1、Write down your daily life in your diary.

4、组织教学：小组活动、小组竞赛、多边互动

教学过程

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…? ”

(转换角色)：What time / when does she / he …?

建议与说明：

老师与学生一起唱英文歌曲，融洽师生关系，使学生迅速进入英语课堂。

利用多媒体呈现图片，创设情境，方便学生练习学过的句型，并达到复习巩固新词汇单词。

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)

3、教学方法：任务驱动型教学法

2、该课主要设计以下活动：

活动一：唱歌曲

活动二：用英语造句。

活动三：听说读训练活动

活动四：走访、调查

1、本次教学活动主要采用活动的途径，让学生通过思考、讨论交流和合作等方式，在体验参与中学习语言、实践语言、使用语言，完成学习任务。

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 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(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：1.词汇go to school ,eat breakfast, take a shower, get up ：2.句子结构: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( 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:Groupwork(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。)

Following is a daily routine of Lily’s or Jim’s

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.

　设计思路：《英语新课程标准》提倡任务型教学模式，以学生为中心设计各种切实可行的任务，创设各种教学情景，让学生在“学中用”“用中学”，使学生完成各项语言任务进行语言交际，这两课设计了描述自己的早晨作息时间安排，调查和汇报对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务，同时遵循由易到难逐渐推进的原则，第一课时主要内容是学生较熟悉的整点时间表达法及第一和第二人称的日程安排，第二课时则是学生较难掌握的24小时制时间与12 小时制时间的转换和各种非整点时间的表达，以及第三人称的日程安排 ,在前一课时的基础上内容和难度都有所增加。学生通过完成任务进行语言交际，逐渐完善语言内容，步步体会成就感 ，调动自己的学习积极性，真正达到教学目标的落实。

3.　　 设计和表达日程安排.

2.　　 不同时间段的表达法.

1.　　 重点词组和句型的用法.