1、 Unit 6A Day in the Life课题How do you spend your school day?课时第一课时Section A(1a-2e)课型New教学目标通过本课时学习,学生能够:1.学习并掌握下列词汇: brush, tooth, usually, reporter, around, homework, saying, rise, stay, routine等。2.学习并掌握下列短语: make use of, take a shower, get dressed, on duty, get up, go to bed等。3.掌握以下句型: What time/Wh
2、en do you (usually) .? Sometimes/ Usually/.I .Early to bed, early to rise!等4.使学生学会与他人交流与日常生活相关的话题, 培养学生良好的日常生活习惯,形成规律的作息时间。教学重点使学生学会介绍自己的日常生活、询问他人的日常生活的基本句型: What time/When do you (usually) .? Sometimes/ Usually/.I .;培养学生用英语谈论日常生活的能力。教学难点1.How to help students to ask and answer ones daily routine.2.
3、The use of the sentence structure “What time/When do you.?”课前预习Preview the new words(扫清障碍: 根据音标读出1a-2e的单词)教学方法采用Practicing, Listening for specific information和Role playing的学习策略。教学过程教学环节教师活动学生活动备课札记Step 1Warm upand workon 1a1.利用图片或实物卡片让学生复习本课时的单词, 然后教师引导学生学习时间的表达。2.要求学生观察1a的图片,并与所给出的时间相匹配。根据图片和实物卡片复习
4、与日常生活相关的单词, 学会用英语表达时间。利用图片和实物卡片, 学习单词和时间的表达法,激发兴趣,为听懂谈论作息时间的对话做铺垫。Step 2Listening(1b-1d)1.播放第一段对话让学生听, 引导学生通过听对话, 完成1b部分的教学任务。2.播放第二段对话让学生听, 引导学生通过听对话, 完成1c部分的教学任务。3.再次播放两段对话,引导学生听对话,提醒学生注意对话中所涉及的时间,完成1d部分的教学任务。1.通过听第一段对话,将Peter上午的活动画上“”。2.通过听第二段对话,回答问题“Why are Peter and Han Lin at school early?”。3.
5、通过听两段对话,完成1d部分的练习。在语境中呈现和导入目标语言,同时培养学生通过听获取细节信息(如when,what,why等)的能力。Step 3Work inpairs (1e)First let students read the conversation above in 1b.Then ask them to make similar conversations.Students first read the conversation in pairs, and then make similar conversations.通过对话, 让学生从听到模仿对话, 练习谈论日常作息安排。
6、续表教学环节教师活动学生活动备课札记Step 4Listening andreading(2a-2c)1.Let students look at the picture in 2a first.2.Play the tape of 2a and ask the students to fill in the blanks after listening.3.Let students read the conversation in 2a and answer the questions in 2b.4.Let students read the conversation in 2a agai
7、n and complete the table in 2c.5.Ask students to make sentences with the information in the table.1.Students look at the picture in 2a before listening to the tape.2.Listen and fill in the blanks to complete the conversation in 2a.3.Read the conversation in 2a and answer the questions in 2b.4.Read t
8、he conversation in 2a again and complete the table in 2c.5.Make sentences with the information in the table.通过听力练习, 在语境中体会练习如何询问或回答日常作息安排,梳理Tom的日常活动安排。Step 5Role-Play(2d,2e)1.Let students listen to the conversation in 2a and pay attention to the stressed words.2.Let students read the conversation to
9、gether.3.Explain the difficulties.4.Let students read in pairs.5.Let six pairs of students role-play the conversation in front of the class.6.Let students talk about their daily routine with the help of the expressions in the box in 2e.7.Let students make reports about their partners daily routine.1
10、.Students learn about the background of the conversation by going through it quickly.2.Students read the conversation together, and then in pairs.3.Role-play it.4.Make conversations about his/her partners daily routine by using the expressions in the box in 2e with “What time/When do you.? I.”5.Make
11、 a report about his/her partners daily routine.通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息的过程中, 体会如何询问或回答某人的日常作息安排。在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。Step 6 Summarize1.Guide the students to summarize how to express time in English.2.Guide the students to summarize how to use the sentence structure “What
12、time/When do you.? I.”1.Summarize how to express time in English.2.Summarize how to use the sentence structure “What time/When do you.? I.”培养学生的自主探究、归纳总结能力。续表教学环节教师活动学生活动备课札记Step 7Consolidation教师设置巩固检测练习: .根据句意及汉语提示完成单词1.I want to _(刷) the dirt (灰尘) on my shoes.2._(大约) 7:30, I go to school.3.We alwa
13、ys take a _(淋浴) before going to bed.4.What time do you usually _(起床) on Sunday?5.I often _(待) at home at weekends.答案:1.brush2.Around3.shower4.rise5.stay.用括号中所给词的适当形式填空1.How many _(tooth) does a nine-month baby have?2.What do you _(usual) have for breakfast?Bread, eggs and milk.3.Sams father is a _(r
14、eport) for a radio station.4.My sister goes to the bedroom and begins to get _(dress).5.There is a _(say), “Money cant buy time.”答案:1.teeth2.usually3.reporter4.dressed5.saying.单项选择(B)1.Good morning, everyone.Whos _duty today?Jack is.A.byB.onC.atD.in(A)2.Jim, its 6:30.Its time to _.OK, mum.A.get upB.
15、put upC.look upD.make up(A)3._ do you usually play basketball, Tony?On Saturday afternoon.A.WhenB.WhyC.How D.What(B)4.We have English _on Monday morning.A.at fifteen eightB.at eight fifteenC.eight oclockD.in eight oclock独立完成检测练习, 进行自我评价。通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。续表Step 8 Homework1.Recite n
16、ew words and phrases.2.Make some conversations with“What time/When do you (usually) .? Sometimes/ Usually/.I ./I sometimes/usually.”.板书设计Section A (1a-2e)1.Words: brush, tooth, usually, reporter, around, homework, saying, rise, stay, routine2.Phrases: make use of, take a shower, get dressed, on duty
17、, get up, go to bed3.Structures: What time/When do you (usually) .? Sometimes/Usually/.I . I sometimes/usually.教学反思在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习展示练习反馈”的学习过程。课题How do you spend your school day?课时第二课时 Section A (Grammar Focus-3d)课型New教学目标通过本课时学习,学生能够:1.熟练使用特殊疑
18、问句谈论日常作息安排。2.准确使用疑问词(组)what,what time和when。3.初识特殊疑问句(实义动词)。4.使学生学会介绍自己的日常作息安排、询问或转述他人的日常作息安排。培养学生合理安排日常作息的能力。教学重点what,what time,when引导的特殊疑问句。教学难点1.准确使用疑问词(组)what,what time和when。2.学会介绍自己的日常作息安排、询问或转述他人的日常作息安排。课前预习1.预习3a-3c, 完成书上要求的翻译任务。2.学习Grammar Focus并背诵。教学方法采用Practicing和Role playing的学习策略。教学过程教学环节教
19、师活动学生活动备课札记Step 1Warm upand work onGrammarFocus(3a)1.预习效果检查2.引导学生看图片, 利用句型“What time/When do/does you/they/he.?I/They/He.at/in/ on.”询问图片中人物的日常作息。3.引导学生完成3a并背诵Grammar Focus的句型。1.根据预习内容完成老师设置的任务。2.看图片, 利用句型“What time/When do/does you/they/he.?I/They/He.at/in/ on.”询问图片中人物的日常作息。3.与搭档合作完成3a,相互检查对Grammar
20、Focus的背诵。利用学生感兴趣的图片, 进行复习或检查, 为下面内容的进展作铺垫;并通过图片激发学生的学习兴趣。Step 2Activities andtime(3b)引导学生完成3b, 组成对话并练习。两人一组,完成3b, 组成对话并练习。在语境中呈现和导入目标语言。加深对合理安排日常作息的理解。Step 3Work ingroups (3d)1.Let students complete the passage.First ask them to check answers in groups and then in the whole class.2.Let students summ
21、arize the use of verbs in the third-person singular form.1.Students complete the conversation, then check answers in groups and in the whole class.2.Students summarize the use of verbs in the third-person singular form.通过小组对话, 让学生完成用代词、动词适当形式填空的语篇题目, 加深对所学内容的理解、巩固。Step 4Practice inpairs(3d)Let stude
22、nts work in pairs, make up conversations about their daily routines and act them out.Work in pairs, make up conversations about daily routines and then act them out通过口头练习, 在语境中体会所学知识的运用。Step 5SummarizeGuide the students to summarize how to talk about daily routines.Summarize how to talk about daily
23、routines.培养学生的探究、归纳总结能力。续表教学环节教师活动学生活动备课札记Step 6Consolidation教师设置巩固检测练习:用合适的疑问词(组)填空1._ do you go to bed on weekdays?Around 9:30 p.m.2._ likes singing and dancing?Lucy does.3._ is your fathers favourite sport?Running.4._ is your weekend?Its great.5._ is your School Day?Its on October 28th.6._ are yo
24、u, Lingling?Im fine.Thank you very much.7._ is your new iPad?It is about 1,800 yuan.8._ do you want to have for lunch?I want to have some bread.9._ is the girl in yellow?She is nine years old.10._ is your computer?It is on the sofa.答案:1.What time2.Who3.What4.How5.When6.How7.How much8.What9.How old10
25、.Where 独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。Step 7Homework1.使用思维导图总结本课时的语法知识。2.分组进行比赛, 小组成员互相问日常作息安排。板书设计Section A(Grammar Focus-3d)一、特殊疑问句的句式结构(1)疑问词+一般疑问句语序?(疑问词作主语以外的成分)(2)疑问词+陈述句的语序?(疑问词作主语或修饰主语)二、特殊疑问词教学反思在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习展示练
26、习反馈”的学习过程。课题How different are peoples daily routines?课时第三课时Section B (1a-2b)课型New教学目标通过本课时学习,学生能够:1.学习并掌握下列词汇:only,break,Finnish,finish,already,dark,outside等。2.学习并掌握下列短语:daily routines,walk to school,a ten-minute walk,home economics lesson,ice hockey club,prepare sth.for.等。3.掌握以下句型: Each lesson is 4
27、5 minutes long and theres a break between lessons. Its already dark outside. At 9:30, its time for me to go to bed. How long is each lesson at his school? 4.通过阅读短文,了解芬兰中学生的日常生活状况,能简单描述个人一天的学校生活,培养同学之间积极运用所学英语就学校生活进行表达和交流的能力。教学重点学习词汇only,break,Finnish,finish,already,dark,outside,daily routines,walk t
28、o school,a ten-minute walk,home economics lesson,ice hockey club,prepare sth.for.等。教学难点运用所学英语描述个人一天的学校生活。课前预习利用录音使学生学习本课时的新单词, 并引导学生通过pair work交流个人一天的活动, 巩固所学内容, 培养学生良好的学习愿望和兴趣。教学方法采用Practicing,Listening for specific information和Role-playing的学习策略。 教学过程教学环节教师活动学生活动备课札记Step 1Warm upand workon 1a1.听录音,
29、 引导学生学习本课时的单词。2.展示图片,引导学生猜测图片中男孩的日常生活。1.听录音学习本课时的单词。2.大胆猜测图片中男孩的日常生活。通过听单词录音,检测预习情况。通过猜测图片帮助学生熟悉相关话题,更好地了解阅读材料。Step 2Reading(1b-1d)引导学生使用多种阅读策略,完成1b-1d的教学任务。1.浏览短文,选择最恰当的题目。2.扫读短文,完成Timo的作息时间表。3.细读短文回答1d的问题。通过不同的阅读策略,掌握短文大意,提取细节信息。Step 3Group workLet students write their phone numbers on a piece of
30、paper and put it in a bag.Then take out a piece of paper and find the owner.Students write their phone numbers on a piece of paper and put it in a bag.Then take out a piece of paper and find the owner.通过小游戏, 让学生练习并巩固对电话号码的询问和回答。Step 4Group workand writing(2a,2b)1.引导学生使用1b中的词汇和句型谈论自己一天的学校生活。2.引导学生在讨论
31、自己一天的学校生活的基础上,进行写作练习。1.小组活动,使用1b中的词汇和句型谈论自己一天的学校生活。2.写一篇介绍自己的学校生活的短文。采用先说后写的方式,写的时候可以采用个体活动。Step 5Summarize1.引导学生总结介绍日常作息的词汇与句型。2.引导学生说出本节课学会了什么, 哪些地方存在问题。1.总结介绍日常作息的词汇与句型。2.说出本节课学会了什么, 哪些地方存在问题。培养学生探究、归纳总结能力。续表教学环节教师活动学生活动备课札记Step 6Consolidation教师设置巩固检测练习: .根据句意及汉语提示完成单词1.There are _(只,仅仅) about 1,
32、600 pandas in the wild (野外).2.Its _(已经) 9:30.Go to bed, Jim.3.In a _(昏暗的) forest, there is a white house.4.Its a little cold _(在外面).Please put on your warm coat.5.We have a _(休息) at eleven oclock.答案:1.only2.already3.dark4.outside5.rest.用括号中所给词的适当形式填空1.Can you speak _(Finland), Mike?Yes, but just a l
33、ittle.2.I watch TV for a while after I finish _(do) my homework every day.3.I prepare _(draw) some pictures with my new pen.4.Lets talk something about our _(day) routines today.5.Its time for us _(go) back home.答案:1.Finnish2.doing3.to draw4.daily5.to go.单项选择(A)1.When do you like _English story book
34、s, Jimmy?On Saturday afternoon.A.readingB.watchingC.seeingD.looking(B)2.Each student in my class _to different clubs after school.A.goB.goesC.goingD.to go(A)3.After dinner, Jack with his parents watches TV at home _a while.A.forB.inC.atD.with(B)4.Boys and girls, lets have a _break.A.twenty minutesB.
35、twenty-minuteC.twenty-minutesD.twenty minute独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。续表Step 7Homework1.Recite new words and phrases.2.Do a survey about friends daily routines and write a passage with the sentence structures from Section B 1b.板书设计Section B (1a-2b)Words:only,break,Finnish,
36、finish,already,dark,outsidePhrases:daily routines,walk to school,a ten-minute walk,home economics lesson,ice hockey club,prepare sth.for.Sentences: Each lesson is 45 minutes long and theres a break between lessons.Its already dark outside.At 9:30, its time for me to go to bed.教学反思通过学习,学生对芬兰学校有一定的了解和
37、认识,培养学生的跨文化意识。教师在课堂上,充分发挥引导者的作用,将教学话题与学生自己实际的学校生活结合起来,通过拓展扩充学生国内的学校和教育情况,对比自己的学校与其他国家的学校,为学生今后的学习打下基础。课题How different are peoples daily routines?课时第四课时 Section B (3a-Reflecting)课型New教学目标通过本课时学习,学生能够:1.复习介绍日常生活的词汇和句型。2.复习特殊疑问句。3.学会使用英语介绍他人的日常生活。教学重点介绍日常生活的词汇、句型和特殊疑问句。教学难点使用英语介绍他人的日常生活。课前预习1.小组预习, 准确翻
38、译下列单词和短语。警官, 起床, 吃早饭, 去上班, 下班, 睡觉2.预习过Section B(3a,3b)之后, 请快速翻译下列句子。你通常几点起床?你什么时候锻炼身体?3.收集家人及身边朋友的日常作息信息。教学方法采用Practicing和Group work的学习策略。教学过程教学环节教师活动学生活动备课札记Step 1Warm upand review1.利用图片,让学生快速说出图片中人物的职业和活动。2.让学生表演对话, 进一步了解班级里其他同学的日常生活。1.快速说出图片中人物的职业和活动。2.表演对话, 进一步了解班级里其他同学的日常生活。利用学生感兴趣的图片, 复习学过的词汇和
39、句型, 为学习下面的内容作铺垫。Step 2Teachingand learning(3a-3b)1.引导学生从3a部分选择其中的一个职业,思考想知道关于该职业的哪些信息。2.引导学生两人一组,就日常生活进行询问,完成3b部分的教学内容。1.从3a部分选择其中的一个职业,思考想知道关于该职业的哪些信息。2.两人一组,就日常生活进行询问,完成3b部分的教学内容。通过练习, 在语境中体会、练习如何询问和回答自己的日常作息。Step 3Give a report(3c)1.引导学生根据预习时收集的有关家人或是本人的日常作息信息,仿照3c的短文结构,写一篇介绍自己身边人的日常作息的短文。2.引导学生互
40、批互改已写好的短文。1.仿照3c的短文结构,写一篇介绍自己身边人的日常作息的短文。 2.小组合作互批互改习作。通过独学使知识学以致用;通过小组合作培养学生的团队精神, 增强学生的合作共赢意识。Step 4Reflecting引导学生根据互批互改的结果,对自己的学习效果做出正确的评价。评价自己的学习效果。通过自评,学生更好地了解自己的优势与不足,激发自我潜能,积极参与学习过程。续表教学环节教师活动学生活动备课札记Step 5 SummarizeGuide the students to summarize how to write reports about daily routines of
41、different people.Summarize how to write reports about daily routines of different people.培养学生的探究、归纳总结能力。Step 6Consolidation教师设置巩固检测练习: 请根据以下提示,以“My Uncles Day”为题写一篇短文。be a police officer go to work by bus read newspapers watch TV at night 要求:1.体现图中内容,也可适当发挥;2.不少于50词。小组合作完成检测练习, 进行自我评价。通过检测练习, 便于学生了解
42、自己对本节课的词汇、句型、语法等的掌握情况。Step 7Homework优化习作,在班级相互交流。(这个开放性活动的目的在于结合课本上的内容及学生的实际情况, 丰富学生表示日常作息的相关词汇, 同时复习和巩固所学的教学内容。)板书设计Section B (3a-Reflecting)How to write a report about daily routines开篇点题总述要介绍某人的日常生活细节介绍按照时间顺序,依次介绍从早到晚的活动收篇结尾表达感情,对上述介绍的日常生活作出评价教学反思在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习展示练习反馈”的学习过程。- 24 -
