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课题：Unit 2 What time do you go to school?第六课时 Section B 3a-Selfcheck
Teaching aims:
一、功能：Learn how to write a passage about your own daily routine.
二、词汇和常用表达Learn and use the words and phrases :life,taste,clean,brush,get dressed, get up , take a shower, radio station, on weekends , do one’s homework , take a walk…..
三、文化知识Understand the EnglishNationalPeople's daily habits
Teaching steps:
StepI. Teaching Aims
Tell the Ss the learning aims: to talk about daily activities and learn how to write aboutdaily routine. (设计意图：展示目标，让学生有针对性学习)
Step II. Lead in:
Get up, get up.
I get up at six.
Go to school, go to school,
I go to school at seven.
Have lunch, have lunch,
I have lunch at twelve.
Go home, go home,
I go home at four.
Go to bed, go to bed,
I go to bed at night.
（设计意图：学唱歌谣，热身导入，调动学生的积极性，活跃课堂气氛）
- Let’s talk about some our daily activities.
A: What time do you usually…?B: I usually ….at…
get up 起床have/eat breakfast吃早餐get dressed 穿衣服
brush teeth 刷牙 take/have a shower 淋浴 have dinner吃晚饭
have lunch 吃午饭go home 回家 go to school去上学
go to bed 去睡觉do homework 做作业
（设计意图：看图说话，对本单元的话题进行复习）
Step III.Presentation
3a Number these sentences in order to make a story about a daily routine.
___ I usually exercise from six to seven.
___ I always get up at six.
___ After that, I always brush my teeth and go to school at eight.
___ Then I quickly have a shower and eat breakfast.
___ I have lunch at a quarter to twelve.
___ I get home from school at half past four and do my homework.
___ I have a very healthy life.
___ I have dinner at seven thirty.
___ I go to bed at ten.
（Answer:3,2,5,4,6,7,1,8,9）
Task1 Talk about your daily routine.
I usually get up at seven o’clock.
I exercise…
(设计意图：以展示图片的形式来进一步讨论学生的日常作息习惯，为下一环节写作做好铺垫。)
Task2 3bWrite about your own daily routine.
★写作指导：
I+ usually/often+动词短语+at+时间。
1.Give the Ss several minutes to write their composition. Choose one student to write his/her own daily routine.on the Bb.
2. After all the Ss finish writing, first check the composition on the Bb together with all the Ss according to the following evaluation scale.
Choose several Ss to evaluate the composition item by item in the evaluation scale.
3. Then, ask the Ss to check their partner’s composition according to the above evaluation scale.
4. Choose several Ss to read their composition. The other Ss listen carefully and prepare for answering the teacher’s questions later on.
（设计意图: 典型展示→师生评价→生生互评）
5. Check the answers. Then ask the Ss to read the whole passage for consolidation.
One possible version:
I have a healthy life. I usually get up at seven. I exercise from a quarter past seven to half past seven. Then I have breakfast and brush my teeth. I go to school at eight o’clock. I have lunch at twelve o’clock. I get home from school at half past four and do my homework. I have dinner at six then I watch TV. I go to bed at nine thirty.
（设计意图：让学生总结写作要点,文体结构分析,）
Task3 Think about your weekends’ activities then fill in the blanks.
| Activities
| Time
| morning
| get up
| | | exercise
| | | eat breakfast
| | noon
| have lunch
| | afternoon
| play sports
| | | meet friends
| | evening
| eat dinner
| | | watch TV
| | | go to bed
| |
Report: Tell your classmates about your life on weekends.
I have a relaxing weekend. I usually get up at eight. Then I exercise for half an hour. I eat breakfast at nine. I brush my teeth at nine past twenty. I …
周末人们的作息按排常与工作日不相同，请你写一篇小短文来介绍一下你的周末作息按排。
（设计意图：口笔头综合运用，进一步巩固写作要点）
Step IV Selfcheck
★ Make phrases with the words in twocircles first.
（Answer:taste good, clean my room, have a good job,get dressed, brush your teeth, take a walk ）
Then use the phrases to complete the sentences.
taste good, clean my room, have a good job,get dressed, brush your teeth, take a walk
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1. Ice-cream usually _____________ so students like to eat it after school.
2. My grandparents are very healthy. They always ___________ after dinner.
3. You need to _______________ after eating to have good teeth.
4. He _____________. He works at a radio station.
5. Here are your clothes. Go and _______ quickly!
6. I don’t have time to ______________ from Monday to Friday. So I clean it on weekends.
- 然后，认真读每句话的意思，抓住句子中的关键词，确定应用哪个词组。
(Answer:1.taste good 2.take a walk 3.brush your teeth 4.has a good job 5.get dressed 6.clean my room)
★★Complete the conversations with questions and answers. Use the words in the brackets to help you.
1. A: _______? (your mother/usually/get up)
B: ____________ (5:45)
A: _____________ (why/get up/so early)
B: ___________ (always/ make breakfast for me)
2. A: ___________? (you/usually/get to school
B: ____________ (7:30)
A: _________ (your class teacher / usually / get to school)
B: I don’t know. But he/she is never late for the first class in the morning.
- 首先，应根据答语及提示词确定句子的意思。特别要抓住重点的词汇。如：第一空中的get up及your mother，从而确定主语为第三人称单数形式，动作为get up。
- 其次，还要看清句子后的标点符号，来确定是问句还是答语。如：第一句后面为问号，再由答语是一时间，可知句意应为“你妈妈通常几点起床？”
（Answer:1.A:What time does your mother usually get up ?
B:She usually gets up at 5:45 in the morning.
A:Why does she get up so early?B:Because she always makes breakfast for me
2.A: What time do you usually get to school ?
B:I usually get to school at7:30 in the morning.
A:When does your class teacher usually get to school?)
StepV
Interview
Interview a classmate in their groups,then report it to the class.
1.When do you usually go to school?
2. What do you usually do in the
morning /afternoon / evening?
3. Are you healthy? Why?
Report it to the class.
She usually gets up at …
After that, she exercises…
(设计意图：本环节是在以一二人称练习的基础上进一步练习第三人称的用法，使教学效果进一步升华。)
StepVI Homework
Write a letter to your pen pal about your family’s daily routine.
Dear ___,
Do you want to know about my family daily routine? ______________________________
_______________________________________________________________________________
_________________________________________________________________________________________________________________________________
Best wishes!
Love
______
本节课的亮点：
本节课以谈论日常作息习惯为主线，采取师生对话的形式作为示范，来复习已学过的短语和句子，然后，采取以小组形式进行讨论、交流。让每个学生都有参与的机会，同时也帮助学生对旧知识的回顾，为后面的写作做好积累和铺垫。
Presentation部分我的设计主要是引导学生学会如何根据各自的日常生活作息习惯进行操练。先让学生根据图片进行操练，然后总结自己的作息习惯，最后让学生与同桌进行讨论交流。
经过前面的层层铺垫，从说——写——回报，层层递进，最后使学生完全掌握写作的要点。其目的在于分散教学难点，循序渐进，便于理解。在教学过程中我充分发挥多媒体和网络技术的优势，利用多媒体网络课件创设情景，营造氛围，给学生提供合作探究、自主实践、操作练习的机会，激发学生的兴趣。
不足之处：
在评价作文时占用的时间稍长，使用时需调整。
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