资源简介

Unit 6　A Day in the Life
第一课时　Section A 1a—2
The main purpose of this lesson is to guide students to think about their daily lives and study arrangements by discussing how to make full use of time.
This lesson provides rich opportunities for oral communication through two dialogues.Students can improve their oral expression and listening comprehension skills by imitating and performing dialogues.
◆ Language Proficiency(语言能力)
1．Be able to correctly recognize and pronounce consonant phonemes(/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /)，and correctly pronounce common vocabulary containing the above consonant phonemes.
2．Based on the given stress symbols in the sentence，identify and correctly pronounce the strong words in the sentence，and apply them to other situations.
3．Understand the semantic functions of and the answers to special interrogative sentences containing what time and when，and be able to correctly use this structure to inquire and answer about the time or activity of doing something.
◆ Cultural Awareness(文化意识)
Understand the daily life habits of other countries and respect the life habits of others.
◆ Thinking Quality(思维品质)
1．Recognize the value and significance of efficient time management.
2．Cultivate students' thinking and innovation abilities through activities.
◆ Learning Capability(学习能力)
Be able to organize and summarize the usage of special interrogative sentences and answers.
◆ Teaching Focus(教学重点)
1．Flexibly use the target language to inquire and answer about daily activities and their schedules，create a dialogue，and discuss daily activities and schedules in the target language.
2．Provide examples to illustrate the importance of learning to manage time and help students recognize the value and significance of efficient time management.
◆ Teaching Difficulties(教学难点)
1．Listen and accurately tell the differences among 8 consonant phonemes.
2．Listen and accurately confirm the stress of the words in the sentence.
◆ Teaching Breakthroughs(教学突破)
Create certain contexts and guide students in their ability to summarize and integrate information.
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn Unit 6.First，let's look at the title and the picture.What are we going to learn in this unit？Yes，we are going to learn something about a day in the life.Look at the picture and share the three questions.
What do you see in the photo
How long do you study every day
What do you do in your free time
设计意图：学生观看教材提供的主题图，在老师的指导下，了解本单元的主要内容是学习日常生活。通过回答三个问题，学生可以理解主题图的一般内容，并为后续语言学习奠定基础。
Activity 2 Presentation(获取与梳理)
Work on 1a
T：We are going to learn “Section A How you spend your school day？” So when do you get up？What time do you finish your homework？When do you have dinner？You can share your school day in these ways.Collect some answers and write several on the blackboard.
Let's look at the pictures.Here are four clocks.What time are they？Do you know how to tell the time
Please match the clocks with the times.Check the answers together.
设计意图：通过回答教师提出的问题，帮助学生回顾小学已学的内容，在教师的指导下，学生可以从活动和时间两个方面介绍自己的日常活动。
Activity 3 Listening(获取与梳理)
Work on 1b—1d
Play the recording of the first conversation and get students to tick Peter's activities this morning.Then check the answers together.
Play the recording of the second conversation for students.Then ask “Why are Peter and Han Lin at school early？” Students try to match the names with the reasons.Check the answer together.
Get students to listen to the two conversations again and fill in the blanks in 1d.Ask several to read the complete sentences aloud.Make sure everyone knows the correct answers.
Let students listen again and pay attention to the pronunciation and intonation.Then ask students to imitate them.
设计意图：在听的过程中，教师进行听力策略指导，能帮助学生从整体上理解对话内容，有利于培养学生准确获取、组织和记录关键信息的能力。同时鼓励学生多听多模仿，提升学生的英语听和说的能力。
Activity 4 Role play(内化与运用)
T：Work in groups.Interview three classmates and complete the chart，then tell your group about the results.
Activities Student 1 Student 2 Student 3
get up 6：10
go to school
have dinner
　　Interviewer：What time do you usually…？When do you have dinner
Then the leader of the group tries to report in front of the class.
设计意图：通过小组活动，为学生创设了运用目标语言的真实情境，学生在询问和应答过程中自然使用本课所学的语言，实现了“用中学、学中用”，有效培养了语用能力。小组成员的汇报活动，能提升学生组织语言以及口头表达的能力。
Activity 5 Pronunciation(归纳与应用)
Work on 1—2
T：We're going to learn about consonant sounds.Let's listen and repeat.
Learn to pronounce /s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ / according to the recording.What is the pronunciation of “s，z，sh，ch，j，g，th”？Ask students to write the sounds of the letters in their notebooks.
The teacher adds some more words，like zero，these，that；ship，shape，dish；usual，casual；China，chair；village，passage；thin，thick；this，those…
Play the recording for students.Get them to notice the stressed words.
设计意图：学生通过观察教材中呈现的音标/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /及其对应字母与字母组合，让学生了解音标的概念，并能够认读音标及其对应的辅音字母。学生通过听、读形式掌握语音和重读；利用语音帮助学生准确朗读和记忆单词，为今后的自主学习打下基础。
Activity 6 Homework(反馈与强化)
Listen carefully and read the listening scripts fluently.
Ask and answer about a school day with your deskmate and have a short conversation.
Seventh grade students already have good memory and imitation ability，while they need more encouragement and guidance to maintain their interest in learning English.Various forms of activities can stimulate students' interest in learning，improve their ability of language application，and be conducive to the implementation of literacy education.Therefore，the teacher needs to design a variety of engaging activities to motivate students' active participation.

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