_Unit 2 daily lifeReading教学设计--牛津深圳版-七年级英语上册.docx

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1、Teaching plan:Background informationTeaching materialGrade Seven Volume II of SEPH edition (Shanghai Educational Publishing House)Unit 2 Daily life ReadingLesson typeReadingTime40minThe analysis of teaching materialThe teaching material for this lesson is the reading passage and reading comprehensio

2、n exercises of Unit 2. The reading text is a first-person narrative which gives an account of Sams day at school. The theme of the text is closely related to students life. The text is written in the present tense. The teaching content includes:(1) Key vocabulary and phrases on describing frequency

3、and activities: seldom, always, never, usually, take part in, break, ride.(2) Key sentence structures: In the morning, we usually(3) Analysing the logical structure of the text describing a persons daily schedule.The analysis of students The teaching objects are Grade 7 students who have learned Eng

4、lish for more than four years, and most of them have mastered a certain number of words and phrases related to describing activities. Therefore, theyve already had a language foundation for this lesson. Besides, though most of the students are capable of producing correct but simple sentences descri

5、bing activities, they lack the ability to organise the sentences logically in written discourse. The students at this age are aware of the importance of cooperative learning, but very few of them feel comfortable about discussing in English.Teaching AimsKnowledge: By the end of this lesson, students

6、 will be able to(1) understand the main idea of the reading material.(2) understand the meaning of the key vocabulary and phrases: seldom, always, usually, take part in, break, ride, ring, never(3) use the words and phrases describing activities in sentences., (4) understand the meanings of the key

7、sentence structures and use them in writing: I usually., I seldom, ends at .(5) understand the logical structure of the text.(6) describe his/ her daily routine logically according to time order. Ability: (1) Students learn the skimming skill and are able to use it when reading the passages. (2) Stu

8、dents predicting and inferring skills are trained.(3) Students can cooperate with others when they work in groups or pair to finish the tasks.Emotion: Students are expected to realize the importance of a healthy lifestyleTeaching key points& difficult points1. Key points:(1) Students can understand

9、the meanings of new words and sentence structures and use them when producing sentences.(2) Students can understand the logical structure of the text and will be able to use the structure to write passages describing daily routine. 2. Difficult points:(2) To guide students to find out the logical st

10、ructure of the text step by step.Teaching ProceduresActivities/ TimingMaterials/ equipmentStep-by-step detailsInteractionPurposeNotesWarming-up(4min)An English video about daily routines. 1.Ss watch a video about daily routines 2.Ss pay attention to expressions about daily routine in the video. 3. T

11、 asks Ss to share what expressions about daily routines they learn from the video. 4.Ss volunteer to answer the question.T SsT S,s.1. To warm up the whole class, raise students interests and attention. 2. Introduce the topic of the lesson via the video. Pre-reading(3mins)Textbook p17Picture(word-clo

12、ud)PPT presentationActivity 1 Predicting1. Ss read the title of the text quickly and predict the content.2. T presents a picture (word-cloud) of verbal phrases to Ss.3. Ss guess which expressions may appear in the text.T SsTSsTS,s,.1. To stimulate Ss interests in reading the article.2. To clear the

13、barriers of new expressions.While-reading(20min)Textbook p17PPT presentationActivity 1 Skimming (4min)1. T asks Ss to read the whole passage quickly and find out the main idea of each para. individually with the hints from the PPT presentation. 2. Ss are invited to tell the main idea of each para.3.

14、 T guides the whole class to check the answers.TSsTS,s,TSs1. To promote students skill of getting the main ideas fast and correctly in a short time (skimming skill)Textbook p17PPT presentation Activity 2 Scanning (4min)1. T presents a timeline to Ss and asks Ss to finish the timeline according to th

15、e text.2. One S is invited to complete the timeline on the screen. 3. T guides the whole class to check the answers.TSsTSTSsTSsTSsTSsTSsTS,s,s1. To train Ssability of extracting important information by scanning the passage.Activity 3 Key vocabulary (4min)1.T asks Ss to highlight “always, seldom and

16、 usually” in the text and read the sentences with the highlighted words. After that Ss guess the meanings of these words. T comments on it.3. T explains to Ss that these words are adverbs of frequency and introduce two other words: never, sometimes.4. T teaches Ss how to use these words and make sam

17、ple sentences. “usually/often/sometimes/always+verb+(time)” “be+ usually/often/sometimes/always+adj”5. T asks three Ss to make sentences with these words.1. To guide Ss to get to know adverbs & adverbial phrases of frequency2. To train Ss ability to use frequency adverbs in sentences.Textbook p17&p

18、19PPT presentationActivity 4 Detail Reading8min)1. T asks Ss to read the whole passage carefully & complete the task D1 and D2 in page19 individually.2. T invites Ss to answer the questions one by one. (Ss need to point out the corresponding sentences in the article for each answer in the Q&A exerci

19、ses. TSsTS,s,s1. To help Ss understand the content of the text and analyze the details of the text. Post reading(11min)Textbook p17PPT presentationActivity 1Eliciting the structure (2min)1. T guides Ss to find out the logical structure of the text. 2. T teaches Ss that when one wants to write the da

20、ily routine of someone, time indicator and activities are essential parts.TSsTSs1. To help Ss understand the logical structure of the text and the structure of texts describing daily routine. PPT presentationActivity 2 Discussion(4 min) 1.T ask Ss to work in groups and discuss whether Sams day at sc

21、hool is a healthy way of living and why.2.Ss volunteers to answerTSsGroup work TS,s,s1. To develop Ss critical thinking skills 2.To relate the topic to Ss actual lifePPT presentationWorksheetActivity 2 Interview(5 min) 1.T tells Ss to work in pairs and ask about each others schedule at home during w

22、eekends using “what do you usually/often/always do (time)?“When do you usually/often/always (do sth.)”2.Ss write down their partners schedule on a table 3. Two or three(based on the time left) pairs of Ss are invited to report their partners schedule in the third person singular.TSsPairworkTSs,Ss1.

23、Reviewing the use of “what” and “when” to raise questions.2. To better consolidate Ss ability to use the sentence structures “I usually/often/always do.” 3. To consolidate Ss ability to use third person singular. Homework(2min)1.Review what have learned in class2. Imagine you have a pen-friend abroa

24、d who wants to know about your daily routine at school, please write an e-mail describing your daily routine. (more than 50 words)1. To consolidate Ss use of some verbs related to daily life and frequency adverbs.2. To consolidate Ss understanding of the structure of texts describing daily routine3.

25、 To consolidate Ss mastery of the layout of e-mails. Appendix 1 WorksheetUse “When do you （usually/often） ？”to ask questions.Use “I usually/often/always.” to answer.Use “He/She usuallly/often/never/seldom.”to report.TimeActivitiesGet upHave breakfastHave lunch3:00 p.m.Have dinner9:30 p.m.Go to bed学科网（北京）股份有限公司