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人教版七年級英語下冊教案 第一課時Section A (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型： ① —Can you play the guitar? —Yes, I can./ No, I cant. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 2) 能了解以下語法：情態(tài)動詞can的用法 want to do sth.的用法 2. 情感態(tài)度價值觀目標： 該部分內(nèi)容貼近學生的生活，談?wù)摰脑掝}是能力。通過互相詢問或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰Γ梢耘囵B(yǎng)學生的一種群體意識。 二、教學重難點 1. 教學重點： 1) 學習詢問和談?wù)摫舜说哪芰吞亻L； 2) 掌握一些彈奏樂器的表達方式。 2. 教學難點： 情態(tài)動詞can的構(gòu)成和使用。 三、教學過程 Ⅰ. Lead in 1. 教師可攜帶一些易于演奏的樂器，也可帶一些演奏樂器的圖片，一邊演示樂器，一邊說: I can play the guitar．…等；再指著圖片說：He／She can play the violin．But I can’t play it．等；然后詢問學生：Can you play the guitar?…．并引導學生進行簡單的回答。 2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. Ⅱ. Presentation 出示一些反映各種活動的圖片、幻燈片或播放課件，引導學生談?wù)摶顒樱? He／She can dance／swim／sing／"But I can’t dance／swim／sing／...等，學習表達活動的動詞短語。 Ⅲ. Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening 1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. （播放lb部分的錄音讓學生聽，引導學生根據(jù)所聽到的內(nèi)容，選出對話的順序，完成1b部分的教學任務(wù)。） 2. Check the answers: (3, 2, 1 ) Ⅴ. Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引導學生展開Pairwork活動，完成lc部分口語交際的教學任務(wù)，學會運用can詢問和表達能力。) Ⅵ. Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.) Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引導學生根據(jù)對話內(nèi)容用正確的單詞填空，補全對話，再播放聽力材料一遍。讓學生進行校對，練習聽力和寫作能力，完成2b部分的教學任務(wù)。 Check the answers with the Ss. Ⅶ. Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老師可以和一名優(yōu)秀的學生做一個對話的例子，讓學生們明白如何去問答，例如： T: What club does Lisa want to join? S1: She wants to join the chess club. T: Can she play chess？ S1: No, she cant. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to these questions. ① What club does Bob join? ② What club does Jane join? Ss read the conversation by themselves and find the answers to the questions. Then check the answers: ① Bob joins the soccer club. ② Jane joins the English and art club. 2. Explain something that Ss cant understand. 3. Let Ss read after the teacher or play the recording and let Ss read after the recording. 4. Ss work in pairs to act out the conversation. Homework: 1. Remember the new words and expressions after class. 2. Recite the conversation after class. 3. Write English names as many as possible in the exercises book. 板書設(shè)計： Section A (1a-2d) Drills： 1. —Can you sing? —Yes, I can./No, I cant. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. ① What club does Bob join? ② What club does Jane join? 5. want to do sth They want to have some rice and vegetables. 第二課時Section A (Grammar Focus-3c) 一、教學目標： 1. 語言知識目標： 1) 繼續(xù)練習運用情態(tài)動詞can。學會詢問和談?wù)摫舜说哪芰吞亻L。 能掌握以下句型： ① —Can you play the guitar? —Yes, I can./ No, I cant. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club. 2. 情感態(tài)度價值觀目標： 該部分學習詢問或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰吞亻L，可以培養(yǎng)學生的一種群體意識，促進同學們對自身的認識，為將來的自我發(fā)展奠定基礎(chǔ)。 二、教學重難點 1. 教學重點： 1) 讓學生重點總結(jié)、發(fā)現(xiàn)情態(tài)動詞can的用法。 2) 通過一些與學生們實際生活相貼近的教學活動，來達到熟練運用的目的。 2. 教學難點： 1) 情態(tài)動詞can的用法； 2) 在實際交際活動中運用can來詢問與表達自己或他人的能力。 三、教學過程 Ⅰ. Warming- up and revision 1. Ask some Ss about their abilities. T: Hi, S1! What can you do? S1: I can sing and dance? T: Can you play the guitar? S1: Sorry, I cant. But I can play chess. T: What club do you want to join? S1: I want to join the chess club. 2. Role-play. Let some pairs role play the conversation in 2c. Ⅱ. Grammar Focus. 1. 閱讀指導： 2. 學生閱讀Grammar Focus中的句子，然后做填空練習。 ① 你會游泳嗎？ ______ you ______? ② 是的，我會。/ 不，我不會。 Yes, ____ _______. / No, I _______. … (其余試題見課件部分) 3. 學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。 Ⅲ. Try to Find 老師將情態(tài)動詞的can的用法，以學案的方式呈現(xiàn)在大屏幕上，讓學生自主學習，并發(fā)現(xiàn)其用法。 1. 可以看出，在Can…？句型中，情態(tài)動詞can沒有________和_______ 的變化。 2. 用情態(tài)動詞can來詢問他人的能力可以歸納為以下句型： Can + _______ + _________ + 其他? 肯定回答：_________________ 否定回答： _________________ What + can + _______ + ________ ? 學生們合作學習討論上面學案的答案，總結(jié)情態(tài)動詞can的用法。 老師找部分學生對上述問題作答，并一起討論總結(jié)情態(tài)動詞can的用法。 Ⅳ. Practice 1. Look at 3a. 告訴學生們用所給的詞匯來造句子。首先，用情態(tài)動詞can及所給的第一個動詞詞組來造一個一般疑問句，并作出一個否定的回答。然后，用轉(zhuǎn)折連詞but及第二個詞組造一個肯定句。 Teacher makes the first one as a model: Can Wu Jun speak English? No, he cant, but he can speak Chinese. Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class. Check the answers with the class. 2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to 方法指導：應(yīng)通讀全文，掌握短文大意；然后，仔細閱讀每個句子，根據(jù)空格前后的詞語進行推敲。比如，第三空格后有g(shù)uitar一詞，可知些空格應(yīng)填play一詞。其他類似。 學生們，按老師指導的方法進行閱讀，并逐句推敲每空應(yīng)填什么詞，在實際的運用提高自己的閱讀能力、分析能力及綜合運用能力。 最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。 Ⅴ. Group work 1. What can your group do in the school show? Make a list, then report to your classmates. 2. First, work in group ask and answer about what you can do? e.g. S1: What can you do, S2? S2: I can do kong fu. S1: Great! What about you S3? S3: I can sing very well. … 3. Then make a list together. 4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g. In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well… (最后，可以經(jīng)學生們評議來推舉最有能力的小組） Ⅵ. Exercises 1. If time is enough, do some more exercises on big screen. Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do. 板書設(shè)計 Section A Grammar Focus-3c 1. Can you do sth.? Yes, I can. No, I cant. 2. Can she/he do sth.? Yes, he/she can. No, she/he cant. 3. What can you/he/she do? I/He/She can do… 3a: 2. Can Mike play basketball? No, he cant. But he can play tennis. 3. Can Jane and Jill dance? No, they cant. But they can sing. 4. Can Grace play soccer? No, she cant. But she can play volleyball. 5. Can Bill write stories? No, he cant. But he can tell stories. 3b: sing, dance; play; tell 第三課時Section B 1a-2c 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician 2) 能掌握以下句型： ① —Can you play the piano? No, I cant. / Yes, I can. ② be good with … ③ help…with… 2. 情感態(tài)度價值觀目標： 學習詢問或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰吞亻L，可以培養(yǎng)學生的社會責任意識，為他人做自己力所能及的事，以從小培養(yǎng)學生們互幫互助的意識，以及社會責任意識。 二、教學重難點 1. 教學重點： 1) 能過聽力訓練來提高學生們聽說能力。 2) 進行閱讀訓練，通過閱讀簡短的文章來學習語言知識，提高綜合運用能力。 2. 教學難點 1. 聽力訓練 2. 閱讀2b部分的短文并完成相關(guān)要求。 三、教學過程 Ⅰ. Warming- up and revision 1. Daily greeting. 2. Check the homework. Let some Ss report what his/her family members can do. Ⅱ. Presentation 1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can play the violin, I can play the violin… Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums… Ⅲ. Game (Talent show) 1. Act and show your classmates your talent. T: Please stand in front of your classmate. Act and say what you can. e.g. S1: (sing and dance) I can sing and dance. S2: (play the drum) I can play the drum. S3: … 2. Ask as many students as possible to say their abilities. Ⅳ. Listening 1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a. 2. Play the recording again and check the answers. 3. T: Now lets work on 1c. First, let one student read the words and phrases aloud. Then listen to the tape and circle the words and phrase you hear. 4. Ss listen to the tape and circle the words and phrases they hear. 5. Check the answers: 6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What cant they do? Youll listen to the tape again. Then try to fill in the blanks. 聽力指導：要抓他們會做的事情，以及不會做的事情這兩個重點內(nèi)容。因此在聽的時候，應(yīng)重點將人物及動作這兩個方面的聽清，其他作為非重點內(nèi)容。 7. Ss listen to the recording carefully and try to fill in the blanks. 8. Check the answers with the class. Ⅴ. Group work 1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and cant do. S1: Bill can play the guitar, but he cant sing. S2: Cindy can sing and play the drum, but he cant play the piano. S3: Frank can play the piano, but he cant sing or dance. S4: … 2. Teacher can walk around the classroom, and give some help to the Ss. Ⅵ. Reading 1. T: Lets meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read the descriptions and underline what they can do. 2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do. 3. Let Ss work in pairs to ask and answer about what they can do. S1: What can Peter do? S2: He can speak English and play soccer. S2: What can Alan do? S1: He can play ping-pong. … Ⅶ. Reading 1. T: Now Well read three ads. Whats the main idea of the each ad? Whats each ads title? Now lets read the three ads and select a title for each ad. 2. 方法指導：首先，應(yīng)讀懂三個題目的意思；然后，認真閱讀三個廣告的內(nèi)容，通過讀廣告來總結(jié)出它們的主要內(nèi)容，并確定一個最為貼切的題目。 綜合廣告內(nèi)容與三個題目，看每個題目與廣告的內(nèi)容是否最為貼切。 3. Ss read carefully and try to select a title for each ad. 4. Check the answers with the class. Ⅷ. Reading 1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person. 2. 方法指導：首先，再次明確每個能做的事情，以及他/她喜歡做的事情；然后，看每則廣告中要求應(yīng)聘者去做什么事情；最后，綜合考慮三個人的情況，做出一個最佳選擇。 3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. 4. Check the answers with the class. Homework 1. Remember the new words and phrase after class. 2. Try to retell what Peter, Alan and Ma Huan can do after class. 板書設(shè)計： Section B 1a-2c 1. play the violin, play the drums, play the piano (提示：在音器前必須加定冠詞the; 而在棋類、球類前則不須加the；play chess; play basketball, play volleyball) 2. 2b: A; C; B 3. 2c: Peter---2; Alan---1; Ma Huan---3 4. Explanation: help sb. with sth. = help sb. do sth. be good with ... also與too also用于句子中間；而too常用于句子末尾 on the weekend = on weekends 第四課時Section B 3a-Self Check 一、教學目標： 1. 語言知識目標： 1) 復習詢問或談?wù)撟约夯驅(qū)Ψ皆谀骋环矫娴哪芰吞亻L,討論參加某一個俱樂部。 2) 能夠綜合運用所學的知識，就自己的熟悉的內(nèi)容來介紹自己或他人所俱有的能力及特長； 3) 總結(jié)回顧一些常見的一些表達人們能力的詞匯，并能進行分類記憶。 2. 情感態(tài)度價值觀目標： 1) 能了解自己的一些特長，并運用自己的一技之長為他人或社會做一些有益的事情。 2） 不斷學習一些新的特長與技能來完善、充實自己。為將來走向社會成為一名有用的人材打下基礎(chǔ)。 二、教學重難點 1. 教學重點： 1) 能運用自己所學的相關(guān)語言知識，借助一些提示材料來描述自己所熟悉的人物的能力。 2）能運用自己所學的相關(guān)英語語言知識，模仿所學過的相關(guān)材料來制作簡單的廣告。 2. 教學難點： 能運用自己所學的相關(guān)英語語言知識，模仿所學過的相關(guān)材料來描述自己所熟悉的人物的能力或制作簡單的廣告。 三、教學過程 Ⅰ. Warming- up and revision 1. Have a dictation of the new words and expressions. 2. Let some Ss retell what Peter, Alan and Ma Huan can do. 3. Let some Ss to read the three ads again. Ⅱ. Presentation 1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this: T: Whos he? Ss: Hes Liu Huan. T: What does he do? Ss: (Help Ss to answer) Hes a famous musician. Write the words musician on the Bb. music 音樂 → musician音樂家 拓展： teach教→teacher老師 Ⅲ. Practice 1. T: Next week well have a music festival. So we need some musicians to help with the music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box. 2. 閱讀指導：首先，應(yīng)通讀全文，理解全文的大意；認真讀每一句話，在理解句子意思的基礎(chǔ)上，分析空格所缺詞匯的意思；然后分析空格上下文的意思或上下文的單詞來確定空格中的詞匯的詞性；最后，在綜合理解的基礎(chǔ)上確定每個空格處的詞匯。 3. Ss read the passage then fill in the blanks with the words in the box. 4. Check the answers. Ⅳ. Writing 1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves. The events may be the music club, the Sports Day; the art festival and so on 2. Ss work in groups. First think of an event at the school. Then try to make the poster. 3. 寫作指導： 首先，應(yīng)確定與該做事項所須的相關(guān)能力；可以用借鑒2b或3a中的廣告的樣子來寫。其次，為了使語氣顯得較為委婉，可以用一些一般疑問句來詢問應(yīng)聘者的能力，比如：Can you swim? Can you…? 最后，一定記住將本次活動的聯(lián)系方式寫清楚。 4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads. 5. Decide which ad is the best. Ⅴ. Self Check 1 1. 讓學生們在小組內(nèi)討論這些分類的能力活動；每個小組成員積極發(fā)言，由小組長負責整理記錄。 2. 讓某個小組的小組長說出他們小組整理的答案，再由其他小組成員進行補充；最后，將一份完整的能力活動分類總結(jié)表寫在黑板上讓同學們進行借鑒與補充。 3. Give Ss a few minutes to remember the abilities. Ⅵ. Self Check 2 1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball… 2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 3. Let some Ss read their phrases. Let other students add more phrases. Ⅶ. Self check 3 1. Now you can write something you like. e.g. What can you do?　What cant you do? What about your family members, your friends, your classmates. You can write at least five sentences. First Ill give a model: I can speak English. I can play chess. I can play basketball. But I cant play the piano. I cant play the violin. My sister can play the violin. She can play the guitar, too. 2. Ss write about something by themselves. 3. Let some Ss read their sentences to the class. Homework 1. Review Section B. 2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he cant do. 板書設(shè)計： Section B 3a-Self Check 3a: music, dance, play, guitar, can, call 3b: Events: school music club; school soccer club; school English club, Art Festival; Sports Day Self Check 1: play the guitar; play the piano; play the violin; speak Chinese, speak French, speak Japanese; run, play soccer, play basketball, play volleyball, play tennis…; write stories, help mum cook, wash the clothes… Unit 2 What time do you go to school? 第一課時Section A (1a-2d) 一、教學目標： 1. 語言知識目標： 1) 能掌握以下單詞： up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, oclock, funny, exercise 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven oclock. ③ —He has an interesting job. —He works at a radio station. 2) 用when和what time引導的特殊疑問句詢問時間和時間的表達法；用所學的目標語言對生活和學習活動做計劃，學會合理地安排作息時間。 2. 情感態(tài)度價值觀目標： 本部分的話題是“日常作息時間”，學習內(nèi)容貼近學生的生活，因為學生的作息時間安排是非常有規(guī)律的。通過互相詢問或談?wù)撟约夯驅(qū)Ψ降淖飨r間安排和活動計劃，可以培養(yǎng)學生良好的作息習慣和守時習慣。 二、教學重難點 1. 教學重點： 1) 掌握時間的簡單表達方式。 2) 學習詢問和談?wù)摃r間和制訂作息時間表。 2. 教學難點： when和what time引導的特殊疑問句和時間的表達法。 三、教學過程 Ⅰ. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. Ⅱ. Presentation 1. 出示幾幅反映日常事務(wù)(如：起床、上學、跑步等)的圖畫、幻燈片或播放課件，引導學生談?wù)撨@些日常事務(wù)go to school，get up，run，take a shower，eat breakfast等，學習有關(guān)的動詞短語。 學生們觀看教師出示的反映日常事務(wù)(如： 起床、上學、跑步等)的圖畫、幻燈片或課件，談?wù)撨@些日常事務(wù)go to school，get up，run，take a shower，eat breakfast等，學習有關(guān)的動詞短語。 2. 出示la部分的圖片或幻燈片或播放該內(nèi)容的課件，引導學生將詞語與圖畫進行搭配。 學生們觀看1a部分的圖片或幻燈片或該內(nèi)容的課件，將詞語與圖畫進行搭配，完成la部分的學習任務(wù)。 Ⅲ. Presentation 1. 出示一個可以轉(zhuǎn)動時／分針的大鐘，一邊調(diào)整時間，一邊詢問學生時間“What time is it?”。 學生們在老師的幫助下回答時間： Its six oclock. Its seven twenty. … （給學生們解釋在英語中時間的簡單的表達方式） 2. 調(diào)整時鐘到某個時間，然后說：I get up at 6：00．I go to school at 6：45．等；再詢問學生：What time do you get up? 等，引導學生回答，從而引出本部分的重點目標句型。 學生們一邊觀看大鐘，一邊認真聽老師的描述，然后回答老師的問題I get up at…，從而學習本部分的重點目標句型。 Ⅳ. Listening 1. 播放1b部分的錄音讓學生聽，引導學生根據(jù)所聽到的內(nèi)容，將時間與活動進行搭配。 2. 學生們聽1b部分的錄音，根據(jù)所聽到的內(nèi)容，將時間與活動進行搭配，完成1b部分的學習任務(wù)。 3. Check the answers: Ⅴ. Pair work 1. 引導學生展開Pairwork活動，進行口語交際活動，學會運用what time引導的疑 問句，用數(shù)詞來詢問和表達時間。 2. 學生們展開活動，完成1c部分口語交際的學習任務(wù)，學會運用what time引導的疑問句，用數(shù)詞來詢問和表達時間。 Ⅵ. Listening 1. 讓學生們先閱讀2a部分的句子，理解大意。然后 播放2a部分的錄音讓學生聽，引導學生根據(jù)對話內(nèi)容進行填空。 (注意提醒學生們聽對話填空的技巧：先聽、記住應(yīng)填的內(nèi)容，做簡單的（符號）記錄，最后，在聽第二遍的時候再進行單詞的書寫。) 2. 再播放2a部分的對話錄音讓學生聽，引導學生寫出Jim一家人的淋浴計劃(時間)。 3. 學生們再聽2a部分的對話錄音，寫出Jim一家人的淋浴計劃，完成2b部分的教學任務(wù)。 4. Check the answers: Ⅶ. Pair work 引導學生展開Pairwork活動，完成2c部分口語交際的教學任務(wù)。 提示學生們可以就1a部分的日?；顒觼磉M行問答。e.g. T: S1, what time do you usually get up in the morning? S1: I usually get up at six thirty. T: And what time do you eat breakfast? S1: I usually eat breakfast at seven oclock. Ⅷ. Role-play 1. Ask Ss to read the conversation in 2c. Then answer the questions below: ① Where does Scott work? ② What time is his radio show? ③ What time does he usually get up? ④ What time does he eat breakfast? ⑤ What time does he usually go to work? 2. 學生們閱讀對話，然后回答上述問題。老師讓幾位同學回答上述問題，然后和同學們一起校對一下答案?？磳W生們的掌握情況。應(yīng)對話中學生們不明白的地方給予適當?shù)慕忉尅? 3. Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out. Homework: 1. Remember the new words and expressions. Try to understand how to express time in English. 2. Role-play the conversation with a partner after class. 3. Write three short conversations to ask about your best friends daily activities. 板書設(shè)計： Section A (1a-2d) Drills： 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. —When do you usually go to work? —I usually go to work at eight. 2a: two; two, one 2c: 5:50; 6:15; 6:30; 6:45 2d: ① At a radio station. ② From 12 at night to 6 in the morning. ③ At 8:30. ④ At nine. ⑤ At Eleven. Section A (Grammar Focus-3c) 第二課時Section A (Grammar Focus-3c) 一、教學目標： 1. 語言知識目標： 1) 繼續(xù)學習運用when和what time引導的特殊疑問句詢問時間、運用數(shù)詞表達不同的時間，通過對目標語言的學習使學生學會更合理地安排自己的學習和課活動時間。 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven oclock. —Hes never late for school. ③ —When does Rick eat breakfast? —He eats breakfast at seven oclock. ④ —When do your friends exercise? —They usually exercise on weekends. 2. 情感態(tài)度價值觀目標： 通過對該部分內(nèi)容的學習，讓學生們學會用頻率副詞談?wù)撟约喝粘Ｉ罴叭粘Ｗ飨⒘晳T；學會更合理地安排自己的學習和課外活動時間；能夠運用所學知識對某一活動進行合理安排，并培養(yǎng)學生良好的作息習慣和守時習慣。 二、教學重難點 1. 教學重點： 1) 總結(jié)歸納用頻率副詞談?wù)撟约喝粘Ｉ罴叭粘Ｗ飨⒘晳T的句型。 2) 通過不同形式的練習方式來訓練及熟練運用用頻率副詞談?wù)撟约喝粘Ｉ罴叭粘Ｗ飨⒘晳T。 2. 教學難點： 1) 總結(jié)歸納用頻率副詞談?wù)撟约喝粘Ｉ罴叭粘Ｗ飨⒘晳T的句型。 2) 用頻率副詞來造句，表達日常作息習慣。 三、教學過程 Ⅰ. Warming- up and revision 1. Greet the Ss and check the home. 2. Let some pairs role-play the conversation in 2d. Ⅱ. Grammar Focus. 1. 下面是對用頻率副詞談?wù)撟约喝粘Ｉ罴叭粘Ｗ飨⒘晳T的句型進行了總結(jié)。同學們閱讀Grammar Focus中的句子，然后做填空練習。 ① 你通常幾點起床？ _____________________ ② 我通常六點半起床。 ____________________