仁爱科普版七年级下册 Unit 5 Our school life Topic 1 I usually come to school by subway Section C 教案

Unit 5 Topic 1 Section C
1a-1c Reading for writing
I. Material analysis
I．Teaching material analysis:
本节课是第五单元话题一的第三课时，主要活动是1a。1b和1c。通过介绍Jane的一天，进一步学习用一般现在时的第三人称单数表达日常活动，巩固有关交通方式和频率的表达，并通过阅读掌握一些描述学校生活的一些词汇，句型及常用表达。但是，在本课中，由于学生词汇、语法积累的不同，在将阅读输入信息转化为口头和写作的输出时可能会出现语言组织或语法运用的障碍。因此结合图片展示、借助关键词、优生示范等活动，帮助培养学生复述课文以及写作的能力。
II. Teaching aims
1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇：
begin, at school, after, bed。
能熟练运用usually, often, always等频度副词和两种交通方式的表达，能用
一般现在时第三人称单数表达日常活动，能对频率进行提问与回答；
能结合话题，运用“谈论日常生活、询问和回答某项活动”等交际功能的
用法，进行口头和笔头的信息输出，如：
(1)I usually get up at ... in the morning.
(2)At ... o’clock I have breakfast...
2.Skill aims
能听懂有关表达日常生活的叙述；
能听懂简单的课堂用语，并作出反应；
能根据图文就交通方式和日常活动的频度等进行交流；
能在阅读训练中进行读前猜测、读中验证的活动；
能根据图文理解相关话题，抓住大意和具体信息并根据要求进行写作活动。
3.Emotional aims
在学习过程中，结合小组竞赛、同伴互助等活动，培养互相帮助、共同
进步的合作精神；
采用灵活多样的学习方式，激发学习英语的兴趣；
通过了解他人的校园生活培养关心他人的意识。
III. The key points and difficult points
1.能熟练运用usually, often, always等频度副词和两种交通方式的表达，能用一般现在时的第三人称单数表达日常活动。
2.培养在阅读训练中进行读前猜测、读中验证的阅读能力；
3.结合话题，运用“谈论日常活动、提问频度”等进行口头和笔头的信息输出。
IV. Learning strategies
1.读前猜测，根据图片预测文章内容；
2.在学习过程中与同伴合作，互相帮助；
3.培养学生借助图片、表格等非文字信息帮助理解的习惯。
V. Teaching aids
录音机、多媒体、黑板和教学挂图
VI. Teaching procedures
Step 1 Greeting and lead-in.
1.Greet the students.
2.Lead-in:
1) Sing a song: My Twinkle Weekday
T: I am a teacher. I have a lot of things to do on weekdays. And I must do
them on time. I made a song for my weekday. Would you like to enjoy it
S1: Yes.
T: Ok, Put out your hands , sing and clap. Here comes the music.
Step 2 Pre-writing.
Have a PK, tell the time in two ways quickly.
Look at the time and the pictures ,ask and answer about them .Learn the new words : begin, after, at school, bed.
T : What’s the time What does he /she usually do at…
1) He usually gets up at 6:30.
2) She usually begins her work at 8:00.
3) They usually play soccer after school. They play it at school.
4) She usually goes to bed at 10:45.
Look at the timetable and predict the time and the activities Jane does.
Scan the passage in 1a and complete the table.
Read the passage again and answer the following questions:
How many classes does she have every day
Where does she have lunch
Read 1a after the record, then read together.
Work in groups and retell the passage according to the pictures in 1b. Each group can choose three students to retell it.
Work in groups to talk about their school day and report it to the whole class.
Step 3 While-writing
1.Get the students to write a passage about their weekend.
Please use: I do… at…
At…, I do …, and then I do….
2.Pay attention to the writing skills:
1) Make a outline for the passage.
2) Write down the time and the activities, then make sentences with the time and the activities and put them in order, learn to use the verbs of frequency correctly and try to use linking work if necessary.
3) Write more about some activities and try to add a leading sentence and
an ending sentence to the passage.
3.Give the students five minutes to finish it . they can begin like this
My weekend
Hello! My name is ….. On weekends, I usually have a lot of things to do. I get up at … in the morning. At … o’clock, I have breakfast, and then I …
Step 4 Post-writing
1.After finishing the passage:
1) Get the students to check their own passages carefully.
2) Share their compositions with their partners. Help each other to find
out the mistakes and correct them. Show the students how to check the
composition:
a. There is a timeline in the passage and write all the main points. .
b. There are no mistakes in spelling, grammar or punctuation.
c. There is a beginning and an ending in the passage.
d. There are about 60 words in the passage.
e. The handwriting is OK.
2.Share the students’ work with the whole class.
Step 5 Homework