Unit 2 What time do you go to school全单元表格教案

中小学教育资源及组卷应用平台
课时安排
What
time
do
you
go
to
school?第
一
课时Section
A
(1a-2d)
课时目标
1.
语言知识目
_??????1)__能掌握以下单词：
up,
ge_t_up,__dress,
get
dressed,
brush,
tooth
(pl.
teeth)
brush
teeth,
shower,
take
a
shower,
usually,
forty,
fifty,
wow,
never,
early,
job,
work,
station,
radio
station,
o'clock,
funny,
exercise
能掌握以下句型：
①
—What
time
do__you_u_sually
get
up?
—I
usually
get
up
at
six
thirty.
②
—When
do
y_ou_go__to
work?
—I
usually
go
to
work
at
eleven
o'clock.
③
—He
h_as_an__interesting
job.
—He
works
at
a
radio
station.
2)
用when和what__time???_导的特殊疑问句询问时间和时间的表达法；用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。
2.
情感态度价值观目标：
本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。
课时重难点
1.
教学重点：
1)
掌握时间的简单表达方式。
2)
学习询问和谈论时间和制订作息时间表。
2.
教学难点：
when和what
time引导的特殊疑问句和时间的表达法。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.
Warming-up
and
revision
1.
Greet
the
Ss
as
usual.
2.
Watch
a
short
video
program
about
daily
activities.
Ⅱ.
Presentation
1.出示几幅反映日_?????????(??????_起床、上学、跑步等)的图画、幻灯片或播放课件，引导学生谈论这些日常事务go
to
school，get
up，run，take
a
shower，eat
breakfast等，学习有关的动词短语。
2.出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词语与图画进行搭配。
学生们观看教_???????¤??????????_日常事务(如：
起床、上学、跑步等)的图画、幻灯片或课件，谈论这些日常事务go
to
school，get
up，run，take
a
shower，eat
breakfast等，学习有关的动词短语。
学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。
通过图片以及各项活动让学生操练重点句型，学生掌握的较快。
Ⅲ.
Presentation
Ⅳ.
Listening
Ⅴ.
Pair
work
1.
出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What
time
is
it?”。
2.
调整时钟到某个时间_?????????è?????I_
get
up
at
6：00．I
go
to
school
at
6：45．等；再询问学生：What
time
do
you
get
up?
等，引导学生回答，从而引出本部分的重点目标句型。
播放1b部分的录音让学生听，引导学生根据所听到的内容，将时间与活动进行搭配。
引导学生展开Pairwork活动，进行口语交际活动，学会运用what
time引导的疑
问句，用数词来询问和表达时间。
学生们在老师的帮助下回答时间：
It's
six
o'clock.
It's
seven
twenty.
…
学生们一边观看大钟，一边认真听老师的描述，然后回答老师的问题I
get
up
at…，从而学习本部分的重点目标句型。
学生们听1b部分的录音，根据所听到的内容，将时间与活动进行搭配，完成1b部分的学习任务。
学生们展开活动，完成1c部分口语交际的学习任务，学会运用what
time引导的疑问句，用数词来询问和表达时间。
各项活动的设计都能很好的帮助学生进行口语练习，让学生在不断操练中学会新知
教学环节
教师活动
学生活动
设计意图
VI.
Listening
VII.
Role-play
Homework
让学生们先阅读2a部分的句子，理解大意。然后
播放2a部分的录音让学生听，引导学生根据对话内容进行填空。
1.
Ask
Ss
to
re_ad_the_
conversation
in
2c.
Then
answer
the
questions
below:
①
Where
does
Scott
work?
②
What
time
is
his
radio
show?
③
What
time
does
he
usually
get
up?
④
What
time
does
he
eat
breakfast?
⑤
What
time
does
he
usually
go
to
work?
2.Play
the
recording
for
the
再播放2a部分的对话录音让学生听，引导学生写出Jim一家人的淋浴计划(时间)。
Check
the
answers
with
the
class.
学生们阅读对话，然_????????????è?°é??_题。老师让几位同学回答上述问题，然后和同学们一起校对一下答案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当的解释。
Play
the
record_ing_fo_r
the
Ss
to
listen
and
repeat.
Then
let
Ss
work
in
pairs
to
practice
reading
the
conversation.
Then
try
to
act
it
out.
4.
Ask
som_e_pair_s
to
come
to
the
front
and
act
out
the
conversation.
See
which
group
does
best.
板书设计
Section
A
(1a-2d)
Drills：
1.
—Wh_at_tim_e
do
you
usually
get
up?
桰
usually
get
up
at
six
thirty?
2.
梂hat
time
doHYPERLINK
"http://www.21cnjy.com"

s
Scot
eat
breakfast?
桯e
eats
breakfast
at
nine.
3.
梂hen
do
you
usually
go
to
work?
桰
usually
go
to
work
at
eight.
2a:
two;
two,
one
2c:
5:50;
6:15;
6:30;
6:45
2d:
①
At
a
radio
station.
②
From
12
at
night
to
6
in
the
morning.
课后反思
本课时教学内容和时间_??????????????±??°_字引出时间教学，学生通过复习数字能够准确说出时间，同事学会表述一天中的活动，在这一部分中，学习较好的学生能够准确用口语表达出每天中做事情的时间，但学习有困难的学生在口语表达上存在一定问题，我通过课后练习，让学生学会编对话，通过作业来看，学生掌握还是较好。
课时安排
第
二
课时Section
A
(Grammar
Focus-3c)
课时目标
1.
语言知识目标：
1)
继续_??????è????¨wh_en和w_hat_ti_me引导的特殊疑问句询问时间、运用数词表达不同的时间，通过对目标语言的学习使学生学会更合理地安排自己的学习和课活动时间。
能掌握以下句型：
①
—What
_time_d_o
you
usually
get
up?
—I
usually
get
up
at
six
thirty.
②
—When
do
you
go
to
work?
—I
usuall_y_go_t_o
work
at
eleven
o'clock.
—He's
never
late
for
school.
③
—When
does
Ri_ck_eat_
breakfast?
—He
eats
breakfast
at
seven
o'clock.
④
—When
do
you_r_frie_nds
exercise?
—They
usually
exercise
on
weekends.
2.
情感态度价值观目标：
通过对该部分内容的学习，让学生们学会用频率副词谈论自己日常生活及日常作息习惯；学会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，并培养学生良好的作息习惯和守时习惯。
课时重难点
1.
教学重点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
通过不同形式的练习方式来训练及熟练运用用频率副词谈论自己日常生活及日常作息习惯。
2.
教学难点：
1)
总结归纳用频率副词谈论自己日常生活及日常作息习惯的句型。
2)
用频率副词来造句，表达日常作息习惯。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.
Warming-
up
and
revision
1.
Greet
the
Ss
and
check
the
home.
2.
Let
some
pairs
role-play
the
conversation
in
2d.
热身环节由复习旧知开始，为新知做好铺垫。
Ⅱ.
Grammar
Focus.
Ⅲ.
Practice
1.下面是对用频率副词谈论自己_??????????????????_常作息习惯的句型进行了总结。同学们阅读Grammar
Focus中的句子，然后做填空练习。
①
你通常几点起床？
_____________________
②
我通常六点半起床。
____________________
③
他们几点穿好衣服？
___________________
④
他们总是七点半穿好。
___________________
⑤
里克在几点钟吃早饭？
____________________
2.Give
Ss
about
some
time
to
remember
the
sentences.
1.
Loo_k_at_3_a.
Tell
Ss
to
write
questions
or
answers
with
always,
usually,
or
never.
2.
指导：always,
usually
or
never等副词在句子中的位置一般是在主语后面，行为动词前面。要根据问句的内容确定答语的内容；或者根据答语的内容来确定问句的内容，特别是注意问句或答语的人称或数。比如：第一个问句所为you，因此回答应用第一人称“I”;
I
usually
get
up
at
six
thirty
on
school
days.
其他与之相类似。
Ss
finis_h_off__the
sentences
by
themselves,
then
check
the
answers
by
themselves.
语法探究：
Let
Ss__read__the
sentences
on
the
big
screen.
Try
to
find
the
answers
to
the
question.
And
try
to
learn
about
the
grammar
knowledge.
①
可以看出，询问做某事的时间时，可以用_____________和_______
两个疑
问词来询问。
②
询问某人做某事的时间可以归纳为以下句型：
________
+
does
+
__________
主语
+
动词短语?
或
_____+
does
+
___________
主语+动词短语？
________
+
do
+
___________
主语
+
动词短语？
或
_______
+
do
+
___________
主语+动词短语?
③
在答语中always,
usually,
never频率词等放在主语与谓语动词之间。
语法部分，利用对话练习，句子的替换练习，让教学变得轻松，语法变得简单易懂。
Ⅳ.
Writing
Ⅴ.
Interview
Ⅵ..
Writing
Homework
1.
Loo_k_at_3_b.
Write
something
you
always
do,
something
you
usually
do
and
something
your
never
do.
2.
Let
some
Ss
read
their
sentences
aloud
to
their
classmates.
1.
Look
_at_the_
box
below.
Ask
a
student
read
aloud
the
phrases.
Now,
interview
three
of
your
classmates.
Find
out
what
time
they
do
these
activities.
Then
give
a
report
to
the
class.
Then
write
a
report
in
your
exercise
book:
(提示：让学生们一定要注意正确运用动词的第三人称单数形式。)
In
our
group,
J_enny_u_sually
gets
up
late
on
weekends.
She
gets
up
at
seven
o’clock.
She
always
exercises
at
eight
o’clock.
She
usually
eats
dinner
at
six
thirty.
She
usually
takes
a
shower
at
nine
o抍lock.
She
usually
goes
to
school
at
seven
thirty
on
school
days.
1.
Ss
work
by
themselves.
Try
to
write
down
their
own
sentences.
2.
Let
_Ss_exc_hange
their
sentences
with
their
partners.
Check
each
other's
answers.
First,
ask
and
answer
your
friend:
You:
What
time
do
you
usually
get
up?
Jenny:
I
usually
get
up
at
7:00.
You:
What
time
do
you
exercise?
Jenny:
I
usually
exercise
at
eight.
You:
What
time
do
you
usually
eat
dinner?
Jenny:
I
usually
eat
dinner
at
6:30.
You:
When
do
you
usually
take
a
shower?
Jenny:
I
usually
take
a
shower
at
9:00.
1.
Read
the
sentences
in
Grammar
Focus.
2.
Ask
_your_f_amily
member
about
their
daily
arrangement.
Then
write
a
report.
板书设计
Section
A
Gramma_r_Focu_s-3c
3a:
1.
I
u_sually_
get
up
at
6:30
on
schooldays.
2.
What
time
does
Rick
get
up?
3.
I
usua_lly_ha_ve
breakfast
at
7:00.
4.
What
time
does
Anna
eat
breakfast?
5.
He
always
go
to
school
at
7:40.
3b:
always:
I
always
get
dressed
at
6:40.
usually:
My
brother
usually
take
shower
at
9:00.
never:
My
sister
never
late
for
school.
课后反思
本课时教学练习活动_è??è?????è???¤????_学生练习频度副词，并能够准确使用特殊疑问词问时间，同时还应该掌握单三人称的问法与回答，学生在之前学习过单三人称，但很多同学忘记了部分，因此本课时边复习边学习新知，只有通过活动才能让学生学的更好。活动的设计较多样，但学生在练习时没能很好的进行口语表达，活动设计在今后的应该少而精。
课时安排
第
三
课时
课时目标
1.
语言知识目标：
1_)_è???????????_下单词：
half,
past,
qu_arter,_
homework,
run,
walk,
clean,
quickly,
either,
either…or…,
lot,
lots
of,
taste
2)
能掌握以下句型：
①
—When
does
Tom
usually
get
up?
—He
usually
gets
up
at
half
past
five.
②
I
either
watch
TV
or
play
computer
games.
③
It
tastes
good.
2.
情感态度价值观目标：
本部分的学习内容仍是对“日常作息时间”的询问和表达，学习内容贴近学生的生活。通过互相询问和谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。
课时重难点
1.
教学重点：
1)
让学生们掌握另外两种表达时间的方式。
2)
掌握运用本节课所学习的一些日常活动的表达方式。
3)
通过听、说、读的训练来提高学生们综合运用英语的能力。
2.
教学难点
1）
能听懂学习到的日常活动的时间按排。
2）
通过阅读短文，综合学习运用本单元所学习的句型句式，提高学生们的综合英语水平。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.
Warming-
up
and
revision
Greet
the
Ss
as
usual.
Check
the
hom_ework._
Let
some
Ss
report
their
family
member's
daily
activities.
Ⅱ.
Presentation
Ⅲ.
Matching
Ⅳ.
Pairwork
出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What
time
is
it?”。
Work
on
1a:
引导学生将用英语表达的时间与钟表上用数字表达的时间一一配对。
引导学生进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型:
—When
do
students
usually
eat
dinner?
—They
usually
eat
dinner
at
a
quarter
to
seven
in
the
evening．等。
Ss:
It's
six
o'clock.
It's
seven
twenty.
…
帮助学生们用past和to来回答时间：
It's
twenty
past
six.
学生们将活动与时间一一配对，完成1a部分的教学任务。
学生们进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型来完成1b部分的教学任务。
(数字表达法：按照时间的顺序，用_??°è?????è????????_”，再说“分”。如：six
thirty
六点半；seven
fifteen七点十五分；nine
fifty-five
九点五十五分。
Ⅴ.
Listening
Ⅶ.
Talking
Ⅷ.
Reading
Ⅸ.
Reading
Homework
播放2a部分的录音，引导学生_???è????????é?????_一边圈出所听到的表示活动的词汇。学生们听2a部分的录音，一边听录音，一边圈出所听到的表示活动的词汇，完成2a部分中的学习任务。
T:
In
our
li_ves,_s_ome
activities
are
healthy,
but
other
activities
are
unhealthy.
For
example:
Take
a
wa_lk_aft_er
dinner;
Exercise
every
morning.
Go
to
bed
early
and
get
up
early.
1.
Fast
reading.
Tell
Ss
that
_Tony_a_nd
Mary
are
brother
and
sister.
They
have
healthy
and
unhealthy
habits.
Who
is
healthier?
Please
_read_t_hrough
the
passage
quickly
and
try
to
find
the
answer
to
this
question.
Who
is
healthier
(更健康)?
Tell
th_e_stud_ents
to
read
the
passage
again
and
write
down
the
unhealthy
habits
of
each
person.
Then
think
of
healthy
activities
for
them.
Let
Ss
read__the_a_ctivities
in
1c
first.
If
they
have
any
problem,
they
can
put
up
their
hands
and
ask
for
help.
Then
tell
Ss
they
will
listen
to
the
recording
and
circle
the
activities
they
hear.
Brainstorm
Let's
work
i_n_grou_ps.Talk
about
what
activities
are
healthy.
What
activities
are
unhealthy.
Make
a
list
on
a
piece
of
paper.
Then
report
your
list
to
the
class.
Ss
read
the
pas_sage_q_uickly
and
try
to
find
the
answer
to
the
two
questions.(
I
think
Mary
is
healthier.
)
Careful
reading
Ss
read
the__passa_ge
again
and
circle
the
healthy
activities
in
the
passage.
1)
认真阅读短文，找出那些不太健康的生活习惯，并将它们写在横线上。
2)
在小组中讨论一下，为他们提出更健康的习惯。然后也写在横线上。
3）
Let
some
groups
report
their
answers
to
the
class.
1.
Remember
the
new
words
and
expressions
in
the
period.
2.
Ask
Ss
to
make
sentences
with
the
main
phrases
in
this
period.
either…or…;
lots
of;
taste…;
再播放2a部分的录音，引导学生根_???????????°??????_容写出活动所发生的时间。学生们再听2a部分的录音，根据所听到的内容写出活动所发生的时间，完成2b部分中的学习任务。
方法指导：第一遍只听不写，第二遍边听，边写时间。一定要将活动的内容听准确。
板书设计
Section
B
1a-2c
1.
①
数字表达6:30
(six
thirty)
②
文字表达：half
_past_s_ix;
twenty
past
seven
(7:20)
a
quarter
to
nine
(9:45)
twenty
to
ten
(9:40)
1c:
1.
get
up
5:30
2.
run
6:00
3.
eat
breakfast:
7:00
4.
go
to
school:
7:45
5.
go
home
4:15
6.
do
homework
5:30
7.
eat
dinner
7:15
8.
go
to
bed
9:00
2b:
Who
is
healthier(更健康)?
I
think
Mary
is
healthier?
课后反思
本课时教学是阅读教学，我通过课前_??????????????¨???_入阅读，读的部分给学生充分的练习机会，让学生自读，分组读，齐读等方式读阅读篇章。总结提炼文本主要内容，让学生作比较，目的是教学生阅读方法。总的来说，学生学的较好，存在的问题是：读前的活动用时过多，读中的形式不够多样，读后检测没能充分练习。
课时安排
第
四
课时
课时目标
1)
复习“日常作息时间”的询问和表达，学习内容贴近学生的生活。
2)
通过多种形式的训练来训练学生们综合运用英语表达自己的或对方的作息时间安排和活动计划。
课时重难点
1.
教学重点：
复习“时间的询问和表达法”以及它在具体事务中的运用。
2.
教学难点：
复习运用what
time和when引导的疑问句询问时间；运用数词表达时间。
教学过程
教学环节
教师活动
学生活动
设计意图
1.Warming-
up
and
revision
1.
Greet
the
Ss
as
usual.
2.
Check
the
homework.
Revision
1)
Have
a__dicta_tion
of
the
new
words
and
expressions
learned
yesterday.
2)
Let
some
Ss
read
the
passage
aloud.
教学环节
教师活动
学生活动
设计意图
Ⅱ.
Reading
Ⅲ.
Writing
Ⅳ.
Self
check
1
1.
Tell
Ss
_this_i_s
a
daily
routine
of
a
Jack.
He's
a
student
from
Australia.
But
they're
in
wrong
numbers.
Can
you
read
these
sentences
and
make
a
story
about
Jack.
3.
Check
the
answers:
(2,
3,
5,
4,
6,
7,
1,
8,
9
)
1.
T:
Now
Ja_ck_wan_ts
to
make
friends
with
you.
And
he
wants
to
know
about
your
daily
routine.
Please
write
your
own
routine
and
send
an
email
to
him.
2.
Ss
make
a
list
first
they
try
to
write
their
own
routine.
3.
Exchange
their
routines
and
check
each
other's
answers.
4.
Let
some
Ss
read
their
routines
to
the
class
as
a
model.
1.
Please__look__at
the
words
in
the
box
below.
First
you
should
make
phrases
with
the
words
in
the
boxes.
2.
Make
a
model
for
the
Ss
first.
taste
good
尝起来味道很美
3.
Ss
work
in
_groups_
and
try
to
make
phrases
correctly.
Write
down
their
phrases
on
a
piece
of
paper.
4.
Check
the
answers
with
the
class.
5.
Now
use
the
phrases
to
1.
Now
look
at
the
conversation
plete
the
conversations
with
questions
and
answers.
Use
the
words
in
the
brackets
to
help
you.
read
these
sentences
and
make
a
story
about
Jack.
学生完成问题
write
your
own
routine
and
send
an
email
to
him.
首先，应在心中将自己日常的一些_?????¨??????é?????_先后，列一清单。然后，按时间的先后顺序一个事情一个事情的写清楚。最后，再通读一遍自己的短文看有没有错误的地方。
首先，应认真阅读每句话，根据上下文的意思来确定空格处的意思。
然后，综合阅读所有句子，来确定出最佳的答案。
学生们根据老师的指导方法，阅读每个句子，并找出最佳的答案。
Check
the
answers
with
the
class.
首先，应通读全部的句子，掌握每_??????????????????_。可知他例举了他一天来在不同的时间点上所做的事情；因此，同学们们可以按时间的先后，对这些活动来进行排序；因为第一句话已给标出，同学们也可以从第一句话开始，顺藤摸瓜，一步一步的将一天的活动串起来。可知第一句话的意思为“我有一个很好健康的生活习惯”，可知接一下来应当是Jack例举他的生活习惯；对比这些时间点可知，第一项应是从起床“get
up”
开始。所以第二条应是“I
usually
get
up
early
at
six.”一句。其他的句子按时间的先后，逐步地确定了。
Ⅴ.
Self
Check
2
Homework
2.
Ss
work
by__thems_elves.
Try
to
make
questions
and
answers
with
the
words
in
the
brackets.
3.
Let
some
pairs
read
their
conversation
aloud
to
the
class.
4.
Check
the
answers
together.
1.
Review
the
new
words
and
expressions
in
Section
B.
2.
Read
the
conversation
in
Self
check
3.
Make
a
new
dialogue
about
your
grandma.
首先，学生们应通读一遍短文_??????????????????_大体意思（可知是问答每天日常生活时间按排）；其次，还要根据句子的主语来确定谓语动词的数。
然后，根据括号中的提示来进行提问或回答。最后，再通读一遍自已编写的对话，看是否通顺恰当。
板书设计
Section
B
3a-Self
Check
3a:
(2,
3,
5,
4,
6,
7,
1,
8,
9
)
Self
Check
1:__taste_
good,
clean
my
room,
have
a
good
job,
get
dressed,
take
a
walk,
brush
your
teeth
1.
taste
goo_d_2._t_ake
a
walk
3.
brush
your
teeth
4.
has
a
good
job
5.
get
dressed
6.
clean
my
room
Self
Check
2:　
1.
When
does
your
mother
usually
get
up?
She
usually
gets
up
at
5:
45.
Why
does
she
get
up
so
early?
Because
she
always
makes
breakfast
for
me
2.
When
do
you
usually
go
to
school?
I
usually
go
to
school
at
7:30.
What
time
does
your
classmate
usually
get
to
school?
课后反思
自测练习_é?¨???????????????_让学生完成了课本的练习题，同时也让学生拓展练习了一部分内容，通过检测，发现学生存在的问题：1..部分学生重点句子掌握不牢固。2..在作文的书写上面，部分学生存在着为难情绪。3..阅读文本的练习还应更加强。
_21?????????è?????(www.21cnjy.com)_