Unit4 Grammar教案- 七年级英语上册.docx

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1、七年级上册 Unit4 Grammar 教学设计一、教材简解 本课教学内容为译林出版社英语七年级上册Unit 4的Grammar板块，旨在基于本单元前期的听，说，读的基础上进行语法输入，培养学生的语言运用能力。本单元围绕“我的一天”开展多种教学活动，是学生日常生活中的一个有趣的话题。它与第三单元有一定的联系，是从了解学校的另一个方面来拓展话题的。因此，本单元的所有活动都有助于提高学生的学习兴趣。语法是本单元所有的目标语言的焦点。通过Tommy给Millie的回信引入话题用恰当的时间介词谈论了他的学校生活，并让学生学会用频率副词来表达做某事的频率，从而认识到自己生活中的业余爱好。它给学生一个完整

2、的目标语言形象，目标语言是学生学习本单元其他内容的基础。所以学好这一课很重要。学会用英语谈论自己的学校生活，培养学生学英语的兴趣。二、目标预设语言能力：1.能根据实际情况谈论学校生活。2.能就学校生活话题进行英语交流。学习能力：1.确保学生在谈论学校生活时能正确使用介词和副词。2.帮助学生更好地了解自己生活中的业余爱好。 3.从某种意义上说，希望学生对学校生活产生积极的感觉。他们会更好地了解同学和老师，互相学习。 思维品质：在进行听力训练的同时，让学生分析、判断、推理，培养学生用英语进行多元思维的能力。 文化品格：1.通过讨论，让学生进一步的明确青少年的生活应该是丰富多彩的，要学会发现生活的美

3、好。2.教育学生应该成为一个有爱心有活力有理想懂生活的青年人。三、重点、难点1.训练学生掌握目的语中的频率副词和in,on,at的用法。2.使学生在谈论学校生活时产生兴趣。四、设计理念注重培养学生的综合语言运用能力。面向全体学生，关注不同学生的学习需求和学习特点。注重语言学习的实践性和应用性。通过体验、实践、参与、探究和合作等方式，逐步掌握语言知识和技能。五、设计思路 课堂学习与生活实践紧密联系，把学生从课堂学习领入生活实践中来。本节课紧紧围绕日常生活这个话题展开教学活动，通过创设真实语境，以“想更多地了解你”为主线，让课堂注入丰富的生活素材，以增强学习内容的趣味性。将听，说，读，写训练相结合

4、，通过学生的参与、探究、合作、交流等方式，使学生积极投入到课堂活动中来。六、教学过程Step One Warming upPresentation of aims of this lesson and ask about their lives to make friends and get to know them more .T: Good morning! First I would like to say thank you to everyone .Thank you for helping me during the last week because there is somet

5、hing wrong with my left foot . I really want to be your friends, so maybe someday I can help you ,too. Ok? So I prepare a lot of questions for you to know you better. Lets start from your daily life!T:.What time do you always get up?(what do you often do before going to school?)S:I always get up .T:

6、How many lessons do you usually have a day?S:I haveT:What time do you usually finish your homework?S:I usually finish my homeworkT:What do you like to do on weekends?S: .（设计意图：提前创设一个需要学生帮助的真实语言情境，为了更好地去了解学生以真实的交谈将学生自然引入本节课的话题，唤醒学生的了解本课的欲望。让学生明白人与人应该互相帮助。以“我想更多地了解你”为主线贯穿下面的各项活动。）Step Two Talk about y

7、our favourite sports! a.Presentation.Teacher makes students motivated to talk about their favourite sports and try to review adverbs of frequency while teaching them new usages.T: I am sure boys like to do sports, right? What about girls? Do you like doing sports? What is your favourite sport?S: .T:

8、 How often do you do it?S: T: You know, I like doing exercise. I do exercise all the time. I always do exercise after school and on weekends. But there is something wrong with my left foot . I cant walk very well .How often do I do exercise now?Ss:（板书 always、never、usually、 often、sometimes、seldom） Te

9、acher guides students to think about adverbs of frequency and summaries them.（设计意图：通过让学生谈论最喜欢的运动以及运动的频率，既导入我运动的话题，也为下面的活动作好铺垫。以对比我之前经常运动到最近因左脚不适无法运动，让学生了解always和 never的区别。板书所有的频率副词，引导学生理解并能根据频率的不同，进行一个由高到低的排序，来为下面的学习做好的积累。）b.Practise:Teacher makes students do an oral practice by using and practicing

10、 adverbs of frequency properly .T: Now you know about my sports hobbits, would you please discuss your favourite sport with your deskmate?Then teacher will ask some of the groups to present their work.学生两人一组交流，根据实际情况完成对话。并指名2到3组学生进行对话展示，向全班汇报结果。（设计意图：我的体育爱好是为了让学生更好地理解频率副词，并学会建构语言。主要任务是想把学生引入用恰当的频率词来

11、谈论自己最喜欢的体育运动，用正确的语言进行输出。）Step 3: Talk about your favourite festivals!Teacher leads students to discuss their favourite festivals and what they do on that day by using on/at correctly.a. Presentation.T:I am afraid you all like festivals. The National Day gives you a 7 days holiday in October. I want

12、to know what your/his/her favourite festival is?Ss: My/His/Her favourite festival is b . Practise:T:We talk about a lot of festivals, would you please ask your deskmate: What do you do you often do on that festival? one asks, one answers. (When checking the answers, teacher will guide students to re

13、ad together the important phrases.)（设计意图：让学生讨论他们最喜欢的节日，学会用on/at来表达在那天通常做什么。让学生学会归纳两者的用法，了解他们的不同。更好地培养他们的观察与思维能力。） Step 4: Do you want to know more about me?Teacher teaches students in/at by showing them a picture in English Festival. Afterwards, teacher points out some error corrections to test thei

14、r understanding of the important language rules. a. Presentation.T: Now, I would like to show you more about me and share some happy moments in Huchu with you. T: This is a picture of our school English Festival. It is always in December. All the students in Grade 7 and Grade 8 can join in it. When

15、did I take this photo?S: T:It is a picture in 2012.How old am I in 2012?Can you guess?S: T:I was at 29 years old. How old are you ?So you are at12 years old, right? b . Practise: (Also, when checking the answers, teacher will guide students to read the important sentences and phrases.)Finish exercis

16、e and check the answers one by one.（设计意图：基于学校的英语节活动，通过层层递进的谈话来呈现不同的时间介词，引导学生理解与归纳介词的用法。鼓励他们用不同的介词去交谈。）C . Presentation.Teacher introduces the usage of in/on/at by telling the story of an invitation.T:Do you know why I sing ?Because I received an invitation and I felt very touched. I d like a student

17、 to read the invitation for us. Teacher teaches target rules and Ss to finish the letter.T: I wrote a letter back, but some parts are missing now. Can you help me finish it?Ss:.T: Thanks for your answers. I am sure this year, we will have a happy English Festival too!T:That English Festival is my ha

18、ppy moment in 2012,but in 2019.I also have some happy memory. In this years sports meeting, A student took these photos for me. When did she take them, can you remember?S:T:Yes ,we can say in the morning on Tuesday, and we can also say on Tuesday morning or ?S:.T:It is on the morning of 13 October.

19、Lets read together.Ss:T:Now I tell you about my happy memory in the sports meeting ,Its time for you to tell yours. What did you do in the sports meeting? Can you remember?Ss:T:Lets talk about it with your deskmate!（设计意图：用一份我收到的邀请函导入，让学生用适当的介词补全我的回信。对已学内容进行巩固。并由2012年英语节的快乐时光直接切入到2019年的秋季运动会，由班级其中一位学

20、生给我拍的照片引出话题，将on the morning of 13 October呈现给学生，让学生直观地区分in the morning 和 on the morning of .不同。最后以与同桌谈论运动会快乐时光为话题，对今天的所学的时间介词实践运用，迁移创新。）Step Five : Check outT:Today,we share with each other about our life and now we all know us better and more !I hope you can write your day to me so that I can keep t

21、hem ,study your lifestyle and be a better friend with you.Teacher asks Ss to write a short passage about their day with adverbs of frequency and in/on/at properly. Then teacher will ask some of them to read their work and consolidate weve learnt today. （设计意图：基于学生的日常生活创设写作情境，鼓励他们用本节课所学内容去写一写自己的一些生活内容

22、。引导他们发现生活的美好，树立积极的人生观。）Homework1. Get students to perfect their own writings after class and email them to 1131771035 .2.Talk with your friend and know about your friends day. （设计意图：在家庭作业布置中，鼓励学生课后完善自己的小作，并以写促谈。真正地把英语运用到日常的生活当中。）Blackboard Design: Unit 4 My Day Grammarin on at alwaysin the morning on Sunday at Christmas oftenin summer on 13 October at 26 years old usuallyin December on Tuesday morning at noon sometimes in 2019 on Childrens Day seldom on the morning of . never6