文档内容
The second period(第二课时)
Part A Let’s learn & Ask and write
教学内容与目标
▶
课时教学内容 课时教学目标
Let’ s learn •够听､说､读､写以下短语:do morning exercises, eat breakfast, have class, play sports, eat
dinner
•能够运用句型“—When do you do morning exercises / …? —I usually at ” 询问和回答日常
活
动的时间安排
•能够学会合理安排作息,珍惜时间,养成良好的作息习惯
Ask and write •能够在语境中正确运用重点短语及句型;能够关心或了解同学的日常生活安排｡
教学重点
▶
能够听､说､读､写本课时的五个动词短语｡
教学难点
▶
能够在实际语境中运用关于作息时间的句型“—When do you ?—I usually/often at ”进行交
流｡
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容｡
2.PPT课件､课文录音､视频等｡
教学过程
▶
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—Days of the week. (出示课件)
3. TPR game. (出示课件)①
Show pictures of some activities. (e.g., watch TV, read books, listen Teaching purpose①
to music, do homework…) Students do the actions and say the phrases 通过 TPR 热身活动，
复习之前学过的动词短语，
quickly.
帮助学生迅速进入状态，为
T: Everybody, stand up. Let’s say and do quickly! Here we go!
教授新的短语做好铺垫。
S1: Watch TV. (with action)
S2: Read books. (with action)
S3: Listen to music. (with action)
S4: Water the flowers. (with action)
S: …
Step 2: Presentation
1. Learn “do morning exercises” and “a.m.”.②
3T: Look! Our new friend Pedro is coming. He is from Spain. What
does he do every day? Let’ s have a look.
(课件出示:Let’ s learn 做早操及其时间的图)
Teaching purpose②
T: What does Pedro do? (The teacher does the action.)
呈现课文情景图，让学
Ss: Do morning exercises.
生迅速置身于语境之中，开
T: Good! Do morning exercises. 始短语的学习。
(Show the flash card, students read the phrase together. Then the
teacher writes down “do morning exercises” on the blackboard. Ask
students to pay attention to the pronunciation of “exercises”.)
T: When does Pedro usually do morning exercises?
Ss: At 7 o’ clock.
T: Yes, at 7:00 a.m. (Write down “a.m.” on the blackboard.)
T: “a. m.” means “in the morning”. When do you usually do
morning exercises?
Ss: At ________.
T: Oh, you can say: I do morning exercises at ________a.m.
2. Learn “eat breakfast”.③
Teaching purpose③
(1)T: Class! You are Pedro now. Pedro, when do you eat breakfast?
让学生扮演 Pedro，用
(课件出示:Let’ s learn 吃早饭及其时间的图)
第一人称回答作息时间安排
Ss: I eat breakfast at 8:00 a.m.
非常有代入感。了解Pedro
Show the flash card, students read the phrase together. Then boys
的吃饭时间后，教师马上询
PK girls. 问班上学生的真实作息时间
(Write down “eat breakfast” on the blackboard.) 安排，让所学知识融入学生
生活，加深学生记忆。
T: I eat breakfast at 7:30 a.m. When do you eat breakfast, S1?
S1: I eat breakfast at…
T: What about you? S2, S3, S4…
S2 / S3 / S4: I eat breakfast at
(2) Pair work.
Students do the pair work and then have a show.
A: When do you eat breakfast?
B: I eat breakfast at
3. Learn “have…class”.④ Teaching purpose④
(1) Show the class schedule on Monday. (课件出示：一张星期一 呈现学生学过的教材
封面，以贴近学生学习生活
的课程安排表)
的 方 式 ， 让 学 生 学 习
T: Today is Monday. What class do you have on Mondays?
“have…class”，真实而又
Ss: We have Chinese / English / maths / class.
自然。
T: Pedro, when do you have English class?
(课件出示:Let’ s learn 上英语课及其时间的图)
Ss: I have English class at 9:00 a.m.
(Write down “have…class” on the blackboard.)
Students read after the teacher. The teacher checks the
pronunciation.
4(2) Show some covers of the textbooks. Let students practise
“have…class”. (课件出示:一些学科的教材封面图)
4. Learn “play sports” and “p.m.”.⑤
Teaching purpose⑤
(课件出示:Let’ s learn 做运动及其时间的图)
设置扔球小游戏，一方
T: Pedro, we have studied all day. Let’ s play sports together.
面 让 学 生 体 会 “ play
(Write down “play sports” on the blackboard.)
sports”的含义，另一方面制
Students read after the teacher. 造紧张又刺激的氛围，让学
T: Pedro, when do you play sports? 生集中注意力。
Ss: I play sports at 6:00 p.m.
T: Good! “p.m.” means “in the afternoon”.
(Write down “p.m.” on the blackboard.)
The teacher takes out a toy ball and throws it to S1.
T: S1, when do you play sports?
S1: I play sports at
T: Great! Pass the ball to the next one and ask him or her, “When do
you play sports?”
S1: When do you
S2: …
S3: …
…
5. Learn “eat dinner”.
(课件出示:Let’ s learn 吃晚饭及其时间的图)
T: After playing sports, I am tired and hungry. It’s time to eat
dinner.
(Write down “eat dinner” on the blackboard.)
Students read after the teacher. Teaching purpose⑥
T: Pedro, when do you eat dinner? 让学生尝试完整表达
Ss: I eat dinner at 9:00 p.m. Pedro的时间安排，为之后
T: Oh, that’s too late! S1, when do you eat dinner? 的拓展做好铺垫。
S1: I eat dinner at ________p.m.
6. Listen and read.
Students read the phrases and sentences after the recording. Teaching purpose⑦
7. Introduce Pedro’ s timetable.⑥ 通过由易到难的游戏
活动，激发学生的竞争意识，
(课件出示:Petro 的时间安排表)
进一步巩固所学新短语。由
T: You can say like this:
词到句，逐步强化正确表达
Hello! I’m Pedro. At 7:00 a.m., I ________. At ________, I
的能力。
________.
Step 3: Practice.
1. Play games.⑦
(1) Bomb game.
5If there is no bomb, students can say the phrases loudly. If there is a
bomb with a phrase, students should keep silent.
(2) Can you say?
Show the pictures of different activities and time. Students look and
fill in the sentences.
Teaching purpose⑧
2. Ask and answer.⑧ 练习设计从同桌过渡到
小组，难度不断增加。通过
(1) Pair work.
询问不同的活动时间安排，
S1: When do you…?
提高学生的兴趣及练习效率。
S2: I ________at ________. When do you...?
S1: I ________at ________.
(2) Group work.
Work in groups of four. Each group asks and answers questions in
turn.
Step 4: Consolidation & Extension
What is an ideal timetable? ⑨ Teaching purpose⑨
(1) Look and say. 本环节让学生体会到
Show some pictures of unhealthy timetable. Ask students to judge 时间安排不合理的危害，从
而激励学生设计一个理想的
they are good or bad and give their reasons. (课件出示:一些不健康的
时间安排表。学生需要动脑
作息图片)
思考并进行语言输出，在此
(2) Design your ideal timetable.
过程中帮助学生树立健康作
Students talk about the ideal timetable and write down their own 息的意识。
ideal ones on the paper.
(3) Show time.
Ask some students to show. Make a model:
T: This is my ideal timetable. I get up at ________.
I ________at ________.
I ________at ________.
Summary: Healthy timetable, healthy life.
板书设计
▶
6作业设计
▶
1. Introduce your own timetable to your family members.
2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
教学反思
▶
1.整个教学设计流程清晰,由易到难,把握重点､突破难点,很好地达成了课程教学目标｡
2.活动丰富多样,富有层次,有效地调动了学生学习的积极性｡
3.设计开放性练习,培养学生独立思考的能力,提高学生的核心素养｡
▶Teaching Contents & Teaching Aims
Let’s learn
•Be able to listen, speak, read and write the new phrases.
•Be able to talk about the daily routine by using the key sentences.
•Be able to know that a healthy timetable is important to us.
Ask and write
•Be able to use the key phrases and sentence structures correctly in the context, and be able to ask
about the timetable of the partner.
▶Teaching Priorities
•Be able to listen, say, read and write the new phrases.
▶Teaching Difficulties
•Be able to use the key sentences in real situations.
▶Teaching Procedures
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
1. Greetings. 1. Greetings. Cultivate students’ learning
Warm-up
2. Sing a song. 2. Sing the song. interest. Review the phrases they
& Revision
3. TPR game. 3. Play the TPR game. have learned. Lead in the topic.
Presentation 1. Learn “do morning Learn the new phrases Pay attention to the
7Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
and try to describe the
exercises” and “ a.m.”. timetable by using the pronunciation of “exercises”.
key sentences.
2. Learn “eat breakfast”.
Pair work. Practise the key sentences.
3. Learn “have …class”. Use the course titles to Students can use “have class” to
practise the phrase. express different courses.
4. Learn “play sports” Play a game to practise Use a game to elevate students’
and “p.m.”. the new phrases and learning interest.
sentences.
5. Learn “eat dinner”. Practise the phrase. Strengthen students’ mastery of
the phrase.
6. Listen and read. Students read after the Make sure the students read the
recording. phrases and sentences correctly
and fluently.
7. Introduce Pedro’ s Practise and have a Form a whole timetable,
timetable. show. students get to know how to
introduce one’s timetable.
Practice 1. Play games. Play the games, then Activate the atmosphere. Use
(1) Bomb game. fill in the sentences. interesting games to arouse
(2) Can you say? students’ attention so as to
practise the new phrases.
2. Ask and answer. Practice the dialogue Finish the exercises on the
in pairs and in groups. textbook and create the chance
to practise the new phrases and
sentences.
Consolidatio What is an ideal (1) Look at the pictures The harm of unhealthy timetable
n & timetable? and talk about them. makes the students realize the
Extension (1) Look and say. (2) Talk about the ideal importance of a healthy
(2) Design your ideal timetable and design timetable. The activity teaches
timetable. their own ideal ones. students to be effective thinkers.
(3) Show time. (3) Show their own
ideal timetables to the
class.
1. Introduce your own timetable to your family members.
Homework
2. Do the exercises.
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