英语人教版七年级下册Unit1 SectionA 1a--1c.doc

Unit1 SectionA 1a-1c 教学设计 教学目标 1、语言知识目标：掌握词汇：get up ,run, eat breakfast , do homework, have dinner , take a bus, go to school , go to bed , oclock, take a shower, in the morning , /afternoon /evening 。句型：What time is it ? Its .hat time do you get up ? I usually get up at . 学习频率副词usually 的用法。 学习时间表达法。2、.语言技能目标：开展各种任务型的听力活动，获得理解、识别处理与作息时间有关的信息。展开各种任务活动，使学生具备较熟练的运用所学语言询问时间和描述自己或他们作息时间的能力。引导同步阅读，使学生理解与话题相关的语言材料，并增强学生运用语言获取更多信息的能力。进行写作练习：使学生具备初步综合运用语言的能力，能把自己或者他人的一天的活动用100字左右写出来，能够正确运用连接词如but , and , after that ,and then .等等。3 情感态度目标：通过情景的设置和活动的开展，引导学生在体验、实践、参与合作交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。能够运用所学知识对某一活动进行合理安排，培养良好的作息习惯和守时习惯。学习策略目标：在设计教学活动时，以学生为主体，指导学生如何阅读文章，在文章中获取信息，学习使用连词写文章。学生在小组活动中完成教学任务，不但培养了合作精神，又发挥了同伴的互助作用。培养学生良好的听说读写习惯，当别的学生在report or show 时，其他的学生必须认真听，记录要点，不但培养学生的自主学习能力，而且为学生终身学习打下基础。学情分析 七年级学生学生学习英语的情感表现：绝大部分学生对英语很感兴趣，学习热情较高，有学习英语的愿望和兴趣，乐于参与各种英语实践活动。具体表现在： 1 有学好英语的信心，敢于用英语进行表达； 2 、乐于模仿，敢于开口，积极参与，主动请教； 3 、能体会英语学习中的乐趣，乐于接触英语歌曲、读物等； 4 、能在小组活动中积极与他人合作，共同完成学习任务。重点难点 1、熟练运用数字，表达时间。2、能用所学的语型进行询问的作息时间，同时能描述自己的一天的活动。3. 学习what time引导的特殊疑问句询问时间的标准用法4.主谓一致即第三人称单数的正确运用。5. 正确运用连词：then, and then , after that , and , but 使文章结构紧凑。教学过程 教学活动 活动1【导入】Warming Step 1 Warming- up and leading -in(1) Let student guess a riddle. Teacher: “You cant see it or touch it. It doesnt have feet, but it can run very fast. So what is it?” Ss: A clock! Teacher: Class, listen! Where is the clock? Is it in your pocket? Ss: No, it isnt. Teacher: Is it in your bag? Ss: No, it isnt. Teacher: Look, its here. Its in the movie! Lets enjoy the movie together.(2) Show Ss an interesting movie Tick Clock Time, and let them sing along with it.设计意图：由猜谜语引入本节课的中心话题-时间。 进而播放动画视频 “Tick Clock Time”, 师生一起学唱英文歌曲。歌曲简单而朗朗上口，歌词反复重复本课目标语言“What time is it? Its ”, 寓教于乐，既能激发学生对本节课的学习热情，又能练唱目标语言。活动2【讲授】Step2Presentation Step 2 PresentationShow Ss different clock with different time. Introduce different time in English and introduce the ways of expressing time.活动3【活动】Step3.Practise Step 3. PractiseActivity1 : Ask and answer. Choose one student to turn back and face to all the students. Others ask this student “What time is it?” according to the time on the screen. Then she/he say out the time loudly .All Ss: What time is it?She/he: Its ten past six.All Ss: What time is it?She/he: Its half past nine.Activity 2: Tell the time quickly. Let students stand up to tell the time quickly. And see who is the first one to say out.Activity 3: You can be a clock. Show students an interesting clock. “I am a clock！” T：My daughter is a clock. So you can be a clock, too. Who wants to be a clock here? Choose student A to stand in front of the classroom. Student A: What time is it? Others: Its 2 oclock. Student A: Use his/ her body and arm to act the time outAsk and act the time one by one.设计意图：这个环节设计了三个学生参与度极高的活动。活动一“你问我答”，活动二“比比谁最快”， 活动三“我是表”。将目标语言“What time is it? It.”融入到活动中，反复操练。同时，又激发并保持了学生的课堂热情。锻炼了学生的表达、协调和反应能力。活动4【活动】Step4.Pairwork Step 4. Pair work.Look! Its 10:30 am. Its time to have breakfast. Its time for breakfast.Look! Its 1:00 pm. . Its time to Its time for Look! Its 3:54 pm. . Its time to Its time for 设计意图：将时间表达法运用到实际情景中，进行对话练习。操练“Its time to do Its time for”.活动5【活动】Step5.Guessinggame Step 5. Guessing game.Item1:T:What do I usually do at 7:00 am?S1: Do you usually get up at 7:00 am?T: No, I dont.S2: Do you usually take a shower at 7:00am ? Do you?T: No, I dont.S3: Do you usually brush your teeth at 7:00am?T: Yes, I do .设计意图：让学生猜测授课老师自己早上7：00做什么。学生在猜测中练习了本节课需要掌握的重点动词短语。Item2:What does Tracy usually do in the morning?Ss can get the answer by listening to the sound of each activity.Read the verb phrases and let students learn them by heart.设计意图：这个环节学生通过听声音，猜测教师早上起床后的活动。目的是从不同角度，让学生反复操练本节课目标动词短语，让学生尽可能多的动用各种五官来提高课堂学习效率。Item 3:Let students guess what time the teacher does these activities.S1：Do you usually get up at 6:00am?T: No, I dont. Thats too early.S2: Do you usually get up at 6:20am? T: Yes, I do.S3: Do you usually do sports at ? Do you usually have a shower at ? .T: Yes, I do / No, I dont.设计意图：让学生来猜测，教师几点起床？几点锻炼？ 几点刷牙？ 几点洗澡？等活动的具体时间。操练目标语言“Do you usually . at .?”。活动6【活动】Step6.Pairwork Step 6. Pair workA: What time do you usually ?B: I usually.A: Do you usually at?B: Yes,./ No,. Its time for./ to设计意图：学生之间自由结对，口头练习目标语言。 活动7【练习】Step7.Listeningpractice Step 7. Listening practiceRick also has a busy morning. What does Rick usually do in the morning?Listen and fill in the chart. (Let a student to write on the blackboard.)Check the answer together.设计意图： 将听力材料转换成填表的形式，让同学们动笔写出“活动”和“相对应的时间”。 之后，口头操练目标语言。培养学生通过听力材料抓时间信息和动作信息的能力。 活动8【活动】Step8.Reading Step 8. ReadingMy daily schedule.设计意图：通过用图片代替“动词短语”和“时间”的形式，给学生出示一篇教师自己日常活动的文章“My daily schedule.”让学生口头表述文章。再将题目换成“Tracys daily schedule.” 练习第三人称单数的动词变化。引导同步阅读，使学生理解与话题相关的语言材料，并增强学生运用语言获取更多信息的能力。活动9【活动】Step9.Groupwork Step 8. ReadingMy daily schedule.设计意图：通过用图片代替“动词短语”和“时间”的形式，给学生出示一篇教师自己日常活动的文章“My daily schedule.”让学生口头表述文章。再将题目换成“Tracys daily schedule.” 练习第三人称单数的动词变化。引导同步阅读，使学生理解与话题相关的语言材料，并增强学生运用语言获取更多信息的能力。Step 9. Group work.Ask the Ss to do a survey in groups. Then ask them to write a short passage according to the survey results. 设计意图：让学生在小组内做调查同伴的“周末日常活动”或者“周四的日常活动”。任选其一，根据调查结果，完成文章的写作。进行写作练习：使学生具备初步综合运用语言的能力，能把自己或者他人的一天的活动用100字左右写出来，能够正确运用连接词如but , and , after that ,and then .等等。 活动10【活动】Step10.Showingtime Step 10.