《Unit 2 What time do you go to school 教案.doc》由会员分享，可在线阅读，更多相关《Unit 2 What time do you go to school 教案.doc（17页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、Unit 2 What time do you go to school?Section A 1 (1a-2d)一、教学目标：教学目标： 1. 语言知识目标：语言知识目标：1) 能掌握以下单词：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 能掌握以下句型：
2、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. 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；用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。2.2. 情感态度价值观目标：情感态度价值观目标：本部分的话题是“日常作息时间” ，
3、学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。二、教学重难点教学重难点1. 教学重点：1) 掌握时间的简单表达方式。2) 学习询问和谈论时间和制订作息时间表。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
4、间，一边询问学生时间“What time is it?” 。学生们在老师的帮助下回答时间：Its six oclock. Its seven twenty. （给学生们解释在英语中时间的简单的表达方式）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，引导学生回答，从而引出本部分的重点目标句型。学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题 I get up at，从而学习本部分的重点目标句型。. Presentation1. 出示几幅反映日常事务(如
5、：起床、上学、跑步等)的图画，引导学生谈论这些日常事务 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 部分的图片，引导学生将词语与图画进行搭配。学生们观看 1a 部分的图片，将词语与图画进行搭配，完成 la 部分的学习任务。. Listening 1. 播放 1b 部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配。2. 学生们听 1b 部分的录音，根据所听到的内容，将时间与活动进行搭配，完成1b 部分的学习任务。3. Check the answers: . Pair work
6、 1. 引导学生完成 1b 部分的对话原文，并进行角色扮演2. 引导学生展开 Pairwork 活动，进行口语交际活动，学会运用 what time 引导的疑问句，用数词来询问和表达时间。. Listening 1. 让学生们先阅读 2a 部分的句子，理解大意。然后 播放 2a 部分的录音让学生听，引导学生根据对话内容进行填空。 (注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记录，最后，在听第二遍的时候再进行单词的书写。)2. 再播放 2a 部分的对话录音让学生听，引导学生写出 Jim 一家人的淋浴计划(时间)。3. 学生们再听 2a 部分的对话录音，写出 Jim 一
7、家人的淋浴计划，完成 2b 部分的教学任务。4. Check the answers. Pair work 引导学生展开 Pairwork 活动，完成 2c 部分口语交际的教学任务。提示学生们可以就 1a 部分的日常活动来进行问答。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，一直”usually 意为“通常地，一直地
8、”never 意为“从未，绝不”. Role-play 1. Ask Ss to read the conversation in 2d. 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 eat breakfast? What time does he usually go to work? 2. Play the recording for the Ss to list
9、en and repeat. Then let Ss work in pairs to practice reading the conversation. Then 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. brushesPle
10、ase pass us those _. brushes2. tooth n. 牙齿My sisters _ are white and pretty. teeth拓展 tooth 的合成词：toothache 牙疼 toothbrush 牙刷 toothpaste 牙膏3. job 与 work 辨析job 是可数名词, 主要指有报酬的工作。work 是不可数名词, 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. workShe goes to _ at six oclock. work
11、4. 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 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 与 funfunny 是形容词, 意为“有趣的, 滑稽的”; fun 是名词, 意为“有趣的事”；也可以是形容词，意为“有趣的，逗乐的，使人快乐的”。两者含义上的差别：funny表示“有趣的,
12、滑稽的”, 它指的是一种滑稽可笑的“有趣”, 侧重点是让人觉得好玩或 发笑。而 fun 则主要指 “有趣, 好玩”, 不像 funny 那样强调“滑稽”。翻译下列句子。Thats the 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._这里有许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开心。5. I usually exercise at about ten twenty.exerc
13、ise 的用法小结:作动词， “锻炼”。e.g. 他爷爷每天早晨锻炼。 His grandpa _ in the morning. exercises作不可数名词， “锻炼；运动”。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. 汤姆经常上学迟到。Tom is a
14、lways _ _ school. late forX. ExercisesXI1. HomeworkInterview your friends. Ask and answer questions about their day.Section A 2 (Grammar Focus-3c)一、教学目标：教学目标： 1. 语言知识目标：语言知识目标：1) 继续学习运用 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，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。 能掌握以下句型： What time do you usually get
15、up? I usually get up at six thirty. When do you go to work? I usually 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. 2.2. 情感态度价值观目标：情感态度价值观目标：通过对该部分内容的学习，让学生们学会
16、用频率副词谈论自己日常生活及日常作息习惯；学会更合理地安排自己的学习和课外活动时间；能够运用所学知识对某一活动进行合理安排，并培养学生良好的作息习惯和守时习惯。二、教学重难点教学重难点1. 教学重点：1) 总结归纳用频率副词谈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熟练运用用频率副词谈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谈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、教学过程三、教学过程. Warming- up and revision1. Greet the Ss and check t
17、he home.2. Let some pairs role-play the conversation in 2d. . Grammar Focus. 1. 下面是对用频率副词谈论自己日常生活及日常作息习惯的句型进行了总结。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
18、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 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 +
19、动词短语？或 _ + do + _ 主语+动词短语? 在答语中 always, usually, never 频率词等放在主语与谓语动词之间。5. Check the answers 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。要根据问句的内容确定答语的内容；或者根据答语的内容来确定问句的内容，特别是注意问句或
20、答语的人称或数。比如：第一个问句所为 you，因此回答应用第一人称“I”; I usually get up at six thirty on school days. 其他与之相类似。. 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 sentenc
21、es with their partners. Check each others answers. 4. Let some Ss read their sentences aloud 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 th
22、e class. JennyS2S3get up7:00 exercise8:00 eat dinner6:30 take a shower 9:00 go to school7:30 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 d
23、inner?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：让学生们一定要注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
24、 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 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
25、动的英语表达方式。e.g. go to school, get up, get dressed2. 询问你的朋友们的日常活动的时间。What time do you ? I usually Section B 1 (1a-2c) 一、教学目标：教学目标： 1. 语言知识目标：语言知识目标：1) 能掌握以下单词：half, past, quarter, homework, run, walk, clean, quickly, either, eitheror, lot, lots of, taste 2) 能掌握以下句型： When does Tom usually get up?He usua
26、lly gets up at half past five. I either watch TV or play computer games. It tastes good. 2.2. 情感态度价值观目标：情感态度价值观目标：本部分的学习内容仍是对“日常作息时间”的询问和表达，学习内容贴近学生的生活。通过互相询问和谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。二、教学重难点教学重难点1. 教学重点：1) 让学生们掌握另外两种表达时间的方式。2) 掌握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、读的训练来提高学生们综合运用英语的能力。2. 教学难
27、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，提高学生们的综合英语水平。三、教学过程三、教学过程. Warming- up and revision1. Greet the Ss as usual. 2. Check the homework. Let some Ss report 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 se
28、ven twenty. 帮助学生们用 past 和 to 来回答时间：Its twenty past six. (1) 数字表达法：按照时间的顺序，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”，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 五点十分；。quarter past seven 七点一刻；half past nine 九点半；a quarter to twelve 十二
29、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，引导学生谈论这些日常事务 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与钟表上用数字表达的时间一一配对,完成 1a 部分的教学任务。 . Pairwork 1. 引导学生进行 Pairwork 活动，就 1a 所学的内容进行问答练习，运用所学的目标句型:When do students usually eat dinner? They usually eat dinner at
30、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 部分的短语。 2. 播放 1c 部分的录音，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. . Listening 1. T: Now lets listen to the recording again. Write the time next to the activities you circled in 1c.
31、 2. 再播放 1c 部分的录音，引导学生根据所听到的内容写出活动所发生的时间, 完成 1d 部分中的学习任务。3. Check the answers. Pair work 1. 给学生展示 1c, 1d 听力部分的听力原文，并让学生进行角色扮演。2. 让学生根据听力部分的内容，进行两两互相提问。VIII. Warm up to 2b1. 让学生以小组的形式讨论他们认为的健康的和不健康的日常活动，并完成 2a部分的任务。2. 核对 2a 部分的答案。 IXIX. . Reading 1. ScanningTell Ss that Tony and Mary are brother and s
32、ister. 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)? Mary is healthier.2. Careful readingAsk Ss read the passage carefully and fill in the blanks. TimeTonys ActivitiesAt eight_get
33、s 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 gamesAt ten thirtybrushes teeth and goes to bedTimeMarys Activities_ at six thirtygets up takes a shower and
34、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 walkAt nine thirtygoes to bed3. Let some Ss read out the healthy activities. Check the answers with the class.
35、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. 过去的e.g. Its half _ ten. (过) pastThe danger was _. (过去) past2. homework n. 家庭作业e.g. Do you have _ homewo
36、rk today? (much, many) much3. run v. 跑；奔e.g. My sister likes _ in the morning.（跑步）running拓展: runner n. 参加跑步的选手4. walk n. 不是就是 ” 连接两个独立的词、短语或句子成份。当 eitheror连接两个名词作主语时，谓语动词的时态和数应与最近的一个相匹配（就近一致） 。e.g. Either you or he _ right. isHe is good at _ singing _ dancing.（要么.要么）eitheror You neednt go to the sho
37、p _. (也）either8. she eats lots of fruit and vegetables for lunch.lots of 与 many, much 的用法都有“许多；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可数名词。e.g. He doesnt have lots of (=many) books.We have lots of (=much) work to do. 2) many 与可数名词复数形式连用。e.g. There are many apples in the basket. 篮子里有许多苹果。3) much 表数量时，只
38、能修饰不可数名词。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；对有坏处”。e.g. Its good for our health to go to bed early and get up early.早睡早起对我们的健康有好处。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) tas
39、te 意为“品尝 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 of 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、教学目标：教学目
40、标： 1. 语言知识目标：语言知识目标：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安排和活动计划。2.2. 情感态度价值观目标：情感态度价值观目标：让学生们学会谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。因此，给学生提供一些实际活动的训练。可以有效地帮助学生更好地学会制订作息计划。 二、教学重难点教学重难点1. 教学重点： 复习“时间的询问和表达法”以及它在具体事务中的运用。2. 教学难点： 复习运用 what time 和 wh
41、en 引导的疑问句询问时间；运用数词表达时间。三、教学过程三、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. 2) Let some Ss read the passage aloud. . Reading 1. Tell Ss this is a daily routine of a Jack. Hes a stude
42、nt 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，掌握每个句子的意思。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，对这些活动来进行排序；因为第一句话已给标出，同学们也可以从第一句话开始，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“我有一个很好健康的生活习惯” ，可知接一下来应当是 Jack 例举他的生活习惯；对比这些时间点可知，第一项应是从起
43、床“get up” 开始。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, 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
44、自己日常的一些活动按时间的先后，列一清单。然后，按时间的先后顺序一个事情一个事情的写清楚。最后，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 write 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 bo
45、x below. First you should make phrases with the words in the boxes. 2. Make a model for the Ss first. taste 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 s
46、entences. 6. 指导：首先，应认真阅读每句话，根据上下文的意思来确定空格处的意思。然后，综合阅读所有句子，来确定出最佳的答案。7. 学生们根据老师的指导方法，阅读每个句子，并找出最佳的答案。8. Check 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，掌握短文的大体意思（可知是问答每天日常生活时间按排） ；其次，还要根据句子的主语来确定谓语动词的数。然后，根据括号中的提示来进行提问或回答。最后，再通读一遍自已编写的对话，看是否通顺恰当。3. Ss work by themselves. Try to make questions and answers with the words in the brackets. 4. Let some pairs