Unit 11 What time do you go to school?
Topic Unit 11 What time do you go to school? (the second period)
Aims Language To teach verbs describing everyday actions.
To teach certain verb collocations.
To teach present tense in what time questions and narrative forms including the present single tense.
To give practice in speaking and listening in the context of talking about one’s daily routine.
Ability Students can tell about their own daily routine.
Students can ask about times and tell different times.
Students can make a timetable by themselves.
Target language What time do your get up?
I get up at six o’clock.
What time does Rick get up?
He gets up at six o’clock.
Key words get up, run, take a shower, go to school, eat breakfast, go home, do homework, go to bed, o’clock, what time
Functions To express different times correctly.
To narrative daily routine clearly

Teaching steps:
　　Warmer:
　　Put students in pairs.
　　Students tell each other the things they do every day.
　　Students try to find the same things they do.
　　Ask one or two pairs to report.
　　Lead-in:
　　1. Match the words with the pictures.
　　2. What time do you do these things?
　　Step One: Section A
　　(1) 1b Ask students to listen and match the times and actions.
　　After listening, check the answers.
　　(2) 1c Ask students to do pair work. One is Rick, and the other is the interviewer.
　　(3) Ask students to talk about Rick’s daily activities.
　　Step Two: Play a game.
　　There’re many kinds of fruit on the blackboard. Students are encouraged to get them by answering the questions on the back of the fruits. The ways to answer them can be different.
　　Step Three: Listening and speaking practice.
　　1.Ask students to see a video and fill in the missing information about David’s daily routine.
　　David’s daily routine:
Activity Time
gets up 6:00 a.m.
has breakfast 7:00 a.m.
7:30 a.m.
gets to school
11:30 a.m.
goes home 4:30 p.m.
gets home
has dinner
10:00 p.m.
　　2. Ask some students to say about David’s daily routine.
　　Step Four: Fill in a form.
　　Ask students to write down the information of their own.
　　Ask students to do pair work and fill in their partners’ information.
　　Ask some students to say two or three sentences about themselves and two or three sentences about their partners.
Time
(yourself) Activities Time
(your partner)
get up
have breakfast
go to school
have lunch
do homework
take a shower
have dinner
go to bed
　　Step Five: Written practice.
　　I usually ______at six o’clock. I have milk and bread for breakfast. After breakfast, I _____ home and then I______ school by bus. I get to school at seven thirty. I have five classes in the morning. And then I have lunch at ______. In the afternoon I have two classes. I go home at four . I get home at 4:30p.m. I _______at about seven. After dinner, I _______ homework. I _______ at nine thirty. My life isn’t exciting.
　　Step Six: Summary
　　Summarize the structures learned this class.
　　Step Seven: Homework
　　You are free this Saturday. Please arrange it as you like it to be.

课堂教学设计说明
　　这个单元主要学习谈论日常作息活动及时间的表述法。学习用英语描述不同的时间是一个难点，并且只有学习了时间表示法后，才能自如地谈论日常活动。因此在第一课时中，主要讲解了时间的表述方法，为第二课时谈论日常活动做好了准备。这节课是第二课时。整节课的活动都紧紧围绕基本句型展开，层层铺垫，层层推进。课堂设计基本上是以学生活动为主体。下面是具体的课堂设计思路。
　　这节课，我首先设置了一个热身活动，让同学两人一组谈论一下他们知道的有关日常活动的词。然后让几个同学起来汇报一下。这样，基本上把有关daily activities 的词都出来了。然后让他们作一个看图识字，巩固并加深对这些词语的认识。既然这些是daily activities，每天都要做，这样就可以很自然地问“what time do you do these things？”这样就引出了新句型，然后提问几组同学，关于他们的日常活动及时间，让他们有个模糊的印象，然后利用书上65页第一部分的图片及听力给学生一个完整的关于询问和回答日常活动的模式，运用书本上的东西落实新句型，同时把第三人称单数很自然地呈现在学生面前。
　　接着为了巩固和运用新学的句型，课堂上设计了一个摘
生词表: