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课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 What time do you go to school Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“日常作息习惯”的话题展开，引导学生在了解Rick和Jim全家的日常作息和Scott不同寻常的有趣职业作息的语境下，学习正确运用what time和when引导的特殊疑问句就日常活动的时间进行询问，使用常见频度副词简单谈论日常作息习惯，以此激发英语学习的兴趣，促进学生在语言学习中发展思维，在思维发展中学习语言，并帮助其拓宽视野，了解英语国家人们的日常生活习惯，树立合理安排时间、养成良好作息习惯的意识。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能根据语篇内容或所给条件进行改编或创编；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“走进Rick和Jim家”的情境中，正确使用与话题有关俱乐部和爱好特长等方面的词汇，正确使用与日常生活话题有关的词汇、常见频率副词和what time和when引导的特殊疑问，以听说等方式询问和谈论自己或他人的日常作息习惯；能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升；
文化意识 能够拓宽视野，了解英语国家人们的日常生活习惯，树立合理安排时间、养成良好作息习惯的意识；
思维品质 能够在听说活动中准确获取并表达有关人物的日常作息习惯等方面的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过谈论日常生活习惯，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c是一个为导入部分，通过主题图导入本单元话题和基本结构What time do you... 另外引出时间表达法at six thirty，学习核心词汇和钟点时刻的表述；2a-2c侧重发展学生的听说能力，依次引导学生把握对话大意、关注时刻、进行口语输出；2d是本课时的口语范例，对话中采访了一名在电台上夜班的工作人员，他的上班时间正好与多数人相反。
重点 询问具体时刻的句型What time do you... ；表达时刻的简单方式；表示日常活动的动词短语；表示动作频度的副词等；
难点 表达时刻时数词的混淆问题和时间信息的听取；准确理解和正确使用询问时间的问句What time... 和When... 。
学情分析 本课时话题紧贴学生实际生活，可以很好地激发其学习兴趣和表达欲望。通过上学期的学习，学生对0-30这些数字已经有所积累，对本课时中学习时间的简单表达法会有较大帮助，在教学时要及时进行复习和回顾，学生才能对新的目标语言运用得心应手。但听时间对学生来说仍是挑战。学生对一般现在时态的用法也具备一定的语感和模仿运用的能力，但主语是第三人称单数时谓语动词的变化也仍是学生学习过程中的难点和易错点，需要教师耐心、有效地引导和纠正。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Try to guess the thing T talks about. Ss: It's a clock! Enjoy some idioms about time. Step 2. Presentation. Look at the clocks on the screen and learn to say the time. Sa: It’s six forty. Say out the times on the screen as quickly as possible. Observe the pictures and learn some verb phrases about daily activities. Work with their partners. Sa: What time do you get up Sb: I usually get up at 6:20. Step 3. Watching. Watch the video, take notes and then ask and answer about the person’s daily routines in pairs. Sa: What time does he usually take a shower Sb: He usually takes a shower at seven thirty. Step 4. ListeningⅠ. Match the activities with the picture in 1a. Listen and match the times with the actions. Draw lines from the clocks to the pictures. Sa: Rick usually goes to school at 7:30. Student A is the interviewer. Student B is Rick. Ask and answer questions about Rick's day. Sa: What time do you usually take a shower, Rick Sb: I usually take a shower at six forty. Step 5. ListeningⅡ. Observe the picture in 2a and make predictions. Sa: Four children. Sb: They are unhappy. ... Listen to the conversation and complete the sentences. Listen again and complete this shower schedule for Jim's family. Report their answers by reading the sentences aloud and making sentences. Step 6. Role-play. Look at the picture in 2d and guess. Sa: Radio Station. Sb: Maybe he is a radio host. Listen and write down the information as much as they can. Answer the questions according to their notes. Sa: He is Scott. Sb: He works at a radio station. Sc: It's about Scott's daily routine. Listen again and write down the times. Try to role-play the conversation in pairs based on the “clock” on the screen. Report Scott’s day in groups and then in class. Step 7. Conclusion. Have a summary with the help of T. Play a riddle with Ss. T: It has no feet, but it can walk with its hands. It has no mouth, but it can speak to you. It call Trick, Trick and Trick every day. What is it Present some idioms for Ss to read and think. Show different clocks and guide Ss to say the times. T: What’s the time T: What time is it Play a video to help Ss memorize the rules. T: Do you have a good time management T: What’s your daily routine Have a brainstorming about daily activities. Emphasize the pronunciation. Ask Ss to work in pairs and ask and answer about the people’s activities using “what time”. T: Watch a video and chant together! Then find out what “my” routine is. Let Ss finish 1a and check the answers. Let Ss read the activities in 1b first. Play the recording and let Ss finish 1b. Invite some Ss to report their answers by making sentences. Provide some sentence structures for Ss to complete based on 1b. T: What about your day Encourage Ss to make their own routine timeline and talk about themselves in groups. Explain the different culture and lifestyles about taking a shower. Let Ss look at the picture. T: How many children can you see？ T: Are they happy And why Play the recording. For the first and second time, let Ss fill in the blanks in 2a. For the third and fourth time, let Ss finish the chart in 2b. After listening, let Ss make their own time schedule and then talk about themselves according to it. Some sentence structures are offered on the screen. Ask Ss to observe the picture and ask questions. T: Where does the man work T: What’s his job Play the recording and let Ss take notes. Then offer some questions to check if they have taken the key information. T: Who is he T: Where does he work T: What's the interview mainly about Let Ss listen again and fill in the blanks with “times”. Ask Ss to fill in the blanks according to their notes. 通过猜谜游戏，活跃课堂气氛，自然导入话题，开启时间表达法的学习，集中学生注意力，较好地为课堂作铺垫。 通过师生问答和同伴合作，利用多媒体进行时刻表达法的教授和练习，形象直观，打开学生思路，引发学生共鸣，学习词汇的同时把what time引导的特殊疑问句融入其中，并注意渗透语音教学。 游戏环节不仅可以让学生进一步掌握时刻的表达，还可以活跃气氛，激发兴趣。 利用视频资料引导学生记录有关日常活动作息的信息，提升其“看”的技能，并提供口语输出的机会，巩固what time引导的特殊疑问句及其回答。 通过完成1a活动，进一步熟悉本课新词汇，为新知学习做铺垫，为下面的听力活动做好内容和词汇上的准备。 通过听力匹配的方式引导学生获取关于日常生活活动和时间的关键信息，输入本课的功能句型，达成知识目标。听录音跟读模仿的学习方式，有利于学生学习纯正的语音语调。 引导学生通过合作学习进行初步的语言实践，帮助学生在真实的语境中感知、模仿所学语言，培养学生运用语言进行交际的能力，促进其逻辑性和发散性思维品质的提升。及时介绍关于早晚洗澡的中西方生活差异，帮助学生了解不同地域的多种生活习惯。 初一学生对于听力填空活动会感到困难和焦虑，因此，教师应为学生搭建脚手架，增加听前活动可以帮助学生熟悉话题，激活背景知识，明确任务要求，扫除听力障碍，通过渗透听力技巧，使听的活动得以顺利有效地进行。 在听后设计不同层次的巩固和创造任务，引导学生逐步深入地学习。同时渗透思政教育，培养学生合理安排作息时间的意识。 通过观察图片、听录音记笔记、回答问题、口头汇报等多种学习方式引导学生关注对话整体大意和细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实，通过设计不同层次的听、读后任务，引导学生逐步深入地学习，培养良好的听读说习惯。 利用2d对话语篇再设计听力活动，以增强学生的听力技能，通过角色扮演，增强口语技能和合作学习能力。 情感教育，教导学生学会做时间的主人，珍惜时间，享受生活！
课 时 达 标 检 测
根据句意填入适当的介词。 1. Mr. Zhang usually gets ________ school ________ 7:30 every morning.
2. My father works ________ a radio station.
3. She is a good student. She is never late ________ school.
4. Our teacher often stays up late________ night.
5. We go to school ________ Monday ________ Friday. 补全对话.从方框中选出适当的选项补全对话，有两项多余。 A:Good evening, Bill!
B: Good evening, Eric.
A : 1. ______
B:Yes,I get up at 6:00 in the morning. 2. ____
What about you
A: 3.______
B: 8 o’clock
A:Yes, I go to school at 8:30.
B: 4. ______
A:I usually watch TV in the evening.
B:Me,too.I watch TV at 8:00 and go to bed at 9:00.
A.Oh,I usually go to bed at about 10:00
B.Me I get up at 8:00.
C.Then I take a shower and eat breakfast at 7:00.
D.What time do you get up on school days
E.Well,what do you usually do in the evening
F.When do you usually have dinner
G.Do you get up early Ⅲ. 选词填空。 never weekends dressed group best 1. Who is your ________ friend 2. Jenny and Mary always play tennis on _________. 3. Tom can play the guitar well in our __________. 4. Bob ________ eats ice-cream. He thinks it’s not healthy. 5. His sister usually gets _________ at 6:00 in the morning.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 2 What time do you go to school (Section A 1a-2d) Unit2 What time do you go to school 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. —He has an interesting job. —He works at a radio station.
作 业 设 计
Level A Finish your timeline of your weekend, and write a short passage about what you do on this day. Talk it with your classmates.
Level B Think of more daily routine activities and put them into the proper columns. In the morningIn the afternoonIn the eveninge.g. wake up
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 What time do you go to school Section B (2a-2c) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课时围绕日常作息习惯的话题展开以读为主的语言实践活动，在语篇创设的姐弟两人介绍自己一日生活的情境下，引导学生继续学习正确运用更复杂的时间表达法和更丰富的动词短语，并运用寻读等阅读策略对文本进行解读，引导学生在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，激发其英语学习兴趣，帮助其拓宽视野，了解英语国家同龄人的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯、关注健康生活的意识。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能根据听到或读到的关键词对人物、地点、事件等进行推断；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在语篇创设的情境中，正确理解和掌握课文中的新词汇，增加词汇量；灵活使用多种时间表达法和丰富的动词短语，通过读、说、写等方式，理解文章主题，梳理文章内容；
文化意识 能够拓宽视野，了解英语国家同龄人的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯、关注健康生活的意识；
思维品质 能够在老师的帮助下，通过构建思维导图、分析推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关日常生活习惯的语篇，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课，阅读语篇以第一人称描述姐弟两人的生活习惯。通过2a读前活动，引导学生区分健康的生活方式和不健康的生活方式，为理解2b的阅读内容做准备。2b是读中活动，包括两个层次不同的活动：第一个问题检测文章的主旨大意，第二个问题涉及文章的具体细节。2c活动为读后任务，其主体仍然为“健康生活习惯”，但训练的侧重点由“读”过渡到“写”。
重点 掌握和正确使用更加丰富的语言描述自己或别人的一日日常作息活动；阅读策略的训练；
难点 用quarter，past和to来表达具体时刻；正确区分健康和不健康的生活习惯。
学情分析 通过前三个课时听、说、读等形式的训练学习，学生已掌握了有关日常生活的词汇和短语，能够就日常作息时间和活动进行询问和回答，复习巩固了一般现在时，能谈论各自的作息时间并作出简单的报告，为本课时的学习作了铺垫。在此基础上发展读写技能，符合学生认知规律，便于学生接受。在思想上，通过学习，学生认识到要养成良好的作息习惯、合理安排时间的重要性，本篇阅读材料情感目标明确，教师应注意利用契机，引导学生关注健康生活，培养良好生活习惯。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and check the healthy habits they can find in it. Judge if the activities are healthy or unhealthy. Sa: I think it’s healthy to go to bed early. Step 2. Reading. Prediction. Look through the passage and answer the questions. Sa: It's about their habits. Sb: Maybe the girl is living a healthy life. Because she is playing volleyball in the picture, but the boy is eating hamburgers. Fast reading. Skim the passage to find out the names and living habits. Sa: Tony and Mary. Scan the passage. Circle the healthy activities and underline the unhealthy activities. Careful reading. Read Para. 1 and get the information about time. Sa: Tony gets up at eight in the morning. Sb: Tony goes to school at half past eight. Read Para.1 again and find out the answers to the questions. Sa: No, he doesn’t. Sb: Hamburgers. Sc: For half an hour. Sd: He either watches TV or plays computer games. Read Para.2 and finish the table about Mary. Step 3. Post-reading. Retelling. Being a health advisor. Write down the unhealthy habits of each person. Then think of healthy activities for them. Make conversations with partners. Sa: I... I don’t get up early. Sb: You should go to bed early and get up early to do exercise. Step 4. Conclusion. Have a summary of what they’ve learned this lesson. Play a video about healthy life. T: This is my daily routine during the winter holiday. Do a class survey about Ss’ healthy or unhealthy lifestyle. Ask Ss to check the activities that they think are healthy. Ask Ss to read the passage quickly and provide some questions. T: What is the passage about T: Who is living a healthy life, the girl or boy Provide questions for Ss to catch the main idea. T: What are their names Ask Ss to find out the activities which are healthy and unhealthy. T: Who is healthier Then guide Ss to sum up Tony’s and Mary’s habits. Provide a chart for Ss to complete. Encourage Ss to make sentences to check their answers. Provide some questions for Ss to catch more detailed information. T: Does Tony get up early in the morning T: What does he usually eat for lunch T: How long does he play basketball T: What does he usually do in the evening Ask Ss to fill in the blanks and retell in groups and then in class. T: If you are a health advisor, what will you say to Tony Let Ss tell their partners about their unhealthy habits and ask for some suggestions. 利用一段有关健康生活方式的视频导入本课话题，激发学生学习兴趣，联系寒假生活作息创设较真实的学习情境，吸引学生的注意力和学习兴趣。通过师生问答，复习巩固本单元目标语言，把话题引入到谈论日常生活习惯是否健康上来，为下面阅读活动的开展做铺垫。 利用提问引导学生仔细观察插图，预测文章主题和不同人物的生活方式，讨论中融入课文生词，既增强阅读的目的性，又为学生顺利进行后续的阅读任务铺平道路。 渗透快速阅读策略：通过略读关注关键词概括短文大意，通过寻读快速找出姐弟两人的日常生活习惯, 并就健康与否做初步分类，为下一步细读做准备。 利用表格引导学生梳理文章主要信息， 为接下来的模仿和创造搭好脚手架。提出问题引导学生带着问题阅读课文，有助于其更好地理解课文内容。 在阅读后，鼓励学生在思维导图的帮助下，复述课文，促进语言知识的内化和口语表达能力的提升。 通过为主人公提建议，引发学生基于阅读语篇所获得的信息进行更加深层次的思考，渗透情感教育，使其树立良好作息、健康生活的意识。
课 时 达 标 检 测
Ⅰ. 根据语境及所给首字母提示，补全所缺单词。 1. —Do you always play sports in the morning —No, s I do sports in the afternoon. 2. This vegetable burger looks nice and it t nice, too. 3. We don't have much time. Let's do it q . 4. We really want her to live a long, healthy l . Ⅱ. 根据语境，从方框中选择恰当的短语填空，有的需要变换形式。 half an hour, lots of, get to, make breakfast, fruit and vegetables
1. Now ____________ people are in Ms. Jones' store. 2. —How can I ____________ Green School —Sorry, I don't know. 3. —Who ____________ for you at home —My mom. 4. I only do sports for ____________ in the morning. 5. Mrs. Li always eats some ____________ for dinner. Ⅲ. 根据汉语意思完成英语句子，每空一词。 1. 她现在不是在教室里就是在社团里。 She is ________ in the classroom ________ in the club. 2. 托尼，你放学后几点到家？ Tony, ________ do you ________ ________ from school 3. 每天八点半鲍勃打电子游戏。 Bob ________ ________ ________ at eight thirty every day. 4. 我喜欢打排球和游泳。 I like ________ ________ and ________. 5. 学生们都有健康的习惯。 Students all have ________ ________. Ⅳ. 根据短文内容，从方框中选择恰当的单词填空，有的需要变换形式，每词限用一次。 walk, never, exercise, life, clean
Emma is very busy in the morning. She gets up at half past five. After brushing her teeth, she (1)_______. She usually does sports for thirty minutes. Next, she helps to make breakfast. At half past six, she eats breakfast. For breakfast Emma usually has bread and milk. She (2)_______ eats hamburgers. Hamburgers are unhealthy. Emma needs a healthy (3)_______. After breakfast she (4)_______ her room. Then she goes to school. Emma usually (5)_______ to school. She says walking is good for her.
课 时 教 学 设 计 尾 页
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Unit 2 What time do you go to school Section B (2a-2c)
作 业 设 计
Level A Interview one of your friends about his or her daily routine. Write a passage to introduce it and talk about your opinions on his or her lifestyle and give some advice.
Level B Write a passage about Tom’s or Mary’s daily routine and talk about your opinions on his or her lifestyle and give some advice.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 What time do you go to school Section B (1a-1e) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课时围绕日常作息习惯的话题展开语言实践活动，通过创设同学互访的真实情境，引导学生谈论自己或他人的一日生活作息，进一步引导学生正确运用更复杂的时间表达法和更丰富的动词短语，从而激发学生学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，帮助其拓宽视野，了解英语国家人们的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯的意识。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在同学互访的情境中，正确运用更复杂的时间表达法和更丰富的动词短语，以听、看、说等方式，理解和谈论自己或他人的一日生活作息；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够拓宽视野，了解英语国家人们的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯的意识；
思维品质 能够在听说活动中准确获取并清晰表达有关自己或他人的生活作息方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论日常生活，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课。活动1a-1e为听说教学，进一步巩固目标句型What time do you... 复习前面出现的日常活动短语，同时引入更高层次的时间表达法和更多的日常活动短语。1a和1b是听前预热活动，其中1a是语言输入，介绍past和to的用法，让学生接触更复杂的时间表达方式，丰富日常活动的表达内容；1b则通过结对活动对1a内容展开讨论，使学生进一步巩固前一活动中所学的目标语言。1c和1d围绕对Tom的访谈展开听力教学活动，除复习学生已学的日常活动表述外，增加了更多的新内容。1c侧重日常活动词汇考查；1d侧重日常活动的时间；1e是一个听后活动，要求以听力内容为线索展开对话，发展学生的口语能力。
重点 听说技能的巩固、拓展；掌握和正确使用更加丰富的语言描述自己或别人一天的活动；
难点 用quarter，past和to来表达具体时刻；
学情分析 通过前两个课时的学习，学生能够按数字表达法顺读时间，并对动词短语有了一定的认识。本课时对其提出更高挑战，用更高层次的时间表达法和更多的日常活动短语进行日常生活的表达。教师需要帮助学生建立语序意识，英语时间是按“由小到大”的顺序排列，与汉语“由大到小”的习惯不同，这对七年级学生而言有一定难度。另外，表述日常活动的短语数量较多，记忆任务较重，对于语言基础薄弱、记忆词汇能力不强的学生来说也是一大挑战，需要教师多关注、多引导、多巩固。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy the video and chant with it to review the expression of time. Step 2. Presentation. Learn to read different times with “past” and “to” with the help of the clock. Have a practice. Use “half/quarter/past/to” to say the time. Step 3. Pre-listening. Look at the clocks and try to say the time. Sa: It's half past six in the morning. Read the phrases aloud. Sb: do homework. Match the activities with the time of day. Sc: Students usually do homework at a quarter past three in the afternoon. Work with their partners and make conversations. Sa: When do students usually eat dinner Sb: They usually eat dinner at a quarter to seven in the evening. Ask and answer about the students’ daily routine in the pictures. Step 4. While-listening. Read the phrases in 1c and make sure they can understand the meaning. Listen and circle the activities they hear. Check the answers by reading the phrases they’ve circled aloud. Listen again and write the times next to the activities. Check their answers by making sentences. Sa: Tom usually eats breakfast at 7:00 in the morning. Listen again and answer the questions. Sa: Tom. Sb: Yes, he does. He gets up at half past five. Sc: He exercises in the morning. Sd: For an hour. Step 5. Post-listening. Work with their partners and make conversations. Sa: When does Tom usually get up Sb: He usually gets up at half past five in the morning. Work in groups and make up a report. Then show it in class. Sc: This is Tom's daily routine. First, he usually gets up at ... . Step 6. Conclusion. Have a discussion about Tom’s lifestyle. Have a summary of what they have learned with the help of T. Play a video. T: Do you know how to express the time Based on picture of a clock, introduce the conception of hour, half an hour and a quarter. Guide Ss to sum up the language rules of the expressions of time. Provide more “clocks” for Ss to practice. Guide Ss to say the time on the clocks in 1a. T: How to say the time Ask Ss to read the phrases about daily activities below the pictures. T: When do students usually do these things Invite some Ss to make sentences while checking answers. Then let Ss work in pairs and ask and answer questions about the time of the activities. Invite some pairs to show their conversations later. Play a game with Ss. Guide Ss to read and understand the phrases about activities. Explain some phrases, such as “do one’s homework”, “take a walk”, etc. Play the recording. For the first time, let Ss circle the phrases they hear. For the second time, let Ss take notes about the time. For the third time, let Ss write down the answers to the questions. T: Who is talking about his day T: Does Tom get up early When does he get up T: When does he exercise, in the morning or in the evening T: How long does he run in the morning Ask Ss to work in pairs and ask and answer questions about Tom. Encourage Ss to give a report about Tom’s day. T: Is Tom's life healthy Why (not) What do you learn from Tom’s day 通过视频中关于时间表达的歌谣欣赏，可以有效地调节课堂氛围，激活学生旧知，同时自然导入本课的教学。 借助时钟的图片复习时间表达法，引出past和to的概念，直观形象，便于激发学生兴趣，引导学生观察思考，并在此基础上归纳总结顺读法和逆读法两种表达法的差异。在实践中加以总结，多次反复使用，使学生印象深刻，为下一步听说活动的开展做铺垫。 结合日常生活安排，使学生深刻理解AM，PM的含义，使学生在练习中体会英语时间的排列顺序，培养学生的语序意识，即逆读法表达英语时间时要由小到大。 利用游戏方式，活跃学习气氛，提高学生学习兴趣，巩固目标语言，为听力环节的顺利进行做好充分准备。 通过层层递进的不同听力活动，进行知识的理解巩固和听力策略的渗透。听力第一遍要求学生初听掌握大意，捕捉有关日常活动的关键词汇。第二遍注重数字信息的捕捉，进行活动与时间的匹配。第三遍为了捕捉更加详细的其他信息，让学生在一次又一次的听力中关注不同方面的细节信息，促进听力能力的提高和听力策略的形成。 通过pair work, group work等活动形式，为学生创设更加真实的交流情境，使学生在运用中巩固时间表达法和丰富的活动短语，学以致用，由口语会话到变换人称的口头汇报练习，帮助学生打好坚实的语言基础。 由Tom的一日生活作息进一步思考生活方式的健康与否问题，总结提炼，进行情感教育，树立合理安排时间、养成良好作息习惯、培养健康生活方式的意识。
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Ⅰ. 根据句意及所给图片提示，写出句中所缺内容。 1. In London, it's ________ in the evening now. 2. Every day at ________, I see Susan in the library. 3. Dale often gets to school at ________ in the morning. 4. Rita usually eats lunch at ________. Ⅱ. 根据汉语意思完成英语句子，每空词数不限。 1. 我们去上学吧。 Let's ____________. 2. 现在我们可以回家了吗？ Can we ____________ now 3. 格林夫妇总在晚上散步。 The Greens always ____________ in the evening. 4. 埃米，你需要上床睡觉了。 Amy, you need to ____________. 5. 有些学生经常在图书馆里做作业。 Some students often ____________ in the library. Ⅲ. 根据对话内容，从方框中选择恰当的单词填空，使对话完整、通顺。 early, walk, homework, o'clock, time
A: Hey, John! What's the (1)__________ B: It's four (2)__________. A: It's so (3)__________. Let's play computer games. B: Oh no. It's boring. A: So, what do you want to do B: How about doing our (4)__________ in the library first A: OK. B: After that, let's take a(n) (5)__________ at school. A: Sounds good. Let's go.
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 2 What time do you go to school Section B (1a-1e)
作 业 设 计
Level A Write a passage about your daily routine.
Level B Write a report about Tom’s day and your opinions according to 1c.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 What time do you go to school Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以日常作息习惯为中心话题，引导学生正确使用涉及日常生活及时间表达等方面的词汇、频度副词和what time和when引导的疑问句及答语进行写作练习，学习描述自己的或他人的作息时间安排和活动计划，从而激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，在语言学习中发展逻辑思维、辩证思维和创新思维，并学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，树立合理安排时间、养成良好作息习惯、关注健康生活的意识。
课标分析 新课标要求七年级学生能分析和梳理常见书面语篇的基本结构特征；积累常用的词语搭配；能辨识和分析常见句式的结构特征；能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“日常作息习惯”的话题，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用涉及日常生活及时间表达等方面的词汇、频度副词和what time和when引导的疑问句及答语，描述自己的或他人的作息时间安排和活动计划；
文化意识 能够通过描述日常作息，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，树立合理安排时间、养成良好作息习惯、关注健康生活的意识；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关猜测和判断的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。
教材内容分析 本课是一节写作复习课，要求学生在听、说、读的基础上，尝试简单的语言输出。本课侧重点在写上，训练、发展学生的书面表达能力。3a是一个逻辑排序的活动，同时为学生提供一个仿写的范文；3b以3a的范例为基础，让学生仿写自己一天的生活。本课在整个单元中起着话题的总结、系统复习和提升的作用，故课堂任务应侧重培养学生的语言输出能力（包括口头和笔头的练习），将写作作为最后的输出，是对本单元学习情况的一种终结性评价。
重点 复习本单元的相关知识点，并进行实际运用，提高写作技能；运用所学描述自己或他人的作息时间安排和活动计划；
难点 能够在写作中正确书写时间，注意准确使用频率副词和一般现在时；
学情分析 在本单元前面四个课时学习的基础上，学生通过大量的听、说、读训练，对询问和回答日常作息时间安排已经有了较扎实的语言基础。加之前一节课时中的2b和本课3a丰富的语言输入，为本课的开放性写作做好了铺垫。但是写是一项较为复杂的语言编码活动，正确运用频率副词、一般现在时和表示时间的状语描述一天的生活，对学生而言仍然具有一定的难度。
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学 生 活 动 教 师 导 学
Step 1. Warming-up. Chant with T. Ss: Wake up, wake up, wake up early; ... Talk about Tony’s and Mary's habits in 2b to have a review. Step 2. Pre-writing. Look through the sentences and circle the time. Number these sentences in order to make a story about a daily routine. Check the answers by reading the story plete a schedule according to the passage. Retell the story according to the key structures. Try to find out the beginning, the body and think about how to end the passage. Step 3. While-writing. Analyzing. Read the instruction and analyze elements with the help of T. Listing. Find out different kinds of activities. Find out different sentence patterns. Making an outline. Draw a mind map based on the sentence structures and content. Drafting. Write about their own daily routine for 10 minutes. Step 4. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their passages with partners and evaluate each other according to the evaluation sheet. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. Step 6. Conclusion. Have a conclusion about what they’ve learned this lesson with the help of T. Play the music and lead Ss to chant together. Then play a video and let Ss find out the healthy habits the people have. T: What healthy habits do they have Let Ss think of 3-5 things about their daily life and write them down and put them on the “tree”. Remind Ss of the time order of each sentence, like “from 6:15 to 7:00”, “at eight”, “at a quarter to twelve”, etc. Explain some phrases, such as “get home from school”, “have a healthy life”, etc. Provide a mind map for Ss to retell the story. Guide Ss to analyze the structure of the passage. Focus their attention on the time order, the connective words and the adverbs of frequency. T: Can you give an ending Provide some endings for Ss to read, appreciate and memorize. T: How to write a passage to introduce one’s daily routines Ask Ss to read the passage in 2b and list daily activities as many as possible. Mark the activities and guide Ss to have conclusions. Guide Ss to make an outline with the sentence structures they’ve found. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Provide the sample writing for Ss to learn more and appreciate. Let Ss finish the activities in Self Check. 通过唱歌谣、观视频、回顾课文要点、做习惯树等活动形式，从学生的兴趣出发，营造轻松的学习氛围，温故引新，导入话题，为接下来的活动做准备。 通过3a阅读排序，进一步输入目标语言，为学生的写作提供范例。 读后进行观察思考，引导学生总结文章结构、内容、写法，并通过mind map帮助学生理顺文章结构和写作手法，通过为文章添结尾达到以读促写的目的，帮助学生快速积累语料，同时注意到细节信息的准确表达和内容要点的罗列，为后面的环节做铺垫。 培养学生的审题意识和良好的列提纲的写前习惯，整体构建文章结构，合理分配内容要点，降低写作焦虑，提高写作效率，促进发散思维和逻辑思维的提升。 基于2b课文范例的详细分析，帮助学生从写作角度很好地对文章进行了再次解读，理清内容要点和句式结构，提升学生的思维品质和学习能力。 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 提供评价标准，培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式，来欣赏自己的文章、同伴的文章，积累更多好词好句。同时，能够发现不足，及时进行更正。 及时进行情感教育，帮助学生树立合理安排时间、养成良好作息习惯、关注健康生活的意识。 自我检测，总结反思。 引导学生学会及时总结和反思本节课所得，强化写作策略及学习能力。
课 时 达 标 检 测
Ⅰ. 完成句子。 1. 他每天从上午八点工作到下午六点。 He works ________ eight o’clock in the morning ________ six o’clock in the afternoon. 2. 他爸爸通常六点五十锻炼。 His father usually ________ at ten ________ seven. 3. 苏珊每天帮她妹妹穿衣服。 Susan helps her sister ________ ________ every day. 4. 我妈妈在广播电台工作。 My mother works at a ________ ________. 5. 他每天没有许多时间吃早饭。 He doesn’t have ________ ________ for breakfast every day. 6. Tom takes a shower after eating breakfast. (改为一般疑问句) ________ Tom ________ a shower after eating breakfast 7. Do you do your homework at school (用Ann作主语改写句子) ________ Ann do ________ homework at school 8. Alice sometimes cleans her room on weekends. (对画线部分提问) ________ does Alice sometimes ________ her room 9. Helen watches TV at about half past eight. (对画线部分提问) ________ ________ does Helen watch TV 10. Mary always plays sports after school. (对画线部分提问) ________ does Mary always ________ after school Ⅱ. 阅读理解 I’m Maliya. I am American. I study at Shanghai International School now. I usually get up at 6:30 in the morning and then I take a shower. I go to school at 7:30. We have the first class at 8:10 in the morning. At 12:00 I eat lunch at school. Hamburgers are my favorite food. We finish school at 3:30 in the afternoon. After school, I either go to the library or play tennis with my friends. I never watch TV on school days. I go to bed at 9:00 in the evening. Mike is my father. He gets up early every day, at about 5:30. And then he runs for half an hour. After a quick breakfast, he goes to work. He works on the computer at home. He usually works until (直到) about 12:00. He always has a big lunch. After lunch, he continues (继续) to work on the computer until about 6:00. In the evening, he always takes a walk after dinner. 根据材料内容选择最佳答案。 ( ) 11. Maliya ______ at seven thirty. A. gets up B. takes a shower C. goes to school D. has her first class ( ) 12. Where does Maliya eat lunch A. At home. B. At school. C. At her friend’s home. D. At her grandma’s home. ( ) 13. Maliya never ______ on school days. A. watches TV B. plays tennis C. eats hamburgers D. goes to the library ( ) 14. It’s about ______ in the morning after Mike finishes running. A. 5:30 B. 6:00 C. 6:30 D. 7:00 ( ) 15. Mike always ______ after dinner. A. works on the computer B. plays basketball C. reads in bed D. takes a walk
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 2 What time do you go to school Section B (3a-Self check)
作 业 设 计
Level A Write a passage to talk about David’s day.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 2 What time do you go to school Section A (GF-3c) 班级 备课教师
课型 语法课 课时 2
核心素养与思政渗透 在本课时中，围绕日常作息习惯的话题而设计的观察、归纳、探究等活动，能够帮助学生更好地掌握what time和when引导的特殊疑问句和常见的频度副词，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，引导学生在询问日常活动的时间和谈论日常作息习惯的过程中，拓宽视野，了解英语国家人们的日常生活习惯，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯的意识。
课标分析 新课标要求七年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在“日常作息的班级调查”语境中，通过观察归纳、同伴合作等方式，正确理解和运用常见的频度副词和what time和when引导的特殊疑问句，询问和谈论自己和他人的日常作息习惯；
文化意识 通过谈论自己或他人的日常作息，拓宽视野，了解英语国家人们的日常生活习惯，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯的意识；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究常见的频度副词和what time和when引导的特殊疑问句的用法，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，是对单元语法要点的梳理和巩固性训练。Grammar Focus部分列出本单元出现的关键句型，目的是让学生根据例句归纳语言规律；活动3a主要训练三个频度副词的使用；活动3b更加开放，要求学生笔头造句，灵活运用频度副词介绍自己的日常生活习惯；活动3c是一个小组活动，练习本单元关键句型What time do you... 及核心动词短语。
重点 what time和when引导的特殊疑问句及回答；频度副词的用法；复习一般现在时；
难点 语序的掌握，包括疑问语序以及频度副词在句中的位置；一般现在时单数第三人称的动词词尾变化；
学情分析 在第一课时学习的基础上，学生通过听说训练逐步掌握了时间问答法和表示日常活动的动词短语，并在语境中初步理解了语法所表达的意义，但还有待于进一步熟悉和巩固。在七年级上学期，学生已学习郭when引导的特殊疑问句，教师应引导学生比较由what time和when引导的两种特殊疑问句来询问时间的异同；学生对于频度副词的含义已基本理解，但对于它们的基本用法还比较模糊，其语言基础较薄弱，缺少语法概念，不具备较强的归纳总结能力。教师在课堂设计时应发挥学生的主体作用，设计有趣的课堂任务引导学生进行自主学习和合作学习，并在语言实践的过程中渗透学法指导，同时引导学生归纳总结语法规则。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the flash and find out the time and activities. Spin the wheel and make a sentence. Sa: He watches TV at nine o’clock. Sb: He takes a shower at seven fifteen /a quarter past seven. Step 2. Grammar Focus. Read and observe the sentences in Grammar Focus and try to find the similarity and differences between “what time” and “when”. Sa: 询问时间可以用what time和when。 Sb: what time仅可以询问具体时刻；when既可以问具体时刻，也可以问笼统时刻。 Make some sentences with adverbs of frequency based on the Chinese meaning. Step 3. Practice. Work on 3a. Write answers or questions. Use “always”, “usually” or “never”. Sa: I usually get up at 6:30 on school days. Sb: She usually gets up at 6:30 on school days. Work on 3b. Watch the video and take notes. Then read their notes aloud. Make sentences with the adverbs according to themselves. Then read their sentences aloud in class. Work on 3c. Work in groups of four and do a survey about daily routines. One student interviews the other three students to find out what time they do these activities. Sa: Hi, Jenny. What time do you get up on weekends Sb: I usually get up at seven thirty. Step 4. Conclusion. Play a flash about time. Provide the activities and clock for Ss to play a game. Let Ss read the sentences in the box and guide them to sum up the usages of “what time” and “when”. Draw Ss’s attention to the structure of the sentences with “what time” or “when”. Guide Ss to find out the position of the adverbs of frequency. (动前be后) Guide Ss to read and understand the instruction and the questions or answers. Explain some phrases, like “on school days”, “have breakfast”, etc. Invite some Ss to read their questions or answers to check. Ask other Ss to retell. Play a video first and help Ss describe their day correctly with adverbs of frequency. Go over the instruction in 3b. Let Ss write about something they always do, something they usually do and something they never do. Provide a writing structure for Ss to add their own daily routines. Guide Ss to talk about their daily routines more logically and completely. Guide Ss to read and understand the instruction. Let them work with group members, interview and take notes in the chart. Then invite some Ss to give a report to the class. 利用动画和游戏复习上节课有关时间和活动的关键词汇和句型，活跃课堂气氛，激发学习兴趣。 在学生对本单元目标语言已有丰富的感性认识后，引导学生仔细观察语法聚焦表格中的例句，并利用问题导向的形式引导学生边观察边思考，通过独立思考、小组讨论等方式解决问题，学会按语言功能归纳总结，在观察、归纳、探究等语言实践活动中逐步进入深度学习，探索语言规律，实现语言学习又感性到理性的转变。同时做到讲练结合，扎实有效。加之朗朗上口的口诀，便于学生识记，提高课堂效率。 3a活动主要训练三个频度副词的使用，应进行相应的学法指导，提醒学生注意频度副词在句子中的位置。还要提醒学生要根据问句或答语的内容确定答语或问句的内容，特别要注意人陈和数的一致性。 活动3b更加开放，要求学生笔头造句，灵活运用频度副词介绍自己的日常生活习惯；小作文模板的提供，帮助学生在口头或笔头输出上更有逻辑性和条理性，为其后面能够完整输出日常作息内容做先行尝试和铺垫。 活动3c是一个小组活动，也是一个较开放的口语活动，需要学生进行小组调查，然后汇报调查结果，主要练习本单元关键句型What time do you... 及核心动词短语。
课 时 达 标 检 测
Ⅰ. 根据语境及所给首字母提示，补全所缺单词。 1. —In the morning Henry n does sports. —Yeah! He always plays sports in the evening. 2. —Sam looks very f . —Yeah! His head is so small but he is in a big hat. 3. —Do you like Jenny in Class One —Sure. She's my b friend. 4. —It's four f , yes —Yeah! Now it's ten to five. 5. —My mother usually gets up at 5:30. —Wow, so e . Ⅱ. 根据语境及所给汉语提示，写出所缺短语。 1. Sometimes, they _________(迟到) class. 2. Uncle Li works at a(n) _________(广播电台). 3. Why is your mother always busy _________(在周末) 4. Sally and I are in the library _________(从两点到三点) in the afternoon. 5. —_________(几点) is Bill's birthday party —At 7:15 p.m. Ⅲ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。 1. Tom has an art lesson at four twenty. (改为一般疑问句) _________ Tom _________ an art lesson at four twenty 2. —Does Scott go to work by bus (补全肯定答语) —Yes, _________ _________. 3. —Do his cousins exercise at 6:00 (补全否定答语) —No, _________ _________. 4. My parents do sports on Sunday. (对划线部分提问) _________ _________ your parents _________ sports 5. Jeff usually takes a shower at seven thirty. (对划线部分提问) _________ _________ _________ Jeff usually _________ a shower Ⅳ. 根据对话内容，从方框中选择恰当的选项补全对话，其中有两项多余。 A: Hey, Peter! (1)________ B: At a school. A: Wow, she has a good job! (2)________ B: At 7:00. A: So early B: Yeah! (3)________ A: She's a good teacher. (4)________ B: She gets up at 5:30. A: (5)________ B: She usually does some exercise and then eats breakfast. A. She is never late for work. B. What can she do C. Where does your sister work D. What does she usually do after that E. What does she like F. When does she go to work G. What time does she usually get up
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 2 What time do you go to school Section A (GF-3c)
作 业 设 计
Level A Work in groups of four. Share your daily routines and choose ten common daily activities. Make up questions with choices for a questionnaire.(Special questions and general questions are expected to use in the questionnaire.)
Level B Write a short passage to report your group members’ daily activities according to 3c.
教 学 反 思单 元 教 学 设 计
单元 Unit 2 What time do you go to school 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“日常作息习惯(Daily routines)”为话题，属于新课标中“人与自我”范畴内“生活与学习”主题群中的“丰富、充实、积极向上的生活”子主题内容。通过本单元，学生将主要学习正确运用what time和when引导的特殊疑问句就日常活动的时间进行询问，使用常见频度副词简单谈论日常作息习惯，从而激发英语学习兴趣，在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，帮助学生拓宽视野，了解英语国家人们的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯、关注健康生活的意识。
教材分析 本单元围绕“日常作息习惯”这一话题，以紧扣话题的两个对话和一个语篇为载体，在具体语境中呈现了what time和when引导的特殊疑问句及答语，询问对方日常作息时间。本单元涉及两个语言功能项目：简单谈论日常作息习惯；运用What time do you usually... 及时间表达法就日常活动的时间进行问答。语法上是继续学习运用一般现在时描述人们的日常活动。A部分以Rick和Jim兄妹的日常生活习惯，以及记者对Scott的采访为线索开展各项语言训练活动；B部分在语言知识、语言技能层面上都有所深化和拓展，介绍了更复杂的时间表达法（to和past），并在进一步训练、发展听说技能的基础上，重点转向读写技能及语言综合素养的培养及提升。
学情分析 本单元的主题是运用when和what time引导的特殊疑问句询问时间以及运用数词表达不同的时间。在表达不同时间点时要运用数字，七年级学生通过上学期的学习，对0-30这些数字已经有所积累，故对谈论时间的简单表达法会有较大帮助，在教学时要及时进行复习和回顾，学生才能对新的目标语言运用得心应手，但听时间对学生来说仍是挑战。学生对一般现在时态的用法也具备一定的语感和模仿运用的能力，但主语是第三人称单数时谓语动词的变化也仍是学生学习过程中的难点和易错点，需要教师耐心、有效地引导和纠正。
教 学 目 的 语言能力 能够在“走进Rick一家”“一份有趣的职业”“日常习惯分享会”等真实情境中正确运用与日常生活话题有关的词汇、常见频率副词和what time和when引导的特殊疑问，以听说读看写等方式询问和谈论自己或他人的日常作息习惯；能够进一步加强听前预测意识，根据图和提示语句初步预测听力内容；
文化意识 能够拓宽视野，了解英语国家人们的日常生活习惯，学会分辨健康和非健康的生活方式，分享交流自己的日常生活作息，并树立合理安排时间、养成良好作息习惯、关注健康生活的意识；
思维品质 能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关人物的日常作息习惯等方面的信息，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；
学习能力 通过谈论自己或他人的日常作息生活，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。

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