資源簡介

Unit 6 A Day in the Life Section A（1a - 1e）教學設計
教學依據
《義務教育英語課程標準（2022 年版）》強調培養學生的語言能力、文化意識、思維品質和學習能力等核心素養，倡導通過真實情境下的語言實踐活動，幫助學生在體驗中學習、在實踐中運用、在遷移中創新。本部分教學內容圍繞日常生活中的時間安排與活動展開，通過多種活動形式，讓學生學習時間表達和日常活動相關詞匯與句型，符合課程標準對學生在真實情境中運用語言進行交流的要求，有助于學生提高語言運用能力，了解不同文化背景下的日常生活，培養良好的時間管理和跨文化交際意識。
語篇研讀
What 語篇主題和主要內容 The theme of the discourse is Daily Time Arrangements and Activities in daily life. 1a presents clocks of different times and corresponding time expressions, such as one forty-five, six fifteen, eight o'clock, four thirty, etc., to guide students to learn time expressions in English. 1b Through Peter's morning activity dialogue, involving daily activity vocabulary such as take a shower, get dressed, brush teeth, have breakfast, etc., let students understand Peter's morning activity sequence and how to ask and describe these activities. 1c is the dialogue between Peter and Han Lin about why they came to school early. It involves expressions such as do some reading before class and on duty, which further expands students' vocabulary for daily activities. 1d requires students to fill in Peter and Han Lin's daily activity time according to the conversation content, such as Peter's school start time, wake up time, breakfast time, bath time and Han Lin's bath time, etc., to consolidate the time expression and description of daily activities. 1e Let students talk about their morning school routine and put what they have learned into practice. Why 語篇傳遞的主題意義 By learning the time arrangement and activities in daily life, students can cultivate their awareness of time management, understand the importance of reasonable time arrangement, learn to plan their daily life, and improve the efficiency of study and life. Understanding the daily activities of different people helps students to recognize individual differences, cultivate students' ability to observe and understand others, and guide students to reflect on their own habits and promote self-growth. The arrangement of daily activities in different countries and cultural backgrounds may be different, which can stimulate students' interest in different cultures, cultivate students' intercultural communication awareness, enable students to respect and understand cultural diversity, and enhance cultural tolerance. How 文體結構、語言特點及功能 文體結構 This part mainly adopts the form of dialogue and task instructions. 1a elicits time expression by matching clock with time; 1b and 1c show the characters' daily activities and the reasons for coming to school early in the form of dialogue, and present rich vocabulary and sentence patterns of daily activities; 1d Fill in the blanks based on the conversation content to deepen the understanding of time and activities; 1e is an open oral expression task, which allows students to describe their daily activities with what they have learned. The structure is from simple to deep, which conforms to the cognitive law of students. 語言特點及功能
The language is concise and clear, using simple sentences and common vocabulary, which is easy for students to understand and master. For example, when describing daily activities, simple sentences such as "Peter takes a shower." and "Han Lin is on duty." are used to directly express the character's behavior and state. It uses a large number of words related to time and daily activities, such as time number, o clock, quarter, half past, etc., as well as activity phrasal verbs, so that students can learn and use these words in specific contexts and enrich language expression. In the dialogue, the simple present tense is used to describe daily habitual activities, which strengthens the use of the simple present tense in the actual context, so that students can understand and master its function in expressing daily activities.
學情分析
（一）已知 Students have mastered a certain amount of basic vocabulary and simple sentence patterns in the previous study, have a certain understanding of numbers 1-60, and can perform simple numerical expressions. Have certain cognition and experience of some common activities in daily life (such as getting up, eating, going to school, etc.), and can describe these activities in Chinese. Have certain observation ability and logical thinking ability, and can obtain information according to pictures or simple prompts. （二）未知 The expression of time in English, especially the expression of non-hourly time (such as the use of past and to) may not be familiar, and it is easy to confuse and make mistakes. Although I have a certain understanding of daily activities, I may not have enough vocabulary and sentence patterns to accurately express these activities in English. For example, I am not familiar with the English expressions of some specific activities (such as pack one's bag, have a nap, etc.), and there may be grammatical errors or poor expression in describing activities. Lack of understanding of the differences in daily activity arrangements in different countries and cultural backgrounds, lack of intercultural communication awareness, and may have difficulties in understanding and processing daily activity information involving different cultures. （三）能知 By watching animated videos and imitating exercises, students can master the methods of time expression in English, including the accurate expression of the hour, half, quarter and non-hour, so as to improve the accuracy and fluency of time expression. With the help of English learning apps and classroom learning, students can enrich their vocabulary related to daily activities, learn to correctly use these vocabulary and sentence patterns to describe their own and others' daily activities, and improve their oral and written expression skills. Under the guidance of teachers and through reference of materials, students can understand the differences in daily activity arrangements in different countries, cultivate intercultural communication awareness, learn to respect and understand different lifestyles in intercultural communication, and improve their acculturation ability.
教學目標
Language Abilities
Be able to accurately read, write and speak time expressions in English, including the expression of the hour, half, quarter and non-hour time. Such as It's two o'clock., It's half past three., It's a quarter past four., It's ten to five. And understand and correctly use the past and to describe time. Be able to master and use the special questions guided by what time and when to ask about the time of daily activities, such as What time do you get up When do you have breakfast And answer accurately in the simple present tense, e.g. I get up at 6:30. I have breakfast at 7:00. Such sentence structure can ask and describe the time of daily activities naturally and smoothly in actual communication. Be able to read, write and use vocabulary related to daily activities, Such as take a shower, get dressed, brush teeth, have breakfast, pack one's bag, ride a bike to school, have a nap, etc. Understand its meaning and be able to use it correctly when describing daily activities to enrich the content of language expression. 思維能力 Through the analysis of Peter and Han Lin's daily activity arrangement, students' logical thinking ability was cultivated, such as summarizing the sequence of different activities, comparing different activities of different people at the same time, and analyzing the influence of time arrangement on study and life. 學習能力 In the process of group cooperation in completing tasks (such as discussing daily activity arrangements, making timelines, comparing daily activities in different countries, etc.), cultivate cooperative learning ability and teamwork spirit, learn to listen to others' opinions, solve problems together, and improve communication and cooperation efficiency. 文化品格 Understand the differences in daily activity arrangements of people in different countries and cultural backgrounds, such as the characteristics of extra-curricular activities of students in Western countries and the learning time arrangement of students in Asian countries, cultivate intercultural communication awareness and cultural tolerance, and respect the lifestyle and habits of different cultures. By sharing their daily activities, students can develop self-management awareness and good living habits, such as getting up on time, reasonably arranging study and rest time, etc., while encouraging students to actively participate in daily life and cultivate a healthy attitude towards life.
教學重難點
教學重點： The way in which time is expressed in English, especially the way in which time is not on the hour (such as the use of past and to). Use what time and when to ask about daily activities and use the present simple tense to answer the sentence structure.
教學難點： In practical communication, I can flexibly use words related to time expression and daily activities according to the situation, accurately and smoothly describe the daily activities of myself and others, pay attention to correct grammar, appropriate vocabulary and natural expression. Understand and respect the cultural differences in the daily activity arrangements of different countries, integrate cultural knowledge into the description and communication of daily activities, improve cross-cultural communication skills, and avoid communication barriers caused by cultural misunderstandings.
課前預習
Task One Watch the online animation video "Telling Time in English" (which can be searched on Youku or Tencent Video and other platforms), learn the English time expression introduced in the video, including the expression of the hour, half, quarter and other non-hour time, and write an example of each time expression on the preview list，such as It's three o'clock.；It's half past four.；It's a quarter past five.；It's ten past plete the following time expression exercises according to the animation video: (1) Write the time shown by the following clocks in English: [Picture shows several different clocks, such as 7:15, 8:45, 9:30, etc.] (2) Translate the following Chinese time into English: 5:15, 10:30, 10 to 12. (3) Record the audio of your reading time expression, requiring accurate and clear pronunciation and natural intonation. Task Two Review and consolidate vocabulary related to daily activities, such as get up, go to school, do homework, etc., and learn some new homework vocabulary. Such as pack one's bag, ride a bike to school, have a nap, etc., record on the preview list. Follow the example and describe your daily activities of yesterday in English, including at least five different activities. Fox example:I got up at 7 o'clock in the morning. Then I had breakfast and went to school at 8 o'clock. I had classes all day. After school, I played basketball with my friends. In the evening, I did my homework and watched TV. Task Three Use a search engine (such as Baidu) to find the daily activities of students from at least two different countries (including wake up time, school time, school time, extra-curricular activities, etc.) and record them in simple English on the preview list, with the name of the country.Such as：In the US, students usually get up at 7 o'clock and go to school at 8:30. They have various after-school activities like playing sports or joining clubs.
教學過程
教學環節 教學內容 效果評估
Step 1 Warming-up Watch video and sing along The teacher plays the chant video of "What time is it" through multimedia teaching equipment (such as intelligent whiteboard or projector) to guide When the chant video is played and students are guided to sing along, it is observed whether students actively participate in singing along and whether they can keep up with
students to sing along. In the process of playback, teachers can use the pause and playback functions of multimedia software to explain the time display and daily activities in the video to help students better understand. Interactive games Use the time in the video for interactive game activities. Match the clocks with the times. During the interactive game "Match the clocks with the times", teachers can use the software to display the clock picture and time options, and ask students to drag the clock picture to the corresponding time to match. The recording function of the electronic whiteboard can record the operation process of students, which is convenient for teachers to comment and summarize. the rhythm and rhyme of the video. Participation can be judged by the size of a student's voice, how engaged their expression is, and the accuracy of their singing along. If most of the students have loud voices, happy expressions and accurate singing along, it indicates that the students are interested in the video content and have high participation; On the other hand, if the student's voice is weak, the expression is indifferent, or the singing along mistakes are more, the participation may be low. In the "Match the clocks with the times" interactive game, observe the students' enthusiasm and initiative to operate on stage. Record the number of students who actively raised their hands to request the clock and time matching operation, and whether they carefully thought and accurately completed the matching during the operation. The more active and accurate students are, the more enthusiastic they are about the game, and the better they understand and master the expression of time.
設計意圖
Step 2 Presentation Different time expressions 整點表達法：“鐘點數+o'clock” 意為“幾點”。o'clock=of the clock，意為“（表示整點）……點鐘”，其前面通常是整點。例如：five o’clock = 5:00， eleven o'clock = 11:00 非整點表達法： 順讀法：先小時后分鐘，即“鐘點數+分鐘數”意為“幾點幾分”。例如：eight twenty 8:20，ten thirty-five = 10:35，nine o nine（表示零幾分時可用o表示）= 9:09 After students finish the "Match the clocks with the times" exercise, check the accuracy of students' answers, count the number of correct matches of the time expressions of the whole point, the non-time expressions of the sequential reading and the time expressions of the backward reading (including the correct use of past and to), and calculate the correct rates of each type of time expression. Find out how well students have mastered different expressions of time. After
逆讀法：先分鐘后小時 當分鐘數≤30 時，分 past 時； 用“分鐘數+past+鐘點數”表示， 意為“幾點幾分”。例如：twenty-five past six = 6:25，half past three = 3:30 當分鐘數>30 時，差幾分到幾點；差的分鐘數 to 下一點鐘。 用“（60－原分鐘數）+ to +（原鐘點數+1）”，意為“差幾分幾點”。 例如： ten to eight = 7:50 （差10分8點），eleven to twelve = 11:49 （差11分12點） 注：半點和一刻鐘的特殊表達，a quarter 代表 15 分鐘，half 代表半小時。 A:What time is it / What's the time B:It's... 若想表明所說時間是上午，只需在時間后加上a. m.（am） 若想表達下午，只需在時間后加上p. m.（pm） Interactive game: Time solitarist The teacher first names a time, such as It's half past five. Then ask the students to name the next time, such as It's ten to six., based on the number of minutes of the previous time 1a：Match the clocks with the times. Students independently complete the clock and time matching exercises in 1a and then check the answers. Teachers can use multimedia courseware to show the answers, and at the same time re-emphasize the method of time expression, especially the matching points of non-hour time. Interactive games: Match the clocks with the picture. 利用《What time is it》視頻中的時間和日常活動進行互動游戲活動 learning the vocabulary and sentence patterns of daily activities, the students have a simple conversation practice. Ask each other in pairs about the time of daily activities, such as "What time do you get up " “When do you have breakfast ” Observe whether students can accurately use sentence patterns to ask questions and answer, and count the proportion of students who can correctly use sentence patterns and give smooth answers to the total number of groups. In the "Time solitarist" game, observe whether the students can quickly say the next time according to the minutes of the previous time, evaluate the students' thinking agility and logical understanding of time sequence and expression. Record the reaction time and the number of errors of students in the process of the relay. The shorter the reaction time and the fewer the number of errors, the stronger the thinking ability of students. Observe students' concentration and participation when they use online grammar learning websites or apps to learn sentence structure and usage differences, such as whether they actively watch animation demonstrations, whether they actively click to see more example sentences, etc., to understand students' ability and enthusiasm in using information technology to learn independently.
Match the clocks with the picture. Learn vocabulary and phrases such as take a shower, get dressed, brush teeth, have breakfast What time do you take a shower What time do you take a shower What time do you take a shower When do you have breakfast Explain sentence structure: question word (what time/when) + auxiliary verb (do/does) + subject + verb base + other at the same time, use the simple present tense positive and negative answers for example, such as I take a shower at 7 o'clock. / I don't take a shower in the morning. Let's wait. Use the animated presentations and example sentences in online grammar learning websites or apps to more intuitively show students sentence structure and usage differences. For example, animation shows the composition of sentence components and the specific use examples of what time and when in different scenes to help students understand and remember.
設計意圖 By systematically introducing hourly and non-hourly time expressions, daily activity vocabulary and related sentence patterns, this paper helps students build a complete knowledge system about the description of daily life time arrangement. It enables students to accurately express time, describe daily activities and inquire about others' activity time in practical communication, and improves students' comprehensive language application ability.
Step3： Pratice 1b：Listen to the first conversation and tick Peter's activities this morning. Play the recording of the conversation in part 1b and let the students perceive the conversation content as a whole Observe the student's reaction and performance when the teacher uses the variable speed function of the multimedia audio player. For students with weak hearing, pay attention to their understanding improvement after
when they listen to it for the first time. Then, according to the dialogue content, check out Peter's activities this morning from the daily activities listed on the preview list. When listening for the second time, pay attention to the specific time Peter does each activity, and record it next to the corresponding activity on the preview list. 1c：Listen to the second conversation.Why are Peter and Han Lin at school early Match the names with the reasons. Play the recording of the conversation in Part 1c. The students listen and match Peter and Han Lin with their reasons for coming to school early. Then play the recording again and ask the students to listen carefully to the time expressions and daily activities words in the dialogue to deepen their understanding of the listening content. 1d：Listen to the two conversations and fill in the blanks. Play the audio in Part 1d. Students listen and write down the answers and answer the questions. Notice: When playing conversations recorded in parts 1b, 1c, and 1d, teachers can adjust the playback speed according to students' listening level by using the variable speed function of the multimedia audio player. For students with weak hearing, they can slow down appropriately to help them understand the conversation better. After students complete the listening slowing down properly, such as whether they can capture key information more accurately and reduce errors. At the same time, comparing the performance of students with good listening ability in normal speed and variable speed, understanding the influence of variable speed function on students with different listening levels, and evaluating its effectiveness in helping students improve listening comprehension. The improvement of students' answers after listening to the recording for a second time (1b, 1c) or again (1d) was analyzed. If the students can correct some mistakes after repeated listening, it shows that they have gradually mastered the listening skills to obtain accurate information through repeated listening. On the other hand, if errors are not significantly reduced, it may mean that students have difficulties in using listening skills, such as not knowing how to focus on previously missed or misunderstood information during repeated listening.
practice, teachers can use the online answer system (such as the questionnaire star or the school's online test platform) to quickly collect students' answers, and immediately generate the answer data analysis report to understand the students' grasp of the listening content, including which questions have a high error rate, which time expressions or daily activities words are prone to mistakes in listening, etc. In order to pertinently explain and review. Pair Work 1e:Talk about your school day routine in the morning. Use sentence patterns to ask and answer questions with your deskmates. A：What time do you usually+.../When do you +... B：I usually +... at +time
設計意圖 Design a variety of interactive games (such as "Match the clocks with the times", "Match the clocks with the picture", "Time Solitarizing", etc.) to transform boring knowledge learning into interesting game activities. Let students learn English in a relaxed and pleasant atmosphere. The competition and fun of the game can attract students' attention, stimulate students' enthusiasm for learning, and make students more actively participate in learning. Using multimedia resources (such as video, animation demonstration, etc.) to present teaching content, increase the intuitiveness and vividness of teaching.
Step 4 Production Group Work: daily activity timeline production Each group should work together to make a timeline of Peter or Han Lin's daily activities. The time (in English) and content (in pictures or simple English phrases) of each activity should be accurately marked on the timeline Team members can edit the content of the timeline together through online collaboration tools (such as Tencent Documents), share ideas and resources in real time, and Check that the English expressions of the activity time on the timeline made by each team are accurate. Observe whether the students' use of the hour, half hour and non-hour time (including sequential reading and reverse reading) is correct, for example, whether they can correctly write "half past seven (7:30)" "a quarter to nine (8:45)" and so on. Evaluate whether the daily activity vocabulary used in the description of the activity content is appropriate and
improve cooperation efficiency. Representatives from each team will be sent to the stage to present the production timeline and introduce Peter or Han Lin's daily activities in English. As Peter gets up at 6:30. Then he takes a shower at 6:45. After that, he has breakfast at 7:15 and goes to school at 7:30. Other groups can ask questions and make comments, such as What time does he do his homework Is his schedule busy Cultivate students' oral expression ability and teamwork ability. Think about and answer the differences in People's Daily activities in different countries and cultures S：In the US, students usually get up at 7 o'clock and go to school at 8:30. They have various after-school activities like playing sports or joining clubs. rich. Check whether the students have correctly used the vocabulary for daily activities they have learned, such as "take a shower", "have breakfast", "go to school", etc., and whether they can choose the appropriate vocabulary to describe the situation according to the specific situation. At the same time, pay attention to whether the spelling of words is correct, so as to avoid affecting the accuracy of expression due to spelling errors.
設計意圖 In the process of making the timeline, observe whether the division of labor among the team members is clear and whether they actively participate in the discussion and editing. For example, see whether a member is responsible for collecting information, a member is responsible for designing and typesetting, and a member is responsible for reviewing and proofreading. Record the frequency and quality of interactions among group members, such as whether they actively share ideas, respect the opinions of others, and effectively resolve differences. By observing these aspects, we can understand the fluency and effectiveness of group collaboration. Through the organization and description of the timeline content in the introduction, it is judged whether the students can organically integrate the time expression, daily activity vocabulary and sentence pattern they have learned, and flexibly apply them to the actual situation. For example, see whether students can accurately use different time expressions to describe the time of each activity, whether they can use a variety of vocabulary and correct sentence structure to describe the content of the activity, and whether they can make an organized introduction according to the logical sequence of the time axis. This can reflect the students' comprehensive application of knowledge and understanding of the actual situation.
Summary What we learn today By asking questions at random, the
Different time expressions Daily activities Sentence pattern teacher asked the students to answer questions about different time expressions (such as the sequential reading and reverse reading of the hour, half hour, and non-hourly reading, etc.), daily activity vocabulary (such as enumerating several daily activities learned today and saying them in English) and sentence structure (such as saying the sentence structure of asking what time and when about daily activity time). Observe the accuracy of the students' answers.
設計意圖 Systematically summarize the vocabulary and sentence patterns of different time expressions and daily activities to help students sort out the scattered knowledge learned in this lesson and form a complete knowledge system. It enables students to clearly understand the different ways and rules of time expression, the specific content of daily activity vocabulary and how to use sentence patterns to inquire and describe daily activity time, strengthens students' memory and understanding of these key knowledge points, and facilitates students to quickly and accurately extract and apply relevant knowledge in future learning and practical application.

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