北师大版七年级英语上册Unit 2 Lesson 6 A School Day教学课件 (共31张PPT)
05:50 10:50 03:45 10:45 07:50 11:50 07:45 11:45
04:58 10:55 08:58 11:55
Practice: Ask and answer in pairs What time is it? It’s …
2.Listen and tick.
What subjects do they mention (提到)?
Please tick( ) them out.
Art
Chinese
Geography History
Music
PE
English Maths Science
3.Listen and complete the timetable
Sun Li
Tom
1.Listen and choose the answer.
Sun Li and Tom are talking about
小技巧：
听前预测，根
据所听到的关键词猜 测主旨大意。
A. things in the classroom
B. classes on Wednesday
geography art
3.Third listening: 通过听，回答问题。
4.听录音，模仿练习语音语调，培养语感，学 习语音语调。
post –listening :
1.帮助学生谈论课程表。 2. 首先说出周几有什么课程然后说出各
科几点开始上。
3. 通过看课程表谈论一周几节英语课。 4.两人一组根据实际课表做对话练习
pre-listening:
1. 做听力之前通过图片，头脑风暴复习 时间的表达方法
2. 学习了解关于Past ,to的时间表达法.
3.通过时钟转动训练学生说出时间。
While-listening:
1. First listening: 通过听力选择他们在谈论 什么，了解听力大意。
2. Second listening:通过听，完成周三上午有 什么课以及周三下午有什么课。
9:50 10:30
10:40 11:20
Monday Chinese Maths English History
3.Talk about our timetable
Tuesday Chinese
Wednesday Maths
Thursday Maths
Friday Maths
Maths
English
It’s nine thirty.
It’s ten past eleven.
It’s a quarter past eight. It’s half past nine.
01:10 09:10 02:15 09:15 03:30 10:30
05:10 10:10 03:15 10:15 06:30 11:30
Forget all the bad. When you go to bed. Tomorrow is another day. Sunday,__M_o_n_d_a_y_,_T_u_e_s_d_a_y_,_W_e_d_n_e_s_d_a_y_, _T_h_u_rs_d_a_y_,__F_r_id_a_y_, Saturday. Every day is a special day. Hooray! Hooray! Hooray!
Unit 2 School life
Lesson 6
— A School Day
1 Let’ s talk about the time
It’s 6 o’clock.
It’s 2 o’clock.
2 What time is it?
Past
Past
past
It’s eleven ten.
It’s eight fifteen.
Every Day is a Special Day
Sunday,_M__o_n_d__a_y,___T_u_e_s__d_a_y,__W__e__d_n_e__s_d_a,y _T_h__u_r_s_d_a_,y___F_r_id__a_y, Saturday.
Start each day with a smile, And say “ Hello! How are you? ” Be nice to everyone you meet. Be happy in all you do.
学情分析：
1.已有知识和能力：学生在Get ready学习了一 些时间的表达方法以及学科单词。
大部分学生具有根据关键词获取听力细节信息的 能力。
2.可能存在的问题：学生平时缺乏听力训练，听 力较弱有畏难情绪。本课主要是时间的表达方法，
Past ,to 的用法，对于初一学生来说，有一定的 困难。
学情分析：
01:45 10:40
08:50 03:55
to
past
ten to nine eight o’clock
twenty to eleven
half past one twenty past two
8:00 08:50 2:20 10:40 1:30
1.What are they talking about…
4. 语音语调准确，语言流畅， 全组同学不看书表演。
5. 语音语调优美，表情丰富， 有肢体语言，全组同学不看书 表演。
分值
60 70 80 90 100
Homework
Make a dialogue and act it out. Talk about our timetable help each other to get ready for all the classes
07:10 12:10 07:15 11:15 08:30 12:30
Practice: Ask and answer in pairs What time is it? It’s …
11:10 02:30
03:15 04:04
3
What time is it?
to
to
to
It’s eight fifty. It’s ten forty-five. It’s one fifty-eight. It’s ten to nine. It’s a quarter to eleven. It’s two to two.
In the morning
ten to nine
EEnglish
小技巧：
When do we have English on Wednesday?
听力中，我们可用
首字母速记信息。 At ten to nine.
ቤተ መጻሕፍቲ ባይዱ
In the afternoon
4.Listen and complete the timetable
3.突破措施： 做听力之前通过图片，头脑风暴复习星期和
学科方面的单词，降低听力难度。 对于时间的表达方法学生掌握有困难，利用
时钟的转动调动学生学习操练的积极性，为听力 做好准备。
教材分析：
Lesson 6 A School Day是第 二单元 (School life)中的第1课，本课是一节听力课 主要 信息包括 1.问周几有什么课 2.语文课几点上课等等 3.谈论学校科目.
We should get ready for class.
Because he wants to get ready for class
Why does Sunli ask Tom to wait?
1.Practise the dialogue
… A: When do we have English on Wednesday?
… B: We have English at … ten to nine.
Science English Chinese
PE
Maths History
Science English Chinese
PE
Maths History
2.Ask and answer in pairs
A: When do we B: We have …
English Chinese
subject
science history
maths
PE
英
语 数 历 地美体科
1. Listen and choose the answer
Sun Li and Tom are talking about
A. things in the classroom
B. classes on Wednesday
Sun Li: And what about the first lesson in the afternoon?
Tom: The afternoon? At half past one, we have maths. Then we have history.
Sun Li: Oh, sorry Tom, can you wait? I haven’t got a pen.
What time do we have maths ? We have maths at 2:00 in the afternoon .
不统一
小组表演评价标准
评价要点
1. 声音小， 发音不准，语言不 流畅，看书表演。
2. 声音洪亮，发音准确，语言 流畅，看书表演。
3. 声音洪亮，发音准确，语言 流畅，部分同学看对话表演。
In the morning
8 o’clock ten to nine
Science E
ten to ten
Unit2Lesson6ASchoolDay(第二课时)教学设计北师大版英语七年级上册
Unit 2 Lesson 6 A School Day（第二课时）Lesson Focus•Time•Talking about a school day•Prepositions of time (in, on, at)VocabularyExercise 4Purpose: to help students identify and write the correct time➢Revise times with the clock you used earlier or with one drawn on the board. Set the clock to a quarter past the hour, a quarter to the hour, on the hour, on the half hour, and a few minutes past and to the hour. Each time, ask "What time is it?" If you feel your students are ready to do the exercise, you may skip this step.➢Direct students to the clocks. Say "Look at the clocks and plete the times". Monitor as students plete the phrases, offering help as needed.If students need support, you may have them work in pairs.➢Go over the answers, having individual students read the sentences aloud. Check students' pronunciation of the Key Words.Answers1. past;2. past;3. to:4. to➢If time allows, do Workbook page 83, Exercise 2. Alternately, assign for homework.Expansion: Don't Stop!Note: Use this activity to give students more practice. Bring in clocks, one for each pair of students. Alternately, have your students make their own clocks, either in class or at home, from paper plates, cut out minute and hour hands, and paper clips to attach the hands to the plate. Assist them as needed with writing the numbers in the correct places, encouraging them to be creative with designs and colours. Then have them get in to pairs, taking turns setting times and asking "What time is it?" Monitor, making sure students are saying the correct times and offering assistance as needed. Encourage them to use the Key Words when saying the times. Check students' pronunciation of the Key Words.Grammar: Prepositions of time ( in, on, at)Exercise 5Purpose: to help students plete a table with in, on or at➢Direct students to the timetable in Exercise 2 and ask "What time do they have English on Monday?" Elicit eight o'clock. Say " They have English at eight o'clock". Write at eight o'clock on the board and underline at. Then ask "What day do they have music class?" Elicit Tuesday and Thursday. Say "They have music on Tuesday and Thursday". Write on Tuesday and Thursday on the board and underline on. Ask "Do they have English in the morning or in the afternoon on Tuesday?" Elicit morning. Say "They have English in the morning".Write in the morning and underline in. If you feel your students are ready to do the exercise, you may skip this step➢Direct students to the table. Say "Now look at the table. Don't write yet, but think; Is it in, on or al?" Monitor as students look at the table, asking them their thoughts but not correcting them. Point to the examples on the board and ask "When do we use the preposition in?" Elicit or provide with times of the day, for example, the morning, the afternoon or the evening. Ask " When do we use the preposition on?" Elicit or provide with dates or days of the week. Then ask " When do we use the preposition at?" Elicit or provide with times on the clock. Say " Now plete the table with in, on or at"➢Go over the answers, asking individual students to read the phrases aloud.Answersin; on; atExercise 6Purpose: to help students plete sentences with in, on or at 0091➢Revise prepositions of time by asking questions about students' timetable, for example, "When do we have English class?" Elicit the answer, encouraging the student to answer in a plete sentence, using on and the day (s) and at and the time (s). Ask a few more questions, eliciting answers in plete sentences. If you feel your students are readyto do the exercise, you may skip this step.➢Direct students to the sentences. Say " Now plete the sentences with in, on or at" Monitor as students plete the sentences. If students need support, you may have them work in pairs.➢Go over the sentences, asking individual students to read them aloud. Answers1. on;2. in;3. at;4. on;5. at;6. on• If time allows, do Workbook page 83, Exercise 3. Alternately, assign for homework.Expansion: Don't Stop!Note: Use these activities to give students more practice.Activity 1: Play a game. Have students count off by threes. The ones are the in group, the twos are the on group and the threes are the at group. Say a time of day, for example, "Seven o'clock!" The at group should stand up. Say another word or phrase, for example, Tuesday afternoon. The on group should stand up. Continue in this way, making the game lively and fun. Activity 2: Direct students to the timetable in Exercise 2. Have students tell the times and days when the boys have their classes, for example, They have science at eight o'clock on Wednesday. They have Chinese in the morning on Monday, Tuesday, Wednesday and Thursday. They have PE in the afternoon on Tuesday and Friday.SpeakingExercise 7Purpose:to help students ask and answer questions about what time people have classes and activities➢Direct students to the notes. Read the names aloud or have a student read them. Then read the information on the notes aloud, making sure students understand the language, particularly, practice and ( chess) club. Then have two students read the dialogue in the Example aloud.If you feel your students are ready to do the exercise, you may skip this step.➢Have students get into pairs. Say" Use the notes to ask and answer questions about the people". Monitor as your students ask and answer questions, offering assistance as needed. Check students' pronunciation of the Key Words. Make note of any serious mistake sand have an anonymous feedback session at the end of the activity.➢If time allows, do Workbook page 83, Exercises 4 and 5. Alternately, assign for homework.Expansion: What about You?Note: Use this activity with more proficient students. Have students take out their timetables and get into pairs. Have them ask and answer questions about their classes, afterschool activities and even weekend activities. Monitor as students ask and answer questions, making note of any serious mistakes in pronunciation or use of prepositions. Have an anonymous feedback session at the end of the activity. For more practice, have studentsform new pairs. Have volunteer students tell the class about when their partners have classes and activities.。
北师大版英语七上Unit2Lesson6ASchoolDay说课稿
北师大版英语七上Unit 2 Lesson 6 A School Day 说课稿一. 教材分析北师大版英语七上Unit 2 Lesson 6 A School Day 主要介绍了中学生的一天校园生活。
通过本课的学习，学生可以了解中学生活的基本安排，以及在不同时间段所进行的各项活动。
本课的主要语言知识点包括一般现在时态的运用，以及与学校生活相关的词汇和表达方式。
二. 学情分析针对七年级的学生，他们已经初步掌握了英语学习的基本语法和词汇，对于一般现在时态有一定的了解。
但他们在实际运用中，尤其是口语表达方面，可能会存在一定的困难。
此外，学生对于学校的日常生活安排可能各有不同，因此，在教学过程中，需要引导学生根据实际情况进行表达。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的运用，以及与学校生活相关的词汇和表达方式。
2.能力目标：学生能够用英语简单描述自己的学校生活，提高他们的口语表达能力。
3.情感目标：通过本课的学习，学生能够更加了解中学生活，培养他们对学校生活的热爱和向往。
四. 说教学重难点1.教学重点：一般现在时态的运用，以及与学校生活相关的词汇和表达方式。
2.教学难点：一般现在时态的句子结构，以及如何在实际情景中进行运用。
五. 说教学方法与手段本课采用情境教学法、交际法和生活化教学法。
通过设置各种真实的学校生活情境，引导学生运用英语进行交流，提高他们的口语表达能力。
同时，利用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.Lead-in：教师通过提问学生一天的学校生活，引导学生谈论学校生活的话题。
2.Presentation：教师展示一组关于学校生活的图片，引导学生用英语描述图片中的内容。
在这个过程中，教师引入一般现在时态的句子结构，并讲解其用法。
3.Practice：教师设计一系列课堂活动，如角色扮演、小组讨论等，让学生在实际情境中运用一般现在时态和与学校生活相关的词汇。
北师大英语七年级上册Unit2Lesson6ASchoolDay教学设计
2.利用图片、实物等教学资源，引导学生观察、思考，培养学生的学习兴趣和观察能力。
3.设计各种课堂活动，如角色扮演、小组讨论等，让学生在实际情境中运用所学知识，提高学生的实践运用能力。
4.通过课堂互动，教师引导学生主动参与，培养学生的自主学习能力和合作精神。
3.词汇掌握程度：学生对于本节课的词汇和短语掌握程度不一，需要教师在课堂上进行针对性讲解和巩固。
4.学习方法：学生尚未形成有效的英语学习方法，需要教师指导，培养学生的学习策略和自主学习能力。
5.团队合作意识：学生在小组活动中，可能存在合作不顺畅、沟通不畅等问题，教师应引导学生在合作中学会相互尊重、共同进步。
五、作业布置
为了巩固本节课所学知识，提高学生的英语运用能力，特布置以下作业：
1.书面作业：
（1）根据本节课学习的词汇和短语，编写一段关于自己学校课程安排的短文，不少于80词。
（2）完成课后练习册中与本节课相关的练习题，加强词汇和语法知识的巩固。
2.口语作业：
（1）与家长或同学用英语交流，介绍自己的学校课程安排，提高口语表达能力。
3.小组作业要注重团队合作，每个成员都要积极参与，共同完成任务。
4.创新性作业要求学生发挥想象，充分展示自己的个性。
5.阅读拓展作业旨在提高学生的阅读兴趣和英语素养，鼓励学生主动学习。
在教学过程中，教师应以学生为主体，关注学生的个体差异，充分调动学生的积极性，激发学生的学习兴趣，使学生在轻松愉快的氛围中学习英语，提高学生的英语素养。同时，教师应注重培养学生的情感态度和价值观，为学生今后的学习生活打下坚实的基础。
二、学情分析
针对北师大英语七年级上册Unit2 Lesson6 A School Day这一章节，学情分析如下：七年级学生正处于青春期，他们对新鲜事物充满好奇，具备一定的英语基础，但语言表达能力和词汇量仍有待提高。此外，学生对学校生活有了一定的了解，但对于如何用英语描述学校一天的课程安排，可能还存在一定难度。
北师大版英语七年级上册Unit2Lesson6ASchoolDay(第一课时)优秀教学案例
1.利用多媒体展示学校一天的生活场景，如早晨起床、上学、上课、课间活动、放学等，让学生在真实语境中感知英语。
2.设计与课本内容相关的角色扮演活动，让学生在模拟情境中运用所学知识进行交流。
3.结合学生实际生活，引导他们运用所学英语描述自己在学校的日常生活，提高学生的实际运用能力。
（二）问题导向
问题导向策略旨在激发学生的思维，引导他们主动探究和解决问题：
1.在小组讨论结束后，邀请各小组代表进行课堂展示，分享他们在讨论过程中的成果。
2.针对各小组的表现，给予及时的反馈和评价，强调优点，指出不足，并提出改进建议。
3.对本节课的重点知识进行总结，通过思维导图等形式，帮助学生构建知识体系。
（五）作业小结
1.课后作业分为两部分：一是书面作业，要求学生完成课本相关练习，巩固所学知识；二是口头作业，要求学生用英语向家人描述学校的一天，将所学知识运用到实际生活中。
（二）讲授新知
1.在学生对新课有了初步感知的基础上，我将正式引入本节课的新知识点，包括单词、短语和句型。
2.首先，教授新单词，如：get up, go to school, have classes等，通过图片、动作等方法帮助学生理解和记忆。
3.接着，学习新短语和句型，如：“I usually have breakfast at 7:00 a.m.”，通过实例演示、学生模仿等方式让学生掌握。
北师大版英语七年级上册Unit2SchoolLifeLesson6ASchoolDay教学设计
在总结归纳环节，教师邀请几名学生回顾本节课所学的词汇、语法和句型，并请他们用一般现在时描述自己的学校生活。通过这种方式，教师帮助学生巩固所学知识。
随后，教师对本节课学生的学习情况进行点评，强调重点和难点，指出学生在学习过程中存在的问题，并提出改进措施。最后，教师布置课后作业，要求学生用一般现在时描述自己最喜欢的一节课，并鼓励学生在日常生活中多运用英语进行交流。
接着，教师让学生打开课本，阅读Lesson 6中的对话，引导学生关注一般现在时在句子中的运用。教师挑选几个关键句子，如“What time do you have math?”、“I have science at 10:00 a.m.”等，让学生模仿并替换成自己的课程和时间进行练习。
（三）学生小组讨论，500字
2.语法：学生能够理解并运用一般现在时描述学校日常活动，掌握句型结构，如"What time do you have...?"、"I have...at..."等。
3.听力：学生能够听懂并理解与学校生活相关的对话，获取关键信息，如时间、地点、活动等。
4.口语：学生能够在真实情境中运用所学词汇和语法，进行关于学校日常活动的问答和交流。
4.教学支持：
-提供丰富的教学资源，如电子白板、在线学习平台等，增加学生的学习渠道和互动性。
-定期进行家校沟通，让家长了解学生的学习进度和需求，共同支持学生的学习。
四、教学内容与过程
（一）导入新课，500字
在导入新课阶段，教师首先通过展示一幅学校的全景图，引导学生回顾已学的与学校有关的词汇，如"school"、"classroom"、"teacher"等。接着，教师提出问题：“Can you tell me about your school life?”，邀请学生分享他们的学校生活。此时，教师注意引导学生运用一般现在时描述他们的日常活动。
初中英语北师大版七年级上册《Unit 2 Lesson 6(1st period)》课件
Group work
Monday
Tuesday
What time is it? It’s eight fifteen.
It is a quarter past eight .
What time is it?
It’s ten fifteen.
It is a quarter past ten.
What time is it? It’s eleven ten.
• They have six English classes a week.
• 2.When do they have music class?
• They have music on Tuesday and Thursday.
• 3.On Friday, what time do they have history class?
1. How many hours can you see on the clock?
12
2. How many minutes are there in one hour?
60
3. How many minutes are there in half an hour?
30
4. How many minutes are there in a quarter (一刻)?
Warm up Guessing game
There is one thing. It’s got a round face. It hasn’t got any legs or feet. But it can walk days and nights.
北师大英语七年级上册Unit2SchoolLifeLesson6ASchoolDay教学设计
5.合作学习法：鼓励学生进行小组合作，共同完成任务，培养学生的团队协作精神。
（三）情感态度与价值观
在本章节的教学中，教师将关注以下情感态度与价值观的培养：
1.培养学生热爱学校生活，珍惜时间，养成良好的学习习惯。
2.培养学生尊重他人，团结协作，乐于助人的品质。
（一）教学重难点
1.重点：本节课的重点在于使学生掌握描述学校一日生活所需的新词汇、短语和一般现在时的用法，以及时间表达法。同时，提高学生的听说能力和阅读理解能力。
难点：学生在运用一般现在时进行句子构建，以及在实际情境中正确使用时间表达法的能力。
2.教学难点突破设想：
（1）采用图片、视频等多媒体资源，结合真实情境，帮助学生理解并记忆新词汇和短语。
4.教师布置课后作业，让学生撰写一篇关于自己学校一日生活的短文，巩固所学知识。
五、作业布置
为了巩固学生在课堂上学到的知识，提高他们的英语实际应用能力，特布置以下作业：
1.写作作业：
学生需要撰写一篇关于自己学校一日生活的短文。要求使用本节课学习的新词汇和短语，运用一般现在时描述学校生活的各个时间段。通过此项作业，学生能够将所学知识运用到实际情境中，提高写作能力。
学生需要观看一段关于外国学生学校生活的视频，并回答视频中的相关问题。通过此项作业，学生能够提升听力理解能力，同时了解不同文化背景下的学校生活。
5.词汇巩固：
教师给出一些与本节课相关的词汇和短语，要求学生用这些词汇和短语造句。这项作业有助于学生巩固词汇记忆，提高词汇运用能力。
6.家庭作业：
教师布置一些课堂练习的延伸题目，如句型转换、时间表达法练习等。学生需要在家长的协助下完成，家长可以了解学生的学习进度，同时增进亲子互动。
北师大英语七年级上册Unit2Lesson6ASchoolDay说课稿
在教学过程中，我预见到可能出现的问题包括学生参与度不高、学习效果不佳等。为应对这些问题，我会通过多样化的教学活动激发学生的兴趣，关注每个学生的学习进度，及时调整教学策略。课后，我将通过作业批改、学生反馈和课堂表现来评估教学效果。具体的反思和改进措施包括：1.分析学生的作业和反馈，了解他们的学习需求和困惑，针对性地调整教学方法和内容。2.定期进行教学反思，总结成功的经验和需要改进的地方。3.加强与学生的沟通，了解他们的学习感受和建议，不断提高教学质量和效果。通过这些措施，我将努力提升教学质量，确保学生能够在愉快的氛围中有效学习。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：1.利用多媒体资源，如图片、视频等，展示生动有趣的学校生活场景，吸引学生的注意力。2.设计互动性强的课堂活动，如角色扮演、小组讨论等，让学生在实际语境中使用目标语言，增强他们的实践感和成就感。3.设定明确的学习目标，让学生明白本节课的学习内容和预期成果，提高他们的学习动力。4.鼓励学生分享自己的学校生活经历，将个人经验与学习内容相结合，增强学习的相关性。5.通过表扬和奖励，增强学生的学习自信心，激发他们的内在学习动机。通过这些策略和活动，旨在创造一个积极、互动、有趣的学习环境，从而提高学生的学习效果。
1.词汇：school, class, teacher, student, desk, chair, book, bag等与学校生活相关的词汇。
2.句型：What do you do at school? I go to school...等询问和描述学校生活的句型。
3.语法：一般现在时态的运用。
（二）教学目标
（四）总结反馈
在总结反馈阶段，我将引导学生进行以下自我评价和反馈：1.让学生回顾本节课所学的内容，分享他们的学习收获和感受。2.提供一个评价表，让学生自我评价他们在课堂上的参与度和表现。3.教师根据学生的课堂表现和练习结果，给予具体的反馈和建议，指出学生的进步和需要改进的地方。4.鼓励学生提出问题，解答他们在学习过程中遇到的困惑。通过这样的自我评价和反馈，学生可以更好地了解自己的学习情况，同时获得教师的指导和支持。
北师大版英语七年级上册Unit2Lesson6ASchoolDay(第一课时)教学设计
在本课时中，学生将通过以下过程与方法达到教学目标：
1.通过小组合作、讨论、分享的方式，让学生在互动中学习新词汇和句型，培养合作意识和团队精神。
2.利用图片、实物等教学辅助手段，激发学生的学习兴趣，提高课堂参与度。
3.设计各种听说活动，如角色扮演、对话练习等，让学生在实际操作中掌握一般现在时的用法。
-要求使用本节课所学的词汇和句型，如："I have math class at 10:00 a.m."。
-作业要求字数在80-100词左右，要求书写规范，语句通顺。
2.口语作业：
-与家长或同学进行对话练习，互相询问和回答学校生活的情况，至少包括三个问题，如："What do you usually do after school?"。
4.通过阅读课文，引导学生关注文章细节，提高阅读理解能力。
5.创设真实语境，让学生在实际情境中进行语言实践，提高语言运用能力。
（三）情感态度与价值观
在本课时中，学生将通过以下情感态度与价值观方面的培养，形成正确的世界观、人生观和价值观：
1.培养学生热爱学习、积极向上的态度，激发他们对学校生活的热爱。
3.教师应关注学生的作业完成情况，及时给予反馈和指导，帮助学生提高英语能力。
-通过小组对话和角色扮演，让学生在实际语境中使用英语，提高他们的口语表达能力。
4.互动式教学，促进课堂参与：
-鼓励学生主动参与到课堂讨论和活动中来，通过提问、回答和小组合作，提高学生的参与度和积极性。
-教师应适时给予反馈和鼓励，建立积极的课堂氛围，增强学生的学习信心。
5.巩固拓展，提升应用能力：
-通过课后作业和拓展活动，如编写关于自己学校生活的短文，巩固学生对词汇和语法的掌握。
Unit2Lesson6ASchoolDay(第一课时)教学设计北师大版英语七年级上册
Unit 2 Lesson 6 A School Day（第一课时）Lesson Focus•Time•Talking about a school day•Prepositions of time (in, on, at)WarmupExercise 1Purpose: to help students know how to tell time➢Bring in a big clock, real or pretend, but with hands you can move.Alternately, you may draw one on the board. Ask " How many hours are there in a day?" Elicit twentyfour. Hold up or point to the clock.Show the numbers on the clock. Ask "How many hours are there on a clock?" Elicit twelve. Ask "How many minutes are there in an hour?"Demonstrate by moving your hand around the entire clock. Elicit or provide sixty and write it on the board. Ask "How many minutes are there in a half hour?" Demonstrate by moving your hand halfway around the clock. Elicit or provide thirty and write it under sixty. Ask "How many minutes are there in a quarter of an hour?" Demonstrate by moving your hand a quarter of the way around the clock. Elicit or provide fifteen and write it under thirty. Ask "Which is the hour hand?"Demonstrate by moving the hour hand. Elicit or provide, and point to, the shorter hand. Then point to the minute hand and move it around theclock. Ask "What's this?" Elicit or provide the minute hand. If you feel your students are ready to do the exercise, you may skip this step. Direct students to the Key Words. Say "Repeat after me" Say the Key Words aloud, having students repeat. Move the minute hand to 12 and the hour hand to 1 and ask " What time is it?" Elicit or provide It's one o'clock. Write 1:00 on the board. Move the minute hand to 3 and ask "What time is it?" Elicit or provide It's one fifteen. OR It's a quarter past (one). Write 1; 15 on the board. Move the minute hand to 6 and ask "What time is it?" Elicit or provide It's one thirty. OR It's half past (one). Write 1:30 on the board. Move the minute hand to 9 and ask " What time is it?" Elicit or provide. It's one fortyfive. OR It's a quarter to two. Write 1: 45 on the board. Move the minute hand to 2 and ask "What time is it?" Elicit or provide It's ten past two. Write 2:10 on the board. Finally, move the minute hand to 11 and ask " What time is it?" Elicit or provide It's five to three. Write 2:55 on the board. Go over the times on the board and the different ways to say them. Point out that with a quarter past, a quarter to, and half past, we do not use o'clock. We only use o'clock when the time is on the hour. Show other times on the hour, minutes past the hour, a quarter past the hour, half past the hour, minutes to the hour, and a quarter to the hour, asking " What time is it?" and eliciting the answer until you feel students are fortable. Give students plenty of practice with minutes past the hour, for example,twenty past two, and minutes before the hour, for example, ten to eleven. shies Direct students to the times. Read the times aloud or have individual students read them. Then say "Match the times on the clocks with the correct phrases". Monitor as students match the time, offering help as needed. If students need support, you may have them work in pairs.➢Go over the answers, having individual students say them aloud. Check students' pronunciation of the Key Words.Answers6:55, five to seven; 7:00, seven o'clock;8:15, a quarter past eight; 9:30, half past nine;10;15, a quarter past ten; 11:10, ten past eleven➢If time allows, do Workbook page 83, Exercise 1. Alternately, assign for homeworkListeningExercise 2Purpose: to help students listen to a dialogue to plete a timetable➢Direct students to the timetable. Have student volunteers read the days of the week aloud. Revise days of the week. Ask " What's today?" Elicit an appropriate response. Ask "What was yesterday?" Elicit an appropriate response. Then ask " What will tomorrow be?" Elicit an appropriate response. Have student volunteers read the times in thetimetable aloud. Make sure that students read 8:50 as ten to nine, 9:50 as ten to ten, 10:40 as twenty to eleven and 2:20 as twenty past two. If not, point out that the times can be read like that. If you feel your students are ready to do the exercise, you may skip this step.➢Say "Listen to the dialogue. Which six classes do Sun Li and Tom have on Wednesday?" Play the dialogue, the first time having students listen to answer which classes the boys have. Play the dialogue a second time if necessary. Students should say the following classes: English, Chinese, science, PE, maths, history.➢Say "Now listen again and plete the timetable for Wednesday". Play the dialogue a gain, monitoring as students write the classes. If necessary, play the dialogue a third students need support, you may have them work in pairs.➢Go over the answers, having individual students say the classes. Check students' pronunciation of the Key Words.Answersscience, English, Chinese, PE, maths, historyExercise 3Purpose:to help students listen to answer specific questions about a timetable➢Direct students to the timetable. Ask "How many classes do they have on Monday?" Elicit 6. If you feel your students are ready to do the exercise, you may skip this step.➢Direct students to the questions. Say " Read the questions silently".Give students a moment to read the questions, offering assistance to make sure they understand the meaning. Then say "Listen to the dialogue again and be ready to answer the questions". Play the dialogue, if necessary pausing after the information that corresponds to each question is heard.➢Go over the answers, asking individual students to answer the questions aloud. Encourage students to say the time using past and to, for example, twenty past two and ten to nine.Answers1. Six.2. Tuesday and Thursday, at 2:20.3. At 8:50.4. He doesn't have a pen.Expansion: Keep Talking!Note: Use this activity to give students more practice. Ask other questions about the boys classes, for example, " How many Chinese classes do they have in a week? When do they have art class? On Monday, what time do they have maths class? When does their school day start? When does it finish?" etc. Challenge more proficient students to e up with their own questions and ask and answer in pairs or small groups. Monitor, offering assistance as needed. Check students' pronunciation of the Key Words.。