七年级下册Unit2Whattimedoyougotoschool教学设计谭玉凤.docx

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1、成都外国语学校英语学科教学设计教学基本信息课题名称Unit 2 What time do you go to school? The Expressions of Times授课时间教师姓名谭玉凤学生年级初一时长lOmins课型讲授型启发型演示型和练习型是否实施是一、教学分析设计教材分析本单元是教材的二单元，它以学生最为熟悉的日常作息习惯为谈论话题， 通过对句型：一What time is it?-It is six.-What time do you usually get up?-I usually get up at six .练习时间的表达和时逐步的培养学生合理安排时间的能力。整个单元

2、以 谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间 的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交 际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。学情分析从整体来说，大部分学生的积极性比较强，对英语学习充满热情。但是学生 水平不一，两级分化严重，极少数学生基础相对薄弱，需要老师在课堂上运 用形式多样的教学手段加激发这一部分学生的学习积极性和自信心设计思想时间表达法的教学也是由分到总的一个过程，循序渐进教学方法视听导入法教学用具Powerpoint; cards; blackboard教学目标使学生掌握相关的时间表达方法以及相关的词汇，最好能

3、应用到以后的口语表达中教学重点学习时间表达法中的顺读法与逆读法，并通过学习学会正确表达时间教学难点时间表达法中逆读法的to的形式与含义二、教学实施设计教学环节设计教学环用学生活动教师活动设计意图Warming upLeading in: watching a videoPresentatio n: the three differentT shows students the title of Unit2 - What time do you go to school?, and a picture of a clock and let them guess the topic of toda

4、y s lesson - time.T asks students to watch a video about time and assign them a task:T: After watching this video, I d 1 ike you to tell me “If you want to know the exact time, what questions can you ask?” SI: We can say uWhat, s the time?T: Besides this question, we can also ask “What time is it?”

5、But if someone ask you the exact time, how should you answer him or her?S2: It s.T: Since we mastered the two ways of asking questions of time, do you know how to speak out the time correctly? If not, we are going1) Tell students the main teaching content of today s lesson2) Arouse their interest an

6、d catch their eyes1) Input the two ways of asking the exact time and the answer to the two questions2) the way for the further learning of expressions of time.Guide students to learn the three expressions of time and consolidate withexpressionsof timeto learn the expressions of time. Now, letJ s mov

7、e to the first kind of expression of time. T give you a key word - o clock,1 .整点 5： 00 five o clockT: The first kind of expression of time is very easy, isn t it? Now we come to the second kind of expression of time. When there are not more than 30 minutes, we should use this key word - past”.2 . (1

8、)少于或等于30分钟Read from the left to the right5： 08 five o eightRead from the right to the left 分钟数+past+钟点数 eight past five (2) = 15mins5： 15 five fifteen fifteen past five a quarter past five (3) = 30mins5： 30 five thirty thirty past five half past fiveT: Now, the last kind of expression of time. When

9、there are more than 30 minutes, we should use this key word t。 instead of “past” .3 .超过30分钟Read from the left to the right5： 52 five fifty-twoRead from the right to the left eight to six (60-原分钟数)+to+(原钟点数+1)timely practice and testPractice: quick eyesSummary(2) =45 mins5： 45 five forty-five fifteen

10、 to six a quarter to sixa quarter to+(原钟点数+1)T: I also prepared a game for will show you some time very quickly, you should speak out the time that you see as fast as possible, do you understand?T: At the end of the class, let s summarize together what we have learnt together. o clock eg: two o cloc

11、k past (30mins)eg: 2:482:45 a quarter to threeT: And there is another language point: before a specific time, we should use the proposition - at” . For example, T go to school at 8 O clock.1) Activate students to involve more and consolidatethecontent learnt today once again.2) Test whether all the

12、students have mastered theusageofexpressions of time1) Guide students to have a clear mind map of the expressions of time2) Emphasize the usage of “quarter”and“half”作业设计写出并读出时间8:295:539:302:157:45据英文写出相应的时间1. half past six3. a quarter past nine5. eleven fifty7. half past twelve2. seven thirty4. ten

13、to ten6. ten past twelve8. a quarter to twothree o clock10. four twenty-five板书设计 o clockeg: two o clock past (30mins)eg: 2:482:45 a quarter to three教学流程图*NWarming up: (topic: time)Leading in(vidco): How to ask questions about time(Whats the time? What time is it? -Its .)Presentation: Three kinds of

14、expressions of timeSummaryHomework assignment学习效果评价设计整体是以学生为中心，以活动为驱动点，以任务为目标的教学方式，使得学生学有所得, 逻辑思维层次清晰。三、教学评价反馈反馈意见1 .整体教学节奏偏快；.学外语的主要目的不是在掌握语言结构本身，而是在发展学生的交际能力，让他们在 创设的交际情景中学会知识，以便能运用于现实交际活动中。自我反思在学过了数词的基础上,学生能够充分地认知时间以及表达时间，并且学好时间表达法能 够为今后更多的有关时间的对话和短文打基础；这一点达成了预期的学习效果，但是在教与学的过程中也应该注重师生互动以及调动学 生的主观能动性，Students should be more involved in the class,比如可以激励学生总 结 to past 用法以及时间表达法；此外 The teacher should improve students * communicative ability,将时间问法以及表达法应用于实际日常生活当中。