Myschoolday作文教学设计
外研版英语七年级上册M5-4《My school day》教学设计
外研版英语七年级上册M5-4《My school day》教学设计一. 教材分析《外研版英语七年级上册》Module 5-4的话题是《My school day》,主要让学生学习和掌握关于学校日常活动的词汇和表达方式,如get up, go to school, have lessons, play sports等。
通过本节课的学习,学生能够用英语简单描述自己的学校生活,提高他们的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇,具备一定的听说读写能力。
他们在日常生活中也积累了一些关于学校活动的经验,这为学习本节课内容奠定了基础。
然而,部分学生可能在词汇量和语言方面存在一定的困难,需要教师的引导和帮助。
三. 教学目标1.知识目标:学生能够掌握关于学校日常活动的词汇和表达方式,如get up, go to school, have lessons, play sports等。
2.能力目标:学生能够用英语简单描述自己的学校生活,提高他们的语言运用能力。
3.情感目标:通过本节课的学习,学生能够培养对学校生活的热爱,增强对英语学习的兴趣。
四. 教学重难点1.重点:学生能够掌握关于学校日常活动的词汇和表达方式。
2.难点:学生能够用英语简单描述自己的学校生活,提高他们的语言运用能力。
五. 教学方法1.情境教学法:通过设置学校日常活动的情境,让学生在实际语境中学习和运用词汇和表达方式。
2.交际法:引导学生进行小组交流和讨论,提高他们的口语表达能力。
3.任务型教学法:通过完成各种任务,让学生在实践中运用所学知识。
六. 教学准备1.教师准备:提前准备好与学校日常活动相关的词汇和表达方式的图片、卡片等教学辅助材料。
2.学生准备:学生预习本节课的内容,了解学校日常活动的词汇和表达方式。
七. 教学过程1.导入(5分钟)教师通过提问方式引导学生谈论自己学校的日常活动,如:“What time do you get up?”、“Do you play sports after school?”等。
七年级英语My school day教案3
Starter Unit 10 My school day主备人:执教人:执教班级:执教时间:年月日Content: Unit10 Grammar, Pronunciation and TaskPeriod:3-3Teaching aims and demands:1 To grasp how to tell the time.2 To grasp the general usage of the Simple present tense to describe a day.Key points:Learn to describe a day.Difficult points:How to describe a day with the Simple present tense.Teaching aids:A tape recorder, a clock.Teaching methods:1.Task-based teaching approach2.Cooperative learning approachTeaching procedures:Starter Unit10 My school dayPeriod: 3-3 Grammar, Pronunciation and Task达标检测(满分25分)一、句型转换( 15分)1、We go to school from Monday to Saturday.(同义句)We go to school___________ days _________ __________.2、I go to bed at 10:00p.m(否定句)I ________ _______ to bed at 10:00p.m3、I do homework at 7:00p.m every day.(否定句)I _________ ________ homework at 7:00p.m every day.4、I have lunch at twelve.(对划线部分提问)______ ______ ______ you _________ lunch?5、We have Chinese lessons today.(疑问句)__________ you _________ Chinese lessons today?6、Our classes begin at 8:00a.m.(同义句)We ______ our ________ at 8:00a.m.二、根据Nick的日常生活,请你完成他的讲话。
Module5MyschooldayUnit1Ilovehistory.教案
-时态运用:本节课中,现在时态的运用是难点,特别是对于动词形式的正确使用,如“I have math”而不是“I has math”,教师应通过实例和练习帮助学生突破这一难点。
-句型结构:部分学生可能难以理解句型的正确结构,如“ It’s time for +名词”来表达即将进行的活动,教师需通过具体的例子和句型转换练习来帮助学生理解。
3.学习新词汇:history, geography, science, math, music, PE, lunch, break等,与学校生活相关的词汇。
4.通过听力、口语和阅读练习,提高学生的英语综合运用能力,培养他们热爱学习、积极向上的校园生活态度。
5.结合课文人物的活动安排,学会对比和描述自己和他人的校园生活。
在学生小组讨论环节,整体氛围良好,学生们积极分享自己的观点。但我也观察到,有些学生在用英语表达时显得不够自信,可能是因为他们对词汇和语法还不够熟悉。在接下来的教学中,我会加强学生的口语练习,提供更多机会让他们在实际语境中使用英语,提高他们的自信心。
通过这次教学,我深刻认识到,作为一名教师,我需要不断反思和改进教学方法,关注每个学生的学习情况,以提高他们的英语学习兴趣和效果。在今后的教学中,我将更加注重学生的个体差异,努力为每个学生提供更适合他们的学习指导。同时,我还会加强与学生的互动,营造更加活跃的课堂氛围,使学生们在轻松愉快的氛围中学习英语。
5.培养学生的团队协作精神,通过课堂互动,提高沟通能力,增进同学间的友谊和合作。
三、教学难点与重点
1.教学重点
-句型:“I have…”, “I love…”, “I go to…”, “It’s time for…”等日常表达,这是本节课的核心内容,教师需重点讲解和反复练习,确保学生能够熟练掌握并运用到描述校园生活中。
英语写作基础:我的一天小学教案
教案英语写作基础:我的一天小学教案第一部分:教学目标1. 语言技能:学生能够运用基本的英语词汇和句型,描述自己一天的日常生活。
2. 语言知识:学生能够学习和掌握与日常生活相关的词汇和句型,如“get up”, “go to school”, “have lunch”等。
3. 情感态度:培养学生对英语写作的兴趣和自信心,鼓励他们用英语表达自己的想法。
4. 学习策略:通过小组合作和讨论,学生能够学会如何组织语言,进行简单的英语写作。
第二部分:教学重难点1. 教学重点:学生能够运用所学的词汇和句型,描述自己的一天的活动。
2. 教学难点:如何引导学生用英语进行思考和表达,以及如何组织语言,形成连贯的段落。
第三部分:教学方法1. 情境教学法:通过创设情境,让学生在真实的语言环境中学习和使用英语。
2. 任务型教学法:通过设计任务,让学生在完成任务的过程中,学习和运用英语。
3. 合作学习法:鼓励学生进行小组合作,共同完成任务,提高他们的合作能力和团队精神。
第四部分:教学过程1. 导入:通过图片或视频,展示一天的日常生活场景,激发学生的学习兴趣。
2. 新课内容:介绍和教授与日常生活相关的词汇和句型,如“get up”, “go to school”, “have lunch”等。
3. 练习:通过小组合作,让学生练习描述自己的一天,教师进行指导和反馈。
4. 产出:学生独立完成一篇关于“我的一天”的英语写作,教师进行评价和反馈。
第五部分:教学资源1. 教材:使用与日常生活相关的英语教材,如《新概念英语》等。
2. 多媒体资源:使用图片、视频等多媒体资源,创设真实的语言环境。
3. 网络资源:利用网络资源,如英语学习网站、在线英语课程等,提供更多的学习材料。
第六部分:教学反思1. 教师在教学过程中,是否有效地创设了真实的语言环境,让学生能够在实践中学习和使用英语。
2. 学生是否能够积极参与课堂活动,用英语进行思考和表达。
外研版英语七年级上册M5-2《Myschoolday》说课稿
外研版英语七年级上册M5-2《My school day》说课稿一. 教材分析《外研版英语七年级上册》第五模块第二课《My school day》主要讲述学生在学校的一天。
通过本课的学习,学生可以了解如何用英语描述日常的学校生活,提高英语口语表达能力。
教材内容丰富,贴近学生生活,有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇,具备一定的英语听说读写能力。
但部分学生在口语表达方面仍有困难,对英语学习信心不足。
因此,在教学过程中,需要关注学生的个体差异,鼓励他们大胆开口说英语,提高他们的自信心。
三. 说教学目标1.知识目标:学生能够掌握描述日常学校生活的相关词汇和句型,如“What time does school start?”、“I have two lessons this morning.”等。
2.能力目标:学生能够在真实情境中运用所学词汇和句型,用英语描述自己的学校生活。
3.情感目标:培养学生热爱学校生活,乐于观察和分享身边的事物。
四. 说教学重难点1.教学重点:学生能够熟练运用所学词汇和句型,用英语描述自己的学校生活。
2.教学难点:如何引导学生运用所学知识,在真实情境中进行口语交流。
五. 说教学方法与手段1.任务型教学法:通过设定各种真实的任务,让学生在完成任务的过程中运用所学知识,提高口语表达能力。
2.情境教学法:创设各种贴近学生生活的情境,激发学生的学习兴趣,提高他们的参与度。
3.小组合作学习:鼓励学生相互合作,共同完成学习任务,培养他们的团队精神。
六. 说教学过程1.导入:通过谈论学生熟悉的学校生活,激发学生的学习兴趣,引出本课主题。
2.新课呈现:教师展示教材图片,引导学生用英语描述图片内容,从而引入本课所学词汇和句型。
3.课堂练习:学生分成小组,用所学词汇和句型描述自己的学校生活,教师巡回指导。
4.口语交际:设置真实情境,让学生运用所学知识进行口语交流,如模拟面试、角色扮演等。
Myschoolday作文教学设计
My school day 作文教学设计Teaching aims :1.Knowledge Objects(1) Function : Talk about routines; Ask about and say times .(2) Structure : “ what time “ questions. “when “ questions. Adverbs of frequency .2.Ability ObjectsLearn to talk about daily routines.3.Moral objectsThe students arrange their own time themselves reasonably.Teaching key and difficult points :1.Talk about routines .2.Ask about time .Teaching procedures “Step 1 Warming up and revision1. Greet the class as usual .2. Check the homework .3. Revision Revise some words and phrases we should use today .Step 2 Lead inTeach the students to learn a song : Get up , get up , I get up at six ; Take a shower , take a shower, I take a shower at .....Step 3 Practice1. Show some pictures : Number the pictures and make a common daily routine .2. Number these sentences in order to make a story about a daily routine.3. Ask and answer in pairs : According to the picture and talk about your daily routine. Step 4 WritingWrite about your own daily routine. 材料如下:I get up at six . I brush teeth at 6:30 , then I get dressed . At 7:00 , I have breakfast . I go to school at 7:30. I have four classes in the morning and I have four classes in the afternoon . At 6:00 , I go home and do my homework and I go to bed at 9:30 .写作指导:1. 回想一下上个环节中自己一天的作息;2. 按时间的先后,逐条叙述;3. 注意运用正确的英语表达方式。
Module5MyschooldayUnit1教案
1.理论介绍:首先,我们要了解一般现在时和描述日常活动的基本概念。一般现在时是描述习惯性动作或日常生活的时态。它对于表达我们的学校日程非常重要。
2.案例分析:接下来,我们来看一个具体的案例。这个案例展示了如何用所学词汇和句型描述学生的学校一天,以及这些表达如何帮助我们更好地交流。
b.句型:What time do you have ...? I have ... at ... o'clock. What do you do ...?
c.语法:一般现在时,表达日常活动和时间。
d.对话:学生能够运用所学词汇和句型,进行关于学校日常活动的对话交流。
e.课文理解:理解课文内容,学会描述自己及他人的学校生活。
2.教学难点
a.词汇的准确运用:学生往往在词汇的拼写和使用上存在困难,特别是在词汇的搭配和语境中的正确应用。
-举例:区分“have a class”和“attend a class”,并在适当的语境中使用。
b.句型的灵活运用:学生可能难以在真实的对话中自然地使用所学句型,需要通过大量的练习和情景模拟来加强。
-举例:在对话中正确使用词汇描述“我在早上8点钟有数学课”(I have math class at 8 o'clock in the morning)。
b.句型:学生应熟练运用句型What time do you have ...? I have ... at ... o'clock. What do you do ...?来询问和回答日常活动。
五、教学反思
在完成《Module 5 My school day Unit 1》的教学后,我对整个教学过程进行了深入的思考。首先,我觉得在导入新课环节,通过提问同学们关于学校生活的问题,成功引起了他们的兴趣和好奇心,这为后续的教学奠定了良好的基础。
Module 5《My school day教案 (外研版七年级上)
Module 5《My school day教案 (外研版七年级上)The main knowledge:本模块围绕“我的一天学校生活”这个话题展开,内容紧紧接合初中学生现实的学习、生活展开。
Teaching Aims:1. Talk about something about school life.2. Learn the grammar.3. Learn the new words: half, past, history, What about, get up, break…Teaching Methods:Formal and interactive approachTeaching steps:Unit 1 I like maths!1. Look at the pictures, listen and repeat the time.①Ask the students to look at the pictures. Elicit what they can see (e.g.clocks,different times, and, if possible, what time it is.)② Play the recording and have them listen and look at the words and pictures.③ Then play it again and have them repeat chorally and individually. Extension:① Introduce the question “What’s the time?” by asking and point ing to the first clock.② Elicit the answer “It’s twelve o’clock.”③Next elicit the question and answers from the students for the other three clocks.2. Match the pictures and the sentences.① Ask the students to match the times and the pi ctures individually, then checkwith a partner.② Call back the answers from the whole class, having one student ask “What’s thetime?” and point to a picture, and another student answer.Extension:Put the students into pairs to practise asking and answering about the times in Activities 1 and 2.Listening:3. Listen and read.① Ask the students to read the conversation silently. At this stage, it’s agood idea not to explain every word they don’t understand.② Play the recording and ask the students to l isten and read the conversation. Extension:① Play the recording again and pause after each phrase, a sking the students to repeatchorally and individually.② Put the students into groups of four to practise the conversation.③ They should repeat it several times, changing roles each time.Tapescript:1. It’s twelve o’clock.2. It’s half past six.3. It’s eleven o’clock.4. It’s half past one.4. Check (√) the true sentences.① Read through the statements and have the students repeat them after you.② Ask them to check the true sentences individually, then check with a partner.③Call back the answers from the whole class, having them read out each sentences,then say “True/False”.Answers:1. ×2. √3. ×4. √5. √6. ×Extension:① Put the students into groups of three to practise the conversation.② They should do it at least three times, changing roles each time. Pronunciation and speaking:5. Listen and repeat:① Explain that this activity focuses on some English ph onemes which are difficultto pronounce for speakers of Chinese.② Play the recording once without stopping.③ Play the recording again and stop at the end of each line.Ask the whole class to repeat.④ Play the recording again and stop at the end of each line.Ask individual students to repeat.⑤ Ask the students to practise the sounds in pairs.6. Answer the questions about you.① Ask the students to work alone and to answer the questions.② Ask them to check their answers in pairs.7. Work in pairs. Talk about your lessons.① Go through the language in the substitution table with the students.② Put them in pairs to ask and answer questions.③ Circulate and monitor their production.Do excises:Ⅰ1. My f lesson is science.2. It’s five o’ now.3. They often play on the p .4. The class f at three P.M.5. W comes after Tuesday.Ⅱ 补全对话A:What 1 is it today?B:It’s Friday. 2 are your lessons today?A:Today we have maths, Chinese and English.B:Do you 3 maths?A:Yes, I like it very much. What 4 you?B:I don’t like maths. What 5 is it now?A:It’s five o’clock.B:Thank you. Let’s go home.Key:Ⅰ.1.favourite 2. o’clock 3. playground 4. finishes 5. Wednesday.Ⅱ.1. day 2. What 3. like 4. about 5. timeUnit 2 Lessons start at nine o’clock.Reading and vocabulary:1. Read the passage and put the pictures in order.① Ask the students to read through the passage and order it individually, themcheck with a partner.② Call back the answers from the whole class, having individuals read out thesections in order and saying which picture goes with it.2. Match the times with the pictures in Activity 1.① Read out the times and have the students repeat them after you.② Ask them to match the times and the pictures individually, then check witha partner.③ Call back the answers from the whole class.Answers:3:30-c 7:30-f 9:00-e10:00-b 11:00-d 12:30-aNow write: In the morning, in the afternoon, in the evening.① Ask the students to do this individually, then check with a partner.② Call back the answers from the whole class.Answers:3:30-in the afternoon 7:30-in the morning9:00-in the morning 10:00-in the evening11:00-in the morning 12:30-in the afternoon\3. Check (√) the true sentences for Alex.① Read through the sentences and have the students follow.② Ask them to answer individually, then check their work with a partner.③ Call back the answers from the whole class, asking them to read the sentence,then say whether it is true or not.Answers:1. ×2.√3. ×4. √5. √6. ×Extension:① Put students in pairs to role play Alex talking about his day.(e.g. I get up at half past seven.)②They should check each other’s pronunciation.Writing and speaking:4. Rewrite the sentences in Activity 3 for you.① Ask the students to do this individually.② They can then exchange work with a partner for peer correction.③Call back some answers in a whole-class setting.5. Work in pairs. Talk about your school day.① Run through the verbs in the box, having the students repeat them after you.② Pair them to talk.③ Circulate and monitor their production.④ Call back some examples in a whole-class setting.6. Look at these sentences. Now join these sentences with and.① Read through the examples with the students.② Ask them to do the activity individually, then check with a partner.③ Ask the whole class to call out their answers.Answers:1. In the morning we get up and go to school.2. In the morning we have a break and play football.3. In the afternoon we watch TV and play computer games.4. In the evening I have my dinner and do my homework.5. In the evening I do my homework and go to bed.Do excises:Ⅰ英汉互译1. go home2. get up3. have breakfast4. in the morning5. go to bed6. 有一节英语课7. 在十点半 8. 喝水9. 踢足球 10. 和我的朋友交谈Ⅱ单句改错1. What does Jim does at home?2. We have Chinese in the morning.3. Jim has lunches at school.4. We don’t have any books and pens.5. Li Ping bag is red.Key:Ⅰ1.回家 2. 起床 3. 吃早饭 4. 在上午 5. 上床睡觉6. have an English lesson7. at half past ten8.drink water9. play football 10. talk to my friendsⅡ1.第二个does →do2. Chinese→ Chinese3. lunches→lunch4. and→or5. Li Ping→Li Ping’sUnit 3 Language in use1. Talk about your weekend:①Ask the students what they do and don’t do at the weekend with questions suchas “Do you go to school?” “Do you go to the park?” Elicit the correct answers.②Ask the students to work alone and to make notes about their weekend. Encouragethem to look back at earlier modules in this book to think of ideas. Ask them to make a list of the things they usually do.③ Ask them to work in pairs and to talk about their weekend activities. Makesure they include things they don’t do.2. Write the sentences about Jack.① Ask the students to work alone and to complete the sentences for Jack.② Check their answer with the whole class.③ Call back the answers from the whole class as complete sentences.3. Complete the sentences with at, in or on.① Ask the students to do these individually, then check with a partner.② Call back the answers from the whole class as complete sentences. Answers:1. in2. on3. at4. on5. in6. at4. Make phrases with do, have or go.① Ask the students to do these individually, then check with a partner.② Call back the answers from the whole class as complete phrases.Answers:1. have2. do3. go4. have5. have6. do7. go8. goLearning to learn① These three verbs very often feature in phrasal and preposition verbs, and area very useful way of simplifying the language (e.g. go in =enter; go out=leave;go out with somebody=date somebody.).② Point out examples to the students when they occur, and suggest that they keepa page for each verb in their notebooks to make a list.Around the world① Look at the picture and discuss it with the students.② Compare the information with what happens in China.Culture box: British customs and habits①In Britain, “tea” can be a meal as well as a drink. Tea is served with sandwiches and cakes with jam and cream. It’s very popular with people on holiday in the summer. British adults like to rink tea between four and five o’clock in the afternoon.②Most shops and offices open at nine o‘clock in the morning and close at fiveo’clock in the evening, although food shops and supermarkets often stay open much later. Shops are open on Saturdays, and sometimes on Sundays, but offices are usually only open from Monday to Friday. There are eight national public holidays in the UK, when shops and offices are closed and the workers have a paid holiday.③Schools start between half past eight and nine o’clock in t he morning and finishat half past three of four o’clock in the afternoon. Most children go to school from Monday to Friday. They don’t usually go to school on Saturday or Sunday.They have six weeks holiday from school in the summer.Module task: Talking about my school day5. Complete the table with information about your school day.① Ask the students to complete the table individually.② Then they can share their ideas with as partner.③You can call back a few of the answers from students in a whole-class setting.6. Write a paragraph called My School Day.Use the passage in Unit 2, Activity 1 to help you.① You may care to re-read the text in Unit 2, activity 1 with the class first.② Ask them to write individually, using the table in Activity 6 as a guide.③ They can then exchange their writing with a partner for peer correction of thelanguage.④ You may wish to have some students read their work in a whole-class setting.7. Send your writing to your class journal.。
新外研版英语七年级上册m5-3《my school day》优秀教案(重点资料).doc
6)、You ______ home at four o’clock .
7)、We _______ dinner at seven o’clock .
8)、We ______ to bed at nine o’clock .
课堂后测
单项选择:
( )1、I lo ve chemistry .It’s my favourite _______ .
A . game B .lesson C .fruit D . e — mail
( )2、It’s _______ o’clock now .
A . three B . at three C . half past three D . at half past three
当主语为I , you, we, they时,实义动词一般现在时的肯定句谓语动词用____________________,变否定句时_______________________。
2、Do Activity 2 ,think about:
时间表达法有_____种,它们分别为_____________________
天津市小王庄中学七年级英语上册M5-3 My school day教案
年级
七年级
学科
英语
第一备课
审核
第二备课
课题
课型
复习
章节
备课时间
授课时间
第周星期第节
学习目标
1、能掌握词汇:finish ,housework及do, have, go短语
2、能掌握并正确运用实义动词(主语为I, they ,we , you)一般现在时的陈述句和否定句形式。
最新外研版初中英语七年级上册 My school day公开课教学设计
最新外研版初中英语七年级上册 My schoolday公开课教学设计引言:初中英语是学生英语学习的重要阶段,为了激发学生学习英语的兴趣,提高他们的口语表达能力,本文设计了一堂以《My school day》为主题的初中英语公开课。
一、课堂导入为了引起学生的兴趣,我将选择一个有趣的英语游戏作为课堂导入。
游戏的规则是学生们轮流说出自己每天早上的活动,如果有人重复或者无法继续说出,就会被淘汰。
这个游戏不仅能够匡助学生复习早上的活动词汇,还能够培养他们的口语表达能力。
二、新课讲解1. 首先,我会通过图片和实物展示的方式呈现新词汇,例如:morning, get up, brush teeth, have breakfast等。
学生们可以通过观察和听老师的解释来理解这些词汇的意思。
2. 接着,我会播放一段关于学生们早上活动的录音,让学生们跟读并尝试摹仿录音中的语音和语调。
3. 然后,我会与学生们一起分析录音中的句子结构,例如:主语+动词短语。
通过这种方式,学生们能够更好地理解句子的构成和语法规则。
三、合作活动在学生们掌握了新词汇和句子结构之后,我会组织一个合作活动。
学生们将分成小组,每一个小组选择一位代表,用英语向全班介绍自己的早上活动。
这个活动不仅能够提高学生的口语表达能力,还能够培养他们的团队合作意识。
四、小组讨论在合作活动结束后,我会组织一个小组讨论。
学生们将环绕以下问题展开讨论:1. 你早上通常几点起床?2. 你喜欢早餐吗?你通常吃什么?3. 你每天早上都做些什么活动?通过这个小组讨论,学生们可以互相交流自己的早上活动,同时也能够锻炼他们的听力和口语表达能力。
五、拓展活动为了巩固学生们的学习成果,我会设计一些拓展活动。
例如,学生们可以用英语写一篇关于自己早上活动的日记,或者制作一个关于早上活动的海报。
这些活动不仅能够提高学生们的写作能力,还能够培养他们的创造力和团队合作意识。
六、课堂总结在课堂的最后,我会对本节课的内容进行总结,并鼓励学生们继续努力学习英语。
Myschooldays教学设计
Myschooldays教学设计第一篇:My school days 教学设计Teaching Plan for Grade Five 教学内容:校本教材My School Days 教学目标:1、知识目标:能理解本课小短文,并整合运用本课重点语言点。
2、能力目标:(1)能理解短文意思。
(2)通过听力训练培养学生的听力和理解能力。
(3)能用所学知识进行交际。
3.情感目标: 引导学生正确理解学习的重要性,记住知识就是力量。
教学重点:理解本课短文,正确朗读。
教学难点:整合运用本单元知识点。
教学过程:一、Greetings:Are you ready? I hope we’ll be the best today.Class begins.Hello,boys and girls.二、Revision:1.Who can tell me :How many days are there in a week?What are they? What day do you like best? Why?2.You are so great, so let’s play a game.I’ll show you some letters,pleaserearrange them and tell me the Chinese meaning.I’ll see who is the first?(教师演示课件,学生说出单词和汉意)三、Presentation: 1.Now you all know the seven days very well.We should go to school from Monday to Friday, so we call these five days “the school days”, and we call Saturday and Sunday “weekend”,do you know the meaning of “weekend”? 教师板书weekend,教读读音。
七年级英语myschoolday教案5则范文
七年级英语myschoolday教案5则范文第一篇:七年级英语my school day教案Unit 10 My school day教案一、课前预习导学:[基础练习]预习时顺带把这些题给做了,试试你的身手吧!A.翻译下列短语:1.get up _______________2.eat breakfast ______________3.hurry up _______________ B.用英语表达出下列时间:7.00 _____________ 7.30 ____________ 7.50 ____________ 8.15 ________________一、课堂学习研讨:Step 1.Revision Revise the last unit by asking questions.Step 2.Presentation 1.Hold up a clock and say: What’s the time?(What time is it?)Help the class to answer: It’s seven thirty.2.Present 6:50,7:00,7:15 in the same way。
3.As well,explain that in 6:50,the 6 refers to the hour and 50 refers to the minutes after the hour.4.Give more examples: 12:30,6:15,4:40,4:45,2:50,2:00,etcStep 3 Practice 1.Point to any time and ask the students to say them our one by one。
2.Get several students to hold up their clocks and ask and answer。
Module5Myschoolday-广西横县民族中学外研版七年级上册英语写作教案
(4)语言表达:在描述学校活动时,如何运用丰富的语言表达,避免重复和单调。
举例:学生可能会反复使用“I do...”或“I go...”,需要学会使用不同的表达方式。
在教学过程中,教师应针对以上重点和难点,通过实例讲解、练习和反馈,帮助学生透彻理解并掌握这些知识点。
3.增强学生的合作意识,通过小组活动,培养学生互相倾听、交流、分享的学习习惯,提高团队协作能力;
4.激发学生的学习兴趣,让学生在真实语境中感知英语学习的乐趣,提高学生的自主学习积极性;
5.培养学生的跨文化意识,通过了解和描述学校生活,使学生初步了解中西方学校文化的异同,拓展国际视野。
三、教学难点与重点
3.重点难点解析:在讲授过程中,我会特别强调一般现在时态的正确使用和日常活动词汇的搭配。对于难点部分,我会通过示例和练习来帮助大家理解。
(三)实践活动(用时10分钟)
1.分组讨论:学生们将分成若干小组,每组讨论一个与学校生活相关的话题,如早晨的活动、午餐时间或下午的课程。
2.写作练习:为了加深理解,我们将进行一个简短的写作练习,让学生们撰写一段关于自己学校生活的描述。
此外,学生在写作练习中也表现出对文章结构的困惑。他们知道要描述学校的一天,但不知如何开头和结尾,以及如何使文章内容连贯。针对这一点,我计划在写作指导中更加注重文章结构的讲解,提供一些开头和结尾的模板,帮助学生构建更加清晰和有逻辑的作文。
总之,今天的课程让我看到了学生的进步,也让我认识到了教学中需要改进的地方。我会根据今天的反思,调整教学方法,以期在接下来的课程中更好地满足学生的学习需求,帮助他们提高英语水平。
举例:学生可能会混淆时态,错误地写出“I gets up at 6:00 a.m.”。
Module7Myschoolday教案设计思路分享
Module7 My school day 教案设计思路分享在英语教育中,Module7 My school day 是一个非常重要的模块。
这个模块主要是为学生提供在学校学习生活的常用英语表达方式和交流技巧。
通过这个模块,学生可以更加自信、自如地用英语与他人进行交流。
如何设计一份教案让学生更好地掌握这些技巧,成为学习的核心。
一、教学目标1. 学生掌握 Module7 My school day 中的单词、词组以及句型。
2. 学生能够流利地用英语描述自己在学校的一天。
3. 学生能够根据教师的提问以及交流场景,流利地用语进行交流。
4. 激发学生对英语的兴趣,增强学生学习英语的兴趣和自信心。
二、教学内容1. My school day.2. Vocabulary:morning/afternoon, class, lesson, teacher, homework, friend, school bus, etc.3. Sentences:What time is it? It's time forschool./What's your favorite subject?/Do you have any homework today?/We have p.e. in the afternoon, etc.三、课程结构1. Warm-up:学生用英语交流今天的心情,了解还有哪些同学体会到了同样的感觉。
2. 新词汇的学习:围绕单词、词组和句型展开互动游戏和单项选择,确保学生能够流畅地朗读和理解单词、词组和句型的含义。
3. 语句练习:教师通过口语暖身和听力练习提高学生的语言敏感度,让学生在模拟交流场景中更加自信、自如地用英语表达自己的观点和意见。
4. 回顾总结:教师通过展示学生在学习中的成果和通过组织游戏,让学生更加深刻地认识到英语学习的意义,并激发学生对英语的兴趣。
四、教学方法1. 游戏互动法:设计适合学生年龄和兴趣爱好的游戏,让学生在游戏中体验语言学习的快乐和好处。
教师必备:Module7Myschoolday教案讲义
教师必备:Module7 My school day 教案讲义教学目标:1. 学习并掌握日常学校用语,包括所学科目、教学设施等;2. 能根据自己的日程安排描述自己的学校一天的情况;3. 能听懂并表达人称代词以及动词的时态变化。
教学重难点:1. 学生能够理解并正确使用新词汇和短语;2. 学生能够具备描述自己日常生活的能力;3. 学生能够灵活运用已学知识。
教学准备:1. 教师准备 PPT、教学视频、词卡等;2. 班级配备足够数量的学生手册和学习笔记;3. 准备一些有趣的学习互动游戏。
教学过程:Step 1 自我介绍教师用视频介绍自己的学生时代,通过回忆学生时代的经历,让学生更容易融入教学的氛围。
教师在课堂上和学生逐一进行自我介绍。
Step 2 手写课程表将本周的课程表显摆到课堂的黑板上。
教师用英语逐一介绍每节课的时间、地点、教学内容以及老师姓名。
教师可以用词卡来辅助讲述。
Step 3 听力将一段描述学生校园生活的录音片断播放给学生听,让学生逐一回答问题。
教师应采取“先弱后强”的策略,即先从较简单的听力片段开始,逐步提高听力难度。
Step 4 课堂练习教师准备题目的卡片,让学生上台做练习,有利于学生对知识的复习。
这样教师可以在做的过程中进行辅导和评估。
同学也可以互相提出问题,帮助彼此。
Step 5 听读练习课堂上进行听读练习,调动学生积极性。
教师读句子,学生要跟着读。
这样可以提高学生的英语口语和音标发声的能力。
Step 6 语法练习教师对一些语法知识进行说明,并对学生进行练习。
例如人称代词和动词的时态变化。
Step 7 游戏互动环节班级里分成多个小组,将学生进行分组,并进行小组比赛。
这样学生更容易参与到教学中。
例如,"我密友的一天"和"我是谁"等有趣游戏。
这样可以更好地把学生们的思维能力转化为语言技能。
Step 8 教学总结教师进行总结回顾,强调学生应该牢记所学的词汇和语法规则。
初中英语7B unit2“My school day”写作教学设计
初中英语7B unit2“My school day”写作教学设计一、教学目标:1. 语言知识目标:1) 复习“日常作息时间”的询问和表达,学习内容贴近学生的生活。
2) 通过多种形式的训练来训练学生们综合运用英语表达自己的或对方的作息时间安排和活动计划。
2. 情感态度价值观目标:让学生们学会谈论自己的日常生活及作息习惯;学会更合理地安排自己的学习和课外活动时间,并能够运用所学知识对某一活动进行合理安排。
因此,给学生提供一些实际活动的训练。
可以有效地帮助学生更好地学会制订作息计划。
二、教学重难点1. 教学重点:复习“时间的询问和表达法”以及它在具体事务中的运用。
2. 教学难点:复习运用what time和when引导的疑问句询问时间;运用数词表达时间。
三、教学过程Ⅰ. Warming- up and revision1. Greet the Ss as usual.2. Check the homework.3. Revision1) Have a dictation of the new words and expressions learned yesterday.2) Let some Ss read the passage aloud.Ⅱ. Reading1. Tell Ss this is a daily routine of a Jack. He's a student from Australia. But they're in wrong numbers. Can you read these sentences and make a story about Jack.2. 方法指导:首先,应通读全部的句子,掌握每个句子的意思。
可知他例举了他一天来在不同的时间点上所做的事情;因此,同学们们可以按时间的先后,对这些活动来进行排序;因为第一句话已给标出,同学们也可以从第一句话开始,顺藤摸瓜,一步一步的将一天的活动串起来。
My school day Unit 3 Language in use-1+示范教案(七上)
Module 5 My school dayUnit 3 Language in use—1一、教学目标1. 能够运用不同人称的行为动词一般现在时的肯定结构和否定结构。
2. 时间介词on, in, at的用法。
3. 能够灵活运用本模块的词汇以及have/do/go所涉及的短语。
4. 能够运用一般现在时写出一篇介绍自己一天生活的短文。
5.引导学生乐于谈论学校生活和课余生活。
二、教学重点及难点重点:1. 梳理掌握行为动词的一般现在时的肯定结构和否定结构。
2. 能够结合时间的表达方式来叙述自己一天或一周的生活。
难点:能够写出运用一般现在时和时间表达方式的短文。
三、教学准备多媒体课件四、教学过程Step 1 Warming-up1. Chant.2. Talk about the pictures according to the expression.设计意图:通过让学生根据图片信息和关键词完成对话,巩固有关日常活动话题的口语输出练习。
Step 2 Presentation1. Read through the example sentences and summarize the usage of present simple.2. Learn the grammar point—The Present Simple Tense.行为动词的一般现在时1. 要表达经常性或习惯性的动作,要使用一般现在时。
2.要表示现在的状态,也可以用一般现在时。
3. 当主语是第一、第二、第三人称复数或复数名词时,肯定句中谓语动词要用原形。
4. 否定句中一般在谓语动词前加don’t (do not);疑问句中把助动词do提到主语前。
设计意图:充分调动学生学习的积极性和主动性,让学生自己观察、总结归纳语法规则,培养学生的学习力。
Step 3 PracticeActivity 1Talk about their activities in a week.Activity 21. Match the words in Column A with the words and expressions in Column B.2. Work in pairs and talk about their school days.Activity 3Complete the passage with the expressions from the box.Activity 41. R eview the usage of “at, in,on”.2. Complete the sentences with at, in or on.Activity 5Complete the sentences with the words from the box.设计意图:通过匹配短语、完成句子和语篇填空等形式加深学生对一般现在时的理解及对本模块所学词汇的掌握,提高学生的英语综合运用能力。
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My school day 作文教学设计
Teaching aims :
1.Knowledge Objects
(1) Function : Talk about routines; Ask about and say times .
(2) Structure : “ what time “ questions. “when “ questions. Adverbs of frequency .
2.Ability Objects
Learn to talk about daily routines.
3.Moral objects
The students arrange their own time themselves reasonably.
Teaching key and difficult points :
1.Talk about routines .
2.Ask about time .
Teaching procedures “
Step 1 Warming up and revision
1. Greet the class as usual .
2. Check the homework .
3. Revision Revise some words and phrases we should use today .
Step 2 Lead in
Teach the students to learn a song : Get up , get up , I get up at six ; Take a shower , take a shower, I take a shower at .....
Step 3 Practice
1. Show some pictures : Number the pictures and make a common daily routine .
2. Number these sentences in order to make a story about a daily routine.
3. Ask and answer in pairs : According to the picture and talk about your daily routine. Step 4 Writing
Write about your own daily routine. 材料如下:
I get up at six . I brush teeth at 6:30 , then I get dressed . At 7:00 , I have breakfast . I go to school at 7:30. I have four classes in the morning and I have four classes in the afternoon . At 6:00 , I go home and do my homework and I go to bed at 9:30 .
写作指导:1. 回想一下上个环节中自己一天的作息;
2. 按时间的先后,逐条叙述;
3. 注意运用正确的英语表达方式。
I + usually / often / always + 动词短语+ at + 时间
Step 5 Summary and homework
This class we have learnt how to write something about your daily life . Do you have a pen-pal ? Please write something about your weekends to your pen-pal. OK?。