牛津上海版 七年級下冊 Module 1 Garden City and its neighbours. Using English 教案

1、Module 1 Garden City and its neighboursUsing English 設(shè)計說明與學(xué)生交談他們?nèi)粘Ｉ畹臅r間，由此引導(dǎo)學(xué)生意識到時間的重要性，然后借助“Are you using it in the best way?”讓學(xué)生思考自己的時間管理。首先，向?qū)W生列舉幾種類別，這些類別應(yīng)該能夠描述他們是怎樣度過時間的。確保這些類別適用每個學(xué)生且包括所有的主要類別的活動。接下來，讓學(xué)生以日記的形式記錄一天或一周的活動。然后，通過讓學(xué)生計算做不同活動所用的時間，制作一張柱狀圖。最后，小組活動，讓學(xué)生對比成員之間的柱狀圖，并討論自己應(yīng)該在哪些方面改善。整個課堂環(huán)節(jié)設(shè)置緊湊

2、，能夠逐步引導(dǎo)學(xué)生思考自己的時間管理并讓他們對時間更有掌控性。教學(xué)目標通過本課節(jié)的教學(xué)，讓學(xué)生達成以下目標：1.知識目標學(xué)習(xí)管理時間。2.能力目標能夠?qū)θ粘Ｉ畹母鞣N活動進行合理歸類，并能正視時間管理，進而改進不良的時間支配方式。3.情感目標意識到時間的寶貴，鼓勵學(xué)生更加有效地管理時間。重點難點重點：能夠?qū)θ粘Ｉ畹母鞣N活動進行合理歸類，并能正視時間管理。難點：改進不良的時間支配方式。教學(xué)準備PPT課件授課時數(shù)1課時教學(xué)過程Step 1 Warm upAsk the students some questions about their time management. You can sta

3、rt like this:When do you get up? How many hours do you exercise every day? How long do you listen to music or watch TV every day?How long do you sleep every day?T: Time is valuable. Are you using it in the best way?Step 2 Exercise A1. Get the students to list some categories describing how they spen

4、d their time. 2. Write these on the board, using the examples as a starting point.Work Exercise Meals School hours Walk/run to bus stop Breakfast Homework Run around in the playground Lunch DinnerTravel Recreation Rest Bus to school Listen to music Sleep Underground home Watch TV3. Develop a list on

5、 the board which everyone can use, and which includes all main types of activities.Step 3 Exercise B1. Ask the students to keep a time diary for one day (or one week, which would provide more reliable statistics). Make sure everyone collects this data in the same way. (For example, decide whether th

6、e timekeeping record should begin when students get up and go to bed, or whether it is for 24 hours.)2. Let them write down how they spend their time. Use this example as a guide. Step 4 Exercise C1. Tell the students to make simple bar charts demonstrating how they spend their time. 2. Use the exam

7、ple as a guide. On the left axis, each unit (e.g., one centimetre) represents an hour. On the right axis, the students should list the activities. Show the students on the board how to do this, so that all of their charts are produced to the same scale and format. Step 5 Group work1. Ask the student

8、s to work in groups of four. They compare and contrast their bar charts. 2. Let them consider whether they are happy with their present time management or not. They can discuss this using sentences such as:I send X hours a day/week playing computer games/doing my homework.I spend enough/too much/too

9、 little time on homework/recreation, etc.I should spend more/less time on3. Ask the students to write a short report about their own bar charts, showing what they have learnt from this exercise. Step 6 Discuss1. Let them discuss the topic “when we work best”. T: When do we work best? Many people work well in the morning but have a natural “dip” in their energy levels after lunch and in the early evenings. Therefore, it is sensible to have short rest periods, and not to try to do our most difficult types of work, during these times.2. L