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

Unit 2 What time do you go to school?

Section A (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

up, get 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 usually get up? —I usually get up at six thirty.

②—When do you go to work? —I usually go to work at eleven o'clock.

③—He has an interesting job. —He works at a radio station.

2) 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。

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。

二、教学重难点

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。

三、教学过程

Ⅰ. Warming-up and revision

1. Greet the Ss as usual.

2. Watch a short video program about daily activities.

Ⅱ. Presentation

1. 出示几幅反映日常事务(如：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。

学生们观看教师出示的反映日常事务(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。

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。

Ⅲ. Presentation

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?”。

学生们在老师的帮助下回答时间：

It's six o'clock. It's seven twenty. …

（给学生们解释在英语中时间的简单的表达方式）

2. 调整时钟到某个时间，然后说：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。

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。

Ⅳ. Listening

1. 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。

2. 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。

3. Check the answers:

Ⅴ. Pair work

1. 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。

2. 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。

Ⅵ. Listening

1. 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。

(注意提醒学生们听对话填空的技巧：先听、记住应填的内容，做简单的（符号）记录，最后，在听第二遍的时候再进行单词的书写。)

2. 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)。

3. 学生们再听2a部分的对话录音，写出Jim一家人的淋浴计划，完成2b部分的教学任务。

4. Check the answers:

Ⅶ. Pair work

引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。

提示学生们可以就1a部分的日常活动来进行问答。e.g.

T: S1, what time do you usually get up in the morning?

S1: I usually get up at six thirty.

T: And what time do you eat breakfast?

S1: I usually eat breakfast at seven o'clock.

Ⅷ. Role-play

1. Ask Ss to read 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. 学生们阅读对话，然后回答上述问题。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。

3. Play the recording for 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 some pairs to come to the front and act out the conversation. See which group

does best.

Homework:

1. Remember the new words and expressions. Try to understand how to express time

in English.

2. Role-play the conversation with a partner after class.

3. Write three short conversations to ask about your best friend's daily activities.

板书设计：

Section A (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 继续学习运用when和what time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 do you usually get up? —I usually get up at six thirty.

②—When do you go to work?

—I usually go to work at eleven o'clock. —He's never late for school.

③—When does Rick eat breakfast? —He eats breakfast at seven o'clock.

④—When do your friends 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。

二、教学重难点

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。

三、教学过程

Ⅰ. Warming- up and revision

1. Greet the Ss and check the home.

2. Let some pairs role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 下面是对用频率副词谈论自己日常生活及日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. Ss finish off the sentences by themselves, then check the answers by themselves.

3. Give Ss about some time to remember the sentences.

4. 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。

5. Check the answers with the Ss.

Ⅲ. Practice

1. Look at 3a. 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。

Ⅳ. Writing

1. Look at 3b. Write something you always do, something you usually do and something

your never do.

2. Ss work by themselves. Try to write down their own sentences.

3. Let Ss exchange their sentences with their partners. Check each other's answers.

4. Let some Ss read their sentences aloud to their classmates.

Ⅴ. Interview

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.

2. 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.

…

3. 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, Jenny usually 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’cl ock. She usually goes to school at seven thirty on school days.

4. Let some Ss read their report to the class.

Ⅵ. Exercises

If time is enough, let Ss do more exercises on the big screen.

Homework

1. Read the sentences in Grammar Focus.

2. Ask your family member about their daily arrangement. Then write a report. 板书设计

Section B 1a-2c

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

half, past, quarter, 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。

二、教学重难点

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。

三、教学过程

Ⅰ. Warming- up and revision

1. Greet the Ss as usual.

2. Check the homework. Let some Ss report their family member's daily activities. Ⅱ. Presentation

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?”。

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.

(1) 数字表达法：按照时间的顺序，用数词先说“时”，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。

(2) 文字表达法：先说“分”，再说“时”，中间加介词past(半点或半点以内，表示“超

过”)、to(半点以上，表示“差”)。如：ten past five五点十分；。quarter past seven 七点一刻；half past nine 九点半；a quarter to twelve十二点差一刻，即十一点四十五分。

Ⅲ. Matching

1. 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。

学生们将两个不同形式的时间配对。

2. 然后，学生们将活动与时间一一配对，完成1a部分的教学任务。

Ⅳ. Pairwork

1. 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。

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。

2. Let some pairs ask and answer aloud.

Ⅴ. Listening

1. Let Ss read the activities 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.

2. 播放2a部分的录音，引导学生一边听录音，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。

3. Check the answers with the class.

Ⅵ. Listening

1. T: Now let's listen to the recording again. Write the time next to the activities

you circled in 1c.

2. 再播放2a部分的录音，引导学生根据所听到的内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。

3. 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。

4. Check the answers:

Ⅶ. Talking

1. T: In our lives, some activities are healthy, but other activities are unhealthy.

For example:

Take a walk after dinner; Exercise every morning. Go to bed early and get up early.

2. Brainstorm

Let's work in groups. 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.

3. Check the activities in 2a you think are healthy.

Ⅷ. Reading

1. Fast reading.

Tell Ss that Tony and Mary are brother and sister. They have healthy and unhealthy habits. Who is healthier?

Please read through the passage quickly and try to find the answer to this question. Who is healthier (更健康)?

Ss read the passage quickly and try to find the answer to the two questions. ( I think Mary is healthier. )

2. Careful reading

Ss read the passage again and circle the healthy activities in the passage.

学生们认真阅读短文，将自己认为是健康的活动下面划线。

3. Let some Ss read out the healthy activities. Check the answers with the class.

Ⅸ. Reading

Tell the students to read the passage again and write down the unhealthy habits of each

person. Then think of healthy activities for them.

阅读指导：

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.

2. 综合学生们提出的意见，将最佳答案写在黑板上，让学生们参考。

Homework

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…;

板书设计：

Section B 3a-Self Check

一、教学目标：

1. 语言知识目标：

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。

2. 情感态度价值观目标：

让学生们学会谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。因此，给学生提供一些实际活动的训练。可以有效地帮助学生更好地学会制订作息计划。

二、教学重难点

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。

三、教学过程

Ⅰ. Warming- up and revision

1. Greet the Ss as usual.

2. Check the homework.

3. Revision

1) Have a dictation of the new words and expressions learned yesterday.

2) Let some Ss read the passage aloud.

Ⅱ. Reading

1. Tell Ss this is 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. 2. 方法指导：首先，应通读全部的句子，掌握每个句子的意思。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。

3. Check the answers: (2, 3, 5, 4, 6, 7, 1, 8, 9 )

Ⅲ. Writing

1. T: Now Jack wants 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. 写作指导：首先，应在心中将自己日常的一些活动按时间的先后，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。

3. Ss make a list first they try to write their own routine.

4. Exchange their routines and check each other's answers.

5. Let some Ss read their routines to the class as a model.

Ⅳ. Self check 1

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 complete the sentences.

6. 指导：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。

7. 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。

8. Check the answers with the class.

Ⅴ. Self Check 2

1. Now look at the conversation below. Complete the conversations with questions and

answers. Use the words in the brackets to help you.

2. 方法指导：首先，学生们应通读一遍短文，掌握短文的大体意思（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。

3. Ss work by themselves. Try to make questions and answers with the words in the

brackets.

4. Let some pairs read their conversation aloud to the class.

5. Check the answers together.

Homework

1. Review the new words and expressions in Section B.

2. Read the conversation in Self check 2. Make a new dialogue about your grandma. 板书设计：