【新教材】人教版（2024）七年级上册英语Unit 6 A Day in the Life教案（9课时）（表格式）

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【新教材】人教版（2024）七年级上册英语Unit 6 A Day in the Life教案Section A 1a-1dSection A PronunciationSection A 2a-2eSection A Grammar FocusSection B 1a-1d Section B 2a-2bSection B ProjectSection B Reading PlusUnit 6 Topic Writing课题 Section A 1a-1d课型讲授听说课课时1总课时教材分析This initial listening and speaking lesson presents core daily routine vocabularies and basic time expressions. It guides students to master simple present tense dialogues for describing daily activities and lays a foundation for subsequent thematic learning.学情分析Seventh graders are familiar with daily life scenarios and have basic oral skills. However, they lack standardized English expressions for daily routines and often make tense mistakes in simple dialogues核心素养（教学）目标Language competence: Master daily routine words and core sentence patterns, and use simple present tense to ask and answer about daily activities accurately. Thinking quality: Sort out daily activities in chronological order to form logical descriptive thinking. Cultural awareness: Recognize the importance of regular daily schedules and healthy lifestyles. Learning ability: Improve listening capturing and situational oral expression abilities through layered practice and pair cooperation德育安全Value time; develop regular daily habits strictly教学重点难点Key points: Master daily routine vocabulary and basic present tense dialogues. Difficult points: Use correct tense to describe personal daily activities fluently in conversations教法学法Audio listening, situational interaction, imitation drills and pair work教学准备Listening audio, PPT and word flashcards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings to build a relaxed classroom atmosphere. The teacher conducts simple interactive questioning about students’ morning activities, guiding students to share their daily behaviors with simple English words. By talking about common daily routines such as getting up, studying and resting, the teacher connects students’ real life with the new lesson theme. This part activates students’ existing life experience, stimulates their learning interest, and clearly clarifies the learning task of describing daily life in standard English in this class.Step 2: Pre-listening Vocabulary TeachingThe teacher displays vivid pictures matching 1a content, showing typical daily activities including get up, brush teeth, eat breakfast, go to school and do homework. The teacher teaches the standard pronunciation, spelling and fixed collocation of each phrase in detail, correcting students’ common pronunciation errors. Students practice vocabulary through choral reading, group reading and individual reading to consolidate memorization. After fully mastering new words, students complete the 1a picture-word matching task independently. The teacher checks answers uniformly to remove language barriers for subsequent listening learning.Step 3: While-listening Hierarchical TrainingThe teacher carries out targeted hierarchical listening training for 1b and 1c tasks. Before playing the audio, the teacher puts forward clear listening requirements, reminding students to focus on characters’ daily activities and corresponding time arrangements. For the first audio playback, students listen to grasp the general idea of the short dialogues. For the second playback, students capture key details and finish matching and blank-filling tasks accurately. After listening, the teacher analyzes key listening clues, replays difficult sentence segments, and summarizes basic skills of capturing daily routine information in listening materials.Step 4: Post-listening Imitation & Oral DrillsBased on the listening dialogues, the teacher extracts core communicative sentence patterns of simple present tense. The teacher demonstrates standard pronunciation and natural intonation, focusing on explaining the usage of sentences for asking and answering daily activities. Students follow the standard audio to imitate repeatedly to standardize their oral expression. Then pair interactive practice is organized. Students take turns to ask and answer about their daily routines. The teacher patrols the classroom, corrects tense errors and disordered sentence structures, and encourages shy students to participate in oral practice bravely.Step 5: Situational Consolidation & Value GuidanceThe teacher systematically summarizes the new vocabulary and core sentence patterns learned in this lesson. Combined with the 1d activity requirements, a situational “My Daily Life Sharing” activity is carried out. Students use what they have learned to introduce their daily schedules in order. Meanwhile, moral education is infiltrated. The teacher guides students to realize the importance of reasonable time arrangement, develop regular work and rest habits, and form positive and healthy daily lifestyles to improve self-management ability.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of the lesson, sorting out daily routine phrases and simple present tense dialogue structures again. The teacher emphasizes the key points of tense application in daily description. Layered homework is arranged. Basic homework: Read and memorize new words and dialogues proficiently. Extended homework: Make original dialogues to describe your partner’s daily life. The teacher encourages students to apply English knowledge flexibly to record and describe real life.【Blackboard Design】Unit 6 A Day in the Life Section A 1a-1dKey Phrases: get up, brush teeth, eat breakfast, go to schoolKey Sentences:— What time do you ...?— I ... at ...I usually do ... every day.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master daily routine vocabulary and basic tense dialogues, and actively participate in listening and oral practice. Their situational expression ability is improved. A few students make simple tense mistakes. Future teaching will strengthen targeted drills to enhance language accuracy and fluency.课题Section A Pronunciation 课型讲授听说课课时1总课时教材分析This pronunciation lesson focuses on the ending sound /s/ and /z/ rules of third-person singular verbs in simple present tense. It standardizes students’ oral pronunciation and corrects common phonetic errors in daily routine sentence reading.学情分析Seventh graders have learned daily routine verbs and simple present tense. However, they usually ignore verb ending pronunciation rules, leading to unclear articulation and unstandardized oral reading in daily sentences核心素养（教学）目标Language competence: Master the pronunciation rules of verb third-person singular endings /s/ and /z/, and read daily routine sentences with standard pronunciation and natural intonation. Thinking quality: Distinguish different ending sounds and summarize pronunciation rules through comparison. Cultural awareness: Develop standard oral English habits and rigorous learning attitudes. Learning ability: Improve phonetic discrimination and autonomous pronunciation correction abilities through imitation and practice.德育安全Practice earnestly; maintain orderly classroom practice教学重点难点Key points: Master correct /s/ and /z/ pronunciation rules of verb endings. Difficult points: Apply pronunciation rules flexibly in fluent sentence reading and oral expression教法学法Audio demonstration, comparative discrimination, layered imitation and game drills.教学准备Pronunciation audio, PPT and phonetic cards.教学过程设计复备栏Step 1: Warming-up & Phonetic Lead-inThe teacher starts the class with standard English greetings to activate classroom atmosphere. Students review core daily routine verbs and third-person singular sentences learned before. The teacher organizes collective reading and random individual reading, carefully listening to students’ pronunciation. The teacher finds that most students ignore verb ending sounds and pronounce /s/ and /z/ randomly. The teacher points out the importance of standard pronunciation and clarifies the learning goal of mastering ending pronunciation rules in this lesson.Step 2: Rule Observation & ExplanationThe teacher displays typical third-person singular verbs such as gets, plays, reads and brushes. Students observe the ending letters and listen to standard audio pronunciation repeatedly. The teacher demonstrates mouth shape and vocal methods of /s/ and /z/ in person, explaining that /s/ follows voiceless sounds while /z/ follows voiced sounds and vowels. The teacher summarizes simple and easy-to-remember pronunciation rules, compares correct and wrong pronunciation, and helps students eliminate phonetic confusion and build preliminary rule cognition.Step 3: Layered Imitation Pronunciation DrillsProgressive layered practice is carried out from single words to complete sentences. Firstly, students follow the audio to imitate verb pronunciation one by one, focusing on accurate ending sounds. The teacher patrols and corrects individual students’ inaccurate pronunciation in time. After word training, students practice target daily sentences, integrating word ending pronunciation with natural sentence intonation. Choral reading, group reading and individual reading are combined to standardize pronunciation and improve oral fluency step by step.Step 4: Sound Discrimination & Error CorrectionThe teacher designs sound discrimination games to strengthen students’ phonetic recognition ability. The teacher reads different verbs and sentences with standard and wrong pronunciation alternately, and students judge and correct errors immediately. A group pronunciation PK activity is launched, where each group takes turns to read word lists and daily sentences. The whole class evaluates their pronunciation accuracy. Through interactive competition, students’ learning enthusiasm is stimulated, and common pronunciation errors are effectively corrected and consolidated.Step 5: Situational Pronunciation ApplicationThe teacher integrates pronunciation training into real situational expression. Students carry out pair dialogue practice, using third-person singular sentences to describe others’ daily routines. Students are required to strictly follow pronunciation rules and keep natural intonation. The teacher selects outstanding students for demonstration, affirms their standard pronunciation, and guides all students to combine accurate phonetics with fluent oral communication to avoid rigid mechanical reading.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the /s/ and /z/ pronunciation rules of verb third-person singular endings, summarizing key discrimination points and common errors. Layered homework is assigned. Basic homework: Follow the audio to imitate and read words and sentences repeatedly. Extended homework: Record personal reading audio and check pronunciation problems independently. The teacher encourages students to insist on daily pronunciation practice to polish their oral English.【Blackboard Design】Unit 6 A Day in the Life PronunciationEnding Sounds: /s/ & /z/Rules: Voiceless sound + /s/; Vowel/voiced sound + /z/Examples: gets /gets/, plays /pleɪz/, reads /riːdz/Sentence: He gets up early every morning.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master the pronunciation rules of verb endings and improve their oral accuracy through imitation and games. A few students still confuse /s/ and /z/ in fast reading. Future teaching will add more targeted comparative drills to strengthen long-term rule application and pronunciation fluency.课题 Section A 2a-2e课型讲授听说课课时1总课时教材分析This comprehensive lesson expands rich time and daily activity expressions. It focuses on simple present tense third-person singular forms, integrating listening, reading and speaking to deepen students’ mastery of describing others’ daily routines.学情分析Seventh graders have mastered first-person daily sentences and basic time phrases. However, they are confused about third-person singular changes and often make grammatical mistakes in describing others’ daily lives核心素养（教学）目标Language competence: Master extended daily vocabularies and third-person singular tense rules, and use targeted sentences to describe others’ daily routines accurately. Thinking quality: Distinguish different subject forms and form rigorous grammatical logical thinking. Cultural awareness: Learn reasonable time management methods and develop healthy daily routines. Learning ability: Improve integrated listening, reading and flexible oral application abilities through cooperative learning德育安全Manage time wisely; abide by daily school rules教学重点难点Key points: Master third-person singular verb changes and themed sentence patterns. Difficult points: Use correct grammar to describe others’ daily activities flexibly and coherently教法学法Task-based teaching, situational practice, cooperative discussion and imitation教学准备Teaching PPT, listening audio and exercise sheets教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings to activate classroom atmosphere. Students review first-person daily phrases and basic sentence patterns learned in 1a-1d through collective reading and random questioning. Students briefly share their own daily schedules in English. The teacher naturally points out that besides describing personal life, students need to learn to talk about others’ daily routines. This leads to the new lesson, clarifying that this class focuses on third-person singular tense usage and extended daily expression learning.Step 2: Pre-listening Vocabulary & Grammar PreviewThe teacher displays new core vocabularies in 2a, including afternoon, evening, homework, dinner and other daily related words. The teacher teaches pronunciation, spelling and collocations, helping students consolidate word usage. On this basis, the teacher guides students to observe verb changes after third-person subjects such as he and she. Students preliminarily perceive the rule of adding “s” or “es” to verbs, eliminating vocabulary and grammar barriers for subsequent listening and text learning.Step 3: While-listening Task TrainingThe teacher carries out hierarchical listening training for 2a and 2b. Before audio playback, clear listening tasks are put forward, requiring students to focus on others’ daily activities and corresponding time arrangements, and pay special attention to verb forms after third-person subjects. For the first playback, students grasp the general idea of the dialogue. For the second time, students complete matching and blank-filling tasks carefully. After listening, the teacher analyzes key sentences, emphasizes standard third-person verb forms, and summarizes effective listening skills for tense discrimination.Step 4: Text Reading & Imitation PracticeCombined with 2c to 2e dialogue texts, the teacher organizes intensive reading training. Students read the text silently first to sort out the logical frame of describing others’ daily routines. Then choral and individual reading are carried out to standardize pronunciation and intonation, and feel the application rules of third-person singular tense in real sentences. After fully understanding the text, pair role-play is arranged. Students take turns to ask and answer about others’ daily life. The teacher patrols timely to correct verb form errors and inappropriate expressions.Step 5: Situational Consolidation & Value InfiltrationThe teacher systematically summarizes the new vocabulary and third-person singular grammar rules learned in this lesson. A situational “My Deskmate’s Day” sharing activity is held. Students flexibly use learned knowledge to introduce their deskmates’ daily routines in chronological order. In the activity, the teacher infiltrates moral education, guiding students to learn reasonable time arrangement methods from good daily routines, develop disciplined living habits and improve self-management awareness.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the core knowledge of the lesson, sorting out key daily phrases and third-person singular tense change rules again. The teacher emphasizes the easy-to-make grammatical errors to deepen students’ memory. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues proficiently. Extended homework: Write a short paragraph to introduce family members’ daily routines. The teacher encourages students to apply grammar knowledge flexibly in real expression.【Blackboard Design】Unit 6 A Day in the Life Section A 2a-2eKey Phrases: in the afternoon, in the evening, do homework, eat dinnerGrammar: Third-person Singular (verb + s/es)Key Sentences:— What time does he/she ...?— He/She ... at ...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master new daily expressions and basic third-person singular tense rules, participating actively in reading and dialogue practice. A few students still make verb form mistakes. Future teaching will strengthen targeted grammar drills and situational application to improve students’ grammatical accuracy.课题 Section A Grammar Focus课型讲授听说课课时1总课时教材分析This grammar lesson focuses on the simple present tense for daily routines. It systematically summarizes third-person singular verb changes and related question-and-answer structures, standardizing students’ daily life description sentences学情分析Students have acquired basic daily expressions and simple tense usage. However, they fail to master third-person singular rules systematically and often make verb spelling and sentence structure errors核心素养（教学）目标Language competence: Master the complete rules of simple present tense third-person singular, including verb changes and full sentence structures for asking and answering daily routines. Thinking quality: Induce grammatical rules independently and distinguish different subject sentence structures logically. Cultural awareness: Form scientific time management concepts and good daily habits. Learning ability: Master rule induction and error correction methods to improve autonomous grammar learning ability德育安全Cherish time; keep regular daily routines教学重点难点Key points: Master third-person singular verb change rules and fixed sentence patterns. Difficult points: Apply tense rules accurately in flexible oral and written expressions教法学法Rule induction, case comparison, layered exercises and error correction教学准备Grammar PPT and targeted exercise papers.教学过程设计复备栏Step 1: Warming-up & Grammar Lead-inThe teacher starts the class with standard English greetings. Students review unit daily vocabulary and first-person sentence patterns through collective reading. The teacher organizes quick oral drills for students to describe their daily routines. During interaction, the teacher points out common problems, such as incorrect verb forms when using third-person subjects like he and she. The teacher clarifies that this lesson will systematically sort out simple present tense rules to solve grammatical confusion and standardize students’ language output.Step 2: Sentence Observation & Rule InductionThe teacher displays all standard sentences in Grammar Focus. Guided by hierarchical questions, students observe and compare first-person and third-person singular sentences. The teacher guides students to summarize verb change rules, including adding “s”, “es” and special irregular changes. Then the teacher sorts out complete affirmative, negative and interrogative sentence structures for third-person subjects. Typical examples are analyzed to help students build clear and systematic grammar cognition.Step 3: Typical Error AnalysisThe teacher lists common errors in students’ daily practice, such as missing verb suffixes, wrong negative structures and inappropriate auxiliary verb usage. Students discuss in groups to judge sentence errors, analyze causes and finish correction tasks. Group representatives share their analysis results. The teacher supplements key discrimination points, emphasizes the usage of auxiliary verbs “do” and “does”, and helps students thoroughly understand and avoid common grammatical mistakes.Step 4: Layered Consolidation ExercisesProgressive grammar exercises are designed for in-class training. Basic exercises include verb form transformation and blank filling to consolidate basic rules. Advanced exercises cover sentence rewriting, error correction and sentence making, requiring students to flexibly apply tense rules. The teacher patrols to guide underachieving students and correct individual problems in time. Universal errors are explained uniformly to strengthen overall mastery of grammar knowledge.Step 5: Situational Grammar ApplicationThe teacher integrates grammar learning into real situational communication. Students carry out pair dialogue practice, taking turns to ask and answer about their partners’ or family members’ daily routines with standard third-person singular sentences. The teacher requires students to use accurate verb forms and complete sentence structures. Excellent student performances are displayed to set examples, guiding students to apply grammar knowledge in practical communication instead of rigid memorization.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the core grammar points of the lesson, sorting out third-person singular verb change rules and various sentence structures again. Key error-prone points are emphasized to deepen students’ memory. Layered homework is assigned. Basic homework is to finish targeted grammar exercises and sort out error examples. Extended homework is to write a short passage about a family member’s daily life with correct tense. Students are encouraged to apply grammar knowledge flexibly.【Blackboard Design】Unit 6 A Day in the Life Grammar FocusSimple Present Tense (Third-person Singular)Affirmative: He/She + verb-s/es + ...Negative: He/She + doesn’t + verb baseQuestions: Does he/she + verb base...?Tips: do→does, go→goes, watch→watches【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master third-person singular tense rules and can finish basic grammar exercises accurately. However, some students still make mistakes in special verb changes and negative sentences. Later, more situational and targeted exercises will be added to improve students’ flexible grammar application ability.课题 Section B 1a-1d课型讲授听说课课时1总课时教材分析This listening and speaking lesson expands richer daily activity phrases and nighttime routine expressions. It further consolidates the simple present tense, enabling students to describe full-day life scenes with more detailed and diverse language学情分析Seventh graders have mastered basic daily expressions and third-person singular tense rules. But their daily scenario vocabulary is limited, and their oral descriptions are simple and lack detailed and complete logical expressions核心素养（教学）目标Language competence: Master new daily routine phrases and flexibly use simple present tense to describe whole-day activities of oneself and others. Thinking quality: Sort out complete morning-to-night activity logic and form orderly descriptive thinking. Cultural awareness: Experience reasonable foreign daily schedules and develop scientific time management habits. Learning ability: Improve listening detail capturing and flexible situational oral expression abilities through cooperative practice德育安全Arrange time reasonably; keep safe daily routines教学重点难点Key points: Grasp new daily phrases and flexible tense sentence application. Difficult points: Describe full-day routines coherently and vividly with detailed expressions教法学法Situational teaching, audio listening, role-play and group discussion教学准备Listening audio, PPT and word cards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings to create a positive learning atmosphere. Students review core knowledge of Section A, including basic daily routine vocabulary and third-person singular tense sentence patterns. The teacher organizes quick oral sharing for students to briefly introduce their daytime activities. The teacher points out that a complete daily life includes afternoon and nighttime arrangements, and guides students to supplement missing expressions. This naturally leads to the new lesson of learning comprehensive full-day routine descriptions.Step 2: Pre-listening Vocabulary LearningThe teacher displays new key phrases in 1a, such as take a walk, clean the room, cook dinner and go to bed. The teacher teaches standard pronunciation, fixed collocations and usage scenarios of each phrase, focusing on distinguishing nighttime and leisure daily activities. Students conduct multi-form reading exercises to consolidate vocabulary memorization. After that, students finish the 1a matching task independently. The teacher checks answers uniformly to eliminate vocabulary barriers for subsequent listening and speaking activities.Step 3: While-listening Hierarchical TrainingThe teacher carries out hierarchical listening training for 1b and 1c tasks. Before playing the audio, the teacher clarifies listening requirements, requiring students to focus on speakers’ complete daily activities and accurate time points, and pay attention to correct verb tense forms. For the first audio playback, students listen to grasp the general content of daily dialogues. For the second playback, students capture detailed information and complete matching and judgment tasks. After listening, the teacher analyzes key listening clues, replays difficult sentences, and summarizes skills of sorting out full-day routine information.Step 4: Post-listening Imitation & Oral DrillsThe teacher extracts core dialogue structures from listening materials, focusing on complete full-day description sentences. The teacher demonstrates standard pronunciation and natural intonation, and emphasizes tense consistency in continuous daily descriptions. Students follow the audio to imitate repeatedly to standardize oral expression. Then pair work is carried out. Students take turns to interview each other and use newly learned phrases to describe complete personal daily routines. The teacher patrols the classroom to correct tense errors and single expression problems in time.Step 5: Situational Consolidation & Value GuidanceThe teacher systematically summarizes new phrases and full-day description methods learned in this lesson. Combined with the 1d activity, a situational “Share Your Perfect Day” activity is launched. Students sort out their daily activities from morning to night and make complete oral sharing. Meanwhile, moral education is infiltrated. The teacher guides students to arrange study, exercise and rest time reasonably, abandon irregular schedules, and develop healthy, regular and positive daily living habits.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of the lesson, sorting out new daily phrases and tense application rules for full-day descriptions. The teacher emphasizes maintaining tense consistency in continuous expressions. Layered homework is arranged. Basic homework: Read and memorize all new phrases and dialogues proficiently. Extended homework: Write a short passage to record your full Sunday routine. The teacher encourages students to use diverse expressions to enrich their language output.【Blackboard Design】Unit 6 A Day in the Life Section B 1a-1dKey Phrases: take a walk, clean the room, cook dinner, go to bedKey Sentences:I usually ... in the afternoon/evening.He/She ... after dinner every day.Simple Present Tense: Keep tense consistent【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master new daily phrases and can make basic full-day routine descriptions with correct tense. However, a few students have single sentence patterns and poor expression coherence. Future teaching will strengthen diversified sentence drills to enrich students’ oral and written language output.课题 Section B 2a-2b课型讲授听说课课时1总课时教材分析This core reading and writing lesson expands time adverbials and detailed daily expressions. It consolidates the simple present tense, guiding students to understand biographical daily passages and master logical paragraph writing skills.学情分析Seventh graders have mastered basic daily phrases and tense rules for simple sentences. But they lack text analysis ability and struggle to organize coherent and complete passages for daily routine writing.核心素养（教学）目标Language competence: Master new reading vocabularies and time sequence expressions, understand the structure of daily routine passages, and write logical short paragraphs. Thinking quality: Sort out daily activities in chronological order and form systematic textual thinking. Cultural awareness: Learn positive daily lifestyles and develop good time management habits. Learning ability: Improve skimming, scanning and imitative writing abilities through independent and cooperative learning德育安全Plan time well; pursue healthy lifestyles教学重点难点Key points: Grasp passage structure and master themed reading and writing expressions. Difficult points: Write coherent and standard passages with correct tense and logical order教法学法Task-based reading, text analysis, group discussion and imitative writing教学准备Reading PPT, worksheets and sample passages教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with polite English greetings. Students review Section B key daily phrases and simple present tense sentence patterns through quick oral checks. The teacher invites students to describe their evening and weekend routines briefly. It is found that most students can only make scattered sentence expressions but cannot form complete paragraphs. The teacher leads in the new lesson, stating that this class focuses on reading others’ daily stories and learning to write organized and logical daily routine passages.Step 2: Pre-reading Vocabulary & PredictionThe teacher teaches new core words and time connectives in 2a and 2b texts, including either, lot, sometimes, quickly and other frequently-used reading words. The teacher explains word collocations, part of speech and contextual usage, and guides students to distinguish confusing time adverbs. Students finish 2a brainstorming tasks to accumulate useful words for daily description. Combined with text pictures and titles, students predict the main content of the passage, which effectively removes reading barriers and activates reading thinking.Step 3: While-reading Hierarchical TrainingThe teacher designs layered reading tasks to train students’ comprehensive reading abilities. First, students skim the whole passage quickly to grasp the main idea and know the character’s daily schedule characteristics. Then intensive scanning is carried out. Students read carefully, mark key time points and corresponding daily activities, and complete detail judgment and table-filling tasks. The teacher patrols to offer individual guidance, teaches students to locate key information rapidly, and helps them form good reading habits of grasping text logic.Step 4: Post-reading Analysis & DiscussionAfter checking answers, the teacher deeply analyzes the text structure. The passage adopts a clear time sequence from morning to night and uses diverse time adverbs to connect content. The teacher sorts out excellent sentence patterns and paragraph frameworks suitable for daily writing. Students discuss in groups to summarize text writing features and useful expressions. Group representatives share their gains. The teacher supplements paragraph organization skills, emphasizing tense consistency and logical coherence in daily thematic passages.Step 5: Imitative Writing & Classroom EvaluationBased on the sorted text framework and accumulated expressions, students carry out in-class imitative writing. They write a short paragraph to introduce their own or others’ daily routines, focusing on correct tense, reasonable time order and rich expressions. The teacher reminds students to avoid single sentence patterns and spelling mistakes. After writing, typical works are displayed and commented. The teacher points out common problems and guides students to revise their writing independently to optimize language expression.Step 6: Summary & Layered HomeworkThe teacher and students jointly review key knowledge of the lesson, including new vocabulary, time sequence expressions, reading skills and paragraph writing methods. The teacher emphasizes the key points of logical daily passage writing. Layered homework is assigned. Basic homework is to read and recite the 2b passage fluently. Extended homework is to polish the in-class writing and form a complete and smooth short essay. The teacher encourages students to observe life and express life stories with standard English.【Blackboard Design】Unit 6 A Day in the Life Section B 2a-2bKey Words: sometimes, quickly, either, lots ofTime Order: morning → afternoon → eveningWriting Tips: Correct tense + clear logicKey Sentence: He lives a healthy and busy daily life.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students can understand the passage and master basic reading and writing skills. They can write simple daily routine paragraphs with correct tense. A few students have weak logical arrangement and single sentence patterns. Future teaching will strengthen paragraph accumulation and logical writing training to improve students’ textual output ability.课题 Section B Project课型讲授听说课课时1总课时教材分析This project lesson is a comprehensive unit consolidation class. It integrates all daily routine vocabulary and simple present tense knowledge, requiring students to complete thematic creation and oral presentation for integrated language application.学情分析Seventh graders have mastered basic unit knowledge including daily phrases and tense rules. However, they lack the ability to integrate knowledge and create coherent works in comprehensive practical English tasks核心素养（教学）目标Language competence: Integrate unit vocabulary and simple present tense to finish thematic creation and fluent oral introduction of daily routines. Thinking quality: Sort out daily activity logic and design project content with clear chronological order. Cultural awareness: Cherish time and develop positive and healthy daily living habits. Learning ability: Enhance group cooperation, autonomous creation and comprehensive language application abilities德育安全Value time; cooperate politely in group activities教学重点难点Key points: Integrate unit knowledge to complete themed project creation and display. Difficult points: Use target language flexibly for logical and fluent oral presentation教法学法Project-based learning, group cooperation, situational display教学准备PPT, colored pens, drawing paper and samples教学过程设计复备栏Step 1: Warming-up & Unit ReviewThe teacher starts the class with standard English greetings to activate classroom atmosphere. Students systematically review core knowledge of Unit 6, covering all daily routine phrases, time adverbials, and simple present tense rules including third-person singular changes. The teacher organizes quick oral quizzes and short situational sharing, requiring students to describe personal and others’ daily activities accurately. This comprehensive review consolidates scattered knowledge points, helps students build a complete unit knowledge system, and lays a solid foundation for the integrated project creation in this lesson.Step 2: Project Task InterpretationThe teacher announces the core project theme: “Make a ‘My Wonderful Day’ Time Chart”. Standard finished samples are displayed to help students intuitively understand production standards. The teacher clearly explains task requirements, including time axis layout, daily activity matching, standardized English sentence writing and on-stage presentation rules. The teacher sorts out available key phrases and tense sentence patterns, reminds students to adhere to chronological order, and avoids tense errors and disordered logic in advance to standardize project creation.Step 3: Group Cooperative CreationStudents are divided into fixed cooperative groups with balanced abilities. Each group divides tasks reasonably, including time chart design, activity content arrangement, English sentence writing and presentation script polishing. Group members communicate actively, discuss reasonable daily activity arrangements, and apply simple present tense correctly to record diverse daily behaviors from morning to night. The teacher patrols each group, provides targeted guidance for students with weak foundations, corrects spelling and grammatical errors, and ensures every student participates in cooperative learning.Step 4: Project Display & Peer EvaluationAfter the creation time ends, each group selects a representative to display the time chart on stage. Representatives introduce the arranged daily routines in fluent English, focusing on complete time logic and accurate tense application. After each display, peer evaluation is carried out from three dimensions: language accuracy, work creativity and expression fluency. The teacher gives comprehensive comments, affirms students’ innovative ideas and cooperative performance, summarizes common linguistic and logical problems, and puts forward targeted optimization suggestions.Step 5: Knowledge Sublimation & Value GuidanceThe teacher summarizes the whole unit knowledge system through practical project activities, enabling students to deeply understand the practical application value of English in recording daily life. Combined with the reasonable daily schedules designed by students, moral education is infiltrated. The teacher guides students to arrange study, exercise and rest time scientifically, abandon lazy and irregular lifestyles, and develop good habits of treasuring time and self-management.Step 6: Summary & Layered HomeworkThe teacher summarizes students’ overall performance in group cooperation, project creation and on-stage display, praising students’ active participation and knowledge integration ability. Layered homework is arranged. Basic homework: Sort out and recite all unit key phrases and tense sentence patterns. Extended homework: Optimize group works and record a complete English introduction video of their daily time chart. The teacher encourages students to apply English knowledge flexibly in real life.【Blackboard Design】Unit 6 A Day in the Life Section B ProjectProject: My Wonderful Day Time ChartKey Phrases: in the morning/afternoon/eveningCore Grammar: Simple Present TenseRules: Time order + correct tense + clear logic【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students participate actively in group creation and on-stage display, and can integrate unit knowledge to complete qualified works. Their comprehensive application ability is improved. A few students have weak logical sorting ability. Future teaching will strengthen logical thinking training and practical language output drills.课题 Section B Reading Plus课型讲授听说课课时1总课时教材分析This extended reading lesson focuses on daily life routines. It supplements rich time-sequence expressions and lifestyle descriptions, consolidates present simple tense, and improves students’ text analysis and summary abilities for daily themed passages.学情分析Seventh graders have mastered basic daily action words and simple present tense. However, they lack coherent time-sequence expressions and struggle to analyze long passages and summarize daily routine information accurately.核心素养（教学）目标Language competence: Master daily routine vocabulary and time connectives, grasp passage main ideas and details, and retell daily life texts fluently. Thinking quality: Sort out the time order of daily activities and form logical sequential thinking. Cultural awareness: Understand healthy daily routines and form positive lifestyle values. Learning ability: Proficiently use skimming and scanning skills to improve independent English reading competence.德育安全Arrange time reasonably; develop healthy daily habits.教学重点难点Key points: Master new daily expressions and grasp key textual information. Difficult points: Sort out time logic and summarize passage content independently and fluently.教法学法Task-based reading, text sorting, group discussion and guidance.教学准备Reading audio, PPT and reading worksheets教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with standard English greetings to activate classroom atmosphere. Students review core knowledge of Unit 6, including daily activity vocabulary, time phrases and simple present tense sentence patterns through collective reading and random questioning. The teacher invites several students to briefly introduce their daily routines in simple English. Combining students’ scattered and single expressions, the teacher leads in the new lesson, stating that this extended reading material helps students learn sequential expressions and describe daily life more logically and completely.Step 2: Pre-reading Vocabulary & PredictionThe teacher teaches key new words and time connectives in the Reading Plus material, such as usual, finish, before, after and daily routine collocations. The teacher explains standard pronunciation, fixed collocations and contextual usage of key phrases, and distinguishes easily confused time expressions. Students practice reading repeatedly to eliminate reading barriers. Then, combining the passage title and related pictures, students predict the main content, cultivating pre-reading prediction ability and laying a solid foundation for in-depth reading.Step 3: While-reading Hierarchical TrainingThe teacher designs layered reading tasks to train students’ comprehensive reading skills. Firstly, students skim the whole passage within limited time to grasp the general theme and understand the writer’s daily life arrangement. Secondly, students conduct intensive scanning to mark key information, including daily activities, specific time arrangements and personal feelings. Students finish detail judgment and blank-filling tasks. The teacher patrols the classroom, provides one-on-one guidance for students with weak reading ability, and teaches practical information-locating skills.Step 4: Post-reading Analysis & DiscussionThe teacher checks students’ reading answers uniformly and analyzes difficult sentences and confusing points in the passage. The teacher sorts out the clear time-sequence writing logic of the text and summarizes useful daily routine description expressions. Students discuss in groups to sort out reading gains, summarize text structure and analyze difficult vocabulary and sentences. Group representatives share their discussion results. The teacher supplements and summarizes reading skills for daily-themed passages to standardize students’ reading thinking.Step 5: Knowledge Consolidation & Value SublimationThe teacher systematically summarizes new vocabulary, time connectives and reading skills learned in this lesson. Students are required to retell the writer’s daily routine in correct time order with learned expressions. Combined with the healthy lifestyle shown in the passage, moral education is infiltrated. The teacher guides students to arrange their daily time reasonably, abandon irregular schedules, and develop positive, regular and healthy study and living habits.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of this lesson, emphasizing time-sequence expressions and reading skills for daily passages. Layered homework is assigned. Basic homework requires students to read the passage fluently and memorize core phrases. Extended homework asks students to write a short passage summary and retell it orally. The teacher encourages students to apply reading gains to describe their own daily life flexibly.【Blackboard Design】Unit 6 A Day in the Life Reading PlusKey Words: usual, finish, before, after, dailyReading Skills: Skimming for main idea; Scanning for detailsKey Sentences:I usually do my things in regular order.A good daily routine makes our life meaningful.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master new daily expressions and basic reading skills, and can grasp the main idea and key details of the passage. A few students fail to sort out time logic clearly. Future teaching will strengthen ordered retelling and timing reading drills to improve students’ logical reading and expression ability. 课题 Unit 6 Topic Writing课型讲授听说课课时1总课时教材分析This writing lesson focuses on daily routines. It consolidates simple present tense and adverbs of frequency, guiding students to write passages describing others’ daily activities in chronological order with proper time expressions学情分析Grade seven students master basic daily phrases but often misuse third-person singular verb forms and frequency adverb positions. They struggle to arrange daily activities in time order for coherent whole writing核心素养（教学）目标Language competence: Master tense rules and frequency adverbs to finish articles introducing family members’ daily schedules. Thinking quality: Organize content from general introduction to time-ordered activities and end with personal feelings. Cultural awareness: Learn to cherish parents’ hard work and form good living schedules. Learning ability: Accumulate fixed sentences and improve imitative writing via sample analysis and group discussion德育安全Love parents; develop regular daily habits教学重点难点Key points: Master present tense and correct placement of frequency adverbs. Difficult points: Describe daily activities in clear time order and write smooth complete passages教法学法Sentence accumulation, sample analysis, outline sorting and guided imitation writing教学准备PPT, worksheets and sample composition drafts教学过程设计复备栏Step1 Warming-up & Lead-in (8 mins)The teacher greets students and conducts oral practice about daily activities. Students use usually/sometimes to talk about their own routines and review third-person verb changes. After sharing personal daily plans, the teacher shows the writing task: compose My Mother's Busy Day to describe mother’s daily life. Students clarify learning goals and get ready for sentence accumulation.Step2 Useful Sentence Accumulation (12 mins)The teacher divides target sentences into opening, body and closing parts on PPT, reads each expression aloud and highlights grammar focuses: third-person singular verb changes and proper positions of usually, sometimes. Students read in chorus, group and individually to memorize phrases. Three English proverbs about time management are presented to enrich language reserve. Short fill-in exercises consolidate core knowledge for subsequent writing output.Step3 Sample Analysis & Writing Outline (15 mins)The teacher displays the sample essay My Mother's Busy Day. Teachers and students analyze the text and conclude three-part writing framework: opening to state mother is busy every day; body listing daily activities following morning-to-night time order; ending to express love for mother. The teacher writes the outline on the blackboard. Students discuss in pairs to pick essential writing elements and share discussion results with classmates.Step4 Guided Imitative Writing (15 mins)Students start draft writing following the fixed theme My Mother's Busy Day. While writing, the teacher moves around the classroom to give individual tutoring, correcting frequent errors of wrong verb forms and misplaced frequency adverbs promptly. After most drafts are finished, typical writings are projected; the teacher praises fine expressions and explains common mistakes for whole-class revision.Step5 Revision & Extended Practice (10 mins)Students revise drafts based on teacher feedback and peer suggestions to adjust sentence order and fix grammar faults. The extended task requires students to rewrite an article introducing their father’s daily schedule. Outstanding articles are read aloud in class. Meanwhile, moral education is blended into teaching to guide students to understand parents’ hard work and be thankful in daily life.Step6 Summary & Layered Homework (10 mins)Teacher and students review core tense rules, frequency adverbs and three-section writing structure, emphasizing error-prone knowledge again. Two-level homework is arranged. Basic homework: Copy core sentences and recite the sample passage. Extended homework: Write a short article about your own weekend routine. The teacher encourages students to apply learnt expressions into real-life description.Blackboard DesignUnit6 Daily Routine Writing 1.Key: Simple Present (3rd-s), usually/sometimes 2.Structure: Opening: My mother is busy every day. Body: Activities arranged by time order End: Feelings and love for family 3.Sentence: She usually gets up at six o’clock.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master core phrases and basic writing structure and finish required composition smoothly. A few students still make third-person verb mistakes and disorder activity order. Future teaching will add targeted grammar drills and short descriptive exercises to improve their writing accuracy and logical ability.