Unit 6 Section B (1a - 1d)教学设计 2025-2026学年人教版英语七年级上册

本文围绕Unit 6 Section B (1a - 1d)展开，聚焦日常词汇、句式及阅读技巧。承接日常话题背景，为学生描述生活奠基，呼应单元主题。通过读前、读中、读后活动，渗透语言、文化、思维及学习能力等核心素养，如读中训练阅读技巧提升思维品质。 本设计亮点在于采用多种教法，利用多媒体辅助。从学生层面看，能提升口语与跨文化意识；从教师层面，提供清晰授课流程；从课堂效果看，强化互动，突破阅读与跨文化难点。

Unit 6 Section B (1a - 1d)教学设计 I. Teaching Aims 1. Knowledge aims Students can master the following key words and phrases: daily, only, break, finish, already, dark, outside, prepare, daily routine, part, everybody, every Tuesday, after breakfast, walk to school, go to the ice hockey club, listen to the news or music, have one Finnish lesson, have home economics lessons, get home, for an hour, after that, prepare for, make good use of. Students can understand and use the key sentences: ①It's only a 10 - minute walk. ②Each lesson is 45 minutes long and there is a break between lessons. ③The afternoon lessons begin at 12：30 and finish at 2：15. ④At 9：30，it's time for me to go to bed. 2. Ability aims Be able to use skimming, scanning and intensive reading strategies to predict and summarize the main idea of the passage, and sort out the detailed information. Develop the ability to describe one's own daily life in English according to the learned patterns. Improve the ability to compare and contrast different cultural backgrounds' daily lives, and enhance cross - cultural awareness. 3. Emotional aims Cultivate students' awareness of time management and the ability to plan their daily activities reasonably. Stimulate students' interest in learning English and exploring different cultures. II. Teaching key points and difficult points 1. Teaching key points Master the new words and phrases and key sentence patterns. Understand the passage about Timo's daily life and be able to get the main idea and detailed information. 2. Teaching difficult points Use effective reading strategies to improve reading comprehension ability. Compare and contrast the daily life of Finnish students with that of Chinese students, and cultivate cross - cultural communication awareness. III. Teaching Methods Communicative teaching method Task - based teaching method Cooperative learning method IV. Teaching Aids Multimedia Blackboard V. Teaching Procedures 1. Lead - in (5 minutes) Show some pictures of different students' daily lives on the PPT, and ask students: "What can you see in the pictures? What do you think their daily routines are like?" Let students discuss in pairs and then share their ideas. This activity can arouse students' interest in the topic of daily life and activate their prior knowledge. 2. Pre - reading (5 minutes) Let students look at the two pictures in 1a. Ask them to guess: "Where do you think the boy in the picture is from? Why do you think so?" Guide students to observe the boy's thick clothes and the ice hockey scene, and encourage them to make reasonable speculations. Teach some new words like "ice hockey", "home economics" and "daily routine" by showing pictures, using real - life examples or simple explanations. For example, when teaching "ice hockey", show a short video of an ice hockey game to let students have a more intuitive understanding. This step can help students predict the content of the passage, reduce reading difficulties, and prepare them for the following reading. 3. While - reading (15 minutes) First reading (Skimming): Let students read the passage quickly and answer the question: "What is the main idea of the passage? And who is the writer?" Then ask students to choose the best title for the passage from the options in 1b. Second reading (Scanning): Ask students to read the passage carefully again and complete the form in 1c, filling in the time and Timo's daily activities. Walk around the classroom to offer help if necessary. Third reading (Intensive reading): Pose some detailed questions, such as "What does Timo do after breakfast?", "How long is each lesson in Timo's school?", "What lessons does Timo have in the morning?" etc. Let students read the passage sentence by sentence to find the answers and underline the relevant sentences in the passage. This series of reading activities can train students' different reading skills and help them better understand the passage. 4. Post - reading (10 minutes) Group discussion: Divide students into groups of four. Ask them to discuss two questions: ①Why does Timo get home at around 4:00? ②How does Timo make good use of his time? Each group chooses a representative to report their discussion results. Let students compare their own daily routines with Timo's. Encourage them to talk about the similarities and differences in English, such as "I get up at 6:30 every day, but Timo gets up at 7:15. I have more homework to do after school than Timo." Through group discussion and comparison, students can deepen their understanding of the passage, improve their oral English ability and cross - cultural awareness. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson on the blackboard, including new words, phrases, sentence patterns and the main content of the passage. Ask students to recall and repeat to strengthen their memory. Homework: Ask students to write a short passage about their own daily routines, using the words and sentence patterns learned in this lesson. Let students search the Internet to learn more about the daily lives of students in other countries and share what they have learned in the next class. 1 学科网（北京）股份有限公司 $$