Unit 11 What time do you go to school?
一．指導(dǎo)思想
1．堅(jiān)持以學(xué)生為中心，以任務(wù)為主的原則。
2．創(chuàng)造使用英語(yǔ)的機(jī)會(huì)，“學(xué)以致用”，貫徹英語(yǔ)學(xué)習(xí)的交際性原則。
3．教師的作用：設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者。
二．內(nèi)容
1.Talk about daily routines
2.Ask about and say clock times
3.New words, phrases and sentence patterns．
三．教具
收錄機(jī)，時(shí)鐘，圖片（如洗澡，起床，跑步，吃早餐，做作業(yè)，看電視,上學(xué)等動(dòng)作的圖片）或多媒體（如條件允許）。
四．教學(xué)目標(biāo)與要求
1．語(yǔ)言目標(biāo)：掌握問(wèn)和表達(dá)不同時(shí)間段的時(shí)間及日程安排相關(guān)的單詞，詞組和重點(diǎn)句型。
2．能力目標(biāo)：學(xué)生能自如談?wù)摵捅磉_(dá)自己和他人的日程安排，能詢問(wèn)和回答時(shí)間，能筆頭設(shè)計(jì)和表達(dá)科學(xué)合理的作息時(shí)間安排表。
3．德育目標(biāo)：培養(yǎng)學(xué)生形成互相關(guān)心,互相學(xué)習(xí);促使學(xué)生形成良好的日常作息習(xí)慣。
五．教學(xué)重難點(diǎn)
1.重點(diǎn)詞組和句型的用法.
2.不同時(shí)間段的表達(dá)法.
3.設(shè)計(jì)和表達(dá)日程安排.
六．課堂教學(xué)步驟
The First Period
Step 1:Presentation（設(shè)計(jì)意圖：通過(guò)展示時(shí)鐘，引導(dǎo)學(xué)生如何詢問(wèn)和表達(dá)時(shí)間。）
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（設(shè)計(jì)意圖：學(xué)生通過(guò)合作練習(xí)，掌握如何詢問(wèn)和表達(dá)時(shí)間。）
Ask students to draw some clocks with various times. Then ask and answer about the clock times each other.
Step 3:Presentation（設(shè)計(jì)意圖：通過(guò)描述自己的早晨作息安排，使學(xué)生掌握如下語(yǔ)言知識(shí)：1.詞匯go to school ,eat breakfast, take a shower, get up ：2.句子結(jié)構(gòu):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( 設(shè)計(jì)意圖：學(xué)生4人一組互相調(diào)查早晨的時(shí)間安排，如幾點(diǎn)起床，幾點(diǎn)吃早飯等，看誰(shuí)最認(rèn)真,時(shí)間安排最合理，通過(guò)這一任務(wù)的完成學(xué)生在交際的過(guò)程中進(jìn)一步掌握詢問(wèn)和表達(dá)時(shí)間及作息安排的詞匯和句型結(jié)構(gòu))
Step5:Groupwork（設(shè)計(jì)意圖：學(xué)生在組內(nèi)談?wù)撟约阂惶斓臅r(shí)間安排，進(jìn)一步熟練時(shí)間的表達(dá)方法，掌握與日常作息相關(guān)的詞匯短語(yǔ)和句型，實(shí)現(xiàn)談?wù)摃r(shí)間和日常作息的語(yǔ)言功能,并且互相學(xué)習(xí)取長(zhǎng)補(bǔ)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(設(shè)計(jì)意圖：通過(guò)完成匯報(bào)自己的日程安排，復(fù)習(xí)時(shí)間表達(dá)法和作息安排相關(guān)詞組。)
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（通過(guò)轉(zhuǎn)述一個(gè)學(xué)生的作息安排，引導(dǎo)學(xué)生如何描述他人的作息安排，且教會(huì)學(xué)生相關(guān)句子結(jié)構(gòu)和表達(dá)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（設(shè)計(jì)意圖：學(xué)生通過(guò)完成調(diào)查和描述他人的作息安排這一任務(wù)進(jìn)一步熟悉且掌握相關(guān)語(yǔ)言結(jié)構(gòu)和詞匯，注意第三人稱單數(shù)動(dòng)詞形式，提高學(xué)生的口語(yǔ)表達(dá)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 + 時(shí)間。
Step4: Presentation（設(shè)計(jì)意圖：通過(guò)展示或畫(huà)出不同的時(shí)間，教會(huì)學(xué)生如何表達(dá)24小時(shí)制時(shí)間及半小時(shí)和一刻鐘等，學(xué)生通過(guò)觀察，聽(tīng)，思考學(xué)會(huì)表達(dá)一切時(shí)間，掌握am和pm 的區(qū)別）
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 same way. For example: set the hands to show 6:15, say six-fifteen, and ask students to repeat.
Step 5 Practice (3b)（設(shè)計(jì)意圖：學(xué)生通過(guò)完成表達(dá)各種時(shí)間這一小任務(wù)，從而達(dá)到在用中學(xué)，通過(guò)交際來(lái)落實(shí)語(yǔ)言知識(shí)，各種時(shí)間表達(dá)法）
Ask students to name clock times using full hours, half hours, and quarter hours. Set the hands at various times in random. Order and call on individuals to answer or write down different times on the blackboard. And let students ask and answer in pairs.
5:15 A: What time is it?
B: It’s five fifteen am.（am means in the morning）
17:00 A: What time is it?
B: It’s five o’clock pm.(pm means in the afternoon)
Step 6: Reading (3a)
Ask students to read passage. Then match the pictures with the correct clocks
At last discuss any difficulties that students have.
Step7:Practice in pairs(設(shè)計(jì)意圖：學(xué)生通過(guò)完成討論和匯報(bào)下列表格這一任務(wù)，必然在交際中練習(xí)時(shí)間表達(dá)和日常安排相關(guān)的詞匯，短語(yǔ)及句型 ，從而進(jìn)一步掌握該語(yǔ)言結(jié)構(gòu)和功能，提高學(xué)生的聽(tīng)，說(shuō)，讀的能力。)
Following is a daily routine of Lily’s or Jim’s
Name Time activities
6:00get up
6:15have/take a shower
6:30make one’s breakfast
7:00practise one’s guitar
7:30eat breakfast
8:00go to work/go to school
18:00watch TV
21:30go to bed
Ask students to discuss the form in pairs by practicing following dialogue
A: What time is it?
B: It’s 6:00 o’clock
A: What time does Lily/Jim get up?
B: She/He usually get up at 6:00
Step 8 Writing（設(shè)計(jì)意圖:寫(xiě)作是語(yǔ)輸言出形式之一，它訓(xùn)練了學(xué)生的語(yǔ)言組織能力，思維能力，反映了學(xué)生的語(yǔ)言掌握情況，學(xué)生通過(guò)完成筆頭描述表格這一任務(wù)，在語(yǔ)言的運(yùn)用中學(xué)習(xí)表達(dá)時(shí)間和作息安排的語(yǔ)言結(jié)構(gòu)和語(yǔ)言內(nèi)容，達(dá)到語(yǔ)言目標(biāo)的最終落實(shí)。）
Ask students to write a short passage about above form like this: Lily gets up at 6:00.She has a shower at 6:15. She makes her breakfast at 6:30.She eats breakfast at 7:00 and so on.
Ask two students to write their passages on the blackboard. The others write on the paper.
Homework (設(shè)計(jì)意圖：作業(yè)是課堂教學(xué)的有效延伸，合理的科學(xué)的家庭作業(yè)對(duì)學(xué)生成績(jī)的提高大有幫助，學(xué)生通過(guò)完成對(duì)家庭成員日程的調(diào)查，制表和寫(xiě)成文章這一任務(wù)環(huán)，達(dá)到 復(fù)習(xí)掌握時(shí)間表達(dá)法及日常作息安排表達(dá)法，同時(shí)通過(guò)用中學(xué)，掌握相關(guān)詞組和重點(diǎn)句型。)
Make a survey and write a short passage about your family members’ daily routines.
設(shè)計(jì)思路：《英語(yǔ)新課程標(biāo)準(zhǔn)》提倡任務(wù)型教學(xué)模式，以學(xué)生為中心設(shè)計(jì)各種切實(shí)可行的任務(wù)，創(chuàng)設(shè)各種教學(xué)情景，讓學(xué)生在“學(xué)中用”“用中學(xué)”，使學(xué)生完成各項(xiàng)語(yǔ)言任務(wù)進(jìn)行語(yǔ)言交際，這兩課設(shè)計(jì)了描述自己的早晨作息時(shí)間安排，調(diào)查和匯報(bào)對(duì)方和他人的日程安排，制作表格和分析表述表格等易操作的任務(wù)，同時(shí)遵循由易到難逐漸推進(jìn)的原則，第一課時(shí)主要內(nèi)容是學(xué)生較熟悉的整點(diǎn)時(shí)間表達(dá)法及第一和第二人稱的日程安排，第二課時(shí)則是學(xué)生較難掌握的24小時(shí)制時(shí)間與12 小時(shí)制時(shí)間的轉(zhuǎn)換和各種非整點(diǎn)時(shí)間的表達(dá)，以及第三人稱的日程安排 ,在前一課時(shí)的基礎(chǔ)上內(nèi)容和難度都有所增加。學(xué)生通過(guò)完成任務(wù)進(jìn)行語(yǔ)言交際，逐漸完善語(yǔ)言內(nèi)容，步步體會(huì)成就感 ，調(diào)動(dòng)自己的學(xué)習(xí)積極性，真正達(dá)到教學(xué)目標(biāo)的落實(shí)。
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