What time do you go to school（通用2篇）
What time do you go to school 篇1
jefc book 1 unit 11
適應年級：初中一年級
教學內容：（jefc）book 1 unit 11（3a－check）
課 型：活動課（授課時間為45分鐘）
學生分析：此教學設計對象是初一（上）的學生，其特點是：模仿能力強，參與意識強，容易激發他們對英語學習的濃厚興趣，活動是他們自由表現的天地，因此教學設計中，我在注重學生原有的知識和經驗，以活動為途徑，學校分參與和體驗。
教學目標：
1）知識目標：a）掌握鞏固日常生活中一些活動的詞匯
b）學會不同時間段的表達法，并會用when和what time詢問時間
c）學會用頻度副詞談論自己的日常生活及日常作息習慣。
2）情感目標：通過與同學交流，科學制定合理的學習計劃和工作作息時間，使自己養成良好的作息習慣。
教學重難點：
重點：a）學習不同時間段的表達法及日常活動詞匯。
b）用when/what time談論日常作息時間，并互相詢問。
難點：合理安排自己的作息時間，并且轉述他人的日常生活安排。
教學準備：
教師：cai課件制作、設計表格及調查表，作息時間表、獎品、小黑板
學生：唱英文歌曲
設計思路及教學方式：
1、本次教學活動主要采用活動的途徑，讓學生通過思考、討論交流和合作等方式，在體驗參與中學習語言、實踐語言、使用語言，完成學習任務。
2、該課主要設計以下活動：
活動一：唱歌曲
活動二：用英語造句。
活動三：聽說讀訓練活動
活動四：走訪、調查
3、教學方法：任務驅動型教學法
4、組織教學：小組活動、小組競賽、多邊互動
教學過程
stepⅰ：leading in
sing an english song
lucy and i
i go to school at six. i go to school at six. lucy goes to school at eight. i go to school at six.
i go home at four. i go home at four. lucy goes home at three, at three. i go home at four.
i go to bed at nine. i go to bed at nine. lucy goes to bed at ten. i go to bed at nine.
stepⅱ：review the drills according to the pictures.
（show the pictures）
t：what time do you do morning exercises？
s：i ……
t：when do you watch tv？
……
t：work in pairs using the drills：
“ what time do you … ? ” or “ when do you…? ”
(轉換角色)：what time / when does she / he …?
建議與說明：
老師與學生一起唱英文歌曲，融洽師生關系，使學生迅速進入英語課堂。
利用多媒體呈現圖片，創設情境，方便學生練習學過的句型，并達到復習鞏固新詞匯單詞。
step ⅲ：read the letter
t：do you have a pen-friend.
s：yes, i do.
t：where is he ( she )?
s：he / she is in ….
t：do you often write to each other. do you know his / her life ?
s：yes, i do.
t：if you have a pen-friend from another country. you will know more about his / her school life. here’s a letter from jane to mona. now please read this letter and finish 3a. ask and answer in pairs like this：
a：what does he do at 6:15 ?
b：he … at …
b：what time does he do homework ?
a：he… at …
step ⅳ：practice：
t：tom’s friend, jiang min also wants to know something about his morning. can you help tom, write a letter to jiang min. let students read 3b and complete the letter. ( finish 3b)
2、read the letter together. now, can you write a letter? remember:write ‘‘dear”at the left top of the letter and write down some words,like ‘‘love”, “best wishes”, “yours”, “sincerely”at the righr bottom of the letter to show your friendly feelings.建議與說明
②practice writing a letter.
t:think it over for two minutes and write a letter to your own pen pal.tell him something about your daily life.
dear tony,
do you want to know about my morning?well,i usually_______at_______.at________,i________,then i______ _at______. i_______at______.as for(至于)weekends, i ______on______.on______, i usually______. please write soon.
best wishes,
wang lin
t: i will ask two more students to read their letters;the others can enjoy their letters . at last,we’ll choose the best letter.who can read your letter aloud to us?
(two students read their letters. award a prize to their work.)
利用對話導入課文學習
利用信息差情況檢查閱讀情況
通過學習3a，讓學生對書信的寫法有一定的印象，并且講述信的格式。
step ⅴ：pairwork
t：as a famous movie star, his life must be very very busy. imagine you are a famous movie star think over activities on weekends then fill in the chart .then ask somebody to report your idea.
_______’s activities
sunday saturday
8:00 run.
8:30 eat breakfast.
：
：
通過填寫一張明星通常做的事情，能進一步使學生鞏固、掌握所學知識及時間安排使用。
step ⅵ：make a survey：
t：now, let’s make a survery and find out what you do on weekends. you can work in groups of four. fill in the chart. if you do it. please draw a ☺ smiling face. if you don’t do it, draw a ☺ crying face.
（in each group, each student has a chart in his hand. the four students take turns to ask each other and fill in the chart.）
weekend survery
s1 s2 s3 s4
do you sleep late? ☺ ☺
do you meet friend?
do you go to movies?
do you draw pictures?
do you play tennis?
do you listen to music?
……
t：who can give us a report?
s：i can. in our group. i sleep late. s2 doesn’t sleep late. s3 doesn’t sleep late and s4 sleeps late ……
( the teacher asks four more students to report . )
step ⅷ：practice
weekend survey
names
questions
what time do you get up?
what time do you eat breakfast?
let the students walk around the class and ask their classmates the questions. instruct them to write the answerson their. survery charts.
step ⅸ： homework
1、write down your daily life in your diary.
2、write a letter to your friend. tell him sth. about your daily life.
step ⅹ：just for fun
呈現圖片
1、ask two students to read the conversation in the three frames.
2、if necessary, explain the two people are in different parts of the world.
在這堂課中，教學內容雖然不多，但學生學習任務比較多，主要鞏固掌握本單元的單詞、詞匯、句型。
通過活動，從而復習、鞏固已學的內容。
What time do you go to school 篇2
go for it!
lesson 11 what time do you go to school?
一、本單元設計意圖
《英語（新目標）》是以任務型語言教學為基礎的英語教材，它體現“以學生為中心”的教學思想。在教學實際當中，我們應該堅持“以學生為主體，以任務教學為主線，以教學為主導，以學生的能力培養為重點，逐步培養學生自主學習的能力”的教學策略。教材中每個單元都是一個獨立的話題，但它在學生的實際生活中連成了一個整體。本單元的教學設計本著新目標的理念，針對學生的實際及教學實際來實施的。
一）教材分析
1.教學內容分析
本單元是教材的十一單元，它以學生最為熟悉的日常作息習慣為談論話題，通過對句型：
--what time is it?
--it is six.
--what time do you usually get up?
--i usually get up at six a.m.
練習時間的表達和詢問方式，同時逐步的培養學生合理安排時間的能力。整個單元以談論日常作息時間安排為主線，將日常生活中所涉及到的語言、詞匯和時間的表達法融入一系列的小任務中，初一的學生通過完成一個個的任務達到交際的目的，從而能夠合理的安排自己的作息時間；且初步了解時差。
2.教學對象分析
學生通過前段時間的學習，對一般現在時態的用法已經有了一定的語感和模仿運用的能力，也能夠用簡單的英語表達個人意見。通過本單元學習能基本掌握時間的表達法并能用英語談論作息時間安排。
3.教學目標
通過本單元的學習，使學生掌握相關的時間表達方法以及相關的詞匯，能夠就生活中的時間安排及日常活動來交談；
通過情景設計來激發學生學習的學習興趣，并培養學生的自主學習和與他人合作的精神；
通過談論作息時間及日常活動，培養學生合理安排作息時間的意識。
4.教學難點
時間的表達法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven）
6:30 six thirty （half past six）
第三人稱單數謂語動詞的運用
本單元的新詞匯多及內容跨度大也給學生在理解和掌握上帶來了一定的困難。
5.教學策略
交際教學法，通過組織活動進行教學，體現learning by doing, doing is learning;
任務型活動設計教學策略；
興趣教學策略
合作學習
啟發式教學和討論法
6.課時安排:本單元分為四個課時，
period 1（1a-2c）
從簡單的時間表達法入手，通過對時間的了解，引入到學生平時熟悉的生活習慣，從而引出本單元的重要句型：what time do you get up?
teaching aim:
to help them to say the times.
to know the actions of rick’s day.
to say the drill:
what time do you get up?
i get up at six a.m.
teaching focus:
actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school take a shower, go to bed,
in the morning /afternoon/evening…
period 2（3a, 3b, section b 2a-2c）
學生在上一節了解本單元的主要句型的基礎上，機械的把人物一天的主要活動描述出來，這里給了學生一個充分的能力釋放的空間，激發他們的自主學習興趣；在本節中學生們主要是掌握如何更好的表達一天的活動；
teaching aim:
to help them know more actions that people usually do.
to ensure they can communicate by using the drills:
-what time do you usually get up?
-i usually get up at 6:00 a.m.
to help them to express their days.
teaching focus:
useful expressions: do homework, brush teeth, wash face, go to work, in the morning /afternoon/evening, love to do, listen to him, what a funny time to eat breakfast!
period 3（section a part4, section b 1a,1b, 3a-part4）
通過前2節的學習，學生對描述人物一天的活動有了全面的了解，本節課主要是讓學生們對人們平常的活動從上午，下午，晚上三個時間段做出歸類，（當然這并不是精確的,只是大概的）目的是為了讓他們能夠；了解并合理的安排時間
teaching aim:
to ensure they can read the massage quickly and get the useful information;
to ensure they can communicate about their days
to know something about the morning schedule themselves and arrange their morning reasonablely;
to ensure they can write the composition about correctly.
teaching focus: say and write your morning and arrange their morning reasonablely
period 4（self check）
通過聽說讀寫各個方面來檢測學生是否已經基本掌握本單元的知識點，同時引導學生對自己的假日及學習時間做出比較合理的安排；同時了解時差；
teaching aim:
to communicate about their days
to ensure they can know more words;
to ensure they can arrange their days reasonable;
to know the culture of time;
teaching focus: words and useful expressions
teaching procedure:
period 1（1a-2c）
step 1 say the time
1. show the clocks and ask them: -what’s this in english?
-what time is it?
2. show the way how to express the time.
step 2 presentation
1. show a clock, ask them to say the time
2. show the picture and let them to say
what does he do?
if they cannot say, let them say in chinese.
show the english of the action: get up,
3. ask him: what time do you usually get up?
to the class: what time does he get up?
to show the sentences and read.
4. do the others one by one in the same way.
5. teach ‘take a shower’ and lead them to guess the time that rick takes a shower
step 3 listen and say
1. listen to the tape and fill in the blanks in page66 2a, and choose one to say.
2. listen and complete the tablet.
3. ask them to talk about the shower schedule for rick’s family.
4. choose some pairs to say.
step 4 look, listen and match
1. page 65 let them look and match the picture.
2. listen and match the time.
3. show the pictures and let them to say again.
step 5 interview
1. let them to say the actions they do everyday.
2. show some pictures they may do, and let them try to say english.
3. show the tablet and let them discuss in groups of 4.
4. report what they get.
step 6 homework
write a short passage about the tablet they interviewed
period two（3a, 3b, section b 2a-2c）
step 1 warming up
1. check their homework and ask some questions from their report:
what time does he usually get up?
2. show the time and ask them to say in different ways.
3. show the actions they learnt and ask them to say, then to make a sentence.
4. show 6:30 8:10 11:20 4:15 and ask them to say.
step 2 presentation
1. show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.
2. ask them to ask and answer in pairs by using the drills in this unit;
choose some pairs to say.
step 3 listen and circle
1. play the tape and let them to listen to 2a.
2. check and let them spell the words.
3. listen again and write the times 2b.
4. check and let them ask and answer in pairs, and help them to use ‘when’.
step 4 read and say
1. ask them to read page 67 3a and match the pictures.
2. check and let them to say the words again.
3. ask and answer questions about the time in pairs.
choose some pairs to say.
4. read the massage and fill the blanks.
scott i
study very long hours
gets up at 17:00
go to school by bike
works all night
get home at 17:30
go to bed at 8:30
5. ask them to exchange the message and say something to the partner.
step 5 homework
read section 3a and write a similar passage.
period 3 （section a part 4, section b 1a, 1b, 3a, part 4）
step 1 warming-up
1. ask them to show the homework 5sts and ask them to say the words from it.
2. ask them some questions from the homework.
3. to show the pictures and revise the phases actions in the daily life.
step 2 game
1. ask them: a: when do you usually go to bed?
b: i usually go to bed…. when do you usually go to bed?
c: i usually go to bed…. when do you usually go to bed….
d: …
2. ask them do the train drills, and line up from the earliest to the latest time.
3. to do it by using the other words.
step 3 practice
1. give them five minutes to say the daily life about their parents.
2. choose 5 or more to say.
3. if they cannot, give them more questions to help them;
step 3 read and write
1. let them to read 3a and fill the time in the blanks.
2. ask them to read.
3. finish 3b.
4. read for us.
step 4 groupwork
1. discuss in groups of four and finish the tablet.
what do
people usually …? in the morning in the afternoon in the evening
get up
3. choose some to report
step 6 homework
1. imagine you are a famous star and collect the information about him or her, arrange this sunday
period 4 self check
step 1 check their homework
choose some students to tell us the sunday schedule and collect it
step 2 self check
1. page 70 part 1,
let them to finish it.
2. have a dictation.
step 3 design a survey
1. according to the knowledge, let them to design a survey.
2. write down on page 70.
3. ask some students to do it orally.
step 4 game
1. divide them into three groups, and write the name, time and actions on the paper.
2. collect them into three boxes, and ask students to choose, then make a sentence.
3. if he is right, his group will get one flag.
step 5 culture notes
1. read through ‘just for fun’.
2. discuss in groups.
3. tell us what happened.
step 5 homework
arrange your class in a week
monday. tuesday wednesday thursday friday
7:20-8:05
break time