Unit 6 A Day in the Life Section A Grammar Focus 教学设计 2024-2025学年人教版英语七年级上册

课题 人教版七年级上册英语 Unit 6 A Day in the Life Section A Grammar Focus 教学设计 课型 新授 课时 1 序号 一、教学目标 1. 知识目标 学生能够理解并掌握一般现在时特殊疑问句“What time do you usually...? When do you...?”及其回答“I usually...at...”的结构和用法。 准确识别并运用动词原形与第三人称单数形式(如:get gets, have has 等)在一般现在时句子中的变化。 2. 能力目标 能够运用所学语法知识进行日常活动时间的询问与描述,提高口语表达和书面写作能力。 通过小组合作学习与交流,培养学生的合作能力、思维能力及解决实际问题的能力。 3. 情感目标 激发学生对英语语法学习的兴趣,体会英语在日常生活交流中的实用性。 引导学生关注时间管理,养成良好的作息习惯。 二、教学重难点 1. 教学重点 一般现在时特殊疑问句的结构与用法,重点理解助动词 do/does 的运用规则。 熟练掌握动词在一般现在时中随主语人称变化的形式,特别是第三人称单数形式的变化。 2. 教学难点 正确运用动词第三人称单数形式,区分特殊情况(如:go goes, do does 等)。 使学生能够在实际情境中自然流畅地运用所学语法进行交流,避免语法错误和中式英语表达。 三、教学方法 1. 情境教学法:创设与日常生活相关的情境,如学校作息时间表、家庭日常活动场景等,让学生在情境中感受和运用语法知识。 2. 合作学习法:组织学生进行小组讨论、对话练习等合作学习活动,促进学生之间的交流与互动,共同提高语法运用能力。 3. 直观演示法:利用图片、视频、表格等直观教具,展示一般现在时在不同情境中的运用,帮助学生更好地理解语法规则。 4. 练习巩固法:通过多样化的练习题,如填空、造句、转换句型等,让学生在练习中巩固所学语法知识,提高解题能力。 四、教学过程 (一)Warmingup(5 分钟) 1. Greetings T: Good morning, class. How are you today? Ss: Fine, thank you. And you? T: I'm very well. Let's start our new lesson. 2. Free talk T: What do you usually do in the morning before you come to school? Ss: I usually get up, have breakfast and then go to school. (Encourage students to share their morning routines) T: That's good. And what time do you usually get up? Ss: I usually get up at six o'clock. (Elicit the target sentence structure) (二)Presentation(10 分钟) 1. Review the sentence patterns T: Yesterday, we learned some sentences about daily activities. Let's review them. (Write the following sentences on the blackboard) I get up at six thirty. She has breakfast at seven. Ask students to read the sentences aloud and pay attention to the verb forms. 2. Introduction of Grammar Focus T: Today, we are going to focus on the grammar of these sentences. Look at the screen. (Show the Grammar Focus part on the PPT) Read the sentences in Grammar Focus aloud: What time do you usually get up? I usually get up at six thirty. What time does Rick eat breakfast? He eats breakfast at seven o'clock. Explain the sentence structure: What time do/does + subject + usually + verb (base form)...? I/He/She + usually + verb (base form/third person singular form)...at... Highlight the use of do/does and the difference between the verb forms in different subjects. Give more examples to illustrate the usage, such as: When do you go to school? I go to school at eight. When does your mother go to work? She goes to work at nine. (三)Practice(15 分钟) 1. Pair work T: Now, let's do some pair work. One student asks questions using “What time do/does...?” and the other student answers according to their own or their family members' daily routines. Then change roles. Model the conversation: A: What time do you usually do your homework? B: I usually do my homework at seven in the evening. Give students a few minutes to practice and walk around the classroom to offer help if needed. 2. Group work Divide the students into groups of four. Each group makes a dialogue about a day in the life of a student, using the sentence patterns they just learned. The dialogue should include at least three questions and answers about daily activities and time. After they finish, ask each group to act out their dialogue in front of the class. The other students listen carefully and give some comments and suggestions. (四)Explanation and Drill(10 分钟) 1. Explanation of difficult points T: Now, let's focus on some difficult points. When the subject is the third person singular (he/she/it), the verb usually has a special form. For example, we say “he eats” instead of “he eat”. (Explain the rules of adding s/es to verbs in detail, such as like likes, go goes, watch watches, etc.) Give some examples and let students practice changing the verb forms. 2. Drill Do some grammar exercises on the PPT, such as filling in the blanks with the correct form of the verbs, converting sentences from affirmative to interrogative or negative, etc. Ask students to do the exercises individually first, and then check the answers together. Explain the reasons for the correct answers and help students correct their mistakes. (五)Summary(3 分钟) 1. Summary of grammar points T: Let's summarize what we have learned today. We learned the sentence patterns “What time do/does...? When do/does...?” and their answers. We also learned how to use the correct verb forms when the subject is different. Ask students to repeat the key points after you. 2. Importance of grammar learning T: Grammar is very important in learning English. It helps us to express our ideas correctly and clearly. So, we should pay more attention to grammar learning and practice more. (六)Homework(2 分钟) 1. Ask students to write a short passage about their own day, using the sentence patterns and grammar knowledge they learned in class. The passage should be at least 60 words. 2. Do the grammar exercises on page XX in the workbook. 五、教学资源 1. 多媒体课件,包含相关图片、视频、例句展示及练习题。 2. 黑板、粉笔。 3. 学生自制的日常作息时间表卡片(可在活动中使用)。 六、教学评价 1. 课堂表现评价:观察学生在课堂上的参与度、小组合作中的贡献、回答问题的准确性与流利度等,给予及时的表扬与鼓励或针对性的指导。 2. 练习评价:认真批改学生的课堂练习与作业,分析学生在语法运用上的错误类型与频率,了解学生对知识的掌握程度,以便调整后续教学策略。 3. 口语评价:在学生的对话展示与口语交流中,评价其语音语调、语法正确性、表达流畅性及交际策略运用能力,为学生提供个性化的口语提升建议。 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$