U1L5 Talking with Others-When do you study（教学设计）-《新模式英语1》(劳保版第三版）《上好课》

版 本 《新模式英语1》(劳保版第三版） 课 题 Unit 1 Talking with Others ( Lesson 5 When do you study? ) 课 型 新授课 课 时 授课班级 授课时间 授课教师 教材分析 本课是《新模式英语1》（劳保版第三版）第一单元第五课，主题为制定学习计划（Plan a study schedule）。教材通过Ryan、Susan和Jason的学习日程安排，引入时间表达和日常活动词汇，重点训练学生听懂、阅读和书写时间安排的能力。内容结构清晰，从识读钟表时间到完成日程表格，再到表达个人学习计划，体现了从输入到内化再到输出的语言学习路径。活动设计实用性强，贴近学生实际生活，有利于培养时间管理意识和英语表达能力。 学情分析 授课对象为中职一年级学生，英语基础普遍薄弱，学习习惯和自律性有待加强。学生对时间表达和日常活动的词汇有一定接触，但掌握不系统，尤其是整点、半点和具体时间的英语读法容易混淆。学生喜欢与自身相关的内容，对制定计划这类实用技能有一定兴趣，但需要教师通过可视化、互动性强的方式引导参与。学生小组合作意愿较强，但需明确的任务指导和语言支持。 学习目标 知识目标： 掌握时间表达法：整点、半点和具体时间（如6:00, 6:30, 6:45等） 掌握常见学习活动词汇：listen to online lectures, read the news, practice English, write in a journal, watch TV等 掌握句型：When do you...? I ___ from ___ to ___. He/She ___ from ____ to ____. 能力目标： 能听懂并提取他人学习日程中的时间和活动信息。 能阅读并理解简单的日程安排表。 能运用所学句型询问和表达个人或他人的学习时间安排。 情感目标： 通过制定学习计划，增强时间管理意识和自我规划能力。 在小组活动中学会倾听与合作，尊重他人的学习习惯。 教学重难点 1.学习时间点的正确读法与书写，活动的词汇识别与运用，以及用from...to...结构表达时间段。 2.强化学习时间表达中“半点的表达（如six thirty）与“45分”的表达（如six forty-five），与第三人称单数在日程描述中的正确使用（如He practices...）。 教学方法 情境教学法、任务教学法、直观演示法、小组讨论法 课前准备 PPT课件，语音素材，学生活动任务单 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming-up Time Guessing Game. Quickly show several blurry clock face pictures (show only part of the hands), ask the students to guess the time, and then have them name an activity that might be done at that time. Students observe blurry clock face pictures, estimate the time based on the visible hands, and attempt to express the time point in English, while also naming an activity that might take place at that time. 通过猜谜游戏激发兴趣，激活学生已有时间表达词汇，在真实语境中自然引入时间与活动的关联，为后续学习日程表达做铺垫。 Step 2: Presentation and Interpretation 1.Explanation of Time Expression. Using the dynamic PPT presentation, the teacher explains the English expressions for o'clocks, half-hours, 15-minute intervals and 45-minute intervals, and gives examples to illustrate: 6:00 → six o’clock 6:30 → six thirty 6:45 → six forty-five 2.Example Analysis: Ryan’s Schedule. Guide the students to observe Ryan's schedule diagram, listen to the recording and complete the time-matching task. The teacher writes down the key times and activities on the blackboard, and guides the students to use "from..." to... Sentence construction. 1.Students observe the clock model or the PPT, repeat and imitate the expressions of time. 2.Complete the time matching task in Ryan's schedule and try to use "from..." to...” Imitate the structure of the sentence. 通过视觉辅助和跟读强化时间表达的记忆，通过匹配任务和句型仿写初步掌握时间段表达方式，为后续输出奠定基础。 Step 3: Practice and Interaction 1.Listening Practice: Jason's Schedule. Play the audio recording of Jason's schedule, and have the students fill in the time and activities in the table. After completion, the group will check the answers, the teacher will comment and correct the mistakes. 2.Group Activity: Design Your Ideal Study Schedule. For each group, a blank schedule sheet will be provided. Students will work together to design an ideal study schedule, including 3 to 5 activities and their respective time allocations. Then, they are required to present their plans in English: In the morning, I study from ______ to ______. In the afternoon, I practice English from ______ to ______. 1.Students listen to the recording and fill in Jason's schedule. The groups then check the answers. 2.The group collaboratively designs an ideal study schedule. Write down 3 to 5 time periods and activities in English, and appoint a representative to express it as "In the morning/afternoon/evening, I..." from... to...” Report on the sentence structure. 通过听力任务训练信息提取能力，小组合作设计日程提升合作与表达能力，在真实语境中综合运用时间表达与活动词汇，强化语言输出与交际能力。 Step 4: Language Expansion 1.Sentence Expansion and Comparison. The teacher guides the students to compare the different expressions used in different personifications: I practice English. → He practices English. I study from 7:00 to 8:00. → She studies from 7:00 to 8:00. 2.Case Analysis and Error Correction. The teacher provides sentences with errors (such as "He practice English from 7 to 8"), and the students identify the errors and correct them, thereby reinforcing the third-person singular verb form. 1.The students carried out a person-verb agreement practice, converting the first-person sentences into the third-person singular form and reporting orally. 2.The group competition involves identifying the verb errors in the sentences provided by the teacher and answering quickly to correct them. 通过对比分析和改错练习，帮助学生辨析不同人称下动词形式的变化规则，强化第三人称单数动词形式的准确使用，提升语法意识和语言准确性。 Step 5: Learn and practice immediately Design 7 questions related to what was learned in this lesson, including fill-in-the-blanks, multiple-choice, matching, and other exercise types, to allow students to practice immediately. Step 6: Summary and Homework 1.Summary. Time expression: O'clock, Half past..., Specific time Common vocabulary for learning activities Sentence pattern: When do you... ? I/He/She ______ from ______ to ______. 2.Homework. Write a paragraph describing your study plan for tomorrow (at least 5 sentences). Preview the content of the next lesson. 板书设计 见总结部分 教学反思 （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $