《Unit 2 What time do you go to school》教学设计5-七年级下册新目标英语【人教版】

这是一份《Unit 2 What time do you go to school》教学设计5-七年级下册新目标英语【人教版】，共5页。
English Teaching DesignUnit 2 What time do you go to school?Section B(The fourth period)ⅠTeaching goals:1. Knowledge objects:Master the new words, some phrases and some useful expressions.  New words: half, past, quarter, homework, run, walk, clean  Some useful expressions: in the morning/afternoon/evening, A.M.(a.m.)/P.M.(p.m.), half past six/…, a quarter to/past…, do one’s homework, take a walk, eat breakfast, eat dinner, go to bed, know about…When do students usually eat breakfast/…? They usually eat breakfast at half past six in the morning./…2. Ability objects: Be able to ask and answer the questions about daily activities with the proper time. Ask and answer the questions with your partner according to the listening material (Tom’s day). Use the simple present tense correctly in the sentences.Develop the cooperative and communicative skills gradually in pairwork.3. Moral objects:  Try to have a healthy lifestyle.Early to bed and early to rise makes a man healthy, wealthy and wise.  ⅡTeaching key and difficult points:1. Teaching key points: Master the key words, some useful expressions and the key sentence structures.2. Difficult points: Write the correct time of each activities about Tom’s day.Ask and answer the questions with your partner by using the simple present tense according to the listening material (Tom’s day). Ⅲ Teaching materials: some pictures, several word cards and teaching coursewareⅣ Teaching methods: cooperative and communicative methodsⅤ Activity forms: pairwork , interaction between teachers and students Ⅵ Teaching Time: The Fourth Period Teaching DesignStep 1   Warm-upAsk students some questions about everyday English and have a free talk simply.For example:  ---What day is it today?---It’s Friday.  ---Is everyone here? ---Yes, everyone is here./---No.  ---Who isn’t here?  ---Guo Jiaqi isn’t here.  ---What’s wrong with her?  ---She’s ill.  ---I’m sorry to hear that. I hope she will be better soon.---What’s the weather like today?---It’s sunny and hot/cloudy/rainy/…---Who is she/he?  ---Her name is…/He is… ---Is he/she a student/teacher?   ---Yes, he/she is./No, he/she isn’t.(Inviting one student to answer the teacher’s questions)---Do you like playing ping-pong?  ---Yes, I do.---Do you like playing basketball?  ---No, I don’t.(Asking other students questions)---What sports does he like?   ---He likes playing ping-pong, but he doesn’t like playing basketball. (Go on asking the questions and choosing another student) --- What time/When do you usually go to school? How do you go to school? --- I usually go to school at six thirty/… I go to school by bike.Give them some help if necessary. Step 2   Lead-in1. Show the teaching goals on the screen and let students know them briefly.2. Then show the three periods of a day, match the three pictures with the different time of a day. Read them aloud after checking the answers.3. Next, show the two different times. Let students tell their difference between them. Then let students focus on the difference and tell them what “A.M.(a.m.)and P.M.(p.m.)”mean. After that, tell the students how to read them in another way besides reading directly. Step 3   Presentation1. Show the clock face and read “6:30 a.m.” in two ways of reading. One is “six thirty a.m.” The other is “half past six in the morning.” Teach the new words “half past”. Pointing to the time on the screen, guide the students to answer the teacher’s question “What time is it now?” with “ It’s half past…”. 2. Then teach how to read the time “6:30 p.m.” in two ways. Pay special attention to the way of reading “p.m.” in the sentence.3. Teach another new word “quarter” in the sentence. Show the time ---It’s three fifteen. /It’s fifteen past three. Guide the students to read it in another way of reading “It’s a quarter past three.” Get the students to read and spell aloud. Give the student whose pronunciation is poor some help if necessary. Look at the screen and answer the question “What time is it now?”. (3:15 p.m.) It’s a quarter past three in the afternoon.4. After that, show the time (6:45). “Six forty-five” is one way of reading, we can use another way of reading with “a quarter to seven”. Here “to” means “差” in Chinese.5. Then practice reading the time “9:45 p.m.” in two ways of reading.6. Have a short summary first. These words are half, past, quarter, a.m. (in the morning) and p.m.(in the afternoon/ in the evening). Read them many times until students can remember them well. Then show some word cards with new words and repeat them over and over again. Put up the word cards on the blackboard while reading aloud. Then check the students’ memory. 7. Go on showing and learning some verb phrases. Look at the pictures on the screen and teach “do homework, eat dinner, eat breakfast and go to bed”. Especially , let the students understand the meaning of “homework” and read it many times.  Step 4   Practice1. Ask the students to look at the times first and invite one student to read them quickly. Put up the cards with the times on the blackboard while one student is reading the times. 2. Invite some students to read the verb phrases, and put the pictures of these verb phrases up on the blackboard. Read the verb phrases again. 3. Then invite one student to come to the blackboard to match the activities with the proper time. The other students match the activities with the time of day in1a and write the numbers correctly and quickly. Give them less than one minute to do this work. Later, check the answers. Step 5   Pairwork1. Give the students an example about how to ask and answer the questions about this task. For example:---When do students usually eat dinner?---They usually eat dinner at a quarter to seven in the evening.2. According to the right answers, make a simple conversation with your partner. One asks and the other answers about the students’ activities and the proper times of day.3. Just look at the pictures and the times on the blackboard, practice asking and answering the questions with the teacher.  Step 6   Listening1. First, lead students to have a quick look at the instructions to know what to do and how to do them.2. Show the form on the screen, guide the students to read the verb phrases in the form and then circle the activities the students hear. Listen carefully and then try to answer the four questions about the listening material “Tom’s day”.3. After that, play the recording twice for them to listen. The first time, they need to listen carefully and circle the activities they hear. Try to answer the four questions. The second time, they have to write the times next to the activities they circled in 1c.4. Ask individual students to read the answers and check them together. Step 7   Pairwork1. Divide the students into several pairs and each pair has two cards with Tom’s  activities and the proper times. Students make a simple conversation with the partner according to the cards. If necessary, the teacher can give them help as much as possible.2. Invite some pairs to ask and answer the questions about Tom according to the listening material. Pay special attention to the simple present tense in the sentence.3. After that, show the tapescripts on the screen and practice reading it aloud.    The teacher acts as the interviewer, the students act as Tom. Step 8   Extention1. Go through the exercise and fill in the blanks according to the first letters of the words given.2. Then check the answers together. Pay attention to the simple present tense.3. Go through the sentences and key words that we have learned in this class. 4. Guide the student to realize the importance of healthy. Tell students to try to have a healthy lifestyle in daily life. Remember the proverb “Early to bed and early to rise makes a man healthy, wealthy and wise.” Step 9   Summary  In this class, we mainly did some listening and practiced speaking skills. Some  practice helped students improve their listening and speaking skills. Students could ask and answer the questions about daily activities and the listening material “Tom’s day” with the simple present tense. By working in pairs and interaction between teachers and students, students can improve their spoken English and develop their cooperative awareness. From the listening material, let the students know the importance of healthy. Remember the proverb: Early to bed and early to rise makes a man healthy, wealthy and wise. Step 10   Homework1. Remember the key words and how to read the time in two ways of reading.2. Practice asking and answering some questions about Tom’s day. After class, make a conversation with your partner by using the roles “Tom and interviewer”. Try to recite the important phrases in the listening material.3. Preview the next period.     Blackboard DesignUnit 2What time do you go to school?                    Picture1   Time1 Section B                                 Picture 2   Time2word cards                               Picture 3   Time3                                          Picture 4   Time 4Teaching reflection: