新版人教版七年級(jí)英語上冊(cè)第六單元教案

新版人教版七年級(jí)英語上冊(cè)第六單元教案Unit6ADayintheLifeeq\o(\s\up7(),\s\do5(單元教材分析))eq\o(\s\up7(),\s\do5(UnitThemeAnalysis（單元主題分析）))Thisthemebelongstothe“beingapersonanddoingthings”themegroupunderthecategoryof“manandself”，involvingsub-themeof“self-awareness，self-management，andself-improvement”．Asweknow，goodtimemanagementhabitscannotonlyhelpchildrentousetheirtimemoreeffectivelyandimprovetheirlearningefficiency，butalsohelpthemdevelopself-control，self-confidence，personalityandabilitytobetterfacethechallengesoflearningandlife.Inaddition，timemanagementcanalsoallowchildrentobettercontrolthetime，betterarrangementsforlearningtasksandextracurricularactivities，soastobetterdeveloptheirpotentialandachievetheirdreams.Thistopicisbothpracticalandchallenging，andiswellsuitedtoastudent'slearningcontent.eq\o(\s\up7(),\s\do5(UnitContentAnalysis（單元內(nèi)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（單元總體目標(biāo)）))1．Flexiblyusethetargetlanguagetoinquireandansweraboutdailyactivitiesandtheirtime，createadialogue，discussdailyactivitiesandtimearrangements，giveexamplestoillustratetheimportanceoflearningtomanagetime，andrecognizethevalueandimportanceofefficienttimemanagement.2．Understandthesemanticfunctionsofandanswerstospecialquestionscontainingwhat，whattimeandwhen，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthetimeoractivityofdoingsomething.Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandtheircorrespondinganswers.eq\o(\s\up7(),\s\do5(UnitKeyPointsandDifficulties（單元重難點(diǎn)一覽）))KeyPoints1.Mastertheusageofspecialinterrogativesentencescontainingwhat，whattimeandwhenandtheircorrespondinganswers.2.Statethescheduleofone'sdailylife.3.Understandandmasterthepronunciationofconsonantphonemes(/s/，/z/，/?/，/?/，/t?/，/d?/，/θ/，/e/)andtheircorrespondinglettersandlettercombinations.KeyDifficulties1.Beabletoquicklyandaccuratelyobtaininformationduringlisteningandspeakingactivities，andmastertimeexpressions.2.Accuratelyusespecialinterrogativesentencestoinquireaboutdailylife，andbeabletodescribethetimeplanningofone'sdailylife.eq\o(\s\up7(),\s\do5(單元學(xué)情分析和教學(xué)建議))eq\o(\s\up7(),\s\do5(單元課時(shí)分配))第一課時(shí)SectionA1a—2：1lesson第二課時(shí)SectionA2a—2e：1lesson第三課時(shí)SectionAGrammarFocus3a—3d：1lesson第四課時(shí)SectionB1a—1d：1lesson第五課時(shí)SectionB2a—Project：1lesson第一課時(shí)SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Themainpurposeofthislessonistoguidestudentstothinkabouttheirdailylivesandstudyarrangementsbydiscussinghowtomakefulluseoftime.Thislessonprovidesrichopportunitiesfororalcommunicationthroughtwodialogues.Studentscanimprovetheiroralexpressionandlisteningcomprehensionskillsbyimitatingandperformingdialogues.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語言能力)1．Beabletocorrectlyrecognizeandpronounceconsonantphonemes(/s/，/z/，/?/，/?/，/t?/，/d?/，/θ/，/e/)，andcorrectlypronouncecommonvocabularycontainingtheaboveconsonantphonemes.2．Basedonthegivenstresssymbolsinthesentence，identifyandcorrectlypronouncethestrongwordsinthesentence，andapplythemtoothersituations.3．Understandthesemanticfunctionsofandtheanswerstospecialinterrogativesentencescontainingwhattimeandwhen，andbeabletocorrectlyusethisstructuretoinquireandansweraboutthetimeoractivityofdoingsomething.◆CulturalAwareness(文化意識(shí))Understandthedailylifehabitsofothercountriesandrespectthelifehabitsofothers.◆ThinkingQuality(思維品質(zhì))1．Recognizethevalueandsignificanceofefficienttimemanagement.2．Cultivatestudents'thinkingandinnovationabilitiesthroughactivities.◆LearningCapability(學(xué)習(xí)能力)Beabletoorganizeandsummarizetheusageofspecialinterrogativesentencesandanswers.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．Flexiblyusethetargetlanguagetoinquireandansweraboutdailyactivitiesandtheirschedules，createadialogue，anddiscussdailyactivitiesandschedulesinthetargetlanguage.2．Provideexamplestoillustratetheimportanceoflearningtomanagetimeandhelpstudentsrecognizethevalueandsignificanceofefficienttimemanagement.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Listenandaccuratelytellthedifferencesamong8consonantphonemes.2．Listenandaccuratelyconfirmthestressofthewordsinthesentence.◆TeachingBreakthroughs(教學(xué)突破)Createcertaincontextsandguidestudentsintheirabilitytosummarizeandintegrateinformation.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Warmingupandrevision(感知與注意)T：TodaywearegoingtolearnUnit6.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit？Yes，wearegoingtolearnsomethingaboutadayinthelife.Lookatthepictureandsharethethreequestions.Whatdoyouseeinthephoto?Howlongdoyoustudyeveryday?Whatdoyoudoinyourfreetime?設(shè)計(jì)意圖：學(xué)生觀看教材提供的主題圖，在老師的指導(dǎo)下，了解本單元的主要內(nèi)容是學(xué)習(xí)日常生活。通過回答三個(gè)問題，學(xué)生可以理解主題圖的一般內(nèi)容，并為后續(xù)語言學(xué)習(xí)奠定基礎(chǔ)。Activity2Presentation(獲取與梳理)Workon1aT：Wearegoingtolearn“SectionAHowyouspendyourschoolday？”Sowhendoyougetup？Whattimedoyoufinishyourhomework？Whendoyouhavedinner？Youcanshareyourschooldayintheseways.Collectsomeanswersandwriteseveralontheblackboard.Let'slookatthepictures.Herearefourclocks.Whattimearethey？Doyouknowhowtotellthetime?Pleasematchtheclockswiththetimes.Checktheanswerstogether.設(shè)計(jì)意圖：通過回答教師提出的問題，幫助學(xué)生回顧小學(xué)已學(xué)的內(nèi)容，在教師的指導(dǎo)下，學(xué)生可以從活動(dòng)和時(shí)間兩個(gè)方面介紹自己的日常活動(dòng)。Activity3Listening(獲取與梳理)Workon1b—1dPlaytherecordingofthefirstconversationandgetstudentstotickPeter'sactivitiesthismorning.Thenchecktheanswerstogether.Playtherecordingofthesecondconversationforstudents.Thenask“WhyarePeterandHanLinatschoolearly？”Studentstrytomatchthenameswiththereasons.Checktheanswertogether.Getstudentstolistentothetwoconversationsagainandfillintheblanksin1d.Askseveraltoreadthecompletesentencesaloud.Makesureeveryoneknowsthecorrectanswers.Letstudentslistenagainandpayattentiontothepronunciationandintonation.Thenaskstudentstoimitatethem.設(shè)計(jì)意圖：在聽的過程中，教師進(jìn)行聽力策略指導(dǎo)，能幫助學(xué)生從整體上理解對(duì)話內(nèi)容，有利于培養(yǎng)學(xué)生準(zhǔn)確獲取、組織和記錄關(guān)鍵信息的能力。同時(shí)鼓勵(lì)學(xué)生多聽多模仿，提升學(xué)生的英語聽和說的能力。Activity4Role-play(內(nèi)化與運(yùn)用)T：Workingroups.Interviewthreeclassmatesandcompletethechart，thentellyourgroupabouttheresults.ActivitiesStudent1Student2Student3getup6：10gotoschoolhavedinnerInterviewer：Whattimedoyouusually…？Whendoyouhavedinner?Thentheleaderofthegrouptriestoreportinfrontoftheclass.設(shè)計(jì)意圖：通過小組活動(dòng)，為學(xué)生創(chuàng)設(shè)了運(yùn)用目標(biāo)語言的真實(shí)情境，學(xué)生在詢問和應(yīng)答過程中自然使用本課所學(xué)的語言，實(shí)現(xiàn)了“用中學(xué)、學(xué)中用”，有效培養(yǎng)了語用能力。小組成員的匯報(bào)活動(dòng)，能提升學(xué)生組織語言以及口頭表達(dá)的能力。Activity5Pronunciation(歸納與應(yīng)用)Workon1—2T：We'regoingtolearnaboutconsonantsounds.Let'slistenandrepeat.Learntopronounce/s/，/z/，/?/，/?/，/t?/，/d?/，/θ/，/e/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.設(shè)計(jì)意圖：學(xué)生通過觀察教材中呈現(xiàn)的音標(biāo)/s/，/z/，/?/，/?/，/t?/，/d?/，/θ/，/e/及其對(duì)應(yīng)字母與字母組合，讓學(xué)生了解音標(biāo)的概念，并能夠認(rèn)讀音標(biāo)及其對(duì)應(yīng)的輔音字母。學(xué)生通過聽、讀形式掌握語音和重讀；利用語音幫助學(xué)生準(zhǔn)確朗讀和記憶單詞，為今后的自主學(xué)習(xí)打下基礎(chǔ)。Activity6Homework(反饋與強(qiáng)化)Listencarefullyandreadthelisteningscriptsfluently.Askandansweraboutaschooldaywithyourdeskmateandhaveashortconversation.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Seventhgradestudentsalreadyhavegoodmemoryandimitationability，whiletheyneedmoreencouragementandguidancetomaintaintheirinterestinlearningEnglish.Variousformsofactivitiescanstimulatestudents'interestinlearning，improvetheirabilityoflanguageapplication，andbeconducivetotheimplementationofliteracyeducation.Therefore，theteacherneedstodesignavarietyofengagingactivitiestomotivatestudents'activeparticipation.第二課時(shí)SectionA2a—2eeq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))Thediscourseofthislessonisapresentationoflisteningandspeaking.Throughthisconversation，wecanunderstandtheconversationbetweentwoclassmatesintheschool，especiallythesceneofagirlconductinganinterview.Thisconversationmainlyrevolvesaroundtimemanagement，dailyactivities，andhabitformation，aimingtohelpstudentsunderstandtheimportanceoftimemanagement，habitsoflifeandstudy.Basedonthepreviouslisteningtask，thisconversationinterviewedTom'sscheduleintheformofaninterview，allowingstudentstounderstandthescheduleofaforeignstudent.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語言能力)1．Beabletoorganizeandsummarizeexpressionsrelatedtoeverydayactivitiesandtime，andmastertheusageofspecialinterrogativesentencescontainingwhat，whattime，andwhenandtheircorrespondinganswers.2．Usethesimplepresenttensetoaskandansweraboutthetimeofdailyactivities，andusethetargetsentencestructuretoinquireaboutthescheduleofclassmatesintheclass.◆CulturalAwareness(文化意識(shí))Byunderstandingtheweekdaylifeofaforeignstudent，studentscancomparetheirdailylivesanddiscoversimilaritiesanddifferencesbetweenthetwo.Thiscomparisonhelpstostimulatestudents'interestinEnglish-speakingculturesandimprovetheircross-culturalcommunicationskills.◆ThinkingQuality(思維品質(zhì))1．Learntoapplygrammarknowledgeinthecontexttoaccuratelyunderstandothersandexpressoneselfappropriately.2．Studentscanbetterplantheirtime，cultivategoodstudyhabits，andlayasolidfoundationfortheirfutureEnglishlearning.◆LearningCapability(學(xué)習(xí)能力)1．Learntocommunicatewiththeirclassmates.2．Toapplywhatislearned，cultivatestudents'abilitytouselanguageandculturalknowledgetosolvepracticalproblemsinrealsituations，andpromotetransferandinnovation.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．Beabletousethetargetlanguagetoinquireaboutclassmates'dailyschoolschedulesandactivities.2．Completerole-playintheclasstounderstandtheimportanceoftimemanagement，lifehabits，andstudyhabits.3．Completeabriefreportonschooldayroutineofclassmatesintheclass.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Beabletoquicklyandaccuratelyobtaininformationthroughlisteningandreadingconversations.2．Giveareportonapartner'sschooldayroutineinaccuratelanguage，andappropriateexpressions.◆TeachingBreakthroughs(教學(xué)突破)1．EncouragestudentstoexpressthemselvesinEnglishaccordingtotheiractualsituationasoftenaspossible.2．Makestudentshavecleargoalsandapplythesentencepatternsinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Prediction(感知與注意)T：First，let'slookatthepictureandanswerthethreequestions.Whatisthephotoabout?Whatcanyouseeinthepicture?Wherearethey?(Theteacherteaches“reporter，homework，gotobed”whiletalking.)設(shè)計(jì)意圖：通過“viewing”引入主題，教師創(chuàng)設(shè)情景，激發(fā)學(xué)生的參與興趣，呈現(xiàn)描述日常活動(dòng)和時(shí)間的詞匯；教師利用預(yù)測(cè)性任務(wù)激發(fā)學(xué)生的思維，培養(yǎng)學(xué)生運(yùn)用情景線索進(jìn)行推理和預(yù)測(cè)的能力。Activity2Listening(獲取與梳理)Workon2a—2dPlaytherecordingforstudentsandaskthemtofillintheblanksin2a.Getstudentstoreadtheconversationcarefullyandthenanswerthequestionsin2b.Encouragethemtotakeupagoodhabit“Earlytobed，earlytorise.”GetstudentstoreadtheconversationagainandtrytocompleteTom'sschooldaytimetablein2c.Askseveralstudentstotelltheanswersbyusingcompletesentences.Forexample，“Tomusuallygetsupat6：45a．m.”Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.Trytorole-playtheconversationandshowthemselvesinfrontoftheclass.設(shè)計(jì)意圖：通過聽、讀，幫助學(xué)生理解對(duì)話的整體內(nèi)容，培養(yǎng)學(xué)生準(zhǔn)確獲取和記錄關(guān)鍵信息的能力。引導(dǎo)學(xué)生進(jìn)行角色扮演，促進(jìn)他們內(nèi)化關(guān)鍵句型和關(guān)鍵語言，為進(jìn)一步將所學(xué)知識(shí)應(yīng)用到實(shí)際生活中奠定基礎(chǔ)。Activity3Giveareport(內(nèi)化和運(yùn)用)Workon2eT：Workinpairs.Askapartnerabouthisorherschooldayroutine.Whattimedoyougetuponaschoolday?Igetupat…．Whendoyou…？T：Accordingtotheinformationtheyprovide，giveareportaboutyourclassmates'schooldayroutineandtalkaboutwhatyouthinkoftheirschooldayroutine.Youcanreportlikethis：Thisis…'sschooldayroutine.Heusuallygetsup…Sometimeshehasdinner…Heusuallydoeshomework…Healwaysgoestobedat…Ithinkhemakesgooduseoftime.設(shè)計(jì)意圖：通過兩人小組交談和報(bào)告，每個(gè)學(xué)生都可以深入自己的角色，運(yùn)用目標(biāo)語言完成任務(wù)，促進(jìn)語言內(nèi)化，同時(shí)了解他人的日常生活，取長補(bǔ)短幫助學(xué)生養(yǎng)成良好習(xí)慣。教師設(shè)計(jì)不同的學(xué)習(xí)活動(dòng)，由學(xué)習(xí)理解過渡到實(shí)際應(yīng)用，有利于培養(yǎng)學(xué)生運(yùn)用語言和文化知識(shí)解決實(shí)際問題的能力。Activity4Homework(反饋與強(qiáng)化)Askyourparentsabouttheirdailyactivitiesandwritetheresultsdown.Helpyourparentstodosomehouseworktoexperiencelife.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Duringtheprocessofcompletingtheidiomtask，studentswillmastertheuseofpresenttenseofverbswithactualmeanings.Duringtheprocessoffillingintheblank，studentsneedtochooseappropriatewordsorphrasesbasedonthecontext，whichhelpstocultivatetheirlogicalthinkingandlanguageproficiency.Intheteachingprocess，theteachershouldalsodesignavarietyofevaluationactivitiestoguidestudentstoknowhowtolearnandhowtoimproveinthefuture.Thus，theteachercanachievetheevaluationoflearning.第三課時(shí)SectionAGrammarFocus3a—3deq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語言能力)1．Masterandcorrectlyusetheinterrogativewordswhat，whattime，andwhentoinquireabouttimeandactivities，andknowhowtoexpresstimecorrectly.Accuratelyrespondtoquestionsinvolvingtimeandactivitiesbasedoncontext.2．Distinguishthedifferentusagesofwhattimeandwhenwheninquiringaboutspecifictimes.Flexiblyapplytheinterrogativewordsinactualcontexttoconstructcompleteandaccuratesentences.◆CulturalAwareness(文化意識(shí))Throughunderstandingthedailyactivitiesandschedulesofdifferentstudents，enhanceunderstandingoflifehabitsindifferentculturalbackgrounds.Cultivatestudents'interculturalcommunicationskills，learningtocomprehendandrespectothers'lifehabits.◆ThinkingQuality(思維品質(zhì))1．Developstudents'logicalthinkingabilitiesbyanalyzingandcomparingactivityschedulesatdifferenttimepoints.Helpstudentslearntoplantimereasonably.2．Enhancestudents'criticalthinkingskillsbyquestioningunreasonabletimearrangementsandofferingimprovementsuggestions.◆LearningCapability(學(xué)習(xí)能力)Fosterstudents'autonomouslearningabilities，enablingthemtoindependentlyacquireandprocessinformationrelatedtotimemanagementthroughreading，listening，andoralcommunication.Improvestudents'collaborativelearningabilitiesbyworkingtogetheringroupdiscussionsandrole-playingactivitiestosolvetimemanagementissues.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))Mastertheusageofwhat，whattime，andwhen，applythemaccuratelyandmastertheexpressionsoftime.◆TeachingDifficulties(教學(xué)難點(diǎn))Enablestudentstocorrectlydescribetheirownandothers'dailyroutines.◆TeachingBreakthroughs(教學(xué)突破)Provideauthenticlanguagematerialsandscenariostohelpstudentsunderstandandpracticetheusageofinterrogativewordsincontext.Engagestudentsininteractiveactivitiessuchaspairwork，groupdiscussions，androle-playtofacilitateactivelearningandapplicationoflanguageskills.Encouragecriticalthinkingandreflectionontimemanagement，allowingstudentstoproposesolutionsandmakeimprovementsbasedontheirobservationsandanalyses.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，everyone！Todaywe'regoingtodiveintoanexcitingpartofourEnglishlearningjourney—thegrammarfocus.Let'sbeginbywarmingupourbrainswithsomedialoguepractice.Presentapictureofagirlreadingabookandgetstudentstomakeshortdialoguesaboutit.(Example1)A：Whatdoessheusuallydointheevening?B：Sheusuallyreadsabookintheevening.(Example2)A：Whattimedoessheusuallyreadabook？/Whendoessheusuallyreadabook?B：Sheusuallyreadsabookat9：00p．m.Andthenpresentmorepicturesforstudentstopractise.設(shè)計(jì)意圖：通過對(duì)話練習(xí)，幫助學(xué)生回顧“what”“whattime”和“when”的用法。為后續(xù)的語法學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。這個(gè)過程旨在激發(fā)學(xué)生的興趣，為即將到來的活動(dòng)做好心理準(zhǔn)備。Activity2Presentation(獲取與梳理)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.設(shè)計(jì)意圖：通過小組合作，鼓勵(lì)學(xué)生積極探索和總結(jié)語法規(guī)則，增強(qiáng)學(xué)生的學(xué)習(xí)主動(dòng)性和參與感。通過集體討論和分享，加深學(xué)生對(duì)語法點(diǎn)的理解和記憶，為后續(xù)的實(shí)際應(yīng)用打下堅(jiān)實(shí)的基礎(chǔ)。Activity3Practice(概括與梳理)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.)設(shè)計(jì)意圖：這個(gè)活動(dòng)的目的是通過回答給定時(shí)間的問題，加強(qiáng)學(xué)生對(duì)時(shí)間表達(dá)理解和運(yùn)用，通過小組活動(dòng)鼓勵(lì)同伴學(xué)習(xí)和協(xié)作。Activity4Production(概括與整合)Workon3cT：Let'sreadthepassagein3ctogether.(Theteacherandstudentsreadthepassagetogether.)T：Yourtaskistocompletethepassagewiththecorrectformsoftheverbsinbrackets.Remembertopayattentiontothetenseandsubject-verbagreement.T：I'llgiveyouafewminutestoworkonitindividually.Then，we'llshareouranswersanddiscussanydifficulties.(Studentsworkindividuallytocompletethepassage.)T：Alright，let'sstartsharingouranswers.Whowouldliketoreadthefirstsentencewiththeircompletedverbform?S：OnSaturdays，Samsometimesgetsupat9：00.T：Goodjob！Let'scontinue.(Callondifferentstudentstosharetheiranswersandprovidingfeedbackandclarificationasneeded.)設(shè)計(jì)意圖：本活動(dòng)旨在培養(yǎng)學(xué)生在語境中正確使用動(dòng)詞的能力，重點(diǎn)關(guān)注時(shí)態(tài)和主謂一致性，與此同時(shí)鼓勵(lì)學(xué)生在構(gòu)建敘事時(shí)的獨(dú)立思考和創(chuàng)造力。Activity5Survey(內(nèi)化與運(yùn)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.設(shè)計(jì)意圖：這項(xiàng)活動(dòng)鼓勵(lì)學(xué)生通過進(jìn)行調(diào)查和總結(jié)結(jié)果，將他們的語言技能應(yīng)用到現(xiàn)實(shí)生活中，有利于促進(jìn)學(xué)生對(duì)于語言技能的掌握，同時(shí)還能促進(jìn)團(tuán)隊(duì)互動(dòng)和掌握溝通技巧。Activity6Homework(反饋與強(qiáng)化)CreateascheduleofyourweekendactivitiesandwriteashortessayinEnglishintroducingyourweekendactivities，includingthetimeandspecificdetailsoftheactivities.eq\o(\s\up7(),\s\do5(TeachingReflection（教學(xué)反思）))Inthisperiod，thestudentslearninterrogativewordstoaskthetimeandactivities.Withenoughpractice，somestudentscanunderstandgrammarknowledgeandlearntouseit，butsomecan't.So，theteachershouldcomeupwithbetterways.Forexample，theteachershoulddesignsomeactivitieswithlowdifficultytohelpthem.第四課時(shí)SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教學(xué)內(nèi)容）))ThediscourseisanarrativearticlethatintroducesthedailylifeofaFinnishstudentinchronologicalorder.Thearticleusessimpleandclearvocabularyandsentencestoenablereaderstointuitivelyunderstandthescenesandemotionsdescribedbytheauthor.Intermsofchapterstructure，thenarrativeadoptsacombinationofimagesandtext，presentingTimo'sphotoandaphotoofplayingicehockeyrespectively，allowingstudentstounderstandthedailyroutineofFinnishstudents.Timo'sdailylifeonTuesdaywasintroducedinchronologicalorder.Thearticleusesthesimplepresenttensethroughout，withthepersonbeingthefirstperson，whichmakesthecontentclear，logical，andeasytounderstand.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學(xué)目標(biāo)）))◆LanguageProficiency(語言能力)1．Studentscanmastersomecommonvocabularyandgrammarknowledge，suchastimeexpressions，placedescription，charactertraits.2．Duringthereadingprocess，studentscantrytoretellthecontentofthearticleintheirownlanguagetoexercisetheiroralexpressionabilities.◆CulturalAwareness(文化意識(shí))1．Understandthedailylivesandlearningstylesofstudentsfromdifferentculturalbackgrounds，andbroadentheirhorizonsandcognition.2．Enhancestudents'cross-culturalcommunicationskillsandbroadentheirinternationalperspective.◆ThinkingQuality(思維品質(zhì))1．Studentscanlearnexcellentqualitiessuchasdiligence，self-discipline，andperseverancefromTimo，whichareofgreatsignificancefortheirgrowthanddevelopment.2．Guidestudentstoestablishcorrectvaluesandoutlookonlife，andcultivateapositiveattitudetowardslife.◆LearningCapability(學(xué)習(xí)能力)1．Trytoorganizeandsummarizethescheduleactivities，time，andothercontentinthearticle.2．Basedonyouractualsituation，talkaboutyourschoolday.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學(xué)重難點(diǎn)及突破）))◆TeachingFocus(教學(xué)重點(diǎn))1．QuicklyandaccuratelyobtainbasicinformationaboutTimo'sscheduleintheshortarticle，organizeandsummarizeTimo'sscheduleactivities，time，andothercontent.2．Usethetargetlanguagecompletelyandaccuratelytoretellthecontentofthearticlefromathirdpersonperspective.◆TeachingDifficulties(教學(xué)難點(diǎn))1．Basedonone'sactualsituation，talkaboutone'sschoolday.2．Presentcomprehensiveandappropriateexpressionsintheclass.◆TeachingBreakthroughs(教學(xué)突破)1．TheteacherencouragesstudentstospeakmoreandexpressthemselvesinEnglishaccordingtotheiractualsituation.2．Makestudentshavecleargoalsandapplythesentencepatternslearnedinthislessontooralcommunicationtoenhancetheirpragmaticabilities.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學(xué)過程）))Activity1Warmingupandrevision(感知與注意)Theteacherandstudentsgreeteachother.Letstudentswatchavideorecordedbytheteacher.It'saboutLiMei'sschooldayroutine.Thenaskthemtoanswerseveralquestions.T：Todaywearegoingtolearn“SectionBHowdifferentarepeople'sdailyroutines？”Let'sdiscussthesequestions.Doyouknowsomeonewhohasdifferentdailyroutinesfromyou？Howdifferentarepeople'sdailyroutines?Collectsomeusefulinformationontheblackboard.Teachsomewords“dailyroutine，finish，everyday，only”．設(shè)計(jì)意圖：利用視頻激活舊知，導(dǎo)入新課，直接高效。同時(shí)，因?yàn)橐曨l內(nèi)容和學(xué)生緊密相關(guān)，故能激發(fā)學(xué)生學(xué)習(xí)興趣。Activity2Beforereading：Prediction(獲取與梳理)Workon1aT：(Theteachergetsstudentstolookatthephotosinthetextbookandaskquestions.)Guesswhichpartoftheworldtheboyisfrom？Whatdoyouwanttoknowabouthim?Teachnewwords“Finnish，hockey，icehockey，outside”whileguessingandtalking.T：Lookatthepassage.Whatcanyouseeinthepicture？Whatkindofpassageisit?Undertheguidanceoftheteacher，studentsanswerthetypeandthemeofthearticletopredictitscontentandunderstandthatitisanarrativeaboutdailylife.設(shè)計(jì)意圖：通過觀察課本中的圖片，來提取相關(guān)信息，既可以培養(yǎng)學(xué)生看的能力，也可以提升推理、判斷的能力。While-readingActivity3Fastreading(獲取與梳理)Workon1bStudentsreadthearticle，selectasuitabletitleforthenarrative，andexplainthereasons.Studentschecktheiranswersundertheguidanceoftheteacher.Studentsattempttoclarifythereasonsforexcludingotherinterferingitems.設(shè)計(jì)意圖：通過為文本確定標(biāo)題來幫助學(xué)生理解文章的整體內(nèi)容，培養(yǎng)他們準(zhǔn)確獲取語篇大意的能力。教師要進(jìn)行適當(dāng)?shù)拈喿x策略指導(dǎo)，如提取中心句。Activity4Carefulreading(概括與整合)Workon1c—1dReadagainandcompletethetimetablewithTimo'sactivitiesin1c.Afterfinishingthetable，checktheanswerstogether.AskthemtotellTimo'stimetableusingcompletesentences.Readthepassagecarefullyandtrytoanswerthequestionsin1d.Askthemtopayattentiontotheinterrogativesineachquestion.Theycanusethesentencesfromthepassageortheirownsentencestoanswerthequestions.(Whilereading，studentscanunderlinethekeyinformationinthepassageaccordingtothequestions.TheteacherwalksaroundandgivessomehelptothosewhoseEnglishisweak.)Thengetsometoreadtheiranswers.設(shè)計(jì)意圖：設(shè)計(jì)不同的閱讀活動(dòng)幫助學(xué)生把握語篇的意義主線，有邏輯地梳理文章的信息，體會(huì)語言、文化和思維的關(guān)聯(lián)。Post-readingActivity5Retellandshow(內(nèi)化與運(yùn)用)Askstudentstoworkingroupsanddrawamindmapaccordingtothepassage.ThemindmapincludeswhatactivitiesTimodoesandwhattimehedoesthem.(Afterthat，theteacherwillasksomestudentstosharetheirmindmaps.)T：Accordingtoyourmindmap，pleasetrytoretellyourpassageandshowyourself