1、Section B 1a-2c一、教学目标： 1. 语言知识目标：1) 能掌握以下词汇：half, past, quarter, homework, run, walk, clean, quickly, either, eitheror, lot, lots of, taste，do (ones) homework, take a walk, sometimes 2) 能掌握以下句型： When does Tom usually get up? He usually gets up at half past five. I either watch TV or play computer ga
2、mes. 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安排。 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. Warming- up an
3、d revision1. Greet the Ss as usual. 2. Check the homework. Let some Ss report their family members daily activities. . 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: Its six oclock. Its seven twenty. 帮助学生们用past和to来回答时间：Its 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 thi
4、rty 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。. 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
5、一配对，完成1a部分的教学任务。 . Pair work1. 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pair work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. . Listening 1. Let Ss read the act
6、ivities 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1c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，完成1c部分中的学习任务。3. Check the answers with the class. Listening 1. T: Now lets listen to
7、the recording again. Write the time next to the activities you circled in 1c. 2. 再播放1c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1c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1c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: . Talking 1. T: In our lives, some activities are healthy, but other activitie
8、s are unhealthy. For example: Take a walk after dinner; Exercise every morning. Go to bed early and get up early.2. Brainstorm Lets 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
9、 activities in 2a you think are healthy. . Reading 2b 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
10、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. R
11、eading 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
12、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. eitheror; lots of; taste; 板书设计：Section B 1a-2c1. 数字表达6:30 (six thirty) 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? 4