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視頻標簽：What time,do you go,to school
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版七年級下冊Unit 2 What time do you go to school Section B 2a—2c安徽
教學設(shè)計、課堂實錄及教案：人教版七年級下冊Unit 2 What time do you go to school Section B 2a—2c安徽省利辛中學
Unit 2 What time do you go to school ?
Section B（2a-2c）
一．Teaching analysis教情分析
1.Teaching objectives 教學目標 (1)Language goals 語言目標 Key Words and Chunks
For applying: quickly, either, either...or..., lot, lots of, sometimes, taste For comprehending: Sentence Structures
1). In the evening, I either watch TV or play computer games. 2). She knows it’s not good for her, but it tastes good!
3). In the evening, she does her homework and usually swims or takes a walk. (2) Ability goals 能力目標
1)To learn to understand the meaning of new words and phrases in context. 能在語境中理解新詞和短語意義。
2) To grasp and sort out the structure of the article by looking for key statements and the chronological order of the article.能通過找關(guān)鍵語句，及文章敘述的時間順序來掌握并理清文章結(jié)構(gòu)的方法。
3)To use target language to make a methodical description of their daily schedule by imitating能夠通過模仿運用目標語言對自己的作息時間進行有條理的描述。 (3) Emotional goals 情感目標
1) To guide students to pay attention to healthy habits.引導學生關(guān)注健康的生活習慣。
2) To lead the students to develop good study habits, to arrange the importance of time, and to do the right thing at the right time.引導學生認識到養(yǎng)成良好的學習習慣，合理安排時間的重要性，明確在恰當?shù)臅r間做恰當?shù)氖隆?nbsp;
3) To train students to redesign their daily activities with healthy living habits as the standard. 培養(yǎng)學生用健康的生活習慣為標準重新設(shè)計自己的日常活動。
2 Important and difficult teaching points 教學重難點
1）To master the difficult words, phrases and sentence patterns.理解文中出現(xiàn)的重難點單詞，短語及句型。
2）To understand the logical sequence of using a different time expression to understand the activities of the day. (grasp the gist of the article and the analysis of the frame structure.)理解使用不同的時間表達方法來理解一天活動的邏輯順序。（掌握文章大意和框架結(jié)構(gòu)分析。）
3）To let students learn to express and discuss topics: how to correctly distinguish between healthy and unhealthy lifestyle.讓學生學會表達和話題討論：如何正確區(qū)分健康和不健康的生活方式。
二. Student analysis學情分析
(1).Fundamental State基本情況
After the three periods of study, students basically activated existing language knowledge, has perceived the topic of this unit (Talking about routines) and the ways to express times, daily activities etc. Students will have a more in-depth study and have a certain understanding and perception of life habit. At the same time, enough language support has been set up for the reading and understanding of healthy and unhealthy and habits. Besides to guide students to pay attention to healthy living habits and talking about how to develop good habits is difficulties. 通過本單元前三個課時的學習，學生基本上激活了已有的語言知識，對本單元的話題（Talking about routines）已經(jīng)有所感知，對于the ways to express times, daily activities等內(nèi)容有了更加深入的學習，讓學生對生活習慣有一定的了解和認知。同時，為本課時的課文有關(guān)healthy and unhealthy habits的閱讀和理解、以及引導學生關(guān)注健康生活和談?wù)撊绾闻囵B(yǎng)良好的生活習慣搭建了足夠的語言支架。 (2) Knowledge Reserve知識儲備
The students' knowledge has been extended by three periods of study around the topic talking about routines unit. They have learned to use "in the morning, in the
afternoon, in the evening, then ,after that, and the specific time" time sequence to express day sequence of activities. It enriches the contents of the daily activities of the topic language and lead to the discussion of daily life habits. And prepared for the reading comprehension and expression.第四課時的學習，圍繞單元話題talking about routines，讓學生的知識得到了擴展，學會了用 “in the morning, in the afternoon, in the evening, then, after that 及具體時刻”等時間先后順序來表達一天的活動順序，豐富了日常活動話題下的語言輸入內(nèi)容，討論了日常生活中的生活習慣，為本節(jié)課的閱讀理解和表達積累了語言基礎(chǔ)。 (3) Class data本班實際
Students in this class are motivated to learn, help each other in group activities, cooperate actively with others, and dare to express themselves in English. Before this class and reading, guide students to talk about healthy and unhealthy habits. The content is close to the students, close to the topic of this unit, so students are willing to discuss and there should be something to say. For the reading contents, teachers should use appropriate reading strategies to guide students to discuss from the pre - reading, while-reading into thinking, and do effective thinking training. At the same time, the teacher also should leave space for students to provide advice on Tony’ s life activities. 本班學生學習動機明確，能夠在小組活動中互相幫助，積極與他人合作，敢于用英語進行表達。本課時讀前引導學生談?wù)揾ealthy and unhealthy habits，內(nèi)容貼近學生實際，接近本單元話題內(nèi)容，學生愿意討論，應(yīng)該有話可說。對于閱讀篇目，教師應(yīng)該使用恰當?shù)拈喿x策略，引導學生從讀前討論，進入讀中的思考，進行有效的思維訓練。同時，讀后的給tony提供生活建議活動也應(yīng)該為學生留足空間。
三．Teaching methods教法建議
(1) Thematic teaching method主題教學法 (2) Self-directed learning method自主學習法 (3) Discussion method討論法
四．Teaching tools教學輔助
4) Play sports 5) Take a walk 6) Do homework first
Last, check the activities in 2a to make sure Ss know which activities are healthy, which activities are unhealthy. (2). While-reading-讀中理解 Skimming
Ask Ss to skim the passage and quickly find out the answers to the questions. T may ask questions like: 1) Who write this passage? What does he tell us? 2)Who is healthier? Why?
Then give Ss about 2 minutes to do it. After that invite Ss to finish them.
Answers: 1) Tony, and he tells us his daily routine and his sister Mary’s daily routine. 2) Mary is healthier. Because she has more healthier habits.
Scanning
Guide Ss to scan the passage, and fill in blanks in the mind maps about Tony’ s and Mary’ s habits.
Try to make sure what activities they do every day, using the words and phrases from the passage. Answers:
Tony’ s healthy habits: play basketball for half an hour Do his homework first brush the teeth
Tony’ s unhealthy habits: get up late eat quickly
eat hamburgers for lunch watch TV
play computer games
go to bed late
Mary’s healthy habits: gets up at six thirty takes a shower eats a good breakfast
eats lots of fruit and vegetables for lunch plays volleyball swims takes a walk goes to bed early
Mary’s unhealthy habits: eats ice-cream after dinner
Intensive Reading
Ask students to read the passage carefully. Then finish Tony’ s and Mary’ s daily routine activities and retell these activities in their own sentences. Then, give students about 3 minutes to finish the two mind maps. Ask students to answer the questions as quick as they can. Last, check answers together. Answers ......
Analyzing chunks 語塊運用
1) I either watch TV or play computer games. 2) When I get home, I always do my homework first.
(3)Post-reading-讀后提升
Group-work
After students read the whole passage, they have known that Tony has more unhealthy
habits. So ask students to make a healthier daily routine for Tony. Example .......................................
(4) Summary
In this period, we have learned a passage about healthy and unhealthy habits. We all know that we should have a healthy daily routine.
As healthy is so important in our lives,we should pay enough attention to it. So,at last let’s think about how to keep healthy. Healthy life connects with healthy food,regular exercise and good living attitude.
A sentence: Habits form character,decided the fate of character.習慣形成性格，性格決定命運。
(5)Homework
1. Do you have a healthy life style? Yes? No? 2. Make a healthy life routine for yourselves.
六．Blackboard Design 板書設(shè)計
Unit 2 What time do you go to school ?
Section B（2a-2c）
go to bed late get up late
play computer games have unhealthy habits
I either watch TV or play computer games. When I get home, I always do my homework first.
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