人教版（2024）英语七年级上册 Unit 6 A Day in the Life（学案）

这是一份人教版（2024）英语七年级上册 Unit 6 A Day in the Life（学案），共11页。
Unit 6 A Day in the Life单元主题分析本单元话题为:Talk about different people's routines,语言功能为: Tell the time and daily routines,语法为: Time expressions,wh-questions(what time,when,what).本单元话题属于“人与自我”范畴中“生活与学习”,这一主题群,涉及子主题“学校生活与个人感受”。本单元以听力和对话等多个多模态语篇阐述了这一主题,将正确运用 wh-question 询问日常情况,并描述周围人的日常活动。通过描述日常活动,帮助人们更好地了解自己的生活习惯和模式,思考如何优化或调整日常安排,从而学会合理规划时间,提高时间利用率,更好地平衡工作、学习和日常生活。单元教学目标 第1课时 Section A(1a—1d)【教学内容】1.匹配时钟与时间。2.谈论早晨的校园日常。【核心素养】1.学生能够正确匹配时钟时间与表达方式。2.学生能够通过听力活动,理解并获取 Peter 和 Han Lin 的早晨活动信息。3.学生能够使用目标语言描述自己的早晨上学日常。【重点难点】重点:谈论自己早晨上学日常的语言表达能力。难点:正确把握听力材料中的细节信息。【教学过程】Step 1 Lead-in1.Present the topic : How do you spend your school day?2.Show students some pictures of clocks of different times and ask what timeit is.【环节说明】通过视频或图片呈现时间来导入新课,复习时间表达法,为后面的学习作铺垫。Step 2 Work on 1a1.Write some times on the blackboard and ask students to tell the time in English. Explain how to tell the time.2.Show the clocks with different times and ask students to match them with the correct time expressions.3.Have a brief discussion on the activities they usually do at each time.Step 3 Work on lb1.Read the activities and ask students to guess their meanings, Explain any problem they have.2.Play the first conversation and ask students to tick Peter's activities for the morning. Discuss the answers and clarify any misunderstandings. 3.Play the conversation again, ask them to listen and repeat.4.Use the phrases to make new sentences orally. Ask several students to share their sentences by saying them.Step 4 Work on 1c1.Introduce this task. Ask students to guess why Peter and Han Lin are at school early today. Ask students to listen to the second conversation.2.Play the second conversation and ask students to match the names with the reasons why Peter and Han Lin are at school early.3.Again, check the answers and ensure students understand the content. 4.Listen to the conversation again, Students repeat.Step 5 Work on 1d1.Play the two conversations again and ask students to fill in the blanks with the missing information, Guide students through the answers and discuss any difficulties.2.Ask students to read the listening scripts and find out the key sentencepatterns.Step 6 Work on 1e1.Pair students up and ask them to talk about their own morning school day routines using the given prompts. 2.Ask several students to talk about their school day routines in the morning.【环节说明】通过对话练习的形式,学生能够对目标句型进行充分地练习。Step 7 Summary 1.I can tell the time in English.2.I can get detailed information about Peter and Han Lin from the listening materials.Step 8 Summary training根据汉语提示完成句子。1.We should make good use of(好好利用)our time to study.2.You need to get dressed (穿衣服) and go to school now.3.You are on duty(值班) today and you should clean the blackboard.4.My mother usually gets up (起床) early and makes breakfast in the kitchen.5.We should brush teeth (刷牙)every day.Step 9 Homework1.Review the words,phrases and sentences.2.Do the exercises in students’ book.【板书设计】Words : quarter, shower, brush , tooth, teeth : duty, usuallyPhrases : take a shower, get dressed, brush teeth,have breakfast, do some readingSentences : 1.—What time do you usually get up? —I usually get up at 7 o'clock.2.—When do you take a shower? —I usually take a shower at night.【教学反思】本节课通过一系列听力活动,有效地锻炼了学生的听力理解能力,并鼓励他们使用新学语言谈论自己的日常生活。在发音练习环节,学生对重音有了更深入的理解,但在实际运用中仍需加强。未来教学中,我将更加注重发音教学的趣味性,通过更多实践活动帮助学生掌握发音技巧。同时,我还会继续优化听力材料的选择,使其更符合学生的实际生活,提高学生的学习兴趣和参与度。第2课时 Section A(Pronunciation 1—2e)【教学内容】1.学习发音模仿英语中的重音发音。2.询问伙伴的学校日常并报告。【核心素养】1.学生能够听懂对话内容,并根据对话内容填写空白。2.学生能够阅读对话,回答相关问题,理解对话中的细节信息3.学生能够复述 Tom的学校日常安排,并理解学校生活的重要性。4.学生能够注意对话中的重音,并模仿发音,进行角色扮演。5.学生能够询问同伴的学校日常安排,并汇报相关信息。【重点难点】重点:学校日常安排的描述和表达。难点:角色扮演和同伴交流的能力培养，【教学过程】Step 1 Lead -in1.Introduce the topic of school day routines and ask students to predict what they will learn in this lesson.2.Choose three or four students to answer the questions.(1)What time does he have the first class?(2)When does he usually go to bed?【环节说明】通过回答问题,学生能够回顾所学单词和句型,以便更好地引入主题。Step 2 Work on 11.Ask students to listen to the recording and repeat after the tape.2.Ask students to read the eight phonetic symbols and practise with theirdeskmates.Step 3 Work on 21.Ask students to listen to the beginning part of the conversation in 2a and repeatafter it.2.Ask students to notice the stressed words,and then mark other stressed wordsin the conversation in 2a.3.Ask one or two pairs of students to read the sentences and the teacher helps tocorrect their mistakes of reading stressed words if necessary.【环节说明】通过跟读音标及对应单词和句子,有效地帮助学生练习清辅音、浊辅音的发音和句子的重音拼读规则。Step 4 Work on 2a1.Ask students to listen to the conversation and fill in the blanks.2.Ask students to share the answers and the teacher corrects their mistakes ifnecessary.Step 5 Work on 2b1.Ask one student to read the conversation and the others write down the answersto the questions in 2b.2.Ask students to share the answers with complete sentences and the teacher helps to correct their mistakes if necessary.Step 6 Work on 2c1.Ask students to read again and complete Tom's school day timetable.2.Ask students to introduce the chart with complete sentences,paying attention tothe third person singular form.3.Ask students to find out the sentences which talk about one's daily activitiesand the teacher tells the differences between when and what time , the base form and the third person singular form.4.Write the key points on the blackboard. (1)—What does Tom do at 6:45? —He usually gets up.(2)—When does Tom usually go to bed? —He usually goes to bed at ...(3)—What time does Tom usually brush his teeth? —He usually brushes his teeth at...【环节说明】通过阅读对话完成相应练习,学生逐渐掌握了阅读技巧及抓取关键信息的能力。Step 7 Work on 2d1.Ask students to listen to the conversation again and pay attention to thestressed words.2.Ask students to role play the conversation.Step 8 Work on 2e1.Ask students to ask their partners about their school day routines using thephrases in the box.2.Ask students to give a report using the sentence patterns on the blackboard.【环节说明】通过问答和做报告的形式分享学校的日常,帮助学生练习并巩固本节课的重点句型。Step 9 Problem solving1.Early to bed,early to rise!早睡早起!rise在这里作动词,意为“起床”。【拓展】rise作动词时,还可意为“升起;增长”。2.ask 的用法意为“询问”,常用搭配:ask sb.about sth.表示“询问某人某事”。还可表示“请求”,常用搭配:ask sb.for sth.表示“请求某人给予某物”;ask sb.to do sth,表示“请求某人做某事”。3.stay 的用法作动词,意为“停留;待”。【拓展】stay作动词,还可意为“保持”,后接形容词、副词等。Step 10 Summary 1.I can pronounce correctly,and remember the letters and letter combinations that represent them.2.I can read sentences and words with stresses correctly.3.I can understand and complete the exercises related to the conversationabout Tom's school day routine.4.I can talk about one's school day routine.Step 11 Summary training根据汉语提示完成句子。1.My dream is to be a TV reporter(记者)when I grow up.2.There are many tall trees around (环绕)the dining hall.3.You must do your homework (家庭作业)in the evening.4.There is a saying(谚语)—The world is like a mirror. You smile at it and it smiles to you too.5.Everyone knows the sun rises (升起)in the east and sets in the west.Step 12 Homework1.Write a short essay to introduce students’ daily routines to one of their familymembers.2.Do the exercises in students’ book.【板书设计】Words and phrase:reporter, around , homework, go to bed, saying, rise , stay, routineSentences: 1.What time do you usually get up?2.When do you go home?3.What do you do after that?4.Early to bed, early to rise!【教学反思】本节课通过听力、阅读和角色扮演等多种活动,有效地帮助学生掌握了学校日常安排的描述和表达。在角色扮演环节,学生积极参与,重音模仿和发音得到了较好的练习。但在同伴交流环节,部分学生的口语表达能力还有待提高。未来教学中,我将更加注重口语训练,提供更多的机会让学生开口说英语,培养他们的交流能力。同时,我也会继续优化教学设计和活动安排,使课堂更加生动有趣,激发学生的学习兴趣和积极性。第3课时 Section A (Grammar Focus 3a-3d)【教学内容】1.学会使用 what, what time 和 when。2.用正确的动词形式完成文章,询问伙伴的周末日常。【核心素养】1.让学生能够理解和运用特殊疑问词 what，what time 和 when。2.让学生能够通过回答问题,给出正确的时间。3.让学生能够通过填写正确的动词形式,完成文章。4.让学生能够询问伙伴的周末日常。【重点难点】重点:1.疑问词 what，what time，when 的正确使用。2.动词的正确形式及其在句子和段落中的运用。难点:动词形式的正确选择和运用。【教学过程】Step l Lead-in1.Show students some pictures,ask them to talk about their activities.T:What do they do? Can you talk about their daily activities?2. The teacher chooses three or four students to answer the questions.【环节说明】通过看图造句的形式导入新课,对所学知识进行复习,同时引入主题。Step 2 Work on 3a1.Ask students to read the sentences in the grammar box and complete thequestions.2.Ask students to research in groups and find out the usage of what, when, whattime.3.Ask students to share their discussion.（1）“What” is to talk about the things we do.（2）“What time” is to talk about specific time.（3）“When” is to talk about both specific time and any time period.【环节说明】通过小组讨论观察总结,学生能够掌握特殊疑问词 what/when/whattime 的意义和作用。Step 3 Work on 3b1.Ask students to answer the questions with the times in brackets.2.Ask students to share in complete sentences and the teacher helps to correct ifnecessary.Step 4 Work on 3c1.Ask students to complete the passage with the correct fcrms of the verbs inbrackets.2.Ask students to share their answers in class and the teacher helps to correct ifnecessary,【环节说明】通过练习，学生能够充分地理解和掌握目标语法。Step 5 Work on 3d1.Ask students to work in pairs and interview their classmates about theirweekend routines.2.Choose three or four students to give a report using the information in thechart.【环节说明】对目标语言进行口头训练,培养学生的语言交际能力。Step 6 Summary 1.I can master the usage of what,what time and when.2.I can talk about people's weekend routine.Step 7 Summary training根据语境,从方框中选择恰当的单词填空。 weekend restaurant when housework while1.As children,we should help parents do housework at home.2.My daughter goes to the bookstore with her friends every weekend .3.The food in this restaurant is very delicious.4.Lily likes to write something down in her notebook while reading an interesting book.5.When is Mother's Day?Step 8 Homework1.Recite Grammar Focus.2.Do the exercises in students’ book.【板书设计】Words and phrase :restaurant, housework, while , weekend, at weekendsSentences :1.Mike usually gets up at 7 :30 a. m.2.They have lunch at 12 :30 in the afternoon.3.Our/My maths class is at 1 :45 p. m.4.Lisa does her homework after dinner.5.David plays basketball on Thursdays.【教学反思】本节课通过一系列的活动,有效地帮助学生掌握了疑问词的正确使用以及动词的正确形式。学生在小组活动和角色扮演中积极参与,展现了良好的合作精神和口语表达能力。然而,在动词形式的运用上,部分学生仍显得不够熟练,需要在后续的教学中加强练习和巩固。此外,通过本节课的教学,我深刻体会到2022 版英语课程标准中强调的学生主体性和实践性的重要性,未来我将更加注重设计能够激发学生主动参与和探究的教学活动,以促进学生的全面发展。第4课时 Section B(1a—1d)【教学内容】1.了解 Timo 的日常生活习惯。2.谈论不同人的日常生活习惯。3.比较学生自己的日常生活习惯。【核心素养】1.学生能够理解并描述不同地区的日常生活习惯差异。2.学生能够通过阅读文本获取具体信息,并完成相关练习。3.学生能够运用所学语言描述自己的日常生活,并与他人进行比较。【重点难点】重点:描述日常生活习惯的语言表达。难点:正确使用动词形式描述日常生活,灵活运用所学知识进行语言输出【教学过程】Step 1 Lead-in1.Show pictures of different activities and ask students to make a sentence witheach picture.2.The teacher chooses three or four students to answer the questions.（1）What do you do in the morning?（2）What does he do in the evening?（3）When do you go to bed?【环节说明】通过看图介绍日常活动的形式帮助学生复习已有句型，同时为接下来的学习作铺垫。Step 2 Work on 1a1.Show a photo of Timo and ask students to guess where he is from and whatthey want to know about him.2.The teacher chooses three or four students to share their guesses.【环节说明】通过让学生猜测照片人物信息,激发学生的学习兴趣,并直接引入主题。Step 3 Work on 1b1.Ask students to read the text and choose a suitable title for it.2.Ask students to share the answer and reason.Step 4 Work on 1c1.Ask students to read again and complete the timetable with Timo's activities.2.Ask students to share the answers and the teacher helps to correct the thirdperson singular form if necessary.【环节说明】通过完成阅读任务,确保学生对文本充分理解。Step 5 Work on 1d1.Ask students to read the text again and answer the questions.2.Choose four or five students to share the answers and the teacher shares theadvantages of making use of time.【环节说明】通过回答问题和老师分享的方式,引导学生思考中西方日常作息的区别，并帮助学生培养充分利用时间的好习惯。Step 6 Problem solving1.break 的用法（1）作名词,意为“休息;间断”。（2）作动词,意为“(使)破碎;损坏”。2.finish 的用法作动词,意为“结束;完成”,其后可接名词、代词或动词-ing形式作宾语,常用搭配:finish(doing)sth.表示“完成(做)某事”。3.prepare的用法作动词,意为“把……预备好;准备”,常用搭配：prepare to do sth.表示“准备做某事”;prepare for sth.表示“为某事做准备”。4.It's time… 意为“该……的时候了”常用于以下两种结构:（1）It's time for sth.表示“该(干)……的时候了”。（2）It's time(for sb.)to do sth.表示“该(某人)干……的时候了”。Step 7 Summary 1.I can know about Timo's activities.2.I can complete the exercises related to the text.Step 8 Summary training根据汉语提示完成句子。1.Please finish（完成） your meal before you leave the table.2.The room is very dark（昏暗的）.Can you please turn on the lights?3.It's time to play outside （在外面）when the weather is sunny.4.I need to prepare （准备）a list of things to buy for the party.5.My mum helps me plan my daily routine（日常生活）.Step 9 Homework1.Draw a mind map of Timo's day and retell it.2.Do the exercises in students’ book.【板书设计】Words and phrases : daily, daily routine, only , break , Finnish , finish, hockey, ice hockey,already,dark ,outside,prepare , home economicsSentences :1.It's only a 10-minute walk.2.My school begins at 9 :00.3.Each lesson is 45 minutes long and there is a break between lessons.4.I read with my parents for an hour.5.Then I prepare my schoolbag for the next day.6.It's time for me to go to bed.【教学反思】通过这节课的教学,学生们对人们的日常生活有了更深人的了解,并通过阅读和写作练习,完成了选择标题,完成时间表和回答问题的任务。在完成自己的学校日时间表和写作时,学生们积极参与并展示了他们的理解能力。在课堂上,大部分学生能够积极参与并完成各项任务。但在阅读理解和写作方面,部分学生仍有困难,需要在今后的教学中加强相关训练。同时,也要注意引导学生关注文化差异,培养他们的跨文化交际能力。第5课时 Section B(2a—Reflecting)【教学内容】1.采访人们的日常生活，并做一个报告。2.谈谈你的一天和 Timo 的有什么不同。【核心素养】1.学生能够了解不同职业人士的日常工作流程。2.学生能够学会如何进行有效的采访并获取所需信息。3.学生能够在班级中自信地报告采访结果。【重点难点】重点:采访技巧和提问方式的掌握;信息的整理和报告的表达。难点:学生如何在实际采访中运用所学语言进行流畅交流。【教学过程】Step 1 Lead-in1.Introduce the topic of today's lesson : Interview people about their daily routines.2.Ask students to brainstorm different professions and discuss why they might be interested in learning about their daily routines.【环节说明】通过互动的形式,学生能够对所学知识进行复习,对易错知识进行总结并强化对易错知识的理解。Step 2 Work on 2a1.Ask students to complete the timetable about one of their school days.2.Ask students to share the differences in class and the teacher helps to correct if necessary.Step 3 Work on 2b1.Ask students to write about their school days using the information in 2a.2.Choose students to come to the front of the classroom and share their days.【环节说明】通过写提纲填空的形式,学生对目标语言进行总结,为下文的写作做准备。Step 4 Work on 3a1.Ask students to choose a profession that they want to know more about.2.Choose two or three students to come to the front of the classroom and sharetheir ideas.Step 5 Work on 3b1.Ask students to ask a person who works in that profession questions to find outhis or her workday routine. Then Complete the table in 3b.2.Ask students to try to make complete sentences using the third person singularform of verbs based on the timetable.Step 6 Work on 3c1.Ask students to organize their language and give a repoft on their interview.2.Ask students to pick one of the reports they are interested in and vote. The onethat gets the most votes wins.【环节说明】通过在班级进行汇报,学生能够充分结习本单元的目标语言和语法。Step 7 Summary I can write about a day at school.Step 8 Summary training用括号中所给单词的适当形式填空1.I finish reading (read)the storybook this morning.2.My mom always breaks (break)the eggs into a bowl before cooking.3.At 10 :00.it's time for me to go (go)to bed.4.My best friend lives (live)with a pet dog named Max.5.He prepares to study(study)for the exam every night.Step 9 Homework1.Write a composition to introduce the interview.2.Do the exercises in students’ book.【板书设计】Words and phrase :police officer ,teacher , farmer, reporterSentences:1.What time do you usually get up?2.When do you have breakfast?【教学反思】本节课通过采访和报告的形式,让学生在实践中学习和运用英语,有效提高了学生的口语表达能力和信息整理能力。学生在角色扮演和准备报告的过程中展现出了较高的积极性,但也发现部分学生在提问和表达方面仍需加强。在今后的教学中,应更加注重学生口语表达的训练,提供更多的实践机会,帮助学生提高英语应用能力。同时,也要鼓励学生多参与真实世界的交流活动,以拓宽视野,增强语言学习的实际意义。语言能力1.Tell the time in English.2.Ask about daily routines using what time and when.3.Learn about different people's routines.4.Explore how to make good use of time.文化意识1.Develop students’ good lifestyle habits.2.Establish students’ awareness of cherishing time.思维品质1.Make predictions according to the pictures.2.Try to summarise the general idea of a paragraph and strengthen the overall understanding of the text in reading.学习能力1.Activate and associate what we have known in learning.2.Be able to formulate clear English learning goals and plans, reasonably arrange learning tasks,and actively preview and review.