Unit 11 What time do you go to school

    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.

教學(xué)一得：教師應(yīng)為學(xué)生創(chuàng)設(shè)寬松，和諧，民主的學(xué)習(xí)氣氛，設(shè)計(jì)多種合作方式或活動(dòng)內(nèi)容，多思考導(dǎo)入的途徑和技巧。怎樣讓每個(gè)孩子都說(shuō)話，每個(gè)任務(wù)都有話說(shuō)。

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.