教学设计 (21).doc

Unit2 SectionA（1a-2c）教学设计
Teaching Analysis教情分析
1 Teaching Objectives 教学目标   
复习一般现在时并能使用What time do you/does she(he) usually…?询问日常活动的时间安排，并能作出相应回答。
学生能基本听懂和掌握本课重点词汇及目标语言学会听力中抓关键词，获取有效信息。
学生能初步了解频率副词：always，usually，never 的含义和用法。
2. Emotional goals 情感目标
Section A谈论的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。
3. Important and difficult teaching points教学重难点     
1.2.1 时间的表达法:
顺读法 8:30读作eight thirty 10:17读作ten seventeen
1.2.2 一般现在时主语为第三人称单数谓语动词的运用。
1.2.3 本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
2.0 Student analysis学情分析
2.1 Fundamental State基本情况
本单元的主题是日常作息习惯为话题，通过对句型what time和when引导的特殊疑问句进行学习，练习时间的表达法和学问方式，同时逐步培养学生合理安排时间的能力。初一的学生通过七年级上期的学习对0—30的数字已经有所积累，所以对本单元的时间表达有较大的帮助，教学时首先进行复习和回顾，然后以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间。
2.2 Knowledge Reserve知识储备
学生通过前段时间的学习对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见，且在七上八单元已经学习过when引导的特殊疑问句的用法。通过本单元学习能基本掌握时间的表达法并能结合一般现在时和使用功能句型谈论作息时间安排。
2.3 学情分析
本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时复习一般现在时并让学生使用目标言语what time/when 谈论学生自己和询问他人日常作息规律，话题内容贴近学生、贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达。
1.0 Teaching methods教法建议
1.1 task-based teaching method任务型教学法
1.2 communicative approach交际法
1.3 discussion method 讨论法
1.4 situational teaching approach情景教学法
2.0 教学辅助
blackboard and chalk, computer or iPad
5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
1) Daily greetings to the Ss. Greet the students by using “Good morning. It is 8:00. It’s time for class.
2) Let the students guess the riddle. “clock”
5.2 New points input 新知输入(贴标签)
5.2.1 Language presentation
(1) Present some pictures of clocks and time. Teach Ss how to say the time.
T: Look, what time is it?
Ss It’s six/six thirty/seven/seven thirty/eight o’clock, etc.
Present the times like: 7:15 6:30 4:25 and so on.
Teach Ss how to read and use the time and guide them to find the rules.
1. 整点：点钟数 + o’clock 如：9:00 nine o’clock
2. 非整点时间：整点+分钟： 如：10:13 ten thirteen
Have Ss practice saying time.
5.2.2 Activity 1a
5.2.2.1
Present some pictures of activities in 1a.
Help Ss to understand these new phrases: get up, go to school, get dressed, brush teeth, eat breakfast, take a shower.
5.2.2.2 Play a game “quick eyes”
Make the Ss remember all the phrases and let them stand up to say the phrases loudly, check who is the fastest one.
5.2.2.3 Work on 1a （完成1a）
(1) Match the activities with the pictures.
(2) Check the answers.
5.3 Listening practice 听力训练
5.3.1 Activity 1b Work on 1b
5.3.1.1 Pre-listening听前指导
Look at the pictures in 1a.
Exercising 1: read the activities in pairs.
Exercising 2: Say the times according to the clocks.
5.3.1.2 While-listening. 听中任务
（1）Listen and match the times with the actions. Draw lines from the clocks to the pictures.
(2) Check the answers like this:
T: Now you are Rick and I am the interviewer.
What time do you usually get up/go to school/get dressed/brush your teeth/eat breakfast/take a shower?
S: I usually … at …
5.3.1.3 Post-listening. 听后任务
Ask the Ss to listen and repeat ，try to be familiar with the activities.
5.3.2 Activity 1c
Work on 1c
T: Let’s talk about Rick’s routines.
1）T is the interviewer. Students are Rick. Ask and answer questions about Rick’s day.
A: What time do you usually take a shower, Rick?
B: I usually take a shower at six forty.
2) Have some pairs present their conversations to the class.
3) Pair work: practice the sentence pattern.
T: Let’s talk about another boy Nick’s day and another girl’s Mary’s day.
A: What time does Nick usually/always go to school?
B: He usually/always goes to school at … .
A: What time does Mary usually/always eat breakfast, Rick?
B: I usually/always eats breakfast… .
5.3.2.1 Pre-listening. 听前指导
Look at the picture to predict by answering the following questions:
Who are they?
What are they doing?
How many boys and girls can you see? Read the names in 2b.
5.3.2.2 While-listening. 听中任务
T: Now let’s listen to the conversation and complete the sentences.
（1）T: Can you get the answers? Please check the answers.
（2）T: Please look at 2b. I’ll play the conversation once again.
Complete the shower schedule for Jim’s family.
（3）check the answers like this:
T: What time does Bob take a shower?
S: He usually takes a shower at 5:30.
5.3.2.3 Post-listening. 听后任务
Work on 2c
1) Pair work: Have Ss talk about the shower schedule.
2) Ask and answer questions according your day.
A: What time do you usually …?
B: I usually … at …
A: I always … at …
B: I never … so …
5.4 Make a survey
T show the Ss a form and ask the Ss to make a survey.
Students can report like this:
I get up at…I eat breakfast at … My friend xxx gets up at …. He eats breakfast at…. He goes to school at…xxx gets up at… She brushes teeth at…
5.5 Sentence Interpretation 难句理解
5.5.1 I always get up at five fifty.
我总是在5：50起床。
（程度副词always表“经常”，用在实意动词前，“be”动词或助动词、情态动词后。)
5.5. 2 I never get up so early.
我从来不这样早起床。
（程度副词never表“从不”，用在实意动词前，“be”动词或助动词、情态动词后。)
5.5. 3 What time does Rick eat breakfast? Rick在什么时候吃早餐？
(一般现在时第三人称单数提问助动词用does)
5.5. 4 He eats breakfast at seven o’clock. 他在七点钟吃早餐。
(一般现在时第三人称单数表达eats breakfast)
5.5. 5 I usually get up at six thirty. 我通常在六点半起床。
(程度副词usually表“通常”，用在实意动词前、“be”动词后)
5.6 Sentence Applying 好句运用
5.6.1 I usually take a shower at six forty. P7
【原句翻译】_____________________________________________________________________
【仿写造句】sb usually do(es)…at…
________________________________________________________
5.6.2 I never get up so early. P8
【原句翻译】_____________________________________________________________________
【仿写造句】用频率副词never造句
_____________________________________________________________________
5.7 Summary
5.7.1 Guide Ss to work in groups and talk about:
Q1: What have you learnt in this period?
Q2: What problem do you still have with?
Q3: How will you work out the problems?
5.7.2 Get the Group leader (GL) to make a report about their summary. Put some key points on the Bd to form a clear mind map.
6.0 Homework 课后作业
1. Discuss your own routines with your partner.
2. Share your routines with the class.