新目标英语七年级下册Unit2

人教版新目标七年级英语下册 Unit 2教学设计一. 教材分析人教版新目标七年级英语下册Unit 2主要围绕日常生活话题，让学生学会描述日常活动、表达喜好和计划。

本单元包括三个部分：听说课、读课和综合语言运用课。

听说课主要训练学生的听说能力，读课通过阅读提高学生的理解能力，综合语言运用课则培养学生的综合语言运用能力。

二. 学情分析七年级的学生已经掌握了基本的英语语音、词汇和语法知识，具备一定的听说读写能力。

但部分学生对英语学习仍存在恐惧心理，缺乏自信心。

因此，在教学过程中，教师需要关注学生的情感态度，激发他们的学习兴趣，提高课堂参与度。

三. 教学目标1.知识目标：学生能够掌握日常生活中常用的词汇和表达方式，如goto school, read books, watch TV等。

2.能力目标：学生能够在真实情境中运用所学知识进行日常交流，提高听、说、读、写的能力。

3.情感目标：学生能够积极参与课堂活动，提高学习英语的自信心和兴趣。

四. 教学重难点1.重点：学生能够熟练运用日常词汇和句型描述日常生活。

2.难点：学生能够正确使用一般现在时表达习惯性动作和喜欢的事物。

五. 教学方法1.任务型教学法：通过完成各种实际任务，让学生在实践中学习、运用英语。

2.情境教学法：创设真实的语境，激发学生的学习兴趣和积极性。

3.情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。

六. 教学准备1.教师准备：提前备课，熟悉教材内容和教学目标。

2.学生准备：预习新课内容，复习相关知识点。

3.教学资源：准备多媒体教学课件、图片、实物等。

七. 教学过程1.导入（5分钟）利用图片或实物展示日常生活中的人物和活动，引导学生谈论他们的日常喜好。

例如，展示一张学校操场上的图片，让学生描述图片中学生在做什么。

2.呈现（10分钟）教师通过PPT展示本节课的主要词汇和句型，如go to school, read books, watch TV等，并用例句展示如何运用这些词汇和句型。

Unit 2 What time do you go to school?Section A1.get dressed 穿衣服表示穿的动作be dressed in+颜色/衣服穿着表示穿的状态2.brush one’s teeth 刷牙brush n 刷子brushes v 刷take a shower=have a shower 洗澡3.(1)what time 几点问具体时间，一般回答要具体到小时(2)when对时间提问，询问日期、月份、年份,回答既可是具体的时间，也可是不具体的时间，in the morning，last year，in 1998 等范围大的时间，When does he take a shower？他什么时候洗澡？He takes a shower in the morning. 他在早上洗澡。

I take a shower at 6 o’clock in the morning.我早上六点洗澡。

4.at in on(1)at + 具体时间点,在几点（几分）固定搭配at 7:00 at night at noon(2)in + 时间段（周，年份，月份，季节，早中晚）in 1942 in the morning in May(3)on + 星期/日期/节日或具体某一天的早中晚on a cold winter night on Children’s Day on Monday5. always usually often sometimes 频度副词，常用于动词be 助动词或情态动词之后，行为动词之前。

(1)always(100%) 总是、永远，表动作重复，状态继续，中间没间断，通常修饰动词的一般时态。

若修饰进行时，则有“老是”，“再三地”的意思，带有厌烦、不满、赞美等感情色彩。

(2)usually(80%)通常，着重表示已习惯的动作。

反义词unusually(3)often(60%)时常、经常，表示常常这样，但不总是这样，反义词seldom(4)sometimes(30%)有时、不时，说明的是偶尔发生的事情或情况。

Unit2 Where’s the post office?一．教学目标1．知识目标1）．重点词汇* post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue* new, clean, quiet, big, small, dirty, old, busy* left, right, next to, across from, near, between2). 语言目标* Is there a bank near here ? Yes, there’s a bank on Center Street.* Where’s the supermarket ? It’s next to the library.* Is there a pay phone in the neighborhood ? Yes, it’s on Bridge Street on the right.* Where 引导的特殊疑问句* 肯定陈述* 表示方位的介词3）．语言功能在街道上问路与指路2．能力目标通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。

3．策略目标1）．联系上下文，利用情景思维。

2）．转换具体信息。

4．情感目标1）．培养方位感。

2）．在社会这个大家庭中，注重人际关系与交往，养成助人为乐的好习惯。

二．教学重、难点1．重点：1）．表方位的介词：near、across from、next to、between、on2）．问路与指路的基本语句2．难点：1）．本单元词汇量较大（生词表中列出44个单词，9条短语；课文中还有一些短语）。

2）．个别句子有一定难度，如：* Is there a big supermarket near where you live ?* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.* ┉ there is a small house with an interesting garden.* Bridge Street is a good place to have fun.三．难点注释：* Is there a big supermarket near where you live ?在你住处附近有一家大超市吗？* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公园。

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。

Unit 2单词（音标）up [ ʌp] adv. 向上get up 起床；站起dress [ dres] v. 穿衣服 n. 连衣裙getdressed 穿上衣服brush [ brʌʃ] v. 刷刷净 n. 刷子tooth [ tuːθ] n. ( pl. teeth[ tiːθ]) 牙齿shower [ ' ʃaʊə]n.& v.淋浴n. 淋浴器（间）take a shower 洗淋浴usually [ ' ju: ʒuəli] adv. 通常地；一般地forty [ ' fɔ:( r) ti] num. 四十wow [ waʊ] interj.（表示惊奇或敬佩）哇；呀never [ ' nevə( r)] adv. 从不；绝不early [ ' ɜːlɪ]adv.& adj. 早（的）f i fty [ ' f ɪ ftɪ]num. 五十job [ dʒɒb], [ dʒɑːb] n. 工作；职业work [ wɜːk] v. & n. 工作station [ ' steɪʃn] n. 电( 视) 台；车站radio station 广播电台o' clock [ ə' klɒk], [ ə' klɑ: k] adv.（表示整点）…… 点钟night [ naɪt] n. 晚上；夜晚funny [ ' fʌnɪ] adj. 奇怪的；滑稽好笑的exercise [ ' eksəsaɪz]v.& n. 锻炼；练习on weekends ( 在) 周末best [ best] adj. 最好的 adv. 最好地；最group [ gruːp] n. 组；群half [ hɑːf], [ hæf] n. & pron. 一半；半数past [ pɑːst],[ pæst]prep. 晚于；过（时间） adj. 过去的quarter [ ' kwɔː( r) tə( r)]n. 一刻钟；四分之一homework[' həʊmwɜː( r) k] n. 家庭作业do( one’ s) homework 做作业run [ rʌn] v. 跑；奔clean [ kliːn]v. 打扫；弄干净 adj. 干净的walk [ wɔːk]n.& v. 行走；步行take a walk 散步；走一走quickly [ ' kwɪkli] adv. 很快地either [ ' aɪðə( r)], [ ' iː ðə( r) ] adv. 或者；也（用在否定词组后）either… or…要么……要么……；或者……或者……lot [ lɒt], [ lɑ: t] pron. 大量；许多lots of 大量；许多sometimes [ ' sʌmtaɪmz] adv. 有时taste [ teɪst]v. 有……的味道；品尝 n. 味道；滋味li fe [ laɪf]n. 生活；生命Rick [ rɪk] 里克（男名）Jim [ dʒɪm] 吉姆（男名）Scott [ skɒt], [ skɑ: t] 斯科特（男名）Tony [ ' təʊnɪ] 托尼（男名）unit2电子课本Liaten and match the timea with the actions. Draw lines from the clocksto the pictures.Snident A ie the interviewer. Student B is Rick. Ask amd axxswerquestions about Rick's day.A: V 'ha c t tim dci yo u usually take a s lioive r, Rick * B : 1 us my take a sh never aI s ix fo rty.Match theactivi£ics wiEts tJze pictures.1. ,lot up c?. gn tn sChnnlri t si x i hi r r yWhos tiry›c dg ypuusmlly get up7Jim hassisters. Jim’s familyhas _ xhuxvcr.Ltccers agaJxs. Cossp!ete tbe shower schedcsle £orJiza*c fiuoJ3y'.Tims5:3¢linterviewer: -$cott has an inrcrext ing jrib. He wcirks at a radiri station.Scott, what time is your radio show?Ston: Interviewer: Scott:From bvelve o’clock at night to six oklock in the morning. What time do you usually get up?At eight thirty at night. ”thenI eat breakfast at nine.Interviewer: ‘Heat s a ftnftf¥y titTte fOr t›renkfast!S‹ort:Scoti:Yeah. After that, I usually exercise at a1›nut ten twenty. then do you go to «'ork?At 4•levcn t3’clock, .*cl I 'mnever late for work.tøte on •<cłændsüh< țjr î3 uc u14.Anna never eats breakfast.S. What rime does your be3t Friend go to sckooł7When do students usually do these things? h4atchthe activitie.s tenth the time of day..i .jiiartcr i‹› ten ii* ila.Check your answers with your partner.sListen rind circle the activities yuu hear.g= =p 5: 30.1. eat \ realm:1st 4. ¿u tu choul. in hnmc7. clcan i riy rel t3It1G. eat ‹4in n er9. t.Ake a is' all 1 O. t;ci ter b c dListen agatn. Wrtte Mtc titres text to tbe actioicies yotz circled In 1 c.AkandanswerquesConsaboutlom. ’Unit2 知识梳理◆短语归纳1.what time 几点2.go to school 去上学3.get up 起床4.take a shower 洗淋浴5.brush teeth 刷牙6.get to 到达7.do homework 做家庭作业8.go to work 去上班9.go home 回家10.eat breakfast 吃早饭11.get dressed 穿上衣服12.get home 到家13.either…or…要么…要么…14.go to bed 上床睡觉15.in the morning/afternoon/evening 在上午/下午/晚上16.take a walk 散步17.lots of=a lot of 许多，大量18.radio station 广播电台19.at night 在晚上20.be late for=arrive late for 迟到◆用法集萃1.at + 具体时间点在几点（几分）2.eat breakfast/lunch/dinner 吃早饭/午饭/晚饭3.thirty/half past +基数词…点半4.fifteen/a quarter to +基数词差一刻到…点5.take a/an+名词从事…活动6.from…to…从…到…7.need to do sth 需要做某事◆典句必背1.—What time do you usually get up? 你通常几点钟起床？—I usually get up at six thirty. 我通常6:30起床。

AJohn Smith works in a basketball club. He gets up at 5：30 every day. After that，he runs. At 8：00 he eats breakfast.Tom White is a writer. He works at home. He gets up at 8：00 in the morning. He usually reads books for two hours after breakfast.Mary Green is a music teacher. She gets up at 6：00 every morning. Then she eats breakfast. She lives at school and doesn't live with her parents.Mona Black is a clerk. She works at a clothes store. She usually gets up at 6：30. After breakfast she goes to the store by bus.( )1.John Smith eats breakfast at ________.A．6：00 B．7：00 C．7：30 D．8：00( )2.What time does Tom White get up?A．At 5：30. B．At 6：30. C．At 8：00. D．At 8：30.( )3.According to the passage，how many people go to work by bus every day?A．One. B．Two.C．Three. D．Four.( )4.______is good at singing and ______is good at writing books. A．John；Mona B．Mary；Tom C．Tom；John D．Mona；Mary ( )5.If you want to buy a nice T－shirt，________can help you. A．John B．Mona C．Mary D．TomBI’m Maliya. I am American. I studyat Shanghai International School now. I usually get up at 6:30 in the morning and then I take a shower. I go to school at 7:30. We have the first class at 8:10 in the morning. At 12:00 I eat lunch at school. Hamburgers are my favorite food. We finish school at 3:30 in the afternoon. After school, I either go to the library or play tennis with my friends. I never watch TV on school days. I go to bed at 9:00 in the evening.Mike is my father. He gets up early every day, at about 5:30. And then he runs for half an hour. After a quick breakfast, he goes to work. He works on the computer at home. He usually works until (直到) about 12:00. He always has a big lunch. After lunch, he continues (继续) to work on the computer until about 6:00. In the evening, he always takes a walk after dinner.根据材料内容选择最佳答案。

Unit 2 单元测试卷Ⅰ. 单项选择。

1. My brother often __ English on the radio .A. hearsB. listensC. listen toD. listens to2. It’s six o’clock in the morning. It’s time ________.A. get upB. for get upC. to get upD. of getting up3. My father ______ his coat and goes to work.A. put onB. puts inC. puts onD. put in4. When ____ your mother take a shower?A. doesB. isC. doD. are5. My father often ______ home at six o’clock in the evening.A. goB. getsC. goes toD. gets to6. My brother often goes to _____ school after ______ breakfast.A. /; theB. the; theC. the; /D. /; /7. －Do you have a _____?－Yes. I _____ at a food shop.A. job; workB. work; workC. work; jobD. job; job8. －______ does your father go to work every day?－He goes to work at half past six.A. HowB. WhatC. What timeD. How time9. －What time do you usually go to bed?－_______ nine o’clock.A. AtB. OnC. InD. of10. Thank you very much for _____ me to your birthday party.A. askB. to askC. inviteD. inviting11. Please tell me something _______ your new teacher.A. inB. forC. aboutD. on12. It’s time ______ class.A. toB. forC. ofD. with13. －Do you know the______?－Yes, it’s 10:30.A．age B. time C. number D. address14. What do you usually do ______ Sunday morning?A. toB. atC. onD. in15. Do you like _____ a bus to school?A. takesB. takingC. takeD. by【真题链接】1. — Jane, is this your umbrella?—No, it’s not _____. I didn’t take one this morning.A. meB. myC. mine2. Look! The traffic light has turned red．We _____ stop our car． A．can B．can’t C．must D．mustn’t3. —What do you think of the woman singer?—Her voice sounds _____．I like her songs.A．sweet B．sweetlyC．bad D．badlyⅡ. 完形填空。

Unit 2 what time do you go to school?(Section A)教学目标：能够听懂、会说并正确使用日常生活中的时间表达方式。

能够用英语描述自己或他人的日常作息时间。

教学重点：时间表达方式。

熟练使用句型“What time do you...?”和“I usually... at...”。

教学难点：用英语描述自己或他人的日常作息时间。

区分at、in、on的用法。

教学准备：课件、多媒体设备。

钟表、日常生活用品图片等教具。

教学过程：Step 1: Warm-upShow some pictures of daily activities, such as getting up, having breakfast, going to school, doing homework, watching TV, and going to bed.Ask students to describe what they usually do at each time of day.Step 2: PresentationPresent some common time expressions, such as "in the morning", "in the afternoon", "in the evening", "at night", "at 6 o'clock", "at 7:30", and "on Monday".Explain the different uses of "at", "in", and "on".Step 3: PracticeHave students work in pairs to ask and answer questions about each other's daily routines using the sentence pattern "What time do you...?" and "I usually... at...". For example: "What time do you get up? I usually get up at 6:30."Ask some students to share their partners' routines with the class.Step 4: ProductionHave students work in pairs or small groups to create a schedule of their own daily routines.Ask some students to share their schedules with the class.Step 5: Culture CornerShow students a map of the world with different time zones marked on it.Explain how time zones work and the difference between a single time zone country like China and a multi-time zone country like the United States.Step 6: HomeworkAssign students to write a short paragraph about their own daily routines using the sentence pattern "I usually... at...".Encourage students to use the time expressions and sentence patterns they have learned in class.教学反思：本课重点介绍了日常生活中常用的时间表达方式和句型，通过让学生在实践中运用这些表达方式和句型，巩固了他们的学习成果。