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第四课时　Section B(1a～1d)
1．Know about Timo's daily routine.
2．Talk about different people's daily routines.
3．Compare students' own daily routines with other people's.
Language AbilitiesGrasp the following important points as well as be able to read and write correctly.Key words and phrases：daily，only，break，finish，already，dark，outside，prepare，daily routine，part，everybody，every Tuesday，after breakfast，walk to school，go to the ice hockey club，listen to the news or music，have one Finnish lesson，have home economics lessons，get home，for an hour，after that，prepare for，make good use ofKey sentences：①It's only a 10 minute walk.②Each lesson is 45 minutes long and there is a break between lessons.③The afternoon lessons begin at 12：30 and finish at 2：15.④At 9：30，it's time for me to go to bed.
Learning Abilities●Learn to understand and express daily routines.●Learn to improve the ability to collect，organize and present information related to daily routines.
Thinking Qualities●Be able to describe the sequence and regularity of daily activities clearly.●Be able to identify similarities and differences between different daily routines.
Cultural Awareness●Understand cultural differences in daily life patterns among people from different backgrounds.●Appreciate the diversity of lifestyles and values reflected in daily routines.
重点：
1．Students are able to acquire the necessary vocabularies and language expressions to describe daily routines accurately.
2．Students are able to understand the structure and organization of presenting and discussing daily routines.
难点：
1．Students are able to remember and use various verb tenses correctly when describing present daily activities.
2．Students are able to analyze and compare different daily routines objectively and express their own opinions clearly and logically.
3．Students are able to overcome language barriers and cultural differences to have effective communication and understanding when discussing with others about their daily routines.
Step 1　Review & Lead in
1．Show pictures of different activities and ask students to make a sentence with each picture.
2．The teacher chooses three or four students to answer the questions.
T：What do you do in the morning
S1：I usually brush my teeth and have breakfast.
T：What does he do in the evening
S2：He does his homework and watches TV.
T：When do you go to bed
S3：I often go to bed at 9：00.
…
【设计意图】通过看图介绍日常活动的形式帮助学生复习已有句型，同时为接下来的学习作铺垫。
Step 2　Before reading(1a)
Work on 1a
1．Show a photo of Timo and ask students to guess where he is from and what they want to know about him.
2．The teacher chooses three or four students to share their guesses.
【设计意图】通过让学生猜测照片人物信息，激发学生的学习兴趣，并直接引入主题。
Step 3　While reading(1b～1c)
Work on 1b
1．Ask students to read the text and choose a suitable title for it.
2．Ask students to share the answer and reason.
Work on 1c
1．Ask students to read again and complete the timetable with Timo's activities.
T：Timo has such a busy day.What does Timo do at these times？Read the text carefully and fill in the table.
2．Ask students to share the answers and the teacher helps to correct the third person singular form if necessary.
(Students must share in a complete sentence with the sentence patterns：Timo…at…)
【设计意图】通过完成阅读任务，确保学生对文本充分理解。
Step 4　Review and retell the passage
1．Read the passage again and then finish the following mind map.
Name：Timo Halla
Age：13 years old
Living place：Helsinki，
(1)________　Activities
In the morning：
gets up at 7：40
listens to the news or (2)________
(3)________ to school after breakfast
has lunch at 12：00
In the afternoon：
gets home around 4：00
has dinner at 6：00
(4)________ for an hour
(5)________ the schoolbag for the next day
goes to bed at 9：30　Lessons：
45 minutes each
In the morning：
one (6)________ lesson，two
(7)________ lessons
In the afternoon：
lessons begin at (8)________ and finish at 2：15
goes to the (9)________ club
答案：(1)Finland　(2)music　(3)walks　(4)reads　(5)prepares　(6)Finnish　(7)home economics　(8)12：30　(9)ice hockey
2．Retell the passage using students' own words according to the mind map.
【设计意图】通过表格复习回顾课文内容；通过复述训练学生的表达能力。
Step 5　After reading(1d)
Work on 1d
1．Ask students to read the text again and answer the questions.
2．Choose four or five students to share the answers and the teacher shares the advantages of making use of time.
【设计意图】通过回答问题和老师分享的方式，引导学生思考中西方日常作息的区别，并帮助学生培养充分利用时间的好习惯。
Step 6　Summary
1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on PPT.
2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary.
【设计意图】通过查找短语总结本单元目标语言，学生能够明确本节课的重难点。
Step 7　Homework
1．Draw a mind map of Timo's day and retell it.
2．Do the exercises in students' workbooks.
Unit 6　A Day in the Life第四课时　Section B(1a～1d)Name：Timo HallaAge：13 years oldLiving place：Helsinki，(1)Finland ActivitiesIn the morning： gets up at 7：40 listens to the news or (2)music (3)walks to school after breakfast has lunch at 12：00 In the afternoon： gets home around 4：00 has dinner at 6：00 (4)reads for an hour (5)prepares the schoolbag for the next day goes to bed at 9：30 Lessons：45 minutes each In the morning：one (6)Finnish lesson，two(7)home__economics lessonsIn the afternoon： lessons begin at (8)12：30 and finish at 2：15 goes to the (9)ice__hockey club

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