Unit 1 A Day in the Life Over to you教学设计 -2024-2025学年鲁教版（五四学制）英语六年级下册

该初中英语教学设计聚焦日常活动词汇、时间介词（at/in/on）及一般现在时，通过视频导入激活兴趣，结合图片、拼写竞赛复习词汇，用教师日程表示例呈现新知，搭建从已知到应用的学习支架。 设计融合听说读写训练，听力抓关键信息、口语描述日常、读写结合提升语言能力，小组竞赛与跨文化分享（如外国学生日常）培养文化意识与学习能力。活动丰富易操作，助力教师高效教学，学生夯实基础、激发兴趣。

Unit 1 A Day in the Life-Over to you This "Over to You" section in Unit 1 "A Day in the Life" is designed to further reinforce students' understanding and application of vocabulary and sentence patterns related to daily routines. Through various activities, students will have more opportunities to describe their own daily lives, compare with others, and express preferences. It also aims to cultivate students' communicative competence and cross - cultural awareness by sharing different daily life styles. 教学目标 Knowledge Objectives Students will be able to master and use the key vocabulary about daily activities more proficiently, such as "get up", "have breakfast", "go to school", "do homework", "go to bed", etc. Students can correctly use time prepositions like "at", "in", "on" to express time in daily routines. For example, "I get up at 6:30 in the morning." "We have a PE class on Monday." Students will be able to use the simple present tense to describe their daily habits accurately, including affirmative sentences, negative sentences and interrogative sentences. For instance, "I usually play basketball after school." "He doesn't like getting up early." "Do you often watch TV in the evening?" Ability Objectives Develop students' listening ability to understand conversations about daily routines. They can catch key information such as who, what, when and where in the dialogues. Improve students' speaking skills to describe their own daily lives and communicate with classmates about daily activities. They are expected to express themselves clearly and fluently. Enhance students' reading ability to read short passages about daily routines and answer related questions. Train students' writing ability to write a short passage about their own daily lives, with correct grammar and rich details. Emotional Objectives Stimulate students' interest in learning English by discussing daily life topics that they are familiar with. Cultivate students' awareness of time management and healthy living habits through sharing and discussing daily routines. Encourage students to respect different daily life styles and cultures, and enhance their cross - cultural communication awareness. 教学重难点 Key Points The key vocabulary and sentence patterns about daily routines and their flexible application. The correct usage of time prepositions "at", "in", "on" and the simple present tense in the context of daily life description. Develop students' communicative competence to talk about daily activities. Difficult Points Helping students distinguish and correctly use the time prepositions "at", "in", "on", especially in some special cases. For example, the usage of "in the morning/afternoon/evening" and "on + specific morning/afternoon/evening". Guiding students to use the simple present tense accurately, especially the third - person singular form (he/she/it) in affirmative and negative sentences. For example, "He goes to school by bike." "She doesn't have lunch at home." Vocabulary Daily activities: get up, wash face, brush teeth, have breakfast, go to school, have class, have lunch, play sports, do homework, watch TV, go to bed, etc. Time - related words: morning, afternoon, evening, night, day, week, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, o'clock, half past, quarter past/to, etc. Grammar Time prepositions "at" is used for specific time points, such as "at 7:00", "at noon", "at night". "in" is used for longer periods of time, like "in the morning/afternoon/evening", "in January", "in 2024", "in spring/summer/autumn/winter". "on" is used for specific days or days with specific details, such as "on Monday", "on May 1st", "on a sunny morning". Simple present tense Affirmative sentence: Subject + verb (base form or - s/-es for the third - person singular) + other elements. For example, "I play football every day." "He plays the piano well." Negative sentence: Subject + don't/doesn't + verb (base form) + other elements. For example, "I don't like math." "She doesn't go to school by bus." Interrogative sentence: Do/Does + subject + verb (base form) + other elements? For example, "Do you like reading?" "Does he get up early?" 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Play a short video about a day in the life of a primary school student. After watching, ask students some simple questions, such as "What can you see in the video?" "What does the student do first in the morning?" This activity can quickly arouse students' interest and lead in the topic of daily routines. Step 2: Revision (8 minutes) Vocabulary review Show some pictures of daily activities on the PPT, and ask students to quickly say out the corresponding English words. For example, show a picture of a girl brushing teeth, and students answer "brush teeth". Conduct a word - spelling competition. Divide the class into several groups. The teacher says a word about daily activities, and each group sends a representative to spell the word on the blackboard. The group that spells correctly and quickly gets one point. Grammar review Write some sentences on the blackboard with blanks about the usage of time prepositions and simple present tense. For example, "I get up ____ 6:30." "He ____ (go) to school by bike every day." Ask students to fill in the blanks and explain the reasons. Step 3: Presentation (10 minutes) New knowledge presentation Use a daily schedule form to present new sentence patterns. For example, show a schedule of the teacher's day: | Time | Activity | | ---- | ---- | | 7:00 a.m. | get up | | 7:30 a.m. | have breakfast | | 8:00 a.m. - 12:00 p.m. | teach English | Then the teacher says sentences like "I get up at 7:00 a.m. I have breakfast at 7:30 a.m. From 8:00 a.m. to 12:00 p.m., I teach English." Let students imitate and practice. Explain some special usage of time prepositions and simple present tense in more detail. For example, when using "on" with a specific day and a part of the day together, like "on Sunday morning", we use "on". And for the third - person singular in the simple present tense, most verbs add - s, but for verbs ending with - s, - x, - ch, - sh, - o, we add - es, such as "go - goes", "wash - washes". Pair - work Ask students to work in pairs. Each pair makes a simple daily schedule of one of them, and then describes it to the partner using the sentence patterns they just learned. For example: A: What time do you usually get up? B: I usually get up at 6:45. A: What do you do after getting up? B: I wash my face and brush my teeth. Then I have breakfast. Step 4: Practice (12 minutes) Listening practice Play a dialogue about two students' daily lives on the recorder. The dialogue contains information about what they do, when they do it and their likes and dislikes. After the first listening, ask students to answer some general questions, such as "Who are talking in the dialogue?" "What are they talking about?" After the second listening, ask students to fill in a form with specific information, like the time they get up, have breakfast, etc. Speaking practice Organize a group discussion. Divide the class into groups of four. Each group member talks about their daily life, including the time of getting up, having meals, going to school, doing homework, etc. Then they compare their daily lives and find out the similarities and differences. For example, "I get up at 6:30. Tom gets up at 7:00. I have breakfast at home, but Tom has breakfast at school." Reading practice Hand out a short passage about a foreign student's daily life. The passage contains new words and expressions related to daily routines. Let students read the passage silently first, and then answer some comprehension questions, such as "What time does the foreign student go to school?" "What does he like to do after school?" After that, ask students to underline the key sentences and new words in the passage. Step 5: Production (5 minutes) Writing task Ask students to write a short passage about their own daily lives. They should include at least 5 sentences, using the vocabulary and sentence patterns they have learned in this class. They can also draw a simple picture of their daily activities next to the passage. Sharing After students finish writing, ask some students to come to the front of the class and share their passages. The other students listen carefully and can ask questions if they have any. Step 6: Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the important vocabulary about daily activities, the usage of time prepositions and simple present tense. Review the sentences and expressions they used to describe daily lives. Homework Ask students to make a more detailed daily schedule for themselves in English, and write a short passage to introduce it. They can also add some pictures or stickers to make it more vivid. Let students search for some information about the daily lives of students in other countries on the Internet, and be ready to share it in the next class. 教学反思 After this 45 - minute class, students should have a better understanding and application of vocabulary, grammar and sentence patterns related to daily routines. Through various activities such as warming - up, revision, presentation, practice and production, students' four - skill abilities (listening, speaking, reading and writing) have been trained to a certain extent. However, there are still some areas that need improvement. In the teaching process, some students may still have difficulties in using time prepositions correctly, especially in complex situations. For the simple present tense, the third - person singular form may also cause confusion for some students. In the future teaching, more targeted exercises and real - life examples should be provided to help students master these knowledge points better. In terms of classroom management, during group work and discussions, some students may be less active. Teachers need to pay more attention to these students, encourage them to participate actively, and create a more harmonious and active classroom atmosphere. In addition, when sharing students' writing and speaking, more in - depth evaluation and feedback should be given. Not only praise students' good performance, but also point out their existing problems and give suggestions for improvement, so as to continuously improve students' English comprehensive ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $