Unit 2 What time do you go to school?（Section A ）

Unit 2 What time do you go to school?
The first period(Section A 1a---1c)
Teaching Aims
1. Knowledge Objects
(1) Function: ①Talk about routines. ② Ask about and say times.
(2) Key vocabulary: up, dressed, get dressed, brush, tooth, shower, take a shower, usually, forty
(3) Target language: -What time do you get up? --I get up at 6:30.
(4) Structure: “What time” questions, “When” questions. Adverbs of frequency.
2. Ability Objects
Learn to talk about daily routines.
3. Moral Objects
The students arrange their own time reasonably by themselves.
Teaching Key and difficult points
1. Talk about routines.
2. Ask about time.
Teaching methods
Summarizing. Accumulating. Role-playing.
Teaching aids
A tape recorder. Some pictures. Teaching clock with moveable hands.
Teaching procedures
Step 1 Warming up (about 6 minutes)
1.Play the tape of a simple cartoon English song and have students start the lesson along with the music. As the song is very simple and easy for the students to sing along with. At the same time students learn the new structure—What time is it?
2. Ask the students: What do you think of the cartoon?
Step 2 Learn the time (about 6 minutes)
Show the students a clock, help the students learn to tell the time the clock show.
T; What is this? Ss: It’s a clock.
T; What time is it? Ss: It’s ... o’clock.
Pair work:
Ask students to work in pairs and practice the sentence patterns:
E.g. S1: What time is it?
S2: It’s one o’clock.
Step 3 Do you know the activities? (about 8 minutes)
1. Use some pictures to show what Tom does in the morning to present the following activities: get up, run, eat breakfast, go to school, take a shower. Have students repeat them and make sure all of them know what they mean. At the same time present the sentences about the time Tom does this activities, for example: Tom usually gets up at 6 o’clock.
2. T: What time do you usually get up? Help students to answer as: I usually get up at…Practice this conversation with some more individual students.
3. Pair work:
Ask students to work in pairs and practice the sentence patterns:
E.g. S1: what time do you usually go to school?
S2: I usually go to school at five o’clock.
(Other students listen carefully and answer the questions.)
Step 4 1a (about 10 minutes)
1. Have students read the pictures in activities 1a carefully and match the words with the pictures.
2. Check the answers with the class.
Step 5 1b (about 10 minutes)
1. Play the tape for students to listen. Let them find the right times that Rick do the activities and draw lines between the pictures and the clocks. Check the answers by asking the follow question: What time does Rick get up?
2. Play the tape for the second time and have students listen and repeat, paying attention to the pronunciation and intonation.
Step 6 Summary (about 4 minutes)
In this class, we have learnt the following words, phrases and sentences: time, usually, up, dressed, brush, tooth, forty, shower, get up, go to school, go home, take a shower, do one’s homework, go to work, go to bed.
What time is it? It’s six o’clock. What time do you usually get up? I usually get up at six thirty.
Step 7 Homework (about 1 minute)
1. 1a词组。
2. 模仿1c的例句作出个对话。
The Second Period (Section A 2a—3c)
Teaching Aims
1. Knowledge Objects
(1) Function: ① To express different times correctly.
② To narrative daily routine clearly.
(2) Key Vocabulary: Fifty, never, early, job, work, station, o’clock, funny, exercise, best, group
(3) Target Language:--What time is your radio show?
--From twelve o’clock at night to six o’clock in the morning.
(4) Structure: “What time” questions. “When” questions. Adverbs of frequency.
2. Ability Objects
(1) Students can tell about their own daily routines.
(2) Students can ask about times and tell different times.
(3) Students can make a timetable by themselves.
3. Moral Objects
The students arrange their own time themselves reasonably.
Teaching Key and Difficult Points
1. To teach present tense in “What time” questions and narrative forms including the present single tense.
2. To give practice in speaking and listening in the context of talking about one’s daily routine.
Teaching Methods
Summarizing. Accumulating. Role—playing.
Teaching Aids
A tape recorder. Some pictures. Teaching clock with moveable hands.
Teaching Procedures
Step 1 Warming up (about 10 minutes)
1. Put students in pairs.
2. Students tell each other the things they do every day.
3. Students try to find the same things they do.
4. Ask one or two pairs to report.
Step 2 Leading in (about 15 minutes)
1. Finish 2a—2b
Let the students look at the picture on Page 8. And ask: How many children can you see?
Ss: Four children and a shower.
2. Lead in the shower schedule for Jim’s family.
(1) Listen to the tape. Complete these sentences.
(2) Listen again. Complete the shower schedule for Jim’s family.
3. Pair work
Ask and answer the questions about the shower times in 2b, using What time does…take a shower? She/he takes a shower at…(Pay attention to does and takes.)
4. 2c: Let the students talk about their timetable in pairs, using these drills: “What time do you…? I often/always/never…” After they finish their talking, let some students report what they have learnt.
5. 2d: This is a dialogue. Let students read it first. Then let them read after the teacher. The teacher emphasizes the usages of work, I’m never late for…then make sentences with the important words and phrases. Finally let students role-play the conversation and make their own conversations.
6. Introduce “Grammar Focus.” Explain clearly by giving more examples. And let students read the sentences and recite them.
7. 3a: Let students write answers or questions. Use “always”, “usually” or “never”. Let some of them write on the blackboard, check the answer and find the best answers.
8. 3b: Let students write about something they always/often/never do. Ask some students to write their answers on the blackboard. Then check them.
Step 3 In order to finish 3c, let the students finish the following tasks (about 10 minutes)
Task 1: Make an interview and find out what activities your classmates do in the morning and what time they do these activities. At the same time finish the chart.
The following structures may help:
--What time do you/does he/she usually get up?
--I/He/She usually get(s) up at 6:00.
Task 2: Write a short passage about some of your friends’ morning according to the result of your interview.
Example:
In the morning, Jenny usually get up at 5:30. She doesn’t take a shower. She runs at 6:00. She eats breakfast at 6:30 and goes to school at 7:00. Tom usually gets up at 6:00. And he runs at 6:10. He doesn’t take a shower in the morning. At 6:40 he eats breakfast. And then he goes to school at 7:00.
Step 4 Summary (about 9 minutes)
Have students say what they learnt? How to arrange time?
Step 5 Homework (about 1 minute)
A student is the interviewer, the other is Rick. Ask and answer questions about Rick’s day.