2019版七年級英語下冊 Unit 2 What time do you go to school教案 （新版）人教新目標版.doc

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Unit 2　What time do you go to school? 課　題 Unit 2　What time do you go to school? 課時 第一課時Section A(1a—2d) 課型 New 教學 目標 知識 目標 1. 學習并掌握下列詞匯: up, dress, brush, tooth, shower, usually, forty, never, early, fifty, job, work, station, o’clock, night, funny, exercise 2. 掌握以下句型: ①—What time do you usually get up? —I usually get up at six thirty. ②That’s a funny time for breakfast. ③When do you go to work? ④I’m never late for school. 能力 目標 熟練運用when和what time 句型來就日?；顒舆M行問答。 情感 目標 “一寸光陰一寸金”, 要學會珍惜時間。 教學 重點 1. Words, phrases and sentences. 2. Talk about daily routines 教學 難點 Learn to use the “when” and “what time” sentences 課前 預習 Preview the new words 教學 方法 Situational approach; Listening and speaking approach; municative approach 教學過程 教學 環(huán)節(jié) 教師活動 學生活動 備課札記 Step 1 Warm up and work on 1a 1. Let Ss play a guessing game: Some students do some daily activities, such as getting up, brushing teeth. . . and other students guess what they are doing. Then e to 1a 2. Look at 1a and match the pictures with the activities. 3. Show a big clock. Change the time, and ask students “What time is it? ” Students answer the questions with the teacher’s help: It’s six o’clock. /It’s seven twenty. /. . . 4. Free talk. Ask the students to talk about themselves by using the sentence patterns. A: What time do you usually. . . ? B: I usually. . . 1. Ss play the guessing game. 2. Look and match. 3. Answer the teacher’s question. 4. Ss have a free talk about their daily activities. 以游戲的方式導入新課, 激發(fā)學生的學習興趣。 Step 2 Listening (1b) 1. Let Ss look at the activities and the clocks in 1a carefully first. 2. Play the tape of 1b. 1. Ss look at the activities and the clocks in 1a carefully first. 2. Ss listen and match the time with the actions. 在語境中呈現(xiàn)和導入目標語言。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 3 Practice (1c) First let Ss read the conversation in 1C. Then ask them to make similar conversations. Ss first read the conversation in pairs, then make similar conversations. 通過兩人小組對話, 讓學生練習所學的語言知識, 同時訓練他們的口語能力。 Step 4 Listening (2a&2b) 1. Let Ss read the sentences in the box in 2a first. 2. Play the tape of 2a. 3. Let Ss look at the chart of 2b carefully. 4. Play the tape of 2b. 1. Ss read the sentences in the box in 2a before listening to the tape. 2. Listen and plete sentences in 2a. 3. Ss listen to the tape in 2b and fill in the chart. 通過聽力練習和完成表格聽力任務, 訓練學生的聽力能力。 Step 5 Oral Practice (2c) 1. Let Ss read the dialogue in 2c in pairs: A: What time do you usually get up? B: I always get up at five fifty. A: Wow! I never get up so early. 2. Let Ss talk about themselves like 2c. 1. Ss read the dialogue in 2c in pairs. 2. Ss talk about themselves in pairs. 通過利用“信息差”進行口語結(jié)對活動, 在交流信息過程中, 進行真實的交際問答活動。 Step 6 Role-play (2d) 1. Let Ss read the conversation of 2d and answer the questions below. (1)Where does Scott work? He works at a radio station. (2)What time is his radio show? From twelve o’clock at night to six o’clock in the morning. (3)What time does he usually get up? At eight thirty at night. (4)What time does he eat breakfast? At nine at night. (5) What time does he usually go to work? At eleven o’clock at night. 2. Let Ss read the conversation together after the tape. 3. Explain the difficulties. 4. Let Ss read in pairs. 5. Let several pairs of students role-play the conversation in front of the class. 1. Ss read the conversation and answer the questions. 2. Ss read the conversation after the tape. 3. Role-play it. 在聽力練習和小對話口語練習的基礎(chǔ)上, 進行角色對話表演 , 開展有實際意義的交際運用活動。 Step 7 Summarize Guide the students to summarize how to use what time to ask about their daily activities. Summarize how to use what time to ask about their daily activities. 培養(yǎng)學生探究、歸納總結(jié)能力。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 8 Consolidation 教師設(shè)置鞏固檢測練習: Ⅰ. 用所給詞的適當形式填空 1. What time do you get dressed(dress) every morning? 2. She brushes her teeth(tooth)after dinner. 3. He usually tells us funny (fun) stories. 4. My brother does lots of exercise (exercise) to keep healthy. 5. He brushes (brush) his sports shoes every Sunday. Ⅱ. 單項選擇 (C)1. —What time do you usually go to school, Jack? —_______about half past seven. A. On　 B. In C. At D. For (B)2. Li Ming often gets up late, so he is often late _______school. A. with B. for C. at D. to (B)3. —_______do you have breakfast? —At 7 o’clock. A. Why B. What time C. What D. Where 獨立完成檢測練習, 進行自我評價。通過檢測練習, 便于學生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 Step 9 Homework 1. Recite new words and phrases. 2. Recite 2d. 板書設(shè)計 Section A (1a-2d) 1. New words: outgoing, better, loudly, quietly, hard-working, petition, fantastic, which, clearly, win 2. Structures: ① Tina is taller than Tara. ② Sam has longer hair than Tom. ③ She also sings more loudly than Tara. 教學反思 在本節(jié)課的教學活動設(shè)計, 能夠創(chuàng)設(shè)豐富的語境, 設(shè)置循序漸進的學習任務, 充分發(fā)揮學生的主體作用, 引導學生合作學習、自主探究, 重視“預習——展示——練習——反饋”的學習過程。  課　題 Unit 2　What time do you go to school? 課時 第二課時　Section A(Grammar Focus-3c) 課型 New 教學 目標 知識 目標 1. 學習并掌握下列詞匯: group, best, on weekends 2. 掌握以下句型: ①—What time do they get dressed? —They always get dressed at seven twenty. ②When does Scott go to work? ③He always goes to work at seven o’clock. 能力目標 1. 掌握What time及When特殊疑問句及其答語。 2. 熟練使用頻度副詞 情感 目標 “一寸光陰一寸金”, 要學會珍惜時間。 教學 重點 1. Words, phrases and sentences. 2. 掌握What time及When特殊疑問句及其答語。 3. 熟練使用頻度副詞 教學 難點 熟練使用頻度副詞 課前 預習 Preview the new words 教學 方法 Situational approach; Task approach; municative approach 教學過程 教學 環(huán)節(jié) 教師活動 學生活動 備課札記 Step 1 Warm up Pair work 1. Let Ss make small conversations according to the pictures like below: A: What time do you usually. . . ? B: I usually. . . at. . . 2. Then let Ss practice like: A: What time does he usually. . . ? B: He usually. . . Work in pairs according to the pictures. 看圖兩人練習對話, 既練習了學生運用語言知識的能力, 又練習了學生的口語交際能力。 Step 2 Grammar Focus 1. Let Ss read the sentences in Grammar Focus. 2. Let Ss tell the difference between when and what time. 3. Explain: what time“什么時候”, 一般對“幾點鐘”或“幾點幾分”時間點提問。 when“什么時候”既可以對具體的時間點提問, 又可以對哪一天, 哪個周, 哪個月, 哪一年等進行提問。 一般情況下, when可以代替what time, 在表示具體的時間點時, 它們可以互相替換。 1. Ss read the sentences in Grammar Focus first. 2. Ss listen and take notes. 培養(yǎng)學生探究、歸納總結(jié)能力。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 3 Practice 1. 3a Write answers or questions. Use always, usually or never. 2. 3b Write about something you always do, something you usually do and something you never do. 3. 3c Interview three of your classmates. Find out what time they do these activities. Then give a report to the class. 1. Ss finish the exercises of 3a and 3b. 2. Check answers. 3. Work in groups. Then give a report. 通過練習和二人交流, 更好地發(fā)揮學生的自主學習能力。 Step 4 Summarize Guide the students to summarize how to use what time and when to ask about their daily activities, and the uses of the adverbs: always, usually, never. Summarize how to use what time and when to ask about their daily activities, and the uses of the adverbs: always, usually, never. 培養(yǎng)學生探究、歸納總結(jié)能力。 Step 5 Consolidation 教師設(shè)置鞏固檢測練習: 一、單項選擇 (B)1. A: What’s the time? B: _______ ten thirty. A. Its　　 B. It’s C. This is D. They’re (B)2. We go to _______at 6: 50 every morning. A. the school B. school C. a school D. schools (C)3. A: _______does your brother take a shower? B: He takes a shower at seven. A. Where B. How C. When D. What (D)4. My mother usually gets home _______six ten. A. about B. on C. in D. at (D)5. He eats _______ dinner at 7: 20 in the evening. A. a B. the C. an D. / (A)6. _______ Lily and Lucy go home at seven? A. Do B. Does C. Is D. Are 二、句形轉(zhuǎn)換 1. She works very long hours every day. (改為否定句) She doesn’t work very long hours every day. 2. Tim usually goes to bed at 10∶00. (對畫線部分提問) What time does Tim usually go to bed? 3. I always brush my teeth at 6∶10. (變?yōu)橐话阋蓡柧? Do you always brush your teeth at 6: 10? 獨立完成檢測練習, 進行自我評價。 通過檢測練習, 便于學生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 續(xù)表 Step 6 Homework 1. Recite new words and phrases. 2. Write a small passage according to 3c. 板書設(shè)計 Section A(Grammar Focus-3c) 1. New words: group, best, on weekends 2. Structures: ①—What time do they get dressed? —They always get dressed at seven twenty. ②When does Scott go to work? ③He always goes to work at seven o’clock. 教學反思 在本節(jié)課的教學活動設(shè)計, 能夠創(chuàng)設(shè)豐富的語境, 設(shè)置循序漸進的學習任務, 充分發(fā)揮學生的主體作用, 引導學生合作學習、自主探究, 重視“預習—展示—練習—反饋”的學習過程。  課　題 Unit 2　What time do you go to school? 課時 第三課時Section B(1a-1e) 課型 New 教學 目標 知識 目標 1. 掌握以下詞匯 half, past, quarter, homework, run, clean, walk, take a walk 2. 掌握以下句型: ①—When do students usually eat dinner? —They usually eat dinner at a quarter to seven in the evening. ②—When does Tom usually get up? —He usually gets up at half past five. 能力 目標 熟練掌握用介詞to和past表達時間和when特殊疑問句。 情感 目標 學會珍惜時間, 合理安排自己的學習和娛樂。 教學 重點 1. Words, phrases and sentences 2. Learn to express time using to and past. 教學 難點 Listening practice 課前 預習 Preview the new words. 教學 方法 Situational approach; Listening and speaking approach; municative approach 教學過程 教學 環(huán)節(jié) 教師活動 學生活動 備課札記 Step 1 Warm up and work on 1a 1. Show Ss some pictures like below: Then ask Ss: What time is it? Teach Ss how to use to and past to express time. Then e to 1a 2. Let Ss match the activities with the time of day. 1. Look at the pictures and answer the question. 2. Follow the teacher to learn how to use to and past. 3. Match the activities with the time of day. 通過看圖自由交談, 激發(fā)學生用英語交流的興趣, 自然地導入新課。 Step 2 Practice (1b) 1. Let Ss read the conversation in 1b. —When do students usually eat dinner? —They usually eat dinner at a quarter to seven in the evening. 2. Let them do pair work according to it. Work in pairs. 兩人相互問答, 進行口語交際, 在交流信息過程中, 進行真實的交際問答活動。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 3 Listening (1c, 1d) 1. Let students read the activities in 1c first. Then let students listen to the tape and circle the activities they hear. 2. Play the tape of 1c. 3. 1d Listen again. Write the times next to the activities you circled in 1c. 1. Listen to the tape and circle the activities they hear. 2. Listen again. Write the times next to the activities they circled in 1c. 3. Check the answers. 通過聽力練習和完成聽力任務, 練習學生的聽力能力。 Step 4 Practice (1e) 1. Ask and answer questions about Tom. A: When does Tom usually get up? B: He usually gets up at half past five. 2. Let some pairs ask and answer questions aloud. 1. Do pair work. 2. Some pairs show. 兩人相互問答, 進行口語交際, 在交流信息過程中, 訓練學生的口語表達能力。 Step 5 Summarize Guide the students to summarize the new words, phrases and sentences, and how to express time using to and past. Summarize the new words, phrases and sentences, and how to express time using to and past. . . 培養(yǎng)學生探究、歸納總結(jié)能力。 Step 6 Consolidation 教師設(shè)置鞏固檢測練習: Ⅰ. 單項選擇 (B)1. —What time do you often do your homework? —We do _______at 7: 30 p. m. A. my homeworks　　B. our homework C. our homeworks D. my homework (B)2. 7∶45should be read (應讀作) _______. A. a quarter to seven B. a quarter to eight C. a quarter past eight D. a quarter past seven (C)3. —Let’s _______after dinner. —OK, good idea. A. taking a walk B. taking walk C. take a walk D. take walk (A)4. We often eat breakfast _______twenty past seven _______the morning. A. at; in B. in; on C. at; at D. in; at (D)5. Lily _______her room every day, so her room is very _______. A. clean; clean B. cleans; cleans C. clean; cleans D. cleans; clean 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 7 Consolidation Ⅱ. 句型轉(zhuǎn)換 1. My sister does her homework at 7 o’clock. (改為否定句) My sister doesn’t do her homework at 7 o’clock. 2. Sam often runs in the morning. (改為一般疑問句) Does Sam often run in the morning? 3. Lily usually goes to bed at half past nine. (對畫線部分提問) What time does Lily usually go to bed? 4. What time does Mike eat dinner? (改為同義句) When does Mike eat dinner? 5. The students usually eat lunch at school. (對畫線部分提問) Where do the students usually eat lunch? 獨立完成檢測練習, 進行自我評價。 通過檢測練習, 便于學生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 Step 8 Homework Write a conversation about asking and answering daily activities. 板書設(shè)計 Section B (1a-1e) Sentences: ① I’ve been away for the past few years. ②What are some of the special places there? ③It’s full of interesting places to see and things to do. ④ It’s been around for at least 20 years. ⑤ It’s only been here since last August. 教學反思 在本節(jié)課的教學活動設(shè)計, 能夠創(chuàng)設(shè)豐富的語境, 設(shè)置循序漸進的學習任務, 充分發(fā)揮學生的主體作用, 引導學生合作學習、自主探究, 重視“預習—展示—練習—反饋”的學習過程。  課　題 Unit 2　What time do you go to school? 課時 第四課時Section B(2a-Self Check) 課型 New 教學 目標 知識 目標 1. 學習并掌握下列詞匯: either, lot, sometimes, taste, quickly, quick, life(lives) do (one’s) homework, half an hour, lots of 2. 掌握以下句型: ①When I get home, I always do my homework first. ②In the evening, I either watch TV or play puter games. ③She knows it’s not good for her, but it tastes good! 能力 目標 讀懂有關(guān)介紹某人的每日活動的短文, 同時練習學生的寫作能力。 情感 目標 學會珍惜時間, 合理安排自己的學習和娛樂。 教學 重點 1. Grasp the new words, phrases and sentences. 2. Consolidate the uses of the Present Tense. 3. Develop Ss’ reading and writing skills 教學 難點 1. The uses of the Present Perfect Tense. 2. How to develop the ability of reading and writing 課前 預習 Preview the new words 教學 方法 Situational approach; Task approach; municative approach 教學過程 教學 環(huán)節(jié) 教師活動 學生活動 備課札記 Step 1 Revision, Warm up and work on 2a 1. 1. Check Ss’ preparations 2. Correct Ss’ pronunciation 3. Free Talk (1)Talk about the activities you think are healthy. (2) 2a Check the activities you think are healthy. 1. Ss read the words: either, lot, sometimes, taste, quickly, quick, life(lives) 2. Read the words after the teacher. 3. Ss have a free talk about their healthy activities 教師結(jié)合學生讀的狀況, 適當領(lǐng)讀, 并幫助學生正音。教師根據(jù)構(gòu)詞法知識, 幫助學生識記單詞。 聽寫單詞-反饋-利用構(gòu)詞法再記憶。通過自由交談, 了解本課時的話題。 Step 2 Reading(2a, 2b, 2c, ) 1. Fast reading. Let Ss read the passage quickly and find out: Who is healthier, Tony or Mary? 2. Careful reading. (1)Let Ss read the passage carefully and circle the healthy activities in the passage. (2)Let Ss read the passage carefully again and work on 2c. 3. Loud Reading (1) Let Ss read the passage carefully and find out the importance and their difficulties. (2)Let Ss read after the tape. (3) Let Ss read the passage aloud by themselves, and then check some Ss’ reading. 1. Read the passage of 2a quickly and answer the question. 2. Read the passage carefully and circle the healthy activities in the passage. 3. Read the passage carefully again and work on 2c. 4. Read the passage carefully and find out the importance and their difficulties. 5. Read after the tape and then read the passage aloud by themselves. 6. Some Ss show their reading. 通過分層閱讀, 讓學生對整篇短文有一個整體的理解, 在通過大聲朗讀, 找出重要的語言點和難點, 培養(yǎng)學生的自主學習能力。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 3 Practice (3a) 1. 3a　Let Ss number these sentences in order to make a story about a daily routine. 2. Check the answers. Number these sentences 通過這一練習, 培養(yǎng)學生的閱讀能力和邏輯思維能力。 Step 4 Language points 1. either 的用法: (1)either作連詞, 意為“或者”, 常構(gòu)成短語either. . . or. . . “要么……要么; 或者……或者……”, 連接句子中兩個并列的成分, 表示兩者之一。 (2)either. . . or. . . 連接兩個主語時, 謂語動詞應與最近的一個主語在人稱和數(shù)上保持一致, 即遵循“就近原則”。 (3)either作副詞, 意為“也”, 用于否定句, 置于句末, 且其前常用逗號與句子隔開。 In the evening, I either watch TV or play puter games. 晚上我要么看電視要么玩電腦游戲。 Either you or I am right. 或者我對, 或者你對。 I don’t want to go there, either. 我也不想去那兒。 2. taste的用法: (1)作系動詞(系動詞/及物動詞), 意為“嘗起來”, 后面跟形容詞作表語。 (2)作及物動詞(系動詞/及物動詞), 意為“品嘗”, 后面直接跟名詞、代詞。 (3)作名詞(動詞/名詞), 意為“味道; 滋味”。 She knows it’s not good for her, but it tastes good. 她知道它對她不好, 但是它味道很好。 Can I taste the cake? 我可以嘗嘗這塊蛋糕嗎? I like the taste of it. 我喜歡它的味道。 3. be good for (1) be good for. . . 表示“對……有益處; 對……有好處”; 其反義短語be bad for. . . 表示“對……有害; 對……有壞處”。 短語中的for是介詞, 后接名詞、代詞或動詞的-ing形式。 (2)be good for還有“適合于”的意思。 Summer is good for sports. 夏天適合運動。 Listen to the teacher carefully and take notes 通過對語言點的講解, 解決學生在學習中的困難, 使學生更好地理解和掌握所學的短文。 Step 5 Writing (3b) 1. Let Ss make a list about their own daily routine. 2. Let Ss write a position about their daily routine. 1. Write down their own daily routine. 2. Write down their position in their exercise books. 通過信息的搜集, 形成所寫短文的大體思路, 然后水到渠成寫出完整的短文。 續(xù)表 教學環(huán)節(jié) 教師活動 學生活動 備課札記 Step 6 Practice Self Check Exercise 1: 1. Let Ss look at the words in the box below. First you should make phrases with the words in the boxes. 2. Let Ss work in groups and try to make phrases correctly. 3. Let Ss use the phrases to plete the sentences. 4. Let Ss say out their answer one by one. Exercise 2: 1. Let Ss plete the conversations with the help of the words in the brackets. 2. Let Ss do pair work. 1. Finish the exercises in Self Check. 2. Share the answers. 3. Work in pairs. 通過做練習, 更好地掌握本單元的內(nèi)容。 Step 7 Summarize Guide the students to summarize the useful expressions and how to use the Present Tense. Summarize the useful expressions and how to use the Present Tense. 培養(yǎng)學生探究、歸納總結(jié)能力。 Step 8 Consolidation 教師設(shè)置鞏固檢測練習: Ⅰ. 用所給詞的適當形式填空 1. He goes to school after he eats breakfast quickly (quick). 2. Either you or Mike tells (tell) stories to us. 3. There are lots of apples (apple) in the bag. 4. The ice-cream tastes good (well). 5. My grandparents have a healthy (health) life. Ⅱ. 單項選擇 (B)1. Sweet(甜的) things aren’t good _______his teeth, _______ he doesn’t eat them. A. at; but　　　　 B. for; so C. with, so D. for; but (C)2. The fish _______good. He likes it very much. A. eats B. has C. tastes D. sounds (D)3. Mike doesn’t want to walk home, and Bob doesn’t, _______. A. also B. then C. too D. either 獨立完成檢測練習, 進行自我評價。 通過檢測練習, 便于學生了解自己對本節(jié)課的詞匯、句型、語法等的掌握情況。 Step 9 Homework 1. Recite new words and phrases. 2. Write a short passage about your daily routine. 板書設(shè)計 Section B (2a-Self Check) 1. Words: either, lot, sometimes, taste, quickly, quick, life(lives) do (one’s) homework, half an hour, lots of 2. New sentences ①When I get home, I always do my homework first. ② In the evening, I either watch TV or play puter games. ③She knows it’s not good for her, but it tastes good! 教學反思 在本節(jié)課的教學活動設(shè)計, 能夠創(chuàng)設(shè)豐富的語境, 設(shè)置循序漸進的學習任務, 充分發(fā)揮學生的主體作用, 引導學生合作學習、自主探究, 重視“預習—展示—練習—反饋”的學習過程。