初中人教版（2024）Unit 5 Here and Now精品教案设计

这是一份初中人教版（2024）Unit 5 Here and Now精品教案设计，共7页。
Sectin A 2a-2e 教案
I. Teaching Objectives:
1. Language Knwledge:
(1)Vcabulary: Students will learn and use vcabulary related t daily
rutines such as "wake up," "have breakfast," "g t schl," "d
hmewrk," "have lunch," "g t bed," etc.
(2)Grammar: Students will understand and use the simple present tense t
describe rutines, including affirmative, negative, and interrgative frms
(e.g., "I wake up at 7:00 AM," "She desn't wake up early," "D yu g
t schl at 8:00?").
2. Skills Develpment:
(1)Listening: Students will listen fr key infrmatin in cnversatins
abut daily rutines and respnd t cmprehensin questins.
(2)Speaking: Students will practice talking abut their wn rutines and
asking thers abut theirs using the new vcabulary and structures.
(3)Reading & Writing: Students will practice reading abut daily rutines
and writing shrt paragraphs abut their wn rutines using the target
vcabulary and grammar structures.
3. Cultural Awareness:
Encurage students t understand hw daily rutines vary acrss cultures
and reflect n the influence f culture n daily life.
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4. Critical Thinking:
Encurage students t cmpare their wn daily rutines with thse f
thers, reflecting n hw different habits impact life.
II. Key Teaching Pints:
1. Vcabulary: Wrds related t daily activities like "wake up," "have
breakfast," "g t schl," "d hmewrk," "have lunch," and "g t
bed."
2. Grammar Structures:
- Affirmative Sentences: "I wake up at 7:00 AM."
- Negative Sentences: "I dn’t wake up at 5:00 AM."
- Questins: "What time d yu wake up?"
III. Teaching Difficult Pints:
1. Third-Persn Singular Frms: Teaching the “-s” ending in the
third-persn singular frm f the verb (e.g., “He wakes up”).
2. Using "d" and "dn’t" in negative statements: Emphasizing the
crrect use f “dn’t” (with I, yu, we, they) and “desn’t” (with he, she,
it).
3. Fluency in Speaking: Helping students express their rutines naturally
and cnfidently in full sentences.
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IV. Teaching Prcedure:
Step 1: Warm-up (5 minutes)
1. Greeting and Engagement:
(1)Start by greeting the class: "Gd mrning! Hw are yu tday?"
(2)Engage students with questins abut their rutines:
- "What time d yu wake up?"
- "D yu have breakfast befre schl?"
2. Intrduce the Tpic:
(1)Intrduce the fcus f the lessn: daily rutines. Write key wrds n
the bard, such as "wake up," "have breakfast," "g t schl."
(2)Ask students t think abut their wn rutines and share with the class.
Step 2: Vcabulary Intrductin (8 minutes)
1. Intrduce Vcabulary:
(1)Use flashcards t intrduce the vcabulary. Shw images f peple
perfrming activities such as waking up, eating, and studying. Write the
vcabulary wrds n the bard as yu intrduce them.
(2)Drill prnunciatin with the class and ensure crrect prnunciatin.
Elicit examples: “I wake up at 7:00 AM.” “She has breakfast at 7:30 AM.”
2. Cntextual Usage:
(1)Write sentences n the bard using these verbs in cntext:
- “I wake up at 7:00 AM.”
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- “He ges t schl at 8:00 AM.”
(2) Ask students t repeat these sentences in unisn.
(3)Practice vcabulary with pair wrk: students ask each ther, "What
time d yu wake up?" "D yu have lunch at schl?"
Step 3: Grammar Fcus – Simple Present Tense (10 minutes)
1. Intrductin t the Simple Present Tense:
(1)Explain that the simple present tense is used t talk abut rutines and
habits.
(2)Write n the bard: "I wake up at 7:00 AM."
(3)Explain the structure: Subject + Verb (base frm) + Time/Activity.
2. Frming Negative Sentences:
(1)Intrduce negative sentences:
- "I dn’t wake up at 5:00 AM."
- “He desn’t wake up early.”
(2)Explain the use f "dn’t" and "desn't" (fr he/she/it).
(3)Write examples n the bard and practice with the class.
3. Frming Questins:
(1)Teach the questin frm:
- “What time d yu wake up?”
- “Des he g t schl at 8:00 AM?”
(2)Demnstrate hw t answer questins abut rutines.
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(3)Have students practice asking and answering in pairs.
Step 4: Listening Practice (8 minutes)
1. Listening Activity:
(1)Play the audi clip (2a) abut daily rutines. Have students listen fr
specific details abut the peple’s schedules.
(2)Prvide the fllwing listening questins:
- "What time des Tm wake up?"
- "What des Lucy d after schl?"
- "What time des Mike g t bed?"
2. Cmprehensin Check:
(1)After listening, ask the students the questins.
- "Tm wakes up at 6:30 AM."
- "Lucy has lunch at 12:00."
- "Mike ges t bed at 9:30 PM."
(2)Review answers as a class.
Step 5: Speaking Practice (7 minutes)
1. Pair Wrk:
(1)Ask students t wrk in pairs. They shuld ask each ther abut their
daily rutines using the questin frms they've learned.
- “What time d yu wake up?”
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- “What d yu d after schl?”
(2)Encurage them t give detailed answers:
- “I wake up at 7:00 AM. After schl, I d my hmewrk.”
2. Rle Play:
(1)Select tw students t rle-play a cnversatin abut their rutines in
frnt f the class.
Example:
- Student A: "What time d yu wake up?"
- Student B: "I wake up at 6:30 AM. Hw abut yu?"
- Student A: "I wake up at 7:00 AM."
Step 6: Writing Practice (5 minutes)
1. Writing Sentences:
(1)Have students write 5 sentences abut their daily rutines. Encurage
them t use the present simple tense crrectly.
Example sentences:
- "I wake up at 6:30 AM."
- "I have lunch at 12:00 PM."
2. Peer Review:
(1)Ask students t exchange papers with a partner and check each ther's
wrk fr crrectness, particularly fcusing n verb frms and sentence
structure.
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(2)Step 7: Assignment:
Ask students t write a shrt paragraph (5-6 sentences) abut their
daily rutine. They shuld use the present simple tense and the
vcabulary learned in class.
VI.Reflectin:
1. Effectiveness: After the lessn, assess whether students are able t use
the new vcabulary and grammar in bth speaking and writing activities.
2. Challenges: Identify any areas where students struggled, particularly
with negatin r third-persn singular frms.
3. Adjustments: Cnsider prviding additinal practice r review fr
students wh struggled with specific grammar pints.
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