Module 2
Unit 4 When do you have class?
习题
单词拼写
通常______________ 好___________ 跑步______________
早餐______________ 从___________ 练习______________
天，日____________ 在___________ 游泳______________
体育锻炼_____________ 从……到……_____________
去跑步_______________
二、阅读短文，判断下列句子的对(T)错(F)。
On Sunday morning, Mr Baker takes Mike and Joan to a plane. He opens the door of the plane and lets the children in. Soon the plane begins to up. Joan looks out of the window, “Oh, we’re like birds in the sky!” She says. She looks at the houses, but they are like toy houses. Mike looks out of the window, too. He sees some buses. They look like toy buses. The people on the ground look very, very small, too. Then the plane comes down and down, and stops on the ground. Mike and Joan are very happy.
1. Mr Baker takes Mike and Joan to a plane because they’re going to school. ( )
2. The children see some birds in the sky. ( )
3. The children can see some people on the ground. ( )
4. Mike doesn’t look out of the window. ( )
5. They are very happy. ( )
三、对话配对
1.Can you spell it? A.Yes, it is.
2.What’s your name? B.Nice to meet you
3.This is Li Lei. C.I’m Tom.
4.Is that your bike? D.Yes, I can.
5.What colour is your bag? E.It’s red.
参考答案
一、单词拼写
usually well run
breakfast from exercise
day at swim
take exercise from...to....
go running
二、阅读短文，判断下列句子的对(T)错(F)。
F 2.F 3.T 4.F 5.T
三、对话配对
1.D 2.C 3.B 4.A 5.E
Module 2
Unit 4 When do you have classes?
教案
教学目标
1.能听懂、 会说 、会读 、会写词汇: get up, have class, have lunch, play games, watch TV, go to bed.
2.通过游戏、练习等方式巩固本单元知识。
教学重点
能灵活运用上述词汇。能听懂、会说句型---When does your father/mother+动词短语?--He/She...并且能在实际生活中加以运用，要求模仿正确，语音语调自然。
能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行相应的替换练习，以达到学以致用的目的。
教学难点
1、能听懂、 会说 、会读 、会写下列句型：
(---When do you + 动词短语?
---I...
(---Do you + 动词短语?
---Yes, we do.
(---When does your father/mother + 动词短语?
---He/She does...
2、能灵活自若地对他人的日常生活进行回答，熟练掌握所学词汇，并能进行相的替换练习，以达到学以致用的目的。
3、通过故事的学习，达到情感教育。
教学准备
教学卡片、录音机，课件幻灯片
教学过程
Step 1 Warming up
(通过简短的会话，复习巩固前面学过的一些内容。
1. Hello, boys and girls. How are you?
2. What’s for breakfast?
3. Do you like eggs for breakfast?
4. Do you like English songs? Let’s sing a song, OK?
(互助释疑
1、学生集体听磁带跟读单词，要求指读。
2、个别学生展示，教师及时评价。
3、教师逐一对学生容易出错的单词进行有针对性的训练。
(探究出招
通过教师的描述，先用铅笔在书上画出答案。
Step 2 New Presentations
1、教师先扮演爷爷奶奶，学生扮演Alisha，分角色对话。
2、请准备充分的小组上台表演对话。
3、教师放录音，学生跟读，纠正读音。
4、教师再次播放录音，让学生带着问题去听。问题参看如下：
---When does Alisha have classes?
---Alisha plays games at school. Yes or no?
5、互助释疑
学生在完成对话的基础上可鼓励他们运用已学知识创编新对话。
6、探究出招
小组合作用When does your father/mother?造句，并进行回答
7、点拨升华
1)指名小组上讲台做动作，用英语描述词汇，你来表演我来猜。
2)教师借助卡通时钟拨动时间，学生按照时间顺序来学习活动。
3)教师引导学生仔细观察每组图片。听录音，完成选择。
4)结合这几幅图片反复练习句型，让学生熟练并慢慢掌握。
Step 3 Practice
1)小组展示
选出小组代表背对黑板，看下面学生的动作猜词。
2)班级展示
将全班分为四组，教师将所有的词汇卡片贴在黑板上，大家一起拼读。
3)挑战自我
同桌两人一组，互相指图描述。教师要多在组内观察指导。
4)做Practice ( I )"幸运大转盘"的游戏。看谁是今天幸运大赢家。
老师将事先准备好的在不同的时间贴有吃早饭，上床睡觉，起床，吃午饭，打乒乓球，回家，看电视，玩游戏，吃晚饭，上学，上音乐课等的图片的幸运大表盘立在教室前面，让学生上来玩"幸运大转盘"的游戏，全班同学用What's the time?来询问，转的同学用 It's ..., It's time to...句型来回答。回答错误游戏则结束，换下一个同学。看谁是今天幸运大赢家。
5)做Let's practice(II)这部分可安排成"按时做事"的游戏。
老师可将事先准备好的4:20， 7:30，7:40，4:45的表盘拿出来问大家:What's the time?然后让学生回答:It's ...,It's time to....老师再和学生一起拿起相应的工具，做相应的动作，边做边说:OK, Let's go.
Step 4 Fill in the blanks
1. You_______ (fine) by the police if you break the rules in the street.
2. _______ (limit) the number of cars is a useful way to deal with (处理) air pollution.
3. Jimmy_______ (dig) a hole in the garden when I went to see him.
4. How often _______ the Olympic Games_______ (take) place?
5. If no paper is used in business, at least one million tons of paper_______ (save).
6. How boring it is_______ (listen) to such a useless report!
7. The waste_______ (separate) into different groups before being thrown into the bin
8. Hurry up if you need to go to the toilet. The plane_______ (take) off in a minute.
9. --- _______ you_______ (hand) in the report yet?
---Yes, I put it on your desk shortly after lunch.
Key: 1. will be fined 2. Limiting 3. was digging 4. do, take 5. will be saved 6. to listen 7. will be separated 8. will take 9. Have, handed
Step 5 Homework
1. Recite new words and phrases.
2. Do some exercises.
