2019版七年级英语下册 Unit 2 What time do you go to school教案 （新版）人教新目标版.doc

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Unit 2　What time do you go to school? 课　题 Unit 2　What time do you go to school? 课时 第一课时Section A(1a—2d) 课型 New 教学 目标 知识 目标 1. 学习并掌握下列词汇: 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 目标 熟练运用when和what time 句型来就日常活动进行问答。 情感 目标 “一寸光阴一寸金”, 要学会珍惜时间。 教学 重点 1. Words, phrases and sentences. 2. Talk about daily routines 教学 难点 Learn to use the “when” and “what time” sentences 课前 预习 Preview the new words 教学 方法 Situational approach; Listening and speaking approach; municative approach 教学过程 教学 环节 教师活动 学生活动 备课札记 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. 以游戏的方式导入新课, 激发学生的学习兴趣。 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. 在语境中呈现和导入目标语言。 续表 教学环节 教师活动 学生活动 备课札记 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. 通过两人小组对话, 让学生练习所学的语言知识, 同时训练他们的口语能力。 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. 通过听力练习和完成表格听力任务, 训练学生的听力能力。 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. 通过利用“信息差”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。 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. 在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。 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. 培养学生探究、归纳总结能力。 续表 教学环节 教师活动 学生活动 备课札记 Step 8 Consolidation 教师设置巩固检测练习: Ⅰ. 用所给词的适当形式填空 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. 单项选择 (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 独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 Step 9 Homework 1. Recite new words and phrases. 2. Recite 2d. 板书设计 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. 教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。  课　题 Unit 2　What time do you go to school? 课时 第二课时　Section A(Grammar Focus-3c) 课型 New 教学 目标 知识 目标 1. 学习并掌握下列词汇: 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. 能力目标 1. 掌握What time及When特殊疑问句及其答语。 2. 熟练使用频度副词 情感 目标 “一寸光阴一寸金”, 要学会珍惜时间。 教学 重点 1. Words, phrases and sentences. 2. 掌握What time及When特殊疑问句及其答语。 3. 熟练使用频度副词 教学 难点 熟练使用频度副词 课前 预习 Preview the new words 教学 方法 Situational approach; Task approach; municative approach 教学过程 教学 环节 教师活动 学生活动 备课札记 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. 看图两人练习对话, 既练习了学生运用语言知识的能力, 又练习了学生的口语交际能力。 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“什么时候”, 一般对“几点钟”或“几点几分”时间点提问。 when“什么时候”既可以对具体的时间点提问, 又可以对哪一天, 哪个周, 哪个月, 哪一年等进行提问。 一般情况下, when可以代替what time, 在表示具体的时间点时, 它们可以互相替换。 1. Ss read the sentences in Grammar Focus first. 2. Ss listen and take notes. 培养学生探究、归纳总结能力。 续表 教学环节 教师活动 学生活动 备课札记 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. 通过练习和二人交流, 更好地发挥学生的自主学习能力。 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. 培养学生探究、归纳总结能力。 Step 5 Consolidation 教师设置巩固检测练习: 一、单项选择 (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、句形转换 1. She works very long hours every day. (改为否定句) She doesn’t work very long hours every day. 2. Tim usually goes to bed at 10∶00. (对画线部分提问) What time does Tim usually go to bed? 3. I always brush my teeth at 6∶10. (变为一般疑问句) Do you always brush your teeth at 6: 10? 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 续表 Step 6 Homework 1. Recite new words and phrases. 2. Write a small passage according to 3c. 板书设计 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. 教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。  课　题 Unit 2　What time do you go to school? 课时 第三课时Section B(1a-1e) 课型 New 教学 目标 知识 目标 1. 掌握以下词汇 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 目标 熟练掌握用介词to和past表达时间和when特殊疑问句。 情感 目标 学会珍惜时间, 合理安排自己的学习和娱乐。 教学 重点 1. Words, phrases and sentences 2. Learn to express time using to and past. 教学 难点 Listening practice 课前 预习 Preview the new words. 教学 方法 Situational approach; Listening and speaking approach; municative approach 教学过程 教学 环节 教师活动 学生活动 备课札记 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. 通过看图自由交谈, 激发学生用英语交流的兴趣, 自然地导入新课。 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. 两人相互问答, 进行口语交际, 在交流信息过程中, 进行真实的交际问答活动。 续表 教学环节 教师活动 学生活动 备课札记 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. 通过听力练习和完成听力任务, 练习学生的听力能力。 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. 两人相互问答, 进行口语交际, 在交流信息过程中, 训练学生的口语表达能力。 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. . . 培养学生探究、归纳总结能力。 Step 6 Consolidation 教师设置巩固检测练习: Ⅰ. 单项选择 (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 (应读作) _______. 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 续表 教学环节 教师活动 学生活动 备课札记 Step 7 Consolidation Ⅱ. 句型转换 1. My sister does her homework at 7 o’clock. (改为否定句) My sister doesn’t do her homework at 7 o’clock. 2. Sam often runs in the morning. (改为一般疑问句) Does Sam often run in the morning? 3. Lily usually goes to bed at half past nine. (对画线部分提问) What time does Lily usually go to bed? 4. What time does Mike eat dinner? (改为同义句) When does Mike eat dinner? 5. The students usually eat lunch at school. (对画线部分提问) Where do the students usually eat lunch? 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 Step 8 Homework Write a conversation about asking and answering daily activities. 板书设计 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. 教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。  课　题 Unit 2　What time do you go to school? 课时 第四课时Section B(2a-Self Check) 课型 New 教学 目标 知识 目标 1. 学习并掌握下列词汇: 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 目标 读懂有关介绍某人的每日活动的短文, 同时练习学生的写作能力。 情感 目标 学会珍惜时间, 合理安排自己的学习和娱乐。 教学 重点 1. Grasp the new words, phrases and sentences. 2. Consolidate the uses of the Present Tense. 3. Develop Ss’ reading and writing skills 教学 难点 1. The uses of the Present Perfect Tense. 2. How to develop the ability of reading and writing 课前 预习 Preview the new words 教学 方法 Situational approach; Task approach; municative approach 教学过程 教学 环节 教师活动 学生活动 备课札记 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 教师结合学生读的状况, 适当领读, 并帮助学生正音。教师根据构词法知识, 帮助学生识记单词。 听写单词-反馈-利用构词法再记忆。通过自由交谈, 了解本课时的话题。 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. 通过分层阅读, 让学生对整篇短文有一个整体的理解, 在通过大声朗读, 找出重要的语言点和难点, 培养学生的自主学习能力。 续表 教学环节 教师活动 学生活动 备课札记 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 通过这一练习, 培养学生的阅读能力和逻辑思维能力。 Step 4 Language points 1. either 的用法: (1)either作连词, 意为“或者”, 常构成短语either. . . or. . . “要么……要么; 或者……或者……”, 连接句子中两个并列的成分, 表示两者之一。 (2)either. . . or. . . 连接两个主语时, 谓语动词应与最近的一个主语在人称和数上保持一致, 即遵循“就近原则”。 (3)either作副词, 意为“也”, 用于否定句, 置于句末, 且其前常用逗号与句子隔开。 In the evening, I either watch TV or play puter games. 晚上我要么看电视要么玩电脑游戏。 Either you or I am right. 或者我对, 或者你对。 I don’t want to go there, either. 我也不想去那儿。 2. taste的用法: (1)作系动词(系动词/及物动词), 意为“尝起来”, 后面跟形容词作表语。 (2)作及物动词(系动词/及物动词), 意为“品尝”, 后面直接跟名词、代词。 (3)作名词(动词/名词), 意为“味道; 滋味”。 She knows it’s not good for her, but it tastes good. 她知道它对她不好, 但是它味道很好。 Can I taste the cake? 我可以尝尝这块蛋糕吗? I like the taste of it. 我喜欢它的味道。 3. be good for (1) be good for. . . 表示“对……有益处; 对……有好处”; 其反义短语be bad for. . . 表示“对……有害; 对……有坏处”。 短语中的for是介词, 后接名词、代词或动词的-ing形式。 (2)be good for还有“适合于”的意思。 Summer is good for sports. 夏天适合运动。 Listen to the teacher carefully and take notes 通过对语言点的讲解, 解决学生在学习中的困难, 使学生更好地理解和掌握所学的短文。 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. 通过信息的搜集, 形成所写短文的大体思路, 然后水到渠成写出完整的短文。 续表 教学环节 教师活动 学生活动 备课札记 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. 通过做练习, 更好地掌握本单元的内容。 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. 培养学生探究、归纳总结能力。 Step 8 Consolidation 教师设置巩固检测练习: Ⅰ. 用所给词的适当形式填空 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. 单项选择 (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 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 Step 9 Homework 1. Recite new words and phrases. 2. Write a short passage about your daily routine. 板书设计 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! 教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。