1、Unit 2 What time do you go to school? Section B(1a-1e) Teaching aims： 1. Master the words: past, quarter, clean, take a walk, do (ones) homework, run. 2. Ask about and say times. - What time do you usually eat dinner? - I usually eat dinner at 6:00. - when does Tom usually get up? - He usually getsu
2、p at 5:00. Teaching key points and difficulties:来源来源:学。科。网学。科。网 1. Ask about and say times. 2. Talk about daily routines. Ability aims: 1. Improve students listening and speaking skills. 2. Improve students ability of communication. Moral aims: Time is limited. Everyone should manage time properly a
3、nd should do right things at right time. Teaching steps： Step 1. Warm-up and revision. 1. Watch a video and revise how to express sharp time. 2. Revise the way to express time weve learned in section A and then read some times. What time is it? / Whats the time? 【教学设计说明】本环节主要帮助学生复习时间的整点读法和顺 读法。 Step
4、 2. Presentation 1. Show the usage of “past” and ask Ss to read some times. 2. Show the usage of “to”. Then let Ss work in pairs to ask about and say times. 【教学设计说明】本环节主要帮助学生学会使用 quarter 及 to 来 表达时间。 Step 3. Show the time Divide some Ss into two groups: group A& group B. The Ss in group A are the on
5、es who got my lucky paper before the class. On the paper, I gave each of them a secret task. They should say the times requested one by one. The Ss in group B need to turn the hour and minute hand to show the time they heard. 【教学设计说明】通过这一游戏环节，既可以检测学生时间表达 法掌握的如何，又能锻炼学生准确听到时间表达的能力，为后面的听 力环节打下基础。 Step
6、4. Listening practice Show Ss the teachers daily routines. Then ask them “Do you want to know Toms daily routines?” Let them do some listening practice. （1）Work on 1c. Listen and circle the activities you hear. (2) Work on 1d. Listen again. Write the times next to the activities you circled in 1c. (
7、3) Check the answers by using the structure “When does Tom ?”. 【教学设计说明】听前：通过呈现老师的日常活动安排导入听力 练习，帮助学生对即将进行的听力内容形成自己的思维导图。听力过 程中主要锻炼学生提取细节信 息的能力。听后：通过提问及回答的 形式核对答案，旨在帮助学生练习目标语言的使用。 Step 5. Pair-work (1) Make your own daily routines. (2) Talk about your own daily routines. Ask and answer questions one by one. 【教学设计说明】 通过谈论同学的日常活动安排，练习目标语 言的使用。 Step 6. Homework. Write a short passage about your daily routines. 【教学设计说明】 本环节旨在将学生所获得的语言知识有效地转化为 写作能力，并为下一课时要进行的阅读训练打好结构基础。
