Starter 3 Plan my time 教学设计 -2025-2026学年沪教版（五四学制）英语六年级上册

该初中英语教学设计围绕时间管理主题，涵盖日常活动词汇（如get up、have lunch）、时间表达（half past、a quarter to等）及一般现在时句型（I get up at...等）。通过歌曲“The Clock Song”结合时钟模型复习时间，活动图片导入日常活动，搭建图片、引导词等学习支架，衔接时间概念与日常表达。 特色在于多模态实践与素养融合，以歌曲、图片激活兴趣，通过pair work口语互动、读写任务（编写日程）提升语言能力，引导词辅助写作组织培养思维品质，家庭分享与视频作业促进学习能力迁移。环节清晰且含教学反思，助力教师优化教学，有效提升学生语言技能与时间管理意识。

Starter-3 Plan my time This lesson, "Plan My Time", is from the Starter unit of the 2024 Shanghai Education Press English textbook for Grade Six (five-four academic system). It focuses on the topic of time management, aiming to help students master relevant vocabulary, phrases, and sentence patterns related to daily activities and time expressions. Through various activities such as listening, speaking, reading, and writing, students will improve their language skills while also learning the importance of reasonable time planning in daily life. 教学目标 Students will be able to master the following vocabulary: get up, have breakfast, go to school, have lunch, play games, do homework, watch TV, go to bed, etc. Learn time expressions like: at six o'clock, at half past seven, a quarter to nine, etc. Grasp sentence patterns for talking about daily routines, such as "I get up at...", "What time do you...?", "It's time to...". 教学重难点 1. Key Points Mastery of vocabulary and phrases related to daily activities and time expressions. Proficiency in using sentence patterns to talk about daily routines. Improvement of students' four basic language skills (listening, speaking, reading, and writing) in the context of this topic. 2. Difficult Points Correct pronunciation and usage of time expressions, especially those with complex fractions like a quarter to nine. Organizing thoughts and expressing ideas coherently when writing about daily routines. Helping students internalize the concept of time management and apply it in real life. 1. Vocabulary Daily activities: get up have breakfast go to school have lunch play games do homework watch TV go to bed clean the room wash hands brush teeth Time expressions: o'clock (at six o'clock) half past... (at half past seven) a quarter past... (a quarter past eight) a quarter to... (a quarter to nine) 2. Sentence Patterns I get up at... What time do you...? It's time to... When do you usually...? After that, I... 3. Grammar Focus Using the simple present tense to describe daily habits and routines. In the simple present tense, for the first person singular (I), second person (you), and plural subjects (we, they), the verb remains in its base form. For the third person singular (he, she, it), the verb usually adds -s or -es. For example, "He gets up at seven o'clock." 教学过程 1. Warming-up (5 minutes) Greet the students: "Good morning/afternoon, class! How are you today?" Sing a song related to time, such as "The Clock Song". While singing, use a clock model to show different times, which can help students review the concept of time in a fun way. 2. Lead-in (5 minutes) Show some pictures of students doing different activities at various times, like a picture of a student having breakfast at 7:30. Ask students: "What can you see in the picture? What is the student doing? What time is it?" Encourage students to answer in English as much as possible. This activity can arouse students' interest and lead them to the topic of daily activities and time. 3. Presentation (12 minutes) Vocabulary teaching: Present new words one by one using flashcards or pictures. For example, show a picture of a child getting out of bed and say, "This is 'get up'. Repeat after me, get up." Let students repeat several times. Then do the same for other words like "have breakfast", "go to school", etc. Teach time expressions. Use a clock model to demonstrate. Point to 6 o'clock on the clock and say, "It's six o'clock." Then change the time to 7:30 and say, "It's half past seven." Let students practice reading different times after the teacher. Sentence pattern teaching: Write the sentence "I get up at six o'clock." on the blackboard. Read it aloud and explain the structure. Then ask students to make similar sentences about other activities, such as "I have breakfast at half past seven." Introduce the question pattern "What time do you...?" Write it on the board and give an example: "What time do you go to school?" Ask some students this question and guide them to answer. Teach the sentence pattern "It's time to...". Use examples like "It's time to have lunch." Explain that we use this pattern to say it's the appropriate time for an activity. 4. Practice (12 minutes) Listening practice: Play a short dialogue recording about two students talking about their daily routines. Before playing, ask students to listen carefully and answer two simple questions, such as "What time does Tom get up?" and "What does Lucy do after school?" After playing, check the answers with the class. Play the recording again, and this time ask students to listen and fill in a form with the information about the two students' daily activities and times. Speaking practice: Divide students into pairs. Each pair takes turns to ask and answer questions about their daily routines using the sentence patterns they have learned. For example, A asks B, "What time do you get up?" B answers, "I get up at 6:30. What about you?" Then they switch roles. Walk around the classroom to monitor and offer help if necessary. Select several pairs to come to the front of the class and perform their dialogues for the whole class. 5. Production (8 minutes) Reading practice: Give each student a short passage about a student's daily routine. The passage should include the new vocabulary and sentence patterns. Ask students to read it silently first, then read it aloud. After that, ask some comprehension questions, such as "When does the student do his homework?" and "What does he do before going to bed?" Writing practice: Ask students to write a short passage about their own daily routines. They should include at least 5 sentences, using the vocabulary and sentence patterns they have learned. Provide some guiding words on the blackboard, such as "usually", "first", "then", "after that", etc., to help students organize their writing. After students finish writing, ask them to read their passages to their partners and give each other some suggestions. 6. Summary and Homework (3 minutes) Summary: Summarize the key points of this lesson with the students, including the new vocabulary, sentence patterns, and the importance of time management. Ask students to recall and repeat some of the important words and sentences. Homework: Ask students to make a daily schedule for themselves in English and share it with their families. Encourage students to record a short video in which they introduce their daily schedules in English and send it to the teacher via the class communication platform. 教学反思 After teaching this lesson, I found that the students were generally interested in the topic of daily routines. The warming-up song and lead-in pictures effectively attracted their attention and engaged them in the class. However, during the vocabulary teaching, some students had difficulty pronouncing complex time expressions like "a quarter to nine", so more individual practice and pronunciation drills could be added in future teaching. In the practice part, most pairs actively participated in the speaking activity, but a few students seemed a bit shy and less confident. In the future, I should provide more opportunities for these students to practice and encourage them more. For the writing practice, some students had problems with grammar and sentence structure. This indicates that more grammar explanations and writing guidance are needed in relevant subsequent lessons. Overall, this lesson achieved most of the teaching objectives, but there is still room for improvement in terms of individual student attention and more in - depth grammar teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$