Unit 2 Daily life-Fang Fang's daily life-ppt课件-(含教案+素材)-市级公开课-牛津深圳版(编号：40e21).zip

The teaching features of our school2. Guidance by the worksheet4. Stimulating evaluation3. Cooperative learning1. Integration of the teaching materials课程资源统整课程资源统整学案导学学案导学小组合作学习小组合作学习激励性评价激励性评价The teaching features of our school1. Integration of the teaching materialsThe teaching features of our school2. Guidance by the worksheetThe teaching features of our school4. Stimulating evaluation3. Cooperative learningMy teaching beliefs 1. A good teacher should be reflective.Important & difficult points:1. wh-questions2. simple present tense in 3rd person2. Practice makes perfect.TyphoonGuessing gameJigsawMy teaching beliefs Analysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures6Analysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures61. 5th period of Unit 2, Oxford English, 7A2. previous lessons:words & expressionssimple present tenseadverbs and adverbial phrases3. revision lesson and focuses on laguange using 4. time order I. Analysis of the teaching materialAnalysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures61.active2.have learnt a. words and expressions b. simple present tensec. adverbs and adverbial phrases3. still make mistakesII. Analysis of the studentsneed more chances to practise using the language in class.Analysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures6III. Teaching objectivesIII. Teaching objectivesIII. Teaching objectivesIII. Teaching objectivesAnalysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures6Analysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures61. Get Ss to use wh-questions to talk about daily life.2. Get Ss to use the simple present tense with the singular form in 3rd person correctly in speaking and writing.Analysis of the teaching materialTeaching methods14Analysis of the students 2Teaching objectives3Important & difficult points5Teaching procedures6VI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing gameVI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing gamePurposes:1. Arouse Ss interest.2. Review.dailytake part inVI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing game The school newspaper wants to introduce some students daily lives. A reporter of the school newspaper interviews Sam, asking about his daily life. Vs.Purpose:Use wh-questions. Write down all the wh-quetions1. How do you go to school?2. When do you have classes?3. What do you do from 9:50 a.m. to 10:10 a.m.?4. What time do you have lunch?5. When do you finish the afternoon class?6. What do you usually do after school?Purpose:Be able to use wh-questions. VI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing game The reporter interviews the most popular teacher.Who is the most popular teacher?Purpose: Set an information gap. No Yes Purposes:1. Develop Ss speaking ability & cooperative ability.2. Use wh-questions & simple present tense.Who is she/he?Oral reportPurposes:1. Develop Ss speaking ability.2. Appreciate the hard work of the teachers.VI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing gamePurposes:1. Develop Ss writing ability. 2. Use simple present tense in writing.2. Organize an article in time order. VI. Teaching flow chatT-SsSs-SsSWarming-up Typhoon Writing(a report) Summary& homework Speaking (pre-writing) Jigsaw activity Pre-speaking Guessing gameself-assessmentTick the boxes according to your performance in the lesson.1. I master the key words about daily life better.2. I can use the simple present tense correctly in speaking and writing.3. I can use wh-questions to ask my partner about daily life.4. I can write an article in time order.5. I can cooperate with others.Homework Interview your father or mother. Then make a schedule for him or her. Write an article about your father or mothers daily life. Board PlanTHANK YOU!No.13No.131Worksheet for Unit2 Daily lifeSpeaking & writing Learning Aims 学习目标学习目标: 1. 能用特殊疑问句询问他人的日常生活；2. 能正确使用一般现在时，特别是第三人称单数的形式；3. 能根据时间顺序组织文章。Step 1. Warming-up: typhoon Step 2. Pre-speaking: guess what the reporter asks SamPlease write down the wh-quetions for the reporter:1. _2. _3. _4. _5. _6. _Step 3. Speaking (pre-writing): jigsaw activityStep 4. Writing Please help the reporter write a report about the teachers daily life for the school newspaper._s daily life_ teaches us _. In the morning, she _ every day.At _, she _.In the afternoon, she _.In the evening, she _.She is _ but _ every day. She is a/an _ teacher.2Step 5. Summary and homework Self-assessmentTick the boxes according to your performance in the lesson.1. I can use the key words and expressions about daily life better. 2. I can use the simple present tense correctly in speaking and writing. 3. I can use wh-questions to talk about daily life. 4. I can write an article in time order. 5. I can cooperate with others. 6. I understand the teachers hard work. Homework1. Interview your father or mother. Then make a schedule for him or her.2. Write an article about your father or mothers daily life. My _s daily life_1Unit 2 Teaching PlanSpeaking & writing Daily lifeI. Teaching features of our school1. Integration of the teaching materials（课程资源统整）2. Guidance by the worksheet（学案导学）3. Cooperative learning（小组合作学习）4. Stimulating evaluation（激励性评价）II. My teaching beliefs1. A good teacher should be reflective. In language teaching, the teacher should always think about what Ss have learnt and find out their weak points through different ways, which helps the teacher better understand his teaching and his students. Therefore, when I found my students were weak in using the simple present tense with the singular form in 3rd person from their homework and exercises, I designed this lesson to help them overcome this weak point.2. Practice makes perfect. Language learning will be best achieved in activities. The more the students involve, the better they understand the language. So I would like to put the language learning into some interesting activities, which can arouse students interest and get them to learn and use the language while having fun. For example, in this lesson, I designed many kinds of interesting activities for my students, including typhoon, guessing game, jigsaw and so on. They get my students to practise using the wh-questions and the simple present tense with the singular form in 3rd person.III. Analysis of the teaching material1. This is the 5th period of Unit 2, Oxford English, 7A. The previous periods of this unit has already taught Ss many key words and expressions about daily life and rules of the simple present tense as well as the adverbs and adverbial phrases of frequency. So this is a revision period and focuses on the language using, especially using the simple present tense with the singular form in 3rd person in speaking and writing. 2. This period requires students to talk about someones daily life and write an article about it.3. In order to let Ss be more familiar with the topic, Ss are going to talk about one of their teachers daily lives instead of Fang Fangs daily life in this period. This is one of our schools teaching features integration of the teaching material.IV. Analysis of the students1. The students are active and want to do well in English learning, so they should be given more chances to use the language in class.2. They have learnt many words and expressions about daily life as well as the simple present tense. Also, they know how to use the adverbs and adverbial phrases of frequency in the previous lessons.3. They still make mistakes when using the simple present tense with the singular form in 3rd person, especially in speaking and writing.V. Teaching objectives21. Knowledge objectives1) Get Ss to master the key words and expressions about daily life.2) Get Ss to better understand the usage of the simple present tense with the singular form in 3rd person.3) Get Ss to organize an article according to the time sequence. 2. Ability objectives1）Develop Ss speaking ability of using wh-questions to talk about daily life.2）Develop Ss writing ability of organizing an article in time order.3）Get Ss to use the simple present tense correctly in speaking and writing.3. Moral objectives1) Help Ss develop the ability of cooperation.2) Get Ss to understand their teaches hard work and respect them.VI. Teaching methods1. Situational method2. Communicative approach3. Group cooperation VII. Learning methodCooperative learningVIII. Teaching important points and difficult points1.Get Ss to use wh-questions to talk about daily life.2.Get Ss to use the simple present tense with the singular form in 3rd person correctly in speaking and writing.IX. Teaching proceduresPhasePurposeTeachers activityStudents activitySkills involvedStep 1: Warming-up1. To arouse Ss interest.2. To review some key words and expressions about daily life as well as the simple present tense.To show a game typhoon and ask Ss to play it.To choose a number in the picture and speak out the answers of the exercises.Step 2: Pre-speaking1. To review Sam daily life.2. To create a 1. To ask Ss to read the article A day at school together.2. To set the scene: 1. To read the article A day at school together.2. To listen to the teacher Speaking 3situation for the language learning.3. To get Ss to practise using wh-questions to talk about daily life.The school newspaper wants to introduce some students daily lives, so a reporter interviews Sam, asking about his daily life.3. To show some tips on the PPT and ask Ss to compete and guess how the reporter asks Sam.4. To ask Ss to write down all the 6 wh-questions on their worksheet.and understand the scene.3. To compete and guess what the reporter asks Sam according to the tips on the PPT.4. To write down all the 6 wh-questions on their worksheet.Step 3:Speaking (Pre-writing) 1. To set an information gap.2. To develop Ss speaking ability of using wh-questions to talk about daily life.3. To get Ss to use simple present tense with the singular form in 3rd person in speaking.4. Develop Ss ability of cooperation.1. To let Ss do a jigsaw activity.Give each student one colored paper card (students in the same group are the same color). There are three kinds of paper cards in three different colors, which contain different parts of one teachers daily schedule(in the morning/ afternoon/evening). Tell Ss to walk around in the class to collect all the information about this teacher by communicating with another two students who hold paper cards in the other two colors.2. To ask Ss to check their information in groups and guess who the teacher is.3. To invite some Ss to report the teachers daily life orally.1. To take part in the jigsaw activity.Get one colored paper card.Walk around in the class to collect all the information about this teacher by communicating with two students who hold paper cards in the other two colors.2. To work in groups to check the information theyve got, and guess who the teacher is.3. To report the teachers daily life in the class orally.Speaking & taking notesStep 4:Writing1. To get Ss to use simple present tense with the singular form in 3rd person in writing.2. To develop Ss writing ability of organizing an article 1. To ask Ss to write an article about Miss Lis daily life following the example on the worksheet.2. To ask Ss exchange their writing in pairs and correct the mistakes for their 1. To write an article about Miss Lis daily life on the worksheet.2. To exchange their writing in pairs and correct the mistakes for their Writing 4in time order.partners.3. To invite some students to share their writing.partners.3. To share their writing in the class.Step 5:Summary & homeworkTo help students consolidate what they learned in this period.1. To ask Ss to complete the self-assessment table on the worksheet.2. Homework:1)Interview your father or mother. Then make a schedule for him or her.2)Write an article about your fathers or mothers daily life.