初中英语人教版（2024）七年级上册（2024）Unit 6 A Day in the Life Section B第四课时教学设计及反思

这是一份初中英语人教版（2024）七年级上册（2024）Unit 6 A Day in the Life Section B第四课时教学设计及反思，共4页。
eq \(\s\up7(),\s\d5( Teaching Cntent（教学内容）))
The discurse is a narrative article that intrduces the daily life f a Finnish student in chrnlgical rder.The article uses simple and clear vcabulary and sentences t enable readers t intuitively understand the scenes and emtins described by the authr.
In terms f chapter structure，the narrative adpts a cmbinatin f images and text，presenting Tim's pht and a pht f playing ice hckey respectively，allwing students t understand the daily rutine f Finnish students.Tim's daily life n Tuesday was intrduced in chrnlgical rder.The article uses the simple present tense thrughut，with the persn being the first persn，which makes the cntent clear，lgical，and easy t understand.
eq \(\s\up7(),\s\d5( Teaching Objectives（教学目标）))
◆ Language Prficiency(语言能力)
1．Students can master sme cmmn vcabulary and grammar knwledge，such as time expressins，place descriptin，character traits.
2．During the reading prcess，students can try t retell the cntent f the article in their wn language t exercise their ral expressin abilities.
◆ Cultural Awareness(文化意识)
1．Understand the daily lives and learning styles f students frm different cultural backgrunds，and braden their hrizns and cgnitin.
2．Enhance students' crss­cultural cmmunicatin skills and braden their internatinal perspective.
◆ Thinking Quality(思维品质)
1．Students can learn excellent qualities such as diligence，self­discipline，and perseverance frm Tim，which are f great significance fr their grwth and develpment.
2．Guide students t establish crrect values and utlk n life，and cultivate a psitive attitude twards life.
◆ Learning Capability(学习能力)
1．Try t rganize and summarize the schedule activities，time，and ther cntent in the article.
2．Based n yur actual situatin，talk abut yur schl day.
eq \(\s\up7(),\s\d5( Teaching Fcus，Difficulties，and Breakthrughs（教学重难点及突破）))
◆ Teaching Fcus(教学重点)
1．Quickly and accurately btain basic infrmatin abut Tim's schedule in the shrt article，rganize and summarize Tim's schedule activities，time，and ther cntent.
2．Use the target language cmpletely and accurately t retell the cntent f the article frm a third persn perspective.
◆ Teaching Difficulties(教学难点)
1．Based n ne's actual situatin，talk abut ne's schl day.
2．Present cmprehensive and apprpriate expressins in the class.
◆ Teaching Breakthrughs(教学突破)
1．The teacher encurages students t speak mre and express themselves in English accrding t their actual situatin.
2．Make students have clear gals and apply the sentence patterns learned in this lessn t ral cmmunicatin t enhance their pragmatic abilities.
eq \(\s\up7(),\s\d5( Teaching Prcedures（教学过程）))
Activity 1 Warming up and revisin(感知与注意)
The teacher and students greet each ther.
Let students watch a vide recrded by the teacher.It's abut Li Mei's schl day rutine.Then ask them t answer several questins.
T：Tday we are ging t learn “Sectin B Hw different are peple's daily rutines？” Let's discuss these questins.D yu knw smene wh has different daily rutines frm yu？Hw different are peple's daily rutines?
Cllect sme useful infrmatin n the blackbard.Teach sme wrds “daily rutine，finish，everyday，nly”．
设计意图：利用视频激活旧知，导入新课，直接高效。同时，因为视频内容和学生紧密相关，故能激发学生学习兴趣。
Activity 2 Befre reading：Predictin(获取与梳理)
Wrk n 1a
T：(The teacher gets students t lk at the phts in the textbk and ask questins.) Guess which part f the wrld the by is frm？What d yu want t knw abut him?
Teach new wrds “Finnish，hckey，ice hckey，utside” while guessing and talking.
T：Lk at the passage.What can yu see in the picture？What kind f passage is it?
Under the guidance f the teacher，students answer the type and theme f the article t predict its cntent and understand that it is a narrative abut daily life.
设计意图：通过观察课本中的图片，来提取相关信息，既可以培养学生看的能力，也可以提升推理、判断的能力。
While­reading
Activity 3 Fast reading(获取与梳理)
Wrk n 1b
Students read the article，select a suitable title fr the narrative，and explain the reasns.Students check their answers under the guidance f the teacher.Students attempt t clarify the reasns fr excluding ther interfering items.
设计意图：通过为文本确定标题来帮助学生理解文章的整体内容，培养他们准确获取语篇大意的能力。教师要进行适当的阅读策略指导，如提取中心句。
Activity 4 Careful reading(概括与整合)
Wrk n 1c—1d
Read again and cmplete the timetable with Tim's activities in 1c.
After finishing the table，check the answers tgether.Ask them t tell Tim's timetable using cmplete sentences.
Read the passage carefully and try t answer the questins in 1d.Ask them t pay attentin t the interrgatives in each questin.They can use the sentences frm the passage r their wn sentences t answer the questins.(While reading，students can underline the key infrmatin in the passage accrding t the questins.The teacher walks arund and gives sme help t thse whse English is weak.)Then get sme t read their answers.
设计意图：设计不同的阅读活动帮助学生把握语篇的意义主线，有逻辑地梳理文章的信息，体会语言、文化和思维的关联。
Pst­reading
Activity 5 Retell and shw(内化与运用)
Ask students t wrk in grups and draw a mind map accrding t the passage.The mind map includes what activities Tim des and what time he des them.(After that，the teacher will ask sme students t share their mind maps.)
T：Accrding t yur mind map，please try t retell yur passage and shw yurself in frnt f the class.The teacher can ffer sme help.Yu can start like this：
Tim is a by frm Finland.He lives with his parents in Finland.Every Tuesday he usually gets up…
After retelling，ask ther students t evaluate wh retells best and tell why they think s.
设计意图：教师指导学生绘制思维导图，能促进学生形成结构化知识，明晰作者写作思路与方法。通过复述活动，为学生提供语言输出机会，进一步巩固目标语言，利于内化核心词汇和有用句型。在复述过程中，学生能够掌握该类文章的写作技巧和语言结构，为后续的写作打好基础。
Activity 6 Discussin(总结与反思)
Wrk in pairs and share daily rutines with each ther.After that，invite several t cme t the frnt and tell the thers their day rutines.Let students knw it's imprtant t make gd use f their time.Advise them t rganize yur daily life prperly.
设计意图：设计分享自己的日常生活，能培养学生根据新的情况整合和使用目标语言的能力，有利于提升英语素养。同时，本课的学习也能让学生明白科学安排日常生活，充分利用时间的重要性，实现学科育人的目标。
Activity 7 Hmewrk(反馈与强化)
Retell the passage and practise with yur partner.
Write a shrt passage abut yur daily rutine.
eq \(\s\up7(),\s\d5( Blackbard Design（板书设计）))
Sectin B 1a—1d
eq \(\s\up7(),\s\d5( Teaching Reflectin（教学反思）))
Observe whether students can use accurate language t intrduce their schl schedule，whether they have crss­cultural cmmunicatin and exchange awareness，and whether students can use accurate language t intrduce their daily rutine，and prvide timely assistance.In teaching，the teacher shuld pay mre attentin t students with weak fundatins，design structured activities t attract their participatin and prvide them with mre pprtunities fr language utput and pen expressin.