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______________________________________________________________________________________________________________ Unit 2 What time do you go to school? Section A (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven o'clock. ③ —He has an interesting job. —He works at a radio station. 2) 用when和what time引導的特殊疑問句詢問時間和時間的表達法；用所學的目標語言對生活和學習活動做計劃，學會合理地安排作息時間。 二、教學重難點 1. 教學重點： 1) 掌握時間的簡單表達方式。 2) 學習詢問和談論時間和制訂作息時間表。 2. 教學難點： when和what time引導的特殊疑問句和時間的表達法。 三、教學過程 Ⅰ. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. Ⅱ. Presentation 1. 出示幾幅反映日常事務(如：起床、上學、跑步等)的圖畫、幻燈片或播放課件，引導學生談論這些日常事務go to school，get up，run，take a shower，eat breakfast等，學習有關的動詞短語。 學生們觀看教師出示的反映日常事務(如： 起床、上學、跑步等)的圖畫、幻燈片或課件，談論這些日常事務go to school，get up，run，take a shower，eat breakfast等，學習有關的動詞短語。 2. 出示la部分的圖片或幻燈片或播放該內容的課件，引導學生將詞語與圖畫進行搭配。 學生們觀看1a部分的圖片或幻燈片或該內容的課件，將詞語與圖畫進行搭配，完成la部分的學習任務。 Ⅲ. Presentation 1. 出示一個可以轉動時／分針的大鐘，一邊調整時間，一邊詢問學生時間“What time is it?”。 學生們在老師的幫助下回答時間： It's six o'clock. It's seven twenty. … （給學生們解釋在英語中時間的簡單的表達方式） 2. 調整時鐘到某個時間，然后說：I get up at 6：00．I go to school at 6：45．等；再詢問學生：What time do you get up? 等，引導學生回答，從而引出本部分的重點目標句型。 學生們一邊觀看大鐘，一邊認真聽老師的描述，然后回答老師的問題I get up at…，從而學習本部分的重點目標句型。 Ⅳ. Listening 1. 播放1b部分的錄音讓學生聽，引導學生根據(jù)所聽到的內容，將時間與活動進行搭配。 2. 學生們聽1b部分的錄音，根據(jù)所聽到的內容，將時間與活動進行搭配，完成1b部分的學習任務。 3. Check the answers: Ⅴ. Pair work 1. 引導學生展開Pairwork活動，進行口語交際活動，學會運用what time引導的疑 問句，用數(shù)詞來詢問和表達時間。 2. 學生們展開活動，完成1c部分口語交際的學習任務，學會運用what time引導的疑問句，用數(shù)詞來詢問和表達時間。 Ⅵ. Listening 1. 讓學生們先閱讀2a部分的句子，理解大意。然后 播放2a部分的錄音讓學生聽，引導學生根據(jù)對話內容進行填空。 (注意提醒學生們聽對話填空的技巧：先聽、記住應填的內容，做簡單的（符號）記錄，最后，在聽第二遍的時候再進行單詞的書寫。) 2. 再播放2a部分的對話錄音讓學生聽，引導學生寫出Jim一家人的淋浴計劃(時間)。 3. 學生們再聽2a部分的對話錄音，寫出Jim一家人的淋浴計劃，完成2b部分的教學任務。 4. Check the answers: Ⅶ. Pair work 引導學生展開Pairwork活動，完成2c部分口語交際的教學任務。 提示學生們可以就1a部分的日?；顒觼磉M行問答。e.g. T: S1, what time do you usually get up in the morning? S1: I usually get up at six thirty. T: And what time do you eat breakfast? S1: I usually eat breakfast at seven o'clock. Ⅷ. Role-play 1. Ask Ss to read the conversation in 2c. Then answer the questions below: ① Where does Scott work? ② What time is his radio show? ③ What time does he usually get up? ④ What time does he eat breakfast? ⑤ What time does he usually go to work? 2. 學生們閱讀對話，然后回答上述問題。老師讓幾位同學回答上述問題，然后和同學們一起校對一下答案?？磳W生們的掌握情況。應對話中學生們不明白的地方給予適當?shù)慕忉尅? 3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out. 4. Ask some pairs to come to the front and act out the conversation. See which group does best. Homework: 1. Remember the new words and expressions. Try to understand how to express time in English. 2. Write three short conversations to ask about your best friend's daily activities. 教學反思：大部分學生能初步表達，但需課后多加練習。 Section A (1a-2d) Drills： 1. —What time do you usually get up? —I usually get up at six thirty? 2. —What time does Scott eat breakfast? —He eats breakfast at nine. 3. —When do you usually go to work? —I usually go to work at eight. 2a: two; two, one 2c: 5:50; 6:15; 6:30; 6:45 2d: ① At a radio station. ② From 12 at night to 6 in the morning. ③ At 8:30. ④ At nine. ⑤ At Eleven. 板書設計： Section A (Grammar Focus-3c) 一、教學目標： 1. 語言知識目標： 1) 繼續(xù)學習運用when和what time引導的特殊疑問句詢問時間、運用數(shù)詞表達不同的時間，通過對目標語言的學習使學生學會更合理地安排自己的學習和課活動時間。 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven o'clock. —He's never late for school. ③ —When does Rick eat breakfast? —He eats breakfast at seven o'clock. ④ —When do your friends exercise? —They usually exercise on weekends. 二、教學重難點 1. 教學重點： 1) 總結歸納用頻率副詞談論自己日常生活及日常作息習慣的句型。 2) 通過不同形式的練習方式來訓練及熟練運用用頻率副詞談論自己日常生活及日常作息習慣。 2. 教學難點： 1) 總結歸納用頻率副詞談論自己日常生活及日常作息習慣的句型。 2) 用頻率副詞來造句，表達日常作息習慣。 三、教學過程 Ⅰ. Warming- up and revision 1. Greet the Ss and check the home. 2. Let some pairs role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 下面是對用頻率副詞談論自己日常生活及日常作息習慣的句型進行了總結。同學們閱讀Grammar Focus中的句子，然后做填空練習。 ① 你通常幾點起床？ _____________________ ② 我通常六點半起床。 ____________________ ③ 他們幾點穿好衣服？ ___________________ ④ 他們總是七點半穿好。 ___________________ ⑤ 里克在幾點鐘吃早飯？ ____________________ 2. Ss finish off the sentences by themselves, then check the answers by themselves. 3. Give Ss about some time to remember the sentences. 4. 語法探究： Let Ss read the sentences on the big screen. Try to find the answers to the question. And try to learn about the grammar knowledge. ① 可以看出，詢問做某事的時間時，可以用_____________和_______ 兩個疑 問詞來詢問。 ② 詢問某人做某事的時間可以歸納為以下句型： ________ + does + __________ 主語 + 動詞短語? 或 _____+ does + ___________ 主語+動詞短語？ ________ + do + ___________ 主語 + 動詞短語？ 或 _______ + do + ___________ 主語+動詞短語? ③ 在答語中always, usually, never頻率詞等放在主語與謂語動詞之間。 5. Check the answers with the Ss. Ⅲ. Practice 1. Look at 3a. Tell Ss to write questions or answers with always, usually, or never. 2. 指導：always, usually or never等副詞在句子中的位置一般是在主語后面，行為動詞前面。要根據(jù)問句的內容確定答語的內容；或者根據(jù)答語的內容來確定問句的內容，特別是注意問句或答語的人稱或數(shù)。比如：第一個問句所為you，因此回答應用第一人稱“I”; I usually get up at six thirty on school days. 其他與之相類似。 Ⅳ. Writing 1. Look at 3b. Write something you always do, something you usually do and something your never do. 2. Ss work by themselves. Try to write down their own sentences. 3. Let Ss exchange their sentences with their partners. Check each other's answers. 4. Let some Ss read their sentences aloud to their classmates. Ⅴ. Interview 1. Look at the box below. Ask a student read aloud the phrases. Now, interview three of your classmates. Find out what time they do these activities. Then give a report to the class. 2. First, ask and answer your friend: You: What time do you usually get up? Jenny: I usually get up at 7:00. You: What time do you exercise? Jenny: I usually exercise at eight. You: What time do you usually eat dinner? Jenny: I usually eat dinner at 6:30. You: When do you usually take a shower? Jenny: I usually take a shower at 9:00. 3. Then write a report in your exercise book: (提示：讓學生們一定要注意正確運用動詞的第三人稱單數(shù)形式。) In our group, Jenny usually gets up late on weekends. She gets up at seven o’clock. She always exercises at eight o’clock. She usually eats dinner at six thirty. She usually takes a shower at nine o’clock. She usually goes to school at seven thirty on school days. 4. Let some Ss read their report to the class. Homework 1. Read the sentences in Grammar Focus. 教學反思：大部分學生能掌握基礎句型，但只有少部分同學能靈活運用，要多給學生做練習以達到熟練的程度。 板書設計 Section A Grammar Focus-3c 3a: 1. I usually get up at 6:30 on schooldays. 2. What time does Rick get up? 3. I usually have breakfast at 7:00. 4. What time does Anna eat breakfast? 5. He always go to school at 7:40. 3b: always: I always get dressed at 6:40. usually: My brother usually take shower at 9:00. never: My sister never late for school. 3c. In our group, Jenny usually gets up late on weekends. She gets up at seven o’clock. She always exercises at eight o’clock. She usually eats dinner at six thirty. She usually takes a shower at nine o’clock. She usually goes to school at seven thirty on school days. Section B 1a-2c 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： half, past, quarter, homework, run, walk, clean, quickly, either, either…or…, lot, lots of, taste 2) 能掌握以下句型： ① —When does Tom usually get up? —He usually gets up at half past five. ② I either watch TV or play computer games. ③ It tastes good. 二、教學重難點 1. 教學重點： 1) 讓學生們掌握另外兩種表達時間的方式。 2) 掌握運用本節(jié)課所學習的一些日?；顒拥谋磉_方式。 3) 通過聽、說、讀的訓練來提高學生們綜合運用英語的能力。 2. 教學難點 1） 能聽懂學習到的日常活動的時間按排。 2） 通過閱讀短文，綜合學習運用本單元所學習的句型句式，提高學生們的綜合英語水平。 三、教學過程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework. Let some Ss report their family member's daily activities. Ⅱ. Presentation 出示一個可以轉動時／分針的大鐘，一邊調整時間，一邊詢問學生時間“What time is it?”。 Ss: It's six o'clock. It's seven twenty. … 幫助學生們用past和to來回答時間： It's twenty past six. (1) 數(shù)字表達法：按照時間的順序，用數(shù)詞先說“時”，再說“分”。如：six thirty 六點半；seven fifteen七點十五分；nine fifty-five 九點五十五分。 (2) 文字表達法：先說“分”，再說“時”，中間加介詞past(半點或半點以內，表示“超過”)、to(半點以上，表示“差”)。如：ten past five五點十分；。quarter past seven 七點一刻；half past nine 九點半；a quarter to twelve十二點差一刻，即十一點四十五分。 Ⅲ. Matching 1. Work on 1a: 引導學生將用英語表達的時間與鐘表上用數(shù)字表達的時間一一配對。 學生們將兩個不同形式的時間配對。 2. 然后，學生們將活動與時間一一配對，完成1a部分的教學任務。 Ⅳ. Pairwork 1. 引導學生進行Pairwork活動，就1a所學的內容進行問答練習，運用所學的目標句型: —When do students usually eat dinner? —They usually eat dinner at a quarter to seven in the evening．等。 學生們進行Pairwork活動，就1a所學的內容進行問答練習，運用所學的目標句型來完成1b部分的教學任務。 2. Let some pairs ask and answer aloud. Ⅴ. Listening 1. Let Ss read the activities in 1c first. If they have any problem, they can put up their hands and ask for help. Then tell Ss they will listen to the recording and circle the activities they hear. 2. 播放2a部分的錄音，引導學生一邊聽錄音，一邊圈出所聽到的表示活動的詞匯。學生們聽2a部分的錄音，一邊聽錄音，一邊圈出所聽到的表示活動的詞匯，完成2a部分中的學習任務。 3. Check the answers with the class. Ⅵ. Listening 1. T: Now let's listen to the recording again. Write the time next to the activities you circled in 1c. 2. 再播放2a部分的錄音，引導學生根據(jù)所聽到的內容寫出活動所發(fā)生的時間。學生們再聽2a部分的錄音，根據(jù)所聽到的內容寫出活動所發(fā)生的時間，完成2b部分中的學習任務。 3. 方法指導：第一遍只聽不寫，第二遍邊聽，邊寫時間。一定要將活動的內容聽準確。 4. Check the answers: Ⅶ. Talking 1. T: In our lives, some activities are healthy, but other activities are unhealthy. For example: Take a walk after dinner; Exercise every morning. Go to bed early and get up early. 2. Brainstorm Let's work in groups. Talk about what activities are healthy. What activities are unhealthy. Make a list on a piece of paper. Then report your list to the class. 3. Check the activities in 2a you think are healthy. Ⅷ. Reading 1. Fast reading. Tell Ss that Tony and Mary are brother and sister. They have healthy and unhealthy habits. Who is healthier? Please read through the passage quickly and try to find the answer to this question. Who is healthier (更健康)? Ss read the passage quickly and try to find the answer to the two questions. ( I think Mary is healthier. ) 2. Careful reading Ss read the passage again and circle the healthy activities in the passage. 3. Let some Ss read out the healthy activities. Check the answers with the class. Ⅸ. Reading Tell the students to read the passage again and write down the unhealthy habits of each person. Then think of healthy activities for them. 閱讀指導： 1) 認真閱讀短文，找出那些不太健康的生活習慣，并將它們寫在橫線上。 2) 在小組中討論一下，為他們提出更健康的習慣。然后也寫在橫線上。 3） Let some groups report their answers to the class. 2. 綜合學生們提出的意見，將最佳答案寫在黑板上，讓學生們參考。 Homework Ask Ss to make sentences with the main phrases in this period. either…or…; lots of; taste…; 教學反思：大部分學生能掌握本節(jié)語法知識，但需課后多加練習和運用。 Section B 1a-2c 1. ① 數(shù)字表達6:30 (six thirty) ② 文字表達：half past six; twenty past seven (7:20) a quarter to nine (9:45) twenty to ten (9:40) 1c: 1. get up 5:30 2. run 6:00 3. eat breakfast: 7:00 4. go to school: 7:45 5. go home 4:15 6. do homework 5:30 7. eat dinner 7:15 8. go to bed 9:00 2b: Who is healthier(更健康)? I think Mary is healthier? 板書設計： Section B 3a-Self Check 一、教學目標： 1. 語言知識目標： 1) 復習“日常作息時間”的詢問和表達，學習內容貼近學生的生活。 2) 通過多種形式的訓練來訓練學生們綜合運用英語表達自己的或對方的作息時間安排和活動計劃。 二、教學重難點 1. 教學重點： 復習“時間的詢問和表達法”以及它在具體事務中的運用。 2. 教學難點： 復習運用what time和when引導的疑問句詢問時間；運用數(shù)詞表達時間。 三、教學過程 Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework. 3. Revision 1) Have a dictation of the new words and expressions learned yesterday. 2) Let some Ss read the passage aloud. Ⅱ. Reading 1. Tell Ss this is a daily routine of a Jack. He's a student from Australia. But they're in wrong numbers. Can you read these sentences and make a story about Jack. 2. 方法指導：首先，應通讀全部的句子，掌握每個句子的意思?？芍e了他一天來在不同的時間點上所做的事情；因此，同學們們可以按時間的先后，對這些活動來進行排序；因為第一句話已給標出，同學們也可以從第一句話開始，順藤摸瓜，一步一步的將一天的活動串起來?？芍谝痪湓挼囊馑紴椤拔矣幸粋€很好健康的生活習慣”，可知接一下來應當是Jack例舉他的生活習慣；對比這些時間點可知，第一項應是從起床“get up” 開始。所以第二條應是“I usually get up early at six.”一句。其他的句子按時間的先后，逐步地確定了。 3. Check the answers: (2, 3, 5, 4, 6, 7, 1, 8, 9 ) Ⅲ. Writing 1. T: Now Jack wants to make friends with you. And he wants to know about your daily routine. Please write your own routine and send an email to him. 2. 寫作指導：首先，應在心中將自己日常的一些活動按時間的先后，列一清單。 然后，按時間的先后順序一個事情一個事情的寫清楚。最后，再通讀一遍自己的短文看有沒有錯誤的地方。 3. Ss make a list first they try to write their own routine. 4. Exchange their routines and check each other's answers. 5. Let some Ss read their routines to the class as a model. Ⅳ. Self check 1 1. Please look at the words in the box below. First you should make phrases with the words in the boxes. 2. Make a model for the Ss first. taste good 嘗起來味道很美 3. Ss work in groups and try to make phrases correctly. Write down their phrases on a piece of paper. 4. Check the answers with the class. 5. Now use the phrases to complete the sentences. 6. 指導：首先，應認真閱讀每句話，根據(jù)上下文的意思來確定空格處的意思。 然后，綜合閱讀所有句子，來確定出最佳的答案。 7. 學生們根據(jù)老師的指導方法，閱讀每個句子，并找出最佳的答案。 8. Check the answers with the class. Ⅴ. Self Check 2 1. Now look at the conversation below. Complete the conversations with questions and answers. Use the words in the brackets to help you. 2. 方法指導： 首先，學生們應通讀一遍短文，掌握短文的大體意思（可知是問答每天日常生活時間按排）；其次，還要根據(jù)句子的主語來確定謂語動詞的數(shù)。 然后，根據(jù)括號中的提示來進行提問或回答。最后，再通讀一遍自已編寫的對話，看是否通順恰當。 3. Ss work by themselves. Try to make questions and answers with the words in the brackets. 4. Let some pairs read their conversation aloud to the class. 5. Check the answers together. Homework 1. Read the conversation in Self check 2. Make a new dialogue about your grandma. 教學反思：大部分學生能熟練表達，但需課后多加練習，靈活運用。 板書設計： Section B 3a-Self Check 3a: (2, 3, 5, 4, 6, 7, 1, 8, 9 ) Self Check 1: taste good, clean my room, have a good job, get dressed, take a walk, brush your teeth 1. taste good 2. take a walk 3. brush your teeth 4. has a good job 5. get dressed 6. clean my room Self Check 2:　 1. When does your mother usually get up? She usually gets up at 5: 45. Why does she get up so early? Because she always makes breakfast for me 2. When do you usually go to school? I usually go to school at 7:30. What time does your classmate usually get to school?  THANKS !!! 致力為企業(yè)和個人提供合同協(xié)議，策劃案計劃書，學習課件等等 打造全網(wǎng)一站式需求 歡迎您的下載，資料僅供參考 -可編輯修改-