仁爱科普版七年级上册Topic 3 Whose jacket is this?教学设计

这是一份仁爱科普版七年级上册Topic 3 Whose jacket is this?教学设计，共9页。

Tpic 3 What time is it nw?
Sectin D
= 1 \* ROMAN \* MERGEFORMAT I. Material analysis
本课是话题三的第四课时，主要活动是Grammar和Functins。Grammar部分通过教师引导学生自主总结由what引导的询问时间的特殊疑问句和时间的不同表达方式；Functins旨在引导学生总结Sectins A~C所学的表达建议做某事、表达焦虑、描述动物特征、寻求帮助、感谢他人帮助等功能的表达法。另外，通过听音、填空的活动，巩固关于时间的表达法，并能在时间的不同表达方式进行转换；还将通过听英文歌曲选择标题，理解歌曲的大意。培养学生通过标题获取文章大意的能力，并在此基础上让学生学唱歌曲，享受学习英语的快乐。综合探究活动中，通过画出加菲猫的日常安排并用此描述它的日常活动，巩固本话题所学的表达时间和描述日常活动安排的词语与句型，培养学生在真实情景中综合运用本话题所学知识的能力。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
1. Knwledge aims
引导学生巩固和总结由what引导的询问时间的特殊疑问句和时间的不同表达方式；
能就表达建议做某事、表达焦虑、描述动物特征、寻求帮助、感谢他人帮助等功能的表达法进行交流与对话操练，如：
D yu have any time tmrrw?
Let’s meet at 9 ’clck at my hme.
They are cute/strng/clever.
They are s kind and they have lng nses.
What’s up, Baby Mnkey?
I can’t find my way hme.
It’s very kind f yu.
Thank yu fr yur help.
2. Skill aims
能听懂简单的课堂用语并做出适当的反应；
能听懂描述及询问时间的表达；
能使用问答时间的句型进行简单的交流；
能在教师的指导下进行简单的角色表演、仿编对话等；
能在口头表达中做到发音清晰，语音语调准确；
能大声、准确地朗读课文、演唱歌曲等；
能理解并执行有关学习活动的简单书面指令；
能正确书写单词，并能正确使用单词造句；
能够运用本话题的句型进行日常活动时间安排的短文写作。
3. Emtinal aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并在现实生活中积极实践。
= 3 \* ROMAN \* MERGEFORMAT III. The key pints and difficult pints
1.巩固和总结由what引导的询问时间的特殊疑问句和时间的不同表达方式。
2.能就表达提议做某事、表达焦虑、动物特征描述、寻求帮助、感谢他人帮助等功能的表达法进行交流与对话操练。
= 4 \* ROMAN \* MERGEFORMAT IV. Learning strategies
1.能够清楚、大声地进行朗读单词和课文，培养语感和自信心。
2.能够逐渐养成进行预习和复习的好习惯。
= 5 \* ROMAN \* MERGEFORMAT V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
= 6 \* ROMAN \* MERGEFORMAT VI. Teaching prcedures
= 7 \* ROMAN \* MERGEFORMAT VII. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(5 minutes)
1. The whle class wrk.
2.Grup wrk and individual wrk.
1.Fcus their attentin n the teacher.
2.D duty reprt. Sme students read yur passage abut yur favrite animal t the whle class. Then the ther students answer the teacher’s questins.
S1: Hell, everyne! It’s my hnr t share my favrite animal with yu here. It’s white. It’s nt big. It has tw lng ears and a shrt tail. It likes grass and carrt. I like it very much because it is lvely and cute. Can yu guess what my favrite animal is?
T: What’s his/her
favrite animal? Can yu guess?
Ss: Rabbit.
T: What clr is it?
Ss: White.
T: What size is it?
Ss: Nt very big/Small.
T:What’s its favrite fd?
Ss: Grass and carrt.
T: Why des he/she like it very much?
Ss:Because it is very cute and lvely.
...
1.Greet students ready fr learning.
2.Ask the students t talk abut their favrite animal. Help them revise hw t describe the animals. Practice the students’ spken English.
Presentatin
(10 minutes)
1.Grup wrk.
2.Pair wrk and individual wrk.
1.Read the expressins f different time n the screen. Discuss in grups and try t find ut the rules f expressins f time.
2.D Grammar individually. Fill in the blanks. Check the answers with yur partner.
1.Help the students t find ut the rules f expressins f time by themselves
2.Make the students learn t summarize the Grammar in this tpic by themselves.
Cnslidatin
(5 minutes)
1.Grup wrk.
1.Have a grup cmpetitin. Lk at the clck n the screen. Try t express the time in different ways. The grup which can say the expressins mst quickly and crrectly will be the winner in this grup cmpetitin.
1.Make the students learn t use the expressins f time in different ways.
Practice
(15 minutes)
1.Pair wrk.
2.Grup wrk.
3.Individual wrk， the whle class wrk and pair wrk.
4.Individual wrk and pair wrk.
5.Individual wrk and the whle class wrk.
1.Make up new cnversatins with yur partner, using the expressins f time.
A:What time is it, please?
B:It’s half past nine./ It’s nine thirty.
A:It’s time t g t the z.
B: OK. Let’s g. Can we see pandas there?
A:Yes. We can see mnkeys, lins, tigers and elephants, t. What’s yur favrite animal?
B: Tigers.
A: Why?
B:Because they are strng.
...
2.Sit in grups. Make up a new cnversatin, using the sentences in “Functins”. Practice the cnversatin in grups. Then each grup acts ut the cnversatin. The whle class evaluate the grup wrk. Try t find ut which grup is the best ne.
3.D 1a. Knw what Michael’s daily activities are befre listening. Then listen t the passage and write dwn the time f Michael’s daily activities. Check the answers with yur partner. Then the whle class check the answers tgether.
4.D 1b. Listen t 1a again. Try t write dwn the whle passage.
The first time: get the main idea and key wrds;
The secnd time: the structures, the subjects and the bjects;
The third time: ther wrds.
The furth time: check the whle passage.
5. Listen t the sng in 2. Chse the title f it. Get the main idea f the sng. Then listen t the tape and learn t sing the sng. Then practice singing the sng in grups. The grups take turns t sing the sng t the whle class t find ut which grup sings best and the mst ludly.
1.Help the students t revise the expressins f time and the descriptin f animals.
2.Help the students revise “Functins” in cnversatins.
3.Help the students learn t get sme key infrmatin while listening.
4.Help the students learn t listen and write dwn the passage step by step.
5.Play the tape recrder t help the students learn t sing the sng and enjy the English sng.
Prductin
(10 minutes)
1.Grup wrk, individual wrk and pair wrk.

1.D Prject. Sit in grups. Lk at the time in 1. Try t express the time in different ways in grups. Then guess Garfield’s activities in Pictures 2 and 5, and draw them. In grups, take turns t say a sentence accrding t Garfield’s activities.
e.g.
S1:At seven ’clck, Garfield gets up.
S2: Then he brushes his teeth and washes his face. He has breakfast at half past seven.
S3: ...
Then lk at the pictures again and make up a stry. Write dwn yur stry in passage. Share it with yur partner. Yu can check the passage each ther. Then sme students read ut yur passage t the whle class.
1.Make the students talk abut Garfield’s daily activities t revise the expressins f time and talking abut daily life. Encurage the students t check the passage with each ther.
2. Assign hmewrk:
Review the wrds and expressins in this tpic;
Finish “Review f Units 3-4”.
Teaching reflectin：
这节课是本话题的最后一个课时，教师应引导学生自行总结本话题的关于时间的询问和表达、提议做某事、表达焦虑、感谢他人帮助等的表达法，再通过任务和综合探究活动进行巩固和操练。有的学生性格比较内向，因此在小组活动中比较被动，教师应鼓励同组同学多创造机会与他/她进行简单的问答对话，鼓励其积极参与课堂活动，并在他/她的每一次表演之后给予适当的肯定和评价。
What time is it nw?
Sectin D
1. D yu have any time tmrrw?
2. Let’s meet at 9 ’clck at my hme.
3. They are cute/strng/clever.
4. They are s kind and they have lng nses.
5. What’s up, Baby Mnkey?
6. I can’t find my way hme.
7. It’s very kind f yu.
8. Thank yu fr yur help.