新版人教版七年级英语上册第六单元教案

新版人教版七年级英语上册第六单元教案Unit6ADayintheLifeeq\o(\s\up7(),\s\do5(单元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（单元主题分析）))Thisthemebelongstothe“beingapersonanddoingthings”themegroupunderthecategoryof“manandself”，involvingsub­themeof“self­awareness，self­management，andself­improvement”．Asweknow，goodtimemanagementhabitscannotonlyhelpchildrentousetheirtimemoreeffectivelyandimprovetheirlearningefficiency，butalsohelpthemdevelopself­control，self­confidence，personalityandabilitytobetterfacethechallengesoflearningandlife.Inaddition，timemanagementcanalsoallowchildrentobettercontrolthetime，betterarrangementsforlearningtasksandextracurricularactivities，soastobetterdeveloptheirpotentialandachievetheirdreams.Thistopicisbothpracticalandchallenging，andiswellsuitedtoastudent'slearningcontent.eq\o(\s\up7(),\s\do5(UnitContentAnalysis（单元内容分析）))Thecorelanguageofthisunitmainlyrevolvesaroundthearrangementoftime，descriptionofactivityfrequency，dailyactivities，andotheraspects.Introductiontotimemanagement(makeuseof，timetable，while，weekend，dailyroutine，break)，describeactivityfrequency(usually，only，already)，describedailyactivities(takeashower，getdressed，onduty，getup，gotobed，icehockey，reporter)，etc.Twotypesofdiscourseinvolvedifferentdiscourseknowledge：thefirstdiscoursediscussesthetimearrangementofdailythingsinaconversationalmanner.Theseconddiscourseintroducesone'sdailyscheduleinchronologicalorderthroughnarrativewriting.eq\o(\s\up7(),\s\do5(OverallUnitObjectives（单元总体目标）))1．Flexiblyusethetargetlanguagetoinquireandansweraboutdailyactivitiesandtheirtime，createadialogue，discussdailyactivitiesandtimearrangements，giveexamplestoillustratetheimportanceoflearningtomanagetime，andrecognizethevalueandimportanceofefficienttimemanagement.2．Understandthesemanticfunctionsofandanswerstospecialquestionscontainingwhat，whattimeandwhen，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthetimeoractivityofdoingsomething.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandtheircorrespondinganswers.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（单元重难点一览）))KeyPoints1.Mastertheusageofspecialinterrogativesentencescontainingwhat，whattimeandwhenandtheircorrespondinganswers.2.Statethescheduleofone'sdailylife.3.Understandandmasterthepronunciationofconsonantphonemes(/s/，/z/，/ʃ/，/ʒ/，/tʃ/，/dʒ/，/θ/，/ð/)andtheircorrespondinglettersandlettercombinations.KeyDifficulties1.Beabletoquicklyandaccuratelyobtaininformationduringlisteningandspeakingactivities，andmastertimeexpressions.2.Accuratelyusespecialinterrogativesentencestoinquireaboutdailylife，andbeabletodescribethetimeplanningofone'sdailylife.eq\o(\s\up7(),\s\do5(单元学情分析和教学建议))eq\o(\s\up7(),\s\do5(单元课时分配))第一课时SectionA1a—2：1lesson第二课时SectionA2a—2e：1lesson第三课时SectionAGrammarFocus3a—3d：1lesson第四课时SectionB1a—1d：1lesson第五课时SectionB2a—Project：1lesson第一课时SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Themainpurposeofthislessonistoguidestudentstothinkabouttheirdailylivesandstudyarrangementsbydiscussinghowtomakefulluseoftime.Thislessonprovidesrichopportunitiesfororalcommunicationthroughtwodialogues.Studentscanimprovetheiroralexpressionandlisteningcomprehensionskillsbyimitatingandperformingdialogues.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletocorrectlyrecognizeandpronounceconsonantphonemes(/s/，/z/，/ʃ/，/ʒ/，/tʃ/，/dʒ/，/θ/，/ð/)，andcorrectlypronouncecommonvocabularycontainingtheaboveconsonantphonemes.2．Basedonthegivenstresssymbolsinthesentence，identifyandcorrectlypronouncethestrongwordsinthesentence，andapplythemtoothersituations.3．Understandthesemanticfunctionsofandtheanswerstospecialinterrogativesentencescontainingwhattimeandwhen，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthetimeoractivityofdoingsomething.◆CulturalAwareness(文化意识)Understandthedailylifehabitsofothercountriesandrespectthelifehabitsofothers.◆ThinkingQuality(思维品质)1．Recognizethevalueandsignificanceofefficienttimemanagement.2．Cultivatestudents'thinkingandinnovationabilitiesthroughactivities.◆LearningCapability(学习能力)Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Flexiblyusethetargetlanguagetoinquireandansweraboutdailyactivitiesandtheirschedules，createadialogue，anddiscussdailyactivitiesandschedulesinthetargetlanguage.2．Provideexamplestoillustratetheimportanceoflearningtomanagetimeandhelpstudentsrecognizethevalueandsignificanceofefficienttimemanagement.◆TeachingDifficulties(教学难点)1．Listenandaccuratelytellthedifferencesamong8consonantphonemes.2．Listenandaccuratelyconfirmthestressofthewordsinthesentence.◆TeachingBreakthroughs(教学突破)Createcertaincontextsandguidestudentsintheirabilitytosummarizeandintegrateinformation.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：TodaywearegoingtolearnUnit6.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit？Yes，wearegoingtolearnsomethingaboutadayinthelife.Lookatthepictureandsharethethreequestions.Whatdoyouseeinthephoto?Howlongdoyoustudyeveryday?Whatdoyoudoinyourfreetime?设计意图：学生观看教材提供的主题图，在老师的指导下，了解本单元的主要内容是学习日常生活。通过回答三个问题，学生可以理解主题图的一般内容，并为后续语言学习奠定基础。Activity2Presentation(获取与梳理)Workon1aT：Wearegoingtolearn“SectionAHowyouspendyourschoolday？”Sowhendoyougetup？Whattimedoyoufinishyourhomework？Whendoyouhavedinner？Youcanshareyourschooldayintheseways.Collectsomeanswersandwriteseveralontheblackboard.Let'slookatthepictures.Herearefourclocks.Whattimearethey？Doyouknowhowtotellthetime?Pleasematchtheclockswiththetimes.Checktheanswerstogether.设计意图：通过回答教师提出的问题，帮助学生回顾小学已学的内容，在教师的指导下，学生可以从活动和时间两个方面介绍自己的日常活动。Activity3Listening(获取与梳理)Workon1b—1dPlaytherecordingofthefirstconversationandgetstudentstotickPeter'sactivitiesthismorning.Thenchecktheanswerstogether.Playtherecordingofthesecondconversationforstudents.Thenask“WhyarePeterandHanLinatschoolearly？”Studentstrytomatchthenameswiththereasons.Checktheanswertogether.Getstudentstolistentothetwoconversationsagainandfillintheblanksin1d.Askseveraltoreadthecompletesentencesaloud.Makesureeveryoneknowsthecorrectanswers.Letstudentslistenagainandpayattentiontothepronunciationandintonation.Thenaskstudentstoimitatethem.设计意图：在听的过程中，教师进行听力策略指导，能帮助学生从整体上理解对话内容，有利于培养学生准确获取、组织和记录关键信息的能力。同时鼓励学生多听多模仿，提升学生的英语听和说的能力。Activity4Role­play(内化与运用)T：Workingroups.Interviewthreeclassmatesandcompletethechart，thentellyourgroupabouttheresults.ActivitiesStudent1Student2Student3getup6：10gotoschoolhavedinnerInterviewer：Whattimedoyouusually…？Whendoyouhavedinner?Thentheleaderofthegrouptriestoreportinfrontoftheclass.设计意图：通过小组活动，为学生创设了运用目标语言的真实情境，学生在询问和应答过程中自然使用本课所学的语言，实现了“用中学、学中用”，有效培养了语用能力。小组成员的汇报活动，能提升学生组织语言以及口头表达的能力。Activity5Pronunciation(归纳与应用)Workon1—2T：We'regoingtolearnaboutconsonantsounds.Let'slistenandrepeat.Learntopronounce/s/，/z/，/ʃ/，/ʒ/，/tʃ/，/dʒ/，/θ/，/ð/accordingtotherecording.Whatisthepronunciationof“s，z，sh，ch，j，g，th”？Askstudentstowritethesoundsofthelettersintheirnotebooks.Theteacheraddssomemorewords，likezero，these，that；ship，shape，dish；usual，casual；China，chair；village，passage；thin，thick；this，those…Playtherecordingforstudents.Getthemtonoticethestressedwords.设计意图：学生通过观察教材中呈现的音标/s/，/z/，/ʃ/，/ʒ/，/tʃ/，/dʒ/，/θ/，/ð/及其对应字母与字母组合，让学生了解音标的概念，并能够认读音标及其对应的辅音字母。学生通过听、读形式掌握语音和重读；利用语音帮助学生准确朗读和记忆单词，为今后的自主学习打下基础。Activity6Homework(反馈与强化)Listencarefullyandreadthelisteningscriptsfluently.Askandansweraboutaschooldaywithyourdeskmateandhaveashortconversation.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Seventhgradestudentsalreadyhavegoodmemoryandimitationability，whiletheyneedmoreencouragementandguidancetomaintaintheirinterestinlearningEnglish.Variousformsofactivitiescanstimulatestudents'interestinlearning，improvetheirabilityoflanguageapplication，andbeconducivetotheimplementationofliteracyeducation.Therefore，theteacherneedstodesignavarietyofengagingactivitiestomotivatestudents'activeparticipation.第二课时SectionA2a—2eeq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thediscourseofthislessonisapresentationoflisteningandspeaking.Throughthisconversation，wecanunderstandtheconversationbetweentwoclassmatesintheschool，especiallythesceneofagirlconductinganinterview.Thisconversationmainlyrevolvesaroundtimemanagement，dailyactivities，andhabitformation，aimingtohelpstudentsunderstandtheimportanceoftimemanagement，habitsoflifeandstudy.Basedonthepreviouslisteningtask，thisconversationinterviewedTom'sscheduleintheformofaninterview，allowingstudentstounderstandthescheduleofaforeignstudent.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtoeverydayactivitiesandtime，andmastertheusageofspecialinterrogativesentencescontainingwhat，whattime，andwhenandtheircorrespondinganswers.2．Usethesimplepresenttensetoaskandansweraboutthetimeofdailyactivities，andusethetargetsentencestructuretoinquireaboutthescheduleofclassmatesintheclass.◆CulturalAwareness(文化意识)Byunderstandingtheweekdaylifeofaforeignstudent，studentscancomparetheirdailylivesanddiscoversimilaritiesanddifferencesbetweenthetwo.Thiscomparisonhelpstostimulatestudents'interestinEnglish­speakingculturesandimprovetheircross­culturalcommunicationskills.◆ThinkingQuality(思维品质)1．Learntoapplygrammarknowledgeinthecontexttoaccuratelyunderstandothersandexpressoneselfappropriately.2．Studentscanbetterplantheirtime，cultivategoodstudyhabits，andlayasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(学习能力)1．Learntocommunicatewiththeirclassmates.2．Toapplywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Beabletousethetargetlanguagetoinquireaboutclassmates'dailyschoolschedulesandactivities.2．Completerole­playintheclasstounderstandtheimportanceoftimemanagement，lifehabits，andstudyhabits.3．Completeabriefreportonschooldayroutineofclassmatesintheclass.◆TeachingDifficulties(教学难点)1．Beabletoquicklyandaccuratelyobtaininformationthroughlisteningandreadingconversations.2．Giveareportonapartner'sschooldayroutineinaccuratelanguage，andappropriateexpressions.◆TeachingBreakthroughs(教学突破)1．EncouragestudentstoexpressthemselvesinEnglishaccordingtotheiractualsituationasoftenaspossible.2．Makestudentshavecleargoalsandapplythesentencepatternsinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Prediction(感知与注意)T：First，let'slookatthepictureandanswerthethreequestions.Whatisthephotoabout?Whatcanyouseeinthepicture?Wherearethey?(Theteacherteaches“reporter，homework，gotobed”whiletalking.)设计意图：通过“viewing”引入主题，教师创设情景，激发学生的参与兴趣，呈现描述日常活动和时间的词汇；教师利用预测性任务激发学生的思维，培养学生运用情景线索进行推理和预测的能力。Activity2Listening(获取与梳理)Workon2a—2dPlaytherecordingforstudentsandaskthemtofillintheblanksin2a.Getstudentstoreadtheconversationcarefullyandthenanswerthequestionsin2b.Encouragethemtotakeupagoodhabit“Earlytobed，earlytorise.”GetstudentstoreadtheconversationagainandtrytocompleteTom'sschooldaytimetablein2c.Askseveralstudentstotelltheanswersbyusingcompletesentences.Forexample，“Tomusuallygetsupat6：45a．m.”Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.Trytorole­playtheconversationandshowthemselvesinfrontoftheclass.设计意图：通过听、读，帮助学生理解对话的整体内容，培养学生准确获取和记录关键信息的能力。引导学生进行角色扮演，促进他们内化关键句型和关键语言，为进一步将所学知识应用到实际生活中奠定基础。Activity3Giveareport(内化和运用)Workon2eT：Workinpairs.Askapartnerabouthisorherschooldayroutine.Whattimedoyougetuponaschoolday?Igetupat…．Whendoyou…？T：Accordingtotheinformationtheyprovide，giveareportaboutyourclassmates'schooldayroutineandtalkaboutwhatyouthinkoftheirschooldayroutine.Youcanreportlikethis：Thisis…'sschooldayroutine.Heusuallygetsup…Sometimeshehasdinner…Heusuallydoeshomework…Healwaysgoestobedat…Ithinkhemakesgooduseoftime.设计意图：通过两人小组交谈和报告，每个学生都可以深入自己的角色，运用目标语言完成任务，促进语言内化，同时了解他人的日常生活，取长补短帮助学生养成良好习惯。教师设计不同的学习活动，由学习理解过渡到实际应用，有利于培养学生运用语言和文化知识解决实际问题的能力。Activity4Homework(反馈与强化)Askyourparentsabouttheirdailyactivitiesandwritetheresultsdown.Helpyourparentstodosomehouseworktoexperiencelife.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Duringtheprocessofcompletingtheidiomtask，studentswillmastertheuseofpresenttenseofverbswithactualmeanings.Duringtheprocessoffillingintheblank，studentsneedtochooseappropriatewordsorphrasesbasedonthecontext，whichhelpstocultivatetheirlogicalthinkingandlanguageproficiency.Intheteachingprocess，theteachershouldalsodesignavarietyofevaluationactivitiestoguidestudentstoknowhowtolearnandhowtoimproveinthefuture.Thus，theteachercanachievetheevaluationoflearning.第三课时SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Masterandcorrectlyusetheinterrogativewordswhat，whattime，andwhentoinquireabouttimeandactivities，andknowhowtoexpresstimecorrectly.Accuratelyrespondtoquestionsinvolvingtimeandactivitiesbasedoncontext.2．Distinguishthedifferentusagesofwhattimeandwhenwheninquiringaboutspecifictimes.Flexiblyapplytheinterrogativewordsinactualcontexttoconstructcompleteandaccuratesentences.◆CulturalAwareness(文化意识)Throughunderstandingthedailyactivitiesandschedulesofdifferentstudents，enhanceunderstandingoflifehabitsindifferentculturalbackgrounds.Cultivatestudents'interculturalcommunicationskills，learningtocomprehendandrespectothers'lifehabits.◆ThinkingQuality(思维品质)1．Developstudents'logicalthinkingabilitiesbyanalyzingandcomparingactivityschedulesatdifferenttimepoints.Helpstudentslearntoplantimereasonably.2．Enhancestudents'criticalthinkingskillsbyquestioningunreasonabletimearrangementsandofferingimprovementsuggestions.◆LearningCapability(学习能力)Fosterstudents'autonomouslearningabilities，enablingthemtoindependentlyacquireandprocessinformationrelatedtotimemanagementthroughreading，listening，andoralcommunication.Improvestudents'collaborativelearningabilitiesbyworkingtogetheringroupdiscussionsandrole­playingactivitiestosolvetimemanagementissues.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Mastertheusageofwhat，whattime，andwhen，applythemaccuratelyandmastertheexpressionsoftime.◆TeachingDifficulties(教学难点)Enablestudentstocorrectlydescribetheirownandothers'dailyroutines.◆TeachingBreakthroughs(教学突破)Provideauthenticlanguagematerialsandscenariostohelpstudentsunderstandandpracticetheusageofinterrogativewordsincontext.Engagestudentsininteractiveactivitiessuchaspairwork，groupdiscussions，androle­playtofacilitateactivelearningandapplicationoflanguageskills.Encouragecriticalthinkingandreflectionontimemanagement，allowingstudentstoproposesolutionsandmakeimprovementsbasedontheirobservationsandanalyses.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Goodmorning，everyone！Todaywe'regoingtodiveintoanexcitingpartofourEnglishlearningjourney—thegrammarfocus.Let'sbeginbywarmingupourbrainswithsomedialoguepractice.Presentapictureofagirlreadingabookandgetstudentstomakeshortdialoguesaboutit.(Example1)A：Whatdoessheusuallydointheevening?B：Sheusuallyreadsabookintheevening.(Example2)A：Whattimedoessheusuallyreadabook？/Whendoessheusuallyreadabook?B：Sheusuallyreadsabookat9：00p．m.Andthenpresentmorepicturesforstudentstopractise.设计意图：通过对话练习，帮助学生回顾“what”“whattime”和“when”的用法。为后续的语法学习打下坚实的基础。这个过程旨在激发学生的兴趣，为即将到来的活动做好心理准备。Activity2Presentation(获取与梳理)Workon3aT：Now，let'sturntothegrammarfocussection，startingwith3a.First，fillintheblankswithwhat，whattimeandwhen.Afterstudentscompletethequestions，getseveraltoreadtheiranswers.Makesureeveryoneknowsthecorrectanswers.Askstudentstoreadthesentencescarefully.Letthemworkingroupsoffourtofindouttherulesforusingwhat，whattime，andwheninquestions.(Theteachercirculatesaroundtheclassroom，providingguidanceandsupport.)T：Time'sup.Let'ssharesomeoftherulesyou'vediscovered.Group1：Wefoundthat“what”isusedtoaskaboutactivitiesorthings，like“Whatdoyoudoafterschool？”Group2：“Whattime”isspecificallyforaskingabouttheexacttimesomethinghappens，forexample，“Whattimedoyouusuallygotobed？”Group3：“When”canbeusedforbothspecifictimesandbroadertimeperiods.It'slikeamoregeneralquestion，like“Whendoyouplaybasketball？”T：Amazing！You'vealldoneafantasticjobuncoveringtherules.Now，let'scompletethequestionsin3atogether，usingthecorrectformofwhat，whattime，orwhen.设计意图：通过小组合作，鼓励学生积极探索和总结语法规则，增强学生的学习主动性和参与感。通过集体讨论和分享，加深学生对语法点的理解和记忆，为后续的实际应用打下坚实的基础。Activity3Practice(概括与梳理)Workon3bT：Let'sstartbyreadingthesentencesin3btogether.Remember，you'llneedtoanswerthequestionswiththetimesgiveninbrackets.T：(readingthefirstquestion)WhattimedoesMikeusuallygettoschool？(lookingaroundtheclassroom)Cananyonetellmetheanswerusingthetimeinbrackets？Pleaseanswerthequestionswithcompletesentences.S：Mikeusuallygetstoschoolat7：30a．m.T：That'sright！Now，let'sworkingroupsoffour.Eachpersonshouldtakeaturntoreadaquestionandansweritwiththetimeinbrackets.Then，we'llcomebackandcheckouranswerstogether.(Studentsworkingroups，discussingandansweringthequestions.)T：Alright，time'sup.Let'scheckouranswers.(Callonstudentstosharetheiranswers，correctinganymistakes.)设计意图：这个活动的目的是通过回答给定时间的问题，加强学生对时间表达理解和运用，通过小组活动鼓励同伴学习和协作。Activity4Production(概括与整合)Workon3cT：Let'sreadthepassagein3ctogether.(Theteacherandstudentsreadthepassagetogether.)T：Yourtaskistocompletethepassagewiththecorrectformsoftheverbsinbrackets.Remembertopayattentiontothetenseandsubject­verbagreement.T：I'llgiveyouafewminutestoworkonitindividually.Then，we'llshareouranswersanddiscussanydifficulties.(Studentsworkindividuallytocompletethepassage.)T：Alright，let'sstartsharingouranswers.Whowouldliketoreadthefirstsentencewiththeircompletedverbform?S：OnSaturdays，Samsometimesgetsupat9：00.T：Goodjob！Let'scontinue.(Callondifferentstudentstosharetheiranswersandprovidingfeedbackandclarificationasneeded.)设计意图：本活动旨在培养学生在语境中正确使用动词的能力，重点关注时态和主谓一致性，与此同时鼓励学生在构建叙事时的独立思考和创造力。Activity5Survey(内化与运用)T：Finally，let'swrapupourlessonwithActivity3d.We'regoingtoworkingroupsoffourandconductasurveyabouteachother'sweekendroutine.T：Interviewyourgroupmembersandrecordtheiranswersinthechartbelow.Youcanasklikethis：Whattimedoyouusuallygetupatweekends？Whendoyou…？WeekendactivityTimeYouMember1Member2Member3getuphavebreakfastplaysports…T：Afteryou'vefinishedyoursurvey，Iwantyoutogiveareport.Youcanbeginlikethis：Therearefourmembersinmygroup.LiJunusuallygetsupat7o'clock.He…(Askstudentstolistencarefullyandevaluatewhohasagoodlifehabit.Finally，theteachercomments.)T：Greatjob，everyone！Sharingourweekendroutinehelpsusunderstandeachotherbetterandappreciatethediversityinourdailylives.设计意图：这项活动鼓励学生通过进行调查和总结结果，将他们的语言技能应用到现实生活中，有利于促进学生对于语言技能的掌握，同时还能促进团队互动和掌握沟通技巧。Activity6Homework(反馈与强化)CreateascheduleofyourweekendactivitiesandwriteashortessayinEnglishintroducingyourweekendactivities，includingthetimeandspecificdetailsoftheactivities.eq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Inthisperiod，thestudentslearninterrogativewordstoaskthetimeandactivities.Withenoughpractice，somestudentscanunderstandgrammarknowledgeandlearntouseit，butsomecan't.So，theteachershouldcomeupwithbetterways.Forexample，theteachershoulddesignsomeactivitieswithlowdifficultytohelpthem.第四课时SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))ThediscourseisanarrativearticlethatintroducesthedailylifeofaFinnishstudentinchronologicalorder.Thearticleusessimpleandclearvocabularyandsentencestoenablereaderstointuitivelyunderstandthescenesandemotionsdescribedbytheauthor.Intermsofchapterstructure，thenarrativeadoptsacombinationofimagesandtext，presentingTimo'sphotoandaphotoofplayingicehockeyrespectively，allowingstudentstounderstandthedailyroutineofFinnishstudents.Timo'sdailylifeonTuesdaywasintroducedinchronologicalorder.Thearticleusesthesimplepresenttensethroughout，withthepersonbeingthefirstperson，whichmakesthecontentclear，logical，andeasytounderstand.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Studentscanmastersomecommonvocabularyandgrammarknowledge，suchastimeexpressions，placedescription，charactertraits.2．Duringthereadingprocess，studentscantrytoretellthecontentofthearticleintheirownlanguagetoexercisetheiroralexpressionabilities.◆CulturalAwareness(文化意识)1．Understandthedailylivesandlearningstylesofstudentsfromdifferentculturalbackgrounds，andbroadentheirhorizonsandcognition.2．Enhancestudents'cross­culturalcommunicationskillsandbroadentheirinternationalperspective.◆ThinkingQuality(思维品质)1．Studentscanlearnexcellentqualitiessuchasdiligence，self­discipline，andperseverancefromTimo，whichareofgreatsignificancefortheirgrowthanddevelopment.2．Guidestudentstoestablishcorrectvaluesandoutlookonlife，andcultivateapositiveattitudetowardslife.◆LearningCapability(学习能力)1．Trytoorganizeandsummarizethescheduleactivities，time，andothercontentinthearticle.2．Basedonyouractualsituation，talkaboutyourschoolday.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．QuicklyandaccuratelyobtainbasicinformationaboutTimo'sscheduleintheshortarticle，organizeandsummarizeTimo'sscheduleactivities，time，andothercontent.2．Usethetargetlanguagecompletelyandaccuratelytoretellthecontentofthearticlefromathirdpersonperspective.◆TeachingDifficulties(教学难点)1．Basedonone'sactualsituation，talkaboutone'sschoolday.2．Presentcomprehensiveandappropriateexpressionsintheclass.◆TeachingBreakthroughs(教学突破)1．TheteacherencouragesstudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)Theteacherandstudentsgreeteachother.Letstudentswatchavideorecordedbytheteacher.It'saboutLiMei'sschooldayroutine.Thenaskthemtoanswerseveralquestions.T：Todaywearegoingtolearn“SectionBHowdifferentarepeople'sdailyroutines？”Let'sdiscussthesequestions.Doyouknowsomeonewhohasdifferentdailyroutinesfromyou？Howdifferentarepeople'sdailyroutines?Collectsomeusefulinformationontheblackboard.Teachsomewords“dailyroutine，finish，everyday，only”．设计意图：利用视频激活旧知，导入新课，直接高效。同时，因为视频内容和学生紧密相关，故能激发学生学习兴趣。Activity2Beforereading：Prediction(获取与梳理)Workon1aT：(Theteachergetsstudentstolookatthephotosinthetextbookandaskquestions.)Guesswhichpartoftheworldtheboyisfrom？Whatdoyouwanttoknowabouthim?Teachnewwords“Finnish，hockey，icehockey，outside”whileguessingandtalking.T：Lookatthepassage.Whatcanyouseeinthepicture？Whatkindofpassageisit?Undertheguidanceoftheteacher，studentsanswerthetypeandthemeofthearticletopredictitscontentandunderstandthatitisanarrativeaboutdailylife.设计意图：通过观察课本中的图片，来提取相关信息，既可以培养学生看的能力，也可以提升推理、判断的能力。While­readingActivity3Fastreading(获取与梳理)Workon1bStudentsreadthearticle，selectasuitabletitleforthenarrative，andexplainthereasons.Studentschecktheiranswersundertheguidanceoftheteacher.Studentsattempttoclarifythereasonsforexcludingotherinterferingitems.设计意图：通过为文本确定标题来帮助学生理解文章的整体内容，培养他们准确获取语篇大意的能力。教师要进行适当的阅读策略指导，如提取中心句。Activity4Carefulreading(概括与整合)Workon1c—1dReadagainandcompletethetimetablewithTimo'sactivitiesin1c.Afterfinishingthetable，checktheanswerstogether.AskthemtotellTimo'stimetableusingcompletesentences.Readthepassagecarefullyandtrytoanswerthequestionsin1d.Askthemtopayattentiontotheinterrogativesineachquestion.Theycanusethesentencesfromthepassageortheirownsentencestoanswerthequestions.(Whilereading，studentscanunderlinethekeyinformationinthepassageaccordingtothequestions.TheteacherwalksaroundandgivessomehelptothosewhoseEnglishisweak.)Thengetsometoreadtheiranswers.设计意图：设计不同的阅读活动帮助学生把握语篇的意义主线，有逻辑地梳理文章的信息，体会语言、文化和思维的关联。Post­readingActivity5Retellandshow(内化与运用)Askstudentstoworkingroupsanddrawamindmapaccordingtothepassage.ThemindmapincludeswhatactivitiesTimodoesandwhattimehedoesthem.(Afterthat，theteacherwillasksomestudentstosharetheirmindmaps.)T：Accordingtoyourmindmap，pleasetrytoretellyourpassageandshowyourself