七年级下英语Unit2 Section

Be able to use quarter, to and past to express time. Be able to write a passage about daily routines.
Brainstorm
What are your activities during a day?
I usually/always/often/sometimes/never... at... What time do you usually...?
I usually/always/often/sometimes/never... at...
3a Number these sentences in order to make a
Design a survey to find out what your classmates do on weekends. Then write about a daily routine.
Questions
Weekend Survey
Names
What time do you get up?
At 5:00 p.m., I go home. At a quarter to six, I do my homework. I have dinner at half past six and watch TV at 7:00. Then I go to bed at 9:30.
Pair work
吃午饭 到家 上床睡觉 短语储备 健康生活 对……有益 大量；许多 要么……要么……；
或者……或者……
h__a_v_e _lu__n_c_h_______ _g_et__h_o_m_e_________ g_o__t_o_b_e_d_________ h_e_a_l_t_h_y_l_if_e_______ _b_e_g_o_o_d__fo_r_______ _lo_t_s_o_f___________ _e_it_h_e_r_…___o_r_…_____

4. He _h_a_s__a__g_o_o_d__j_o_b_. He works at a radio station. 5. Here are your clothes. Go and _g_e_t__d_r_e_s_s_e_d_ quickly! 6. I don’t have time to c_l_e_a_n__m__y__r_o_o_m_ from Monday to
Self check
A taste clean have get take brush
B your teeth my room
a walk good dressed a good job
用你组成的短语补全句子,完成教材上Self Check中的第 一部分。
1. Ice-cream usually t_a_s_t_e_s__g_o_o_d_ so students like to eat it after school.
B：S__h_e_u_s_u_a_l_ly__g_e_ts_u__p_a_t_5_:_4_5__in__th_e__m__o_rn__in_g____. (5:45)
A：W__h__y_d_o_e_s_s_h_e__g_et__u_p_s_o__e_a_rl_y____？ (why/get up/so early)
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.

night
AM和PM AM表示“午前，上午”(午夜12:00后至 中午12:00前)；PM表示“午后，下午” (中午12:00后至午夜12:00前)。在使用 中，常用小写形式，am和pm。在美式 英语中，实用形式为a.m.和p.m.
1a When do students usually do these things? Match the actions with the time
3. —When do you get up?你什么时候起床？ —Usually about half past five. Then I run at six o’clock. 通常大约在五点半起床。然后我在六点钟跑步。 past用于逆读法表示三十分钟以前的时间，英语中 用half表示半小时。英语中整点用o’clock表示。
8. eat dinner7_:1_5_
3. eat breakfast_7_:0_0_ 9. take a walk ___
4. go to school7_:4_5_ 10. go to bed9:0_0__
5. go home4_:1_5_
6. do my homework5_:_3_0
Short-term memory test: Fill in the blanks.
A: When do you usually get up? B: I usually get up at 5:30.
整点读法
ten o’clock
six o’clock
eight o’clock
顺读法: 先时 后分
four ten
three fifty
five thirty-five
eight twenty

七下英语第二单元2d原文In the second unit of the seventh grade English textbook, the 2D section focuses on a story about a girl named Lily who is trying to save the library in her town. The story is not only about the physical library, but also about the importance of books and reading in our lives. From the perspective of a student, this story is relatable because many of us have experienced the joy of reading and the impact of books on our lives. It also teaches us the importance of standing up for what we believe in and working together to make a difference in our community.From the perspective of a teacher, this story provides a great opportunity to discuss the value of libraries and the impact they have on communities. It can also be used to start a conversation about activism and the power of individuals to make a positive change. Additionally, it can be used to teach students about persuasive writing and how to effectively communicate their ideas and beliefs.From the perspective of a parent, this story is a great way to encourage children to appreciate the value of reading and to understand the importance of libraries in our society. It can also serve as a starting point for discussions about community involvement and the importance of standing up for what is right. As a parent, it is important to instill these values in our children and this story provides a great opportunity to do so.From the perspective of a community member, this story serves as a reminder of the importance of preserving and supporting local libraries. It also highlights the impact that individuals can have when they come together to support a cause. This story can inspire community members to get involved and take action to ensure that their local libraries continue to thrive and serve the community.From the perspective of the author, this story was likely written to inspire and empower young readers. It carries a message of hope and determination, showing that even a young girl can make a difference in her community. The author likely wanted to convey the importance ofstanding up for what you believe in and the power of books and reading to change lives.In conclusion, the 2D section of the seventh grade English textbook provides a thought-provoking and inspirational story that can be viewed from multiple perspectives. It has the potential to spark important discussions about the value of libraries, the power of activism, and the impact of books on our lives. It also serves as a reminder of the importance of standing up for what we believe in and working together to make a positive change in our communities.。