七年级英语上册Unit11教案
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time is it now?
What’s the time now?
It’s six o’clock now.
What time do you get up?
I get up at six a.m.
What time does he/ she get up?
He/ She get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school, take a shower, go to bed,
in the morning /afternoon/evening…
Teaching aids:
Computer, blackboard
Period 1（1a-1b）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time, from hour to minute and from minute to hour.
Ask one student what time it is, and then write it down on the blackboard.
Write more times on the blackboard.
Ask the students to read them out from hour to minute.
Teach the way to read times from minute to hour.
(1) within half an hour:
(2) half an hour
(3) between half an hour and one hour
(4) of the clock
3. Practice
Show different times on the screen quickly, and let the students say out the times, two groups read from hour to minute, the other groups read from minute to hour
Step 2 Presentation
1. Show a clock, ask them to say the time
2. Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school, take a shower, go to bed
3. Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
4. Do the others one by one in the same way.
5. Teach “take a shower”and lead them to guess the time that Rick takes a shower
Step 3 Pairwork
1. Practice the dialogue between pairs, using the sentence pattern:
What time do you get up/ eat dinner/ eat lunch…?
I get up/ eat dinner/ eat lunch at ….
2. Give a report of their partners.
Step4 Presentation
Ask one student “What time do you get up?”, and then ask the whole class “What time does he/ she get up?”
Step5 Pairwok
Look at Rick’s day, and get the students to practise the dialogue, using the sentence pattern:
What time does he/ she get up/ eat dinner/ eat lunch…?
He/ She gets up/ eats dinner/ eats lunch at ….
Step 6 Look, listen and match (1a, 1b)
1. Page 65 let them look and match the picture.
2. Listen and match the time.
3. Show the pictures and let them to say again.
Step7 Group work (group/ three students)
1. Using the material in 1a& 1b, write a short passage about Rick.
2. Act the passage. One read the passage, one makes the actions, and the third one does like the clock.
Step 8 Homework
Write a short passage about Rick’s day
教学反思：
本节课容量较大，活动设计到位，切合学生心理，易于学生接受。整堂课上下来，学生掌握情况不错。也有设计不到位的地方，特别是前面的时间表达法，从分到小时的表达法，是课外补充提高的内容，也是不太容易掌握的知识点，本人过高地估计了学生的接受能力，其中一个环节的设计时间一闪而过，学生很难反应过来。这个环节不太实用。形式最终要服务于内容。这点在以后的教学过程中要引以注意。
生词表:
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time is it now?
What’s the time now?
It’s six o’clock now.
What time do you get up?
I get up at six a.m.
What time does he/ she get up?
He/ She get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school, take a shower, go to bed,
in the morning /afternoon/evening…
Teaching aids:
Computer, blackboard
Period 1（1a-1b）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time, from hour to minute and from minute to hour.
Ask one student what time it is, and then write it down on the blackboard.
Write more times on the blackboard.
Ask the students to read them out from hour to minute.
Teach the way to read times from minute to hour.
(1) within half an hour:
(2) half an hour
(3) between half an hour and one hour
(4) of the clock
3. Practice
Show different times on the screen quickly, and let the students say out the times, two groups read from hour to minute, the other groups read from minute to hour
Step 2 Presentation
1. Show a clock, ask them to say the time
2. Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school, take a shower, go to bed
3. Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
4. Do the others one by one in the same way.
5. Teach “take a shower”and lead them to guess the time that Rick takes a shower
Step 3 Pairwork
1. Practice the dialogue between pairs, using the sentence pattern:
What time do you get up/ eat dinner/ eat lunch…?
I get up/ eat dinner/ eat lunch at ….
2. Give a report of their partners.
Step4 Presentation
Ask one student “What time do you get up?”, and then ask the whole class “What time does he/ she get up?”
Step5 Pairwok
Look at Rick’s day, and get the students to practise the dialogue, using the sentence pattern:
What time does he/ she get up/ eat dinner/ eat lunch…?
He/ She gets up/ eats dinner/ eats lunch at ….
Step 6 Look, listen and match (1a, 1b)
1. Page 65 let them look and match the picture.
2. Listen and match the time.
3. Show the pictures and let them to say again.
Step7 Group work (group/ three students)
1. Using the material in 1a& 1b, write a short passage about Rick.
2. Act the passage. One read the passage, one makes the actions, and the third one does like the clock.
Step 8 Homework
Write a short passage about Rick’s day
教学反思：
本节课容量较大，活动设计到位，切合学生心理，易于学生接受。整堂课上下来，学生掌握情况不错。也有设计不到位的地方，特别是前面的时间表达法，从分到小时的表达法，是课外补充提高的内容，也是不太容易掌握的知识点，本人过高地估计了学生的接受能力，其中一个环节的设计时间一闪而过，学生很难反应过来。这个环节不太实用。形式最终要服务于内容。这点在以后的教学过程中要引以注意。
生词表:
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