七年级英语下册Unit2Whattimedoyougotoschool教案新版人教新目标版

1、Unit 2 What time do you go to school?教材解读时间的重要性不言而喻，如何表达时间也与我们的生活密切相关。在学生学过了一些数词和日常行为动作术语的基础上，教材在本单元的开篇安排了关于谈论日常作息时间安排的对话来让学生学习认知时间，表达时间，适时而合理。学好此课又是为学习本单元乃至今后更多的有关时间的对话和短文打基础，因而学好它至关重要。同时利用一切机会获取尽可能多的可行信息，提高自己的听说读写能力。单元目标一、知识与技能1. 掌握数词160， 频度副词usually，短语： get up, run, eat breakfast, take a shower,

2、go to school，以及句型：What time is it ? Its 7 oclock. What time do you usually get up? I usually get up at 6:30。2. 掌握第三人称单数谓语动词的运用。3. 使学生能用英语表达时间和谈论日常作息时间安排。 4. 使学生懂得时间的价值,教育其珍惜时间,很好地利用时间，形成良好的作息习惯。二、过程与方法由浅入深地教会学生谈论某人何时做某事。交际法:学外语的主要目的不是在掌握语言结构本身，而是在发展学生的交际能力，让他们在创设的交际情景中学会知识，以便能运用于现实交际活动中。三、情感态度与价值观培养

3、学生按时作息、生活有规律的好习惯，并能带动家人、朋友也养成这个好习惯。教法导航以学生为中心，以活动为驱动点，以任务为目标的教学方式，充分利用多媒体，让学生在活动中感知、领悟、体验和实践语言知识要点。学法导航在实践与合作中提高语言的综合使用能力，加深对基础知识的掌握和记忆。课时支配第1课时：Section A 1a2c第2课时：2d3c第3课时：Section B 1a1e第4课时：2aSelf Check第1课时section A 1a-2c教学目标一、知识与技能1. 熟悉并掌握日常活动的英语表达。2. 掌握时间的正确表达。3. 掌握句型：What time do you usually? I

4、 usuallyat.4. 能听懂有关时间的对话并捕捉有效信息。二、过程与方法采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。 三、情感态度与价值观让学生认识到时间的宝贵，要珍惜时间。初步培养学生养成良好作息时间的习惯。教学重点能运用What time do you usually? I usuallyat进行交际。教学难点能听懂有关时间的对话并捕捉到有效信息。教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。学法导航发现法，动手法。教学准备教案、课件、时钟、图片。教学过程Step 1 GreetingsT：Greet the students as usual.St

5、ep 2 Revision Show some pictures with some actions on them and get the students to speak them out in English：get up ; do morning exercises; eat breakfast; go to school ; go to work; eat lunch ; get home; make dinner; eat dinner; watch TV; do homework ; go to bed. Then get the students to repeat them

6、. Finally complete Activity la.Step 3 Game Show the students some cards with numbers from 1-60 on them one by one. And then get some students to speak out the numbers in English and look at who is first and correct. The one who does well can get 2 points. Finally, look at who can get the highest poi

7、nts. Step 4 PresentationShow a real clock and ask：“Whats this?” and get a student to answer. Then ask：“What time is it?” Help them answer the question in English. Then repeat the steps to practice as much as possible.Step 5 PracticeShow my timetable and tell the students：This is my timetable. I usua

8、lly get up at six (oclock). I usually have breakfast at 7 (oclock). etc. Then ask a student：What time do you usually get up? If he/she cant answer, ask another student to help him/her. Then check the answer together：I usually get up at six thirty. Repeat the steps several times and get the students

9、to practice in pairs as much as they can. Step 6 Pair workPractice the dialogue in pairs like this：What time do you usually get up? I usually get up at five thirty. Wow, I never get up so early. Step 7 ListeningTell the students：Rick is a student. Listen to the recording and tell what time he usuall

10、y gets up , what time he usually runs ,what time he usually eats breakfast , what time he usually takes a shower and what time he usually goes to school. Play the recorder twice. Step 8 PresentationThe teacher writes on the blackboard：I get up . We get up. You get up . They get up .He gets up. She g

11、ets up. It gets up. Get the students to look at the sentences carefully and pay attention to the underlined words. Tell them to try to find out the difference and the similarity. If they have difficulty, encourage them to do it in groups. Then help them to speak out the rules.Give the students to pr

12、actice. “They eat breakfast or They eats breakfast? Tom go to school or Tom goes to school? Tom and Jim go to school or Tom and Jim goes to school?”Step 9 Teamwork First get the students to draw some clocks and ask the students to make a survey by using the sentence pattern：What time do you usually

13、get up? I usually get up at 6 oclock. After this, the teacher collect some surveys and ask the students：What time does Wang Hong usually get up? What time does Zhang Li usually goes to school? Help the students to answer：He/She usually gets up at . Then give the students a several minutes to practic

14、e in groups.Step 10 Listening2a Ask the students to listen to the conversation and complete the sentences. Play the tape at least twice and try to get some students to write down their answers on the blackboard.2b Listen again. Complete the shower schedule for Jims family.Finally give the students a

15、 proverb：Early to bed, early to rise, makes a man healthy, wealthy and wise. Step 11 HomeworkMake up your own timetable and get ready to talk about it at the beginning of the next class. 课堂作业组词成句：1. time，is，it，what?2. does，get，up，she，time，usually，what? 3. volleyball，he，time，what，play，does? 4. time,

16、do, usually, what, you, take a shower?.5. school，often，at，6:30，go，I，to. 参考答案：1. What time is it? 2. What time does she usually get up? 3. What time does he play volleyball? 4. What time do you usually take a shower? 5. I often go to school at 6:30.教学反思本节课设计比较贴合学生的实际，钟表、起床、吃饭、上学等也是学生较为感兴趣的话题，因此他们在富有情

17、趣的交际中愉快主动地接受信息、加工信息、交流信息，所以本节课的目标在愉悦的课堂气氛中得到落实和巩固。第2课时2d-3c教学目标一、知识与技能学习用when和what time引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。二、过程与方法利用实物(钟表)、教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动和游戏活动，询问和谈论时间。三、情感态度与价值观本课谈论的话题是“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

18、好的作息习惯和守时习惯。教学重点1. 学习询问和谈论时间和制订作息时间表。2. when和what time引导的特殊疑问句和时间的表达法。教学难点本课重在通过使用when和what time引导的特殊疑问句、数词来询问和谈论时间，而这些知识学生已经学过，因此如何总结已学的知识、如何比较相似句型的异同是本课的难点。教法导航游戏，两人对话练习，小组活动，以学生为主体调动学生的积极性。学法导航学生认真听，多训练,以此达到学以致用的目的。教学准备实物(钟表)、图片、多媒体。教学过程Step 1 GreetingsGreet the class as usual.Step 2 RevisionShow

19、 your timetable and practice the dialogue with your partner by using the sentence pattern：What time do you usually get up? I usually get up at six thirty.Step 3 Practice2d Work in pairs and one is the interviewer and the other is Scott. First get some pairs to read it out and then practice the dialo

20、gue aloud.Step 4 PresentationGet the students to work in groups to practice the dialogue like this：What time do you usually get up? I usually get up at six thirty. What time do they get dressed? They always get dressed at seven twenty. What time does Rick eat breakfast? He eats breakfast at seven oc

21、lock. When does Zhang Li go to work? She always goes to work at eleven oclock. When do your friends exercise? They usually exercise on weekends?Step 5 Important and difficult points 1. what time与when what time翻译为“几点”,问的是具体的时间，一般回答要具体到小时。回答具体到点钟，且注意在几点前边的介词用at。For example：1) What time do you go to sc

22、hool? 2) I go to school at half past seven oclock.when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 1998等范围大的时间。注意：向对方询问具体时间时，即几点几分，只能用what time，不能用when。询问年份、月份、日期时，只能用when，不能用what time。2. be late for 迟到, go to work 去上班, go home 回家, eat/have breakfast 吃早餐, get

23、 dressed 穿上衣服, on weekends 在周末3. “always 总是，一直 / usually 通常 / often 经常 / sometimes 有时 / never 从不”都是频度副词，常用于动词be 之后，行为动词之前。Step 6 Practice1. Work in pairs and ask and answer as many as sentences like this：What time/When do you? What time /When does he?2. 3a Write answers or questions. Use always, usu

24、ally or never.3. 3b Write about something you always do, something you usually do and something you never do.Step 7 Group work3c Interview three of your classmates. Find out what time they do these activities. Then give a report to the class. Ask the students to use the sentence patterns：What time d

25、o you usually get up on weekends?Step 8 HomeworkWrite down your daily life by using the sentence patterns learned in this class.课堂作业1. I usually _ at nine-thirty at night. A. get to school B.get upC.go to bed D.go home2. -_ do you usually go to bed? At six. A. What time B.How time C.When D.A and C3.

26、 Zhang Min usually gets up _. A. at six thirty B.at thirty six C.on six thirty D.on thirty six4. We usually eat _ lunch at 12:30. A. my B. the C. X D. a5. Mike often _ a shower in the morning. A. makes B. have C. takes D. does参考答案：15 CAACC教学反思本课采用了小组活动，利用实物(钟表)、教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活

27、动和游戏活动，询问和谈论时间；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让学生学会合理地安排作息时间，培养学生良好的作息习惯和守时习惯。第3课时1a-1e教学目标一、知识与技能1. 掌握重点词汇和短语：quarter, past, half, do ones homework, take a walk。2. 掌握多种时间表达法。3. 培养听力能力。二、过程与方法 听、说、读、写有机结合。三、情感态度与价值观通过学习各种时间表达和日常生活活动，进一步培养良好的作息习惯。教学重点掌握重点词汇和多种时间表达法。 教学难点掌握多种时间表达法。教法导航创设情境使学生身临其境，提高学习效果。学法

28、导航多听，积极参与。教学准备图片、视频、多媒体。教学过程Step 1 GreetingsGreet the students as usual.Step2 RevisionWork in pairs. One student asks and the other answers：What time do you usually get up/? I usually get up at six thirty.Step 3 PresentationShow a clock and ask the students “What time is it?”. Help them to answer：“H

29、alf past six.” Then show them some cards with different time on it：7:30, 9:30, 2:30 etc. to get them to practice more. Teach “a quarter past/ a quarter to/ a quarter to in the same way.Step 4 GameShow many cards with different time on them one by one and get the students to practice speaking out the

30、 time correctly. The one who is quick and correct is the winner.Step 5 Practice1.Pair work. Get the students to work in pairs to practice the dialogue like this：When do students usually eat dinner? They usually eat dinner at a quarter to seven in the evening.2.Show some pictures, each with a child d

31、oing something on it and some time. Get the students to match the activities with the time.Step6 Listening 1c Listen and circle the activities the students hear. Let them listen twice.1d Listen again. Write the times next to the activities you circled in 1c. Play the tape at least twice. After liste

32、ning, get some students to write down their answers on the blackboard.Step 7 Homework Make some cards with some activities and time on them after class and then ask and answer in pairs.课堂作业你能快速正确地写出下列时间吗？1. 6:30 2. 3:15 3. 7:45 4. 9:30 5. 12:45参考答案：1. half past six 2. a quarter past three 3. a quart

33、er to eight 4. half past nine 5. a quarter to one 教学反思本节课利用直观的卡片和图片教授时间，调动了学生的积极性。激发了学生的兴趣。对于时间的表达采用以点带面，整体突破的方式学习，整堂课效果应该不错。第4课时 2a-Self Check教学目标一、知识与技能1. 掌握重点词汇和短语。2. 熟练掌握本单元的重点短语和句型。3. 培养阅读理解能力。4. 能写出介绍自己一天活动的作文。二、过程与方法模仿，应用写作。三、情感态度与价值观了解什么是健康的习惯，什么是不健康的习惯。教学重点1. 阅读文章获取信息的能力。2. 利用所学词汇和句型写作文。教学难

34、点利用所学词汇和句型写作文。教法导航 练习为主学法导航反复练习，勤于动脑教学准备 图片、多媒体教学过程Step 1 GreetingsGreet the students as usual.Step 2 RevisionAsk some students to show their homework and read it out.Step 3 PresentationAsk students questions according to their homework：What activities do you think are healthy? Collect the students

35、answers and help them remember the healthy activities.Step 4 Practice2a Show some activities on the screen and get the students to check the activities they think are healthy. Step 5 Reading1. Ask the students to read the passage of 2b quickly and answer the question：Who is Mary? 2. Then get the stu

36、dents to read the passage again and try to find out healthy and unhealthy habits and circle the healthy activities.3. Ask the students to write down the unhealthy habits of each person and then think of healthy activities for them. If theres some difficulty, the students can work in pairs. Step 6 Language pointsGet the students to read the passage again. This time, try to find some important and difficult points. After finding them, first try to understand by themselves and then talk about with their partners. Finally, check with the teacher.1. either.or. “要么要么”，连