七年级英语下册 Unit 2 What time do you go to school（第4课时）教学设计 （新版）人教新目标版-（新版）人教新目标版初中七年级下册英语教案.doc

What time do you go to school
Unit 2
What time do you go to school?
Period 4
Content Section B 2a, 2b, 2c
教学目标要求
1．能够掌握并运用日常活动的动词或短语，如：go to bed, eat vegetables, play sports等。
2．能够分辨出日常活动中健康活动和不健康活动，如eat quickly(unhealthy), go to bed early(healthy)。
3．能够用一般现在时陈述自己或他人的日常活动，如： I don’t like to get up early. She goes to school at eight thirty等。
4．能够写出多项不健康的活动并给予健康的活动作为建议，如：go to bed late改为go to bed early等。
5．能够认读并能工整书写所学单词，如：lots of, either … or …, sometimes, taste等。
6．能够流利朗读文章，学习建立更健康的生活习惯。

教学过程
活动
步骤
教与学活动目的及其操作
教学资源运用
复习
时间
5 m
1
复习已学目标语和谈论时间的话题
Read the conversations and answer my questions.
— When does the boy get up on Saturdays?
— He usually gets up at 7:15 in the morning.

2
仿照上述对话，组织Pair work复习活动
OK. Let’s make up conversations with your partner. Ask and answer in pairs.
学生两人活动，教师抽查几组学生

导入
时间
2 m
3
导入新课话题
Let’s watch the cartoon again.
Well, we’re going to go on learning Section B today.

4
引入单元标题
教师板书或课件显示：
Unit 2 Period 4 What time do you go to school?
教师询问几个学生：
What time do you go to bed?

2a
时间
7m
5
读1c表格，集体讨论让学生从中挑出那些可能涉及到“健康”概念
First, look at the chart. Please discuss for 1 minute and answer the questions:
Which is healthy?(健康的)
(get up at 5:30)
通过表格呈现出涉及到健康概念的词
Now, let’s read them together.

6
顺势引出以下说法，为学生顺利阅读铺平道路
Now let’s look at the phrases. Can you tell me which are healthy? (教师板书)
(run in the morning / take a walk after dinner) 等
Can you read the phrases together? (Yes)

7
完成2a任务，进一步为阅读铺垫
Ok, check the activities you think are healthy.
(答案不唯一，学生有理由可以给予解释)

2b
时间
9 m
8
读前活动，观察图片进行预测
Please look at the two pictures. What are their names? Whose life is healthy, and whose life is unhealthy, do you think?
(Tony and Mary.)
(He eats ice cream. She plays volleyball.)
Mary’s life is healthy. Tony’s life is unhealthy.
引导学生看图，预测将要读到的内容。
教师应引导学生关注图中人物动作。

9
细读短文，完成任务
Now, please read the messages twice. Circle the healthy activities.
For example, get up early, is it healthy? (Yes.)
第一遍阅读，让学生获取活动内容，引导学生关注阅读内容，从中提取有用信息；
第二遍阅读，获取具体信息以完成具体任务，即在语篇和语境中判断哪些活动是健康的。
Check your answers.

10
跟读、齐读、自读短文，提高口语和听力
First, read the messages after me. Imitate the pronunciation and intonation.
Now, read together loudly.
This time, read by yourself as quickly as possible.
同上
2c
时间
4 m
11
为Tony重新设计“健康生活时间表”，使教学衔接的更加紧密和顺畅。
OK, now we know Tony Brown has an unhealthy routine. That’s not good for him. Can we help him? Well, I want you to write a healthy routine for him. Please use the box of Activity 2c to write out your ideas.
学生写作，教师巡视指导，进行必要的帮助、点评及辅导。
(提示学生I 变成Tony，don’t应变成doesn’t，eat变成eats等。)
Mary has unhealthy habits, too. Let’s help her. OK?

12
本活动的检查评价，转入下一活动
We have finished the task. Let’s talk in groups. Say your own
design.
(Tony usually gets up early. He usually eats vegetables.)
Let’s show some good designs.
将一部分优秀的学生作业在班级中教学展示，起到示范交流的作用。

拓展
时间
9 m
13
组织Role-play，学生扮演角色练习目标语言
Well, suppose you are Tony and Mary, work in groups.
分别以第一人称说出自己的日常安排，学生练习时教师巡视，给予发音的纠正和适当的语言帮助。
先以第一人称练习，再以第三人称展示。

14
“语言学习”活动，用目标语言解决实际问题
OK. Now please find the key words and phrases.
1．either … or …
2．get up; go to bed
3．after … before …
4．带有介词for的句子
Let’s ask 3 or 4 students to show answers. Then write down them.
Work in pairs to make new sentences or phrases.
Ask some to show the sentences and phrases.
OK! I’ll give you a proverb:
Early to bed and early to rise makes a man healthy, wealthy and wise.
早睡又早起，一个人变得健康、富庶又聪明。

小结
时间
3 m
15
检查评价；归纳反馈强化本节课学习目标
1．请两名学生进行阅读展示
2．会话完成后询问一名学生
When do you usually get up / eat breakfast / play basketball / do homework / go to bed?
3．转问其他同学，询问刚刚那位学生的日常安排是否健康，如何调整，例：
I usually eat noodles or eggs for breakfast at six thirty.
鼓励学生多表达。

作业
1 m
16
Homework(布置作业)