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Unit6《A Day in the Life》教学设计（Section A 1a-1e）
1. Overall Grasp of Teaching Content
Core Literacy Goals
Language Competence: Students can accurately match time with corresponding English expressions, comprehend key information about morning activities from listening materials, and use learned vocabulary and sentence patterns to describe their daily routines in simple oral or written form.
Cultural Awareness: Students can initially recognize the similarities and differences in morning routines across different cultures, fostering respect for diverse lifestyles.
Thinking Quality: Students can develop logical thinking by guessing the meanings of new activity-related words before listening and inferring reasons for characters’ early arrival at school, enhancing their ability to analyze and predict information.
Learning Ability: Students can actively participate in pair work and group discussions, master basic listening strategies, and gradually form autonomous learning habits.
Key and Difficult Teaching Points
Key Point: Using correct vocabulary and sentence patterns to talk about morning routines.
Difficult Point: Accurately capturing and mastering key information from listening materials.
Teaching Suggestions
Information Technology Application: Use multimedia tools to present clocks with dynamic time changes and vivid activity scenes; play listening recordings via audio equipment with clear sound quality.
Relevant Resource Links: Provide links to English learning websites with daily routine dialogues or videos for students to extend learning after class.
Teaching Aids Preparation: Prepare physical clock models (for demonstrating time-telling), flashcards of morning activities, and sentence frame handouts (to support students’ oral practice).
Basic Teaching Design
Teaching Exploration Process
Step 1: Lead-in
Greet students and ask them about their daily routines .
Present the lesson topic: “Today we’ll talk about ‘How do you spend your school day ’”
Design Rationale: By connecting the lesson to students’ real-life experiences through greetings and open questions, we activate their prior knowledge of daily routines. This reduces students’ anxiety about new content and increases their willingness to participate in subsequent activities.
Step 2: Work on 1a
Write some times on the blackboard, ask students to say the times in English, and explain time-telling rules.
Show pictures of clocks with different times and ask students to match them with the correct time expressions.
Hold a brief discussion: “What do you usually do at 7:00 a.m. ” to link time with daily activities.
Design Rationale: Combining blackboard writing (for clear rule explanation) and visual clock pictures helps students concretely understand abstract time expressions. The short discussion bridges time-telling with morning activities, laying a foundation for the following listening tasks.
Step 3: Work on 1b
Read the listed activities aloud, ask students to guess their meanings, and explain any unfamiliar words or phrases.
Play the first conversation recording once and ask students to tick Peter’s morning activities.
Play the recording again; ask students to listen and repeat after the speaker to practice pronunciation and intonation.
Guide students to use the activity phrases to make new oral sentences and invite several students to share their sentences.
Design Rationale: Asking students to guess word meanings before listening cultivates their predictive thinking and independent learning ability. Repeating after the recording helps consolidate correct pronunciation, while oral sentence-making enables students to apply new vocabulary in real contexts, improving their language output skills.
Step 4: Work on 1c
Introduce the task: “Peter and Han Lin are at school early today. Why do you think that is ” Ask students to share their guesses.
Play the second conversation recording and ask students to match Peter/Han Lin with the reasons for their early arrival.
Design Rationale: Guessing the reasons first stimulates students’ curiosity and critical thinking, making them more focused when listening for key information. Matching names with reasons trains students to locate specific details in listening materials, addressing the difficult point of grasping listening information.
Step 5: Work on 1d
Play both conversations again and ask students to fill in the blanks with missing information.
Encourage students to check answers with their deskmates after finishing.
Design Rationale: Filling in blanks requires students to listen carefully for detailed information, further strengthening their listening comprehension. Pair work for answer-checking creates a relaxed learning atmosphere—students feel more secure sharing ideas with peers, which boosts their confidence in participating in class.
Step 6: Work on 1e
Ask students to work in pairs: One student asks about the other’s morning routines (using the sentence frame “What time do you usually... ”), and the other answers.
Walk around the classroom to provide help and invite 2-3 pairs to present their dialogues.
Design Rationale: Pair work is a key form of communicative language teaching. It gives every student the chance to practice oral English, avoiding the situation where only a few students speak. Presenting dialogues publicly also encourages students to pay more attention to accuracy in language use.
Step 7: Work on Pronunciation 1
Play the pronunciation recording (focusing on word stress, e.g., “’breakfast,” “’shower”) and ask students to listen carefully.
Play the recording again; ask students to repeat, and correct their stress if needed.
Design Rationale: Correct pronunciation (especially word stress) is essential for clear communication. Guided listening and repetition help students develop a sense of English prosody, which lays a foundation for improving their oral expression in the long run.
Step 8: Summary and Homework
Summarize the key points: Review time expressions and morning routine phrases, and ask 1-2 students to recap what they learned.
Assign homework: Write a short paragraph (50-60 words) about your own morning routine, using the words and sentences learned today.
Design Rationale: A student-led summary checks whether students have mastered the core content, while the homework of writing a paragraph connects oral practice to written output, helping students consolidate what they learned and develop basic writing skills.
Teaching Blackboard Design
Unit 6 A Day in the Life
Section A: How do you spend your school day
Words: quarter, shower, brush, tooth, teeth
Phrases: take a shower, get dressed, brush teeth
Sentences: What time do you usually get up
Time Expressions: 6:30 a.m. (six thirty in the morning), 7:15 a.m. (a quarter past seven in the morning)
3. Post-Lesson Reflection (Teaching Reflection)
This lesson centered on core literacy goals, and most activities achieved the expected effects. The listening tasks (1b, 1c, 1d) were well-designed: by having students guess meanings, infer reasons, and fill in blanks, their listening comprehension skills were effectively trained—most students could accurately identify Peter’s morning activities and the reasons for early arrival after 2-3 listenings. The pair work in 1e also saw active participation: over 80% of students could use the sentence frame “What time do you usually... ” to talk about their own routines, showing progress in language application.
However, there were two areas for improvement. First, in the pronunciation practice, while students understood word stress rules, some still misstressed words like “’dressed” (saying “dres’ sed” instead) when making sentences. This suggests that future lessons need more integrated pronunciation practice rather than isolated repetition. Second, a small number of shy students in pair work only answered questions passively and did not take the initiative to ask. In next classes, I will prepare more scaffolding for these students and assign more patient partners to encourage their participation.
Overall, the lesson basically achieved the core literacy goals, but it is necessary to adjust teaching methods according to individual student differences to better support all students’ language development.

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