资源简介

Unit 6　A Day in the Life
第二课时　Section A 2a—2e
The discourse of this lesson is a presentation of listening and speaking.Through this conversation，we can understand the conversation between two classmates in the school，especially the scene of a girl conducting an interview.This conversation mainly revolves around time management，daily activities，and habit formation，aiming to help students understand the importance of time management，habits of life and study.
Based on the previous listening task，this conversation interviewed Tom's schedule in the form of an interview，allowing students to understand the schedule of a foreign student.
◆ Language Proficiency(语言能力)
1．Be able to organize and summarize expressions related to everyday activities and time，and master the usage of special interrogative sentences containing what，what time，and when and their corresponding answers.
2．Use the simple present tense to ask and answer about the time of daily activities，and use the target sentence structure to inquire about the schedule of classmates in the class.
◆ Cultural Awareness(文化意识)
By understanding the weekday life of a foreign student，students can compare their daily lives and discover similarities and differences between the two.This comparison helps to stimulate students' interest in English speaking cultures and improve their cross cultural communication skills.
◆ Thinking Quality(思维品质)
1．Learn to apply grammar knowledge in the context to accurately understand others and express oneself appropriately.
2．Students can better plan their time，cultivate good study habits，and lay a solid foundation for their future English learning.
◆ Learning Capability(学习能力)
1．Learn to communicate with their classmates.
2．To apply what is learned，cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations，and promote transfer and innovation.
◆ Teaching Focus(教学重点)
1．Be able to use the target language to inquire about classmates' daily school schedules and activities.
2．Complete role play in the class to understand the importance of time management，life habits，and study habits.
3．Complete a brief report on school day routine of classmates in the class.
◆ Teaching Difficulties(教学难点)
1．Be able to quickly and accurately obtain information through listening and reading conversations.
2．Give a report on a partner's school day routine in accurate language，and appropriate expressions.
◆ Teaching Breakthroughs(教学突破)
1．Encourage students to express themselves in English according to their actual situation as often as possible.
2．Make students have clear goals and apply the sentence patterns in this lesson to oral communication to enhance their pragmatic abilities.
Activity 1 Prediction(感知与注意)
T：First，let's look at the picture and answer the three questions.
What is the photo about
What can you see in the picture
Where are they
(The teacher teaches “reporter，homework，go to bed” while talking.)
设计意图：通过“viewing”引入主题，教师创设情景，激发学生的参与兴趣，呈现描述日常活动和时间的词汇；教师利用预测性任务激发学生的思维，培养学生运用情景线索进行推理和预测的能力。
Activity 2 Listening(获取与梳理)
Work on 2a—2d
Play the recording for students and ask them to fill in the blanks in 2a.
Get students to read the conversation carefully and then answer the questions in 2b.Encourage them to take up a good habit “Early to bed，early to rise.”
Get students to read the conversation again and try to complete Tom's school day timetable in 2c.Ask several students to tell the answers by using complete sentences.For example，“Tom usually gets up at 6：45 a．m.”
Ask students to listen to the conversation again and pay attention to the stressed words.Try to role play the conversation and show themselves in front of the class.
设计意图：通过听、读，帮助学生理解对话的整体内容，培养学生准确获取和记录关键信息的能力。引导学生进行角色扮演，促进他们内化关键句型和关键语言，为进一步将所学知识应用到实际生活中奠定基础。
Activity 3 Give a report(内化和运用)
Work on 2e
T：Work in pairs.Ask a partner about his or her school day routine.
What time do you get up on a school day
I get up at…．
When do you…？
T：According to the information they provide，give a report about your classmates' school day routine and talk about what you think of their school day routine.You can report like this：
This is…'s school day routine.He usually gets up…Sometimes he has dinner…He usually does homework…He always goes to bed at…I think he makes good use of time.
设计意图：通过两人小组交谈和报告，每个学生都可以深入自己的角色，运用目标语言完成任务，促进语言内化，同时了解他人的日常生活，取长补短帮助学生养成良好习惯。教师设计不同的学习活动，由学习理解过渡到实际应用，有利于培养学生运用语言和文化知识解决实际问题的能力。
Activity 4 Homework(反馈与强化)
Ask your parents about their daily activities and write the results down.
Help your parents to do some housework to experience life.
During the process of completing the idiom task，students will master the use of present tense of verbs with actual meanings.During the process of filling in the blank，students need to choose appropriate words or phrases based on the context，which helps to cultivate their logical thinking and language proficiency.In the teaching process，the teacher should also design a variety of evaluation activities to guide students to know how to learn and how to improve in the future.Thus，the teacher can achieve the evaluation of learning.

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