英语人教版七年级下册Unit 2 第一课时教学设计.doc

长沙市中(小)学教师统一备课用纸科目英语年级七年级班级1616时间2017年 2月22日 Unit 2 What time do you get up? Section A-1教 学 目 标1. to let the Ss master the phrases as follow:get up, get dressed, brush teeth,eat breakfast, go to school, go home, exercise, take a shower, read a book, go to bed. 2.to let the Ss master the ability to talk about time and their daily routines by doing pairwork, a survey and a report.3.to encourage the Ss to make the most use of their time.教 材 分 析Teaching key points: -What time is it?-Its.+oclock.(整点表达法)/分钟+小时（顺读法）-What time do you usually .? I usually.at.-What time does he/she usually.? He/She usually+-s/es.at.Teaching difficult points:1. The proper use of the third person in a structure.2. Be able to make a survey among their group members about their daily routines. 实 施 教 学 过 程 设 计Step 1 Warming-up& lead-in1. Daily greeting:L Good morning, boys and girls.Hows the weather today? Its rainy. Do you feel cool? Please put on more clothes and dont catch a cold. Stay healthy every day.2. A riddle:Before we start our topic, lets guess a riddle together. Its a very common thing in our daily life. It has a big face (脸).It has no eyes眼睛 or ears耳朵.It has no legs(腿), but it has three hands(手) two long hands and a short one.It has no mouth(嘴), but it can say “tick, tick, tick.”Whats it?S: Its a clock! T:Bingo.3. T: Think about another question: What can a clock do?S: It can show us time and it can also count the time.T: Do you know other things or objects that can be used to tell the time?(我们通过哪些物品和方式来知道时间？) S:Clock, alarm clock, radio, mobile phone.T:So many ways to know the time. Actually, there is a clock in our classroom. Where is it?S:Its on the wall.T: My question is What time is it now?S:Its.T:Lets summarize the way to ask the time.We usually use “What time is it?=Whats the time ”? How to answer this question?S:Its. oclock.T:Lets look at more clocks and tell the time as fast as you can.T: We know the most direct way to tell the time:顺读法：小时+分钟Step 2 Presentation1. Miss Yis daily routine: In todays lesson, I want to share you with my daily routines with all of you. Youll see what thing do I do and when do I do them in my daily life. Look, what time is it?实 施 教 学 过 程 设 计 S:Its 6 oclock.T:What do I do at 6 every day?Guess.(做起床的动作)T:I usually get up at 6 oclock.Pay attention !Have you noticed “usually”. How to pronounce it. Read after me. How to change it into a question?S:What time do you usually get up?T: Ask me this question together.(通过师生类似问答引出其他短语：get dressed, go to work/school, go home,exercise,take a shower, read a book, go to bed.)2. Stand and say: when a phrase disappears,please stand and say it loudly.(展示已学短语，小组内竞赛)Step Step 3 Practice1 1.Work on 1a. Class, please open your books ,what does Rick do in his morning morning? Find them in the picture and match. 2.Work on 1b. Take out your paper.Lets finish this chart with correct informa information. Well listen it for twice. Ricks Morning ActivitiesTime1._6:30brush teeth2._6:40eat breakfast3._4._7:20go to school5._【Tips:具体时刻前，需要加介词_。】Ask some Ss to make conversations based on Ricks morning.3.A report on Ricks morning.Rick is busy on weekdays. He usually gets up at six thirty. He brushesand takes.at. Then he eats.at.After that, he gets. at. Finally, he goes to school.at.实 施 教 学 过 程 设 计 Step 4 Pairwork1. Show some pictures of the Ss, ask them to make conversations. -What time does he/she usually.? -He/She usually .s/.es .at. 2.Work in pairs: An interview:Your partners weekendActivitiesTimeget upeat breakfasteat dinnertake a showerwatch TVgo to bed Step 5 Group work: A survey:Your Ideal WeekendActivity/TimeS1:_S2：_S3:_S4:_get upplay gamesReport:Hello, everyone. Lets talk about the ideal weekend in our mind.In my group, I get up atI play games at My friend xxx gets up at . He plays games at What about you? Whats your ideal weekend like? Step 6 Summary& Homework 1.In todays lesson, we learn some expressions of daily activities and the way to talk about the time.2.Here is your homework.Write a short passage about your ideal weekend. At least 6 sentences.教 学 反 思1. 课堂导入环环相扣，逻辑思维清晰，设置符合学生的思维习惯，层层推进，以旧知代入新知，注意了教学上的连贯