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Unit 6 A Day in the Life
Period 2 Section A （Pronunciation-2e）
一、教材分析
What: 本课时语音练习及一篇对话篇章。语音部分任务1主要介绍了/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /，任务2让学生通过听录音感受语流中单词音节的轻重变化，通过观察文中标注重音的单词大致了解单词重读的规律。该部分的对话文本展现了学生记者Lu Jiaqi在校园里进行随机采访的情境：她遇到了学生Tom,于是询问他一天的时间安排。
Why: 校园采访这一语境的创设，不仅使得本单元的目标结构( what time和when引导的特殊疑问句)能够真实自然地在对话文本中呈现，还让学生真切地感受和体会到采访过程中应使用的语言、基本礼仪和交际策略。
How: 活动2a-2e包含看、听、谈、说四项技能训练的任务链。活动2a让学生通过听取与Tom的日常活动相关的时间信息，并用适当的信息填空以完成对话。活动2b是阅读理解活动，2c要求学生梳理Tom一天的活动与时间安排，并以表格的形式呈现。活动2是口头输出活动。
二、教学内容
1. 发/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /音的字母及字母组合。
2. 能让学生灵活运用前面所学语言进行表达，又能帮助学生巩固一般现在时动词第三人称单数形式的用法。
三、教学目标
1. 掌握以下重点单词及短语：
reporter，around，saying，rise，stay，routine，after that，sometimes，then，go to school，have class，do homework，go home，have lunch/dinner，go to bed，play sports，at about ten past seven，at ten to eight
2. 掌握下列句型：
—What time do you usually get up？
—At ten to seven.
—When do you usually go to bed？
—At half past nine.
This is … school day routine. He/She gets up at…
4.了解不同文化背景下日常活动的多样性和特点。
四、教学重难点
重点：能够运用适当的词汇和语法结构，清晰准确地介绍日常活动。
难点：能够有效地将日常活动的信息传达给他人。
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 lead-in
Show students the consonant phonetic symbols：/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /
(The teacher shows how to pronounce the eight phonetic symbols one by one.)
T：Look at this. What is it
Ss：It's /s/.
T：How about this one
Ss：It's /z/
....
Step 2 Pronunciation
Work on 1
（1）Ask students to listen to the recording and repeat after the tape.
（2）Ask students to read the eight phonetic symbols and practise with their deskmates.
Work on 2
（1）Ask students to listen to the beginning part of the conversation in 2a and repeat after it.
（2）Ask students to notice the stressed words，and then mark other stressed words in the conversation in 2a.
（3）Ask one or two pairs of students to read the sentences and the teacher helps to correct their mistakes of reading stressed words if necessary.
【设计意图】通过跟读音标及对应单词和句子，有效地帮助学生练习清辅音、浊辅音的发音和句子的重音拼读规则。
Step 3 Listening & Speaking(2a～2e)
Work on 2a
（1）Ask students to listen to the conversation and fill in the blanks.
（2）Ask students to share the answers and the teacher corrects their mistakes if necessary.
Work on 2b
（1）Ask one student to read the conversation and the others write down the answers to the questions in 2b.
（2）Ask students to share the answers with complete sentences and the teacher helps to correct their mistakes if necessary.
Work on 2c
Ask students to read again and complete Tom's school day timetable.
①—What does Tom do at 6：45？—He usually gets up.
②—When does Tom usually go to bed？—He usually goes to bed at…
③—What time does Tom usually brush his teeth？—He usually brushes his teeth at…
【设计意图】通过阅读对话完成相应练习，学生逐渐掌握了阅读技巧及抓取关键信息的能力。
Work on 2d
（1）Ask students to listen to the conversation again and pay attention to the stressed words.
（2）Ask students to role play the conversation.
Work on 2e
（1）Ask students to ask their partners about their school day routines using the phrases in the box. The teacher gives an example：
T：What time do you get up on a school day
S1：I get up at...
T：When do you...？
S1：I...
（2）Ask students to give a report using the sentence patterns on the blackboard.
【设计意图】通过问答和做报告的形式分享学校的日常，帮助学生练习并巩固本节课的重点句型。
Step 4 Homework
Choose a situation in the textbook, and design a conversation by using the key sentences.
七、板书设计
Section A （Pronunciation-2e）/s/，/z/，/ /，/ /，/t /，/d /，/θ/，/ /—What time do you usually get up？—At ten to seven.—When do you usually go to bed？—At half past nine.
八、教学反思

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