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中小学教育资源及组卷应用平台
Unit 6 A day in the life
Overview
This unit is centered around the theme of “Man and Self”, covering “Life and learning”, “Healthy life and positive attitudes toward life”; it also belongs to the category of “Man and Society”, encompassing “school life and social connections”. This unit not only focuses on the daily life and learning of domestic students, but also shows those of a Finnish junior high school student on a school day, as well as the work and rest arrangements of people in different occupations. Through this unit, students will learn how to express time correctly and how to accurately describe their own or someone else's schedule for the day. At the same time, students will discuss and compare the similarities and differences between school day and weekend schedule with their peers. On the one hand, they will actively reflect on the rationality of their own schedule so as to better plan their own time and develop healthy learning and living habits. On the other hand, I can understand the daily work and rest of my peers in other countries, perceive the living habits and life concepts of people in different cultural backgrounds, and enhance my cross-cultural understanding and communication skills.
Framework Diagram of Unit Theme Content
Aims
By the end of this unit, students will be able to:
Describe daily schedule of school days and weekends accurately;
Ask about daily routines using what, what time and when;
Accurately read /s/、/z/、/ /、/ /、/t /、/d / and the common words containing these phonemes;
Organize information about daily activities in conversations or personal statements into a calendar;
Understand the daily work, rest arrangements, and life styles of different people;
Explore how to make good use of time.
Sections
Section 1 Opening page and 1a-1d.
Section 2 Pronunciation and 2a-2e
Section 3 Grammar Focus
Section 4 Section B 1a-2b
Section 5 Project
Section 6 Reading Plus
Section 1 Opening page, Section A 1a-2e
Content analysis
What
This section is made up of three parts: Opening page, Listening and Speaking. Opening page is the leading of the unit, where students acquire the general knowledge of the theme “a day in the life” through a picture, learning objectives, a big question and three questions about the theme picture. In the theme picture, many junior school students are communicating enthusiastically at the school gate.
The topic of Listening and Speaking is “a day in life”. There are two conversations in the listening part, which present different scenes of an English student, Peter’s daily life in China. The first dialogue is between Peter and his mother. His mother wakes Peter up and tells Peter that he will be on duty today. The second dialogue is between Han Lin and Peter in the campus, including their reasons for being early and daily living habits.
Why
Two conversations are good examples for students to use special questions guided by what time and when to ask each other about morning routines. They also help students to think about their daily life and study schedule by discussing how to make the best use of time. Students can realize the importance of time management, and arrange time reasonably, and then improve their learning efficiency and quality of life. Students develop their observation and thinking skills through pictures and charts. At the same time, this class provides a rich opportunity for oral communication through two dialogues so that they can better understand oral communication skills and English vocabulary and expressions related to daily life.
How
The communication contexts are very similar to those in the real world and two dialogues involve information about daily life at home and school. This lesson contains a variety of practice forms, such as matching, filling-in-the-blank and a dialogue practice. Matching clocks practice is to help students acquire information and complete related tasks. Filling-in-the-blank practice encourages students to apply the knowledge they have learned, while daily activities conversations enable students to communicate by using the sentence patterns they have learned. These exercise forms complement each other and help students fully master the content of the discourse.
Learning Objectives
At the end of this section, students will be able to:
Predict the main learning content of this unit;
List and describe the daily campus activities;
Identify the specific times on the clock and describe the times correctly in English;
Use special questions guided by what time and when to ask about daily routines.
Focal and Difficult Points
Focal Points
Identify the specific times on the clock and describe the times correctly in English;
Use special questions guided by what time and when to ask about daily routines.
. Difficult Points
Predict the main learning content of this unit;
List and describe the daily campus activities.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Warming up 1. Show students the theme picture and the title of this unit and ask them to brainstorm words and expressions related to the “school daily routine”. 2. Lead Ss to answer questions based on the theme picture. We will learn about different people’s routines and explore how to make good use of time. T: Look at the picture. Where are the students (At the entrance of a school.) What time do you think it is (Early in the morning.) What are they doing (They are arriving at school and greeting each other.) How do you think they are feeling (They are feeling happy.) 1. Look at the theme picture and the title of this unit and think of related words and expressions and speak them out. 2. Answer the teacher’s questions based on the theme picture. To activate student’s background knowledge and stimulate their interest in participating.
Step 2 Before listening 1. Ask Ss some questions to share their school day. We are going to learn Section A. How do you spend your school day When do you get up What time do you finish your homework When do you have your dinner 2. Lead Ss to read the pictures of 1a and ask them some questions. Here are four clocks. Do you know how to tell the time Please match the clocks with the times. 1. Answer the teacher’s questions. 2. Observe the pictures of 1a. Try to name the time corresponding to the clock and complete the matching. To create immersive learning scenarios, and stimulate Ss’ interest in participating.
Step 3 While listening 1. Ask Ss to list what they do after they get up in the morning. 2. Ask Ss to listen to the first conversation and complete 1b. 3. Play the recording and ask Ss to complete 1c and 1d. 4. Check the answers. 1. List things they do after they get up in the morning. 2. Listen to the first conversation and complete 1b. 3. Listen to the plete 1b and 1c. 4. Listen again and check the answers. To cultivate students’ ability to accurately obtain and record key information.
Step 4 Post listening 1. Ask Ss to role-play the two listening conversations with their partner. Instruct them to pay attention to the use of what time and when. 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. 2. Lead Ss to work in groups and interview their classmates about their school day plete the chart, then share their interview results to the class. Interviewer: What time do you usually... When do you … NameActivityTime
1. Role-play the two listening conversations with their partner. 2. Work in small groups to interview classmates about their daily activities and time, collect information from them, share the interview results to the class. To consolidate what Ss have learned.
Step 5 Homework Basic: Draw a timeline about your daily routine Extended: Write a report of your daily routine in the plete the homework. To help Ss review what they have learned, and check their application of the language.
Blackboard Design
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