七下Unit 2 What time do you go to school Section B 1a-1e 听说课教学设计

Lesson plan for Unit 2 What time do you go to school
Section B 1a-1e
Objectives
By the end of this lesson, students will be able to
understand the new words and expressions like half, past, quarter, homework, run, do homework；
understand times with “a quarter past…”, “half past…”and “a quarter to…”;
improve their listening skills like predicting and getting the specific information;
improve their speaking skills by talking about their daily routines naturally with different expressions;
develop their creative thinking quality;
be aware of the importance of good habits.
Learning focus
understand times with “a quarter past…”, “half past…”and “a quarter to…”;
talk about their daily routines naturally with different expressions;
Learning difficulty
Listening for times might be difficult for the students.
Teaching procedures
Stages Learning activities Purposes
Pre-listening Free talk T: I will stay here for the whole day. I will have lunch in your school. What time do you have lunch What time do you eat dinner 通过free talk，激活话题相关的背景知识，教授 past的时间表达。
While-listening Brainstorming: Look at the picture.What are they doing What are they talking about Listen. What are they talking about？Tom’s day 3. What will the they talk about next Make a conversation between them. 4. Listen and write down five questions the interviewer asks. When do you get up You run at six in the morning And what time do you eat breakfast And you go home at… And what do you do in the evening The teacher write down five questions on the blackboard. 预测采访的主要主要内容，激发听的兴趣。通过学生编对话的形式对所听内容进行预测，培养发散性思维，激发学生听的兴趣，降低听力任务难度。 听出5个问题，引导学生感受不同的提问方式，也为最后输出环节的语言做铺垫。
While-listening 5. Listen again and write down other activities they talk about. 6. Listen again and write the times next to the activities. Interviewer: When do you get up Tom: When do I get up Hmm. Usually about half past five. Then I run at six o’clock. (Why does Tom say “When do I get up ” Maybe he needs time to think about it. It’s more natural, more real, closer to life) 通过听力语篇的解读，引导学生感受更加口语化、更加真实、更接近生活的对话语言特征。 让学生分角色朗读，体验感悟更加贴近生活的对话。
Post-listening 1. How does the interviewer feel when she ask the question “You run at six in the morning ” Why do you think so？（Tom runs early. Tom runs every day.） 2. Does Tom have good habits Is Tom healthy 3. What will they talk about next Make a small talk between them. 4. Structure: Ask about the daily routines Role play One of you is the interviewer. Ask your partner about his or her activities and times on Saturday. Make a conversation. 引导学生感受语气可以表达情感。让学生朗读体验。 谈论Tom的生活习惯，探究主题意义：good habits, healthy life. Small talk培养学生的逻辑性思维和创造性思维。 对话结构的梳理为最后的语言输出做好铺垫。 通过role play, 把教材文本迁移至同一主题下真实的生活情境中。学生在模仿、创造的过程中，将对话的语用功能充分内化并落到实处。
Homework Must do: 1. Imitate the conversation in 1c. Pay attention to the tones in the conversation. 2. Finish the exercises on worksheet (Workbook Period 3). Choose to do: Interview your best friend about his or her daily routines on Saturday. Record your pair work on video and share it with your classmates. 家庭作业是课堂教学的延伸，在课堂教学的基础上布置分层作业，满足不同层次学生的需要。