Unit 2 What time do you usually go to school Section B 3a—3b Self check 表格式教学设计

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit2 What time do you go to school （Section B 3a-3b Self Check）
教学目标
By the end of the class, Ss will be able to: 1. summarize healthy habits and unhealthy habits； 2. write about their daily routines in target language； 3. manage their time well and have healthy lives.
教学内容
教学重点： 1.To summarize healthy habits and unhealthy habits； 2.To learn how to describe activities in different sentence patterns.
教学难点： To write about daily routines in target language.
教学过程
Step 1. Lead in Present pictures about daily activities and an important sentence pattern “It's healthy/unhealthy to ...”. Ss summarize healthy and unhealthy habits they learned in this unit. Purpose: To activate students' existing cognition and strengthen it through this activity. Students can review the vocabulary of different activities and how to talk about daily routines in English. Step 2. Analyze the reading material Present the reading material in the last class. Ss analyze how Tony and Mary write their daily routines. In what order are the activities organized？ Present the tip: The narrative is usually written in time order. ② Find out the different ways to describe the activities. Present the tip: Different sentence patterns make a good writing. Find some useful expressions and make sentences. Useful expressions: either...or... / ...have time for.../lots of/taste good/ be good for Purpose: Develop Ss' English thinking ability by analyzing the features of the reading material. To list different ways to describe activities and to learn some useful expressions. Step 3 Practice 1）Ss finish 3a. Number these sentences in order to make a story about Jerry’s daily routine. Purpose: Students are able to organize a daily routine according to time order. Ask Ss to think about whether Jerry has a healthy life or whether Jerry manages his time well. Present the tip: Manage your time well and you will have a healthy life. Purpose: Students will realize that only when we manage our time well can we have a healthy life. structureelementstitlea clear titlebeginninga good topic sentencebody some activities to support the topic (describe activities in time order)different sentence patterns to introduce the activities linking words frequency adverbs endingan ending to emphasize the topic
Ask Ss how to write about our daily routines clearly. Ss read more carefully and think deeply. Purpose: Students analyze the structure and important elements of the writing. Summarize the structure about how to write a daily routine. And list the sentences patterns that can be used. Purpose: Have a conclusion of how to write a daily routine. Ss form a clear framework before writing their own daily routines. Step 4 Writing Ask Ss to write down their own daily routines. Finish this form and start writing. Daily RoutineTimeActivities
Purpose: This form can make it easier for students to write their daily routine later. Students are able to write a complete daily routine with a title, a beginning, a body and an ending. 3）Present a writing and check it with the check list. Purpose: Students will learn to assess their articles according to the check list and know what makes a good writing so that they can polish their writing after class. Step4. Assign homework 1. Polish your writing according to the check list. 2. Finish the homework sheet. Purpose: Homework helps students consolidate what they have learned in class. Optional homework 1. Exchange your daily routine with your partner. Try to give him or her some advice on how to be healthier. 2. Change your unhealthy habits according to your friends’ advice. Purpose: Students will cooperate with others, and every member can learn how to be healthier .