人教版（七下）Unit 2 What time do you go to school -Section B 3a—3b Self check-教案、教学设计-省级优课-(配套课件编号：c1056).doc

1、 1 Unit 2 What time do you go to school? Section B Writing 单元名称单元名称 Unit 2 What time do you go to school? 教材版本教材版本 人教版人教版 Go For it 授课年级授课年级 七年级七年级 授课类型授课类型 写作课写作课 授课时长授课时长 45 分钟分钟 一说教材一说教材 （一）（一） 教材简析教材简析 1、教材的地位和作用 本课是人教版七年级英语下第二单元的内容。本单元 以“日常活动”为话题，围绕“What time do you do ?” 一般现在时特殊 疑问句的功能项目开展教学活动

2、。本单元是七年级英语重要语法项目之一，与第 三单元 How do you go to school ？联系紧密，是它的延伸。通过讨论学生的日 常活动，进行一般现在时的特殊疑问句的训练，通过本单元的学习使学生学会不 同时间段的表达法，学会用频率副词谈论自己日常生活习惯。同时通过本话题， 进一步提高学生的听、说、读、写的综合能力的培养。 2、教材的处理与远程教育的应用 在教材的处理过程中，我根据教学的重点 和难点与教学流程的需要和学生的特点，对教材进行了重组与编排，灵活地将生 词、短语、句式和语法穿插在整个教学环节。在信息采集上，我在网上收集到大 量与教学相关的图片，通过对图片的整理和筛选，取其精

3、华，将本课的重点短语 与图片结合。做出精美的幻灯片，为教学服务。体现了多媒体技术在英语学科的 应用，有效地利用了远程教育网上的共享资源。为了避免英语课的枯燥与乏味， 在本课的导入环节中，我采用游戏导入的方式，让学生在愉悦的氛围下快乐地学 习英语。 （二）（二）教学目标（知识目标、能力目标、德育目标）教学目标（知识目标、能力目标、德育目标）与重难点与重难点 知识目标： (1)掌握 Section A 1a1c 出现的单词和短语：time, what time, usually, get up, go to school, go home, shower, take a shower, tooth

4、,brush teeth，shower，take a shower. (2)掌握运用重点句型：What time do you usually get up I usually get up at six 2 oclock/six thirty. What time does she/he usually get up She/He usually gets up at six oclock/six thirty. 能力目标：通过运用英语正确表达时间和谈论日常作息安排，提高学生的综合语 言运用能力。 德育目标：通过学习，使学生充分认识时间的重要性，让学生养成良好的作息习 惯和培养学生珍惜时间的

5、优良品质。 确立教学目标的依据： 以英语课程标准为理论依据，通过听、说、读、写四项基本语言技能的训练， 激发学生的学习兴趣，帮助学生树立自信心和建立学习成就感，使他们在语言学 习实践过程中发展综合运用能力。此外，根据教学内容，把培养学生的情感融化 到日常教学当中。 重点与难点： （1）重点： 词汇:time, what time, usually, get up, go to school, go home, shower, take a shower, do ones homework, go to bed 句型： What time do you usually get up I usua

6、lly get up at six oclock/six thirty. What time does she/he usually get up She/He usually gets up at six oclock /six thirty. （2）难点：What time does she/he usually get up She/He usually gets up at six oclock /six thirty.的正确运用。 确立重难点的依据： 根据本单元的教材内容，结合学生学习认知规律，确立重、难点。 二、二、说教法说教法 英语课程标准明确指出，基础教育阶段英语课程的任务是：

7、“激发和培养 学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学 习策略，发展自主学习的能力和合作精神”。按照这个理论指导，结合初中生的 年龄特点和认知规律，针对这一课型，我主要采用任务型教学、直观教学、小组 活动等教学方法，以学生为主体，强调学生的自主学习，鼓励学生大胆尝试，运 用语言，并在语言使用过程中，学习新知识。在词汇教学方面，以图片和游戏呈 现日常行为动词短语，达到直观联想的效果，对单词的记忆产生良好的作用。在 句型教学方面，通过游戏竞猜、小组活动等方式，复现教学语言点，反复练习使 用，达到熟练使用新句型。 3 三说学法三说学法： 1、学情分析 初一学生通过前阶段

8、时间的学习，掌握所学单元的交际用语和单词，有了一定 的语言能力，但对于本课未接触过的语言点，仍有待教师的指导，综合运用英语 的能力还有待进一步的提高；本单元的中心话题与学生的生活密切相关，因此教 师在教学过程中，应结合学生的实际情况，激发学生兴趣，让学生主动学习，学 有所获。 2、学法选择 以英语课程标准理论为依据，教学本课时教师指导学生课前预习与人们日 常生活起居相关的行为术语和时间的表达法；课内引导学生观察、模仿句型，师 生、生生进行多维互动交流，构建语言结构。 四教学资源四教学资源 教材，教师补充的录像和图片，多媒体设备。 五说五说教学过程教学过程 Step Activities Int

9、ensions 1.Warming up and lead in 1. Play a game. Ask students to guess the phrases when they see the pictures. 2. Ask students to look at the pictures and answer the questions“What time do you.?” “When do you .?” Lead into the topic and arouse Ss interest. Review the learned knowledge. 2. Pre-writin

10、g 1. Show them a chart of daily routine, then ask students to make sentences one by one. For example, I usually get up at 7:10. 2. Ask questions “Do you have a healthy life? Why ?” and make them answer the questions according to the chart. 3. Ask them to number these sentences in order to make a sto

11、ry about a daily routine and read the passage together. To practice the learned sentences and let them understand what unhealthy life is. Provide them with a passage to make them know how to write an article about their own daily life. 1. Show them some pictures of Toms daily routine and ask student

12、s to ask each other “What time does he.?” “When does he.?” 2.Show them a chart of Toms daily routine, then ask students to make sentences one by To practice the key sentences by asking and writing. Let them understand what healthy life is. 4 one. For example, He usually gets up at 6:00. 3. Ask quest

13、ions “Does he have a healthy life? Why ?” and make them answer the questions according to the chart. 4. Ask students to fill in the blanks according to the pictures and read the passage. 5. Finish the requirements. Underline the topic sentence, circle the timeline and underline the Simple Present. T

14、o make students pay attention to the Simple Present in different ways. 3. While-writing 1. Before writing, provide them with topic sentences and timeline. Then give them some tips. 2.Guide students to write an article about Toms daily routine. To guide students to write an article by using the sente

15、nces they have learned. 4. Post-writing 1. Give them 2 minutes to check their passages according to the checklist and ask two students to read their articles. 2. Ask students to check the given passage and correct it. 3. Read the corrected passage. To make students check their passage by themselves. 5.Homework Continue correcting their articles and hand in their articles. To test whether the students have learnt what they need to learn.