[初一英语]Unit 11 What time do you go to school?

LESSON 1
 

I. Language Goals:

Talk about routines.

Ask about times.

-New Language:

    What time do you get up? OR When do you usually get up?

I get up at five o’clock. OR I usually get up at five o’clock.

When does she take a shower?

She takes a shower at five o’ clock.

What time is it?

It’s ten o’ clock.

II. Teaching Aid:

Teaching clock with moveable hands

III. Vocabulary Words:

  Routines, run, eat breakfast, go to school, do homework, go to bed, shower, o’clock, morning, get up, usually, pen pal, arrive, around, pretty, lunch, quarter, noon, break, finish, half, evening, hour

 IV. Teaching Steps:

1.    Greetings.

2.    Read the short description below (about routines). Tell students that this is what Nancy’s pen pal does everyday. Listen carefully.

*I usually get up at a quarter past seven-that’s seven fifteen in the morning. I have breakfast at eight o’ clock and then take the bus to work at half past eight. I usually arrive at work at a quarter to nine. My morning is usually pretty busy and I like taking a lunch at noon. In the afternoon, I usually have another break at three fifteen. I usually finish work at a quarter to five and arrive home around six in the evening. At night, I usually go to bed at eleven o’ clock.

3. Read the vocabulary words on the board.

4. Read again and ask students to repeat every word after you.

    5.Give the meaning of every word using the description above. Don’t forget to use some gestures to make every meaning clear.

       6. Ask the class to read the words again. Correct every mispronounced word.

       7. Have students do exercise 1a. Check the answers afterwards.

教学一得：在新课程当中，虽然教师不再是课堂的主体，但教师的作用仍然是举足轻重的，一节课的效果如何，关键在于教师的引导和带动，所以教师的情绪回左右课堂。这一点，每个教师都要注意。

LESSON 2
 

1.    Say, look at the rules for telling time in English.

a. In English we use “past” to say times after the hour until half past, or 30 minutes past the hour. Example: 9:30 – It’s half past nine.

    b. In English we use o’ clock only at the full hour. Example: 2:00 – It’s two o’ clock.

    c. We can also say the number in groups of two. Example: 7:25 – It’s seven twenty – five.

    d. When speaking about the different times of the day we often use: in the morning, in the afternoon, in the evening.

    e. In English we use “at night” not “in the night.

2.    Ask students to do activity 1b. Remind them to listen carefully.

3.    Ask students to practice the dialogue in pairs.

What time do you usually get up, Rick?

I usually get up at five o’ clock.

4.    Let the children listen to the conversation (2a) and ask them to do the written exercises (2a and 2b)

5.    Discuss grammar focus. Go over the rules for telling time. Try to extend the grammar focus by giving more examples. Below is just a simple example. Take note how questions are answered. Look at the verbs used.

What time do you get up? I get up at six o’ clock.

What time does he eat breakfast? He eats breakfast at seven o’ clock.

What time does she go to school? She goes to school at eight o’ clock.

6.    Ask students to read the grammar focus repeatedly.

教学一得：教师应为学生创设宽松，和谐，民主的学习气氛，设计多种合作方式或活动内容，多思考导入的途径和技巧。怎样让每个孩子都说话，每个任务都有话说。

LESSON 3
 

1.    ORAL PRACTICE: Go over the shower schedule (2b). This time teach students on how to ask and answer questions correctly. Then let students do it in pairs..

2.    Introduce the passage (3a). Read it aloud to the students then ask them to read it after you.

3.    Have the students answer the written activity (3a).

4.    MORE ORAL PRACTICE! Talk about parts of the day (morning, afternoon and evening).

5.    Ask the students about their daily routines or every day activities like: get up, eat breakfast, go to school and so on and so forth.

6.    Take students to the pictures under Section B 1a. Let them answer.

7.    Point the conversation in the picture 1b. Ask a partner questions about when people do these things. (PAIRWORK)

Example: When do people usually eat breakfast? People usually eat breakfast in the morning.

8.    Now call a student and ask him/her to read the conversation in the picture (2b). Ask the students then to work in pairs. Direct pairs of students to ask and answer one or two questions as the class listens.

9.    Proceed to activity 3a. Call attention to the letter from Jennifer to Selina. Read it aloud then ask a student to read it again. Encourage students to ask questions about the contents of the letter and answer every question.

10.Have the students read the letter again and ask them to answer the written activities (3a and 3b). Then check the answers afterwards.

教学一得：学生已经从死背语法知识，机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高，课堂气氛也更加活跃。

LESSON 4
 

1.    Go over the daily routines of the students.

Get up, take a shower, eat breakfast, go to school, run, do homework, eat dinner, go to bed

2.    Review telling time and parts of the day.

3.    Share you daily routines to the students. Let them listen.

4.    Call some volunteers to talk about their daily routines too (individually).

5.    Enrichment activity: Tell the times below.

NOTE: Explain am and pm first.

Example: 10:30 am   Answer: It’s half past ten or ten thirty in the morning.

1.    12:15 pm –

2.    9:45 am -

3.    9:25 pm –

4.    2:28 pm –

5.    6:10 am –

6.    How do we ask the time? Look at the following:

1.    What’s the time?  It’s half past three.

2.    What time is it?  It’s eight twenty.

3.    Do you have the time, please?   It’s six fifteen.

4.    Sorry, could you tell me the time, please?  It’s quarter to two.

5.    Do you know what the time is?  It’s ten past twelve.

7.   Let the class read the additional information or knowledge given above.

教学一得：学生通过讨论交流和合作方式来展示他们丰富的想象力和创造力，这不失为一个好的办法。

责编：胡悦