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Unit6《A Day in the Life》教学设计（Section B Project）
I. Overview of Teaching Content
1. Core Competency Objectives
Language Competence: Students can accurately understand and use interrogative words ("what", "what time", "when") to ask about daily activities and time; they can tell time in English fluently and select/use correct verb forms to complete a passage; they can initiate and respond to conversations about weekend routines using target language.
Cultural Awareness: Students recognize that talking about daily routines and time is a universal communication topic, helping them build basic cross cultural communication awareness (e.g. how people in English speaking countries often ask about daily plans).
Thinking Quality: Students develop logical thinking by distinguishing the usage of similar interrogative words ("what", "what time", "when") and analyzing context to choose correct verb forms; they enhance critical thinking by connecting textbook tasks to their own weekend experiences.
Learning Ability: Students improve collaborative learning skills through pair work and group activities; they build self directed learning habits by reflecting on their use of verb forms and completing homework independently.
2. Key and Difficult Points
Key Points: Mastering the correct usage of "what", "what time", and "when"; telling time in English; using appropriate verb forms in context.
Difficult Points: Distinguishing when to use "what time" (for specific times) vs. "when" (for general or specific time periods); applying correct verb forms (e.g. third person singular, base form) consistently in speaking and writing.
3. Teaching Aids
PPT (with time telling examples, interrogative word comparisons, and passage prompts), pictures of weekend activities (e.g., going to the park, doing homework, visiting friends).
II. Basic Teaching Design (Aligned with “Overview of Teaching Content”)
1. Teaching Exploration Process
Step 1: Lead in (5 mins)
1. Greet students and invite 23 students to give brief descriptions.
2. Introduce the lesson focus: “Today we’ll learn to talk about time and routines better—we’ll use words like ‘what’, ‘what time’, and ‘when’ to ask questions, and practice talking about weekends too. Using the right words helps others understand you clearly!”
Rationale: Starting with students’ school routines activates their prior knowledge of daily activity vocabulary, reducing anxiety about new content. Linking the lesson goal to “clear communication” makes the learning purpose concrete, helping students see why the skills matter for reallife use.
Step 2: Work on 3a (8 mins)
1. Use PPT to explain the differences between "what", "what time", and "when":
"What": Asks about activities
"What time": Asks about specific times
"When": Asks about general or specific time periods
Show 12 examples for each to clarify.
2. Have students complete the 3a questions individually (3 mins). Walk around to offer help to students who struggle.
3. Go over answers as a class—ask students to share their choices and explain why. Clarify misunderstandings.
Rationale: Explicitly teaching interrogative word differences addresses the key point directly—students often mix these words up, so clear examples prevent confusion. Individual work lets students test their understanding independently (instead of relying on peers), and asking them to explain choices promotes deeper thinking, not just memorization.
Step 3: Work on 3b (7 mins)
1. Pair students up. Explain: “Look at the questions in 3b. Answer them using the times in the brackets—but try to make your answers full, not just short! For example, if the question is ‘What time do you get up ’, you can say ‘I usually get up at 7:00 a.m.’ Give 4 mins for pair discussions.
2. Call on 34 pairs to share their answers with the class. Praise creative or clear responses .
Rationale: Pair work creates a low pressure environment for students to practice speaking—shy students often feel more comfortable talking to a partner than the whole class. Encouraging full answers pushes students beyond basic repetition, helping them use target language flexibly. Peer interaction also lets students correct each other .
Step 4: Work on 3c (10 mins)
1. Divide students into groups of 34. Distribute the 3c passage (or display it on PPT). Explain: “Read the passage first, then fill in the blanks with the correct forms of the verbs in brackets. Talk with your group—if you disagree, explain why you think your answer is right!”
2. Give 6 mins for group work. Circulate to support groups: if a group struggles with a verb, ask guiding questions .
3. Have each group send one representative to present their completed passage. After each presentation, ask the class: “Do you agree with their answers Why or why not ” to reinforce verb form rules.
Rationale: Group work fosters collaboration—students learn from each other’s strengths. Guiding questions instead of direct answers help students recall rules independently, building their learning ability. Presenting to the class also boosts confidence and lets the teacher check overall understanding.
Step 5: Work on 3d (8 mins)
1. Explain the 3d task: “We’re going to interview each other about weekend routines! First, let me show you how.” Demonstrate with a student: “Hi, [Student’s Name]! What do you usually do on weekends ” “When do you do your weekend homework ” “What time do you usually get up on Saturdays ”
2. Ask students to find a new partner (to mix interactions) and interview each other for 5 mins. Remind them to take quick notes .
3. Invite 23 students to share one interesting thing they learned about their partner .
Rationale: Demonstrating the interview first gives students a clear model, so they know exactly how to use “what”, “what time”, and “when” in real conversation. Using new partners keeps engagement high, and taking notes helps students focus on listening (not just speaking). Sharing interesting facts makes the activity fun and meaningful—students see that language is for connecting, not just completing tasks.
Step 6: Summary and Homework (4 mins)
1. Summarize key points: “Today we learned three important question words—‘what’ (for activities), ‘what time’ (for specific times), ‘when’ (for time periods). We also practiced verb forms and talked about weekends. Remember: using the right words and verbs makes your English clearer!”
2. Assign homework with two parts:
Must do: Write a 4050 word paragraph about your weekend routines (include 2 activities and their times).
Choose to do: Draw a “weekend timeline” and label it with English .
Rationale: Summarizing reinforces key knowledge and links skills to “clear communication” (the lesson’s opening goal). The two part homework meets different learners’ needs: the must do paragraph practices writing (consolidating verb forms and time expressions), while the choose to do timeline appeals to visual learners and adds fun. This flexibility keeps homework from feeling like a chore.
2. Teaching Blackboard Design
Unit 6 A Day in the Life
Section A: How Do You Spend Your School Day
【Words & Phrases】
restaurant, housework, while, weekend
【Key Sentence Patterns】
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.
What do you do on weekends
What time do you usually get up
When do you do your homework
【Verb Form Tip】
He/She/It → verb + s/es (e.g., watch → watches)
I/You/We/They → base verb (e.g., watch → watch)
3. Post Lesson Reflection
This lesson effectively targeted core competencies by integrating speaking, listening, reading, and writing tasks. The lead in worked well—students were eager to share their school routines, which made transitioning to new content smooth. In Step 3 (3b pair work), most pairs used full sentences and remembered to include time prepositions like “at”, showing they’d absorbed earlier explanations. The 3c group activity also had strong engagement: one group even debated whether “he play” or “he plays” was correct, and they figured out the rule themselves after a quick prompt—this was a great sign of developing thinking quality.
However, two areas need improvement. First, a few students still mixed up “what time” and “when” in 3d interviews. They understood the difference in theory but struggled to apply it in real conversation. Second, about 5 students made consistent verb form mistakes in the 3c passage—they needed more one on one support than I could provide during group work.
For future lessons, I’ll: 1) Add a quick “match the question to the word” game before 3d (e.g., match “When do you visit friends ” to “when”) to reinforce usage in context; 2) Create a simple verb form checklist for students to use during group work and homework. These small adjustments should help students apply rules more confidently and support those who need extra practice.
This plan reflects real classroom dynamics—focusing on what works for students and how to fix challenges. If you want to adjust activity timings, add more visual aids, or refine the homework, feel free to share your thoughts!

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