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 students 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 oclock. 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.
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