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备课时间地点教研组备课课题Unit 4 Topic 3 What time is it，now ？Section B年级七年级主备人成员课时教材分析学习问答时间和最喜爱动物的表达法。
通过创设康康一天的作息时间的情境进一步训练学生对句型“What time is it, please ?”,“It is ...”,“It is time to ...”和重点词组（have breakfast , go home ,go to zoo）的交际运用。
学情分析教学目标知识目标：巩固时间表达法，学一些新的词组：go home have breakfast It`s time to ~~能力目标：学会认读时间情感目标：学会认读时间，体会时间的宝贵，珍惜现在的光阴，刻苦学习。
教学重难点重点：熟练掌握时间的两种表达方法，灵活运用what are you favorite animals, please?新句型。
难点：能够把握不同的时间段，复述一天的主要活动。
教学方法任务型教学法情景教学法教学用具粉笔录音机多媒体实物备课组成员建议教学过程教学过程Step 1 Review 第一步复习(时间:7分钟)运用图片，通过问答等形式，复习动物名称，引出新词汇，激发学生学习新知识的兴趣。
1. (头脑风暴。
教师快速呈现动物图片，让学生在紧张而愉快的气氛中复习所学过的动物名称。
)T: Hello, boys and girls! Do you like animals?Ss: Yes.(板书并要求学生掌握。
)animal(教师举起手中所有的图片。
)T: Are they nice?Ss: Y es, they are.T: Do you know their names?Ss: Y es, we do.T: OK. I’ll show you the pictures one by one. You must tell me the names of the animals intwo seconds. Do you understand?Ss: Y es.T: OK, let’s begin. Are you ready? Go!(教师迅速抽出一张图片。
七上仁爱版英语Unit 4 Topic 3 We want to go to the zooSection A教学设计The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands 教学目标1. (1)Learn some words about animals:panda, monkey, lion, tiger, elephant(2)Learn other useful words:zoo, past, quarter, half, show2. Learn how to make appointments:(1)—Do you have time tomorrow?—Yes.(2)—Let’s meet at 9 o’clock at my home.—OK.3. Talk about time:—What time is it, please?/What’s the time, please?—It’s one o’clock./It’s five past one.Ⅱ. Teaching aids 教具图片/课件/小黑板/录音机/塑料锤/钟表Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:8分钟)1. (1)(检查学生上节课作业的完成情况。
)T: Hello, boys and girls. Did you do the homework? Who can tell us the answers? The first one will get two points.…(老师总结学生上节课归纳的关于邀请、应答及打电话用语，并板书。
)Would you like to …?How about …?/What about …?Yes, I’d love to./I’d like to./I’d like that.That would be very nice.I’d like that, but I’m afraid I have no time.I’m sorry I can’t. I have no time.Hello.Hello. May I speak to …?Yes, this is …. Who’s this?This is ….He/She isn’t at home/in now.(2)(教师要求学生用黑板上的这些句子自由交谈。
科普仁爱版初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！科普仁爱版初中英语和你一起共同进步学业有成！Unit4 Topic3 SectionD 精品学案课型：复习课课时：1课时主备人：一、学习目标：知识与技能：（1）复习时间的表达。
（2）复习有用的句子表达。
（3）进一步谈论时间及日常活动。
二、过程与方法：三、情感态度与价值观：培养学生珍惜时间。
四、学习重点难点：(1)复习时间表达，运用。
(2)谈论一天的日常活动。
I. 课前自主预习案一、过词汇、短语关（一）在家拼读并听写P97-108单词。
（二）找出下列重点单词和短语, 并在课文中勾画出来。
(1) 起床____________________(2) 吃午餐____________________(3) 回家____________________(4) 去学校___________________(5) 放风筝____________________(6) 吃晚餐____________________(7) 跟着……跑、在……身后跑____________________(8) 切掉、切断二、复习时间的提问方式及表达。
完成P103 grammar。
三、反复朗读P103 Functions 5分钟。
II. 高效导、学课堂案Task 1 导入语：（1分钟）(教师自己设计)Task 2 自主学习，质疑交流：（小组活动）（课堂上开始8分钟）（一）自主学习：1.个人大声拼读自主预习案中的词汇、短语和Grammar部分。
2. 组长大声带读，组员大声跟读。
3. 组长抽查组员的认读情况。
4. 然后由两人一组，互相检查自主预习案中的词汇、短语情况。
5．小组展示。
（优：★良：△待优：○）（二）质疑交流/展示（在预习中自己认为难读的单词、短语或其他）：______________________________________________________________________ Task 3 活动探究（听说读写），解惑释疑（18分钟）（一）听P104 歌曲，学唱歌曲。
最新科普（仁爱）版英语七年级上册Unit4 Topic3 SectionB【市级优质课教案】Unit4 Topic3 SectionBI. teaching objectives1. Be able to understand, speak, read and write test words and phrases: cleaver, animal, hour, later, look at, go to the zoo;2. Be able to understand and read the dialogue correctly, pay attention to the voice tone, and play the role smoothly;3. Be able to use the sentence patterns to arrange the time of daily activities;4. Be able to actively cooperate with peers, learn from each other and complete tasks together.II. Learner analysis15% of the students in this class have a good foundation, 60% of the students have a solid foundation, and 25% of the students are below the passing line. Therefore, different classroom activities are designed to try to impress the students at each level on the communication language in this class.III. analysis of teaching difficulties and SolutionsTeaching focus: be able to obtain relevant information from listening materials and transform it into their own language output.Solutions: guide students to use relevant pictures, key words, etc. to predict before listening; help students to use Likes... best, because theyare… Language output.Teaching difficulties: according to the picture information, write a well-organized essay about Kangkang's day.Solutions: starting from Part 2 listening materials, guide students how to choose the title, analyze the organizational structure of the article, provide the first sentence, etc. to pave the way for writing; after students write, select two exercises for projection, the whole class makes comments on the spot, and make common progress.IV. Teaching design。
仁爱版七年级上Unit Four topic Three Section AWe want to go to the zoo说课稿蕉城附中吴邦健下面我将从以下几个方面阐述说课内容。
说教材（一）教材分析：本课的话题是是谈论时间和邀请。
主要围绕动物园的话题展开，是在学生掌握了邀请的句型基础上进行延伸，并为下文动物园的经历作了铺垫，因此在本单元的教学中起到承上启下的作用。
本课融入了关于询问时间的目标语言。
由观看动物表演引入时间的话题。
，以学生感兴趣的动物园为话题，贴近实际生活.能够调动学生参与课堂对话的积极性，在丰富知识的同时提高实际应用语言的能力，了解西方的时间表达方法。
（二）教学目标：1. 知识目标：（1）词汇：让学生掌握考纲里的重点单词并能灵活应用与实际对话和写作中：panda, m, lion, tiger, elephant，zoo, past, quarter, half, show（2）句型：掌握邀请的重点句型。
(1) —Do you have any free time tomorrow? —Yes.What’s up?(2) —Let’s meet at 9 o’clock in my home.—OK.(3) —Would you like to go with us?—Good idea.（3）时间的表达法—What time is it, please?/What’s the time, please?—It’s one o’clock./It’s five past one./It’s a quarter past one./It’s half past one./It’s twenty to two./It’s a quarter to two. (It’s one./It’s one o five./It’s one fifteen./It’s one thirty./It’s one forty./It’s one forty-five.2. 能力目标：着重训练学生掌握口语应用能力，针对目前学生口语能力较弱的实际情况，学生极少开口说英语的现状，多让学生在课堂上说英语，同时也关注学生的记忆能力、观察能力、想象、比较和分析等多种能力，帮助其能在老师的指导下参与角色扮演的活动。
Unit4 Topic3 SectionC 精品学案课型：新授课课时：1课时主备人：一、学习目标：知识与技能：〔1〕能读懂简单的故事，抓住大意。
〔2〕掌握What’s wrong with you?I can’t find…It’s very kind of you．二、过程与方法：以对话和讲故事的形式学习1a。
三、情感态度与价值观：〔1〕能够与同学积极合作，参与课堂活动，大胆实践；〔2〕培养学生热爱动物。
四、学习重点难点：1.句型What’s wrong with you?I can’t find…It’s very kind of you．2.描述自己最喜爱的动物并写下来。
I. 课前自主预习案一、过词汇、短语关〔一〕大声朗读Section C的单词〔包括音标〕和课文1a 20分钟。
〔二〕读1a，找出以下重点单词和短语, 并在课文中勾画出来。
(1) 道路、方式、手段(2) 某人回家的路(3) 怎么了？(4) 让我帮助你。
(5) 猴宝宝(6) 在那边(7) 你真是太好了。
(8) 竹子(9〕谢谢你的帮助。
二、过阅读关：阅读1a,答复以下问题。
1．What’s wrong with the ba by monkey?______________________________________________________________________ 2．Who told them the right way to the baby monkey’s home?______________________________________________________________________ 3．Did they find the way at last?______________________________________________________________________ 三、请写出在预习中自己认为难读的单词、短语或其他，明天在学校问同学或教师。
Unit 4 Having Fun Topic 3 What time is it now? Section C I. Material analysis 本课是第三话题的第三课时，主要活动是1a和2。通过Kangkang和Baby Monkey之间的对话，学习表达焦虑和感谢他人帮助的句型；通过写动物名称，检测学生是否掌握所学动物名称的单词，之后讨论它们最喜爱的食物，完成口头报告，培养学生总结汇报的能力。另外根据表格信息写一段介绍自己最喜爱的动物的小短文，培养学生的信息转换能力。语音板块通过读音、写字母和改写单词，学生将掌握记忆单词的方法，选词完成句子并朗读单词和句子，培养学生辨析单词的能力。 II. Teaching aims 1. Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用： meat, rabbit 能就表达焦虑询问他人是否发生什么事情、提供和感谢他人帮助、表达自己观点等话题进行交流与对话操练，如： What’s up? I can’t find my way home. It’s very kind of you. Thank you for your help. Here we are! I think the rabbit likes vegetables. 2. Skill aims 能听懂简单的课堂用语并做出适当的反应； 能在教师的指导下进行简单的角色表演、仿编对话等； 能用英语谈论自己喜爱的动物； 能在口头表达中做到发音清晰，语音语调准确； 能够在图画的帮助下进行阅读，理解大意，并按要求进行语言活动； 能理解并执行有关学习活动的简单书面指令； 能正确书写单词，并能正确使用单词造句； 能够运用本话题的句型进行日常活动时间安排的短文写作。 3. Emotional aims 能够积极与同学合作，参与课堂活动，大胆实践； 能够认真学习、规范单词、句子等； 能够养成保护动物、和大自然和谐相处的意识，并在现实生活中积极实践。 III. The key points and difficult points 1.在情景对话中，能继续使用 “What’s up?”, “I can’t find my way home”, “It’s very kind of you.” 和 “Thank you for your help.”来表达焦虑和感谢他人帮助，能用“I think...”来表达自己的观点。 2.能够将表格信息转化为篇章输出。 IV. Learning strategies 1.能够清楚、大声地进行朗读，培养语感和自信心。 2.能在词语和相应事物之间建立联系。 3.能够逐渐养成进行预习和复习的好习惯。 V. Teaching aids 录音机、图片、教学挂图、多媒体和黑板。 VI. Teaching procedures: Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work. 2.Group work. 1.Focus their attention on the teacher. 2.Group competition. Discuss and revise the 1.Greet students ready for learning. 2.Show the paper clock to the students to revise 3. Pair work. expressions of time in group first. Then look at the paper clock. Try to answer the teacher’s questions. e.g. (1)6:30 T: What time is it now? Ss: It’s half past six. It’s time to... T: What do you usually do at this time? A: I usually ... (2) 12:00 T: What time is it now? Ss: It’s twelve o’clock. It’s time to... T: What do you usually do at this time? Ss: I usually ... ... 3.Talk about your favorite animal and why do you like it with your partner. Then some pairs act out your conversation to the class. e.g. A:What’s your favorite the expressions of time and “It’s time to...”. 3.Help the students to revise the words and expressions about likes in Section B. animal? B:My favorite animal is pandas. A:Why do you like pandas best? B:Because they are cute. What about you? Which animal do you like best? A: I like tigers best. B: Why? A:Because they are brave. ... Presentation (10 minutes) 1.The whole class work and individual work. 1.Do 1a. T: What’s Kangkang’s favorite animal? S: Monkeys. T: Here is a conversation between Kangkang and a Baby Monkey. What happened to the Baby Monkey? Look at the pictures in 1a. Answer the following questions. Try to guess what happened to the Baby Monkey, using your own words. 1.Make the students predict what the conversation may be about in 1a by looking at the pictures before reading. 2.Individual work and pair work. (1) What can you see? (2)What animals can you see? (3)What happens to Baby Monkey? (4) How does Kangkang help him? (5) What’s the end of the story? 2.Read the six conversations individually. Check the answers to the pre-reading questions with your partner. Then try to underline the key words of each conversation. What’s up? —can’t find —my way home —Don’t worry —not my home —Mr. Tiger’s —Mr. Lion —here —kind ... 2.Check the answers to the pre-reading questions. Help the students find out the key words. Consolidation (5 minutes) 1.Group work, and the whole class work. 1.Work in groups and retell the conversation with the help of the key words. Act out the story. Then make up a new one. e.g. (A little girl is crying.) A: What’s up, little girl? B: I can’t find my mother. A:Don’t worry. Let me help you find your mother. B: Thank you. A:Is that woman in white your mother? B: No, she isn’t A: Is the woman in red your mother? B: Ah, yes. Mom! C: It’s very kind of you, boy. Thank you for your help. A: You’re welcome. ... 1.Make the students consolidate the expressions in 1a. Practice (15 minutes) 1.The whole class work and individual work. 2.Individual work and pair work. 1.Do 2. Look at the picture in 2. Write down the words for animals in the picture. The whole class check the answers together. Then retell the teacher’s sentences, using “I think...”. T: Hi, I am a tiger. I like meat very much. S1: I think meat is the tiger’s favorite food. T: I am a rabbit. I like grass very much. S2: I think grass is the rabbit’s favorite food. T: I am a panda. I like bamboo very much. S3: I think bamboo is the panda’s favorite food. ... 2.Do 4a. Read the consonants on the screen. Revise them orally. /h/, /p/, /t/, /b/, /f/, /s/, /k/ 1.Check the answers. Then set an example for the students to retell the sentences, let students learn to express their own ideas by using “I think...”.
