人教版七年级下册 Unit2 What time do you go to school？ SectionB 3a-3b Self check 教案（表格式）

Unit 2 What time do you go to school
Section B Writing
单元名称 Unit 2 What time do you go to school
教材版本 人教版 Go For it
授课年级 七年级
授课类型 写作课
授课时长 45分钟
一．说教材
（一） 教材简析1、教材的地位和作用 本课是人教版七年级英语下第二单元的内容。本单元以“日常活动”为话题，围绕“What time do you do … ” 一般现在时特殊疑问句的功能项目开展教学活动。本单元是七年级英语重要语法项目之一，与第三单元How do you go to school ？联系紧密，是它的延伸。通过讨论学生的日常活动，进行一般现在时的特殊疑问句的训练，通过本单元的学习使学生学会不同时间段的表达法，学会用频率副词谈论自己日常生活习惯。同时通过本话题，进一步提高学生的听、说、读、写的综合能力的培养。 2、教材的处理与远程教育的应用 在教材的处理过程中，我根据教学的重点和难点与教学流程的需要和学生的特点，对教材进行了重组与编排，灵活地将生词、短语、句式和语法穿插在整个教学环节。在信息采集上，我在网上收集到大量与教学相关的图片，通过对图片的整理和筛选，取其精华，将本课的重点短语与图片结合。做出精美的幻灯片，为教学服务。体现了多媒体技术在英语学科的应用，有效地利用了远程教育网上的共享资源。为了避免英语课的枯燥与乏味，在本课的导入环节中，我采用游戏导入的方式，让学生在愉悦的氛围下快乐地学习英语。 （二）教学目标（知识目标、能力目标、德育目标）与重难点知识目标：(1)掌握Section A 1a—1c出现的单词和短语：time, what time, usually, get up, go to school, go home, shower, take a shower,　tooth,brush teeth，shower，take a shower.(2)掌握运用重点句型：What time do you usually get up 　I usually get up at six o’clock/six thirty.　What time does she/he usually get up She/He usually gets up at six o’clock/six thirty.能力目标：通过运用英语正确表达时间和谈论日常作息安排，提高学生的综合语言运用能力。德育目标：通过学习，使学生充分认识时间的重要性，让学生养成良好的作息习惯和培养学生珍惜时间的优良品质。确立教学目标的依据：以《英语课程标准》为理论依据，通过听、说、读、写四项基本语言技能的训练，激发学生的学习兴趣，帮助学生树立自信心和建立学习成就感，使他们在语言学习实践过程中发展综合运用能力。此外，根据教学内容，把培养学生的情感融化到日常教学当中。 重点与难点：（1）重点：①词汇:time, what time, usually, get up, go to school, go home, shower, take a shower, do one’s homework, go to bed②句型：What time do you usually get up I usually get up at six o’clock/six thirty. What time does she/he usually get up She/He usually gets up at six o’clock /six thirty.（2）难点：What time does she/he usually get up She/He usually gets up at six o’clock /six thirty.的正确运用。确立重难点的依据：根据本单元的教材内容，结合学生学习认知规律，确立重、难点。
二、说教法
《英语课程标准》明确指出，基础教育阶段英语课程的任务是：“激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神”。按照这个理论指导，结合初中生的年龄特点和认知规律，针对这一课型，我主要采用任务型教学、直观教学、小组活动等教学方法，以学生为主体，强调学生的自主学习，鼓励学生大胆尝试，运用语言，并在语言使用过程中，学习新知识。在词汇教学方面，以图片和游戏呈现日常行为动词短语，达到直观联想的效果，对单词的记忆产生良好的作用。在句型教学方面，通过游戏竞猜、小组活动等方式，复现教学语言点，反复练习使用，达到熟练使用新句型。
三．说学法：
1、学情分析初一学生通过前阶段时间的学习，掌握所学单元的交际用语和单词，有了一定的语言能力，但对于本课未接触过的语言点，仍有待教师的指导，综合运用英语的能力还有待进一步的提高；本单元的中心话题与学生的生活密切相关，因此教师在教学过程中，应结合学生的实际情况，激发学生兴趣，让学生主动学习，学有所获。2、学法选择以《英语课程标准》理论为依据，教学本课时教师指导学生课前预习与人们日常生活起居相关的行为术语和时间的表达法；课内引导学生观察、模仿句型，师生、生生进行多维互动交流，构建语言结构。
四．说教学过程
Step Activities Intensions
Warming up and lead in 1. Play a game. Ask students to guess the phrases when they see the pictures.2. Ask students to look at the pictures and answer the questions“What time do you... ”“When do you ... ” Lead into the topic and arouse Ss’ interest. Review the learned knowledge.
2. Pre-writing Show them a chart of daily routine, then ask students to make sentences one by one. For example, I usually get up at 7:10...2. Ask questions “Do you have a healthy life Why ” and make them answer the questions according to the chart.3. Ask them to number these sentences in order to make a story about a daily routine and read the passage together. To practice the learned sentences and let them understand what unhealthy life is. Provide them with a passage to make them know how to write an article about their own daily life.
Show them some pictures of Tom’s daily routine and ask students to ask each other “What time does he... ” “When does he... ”2.Show them a chart of Tom’s daily routine, then ask students to make sentences one by one. For example, He usually gets up at 6:00...3. Ask questions “Does he have a healthy life Why ” and make them answer the questions according to the chart.4. Ask students to fill in the blanks according to the pictures and read the passage.5. Finish the requirements. Underline the topic sentence, circle the timeline and underline the Simple Present. To practice the key sentences by asking and writing. Let them understand what healthy life is.To make students pay attention to the Simple Present in different ways.
3. While-writing 1. Before writing, provide them with topic sentences and timeline. Then give them some tips.2.Guide students to write an article about Tom’s daily routine. To guide students to write an article by using the sentences they have learned.
4. Post-writing 1. Give them 2 minutes to check their passages according to the checklist and ask two students to read their articles.Ask students to check the given passage and correct it.3. Read the corrected passage. To make students check their passage by themselves.
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