Unit 11 What time do you go to school?

1．指导思想
1．坚持以学生为中心，以任务为主的教学原则。
2．创造使用英语的机会，“学以致用”，贯彻英语学习的交际性原则。
3．教师的作用：设计者，研究者，组织者，促进者，协调者。
2．教学内容
1.Talk about daily routines
2.Ask about and say clock times
3.New words, phrases and sentence patterns．
3．教具
收录机，时钟，图片（如洗澡，起床，跑步，吃早餐，做作业，看电视,上学等动作的图片）或多媒体（如条件允许）。
4．教学目标与要求
1．语言目标：掌握问和表达不同时间段的时间及日程安排相关的单词，词组和重点句型。
2．能力目标：学生能自如谈论和表达自己和他人的日程安排，能询问和回答时间，能笔头设计和表达科学合理的作息时间安排表。
3．德育目标：培养学生形成互相关心,互相学习;促使学生形成良好的日常作息习惯。
5．教学重难点
1.重点词组和句型的用法.
2.不同时间段的表达法.
3.设计和表达日程安排.
6．课堂教学步骤
The First Period
Step 1:Presentation（设计意图：通过展示时钟，引导学生如何询问和表达时间。）
Display a clock with moveable hands to the students, placing the hands at various times from 1:00 to 12:00 and calling on students to say the clock times shown and lead the students to read them. Then present following dialogue
T: What time is it?
Ss: It’s five o’clock
Step 2:Pairwork（设计意图：学生通过合作练习，掌握如何询问和表达时间。）
Ask students to draw some clocks with various times. Then ask and answer about the clock times each other.
Step 3:Presentation（设计意图：通过描述自己的早晨作息安排，使学生掌握如下语言知识：1.词汇go to school ,eat breakfast, take a shower, get up ：2.句子结构:I usually do something at +times）
Show some pictures of my morning routine with a clock showing different times and describe what is happening in each picture. For example: I usually get up at 5:00.Usually eat breakfast at 7:00.I usually go to school at 8:00.Then ask students to repeat the sentences and the new words.
Step4:Survey( 设计意图：学生4人一组互相调查早晨的时间安排，如几点起床，几点吃早饭等，看谁最认真,时间安排最合理，通过这一任务的完成学生在交际的过程中进一步掌握询问和表达时间及作息安排的词汇和句型结构)
Step5:Groupwork（设计意图：学生在组内谈论自己一天的时间安排，进一步熟练时间的表达方法，掌握与日常作息相关的词汇短语和句型，实现谈论时间和日常作息的语言功能,并且互相学习取长补短。）
Ask students to narrate their own daily routines. Then ask several to report it to the class. At last decide who does the most things and makes the most reasonable daily routines.
Step6 Listening
Listen to the recording and try to finish 2a & 2b
Step7 Writing
Make a reasonable daily routine for themselves in groups. And write them out.
Homework:
Write out their own daily routines in the exercise books. Remember the new words ,new phrases and sentences.

The Second Period
Step 1: Revision(设计意图：通过完成汇报自己的日程安排，复习时间表达法和作息安排相关词组。)
Revise how to ask and say clock times.
Revise the important phrases by asking students to talk about their own daily routines.
I usually get up at five o’clock.
I usually have breakfast/go to school….
Step 2: Presentation（通过转述一个学生的作息安排，引导学生如何描述他人的作息安排，且教会学生相关句子结构和表达方式。）
After the last student finish talking about his/her daily routine. Then I say She/He gets up at 6:00. She/he runs at 6:30. She/He has breakfast at 7:00. She/He goes to school at 8:00…. And write down the sentences on the Bb. Then lead the students to read the sentences and pay attention to the third singular verb forms.

Step 3: Interview（设计意图：学生通过完成调查和描述他人的作息安排这一任务进一步熟悉且掌握相关语言结构和词汇，注意第三人称单数动词形式，提高学生的口语表达能力。）
Ask students to interview a student’s daily routine and write it down on a piece of paper. Then ask several students to report to the class, using sentence: He/He does something + 时间。
Step4: Presentation（设计意图：通过展示或画出不同的时间，教会学生如何表达24小时制时间及半小时和一刻钟等，学生通过观察，听，思考学会表达一切时间，掌握am和pm 的区别）
Use a teaching clock or draw a large clock face on the board and erase and redraw the hands as needed. First ask students to say whole-hour clock times such as nine o’clock. Explain the differences between am and pm, and show how you can show the differences between am and pm by using 0-24 for times. Write 0-24 on the board, point to each number, and make sure the students can give you the correct times, eg: 21:00 is nine pm. Introduce the half hours by setting the clock hands to show half hour time, saying the time and ask students to repeat.
Introduce the quarter hours the sa
生词表: