资源简介

Unit 6　A Day in the Life
第五课时　Section B 2a—Project
This class is a writing class.The students need to complete the timetable about one of their school days and then tell the differences between their school day and Timo's.They learn to use the simple present tense and the first person to write about their day.Also，they need to describe their school day in chronological order.About the project，students learn about the daily lives and schedules of different professional groups.The teacher helps them enhance their writing skills，deepen their understanding of daily life planning，and learn to share their life habits with others.
◆ Language Proficiency(语言能力)
1．Associate your personal information and write an article to introduce your schedule and time.
2．Ability to transfer and apply learned vocabulary，sentence patterns，and various functional expressions to one's own writing.
◆ Cultural Awareness(文化意识)
1．Enhance cross cultural communication skills.
2．Expand horizons and enhance understanding of various professions.
◆ Thinking Quality(思维品质)
Enhance students' logical thinking and organizational skills through structured descriptions of their daily routines.
◆ Learning Capability(学习能力)
Encourage students to engage in self directed learning by reflecting on their daily life through completing the timetable.Foster the students' ability for collaborative learning，sharing and discussing their respective schedules within small groups.
◆ Teaching Focus(教学重点)
Students can accurately understand and use time expressions.They can describe their daily activities in detail.
◆ Teaching Difficulties(教学难点)
Complete a “Daily Life Interview with People Around You”，choose a person you want to interview，ask about his/her daily life and schedule，complete a survey report based on the survey form，and present it in the class.
◆ Teaching Breakthroughs(教学突破)
1．Encourage students to express themselves in English based on their actual situation by speaking and writing more frequently.
2．Make students have clear goals，apply the sentence patterns learned in this lesson to oral communication，and be able to apply them to writing to enhance their pragmatic abilities.
Activity 1 Warming up and revision(感知与注意)
Greet each other.
Ask someone to introduce one of her/his school days.Then the teacher says “Today we are going to learn ‘Section B Writing’．Let's think about it.What have we learned about how to write something about school days？”
Maybe students give some points，such as activities，time…The teacher should write the key points on the blackboard.
设计意图：通过询问学生的日常生活导入写作课，直接高效，同时能激活学生已有与之相关的语言知识。
Activity 2 Complete the timetable(概括与整合)
Work on 2a
Ask students to complete the timetable about one of their school days in 2a.After that，get some students to read the information they have filled in.
Discuss how different their school day is from Timo's.Collect some useful expressions to write on the blackboard.Then get them to think about why they and Timo have some differences.
设计意图：学生通过填写表格并读出所填信息，有利于提升口头输出目标语言的能力，同时也让学生明晰“描述一天的日常活动”可以从那些内容入手。填表格、读信息为学生后续写作提供了支架，能够降低写作难度。
Activity 3 Try to write(内化与运用)
Ask students to complete the passage in 2b and then list the key points of their school daily routines.
Write a passage using the information in 2a.
Get them to work in groups and revise their compositions.
Students evaluate each other's composition.Then the teacher evaluates the merits of their compositions and guides them how to improve.
设计意图：设计的写作活动能达到迁移创新的目的。在完成初稿后，教师组织学生以小组形式修改，发挥了学生的主体作用，能够调动写作积极性，也培养了合作学习的能力。学生对作文开展互评，能够激发他们写后反思，有利于提升写作能力。
Activity 4 Interview and write(想象与评价)
Choose an interviewee who can be a police officer，a teacher，a farmer，a journalist，or anyone else.(The teacher uses AI to help students.They can regard AI as the interviewee.)
Students can ask the interviewee(AI)some questions in 3b.Then fill in her/his timetable about the daily routine according to the information they have got from AI.Then write a passage.
Polish the passage with the partner.After that，invite several students to share the passage in class.
设计意图：通过采访活动，学生可以了解不同行业人士的日常生活和时间安排，从而提高他们的时间管理能力和培养良好的生活习惯。同时，在访问以及互相修改文章的过程中，学生的写作和表达能力都有所提高，合作学习意识也得到增强。课堂上，学生与AI对话获取不同职业的日常生活信息，形式新颖有趣，能保持学生学习英语的兴趣，更能培养他们的数字素养。
Activity 5 Homework(反馈与强化)
Polish your passage and share it with your partner.
Interview one relative and write a passage about her/his daily routine.
In the teaching process，the teacher should always take students as the centre，and design diverse activities.The difficulties lie in how to design activities of different levels and how to attract students' participation.During the implementation of the activities，the teacher evaluates and feedbacks the students' learning tasks by observing，asking questions and communicating with them.During the teaching of writing，the teacher should provide scaffolding for students to lower the difficulty of writing so as to stimulate their enthusiasm and build up their confidence.

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