七年级英语下册Unit10教案.doc

Unit 11 What time do you go to school ?
Programmes for the Unit
1. Status and Function
The topic of this unit is about daily routines, Such topic is closely related to students’ daily life. It is easy to raise the learning interest of students. So students are very interested in learning the content of this unit.
2. Teaching Aims and Demands
Knowledge Object
In this unit students learn to talk about daily routines and say clock time. objects Train students’ listening, speaking, reading and writing. Train students’ integrating skills.
Moral objects
Tell students to form a good habit. Let students know the importance of having a reasonable time arrangement. Teaching Key Points
3. Learn the key vocabulary and the target language of this unit.
4. Teaching Difficult points
How to use the key vocabulary and the target language by reading and writing.
5.Teaching Methods Teach students how to use reflect quickly. Teach students how to improve their ability of communication.
Teaching Guidance
1. Language Function Talk about daily routines. Ask about and say times.
2. Target language What time do you usually get up? I get up at six o’clock. When does Alicia take a shower? She takes a shower at five o’clock. What time is it? It’s eleven o’clock.
3. Structures When questions. What time is it? Adverbs of frequency.
4. Vocabulary get up, run, eat, breakfast, dimmer, go, school, bed, o’clock, shower, morning, afternoon, evening, pen, pal, homework
5. Learning strategies Role playing. Reflecting.
Teaching time
Six periods.

The first period
Teaching aims and demands
1. Knowledge objects
go to school, get up, eat breakfast, take a shower
What time do you usually get up, Rick?
I usually get up at five o’clock.
2. Ability objects
Listening skill,
Watching skill
Communicative competence.
3. Moral object Form a good habit.
Teaching Key points
Go to school, get up，run, eat breakfast, take a shower
Teaching difficult points
What time do you usually get up, Rick?
I usually get up at five o’clock
Teaching methods
Listening and talking methods.
Watching method.
Communicative approach.
Teaching Aids
A tape recorder.
Teaching clock with movable hands.
Teaching procedures
Section A
Step1
Greet the class as usual and check the homework.
Step2
Write the new words on the blackboard and lead students to read for several times.
Step3 1a
Use a teaching clock to teach students to say clock time. For example: one o’clock, two o’clock, twelve o’clock…
Now let students look at the picture in Activity 1a Name each action and ask students to repeat.
Then ask students to match the words and the pictures, Point out the sample answer.
Answers: 1. a 2.d 3.b 4.e 5.c
Step4 1b
Look at the picture in Activity 1a and say the clock time after me, one o’clock—twelve o’clock. Now we’ll listen to a conversation and draw a line from the clock line to the correct picture.
Play the recording twice, students draw the lines
Step5 1c pair work
Let’s do an exercise. One student is Rick. The other is the interviewer. Students can ask and answer At6 last ask pairs to present one set of questions and answers to the class.
Step6 Summary
This class we’ve learnt these key words
Step7 Homework
After class have more practice.
Step8 Blackboard design
Unit11 What time do you go to school?
The first period
Go to school
Get up
Run
Eat breakfast
Take a shower
What time do you usually get up, Rick?
I usually get up at five o’clock.

The second period
Teaching aims and demands
1. Knowledge objects
always, busy, morning, so, make, schedule, why, because, oldest, linger, o’clock When does Alicia take a shower?
She takes a shower at 5:00
2. Ability objects Listening and writing skills
Communicative competence
3. Moral objects
Make a schedule.
Teaching key points
Be busy in the morning make a schedule
When does Alicia take a shower?
She takes a shower at 5:00.
Teaching difficult points
What time do you get up?
I get up at six o’clock.
What time does he eat breakfast?
He eats breakfast at seven o’clock.
What time does she go to school?
She goes to school at eight o’clock.
Teaching Methods
Listening and speaking methods.
Listening and writing methods.
Communicative approach.
Pairwork.
Teaching Aid
A tape recorder.
Teaching procedures
Step1
Greet the class as usual and check the homework. Ask pairs of students to act out the conversation I Activity 1b
Step2
Teach the new words always busy morning so make schedule why because oldest longer o’clock
Step3
Now open your books at Page66 Look at Activity 2a There is a picture Can you guess who they ate? Please listen to conversation and fill in the blanks with the words in the box.
Answers: 1.two 2.two 3. one
Step4 2b
T: Rick has two brothers and two sisters. But his family has only one shower. So Tick made a shower schedule. Listen to the conversation again and fill in the time when each family member takes a shower, clearly?
S: Yes.
T: All right. Let’s begin.
Play the recording for the first time. Then for a second time. Check the answers with the whole class.
Answers:
Time Name
5:00 Bob
6:00 Mary
7:00 Jerry
8:00 Alicia
Step5 2c Pair work
Lead students to read the sample conversation. Tell them to ask and answer questions about the shower times in Activity2b
After students have had a chance to practice, ask pairs to present one set of questions and answers to the class.
Step6 Grammar focus
Review the grammar box. Ask students to say the questions and statements.
Step7 Summary
This class we’ve learnt some new words and some key structures. In order to arrange your time reasonably, you’ll learn to make a schedule.
Step8 homework
Write down key structures in their notebooks.
Step9 Black board design
Unit11 What time do you go to school?
The second period
When does Bob take a shower?
He takes a shower at 5:00

The third period
Teaching aims and demands
1. Knowledge objects
work hour practice put on go to work get to listen to go to bed happy hotel
What time is it?
It’s eight-thirty.
When do you usually go to bed?
I usually go to bed at eight o’clock.
I usually go to bed at eleven-thirty.
2. Ability objects
Reading skill.
Communicative competence.
3. Moral objects
tell students to arrange time reasonably.
Teaching key points
Go to work put on get to listen to go to bed
Teaching difficult points
What time is it?
It’s eight-thirty.
When do you usually go to bed?
I usually go to bed at eight o’clock.
Teaching methods]
Teaching method.
Reading method.
Pair work.
Teaching clock
Teaching procedures
Step1
Greet the class as usual.
Step2
Teach new words.
Step3
Write the times on the blackboard, then use a teaching clock to teach students to ask times.
Ask students to name clock times using full hours, half hours and quarter hours individually.
Make sure every student can say the clock times correctly. Students match the pictures to the clock faces, OK?
Answers: 2 1 4 3
Step4 3b Pair work
Let students look at the clocks in Activity3a. Have students ask and answer questions about the time e.g.
What time is it?
It’s eight-thirty.
Ask pairs of students to ask and answer one or two questions each before the class.
Step5 Summary
This class we’ve learn some new words and how to say clock times.
You must learn to make a schedule and arrange your time reasonably.
Step6 Homework
Write the Key structures in your notebooks.
Step7 Blackboard design
Unit11 What time do you go to school?
The Third Period
What time is it?
It’s nineteen.
What time is it?
What time is it?
It’s seventeen.

The fourth period
Teaching aims and demands
1. Knowledge objects
In the morning in the afternoon in the evening do homework eat dinner eat breakfast go to bed go to bed go to school go home
When do people usually eat dimmer?
People usually eat dimmer in the evening.
2. Ability objects
Listening and writing skill
Communicative competence.
3. Moral object
Build a strong body.
Teaching key points
In the morning in the afternoon in the evening do homework eat dimmer eat breakfast go to bed go home eat lunch
Teaching difficult points
When do people usually eat dinner?
People usually eat dimmer in the evening.
Teaching methods
Listening method
Writing method.
Pair work.
Teaching aid
A tape recorder]
Teaching procedures
Section B
Step1
Greet the class as usual and check the homework.
Step2
Teach new words
Afternoon evening homework do homework go home
Step3 1a
Students open their books at Page68. There are some pictures in Activity1a. Read after me first. Then ask when do people do these things. In the morning, in the afternoon or in the evening. Then let them match time of day with each of the activities. Ask students to do it individually. Then check the answers
Answers: In the morning 3
In the evening 2 4
In the afternoon 1
Step4 1b Pair work
let students read the conversation in Activity b. Ask your partner questions about when people do these things. Use questions and answer like the ones in the picture.
After students have practiced for a few minutes, ask the pairs of students to work with another pair of students to see if they agree.
Step5 2a
Look at the picture in Activity 2a.Ask students what is happening to Rick. He is being interviewed by a reporter.
Then read the words in the box. Tell students we’ll listen to a conversation.
Play the recording twice. Students circle the activities mentioned on the tape. Then check the answers.
Step6 2b
First ask students to read the activities listed in Activity 2b then tell students to write the times next to the actions. For example Rick gets up at 5:00.
Play the recording twice students to write in the clock times they hear on the recording.
Check the answers
Step7 Pair work
First read the conversation in Activity 2c Then ask a class member to finish the incomplete statement using information from Activity 2b
Ask students to work in pairs and take turns doing the exercise.
Step8 Summary
This class we’ve learnt some key words and structures: Rick gets up at 5:00and runs at 6:00. When do you get up? Do you do morning expect everyone has a strong body.
Step9Homework
Learn the key words by heart. And do more practice using the target language.
Step10 Blackboard Design
Unit 11 What time do you go to school?
The fourth period
In the morning
In the afternoon]
In the evening
When does Rick usually get up?
He Usually gets up at 5:00.

The fifth period
Teaching aims and demands
1. Knowledge objects
letter around start wish Saturday exercise She gets up at 6:15
She eats breakfast at 7:30.
She goes to school at 8:00
2. Ability objects
Writing skill.
Communicative competence.
3. Moral objects
Make a pen al and you can improve your written English.
Teaching key points
letter around start wish Saturday exercise
Teaching difficult points
She gets up at 6:15
She eats Breakfast at 7:30.
She goes to school at 8:00.
Teaching method.
Scene method.
Pairwork.
Teaching procedures
Step1
Greet the class as usual and check the homework.
Step2
Learn some new words. Show them on the screen. Lead students to read for several times.
Step3 3a
There is a letter in Activity 3a. Now I’ll read it for you. Do you have any questions about this letter?
Look at the clock times. Ask students to read it. Point out the sample answer.
Ask students to read the letter again. Let them write down the name of each activity on the blank line after the items listed at the top.
Ask students to complete the activity individually.
Check the answers.
Step4 A game
Play a game in which students act out various everyday activities along with the time they do each one. Divide the class down the middle into two teams. The first person on Team1 stands up and acts out an activity. When his or her team members guess the activity, the person acts our a clock time. A students might point to his or her wrist to indicate “time” and use fingers to show 8:00. Each team has 30 seconds to guess the activity and the time. If they guess correctly in that amount of time. they get one point. If they fail to guess, they get no points. Then it’s the other team’s turn.
Step5 3b
This is a letter from Tick to his pen pal, Jiang Min. He is telling Jiang Min about his morning.
Please fill in the blank lines, using information from activity 2b, Use Jennifer’s letter as a model.
Ask students to work with a partner or individually.
Check the answers by having several students read their letters to the rest of the class.
Answers:
1. get up
2. 5:00
3. 6:00
4. run
5. eat breakfast
6. 7:00
7. go to school
8. 8:00
Step6 4 Pairwork
First write the timetable on the board and tell students to imagine you are a famous movie star,
Then ask students to write their weekend activities and the times in the chart.
Role play a conversation with a student. Imagine the student is a movie star. Ask, what time do you exercise on Saturday morning? What time do you...?
Divide the students into pairs and have them continue the role plays.
Step7 Summary and homework
This class we’ve learnt how to write something about your morning. Do you have a pen pal? Please write something about your Morning to your pen pal. OK?
Step8 Blackboard design
Unit11 What time do you go to school?
The fifth period
Saturday Sunday
8:00 a.m. run

The sixth period
Teaching aims and demands
1. Knowledge objects
Key words and structures in Unit11
2. Ability objects
Writing skill. Practice skill.
3. Moral object
Learn to make a chart for the activity survey.
Teaching key points
Time morning breakfast get up go to bed clock afternoon lunch run Watch TV dimmer eat usually o’clock thirty take a shower fifteen to school evening homework
Do you sleep late?
Teaching difficult points
Weekend survey.
Do you sleep late?
Teaching methods
Check method.
Practice method.
Teaching aid
A chart for the weekend survey.
Teaching procedure
Self check
Step1
Greet the class as usual and check