人教新目标 (Go for it) 版七年级下册Unit 2 What time do you go to school?综合与测试表格教案设计

这是一份人教新目标 (Go for it) 版七年级下册Unit 2 What time do you go to school?综合与测试表格教案设计，共20页。

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。
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。


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。

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，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。



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 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.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。
















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.


板书设计
Section A (1a-2d)
Drills：
1. —What time do you usually get up? —I usually get up at six thirty?
2. —What time does Scott eat breakfast? —He eats breakfast at nine.
3. —When do you usually go to work? —I 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.
③ At 8:30. ④ At nine. ⑤ At Eleven.

课后反思

本课时教学内容和时间有关，我由数字引出时间教学，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。
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.Give Ss about some time to remember the sentences.

















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。
1. Ss finish 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?
2. 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. Look at 3b. 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, 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’clock. 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 exchange 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 family member about their daily arrangement. Then write a report.

写作部分的设计旨在巩固新知，让学生在学习了对话的同时，能够完成简单的写作。
板书设计
Section A Grammar Focus-3c
3a: 1. I usually get up at 6:30 on schooldays. 2. What time does Rick get up?
3. I usually have 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.
3c. 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’clock. She usually goes to school at seven thirty on school days.
课后反思
本课时教学练习活动设计的较多，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) 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。
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 homework. 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。

Ⅴ. Listening












Ⅶ. Talking










Ⅷ. Reading















Ⅸ. Reading

















Homework


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。


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.

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)?
Tell the students 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 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.


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.


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

Careful reading
Ss read the passage 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。
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 six; 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，我通过课前一系列活动引入阅读，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 dictation 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 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.

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


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. 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 below. Complete 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。





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。
Ⅴ. Self Check 2










Homework
2. Ss work by themselves. 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，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。

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 good 2. take 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

自测练习部分，我不仅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。