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Unit 6　A Day in the Life
第三课时　Section A Grammar Focus 3a—3d
◆ Language Proficiency(语言能力)
1．Master and correctly use the interrogative words what，what time，and when to inquire about time and activities，and know how to express time correctly.Accurately respond to questions involving time and activities based on context.
2．Distinguish the different usages of what time and when when inquiring about specific times.Flexibly apply the interrogative words in actual context to construct complete and accurate sentences.
◆ Cultural Awareness(文化意识)
Through understanding the daily activities and schedules of different students，enhance understanding of life habits in different cultural backgrounds.Cultivate students' intercultural communication skills，learning to comprehend and respect others' life habits.
◆ Thinking Quality(思维品质)
1．Develop students' logical thinking abilities by analyzing and comparing activity schedules at different time points.Help students learn to plan time reasonably.
2．Enhance students' critical thinking skills by questioning unreasonable time arrangements and offering improvement suggestions.
◆ Learning Capability(学习能力)
Foster students' autonomous learning abilities，enabling them to independently acquire and process information related to time management through reading，listening，and oral communication.Improve students' collaborative learning abilities by working together in group discussions and role playing activities to solve time management issues.
◆ Teaching Focus(教学重点)
Master the usage of what，what time，and when，apply them accurately and master the expressions of time.
◆ Teaching Difficulties(教学难点)
Enable students to correctly describe their own and others' daily routines.
◆ Teaching Breakthroughs(教学突破)
Provide authentic language materials and scenarios to help students understand and practice the usage of interrogative words in context.
Engage students in interactive activities such as pair work，group discussions，and role play to facilitate active learning and application of language skills.
Encourage critical thinking and reflection on time management，allowing students to propose solutions and make improvements based on their observations and analyses.
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone！Today we're going to dive into an exciting part of our English learning journey—the grammar focus.Let's begin by warming up our brains with some dialogue practice.
Present a picture of a girl reading a book and get students to make short dialogues about it.
(Example 1)
A：What does she usually do in the evening
B：She usually reads a book in the evening.
(Example 2)
A：What time does she usually read a book？/When does she usually read a book
B：She usually reads a book at 9：00 p．m.
And then present more pictures for students to practise.
设计意图：通过对话练习，帮助学生回顾“what”“what time”和“when”的用法。为后续的语法学习打下坚实的基础。这个过程旨在激发学生的兴趣，为即将到来的活动做好心理准备。
Activity 2 Presentation(获取与梳理)
Work on 3a
T：Now，let's turn to the grammar focus section，starting with 3a.First，fill in the blanks with what，what time and when.
After students complete the questions，get several to read their answers.Make sure everyone knows the correct answers.
Ask students to read the sentences carefully.Let them work in groups of four to find out the rules for using what，what time，and when in questions.
(The teacher circulates around the classroom，providing guidance and support.)
T：Time's up.Let's share some of the rules you've discovered.
Group 1：We found that “what” is used to ask about activities or things，like “What do you do after school？”
Group 2：“What time” is specifically for asking about the exact time something happens，for example，“What time do you usually go to bed？”
Group 3：“When” can be used for both specific times and broader time periods.It's like a more general question，like “When do you play basketball？”
T：Amazing！You've all done a fantastic job uncovering the rules.Now，let's complete the questions in 3a together，using the correct form of what，what time，or when.
设计意图：通过小组合作，鼓励学生积极探索和总结语法规则，增强学生的学习主动性和参与感。通过集体讨论和分享，加深学生对语法点的理解和记忆，为后续的实际应用打下坚实的基础。
Activity 3 Practice(概括与梳理)
Work on 3b
T：Let's start by reading the sentences in 3b together.Remember，you'll need to answer the questions with the times given in brackets.
T：(reading the first question) What time does Mike usually get to school？(looking around the classroom) Can anyone tell me the answer using the time in brackets？Please answer the questions with complete sentences.
S：Mike usually gets to school at 7：30 a．m.
T：That's right！Now，let's work in groups of four.Each person should take a turn to read a question and answer it with the time in brackets.Then，we'll come back and check our answers together.
(Students work in groups，discussing and answering the questions.)
T：Alright，time's up.Let's check our answers.
(Call on students to share their answers，correcting any mistakes.)
设计意图：这个活动的目的是通过回答给定时间的问题，加强学生对时间表达理解和运用，通过小组活动鼓励同伴学习和协作。
Activity 4 Production(概括与整合)
Work on 3c
T：Let's read the passage in 3c together.
(The teacher and students read the passage together.)
T：Your task is to complete the passage with the correct forms of the verbs in brackets.Remember to pay attention to the tense and subject verb agreement.
T：I'll give you a few minutes to work on it individually.Then，we'll share our answers and discuss any difficulties.
(Students work individually to complete the passage.)
T：Alright，let's start sharing our answers.Who would like to read the first sentence with their completed verb form
S：On Saturdays，Sam sometimes gets up at 9：00.
T：Good job！Let's continue.
(Call on different students to share their answers and providing feedback and clarification as needed.)
设计意图：本活动旨在培养学生在语境中正确使用动词的能力，重点关注时态和主谓一致性，与此同时鼓励学生在构建叙事时的独立思考和创造力。
Activity 5 Survey(内化与运用)
T：Finally，let's wrap up our lesson with Activity 3d.
We're going to work in groups of four and conduct a survey about each other's weekend routine.
T：Interview your group members and record their answers in the chart below.You can ask like this：What time do you usually get up at weekends？When do you…？
Weekend activity Time You Member 1 Member 2 Member 3
get up
have breakfast
play sports
…
　　T：After you've finished your survey，I want you to give a report.You can begin like this：There are four members in my group.Li Jun usually gets up at 7 o'clock.He…
(Ask students to listen carefully and evaluate who has a good life habit.Finally，the teacher comments.)
T：Great job，everyone！Sharing our weekend routine helps us understand each other better and appreciate the diversity in our daily lives.
设计意图：这项活动鼓励学生通过进行调查和总结结果，将他们的语言技能应用到现实生活中，有利于促进学生对于语言技能的掌握，同时还能促进团队互动和掌握沟通技巧。
Activity 6 Homework(反馈与强化)
Create a schedule of your weekend activities and write a short essay in English introducing your weekend activities，including the time and specific details of the activities.
In this period，the students learn interrogative words to ask the time and activities.With enough practice，some students can understand grammar knowledge and learn to use it，but some can't.So，the teacher should come up with better ways.For example，the teacher should design some activities with low difficulty to help them.

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