资源简介

(共32张PPT)
Where are we
Unit 6 Big Question:
How do we make good use of our time
How do we spend our school day
How do we interview people about their daily routines and write a report
Lesson 1 对话 Talk about daily routines.
上学日早间日常
在生活、学习上合理安排时间，有效地与他人沟通采访了解他人。
用所学语言描述自己和采访了解他人的日常活动。
Lesson 2 对话 Interview about daily routines.
校报记者采访校园生活日常
Lesson 3 介绍 Introduce weekend routines.介绍周末生活日常
Lesson 4 介绍Introduce foreign routines. 介绍国外生活日常
Lesson 5 介绍Interview others and write a report.采访他人并报道
How different are people’s daily routines
How different are people’s daily routines
Lesson 4 介绍Introduce foreign routines.
国外日常生活
Unit6
A Day in the Life
Unit6
A Day in the Life
Lesson 4 Section B 1a-2b
Interview foreign routines
Lead-in
Our school magazine is planning to launch a column school life both at home and abroad. Let’s be a reporter!
1: Foreign routines
2: Chinese routines
3. Write the report
Volunteer Wanted
We plan to launch a column on school life both at home and abroad. Reporters are needed.
You need to:
1. Interview students.
2. Write down
the report.
Contact:
123-4567
Hello everyone! I am Timo. I want to be good friends with you. Do you want to know more about me
Lead-in
Pre-reading
1a. Look at the photos below. Guess which part of the world the boy is from.
What do you want to know about him
ice hockey stick
hockey
ice
warm
clothes
He may be from a cold area in the northern part of the world.
Pre-reading
Read the passage quickly and finish the ID card.
Name:________________
Age:_________________
Nationality:____________
Timo Halla
13 years old
Helsinki, Finland
While-reading
While-reading
Finland
in the north of Europe
has long cold winters
a country of a thousand lakes
capital(首都): Helsinki
1b. Read the text and choose a suitable title for it..
A. Timo’s School
B. One of Timo’s School Days
C. Timo’s Hobbies
/ su t b( )l/
adj. 合适的
While-reading
Key words can help
Read for main idea.
2. What type of text is it
A. argumentation (议论文)
B. exposition (说明文)
C. narration (记叙文)
3. What order does Timo describe
his school life
Time order!
Read for genre and order.
While-reading
Activities before school
Activities in school
Activities after school
Self introduction
Read for structure.
While-reading
Time order
Time Timo’s activity
7:40 a.m.
9:00 a.m.
12:00 p.m.
12:30 p.m.
2:15 p.m.
after school
4:00 p.m.
6:00 p.m.
after dinner
9:30 p.m.
get up
school begins
have lunch
the afternoon lessons begin
the afternoon lessons finish
go to the ice hockey club
get home
have dinner
read with his parents for an hour
go to bed
Read for details.
While-reading
It’s dark at 4p.m. in Finland.
Geography can influence life.
While-reading
1d. Read again and answer the questions.
1.How long is each lesson at his school
2.What club does Timo go to
3.What lessons does Timo have every Tuesday morning
He has one Finnish lesson and two home economics lesson.
It is 45 minutes long.
He goes to an ice hockey club.
Read for details.
While-reading
Cultural Expansion
Finland
Home economics lessons: cooking, housework, family finances(理财)
China
Labour class:
daily life, production(生产), and service-oriented(服务) labour
My name is Timo Halla. I’m 13 years old. I live with my parents in Helsinki, Finland. Now it’s December. Every Tuesday, I usually get up at 7:30. I often listen to the news or music. After breakfast, I walk to school. It’s only a 10-minute walk. My school begins at 9:00. There are 18 students in my class. Each lesson is 45 minutes long and there’s a break between lessons. We have one Finnish lesson and two home economics lessons in the morning. After that, I have lunch at 12:00. The afternoon lessons begin at 12:30 and finish at 2:15. Then I go to my ice hockey club.
I usually get home around 4:00. It is already dark outside. I often have dinner at 6:00. After that, I read with my parents for an hour. Then I prepare my schoolbag for the next day. At 9:30, it’s time for me to go to bed.
1. develop hobbies
2. exercise
3. learn to be independent
4. spend time with family
5. make preparation
How does he make good use of his time
Deep thinking
Self-introduction
Timo Halla’s routines
Beginning
Body
End
His name is________. He is________years old.
He lives__________in________. Now it’s______
I think he has ______________________.
Activities before school
Activities in school
Activities after school
Retell Timo’s daily routines in the third person.
Post-reading
Assessments:
1. Be correct (语言准确)
2. Be cooperative (善于合作)
3. Be loudly (声音洪亮)
How about daily life in China
Is it different from Timo’s
Self-introduction
Chinese students’ routines
Beginning
Body
End
My name is_______. I am________years old.
I live__________in________. Now it’s______
I think he has ______________________.
Activities before school
Activities in school
Activities after school
Discuss your daily routines in China.
Post-reading
Time My activity
2b. Write a report about Chinese students’ daily routines.
Post-reading
2b
Introduction
Body
Checklist Activity: Write an email 自评 互评
Contents(complete)
Language(correct)
Structure(coherent)
Handwriting(clean & clear)
Punctuation(correct)
Excellent Good To be improved
Post-reading
Green, green the garden sunflower grows;
Morning dew waits for the sun to dry.
Spring bestows kindness far and wide,
All living things glow with light inside.
I always fear the autumn season's blow,
When leaves and flowers fade and fall low.
All rivers flow east to the sea;
When will they flow west again Let's see!
If one doesn't work hard when young and strong,
In old age, one can only regret in song.
青青园中葵，朝露待日晞。
阳春布德泽，万物生光辉。
常恐秋节至，焜黄华叶衰。
百川东到海，何时复西归？
少壮不努力，老大徒伤悲。
How do we make
good use of our time
BIG
Question

Post-Reading
Keep a time log
Set goals
Make plans
Make good use of time!
How do we make
good use of our time
BIG
Question

Must do：
Draw a timeline of Timo's day and retell.
Must do：
Polish your writing and share it in class.
Choose to do：
Look up more information about a day of students in other countries on the Internet.
Homework
Unit6
A Day in the Life
Unit6
A Day in the Life
Lesson 4 Section B 1a-2b
Teaching Explanation
Teaching plan outline
1
2
3
4
5
6
7
Teaching Philosophy
Analysis of the students
Textbook Analysis
Teaching methods & resources
Teaching procedures
Assessment & Evaluation
Teaching Objectives
Teaching Philosophy
情景式、项目式、跨学科、AI、学科思政
Real Scene: school reporters, school magazine.
Project2: Interview school routines
Interdisciplinary: Chinese poems
AI: videos, resource
Labour education
大单元
Based on the big question of the unit, the entire unit is integrated around the main theme of "school magazine time management column and be a good reporter", and then the tasks are divided into 5 sub-themes, progressing step by step.
教-学-评一体化
The lesson emphasizes the integration of teaching, learning, and assessment, with continuous evaluation to facilitate student progress and build confidence in using English for communication.
01
03
02
New Curriculum Standards
A Day in the Life
The 4th period
PEP, Book 1, Grade 7, Unit 6, Section B 1a-2b
Reading and writing
a reading passage describing Timo Halla’s school day
predict, choose a title, answer comprehension questions, and ultimately compare Timo’s life with the students’ own
writte report about a typical Chinese student’s routine.
Status & Functions
Topic
Period
Material
Lesson type
Textbook Analysis
Analysis of the students
Have accumulated some vocabulary and expressions to describe daily routines
knowledge
abilities
Interests
The main challenges:
1) comprehending a longer, denser text with some new vocabulary
2) processing the cultural information embedded in the text
3) organizing their thoughts for a comparative discussion and a coherent written report.
1) Desire for games, videos and activities
2) Curious about the lives of peers in other countries
3) Are familiar with the topic of school routines
Teaching Implication: guided reading strategies and clear scaffolding to organize their ideas for reading and writing are needed. Different tasks will support students at various levels.
Teaching objectives
- understand the main idea and specific details of the reading passage about Timo’s day.
- use the acquired vocabulary and structures to describe and compare daily routines.
- develop and practice reading strategies: predicting content from pictures, skimming for gist and text type, scanning for specific details.
- use a graphic organizer to summarize information from a text.
- analyze the factors influencing Timo’s routine
- evaluate how Timo manages his time.
- synthesize information from the text to create a report.
Language
Ability
Learning Ability
- gain knowledge about aspects of daily life and school culture in Finland
- develop an awareness of and respect for cultural differences
- know the importance of labour education and time
By the end of the class, students will be able to:
Thinking Capacity
Cultural Awareness
Important and difficult points
Important Points
Difficult Points
- Understanding the influence of geography and climate on daily life
- Organizing a coherent written report that describes a routine clearly, potentially using the third person for a generalized ‘Chinese student’.
- understand the main idea and specific details of the reading passage about Timo’s day.
- use the acquired vocabulary and structures to describe and compare daily routines.
- develop and practice reading strategies: predicting content from pictures, skimming for gist and text type, scanning for specific details.
Multimedia PPT courseware, recordings and AI videos.
Teaching Resources
Situational Teaching Method
Task-Based Language Teaching (TBLT)
Genre-Based Approach
Graphic Organizers
Cooperative Learning
Teaching Methods
Teaching methods & resources
1
3
2
4
5
6
7
2 min
Pre-reading
AI video
12 min
While-reading
main idea, genre, order, structure
5 min
Post-reading
analyze text
2~3 min
Lead-in
3 min
Pre-reading
Prediction 1a
12~15 min
While-reading
detail(1c, 1d)
8
9
10
10 min
Group-work
(writing 1b)
1 min
Homework
4 min
Deep Thinking
2~3 min
Unit as a whole
Teaching procedures
real scene
project and tasks
labour education劳动教育
interdisciplinary learning跨学科
Formative Assessment:
Observation: Monitoring participation during reading, and group discussions.
Questioning: Asking questions throughout the lesson to check comprehension.
Peer-checking: Having students compare answers in reading tasks.
Performance: Providing immediate, encouraging feedback on students’ oral presentations and group tasks.
Summative Assessment: Evaluating the written reply email (2b) for content (description of school), evaluating the language used and effort in the group presentation, reviewing the written homework.
Assessment & Evaluation
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