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Unit 11 What time do you go to school？
Ⅰ.Programmes for the Unit
1.Status and Function
The topic of this unit is about daily routines.Such topic is closely related to students’ daily life.It is easy to raise the learning interest of students.So students are very interested in learning the content of this unit.
（1）All activities in the first period are designed to introduce the key vocabulary，daily activities and the target language.It can make students learn to express their daily activities.
（2）In the second period students are provided with more listening and oral practice using the target language.This can help students to improve their ability of listening and speaking skills.
（3）In the third period exercises of the workbook can test students how they master the target language in section A.This can make students know clearly how much progress they have made.
（4）In the fourth period students can learn more words.It is helpful to improve students’ reading and writing skills.
（5）Students practice reading and writing using the target language in the fifth period.Activity 4 can let students imagine they are famous persons.This can make students know they should know a lot as a famous person.They know they must try their best to do everything well.
（6）In the last period students will learn to make a survey.Also they can use activities and the exercises of the workbook to test their knowledge to see if they learn the target language well.
2.Teaching Aims and Demands
（1）Knowledge Objects:In this unit students learn to talk about daily routines and say clock time.
（2）Ability Objects
Train students’ listening，speaking，reading and writing skills.Train students’ integrating skills.
（3）Moral Objects:Tell students to form a good habit.
Let students know the importance of having a reasonable time arrangement.
3.Teaching Key Points;Learn the key vocabulary and the target language of this unit.
4.Teaching Difficult Points:How to use the key vocabulary and the target language by reading and writing.
5.Teaching Methods:Teach students how to reflect quickly.Teach students how to improve their ability of communication.
Ⅱ.Teaching Guidance
1.Language Function.:Talk about daily routines./Ask about and say times.
2.Target language
What time do you usually get up？I get up at six o’clock.
When does Alicia take a shower？She takes a shower at five o’clock.
What time is it？It’s eleven o’clock.
3.Structures:When questions.What time is it？（formulate）/Adverbs of frequency.
4.Vocabulary
get up，run，eat，breakfast，dinner，go，school，bed，o’clock，shower，morning，afternoon，evening，pen，pal，homework
5.Learning strategies:Role playing.Reflecting.
6.The Course Extension:Moral:form a good habit.Geography:know about day and night.
Ⅲ.A Diagram for Topic Words
Ⅳ.A Diagram for Topic Thinking and Task-based Abilities
Ⅴ.Teaching Time:Six periods.
The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:go to school，get up，eat breakfast，take a shower,What time do you usually get up，Rick？
I usually get up at five o’clock.
2.Ability Objects:Listening skill.Watching skill.Communicative competence.
3.Moral Object:Form a good habit.
Ⅱ.Teaching Key points:go to school，get up，run，eat breakfast，take a shower
Ⅲ.Teaching Difficult Points
What time do you usually get up，Rick？I usually get up at five o’clock.
Ⅳ.Teaching Methods:Listening and talking methods./Watching method./Communicative approach.
Ⅴ.Teaching Aids:A tape recorder./A projector./Teaching clock with movable hands.
Ⅵ.Teaching Procedures
Section A
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Show the new words on the screen and lead students to read for several times.
what time几点；什么时候
go to school去上学
get v.使离开引起活动；得到；带来
up adv. & prep.往上；向上；起来
get up起床
shower n. & v.淋浴
take v.得到；享有
take a shower淋浴；洗澡
Step Ⅲ 1a
Use a teaching clock to teach students to say clock time.For example:one o’clock，two o’clock，twelve o’clock...
Now let students look at the picture in Activity 1a.Name each action and ask students to repeat.
Then ask students to match the words and the pictures.Point out the sample answer.
Then check the answers.
Answers:
1.go to school a
2.get up d
3.run b
4.eat breakfast e
5.take a shower c
（This activity introduces the key vocabulary.）
Step Ⅳ 1b
Please look at the picture in Activity 1a and say the clock time after me，one o’clock—twelve o’clock.Now we’ll listen to a conversation and draw a line from the clock time to the correct picture.
Play the recording first.Students only listen.Then for a second time.This time students can draw the lines check the answers.
Answers:
getting up =5：00
going running=6：00
eating breakfast =7：00
taking a shower =8：00
going to school=9：00
Tapescript:
Interviewer:What time do you usually get up，Rick？
Rick:Um，I usually get up at five o’clock.
Interviewer:Five o’clock.Wow!And what time do you run？
Rick:Um.At six o’clock.
Interviewer:Hmm.And breakfast？
Rick:Seven o’clock.
Interviewer:What time do you usually shower？
Rick:Uh，eight o’clock.
Interviewer:What time do you usually go to school？
Rick:I usually go to school at nine o’clock.
（This activity gives students practice in recognizing clock times in spoken conversation.）
Step Ⅴ 1c Pairwork
Now let’s do an exercise.One student is Rick.The other is the interviewer.You can ask and answer.
Interviewer:What time do you usually Rick？
Rick: I usually o’clock.
As students work，a teacher checks progress and helps them with pronunciation as needed.
At last ask pairs to present one set of questions and answers to the class.
If some pairs do very well，give them little presents to praise them for their work.
（This activity provides guided oral practice using the target language.）
Step Ⅵ Summary
This class we’ve learnt these key words （pointing to the board）and these key structures.
Step Ⅶ Homework
After class have more practice.
The Second Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:always，busy，morning，so，make，schedule，why，because，oldest，longer，o’clock
When does Alicia take a shower？She takes a shower at 5:00.
2.Ability Objects:Listening and writing skills.Communicative competence.
3.Moral Objects:Make a schedule.
Ⅱ.Teaching Key Points:be busy，in the morning，make a schedule
When does Alicia take a shower？She takes a shower at 5:00.
Ⅲ.Teaching Difficult Points
What time do you get up？I get up at six o’clock.
What time does he eat breakfast？He eats breakfast at seven o’clock.
What time does she go to school？She goes to school at eight o’clock.
Ⅳ.Teaching Methods
Listening and speaking methods./Listening and writing methods./Communicative approach./Pairwork.
Ⅴ.Teaching Aid:A tape recorder.
Ⅵ.Teaching Procedures
Step Ⅰ
Greet the class as usual and check the homework.Ask pairs of students to act out the conversation in Activity 1b.
Step Ⅱ
Show the new words on the screen and lead students to read for several times.
always adv.老是；总是；始终
busy adj.忙的；繁忙的；忙碌的
morning n.早晨；上午
so adv.这么；那么
conj.因为；所以
make v.制作，做；使得；迫使
schedule n.时间表，时刻表
why adv.为什么
because conj.因为
oldest adj.（old的最高级）年龄最大的；最老的
longer adj.（long的比较级）较长的
o’clock=（of the clock）……点钟（只用于正点）
Step Ⅲ 2a
Now open your books at Page 66.Look at Activity 2a.There is a picture.Can you guess who they are？Well，we’ll listen to a conversation.Then you’ll know the answer.
There are three words in the box.Please listen to a conversation and fill in the blanks with the words in the box.
Play the recording first.Students only listen.Then for a second time.This time students can fill in the blanks.
Then check the answers.
Answers:
（1）two（2）two（3）one
Tapescript
Interviewer:You have a big family，don’t you，Rick？
Rick:Yes，I have two brothers and two sisters.
Interviewer:Wow!How many showers do you have？
Rick:We only have one shower.
Interviewer:Is that difficult？
Rick:No，because we have a shower schedule.My brother Bob takes a shower first，at 5:00.
Interviewer:Wow!That’s early!
Rick:Yeah.Then my sister Mary takes a shower at 6:00.Next my brother Jerry takes a shower at 7:00，then my sister Alicia at 8:00...
（This activity provides listening practice with cardinal numbers.）
Step Ⅳ 2b
T:Rick has two brothers and two sisters.But his family has only one shower.So Rick made a shower schedule.Listen to the conversation again and fill in the time when each family member takes a shower，clearly？
S:Yes.
T:All right.Let’s begin.
Play the recording for the first time.Then for a second time.Check the answers with the whole class.
Answers:
|
Time |
Name |
|
5:00 |
Bob |
|
6:00 |
Mary |
|
7:00 |
Jerry |
|
8:00 |
Alicia |
（This activity provides listening practice with clock time.）
Step Ⅴ 2c Pairwork
Lead students to read the sample conversation.Tell them to ask and answer questions about the shower times in Activity 2b.
After students have had a chance to practise，ask pairs to present one set of questions and answers to the class.
When does Bob take a shower？He takes a shower at 5:00.
When does Mary take a shower？She takes a shower at 6:00.
When does Jerry take a shower？He takes a shower at 7:00.
When does Alicia take a shower？She takes a shower at 8:00.
（This activity provides guided oral practice using the target language.）
Step Ⅵ Grammar Focus
Review the gammar box.Ask students to say the questions and statements.
What time do you get up？
I get up at six o’clock.
What time does he eat breakfast？
He eats breakfast at seven o’clock.
What time does she go to school？
She goes to school at eight o’clock.
Step Ⅶ Summary
This class we’ve learnt some new words and some key structures.In order to arrange your time reasonably，you’ll learn to make a schedule.
Step Ⅷ Homework
Write down key structures in your notebooks.
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:work，hour，practice，put on，go to work，get to，listen to，go to bed，happy，hotel
What time is it？It’s eight-thirty.
When do you usually go to bed？/I usually go to bed at eight o’clock./I usually go to bed at eleven-thirty.
2.Ability Objects;Reading skill.Communicative competence.
3.Moral Objects:Tell students to arrange time reasonably.
Ⅱ.Teaching Key Points:go to work，put on，get to，listen to，go to bed
Ⅲ.Teaching Difficult Points
What time is it？It’s eight-thirty.
When do you usually go to bed？I usually go to bed at eight o’clock.
Ⅳ.Teaching Methods:Reading method./Pairwork.
Ⅴ.Teaching Aids:A teaching clock./A projector.
Ⅵ.Teaching Procedures
Step Ⅰ Greet the class as usual.
Step Ⅱ Teach new words.
work n. & v.工作
hour n.小时
after conj. & prep在……之后
practice v. & n.练习
put v.摆；放；安置
put on 穿上
jacket n.短上衣；夹克
go to work去上班
get to到达
bus n.公共汽车
hotel n.旅馆
leave v.离开；离去；留下
listen v.听
listen to听
early adj.早；初期的
news n.新闻；消息
go to bed上床睡觉
tired adj.疲倦的；累的
happy adj.快乐的；幸福的
man n.男人；人；人类
am abbr （或a.m.）上午
pm（或p.m.）下午
Step Ⅲ 3a
First show 0-24 on the screen.
Then use a teaching clock to teach students to say times.
First ask students to say whole-hour clock times.such as nine o’clock and three o’clock.
Show the difference between a.m. and p.m. by using 0-24 for times and make sure students can give the correct times，e.g.21:00 is nine p.m.
Ask students to name clock times using full hours，half hours and quarter hours individually.Make sure every student can say the clock times correctly.
T:Now read the passage in Activity 3a.
T:Can you tell me what the man’s job is？
S:Play the guitar.
T:Great.He’s a guitarist in a hotel at night，possibly in a band.
T:Now please match the pictures to the clock faces.OK？
Check the answers.
Answers:
2，1，4，3
（This activity provides reading practice using the target language.）
Step Ⅳ 3b Pairwork
Let students look at the clocks in Activity 3a.Have students ask and answer questions about the time e.g.What time is it？It’s eight-thirty.
What time is it？It’s nineteen.
What time is it？It’s seven-fifteen.
Ask pairs of students to ask and answer one or two questions each before the class.
（This activity provides guided oral practice using the target language.）
Step Ⅴ 4 Game
Divide students into groups of four and let them ask each other:When do you usually go to bed？Ask them to line up from earliest bedtime to latest bedtime.
Ask some pairs to line up in front of the class.Other students can help check whether everyone is in the correct position.
（This activity provides oral practice using the target language.）
Additional Activity
Ask students to talk to a friend or neighbor and find out who is（1）the first person in their house to get up in the morning，（2）the first person to go to work or school in the morning，（3）the first person to come home at night，and （4）the last person to go to bed at night.Have them make a list of these four activities and then take notes as they ask the questions.When they have the answers，ask them to write the results in English.Review each student’s written report individually.
Step Ⅵ Summary
This class we’ve learnt some new words and how to say clock times.
You must learn to make a schedule and arrange your time reasonably.
Step Ⅶ Homework
Workbook Pages 42-43.
The Fourth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
in the morning，in the afternoon，in the evening，do homework，eat dinner，eat breakfast，go to bed，go to school，go home
When do people usually eat dinner？People usually eat dinner in the evening.
2.Ability Objects:Listening and writing skill.Communicative competence.
3.Moral object:Build a strong body.
Ⅱ.Teaching Key Points
in the morning，in the afternoon，in the evening，do homework，eat dinner，eat breakfast，go to bed，go home，eat lunch
Ⅲ.Teaching Difficult Points
When do people usually eat dinner？People usually eat dinner in the evening.
Ⅳ.Teaching Methods:Listening method.Writing method.Pairwork.
Ⅴ.Teaching Aid:A tape recorder.
Ⅵ.Teaching Procedures
Section B
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Teach new words.
afternoon n.下午；午后
evening n.傍晚；黄昏；晚上
homework n.家庭作业；课外作业
do homework做作业
go home回家
Step Ⅲ 1a
Please open your books at Page 68.There are some pictures in Activity 1a.Read after me first.Then ask when do people do these things，in the morning，in the afternoon or in the evening.
Now let’s match time of day with each of the activities.Write the number of each activity after one of the times of day.Just like the example.People go to bed in the evening.
Ask students to do it individually.Then check the answers.
Answers:
In the morning 3 In the evening 2，4 In the afternoon 1 （Other answers are possible）
（This activity introduces the words for the parts of the day and reviews some daily activities.）
Step Ⅳ 1b Pairwork
Let students read the conversation in Activity 1b.Then look at the pictures in Activity 1a.Ask your partner questions about when people do these things.Use questions and answer like the ones in the picture.
When do people do homework？People usually do homework in the afternoon.
When do people eat breakfast？People usually eat breakfast in the morning.
When do people go to bed？People usually go to bed in the evening.
After students have practised for a few minutes，ask the pairs of students to work with another pair of students to see if they agree.
Ask four sets of students to ask and answer one question for the class.
（This activity provides guided oral practice with the target language.）
Step Ⅴ 2a
Look at the picture in Activity 2a.Ask students what is happening to Rick.He is being interviewed by a reporter.
Then read the words in the box.Tell students we’ll listen to a conversation.Please circle the activities you hear on the tape.
Play the recording first.Students only listen.Then for a second time.This time students can circle the activities mentioned on the tape.Then check the answers.
Answers:
These items should be circled:run，eat breakfast，go home，do homework，eat dinner，go to bed，get up，go to school.
Tapescript:
Interviewer:Thanks for the interview，Rick.We want to know about your day.
Rick:OK.
Interviewer:When do you get up？
Rick:When do I get up？Hmm.Usually around five o’clock.Then I run at around six.
Interviewer:You run at six in the morning？
Rick:Uh-huh.
Interviewer:And what time do you eat breakfast？
Rick:Breakfast？Usually at around seven.And then I usually go to school at around eight o’clock.
Interviewer:Wow!And you go home at...？
Rick:At four-fifteen in the afternoon.
Interviewer:And what do you do in the evening？
Rick:I do my homework at around five-thirty.And I eat dinner at seven-fifteen.And I go to bed at nine o’clock.
Interviewer:That’s early!But then you get up early.
Rick:Uh-huh.
（This activity gives students practice in recognizing the target language in spoken conversation.）
Step Ⅵ 2b
First ask students to read the activities listed in Activity 2b.Then tell students to write the times next to the actions.For example Rick gets up at 5:00.
Play the recording first.Students only listen.Then for a second time.This time ask students to write in the clock times they hear on the recording.
Check answers with the whole class.
Answers:
1.gets up 5:00
2.runs 6:00
3.eats breakfast 7:00
4.goes to school 8:00
5.goes home 4:15
6.does homework 5:30
7.eats dinner 7:15
8.goes to bed 9:00
（This activity provides listening practice with clock times.）
Step Ⅶ 2c Pairwork
First read the conversation in Activity 2c.Then ask a class member to finish the incomplete statement using information from Activity 2b.
When does Rick usually run？He usually runs at six.
When does Rick usually eat breakfast？He usually eats breakfast at seven.
When does Rick usually go to school？He usually goes to school at eight.
When does Rick usually go home？He usually goes home at 4:15.
When does Rick usually do homework？He usually does homework at 5:30.
When does Rick usually eat dinner？He usually eats dinner at 7:15.
When does Rick usually go to bed？He usually goes to bed at 9:00.
Ask students to work in pairs and take turns doing the exercise.
（This activity provides guided oral practice using the target language.）
Step Ⅷ Summary
This class we’ve learnt some key words and structures:Rick gets up at 5:00 and runs at 6:00.When do you get up？Do you do morning exercise？I hope all of you say“yes”.Expect everyone has a strong body.
Step Ⅸ Homework
Learn the key words by heart.And do more practice using the target language.
The Fifth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:letter，around，start，wish /Saturday，exercise
She gets up at 6:15.She eats breakfast at 7:30.She goes to school at 8:00.
2.Ability Objects:Writing skill.Communicative competence.
3.Moral Objects:Make a pen pal and you can improve your written English.
Ⅱ.Teaching Key Points:letter，around，start，wish Saturday，exercise
Ⅲ.Teaching Difficult Points:She gets up at 6:15./She eats breakfast at 7:30./She goes to school at 8:00.
Ⅳ.Teaching Methods:Discovering method.Scene method.Pairwork.
Ⅴ.Teaching Aid:A projector.
Ⅵ.Teaching Procedures
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Learn some new words.Show them on the screen.
letter n.信；字母
around adv.大约； 到处；在附近
start v.开始；出发
wish v. & n.希望；祝愿
Saturday n.星期六
exercise n. & v.运动；锻炼；练习
Lead students to read for several times.
Step Ⅲ 3a
There is a letter in Activity 3a.Now I’ll read it for you.Do you have any questions about this letter？（If there are any，explain them to students.）
Well.Please look at the clock times.Ask students to read it.Point out the sample answer.
Ask students to read the letter again.Let them write down the name of each activity on the blank line after the items listed at the top.
Ask students to complete the activity individually.
Check the answers.
Answers:
1.6:15 gets up 2.7:30 eats breakfast 3.8:00 goes to school
（This activity provides reading and writing practice using the target language.）
Step Ⅳ A game
Play a game in which students act out various everyday activities along with the time they do each one.Divide the class down the middle into two teams.The first person on Team 1 stands up and acts out an activity.When his or her team members guess the activity，the person acts our a clock time.A student might point to his or her wrist to indicate “time” and use fingers to show 8:00.Each team has 30 seconds to guess the activity and the time.If they guess correctly in that amount of time，they get one point.If they fail to guess，they get no points.Then it’s the other team’s turn.
Step Ⅴ 3b
This is a letter from Rick to his pen pal，Jiang Min.He is telling Jiang Min about his morning.
Now please fill in the blank lines，using information from activity 2b.Use Jennifer’s letter as a model.
Ask students to work with a partner or individually.
Check the answers by having several students read their letters to the rest of the class.
Answers:
1.get up 2.5:00
3.6:00 4.run
5.eat breakfast 6.7:00
7.go to school 8.8:00
（This activity provides guided writing practice using the target language.）
Step Ⅵ 4 Pairwork
First write the timetable on the board and tell students to imagine you are a famous movie star.（If they like，they can give themselves names of real movie stars.）
Then ask students to write their weekend activities and the times in the chart.
Role play a conversation with a student.Imagine the student is a movie star.Ask，what time do you exercise on Saturday morning？What time do you...？
Divide the students into pairs and have them continue the role plays.
（This activity provides guided oral practice with the target language.）
Step Ⅶ Summary and Homework
This class we’ve learnt how to write something about your morning.Do you have a pen pal？Please write something about your morning to your pen pal.OK？
The Sixth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects:Key words and structures in Unit 11.
2.Ability Objects:Writing skill.Practice skill.
3.Moral Object:Learn to make a chart for the activity survey.
Ⅱ.Teaching Key Points
time morning breakfast get up go to bed clock afternoon lunch runwatch TV dinner eat usually o’clock thirty take a shower fifteen go to schoolevening homework
Do you sleep late？
Ⅲ.Teaching Difficult Points:Weekend survey.Do you sleep late？
Ⅳ.Teaching Methods:Check method.Practice method.
Ⅴ.Teaching Aid:A chart for the weekend survey.
Ⅵ.Teaching Procedure
Self Check
Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ Teach two words in this page.
survey n. & v.调查；考察 late adj.迟的；晚的
Step Ⅲ 1
Ask students to look at key words check.If they don’t know any of them，they can ask classmates，ask teachers or use a dictionary.
（This activity provides a comprehensive review of all the key vocabulary presented in this unit.）
Step Ⅳ 2
Ask students to write five new words in their vocab-builder on Page 97.After that ask some students to report their lists to the class.
（This activity helps build vocabulary by providing a specific time and place for students to record new words.）
Step Ⅴ 3
Tell students this is a chart for the weekend survey.
Have students work individually to write their questions.（Move around the class helping students with structure problems.Make a note of common problems，and write them on the board.）
（This activity provides writing practice of the target language.）
Step Ⅵ 4
Have students walk around the class and ask their classmates the questions.Instruct them to write the answers on their survey charts.
（This activity provides speaking review of the target language.）
Step Ⅶ Just for Fun
Ask students to look at the pictures.The two people are in different parts of the world.They are in different time areas.One person woke up the other person very early in the morning with a telephone call.
Have two students read the conversation in the three frames.
（This activity provides guided rending practice with the target language.）
Step Ⅷ An Activity
First ask students to make a chart.（Write a chart on the board）Let students ask their friends about his/her family member’s daily life.
e.g.What time does your father get up？
What time does he go to work？
|
Activities |
Time |
|
Get up |
|
|
Do morning exercise |
|
|
Eat breakfast |
|
|
Go to work |
|
|
Eat lunch |
|
|
Get home |
|
|
Make dinner |
|
|
Eat dinner |
|
|
Watch TV |
|
|
Go to bed |
|
Report:
My friend gets up at 6:00.His brother gets up at 5:30.They do morning exercise at six o’clock.Then they eat breakfast.My friend goes to school at seven thirty and his brother doesn’t go to school.He goes to work at eight o’clock.
（This activity also can be used as homework.）
Step Ⅸ Summary
This class we’ve reviewed key vocabulary and learnt how to design all activity survey.
Step Ⅹ Homework
Workbook on Pages 44-45.
Materials for Preparing Lessons
Ⅰ.知识点拨
1.a.m.和p.m.
a.m.（am）和p.m.（pm）为缩略词，其完全形式为ante meridiem和post meridiem。a.m.意为“上午，午前（beforenoon）”，指午夜到中午这段时间。p.m.意为“午后，下午（afternoon）”，指中午到午夜这段时间。这两个词也可写为大写形式，A.M.和P.M.
e.g.I usually get to school at seven ten a.m.我通常在早晨7：10到达学校。
We usually leave school at four thirty p.m.我们通常在下午4:30离校。
2.时间的读法
8:00 eight o’clock或eight
8:15 eight fifteen或a quarter past eight（美：after eight）
10:21 ten twenty-one或twenty-one past ten（美：after ten）
2:30 two thirty或half past two（美：after two）
5:45 five forty-five或a quarter to six（美：of six）
21:50 twenty-one fifty=9:50 p.m.
23:05 twenty-three o five=11:05 p.m.
3.和time有关的词
time bomb定时炸弹
time card工时卡
time-keeper记时员（器）
time limit期限
time signal电（视）台报时信号
time switch定时开关
time table时间表、课程表，（交通）时刻表
time-work计时工作
time zone时区
Ⅱ.背景资料
1.时区
时区指的是某一标准时适用的地区范围，概不考虑政治和自然疆界，其标准时叫“区时”。相邻两时区的区时相差完整的一小时。
英国的位置处在中时区上，它采用“格林尼治时间（GMT）”。
格林尼治位于英国伦敦东南、泰晤士河畔城市。英国皇家天文台（1675~1946年）曾设在此地。1884年国际经度会议决定以经过格林尼治的经线为本初子午线，作为计算地球经度的起点，也是世界“时区”的起点。第二次世界大战后，天文台已迁往东南沿海的赫斯特孟梭，其原址成为皇家海军学院和国家海洋博物馆天文站。
美国所处的位置正是在西四区至西八区之间。美国采用东部时间和西部时间。
而中国所处的位置是在东九区至东五区。但是实际上，为了使用上的方便，我国大部地区采用北京所在的东八区的时区，这就是“北京时间”。（新疆采用东六区的区时，称作“乌鲁木齐时间”）
2.美国人的时间观念
What is time？Is it a thing to be saved or spent or wasted，like money？Or is it something we have no control over，like the weather？Is time the same all over the world？That’s an easy question，you say.Wherever you go，a minute is 60 seconds，an hour is 60 minutes，a day is 24 hours，and so forth.Well，maybe.But in America，time is more than that.Americans see time as a valuable resource.Maybe that’s why they are fond of the expression，“Time is money.”
时间是什么？是一种像金钱一样可以节省、花用或浪费的东西吗？或者它像天气那样，是一种我们无法掌握的东西？全世界的时间是不是都一样呢？你会说，那是一个简单的问题，不管你去哪里，一分钟都是60秒，一小时是60分钟，一天是24个小时，以此类推。嗯，也许是这样吧。但是在美国，时间的意义不止是如此而已。美国人视时间为一项重要的资源，也许这就是为什么他们喜欢说“时间就是金钱”的缘故。
Because Americans believe time is a limited resource，they try to conserve and manage it.People in the U.S. often attend seminars or read books on time management.It seems they all want to organize their time better.Professionals carry around pocket planners-some in electronic from-to keep track of appointments and deadlines.People do all they can to squeeze more life out of their time.The early American hero Benjamin Franklin expressed this view best:“Do you love life？Then do not waste time，for that is the stuff life is made of.”
美国人认为时间是一项有限的资源，所以他们试着去爱惜时间且加以管理。美国人经常参加有关时间管理的研习会或阅读这方面的书籍，他们似乎都希望能把自己的时间安排得更好。专业人士随身带着口袋型记事本，有些甚至是电子的记事本，好随时留意所订的约会与工作截止日期。人们想尽办法要在有限的时间内挤出更多的时间来。早期的美国英雄班哲明·富兰克林将这种想法表达得最淋漓尽致：你爱生命吗？如果爱就不要浪费时间，因为生命即是由时间组成的。
To Americans，punctuality is a way of showing respect for other people’s time.Being more than 10 minutes late to an appointment usually calls for an apology，and maybe an explanation.People who are running late often call ahead to let others know of the delay.Of course，the less formal the situation，the less important it is to be exactly on time.At informal get-togethers，for example，people often arrive as much as 30 minutes past the appointed time.But they usually don’t try that at work.
对美国人来说，守时是一种尊重他人时间的表现。通常若约会迟到超过10分钟，就应该向对方道歉或解释原因。知道自己会迟到的人往往会先打个电话，让对方知道自己会晚一点儿到。当然，会面场合愈不正式，精确准时的重要性就愈小。举例来说，在非正式的聚会中，人们往往会在约定时间过后30分钟才到，不过，他们上班通常就不会这样做。
American lifestyles show how much people respect the time of others.When people plan an event，they often set the time days or weeks in advance.Once the time is fixed，it takes almost an emergency to change it.If people want to come to your house for a friendly visit，they will usually call first to make sure it is convenient.Only very close friends will just “drop by” unannounced.Also，people hesitate to call others late at night for fear they might be in bed.The time may vary，but most folks think twice about calling after 10:00 p.m.
美国人的生活形态表现出他们对别人的时间有多尊重。当人们在计划一项活动时，通常会在几天或几个星期前把时间定好。时间一旦决定，除非情况紧急，否则不会轻易改变。如果有人想到家里拜访你，他们通常会先打电话过来，以确定你是否方便，只有很熟的朋友才会未经通知就突然造访。同时，人们也不太喜欢太晚打电话给别人，因为怕对方已经上床睡觉了。何时才算太晚并不一定，不过，大部分的人若想在晚上10点钟以后打电话，都会再三考虑。
To outsiders，Americans seem tied to the clock.People in other cultures value relationships more than schedules.In these societies，people don’t try to control time，but to experience it.Many Eastern cultures，for example，view time as a cycle.The rhythm of nature—from the passing of the seasons to the monthly cycle of the moonshapes their view of events.People learn to respond to their environment.As a result，they find it easier to“go with the flow” than Americans，who like plans to be fixed and unchangeable.
对外人而言，美国人似乎很依赖时钟；其他文化背景出身的人则看重人际关系甚于时间表。在那些社会形态中，人们不会设法去控制时间，而是去经历享受它。举例来说，很多东方文化把时间视为一个周期。从季节的更替到每个月亮圆缺变化的周期，这些大自然的节奏塑造了他们对事情的看法。人们学习去因应环境的变化，因此他们比美国人更容易视情境而作弹性的应变；而美国人则喜欢将计划固定好不要更动。
Even Americans would admit that no one can master time.Time-like money-slips all too easily through our fingers.And time-like the weather-is very hard to predict.Nevertheless，time is one of life’s most precious gifts.And unwrapping it is half the fun.
不过连美国人都承认，没有人能够完全掌握时间。时间就像金钱一样，很容易就从我们的手指间溜走；时间也像天气一样，是很难预测的。然而，时间是生命中最宝贵的礼物之一，而拆开（这项难以掌握和预料的）礼物本身就已经是一种乐趣。
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