人教版（2024）七年级上册（2024）Unit 6 A Day in the LifeSection A教学设计

这是一份人教版（2024）七年级上册（2024）Unit 6 A Day in the LifeSection A教学设计，共11页。
教学依据
《义务教育英语课程标准（2022 年版）》强调培养学生的语言能力、文化意识、思维品质和学习能力等核心素养，倡导通过真实情境下的语言实践活动，帮助学生在体验中学习、在实践中运用、在迁移中创新。本部分教学内容围绕日常生活中的时间安排与活动展开，通过多种活动形式，让学生学习时间表达和日常活动相关词汇与句型，符合课程标准对学生在真实情境中运用语言进行交流的要求，有助于学生提高语言运用能力，了解不同文化背景下的日常生活，培养良好的时间管理和跨文化交际意识。
语篇研读
What 语篇主题和主要内容
The theme f the discurse is Daily Time Arrangements and Activities in daily life. 1a presents clcks f different times and crrespnding time expressins, such as ne frty-five, six fifteen, eight 'clck, fur thirty, etc., t guide students t learn time expressins in English. 1b Thrugh Peter's mrning activity dialgue, invlving daily activity vcabulary such as take a shwer, get dressed, brush teeth, have breakfast, etc., let students understand Peter's mrning activity sequence and hw t ask and describe these activities. 1c is the dialgue between Peter and Han Lin abut why they came t schl early. It invlves expressins such as d sme reading befre class and n duty, which further expands students' vcabulary fr daily activities. 1d requires students t fill in Peter and Han Lin's daily activity time accrding t the cnversatin cntent, such as Peter's schl start time, wake up time, breakfast time, bath time and Han Lin's bath time, etc., t cnslidate the time expressin and descriptin f daily activities. 1e Let students talk abut their mrning schl rutine and put what they have learned int practice.
Why 语篇传递的主题意义
By learning the time arrangement and activities in daily life, students can cultivate their awareness f time management, understand the imprtance f reasnable time arrangement, learn t plan their daily life, and imprve the efficiency f study and life. Understanding the daily activities f different peple helps students t recgnize individual differences, cultivate students' ability t bserve and understand thers, and guide students t reflect n their wn habits and prmte self-grwth. The arrangement f daily activities in different cuntries and cultural backgrunds may be different, which can stimulate students' interest in different cultures, cultivate students' intercultural cmmunicatin awareness, enable students t respect and understand cultural diversity, and enhance cultural tlerance.
Hw 文体结构、语言特点及功能
文体结构
This part mainly adpts the frm f dialgue and task instructins. 1a elicits time expressin by matching clck with time; 1b and 1c shw the characters' daily activities and the reasns fr cming t schl early in the frm f dialgue, and present rich vcabulary and sentence patterns f daily activities; 1d Fill in the blanks based n the cnversatin cntent t deepen the understanding f time and activities; 1e is an pen ral expressin task, which allws students t describe their daily activities with what they have learned. The structure is frm simple t deep, which cnfrms t the cgnitive law f students.
语言特点及功能
The language is cncise and clear, using simple sentences and cmmn vcabulary, which is easy fr students t understand and master. Fr example, when describing daily activities, simple sentences such as "Peter takes a shwer." and "Han Lin is n duty." are used t directly express the character's behavir and state. It uses a large number f wrds related t time and daily activities, such as time number, clck, quarter, half past, etc., as well as activity phrasal verbs, s that students can learn and use these wrds in specific cntexts and enrich language expressin. In the dialgue, the simple present tense is used t describe daily habitual activities, which strengthens the use f the simple present tense in the actual cntext, s that students can understand and master its functin in expressing daily activities.
学情分析
（一）已知
Students have mastered a certain amunt f basic vcabulary and simple sentence patterns in the previus study, have a certain understanding f numbers 1-60, and can perfrm simple numerical expressins.
Have certain cgnitin and experience f sme cmmn activities in daily life (such as getting up, eating, ging t schl, etc.), and can describe these activities in Chinese.
Have certain bservatin ability and lgical thinking ability, and can btain infrmatin accrding t pictures r simple prmpts.
（二）未知
The expressin f time in English, especially the expressin f nn-hurly time (such as the use f past and t) may nt be familiar, and it is easy t cnfuse and make mistakes.
Althugh I have a certain understanding f daily activities, I may nt have enugh vcabulary and sentence patterns t accurately express these activities in English. Fr example, I am nt familiar with the English expressins f sme specific activities (such as pack ne's bag, have a nap, etc.), and there may be grammatical errrs r pr expressin in describing activities.
Lack f understanding f the differences in daily activity arrangements in different cuntries and cultural backgrunds, lack f intercultural cmmunicatin awareness, and may have difficulties in understanding and prcessing daily activity infrmatin invlving different cultures.
（三）能知
By watching animated vides and imitating exercises, students can master the methds f time expressin in English, including the accurate expressin f the hur, half, quarter and nn-hur, s as t imprve the accuracy and fluency f time expressin.
With the help f English learning apps and classrm learning, students can enrich their vcabulary related t daily activities, learn t crrectly use these vcabulary and sentence patterns t describe their wn and thers' daily activities, and imprve their ral and written expressin skills. Under the guidance f teachers and thrugh reference f materials, students can understand the differences in daily activity arrangements in different cuntries, cultivate intercultural cmmunicatin awareness, learn t respect and understand different lifestyles in intercultural cmmunicatin, and imprve their acculturatin ability.
教学目标
Language Abilities
Be able t accurately read, write and speak time expressins in English, including the expressin f the hur, half, quarter and nn-hur time. Such as It's tw 'clck., It's half past three., It's a quarter past fur., It's ten t five. And understand and crrectly use the past and t describe time.
Be able t master and use the special questins guided by what time and when t ask abut the time f daily activities, such as What time d yu get up? When d yu have breakfast? And answer accurately in the simple present tense, e.g. I get up at 6:30. I have breakfast at 7:00. Such sentence structure can ask and describe the time f daily activities naturally and smthly in actual cmmunicatin.
Be able t read, write and use vcabulary related t daily activities, Such as take a shwer, get dressed, brush teeth, have breakfast, pack ne's bag, ride a bike t schl, have a nap, etc. Understand its meaning and be able t use it crrectly when describing daily activities t enrich the cntent f language expressin.
思维能力
Thrugh the analysis f Peter and Han Lin's daily activity arrangement, students' lgical thinking ability was cultivated, such as summarizing the sequence f different activities, cmparing different activities f different peple at the same time, and analyzing the influence f time arrangement n study and life.
学习能力
In the prcess f grup cperatin in cmpleting tasks (such as discussing daily activity arrangements, making timelines, cmparing daily activities in different cuntries, etc.), cultivate cperative learning ability and teamwrk spirit, learn t listen t thers' pinins, slve prblems tgether, and imprve cmmunicatin and cperatin efficiency.
文化品格
Understand the differences in daily activity arrangements f peple in different cuntries and cultural backgrunds, such as the characteristics f extra-curricular activities f students in Western cuntries and the learning time arrangement f students in Asian cuntries, cultivate intercultural cmmunicatin awareness and cultural tlerance, and respect the lifestyle and habits f different cultures.
By sharing their daily activities, students can develp self-management awareness and gd living habits, such as getting up n time, reasnably arranging study and rest time, etc., while encuraging students t actively participate in daily life and cultivate a healthy attitude twards life.
教学重难点
教学重点：
The way in which time is expressed in English, especially the way in which time is nt n the hur (such as the use f past and t).
Use what time and when t ask abut daily activities and use the present simple tense t answer the sentence structure.
教学难点：
In practical cmmunicatin, I can flexibly use wrds related t time expressin and daily activities accrding t the situatin, accurately and smthly describe the daily activities f myself and thers, pay attentin t crrect grammar, apprpriate vcabulary and natural expressin.
Understand and respect the cultural differences in the daily activity arrangements f different cuntries, integrate cultural knwledge int the descriptin and cmmunicatin f daily activities, imprve crss-cultural cmmunicatin skills, and avid cmmunicatin barriers caused by cultural misunderstandings.
课前预习
Task One
Watch the nline animatin vide "Telling Time in English" (which can be searched n Yuku r Tencent Vide and ther platfrms), learn the English time expressin intrduced in the vide, including the expressin f the hur, half, quarter and ther nn-hur time, and write an example f each time expressin n the preview list，such as It's three 'clck.；It's half past fur.；It's a quarter past five.；It's ten past six.
Cmplete the fllwing time expressin exercises accrding t the animatin vide:
(1) Write the time shwn by the fllwing clcks in English: [Picture shws several different clcks, such as 7:15, 8:45, 9:30, etc.]
(2) Translate the fllwing Chinese time int English: 5:15, 10:30, 10 t 12.
(3) Recrd the audi f yur reading time expressin, requiring accurate and clear prnunciatin and natural intnatin.
Task Tw
Review and cnslidate vcabulary related t daily activities, such as get up, g t schl, d hmewrk, etc., and learn sme new hmewrk vcabulary. Such as pack ne's bag, ride a bike t schl, have a nap, etc., recrd n the preview list.
Fllw the example and describe yur daily activities f yesterday in English, including at least five different activities.
Fx example:I gt up at 7 'clck in the mrning. Then I had breakfast and went t schl at 8 'clck. I had classes all day. After schl, I played basketball with my friends. In the evening, I did my hmewrk and watched TV.
Task Three
Use a search engine (such as Baidu) t find the daily activities f students frm at least tw different cuntries (including wake up time, schl time, schl time, extra-curricular activities, etc.) and recrd them in simple English n the preview list, with the name f the cuntry.Such as：In the US, students usually get up at 7 'clck and g t schl at 8:30. They have varius after-schl activities like playing sprts r jining clubs.
教学过程
教学环节
教学内容
效果评估
Step 1
Warming-up
Watch vide and sing alng
The teacher plays the chant vide f "What time is it" thrugh multimedia teaching equipment (such as intelligent whitebard r prjectr) t guide students t sing alng. In the prcess f playback, teachers can use the pause and playback functins f multimedia sftware t explain the time display and daily activities in the vide t help students better understand.
Interactive games
Use the time in the vide fr interactive game activities. Match the clcks with the times. During the interactive game "Match the clcks with the times", teachers can use the sftware t display the clck picture and time ptins, and ask students t drag the clck picture t the crrespnding time t match. The recrding functin f the electrnic whitebard can recrd the peratin prcess f students, which is cnvenient fr teachers t cmment and summarize.
When the chant vide is played and students are guided t sing alng, it is bserved whether students actively participate in singing alng and whether they can keep up with the rhythm and rhyme f the vide. Participatin can be judged by the size f a student's vice, hw engaged their expressin is, and the accuracy f their singing alng. If mst f the students have lud vices, happy expressins and accurate singing alng, it indicates that the students are interested in the vide cntent and have high participatin; On the ther hand, if the student's vice is weak, the expressin is indifferent, r the singing alng mistakes are mre, the participatin may be lw. In the "Match the clcks with the times" interactive game, bserve the students' enthusiasm and initiative t perate n stage. Recrd the number f students wh actively raised their hands t request the clck and time matching peratin, and whether they carefully thught and accurately cmpleted the matching during the peratin. The mre active and accurate students are, the mre enthusiastic they are abut the game, and the better they understand and master the expressin f time.
设计意图
Step 2
Presentatin
Different time expressins
整点表达法：“钟点数+'clck” 意为“几点”。'clck=f the clck，意为“（表示整点）……点钟”，其前面通常是整点。例如：five ’clck = 5:00， eleven 'clck = 11:00
非整点表达法：
顺读法：先小时后分钟，即“钟点数+分钟数”意为“几点几分”。例如：eight twenty 8:20，ten thirty-five = 10:35，nine nine（表示零几分时可用表示）= 9:09
逆读法：先分钟后小时
当分钟数≤30 时，分 past 时；
用“分钟数+past+钟点数”表示，
意为“几点几分”。例如：twenty-five past six = 6:25，half past three = 3:30
当分钟数>30 时，差几分到几点；差的分钟数 t 下一点钟。
用“（60－原分钟数）+ t +（原钟点数+1）”，意为“差几分几点”。 例如： ten t eight = 7:50 （差10分8点），eleven t twelve = 11:49 （差11分12点）
注：半点和一刻钟的特殊表达，a quarter 代表 15 分钟，half 代表半小时。
A:What time is it?/ What's the time?
B:It's...
若想表明所说时间是上午，只需在时间后加上a. m.（am）
若想表达下午，只需在时间后加上p. m.（pm）
Interactive game: Time slitarist
The teacher first names a time, such as It's half past five. Then ask the students t name the next time, such as It's ten t six., based n the number f minutes f the previus time
1a：Match the clcks with the times.
Students independently cmplete the clck and time matching exercises in 1a and then check the answers. Teachers can use multimedia curseware t shw the answers, and at the same time re-emphasize the methd f time expressin, especially the matching pints f nn-hur time.
Interactive games: Match the clcks with the picture. 
利用《What time is it》视频中的时间和日常活动进行互动游戏活动
Match the clcks with the picture.
Learn vcabulary and phrases such as take a shwer, get dressed, brush teeth, have breakfast
What time d yu take a shwer? What time d yu take a shwer? What time d yu take a shwer? When d yu have breakfast? Explain sentence structure: questin wrd (what time/when) + auxiliary verb (d/des) + subject + verb base + ther? at the same time, use the simple present tense psitive and negative answers fr example, such as I take a shwer at 7 'clck. / I dn't take a shwer in the mrning. Let's wait.
Use the animated presentatins and example sentences in nline grammar learning websites r apps t mre intuitively shw students sentence structure and usage differences. Fr example, animatin shws the cmpsitin f sentence cmpnents and the specific use examples f what time and when in different scenes t help students understand and remember.
After students finish the "Match the clcks with the times" exercise, check the accuracy f students' answers, cunt the number f crrect matches f the time expressins f the whle pint, the nn-time expressins f the sequential reading and the time expressins f the backward reading (including the crrect use f past and t), and calculate the crrect rates f each type f time expressin. Find ut hw well students have mastered different expressins f time. After learning the vcabulary and sentence patterns f daily activities, the students have a simple cnversatin practice. Ask each ther in pairs abut the time f daily activities, such as "What time d yu get up?" “When d yu have breakfast?” Observe whether students can accurately use sentence patterns t ask questins and answer, and cunt the prprtin f students wh can crrectly use sentence patterns and give smth answers t the ttal number f grups. In the "Time slitarist" game, bserve whether the students can quickly say the next time accrding t the minutes f the previus time, evaluate the students' thinking agility and lgical understanding f time sequence and expressin. Recrd the reactin time and the number f errrs f students in the prcess f the relay. The shrter the reactin time and the fewer the number f errrs, the strnger the thinking ability f students. Observe students' cncentratin and participatin when they use nline grammar learning websites r apps t learn sentence structure and usage differences, such as whether they actively watch animatin demnstratins, whether they actively click t see mre example sentences, etc., t understand students' ability and enthusiasm in using infrmatin technlgy t learn independently.
设计意图
By systematically intrducing hurly and nn-hurly time expressins, daily activity vcabulary and related sentence patterns, this paper helps students build a cmplete knwledge system abut the descriptin f daily life time arrangement. It enables students t accurately express time, describe daily activities and inquire abut thers' activity time in practical cmmunicatin, and imprves students' cmprehensive language applicatin ability.
Step3：
Pratice
1b：Listen t the first cnversatin and tick Peter's activities this mrning.
Play the recrding f the cnversatin in part 1b and let the students perceive the cnversatin cntent as a whle when they listen t it fr the first time. Then, accrding t the dialgue cntent, check ut Peter's activities this mrning frm the daily activities listed n the preview list. When listening fr the secnd time, pay attentin t the specific time Peter des each activity, and recrd it next t the crrespnding activity n the preview list.
1c：Listen t the secnd cnversatin.Why are Peter and Han Lin at schl early?Match the names with the reasns.
Play the recrding f the cnversatin in Part 1c. The students listen and match Peter and Han Lin with their reasns fr cming t schl early. Then play the recrding again and ask the students t listen carefully t the time expressins and daily activities wrds in the dialgue t deepen their understanding f the listening cntent.
1d：Listen t the tw cnversatins and fill in the blanks.
Play the audi in Part 1d. Students listen and write dwn the answers and answer the questins.
Ntice:
When playing cnversatins recrded in parts 1b, 1c, and 1d, teachers can adjust the playback speed accrding t students' listening level by using the variable speed functin f the multimedia audi player. Fr students with weak hearing, they can slw dwn apprpriately t help them understand the cnversatin better. After students cmplete the listening practice, teachers can use the nline answer system (such as the questinnaire star r the schl's nline test platfrm) t quickly cllect students' answers, and immediately generate the answer data analysis reprt t understand the students' grasp f the listening cntent, including which questins have a high errr rate, which time expressins r daily activities wrds are prne t mistakes in listening, etc. In rder t pertinently explain and review.
Pair Wrk
1e:Talk abut yur schl day rutine in the mrning.
Use sentence patterns t ask and answer questins with yur deskmates.
A：What time d yu usually+ d yu +
B：I usually +... at +time
Observe the student's reactin and perfrmance when the teacher uses the variable speed functin f the multimedia audi player. Fr students with weak hearing, pay attentin t their understanding imprvement after slwing dwn prperly, such as whether they can capture key infrmatin mre accurately and reduce errrs. At the same time, cmparing the perfrmance f students with gd listening ability in nrmal speed and variable speed, understanding the influence f variable speed functin n students with different listening levels, and evaluating its effectiveness in helping students imprve listening cmprehensin. The imprvement f students' answers after listening t the recrding fr a secnd time (1b, 1c) r again (1d) was analyzed. If the students can crrect sme mistakes after repeated listening, it shws that they have gradually mastered the listening skills t btain accurate infrmatin thrugh repeated listening. On the ther hand, if errrs are nt significantly reduced, it may mean that students have difficulties in using listening skills, such as nt knwing hw t fcus n previusly missed r misunderstd infrmatin during repeated listening.
设计意图
Design a variety f interactive games (such as "Match the clcks with the times", "Match the clcks with the picture", "Time Slitarizing", etc.) t transfrm bring knwledge learning int interesting game activities. Let students learn English in a relaxed and pleasant atmsphere. The cmpetitin and fun f the game can attract students' attentin, stimulate students' enthusiasm fr learning, and make students mre actively participate in learning. Using multimedia resurces (such as vide, animatin demnstratin, etc.) t present teaching cntent, increase the intuitiveness and vividness f teaching.
Step 4
Prductin
Grup Wrk: daily activity timeline prductin
Each grup shuld wrk tgether t make a timeline f Peter r Han Lin's daily activities. The time (in English) and cntent (in pictures r simple English phrases) f each activity shuld be accurately marked n the timeline  Team members can edit the cntent f the timeline tgether thrugh nline cllabratin tls (such as Tencent Dcuments), share ideas and resurces in real time, and imprve cperatin efficiency.  Representatives frm each team will be sent t the stage t present the prductin timeline and intrduce Peter r Han Lin's daily activities in English. As Peter gets up at 6:30. Then he takes a shwer at 6:45. After that, he has breakfast at 7:15 and ges t schl at 7:30. Other grups can ask questins and make cmments, such as What time des he d his hmewrk? Is his schedule busy? Cultivate students' ral expressin ability and teamwrk ability.
Think abut and answer the differences in Peple's Daily activities in different cuntries and cultures
S：In the US, students usually get up at 7 'clck and g t schl at 8:30. They have varius after-schl activities like playing sprts r jining clubs.
Check that the English expressins f the activity time n the timeline made by each team are accurate. Observe whether the students' use f the hur, half hur and nn-hur time (including sequential reading and reverse reading) is crrect, fr example, whether they can crrectly write "half past seven (7:30)" "a quarter t nine (8:45)" and s n. Evaluate whether the daily activity vcabulary used in the descriptin f the activity cntent is apprpriate and rich. Check whether the students have crrectly used the vcabulary fr daily activities they have learned, such as "take a shwer", "have breakfast", "g t schl", etc., and whether they can chse the apprpriate vcabulary t describe the situatin accrding t the specific situatin. At the same time, pay attentin t whether the spelling f wrds is crrect, s as t avid affecting the accuracy f expressin due t spelling errrs.
设计意图
In the prcess f making the timeline, bserve whether the divisin f labr amng the team members is clear and whether they actively participate in the discussin and editing. Fr example, see whether a member is respnsible fr cllecting infrmatin, a member is respnsible fr designing and typesetting, and a member is respnsible fr reviewing and prfreading. Recrd the frequency and quality f interactins amng grup members, such as whether they actively share ideas, respect the pinins f thers, and effectively reslve differences. By bserving these aspects, we can understand the fluency and effectiveness f grup cllabratin. Thrugh the rganizatin and descriptin f the timeline cntent in the intrductin, it is judged whether the students can rganically integrate the time expressin, daily activity vcabulary and sentence pattern they have learned, and flexibly apply them t the actual situatin. Fr example, see whether students can accurately use different time expressins t describe the time f each activity, whether they can use a variety f vcabulary and crrect sentence structure t describe the cntent f the activity, and whether they can make an rganized intrductin accrding t the lgical sequence f the time axis. This can reflect the students' cmprehensive applicatin f knwledge and understanding f the actual situatin.
Summary
What we learn tday?
Different time expressins
Daily activities
Sentence pattern
By asking questins at randm, the teacher asked the students t answer questins abut different time expressins (such as the sequential reading and reverse reading f the hur, half hur, and nn-hurly reading, etc.), daily activity vcabulary (such as enumerating several daily activities learned tday and saying them in English) and sentence structure (such as saying the sentence structure f asking what time and when abut daily activity time). Observe the accuracy f the students' answers.
设计意图
Systematically summarize the vcabulary and sentence patterns f different time expressins and daily activities t help students srt ut the scattered knwledge learned in this lessn and frm a cmplete knwledge system. It enables students t clearly understand the different ways and rules f time expressin, the specific cntent f daily activity vcabulary and hw t use sentence patterns t inquire and describe daily activity time, strengthens students' memry and understanding f these key knwledge pints, and facilitates students t quickly and accurately extract and apply relevant knwledge in future learning and practical applicatin.