资源简介

Unit 6　A Day in the Life
第四课时　Section B 1a—1d
The discourse is a narrative article that introduces the daily life of a Finnish student in chronological order.The article uses simple and clear vocabulary and sentences to enable readers to intuitively understand the scenes and emotions described by the author.
In terms of chapter structure，the narrative adopts a combination of images and text，presenting Timo's photo and a photo of playing ice hockey respectively，allowing students to understand the daily routine of Finnish students.Timo's daily life on Tuesday was introduced in chronological order.The article uses the simple present tense throughout，with the person being the first person，which makes the content clear，logical，and easy to understand.
◆ Language Proficiency(语言能力)
1．Students can master some common vocabulary and grammar knowledge，such as time expressions，place description，character traits.
2．During the reading process，students can try to retell the content of the article in their own language to exercise their oral expression abilities.
◆ Cultural Awareness(文化意识)
1．Understand the daily lives and learning styles of students from different cultural backgrounds，and broaden their horizons and cognition.
2．Enhance students' cross cultural communication skills and broaden their international perspective.
◆ Thinking Quality(思维品质)
1．Students can learn excellent qualities such as diligence，self discipline，and perseverance from Timo，which are of great significance for their growth and development.
2．Guide students to establish correct values and outlook on life，and cultivate a positive attitude towards life.
◆ Learning Capability(学习能力)
1．Try to organize and summarize the schedule activities，time，and other content in the article.
2．Based on your actual situation，talk about your school day.
◆ Teaching Focus(教学重点)
1．Quickly and accurately obtain basic information about Timo's schedule in the short article，organize and summarize Timo's schedule activities，time，and other content.
2．Use the target language completely and accurately to retell the content of the article from a third person perspective.
◆ Teaching Difficulties(教学难点)
1．Based on one's actual situation，talk about one's school day.
2．Present comprehensive and appropriate expressions in the class.
◆ Teaching Breakthroughs(教学突破)
1．The teacher encourages students to speak more and express themselves in English according to their actual situation.
2．Make students have clear goals and apply the sentence patterns learned in this lesson to oral communication to enhance their pragmatic abilities.
Activity 1 Warming up and revision(感知与注意)
The teacher and students greet each other.
Let students watch a video recorded by the teacher.It's about Li Mei's school day routine.Then ask them to answer several questions.
T：Today we are going to learn “Section B How different are people's daily routines？” Let's discuss these questions.Do you know someone who has different daily routines from you？How different are people's daily routines
Collect some useful information on the blackboard.Teach some words “daily routine，finish，everyday，only”．
设计意图：利用视频激活旧知，导入新课，直接高效。同时，因为视频内容和学生紧密相关，故能激发学生学习兴趣。
Activity 2 Before reading：Prediction(获取与梳理)
Work on 1a
T：(The teacher gets students to look at the photos in the textbook and ask questions.) Guess which part of the world the boy is from？What do you want to know about him
Teach new words “Finnish，hockey，ice hockey，outside” while guessing and talking.
T：Look at the passage.What can you see in the picture？What kind of passage is it
Under the guidance of the teacher，students answer the type and theme of the article to predict its content and understand that it is a narrative about daily life.
设计意图：通过观察课本中的图片，来提取相关信息，既可以培养学生看的能力，也可以提升推理、判断的能力。
While reading
Activity 3 Fast reading(获取与梳理)
Work on 1b
Students read the article，select a suitable title for the narrative，and explain the reasons.Students check their answers under the guidance of the teacher.Students attempt to clarify the reasons for excluding other interfering items.
设计意图：通过为文本确定标题来帮助学生理解文章的整体内容，培养他们准确获取语篇大意的能力。教师要进行适当的阅读策略指导，如提取中心句。
Activity 4 Careful reading(概括与整合)
Work on 1c—1d
Read again and complete the timetable with Timo's activities in 1c.
After finishing the table，check the answers together.Ask them to tell Timo's timetable using complete sentences.
Read the passage carefully and try to answer the questions in 1d.Ask them to pay attention to the interrogatives in each question.They can use the sentences from the passage or their own sentences to answer the questions.(While reading，students can underline the key information in the passage according to the questions.The teacher walks around and gives some help to those whose English is weak.)Then get some to read their answers.
设计意图：设计不同的阅读活动帮助学生把握语篇的意义主线，有逻辑地梳理文章的信息，体会语言、文化和思维的关联。
Post reading
Activity 5 Retell and show(内化与运用)
Ask students to work in groups and draw a mind map according to the passage.The mind map includes what activities Timo does and what time he does them.(After that，the teacher will ask some students to share their mind maps.)
T：According to your mind map，please try to retell your passage and show yourself in front of the class.The teacher can offer some help.You can start like this：
Timo is a boy from Finland.He lives with his parents in Finland.Every Tuesday he usually gets up…
After retelling，ask other students to evaluate who retells best and tell why they think so.
设计意图：教师指导学生绘制思维导图，能促进学生形成结构化知识，明晰作者写作思路与方法。通过复述活动，为学生提供语言输出机会，进一步巩固目标语言，利于内化核心词汇和有用句型。在复述过程中，学生能够掌握该类文章的写作技巧和语言结构，为后续的写作打好基础。
Activity 6 Discussion(总结与反思)
Work in pairs and share daily routines with each other.After that，invite several to come to the front and tell the others their day routines.Let students know it's important to make good use of their time.Advise them to organize your daily life properly.
设计意图：设计分享自己的日常生活，能培养学生根据新的情况整合和使用目标语言的能力，有利于提升英语素养。同时，本课的学习也能让学生明白科学安排日常生活，充分利用时间的重要性，实现学科育人的目标。
Activity 7 Homework(反馈与强化)
Retell the passage and practise with your partner.
Write a short passage about your daily routine.
Section B 1a—1d
Observe whether students can use accurate language to introduce their school schedule，whether they have cross cultural communication and exchange awareness，and whether students can use accurate language to introduce their daily routine，and provide timely assistance.In teaching，the teacher should pay more attention to students with weak foundations，design structured activities to attract their participation and provide them with more opportunities for language output and open expression.

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