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1、Unit 2 What time do you go to schoolSection A (1a-2d)一、教学目的： 1. 语言学问目的：1) 能驾驭以下单词：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, oclock, funny, exercise 能驾驭以下句型： What time do yo
2、u usually get up I usually get up at six thirty. When do you go to work I usually go to work at eleven oclock. He has an interesting job. He works at a radio station. 2) 用when和what time引导的特殊疑问句询问时间和时间的表达法；用所学的目的语言对生活和学习活动做支配，学会合理地支配作息时间。2. 情感看法价值观目的：本局部的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间支配是特别有规律的。通过相
3、互询问或议论自己或对方的作息时间支配和活动支配，可以培育学生良好的作息习惯和守时习惯。二、教学重难点1. 教学重点：1) 驾驭时间的简洁表达方式。2) 学习询问和议论时间和制订作息时辰表。2. 教学难点：when和what time引导的特殊疑问句和时间的表达法。三、教学过程. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. . Presentation1. 出示几幅反映日常事务(如：起床、上学、跑步等)的图画、幻灯片或播放课件，引导
4、学生议论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。学生们观看教师出示的反映日常事务(如： 起床、上学、跑步等)的图画、幻灯片或课件，议论这些日常事务go to school，get up，run，take a shower，eat breakfast等，学习有关的动词短语。2. 出示la局部的图片或幻灯片或播放该内容的课件，引导学生将词语及图画进展搭配。学生们观看1a局部的图片或幻灯片或该内容的课件，将词语及图画进展搭配，完成la局部的学习任务。. Presentation1. 出示一个可以转动时分
5、针的大钟，一边调整时间，一边询问学生时间“What time is it”。学生们在教师的扶植下答复时间：Its six oclock. Its seven twenty. （给学生们说明在英语中时间的简洁的表达方式）2. 调整时钟到某个时间，然后说：I get up at 6：00I go to school at 6：45等；再询问学生：What time do you get up 等，引导学生答复，从而引出本局部的重点目的句型。学生们一边观看大钟，一边仔细听教师的描绘，然后回答教师的问题I get up at，从而学习本局部的重点目的句型。. Listening 1. 播放1b局部的录
6、音让学生听，引导学生依据所听到的内容，将时间及活动进展搭配。2. 学生们听1b局部的录音，依据所听到的内容，将时间及活动进展搭配，完成1b局部的学习任务。3. Check the answers: . Pair work 1. 引导学生绽开Pairwork活动，进展口语交际活动，学会运用what time引导的疑问句，用数词来询问和表达时间。2. 学生们绽开活动，完成1c局部口语交际的学习任务，学会运用what time引导的疑问句，用数词来询问和表达时间。. Listening 1. 让学生们先阅读2a局部的句子，理解大意。然后 播放2a局部的录音让学生听，引导学生依据对话内容进展填空。 (
7、留意提示学生们听对话填空的技巧：先听、记住应填的内容，做简洁的（符号）记录，最终，在听第二遍的时候再进展单词的书写。)2. 再播放2a局部的对话录音让学生听，引导学生写出Jim一家人的淋浴支配(时间)。3. 学生们再听2a局部的对话录音，写出Jim一家人的淋浴支配，完成2b局部的教学任务。4. Check the answers: . Pair work 引导学生绽开Pairwork活动，完成2c局部口语交际的教学任务。提示学生们可以就1a局部的日常活动来进展问答。e.g.T: S1, what time do you usually get up in the morningS1: I us
8、ually get up at six thirty. T: And what time do you eat breakfastS1: I usually eat breakfast at seven oclock. . Role-play 1. Ask Ss to read the conversation in 2c. Then answer the questions below: Where does Scott work What time is his radio show What time does he usually get up What time does he ea
9、t breakfast What time does he usually go to work 2. 学生们阅读对话，然后答复上述问题。教师让几位同学答复上述问题，然后和同学们一起校对一下答案。看学生们的驾驭状况。应对话中学生们不明白的地方赐予适当的说明。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
10、 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. Role-play the conversation with a partner after class. 3. Write three short conversations to ask about your best friends daily
11、 activities. 板书设计：Section A (1a-2d)Drills：1. What time do you usually get up I usually get up at six thirty2. 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, one2c: 5:50; 6:15; 6:30; 6:45 2d: At a radio stat
12、ion. From 12 at night to 6 in the morning. At 8:30. At nine. At Eleven. Section A (Grammar Focus-3c)一、教学目的： 1. 语言学问目的：1) 接着学习运用when和what time引导的特殊疑问句询问时间、运用数词表达不同的时间，通过对目的语言的学习使学生学会更合理地支配自己的学习和课活动时间。 能驾驭以下句型： What time do you usually get up I usually get up at six thirty. When do you go to work I us
13、ually go to work at eleven oclock. Hes never late for school. When does Rick eat breakfast He eats breakfast at seven oclock. When do your friends exercise They usually exercise on weekends. 2. 情感看法价值观目的：通过对该局部内容的学习，让学生们学会用频率副词议论自己日常生活及日常作息习惯；学会更合理地支配自己的学习和课外活动时间；可以运用所学学问对某一活动进展合理支配，并培育学生良好的作息习惯和守时习
14、惯。二、教学重难点1. 教学重点：1) 总结归纳用频率副词议论自己日常生活及日常作息习惯的句型。 2) 通过不同形式的练习方式来训练及娴熟运用用频率副词议论自己日常生活及日常作息习惯。2. 教学难点：1) 总结归纳用频率副词议论自己日常生活及日常作息习惯的句型。2) 用频率副词来造句，表达日常作息习惯。三、教学过程. Warming- up and revision1. Greet the Ss and check the home.2. Let some pairs role-play the conversation in 2d. . Grammar Focus. 1. 下面是对用频率副词
15、议论自己日常生活及日常作息习惯的句型进展了总结。同学们阅读Grammar Focus中的句子，然后做填空练习。 你通常几点起床？ _ 我通常六点半起床。 _ 他们几点穿好衣服？ _ 他们总是七点半穿好。 _ 里克在几点钟吃早饭？ _ 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. 语法探究： Let Ss read the sentences on the big
16、 screen. Try to find the answers to the question. And try to learn about the grammar knowledge. 可以看出，询问做某事的时间时，可以用_和_ 两个疑问词来询问。 询问某人做某事的时间可以归纳为以下句型： _ + does + _ 主语 + 动词短语 或 _+ does + _ 主语+动词短语？ _ + do + _ 主语 + 动词短语？ 或 _ + do + _ 主语+动词短语 在答语中always, usually, never频率词等放在主语及谓语动词之间。5. Check the answers
17、 with the Ss. . Practice 1. Look at 3a. Tell Ss to write questions or answers with always, usually, or never. 2. 指导：always, usually or never等副词在句子中的位置一般是在主语后面，行为动词前面。要依据问句的内容确定答语的内容；或者依据答语的内容来确定问句的内容，特殊是留意问句或答语的人称或数。比方：第一个问句所为you，因此回容许用第一人称“I”; I usually get up at six thirty on school days. 其他及之相类似。
18、. 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 others answers. 4. Let some Ss read their sentences aloud
19、to their classmates. . 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. JennyS2S3get up7:00exercise8:00eat dinner6:30take a shower9:00go to school7:302. Fir
20、st, ask and answer your friend:You: What time do you usually get upJenny: I usually get up at 7:00.You: What time do you exerciseJenny: I usually exercise at eight.You: What time do you usually eat dinnerJenny: I usually eat dinner at 6:30.You: When do you usually take a showerJenny: I usually take
21、a shower at 9:00. 3. Then write a report in your exercise book: (提示：让学生们肯定要留意正确运用动词的第三人称单数形式。)In our group, Jenny usually gets up late on weekends. She gets up at seven oclock. She always exercises at eight oclock. She usually eats dinner at six thirty. She usually takes a shower at nine oclock. She
22、 usually goes to school at seven thirty on school days. 4. Let some Ss read their report to the class. . Exercises If time is enough, let Ss do more exercises on the big screen. Homework 1. Read the sentences in Grammar Focus. 2. Ask your family member about their daily arrangement. Then write a rep
23、ort. 板书设计 Section A Grammar Focus-3c3a: 1. I usually get up at 6:30 on schooldays. 2. What time does Rick get up3. I usually have breakfast at 7:00. 4. What time does Anna eat breakfast5. He always go to school at 7:40. 3b: always: I always get dressed at 6:40. usually: My brother usually take showe
24、r 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 oclock. She always exercises at eight oclock. She usually eats dinner at six thirty. She usually takes a shower at nine oclock. She usually goes to school at seven thirty
25、on school days.Section B 1a-2c 一、教学目的： 1. 语言学问目的：1) 能驾驭以下单词：half, past, quarter, homework, run, walk, clean, quickly, either, eitheror, lot, lots of, taste 2) 能驾驭以下句型： When does Tom usually get up He usually gets up at half past five. I either watch TV or play computer games. It tastes good. 2. 情感看法
26、价值观目的：本局部的学习内容仍是对“日常作息时间”的询问和表达，学习内容贴近学生的生活。通过相互询问和议论自己或对方的作息时间支配和活动支配，可以培育学生良好的作息习惯和守时习惯。二、教学重难点1. 教学重点：1) 让学生们驾驭另外两种表达时间的方式。2) 驾驭运用本节课所学习的一些日常活动的表达方式。3) 通过听、说、读的训练来进步学生们综合运用英语的实力。2. 教学难点1） 能听懂学习到的日常活动的时间按排。 2） 通过阅读短文，综合学习运用本单元所学习的句型句式，进步学生们的综合英语程度。三、教学过程. Warming- up and revision1. Greet the Ss as
27、 usual. 2. Check the homework. Let some Ss report their family members daily activities. . Presentation出示一个可以转动时分针的大钟，一边调整时间，一边询问学生时间“What time is it”。Ss: Its six oclock. Its seven twenty. 扶植学生们用past和to来答复时间：Its twenty past six. (1) 数字表达法：依据时间的依次，用数词先说“时”，再说“分”。如：six thirty 六点半；seven fifteen七点十五分；ni
28、ne fifty-five 九点五十五分。(2) 文字表达法：先说“分”，再说“时”，中间加介词past(半点或半点以内，表示“超过”)、to(半点以上，表示“差”)。如：ten past five五点特别；。quarter past seven 七点一刻；half past nine 九点半；a quarter to twelve十二点差一刻，即十一点四十五分。. Matching 1. Work on 1a: 引导学生将用英语表达的时间及钟表上用数字表达的时间一一配对。学生们将两个不同形式的时间配对。2. 然后，学生们将活动刚好间一一配对，完成1a局部的教学任务。 . Pairwork 1
29、. 引导学生进展Pairwork活动，就1a所学的内容进展问答练习，运用所学的目的句型:When do students usually eat dinner They usually eat dinner at a quarter to seven in the evening等。学生们进展Pairwork活动，就1a所学的内容进展问答练习，运用所学的目的句型来完成1b局部的教学任务。2. Let some pairs ask and answer aloud. . Listening 1. Let Ss read the activities in 1c first. If they ha
30、ve 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局部的录音，引导学生一边听录音，一边圈出所听到的表示活动的词汇。学生们听2a局部的录音，一边听录音，一边圈出所听到的表示活动的词汇，完成2a局部中的学习任务。3. Check the answers with the class. . Listening 1. T: Now lets list
31、en to the recording again. Write the time next to the activities you circled in 1c. 2. 再播放2a局部的录音，引导学生依据所听到的内容写出活动所发生的时间。学生们再听2a局部的录音，依据所听到的内容写出活动所发生的时间，完成2b局部中的学习任务。3. 方法指导：第一遍只听不写，第二遍边听，边写时间。肯定要将活动的内容听精确。4. Check the answers: . Talking 1. T: In our lives, some activities are healthy, but other act
32、ivities are unhealthy. For example: Take a walk after dinner; Exercise every morning. Go to bed early and get up early.2. Brainstorm Lets 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. Che
33、ck the activities in 2a you think are healthy. . 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 (更安康)Ss read the
34、 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. 学生们仔细阅读短文，将自己认为是安康的活动下面划线。 3. Let some Ss read out the healthy activities. Check the answers with the class.
35、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. 阅读指导：1) 仔细阅读短文，找出那些不太安康的生活习惯，并将它们写在横线上。2) 在小组中探讨一下，为他们提出更安康的习惯。然后也写在横线上。 3） Let some groups report their answers to the class. 2. 综合学生们提出的意见，将最佳答案写在黑板上，让
36、学生们参考。Homework 1. Remember the new words and expressions in the period. 2. Ask Ss to make sentences with the main phrases in this period. eitheror; lots of; taste; 板书设计：Section B 1a-2c1. 数字表达6:30 (six thirty) 文字表达：half past six; twenty past seven (7:20) a quarter to nine (9:45) twenty to ten (9:40)
37、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(更安康) I think Mary is healthier Section B 3a-Self Check 一、教学目的： 1. 语言学问目的：1) 复习“日常作息时间”的询问和表达，学习内容贴近学生的生活。2) 通过多种形式的训练来训练学生们综合运用英语表
38、达自己的或对方的作息时间支配和活动支配。2. 情感看法价值观目的：让学生们学会议论自己的日常生活及作息习惯；学会更合理地支配自己的学习和课外活动时间，并可以运用所学学问对某一活动进展合理支配。因此，给学生供应一些实际活动的训练。可以有效地扶植学生更好地学会制订作息支配。 二、教学重难点1. 教学重点： 复习“时间的询问和表达法”以及它在详细事务中的运用。2. 教学难点： 复习运用what time和when引导的疑问句询问时间；运用数词表达时间。三、教学过程. Warming- up and revision1. Greet the Ss as usual. 2. Check the home
39、work. 3. Revision 1) Have a dictation of the new words and expressions learned yesterday. 2) Let some Ss read the passage aloud. . Reading 1. Tell Ss this is a daily routine of a Jack. Hes a student from Australia. But theyre in wrong numbers. Can you read these sentences and make a story about Jack
40、. 2. 方法指导：首先，应通读全部的句子，驾驭每个句子的意思。可知他例举了他一天来在不同的时间点上所做的事情；因此，同学们们可以按时间的先后，对这些活动来进展排序；因为第一句话已给标出，同学们也可以从第一句话开场，顺藤摸瓜，一步一步的将一天的活动串起来。可知第一句话的意思为“我有一个很好安康的生活习惯”，可知接一下来应当是Jack例举他的生活习惯；比照这些时间点可知，第一项应是从起床“get up” 开场。所以第二条应是“I usually get up early at six.”一句。其他的句子按时间的先后，逐步地确定了。3. Check the answers: (2, 3, 5, 4
41、, 6, 7, 1, 8, 9 ) . 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. 写作指导：首先，应在心中将自己日常的一些活动按时间的先后，列一清单。然后，按时间的先后依次一个事情一个事情的写清晰。最终，再通读一遍自己的短文看有没有错误的地方。 3. Ss make a list first they try to w
42、rite their own routine. 4. Exchange their routines and check each others answers. 5. Let some Ss read their routines to the class as a model. . 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. tast
43、e good 尝起来味道很美 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. 指导：首先，应仔细阅读每句话，依据上下文的意思来确定空格处的意思。然后，综合阅读全部句子，来确定出最佳的答案。7. 学生们依据教师的指导方法，阅读每个句子，并找出最佳的答案。8. Che
44、ck the answers with the class. . 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. 方法指导： 首先，学生们应通读一遍短文，驾驭短文的大体意思（可知是问答每天日常生活时间按排）；其次，还要依据句子的主语来确定谓语动词的数。 然后，依据括号中的提示来进展提问或答复。最终，再通读一遍自已编写的对话，看是否通顺恰当。
45、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. Review the new words and expressions in Section B. 2. Read the conversation in Self check 2. Make a new dialogue about your grandma.板书设计：Section B 3a-Self Check3a: (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