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1、Unit 2 What time do you go to school?Section A 1 (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
2、 you 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
3、的。通过相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 1. Greet the Ss as usual. 2. Present some sentences about time. . Presentation1. 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?”。学生们在教师的扶植下答复时间
4、：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。. Presentation1. 出示几幅反映日常事务(如：起床、上学、跑步等)的图画，引导学生议论这些日常事务go to school，get u
5、p，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，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，将词语及图画进展搭配，完成la局部的学习任务。. Listening 1. 播放1b局部的录音让学生听，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. 引导学生完成1b局部的对话原文，并进展角色扮演2. 引导学生绽开Pairwork活动，进展口语交际活动，学会
6、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。 (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
7、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. S1: What time do you usually .?S2: I usually at . S1: Wow! I never so early. Explanations:1. five fif + ty = fifty 五十 four for + ty = forty 四十 2. always意为“总是，始终” usually意为“通常地，始终地” never意为“从未，绝不”. Role-play 1. Ask Ss to read the conversation in 2d. Then answer th
8、e questions below: Where does Scott work? What time is his radio show? What time does he usually get up? What time does he eat breakfast? What time does he usually go to work? 2. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then
9、try to act it out. 3. Ask some pairs to come to the front and act out the conversation. See which group does best. IX. Language points1. Brush v. 刷；刷净 n. 刷子e.g. He _ his shoes before he goes out every day. brushes Please pass us those _. brushes2. tooth n. 牙齿My sisters _ are white and pretty. teeth拓
10、展 tooth 的合成词：toothache 牙疼 toothbrush 牙刷 toothpaste 牙膏3. job及work辨析 job是可数名词, 主要指有酬劳的工作。work是不行数名词, 主要指要付出努力 的劳动。 e.g. Bob wants to find a good _. job I have much _ to do today. work She goes to _ at six oclock. work4. Thats a funny time for breakfast! time常和介词“for”搭配，表示“做的时间”。 e.g. We dont have too
11、much time for sports. 我们没有太多的时间开展体育活动。 Time for dinner, children. Go and wash your hands, please. 孩子们，饭好了。去洗手吧。辨析funny及funfunny是形容词, 意为“好玩的, 滑稽的”; fun是名词, 意为“好玩的事”；也可以是形容词，意为“好玩的，逗乐的，使人欢乐的”。两者含义上的差异：funny表示“好玩的, 滑稽的”, 它指的是一种滑稽可笑的“好玩”, 侧重点是让人觉得好玩或 发笑。而fun则主要指 “好玩, 好玩”, 不像funny那样强调“滑稽”。翻译下列句子。Thats th
12、e funniest joke Ive ever heard._这是我听过的最滑稽可笑的笑话。We had a lot of fun at Sarahs party._这里有很多供年轻人玩乐的东西。There are lots of fun things for young people._我们在萨拉的聚会上玩的很快乐。5. I usually exercise at about ten twenty. exercise 的用法小结: 作动词，“熬炼”。 e.g. 他爷爷每天早晨熬炼。 His grandpa _ in the morning. exercises 作不行数名词，“熬炼；运动”
13、。 e.g. 每天他都做大约十五分钟的运动。 He does about fifteen minutes _ every day. exercise 作可数名词，“体操；（技能）练习”。e.g. 我们每天做早操。 We do morning _ every day. exercises6. so Im never late for work. be late for 意为“做迟到” e.g. 汤姆常常上学迟到。 Tom is always _ _ school. late forX. ExercisesXI1. HomeworkInterview your friends. Ask and a
14、nswer questions about their day.Section A 2 (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 usually go to work at eleven oclock. H
15、es 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
16、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Gramm
17、ar 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 screen. Try to find the answers to
18、 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 with the Ss. . Practice 1. Look
19、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。. Writing 1. Look at 3b. Write so
20、mething 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 to their classmates. . Interview
21、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. First, ask and answer your friend:Yo
22、u: 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 wri
23、te 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 usually goes to school at se
24、ven 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. 总结一些日常活动的英语表达方式。 e.g. go to school, get up, get dressed2. 询问你的挚友们的日常活动的时间。 What time do you ? I usually Section B 1 (1a-2c) 一、教学目的： 1. 语言学问
25、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
26、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 usual. 2. Check the homework. Let some Ss re
27、port their family members daily activities. . Presentation1. 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；nine fifty-five 九点五十五分。(2) 文字表达法：先说“分”，再说“时
28、”，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。2. 出示几幅反映日常事务的图画，引导学生议论这些日常事务go to bed, do homework, take a walk, clean the room等，学习有关的动词短语。. Matching 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,完成1a局部的教学任务。
29、. Pairwork 1. 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。2. Let some pairs ask and answer aloud. . Listening 1. 让学生们先阅读1c局部的短语。 2. 播放1c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。3. Check the answers with the class
30、. . Listening 1. T: Now lets listen to the recording again. Write the time next to the activities you circled in 1c. 2. 再播放1c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, 完成1d局部中的学习任务。3. Check the answers. Pair work 1. 给学生展示1c, 1d听力局部的听力原文，并让学生进展角色扮演。2. 让学生依据听力局部的内容，进展两两相互提问。VIII. Warm up to 2b1. 让学生以小组的形式探讨他们认为的安康
31、的和不安康的日常活动，并完成2a局部的任务。2. 核对2a局部的答案。 IX. Reading 1. ScanningTell 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)? Mary is healthier.2. Ca
32、reful reading Ask Ss read the passage carefully and fill in the blanks. TimeTonys ActivitiesAt eight_gets up eats a quick breakfastAt eight thirty_ goes to school At noon_eat hamburgers After school_plays basketball for half an hour_ does his homeworkin the evening_watches TV or plays computer games
33、At ten thirtybrushes teeth and goes to bedTimeMarys Activities_ at six thirty gets up takes a shower and eats a good breakfast_ at eight thirtygoes to schoolAt twelve_eat lots of fruit and vegetables After lunch_ plays volleyball_eats ice-creamin the evening_does her homework, swims or takes a walkA
34、t nine thirtygoes to bed3. Let some Ss read out the healthy activities. Check the answers with the class.Post 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. X. Language points1. past prep. 晚于；过（时间）adj
35、. 过去的e.g. Its half _ ten. (过) past The danger was _. (过去) past2. homework n. 家庭作业 e.g. Do you have _ homework today? (much, many) much3. run v. 跑；奔e.g. My sister likes _ in the morning.（跑步）running拓展: runner n. 参与跑步的选手4. walk n. & v. 行走；步行 e.g. Our headteacher always _ to school every morning. walks拓
36、展: take a walk go for a walke.g. I want _ with you. (漫步）to take a walk Lets _. (去漫步）go for a walk 5. clean v. 清扫；弄干净 adj. 干净的e.g. Does he often _ his mothers room? clean We must keep our environment _. clean拓展: cleaner n. 清洁工 do some/the cleaning 6. so I usually eat very quickly.quickly adv. “很快地”，修
37、饰动词。e.g. Dont eat quickly. Its not a good habit. 别吃得太快，这不是个好习惯。拓展：quick adj. 快的；快速的e.g. Tom eats a quick breakfast, then goes to school. 汤姆快速吃完早饭，然后就去上学了。7. In the evening, I either watch TV or play computer games. either conj. 或者 adv. 也（用在否认词组后） either or “或者或者；要么.要么; 不是就是 ” 连接两个独立的词、短语或句子成份。当eithe
38、ror连接两个名词作主语时，谓语动词的时态和数应及最近的一个相匹配（就近一样） 。e.g. Either you or he _ right. isHe is good at _ singing _ dancing.（要么.要么）eitheror You neednt go to the shop _. (也）either8. she eats lots of fruit and vegetables for lunch. lots of及many, much的用法 都有“很多；大量”之意，但用法不同。1) lots of后面可以跟可数名词也可以跟不行数名词。e.g. He doesnt ha
39、ve lots of (=many) books. We have lots of (=much) work to do. 2) many及可数名词复数形式连用。e.g. There are many apples in the basket. 篮子里有很多苹果。3) much表数量时，只能修饰不行数名词。e.g. We dont have much milk. 我没有很多牛奶了。9. She knows its not good for her, but it tastes good!1) be good for 表示“对有益；对有好处”； be bad for表示“对有害；对有害处”。e.
40、g. Its good for our health to go to bed early and get up early.早睡早起对我们的安康有好处。Dont read in the dark. Its bad for your eyes. 不要在暗处看书，这对你的眼睛有害。2) taste意为“品味 的味道”。是连系动词，后面常跟形容词。 拓展：taste n. “味道”翻译下列句子。Apples taste good._ 苹果尝起来味道很好。Does the ice-cream taste nice? _ 冰淇淋的味道尝起来很好吗？The ice-cream has a taste o
41、f lemon. _ 冰淇淋有点柠檬的味道。 XI. ExercisesHomework Write down the activities you think are healthy and unhealthy.Section B 2 (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
42、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 homework. 3. Revision 1) Have a dictation of the new words and expressions learned yesterday.
43、2) Let some Ss read the passage aloud. . Reading and Speaking1. 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. 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