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Unit 6 A Day in the Life
Period 3 Section A Grammar Focus
一、教材分析
What: 本单元的语法板块共有四个活动。活动3a列出了五组句子，其中问句的疑问词需要学生在what、
what time、when之间进行选择。这五组句子集中呈现了本单元的核心语法项目:由what time和when
引导的特殊疑问句及其回答，以及时间表达法。
Why: 学生运用本单元所学的核心句式与同伴交流周末的日常作息。另外，让学生通过交流得到启发，并学会合理安排周末日程，提升时间管理能力。
How: 活动3b将what time和when引导的特殊疑问句与时间表达法相结合，通过句子层面的练习帮助学生巩固并掌握这两个句式。活动3c的短文填空属于语篇层面的综合性练习。活动3d属于开放性的口头表达活动，要求学生运用本单元所学的核心句式与同伴交流周末的日常作息。
二、教学内容
疑问词(when，what，what time)；用what、when、what time来提问和回答日常事务。
三、教学目标
1. 掌握以下重点单词及短语：
housework，while，weekend，on Saturdays，on Sunday mornings，make breakfast，meet friends，go to a restaurant，help mother with housework，watch a film，play the guitar
2. 掌握下列句型：
—What time does Tom usually go to bed？—He usually goes to bed at 9：30 p.m.
—What does Peter do before breakfast？—He brushes his teeth and takes a shower.
—When do they go to the music club？—They go on Monday afternoons.
3. 能够增强清晰、有逻辑地组织和描述日常活动的能力。
4.了解不同地区和群体在日常生活中的文化差异。
四、教学重难点
重点：在日常生活中提问时，学生能够理解what,when, what time的具体用法和区别，并使用适当的时态和句子结构回答问题。
难点：学生能够在特定的语境中区分what time和when的细微差别
学生能够准确地使用动词的第三人称单数形式
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 Review & Lead in
Show students some pictures，ask them to talk about their daily activities.
【设计意图】用图片的形式激发学生的思考和学习兴趣。
Step 2　Grammar(3a)
work on 3a
1．Ask students to read the sentences in the grammar box and complete the questions.
2．Ask students to research in groups and find out the usage of what，when，what time.
教师可提出以下问题导入:
●what time和when都可以用于询问时间，它们询问的时间有什么不同
●what time和when引导的特殊疑问句的回答有什么不同
●常用来表示时间的介词有哪些 它们的用法有什么不同
●what引导的问句可用来询问什么
【设计意图】通过提问题的形式导入新课，对所学知识进行复习。
Step 3　Grammar(3b-3d)
work on 3b
1．Ask students to answer the questions with the times in brackets.
2．Ask students to share in complete sentences and the teacher helps to correct if necessary.
work on 3c
1．Ask students to complete the passage with the correct forms of the verbs in brackets.
2．Ask students to share their answers in class and the teacher helps to correct if necessary.
【设计意图】通过练习，学生能够充分地理解和掌握目标语法。
work on 3d
1．Ask students to work in pairs and interview their partners about their weekend routines.
T：What do you usually do at the weekend？Talk about your weekend routines with your partners. And finish the timetable.The example in 3d can help you a lot.You have three minutes.
2．Choose three or four students to give a report using the information in the chart.
【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。
Step 4 Homework
Teachers encourage students to make personal handwritten copies of the weekend routines in class. The teacher organizes all the students to select excellent handwritten newspapers together, collect them into a book or make an electronic album to display in the class group.
教师鼓励学生将课堂上描述的周末日常作息制作成带有个人风格的手抄报。
七、板书设计
Section A Grammar focusGrammar：a．“What” is to talk about the things we do.b．“What time” is to talk about specific time.c．“When” is to talk about both specific time and any time period.
八、教学反思

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