Unit 11 What time do you go to school?（精選2篇）

Unit 11 What time do you go to school? 篇1

　　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.

　　教學一得：在新課程當中，雖然教師不再是課堂的主體，但教師的作用仍然是舉足輕重的，一節課的效果如何，關鍵在于教師的引導和帶動，所以教師的情緒回左右課堂。這一點，每個教師都要注意。

　　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.

　　教學一得：教師應為學生創設寬松，和諧，民主的學習氣氛，設計多種合作方式或活動內容，多思考導入的途徑和技巧。怎樣讓每個孩子都說話，每個任務都有話說。

　　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.

　　教學一得：學生已經從死背語法知識，機械模仿句型為主的學習方式過渡到“做中學”的活學活用階段。學生的學習積極性大大提高，課堂氣氛也更加活躍。

　　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.

　　教學一得：學生通過討論交流和合作方式來展示他們豐富的想象力和創造力，這不失為一個好的辦法。

　　unit 12 what’s your favorite subject?（一）

　　教材分析

　　本單元主要要求學生學會談論自己的喜好并說明原因。

　　本單元教學難點及重點

　　教學重點

　　1.what和 why 提問的特殊問句及其回答

　　2.科目名稱以及描述對其認知的性質形容詞(fun, interesting, boring, difficult, relaxing , exciting)

　　3.各星期的名稱。

　　教學難點

　　why do you like…. because …

　　教學目標

　　1.功能目標：

　　1）會用英語談論自己的喜好（科目，人物，食物，顏色等等）

　　2）會用英語詢問別人的喜好

　　3）能用英語闡明自己喜好的原因

　　2.文化目標：

　　1）懂得尊重別人的愛好, 明白愛好不分高低主次和先后。

　　2）盡量使自己的愛好廣泛，對生活充滿信心。

　　3.認知目標：

　　1）詞匯  a.掌握各科科目的名稱以及描述其性質的形容詞。  b. 熟記星期的名稱

　　2）語法項目  掌握 what 和why所引導的特殊疑問句及其回答。

　　3）語言目標 what’s your favorite …?

　　my favorite … is…

　　why do you like…?

　　because…

　　模塊一:實物導入

　　提前準備一些時令水果，像蘋果，香蕉，梨，橘子等， 把他們擺放在講桌上， 教師拿起自己喜愛的一種水果說i like … and …is my favorite fruit.然后詢問學生what’s your favorite fruit? 由此引出本單元的重點句型

　　模塊二: 音樂導入

　　播放三段音樂，分別是pop music, folk music and classical music. 當放到他們自己喜歡的音樂時，他們就急需表達自己的意見，想用英語來表達自己，這時，教師可以自然而然地引出本單元的重點句型。

　　重難點突破

　　※一般現在時的特殊疑問句及其回答

　　1）對主語提問

　　用“疑問詞+謂語+其他”句型。如：

　　what’s this?     who is your friend?

　　2) 對定語提問

　　用“疑問詞+被修飾的詞+一般疑問句”句型。 如：

　　what class are you in?   what time do you usually go to school?

　　3)對其他成分提問

　　用“疑問詞+ 一般疑問句” 句型。 如： when do you get up every day?  why do you like english?

　　特殊疑問句的回答不同于一般疑問句，它不可以用yes, no來回答，而必須具體回答它所提問的內容。比如why do you like english?

　　這一句的回答就是because it’s interesting.

　　※表星期的名詞

　　共有七個表星期的名詞: sunday, monday, tuesday, wednesday, thursday, friday and saturday.他們的提問方式是：

　　what day is it today? 或 what day is today? it’s … 或today is …

　　要表示在星期幾，介詞要用on 而不是in.比如： on monday。

　　表示星期名稱有簡寫形式：

　　sunday --- sun  monday---mon  tuesday--- tues   wednesday---wed  thursday---thur  

　　friday---fri    saturday---sat特別提醒學生在英語中sunday為一星期的第一天，而不是monday.

　　※性質形容詞的用法

　　1.fun 既有名詞也有形容詞，它作形容詞一般是用于口語中，在本單元它的用法相當于funny.

　　2.interesting 和interested都是形容詞，interesting 是性質形容詞，他的主語一般是表示物的，而interested的主語是表示人的。

　　類似的形容詞還有moving 和moved ， exciting和 excited等等。

　　3.difficult 其同義詞是hard 反義詞是 easy，它用來表示事物的屬性，其名詞形式是difficulty.

　　課堂活動設計

　　活動一:調查并統計同學們最喜愛的歌星、食物和運動項目

　　目    的：

　　練習使用 “what’s /who’s your favorite…?”句型，培養學生收集信息、整理信息以及分類歸納的能力。

　　材    料：

　　調查統計表

　　語言技能：

　　speaking, listening and writing

　　提示詞語及句型：

　　(1)rice/porridge/noodles/dumplings/hamburgers/sandwishes/singer/swimming/jumping/riding

　　a bike/  skating/…

　　(2) what’s your favorite sport?

　　who’s your favorite singer?

　　(3) how many students like…?

　　活動形式：

　　四人小組及全班活動

　　操作過程：

　　（1）教師拿出事先準備好的一些歌星、食物以及部分體育項目的圖片，并把它們通過實物投影儀一一展示

　　（2）四人小組合作擬定調查表，并如實填寫表格。

　　（3）每個小組選派一人把統計情況向全班匯報，最后由老師把各組情況進行匯總。

　　（4）學生根據匯總情況向音樂老師和體育老師和學校食堂提出一些建議

　　（5）最后看哪一組同學提的建議又多又合理，并評選出“最佳提議組”。

　　活動二:比一比，看誰最了解父母

　　目    的：

　　復習鞏固詢問愛好和解釋原因的句型，培養學生理解父母，孝敬父母的好習慣。

　　材    料：

　　自制表格一份

　　語言技能：

　　speaking and listening

　　提示詞語及句型；

　　(1)favorite color/food/book/tv play/sport/city

　　(2)what’s your mother’s favorite…?

　　1.       (3)why does she like…?

　　活動形式：

　　2人小組

　　活動三:答記者問

　　目    的：

　　激發學生的學習興趣，鍛煉學生的組織，協作以及用語言進行交際和解決問題的能力。

　　材    料：

　　麥克風，紙，筆

　　語言技能：  

　　speaking and writing

　　提示詞語及句型：

　　(1)what’s your favorite book/film/song/color…?

　　(2)why do/don’t you like it?

　　(3)because it’s very interesting/boring/difficult/fun…

　　活動形式：

　　4人小組及全班

　　板書設計

　　模塊一:提綱式

　　words                 sentences

　　subject               what’s your favorite subject?

　　science               my favorite subject is science.    

　　why do you like it?

　　fun /interesting      because it is fun/interesting.

　　when do you have science lesson?

　　on tuesday            i have it on tuesday.          

　　art                   why don’t you like art?

　　boring                because it’s boring.

　　教后一得：

　　本課采取了多樣靈活的教學方式和活動，有效地利于完成任務型教學，學生樂學、愛學，起倒了良好的教學效果。

Unit 11 What time do you go to school? 篇2

　　unit 11 what time do you go to school?

　　一. 指導思想

　　1. 堅持以學生為中心，以任務為主的教學原則。

　　2. 創造使用英語的機會，“學以致用”，貫徹英語學習的交際性原則。

　　3. 教師的作用：設計者，研究者，組織者，促進者，協調者。

　　二. 教學內容

　　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，時鐘，圖片（如洗澡，起床，跑步，吃早餐，做作業，看電視,上學等動作的圖片）或多媒體（如條件允許）。

　　四. 教學目標與要求

　　1. 語言目標：掌握問和表達不同時間段的時間及日程安排相關的單詞，詞組和重點句型。

　　2. 能力目標：學生能自如談論和表達自己和他人的日程安排，能詢問和回答時間，能筆頭設計和表達科學合理的作息時間安排表。

　　3. 德育目標：培養學生形成互相關心,互相學習;促使學生形成良好的日常作息習慣。

　　五. 教學重難點

　　1. 重點詞組和句型的用法.

　　2. 不同時間段的表達法.

　　3. 設計和表達日程安排.

　　六. 課堂教學步驟

　　the  first  period

　　step 1:presentation（設計意圖：通過展示時鐘，引導學生如何詢問和表達時間。）

　　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（設計意圖：學生通過合作練習，掌握如何詢問和表達時間。）

　　ask students to draw some clocks with various times. then ask and answer about the clock times each other.

　　step 3:presentation（設計意圖：通過描述自己的早晨作息安排，使學生掌握如下語言知識：1.詞匯go to school ,eat breakfast, take a shower, get up ：2.句子結構: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( 設計意圖：學生4人一組互相調查早晨的時間安排，如幾點起床，幾點吃早飯等，看誰最認真,時間安排最合理，通過這一任務的完成學生在交際的過程中進一步掌握詢問和表達時間及作息安排的詞匯和句型結構)   

　　step5:groupwork（設計意圖：學生在組內談論自己一天的時間安排，進一步熟練時間的表達方法，掌握與日常作息相關的詞匯短語和句型，實現談論時間和日常作息的語言功能,并且互相學習取長補短。）

　　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(設計意圖：通過完成匯報自己的日程安排，復習時間表達法和作息安排相關詞組。)

　　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（通過轉述一個學生的作息安排，引導學生如何描述他人的作息安排，且教會學生相關句子結構和表達方式。）

　　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（設計意圖：學生通過完成調查和描述他人的作息安排這一任務進一步熟悉且掌握相關語言結構和詞匯，注意第三人稱單數動詞形式，提高學生的口語表達能力。）

　　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 + 時間。

　　step4: presentation（設計意圖：通過展示或畫出不同的時間，教會學生如何表達24小時制時間及半小時和一刻鐘等，學生通過觀察，聽，思考學會表達一切時間，掌握am和pm 的區別）    

　　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)（設計意圖：學生通過完成表達各種時間這一小任務，從而達到在用中學，通過交際來落實語言知識，各種時間表達法）

　　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(設計意圖：學生通過完成討論和匯報下列表格這一任務，必然在交際中練習時間表達和日常安排相關的詞匯，短語及句型 ，從而進一步掌握該語言結構和功能，提高學生的聽，說，讀的能力。)

　　following is a daily routine of lily’s or jim’s

　　name   time  activities

　　6:00 get up

　　6:15 have/take a shower

　　6:30 make one’s breakfast

　　7:00 practise one’s guitar

　　7:30 eat breakfast

　　8:00 go to work/go to school

　　18:00 watch tv

　　21:30 go 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（設計意圖:寫作是語輸言出形式之一，它訓練了學生的語言組織能力，思維能力，反映了學生的語言掌握情況，學生通過完成筆頭描述表格這一任務，在語言的運用中學習表達時間和作息安排的語言結構和語言內容，達到語言目標的最終落實。）

　　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 (設計意圖：作業是課堂教學的有效延伸，合理的科學的家庭作業對學生成績的提高大有幫助，學生通過完成對家庭成員日程的調查，制表和寫成文章這一任務環，達到 復習掌握時間表達法及日常作息安排表達法，同時通過用中學，掌握相關詞組和重點句型。) 

　　make a survey and write a short passage about your family members’ daily routines.

　　設計思路：《英語新課程標準》提倡任務型教學模式，以學生為中心設計各種切實可行的任務，創設各種教學情景，讓學生在“學中用”“用中學”，使學生完成各項語言任務進行語言交際，這兩課設計了描述自己的早晨作息時間安排，調查和匯報對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，同時遵循由易到難逐漸推進的原則，第一課時主要內容是學生較熟悉的整點時間表達法及第一和第二人稱的日程安排，第二課時則是學生較難掌握的24小時制時間與12 小時制時間的轉換和各種非整點時間的表達，以及第三人稱的日程安排 ,在前一課時的基礎上內容和難度都有所增加。學生通過完成任務進行語言交際，逐漸完善語言內容，步步體會成就感 ，調動自己的學習積極性，真正達到教學目標的落實。