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1、新目標英語七年級上冊
Unit?11?What?time?do?you?go?to?school?教案
Topic
Unit 11 What time do you go to school? (the second period)
Aims
Language
To teach verbs describing everyday actions.
To teach certain verb collocations.
To teach present tense in what time questions and narrative forms including
2、 the present single tense.
To give practice in speaking and listening in the context of talking about one’s daily routine.
Ability
Students can tell about their own daily routine.
Students can ask about times and tell different times.
Students can make a timetable by themselves.
Target languag
3、e
What time do you get up?
I get up at six o’clock.
What time does Rick get up?
He gets up at six o’clock.
Key words
get up, run, take a shower, go to school, eat breakfast, go home, do homework, go to bed, o’clock, what time
Functions
To express different times correctly.
To narrative dail
4、y routine clearly.
Teaching?steps:
Warmer:
Put?students?in?pairs.
Students?tell?each?other?the?things?they?do?every?day.
Students?try?to?find?the?same?things?they?do.
Ask?one?or?two?pairs?to?report.
Lead-in:?
1.?Match?the?words?with?the?pictures.
2.?What?time?do?yo
5、u?do?these?things?
Step?One:?Section?A
(1)?1b?Ask?students?to?listen?and?match?the?times?and?actions.?
After?listening,?check?the?answers.
(2)?1c?Ask?students?to?do?pair?work.?One?is?Rick,?and?the?other?is?the?interviewer.
(3)?Ask?students?to?talk?about?Rick’s?daily?activities.?
6、
Step?Two:?Play?a?game.
There’re?many?kinds?of?fruit?on?the?blackboard.?Students?are?encouraged?to?get?them?by?answering?the?questions?on?the?back?of?the?fruits.?The?ways?to?answer?them?can?be?different.
Step?Three:?Listening?and?speaking?practice.
1.Ask?students?to?see?a?video?and?fi
7、ll?in?the?missing?information?about?David’s?daily?routine.?
David’s?daily?routine:
Activity
Time
gets up
6:00 a.m.
has breakfast
7:00 a.m.
?
7:30 a.m.
gets to school
?
?
11:30 a.m.
goes home
4:30 p.m.
gets home
?
has dinner
?
?
10:00 p.m.
2.?Ask?some?students?to?say?about
8、?David’s?daily?routine.
Step?Four:?Fill?in?a?form.
Ask?students?to?write?down?the?information?of?their?own.
Ask?students?to?do?pair?work?and?fill?in?their?partners’?information.
Ask?some?students?to?say?two?or?three?sentences?about?themselves?and?two?or?three?sentences?about?their?pa
9、rtners.
Time(yourself)
Activities
Time(your partner)
?
get up
?
?
have breakfast
?
?
go to school
?
?
have lunch
?
?
do homework
?
?
take a shower
?
?
have dinner
?
?
go to bed
?
Step?Five:?Written?practice.
I?usually?______at?six?o’clock.?I?have?milk?and?bread?for?b
10、reakfast.?After?breakfast,?I?_____?home?and?then?I______?school?by?bus.?I?get?to?school?at?seven?thirty.?I?have?five?classes?in?the?morning.?And?then?I?have?lunch?at?______.?In?the?afternoon?I?have?two?classes.?I?go?home?at?four.?I?get?home?at?4:30p.m.?I?_______at?about?seven.?After?dinner,?I?______
11、_?homework.?I?_______?at?nine?thirty.?My?life?isn’t?exciting.???????
Step?Six:?Summary
Summarize?the?structures?learned?this?class.
Step?Seven:?Homework
You?are?free?this?Saturday.?Please?arrange?it?as?you?like?it?to?be.
課堂教學設計說明
這個單元主要學習談論日常作息活動及時間的表述法。學習用英語描述不同的時間是一個難點，并且
12、只有學習了時間表示法后，才能自如地談論日?；顒?。因此在第一課時中，主要講解了時間的表述方法，為第二課時談論日?；顒幼龊昧藴蕚洹＿@節(jié)課是第二課時。整節(jié)課的活動都緊緊圍繞基本句型展開，層層鋪墊，層層推進。課堂設計基本上是以學生活動為主體。下面是具體的課堂設計思路。
這節(jié)課，我首先設置了一個熱身活動，讓同學兩人一組談論一下他們知道的有關日常活動的詞。然后讓幾個同學起來匯報一下。這樣，基本上把有關daily?activities?的詞都出來了。然后讓他們作一個看圖識字，鞏固并加深對這些詞語的認識。既然這些是daily?activities，每天都要做，這樣就可以很自然地問“what?time?
13、do?you?do?these?things？”這樣就引出了新句型，然后提問幾組同學，關于他們的日?；顒蛹皶r間，讓他們有個模糊的印象，然后利用書上65頁第一部分的圖片及聽力給學生一個完整的關于詢問和回答日?；顒拥哪Ｊ?，運用書本上的東西落實新句型，同時把第三人稱單數很自然地呈現在學生面前。
接著為了鞏固和運用新學的句型，課堂上設計了一個摘水果游戲，每個水果的后面都有一個問題，這樣學生要想得到他所喜歡的水果，必須完成回答問題任務，學生參與活動的熱情很高，非常樂意去完成這個任務和挑戰(zhàn)，并沒有把它當作學習的壓力，學生在非常輕松愉快的心情下和環(huán)境中完成了句型的學習，并且還達到了運用英語交際的目的
14、。
在這節(jié)課中又設置了一個錄像片段，讓學生可以根據所聽到的內容獲取所需信息，從而完成填寫表格的任務。通過這個活動，學生加強了聽力練習。并且在表格中非常清楚地把幾個動詞的第三人稱單數顯示出來，這樣就把難點突出了出來。
緊接著是一個調查表，調查表中需要學生填寫兩欄的內容，首先，寫出自己日常活動的時間，然后二個同學之間運用所學句型做問答練習，然后把所聽到的時間寫下來，通過這個活動可以練習學生的聽力，也起到了鞏固新句型的目的。做完調查表之后，由學生起來講述有關他本人和他的同伴的一些日?；顒印＿@個活動讓學生對整個學習目標有一個清楚的認識。
調查表之后設計了一個寫作，這樣又把有關日
15、常活動的詞語做了鞏固練習。
課堂最后做了一個小結，告訴同學這節(jié)課所做的任何活動和任務都是為了學習和運用這些句型。
通過這節(jié)課，我對任務型教學思路有下列體會：為了完成這節(jié)課的教學目的，老師要設計合適的教學活動，讓學生參與其中，順利地，輕松地學習。改變由老師單純傳授知識，學生被動學習的狀況。學生通過課堂的學習，可以在課下運用所學知識與他人交流或可以動手做一些事情，就達到了任務型教學的目的。
教案點評：
首先設置了一個熱身活動，談論有關日?；顒拥脑~，然后在摘水果游戲中學習本單元的目標語言句型，接著利用媒體談論一天的作息活動安排，然后讓學生就日?；顒雍蜁r間進行調查。各個階段的活動都體現了學生的參與活動，都圍繞本單元的目標語言點進行。
新目標英語七年級上冊Unit 11 What time do you go to school教案
