试计时效果。 语言：Group 6 (Describer): We have two small bottles. We put sand in one bottle. Then we connect the two bottles. Our hourglass is done. It can count one minute. 活动2：Talk about my favorite time-telling tool（谈论我最喜欢的计时工具） 过程：① 学生结合自己的生活经验和短文知识，分享最喜欢的计时工具及理由：“I like watches best. They are small and easy to carry. I can tell the time anywhere.” ② 教师给予积极评价，鼓励学生保持创新思维，探索更多计时方式。 语言：T: What's your favorite time-telling tool? Why? S10: I like clocks. They are big and easy to read. My bedroom clock tells me when to get up and go to bed. T: Great! Different tools have different advantages. People keep exploring better ways to tell time. 四、总结与作业 课堂总结：教师引导学生总结短文道理：“People used sundials and hourglasses to tell time in the past. Now we have clocks and watches. There are many ways to measure time. Let’s keep exploring and value time! ” 学生集体回应。 作业设计： 1. Read Extend from Student’s Book 4B on Page 60. 2. Try to tell the time with a natural way at home (such as the sun's shadow), and write a short passage: “I use... to tell the time. It works when... I think it's... ” 学科网（北京）股份有限公司 $