科普版七年級(jí)英語上冊《nit4HavingFunTopic3WhattimeisitnowSectionB》教案12

1、Unit4HavingFunTopic3Whattimeisitnow?SectionBI.Materialanalysis1a和3a。經(jīng)過Kangkang和他的同本課是第三話題的第二個(gè)課時(shí)，主要活動(dòng)是學(xué)們相約去動(dòng)物園的情形體現(xiàn)生詞與句型，為后邊的聽力練習(xí)做準(zhǔn)備。別的經(jīng)過聽音搭配的活動(dòng)，培育學(xué)生在語境中辨識(shí)表示動(dòng)物的單詞的能力，并復(fù)習(xí)問答時(shí)間和最喜歡的動(dòng)物的表達(dá)法。還經(jīng)過聽短文完成填空練習(xí)，訓(xùn)練學(xué)生從聽力資猜中獲得有關(guān)時(shí)刻的詳盡信息，牢固時(shí)間的表達(dá)法。最后經(jīng)過創(chuàng)建康康一天的作息時(shí)間的情境進(jìn)一步訓(xùn)練學(xué)生對(duì)時(shí)間的咨詢和表達(dá)以及要點(diǎn)詞組的交際應(yīng)用，同時(shí)將對(duì)話轉(zhuǎn)變成小短文，培育學(xué)生信息變換的能力，同時(shí)

2、經(jīng)過寫的方式進(jìn)一步牢固時(shí)間的表達(dá)法。英語的寫作向來是很多學(xué)生最頭疼的問題，所以教師應(yīng)在寫作前指引學(xué)生做一些詞匯、句型、邏輯等方面的準(zhǔn)備，減少寫作的難度，建立學(xué)生英語寫作的信心。II.Teachingaims1.Knowledgeaims能依據(jù)已學(xué)語音、音標(biāo)及發(fā)音規(guī)則，正確朗讀以下詞匯并在實(shí)質(zhì)的對(duì)話演練中加以應(yīng)用：clever,animal,hour,later,today,getup能連續(xù)正確使用wh-questions來咨詢時(shí)間，并能流利表達(dá)時(shí)間，能用“l(fā)ike,favorite”等來表達(dá)對(duì)某事物的喜歡，能用“Itstimeto句.型來表”達(dá)是該做某事的時(shí)候了，如：Whattimeisitn

3、ow?Whatsthetimenow?Itstimetogotothezoo.Ilikethemverymuch.Whatsyourfavoriteanimals,Jane?2.Skillaims能聽懂描述及咨詢時(shí)間的表達(dá)，能聽懂簡單的課堂用語并做出合適的反應(yīng)；能使用問答時(shí)間的句型進(jìn)行簡單的交流；能在教師的指導(dǎo)下進(jìn)行簡單的角色表演、仿編對(duì)話等；能用英語討論自己喜歡的動(dòng)物，并注意語音語調(diào)；可以在圖畫的幫助下進(jìn)行閱讀，理解馬虎，并按要求進(jìn)行語言活動(dòng)；能正確書寫單詞，并能正確使用單詞造句。Emotionalaims可以踴躍與同學(xué)合作，參加課堂活動(dòng)，英勇實(shí)踐；可以認(rèn)真學(xué)習(xí)、規(guī)范單詞、句子等；可以養(yǎng)成保

4、護(hù)動(dòng)物、和大自然和平共處的意識(shí)，并在現(xiàn)實(shí)生活中踴躍實(shí)踐。III.Thekeypointsanddifficultpoints1.在情形對(duì)話中，能連續(xù)學(xué)會(huì)用wh-questions來咨詢時(shí)間，能流利表達(dá)時(shí)間，能用“l(fā)ike,favorite等來表”達(dá)對(duì)某事物的喜歡，能用“Itstimeto句.型來表”達(dá)是該做某事的時(shí)候了。2.可以將對(duì)話信息轉(zhuǎn)變成篇章輸出。IV.Learningstrategies1.可以清楚、大聲地進(jìn)行朗讀，培育語感和自信心。2.能在詞語和相應(yīng)事物之間建立聯(lián)系。3.可以逐漸養(yǎng)成進(jìn)行預(yù)習(xí)和復(fù)習(xí)的好習(xí)慣。V.Teachingaids錄音機(jī)、多媒體、教課掛圖和黑板。VI.Teachi

5、ngproceduresStep1Introduction(5minutes)Teacheractivity1.Greetstudentsreadyforlearning.2.Showsomepicturesoftimeonthescreen.Makeagroupcompetitiontorevisetheexpressionsoftime.3.HelpthestudentstorevisethewordsandexpressionsinSectionA.Leadtothesentencestructure,“Itstimeto.”Studentactivity1.Focustheiratte

6、ntionontheteacher.2.Groupcompetition.Discussandrevisetheexpressionsoftimeingroupfirst.Thenlookatthepicturesofdifferenttimeonthescreen.Trytosaythetimequicklyandcorrectly.Thegroupwhichcansaywordsthemostcorrectlywillbethewinnerinthisgroupcompetition.splan,usingthewordsandexpressionsinSectionA.e.g.Doyou

7、haveanytimethisSunday?Yes.Whatsup?A:Weplantogotothezoo.Wouldyouliketogowithus?B:Goodidea.Whatcanweseethere?A:Wecanseepandas,tigers,elephants,lionsmonkeysandsoon.B:Soundsgreat.Whenandwhereshallwemeet?Letsmeetathalfpasteightattheschoolgate.OK.Seeyouthen!Seeyou!.T:Goodjob.Canyoutellmewhattimeitisnow?Ss

8、:Itstwentytonine.Soitstimetohaveaclass.(Pointtothepicture12:00)ofWhattimeisit?Soitstimeto.Ss:Havelunch.Good!(Pointtothepictureof6:30a.m.)Whattimeisit?Ss:Itshalfpastsix.T:Yes.And“a.m.”meansinthemorning.So.Ss:Itstimetohavebreakfast./Itstimetogetup.Step2Presentation(10minutes)Teacheractivity1.Showsomep

9、icturesofanimalstonotonlyrevisethewordsofanimalsbutalsoleadtotheexpressionsoflikes.2.Playthetaperecorderandchecktheanswers.Studentactivitysquestions.Whichanimaldoyoulikebest,A?S1:Ilike.best.Whatsyourfavoriteanimal,B?S2:Myfavoriteanimalis.ThefourstudentsinBeijingInternationalSchoolalsolikedifferentan

10、imals.Whatkindofanimalsdotheylike?2.Do1b.Listentothetapeandmatchthechildrenwiththeirfavoriteanimalsin1b.Thenlistenagainandwritedowntheirreasons.Checktheanswerswithyourpartnerandthenthewholeclasschecktheanswerstogether.Step3Consolidation(5minutes)Teacheractivity1.Makethestudentsconsolidatetheexpressi

11、onsoflikes.Studentactivity1.Makesentenceswiththewordsin1b.e.g.Kangkanglikesmonkeysbestbecausehethinkstheyareclever.Michaelsfavoriteanimalispandas.Hethinkstheyarecute.Step4Practice(15minutes)Teacheractivity1.Helpthestudentstopracticetheexpressionsin1aorally.2.Showsomepicturesofdifferentdailyactivitie

12、swithtimeonittothestudentstolearnsomephrasesandpracticetheexpressionsoftime.thescreentohelpthestudentsretellthepassage.Getreadyforthewrittenworklater.4.Letstudentsmakeupandpracticetheconversationsaboutaskingtheexpressionsoftime.Studentactivity1.Read1aafterthetape.Thenworkingroups.Read1aandpracticeth

13、econversationindifferentroles.Thenmakeupnewones.Somegroupsactouttheconversationstotheclass.2.Lookatthepicturesofdifferentdailyactivitieswithtimeonit.Askandanswerquestionswitheachother.e.g.Picture1-getup,6:30A:Whattimeisitnow?B:Itshalfpastsix.Itstimetogetup.Picture2-havebreakfast,7:10A:Whatsthetimeno

14、w?B:Itstenpastseven.Itstimetohavebreakfast.Do3a.Lookatthepicturesin3a.Thenmatchthephraseswiththepictures.Thenmakeupconversationsinpairs.Learntousethephrasesinconversations,suchas,havebreakfast,gohome.A:Excuseme,whattimeisit,please?B:Itsaquarterpastsix.A:Itstimetogetup.Teachingreflection：這節(jié)課是本話題的第二個(gè)課時(shí)。在活動(dòng)中，學(xué)生口頭演練時(shí)間表達(dá)法以后，學(xué)習(xí)將信息轉(zhuǎn)變成書面的小短文寫作。教師在學(xué)生寫完以后，可以指引學(xué)生兩兩互改，找出相互的錯(cuò)誤，從而共同進(jìn)步。有的學(xué)生懼怕發(fā)音錯(cuò)誤，而不敢張口說英語，教師應(yīng)鼓舞其英勇