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1、Unit 2 What time do you go to schooI ?教学设计(1a-Grammar Focus)一、本单元设计意图GO FOR IT是以任务型语言教学为基础的英语教材,它体现“以学生为中 心”的教学思想。在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主 线,以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教 学策略。教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了 一个整体。本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来 实施的。二、教材分析1.教学内容分析本单元是教材的第二单元，它以学生最为熟悉的日常作息习惯为
2、谈论话题，通过 对句型：(What time is it?一It is six .)-What time do you usually get up?-1 usually get up at six a.m.练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个 单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时 间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际 的目的，从而能够合理的安排自己的作息时间;且初步了解时差。2 .教学对象分析学生通过前段时间的学习，对一般现在时态的用法己经有了一定的语感和模仿 运用的能力，也能够用简单的英语表
3、达个人意见。通过本单元学习能基本掌握时 间的表达法并能用英语谈论作息时间安排。3 .教学目标1）通过本单元的学习,使学生掌握相关的时间表达方法以及相关的词汇，能够 就生活中的时间安排及日常活动来交谈；2）通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他 人合作的精神；3）通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。4 .教学难点1）时间的表达法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven） 6:30 six thirty （half past six）2）第三人
4、称单数谓语动词的运用3）本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的 困难。5 .教学策略1）交际教学法，通过组织活动进行教学，体现Learning by doing, doing is learning;2）任务型活动设计教学策略；3）兴趣教学策略4）合作学习5）启发式教学和讨论法Period 1 la-Grammar Focus【教学目标】掌握词汇:go to school / get up / run / eat breakfast / take s shower / time / usually etc.学习what time引导的特殊疑问句询问时间的标准用法【重点】
5、学习what time引导的特殊疑问句询问时间的标准用法【难点】学习what time引导的特殊疑问句询问时间的标准用法【教法与学法】直接实践法，利用实物（钟表）、教学图片来展开课堂Pairwork问答式的口 语交际活动和游戏活动,询问和谈论时间。【教具】图片，闹钟，时间卡片等【板书】A: What time do you usually go to school/get up/run/eat breakfast/take a shower?B: I usually go to school at seven oclock/.【教学过程】Step 1 warming upEnjoy an En
6、glish song whats the time ”Review the numbers quicklyStep 2 LearningGood morning! Today we are going to learn Unit 2 What time do you go to school? Please look at the picture and answer my question.T: Whats this? Anna, can you name it?S: Ifs a clock.T: ok, lets look at the clocks, what time is it no
7、w?Show some pictures of clocks and teach the sentences:What time is it? Its six oclock. .Help students answer: six/six-thirty/seven/seven-thirty/eight oclock etc.Teach: what time/ oclock. Students listen and repeat.Step 3 PresentationPlay a flash “the time in different cities，ask some students to an
8、swer in order to grasp the sentence pattern.Show the PPT, then let students do the pair work. Present this dialogue:A: What time is it?B: Its .Show some different pictures of time, get students to ask and answer in pairs.Play the flash, match the words with the clocks.Step 4 PracticeGuessing game:Sh
9、ow the time and the picture ,then let students guess “what do I usually do at 5:40/ 6:00/6:40then teach the verb phrases: get up, eat/have breakfast/ go to work/ brush tccth/takc a shower/ have lunch/ go home/ run/ do homework/.T: What do I usually do at five forty?S: do you get up at five forty?T:
10、Yes, I usually get up at five forty am.I usually run at sixStudents listen and repeat.Then asks: What time do you usually go to school/run/get up/take a shower/eat breakfast?Help students answer: I usually get up at six oclock.Then get all the sentences together into a passageI work very long hours.
11、 I get up at 5:40 in the morning. And then I run at 6:00.1 have breakfast al6:40.After breakfast I go to work at 6:55.1 am a teacher. I teach English. I work all day. I eat lunch at 11:40 at school. After work I get home at 6:00 oclock in the evening. I have dinner at 6:05 .Then I help Jim with his
12、homework. Then I brush my teeth and take a shower at 8:5(). I go to bed at 9:30 in the evening.Step 5 challengingWho can read Toms letter. Show the PPT, let student read the letter, the important verb phrases are in blanks, (team competition)Step 6 listeningPlay the flash Jims day”. Then finish the
13、questions according to the flash.What time (when) does Jim get up/run/have breakfast/ take a shower.Grammar focus关于时间的表达法英语中表达钟点的方法一般有两种:(1)数字表达法： 按照时间的顺序，用数词先说“时”，再说“分如:six thirty六点半;seven fifteen七 点十五分;nine fifty-five九点五十五分。文字表达法:先说“分”，再说“时”，中间 加介词past(半点或半点以内，表示“超过)、to(半点以上，表示“差”)。$ll:ten past five 五点十分;。quarter past seven 七点一刻;half past nine 九点半;a quarter totwelve十二点差一刻，即H点四十五分Homework1. Copy the new words 4 times2. Finish off the workbook 1 p51