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Unit6《A Day in the Life》教学设计（Section A 2a-2e）
I. Overview of Teaching Content
1. Core Competency Objectives
Language Competence: Students can understand the conversation about school day routines and fill in blanks accurately; they can read the conversation to answer relevant questions; they can communicate their own or peers’ school day routines using simple English sentences.
Cultural Awareness: Students recognize the importance of regular school day routines, a shared value in global educational contexts, and understand how structured daily schedules support learning.
Thinking Quality: Students develop logical thinking by sequencing and describing school day activities; they learn to connect real-life experiences to textbook content through prediction and analysis.
Learning Ability: Students enhance collaborative learning skills through pair work (interviews, discussions) and build self-directed learning habits by summarizing key lesson points and completing homework independently.
2. Key and Difficult Points
Key Points: Describing and expressing school day routines in both oral and written forms; using target sentences correctly.
Difficult Points: Conducting smooth role-plays about school day routines; communicating with peers confidently and coherently (avoiding pauses or repetitive language).
3. Teaching Aids
PPT, pictures of school day activities .
II. Basic Teaching Design (Aligned with “Overview of Teaching Content”)
1. Teaching Exploration Process
Step 1: Lead-in (5 mins)
1. Greet students warmly and invite 2-3 students to share their home daily routines .
2. Introduce the lesson topic and ask students to predict: “What activities do you think we’ll learn about ”
Rationale: Activating students’ prior knowledge of daily routines links the lesson to their real lives, reducing learning anxiety. Predicting content also boosts their curiosity and engagement, laying a foundation for subsequent listening and reading tasks.
Step 2: Work on 2a (8 mins)
1. Show the picture in 2a on PPT. Ask: “What can you see in the picture What do you think the students are talking about ” Let students discuss in pairs for 1 minute, then share ideas. Explain the difference between “what time” and “when” .
2. Play the 2a recording twice: First, ask students to listen for general meaning; second, have them fill in the blanks with missing information. Check answers as a class.
Rationale: Analyzing the picture first helps students predict listening content, a key comprehension strategy. Explaining “what time” vs. “when” addresses a critical language point, and completing blanks step-by-step (listening twice) adjusts difficulty reasonably—avoiding overwhelming students while building listening skills.
Step 3: Work on 2b (7 mins)
1. Ask students to read the 2b conversation silently for 2 minutes, then answer the textbook questions independently.
2. Have students discuss answers in pairs (1 minute) to clarify doubts. Call on 3-4 pairs to share answers with the class; correct misunderstandings if needed.
Rationale: Silent reading lets students process information at their own pace, which is more effective for understanding details than group reading. Pair discussions promote peer learning—students can learn from each other’s insights and fix mistakes together, rather than relying solely on the teacher.
Step 4: Work on 2c (6 mins)
1. Ask students to re-read the 2b conversation and complete Tom’s school day timetable (fill in times and activities on the timeline). Walk around the classroom to help students who struggle.
2. Invite 2-3 students to describe Tom’s timetable in their own words instead of reciting the text.
Rationale: Completing the timeline turns abstract text into a visual tool, helping students organize sequential activities logically. Encouraging “own words” pushes students beyond memorization to apply language, which improves their oral expression and flexible thinking.
Step 5: Work on 2d (5 mins)
1. Play the 2d conversation audio once. Ask students to mark stressed words .
2. Explain: “Word stress makes your English sound natural—if you stress the wrong word, others may misunderstand.” Play the audio again; have students repeat after it, focusing on stress.
Rationale: Focusing on pronunciation (word stress) addresses a common weak point for students. Repeating after the audio helps them imitate native-like intonation, which is essential for clear communication. Linking stress to “avoiding misunderstanding” makes the skill feel relevant to real use.
Step 6: Work on 2e (10 mins)
1. Pair up students. Ask them to interview each other about their school day routines using textbook questions or their own questions. Give 5 minutes for interviews; remind students to take notes.
2. After interviews, invite 4-5 pairs to report: “My partner usually gets up at 6:45. He/She has lunch at 12:00…”
Rationale: Interviews create a real communicative context—students use target language to ask and answer about personal experiences, not just textbook content. Reporting on partners’ routines further develops their listening (taking notes) and speaking (summarizing) skills, while building confidence in public expression.
Step 7: Summary and Homework (4 mins)
1. Summarize key points: “Today we learned to talk about school day routines—we used ‘what time’ and ‘when’ to ask about time, and practiced describing activities. Remember: regular routines help us study better!”
2. Assign homework: Write a short paragraph (50-60 words) about your own school day; include at least 3 activities and their times.
Rationale: Summarizing reinforces key knowledge and connects language learning to value education (regular routines). The writing homework links oral practice to written expression, helping students consolidate what they’ve learned. Setting a clear word count and requirement (3 activities) makes the task specific and achievable.
2. Teaching Blackboard Design
Unit 6 A Day in the Life
Section A - How Do You Spend Your School Day (2a-2e)
【Words & Phrases】
reporter, around, homework, go to bed, saying
【Key Sentences】
- What time do you usually get up
- When do you go home
- What do you do after that
【Topic】
School Day Routines: get up → go to school → have class → have lunch → go home → do homework → go to bed
3. Post-Lesson Reflection
This lesson integrated listening, reading, speaking, and writing activities to help students master school day routine descriptions—aligning with core competency goals. The lead-in activity effectively engaged students, as most were eager to share their home routines. In the 2d pronunciation practice, students copied stress well, and their repetition sounded more natural than at the start of class. The 2e interview was also successful: most pairs communicated actively, and some even added extra details However, there were two areas to improve. First, 3-4 slower learners struggled with 2c (completing Tom’s timetable)—they needed more time to find information in the text. I had to rush to finish the task, which made them anxious. Second, a few students in 2e were hesitant to speak—they only answered with short phrases instead of full sentences.
For future lessons, I will: 1) Allocate 1-2 more minutes for tasks like 2c, and check in with slower learners individually during the task; 2) Prepare simple sentence frames (e.g., “I usually ______ at ______”) for shy students to use in interviews. This way, I can meet the needs of different learners and help more students speak confidently.
This revised plan maintains a teacher’s practical perspective—focusing on actionable steps and real classroom challenges. If you want to adjust the activity duration, add more differentiated tasks, or refine the reflection, feel free to share your ideas!

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