选修7 Module 2 My Schooldays Reading Practice B7M2课堂大赛课件

Module 7 My school dayUnit 2 lessons start at nine o’clock.课型：读写课学习目标：1、知识目标：掌握以下重点词组及用法get up ,go to bed,havebreakfast ,/lunch/dinner,house ,break ,go home ,finish ,park ,do housework.2、能力目标：能用本课内容谈论学校科目，学习一般现在时的用法。

3、情感目标：通过谈论自己的学习科目，培养良好的学习自觉性，养成良好的学习习惯。

教学重难点：1.重点句式：1.I go to Park School in Oxford ,UK.2.I get up at half past seven in the morning and have breakfast .3.Lessons start at nine o’clock.4.my favourite lesson is art .5.At eleven ,We have a break and I talk to my friends .2、难点：1.We have meat and rice ,with vegetables ,or hamburgers.2.I drink Coke or water .教学过程：课前朗读：学生大声朗读第二单元的文章。

一.复习检查：1.找发音好的学生领读单词，教师纠正发音情况。

2.小组合作检查词汇预习。

3.根据汉语意思写出下列短语：1．起床___________ 2、吃早饭__________3、开始上课______4、回家____________5、做家务_________6、做作业_________7、吃晚饭________8、上床睡觉___________ 二、情景导入：Free talk：（教师演示后学生自由对话）A：What day is today ？B：It’s........A:What are your lessons today ?B: We have …..A:When is your …lesson ?B: It’s…A:Do you like…? B:Yes/No,I…A:What’s your favourite subject?B: My favourite subject is …Teacher :Hello,class.Now we are middle school students and many of us goes to school by bike every day.We should get up early,have breakfast .I know we have some subjects and we have lunch at school. This class,We’ll Know how to spend your school day.三.多层阅读（自主完成，合作释疑，教师点拨。

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。

Period 1 Warming Up & Listening (Workbook)Teaching Goals:1.To discuss different kinds of robots and their functions.2.To know more about today‟s robots.Teaching ProceduresStep 1. Leading-in1. Tell Ss something about robots and arouse their interest in robots.Robots are good at doing thesame task over and over again,exactly the same way. All robotsare machines. They havecomputer instructions. Theypaint cars. They lift heavy loads. They enter some areas those are too dangerous for man. Some robots have different shapes. Some are simply arms. Robots with different shapes can do different work. People can control these robots from a distance.2. Ask Ss to talk about the following questions.(1) Do you know any robots?(2) What‟s the characteristic of robots?(3) What‟s the function of robots?(4) What‟s the definition of a robot in you opinion?Step 2. Warming Up1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots.2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class.3. Ask Ss to read the following text and then finish the true or false questions.Henry wants to borrow a book from the library. He comes to thelibrary with his classmates. They can't see any assistant in it,but only some robots standing there. Henry says to the robot,“Hey, give me a book on music.” But the robot doesn't move.Then another student tells Henry, “You must say …Excuse me‟and …please‟ first when you want some help.” Henry does so and the robot brings the book. But Henry can't get the book from the robot's hands. He thinks for a moment, then he says a word to the robot. The robot gives him the book. Henry gets the book and goes home happily.(1) There is no assistant in this library. ( )(2) Henry wants to listen to music in the library. ( )(3) The robot doesn't move first because it's broken. ( )(4) Teachers and robots work in the library. ( )(5) Henry may say“Thanks”when he wants to get the book from the robot. ( )Suggested Answers:(1) T (2) F (3) F (4) F (5) TStep 3. Listening (Workbook)1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today‟s robots. Before listening to the tape, please look through the exercises on P54 quickly.”2. Play the tape and ask Ss to finish Ex2 on P54.3.Ask Ss to work in pairs, listen to the tape and finish Ex3 on P54. Play the tape again and ask them to check the answers.4.Ask Ss to discuss the following questions in pairs.(1) What are the negative aspects of each robot that Emma talks about?(2) How can we deal with the negative aspects of each robot?Step 4. Homework1. Ask Ss to surf the Internet and find some information about robots.2. Ask Ss to preview the reading text.Period 2 Pre-reading, Reading & ComprehendingTeaching Goals:1. To get Ss to know the life of Tony.2. To get Ss to know more about what robots can do for people.3. To develop Ss‟ reading ability.Teaching Procedures:Step 1. Pre-reading1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions.(1) What are they?(2) Where can we find them?(3) What can they do for people?2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question.Can we find the robot in our life?3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.Step 2. Fast reading1. Ask Ss to read the text quickly and try to find the main idea of the text.2. Ask Ss to find the relationships between the characters in the text.Suggested Answers:Larry Belmont —employed in a company that maked robots.Claire Belmont —Larry‟s wife, a housewifeTony —the robotGladys Claffern —a woman that Claire enviesStep 3. Intensive reading1. Ask Ss to read the text carefully and answer the questions in Ex1 on P12.2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text.(1) On the second morning, Tony brought Claire breakfast and then dressed her. ( F )(2) Tony wanted to please Claire by borrowing books from the library. ( F )(3) Tony gave Claire a new haircut and made her up. ( T )(4) When Claire fell off a ladder, Tony caught her. ( T )(5) At last, people managed to have women falling in love with machines. ( F )Suggested Answers:(1) F (2) F (3) T (4) T (5) F3. Play the tape, and ask Ss to listen and pay attention to Tony‟s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.Step 4.Consolidation1. Ask Ss to listen to the tape again and try to retell the story.2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.Step 5. Homework1. Ask Ss to write the retold story.2. Ask Ss to preview Learning about Language.。

第二单元：My School Day1. My School Day在这个单元里，我们将学习描述自己学校日常生活的词汇和句子。

我们将学会如何描述我们上学的时间，什么课程我们上，我们在学校做了什么等等。

2. Unit Objectives本单元的目标是让学生掌握描述日常学校生活的词汇和句子，能够用英文说出自己的学校日常安排和活动。

3. Vocabulary在这个单元里，我们需要学习一些关于“学校日常生活”的词汇，比如：school, class, teacher, student, lesson, lunchtime, playground等等。

4. Grammar在这个单元中，我们也将学习一些描述自己日常活动的语法结构，比如：I have English class at 8 o'clock. I have lunch at 12 o'clock 等等。

5. Dialogue Practice通过对话练习，我们能更好地掌握单元中所学的词汇和语法。

在这个单元里，我们将练习描述自己的学校日常生活的对话，从而提高我们的口语表达能力。

6. Listening Comprehension通过听力练习，我们可以更好地理解英语的口语表达，加强我们的听力能力。

在这个单元里，我们将进行一些听力练习，以检验我们对学校日常生活的描述是否理解得很好。

7. Reading and Writing阅读和写作是英语学习的重要组成部分。

在这个单元中，我们将进行一些阅读和写作练习，加强我们对于学校日常生活的描述能力，同时提高我们的阅读和写作水平。

8. Project通过一个小组项目，我们将可以运用所学的知识，描述一个完整的学校日常生活，包括学生的课程安排、活动、午餐时间等等。

通过这个项目，我们能够更好地实践我们在这个单元所学到的知识。

结语通过学习这个单元，我们将会更好地了解如何用英语描述自己的学校日常生活，掌握相关的词汇和语法结构，提高口语表达能力，增强听力、阅读和写作的能力。

My School DaysLooking over my own school days, there are so many things that I would rather not tell, that it will take very little time and space for me to use in telling what I am willing that the carping public should know about my early history.I began my educational career in a log school house. Finding that other great men had done that way, I began early to look around me for a log school house where I could begin in a small way to soak my system full of hard words and information.For a time I learned very rapidly. Learning came to me with very little effort at first. I would read my lesson over once or twice and then take my place in the class. It never bothered me to recite my lesson and so I stood at the head of the class. I could stick my big toe through a knot-hole in the floor and work out the most difficult problem. This became at last a habit with me. With my knot-hole I was safe, without it I would hesitate.A large red-headed boy, with feet like a summer squash and eyes like those of a dead codfish, was my rival. He soon discovered that I was very dependent on that knot-hole, and so one night he stole into the school house and plugged up the knot-hole, so that I could not work my toe into it and thus refresh my memory.Then the large red-headed boy, who had not formed the knot-hole habit, went to the head of the class and remained there.After I grew larger, my parents sent me to a military school. That is where I got the fine military learning and stately carriage that I still wear.My room was on the second floor, and it was very difficult for me to leave it at night, because the turnkey locked us up at 9 o’clock every evening. Still, I used to get out once in a while and wander around in the starlight. I did not know yet why I did it, but I presume it was a kind of somnambulism. I would go to bed thinking so intently ofmy lessons that I would get up and wander away, sometimes for miles, in the solemn night.One night I awoke and found myself in a watermelon patch. I was never so ashamed in my life. It is a very serious thing to be awakened so rudely out of a sound sleep, by a bull dog, to find yourself in the watermelon vineyard of a man with whom you are not acquainted. I was not on terms of social intimacy with this man or his dog. They did not belong to our set. We had never been thrown together before.After that I was called the great somnambulist and men who had watermelon conservatories shunned me. But it cured me of my somnambulism. I have never tried to somnambule any more since that time.There are other little incidents of my schooldays that come trooping up in my memory at this moment, but they were not startling in their nature. Mine is but the history of one who struggled on year after year, trying to do better, but most always failing to connect. The boys of Boston would do well to study carefully my record and then–do differently.。

Unit 2 What time do you usually go to school?泸州市梓橦路学校程敏To Be Healthy (Reading)Step1 Warming-upTask 1: What do you usually do in a day?Please stand up and say out the phrases.1.Read the phrases and translate. (Choose one line students)get up go to school eat breakfastdo homework watch TV brush teethtake a shower take a walk go to bed2.Read the phrases and translate. (Choose one line students)Task 2 :Q1: T: What time do you usually get up?S1: I usually get up at 7:20.T : It’s a little late.T: What time do you usually get up?S2: I usually get up at 6:20.T : It’s too early.Q2: Do you like ics-cream? Do you think it is healthy?Ss: It’s not healthy?T: Yes, it’s not healthy. It means unhealthy.Q3: How about eating quickly? Is it healthy or unhealthy?Ss: It’s unhealthy.Step2 Pre-readingTask 1 : Look at 2a(1)Read the phrases and translate one by one.(2)Check the activities you think are healthy.(3)Check the answers.Task 2 : What other healthy activities do you know?For explam: eat fruit , brush teeth twice a day, eat a good breakfast……Step3 While-readingTask1 : ScanningScan the passage and answer the question.Q: Who is healthier, Tony or Mary?----- MaryTask2 : Careful-readingStep4 Post-readingTask1 : Group work 1Look at your chart and choose one person Tony or Mary to retell.Retell(复述)Tony: I’m Tony. I usually get up at… then I eat ….At 8:30, I …At noon\ For lunch , I … After school , I …..In the evening, I either…or….At 10：30 I …and then I …I have a busy day.Retell Mary: Mary is my sister. She usually get s up at…, then she always take s…and…. After that, she go es… at 8:30.At12:00, she …After lunch, she sometimes …..After dinner, she always ….In the evening , she dose…and usually…or …At 9：30, she …She has a busy day, too.Task2 : Group work 2Read the passage loudly and translate in your groupI need your help:1. I either watch TV or play computer games.2. At twelve, she eats lots of fruit and vegetables for lunch.3. She always eats ice-cream after dinner. She knows it’s not good for her, but it tastes good.Step5 EmotionTo be healthyWe should: get up early,and go to bed early.We should: eat lots of healthy foodand play sports!Step6 Homework1.根据表格背诵文章。