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Unit 6 A Day in the Life
Period 4 Section B （1a-2b）
一、教材分析
What: 该部分的阅读文本是来自芬兰首都赫尔辛基的一名中学生Timo Halla的自述，主要介绍上学日一天的时间安排。
Why: 该文本蕴含了丰富的文化信息，值得了解和探究。在文章开头，Timo 介绍了自己来自北欧国家芬兰，而Timo Halla就是典型的芬兰人的姓名。从他的介绍中，学生可以了解芬兰的中学课程安排、班级人数、课后活动等方面的特点。
How: 该板块包含两条任务链，活动1a- 1d是阅读任务链，活动2a- 2b 是写作任务链。活动1a是读前活动，主要让学生通过观察本页插图，合理推测作者所在地理位置。活动1b主要关注学生对文章的整体理解，让学生阅读课文并为该文选出最佳标题。
二、教学内容
1. 能够根据阅读文本所提供的信息梳理出Timo星期二的日常生活轨迹，并制作成结构化图。
2. 能够通过阅读了解芬兰中学生的日常作息，尝试进行跨文化比较，理解他们与我国初中生在课程设置、班级组成、课外活动、早晚作息等多方面的异同。
三、教学目标
1. 掌握以下重点单词及短语：
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
2. 掌握下列句型：
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.
3. 学会理解和表达日常事务。
4. 能够清晰地描述日常活动的顺序和规律。
5.能够考虑到别人的日常生活和自己的不同，并做出客观的评价和判断。
了解不同背景的人在日常生活模式中的文化差异。
四、教学重难点
重点：1．学生能够掌握必要的词汇和语言表达，准确地描述日常生活。
2．学生能够清晰地写一篇文章，以结构化的方式介绍日常生活。
难点：1．学生在描述当前的日常活动时，能够正确地记忆和使用各种动词时态。
2．学生能够客观地分析和比较不同的日常生活，并能清晰、有逻辑地表达自己的观点。
五、教学准备
PPT，多媒体等
六、教学过程
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：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铺垫。
Step 2 Pre-reading
Work on 1a
Students look through the two pictures in 1b. Teachers can ask students two questions in 1a for discussion, or they can refine the questions and guide students to guess the country or region where the boy lives according to his appearance, clothes and favorite sports in the picture.
T: What do you see in the photos
Ss: ...
T: In the first photo, what is the boy wearing
S1: ...
3. Work on 1a. Label the photos with the words in 1a and guess some information about the two students.
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 their answers and reasons.
Work on 1c
1．Ask students to read again and complete the timetable with Timo's activities.
Ask students to share the answers and the teacher helps to correct the third person singular form if necessary.
【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　After reading(1d)
Work on 1d
1．Ask students to read the text again and answer the questions.
2．Choose some 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 5 Writing
Work on 2a
Ask students to complete the timetable about one of their school days.
2．Share their writing in class and the teacher helps to correct if necessary.
Work on 2b
1．Ask students to write a short passage about their school days using the information in 2a.
2．Choose students to come to the front of the classroom and share their days.
【设计意图】 通过写提纲填空的形式，学生对目标语言进行总结，练习写作。
Step 6 Homework
如果学生的写作能力较强，教师可让学生给Timo写一封信, 信中需要包括以下内容:
●Which part of Timo's life interests you most
●What else do you want to know about his life What questions would you like to ask
●How is Timo's day different from your day
●Would you like to make friends with Timo
七、板书设计
Period 4 Section B （1a-2b）It’s only a 10 minute walk.Each lesson is 45 minutes long and there is a break between lessons.The afternoon lessons begin at 12：30 and finish at 2：15.At 9：30，it's time for me to go to bed.
八、教学反思

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