二0二三年度七年级下册Unit2Whattimedoyougotoschool教学设计谭玉凤

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Unit2Whattimedoyougotoschool?TheExpressionsofTimes授课时间教师姓名谭玉凤学生年级初一时长10mins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：--Whattimeisit?--Itissix.--Whattimedoyouusuallygetup?--Iusuallygetupatsix.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…的形式与含义教学实施设计教学环节设计教学环节学生活动教师活动设计意图WarmingupLeadingin:watchingavideoPresentation:thethreedifferentexpressionsoftimePractice:quickeyesSummaryTshowsstudentsthetitleofUnit2–“Whattimedoyougotoschool?”andapictureofaclockandletthemguessthetopicoftoday’slesson–time.Tasksstudentstowatchavideoabouttimeandassignthematask:T:Afterwatchingthisvideo,I’dlikeyoutotellme“Ifyouwanttoknowtheexacttime,whatquestionscanyouask?”S1:Wecansay“What’sthetime?”T:Besidesthisquestion,wecanalsoask“Whattimeisit?”Butifsomeoneaskyoutheexacttime,howshouldyouanswerhimorher?S2:It’s….T:Sincewemasteredthetwowaysofaskingquestionsoftime,doyouknowhowtospeakoutthetimecorrectly?Ifnot,wearegoingtolearntheexpressionsoftime.Now,let’smovetothefirstkindofexpressionoftime.Igiveyouakeyword–“o’clock”整点 5：00 fiveo’clockT:Thefirstkindofexpressionoftimeisveryeasy,isn’tit?Nowwecometothesecondkindofexpressionoftime.Whentherearenotmorethan30minutes,weshouldusethiskeyword–“past”.(1)少于或等于30分钟 Readfromthelefttotheright5：08 fiveoeight Readfromtherighttotheleft 分钟数+past+钟点数eightpastfive(2)=15mins5：15 fivefifteen fifteenpastfiveaquarterpastfive(3)=30mins 5：30 fivethirty thirtypastfivehalfpastfive T:Now,thelastkindofexpressionoftime.Whentherearemorethan30minutes,weshouldusethiskeyword“to”insteadof“past”.(1)超过30分钟 Readfromthelefttotheright5：52 fivefifty-two Readfromtherighttotheleft eighttosix (60-原分钟数）+to+(原钟点数+1)(2)=45mins5：45 fiveforty-five fifteentosixaquartertosix aquarterto+(原钟点数+1)T:Ialsopreparedagameforwillshowyousometimeveryquickly,youshouldspeakoutthetimethatyouseeasfastaspossible,doyouunderstand?T:Attheendoftheclass,let’ssummarizetogetherwhatwehavelearnttogether.o’clockeg:twoo’clockpast（<=30mins）eg:2:102:15aquarterpasttwo2:30halfpasttwoto（>30mins）eg:2:482:45aquartertothreeT:Andthereisanotherlanguagepoint:beforeaspecifictime,weshouldusetheproposition-“at”.Forexample,Igotoschoolat80’clock.Tellstudentsthemainteachingcontentoftoday’slessonArousetheirinterestandcatchtheireyesInputthetwowaysofaskingtheexacttimeandtheanswertothetwoquestionsthewayforthefurtherlearningofexpressionsoftime.GuidestudentstolearnthethreeexpressionsoftimeandconsolidatewithtimelypracticeandtestActivatestudentstoinvolvemoreandconsolidatethecontentlearnttodayonceagain.TestwhetherallthestudentshavemasteredtheusageofexpressionsoftimeGuidestudentstohaveaclearmindmapoftheexpressionsoftimeEmphasizetheusageof“quarter”and“half”作业设计写出并读出时间8:29____________________________5:53____________________________9:30____________________________2:15____________________________7:45____________________________据英文写出相应的时间

1．halfpastsix

2．seventhirty

3．aquarterpastnine

4．tentoten

5．elevenfifty

6．tenpasttwelve

7．halfpasttwelve

8．aquartertotwo

9．threeo’clock

10．fourtwenty—five板书设计o’clockeg:twoo’clockpast（<=30mins）eg:2:102:15aquarterpasttwo2:30halfpasttwoto（>30mins）eg:2:482:45aquartertothree教学流程图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。教学评价反馈反馈意见整体教学节奏偏快；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