【容慧教育|一课研究】 项目引领,AI赋能——西湖学校“容慧品质课堂·研-教-学-评”之游元圆老师“一课研究”

【容慧教育｜一课研究】

一、教学内容

二、教材与学生分析

认知水平：四年级学生处于具体运算思维阶段，具备基本听说能力，能听懂简单指令，在图片和情境辅助下理解语篇大意。但对非整点时间的认读和表达仍需重点强化，抽象时间规划概念需具体案例支撑。

知识储备：学生已掌握数字1-60的英文表达，能识别钟面整点时间；学过get up, go home等日常活动词汇。但“It‘s time for...”与“It’s time to...”的用法区别易混淆，连贯描述系列作息的能力尚在发展。

生活经验：学生对一日作息有丰富的直接体验，但对作息的理解多停留在“习惯性遵守”层面，很少思考“为什么这样安排”，对时间规划的价值、拖延的后果缺乏系统认知，需要引导深化理解。

语篇研读：

What: 本课融合B Let's talk对话与B Let's learn词汇。通过家庭与学校场景中的日常对话，主要呈现了Amy一家人早晨忙碌准备上学以及课堂上师生互动的场景。对话中，妈妈提醒Amy七点该起床了，并告知早餐已准备好，Amy随后告别父母去上学；课堂上老师宣布八点半该上英语课了，学生们积极响应。内容聚焦于一天中不同时间点的活动安排，语言简洁且节奏明快。，并通过Amy和张鹏的作息表引导学生描述时间安排。

Why: 教材通过Amy早晨从起床到上学的完整作息对话，让学生感受规律作息对一天顺利开始的重要作用。同时通过Amy能按时上学、Mike迟到的对比，引导学生反思守时的意义，理解“A good schedule helps us use our time well.”的主题价值。

通过学习本课时，学生能够：

1. 能够在“早晨上学”的连贯情境中，理解对话大意，获取从起床到上课的完整流程信息，体会规律作息的重要性。

2. 能够听、说、认读核心句型：“It‘s time to get up/go to school.” “It’s time for English class.” 以及日常交际用语 “Breakfast is ready.” “Have a nice day!”。能够根据所学知识，判断安排表好坏，初步培养时间管理意识。

3. 能够利用提供的日程表，在模拟情境中询问时间并准确说出对应的活动安排并制作适合自己的时间安排表。

4. 能够通过角色扮演和日程规划活动，体验并表达良好作息带来的有序感和积极情绪，理解“好的日程安排如何帮助我们”。

理解并运用 “It‘s time to + 动词原形” 和 “It’s time for + 名词” 来描述不同时间点的活动；理解对话大意，分角色朗读表演。理解日程表的结构，并能从中提取信息进行问答；区分“It's time for + 名词”与“It's time to + 动词”的用法；在实际情境中连贯描述系列作息活动；从John的日程问题中反思守时的重要性。

Step 1

1. Greeting

   Teacher and students greet each other. Teacher shows the title. “Hello, boys and girls. Welcome to my English class. Today we're going to learn Unit 3 B Let's talk and learn.”

2. Sing a song

   Teacher plays a song about time and encourages students to sing and do actions.Lead to the topic for this period---Time

3. Look and say

   Teacher asks: Do you have the following questions? Get up late for school....What should we do then?

提出现实问题，引出任务，为新课铺垫。

Step2.Presentations

1.  Lead in

   Teacher shows WuBinbin’s schedule.

1. Look and guess

   读图预测，培养观察能力。Teacher asks: “What do they do? Can you view the picture and guess?” (Show pictures of Amy's activities)

1. View and fill

   Teacher presents the dialogue with blanks  “Now, let's check and learn.” Teacher presents sentence strips and guides students to read.

1. Read and choose（指向目标2-3）

(1) Teacher presents the dialogue with blanks and asks students to choose the correct sentences.

( 2) Grammar focus

Teacher asks: “When do we use 'to', when do we use 'for'?”(Guide students to summarize)（指向目标1-2）

1. Watch and find out

   Teacher plays the video. “Maybe you can find the answer. What is Amy’s schedule?”

1. Listen and repeat（指向目标1-2）

(1)Teacher shows the listening part to students. Help students practice the pronunciations.

(2)Role play（指向目标1-2）

Teacher organizes role-play in groups of four. “Work in groups of four. One is Miss White, others are Zhang Peng, Binbin and Amy.”Teacher invites 1-2 groups to present, and the class evaluates.Teacher asks: “What do you think of Amy?”

1. Watch and Number（指向目标2-3）

(1)Teacher plays a video about Zhang Peng's schedule. “Then number the pictures.”

(2) Think and say（指向目标2-3）

Teacher asks: “What is ZhangPeng’s time schedule?”

1. Think and say（指向目标4）

Teacher presents the different schedules of Amy and ZhangPeng.Let students figure out the common

1. Look and fill（指向目标3-4）

(1)Teacher shows John's schedule. “Does he have a good schedule? Look, John is showing some pictures. Guess, what does John do?”

(2) Find the problem（指向目标3-4）

Teacher asks: “What's wrong with John's schedule?  Circle the wrong schedule. Then talk in pairs.”What can we say to John?

Step3.Extension

Write,draw and share（指向目标4）

Teacher lead students to make their own time schedule and share it in a class.

Think and say/Summary

Teacher asks: How can a good schedule help us? Lead students discuss and find it out.