Introduction

(5 minutes)

1. The whole   class

work.

2.Group work and

individual work.

1.Focus their   attention on the teacher.

2.Do duty   report. Some students read your passage about your favorite animal to the   whole class. Then the other students answer the teacher’s questions.

S₁:   Hello, everyone! It’s my honor to share my favorite animal with you here. It’s   white. It’s not big. It has two long ears and a short tail. It likes grass   and carrot. I like it very much because it is lovely and cute. Can you guess   what my favorite animal is?

T: What’s   his/her

favorite   animal? Can you guess?

Ss: Rabbit.

T: What color   is it?

Ss: White.

T: What size   is it?

Ss: Not very   big/Small.

T:What’s its   favorite food?

Ss: Grass and   carrot.

T: Why does   he/she like it very much?

Ss:Because it   is very cute and lovely.

...

1.Greet students   ready for learning.

2.Ask the   students to talk about their favorite animal. Help them revise how to   describe the animals. Practice the students’ spoken English.

Presentation

(5 minutes)

1.Group work.

2.Pair work and   individual work.

1.Read the   expressions of different times on the screen. Discuss in groups and try to   find out the rules of expressions of time.

2.Do Grammar individually. Fill in the   blanks. Check the answers with your partner.

1.Help the   students to find out the rules of expressions of time by themselves

2.Make the   students learn to summarize the Grammar in this topic by themselves.

Consolidation

(5 minutes)

1.Group work.

1.Have a group   competition. Look at the clock on the screen. Try to express the time in   different ways. The group which can say the expressions most quickly and   correctly will be the winner in this group competition.

1.Make the   students learn to use the expressions of time in different ways.

Practice

(10 minutes)

1.Pair work.

2.Group work.

3.Individual   work， the whole class work and pair work.

4.Individual   work and pair work.

5. Individual   work and the whole class work.

1.Make up new   conversations with your partner, using the expressions of time.

A:What time   is it, please?

B:It’s half   past nine./ It’s nine thirty.

A:It’s time   to go to the zoo.

B: OK. Let’s   go. Can we see pandas there?

A:Yes. We can   see monkeys, lions, tigers and elephants, too. What’s your favorite animal?

B: Tigers.

A: Why?

B:Because   they are strong.

...

2.Sit in groups.   Make up a new conversation, using the sentences in “Functions”. Practice the   conversation in groups. Then each group acts out the conversation. The whole   class evaluate the group work. Try to find out which group is the best one.

3.Do task 1a. Know what Michael’s daily activities are before listening. Then listen to the passage and write down the time of Michael’s daily activities. Check the answers with   your partner. Then the whole class check the answers together.

4.Do task 1b.   Listen to 1a again. Try to write down the whole passage.

The first time:   get the main idea and key words;

The second time:   the structures, the subjects ,the objects;

The third time:   other words.

The fourth time:   check the whole passage.

5. Listen to the   song in 2. Choose the title of it. Get the main idea of the song. Then listen   to the tape and learn to sing the song. Then practice singing the song in   groups. The groups take turns to sing the song to the whole class to find out   which group sings best and the most loudly.

1.Help the students   to revise the

expressions of   time and the description of animals.

2.Help the   students revise “Functions” in conversations.

3. Help the   students learn to get some key information while listening.

4.Help the   students learn to listen and write down the passage step by step.

5.Play the tape   recorder to help the students learn to sing the song and enjoy the English   song.

Production

(10 minutes)

1.Group work,   individual work and pair work.

1.Do Project.   Sit in groups. Look at the time in 1. Try to express the time in different   ways in groups. Then guess Garfield’s activities in Pictures 2 and 5, draw   them. In groups, take turns to say a sentence according to Garfield’s   activities.

e.g.

S1:At seven o’clock,   Garfield gets up.

S2: Then he   brushes his teeth and washes his face. He has breakfast at half past seven.

S3: ...

Then look at the   pictures again and make up a story. Write down your story in passage. Share   it with your partner. You can check the passage each other. Then some   students read out your passage to the whole class.

1.Make the   students talk about Garfield’s daily activities to revise the expressions of   time and talking about daily life. Encourage the students to check the   passage with each other.

2. Assign homework:

Review the words and   expressions in this topic;

Preview “Review   of Units 3-4”.

Teaching   reflection：

      这节课是本话题的最后一个课时，教师应引导学生自行总结本话题的关于时间的询问和表达、提议做某事、表达焦虑、感谢他人帮助等的表达法，再通过任务和综合探究活动进行巩固和操练。有的学生性格比较内向，因此在小组活动中比较被动，教师应鼓励同组同学多创造机会与他/她进行简单的问答对话，鼓励其积极参与课堂活动，并在他/她的每一次表演之后给予适当的肯定和评价。