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人教版（2024）七年级上册UnitUnit 6 A Day in the LifeSection B教案及反思
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这是一份人教版（2024）七年级上册UnitUnit 6 A Day in the LifeSection B教案及反思，共19页。教案主要包含了课时目标，教学重难点，教学过程，板书设计等内容，欢迎下载使用。
该主题属于“人与自我”范畴下的“做人与做事”主题群，涉及子主题内容为“自我认识、自我管理、自我提升”。
本单元的核心语言主要围绕时间的安排、描述活动频度、日常活动等方面展开。涉及时间安排的介绍（make use f, rutine, while, weekend, daily rutine, break），描述活动频度（usually, nly, already），描述日常活动（take a shwer, get dressed, n duty, get up, g t bed , ice hckey, reprter）等。两种语篇涉及不同的语篇知识：第一种语篇以对话方式谈论了自己日常事物的时间安排；第二种语篇以记叙文的方式按照时间的顺序介绍了自己一天的时间安排。
该单元旨在培养学生理解良好的时间管理和日常习惯对个人发展的重要性，这个主题强调了时间管理和日常生活中的自我管理，通过不同孩子的日常生活安排，展示了他们如何有效地安排时间以平衡学习和休闲活动。这些内容旨在帮助学生理解良好的时间管理和日常习惯对个人发展的重要性。在第一篇对话中，彼得通过与妈妈的对话，意识到时间管理的重要性。尽管时间紧迫，他还是保留了刷牙的习惯，这展示了他良好的个人卫生习惯。韩林和彼得的对话则进一步强调了早上读书的习惯，以及他们各自的时间安排。卢佳琪和汤姆的对话中，汤姆详细描述了他一天的时间安排，包括上学、回家后的活动以及就寝时间。这表明了他有规律的生活习惯，这对他的健康和学习效率都是有益的。山姆和蒂莫的记叙文则提供了一个更全面的视角，让我们看到他们如何在周末和日常生活中安排不同的活动，如与朋友踢足球、做家务、参与音乐活动等。这些活动丰富了他们的生活，同时也教会了他们如何平衡学习和休闲。通过这些对话和记叙文，学生可以学习到如何描述自己的日常活动、时间安排以及活动频度，同时也能了解到不同人如何管理自己的时间和日常生活的例子。这有助于学生反思自己的生活习惯，并学会如何做人和做事，以促进自我提升。
总的来说，让孩子掌握良好的时间管理习惯，它不仅能够帮助孩子更有效地利用时间，提高学习效率，还能够培养孩子的自制力和自信心，更好地发展个性和能力，从而更好地面对学习和生活的挑战。此外，时间管理还能够让孩子更好地把握时间，更好地安排学习任务和课外活动，从而更好地发挥自己的潜能，实现自己的梦想。这个主题既有实用性，又有挑战性，非常适合作为学生的学习内容。
单元课程标准要求
词汇：shwer,brush,tth,duty,usually,reprter,arund,hmewrk,rise,stay,restaurant,husewrk,while,weekend,daily,nly,break,finish,already,dark,utside,prepare,clck,breakfast,befre,begin,dinner,early,ask,lunch,film,lessn,ice,make use f,take a shwer,get dressed,n duty,get up,g t bed,
句型：
What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
3.灵活使用目标语言询问并回答日常活动及其时间，创编一段对话，用目标语言谈论日常的活动及时间安排，举例阐释学会管理时间的重要性，认识到高效时间管理的价值和重要性。
4.听辨并准确认读/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/,辅音音标以及带有这些音素的单音节词汇，建立音素意识；听辨并准确认读单词在句子中的重读；在口头表达中做到单词发音清晰、准确.
5.理解含有what time和when特殊疑问句的表意功能及回答，并能正确使用该结构询问和回答做某事的时间或活动；能梳理和归纳特殊疑问句及回答的用法。完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。读流畅。
6.通过观察语篇形态认识并描述日常活动的记叙文，理解关于蒂莫学校一天的事实性信息；梳理、归纳出主题图和结构图，根据结构化图形口头完成文章复述；7.关联自身的个人信息，写一篇文章介绍自己的日程安排以及时间，分析时间管理的优点和缺点，认识到掌握良好的时间管完成一份“采访周围人的日常生活”，选择一个你想要采访的对象，询问其日常生活和时间安排，根据调查表完成一份调查报告，在班级进行展示，参加班级“管理时间”的评选。并以评价量规规范周课程表的制作。理习惯，能够更有效地提高学习效率。
教法导航
启发式教学，通过情景引入，提问引导学生思考和讨论。
任务型教学，设置明确的学习任务，如写日记，制定时间表，让学生在完成任务中学习和应用知识。
学法导航
自主学习，利用词汇表和课文注释进行预习，使用电子词典或在线资源找生词和短语。
合作学习，在小组内分享自己的日常活动和经历，与小组成员一起完成写作任务，互相检查和修改。
探究学习，通过课外阅读，了解更多关于日常生活和文化习俗的信息，在教师的引导下，进行关于日常生活的话题探究和讨论。
课时分配
第1课时： Sectin A 1a-Prnunciatin 2
第2课时： Sectin A 2a-2e
第3课时： Grammar Fcus
第4课时：Sectin B 1a-1d
第5课时: Sectin B 2a-2b
第6课时: Prject
Perid 1 Sectin A 1a-Prnunciatin2
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：clck,dress,breakfast,befre,begin,shwer,brush,tth,duty,usually
2.重点词组：take a shwer,get dressed,n duty,get up
3.重点句式: What time d yu usually get up ?I usually get up at...
When d yu have breakfast?I usually have breakfast at...
4.能够通过听获取对话中人物活动的信息，以及活动的时间，根据所听内容和教材提供的信息，完成细节信息的补充。
5.创编一段对话，用目标语言谈论日常的活动及时间安排，并在班级展示，能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。
6.能正确识别并读出辅音音素（/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/），能正确读出含有以上辅音音素的常见词汇，根据所给的句中重音符号，识别并正确读出句子中单词的强读单词，做到举一反三。
【教学重难点】
Tell the time in English.
2. Ask abut daily rutines using what time and when.
【教学过程】
Step1Tday we are ging t learn Unit 6. First let’s lk at the title and the picture. What are we ging t learn this unit? Yes, we are ging t learn smething abut a day in the life. Lk at the picture and share the three questins.
What d yu see in the pht?
Hw lng d yu study every day?
What d yu d in yur free time?
Step2Let’s learn abut the bjectives f this unit. By the end f the unit, we will be able t tell the time in English and ask abut daily rutines using what time and when. We will learn abut different peple’s rutines and explre hw t make gd use f time.
Step3We are ging t learn Sectin A hw yu spend yur schl day. S when d yu get up? What time d yu finish yur hmewrk? When d yu have dinner? Yu can share yur schl day in these ways.
Step4Let’s lk at the pictures. Here are fur clcks and what time they are. D yu knw hw t tell the time. Please match the clcks with the times.
Listen t the first cnversatin and
tick Peter’s activities this mrning.
Let’s check the answers tgether. Yes, we gt the answer that is brushing his teeth, get dressed.
Step5Listen t the secnd cnversatin. Why are Peter and Han Lin at schl early? Match the names with the reasns. Let’s check the answer tgether. Yes, Peter is n duty and Han Lin des sme reading befre class.
Step6Listen t the tw cnversatins again and fill in the blanks.
①Peter’s schl begins at__________
②Peter usually gets up at __________.
③Peter usually has breakfast at __________
④Peter usually takes a shwer in the __________
⑤Han Lin usually takes a shwer at __________.
Step7Try t repeat after the tape and pay attentin t the prnunciatin.
Step8Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class. Try t use yur wn wrds. Practice the cnversatins with yur partner. Then make yur wn cnversatins.
What time d yu usually get up?
I usually get up at 7 ’clck.
When d yu take a shwer?
I usually take a shwer at night.
Step9Wrk in grups and interview three classmates and cmplete the chart, then tell yur grup abut the results.
Interviewer: What time d yu
Step10We’re ging t learn abut cnsnant sunds. Let’s listen and repeat. Please pay attentin t the sunds.
What is the prnunciatin f /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/?Please write the sunds f the letters in yur ntebk. What is the prnunciatin f s, z, sh, ch, j, g, th? Please write the sunds f the letters in yur ntebk.
Step11Listen and circle the sentences yu hear, then repeat them.
I will shw yu sme ther wrds.
Lk at the wrds. Listen and repeat. Listen t the beginning part f the cnversatin in 2a and repeat. Ntice the stressed wrds. Then mark ther stressed wrds in the cnversatin in 2a.
Step 12Summary
1.We knw hw t tell the time in English
2.We are able t prnunce the wrds with/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/ and learn abut the wrds that are stressed.
3.We are able t make up a cnversatin abut hw t ask and answer abut a schl day.
Step 13Hmewrk.
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut hw t ask and answer abut a schl day.
【板书设计】
Perid 1 Sectin A 1a-Prnunciatin2
--What time d yu usually get up ?
--I usually get up at...
--When d yu have breakfast?
--I usually have breakfast at...
take a shwer
get dressed
n duty
get up
d sme reading
Perid 2 Sectin A 2a-2e
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：reprter,arund,hmewrk,saying,rise,stay,rutines,dunner,early,ask
2.重点词组：get up,at abut,g t schl,have dinner,d my hmewrk,g t bed,
ask abut,have breakfast,g hme,play sprts,brush teeth
3.重点句式: What time d yu usually get up?
I usually get up at...
When d yu g hme? At arund 4:50.
What d yu d after that? Smetimes I play basketball.
4.能够通过听读对话获取汤姆上学一天的作息时间等信息；能够识别对话中询问并回答作息时间的句式，运用相关语言进行角色扮演。
5.能运用目标语言，询问同班同学的学校日作息时间及活动，并在班级中完成角色扮演，认识时间管理、生活习惯和学习习惯的重要性。
6. 运用相关语言表达方式，联系班级同学的实际情况，根据同学的作息时
间表完成一份班级汇报，介绍班级同学的作息时间。并在班级中完成汇报展示和点评。
【教学重难点】
能运用目标语言，询问同班同学的学校日作息时间及活动
【教学过程】
Step 1Presentatin
Tday we are ging t learn Unit 6. First let’s lk at the picture. Lk at the picture and answer the three questins.
What is the pht abut?
What can yu see in the picture?
Where are they?
Step 2Listen t the cnversatin and fill in the blanks.
Step 3Read the cnversatin and answer the questins.
①What des Jiaqi ask Tm abut?
②Hw lng des Tm stay at schl?
③Why des Tm g t bed early?
Step 4Listen again and try t cmplete Tm’s schl day rutine.
Step 5Listen t the cnversatin again and pay attentin t the stressed wrds. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
Ask a partner abut his r her schl day rutine.
What time d yu get up n a schl day?
I get up
When d yu
I
Step 6Please wrk in grups and after that yu can shw yurselves in frnt f the class. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
Accrding t the survey, give a reprt abut yur classmates’ day rutine and talk abut what yu think f his day rutine.
Step 7Give a reprt n the interview. Use yur ntes in the chart.
This is ’s schl day rutine, He usually gets Smetimes he has He always ges t bed He usually des hmewrk. I think he has a healthy day rutine.
Step 8Summary
We knw hw t tell the time in English.
We are able t talk abut daily rutines using what time and when.
We are able t make up a cnversatin abut what yur schl day.
Step 9 Hmewrk
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut yur day rutines.
Perid 2 Sectin A 2a-2e
【板书设计】
get up
at abut
g t schl
have dinner
D my hmewrk
g t bed
ask abut
have breakfast
g hme
play sprts,brush teeth
What time d yu usually get up?
I usually get up at...
When d yu g hme? At arund 4:50.
What d yu d after that?
Smetimes I play basketball.
Perid 3 Grammar Fcus
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：film,restaurant,husewrk,while,weekend
2.重点词组：n Mnday,read bks,brush teeth,take a shwer,help with,watch a film
3.重点句式:What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
4.通过观察示例句子，能梳理和归纳询问和回答关于日程活动时间的表达方式，掌握what、what time和when特殊疑问句及回答的用法。
5.理解含有实义动词的一般现在时描述日常活动句式的表意功能，初步建立使用一般现在时表示日常活动的意识，在实践中逐步应用句型。
6.能结合自身实际，运用一般现在时询问并回答日常活动的时间，运用目标句式询问班级同学的日程安排，完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。
【教学重难点】
掌握what、what time和when特殊疑问句及回答的用法。
【教学过程】
Step 1Tday we are ging t learn the grammar fcus part. Let’s read the sentences and find ut the rules f sentence patterns. Read the sentences and lk at the questin phrase. D yu knw the differences amng what, what time and when. Cmplete the questins with what, what time r when.
Step 2Read the grammar fcus part. Wrk in grups. Read the sentences. Find ut the rules f using what, what time r when. After that, let’s check the answers.
Step 3Wrk in grups. Let’s talk abut the rules abut the questins.
Since we have talked abut the rules f the questins. Read the sentences belw. Answer the questins with the time in brackets. After that, let’s check the answers tgether.
①What time des Mike usually get t schl?
Mike usually gets t schl at 7:30 am.
②What time d they have lunch?
They have lunch at 12:30 in the afternn.
③When is yur maths class?
My maths class is at 1:45pm
④When des Lisa d her hmewrk?
Lisa des her hmewrk after dinner.
⑤When des David play basketball?
David plays basketball n Thursdays.
Step 4S What is the rule f use f the what、what time和when. Wrk in the grups and share yur answers.
Step 5Let’s read the passage. Cmplete the passage with the crrect frms f the verbs in brackets. After that, we will share the answers tgether.
Step 6Wrk in grups and d a survey in class.
Ask a partner abut his r her weekend rutine.
A: What time d yu usually get up at weekends?
B: I usually get up at...
A: When d
After the survey, please make a reprt abut it.
In my survey, ... usually gets up brushes his I think he has a healthy habit.
Step 7Summary
We knw hw talk abut daily rutines using what time and when.
We are able t d a survey and make a reprt.
Step 8 Hmewrk
1.Read the passage fluently and recite it.
2.Finish yur task paper.
3.Intrduce yur classmates’ weekend rutines.
Perid 3 Grammar Fcus
What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
【板书设计】
Perid 4 Sectin B 1a-1d
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：daily,nly,break,finish,already,dark,utside,prepare
2.重点词组：listen t ,walk t schl,after that,prepare fr,it’s time fr
3.重点句式:I usually get up at...
I ften listen t the news r music.
I walk t schl.
My schl begins at...
I usually gets hme at...
4.获取短文中有关蒂莫日程时间表的基本信息，梳理、概括蒂莫日程活动、时间等内容，借助可视化图形呈现结构化知识。
5.基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容；
6.结合自己的实际情况，阐述自己学校日的一天，完成一份介绍，并在班级前进行展示
【教学重难点】
Learn abut different peple’s rutines
【教学过程】
Step 1Tday we are ging t learn Sectin B Hw different are peple’s daily rutines? Let’s think abut it.
D yu knw smene wh has different daily rutines frm yu? Hw different are
peple’s daily rutines?
Step 2Wrk in grups and lk at the phts belw. Guess which part f the wrld the by is frm. What d yu want t knw abut him?
Step 3Lk at the passage. What can yu see in the picture? What kind f passage is it?
Step 4Read the passage and chse a suitable title fr it. Let’s check the answers tgether.
The title is A day at Tim’s schl.
Step 5Read again and cmplete the timetable with Tim’s activities.
After finishing the table, let’s check the answers tgether.
Step 6Read again and wrk in grups and draw a mind map accrding t the passage. The mind map includes what activity Tim des and what time he des. After that I will ask sme f yu t share yur mind map with us.
Accrding t yur mind map, please try t retell yur passage and shw yurself in
frnt f the class.
Yu can start like this.
Tim is a by frm Finland. He lives with his parents in Finland. Every Tuesday he usually gets up at 7:30 and listens t news r music. After breakfast, he walks t schl which nly takes nly 10 minutes walk. His schl begins at 9:00. There are 18 students in his class. Each lessn is 45 minutes lng and there is a break between lessns. He has ne Finish lessn and tw hme ecnmics lessns in the mrning. After that he has lunch at
Since we have knwn abut the infrmatin abut Tim. Wrk in grups. Let’s think abut the questins. Discuss these questins.
What lessns des Tim have every Tuesday mrning?
②Hw lng is each lessn at his schl?
③What club des Tim g t?
④Hw des he make gd use f his time?
Step 7 Let’s think abut it. What abut yur day rutine? Wrk in grups and share the day rutine. After that, write a passage abut yur day rutine. After that, cme t the frnt and shw yurself in frnt f the class.
Step 8Summary
1.We shuld knw t learn abut different peple’s rutines.
2.We are able t knw hw different peple’s daily rutines.
Step 9Hmewrk
1.Recite the passage and practice with yur partner.
2.Finish yur task paper.
3.Write a passage abut yur day rutine.
Perid 4 Sectin B 1a-1d
【板书设计】
1.Get up at 7:30
2.Walk t schl after breakfast
3.Schl begins at 9:00
4.Have ne finish lessn and tw
hme ecnmic lessns
get hme at arund 4:00
Read with parents fr an hur
A day at
Tim’s schl
Perid 5 Sectin B 2a-2b
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理描述自己一天的文本结构，列出介绍自己的日常活动及时间安排；
能够将本单元所学的词汇、目标结构、句型
以及各类功能表达迁移应用到自己的写作之中；
3.通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言
【教学重难点】
能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中
【教学过程】
Step 1Tday we are ging t learn Sectin B Writing. Let’s think abut it. What have we learned abut hw t write smething abut schl day.
Step 2Tday we are ging t write a passage t write abut yur day rutine.
Let’s cmplete the timetable abut ne f yur schl days. Hw different is yur schl day frm Tim’s.
After that, let’s check the answers.
Step 3Let’s read the sample tgether, please wrk in grups and find ut the structure f the sample.
Step 4Please list the key pints f talking abut yur schl day rutine.
Step 5Read the sample again and find ut the detailed infrmatin. And put them int the structure.
Find ut sme beautiful sentences frm the passage. And write them in yur ntebk.
Step 6Write a passage by using the infrmatin in 2a.
My name is _________. I am _________years ld. I live _________. Every _________, I usually get up at _________. Then _________. My schl begins at _________. We have _________ in the mrning . After that, _________. In the afternn, _________. I
usually get hme arund _________. Then _________. At _________, it is time fr me t ________.
Step 7Please write yur cmpsitin and finish it in 5 minutes.
Please check the cmpsitin by yurself accrding t the qaurtiene.
Wrk in yur grups and revise yur cmpsitin.
Step 8Summary
1.We shuld knw hw t talk abut yur schl day.
2.We are able t knw abut hw t plish yur cmpsitin.
Step 9Hmewrk
1.Plish yur passage.
2.Finish yur task paper.
3.Write a passage abut yur day rutine.
Perid 5 Sectin B 2a-2b
【板书设计】
1.Get up at 7:30
2.Walk t schl after breakfast
3.Schl begins at 9:00
4.Have ne finish lessn and tw
hme ecnmic lessns
get hme at arund 4:00
Read with parents fr an hur
My schl day
Perid 6 Prject
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.通过参与“采访人们关于他们的日常生活”的实践活动，学生能够运用本单元所学语言，采访人们关于他们的日常生活，完成一份报告，并在班级中进行分享，并比较日程安排的相同与不同；
2.能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐，进行采访人们的日程安排的新活动；
3.让学生了解不同职业人群的日常生活和时间安排，拓宽视野，增强对各种职业的认识。通过项目式的学习，提高学生的合作能力和团队精神。
【教学重难点】
Explre hw t make gd use f time
【教学过程】
Step 1 教师告诉同学项目的内容“interview peple abut their daily rutines”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。
Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。
Step 3 学生在教师的引导下明确项目任务，选择采访对象及列出问题题纲，并阐述理念及理由。
Step 4选择一个采访对象，可以是警察、老师、农民、记者或其他人。
Step 5制定采访问题，包括起床时间、早餐时间、上班时间、午餐时间、下班时间、晚餐时间、锻炼或学习或放松时间、睡觉时间等。
Step 6进行采访，记录采访对象的时间安排和日常生活。
Step 7根据采访结果，完成一份调查报告。
Step 8在班级进行展示，分享自己的调查成果。
在完成第一阶段的任务以后，老师让学生思考几个问题，
1. 选择采访对象：学生可以根据自己的兴趣和需求，选择警察、老师、农民、记者等不同职业的人群作为采访对象。
2. 设计采访问题：学生需要围绕日常生活的各个方面，设计一系列采访问题，如起床时间、早餐时间、上班时间、午餐时间、下班时间、晚餐时间、锻炼时间、学习时间、放松时间等。
3. 进行采访：学生需要在课堂上或者课下，对所选对象进行面对面的英语采访，记录下对方的日常生活和时间安排。
4. 整理采访结果：学生需要将采访得到的信息进行整理和分析，归纳出不同职业人群的日常生活规律和时间安排。
5. 撰写调查报告：学生需要根据采访结果，撰写一份英文调查报告，报告中要包括引言、主体和结论三个部分。
6. 进行项目展示：学生需要在班级进行项目展示，分享自己的调查报告和心得体会。
学生在教师的指导下思考项目评价：
1. 学生采访问题的设计质量。
2. 采访过程的记录和整理。
3. 调查报告的完成质量。
4. 学生在班级展示的表现。
5. 学生的总结反思和感悟。
通过这个项目，学生可以了解到不同职业人的日常生活和时间安排，从而提高自己的时间管理能力，培养良好的生活习惯。同时，学生在采访、调查、整理信息的过程中，提高了自己的写作和表达能力，增强了跨文化交际能力。希望在项目中，学生能够收获知识、成长和感悟。 注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。学生将自己绘制的设计采访题纲和汇报的文字稿上交给组长，组长负责交给老师，在班级内，将上交的小组作品依次呈现，并由组内的成员进行介绍，并在班级完成投票，评选出最佳撰写稿团队，全班同学和教师依据评价量规打分、评选。
学生在教师的指导下进行自我评价，完成单元的综合评价。
Step 9Summary
1.Give a reprt in class.
2.T plan time is t save time.
Step 8 Hmewrk
Plish yur reprt.
Perid 6 Sectin B Prject
name
time
activities
Tm
Jack
Ling Ming
Ling Ling
Mei Mei
【板书设计】
reprt
教学反思
基于各课时反思性教学改进，汇总形成单元反思性教学改进设想。
明确主要经验或者需改进的方面_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name
Activity
Time
Chi Biqing
Get up
At 7：00
Time
Activity
6:50 am
Have breakfast
7:50 am
G hme
Befre dinner
Have dinner
After dinner
G t bed
Get up have breakfast
G t schl
Have class
Play sprt
Have lunch
G hme
D hmewrk
Take a shwer
G t bed
Have dinner
Brush teeth
Weekend activity
time
Get up
Have breakfast
Brush teeth
...
Time
Tim’s activity
7:30 am
Get up
9：00 am
12:00 am
12:30 pm
Have lunch
2:15 pm
After schl
4:00 pm
Get hme
6：00 pm
After dinner
9：30 pm
Time
Activity
Hw well can yu d these things?
Very well
k
Needs wrk
I can tell the time in English.
I can ask abut daily rutines with what time and when
I can talk abut peple’s daily rutines.
I can make gd use f my time.
该主题属于“人与自我”范畴下的“做人与做事”主题群，涉及子主题内容为“自我认识、自我管理、自我提升”。
本单元的核心语言主要围绕时间的安排、描述活动频度、日常活动等方面展开。涉及时间安排的介绍（make use f, rutine, while, weekend, daily rutine, break），描述活动频度（usually, nly, already），描述日常活动（take a shwer, get dressed, n duty, get up, g t bed , ice hckey, reprter）等。两种语篇涉及不同的语篇知识：第一种语篇以对话方式谈论了自己日常事物的时间安排；第二种语篇以记叙文的方式按照时间的顺序介绍了自己一天的时间安排。
该单元旨在培养学生理解良好的时间管理和日常习惯对个人发展的重要性，这个主题强调了时间管理和日常生活中的自我管理，通过不同孩子的日常生活安排，展示了他们如何有效地安排时间以平衡学习和休闲活动。这些内容旨在帮助学生理解良好的时间管理和日常习惯对个人发展的重要性。在第一篇对话中，彼得通过与妈妈的对话，意识到时间管理的重要性。尽管时间紧迫，他还是保留了刷牙的习惯，这展示了他良好的个人卫生习惯。韩林和彼得的对话则进一步强调了早上读书的习惯，以及他们各自的时间安排。卢佳琪和汤姆的对话中，汤姆详细描述了他一天的时间安排，包括上学、回家后的活动以及就寝时间。这表明了他有规律的生活习惯，这对他的健康和学习效率都是有益的。山姆和蒂莫的记叙文则提供了一个更全面的视角，让我们看到他们如何在周末和日常生活中安排不同的活动，如与朋友踢足球、做家务、参与音乐活动等。这些活动丰富了他们的生活，同时也教会了他们如何平衡学习和休闲。通过这些对话和记叙文，学生可以学习到如何描述自己的日常活动、时间安排以及活动频度，同时也能了解到不同人如何管理自己的时间和日常生活的例子。这有助于学生反思自己的生活习惯，并学会如何做人和做事，以促进自我提升。
总的来说，让孩子掌握良好的时间管理习惯，它不仅能够帮助孩子更有效地利用时间，提高学习效率，还能够培养孩子的自制力和自信心，更好地发展个性和能力，从而更好地面对学习和生活的挑战。此外，时间管理还能够让孩子更好地把握时间，更好地安排学习任务和课外活动，从而更好地发挥自己的潜能，实现自己的梦想。这个主题既有实用性，又有挑战性，非常适合作为学生的学习内容。
单元课程标准要求
词汇：shwer,brush,tth,duty,usually,reprter,arund,hmewrk,rise,stay,restaurant,husewrk,while,weekend,daily,nly,break,finish,already,dark,utside,prepare,clck,breakfast,befre,begin,dinner,early,ask,lunch,film,lessn,ice,make use f,take a shwer,get dressed,n duty,get up,g t bed,
句型：
What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
3.灵活使用目标语言询问并回答日常活动及其时间，创编一段对话，用目标语言谈论日常的活动及时间安排，举例阐释学会管理时间的重要性，认识到高效时间管理的价值和重要性。
4.听辨并准确认读/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/,辅音音标以及带有这些音素的单音节词汇，建立音素意识；听辨并准确认读单词在句子中的重读；在口头表达中做到单词发音清晰、准确.
5.理解含有what time和when特殊疑问句的表意功能及回答，并能正确使用该结构询问和回答做某事的时间或活动；能梳理和归纳特殊疑问句及回答的用法。完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。读流畅。
6.通过观察语篇形态认识并描述日常活动的记叙文，理解关于蒂莫学校一天的事实性信息；梳理、归纳出主题图和结构图，根据结构化图形口头完成文章复述；7.关联自身的个人信息，写一篇文章介绍自己的日程安排以及时间，分析时间管理的优点和缺点，认识到掌握良好的时间管完成一份“采访周围人的日常生活”，选择一个你想要采访的对象，询问其日常生活和时间安排，根据调查表完成一份调查报告，在班级进行展示，参加班级“管理时间”的评选。并以评价量规规范周课程表的制作。理习惯，能够更有效地提高学习效率。
教法导航
启发式教学，通过情景引入，提问引导学生思考和讨论。
任务型教学，设置明确的学习任务，如写日记，制定时间表，让学生在完成任务中学习和应用知识。
学法导航
自主学习，利用词汇表和课文注释进行预习，使用电子词典或在线资源找生词和短语。
合作学习，在小组内分享自己的日常活动和经历，与小组成员一起完成写作任务，互相检查和修改。
探究学习，通过课外阅读，了解更多关于日常生活和文化习俗的信息，在教师的引导下，进行关于日常生活的话题探究和讨论。
课时分配
第1课时： Sectin A 1a-Prnunciatin 2
第2课时： Sectin A 2a-2e
第3课时： Grammar Fcus
第4课时：Sectin B 1a-1d
第5课时: Sectin B 2a-2b
第6课时: Prject
Perid 1 Sectin A 1a-Prnunciatin2
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：clck,dress,breakfast,befre,begin,shwer,brush,tth,duty,usually
2.重点词组：take a shwer,get dressed,n duty,get up
3.重点句式: What time d yu usually get up ?I usually get up at...
When d yu have breakfast?I usually have breakfast at...
4.能够通过听获取对话中人物活动的信息，以及活动的时间，根据所听内容和教材提供的信息，完成细节信息的补充。
5.创编一段对话，用目标语言谈论日常的活动及时间安排，并在班级展示，能够在小组内相互礼貌得体地完成角色扮演，语言运用得体、正确。
6.能正确识别并读出辅音音素（/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/），能正确读出含有以上辅音音素的常见词汇，根据所给的句中重音符号，识别并正确读出句子中单词的强读单词，做到举一反三。
【教学重难点】
Tell the time in English.
2. Ask abut daily rutines using what time and when.
【教学过程】
Step1Tday we are ging t learn Unit 6. First let’s lk at the title and the picture. What are we ging t learn this unit? Yes, we are ging t learn smething abut a day in the life. Lk at the picture and share the three questins.
What d yu see in the pht?
Hw lng d yu study every day?
What d yu d in yur free time?
Step2Let’s learn abut the bjectives f this unit. By the end f the unit, we will be able t tell the time in English and ask abut daily rutines using what time and when. We will learn abut different peple’s rutines and explre hw t make gd use f time.
Step3We are ging t learn Sectin A hw yu spend yur schl day. S when d yu get up? What time d yu finish yur hmewrk? When d yu have dinner? Yu can share yur schl day in these ways.
Step4Let’s lk at the pictures. Here are fur clcks and what time they are. D yu knw hw t tell the time. Please match the clcks with the times.
Listen t the first cnversatin and
tick Peter’s activities this mrning.
Let’s check the answers tgether. Yes, we gt the answer that is brushing his teeth, get dressed.
Step5Listen t the secnd cnversatin. Why are Peter and Han Lin at schl early? Match the names with the reasns. Let’s check the answer tgether. Yes, Peter is n duty and Han Lin des sme reading befre class.
Step6Listen t the tw cnversatins again and fill in the blanks.
①Peter’s schl begins at__________
②Peter usually gets up at __________.
③Peter usually has breakfast at __________
④Peter usually takes a shwer in the __________
⑤Han Lin usually takes a shwer at __________.
Step7Try t repeat after the tape and pay attentin t the prnunciatin.
Step8Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class. Try t use yur wn wrds. Practice the cnversatins with yur partner. Then make yur wn cnversatins.
What time d yu usually get up?
I usually get up at 7 ’clck.
When d yu take a shwer?
I usually take a shwer at night.
Step9Wrk in grups and interview three classmates and cmplete the chart, then tell yur grup abut the results.
Interviewer: What time d yu
Step10We’re ging t learn abut cnsnant sunds. Let’s listen and repeat. Please pay attentin t the sunds.
What is the prnunciatin f /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/?Please write the sunds f the letters in yur ntebk. What is the prnunciatin f s, z, sh, ch, j, g, th? Please write the sunds f the letters in yur ntebk.
Step11Listen and circle the sentences yu hear, then repeat them.
I will shw yu sme ther wrds.
Lk at the wrds. Listen and repeat. Listen t the beginning part f the cnversatin in 2a and repeat. Ntice the stressed wrds. Then mark ther stressed wrds in the cnversatin in 2a.
Step 12Summary
1.We knw hw t tell the time in English
2.We are able t prnunce the wrds with/s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /θ/, /ð/ and learn abut the wrds that are stressed.
3.We are able t make up a cnversatin abut hw t ask and answer abut a schl day.
Step 13Hmewrk.
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut hw t ask and answer abut a schl day.
【板书设计】
Perid 1 Sectin A 1a-Prnunciatin2
--What time d yu usually get up ?
--I usually get up at...
--When d yu have breakfast?
--I usually have breakfast at...
take a shwer
get dressed
n duty
get up
d sme reading
Perid 2 Sectin A 2a-2e
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.重点单词：reprter,arund,hmewrk,saying,rise,stay,rutines,dunner,early,ask
2.重点词组：get up,at abut,g t schl,have dinner,d my hmewrk,g t bed,
ask abut,have breakfast,g hme,play sprts,brush teeth
3.重点句式: What time d yu usually get up?
I usually get up at...
When d yu g hme? At arund 4:50.
What d yu d after that? Smetimes I play basketball.
4.能够通过听读对话获取汤姆上学一天的作息时间等信息；能够识别对话中询问并回答作息时间的句式，运用相关语言进行角色扮演。
5.能运用目标语言，询问同班同学的学校日作息时间及活动，并在班级中完成角色扮演，认识时间管理、生活习惯和学习习惯的重要性。
6. 运用相关语言表达方式，联系班级同学的实际情况，根据同学的作息时
间表完成一份班级汇报，介绍班级同学的作息时间。并在班级中完成汇报展示和点评。
【教学重难点】
能运用目标语言，询问同班同学的学校日作息时间及活动
【教学过程】
Step 1Presentatin
Tday we are ging t learn Unit 6. First let’s lk at the picture. Lk at the picture and answer the three questins.
What is the pht abut?
What can yu see in the picture?
Where are they?
Step 2Listen t the cnversatin and fill in the blanks.
Step 3Read the cnversatin and answer the questins.
①What des Jiaqi ask Tm abut?
②Hw lng des Tm stay at schl?
③Why des Tm g t bed early?
Step 4Listen again and try t cmplete Tm’s schl day rutine.
Step 5Listen t the cnversatin again and pay attentin t the stressed wrds. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
Ask a partner abut his r her schl day rutine.
What time d yu get up n a schl day?
I get up
When d yu
I
Step 6Please wrk in grups and after that yu can shw yurselves in frnt f the class. Let’s try t rle-play the cnversatin and shw yurselves in frnt f the class.
Accrding t the survey, give a reprt abut yur classmates’ day rutine and talk abut what yu think f his day rutine.
Step 7Give a reprt n the interview. Use yur ntes in the chart.
This is ’s schl day rutine, He usually gets Smetimes he has He always ges t bed He usually des hmewrk. I think he has a healthy day rutine.
Step 8Summary
We knw hw t tell the time in English.
We are able t talk abut daily rutines using what time and when.
We are able t make up a cnversatin abut what yur schl day.
Step 9 Hmewrk
1.Listen carefully and read the telescript fluently.
2.Finish yur task paper.
3.Search fr mre infrmatin abut yur day rutines.
Perid 2 Sectin A 2a-2e
【板书设计】
get up
at abut
g t schl
have dinner
D my hmewrk
g t bed
ask abut
have breakfast
g hme
play sprts,brush teeth
What time d yu usually get up?
I usually get up at...
When d yu g hme? At arund 4:50.
What d yu d after that?
Smetimes I play basketball.
Perid 3 Grammar Fcus
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：film,restaurant,husewrk,while,weekend
2.重点词组：n Mnday,read bks,brush teeth,take a shwer,help with,watch a film
3.重点句式:What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
4.通过观察示例句子，能梳理和归纳询问和回答关于日程活动时间的表达方式，掌握what、what time和when特殊疑问句及回答的用法。
5.理解含有实义动词的一般现在时描述日常活动句式的表意功能，初步建立使用一般现在时表示日常活动的意识，在实践中逐步应用句型。
6.能结合自身实际，运用一般现在时询问并回答日常活动的时间，运用目标句式询问班级同学的日程安排，完成一份关于班级同学日常活动安排及时间的简要报告，并且在班级进行汇报。
【教学重难点】
掌握what、what time和when特殊疑问句及回答的用法。
【教学过程】
Step 1Tday we are ging t learn the grammar fcus part. Let’s read the sentences and find ut the rules f sentence patterns. Read the sentences and lk at the questin phrase. D yu knw the differences amng what, what time and when. Cmplete the questins with what, what time r when.
Step 2Read the grammar fcus part. Wrk in grups. Read the sentences. Find ut the rules f using what, what time r when. After that, let’s check the answers.
Step 3Wrk in grups. Let’s talk abut the rules abut the questins.
Since we have talked abut the rules f the questins. Read the sentences belw. Answer the questins with the time in brackets. After that, let’s check the answers tgether.
①What time des Mike usually get t schl?
Mike usually gets t schl at 7:30 am.
②What time d they have lunch?
They have lunch at 12:30 in the afternn.
③When is yur maths class?
My maths class is at 1:45pm
④When des Lisa d her hmewrk?
Lisa des her hmewrk after dinner.
⑤When des David play basketball?
David plays basketball n Thursdays.
Step 4S What is the rule f use f the what、what time和when. Wrk in the grups and share yur answers.
Step 5Let’s read the passage. Cmplete the passage with the crrect frms f the verbs in brackets. After that, we will share the answers tgether.
Step 6Wrk in grups and d a survey in class.
Ask a partner abut his r her weekend rutine.
A: What time d yu usually get up at weekends?
B: I usually get up at...
A: When d
After the survey, please make a reprt abut it.
In my survey, ... usually gets up brushes his I think he has a healthy habit.
Step 7Summary
We knw hw talk abut daily rutines using what time and when.
We are able t d a survey and make a reprt.
Step 8 Hmewrk
1.Read the passage fluently and recite it.
2.Finish yur task paper.
3.Intrduce yur classmates’ weekend rutines.
Perid 3 Grammar Fcus
What time d yu usually get up?I usually get up at 6；30am.
What time des Tm g t bed？He usually ges t bed at 9:30 pm.
When d they g t the music club? They g n Mnday afternns.
What d yu d after dinner? Smetimes I read bks r d my hmewrk.
What des Peter d breakfast? He brushes his teeth and takes a shwer.
【板书设计】
Perid 4 Sectin B 1a-1d
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
重点单词：daily,nly,break,finish,already,dark,utside,prepare
2.重点词组：listen t ,walk t schl,after that,prepare fr,it’s time fr
3.重点句式:I usually get up at...
I ften listen t the news r music.
I walk t schl.
My schl begins at...
I usually gets hme at...
4.获取短文中有关蒂莫日程时间表的基本信息，梳理、概括蒂莫日程活动、时间等内容，借助可视化图形呈现结构化知识。
5.基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容；
6.结合自己的实际情况，阐述自己学校日的一天，完成一份介绍，并在班级前进行展示
【教学重难点】
Learn abut different peple’s rutines
【教学过程】
Step 1Tday we are ging t learn Sectin B Hw different are peple’s daily rutines? Let’s think abut it.
D yu knw smene wh has different daily rutines frm yu? Hw different are
peple’s daily rutines?
Step 2Wrk in grups and lk at the phts belw. Guess which part f the wrld the by is frm. What d yu want t knw abut him?
Step 3Lk at the passage. What can yu see in the picture? What kind f passage is it?
Step 4Read the passage and chse a suitable title fr it. Let’s check the answers tgether.
The title is A day at Tim’s schl.
Step 5Read again and cmplete the timetable with Tim’s activities.
After finishing the table, let’s check the answers tgether.
Step 6Read again and wrk in grups and draw a mind map accrding t the passage. The mind map includes what activity Tim des and what time he des. After that I will ask sme f yu t share yur mind map with us.
Accrding t yur mind map, please try t retell yur passage and shw yurself in
frnt f the class.
Yu can start like this.
Tim is a by frm Finland. He lives with his parents in Finland. Every Tuesday he usually gets up at 7:30 and listens t news r music. After breakfast, he walks t schl which nly takes nly 10 minutes walk. His schl begins at 9:00. There are 18 students in his class. Each lessn is 45 minutes lng and there is a break between lessns. He has ne Finish lessn and tw hme ecnmics lessns in the mrning. After that he has lunch at
Since we have knwn abut the infrmatin abut Tim. Wrk in grups. Let’s think abut the questins. Discuss these questins.
What lessns des Tim have every Tuesday mrning?
②Hw lng is each lessn at his schl?
③What club des Tim g t?
④Hw des he make gd use f his time?
Step 7 Let’s think abut it. What abut yur day rutine? Wrk in grups and share the day rutine. After that, write a passage abut yur day rutine. After that, cme t the frnt and shw yurself in frnt f the class.
Step 8Summary
1.We shuld knw t learn abut different peple’s rutines.
2.We are able t knw hw different peple’s daily rutines.
Step 9Hmewrk
1.Recite the passage and practice with yur partner.
2.Finish yur task paper.
3.Write a passage abut yur day rutine.
Perid 4 Sectin B 1a-1d
【板书设计】
1.Get up at 7:30
2.Walk t schl after breakfast
3.Schl begins at 9:00
4.Have ne finish lessn and tw
hme ecnmic lessns
get hme at arund 4:00
Read with parents fr an hur
A day at
Tim’s schl
Perid 5 Sectin B 2a-2b
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
能够基于写作目的和要求，在教师的指导下有效开展写作准备，梳理描述自己一天的文本结构，列出介绍自己的日常活动及时间安排；
能够将本单元所学的词汇、目标结构、句型
以及各类功能表达迁移应用到自己的写作之中；
3.通过自评和互评，不断改进自己的作品，使之完善，改进初稿的结构、内容和语言
【教学重难点】
能够将本单元所学的词汇、目标结构、句型以及各类功能表达迁移应用到自己的写作之中
【教学过程】
Step 1Tday we are ging t learn Sectin B Writing. Let’s think abut it. What have we learned abut hw t write smething abut schl day.
Step 2Tday we are ging t write a passage t write abut yur day rutine.
Let’s cmplete the timetable abut ne f yur schl days. Hw different is yur schl day frm Tim’s.
After that, let’s check the answers.
Step 3Let’s read the sample tgether, please wrk in grups and find ut the structure f the sample.
Step 4Please list the key pints f talking abut yur schl day rutine.
Step 5Read the sample again and find ut the detailed infrmatin. And put them int the structure.
Find ut sme beautiful sentences frm the passage. And write them in yur ntebk.
Step 6Write a passage by using the infrmatin in 2a.
My name is _________. I am _________years ld. I live _________. Every _________, I usually get up at _________. Then _________. My schl begins at _________. We have _________ in the mrning . After that, _________. In the afternn, _________. I
usually get hme arund _________. Then _________. At _________, it is time fr me t ________.
Step 7Please write yur cmpsitin and finish it in 5 minutes.
Please check the cmpsitin by yurself accrding t the qaurtiene.
Wrk in yur grups and revise yur cmpsitin.
Step 8Summary
1.We shuld knw hw t talk abut yur schl day.
2.We are able t knw abut hw t plish yur cmpsitin.
Step 9Hmewrk
1.Plish yur passage.
2.Finish yur task paper.
3.Write a passage abut yur day rutine.
Perid 5 Sectin B 2a-2b
【板书设计】
1.Get up at 7:30
2.Walk t schl after breakfast
3.Schl begins at 9:00
4.Have ne finish lessn and tw
hme ecnmic lessns
get hme at arund 4:00
Read with parents fr an hur
My schl day
Perid 6 Prject
授课时间________实有人数______缺席人数______缺席原因_________
【课时目标】
1.通过参与“采访人们关于他们的日常生活”的实践活动，学生能够运用本单元所学语言，采访人们关于他们的日常生活，完成一份报告，并在班级中进行分享，并比较日程安排的相同与不同；
2.能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐，进行采访人们的日程安排的新活动；
3.让学生了解不同职业人群的日常生活和时间安排，拓宽视野，增强对各种职业的认识。通过项目式的学习，提高学生的合作能力和团队精神。
【教学重难点】
Explre hw t make gd use f time
【教学过程】
Step 1 教师告诉同学项目的内容“interview peple abut their daily rutines”，并告诉同学项目的要求，分发任务单。教师设计并按照班级人数打印《项目学习工作表》和《组内成员互评表》。
Step 2 教师向学生介绍项目学习的目的、方法和预期的学习成果。
Step 3 学生在教师的引导下明确项目任务，选择采访对象及列出问题题纲，并阐述理念及理由。
Step 4选择一个采访对象，可以是警察、老师、农民、记者或其他人。
Step 5制定采访问题，包括起床时间、早餐时间、上班时间、午餐时间、下班时间、晚餐时间、锻炼或学习或放松时间、睡觉时间等。
Step 6进行采访，记录采访对象的时间安排和日常生活。
Step 7根据采访结果，完成一份调查报告。
Step 8在班级进行展示，分享自己的调查成果。
在完成第一阶段的任务以后，老师让学生思考几个问题，
1. 选择采访对象：学生可以根据自己的兴趣和需求，选择警察、老师、农民、记者等不同职业的人群作为采访对象。
2. 设计采访问题：学生需要围绕日常生活的各个方面，设计一系列采访问题，如起床时间、早餐时间、上班时间、午餐时间、下班时间、晚餐时间、锻炼时间、学习时间、放松时间等。
3. 进行采访：学生需要在课堂上或者课下，对所选对象进行面对面的英语采访，记录下对方的日常生活和时间安排。
4. 整理采访结果：学生需要将采访得到的信息进行整理和分析，归纳出不同职业人群的日常生活规律和时间安排。
5. 撰写调查报告：学生需要根据采访结果，撰写一份英文调查报告，报告中要包括引言、主体和结论三个部分。
6. 进行项目展示：学生需要在班级进行项目展示，分享自己的调查报告和心得体会。
学生在教师的指导下思考项目评价：
1. 学生采访问题的设计质量。
2. 采访过程的记录和整理。
3. 调查报告的完成质量。
4. 学生在班级展示的表现。
5. 学生的总结反思和感悟。
通过这个项目，学生可以了解到不同职业人的日常生活和时间安排，从而提高自己的时间管理能力，培养良好的生活习惯。同时，学生在采访、调查、整理信息的过程中，提高了自己的写作和表达能力，增强了跨文化交际能力。希望在项目中，学生能够收获知识、成长和感悟。 注意：在活动过程中，教师需要提前准备工作表，小组需要在《项目学习工作表》中记录成员分工、工作流程。遇到的问题及解决方法，学习收获等信息。学生将自己绘制的设计采访题纲和汇报的文字稿上交给组长，组长负责交给老师，在班级内，将上交的小组作品依次呈现，并由组内的成员进行介绍，并在班级完成投票，评选出最佳撰写稿团队，全班同学和教师依据评价量规打分、评选。
学生在教师的指导下进行自我评价，完成单元的综合评价。
Step 9Summary
1.Give a reprt in class.
2.T plan time is t save time.
Step 8 Hmewrk
Plish yur reprt.
Perid 6 Sectin B Prject
name
time
activities
Tm
Jack
Ling Ming
Ling Ling
Mei Mei
【板书设计】
reprt
教学反思
基于各课时反思性教学改进，汇总形成单元反思性教学改进设想。
明确主要经验或者需改进的方面_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name
Activity
Time
Chi Biqing
Get up
At 7：00
Time
Activity
6:50 am
Have breakfast
7:50 am
G hme
Befre dinner
Have dinner
After dinner
G t bed
Get up have breakfast
G t schl
Have class
Play sprt
Have lunch
G hme
D hmewrk
Take a shwer
G t bed
Have dinner
Brush teeth
Weekend activity
time
Get up
Have breakfast
Brush teeth
...
Time
Tim’s activity
7:30 am
Get up
9：00 am
12:00 am
12:30 pm
Have lunch
2:15 pm
After schl
4:00 pm
Get hme
6：00 pm
After dinner
9：30 pm
Time
Activity
Hw well can yu d these things?
Very well
k
Needs wrk
I can tell the time in English.
I can ask abut daily rutines with what time and when
I can talk abut peple’s daily rutines.
I can make gd use f my time.
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