资源简介

Unit 2大单元教学整体教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 本节课时
主备课人 协助备课人
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。
教学目标
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。
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。
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2c 听说课 第一课时 学生能初步运用重点单词句型询问日常活动的安排，并额能做出相应回答；能基本听懂本课重点词汇和目标语言的听力材料，并在听的过程中学会抓住有效信息，初步了解频率副词。 通过Pair-work的形式自我能力谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 2d-3c 语法课 第二课时 能够运用重点词汇和what time和when引导的特殊疑问句及回答就日常活动的时间进行问答，并能深入理解答语的区别和功能上的联系；能掌握频率副词的含义和进本用法，并能够正确介绍自己的生活习惯 通过读课文找出描述能力的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1f 听说课 第三课时 学习时间表达法；能听懂谈论日常活动作息安排的对话，并在听的过程中学会有目的地获取有效信息，同时在听的过程中要你工程良好习惯。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第四课时 学生能运用略读、扫读、和细读等阅读技巧，基本理解语篇意义，获取有效信息，愤青健康的习惯和不健康的习惯；能通过自主阅读，综合运用本单元所学。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能综合运用备案单元所学的知识及写作方法描述自己的或他人的作息时间安排和活动计划，并学生分辨健康和非健康的生活方式。 通过书面表达的形式，评价学生写作的能力。
Unit 2大单元教学第一课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 听说课 本节课时 1
主备课人 协助备课人
教材分析
What：These are conversations about asking daily routine by using what time questions. Why：Let students know how to how to asking others about their daily routine. And how to read the time correctly. And let students know the cultural difference between China and the western in taking a shower. How：The conversations provide a real life situation and lots of pictures about foreign students’ daily routine which can help students to know more about it.
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。
教学目标
By the end of this lesson, students will be able to: 1. 语言能力：Correctly use common frequency adverbs and special question sentences guided by what time and when, and ask and talk about your own or others' daily routines in ways such as listening and speaking. 2. 学习能力：Promote the skills of listening and speaking ability through pre-listening prediction, listening recording, and post-listening retelling. Talk about daily life habits, maintain interest in learning English, form good learning habits, and consciously train English thinking. 3. 文化意识：Understand the daily life and habits of people in English-speaking countries, establish a reasonable arrangement of time, and develop a sense of good work and rest habits. 4. 思维品质：Accurately obtain key information and express information about the daily routine and Xi of characters through listening and speaking activities, improve the logic and criticality of thinking, and realize the transfer of thinking ability.
教学重难点
Teaching important points: master key vocabulary and sentence patterns: Predicted parts of difficult points: actively cooperate and communicate with others to improve listening, speaking and communication skills; how to make a conversation by using what time questions
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T invites to Ss make a guess. And then T asks a question “What is it ” , and then watch a video about a boy’s daily routine. T asks two questions, “What time does he get up & What time does he go to school ” Ss make a guess; Then watch a video and then think about question and then actively answer T. Game and video can arise students’ scheme and create an active classroom atmosphere.
效果评价 学生是否能积极进行猜词游戏，能否专注的观看视频，是否能对认真地完成老师的任务。
Pre-listening (7’)
T presents the daily activities and teaches the new words one by one. Then leads Ss to finish 1a. Match the activities with the pictures. Ss learn the expressions of daily activities and finish 1a Learning the expressions for daily activities can lay a good foundation for following learning.
Step 2 T shows the clocks and asks Ss “ What time is it ”. Lead them to play a game. “Try to speak out the times as quickly as possible. Let’s see who’s quick and accurate(准确).” Ss answer the questions by using“it is…”and speak out the time in 1a. Games can attract Ss and give Ss a interesting knowledge input.
效果评价 学生在看图片和思考区别时，是否表现积极主动；学生是否能准确无误的完成游戏练习。
While-listening (15’)
Step 4 T plays the recording for the first time to ask Ss tofinish 1b. Listen and match the times with the actions. Draw lines from the clocks to the pictures. After that. T invites some Ss to show their answers. Ss listen to the record two times, finish 1b.and Listen and write the times for the second time. It can help Ss improve their ability of listening.
Step 5 T lead Ss to work in pairs and make conversations according to 1b. and let them play the game Use the activities and time to make conversations. It can help Ss improve their ability of listening and speaking.
Step 6 T plays the recording in 2a for the first time to ask Ss to finish 2a. T plays the recording for the second time to ask Ss to complete 2b. After that. T invites some Ss to show their answers. Ss listen to the conversation , and finish 2a and 2b. It can help Ss further improve their ability of speaking. Discussing and sharing answers can improve Ss’ ability of criticizing.
效果汇总 学生是否能在听录音时抓住关键词，准确无误的完成1b、2a和2b；学生是会认真模仿和复述录音原文。
Post-listening (10’)
Step 7 T asks Ss to introduce their own time schedule. Ss practice conversations in 2c. with their partner. It can help Ss improve their ability of listening and speaking.
Step 8 T asks Ss to make a report by using the table and the questions. Ss make a survey report. Ss can practice their spoken English.
效果汇总 学生是否能在积极主动地与同伴进行对话练习；学生再练习对话过程中发音和语调是否正确。
Exercise (5’)
Step10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) Interview your three classmates about their daily routines, then give your report. Homework can help students strengthen the knowledge which they have learned.
教学反思：
Unit 2大单元教学第二课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 语法课 本节课时 2
主备课人 协助备课人
教材分析
What：The text is a conversation about answering the routine of a radio station worker. And summarizes the target language of this unit in form, that is, special questions guided by what time and when. answers with time. Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena. How：The activities of 3a-3c are arranged in different levels. 3a let the students use the frequency adverbs to answer the question, mainly focusing on the language form. And it is the language structure exercise; 3b asks students to write their own experience by using the frequency adverbs. 3c is an open communication activity, and it is a more real language use activity with poor information, so it pays more attention to semantics.
教学目标
By the end of this lesson, students will be able to: 1. 语言能力：correctly understand and use common frequency adverbs and special interrogative sentences guided by what time and when through observation and induction, peer cooperation, etc., , and ask and talk about their own or others' daily routines. 2. 文化意识：broaden your horizons, understand the daily life and rest habits of people in English-speaking countries, share and communicate your daily work and rest time, and develop good habits. 3. 思维品质： explore common frequency adverbs and special question sentences guided by what time and when through observation, discussion and induction, and improve the logic and criticality of thinking, and realize the transfer of thinking ability. 4. 学习能力：Actively cooperate with others in learning activities to complete learning tasks together. Talk about your daily habits and stay interested in learning English.
教学重难点
Teaching important points: 1) Summarize the sentence patterns that use frequency adverbs to talk about one's daily life and daily habits. 2) Train and skillfully use the use of frequency adverbs to talk about the daily life and daily habits through different forms of practice. 2. Predicted parts of difficult points: 1) Summarize the sentence patterns that use frequency adverbs to talk about one's daily life and daily habits. 2) Use frequency adverbs to form sentences to express daily routines.
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T leads Ss to review the sentence patterns by showing pictures and asking questions, “what time does he… ” ” And then invites some Ss to answer them. Ss think about the three questions by observing pictures and then actively answer T. Pictures and question can provides a good review for former knowledge.
效果评价 学生是否能认真观察图片给出正确答案；是否能认真并且无误的回忆所学的知识点。
Presentation (10’)
Step 2 T asks Ss two questions “Where does the man work What’s his job Let Ss predict the answers according to the picture in 2d. Then read the passage and find the right answers. Ss make a prediction of the passage and read the passage to find the answers Making predictions can improve the interest of reading. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules.
Step 3 Let Ss repeat after the recording to try to imitate the pronunciation and tone of 2d. and let them role play it. Then let Ss try to make sentences with the given words. Ss repeat to try to imitate the pronunciation and tone. Make sentences with the given words. Role play can help Ss enhance the main idea of the conversation. And know the grammar better.
Grammar focus(15’)
Step 4 T asks Ss to observe the grammar focus and answer the questions. Ss think about how to ask time. and learn the what time and when question sentence patterns. Learning grammar rulers by observing can help students realize grammar rules better.
Step 5 T teaches them the usage of the frequency adverbs by circling the key information of the Grammar focus. Ss learn the usage by the key information and write down the rules in notebook. Underline and make notes can provide a clear logic of the grammar rule which can help Ss memorize and realize the grammar better
Step 6 T leads Ss to know the position of frequency adverbs by showing the examples sentences. Ss conclude the position of frequency adverbs by observing the examples. Learning grammar rulers by observing the example sentences can help students realize grammar rules better.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极的跟着老师的思路来学习语法知识点。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a Ss finish the exercises and then read the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 8 T asks Ss to finish the exercises in textbook 3b and then ask Ss to practice the conversations with the desk mates. Ss finish the exercises and then practice the conversations with the desk mates Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening.
Step 9 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today. Ss finish the task in 3c in groups. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能准确无误的完成练习。学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step10 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step11 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 请根据下列表格内容，介绍Lisa的一天， 注意使用always、usually、often、never等频度副词。 Homework can help students strengthen the knowledge which they have learned.
教学反思：
Unit 2大单元教学第三课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 听说课 本节课时 3
主备课人 协助备课人
教材分析
What：One conversation that talk about Tom’s daily routine, and provides some communication sentence structure in real situations. Why：The conversations provide examples of how to express the time in other ways. which can help students improve their listening and speaking ability in listening to recordings, and improve their communication ability in dialogues practice. How：1a shows the daily activities and the time, and learn the vocabulary to lower the difficulty of listening. At the same time, 1b enhance the new words by speaking out. 1c enhance the new words through listening, and lower the difficulty of 1c. 1c write down the time by learned sentence pattern. 1e connects the textbook knowledge to oral practice, and improve the communication ability.
教学目标
By the end of this lesson, students will be able to: 语言能力：Correctly use more complex time expressions and richer verb phrases to ask and talk about one's own or others' daily routines such as listening and speaking. 文化意识：Understand the daily routines of people in English-speaking countries, and learn to distinguish between healthy and unhealthy lifestyles. 思维品质：Accurately obtain key information and express information about the daily work and rest habits of characters through listening and speaking activities, improve the logic and criticality of thinking, and realize the transfer of thinking ability. 学习能力：Promote the improvement of listening and speaking ability through pre-listening prediction, listening recording, and post-listening retelling. Talk about daily habits and consciously train your English thinking
教学重难点
Teaching important points: master key vocabulary and sentence patterns；master the different time expressions. Predicted parts of difficult points: Learn to talk about the daily activities routine
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T leads Ss to watch the video. Do you know how to express the time Ss think about the question by looking at the video and then actively answer T. Video can quickly attract Ss’ interest in English. And lead in this lesson’s topic
效果评价 学生是否能专注的观看视频，是否能对认真地完成老师的任务。
Pre-listening (7’)
Step 2 T presents the pictures of clock and asks Ss to speak out the time of them. Ss speak out the time of these pictures. Learn the new words, and lower the difficulty of listening.
Step 3 T show the new ways to read the time. Ss learn about it lower the difficulty of listening
Step 5 T leads Ss to Look at the picture in 1a for three minutes. And finish 1b Check your answers with your partner. Check the answers with partner by using the sentence When do students usually do these things Learn the new knowledge by speaking them out.
Step6 T presents 1c. and let SsRead and learn the the expressions in the chart. Read and understand the 1c It can make Ss understand the listening material better. And lower the difficulty of material.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题。
While-listening (15’)
Step 7 T plays the recording in 1c for the first time to ask Ss to finish 1c. Ss listen and circle the activities they hear It can help Ss improve their ability of listening, and enhance the new words again.
Step 8 T plays the recording in 1c for the second time and lets them finish the second task to ask Ss to finish 1d. Ss Listen again and write the times It can help Ss understand the detail of listening materials. And improve the skill of listening.
Step 9 T plays the recording for the third time to ask Ss to Listen again and answer the questions. Ss listen again and answer the questions. Get the main information and detail information by listening , writing and exercising.
Step 10 T play the conversation in 1d, asks Ss to try their best to read the listening material. Ss listen to the conversation, read and learn the passage. Find the time schedule It can help Ss further improve their ability of speaking.
效果汇总 学生是否能在听录音时抓住关键词，准确无误的完成1b、2a和2b；学生是会认真模仿和复述录音原文。
Post-listening (10’)
Step11 T asks Ss to practice conversations in 1e. Give a report about Tom’s day. Ss practice conversations in 1c. with their partner. Give a report about Tom’s day. It can help Ss improve their ability of listening and speaking.
效果汇总 学生是否能在积极主动地与同伴进行对话练习；学生再练习对话过程中发音和语调是否正确。
Exercise (5’)
Step11 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step12 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) 1. Work in groups of 4. Ask and answer what they usually do in the afternoon and in the evening. Then give your report. . Homework can help students strengthen the knowledge which they have learned.
教学反思：
Unit 2大单元教学第四课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 阅读课 本节课时 4
主备课人 协助备课人
e教材分析
What：This is a passage about introducing Tony’s and Mary’s daily schedule. Why： The topic of the passage is about healthy and unhealthy habits according to Tony and Mary. So it is helpful for students to learn to keep good and healthy habits. How：The structure of the passage is very clear and logical. The writing order is time schedule according to Tony and Mary.
教学目标
By the end of this lesson, students will be able to: 1. 语言能力： correctly understand and master new vocabulary in the context, use more complex time expressions and richer verb phrases, understand the general idea of the article, and sort out the content of the article. 2. 文化意识：Understand the daily routines of people in English-speaking countries, and learn to distinguish between healthy and unhealthy lifestyles. 3. 思维品质： Through the construction of mind maps, analysis, reasoning and judgment and other activities, accurately obtain key information and improve the ability to understand the discourse, improve the logic and criticality of thinking, and realize the transfer of thinking ability. 4. 学习能力：Enhance reading comprehension skills by learning reading strategies through pre-reading prediction. Maintain an interest in learning English and consciously train your English thinking.
教学重难点
Teaching important points: master key vocabulary and sentence patterns；read passages and sentences for relevant information. Predicted parts of difficult points: Through reading short passages, how to use the sentence patterns and sentence patterns learned in this unit to improve students' comprehensive English proficiency.
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T invites to Ss to watch a video and let them list all of healthy habits. Ss list the habits by watching the video. It can give Ss an interesting knowledge input through video.
效果评价 学生是否能根据所给视频准确无误的回答问题
Pre-reading (7’)
Step 2 T asks Ss to finish 2a. Check (√) the activities that you think are healthy. Ss finish 2a, and read the healthy activities together. 2a can lead Ss to firstly know the words in the passage so that the learning of reading can be more smoothly.
Step 3 T asks them look at the pictures carefully and answer the questions: What does the boy like doing What does the girl like doing After that, T asks Ss to look at the picture to guess what will be talked in this passage. Ss look at the pictures carefully and answer the questions and then look at the picture in 2b to guess what will be talked in this passage. Prediction can give Ss an interesting knowledge input. Pictures can improve Ss’ ability of prediction.
效果评价 学生在看图片时是否表现积极主动；学生是否能够通过“看”图片来进行推测文章主要内容。
While-reading (15’)
Step 4 T asks students read passage quickly for the first time to answer these two questions: What are their names Who is healthier Ss read the passage and underline the healthy and unhealthy activities. This step can help students to improve the ability of fast reading and scanning.
Step 5 T asks students read the content carefully and fill in the mind map. Then answer the questions: 1. Does tony get up early in the morning 2. What does he usually eat for lunch 3. How long does he play basketball 4. What does he usually do in the evening Ss read the passage carefully and then finish the questions. ( Ss can discuss with classmates) Ss can have deep understanding of the passage and careful reading can help students to find the details of passage.
Step 6 T asks Ss to read the second paragraph finish the table about Mary. Ss read the passage and finish the two tasks. Ss can improve their ability of speaking. And then improve the ability of practicing.
效果汇总 学生是否能在每次的阅读过程中，正确地寻找到相关信息，并使用新学知识进行知识迁移。
Post-reading (10’)
Step 7 T leads Ss to clear out the structure of the passage and then leads them to retell the passage. Ss retell the passage according to the structure. It can help Ss further improve their ability of analyzing the structure of passage and then strengthen their ways of thinking.
Step 8 T leads Ss to analyze the structure and language of the article Ss analyze the structure and language of the article. It can help Ss improve their ability of analyzing and lay a good foundation for following writing.
Step 9 T asks T to complete part 3a ---Tell your partner your unhealthy habits. Let him/her give you suggestions. Ss complete part 3a and analyze the structure of the articles in part 3a. It can strengthen Ss’ understanding about the structure of the passage and lay a good foundation for following writing.
效果汇总 学生是否积极参与对话，是否能正确使用目标语言进行交流；
Exercise (5’)
Step11 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step12 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) Retell the passage in 2b. Write a passage about your healthy and unhealthy habits and give yourself some healthy advice. Homework can help students strengthen the knowledge which they have learned.
教学反思：
Unit 2大单元教学第五课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 写作课 本节课时 5
主备课人 协助备课人
教材分析
What： Focusing on daily work and rest habits, students are guided to write their own habits. Why： The topic is about writing healthy and unhealthy habits. So it is helpful for students to learn to keep good and healthy habits. How：by using vocabulary related to daily life and time expression, frequent adverbs, and question sentences and answers guided by what time and when for writing practice.
教学目标
By the end of this lesson, students will be able to: 1. 语言能力：Correctly use phrases, adverbs of frequency, and special interrogative sentences guided by what time and when to describe one's own or others' daily routines. 2. 文化意识：By describing daily routines, learn to distinguish between healthy and unhealthy lifestyles, establish the awareness of reasonable time arrangement, and develop good and healthy habits. 3. 思维品质:Internalize the language knowledge of this unit through a variety of activities, accurately express daily work and rest habits, improve the logic and criticality of thinking, and realize the transfer of thinking ability. 4. 学习能力：Maintain interest in learning English, form good study habits, learn to write their own habits.
教学重难点
Teaching important points: Review the " Expression of Time" and use it in specific matters. Predicted parts of difficult points: Review the use of what time and when-led sentences to ask about time; Use numerals to express time.
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T invites Ss to review the habits of Tony and Mary. Ss retell the habits of Tony and Mary by looking at h pictures. It can give Ss an interesting consolidation through pictures.
效果评价 学生是否能根据所给图片准确无误的复述文章
Pre-writing (7’)
Step 2 T asks Ss to look at the picture in 3a and guess. “Does he have a healthy life ” Ss look at the pictures carefully and answer the questions . And guess what will be talked in 3a. 3a can lead Ss to firstly know the main idea in the passage.
Step 3 T asks them to finish 3a.-- Number these sentences in order to make a story about a daily routine. Ss finish 3a by observing the time order. It can make the exercise easier by paying attention to the time order
Step 4 T shows the table and let Ss finish the table according to 3a. Ss finish the table according to 3a by finding out the activities and time. It can review the daily activities and time expressions. To accumulate material for writing
Step 5 T shows the passage of 3a. and let Ss observe the structures of 3a. Observing the structure of 3a and fill in the chart. It can strengthen Ss’ understanding about the structure of the passage and lay a good foundation for following writing.
效果评价 学生在看观察文章结构时是否表现积极主动；学生是否能够通过“看”来进行归纳总结。
While-writing (15’)
Step 6 T shows the sample to students. Lead them to read the sample. Ss read the passage and learn the sample writing. This step can help students to improve the ability of writing.
Step 7 T asks students to write the passage. Ss write their own habits. Writing can help Ss make a output for today’s learning and improve their ability of writing and then evaluation can practice their critical thinking.
效果汇总 学生是否积极参与写作，是否能正确使用目标语言进行写作；学生的写作中是否达到了题目的要求，是否具有创新意识添加其他具体细节。
Post-writing (10’)
Step 8 T lead Ss to check out their writing. Check out the passage by some details. It can help Ss further improve their ability of analyzing the structure of passage and then strengthen their ways of thinking.
Step 9 T leads Ss to finish self-check. Ss finish self-check. It can help Ss improve their ability of analyzing and lay a good foundation for following writing.
效果汇总 学生是否积极参与互评和自评
Exercise (5’)
Step11 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step12 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) 假设下表是Tom的日常生活时间表，请根据表格提示写一篇短文，介绍Tom的一天。 要求：1. 80词左右；2. 可适当发挥。 Homework can help students strengthen the knowledge which they have learned.
教学反思：
Unit 2大单元教学第六课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 复习课 本节课时 6
主备课人 协助备课人
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。能够在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。
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。
教学目标
1.Students’ vocabulary will be enlarged and diversified, especially in describing their daily routines. 2. Students can master the key sentence structures about asking and responding to the questions about adverbials of frequency and daily routines. 3.Students will obtain more knowledge in the topic that is about people’s daily habits
新课程标准对内容的要求
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。
教学重难点
Teaching important points: master key vocabulary and sentence patterns: Predicted parts of difficult points: actively cooperate and communicate with others to improve listening, speaking and communication skills; how to make a conversation by using what time questions
教学评一体化教学过程设计
单项选择 1．—What do you usually do in the evening？ —Well，I either watch TV ________ play games with my brother． A．and B．but C．or D．so 2．—I can’t play the violin. What about you, Rick —I can’t, ________. A．too B．also C．either D．and 3．—What do you think of the film The Battle at Lake Changjin —Fantastic. ________ I ________ my sister likes to see it. A．Both; and B．Either; or C．Not only; but also D．neither; nor 4．My mother doesn’t like cola. She doesn’t like coffee, ________. A．too B．either C．also D．neither 5．Lisa loves reading. She ________ reads books after school. A．always B．never C．sometimes D．seldom 6．I am not a teacher. She isn’t a teacher, ________. A．then B．too C．either D．so 7．Jack has ________ model planes, he likes them ________. A．a lot of; lots of B．lots of; a lot C．a lot; a lot of D．lot of; a lot 8．My parents ________ ask about my school life. They know nothing about it. A．never B．usually C．sometimes 9． There are a lot of birds in the tree. A．much B．a few C．a lots of D．many 10．__________ is a good form of exercise for young and old . A．The walk B．Walking C．To walk D．Walk 11．I can’t find ______ in the house,______ A．something strange; too B．strange something; as well C．anything strange; either D．strange anything; too 12．You can either take a bus ________ go there on foot. A．and B．nor C．but D．or 13．Sam has a relaxing .He only works on the weekend. A．show B．job C．family D．game
课时作业设计
板书设计
反思与改进
Unit 2大单元教学第七课时教学设计
教学基本信息
课题 What time do you go to school 总课时数 7
课型 复习课 本节课时 7
主备课人 协助备课人
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。能够在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。
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。
教学目标
1.Students’ vocabulary will be enlarged and diversified, especially in describing their daily routines. 2. Students can master the key sentence structures about asking and responding to the questions about adverbials of frequency and daily routines. 3.Students will obtain more knowledge in the topic that is about people’s daily habits
新课程标准对内容的要求
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。
教学重难点
Teaching important points: master key vocabulary and sentence patterns: Predicted parts of difficult points: actively cooperate and communicate with others to improve listening, speaking and communication skills; how to make a conversation by using what time questions
教学评一体化教学过程设计
一、根据句意、首字母或汉语提示, 写出下列句子中所缺的单词。 1. Joe can't speak Chinese.John can't speak Chinese, e________. 2. I want some chicken, because it t________ great. 3. The boy often r________ to school. He thinks it's good exercise. 4. The store sells l________ of things and they are all very cheap. 5. My room is dirty, I need to c________ it. 6. -What time is it now -It's a q________ past nine. 7. People think cats have nine ________ (生命). 8. The old man is badly sick in the street, so Tom runs to help him very ________ (很快地). 9. They usually take a ________ (散步) after dinner. 10. ________ (有时) I go to the old people's home with my classmates on weekends. 二．翻译句子。 1. 我四点半从学校回家。 I go home from school ________ ________ ________ ________. 2. 你什么时候打扫房间 When do you ________ ________ ________ 3. 我弟弟过着健康的生活。 My brother ________ ________ ________ ________. 4. 在中国, 晚饭后老太太们要么散步, 要么跳广场舞。 In China,the old ladies ________ take a walk ________ do group dancing after dinner. 5. 我弟弟知道这对他的健康没有好处。但它太好吃了。 My brother knows it's not ________ ________ his health. But it ________ so good. 三．单项选择。 ( ) 1.-What do you like to do after dinner - I usually take________walk. After that I go home and take________shower. A. a;a B. a; an C. the; a D. the; the ( ) 2.-What's your________, Mary -I am an English teacher in a middle school. A. job B. color C. club D. group ( ) 3. Ice-cream is not good for us, but it tastes________. A. well B. good C. difficult D. tidy ( ) 4. Uncle Sam usually________to work by bus. A. going B. go C. goes D. to go ( ) 5. -What's the English for 9:50 -It's________. A. nine fifty B. fifty nine C. ten to nine D. ten past nine
课时作业设计
板书设计
反思与改进

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