人教版（七下）Unit 2 What time do you go to school -Section A Grammar focus 3a—3c-教案、教学设计-部级优课-(配套课件编号：50384).doc

1、 1 / 11 Go for it Students Book A of Grade 7 Unit2 What time do you go to school? Section A Grammar Focus-3c 一、学情分析一、学情分析 七年级的学生身上仍具有许多小学生的特性，他们乐于模仿，乐于参与英语课 堂上的活动，如游戏竞赛、扮演角色等，喜欢轻松有趣的课堂氛围。经过一个学期 的学习，能够用简单的英语表达自己的思想和与人交流，能够在小组活动中积极与 他人合作，相互帮助，共同完成学习任务。本单元的话题贴近学生的生活，让学生 感到有话可说，但学生运用本单元的目标语言进行交流的技能还不够成熟

2、，应结合 学生的实际情况，因材施教，设计合理的教学内容，让学生积极参与课堂活动，从 而促进语言目标的达成。 二、教学内容分析二、教学内容分析 本单元是围绕“Daily routines”这一话题，呈现了“运用 what time 和 when 引 导的特殊疑问句来谈论日常活动并进行问答”的语言功能。本节课 Grammar Focus-3c 是本单元 Section A 的练习环节， 旨在训练学生对本单元目标语言的运用， 利用本单元 Grammar Focus 的重点句子设计成看图编对话模式，通过图片的提供的 信息，把句型自然地运用到对话中来, 从而达到语言输出的目的。活动 3a 主要训 练三个

3、频度副词的使用，通过翼课平台的“智慧课堂” ，学生在网上完成相关练习， 并课堂同步精准分析。3b 则是从说的环节过渡到写的环节，学生笔头造句，灵活运 用频度副词介绍自己的日常生活习惯。3c 是小组活动环节，学生进行组内采访，运 用本单元关键句型“What time do you ?”及核心动词短语进行问答，为最后的口 头报告做好准备。 三、教学目标三、教学目标 1 1、 语言知识目标：语言知识目标： （1) 正确运用 what time 和 when 引导的特殊疑问句进行问答。 （2) 能掌握所学频度副词（always, usually 和 never）的基本用法。 2 2、情感态度价值观目标

4、：情感态度价值观目标： 通过观看视频，让学生了解一下西方国家的学生的日常学习与生活，对比中西 方国家的学生在校的学习与生活存在哪些差异，逐步培养学生的跨文化意识。通过 2 / 11 在小组活动中交流自己的日常生活作息习惯，有助于进一步了解彼此，增进了学生 之间的情谊。 “时间”一词贯穿整节课的教学，让学生感受到时间匆匆，感悟到要 珍惜时间，合理安排学习时间，以及珍惜和家人共度的美好时光，学生的情感得到 升华。同时使学生的人生观和价值观更科学，更具发展价值。 3 3、学习策略：、学习策略： 认知策略、交际策略、情感策略 四、教学重点难点四、教学重点难点 1 1、重点：、重点： （1) 能运用 w

5、hat time 和 when 引导的特殊疑问句进行问答。 （2）能正确运用频度副词 always, usually 和 never。 （3）通过运用目标语言，培养学生的口语交际能力。 2 2、难点：、难点： 能正确运用频度副词 always, usually 和 never。 五、教法分析五、教法分析 1 1、教学方法、教学方法 ： （1）启发式教学法 （elicitation teaching method） （2）谈论法 （discussion method） （3）任务型教学法 (task-based teaching method) 2、教具教学手段：、教具教学手段： （1）多媒体电

6、脑（Multi-media computer）和教学课件（PowerPoint） （2）翼课网教学平台 六、具体教学步骤（六、具体教学步骤（Teaching procedures:） Step 1. Leading-in 1. Free talk. 2. Use two pictures to lead in the class. Talk about the teacher herself first and then talk with two or three students. Then play a game about “Time and Activity”, using a ph

7、oto of a student called Niki. Students ask her questions to get stars for their groups. T: What time is it? (S: Its 7 oclock.) Do you know what I usually do at 7 oclock in the morning? (S: Eat breakfast/Make breakfast) T: I usually water the plants at 7 oclock in the morning? What about you, XXX? 3

8、/ 11 (Ask two or three students to talk about what they usually do at this time.) T: Lets play a game about “Time and Activity”. Here is a photo of your classmate. Who is she? (S: ) She is good at playing Taekwondo. I would like you to ask her questions about her Sunday. You can ask her questions li

9、ke “Do you usually eat breakfast at 7 oclock on Sunday morning?” If she says “yes”, you can get a star for your group. If she says “no”, Im sorry you cant get a star. 设计意图设计意图 本环节通过教师自己照片引入， 目的是引起学生的注意和激发好奇心本环节通过教师自己照片引入， 目的是引起学生的注意和激发好奇心, , “时间时间”一词开始进入课堂。通过游戏竞猜活动，调动学生的学习兴趣和激活学生一词开始进入课堂。通过游戏竞猜活动，调动

10、学生的学习兴趣和激活学生 头脑中关于时间的表达和相关动词短语的内容，也激发学生的小组合作意识。头脑中关于时间的表达和相关动词短语的内容，也激发学生的小组合作意识。 Step 2 Watch a video Task 1: Watch a video about a boys school day carefully. Ask and answer questions after watching the video. T: I would like to give you something a little difficult. Here is a video about a boys sc

11、hool day. Watch the video carefully and remember some important times and activities. After watching the video, you can ask questions like these: What time/When do/does? What do/doesusually do? And try your best to answer them. If you can ask a correct question, you can get a star for your group. If

12、 you can answer the question correctly, you can also get a star for your group. 设计意图设计意图 通过观看视频，让学生了解一下英国学生在校的学习和生活，并对比通过观看视频，让学生了解一下英国学生在校的学习和生活，并对比 中西方国家的学生在校的学习与生活存在哪些差异，逐步培养学生的跨文化意识。中西方国家的学生在校的学习与生活存在哪些差异，逐步培养学生的跨文化意识。 4 / 11 同时调动学生的视觉、听觉和记忆力来参与语言活动。知识的重现和运用更有利于同时调动学生的视觉、听觉和记忆力来参与语言活动。知识的重现和运用更有

13、利于 提高学生的思维能力和语言表达能力。同时，小组之间的竞赛体现了合作意识和团提高学生的思维能力和语言表达能力。同时，小组之间的竞赛体现了合作意识和团 队精神。队精神。 Task 2: Finish the exercises on E . Choose the right answers to fill in the blanks. T: To understand the video better, I would like you to do the exercises on E . Choose the right answers to fill in the blanks. Lets

14、 get into the Smart Class. : Finish the exercises on E . Choose the right answers to fill in the blanks. Finish them in 3 minutes. Jamie is an _ boy. He _ in Forest School. He usually _to school on foot every day. The students must wear school uniforms（校服）. They never wear their own clothes on schoo

15、l days(上学的日子).His first lesson always starts at _. Today its Art. The break time (休息时间) is from 10:30 to _. What does Jamie usually do at the break time? He usually _ games with his friends in the playground. Jamies favorite subject is _. Today it is the second lesson. Who is Jamies ICT teacher? She

16、 is _. Lesson Three always _ at 1:15. Today its science. At 3:15, its the end of the school day. Its time to _. The exercises on Ekwing. com Jamies school day Jamie lives in England. He is an 1)_ boy. He 2)_ in Forest School. He usually 3)_to school on foot every day. The students must wear school u

17、niforms（校服）. They never wear their own clothes on school days(上学的日子). His first lesson always starts at 4)_. Today its Art. The break time (休息时间) is from 10:30 to 5)_. What does Jamie usually do at the break time? He usually 6)_ games with his friends in the playground. Jamies favorite subject is 7)

18、_. Today it is the second lesson. Who is Jamies ICT teacher? She is 8)_. Lesson Three always 9)_ at 1:15. Today its science. At 3:15, its the end of the school day. Its time to 10)_. ( )1. A. 11-year-old B. 11 years old C. 11-years-old D. 11- year old ( )2. A. study B. studies C. work D. works ( )3.

19、 A. go B. going C. is goes D. goes ( )4. A. 9:00 B. 9:20 C. 9:30 D. 8:50 ( )5. A. 10:45 B. 10:50 C. 10:40 D. 10:55 ( )6. A. play B. plays C. is plays D. playing ( )7. A. art B. math C. science D. ICT ( )8. A. Mrs. Brown B. Mrs. Watts C. Miss Watts D. Miss White ( )9. A. start B. is start C. starting

20、 D. starts ( )10. A. go home B. do homework C. play games D. go to school 5 / 11 T: I would like you to fill in the blanks. Lets read it together. T: There are some adverbs of frequency in this passage, like usually. Can you find some more? (Ss answer together.) : Finish the exercises on E . Choose

21、the right answers to fill in the blanks. Finish them in 3 minutes. Jamie is an _ boy. He _ in Forest School. He usually _to school on foot every day. The students must wear school uniforms（校服）. They never wear their own clothes on school days(上学的日子).His first lesson always starts at _. Today its Art

22、. The break time (休息时间) is from 10:30 to _. What does Jamie usually do at the break time? He usually _ games with his friends in the playground. Jamies favorite subject is _. Today it is the second lesson. Who is Jamies ICT teacher? She is _. Lesson Three always _ at 1:15. Today its science. At 3:15

23、, its the end of the school day. Its time to _. 11-year-oldstudies goes 9:30 10:45 plays ICT Miss Watts starts go home Adverbs of Frequency 频度副词频度副词 T: So what do these words mean? How to use them correctly? Let me show you. i Monday Tuesday Wednesday Thursday Friday Saturday Sunday I like reading b

24、ooks very much. I _ read books from Monday to Sunday.always Monday Tuesday Wednesday Thursday Friday Saturday Sunday I like playing baseball. I _ play baseball five days a week. usually Monday Tuesday Wednesday Thursday Friday Saturday Sunday I cant swim. I _ go swimming.never T: Can you tell me how

25、 to use these words correctly in the sentence? Lets look at these four sentences. We can see that never , usually and always are put between the subject and the predicate verb. T: There is another sentence. (I am never late for school.) We can see that never is after 6 / 11 am. So pay attention to t

26、his: Adverbs of frequency should be put after be verbs, model verbs and auxiliary verbs. 在句子中在句子中, always, usually, never等频度等频度 副词要放在主语（副词要放在主语（subject）与谓语动词）与谓语动词 (predicate verb)之间。之间。 1. I never go swimming. 2. I usually play baseball five days a week. 3. I always read books from Monday to Sunday

27、. 4. What time do you usually get up? 5. I am never late for school. 注意：注意：频度副词频度副词要要放在放在be动词，情态动动词，情态动 词和助动词之后。词和助动词之后。 设计意图设计意图 学生利用从视频获取的信息来完成翼课网平台 “智慧课堂” 的相关练习，学生利用从视频获取的信息来完成翼课网平台 “智慧课堂” 的相关练习， 根据课堂同步数据的精准分析，有针对性地对一些题目进行释疑解难根据课堂同步数据的精准分析，有针对性地对一些题目进行释疑解难, ,达到精准教达到精准教 学的效果。借助图片讲解频度副词更直观，也易于学生理解掌

28、握，同时引导学生观学的效果。借助图片讲解频度副词更直观，也易于学生理解掌握，同时引导学生观 察句子中频度副词的位置， 启发学生思维， 让不同层次的学生更有效地掌握语言点。察句子中频度副词的位置， 启发学生思维， 让不同层次的学生更有效地掌握语言点。 这一环节的设计是对本节课这三个频度副词的意义和用法进行难点突破。这一环节的设计是对本节课这三个频度副词的意义和用法进行难点突破。 Step 3 Pair work Let students work in pair and make a short dialogue by using the following pictures. And then

29、 in the last dialogue, lead students to think about the usage and the differences of what time and when. T: Here are some pictures. Id like you to make a short dialogue by using the following pictures. If you can make a good short dialogue, I will give you one star for your group. (Ss work in pair a

30、nd make a dialogue.) 7 / 11 Step3 Pair work Make a short dialogue by using the following pictures. exercise A: When do your friends exercise? B: They usually exercise on weekends. weekend 周末 on weekends 在周末 T: When do you friends exercise? They usually exercise on weekends. We use when to ask a ques

31、tion. Can we use what time here? (Ss answer.) T: We cant use what time here. So can you tell me how to use what time and when correctly? (One student answers.) When 和和 What time 的用法的用法 1. 询问做某事的时间时，可以用询问做某事的时间时，可以用_和和_ 两个疑两个疑 问词来询问，表示“什么时候，何时”。问词来询问，表示“什么时候，何时”。两者可以互换。两者可以互换。 -What time/ When do you

32、 usually go to school? -I usually go to school at 7:30. 2. What time 用来询问具体的用来询问具体的时间点时间点；when既可以用来询问既可以用来询问 具体的具体的时间点时间点(time point)，也可以用来询问也可以用来询问时间段时间段(time slot)。 what timewhen -When do your friends exercise? -They usually exercise on weekends. -What time/When do they go to work? -They always go

33、 to work at eight oclock. 3. 向对方询问具体时间时，几点几分，只能用what time, 不能用when。 -What time is it? -Its eight oclock. 4. 询问年份、月份、日期时，只能用when，不能用 what time。 -When is your birthday? -Its on September 20th. 设计意图设计意图 利用图片把利用图片把 Grammar Focus 的重点句子设计成对话模式， 让学生运用重的重点句子设计成对话模式， 让学生运用重 点句型进行简短的对话。图片能激发学生的思维，从而把图片信息和所学的句

34、型联点句型进行简短的对话。图片能激发学生的思维，从而把图片信息和所学的句型联 系起来，有利于学生更好地掌握目标语言。利用最后一组图片的句子引导学生思考系起来，有利于学生更好地掌握目标语言。利用最后一组图片的句子引导学生思考 what time 和和 when 的用法的用法，帮助学生重新梳理所学知识，自然而然地落实本节课的，帮助学生重新梳理所学知识，自然而然地落实本节课的 教学重点。教学重点。 Step 4 Do exercises Let students finish the exercises in 3a on Ekwing. com. Choose the right answers a

35、nd finish them in 3 minutes. T: I would like you to do some more exercises on Ekwing. com. Please do the exercises 8 / 11 in 3a. Lets get in the Smart Class. Step4 Do exercises in 3a Finish exercises in 3a on Ekwing. com. Choose the right answers and finish them in 3 minutes. Lets get in the Smart C

36、lass. The exercises in 3a on Ekwing. com 1. -What time do you get up on school days? -_ A. I always get up at 6 oclock on school days. B. I get up always at 6 oclock on school days. C. I get up at 6 oclock on school days always. D. I always gets up at 6 oclock on school days. 2. -_ -Rick always gets

37、 up at 6:20. A. What time do Rick always get up? B. What time does Rick always gets up? C. What time does Rick always get up? D. What time always does Rick get up? 3. -What time do you have breakfast? -_ A. I usually have breakfast at 7:00. B. I usually make breakfast at 7:20. C. I dont have breakfa

38、st. D. I have breakfast at home. 4. -_ -Anna never eats breakfast. A. What does Anna do? B. Does Anna eat breakfast? C. What time does Anna usually eat breakfast? D. What time do Anna usually eats breakfast? 5. -What time does your best(最好的) friend go to school? -_ A. She usually go to school at 7:3

39、0. B. She goes to school usually at 7:30. 9 / 11 C. She always goes to school at 7:30. D. She goes to school on school days. 设计意图设计意图 针对学生可能会出现的错误重新设计此题， 把一般现在时的第三人称单针对学生可能会出现的错误重新设计此题， 把一般现在时的第三人称单 数动词的形式、重点句型和频度副词在句中的位置三者结合起来，充分调动学生的数动词的形式、重点句型和频度副词在句中的位置三者结合起来，充分调动学生的 思维能力， 有利于学生更好落实本节课的教学重点。 利用翼

40、课网平台的 “智慧课堂” ，思维能力， 有利于学生更好落实本节课的教学重点。 利用翼课网平台的 “智慧课堂” ， 导出学生答题的数据，对错误题目进行精准分析，助力于教师的课堂教学。导出学生答题的数据，对错误题目进行精准分析，助力于教师的课堂教学。 Step 5 Practice Let students write about something they always do, something they usually do and something they never do. And then ask them to talk about themselves. T: It is t

41、ime to write something about yourselves. I would like you to write something by using always, usually and never. And then I will choose some of you to talk about yourselves. Please write down the sentences in 3b on page 9. Choose some of you to talk something about yourself, using always, usually an

42、d never. I always I usually I never 设计意图设计意图 学生根据自己的实际情况，灵活运用三个频度副词进行笔头造句。并通学生根据自己的实际情况，灵活运用三个频度副词进行笔头造句。并通 过随机抽选号码，让学生分享自己的日常生活习惯，过随机抽选号码，让学生分享自己的日常生活习惯，不仅活跃课堂气氛，不仅活跃课堂气氛，而且而且培养培养 学生的语言表达能力，让学生在轻松的环境中感受到课堂学习的趣味性。学生的语言表达能力，让学生在轻松的环境中感受到课堂学习的趣味性。 Step 6 Group work Let students interview three of the

43、classmates in their group. Find out what time they do these activities. Then give a report to the class. T: After talking about yourselves, I would like you to interview three of your classmates in your group. You can use What time do you usually ? to ask questions. And write down the time in the ch

44、art. Please complete the chart and write down what time they do 10 / 11 these activities. Stand up, please. Ask your classmates. Go! T: Now I would like to ask some of you to make a report for us. You can begin like this: In our group, usually gets up late on weekends. She/He gets up at In our group

45、, usually gets up late on weekends. She/He gets up at _ _ _ _ _ 设计意图设计意图 小组进行交流，学生根据自己的真实情况开展活动，增进彼此的了解，小组进行交流，学生根据自己的真实情况开展活动，增进彼此的了解， 也提高了语言运用的真实性。小组活动能充分发挥学生的合作探究能力，培养学生也提高了语言运用的真实性。小组活动能充分发挥学生的合作探究能力，培养学生 相互协作的习惯。口头报告同组同学的生活习惯的这一活动，让学生产生有意义的相互协作的习惯。口头报告同组同学的生活习惯的这一活动，让学生产生有意义的 输出，并使语言的运用最终落实于篇章之

46、中。输出，并使语言的运用最终落实于篇章之中。 Step 7 Summary 1. Learn how to ask questions like What time/When do you ? and how to answer questions correctly. 2. Learn how to use always, usually and never to make sentences and talk about ourselves. 3. Learn how to make dialogues by using the sentence pattern “What time/Wh

47、en do you ? Step 8 Homework 1. Write a passage according to your interview on E . Please hand it in on time. 2. Talk about your family what time they do the activities on weekends with your partner. 设计意图设计意图 要求学生利用采访得来的信息写一份“采访报告要求学生利用采访得来的信息写一份“采访报告” ，从口头输出过渡到” ，从口头输出过渡到 笔头输出，让学生在写作上得到训练，进一步锻炼学生的写作思维能力。而学生的笔头输出，让学生在写作上