牛津译林版七年级上册Unit 4 My day教学设计

Unit 4 My day

Reading (II)  

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1.以对话的形式谈论Millie的学校生活；

2.根据图片以第三人称复述Millie的学校生活；

3. 谈论自己或他人的学校生活；

II. Teaching contents

1. 短语: in the morning\afternoon\evening, each other, have a good time, chat with, best wishes

2. 结构: Our school starts at eight in the morning from Monday to Friday.

Usually we do morning exercises first.

We practise after school on Wednesday.

We always have a good time at school.

We often chat with each other.

III. Focus of the lesson and predicted area of difficulty

理解有用的短语和句子结构。

以第三人称复述米莉的学校生活。

使用适当的短语和句子结构来描述他们自己的学校生活。

IV. Teaching procedures

步骤 1 导入

畅谈

T：大家好！你认识图中的女孩吗？她是谁？她在哪个学校读书？

她爱她的学校吗？哇，看来你很了解米莉。我想知道她的学校生活。你能帮助我吗？请成对询问和回答我的以下问题。 （学生根据阅读I中得到的信息进行提问）

她早上在学校做什么？

他们几点开始上课？

她最喜欢的科目是什么？

她在学校有朋友吗？

他们下课后做什么？

他们下午有很多课吗？

他们通常在下午做什么？

米莉喜欢她的学校吗？

【设计意图】通过相关阅读我的师生导入导入新课，正对米莉的学校生活的学生间互问互答，帮助学生回忆并再现文本信息，以学生入学的相关学习。

步骤 2 演示

1. 有用的短语和句子结构：

展示Millie的学校生活图片解释语言点，然后提供更多

（图片或翻译）供学生练习：

 一种。从……到……，早上/下午/晚上（Millie 的学校周一到周五八点开学。） T：（老师展示学校的图片。）Millie 一周什么时候上学？

She goes to school from Monday to Friday. What time does the school start? It starts

at eight in the morning. When does the school start on Monday? It starts at eight in

the morning on Monday. We can also say: It starts at eight on Monday morning. (Teacher shows another picture) Please complete the sentences.

This is the library in Sunshine Middle School. It opens at two o’clock ________ ________ ________ ________ Monday ________ Friday. It closes at eight thirty ________ ________ ________.   

  b. practise (We practise after school on Wednesday.)

T：米莉星期三下午做什么？ （老师展示了一张玩的图片

排球。）看，她现在在做什么？ 她正在练习排球。 我们也可以

说：她正在练习打排球。 （老师展示另一张图片）请

完成句子。

Look, these students ________ ________ ________ in the classroom. They often _______ ________ ________ in the morning at school.

   c. do morning exercises (Usually we do morning exercises first.)

        T: Does Millie usually practise reading English at school? What does she usually do first at school? (Teacher shows a picture of doing morning exercises.) Yes, she usually do morning exercises first. Exercise can be used as a countable noun. It means 操、练习题. Exercise can also be used as an uncountable noun. It means 运动、锻炼.  (Teacher shows another picture) Please complete the sentences.

The students always ________ ________ ________ first before Maths lessons. They have some maths ________ to do in class. After class, they like to do some ________ in the playground.

    d. chat with, each other (We often chat with each other.)

T: What does Millie often do after class? (Teacher shows a picture of Millie and her friends.) She often chats with her friends. What can you see in the picture? Millie is chatting with her friends. We can also say: Millie and her friends are chatting with each other. (According to the picture) Please complete the sentences.

Millie has a lot of friends at school. When they meet at the school gate, they say ________ ________ ________ ________. If they meet something difficult, they always ________ ________ ________. Sometimes they ________ ________ ________ ________.

     e. have a good time (We always have a good time at school.)

         T: After class, Millie and her friends often chat with each other. Sometimes they play in the playground. How happy they are! They have a good time. We can also say: They have fun. / They enjoy themselves.  (Teacher shows another picture) Please complete the sentences.

Eddie is busy eating and sleeping all day!

Hobo doesn’t think Eddie ______________________________________________________.

     f. best wishes

T: (Teacher shows a picture) At the end of the email, Millie wrote down: Best wishes! We can also say: All the best! / Take care! (Teacher shows another picture) Please complete the sentences.

Today is 10th September. It’s Teachers’ Day. Many students are giving their _______ _______ ________  their teacher. Look, how happy the teacher is!

(Teacher shows the pictures to present the useful phrases one by one. Make sure the students understand them and can use them correctly.

2. Check whether the students can understand the meanings and use them correctly

T: Here are some sentences in Chinese. Can you put them into English?

 我爸爸总是在晚上七点到七点半收看新闻联播。

 My father always ­­­watches CCTV-news _________________________________.

(My father always watches CCTV-news from seven to seven thirty in the evening.)

 周一上午我们不做广播操。

 We don’t __________________________________.

(We don’t do morning exercises on Monday morning.)

 你在和米莉以互发电子邮件的方式聊天吗？

 Are you _______________ Millie and her online friends often _______________?

(Are you chatting with Millie by writing emails to each other?)

 放学后，凯迪通常先去舞蹈俱乐部练跳舞。

 __________, Kitty usually ________________ the Dancing Club ______.

(After school, Kitty usually practices dancing in the Dancing Club first.)

 瞧，我的同学们正在操场上开心地玩耍。

 Look, my classmates _________________________________.

(Look, my classmates are having a good time in the playground.)

(Students think about the answers individually for several minutes.)

T: Now, Let’s check the answers one by one. If you think the answer is right, please read after him/ her twice. If you don’t think so, put up your hand to help correct it.

【设计意图】语言要点的解析帮助学生正确理解文本，与一反三的操练帮助学生应用和巩固语言要点，为下一环节转述文本打下扎实的基础。

第 3 步练习

1. 复述米莉的学校生活。

T：你对米莉的学校生活有了更好的了解。你能用自己的话介绍一下米莉的学校生活吗？这些图片会有所帮助。试试！ （老师展示了一组米莉的学校生活照片。学生准备几分钟。）

2. 展示时间。

T：现在，让我们邀请你们中的一些人介绍一下米莉的学校生活。有志愿者吗？ （老师请一两个学生复述米莉的学校生活。）

【设计意图】鼓励学生将第一人称的电子邮件用第三人称看图说话的形式进行转述，所提供的图片成为学生转述的解释，降低难度，提高积极性。

步骤 4 开发

1、完成课本P46的C部分。

   T：你觉得米莉的学校生活有趣吗？你的学校生活呢？你可以说

关于你上学日的事情？请查看 C 部分。写下您的一天。 （老师在课堂上走动，帮助有需要的学生，并鼓励学生尽可能多地用他们在课堂上学到的正确短语和结构来写。）

2. 谈谈学生自己的学校生活

T：现在，四人一组，向你的小组成员介绍你自己的一天。互相帮助改正错误，

3.展示时间。

特：嗯！让我们邀请你们中的一些人谈谈你的学校生活，好吗？可以介绍自己的学校生活。你也可以谈论你的一位队友的学校生活。

（老师至少要邀请两名学生。一名学生讲述自己的学校生活，另一名介绍同学的学校生活。）

【设计意图】由文本话题Millie’s school life 拓展到谈论学生自己的学校生活，已完成课本练习C的书面表达形式，帮助学生整理思路，为后续的说做好准备。让学生在小组中讲述自己的学校生活，通过小组互助的方式，减少讲述过程中可能出现的错误，提高语言表达的正确率。为下一步课堂展示做好充足的准备。同时，鼓励有能力的学生在介绍自己学校生活的基础上，尝试谈论其他组员的学校生活，为不同层次的学生提供不同的提升空间。学生上台讲述自己的学习生活，或者介绍同学的学校生活，让学生将书本知识应用到实际生活当中来，让他们感受英语的语用价值和交际功能。在应用中培养学生英语学习的成就感。

V. Homework

1. 练习与同学谈论自己或他人的学校生活。

2. 记住有用的短语和句子结构。

3. 完成练习册第 4 单元的练习。