联系本站客服加+微信号 zz88181 或QQ：983228566 |
视频标签：What time,do you go,to school
所属栏目：初中英语优质课视频
视频课题：人教版七年级下册Unit 2 What time do you go to school Section B 2a—2c安徽
教学设计、课堂实录及教案：人教版七年级下册Unit 2 What time do you go to school Section B 2a—2c安徽省利辛中学
Unit 2 What time do you go to school ?
Section B（2a-2c）
一．Teaching analysis教情分析
1.Teaching objectives 教学目标 (1)Language goals 语言目标 Key Words and Chunks
For applying: quickly, either, either...or..., lot, lots of, sometimes, taste For comprehending: Sentence Structures
1). In the evening, I either watch TV or play computer games. 2). She knows it’s not good for her, but it tastes good!
3). In the evening, she does her homework and usually swims or takes a walk. (2) Ability goals 能力目标
1)To learn to understand the meaning of new words and phrases in context. 能在语境中理解新词和短语意义。
2) To grasp and sort out the structure of the article by looking for key statements and the chronological order of the article.能通过找关键语句，及文章叙述的时间顺序来掌握并理清文章结构的方法。
3)To use target language to make a methodical description of their daily schedule by imitating能够通过模仿运用目标语言对自己的作息时间进行有条理的描述。 (3) Emotional goals 情感目标
1) To guide students to pay attention to healthy habits.引导学生关注健康的生活习惯。
2) To lead the students to develop good study habits, to arrange the importance of time, and to do the right thing at the right time.引导学生认识到养成良好的学习习惯，合理安排时间的重要性，明确在恰当的时间做恰当的事。
3) To train students to redesign their daily activities with healthy living habits as the standard. 培养学生用健康的生活习惯为标准重新设计自己的日常活动。
2 Important and difficult teaching points 教学重难点
1）To master the difficult words, phrases and sentence patterns.理解文中出现的重难点单词，短语及句型。
2）To understand the logical sequence of using a different time expression to understand the activities of the day. (grasp the gist of the article and the analysis of the frame structure.)理解使用不同的时间表达方法来理解一天活动的逻辑顺序。（掌握文章大意和框架结构分析。）
3）To let students learn to express and discuss topics: how to correctly distinguish between healthy and unhealthy lifestyle.让学生学会表达和话题讨论：如何正确区分健康和不健康的生活方式。
二. Student analysis学情分析
(1).Fundamental State基本情况
After the three periods of study, students basically activated existing language knowledge, has perceived the topic of this unit (Talking about routines) and the ways to express times, daily activities etc. Students will have a more in-depth study and have a certain understanding and perception of life habit. At the same time, enough language support has been set up for the reading and understanding of healthy and unhealthy and habits. Besides to guide students to pay attention to healthy living habits and talking about how to develop good habits is difficulties. 通过本单元前三个课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（Talking about routines）已经有所感知，对于the ways to express times, daily activities等内容有了更加深入的学习，让学生对生活习惯有一定的了解和认知。同时，为本课时的课文有关healthy and unhealthy habits的阅读和理解、以及引导学生关注健康生活和谈论如何培养良好的生活习惯搭建了足够的语言支架。 (2) Knowledge Reserve知识储备
The students' knowledge has been extended by three periods of study around the topic talking about routines unit. They have learned to use "in the morning, in the
afternoon, in the evening, then ,after that, and the specific time" time sequence to express day sequence of activities. It enriches the contents of the daily activities of the topic language and lead to the discussion of daily life habits. And prepared for the reading comprehension and expression.第四课时的学习，围绕单元话题talking about routines，让学生的知识得到了扩展，学会了用 “in the morning, in the afternoon, in the evening, then, after that 及具体时刻”等时间先后顺序来表达一天的活动顺序，丰富了日常活动话题下的语言输入内容，讨论了日常生活中的生活习惯，为本节课的阅读理解和表达积累了语言基础。 (3) Class data本班实际
Students in this class are motivated to learn, help each other in group activities, cooperate actively with others, and dare to express themselves in English. Before this class and reading, guide students to talk about healthy and unhealthy habits. The content is close to the students, close to the topic of this unit, so students are willing to discuss and there should be something to say. For the reading contents, teachers should use appropriate reading strategies to guide students to discuss from the pre - reading, while-reading into thinking, and do effective thinking training. At the same time, the teacher also should leave space for students to provide advice on Tony’ s life activities. 本班学生学习动机明确，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。本课时读前引导学生谈论healthy and unhealthy habits，内容贴近学生实际，接近本单元话题内容，学生愿意讨论，应该有话可说。对于阅读篇目，教师应该使用恰当的阅读策略，引导学生从读前讨论，进入读中的思考，进行有效的思维训练。同时，读后的给tony提供生活建议活动也应该为学生留足空间。
三．Teaching methods教法建议
(1) Thematic teaching method主题教学法 (2) Self-directed learning method自主学习法 (3) Discussion method讨论法
四．Teaching tools教学辅助
4) Play sports 5) Take a walk 6) Do homework first
Last, check the activities in 2a to make sure Ss know which activities are healthy, which activities are unhealthy. (2). While-reading-读中理解 Skimming
Ask Ss to skim the passage and quickly find out the answers to the questions. T may ask questions like: 1) Who write this passage? What does he tell us? 2)Who is healthier? Why?
Then give Ss about 2 minutes to do it. After that invite Ss to finish them.
Answers: 1) Tony, and he tells us his daily routine and his sister Mary’s daily routine. 2) Mary is healthier. Because she has more healthier habits.
Scanning
Guide Ss to scan the passage, and fill in blanks in the mind maps about Tony’ s and Mary’ s habits.
Try to make sure what activities they do every day, using the words and phrases from the passage. Answers:
Tony’ s healthy habits: play basketball for half an hour Do his homework first brush the teeth
Tony’ s unhealthy habits: get up late eat quickly
eat hamburgers for lunch watch TV
play computer games
go to bed late
Mary’s healthy habits: gets up at six thirty takes a shower eats a good breakfast
eats lots of fruit and vegetables for lunch plays volleyball swims takes a walk goes to bed early
Mary’s unhealthy habits: eats ice-cream after dinner
Intensive Reading
Ask students to read the passage carefully. Then finish Tony’ s and Mary’ s daily routine activities and retell these activities in their own sentences. Then, give students about 3 minutes to finish the two mind maps. Ask students to answer the questions as quick as they can. Last, check answers together. Answers ......
Analyzing chunks 语块运用
1) I either watch TV or play computer games. 2) When I get home, I always do my homework first.
(3)Post-reading-读后提升
Group-work
After students read the whole passage, they have known that Tony has more unhealthy
habits. So ask students to make a healthier daily routine for Tony. Example .......................................
(4) Summary
In this period, we have learned a passage about healthy and unhealthy habits. We all know that we should have a healthy daily routine.
As healthy is so important in our lives,we should pay enough attention to it. So,at last let’s think about how to keep healthy. Healthy life connects with healthy food,regular exercise and good living attitude.
A sentence: Habits form character,decided the fate of character.习惯形成性格，性格决定命运。
(5)Homework
1. Do you have a healthy life style? Yes? No? 2. Make a healthy life routine for yourselves.
六．Blackboard Design 板书设计
Unit 2 What time do you go to school ?
Section B（2a-2c）
go to bed late get up late
play computer games have unhealthy habits
I either watch TV or play computer games. When I get home, I always do my homework first.
视频来源：优质课网 www.youzhik.com
