初中英语人教版七年级下册Section A 1a—2d.doc

What time do you go to school?一、教学目标在本节课结束时，学生将能够运用英语表达自己或对方的作息时间安排和活动计划（一）知识与能力1能够正确使用本课时的词汇： get up, brush teeth, take a shower, forty, fifty。2能够熟练使用句型询问并描述自己或他人的作息时间安排：What time do you usually get up?I usually get up at six thirty.3能够掌握各种时间的简单表达方式。4能够掌握询问和谈论时间和制订作息时间表的句式。（二）过程与方法采用任务型教学方法进行自主学习、小组合作探究、和 Roleplaying 的学习策略；利用教学图片、幻灯片等来展开课堂教学；通过Pair work 问答式的口语交际活动，互相询问或谈论彼此的作息时间，进而培养学生良好的作息时间和守时观念。本课时可综合运用讲授式、启发式、自主学习、合作学习等几种策略，提供大量的学习资源；通过Pair work, production等活动，增强学生的学习乐趣、自主学习能力、表达能力和逻辑思维能力；采用Practicing, Listening for specific information，Role-playing等学习策略，来训练学生们综合运用英语表达自己的或对方的作息时间安排和活动计划。（三）情感态度与价值观通过学习时间的表达法和表示活动的动词短语，进一步谈论自己和他人的日常活动安排,让学生了解合理安排时间的重要性，进而提高养成良好的生活习惯的意识。二、教学重难点（一）教学重点1掌握时间的简单表达方式。2学习询问和谈论时间和制订作息时间表。（二）教学难点what time引导的特殊疑问句和时间的表达法。三、教学策略本课时可综合运用讲授式、启发式、自主学习、合作学习等几种策略，提供大量的学习资源；通过Pair work等活动，增强了他们的学习乐趣、他们的自主学习能力、表达能力和逻辑思维能力；利用教学图片或制作多媒体课件来展开课堂Pair work的口语交际活动，来训练学生们综合运用英语表达自己的或对方的作息时间安排和活动计划。四、教学过程Step 1：Lead-inT shows Ss some pictures about daily routines.【设计意图】创设情景让学生迅速进入学习状态。Step 2： Vocabulary input and oral practice1. T shows Ss some pictures about daily routines and makes the students learn these phrases: get up, go to school, get dressed, brush teeth, eat breakfast, take a shower2. Check the answers to 1a.3. T shows Ss a big clock and asks Ss the time. Then tells Ss how to express time.时间的表达法:1、顺读法：“钟点+分钟”按时、分的顺序用数字直接表示;整点数字后加上oclock.4:00 four oclock7点15分 seven fifteen6:40 six forty2、分钟+past+小时“几点过几分”12:05 five past twelve8:25 twenty-five past eight11:10 ten past eleven3、分钟+to+小时“差几分几点”（当分钟大于30时，用to表示“差几分钟到下一个钟点”。to是“差”的意思。）10:50 ten to eleven6:58 two to seven9:40 twenty to ten4. T asks Ss to practice in pairs using the sentence patterns:What time do you usually + daily activities?I usually + daily activities at + time.5. Check the answers.6. T invites several pairs to perform.【设计意图】用图片学习新单词、时间表达法及重点目标句型。Step 3：Listening1. Pre-listening: T introduces what Ss are going to listen to. (background information)2. While-listening: Ss do the listening exercises: Section A 1b.3. Post-listening: Check the answers.【设计意图】通过听力和口语训练，提高学生的听说能力。Step 4 ：Pair workPre-speaking: T asks Ss to role-play 1c in Section A, and make up dialogues according to some pictures.【设计意图】联系实际生活，引入对话。让学生进行角色扮演。While-speaking:1. Role-play the conversation in pairs.2. Work in groups and make up dialogues according to the given pictures.3. T invites 2 or 3 groups to act out their dialogues.【设计意图】让学生运用目标句型编对话并进行角色扮演After-speaking: T evaluates the performance of the Ss.【设计意图】对小组的表演进行评价，提高学生的参与意识。Step 5：Practice morePre-listening: T asks Ss to read the sentences of the conversation in 2aWhile-listening: Ss do the listening exercises, complete the sentences.Listening again: T asks Ss to listen again and complete 2b.Post-listening: Check the answers.【设计意图】训练学生听对话填空的技巧：先听、记住应填的内容，做简单记录，最后，在听第二遍的时候再进行单词的书写。Step6 ：ProductionT asks Ss to role-play 2c in Section A, give a time schedule and make up dialogues according to their daily routines.【设计意图】让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价。Step7 ：Make a reportSs fill in the form about their daily routine and then make a report about what they often do in the morning with the title of “My morning.”【设计意图】创设真实语言环境，运用所学目标语谈论自己的实际情景，学生