Ⅳ. Pairwork

1. 引导学生进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型:

—When do students usually eat dinner?

—They usually eat dinner at a quarter to seven in the evening．等。

学生们进行Pairwork活动，就1a所学的内容进行问答练习，运用所学的目标句型来完成1b部分的教学任务。 2. Let some pairs ask and answer aloud. Ⅴ. Listening

1. Let Ss read the activities in 1c first. If they have any problem, they can put up their hands and ask for help. Then tell Ss they will listen to the recording and circle the activities they hear.

2. 播放2a部分的录音，引导学生一边听录音，一边圈出所听到的表示活动的词汇。学生们听2a部分的录音，一边听录音，一边圈出所听到的表示活动的词汇，完成2a部分中的学习任务。 3. Check the answers with the class. Ⅵ. Listening

1. T: Now let's listen to the recording again. Write the time next to the activities you circled in 1c.

2. 再播放2a部分的录音，引导学生根据所听到的内容写出活动所发生的时间。学生们再听2a部分的录音，根据所听到的内容写出活动所发生的时间，完成2b部分中的学习任务。

3. 方法指导：第一遍只听不写，第二遍边听，边写时间。一定要将活动的内容听准确。

4. Check the answers: Ⅶ. Talking

1. T: In our lives, some activities are healthy, but other activities are unhealthy. For

example:

Take a walk after dinner; Exercise every morning. Go to bed early and get up early.

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2. Brainstorm

Let's work in groups. Talk about what activities are healthy. What activities are unhealthy.

Make a list on a piece of paper. Then report your list to the class. 3. Check the activities in 2a you think are healthy. Ⅷ. Reading 1. Fast reading.

Tell Ss that Tony and Mary are brother and sister. They have healthy and unhealthy habits. Who is healthier?

Please read through the passage quickly and try to find the answer to this question. Who is healthier (更健康)?

Ss read the passage quickly and try to find the answer to the two questions. ( I think Mary is healthier. ) 2. Careful reading

Ss read the passage again and circle the healthy activities in the passage. 学生们认真阅读短文，将自己认为是健康的活动下面划线。

3. Let some Ss read out the healthy activities. Check the answers with the class. Ⅸ. Reading

Tell the students to read the passage again and write down the unhealthy habits of each person. Then think of healthy activities for them. 阅读指导：

1) 认真阅读短文，找出那些不太健康的生活习惯，并将它们写在横线上。 2) 在小组中讨论一下，为他们提出更健康的习惯。然后也写在横线上。 3） Let some groups report their answers to the class.

2. 综合学生们提出的意见，将最佳答案写在黑板上，让学生们参考。 Homework

1. Remember the new words and expressions in the period. 2. Ask Ss to make sentences with the main phrases in this period. either…or…; lots of; taste…; 板书设计：

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1. ① 数字表达6:30 (six thirty) 一、教学目标： ② 文字表达：half past six; twenty past seven (7:20) 1. 语言知识目标： a quarter to nine (9:45) twenty to ten (9:40) 1) 复习“日常作息时间”的询问和表达，学习内容贴近学生的生活。 1c: 1. get up 5:30 2. run 6:00 3. eat breakfast: 7:00 4. go to school: 7:45 2) 通过多种形式的训练来训练学生们综合运用英语表达自己的或对方的作息时 5. go home 4:15 6. do homework 5:30 7. eat dinner 7:15 8. go to bed 9:00 间安排和活动计划。 2b: Who is healthier(更健康)? 2. 情感态度价值观目标： I think Mary is healthier? Section B 3a-Self Check Section B 1a-2c 让学生们学会谈论自己的日常生活及作息习惯；学会更合理地安排自己的学习和课外活动时间，并能够运用所学知识对某一活动进行合理安排。因此，给学生提供一些实际活动的训练。可以有效地帮助学生更好地学会制订作息计划。 二、教学重难点 1. 教学重点：

复习“时间的询问和表达法”以及它在具体事务中的运用。 2. 教学难点：

复习运用what time和when引导的疑问句询问时间；运用数词表达时间。 三、教学过程

Ⅰ. Warming- up and revision 1. Greet the Ss as usual. 2. Check the homework. 3. Revision

1) Have a dictation of the new words and expressions learned yesterday. 2) Let some Ss read the passage aloud. Ⅱ. Reading

1. Tell Ss this is a daily routine of a Jack. He's a student from Australia. But they're in wrong numbers. Can you read these sentences and make a story about Jack. 2. 方法指导：首先，应通读全部的句子，掌握每个句子的意思。可知他例举了他一天来在不同的时间点上所做的事情；因此，同学们们可以按时间的先后，对这些活动来进行排序；因为第一句话已给标出，同学们也可以从第一句话开始，顺藤摸瓜，一步一步的将一天的活动串起来。可知第一句话的意思为“我有一

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个很好健康的生活习惯”，可知接一下来应当是Jack例举他的生活习惯；对比这些时间点可知，第一项应是从起床“get up” 开始。所以第二条应是“I usually get up early at six.”一句。其他的句子按时间的先后，逐步地确定了。 3. Check the answers: (2, 3, 5, 4, 6, 7, 1, 8, 9 ) Ⅲ. Writing

1. T: Now Jack wants to make friends with you. And he wants to know about your daily

routine. Please write your own routine and send an email to him.

2. 写作指导：首先，应在心中将自己日常的一些活动按时间的先后，列一清单。 然后，按时间的先后顺序一个事情一个事情的写清楚。最后，再通读一遍自己的短文看有没有错误的地方。

3. Ss make a list first they try to write their own routine. 4. Exchange their routines and check each other's answers. 5. Let some Ss read their routines to the class as a model. Ⅳ. Self check 1

1. Please look at the words in the box below. First you should make phrases with the words in the boxes.

2. Make a model for the Ss first. taste good 尝起来味道很美

3. Ss work in groups and try to make phrases correctly. Write down their phrases on a piece of paper.

4. Check the answers with the class.

5. Now use the phrases to complete the sentences.

6. 指导：首先，应认真阅读每句话，根据上下文的意思来确定空格处的意思。 然后，综合阅读所有句子，来确定出最佳的答案。

7. 学生们根据老师的指导方法，阅读每个句子，并找出最佳的答案。 8. Check the answers with the class. Ⅴ. Self Check 2

1. Now look at the conversation below. Complete the conversations with questions and answers. Use the words in the brackets to help you.

2. 方法指导： 首先，学生们应通读一遍短文，掌握短文的大体意思（可知是问答每天日常生活时间按排）；其次，还要根据句子的主语来确定谓语动词的数。 然

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