课题 Unit 2 What time do you go to school
Section B (1a-1e)
Learning Goals
1. Master new words: half, past, quarter, homework, run, clean, walk
2. Use “past, to” to express time.
3. Learn the usage of “when, usually”.
4. Master the drill:
—When do/does sb usually do sth —Sb usually do/does sth prep….
Review
1. —What time do/does sb. do sth —Sb. do/does sth at …
2. Role-play 2d on P8.
通过对话练习，检查学生对于上节课知识的巩固，为学习新知识做好铺垫。
Preview
Let the students read the Ss’ book on P10, translate the following.
1. 早晨6:30 2. 下午3:15
3. 晚上9:45 4. 散步
5. 学生们通常什么时间吃晚饭？晚上6:45.
6. Tom通常在什么时间起床？早晨5:30.
引导学生阅读课本，寻找答案，学会如何预习，体会自学英语的乐趣和成功的快乐。
Step1 Warming up
A time song: Show the song, let the students look, listen and sing together.
活跃课堂气氛，调动学生的学习积极性。
Step2 Leading in
1. Show a clock. Ask: What time do you usually get up
Answer: I usually get up at six ten.
2. Show different clocks. In the same way, let the students practice: eat breakfast, do your homework, eat dinner and go to bed in pairs.
3. Show the clock. Ask: How do you say time with “past, to” Help them say it.
在复习中导入新课，温故而知新，能激发学生的学习兴趣。
Step3 Practice
1a and 1b Match the activities with the time of day. Then check answers with each other.
Practice the activities of 1a in pairs:
A: When do students usually…
B: They usually….
通过简洁的练习，加深对所学知识的理解记忆。为下个环节的听力训练打基础。
Step4 Listening for the general idea
The conversation is mainly about
A: the times of Tom’s activities
B: the places of Tom’s activities
C: the ways of Tom’s activities
听取大意，把握整体信息，训练整体思维能力。
Step5 Listening for the specific ideas
1 1c Listen and circle the activities you hear.
2 1d Listen again to write the times next to the activities you circled in 1c.
在听听力之前，一定注意对学生进行听力策略的指导：围绕活动与时间两个线索，快速而准确地获得所要听的信息。
Step6 Post-listening activities
1 Listen to the tape again and repeat one by one.
2 1e Ask and answer questions about Tom in pairs.
3 Ask some pairs to role play the conversation.
模仿录音的语音和语调，提高学生的朗读能力；通过对话练习进一步对听力内容进行巩固操练。
Step7 Inquiry into knowledge by translation
观察并翻译，体会语法
5:25 ____________
2:46______________ ____________
4:15_____________ ____________ ____________
7:45____________ ____________ ____________
6:30____________ ____________ ____________
结论 1．时间有两种表示方法：
+ ； + 或 + 。
2．当分钟数小于30时，可用 + + 。
3．当分钟数大于30时，可用 + + 。
4. 表示15分钟，可用 past/to+ 。
5. 表示“几点半”，可用 或 past + 。
学生通过学习，做题观察，自己总结语法现象，达到学以致用的目的。同时也提高了他们学习英语的兴趣。
The end-of-class test
一、用所给词的适当形式填空。
1. When does Bob usually (get)up
2. Tom (go) home at 5:45pm every day.
3. Western(西方的) people usually (eat)dinner in the evening.
4. Do you want (take) a walk with us, Mike
5. When do students usually (do) homework
二、翻译。(时间用past/to表示)
1. 2:15 1:20 3:30
5:45 7:58 9:00
2. 学生们通常什么时间睡觉？晚上9:45.
3. Tom通常在什么时间打扫他的房间？早晨6:10.
亮点：
1.知识点衔接自然，利于学生整体训练；课堂气氛活跃，学生能在轻松快乐中学会本课知识。
2.练习全面，难易适中，适合不同层次的学生当堂达标。
不足之处：
学生必须在熟练运用数字0-60的基础上，才能顺利学习好本课。
使用建议：
可以根据自己班级学生的实际情况增减数字的巩固应用。
课后反思：
本课时主要是复习句型What time do/does sb. do sth —Sb. do/does sth at … 学习用past/to来表达时间。同时用句型—When do/does sb usually do sth —Sb usually do/does sth prep….来进行巩固训练。让学生在通过听，说，唱，读，听后模仿对话的层层深入练习达到融会贯通，运用自如。大部分学生可以熟练完成各项任务。但也有一小部分学生数字掌握不好，听写时间练习时反应稍慢。本课的对话较简单，学生的口头表达要好于书写，应在单词书写上重点训练，反复示范强化。
答案：
Inquiry into knowledge by translation
1. five twenty-five; twenty-five past five
2. two forty-six ; forty-six past two
3. four fifteen; a quarter past four; fifteen past four
4. seven forty-five; a quarter to eight; fifteen to eight
5. six thirty; half past six; thirty past six
1.点钟，分钟; 分钟，past, to，点钟 2. 分钟，past, 点钟
3. 60－分钟数, to，点钟+1 4.a quarter, 点钟5. thirty, half, 点钟
The end-of-class test
一、1. get 2.goes 3.eat 4. to take 5.do
二、1. a quarter/fifteen past two; twenty past one; half/thirty past three
a quarter/fifteen to six; two to eight; nine o’clock
2. When do students usually go to bed
They usually go to bed at a quarter to ten in the evening.
3. When does Tom usually clean his room
He usually cleans his room at ten past six in the morning.
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1Unit 2 what time do you go to school
第四课时 Section B (2a—Self Check)
Learning Goals:
1. Learn to introduce one’s everyday lifestyles.
2. Talk about the healthy lifestyles and unhealthy lifestyles and learn to arrange healthy activities.
3. Pay attention to the expression of time.
4. Don’t waste time and try to have a healthy lifestyle.
Teaching and learning steps:
Before-reading activities
Step 1. Revision
Review the important phrases of this unit. Ask the students to translate the following phrases.
睡得很早 go to bed early 吃得很快 eat quickly
做运动 play sports/exercise 吃冰淇淋 eat ice-cream
吃蔬菜 eat vegetables 散步 take a walk
【教学设计说明】通过复习前几课学习的重要短语，引入本课。然后为下面谈论健康和不健康的生活方式做铺垫。
Step 2. Warming up and Leading in
Ask the Ss to talk about the healthy lifestyles and unhealthy lifestyles according to the phrases that we have reviewed. Then finish 2a, check the activities you think are healthy.
【教学设计说明】由于已经讨论过，所以此环节使学生自己总结消化的过程。
Talk about these activities. Help Ss understand the meaning of healthy and unhealthy.
T: Do you usually do these activities
Which one do you think is healthy
Which one do you think is unhealthy
What other activities do you usually do
Do you think they are healthy or unhealthy
【教学设计说明】通过以上活动的讨论，帮助学生了解哪些为健康的活动，哪些为不健康的活动，从而帮助学生树立正确的人生观。
While- reading Activities:
Step 3. Reading for the main idea of 2b
T: Look at the two pictures. They are Tony and Mary. Read the article carefully and find out:
The general idea of the passage is about________.
A. Tony's and Mary's habits
B. Tony's and Mary's interests
C. Tony's and Mary's family
【教学设计说明】培养学生提取主旨的能力，初步了解主要内容。
Step 4. Reading for the specific ideas
Task1: Read the passage and judge(判断) T(true) or F(false).
( ) 1. Tony usually eats breakfast very quickly.
( ) 2. Tony always does his homework in the end(最后）when he gets home.
( ) 3. Mary usually eats breakfast very well.
( ) 4. Mary likes eating ice-cream after dinner.
( ) 5. Tony and his sister Mary like the same ball.
Task2: Tony and Mary are brother and sister. They have healthy and unhealthy habits. Who is healthier Read the article and circle the healthy activities.
【教学设计说明】通过再次阅读提取细节，了解具体内容。
Post- reading activities:
Task1: Retell the passage according to the key words in the tree in front of the class.
【教学设计说明】利用“思维树”帮助同学们来进行文章内容的表述，这样利用图可以使表述更加简单，这是同学们乐意接受的方式，可以更好地激发同学们的学习英语兴趣。
Task2: Work on 2c. Have the students read the passage again.Write down the unhealthy habits of each person. Then think of healthy activities they can do.
【教学设计说明】本篇阅读旨在锻炼学生理解较长文章的能力，并且帮助学生了解如何为自己制定合理健康的日常作息时间，了解哪些是健康的生活习惯，哪些是不健康的。
Task3: 3a Number these sentences in order to make a story about a daily routine.
Ask some Ss to read the passage aloud.
Pay attention to some sentences and phrases which can help Ss in their writing.
【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。
Task4: 3b & Self Check.
According to 3a, have the students write about their own daily routines using usually, early, late, then, after, that......
Help Ss to finish their compositions.
【教学设计说明】帮助学生学会如何写自己的日常作息活动，并帮助学生能够使用一些修饰词，连词等使文章更具有可读性。
Step5 Inspiration from the reading
Help the students to know that it’s very important for us to have a healthy lifestyle.
【教学设计说明】对学生进行情感教育：健康生活方式是很重要的。
Inquiry into knowledge by translation
1. I don’t like to get up early. ________________________________
动词like后跟 ，也可以跟 。例如：
汤姆喜欢吃冰激凌。
Tom likes ice-cream.
= Tom likes ice-cream.
2. In the evening, I either watch TV or play computer games.
1) either意为 ______，一般用于 ________ 句尾。而且用逗号和前句隔开。如：
He doesn’t like ice-cream, and I ________.(我也不喜欢它)
2) either...or... 意为 __________，此结构可以连接两个独立的单词、短语或者句子。作主语时，后面的谓语动词遵循就近原则。如：
① 要么是你对了，要么是我对了。
____________ you ___________ I __________ (be) right.
② 每天晚上，她要么散步，要么做运动。
She _____________ a walk ______________ sports every evening.
【教学设计说明】利用“小组合作”的形式进行“翻译探究”，帮助同学们自学、探究、发现和归纳，这样可以更好地锻炼同学们的“自主学习、合作探究”的能力。
The end-of-class test 当堂检测
I、单项选择
1. Doing sports is good ______ your health.
A. at B. with C. in D. for
2. I go to _____ work after _____ breakfast every day.
A. /, the B. /, / C. the, / D. the, the
3. -----It's seven o'clock. It's time to go _______.
-----OK, Let's go.
A. the school B. to school C. my school D. school
4. Ice-cream is not good for us, but it tastes _______.
A. well B. good C. bad D. interesting
5 You can either take a bus ______ go there on foot.
A. and B. or C. but D. either
II、翻译句子
1、我一般在早上6：30左右吃早饭。
________________________________________________
2、学校9：00点钟开始上课。
_______________________________________________
3、晚上我要么看看电视，要么玩玩电脑游戏。
_______________________________________________
4、你通常几点到校？
___________
5、人们一般在什么时候吃晚餐啊？
_______________________________________________
Ⅲ、阅读理解
My name is Li Hong. I study at No.6 Middle School. At school I have a friend. His name is Jim.
We get up at six in the morning. We go to school at seven ten. Classes begin at seven thirty. We have four classes in the morning and two in the afternoon.
After school we play games. We often play football. We go home at about five. We do our homework in the evening. We go to bed at around nine fifty.
根据文章，判断正(T)误(F)：
（ ）1. Li Hong and Jim are friends.
（ ）2. They get up at seven o’clock in the morning.
（ ）3. They have seven classes every day.
（ ）4. They often play games after school.
（ ）5. They go to bed at 9:40 in the evening.
亮点：采用“课文整体理解”的教学方式，让学生首先略读文章,寻找文章的大意; 然后细读文章,找出文章细节。这些策略有利于培养同学们抓住文章的关键、有效信息处理“细节理解题”和“主旨大意题”的能力。为了帮助同学们来进行文章内容的诵读，利用“思维树”，这样可以使表述更加简单，同时，可以更好地激发同学们的学习英语的兴趣。
不足之处：本课的课堂容量较大，在时间的分配上一定要根据实际情况灵活掌握。对于复述课文部分采用“思维树”的形式，同学们自己处理起来有一定的难度，教师应该进行正确的引导。
使用建议：充分利用多媒体进行教学，采用图片来增加英语教学的趣味性，这样可以增加课堂的容量，使训练形式多样。
对于复述课文可以结合“思维树”，给出的例文，采用补全句子的形式进行适当降低难度。
答案：
I、1. D 2. B 3. B 4. B 5. B
II、1. I usually have breakfast at about half past six in the morning.
2. School begins at nine.
3. I either watch TV of play computer games in the evening.
4. What time do you usually get to school
5. What time do people usually have dinner
III、1. T 2. F 3. F 4. T 5. F
