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Unit 6 A Day in the Life
单元导航
一、单元内容分析
本单元的主题是“一天的生活”(A Day in the Life)，旨在通过一系列的教学活动，帮助学生学会用英语表达时间、询问和描述日常作息。
SectionA：你如何度过你的学校日 学习时间的表达，通过对话练习讨论学生的校园生活日常。学习发音：/s/，/z/，以及句子中单词的重音。语法方面学习如何使用 what，what time 和 when来提问。
Section B：人们的日常生活有多不同 通过阅读训练，了解 Timo的日常活动，强调对不同人的日常作息进行了解和比较。通过写作练习来描述自己的一天。
Project：设计一个项目让学生采访其他人的日常作息，并在班级中汇报。
二、单元教学目标
1.能够准确地用英语表达时间。
2.学会使用 what time 和 when来询问日常作息。
3.掌握使用 what, what time 和 when构成疑问句。
4.了解和描述不同人的日常作息。
5.探索如何有效利用时间。
6.改善发音技巧，尤其是/s/，/z/的发音和句子中的单词重音。
7.提升写作技能，能够撰写个人日常的描述性文章。
三、单元重难点
重点：
1.学习和练习与时间相关的词汇和表达方式。
2.掌握询问和描述日常作息的语言结构。
3.发音练习，特别是特定摩擦音/s/和/z/以及句子重音。
难点：通过小组合作和采访活动，培养交流和报告能力。理解并描述不同人的日常生活差异。
核心素养
语言能力 Discuss and compare different people's daily routines, expressing similarities and differences.
文化意识 The importance of time management in different cultures and how it affects daily routines.
思维品质 Creative thinking abilities in planning and organizing their own daily schedules.
学习能力 Key words and phrases quarter, make use of, shower, take a shower, get dressed, brush, tooth, teeth, duty, on duty, usually, get up, reporter, around, homework, go to bed, saying, rise, stay, routine, restaurant, housework, while, weekend, at weekends, daily, daily routine, only, break, Finnish, finish, hockey, ice hockey, already, dark, outside, prepare, prepare sth for, part, everyday, home economics
Key sentences What time do you usually get up I usually get up at 7 o' clock. When do you take a shower I usually take a shower at night. What do you do after that Early to bed, early to rise!
Key grammar How to use what, what time and when.
课时划分 Five periods Period 1 Section A (1a–1e)& Pronunciation (1–2)
Period 2 Section A (2a–2e)
Period 3 Section A Grammar Focus (3a–3d)
Period 4 Section B (1a–2b)
Period 5 Project (3a–3c)
Period 1 Section A (1a-le)& Pronunciation (1-2)
【教学内容】
匹配时钟与时间，谈论早晨的校园日常。
【核心素养】
1.学生能够正确匹配时钟时间与表达方式。
2.学生能够通过听力活动，理解并获取 Peter和 Han Lin 的早晨活动信息。
3.学生能够使用目标语言描述自己的早晨上学日常。
4.学习发音/s/,/z/,/ /,/ /,/t /,/d /,/θ/,/ /,注意并模仿英语中的重音发音。
【重点难点】
重点：谈论自己早晨上学日常的语言表达能力。
难点：正确把握听力材料中的细节信息。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them about their daily routines.
2. Present the topic: How do you spend your school day
Step 2 Work on 1a
1. Write some times on the blackboard and ask students to tell the time in English. Explain how to tell the time.
2. Show the clocks with different times and ask students to match them with the correct time expressions.
3. Have a brief discussion on the activities they usually do at each time.
Step 3 Work on 1b
1. Read the activities and ask students to guess their meanings. Explain any problem they have.
2. Play the first conversation and ask students to tick Peter's activities for the morning. Dis- cuss the answers and clarify any misunderstandings. The answers are: get dressed, brush his teeth.
3. Play the conversation again, ask them to listen and repeat.
4. Use the phrases to make new sentences orally. Ask several students to share their sen- tences by saying them.
Step 4 Work on 1c
1. Introduce this task. Ask students to guess why Peter and Han Lin are at school early to- day. Ask students to listen to the second conversation.
2. Play the second conversation and ask students to match the names with the reasons why Peter and Han Lin are at school early.
3. Again, check the answers and ensure students understand the content. The answers are: Peter:B; Han Lin:A.
4. Listen to the conversation again. Students repeat.
Step 5 Work on 1d
1. Play the two conversations again and ask students to fill in the blanks with the missing in- formation. Guide students through the answers and discuss any difficulties.
2. Check the answers. The answers are:(1) eight;(2) half past six;(3) ten to seven;(4) in the morning;(5) at night.
Step 6 Work on 1e
1. Pair students up and ask them to talk about their own morning school day routines using the given prompts. Encourage students to use the language they have learned in the lesson. Moni- tor the pairs and provide feedback on language use and fluency.
2. Ask several students to talk about their school day routines in the morning.
Step 7 Work on Pronunciation l
1. Introduce how to pronounce/s/,/z/,/ /,/ /,/t /,/d /,/θ/,/ /. Give students more chances to imitate them.
2. Play the recording and ask students listen and repeat.
3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists.
Step 8 Work on Pronunciation 2
1. Point out the stressed words and explain the importance of stress in English pronunciation.
2. Move to Pronunciation 2 and ask students to listen to the beginning part of the conversa- tion and repeat, marking the stressed words.
3. Encourage students to practise the stressed words in pairs.
4. Ask students to mark other stressed words in the conversation in 2a. Students work in pairs to check.
Step 9 Summary and Homework
Summarize the key points of the lesson. Assign students to write a short paragraph about their morning school day routines, incorporating the language and stressed words they have learn- ed.
【随堂作业】
根据汉语提示完成句子。
1. We should make good use of (好好利用) our time to study.
2. You need to get dressed (穿衣服) and go to school now.
3. You are on duty (值班) today and you should clean the blackboard.
4. My mother usually gets up (起床) early and makes breakfast in the kitchen.
5. We should brush teeth (刷牙) every day.
【板书设计】
Unit 6 A Day in the Life
Section A: How do you spend your school day (1a-Pronunciation 2)
Words: quarter, shower, brush, tooth, teeth, duty, usually
Phrases: take a shower, get dressed, brush teeth, have breakfast, on duty, do some reading
Sentences: What time do you usually get up I usually get up at 7 o’ clock.
When do you take a shower I usually take a shower at night.
Pronunciations:/s/,/z/,/ /,/ /,/t /,/d /,/θ/,/ /
【教学反思】
本节课通过一系列听力活动，有效地锻炼了学生的听力理解能力，并鼓励他们使用新学语言谈论自己的日常生活。在发音练习环节，学生对重音有了更深入的理解，但在实际运用中仍需加强。未来教学中，我将更加注重发音教学的趣味性，通过更多实践活动帮助学生掌握发音技巧。同时，我还会继续优化听力材料的选择，使其更符合学生的实际生活，提高学生的学习兴趣和参与度。
Period 2 Section A (2a-2e)
【教学内容】
询问伙伴的学校日常并报告。
【核心素养】
1.学生能够听懂对话内容，并根据对话内容填写空白。
2.学生能够阅读对话，回答相关问题，理解对话中的细节信息。
3.学生能够复述 Tom 的学校日常安排，并理解学校生活的重要性。
4.学生能够注意对话中的重音，并模仿发音，进行角色扮演。
5.学生能够询问同伴的学校日常安排，并汇报相关信息。
【重点难点】
重点：学校日常安排的描述和表达。
难点：角色扮演和同伴交流的能力培养。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them to share their daily routines at home.
2. Introduce the topic of school day routines and ask students to predict what they will learn in this lesson.
Step 2 Work on 2a
1. Look at the picture in 2a. Ask students what may happen in the picture. Get students to discuss the picture. Explain how to use what time and when. We usually use what time to ask a- bout specific time. But we use when for both specific time and any time period.
2. Play the recording of 2a and ask students to listen carefully and fill in the blanks with the missing information.
3. Check the answers with the whole class and clarify any misunderstandings. The answers are:7:10;5:00;6:30;9:30.
Step 3 Work on 2b
1. Ask students to read the conversation silently and answer the questions.
2. Discuss the answers in pairs and then share with the class.
Step 4 Work on 2c
1. Ask students to read the conversation again and complete Tom's school day timetable by filling in the timeline. Encourage students to use their own words to describe Tom's activities.
2. Check the answers.
Step 5 Work on 2d
1. Play the conversation audio again and ask students to pay attention to the stressed words. Explaine convention to the stress in English pronunciation and demontion to the street o pronunce to the information
2. Ask students to practise the stressed words in pairs and then perform a role-play of the conversation.
Step 6 Work on 2e
1. Pair students up and ask them to interview each other about their school day routines using the questions in the textbook or their own questions. Encourage students to use the language they have learned in the lesson to ask and answer questions.
2. After the interviews, ask pairs to report on their partner's school day routines to the class. Step 7 Summary and Homework
Summarize the main points of the lesson and emphasize the importance of having a regular school day routine.
Assign homework: Ask students to write a short paragraph about their own school day rou- tines, including the activities they do and the reasons why they do them.
【随堂作业】
根据汉语提示完成句子。
1. My dream is to be a TV reporter (记者) when I grow up.
2. There are many tall trees around (环绕) the dining hall.
3. You must do your homework (家庭作业) in the evening.
4. There is a saying (谚语) — The world is like a mirror. You smile at it and it smiles to you too.
5. Everyone knows the sun rises (升起) in the east and sets in the west.
【板书设计】
Unit 6 A Day in the Life
Section A: How do you spend your school day (2a-2e)
Words and phrase: reporter, around, homework, go to bed, saying, rise, stay, routine
Sentences: What time do you usually get up
When do you go home
What do you do after that
Early to bed, early to rise!
Structures: This is sb's school day routine. He/ She gets up at...
【教学反思】
本节课通过听力、阅读和角色扮演等多种活动，有效地帮助学生掌握了学校日常安排的描述和表达。在角色扮演环节，学生积极参与，重音模仿和发音得到了较好的练习。但在同伴交流环节，部分学生的口语表达能力还有待提高。未来教学中，我将更加注重口语训练，提供更多的机会让学生开口说英语，培养他们的交流能力。同时，我也会继续优化教学设计和活动安排，使课堂更加生动有趣，激发学生的学习兴趣和积极性。
Period 3 Section A Grammar Focus (3a–3d)
【教学内容】
1.学会使用 what, what time 和 when。
2.用正确的动词形式完成文章，询问伙伴的周末日常。
【核心素养】
1.让学生能够理解和运用特殊疑问词 what, what time 和 when。
2.让学生能够通过回答问题，给出正确的时间。
3.让学生能够通过填写正确的动词形式，完成文章。
4.让学生能够询问伙伴的周末日常。
【重点难点】
重点：
1.疑问词 what, what time, when 的正确使用。
2.动词的正确形式及其在句子和段落中的运用。
难点：动词形式的正确选择和运用。
【教学过程】
Step 1 Lead-in
1. Greet students and ask them to share a brief description of their daily routines at school.
2. Introduce the topic of the lesson and explain the importance of using correct language to talk about daily activities.
Step 2 Work on 3a
1. Explain the difference among what, what time and when, and give examples of each.
2. Present the questions in 3a and ask students to complete them individually.
3. Discuss the answers and clarify any misunderstandings.
Step 3 Work on 3b
1. Pair students up and ask them to answer the questions in 3b with the times in brackets. Encourage students to use the target language and help each other if needed.
2. Check the answers.
(1) Mike usually gets up at 7:30 a. m.
(2) They have lunch at 12:30 in the afternoon.
(3) Our/ My maths class is at 1:45 p. m.
(4) Lisa does her homework after dinner.
(5) David plays basketball on Thursdays.
Step 4 Work on 3c
1. Divide students into groups and distribute the passage from 3c.
2. Ask groups to complete the passage with the correct forms of the verbs in brackets. Each group presents their completed passage to the class, and the whole class corrects any errors.
The answers are: gets, makes, does, meets, play, goes, helps, watches, plays, goes. Step 5 Work on 3d
1. Explain the task in 3d and demonstrate how to ask questions about weekend routines.
2. Ask students to find a partner and interview each other about their weekend routines. En- courage students to use the language they have learned in the lesson and be creative with their questions.
Step 6 Summary and Homework
Summarize the main points of the lesson and remind students of the importance of using cor- rect grammar and vocabulary.
Assign homework: Ask students to write a short paragraph about their weekend routines, in- cluding the activities they do and the times they do them.
【随堂作业】
根据汉语提示完成句子。
1. As children, we should help parents do housework (家务劳动) at home.
2. My daughter goes to the bookstore with her friends every weekend (周末).
3. The food in this restaurant (餐馆) is very delicious.
4. Lily likes to write something down in her notebook while (当……的时候) reading an in- teresting book.
5. When (什么时候) is Mother's Day
【板书设计】
Unit 6 A Day in the Life
Section A: How do you spend your school day (3a-3d)
Words and phrase: restaurant, housework, while, weekend, at weekends
Sentences: Mike usually gets up at 7:30 a. m.
They have lunch at 12:30 in the afternoon.
Our/ My maths class is at 1:45 p. m.
Lisa does her homework after dinner.
David plays basketball on Thursdays.
【教学反思】
本节课通过一系列的活动，有效地帮助学生掌握了疑问词的正确使用以及动词的正确形式。学生在小组活动和角色扮演中积极参与，展现了良好的合作精神和口语表达能力。然而，在动词形式的运用上，部分学生仍显得不够熟练，需要在后续的教学中加强练习和巩固。此外，通过本节课的教学，我深刻体会到2022版英语课程标准中强调的学生主体性和实践性的重要性，未来我将更加注重设计能够激发学生主动参与和探究的教学活动，以促进学生的全面发展。
Period 4 Section B (1a-2b)
【教学内容】
世界上不同地方人的日常生活。
【核心素养】
1.学生能够理解并描述不同地区的日常生活习惯差异。
2.学生能够通过阅读文本获取具体信息，并完成相关练习。
3.学生能够运用所学语言描述自己的日常生活，并与他人进行比较。
【重点难点】
重点：描述日常生活习惯的语言表达。
难点：正确使用动词形式描述日常生活，灵活运用所学知识进行语言输出。
【教学过程】
Step 1 Lead-in
1. Show a few photos of students from different countries and ask students to guess where they are from.
2. Discuss the possible differences in their daily routines.
Step 2 Work on la
1. Introduce the topic of the lesson: How different are people's daily routines
2. Show the photos in la and ask students to predict what they want to know about Timo.
Step 3 Work on 1b
1. Have students read the text silently and choose a suitable title for it in 1b.
2. Discuss the chosen title and why it is suitable.
3. Practise reading the passage in 1b and remember as much information as possible. Pre- pare for the next task.
Step 4 Work on 1c
1. Ask students complete the timetable in 1c with Timo's activities.
2. Check the answers and clarify any misunderstandings. The answers are:
Time Timo's activity
9:00 a. m. school begins
12:30 p. m. afternoon lessons begin
2:15 p. m. afternoon lessons finish
after school go to ice hockey club
6:00 p. m. have dinner
after dinner read with parents
9:30 p. m. go to bed
Step 5 Work on ld
Have students read the text for the third time and answer the questions in 1d. Encourage students to use the text to support their answers. The answers are:
1. He has one Finnish lesson and two home economics lessons in the morning.
2. Each lesson is 45 minutes long.
3. He goes to ice hockey club.
4. He has a good timetable.
Step 6 Work on 2a
1. Ask students to complete the timetable in 2a about one of their school days.
2. Compare their school day with Timo's and discuss the differences.
Step 7 Work on 2b
1. Use the information in 2a to write a short paragraph about their day. Encourage students to use the language they have learned in the lesson.
2. Ask several students to share their writings in class.
Step 8 Summary and Homework
Summarize the main points of the lesson.
Assign homework: Ask students to interview a friend or family member about their daily rou- tines and write a report comparing it with their own.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
dark, finish, prepare, outside, daily routine
1. Please finish your meal before you leave the table.
2. The room is very dark . Can you please turn on the lights
3. It's time to play outside when the weather is sunny.
4. I need to prepare a list of things to buy for the party.
5. My mum helps me plan my daily routine .
【板书设计】
Unit 6 A Day in the Life
Section B: How different are people's daily routines (1a-2b)
Words and phrases: daily, daily routine, only, break, Finnish, finish, hockey, ice hockey, already, dark, outside, prepare, home economics
Sentences: It's only a 10-minute walk.
My school begins at 9:00.
Each lesson is 45 minutes long and there is a break between lessons.
I read with my parents for an hour.
Then I prepare my schoolbag for the next day.
It's time for me to go to bed.
【教学反思】
通过这节课的教学，学生们对人们的日常生活有了更深入的了解，并通过阅读和写作练习，完成了选择标题，完成时间表和回答问题的任务。在完成自己的学校日时间表和写作时，学生们积极参与并展示了他们的理解能力。在课堂上，大部分学生能够积极参与并完成各项任务。但在阅读理解和写作方面，部分学生仍有困难，需要在今后的教学中加强相关训练。同时，也要注意引导学生关注文化差异，培养他们的跨文化交际能力。
Period 5 Project (3a-3c)
【教学内容】
采访人们的日常生活。
【核心素养】
1.学生能够了解不同职业人士的日常工作流程。
2.学生能够学会如何进行有效的采访并获取所需信息。
3.学生能够在班级中自信地报告采访结果。
【重点难点】
重点：采访技巧和提问方式的掌握；信息的整理和报告的表达。
难点：学生如何在实际采访中运用所学语言进行流畅交流。
【教学过程】
Step 1 Lead-in
1. Greet students and introduce the topic of today's lesson: Interview people about their daily routines.
2. Ask students to brainstorm different professions and discuss why they might be interested in learning about their daily routines.
Step 2 Work on 3a
1. Show an example of a successful interview, highlighting effective questioning techniques and listening skills.
2. Discuss the importance of preparing questions before an interview and give some examples of suitable questions.
3. Ask students to choose a profession they are interested in and prepare a list of questions they would like to ask.
Step 3 Work on 3b
Divide students into pairs and ask them to role-play an interview, with one student acting as the interviewer and the other as the person in the chosen profession. Monitor the role-play and provide feedback on language use, questioning techniques and listening skills.
Step 4 Work on 3c
Invite students to come to the front and give their reports to the class. Encourage students to use appropriate language and expression to present their findings confidently. Provide feedback on the reports, focusing on content, language use and delivery.
Step 5 Homework
Assign homework: Ask students to conduct a real interview with someone in the chosen pro- fession and complete the table. They should also prepare a written report on their interview for the next class.
【随堂作业】
用括号中所给单词的适当形式填空。
1. I finish reading ( read) the storybook this morning.
2. My mom always breaks ( break) the eggs into a bowl before cooking.
3. At 10:00, it's time for me to go ( go) to bed.
4. My best friend lives ( live) with a pet dog named Max.
5. He prepares to study ( study) for the exam every night.
【板书设计】
Unit 6 A Day in the Life
Section B: How different are people's daily routines
Project: Interview people about their daily routines. (3a-3c)
Words and phrase: police officer, teacher, farmer, reporter
Sentences: What time do you usually get up
When do you have breakfast
【教学反思】
本节课通过采访和报告的形式，让学生在实践中学习和运用英语，有效提高了学生的口语表达能力和信息整理能力。学生在角色扮演和准备报告的过程中展现出了较高的积极性，但也发现部分学生在提问和表达方面仍需加强。在今后的教学中，应更加注重学生口语表达的训练，提供更多的实践机会，帮助学生提高英语应用能力。同时，也要鼓励学生多参与真实世界的交流活动，以拓宽视野，增强语言学习的实际意义。

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