Unit 6 A Day in the life 教案- 2024-2025学年英语人教版七年级上册

Unit 6 A Day in the Life 本单元是人教版七年级第六单元，标题为：A Day in the Life，话题为：Talk about different people's routines，语言功能为：Tell the time and daily routines，语法为：Time expressions，wh­questions(what time，when，what)。 本单元主题是属于“人与自我”范畴下的“生活与学习”主题群，涉及子主题内容为“时间管理，学习与生活的自我管理，丰富、充实、积极向上的生活”等。 本单元以听力和对话等多个多模态语篇阐述了这一主题，将正确运用wh­question询问日常情况，并描述周围人的日常活动。通过描述日常活动，帮助人们更好地了解自己的生活习惯和模式，思考如何优化或调整日常安排，从而学会合理规划时间，提高时间利用率，更好地平衡工作、学习和日常生活。 单元主题 大观念 单元语言 大观念 语言能力 及技能 语言能力： 1．掌握表示日常活动的词汇和常用表达，如：take a shower，brush teeth，get dressed，get up，play sports，have breakfast，have lunch，have dinner，go to school，go home，have class，do homework，go to bed，usually，sometimes，get off work，prepare…for… Key sentences： ①—What time do you usually get up？—I usually get up at 6：30 a．m. ②—When do you take a shower？—I usually take a shower at night. ③The afternoon lessons begin at 12：30 and finish at 2：15 p．m. ④He brushes his teeth and takes a shower. ⑤At 9：30，it's time for me to go to bed. 2．掌握辅音音标/s/，/z/，//，//，/t/，/d/，//，/ð/的字母及其组合发音。 语言技能： 1．词汇扩充：学习和掌握与日常活动相关的丰富词汇。 2．能够准确流畅地使用短语和句型讲述自己或他人的日常活动安排，与他人进行交流和讨论。 3．通过辅音音标和重音的学习，体会重音对句子意思和语调的影响，增强对英语语音体系的理解和把握，使口语更流畅自然。 文化意识 1.了解不同文化中对时间的观念和重视程度的差异。例如，在某些文化中，人们非常严格地遵守时间安排，而在另一些文化中可能更加灵活。 2．认识到不同文化背景下日常惯例的多样性，比如用餐时间、工作休息模式等方面的区别。 思维品质 1.能够有条理地组织关于时间和日常活动的描述和讨论。 2．对自身和他人的日常活动及时间安排进行反思，学会科学合理地利用时间。 学习能力 1.运用所学语言准确、清晰地表达对日常活动及时间安排的看法和理解。 2．通过对比他人的习惯，反思自身存在的问题和不足之处，及时调整和改进自己的时间管理策略。 重点： 1．掌握辅音音标/s/，/z/，//，//，/t/，/d/，//，/ð/的字母及其组合发音。 2．运用恰当的句型和一般现在时描述自己或他人的日常。 3．掌握有关表示时间或活动频率的词汇和句型，并恰当使用when或what time来询问时间。 难点： 1．将辅音音标/s/，/z/，//，//，//，/ð/，/t/，/d/的字母及其组合发音规律准确运用到认读单词中。 2．在实际阅读中体会并运用重音的语音发音规则，体会重音对句子意思及语调的影响。 3．让学生理解并能灵活运用频度副词来准确描述日常活动的发生频率。 学科网（北京）股份有限公司 $$ 导入一　视频导入 1．The teacher shows a video about the daily routine of a student in Peking University. T：As we all know，a good student has good living habits.Now let's watch a student's day from Peking University.Watch the video and find out the answers to the two questions. Question ①：What time does he have the first class? Question ②：When does he usually go to bed? 2．The teacher chooses three or four students to answer the questions. 导入二　图片导入 1．Show students some pictures，ask them to talk about their activities. T：What do they do？Can you talk about their daily activities? 2．The teacher chooses three or four students to answer the questions. 导入三　复习导入 1．Show pictures of different activities and ask students to make a sentence with each picture. 2．The teacher chooses three or four students to answer the questions. T：What do you do in the morning? S1：I usually brush my teeth and have breakfast. T：What does he do in the evening? S2：He does his homework and watches TV. T：When do you go to bed? S3：I often go to bed at 9：00 p．m. … 活动一　两两对话 1．Ask students to work in pairs，making up a new conversation with the key sentence patterns. T：Now let's talk about your daily activities.Make up a conversation in pairs.Ask each other questions with the sentence patterns in the box. 2．Choose three or four pairs of students to share their conversations. A：What time/When do you get up? B：I usually get up at… A：What time/When do you take a shower? B：I usually take a shower at… 活动二　汇报活动 1．Ask students to ask their partners about their school day routines using the phrases in the box.The teacher gives an example： T：What time do you get up on a school day? S1：I get up at… T：When do you…？ S1：I… 2．Ask students to give a report using the sentence patterns on the blackboard. 活动三　调查活动 1．Ask students to ask a person who works in that profession questions to find out his or her workday routine.Then complete the table in 3b. T：If you want to know about a teacher's day，you can find a teacher and interview him or her when he or she does these things. 2．Ask students to try to make complete sentences using the third person singular form of verbs based on the timetable. 活动四　复述活动 1．Read the passage again and then finish the following mind map. Name：Timo Halla Age：13 years old Living place：Helsinki， (1)Finland　Activities In the morning： •gets up at 7：40 •listens to the news or (2)music •(3)walks to school after breakfast •has lunch at 12：00 •In the afternoon： •gets home around 4：00 •has dinner at 6：00 •(4)reads for an hour •(5)prepares the schoolbag for the next day •goes to bed at 9：30　Lessons： 45 minutes each In the morning： one (6)Finnish lesson，two (7)home__economics lessons In the afternoon： •lessons begin at (8)12：30 and finish at 2：15 •goes to the (9)ice__hockey club 2．Retell the passage using students' own words according to the mind map. 学科网（北京）股份有限公司 $$ 第一课时　Section A(1a～1e)&Pronunciation 1．Talk about time. 2．Talk about Peter and Han Lin's daily activities. 3．Talk about the pronunciation of letter combinations for consonant phonetic symbols：/s/，/z/，//，//，//，/ð/，/t/，/d/. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：usually，shower，tooth，duty，one forty­five/a quarter to two，eight o'clock，do some reading before class，on duty，get up，take a shower，brush one's teeth，get dressed，have breakfast，make use of Key sentences： ①—What time is it？—A quarter past six. ②—What time do you usually get up？—I usually get up at 7 o'clock. ③There's no time for a shower. ④—When do you take a shower？—I usually take a shower at night. Learning Abilities ●Learn to plan your own time reasonably by understanding the arrangement of different daily activities. ●Learn to accurately describe the time and sequence of various daily activities in English. Thinking Qualities ●Be able to clearly understand the logical relationship between the chronological sequence and daily activities. ●Be able to consider the differences and reasons for the arrangement of people's daily activities. Cultural Awareness Understand the cultural differences in the arrangement of daily activities of people in different countries and regions. 重点： 1．Students are able to master the two ways of reading time expressions：the direct reading method and the reverse reading method. 2．Students are able to describe various daily activities with accurate verb phrases and sentence patterns. 3．Students are able to distinguish some easily confused consonants，such as voiceless and voiced consonants，consonants with similar articulation positions，etc. 难点： 1．Students are able to reasonably arrange and describe the sequence of daily activities in a day according to the given situation and express the time correctly. 2．Students are able to accurately pronounce special consonants and master the changes in stress in actual words to avoid pronunciation errors. Step 1　Lead­in 1．Show a video of Tom's day and ask students what the video is about. 2．Show students some pictures of clocks of different times and ask what time it is. (The teacher writes the time expressions on the blackboard：one forty­five/a quarter to two，eight o'clock，six fifteen/a quarter past six，four thirty/half past four) 【设计意图】通过视频或图片呈现时间来导入新课，复习时间表达法，为后面的学习作铺垫。 Work on 1a 1．Ask students to look at the pictures and ask them to match the clocks with the times. T：Look at the pictures in 1a.What time is it？Please match the clocks with the times. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. (Students must answer with the sentence pattern：It's…) Step 2　Listening & Speaking(1b～1e) Work on 1b 1．Ask students to listen to the conversation and tick Peter's activities in the morning. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Work on 1c 1．Ask students to listen to the second conversation，and match the names with the reasons. T：Why are Peter and Han Lin at school early？Listen to another conversation and find out the reasons. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Work on 1d 1．Ask students to listen to the two conversations again and fill in the blanks. T：When does Peter's school begin？When does Peter usually get up/have breakfast/take a shower？Listen again and fill in the blanks. (Students must share with complete sentences.) 2．Ask students to read the listening scripts and find out the key sentence patterns. T：When we want to ask about one's daily activities，we can use the sentence patterns： —What time/When do you…？—I usually get up at… —What time/When does he…？—He usually gets up at… (The teacher shows the key sentence patterns on the blackboard.) Work on 1e 1．Ask students to work in pairs，making up a new conversation with the key sentence patterns. T：Now let's talk about your daily routines.Make up a conversation in pairs.Ask each other questions with the sentence patterns in the box. 2．Choose three or four pairs of students to share their conversations. A：What time/When do you get up? B：I usually get up at… A：What time/When do you take a shower? B：I usually take a shower at… 【设计意图】通过两人对话练习的形式，学生能够对目标句型进行充分地练习。 Step 3　Pronunciation & Speaking(1～2) 1．Show students the consonant phonetic symbols：/s/，/z/，//，//，//，/ð/，/t/，/d/. (The teacher shows how to pronounce the eight phonetic symbols one by one.) T：Look at this.What is this? Ss：It's /s/. … 2．Ask students to look at the chart 1 and try to pronounce the eight phonetic symbols by themselves. Work on 1 1．Ask students to listen to the recording and repeat after the tape. 2．Ask students to read the eight phonetic symbols and practise with their deskmates. Work on 2 1．Ask students to listen to the beginning part of the conversation in 2a and repeat after it. 2．Ask students to notice the stressed words，and then mark other stressed words in the conversation in 2a. 3．Ask one or two pairs of students to read the sentences and the teacher helps to correct their mistakes of reading stressed words if necessary. 【设计意图】 通过跟读音标及对应单词和句子，有效地帮助学生练习清辅音、浊辅音的发音和句子的重音拼读规则。 Step 4　Summary 1．Ask students to do the exercises about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过做练习和总结的形式，学生更加明确了本节课的重点句型。 Step 5　Homework 1．Ask students to introduce their daily routines to their deskmates. 2．Do the exercises in students' workbooks. Unit 6　A Day in the Life 第一课时　Section A(1a～1e)&Pronunciation Time expressions： one forty­five/a quarter to two，eight o'clock，six fifteen/a quarter past six，four thirty/half past four Sentence patterns： —What time/When do you…？　—I usually get up at… —What time/When does he…？　—He usually gets up at… 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a～2e) 1．Talk about Tom's daily routines. 2．Introduce daily routines. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：reporter，around，saying，rise，stay，routine，after that，sometimes，then，go to school，have class，do homework，go home，have lunch/dinner，go to bed，play sports，at about ten past seven，at ten to eight Key sentences： ①—What time do you usually get up？—At ten to seven. ②—When do you usually go to bed？—At half past nine. ③This is … school day routine.He/She gets up at… Learning Abilities ●Be able to introduce daily activities clearly and accurately by using appropriate vocabularies and grammatical structures. ●Be able to effectively convey information about daily activities to others. Thinking Qualities ●Be able to organize and elaborate on all aspects of daily activities methodically. ●Be able to introduce daily activities from a unique perspective and in a unique way to make them more attractive. Cultural Awareness Understand the diversity and characteristics of daily activities in different cultural backgrounds. 重点： 1．Students are able to master rich vocabularies related to daily activities like I get up at…/He/She gets up at… 2．Students are able to organize the introduction content clearly according to a certain logical order. 难点： 1．Students are able to accurately use the third person singular form of verbs，especially when the subject is in the third person singular. 2．Students are able to add appropriate details in the introduction to make the content more vivid and richer. Step 1　 Lead­in 1．The teacher shows a video about the daily routine of a student in Peking University. T：As we all know，a good student has good living habits.Now let's watch a student's day from Peking University.Watch the video and find out the answers to the two questions. Question ①：What time does he have the first class? Question ②：When does he usually go to bed? 2．The teacher chooses three or four students to answer the questions. 【设计意图】通过看视频回答问题，学生能够回顾所学单词和句型，以便更好地引入主题。 Step 2　 Listening & Speaking(2a～2c) Work on 2a 1．Ask students to listen to the conversation and fill in the blanks. 2．Ask students to share the answers and the teacher corrects their mistakes if necessary. Work on 2b 1．Ask one student to read the conversation and the others write down the answers to the questions in 2b. (While reading，the teacher corrects students' pronunciations.) 2．Ask students to share the answers with complete sentences and the teacher helps to correct their mistakes if necessary. Work on 2c 1．Ask students to read again and complete Tom's school day timetable. T：Tom has a very busy day.When does Tom do these things？Let's read the conversation together and find out Tom's daily routine…You read so fluently.Now let's look at 2c.Please fill in the chart. 2．Ask students to introduce the chart with complete sentences，paying attention to the third person singular form. 3．Ask students to find out the sentences which talk about one's daily activities and the teacher tells the differences between when and what time，the base form and the third person singular form. (The teacher writes the key points on the blackboard.) ①—What does Tom do at 6：45？—He usually gets up. ②—When does Tom usually go to bed？—He usually goes to bed at… ③—What time does Tom usually brush his teeth？—He usually brushes his teeth at… 【设计意图】通过阅读对话完成相应练习，学生逐渐掌握了阅读技巧及抓取关键信息的能力。 Step 3　Speaking(2d～2e) Work on 2d 1．Ask students to listen to the conversation again and pay attention to the stressed words. 2．Ask students to role­play the conversation. Work on 2e 1．Ask students to ask their partners about their school day routines using the phrases in the box.The teacher gives an example： T：What time do you get up on a school day? S1：I get up at… T：When do you…？ S1：I… 2．Ask students to give a report using the sentence patterns on the blackboard. (The teacher writes sentence patterns on the blackboard：This is …school day routine.He/She gets up at…) 【设计意图】通过问答和做报告的形式分享学校的日常，帮助学生练习并巩固本节课的重点句型。 Step 4　Summary 1．Ask students to do the exercises about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过做练习和总结的形式，学生更加明确了本节课的重点句型。 Step 5　Homework 1．Write a short essay to introduce students' daily routines to one of their family members. 2．Do the exercises in students' workbooks. Unit 6　A Day in the Life 第二课时　Section A(2a～2e) Key points： 1．—What does Tom do at 6：45？—He usually gets up. 2．—When does he usually go to bed？—He usually goes to bed at… 3．—What time does he usually brush his teeth？—He usually brushes his teeth at… This is… school day routine.He/She gets up at… 学科网（北京）股份有限公司 $$ 第三课时　Grammar Focus 1．Introduce daily routines. 2．Know the grammar：interrogative word(when，what，what time)． 3．Ask and answer daily routines with general questions guided by what/when/what time. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：restaurant，housework，while，weekend，on Saturdays，on Sunday mornings，make breakfast，meet friends，go to a restaurant，help mother with housework，watch a film，play the guitar，for a while Key sentences： ①—What time do you usually get up？—I usually get up at 6：30 a．m. ②—What time does Tom usually go to bed？—He usually goes to bed at 9：30 p．m. ③—What do you do after dinner？—Sometimes I read books or do my homework. ④—What does Peter do before breakfast？—He brushes his teeth and takes a shower. ⑤—When do they go to the music club？—They go on Monday afternoons. Learning Abilities Be able to enhance the ability to organize and describe daily activities clearly and logically. Thinking Qualities Be able to develop the ability to think systematically and chronologically when describing the sequence of daily events. Cultural Awareness Understand cultural differences in daily routines among different regions and groups. 重点： 1．Students are able to understand the specific usage and differences of what，when，and what time when asking questions related to daily routine. 2．Students are able to accurately describe one's own daily routine and answer questions using appropriate tense and sentence structures. 难点： 1．Students are able to distinguish the nuances between when and what time in specific contexts. 2．Students are able to accurately use the third person singular form of verbs，especially when the subject is in the third person singular. Step 1　 Review & Lead­in 1．Show students some pictures，ask them to talk about their activities. T：What do they do？Can you talk about their daily activities? 2．The teacher chooses three or four students to answer the questions. 【设计意图】通过看图造句的形式导入新课，对所学知识进行复习，同时引入主题。 Step 2　Grammar(3a) Work on 3a 1．Ask students to read the sentences in the grammar box and complete the questions. 2．Ask students to research in groups and find out the usage of what，when，what time. 3．Ask students to share their discussion(summary)． a．“What” is to talk about the things we do. b．“What time” is to talk about specific time. c．“When” is to talk about both specific time and any time period. (When students share the answers，the teacher writes the rules on the blackboard.If necessary，correct their discussions at the same time.) 【设计意图】通过小组讨论观察总结，学生能够掌握特殊疑问词what/when/what time的意义和作用。 Step 3　Exercise(3b～3c) Work on 3b 1．Ask students to answer the questions with the times in brackets. 2．Ask students to share in complete sentences and the teacher helps to correct if necessary. Work on 3c 1．Ask students to complete the passage with the correct forms of the verbs in brackets. T：Sam is talking about his school day.Read the passage and fill in the blanks with correct forms in the box. 2．Ask students to share their answers in class and the teacher helps to correct if necessary. (Students must read the complete sentences.) 【设计意图】通过练习，学生能够充分地理解和掌握目标语法。 Step 4　Speaking(3d) Work on 3d 1．Ask students to work in pairs and interview their classmates about their weekend routines. T：What do you usually do at the weekend？Talk about your weekend routines with your partners.And finish the timetable.The example in 3d can help you a lot.You have three minutes.Go! 2．Choose three or four students to give a report using the information in the chart. 【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。 Step 5　Summary Ask students to make a summary about what they have learned today. 【设计意图】通过总结语法，明确课堂任务。 Step 6　Homework 1．Interview one of students' family members about the weekend activities in 3d and give a report the next day. 2．Do the exercises in students' workbooks. Unit 6　A Day in the Life 第三课时　Grammar Focus Grammar： a．“What” is to talk about the things we do. b．“What time” is to talk about specific time. c．“When” is to talk about both specific time and any time period. 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a～1d) 1．Know about Timo's daily routine. 2．Talk about different people's daily routines. 3．Compare students' own daily routines with other people's. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：daily，only，break，finish，already，dark，outside，prepare，daily routine，part，everybody，every Tuesday，after breakfast，walk to school，go to the ice hockey club，listen to the news or music，have one Finnish lesson，have home economics lessons，get home，for an hour，after that，prepare for，make good use of Key sentences：①It's only a 10­minute walk. ②Each lesson is 45 minutes long and there is a break between lessons. ③The afternoon lessons begin at 12：30 and finish at 2：15. ④At 9：30，it's time for me to go to bed. Learning Abilities ●Learn to understand and express daily routines. ●Learn to improve the ability to collect，organize and present information related to daily routines. Thinking Qualities ●Be able to describe the sequence and regularity of daily activities clearly. ●Be able to identify similarities and differences between different daily routines. Cultural Awareness ●Understand cultural differences in daily life patterns among people from different backgrounds. ●Appreciate the diversity of lifestyles and values reflected in daily routines. 重点： 1．Students are able to acquire the necessary vocabularies and language expressions to describe daily routines accurately. 2．Students are able to understand the structure and organization of presenting and discussing daily routines. 难点： 1．Students are able to remember and use various verb tenses correctly when describing present daily activities. 2．Students are able to analyze and compare different daily routines objectively and express their own opinions clearly and logically. 3．Students are able to overcome language barriers and cultural differences to have effective communication and understanding when discussing with others about their daily routines. Step 1　Review & Lead­in 1．Show pictures of different activities and ask students to make a sentence with each picture. 2．The teacher chooses three or four students to answer the questions. T：What do you do in the morning? S1：I usually brush my teeth and have breakfast. T：What does he do in the evening? S2：He does his homework and watches TV. T：When do you go to bed? S3：I often go to bed at 9：00. … 【设计意图】通过看图介绍日常活动的形式帮助学生复习已有句型，同时为接下来的学习作铺垫。 Step 2　Before reading(1a) Work on 1a 1．Show a photo of Timo and ask students to guess where he is from and what they want to know about him. 2．The teacher chooses three or four students to share their guesses. 【设计意图】通过让学生猜测照片人物信息，激发学生的学习兴趣，并直接引入主题。 Step 3　While reading(1b～1c) Work on 1b 1．Ask students to read the text and choose a suitable title for it. 2．Ask students to share the answer and reason. Work on 1c 1．Ask students to read again and complete the timetable with Timo's activities. T：Timo has such a busy day.What does Timo do at these times？Read the text carefully and fill in the table. 2．Ask students to share the answers and the teacher helps to correct the third person singular form if necessary. (Students must share in a complete sentence with the sentence patterns：Timo…at…) 【设计意图】通过完成阅读任务，确保学生对文本充分理解。 Step 4　Review and retell the passage 1．Read the passage again and then finish the following mind map. Name：Timo Halla Age：13 years old Living place：Helsinki， (1)________　Activities In the morning： •gets up at 7：40 •listens to the news or (2)________ •(3)________ to school after breakfast •has lunch at 12：00 •In the afternoon： •gets home around 4：00 •has dinner at 6：00 •(4)________ for an hour •(5)________ the schoolbag for the next day •goes to bed at 9：30　Lessons： 45 minutes each In the morning： one (6)________ lesson，two (7)________ lessons In the afternoon： •lessons begin at (8)________ and finish at 2：15 •goes to the (9)________ club 答案：(1)Finland　(2)music　(3)walks　(4)reads　(5)prepares　(6)Finnish　(7)home economics　(8)12：30　(9)ice hockey 2．Retell the passage using students' own words according to the mind map. 【设计意图】通过表格复习回顾课文内容；通过复述训练学生的表达能力。 Step 5　After reading(1d) Work on 1d 1．Ask students to read the text again and answer the questions. 2．Choose four or five students to share the answers and the teacher shares the advantages of making use of time. 【设计意图】通过回答问题和老师分享的方式，引导学生思考中西方日常作息的区别，并帮助学生培养充分利用时间的好习惯。 Step 6　Summary 1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on PPT. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. 【设计意图】通过查找短语总结本单元目标语言，学生能够明确本节课的重难点。 Step 7　Homework 1．Draw a mind map of Timo's day and retell it. 2．Do the exercises in students' workbooks. Unit 6　A Day in the Life 第四课时　Section B(1a～1d) Name：Timo Halla Age：13 years old Living place：Helsinki， (1)Finland Activities In the morning： •gets up at 7：40 •listens to the news or (2)music •(3)walks to school after breakfast •has lunch at 12：00 •In the afternoon： •gets home around 4：00 •has dinner at 6：00 •(4)reads for an hour •(5)prepares the schoolbag for the next day •goes to bed at 9：30 Lessons： 45 minutes each In the morning： one (6)Finnish lesson，two (7)home__economics lessons In the afternoon： •lessons begin at (8)12：30 and finish at 2：15 •goes to the (9)ice__hockey club 学科网（北京）股份有限公司 $$ 第五课时　Section B(2a～3c) 1．Interview people about their daily routines and give a report. 2．Talk about how your day is different from Timo's. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：exercise，study，relax，go to work，get off work，in the field，another four hours，have a rest，start work again Key sentences： ①—What time do you get off work？—I get off work at… ②—When do you exercise/study/relax？—I exercise/study/relax at… ③Every day，he gets up at 5：30 in the morning and works for two hours in his field. ④He starts work again around 2：30. Learning Abilities ●Learn to obtain information about daily activities by interviewing others，and then sort and summarize it. ●Learn to communicate effectively with others to obtain the necessary information. Thinking Qualities ●Be able to consider the differences between others' daily lives and one's own，and make objective evaluations and judgments. ●Be able to compare one's own daily lives with others' and analyze the information. Cultural Awareness ●Realize that the daily lives of different people may be influenced by various factors such as cultures，regions，and family backgrounds，thereby understand and respect cultural diversity more. ●Enhance the understanding of lifestyles in different cultural backgrounds. 重点： 1．Students are able to focus on key activities and time arrangements when talking about daily activities with others. 2．Students are able to clearly write a composition to introduce the daily lives in a structured way. 3．Students are able to accurately use relevant vocabularies and sentence patterns to interview and report about daily activities. 难点： 1．Students are able to organize the language in a structured way and in a certain logical order to make the entire discussion coherent and easy to understand. 2．Students are able to use appropriate sentences and avoid grammar errors and stiff expressions. Step 1　Review 1．Ask students to do the exercises of this unit. 2．The teacher checks the answers and shows the fallible words or sentence patterns on the blackboard. (The exercises must include the key and the difficult points and fallible points.) 【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识的理解。 Step 2　Presentation(2a～2b) Work on 2a 1．Ask students to complete the timetable about one of their school days. T：Yesterday，we talked about Timo's Tuesday.What do you do on Tuesday？How different is your Tuesday from Timo's？Complete the timetable first，and then tell me the differences. 2．Ask students to share the differences in class and the teacher helps to correct if necessary. Work on 2b 1．Ask students to write about their school days using the information in 2a. 2．Choose students to come to the front of the classroom and share their days. 【设计意图】通过写提纲填空的形式，学生对目标语言进行总结，为下文的写作做准备。 Step 3　Guidance on writing methods 【典型例题】假如你叫王海洋，你的英国笔友Tony发了一封电子邮件给你，他想了解你的日常生活。请你根据下面表格中的信息，给他回复一封邮件。60词左右，邮件的开头和结尾已给出，不计入总词数。可适当发挥。 Time Activities Time Activities 6：50 a．m. Get up 5：20 p．m. Go back home 7：10 a．m. Have breakfast 6：00 p．m. Have dinner 8：00 a．m. school starts 7：00 p．m. Do homework 4：30 p．m. classes finish 10：00 p．m. Go to bed Dear Tony， How are you？I am happy to tell you about my daily routine. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How about your daily routine？Write to me soon. Your friend， Wang Haiyang ◆◆思路点拨 写作注意事项： (1)要点要齐全：按照时间点条理清晰地描述活动。 (2)正确使用“and，after，then，before，at＋具体时间”等词汇及短语来表达时间。 ◆◆范文欣赏 Dear__Tony， How__are__you？I__am__happy__to__tell__you__about__my__daily__routine. Every morning，I get up at 6：50.I have breakfast at 7：10.And then I go to school.School starts at 8：00 in the morning and my classes finish at 4：30 every afternoon.At 5：20 p．m.，I go back home.At 6：00 p．m.，I have dinner with my parents.Then I do my homework at 7：00 p．m.After I finish my homework，I usually listen to music or read books.Before I go to bed，I brush my teeth and say “Good night” to my parents.I go to bed at 10：00 p．m. How__about__your__daily__routine？Write__to__me__soon. Your__friend， Wang__Haiyang 【设计意图】通过一篇典型例题的讲解，用思维导图的形式让学生了解如何谋篇布局来完成一篇写作。 Step 4　Writing & Speaking(3a～3c) Work on 3a 1．Ask students to choose a profession that they want to know more about. 2．Choose two or three students to come to the front of the classroom and share their ideas. Work on 3b 1．Ask students to ask a person who works in that profession questions to find out his or her workday routine.Then Complete the table in 3b. T：If you want to know about a teacher's day，you can find a teacher and interview him or her when he or she does these things. 2．Ask students to try to make complete sentences using the third person singular form of verbs based on the timetable. Work on 3c 1．Ask students to organize their language and give a report on their interview. 2．Ask students to pick one of the reports they are interested in and vote.The one that gets the most votes wins. 【设计意图】通过在班级进行汇报，学生能够充分练习本单元的目标语言和语法。 Step 5　Summary Ask students to summarize the key sentence patterns in this unit. 【设计意图】学生自主总结本单元目标语言，强化本单元重点语言和语法。 Step 6　Homework 1．Write a composition to introduce the interview. 2．Do the exercises in students' workbooks. Unit 6 　A Day in the Life 第五课时　Section B(2a～3c) What time/When do you usually get up/have breakfast/go to work/have lunch/get off work/have dinner/exercise/study/relax/go to bed? In the morning… In the afternoon… In the evening… 学科网（北京）股份有限公司 $$