2013人教版七年级英语下册Unit 2 Period 1 Section A

Unit 2 What time do you go to school?

单元要览

本单元的话题是“日常作息”，功能为“讨论作息习惯”和“谈论时间”。通过本单元的教学，要引导学生掌握重点句型“What time do/does.…？”“When do/does.…？”。学会询问时间的正确表达法，并学会用频率副词谈论自己的日常生活及日常作息习惯；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，养成良好的作息和守时习惯。

听

说

1．用what time和when引导的特殊疑问句来询问时间；

2．学习表示频率的副词。

1．训练学生通过听快速、准确地获取所需信息的能力；

2．训练学生根据所听信息完成选词、连线和填词等简单听力任务的能力。

教会学生运用what time和when引导的特殊疑问句来询问时间，合理说出自己

的学习和课外活动时间是怎么安排的。

指导学生读懂有关托尼和玛丽兄妹饮食习惯的文章并完成相关的任务。

语法

．

读

语言技能

学策习 略

写 指导学生利用课堂上所获取的知识来表达自己的日常作息习惯。

1．培养学生探究学习和主动用英语进行交际的意识；

2．指导学生学以致用，把所学的知识运用到生活实践中去。

类别人

情

感

内容

1．指导学生更合理地安排自己的学习和课外活动时间；

2．指导学生运用所学知识对某一活动进行合理安排，培养学生良好的作息习惯和守时

态 习惯，

度 3．让学生了解同学、朋友等人的时间安排，培养同学之间和睦相处、互相帮助、团结友爱的精神。

文化

意识

1．了解不同人日常作息时间的特点，培养自己健康的生活方式；

2．学会更合理地安排自己的学习和课外活动时间。

本单元的课时安排与具体教学建议如下：

Period 1 Section A(la-lc)

I.教学准备

1．教师：多媒体课件，睡觉、吃饭、做作业、洗澡、刷牙等的图片。

2．学生：钟表、调查用的表格。

Ⅱ，教学目标

1．通过看图说话、师生问答、听录音、角扮演等形式，掌握本课的up, brush,

tooth,shower,usually,fortY等单词和get up,get dressed,take a shower等动词短语。

2．通过师生问答、角扮演、采访调查、做游戏等形式学会“What time

usually get up?' ,并能用英语谈论、描述自己的日常作息时间；学会用频率副词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。

Ⅲ．教学重点

1．掌握本课的英语单词和短语；2．掌握本课时句型What time usually get up?

Ⅳ，教学难点

1．what time和when引导的特殊疑问句。

2．不同时间的表达法。

V．教学步骤

Step l:Revision &Warming up

建议1：通过让学生学唱英文歌进行热身。教师在多媒体课件上呈现视频歌曲“Lucyand l”，并让学生学唱，从而导人本课时要学习的语言项目“What time do you usually getup?""I

usually get up at six thirty. "Lucy and 11 go to school at six.

I go to school at six.

Lucy goes to school at eight.

I go to school at six.

1 go home at four.

I go home at four.

Lucy goes home at three,at three.

I go home at four.

I go to bed at nine.

I go to bed at nine.

Lucy goes to bed at ten.

I go to bed at nine.

建议2：通过复习导入。教师用多媒体播放几种乐器的演奏声，让学生通过判断来复习上单元学过的单词。然后播放几种钟表走动的嘀嗒声以及呜叫声，让学生猜这是什么声音。

等到他们猜到答案后，教师出示课前准备好的各种钟表的图片。然后说These are clocksand

watches ; they can tell us the time in daily life.

从而引出话题，导入本单元的教学内容（描述自己的日常作息）。

Step 2:Present the new words

建议l：教师通过图片向学生呈现新单词。以图片的形式呈现新单词，更直观、更便于学生记忆。

① you, get up(6:00) ② your sister, get dressed(6:40) ③ your mother, brush

teeth(5:40)For example:

T:Look at Picture 1. What time do you get up?

Sl:I get up at 6:00.

T:Look at Picture 2. What time does your sister get dressed?

Sl:She gets dressed at 6:40.

T:Look at Picture 3. What time does your mother brush teeth?

Sl:She brushes teeth at 5:40.

（教师可以采用此法呈现本课时的其他词汇。形象、直观地让学生来学习新单词。）

建议2：通过“猜谜语”的方式向学生呈现新单词。

教师通过做动作来表达自己的日常作息，然后，让学生猜是什么活动并猜出是几点进行的。通过这个游戏可以培养学生的猜测能力，增强学生对表达日常作息单词的记忆。

For example:

T:Now please guess what I am doing.（教师做起床动作）

Sl:Are you getting up?

T:Yes. What time do I get up? Do you know?

Sl:Do you get up at 5:00?

T:No.

S2:Do you get up at 5:40?

T:Great. .

T:Now please guess what 1 am doing.

（教师做吃早饭的动作）S3:Are you eating breakfast?

T:Yes. What time do 1 eat breakfast?

S4:Do you eat breakfast at 7:00?

（用“猜谜语”的方式向学生呈现新单词，寓教于乐，把单词融人情境中，让学生更容易记忆这类单词。教师可以采用此法呈现本课时的其他词汇。）

Step 3:Practice the new words

建议1：让学生把la部分中的动词短语与对应的活动图画连接起来。教师呈现本课日1表示活动的图片，然后让学生用英语说出该图片中活动的英语表达。

For example:

T:Look at the pictures. Can you say them in English?

Ss:Yes,go to school,get up,get dressed,brush teeth,eat breakfast,take a shower. .

T:Great !

建议2：让学生做连线题，对词汇进行进一步的操练和巩固。

1. go to school A．洗淋浴2. get up B．吃早餐3. get dressed C．刷牙

4. brush teeth D．穿衣服5. eat breakfast E．起床6. take a shower F．去学校

Step 4 : Listening practice

1．让学生听lb部分的录音，把时间和活动相匹配，并在钟表和图片间连线。

2．让学生跟录音读。（目的是让学生能够正确地读、说新词汇，为下一步的同伴表演打下良好的说的基础。）

3．让学生与同伴分角朗读并表演对话。目的是培养学生的口头表达能力。

（通过做听力练习，可以锻炼学生的听力，帮助他们巩固学过的单词和句型，为下面的对话学习打下良好的语言基础。）

Step 5:Present the conversation

建议1：教师通过与学生谈论教材插图，向学生呈现下列句型What time do you usuallyget

up? I usually get up at six thirty. What time does Rick eat breakfast? He eats breakfastat

seven o'clock.

For example:

T:Look at the picture. What time do you usually get up?

Sl:I usually get up at six thirty.

T:What time do you usually go to school?

S2:I usually go to school at 8:00.

T:What time do you eat breakfast?

S3:1 eat breakfast at 7:40.

T:What time do you usually take a shower? ' .

S4:I take a shower at 6:10.

（继续讨论插图中的其他画面，让学生充分认识和了解本课时的重点句型。）

建议 2:Play a guessing game教师播放多媒体课件，其画面的大部分被遮住，让学生去猜画面中的人在做什么？大约是几点？用此方法，让学生在猜测的过程中，运用what time提问时间和表达日常活动，同时对学生的交际能力进行训练。

Step 6:Practice the conversation

建议1：教师让学生充分操练lc中的句型，然后编写自己的对话来操练新句型，并上台来表演对话。

For example:

Sl:What time do you usually get up !

S2:I usually get up at 6:00.

Sl:What time do you usually brush teeth?

S2:1 usually brush teeth at 6:10.

T:Who can act your conversation?

Sl/S2 : We can . . .

建议2:Play a game.

课上到这里，学生累了，注意力开始分散了。做个游戏，轻松一下，活跃一下课堂的气氛。教师说“We are tired:we want to relax. What can we do？”以击鼓传花的形式，鼓声在哪个学生那儿停，哪个学生就用英文来表达自己的日常作息时间。可以加上动作，生动形象。

做得好的教师给予鼓励。比如有的学生说I usually brush teeth at 6:00.学生边说边做动作，在欢乐的氛围中轻松复习重点内容，体会将英语运用到日常生活中的快乐。

Step 7 :Additional task建议1：做调查。教师把学生分成若干组，从每组中选择一位组长，让每组进行调查。在三分钟内调查最多学生的小组是获胜者，最后要全班学生展示调查结果。

People

1．

2．

3．

4．

Get up

Take a shower

Eat breakfast

Go to school

建议2：让学生来采访英语老师的日常作息时间，并记录下来，以My Teacher's Day为题写一篇小短文，来巩固所学的知识。

For example:

Sl:Good morning,Miss Li. Can I ask you some questions?

T:Yes,please.

Sl:What time do you get up?

T:I usually get up at 5:00.

S2:Oh,very early. What time do you take a shower?

T:I usually take a shower at 6:00.

My Teacher's Day

My English teacher is Miss Li. She gets up at 5:00. And she takes a shower at 6:00.

Step 8:Summary

教师让学生总结本课时所学语言项目。

Step 9:Homework

1．描写家人的日常作息活动。如：My mother's dayo2. Interview :采访你同伴的日常作息活动，并写一份采访报告。

板书设计

Unit 2 What time do you go to school?

Period l Section A(la-lc)

New words and expressions

up

brush

tooth

shower

usually

fifty

forty

get up

get dressed

take a shower

Structures

A:What time do you usually. . . ?

B:I usually get up at. . .

A:What time does Rick. . . ?

B: He eats breakfast at. . . o'clock.

活动探究

让学生调查自己家庭成员一天的作息时间，并完成下面表格。

Name

Take a

shower

Have

break-

fast

Go to

work/

school

Have

lunch

Get

home

Have

Go to bed

Get up

supper

Father

Mother

Sister/

Brother

备课资料

1. What time do you usually get up?

你通常什么时候起床？

get up"起床”，是固定词组。例如：

I usually get up at six.

我通常在6:00起床。

辨析：what time与when

what time

when

用来询问具体的时刻。

-What time do you begin classes?

你什么时候开始上课？

At eight.在八点钟。

用来询问年、月、日，也可

-When do you go to Beijing?

你什么时候去北京？

-Tomorrow．明天。

以对具体时刻进行提问。

2．tooth“牙齿”，其复数形式为teeth，类似的名词还有foot“脚”，其复数为feet。

3．辨析：时间介词at，ln，on

词条

at

in

on

用法

用来表示在某一具体的时刻或

用于某一时间的固定搭配中。

示例

at six在六点

at noon在中午

用在月份、季节、年份等前面；也

in May在五月；in winter在冬天

可以用于表示“在早上／下午／

晚上”。

in the morning/afternoon/evening在早上／下

午／晚上

on October lst在十月一日

在六月一日的下午

用于具体的某一天前，也可以用

on Sunday在星期日

于具体某一天的某一段时间前。

on the afternoon of June lst

Period 2 Section A(2a-3c)

I.教学准备

1．教师：多媒体课件、录音机和磁带、洗淋浴的图片。

2．学生：调查用的表格；制作自己或朋友的作息时间表。

Ⅱ，教学目标1．通过看图说话、师生问答、听录音、角扮演等形式，掌握fifty, never, early,

job,work , station, o'clock , funny, exercise , best , group等单词和短语radio station。

2．通过师生问答、角扮演等形式，学会用what time和when引导的特殊疑问句，并能用英语谈论自己或他人的日常作息活动。

Ⅲ．教学重点

1．掌握本课的英语单词和短语；

2．掌握本课时句型“What time do you usually get up?" "I always get up at five fifty. ""When

does Scott go to work?" "He always goes to work at eleven o'clock. He's never late. "并能在语言交际中，熟练地使用以上句子结构。

Ⅳ．教学难点

运用本课时的句子结构，描述自己或他人的日常作息活动。

V.教学步骤

Step I:Revision & Warming up

建议1:A game-Stand up if you know the clock time and say itFor example:

T:What's the time? (Show the time. )

Ss: ( Answer. )（相同方法复习时间的表达法。）（教师与学生自由交际复习巩固所学的知识。）

T:Hello. What time do you usually get up?

Sl:Let me think. Oh,I usually get at six.

T:What time do you always eat breakfast?

Sl:l always eat breakfast at seven.

T:What time do you often go to school?

Sl:l often go to school at seven thirty.

建议 2:A report-Show the results of homework

For example:

When one student reads,the others listen carefully. Then the members of the group

willask questions,and this reporter will have to answer them.

（通过师生对话和生生对话，迅速热身。培养学生听取信息的能力和竞争意识，创造用英语交流的机会。同时，通过报告对学生的作业进行检查，并为下面的阅读和写作扫清诃汇和句型的障碍，便于引出本课的目标语言。）建议3：通过学唱英文歌曲来进行复习与热身。例如：多媒体视频“Round the Clock”

Round the ClockRound the clock the hours go,Sometimes fast and sometimes slow,Tell me

what the two hands say,They will tell the time of day,Nine o'clock,it's time for bed.

Come with me,you sleep ahead.

Round the clock the hours go,Sometimes fast and sometimes slow,Tell me what the two

hands say, .

They will tell the time of day,Twelve o'clock,it's time to eat.

Come with me,we'Il have a treat.

Step 2:Present the new words

建议1：教师通过图片向学生呈现新单词。以图片的形式呈现新单词，更直观、更便于学生记忆。

For example:

T:Look at Picture he funny?

Ss : Yes, he is.

T:Can you spell "funny"?

Ss:Yes. F-U-N-N-Y,funny.

T:Great !

（教师可以采用此法呈现本课时其他的词汇。）

建议2：教师播放多媒体课件，其中画面的大部分被遮住，让学生去猜画面中的人在做什么？用此方法让学生在猜测的过程中，运用刚刚学过的单词exercise，funny，early, best等等，同时对学生的交际能力进行训练，从而达到更好的学习效果。

Step 3:Practice the new words

建议1：通过师生自由交际，将新单词融入句子中。创设语言情境，充分调动学生参与对话的主动性和积极性，寓教于乐，并能达到学以致用的效果。例如：

T:(Show a picture of exercise. )What time do you usually exercise?

Sl:I usually exercise at ten o'clock.

T:When do you go to work?

Sl:I go to work at eleven o'clock.

T:Is your job funny?

Sl:Yes,it is. It's very interesting and funny.

T:Where do you work?

Sl:I work at a radio station.

建议2:Make a survey.

让学生小组内做个调查，调查小组成员起床、刷牙、洗淋浴、锻炼的时间安排。填入下表。并写个调查报告。

Name

Sl

S2

S3

I

Get up

5:30

5:50

5:30

5:00

Brush teeth

5:40

5:55

5:40

5：10

Take a shower

5:45

6:00

5:50

5:20

EXerClSe

6:00

6:20

6:10

5:50

For example:

Sl gets up at 5:30. She brushes teeth at 5:40. She takes a shower at 5:45. And

sheexercises at 6:00. S2 gets up at. . .

Step 4:Listening practice

1．听前教师让学生细心观察文中的图片，使学生对要听的内容有个大体的了解，这样可以降低听力题的难度，为学生听力能力的发展打下基础。让学生听2a部分的对话录音，并完成方框中的句子。

（对话听两遍。第一遍，了解大意，边听边写。第二遍，边听边检查答案。）

2．让学生再听一遍2a中的录音，完成2b中Jim家庭成员的淋浴时刻表。这样学生边听边做，由听到做，层层深入，既降低听力内容的难度，又使学生的听力能力得到良好的训练。

3．教师让学生起来说说自己听后的答案，讨论并核对一下。然后让学生跟录音机读，并进行角表演，目的是培养学生正确的语音、语调，培养学生的语感，为下面完成自己的对话做准备。

4．让学生与同伴分角表演2a/2b中的对话。然后小组内编个自己的对话，达到灵活运用所学语言知识的目的，训练学生说的能力，并且通过小组合作学习培养学生的交际能力，与人相处的能力与合作意识。

For example:

Sl:What time do you usually get up?

S2:1 usually get up at 6 o'clock.

Sl:What time do you usually take a shower?

S2:I usually take a shower at 6:30.

. Sl:What time does your father get up?

S2:He gets up at 5:30.

Sl:What time does he take a shower?

S2:He takes a shower at 5:50.

Step 5 ; Present the conversation

建议1：教师针对2d对话内容层层深入地提出几个问题，让学生带着问题去读，读后回答老师提出的问题。这样既训练学生读的能力，同时让学生更好地了解对话，为下一步学习对话'-What time do you usually get up? -I always get up at five fifty. -When does Scottgo to

work? -He always goes to work at eleven o'clock. He's never late.，‟打下基础。

1. Talk about Scott's timetable.

T:Let's read 2d and answer this question.

Q:What time does Scott get up?

Ss:（读并且回答问题）2. Let's read 2d and answer these questions.

Ql:Where does Scott work?.

Q2:When does he go to work?

Q3:What time does he exercise?

Ss:（读并且回答问题）（通过回答问题，学生在一定语境下学习和运用新的描述方法，同时把阅读改成对话提问也为下面的新课做铺垫。）

3．根据录音机跟读2d对话，然后小组内分角朗读和表演2d。

建议2：通过讨论Tom -家人的日常活动调查表中的内容，让学生对对话“-What timedo

you usually get up? -I always get up at five fifty. -When does Scott go to

work? -Healways goes to work at eleven o'clock. He's never late.‟‟有一个更深的认识，以便于下面的学习和操练。

Name/Activities

TOm

Sister

Mother

Father

Get up

5:30

5:50

5:30

5：00

Brush teeth Take a shower

5:40

5:55

5:40

5：10

5:45

6:00

5:50

5:20

LXerClSe

6:00

6:20

6：10

5：50

??For example:

Sl:What time do you usually get up,Tom?

S2:I usually get up at 5:30.

Sl:What time do you usually take a shower,Tom?

S2:I usually take a shower at 5:45.

Sl:What time does your father get up?

S2:He gets up at 5:00.

Sl:What time does he take a shower?

S2:He takes a shower at 5:20.

NStep 6:Practice the conversation

建议1：教师让学生通过回答3a中的问题巩固训练句型“What time do

?”“Iusually/always/never.”让学生加深对频度副词的认识和运用。回答完问题之后同桌之间利用Ask and answer的方式，谈论各自的答案（答案不唯一），来训练学生的发散思维能力。

然后让学生两人一组，针对个人作息安排提出更多的问题，并让同伴做出回答。

For example:

SA:What time do you usually brush your teeth?

SB:I usually brush teeth at 6:30. ‟

SA:What time do you usually get dressed?

SB:I usually get dressed at 5:50.

SA:What time does your father go to work?

SB:He goes to work at 8:00.

SA:What time does he eat breakfast?

SB:He eats breakfast at 7:00.

建议2:Make a survey. Interview four of your classmates. Find out what time they

dothese activities. Then give a report to the class.

Activities/Name

Get up

Exercise

Eat breakfast

Take a shower

Go to school

Li Xin

6:00

6：10

7:20

6:50

7:50

Rick

Bill

For example:

In our group,Li Xin usually gets up late on weekends. She gets up at.…

建议3:Play a guessing game以击鼓传花的形式，鼓声在哪个学生那儿停，哪个学生就用英文来说说自己的日常活动。该活动能增加英语学习的趣味性，学生认识到学习英语的目的在于交流，乐于用英语表达自己的真实想法。本活动的目的是让学生学会如何用英语表达自己和他人的日常作息时间，同时学生在轻松自在的游戏中享受学习英语的快乐。

Step 7 :Additional task

建议1：教师出示两张学生熟悉的明星照片，并附带其作息时间表，让学生根据表格内容和所学的句式(What time do ？I does.…．？He/Shealways.)两人一组编写对话，并写下来。

Name

Yang Mi

Miao Pu

Get up

5:30

6:20

Take a shower

6:00

7:00

Eat breakfast

7:00

7:30

LXerClSe

5:45

6:30

Go to bed

10:00

11:00

example:

Sl:Look at Picture 1. Who is she,do you know?

S2:Yes,she is Yang Mi.I like her very much.

Sl:Yeah. Let me ask you some questions. What time does she usually get up7S2:She

usually gets up at 5:30.

Sl:What time does she take a shower?

S2:She takes a shower at 6:00.

建议 2:Friend's timetableT:We've finished the survey and know something about some

stars' timetable. Now,you have some minutes to write your friend's timetable. Let's know

the daily life about yourfriend.

For example:

Li Xin is my friend. She usually gets up at 6 0'clock. And she exercises at 6:10. Thenshe

takes a shower at 6:50. She eats breakfast at 7:20. She usually goes to school at 7:50.…+

Step 8:Summary

让学生们回忆这节课学到了什么，并多位学生起来回答，目的在于培养学生的思考能力和归纳总结的能力。

啼Step 9：Homework

假如这个周末你可以自由支配，请设计出你喜欢的活动，并根据这些内容以My Day为题写一篇作文。

板书设计

Unit 2 What time do you go to school?

Period 2 Section A(2a-3c)

New words and expressions

fifty

never

early

job

work

station

radio station

o'clock

funny

exercise

best

group

Structures

-What time do you usually get up?

-I always get up at five fifty.

-When does Scott go to work?

-He always goes to work at eleven o'clock.

He's never late.

活动探究

周末到了，周六是属于你自己的时间，请以My Saturday为题合理安排自己一天的活动。

11me

Activities

get up

take a shower

have breakfast

visit grandparents

have lunch

备课资料

1．never是副词，意为“从不；绝不”，是否定副词，其反义词为always。例如：

Alice always goes to school on time. She is never late for class.

艾丽斯总是按时去上学。她上学从不迟到。

2．辨析：job与work

Ijob

1 work

作“工作”讲是可数名词。

作“工作”讲是不可数名词。

We like our jobs．我们喜欢我们的工作。

I have lots of work to do．我有许多工作要做。

3．funny“奇怪的；滑稽好笑的”，是由名词fun双写n再加形容词后缀y构成的形容词，类似的还有sunny(晴朗的)。

4．exercise的用法

(1)作动词，意为“锻炼”。例如： ；My parents often exercise in the morning．我父母经常早上锻炼。

(2)作名词，作“锻炼，运动”讲是不可数名词；作“体操；练习”讲是可数名词。例如： If you

want to be very strong,you should take more exerclse. 如果你想很强壮就应该多锻炼。 We do morning exercises every day.我们每天做早操。 Ihave no time to play with

you because I have to do my English exercises. 我没有时间和你玩，因为我必须做英语练习题。

5 best意为“最好的”，是good和well的最高级。better是good和well的比较级。

Period 3 Section B(la-le)

I.教学准备

1．教师：录音机和磁带，吃饭、做作业、睡觉等的多媒体课件，调查用表格。

2．学生：有关自己日常作息活动的照片。

Ⅱ．教学目标

1．通过看图说话、师生问答、听录音、角扮演等形式，掌握新单词half，past，quarte„，homework，run，walk，clean并掌握关于日常作息时间的表达法。

2．通过师生问答、角扮演等形式，学会“When do students usually eat dinner? They

usually eat dinner at a quarter to seven in the evening.”。

Ⅲ，教学重点

1．时间表达法；

2．用所学的句型询问作息时间；描述自己或他人一天的作息时间ot

Ⅳ，教学难点

用所学的句型询问作息时间；描述自己或他人一天的作息时间。

V．教学步骤

NStep 1:Revision&Warming up

建议1：让学生以报告的形式呈现家庭作业，教师根据家庭作业的内容提出问题并让学生口头回答。（检查上节课的作业完成情况，根据学生表达的内容提出几个问题，让学生回答，不仅可以使学生集中注意力去听，还可以检查听的效果，从而达到训练听力的目的，培养学生听取信息的能力和竞争意识，创造用英语交流的机会，同时为下面的阅读和写作扫清词汇和句型障碍。）

T:Now take out your homework. When one student reads,the others listen carefully.

Then l will ask questions,and he has to answer them.

(After listing)T:OK,all of you have heard the report,and l will ask you some questions

about the report. What time does he get up?

Sl：He gets up at.（提问3个类似的问题。）

建议2：利用说唱复习上课时所学语言项目，并达到课前热身的目的。

What time do you get up?

What time do you get up?

I get up at 6 o'clock,6 o'clock.

What time do you take a shower?

What time do you take a shower?

I take a shower at 7 o'clock,7 o'clock.

What time do you go to school?

What time do you go to school?

I go to school at 8 o'clock,8 o'clock.

建议3：通过师生自由交际进行热身。通过师生自由交际，复习已学过的句型和词汇，为下一步更好地学习打下坚实的基础，并训练学生的口语表达能力。利用多媒体课件，激起学生的学习兴趣。

T:Look at the screen.（教师出示指针指向8:30的钟表）What time is it?

Ss:It's eight thirty.

T:Or you can say half past eight.

T:What time do you go to school?

Sl:l go to school at 8:00.

T:What time do you eat breakfast?

S2:1 eat breakfast at 7:30.

Step 2:Present the new words

教师通过图片向学生呈现新单词。以图片的形式呈现新单词，更直观，更便于学生记忆。

For example:

T:Look at Picture 1. What's he doing?

Ss:He's doing his homework.

T:Can you spell "homework"?

Ss : Yes. H-O-M-E-W-O-R-K, homework.

T: Great ! Read after me. " Homework,homework. . . ". When do you do your

homeworkevery day?

Sl:I usually do my homework at 5:30.

T:Do you know how to read it?

S2 : Five thirty.

T:Good. Or we can say half past five.

Step 3:Practice the new words

建议1：通过游戏的方式，将新单词加以训练。创设情境，充分调动学生参与对话的积极性，寓教于乐，达到学以致用的效果。（教师让学生猜测自己的日常作息时间。通过学生的猜测，让学生训练刚刚学习的单词。） ，

For example:

T:What time do I get up?

Sl:Do you get up at 6:00?

T:No,l don't get up so late.

S2:Do you get up at half past five?

T:Yes,I do. What time do I run?

S3:Do you run at 5:50?

T:No,l don't.

S4:Do you run at a quarter to six?

T:Yes,you are clever.

（教师可以用此法对其他单词进行训练，也可以让学生小组之内运用此法，以小组合作、共同参与的方式训练新单词，为下一步的听说训练打下良好的基础。）

建议2:1. Enjoying the activities in the book. (la)T:Please look at the pictures in la. What

can you see?

Ss:Do homework,eat dinner,eat breakfast,go to bed,half past six in the morning,a

quarter to past three in the afternoon,..

T:Now match the activities with the time of day.

2. Check your answers with your partner. Then ask and answer with your partner and

write them down.

For example:

Sl:When do students usually eat dinner?

S2:They usually eat dinner at a quarter to seven in the evening.

Sl:When do students go to bed?

S2:They usually go to bed at a quarter to ten in the evening.

Sl:When do

Step 4:Present the conversation

建议1：教师出示一组日常活动的照片，让学生根据照片和提示句型，小组内编个对话，并表演出来。这样能引发学生学习的兴趣，调动学生的学习积极性，使学生积极地投入到老师创设的情境中。

(When does he/she usually eat dinner? He/She usually eats dinner at…)For example:

T:Look at Picture 1. When does he do his homework?

Sl:He does his homework at 6:00 in the evening.

T:When does he go to bed?

S2:He goes to bed at 9:00 in the evening.

T:When does he eat breakfast?

S3:He eats breakfast at half past seven in the morning.

建议2：教师出示自己的作息时间表，针对表格内容和学生开展讨论，引出重要句型：

When does he/she usually eat dinner? He/She usually eats dinner at…．

Name

l Miss Li

Get up

5:30 AM

Eat breakfast

7:45 AM

Eat dinner

6:00 PM

Go to bed

9:20 PM

For example:

T:Look at the chart. Answer some questions. When does Miss Li get up?

Ss:She gets up at half past five in the morning.

T:When does she eat breakfast?

Ss:She eats breakfast at a quarter to eight in the morning.

（谈论Miss Li的日常作息时间表，感知句型，为下一步的学习打好基础。）

Step 5:Practice the conversation

建议1：教师播放多媒体课件，让学生根据图片的内容和文字提示自由问答，一开始师问生答，然后是生生问答。创设情境，活跃气氛，让学生在轻松的氛围中训练句子结构：

When does he/she usually eat dinner? He/She usually eats

For example:

T:Look at Picture do they eat dinner?

Sl:They eat dinner at 5:00 in the evening.

T:When does he go to bed?

S2:He goes to bed at half past nine in the evening.

T:When does he eat breakfast?

S3:He eats breakfast at half past sevenin the morning.

建议2：再次出示说唱的画面，让学生跟随欢快的音乐感受本节课所学的内容。

What time do you get up?

What time do you get up?

I get up at 6 0'clock,6 0'clock. .

What time do you take a shower?

What time do you take a shower?

I take a shower at 7 0'clock,7 0'clock.

Step 8:Summary

教师让学生一块总结本课时所学内容，然后教师再进行补充。

Step 9:Homework

根据lc/ld的录音原文，以Tom's day为题写一篇不少于60词的作文。

板书设计

Unit 2 What time do you go to school?

Period 3 Section B(la-le)

New words

half

Structures

past

quarter

homework

run

walk

clean

A:When do students usually eat dinner?

B:They usually eat dinner at a quarter to seven in the

evening.

活动探究

让学生课下搜集一些关于时间的谚语和惜时如金的经典故事并记录下来。

备课资料

时间表达法：

1．正点表达法如果时间正好是整点，可以用“基数词+o'clock”表示。o'clock也可以省略。例如：

在九点钟，可以表达为at nine o'clock或at mne。

2．非整点表达法

(1)顺读法：按照“先时后分”的顺序，都用基数词读出。例如：4：20读作four-twenty。

(2)逆读法：即借助介词past或to，按照“先分后时”的顺序表达。

①当分钟数小于或等于30分钟时，用“分钟数+past+钟点数”表示。例如：8：05读作five past eight;8:30读作half past eighta②当分钟数大于30分钟时，用“60减去分钟数+to+下一个钟点数”表示。例如：8：40读作twenty to nine。

温馨提示：

(1)通常我们在表示时间的数字后面加上am或pm，以便区分上、下午。例如：7：00 am表示上午七点，7:00 pm表示下午7:00。

(2)如果表示不确切的时间，可以在时间前面加上介词around或about。例如：ataround(about)7:00意为“大约7:00”。

(3)我们通常在时刻前加介词at来表示“在几点”，例如：“在六点半”为at half past six。

Period 4 Section B(2a-Self Check)

1．教学准备

1．教师：录音机和磁带、多媒体课件。

2．学生：家庭作业(Tom's day)，自己或家人的饮食习惯调查。

Ⅱ．教学目标

通过看图说话、师生问答、听录音、角扮演等形式，掌握新单词either，taste，life，quickly，lot和短语either.…or.…，lots of，并了解什么是健康的日常作息习惯，什么是不健康的日常作息习惯，养成良好的日常作息习惯。

Ⅲ．教学重点

1．掌握本课的单词、短语和句型；

2．进一步掌握有关询问和确定日常作息时间的方法。

Ⅳ．教学难点

通过对他人的健康或不健康的日常作息时间的学习来提高口语交际能力；并能运用所学的知识进行交际活动，来描写自己健康或不健康的日常作息时间。

V．教学步骤

Step l:Revision＆Warming up

建议1：一位学生来朗读自己的家庭作业Tom's day，其他学生听并回答老师针对学生的家庭作业内容的提问。通过这种方式检查上节课的作业完成情况，使学生集中注意力去听，

还可以检查听的效果，从而达到训练听力的目的。培养学生听取信息的能力和竞争意识，创造用英语交流的机会。同时，为下面的阅读和写作扫清词汇和句型障碍。

For example:

T:I will ask one student to read his homework,and then others should pay attention

tothe letter.I will ask you some questions about his homework.

Sl：( Read the letter.)T:What time does Tom get up?

S2：He gets up at.…（提问3个类似的问题。）

建议2：让学生根据图片进行自由交际。教师利用多媒体向学生呈现一些动作的图片，让学生根据图片内容进行问答练习。

For example:

T:What time do they play sports?

Sl:They play sports at 6:00.

T:Is it healthy?

Sl : Yes,it is.

T:Do you like eating vegetables?

S2:Yes,I do.

T:When do you eat vegetables?

S2:I eat vegetables at breakfast.

T:Do you like eating ice-cream?

S3 : Yes,I do.

T:Is it healthy?

S3:No,it isn't.I know it isn't good for my health. But it tastes good!

（让学生用以上句型来对日常活动进行问答练习，训练学生的听说能力，为读、写打下坚实的基础。）

建议3：通过自由交际的方式，引导学生复习已学过的知识，以旧带新。

For example:

T:What time do you get up?

Sl:l get up at 6:00.

T:When do you usually take a shower?

Sl:I usually take a shower at 6:30.

T:When do you eat breakfast?

Sl:I usually eat breakfast at 7:20.

T:What do you like to eat for breakfast?

Sl:l usually eat vegetables.

T:It's very healthy. What does your sister like to eat for breakfast?

Sl:She eats nothing for breakfast. She usually gets up at 7:30.

T:It's very late. And it's not good for her.

Sl:She knows it's not good for her,but it's too late for her.

Step 2：Pre-reading

建议1：教师出示一份自己的日常作息活动时间表，并引发学生的学习兴趣。同时让学生去了解一些日常生活习惯，哪些是健康的？哪些是不健康的？

Name

Miss Li

Not eat

breakfast

Eat vegeta- Eat ice-

cream

bles

Take a

walk

Get up early Play sports

For example:

T:Look at the chart.I have healthy and unhealthy habits. Which habit is healthy?

Canyou tell me?

Ss:Get up early/Play sports/Eat vegetables/Take a walk.

T:Which habit is unhealthy?

Ss:Don't eat breakfast/Eat ice-cream.

T:What about Tony and Mary's habits? Let's read 2b,and find the answer.

建议2：让学生在2a中选出他们认为健康的生活方式，在其下面打(√)。然后，小组内展示自己的想法，并且把讨论的结果写下来。

Eat ice-

cream

Eat vegetables

Take a walk

Go to bed early Eat quickly Play sports

For example:

Sl:I think healthy activities are goIng to bed early,playing sports,eating vegetables

andtaking a walk. Unhealthy activities are eating quickly and eating ice-cream.

S2:I don't think so.I think eating vegetables is healthy and eating ice-cream is

healthytoo.

S3：…

Step 3:While-reading

1．Fast reading

让学生快速阅读短文并在文中圈出健康的活动，让学生了解文章大意，培养速读能力。

（教师同学展示答案，如果不完整可以其他同学做补充。鼓励同学积极回答问题，积极参与课堂活动。）

2．Careful reading

建议1：让学生再次细心阅读课文，完成下列表格。这次阅读的时间稍微长一些。问题由浅入深、层层深入，让学生在轻松的氛围中学到阅读技能和知识。

Name

Tony

Mary

Healthy habits

Unhealthy habits

建议2：让学生再次细心阅读课文，写下文中每个人的不健康的生活习惯，然后让他们思考什么是健康的生活习惯。（此环节是阅读课的精髓，需要让学生充分阅读。通过回答问题，检查阅读效果，进一步巩固和理解课文内容，为下一步学习做好充分的准备，同时也让学生

积累大量的语言材料，极大地刺激学生的表达欲望。）

3．Reading aloudLet students read aloud after the tape,then read by themselves and show

the pronuncia-tion．（朗读矫正学生的读音，有利于语言学习，同时形成良好的开口习惯。）

4. Reading for knowledgeLet students read again passage by passage,and find some

expressions in groups.

For example:

get up early,half an hour,take a shower,eat a good breakfast,a lot of,play

sports,tastegood,take a walk．．．

The teacher watches,listens,and helps the students research the common problems.

Letstudents make some sentences with these expressions.

（逐步递进的阅读任务培养学生不同的阅读能力和阅读技巧，同时在阅读过程中通过回答由易到难的问题，检查学生的阅读效果。）

Step 4:Post-reading

1．让学生反复诵读2b这篇文章，然后根据填好的表格复述大意。

Name

Tony

Mary

taste

clean

have

get

take

brush

Healthy habits

Unhealthy habits

your teeth

my room

a walk

good

dressed

a good job

For example:

Tony has an unhealthy habit. He likes to sleep late. He doesn't have much time

forbreakfast,so he usually eats breakfast fast. He goes to bed very late. But her

sister-Maryhas a healthy habit. She gets up very early at six thirty. She always takes a

shower and eats agood breakfast.

2. Match the phrases with the words in the box. Then use the phrases to complete

thesentences.

(taste good,clean my room,have a good job,get dressed,take a walk,brush your teeth)For

example:

1. Ice-cream usually tastes good so students like to eat it after school.

2. My grandparents are very healthy. They always take a walk after dinner.

Step5：Writing1．让学生阅读3a，给句子标好序号组成一个日常生活故事，写下来并大声朗读。

2．让学生阅读3a的内容，在同伴之间进行问答（假如Sl是文章中的自己，S2是同伴）。

For example:

S2:What time do you exercise?

Sl:I exercise from six fifteen to seven.

S2:What time do you get up?

Sl:l always get up early at six.

S2:When do you have lunch?

Sl:I have lunch at a quarter to twelve.

3．写一篇关于自己的日常活动的文章，不少于60词。

For example:

I have a healthy life.I get up early every day.I usually get up at 6:00. Then I

exercisefrom half past six to seven.I eat breakfast at half past seven. Then I go to school.一Step 5:Additional task

Make a survey

假如你是Tom，调查家人的日常活动，请标出他们健康的生活方式有哪些，不健康的生活方式有哪些。

Name

Tom

father

mother

Healthy habits

Unhealthy habits

Get up early Eat breakfast Take a walk Eat ice-cream Eat hamburgers

grandmother

grandfather

Step 6:Summary1. Sum up what they have learned today. First ask students to sum

up,and then showthe following on the screen.

For example:

get up early,half an hour,take a shower,eat a good breakfast,a lot of,play

sports,tastegood,take

2．让学生尝试根据表格复述2b。

Step 7：Homework

1．让学生完成Self Check。

2．写一篇不少于60词的作文，题目为Healthy habits and unhealthy habits

板书设计

Unit 2 What time do you go to school?

Period 4 Section B(2a-Self Check)

New words and expressions

either

taste

life

quickly

lot

either. . . or. . .

lots of

Structures

I usually exercise from six fifteen to seven.

我是医生的小助手周末学生将要同许多医生一起参加活动。他们应该如何做一名志愿者？如何帮助医生呢？

操作建议：

1．学生四人一组展开活动，其中一个学生扮演医生；一个学生扮演医生的助手，另外两

个扮演病人。

2．医生开完处方后，助手重复医嘱,并在生活和饮食上给予建议。

3．全班表演。

可能用到的语言项目：

get up early,eat a good breakfast,eat lots of vegetables and fruit,take a walk,go to

bedearly

备课资料

1．quickly“迅速地”，由形容词quick+ly构成，其同义词为fast。

2．either的用法：

(1) either作副词，意为“或者”，常见的搭配为either.…or.。例如：

Either you or he is right.要么你对，要么他对。

(2)either作形容词或代词，意为“任一的；（两方中的）每一方”。例如：

There are many trees on the either side of the road.在路的每一边都有许多树。

There are two desks. You may take either.有两张桌子，你可以随便搬一张。

辨析：either，too与also

(1) either作“也”讲，一般只用于否定句句末。例如：

My mother hasn't been to Beijing. My father hasn't been there,either.

我母亲没去过北京，我父亲也没有去过那里。

(2)too作“也”讲，一般只用于肯定句句末。例如：

That woman is a teacher，too.那位妇女也是个老师。

3. lots of意为“许多的，大量”，还可以说成a lot of，其后常接可数名词的复数或不可数；词。例如：

The man has lots of money.这个人有大量的钱。

I have lots of good friends in Beijing．在北京我有许多好朋友。