初一级英语学情分析
??本学期我担任初一的英语教学工作,经过一个学期的努力，圆满地完成了教学任务。从学生期末考试的成绩来看，学生的总体英语学习水平有了很大的提高，但也从中发现了一些问题。现将初一学生的英语学习情况分析如下:
初一的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。初一是中学生学习英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。有人说：“教育的艺术是使学生喜欢你所教的东西。”课堂教学中，只有学生乐于参与，主动参与，学生的思维才会处于活跃状况，吸收知识才会迅速，学习英语才不会让学生觉得是“苦差事”。
初一学生有着极强的求知欲和表现欲。根据学生的心理特点，我在课堂上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力讲！让学生们在玩玩、做做、说说、唱唱中学习英语。尽管这个年级的学生在小学时已经接触过英语，有一定的英语基础，学习起来比较轻松，但在学习方法和学习策略上还有很大差距，尤其在答题技巧和技能方面还缺少锻炼。因此本学期在实施英语教学的过程中，我在教授学生新知的同时更重视对学生学习方法和答题技巧的培养。同时，培养学生养成良好的听、说、读、写等学习习惯，提高课堂教学效率。
除以上所说的几种情况之外，初一的个别学生还存在顽劣和懒惰倾向，上课爱搞小动作、课下作业完成不及时的坏毛病，学习效率也较差，甚至有些学生出现了厌学情绪。久而久之，两级分化现象日趋明显。学得好的学生越学越有信心，越学越有兴趣，而英语学得不好的学生则越来越不能集中注意力上课，更谈不上回家复习，基础也更差了。这一问题在期末考试中也暴露无余。学习兴趣浓，学习自主性强的学生确实比那些学习兴趣低、学习被动的学生要考得好。针对这种情况，在今后的教学中，我将继续重视对学生英语学习兴趣的培养，采用多种手段帮助学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调，真正做到听说先行，读写跟上。帮助学生减轻学习负担，重新树立起学习英语的信心。
总之，初一学生，对英语的学习热情较高，可塑性较强，只要在教学中，教师加强对学生的学法引导和学习习惯的培养，学生的英语学习一定会取得很大的进步。
效果分析
通过这节课的学习，学生在复习的基础上又进一步加深了对形容词比较级的理解。并能够在实际语言环境中进行交际和运用。宋老师运用多媒体课件的形式为学生呈现了多种受学生喜爱的图片，围绕图片展开对what time do you go to school 等时间问题的交流及讨论，学生接受起来既有趣更轻松。
同学们围坐在一起上课，边学习边讨论。白老师老师把课堂交给了学生，大大提高了学生学习的自主性，充分体现了以学生为主体的教学思路。本节课通过这种形式的学习，也进一步证明了发挥学生主动性，自主性的重要性。同学们围绕时间问题展开热烈的讨论，既练习了英语口语又锻炼了英语听力能力，增强了学生学习英语的兴趣和信心。
在情感方面，学生在各种问答中，潜移默化，自然而然地学会了关心关爱同学、他人。
Unit 4 What time do you go to school? 教学反思
本节课以Rick和Jim兄妹的日常生活习惯为线索展开各项语言训练活动。侧重让学生听别人谈论日常生活，简单谈论自己的日常生活活动。中心话题是通过对日常生活作息时间的谈论，让学生学会时间的表达法。主要学习用what time和when来引导的特殊疑问句询问时间的标准用法，还有不同时间段的表达法以及表示频率副词的学习。本节课主要针对Section A而展开，整堂课以听说为主，教师通过多媒体向学生提供相应的语言交流素材，让学生在大量的听和说的训练中提高英语口语表达能力，掌握本节课的重要句型和知识点。
通过课堂学生的反馈信息可以看出，本节课还存在以下问题：
1、初一学生的英语听力能力还有待于进一步的提高，对于简单的句子学生能够听出来并且根据要求完成简单的听写，但是对于难度稍微大一点的短文和时间的听写，不少学生还是存在障碍，这有待于在今后的日常课堂中进一步训练提高。
2、对于时间的表达法本节课主要学习的是时间的正读法，学生掌握的情况不错，但是对于问句“what time is it” 和 “What’s the time?” 的用法个别同学还存在错误，分不清楚What 和What’s的用法，还应该针对学生课堂的反馈信息，有针对性的单独跟踪辅导。
3、通过课堂朗读可以看出，对于朗读的技巧，很多学生还不清楚，所以在今后的英语教学中应该逐步渗透英语朗读方面的技巧，像不完全爆破，英语连读，避免学生在读句子的时候把每个单词的每个音都这个清晰的发出来，提高学生的朗读速度。
总之，通过本节英语听说课可以看出，对于本节课的重要知识点大多数同学掌握的很好，能够依据钟表的时间准备的用英语将时间表达出来，对于What time 和When 引导的一般疑问句，能够根据实际情况灵活作答。但是对于听力和朗读，很多同学做的不好，初一英语是基础，作为教师我们应该从一开始就养成学生良好的朗读习惯。所以在今后的英语教学中，作为初一的英语教师我们应该将英语的听力和朗读教学始终贯穿于每节英语课之中，教给学生朗读的技巧，提高学生听力的准确度和朗读的自然流畅。
What time do you go to school教学设计
本单元设计意图
鲁教版英语教材是以任务型语言教学为基础的英语教材,它体现“以学生为中心”的教学思想。在教学实际当中,我们应该坚持“以学生为主体,以任务教学为主线,以教学为主导,以学生的能力培养为重点,逐步培养学生自主学习的能力”的教学策略。教材中每个单元都是一个独立的话题,但它在学生的实际生活中连成了一个整体。本单元的教学设计本着新目标的理念,针对学生的实际及教学实际来实施的。
二、教材分析
1. 教学内容分析
本单元是教材的第四单元,它以学生最为熟悉的日常作息习惯为谈论话题,通过对句型:
(---What time is it?
---It is six .
---What time do you usually get up?
---I usually get up at six a.m.
练习时间的表达和询问方式,同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线,将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中,初一的学生通过完成一个个的任务达到交际的目的,从而能够合理的安排自己的作息时间;且初步了解时差。
2、教学对象分析
学生通过前段时间的学习,对一般现在时态的用法已经有了一定的语感和模仿运用的能力,也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3.教学目标
l 通过本单元的学习,使学生掌握相关的时间表达方法以及相关的词汇,能够就生活中的时间安排及日常活动来交谈;
l 通过情景设计来激发学生学习的学习兴趣,并培养学生的自主学习和与他人合作的精神;
l 通过谈论作息时间及日常活动,培养学生合理安排作息时间的意识。
4.教学难点
l 时间的表达法 5:15 five-fifteen (a quarter past five) 11:50 eleven-fifty(ten to eleven) 6:30 six thirty (half past six)
l 第三人称单数谓语动词的运用
l 本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
5.教学策略
l 交际教学法,通过组织活动进行教学,体现Learning by doing, doing is learning;
l 任务型活动设计教学策略;
l 兴趣教学策略
l 合作学习
l 启发式教学和讨论法
Period 1教学目标:
掌握词汇: go to school / get up / run / eat breakfast / take s shower / time / usually etc.
学习what time引导的特殊疑问句询问时间的标准用法
重点:学习what time引导的特殊疑问句询问时间的标准用法
难点:学习what time引导的特殊疑问句询问时间的标准用法
教法与学法:直接实践法,利用实物(钟表)、教学图片来展开课堂Pairwork问答式的口语交际活动和游戏活动,询问和谈论时间。
教具:图片,闹钟,时间卡片等
板书:A: What time do you usually go to school/get up/run/eat breakfast/take a shower?
B: I usually go to school at seven o’clock/…
Step 1 warming up Enjoy an English song “what’s the time ”
Review the numbers quickly
Step 2 Learning Good morning! Today we are going to learn Unit11 What time do you go to school? Please look at the picture and answer my question.
T: What’s this? Anna, can you name it?
S: It’s a clock.
T: ok, let’s look at the clocks, what time is it now?
Show some pictures of clocks and teach the sentences:
--What time is it ? -- It’s six o’clock. …
Help students answer: It’s six/six-thirty/seven/seven-thirty/eight o’clock etc.
Teach: what time/ o’clock. Students listen and repeat.
Step 2 Presentation Play a flash “the time in different cities”, ask some students to answer in order to grasp the sentence pattern.
Show thePPT, then let students do the pair work. Present this dialogue:
A: What time is it?
B: It’s …
Show some different pictures of time, get students to ask and answer in pairs.
Play the flash, match the words with the clocks.
Step 3 Practice Guessing game:
Show the time and the picture ,then let students guess “what do I usually do at 5:40/ 6:00/6:40…”, then teach the verb phrases: get up, eat/have breakfast/ go to work/ brush teeth/take a shower/ have lunch/ go home/ run/ do homework/ …
T: What do I usually do at five forty?
S: do you get up at five forty?
T: Yes, I usually get up at five forty am.
I usually run at six……
Students listen and repeat.
Then asks: What time do you usually go to school/run/get up/take a shower/eat breakfast?
Help students answer: I usually get up at six o’clock…
Then get all the sentences together into a passage
I work very long hours. I get up at 5:40 in the morming. And then I run at 6:00.I have breakfast at6:40.After breakfast I go to work at 6:55.I am a teacher. I teach English. I work all day. I eat lunch at 11:40 at school. After work I get home at 6:00 o’clock in the evening. I have dinner at 6:05 .Then I help Jim with his homework. Then I brush my teeth and take a shower at 8:50. I go to bed at 9:30 in the evening.
Step 4 challenging Who can read Tom’s letter. Show thePPT, let student read the letter, the important verb phrases are in blanks . (team competition)
Step 5 listening Play the flash “Jim’s day”. Then finish the questions according to the flash.
What time (when) does Jim get up/run/have breakfast/ take a shower…
Grammar focus关于时间的表达法——英语中表达钟点的方法一般有两种:(1)数字表达法:按照时间的顺序,用数词先说“时”,再说“分”。如:six thirty 六点半;seven fifteen七点十五分;nine fifty-five 九点五十五分。(2)文字表达法:先说“分”,再说“时”,中间加介词past(半点或半点以内,表示“超过”)、to(半点以上,表示“差”)。如:ten past five五点十分;。quarter past seven 七点一刻;half past nine 九点半;a quarter to twelve十二点差一刻,即十一点四十五分
Homework
Write an article about your weenkend.
课件25张PPT。 Unit 4
What time do you go to school? 通过本课的学习，学生能做到以下几点：
知识目标：
掌握有关询问时间的句型。
技能目标：
通过听说训练，掌握时间的表达。
能用英语谈论作息时间安排。
情感方面：
培养合理安排作息时间的意识，增强社会交际能力。学习目标What time is it? It’s 7 o’clock.What time is it?It’s seven fifteen..What time is it?It’s seven thirty.What time is it? get up take a showerbrush teeth1a Match the activities with the pictures. get up ___
go to school ___
get dressed __
brush teeth __
eat breakfast __
6. take a shower ___cfbdeaListen1b. listen and match the times with the actions. Draw lines from the clocks to the pictures.Listen1b. listen again and imitate.Pair work:
Talk about your busy morning What time do you usually …?Pair work:
Talk about your busy morning.A: What time do you get up ?
B: I usually get up at six o’clock.
……
A: What time do you go to school?
B: I usually go to school at seven o’clock.Is there anything you want to
complain (抱怨) about your
“family life” (家庭生活)?Jim's problemCan you say something or make
a story according to the picture? big familytallshortyellow/red hairunhappyhappysing Jim has_______brothers and________sisters.Jim’s family has _____shower.two one twotwotwoonelisten and fill in the blanks2bTimeNameBob
Mary
Jack
Anna5:305:506:156:45Fill in the blanks according to the conversation in activity 2b. Jim a big family. He has brothers and two sisters, but they have one shower. Maybe you think it’s for them to take a shower. No, because they have a shower schedule. His brother Bob takes a shower , at 5:00. Then his sister Mary a shower 5:50. Next his brother Jack a shower at 6:15, then his sister Anna 6:45.
hastwodifficultfirsttakesattakesatonly2c. Now talk about yourself.Group workGet up
Get dressed
Brush teech
Go to school
Do homework
Watch TV
......Choose the best answers.1.---What time do you usually go to bed?
----I usually go to bed ____eight o’clock.
A.in B.on C.at D./
2.Rick _____at seven o’clock in the morning.
A.go to school B.goes to school
C.to go to school D.goes to the school
3.---_____does he take a shower? –At 8:00pm.
A.How B.when C.What D.WhereCBBwhat time根据中文提示完成句子：
1.你通常什么时候洗澡？
_____ _____ do you usually _____ a shower?
2.他通常什么时候去上学？
______ ______ he usually ____ ____ _______?
3.她每天下午5点回家。
She ______ ______ _____ 5:00 ___ the afternoon.
.What timetakeWhen doesgo to schoolgoes home at in 1. Time is life.
2. Every second counts.
3. All time is no time when it is past.
4. Time is money.
时间就是生命。 分秒必争。光阴一去不复返。 一寸光阴一寸金。 考考你知识拓展HomeworkIf you are free this Saturday, please arrange it as you like it to be. (这个周六你可以自由支配，请你设计出你喜欢的活动，并根据这些内容写一篇以“my day”为题的作文。)
Good bye!Unit 4 What time do you go to school?
教材分析
本单元主要通过“谈论日常作息时间”这一话题展开教学，使学生学会谈论自己的作息习惯，学习不同时间点的表达方法；学会运用when和what time 引导的特殊疑问句询问时间、运用数次表达不同的时间；搜集社会上有关时间安排的情况，学习表示频率的副词。When 引导的特殊疑问句用来询问时间我们上个学期已经学过，本单元要引导学生比较这两种特殊疑问句用来询问时间时的异同，从而正确使用它们。在表达不同时间段时要运用数次，这也是已经学过的内容，在教学时要及时地进行复习和回顾，学生才能对新的目标语言运用得心应手。
教学内容 1.Talk about daily routines
2.Ask about and say clock times 3.New words, phrases and sentence patterns．
教具 收录机，时钟，图片（如洗澡，起床，跑步，吃早餐，做作业，看电视,上学等动作的图片）或多媒体（如条件允许）。
教学目标与要求
教学目标：
1）知识目标
A）掌握巩固日常生活中一些活动的词汇
B）学会不同时间段的表达法，并会用when和what time询问时间
C）学会用频度副词谈论自己的日常生活及日常作息习惯。
2）情感目标：通过与同学交流，科学制定合理的学习计划和工作作息时间，使自己养成良好的作息习惯。
语言目标：掌握问和表达不同时间段的时间及日程安排相关的单词，词组和重点句型。
3) 能力目标：学生能自如谈论和表达自己和他人的日程安排，能询问和回答时间，能笔头设计和表达科学合理的作息时间安排表。
4)德育目标：培养学生形成互相关心,互相学习;促使学生形成良好的日常作息习惯。
四．教学重难点
1. 重点词组和句型的用法.
2. 不同时间段的表达法.
3. 设计和表达日程安排.
五． 单元教学课时安排建议（5课时）
第一课时 Section A
第二课时 Section A
第三课时 Section B
第四课时 Self-check及处理一些练习册
第五课时 单元测评
The First Period .
Step 1 :Presentation（设计意图：通过展示时钟，引导学生如何询问和表达时间。）
Display a clock with movable 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: Pair work（设计意图：学生通过合作练习，掌握如何询问和表达时间。）
Ask students to draw some clocks with various times. Then ask and answer about the clock times each other.
Step 3 :Presentation（设计意图：通过描述自己的早晨作息安排，使学生掌握如下语言知识：
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( 设计意图：学生4人一组互相调查早晨的时间安排，如几点起床，几点吃早饭等，看谁最认真,时间安排最合理，通过这一任务的完成学生在交际的过程中进一步掌握询问和表达时间及作息安排的词汇和句型结构)
Step5:Group work（设计意图：学生在组内谈论自己一天的时间安排，进一步熟练时间的表达方法，掌握与日常作息相关的词汇短语和句型，实现谈论时间和日常作息的语言功能, 并且互相学习取长补短。）
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(设计意图：通过完成汇报自己的日程安排，复习时间表达法和作息安排相关词组。)
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（通过转述一个学生的作息安排，引导学生如何描述他人的作息安排，且教会学生相关句子结构和表达方式。）
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（设计意图：学生通过完成调查和描述他人的作息安排这一任务进一步熟悉且掌握相关语言结构和词汇，注意第三人称单数动词形式，提高学生的口语表达能力。）
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 + 时间。
Step4 : Presentation（设计意图：通过展示或画出不同的时间，教会学生如何表达24小时制时间及半小时和一刻钟等，学生通过观察，听，思考学会表达一切时间，掌握am和pm 的区别）
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)（设计意图：学生通过完成表达各种时间这一小任务，从而达到在用中学，通过交际来落实语言知识，各种时间表达法）
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(设计意图：学生通过完成讨论和汇报下列表格这一任务，必然在交际中练习时间表达和日常安排相关的词汇，短语及句型，从而进一步掌握该语言结构和功能，提高学生的听，说，读的能力。)
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（设计意图:写作是语输言出形式之一，它训练了学生的语言组织能力，思维能力，反映了学生的语言掌握情况，学生通过完成笔头描述表格这一任务，在语言的运用中学习表达时间和作息安排的语言结构和语言内容，达到语言目标的最终落实。）
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 (设计意图：作业是课堂教学的有效延伸，合理的科学的家庭作业对学生成绩的提高大有帮助，学生通过完成对家庭成员日程的调查，制表和写成文章这一任务环，达到
复习掌握时间表达法及日常作息安排表达法，同时通过用中学，掌握相关词组和重点句型。)
Make a survey and write a short passage about your family members’ daily routines.
The third period
Step 1. Warming-up and revision （课堂热身和复习）
Daily greetings to the students: (日常问候):
(2) Revision （复习）
Step 2. Presentation: (呈现新知识)
Teach activity 1a
Show the four pictures of time on the screen. Lead students to read them one by one. Then explain the description of time.
整点时间可表示为“钟点数+o’clock”或直接读钟点数。
非整点时间可直接采取读数法。
非整点时间的分数没有超过30分钟，也可以用介词past.
非整点时间的分数超过30分钟，用介词to.
Teach activity 1b.
First, lead students to read the example conversation in the picture.
Then divide them into pairs to make conversations like this using the time and activities,
Step3. Practice
Listening
Play the recording, if students can’t grasp the important information , play it once more until most of them finish these two activities.
Step 4. Consolidation
Teach activity 1e
Lead students read through the sample dialogue in the speech bubble so that they can know how to do this activity.
Step 5. Summary
In this period, we’ve mainly learned how to describe the times of day and be able to talk about the times of different activities, And we’ve also done some listening and communicative practice to consolidate what we learned.
Homework
The fourth period
Step 1. Warm-up
Greetings
Revision
Step 2. Presentation
Teach Activity 2a.
First, lead students to read the phrases in the box and understand their meanings. Then ask students to discuss which activities are healthy and which are unhealthy.
Teach Activity 2b.
Call attention to the passage. Ask a student to read it to the class. The other students look at the books and underline the new words. Write the new words on the blackboard and explain their meanings.
Explain some of the important language points:
I don’t have much time for breakfast, so I usually eat very quickly.
have much time/money for 有多余的时间做某事/有很多的钱买某物，for后面通常跟名词。
have much time/money to do sth.
In the evening, I either watch TV or play computer games.
either...or... 用于连接两个表示选择关系的名词或代词。
At twelve, she eats lots of fruit and vegetables for lunch.
lots of 许多，大量的
She knows it’s not good for her, but it tastes good!
taste 是系动词，后面常跟形容词构成系表结构，常用于一般现在时中。
Step 3. Practice
Teach activity 2c.
Write down some unhealthy habits and think of some healthy activities for them.
Teach activity 3a.
Ask students to read through the sentences silently to get the main idea. Then put them in right order to make a short description.
Teach activity 3b
Write a short passage about it, take the description in 3a as a model.
Step 4. Consolidation
Conclusion
lead students to conclude the important language points in this unit together.
Self-check
Ask students to read through the instructions of these two activities so that they can know how to do them.
Step 5. Summary
In this period, we’ve learned how to talk about daily routines and what are healthy habits and what are unhealthy habits through a reading material. And we’ve also consolidated the knowledge through some writing practice. At last, we concluded the language points in this unit and did self check the progress.
Homework
观评记录
本次授课共有三位老师观摩指导，分别是：王素环、徐菲菲、何冰冰。他们提出了很多宝贵的意见和建议：
引导学生积极参与到活动中，在教师引导下多种方式参与学习，学生主体地位得到体现。
教学过程流畅，课堂气氛浓厚，学生的积极性得到了很好的提高。
课堂设计合理，教学难重点得到体现，可以适当加大学生的练习强度。
利用多媒体教学工具，让学生积极主动的去学习，课堂效果好。
多变的提问、学习环节很有新意，激发了学生学习的兴趣。
教学过程脉络清楚，衔接有序。
健康快乐的空间，无形中增强了学生学习的积极性，提高了课堂教学的有效性。
活动示范时，白老师组织合理，示范到位。
老师的语言生动有趣，与学生自然相应。使得这节课自然却不失知识的传递，要求严格却不失氛围的温馨。
教师讲解清楚，示范到位；学生学习认真，积极性高；课堂效果好。
课堂整体效果好，加上实际问题的口语练习，让学生很好的领会英语学习应用的多变性。
教师组织到位，学生学习认真。
多元教法的实施，让课堂充满生机。
不但让学生学习了英语学习动作，更好的把英语学习的精神得到延伸。
Unit 4 What time do you go to school？
一. 单项选择?
1．___________ weekends we go to school ___________ 7 o’clock. ?
A. In; at B. On; at C. On; in D. In; on?
2．We have ___________ breakfast ___________ morning. ?
A. the; in B. /; in the? C. the; in the D. /; in?
3．Hao Chuan ___________ to school early ___________ every morning.?
A. go; in? B. goes; in ?C. goes; /? D. goes; in the?
4．Does your friend want ___________ a movie this evening??
A. to go B. go to? C. going to D. to go to?
5．She has a ruler, but she ___________ an eraser. ?
A. doesn’t have B. haven’t C. don’t have D. has?
6．.--- ________ ,please? ---I think it’s about 5:30.
A. What time do you get up B. Where’s your watch
C. When is it D. What time is it
7．Hao Ming ___________ to bed late ___________ evening. ?
A. goes; in the B. goes; in? C. go; in the D. go; in?
8．Do you like ___________ a car? ?
A. ride B. driving? C. to sit D. to driving?
9．—___________ do you have supper? ?
—At 7: 00．?
A. When B. Where?C. With whom D. How?
10．It’s time to have ____________ breakfast now.
A. a B. the C. an D. /
二 用适当的词填空，补全下面的短文：
I usually _______（起床）at _______. I have milk and bread for breakfast. After
breakfast, I _______（洗澡）and then I _______（上学）by bus. I get to school at _______ I have five classes in the morning. And then I have lunch at ________. In the afternoon I have two classes. I _______（回家）at _______. I get home at 4:30 p.m. I _______（吃晚饭）at about _______. After dinner, I _______（做作业）. I _______（睡觉）at _______. My life is busy but not exciting.
三. 组词成句：
1. time，is，it，what?
2. does，get，up，she，time，usually，what?
3. volleyball，he，time，what，play，does?
4. plays，she，piano，the，eight，at，a.m. .
5. school，often，at，6:30，go，I，to.
四. 根据汉语提示完成句子。
1． 你通常几点起床？_______ _______ do you usually get up?
2．她通常八点去学校。She ___________ ________ to school at eight __________.
3．他整夜工作。He ___________ _________ ___________.
4．吃早餐的时间是多么愉快啊！________ _______ ________ _______ to eat ____________ !
5．人们通常何时吃晚饭？_______ ________ _________ usually have dinner?
6．你想知道我早上在做什么吗？Do you _______ ______ ________ ________ ______ _______?
7．她通常在6：45分左右做作业。She usually _________ homework at _________ 6:45.
8．学校7：30开始上课。_________ _________ at 7:30.
9．请写信给我并告诉我你早上在做什么。Please ______ and ______ me _______ your morning.
10．请尽快回信。 Please write _______.
五. 阅读理解：
True or False.
My name is Li Hong. I study at No.6 Middle School. At school I have a
friend. His name is Jim. We get up at six in the morning. We go school at seven ten. Classes begin at seven thirty. We have four lessons in the morning and two in the afternoon.
After school we play games. We often play football. We go home at about
five. We do our homework in the evening. We go to bed（上床睡觉）at about nine fifty.
（ ）1. Li Hong and Jim are friends.
（ ）2. They get up at seven o’clock in the morning.
（ ）3. They have seven lessons every day（每天）.
（ ）4. They often play games after school.
（ ）5. They go to bed at 9: 40 in the evening.
Jane is a nice girl. She lives in London . She studies（学习）in a middle school.
She gets up at six every day. She likes reading English. She’s a bright girl. She draws
pictures well. After school, she often reads newspapers with her grandmother. At seven o’clock in the evening. Jane has supper（晚饭）at home. Every day at eight she does her homework and goes to bed at nine.
（ ）1. Jane lives in ______.
A. England. B. New York C. Paris D. China
（ ）2. What does Jane like to do? ________.
A. She likes reading story-books. B. She likes drawing big pictures
C. She likes reading Chinese. D. She likes learning English.
（ ）3. She is a _________ girl.
A. nice B. clever C. tall D. nice and bright
（ ）4. What does she often do after school? ________.
A. She draws pictures B. She has supper
C. She does some reading with her grandma D. She does her homework.
（ ）5. What time does she go to bed? ________.
A. 8:00 B. 9: 00 C . 8: 35 C . 9:30
六. 写作：
Write a passage to arrange your Saturday & Sunday.
用英语写一段文章，关于你周六、周日的活动安排（日常安排）
Unit4 What time do you go to school？课标要求
本单元是鲁教版六下 Unit 4。主要围绕“What time do you go to school?”这一主题展开各种教学活动，并以这一主题引出一般现在时态的陈述句、一般疑问句、否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”，通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。
词汇教学：采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义．并学会运用；
语音教学：让学生进行模仿操练；
口语教学：采取 Pair work 问答式的口语交际活动或游戏等小组活动互相操练；
听力教学：采取图文配对和对话选择的方式；
阅读教学：采取比较差别和寻找关键词的练习；
写作教学：以填词、回答问题、写简单的短文为主；
语法教学：总结规律、抓住特征、模仿操练。
Unit4 What time do you go to school？课标分析
本单元的主题是一般现在时及日常作息习惯（Daily routines），围绕这一主题进行一系列的交际活动，使学生能简单的谈论日常作息习惯，能就日常活动的时间进行问答。
通过本单元的教学，我要求学生能正确运用what time和when引导的特殊疑问句问答，可以熟练掌握常见频率副词的基本用法，能很熟练的谈论日常作息习惯及日常活动，通过对本单元的任务性活动，目的是能培养学生们能很好的规划自己的日常生活，养成良好的作息习惯，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。我们教学的对象是初一学生，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
