教

学

目

标

知识

目标

1. 学习并掌握下列单词：

quickly,  either,  either…or,  lot,  lots of,  sometimes, taste

 2. 掌握学习询问和谈论时间、制订作息时间表的日常用语：

1) I don’t like to get up early.

2) Then I go to school at eight thirty.

3) For lunch, I usually eat hamburgers.

4) After school, I sometimes play basketball for half an hour.

5) I either watch TV or play computer games.

6) She knows it’s not good for her, but it tastes good.

能力

目标

1）运用所学知识对某一活动进行合理安排；学会合理地安排学习和课外活动。

2）用所学的目标语言对自己的生活和学习活动做计划学会更合理地安排自己的作息时间。

情感

目标

通过复习所学的“询问和谈论时间”的目标语言，学会谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。因此，给学生提供一些实际活动的训练,可以有效地帮助学生更好地学会制订作息计划

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。

教学难点

用所学的目标语言对自己的生活和学习活动做计划学会更合。合理地安排自己的作息时间。

教学方法

任务型教学法和分层教学法。

环节

师生活动

二次备课

I. 复习

热身

1. 检查生词预习

1)      正音：找一部分学生认读该课时的单词，教师及时正音，然后领读、齐读，一定让学生读熟。

2)      听写:

quickly,  either,  either…or,  lot,  lots of,  sometimes, taste

在学生熟读的前提下，听写本节课的单词，然后同桌互相批改，指出错误，马上进行纠正。

2. 自由交谈

互相谈论对方的起床、饮食习惯等。

II. 感知

体验

1. 感知

—What time do you get up in the morning?

—I get up at six thirty.

—What time do you eat breakfast?

—I eat breakfast at about seven o’clock.

2. 体验

让学生看着课件的有关一些学生喜欢的名人或歌星、影星等的具体活动及时间，由学生互动讨论。

What time does he/she get up?

He/She usually gets up at…

He/She usually breakfast/lunch/dinner at…

教师应鼓励、表扬学生，以调动学生的积极性。

III.强化

巩固

1．Reading practice (2b)

Task 1  Fast reading (Scanning)

Let students scan fast and write down what Mary does at these times, and give the answers.

  She usually gets up at six thirty, takes a shower, eats a good breakfast, goes to school at eight thirty, eats lots of fruit and vegetables for lunch, plays volleyball and always eats ice-cream after dinner.

Task 2  Careful reading

 Read carefully and circle the healthy activities.

 Check the answers together.

Task 3  Intensive reading

Get the students read the passage carefully,　and find out the language points:

1）在几点钟用介词at

at eight, at eight thirty,

2) half an hour 半小时

3) lots of fruit and vegetables 许多水果蔬菜

4) She knows it’s not good for her, but it tastes good.

be good for有利于

Running is good for us.

taste为系动词，后跟形容词

The food tastes good.

Task 4  Reading aloud

    Read the passage aloud and pay attention to their pronunciation.

IV. 实践

应用

1. Weekend  Survey: Let the students walk around the class and ask their classmates the questions. Introduce them to write the answers  on their  survey charts.

2、创设情境，让学生写作。

Dear Tony,

Do you want to know about my morning?

 Well, I usually　_______at　_______.At　________,I　________,then I　______ ______at______. I　_______at　______.On weekends, I ______　on　______.On　______, I usually______. Please write  back  soon.

                                          Best wishes,

                                 Wang Lin

V. 总结

反馈

Task1  Sum up what they have learned today.　First ask students to sum up, and then show the following on the screen.　Such as:

1）在几点钟用介词at

at eight, at eight thirty,

2) half an hour 半小时

3) lots of fruit and vegetables 许多水果蔬菜

4) She knows it’s not good for her, but it tastes good.

be good for有利于

Running is good for us.

taste为系动词，后跟形容词

The food tastes good.

Ⅵ. 作业

布置

1. Read and recite 2b

2. Writing：Ask students to write a short passage about above form like this:

Lily gets up at 6:00.She has a shower at 6:15. She makes her breakfast at 6:30.

She eats breakfast at 7:00 and so on.

Ask two students to write their passages on the blackboard. The others write on the paper.　Then go over the writing.

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