Unit 6 Section B (3a～3c)教学设计- 2025-2026学年人教版英语七年级上册

Unit 6 A Day in the Life Section B (3a - 3c)教学设计 I. Teaching Aims Knowledge Aims Students can master vocabulary related to professions: “police officer”, “teacher”, “farmer”, “reporter”, “bin worker”, “nurse”. Students can understand and use key sentences to ask about workday routines: “What time do you usually get up?”, “When do you have breakfast?”, “When do you go to work?”, etc. Ability Aims Students can enhance speaking skills by interviewing people in chosen professions and asking about their workday routines. Students can improve writing and reporting skills by completing tables with interview information and giving reports in class. Students can develop reflective skills by assessing their ability to talk about time and daily routines. Emotional Aims Students can understand the diversity of workday routines across different professions and appreciate the efforts of people in various jobs, fostering respect for different occupations. II. Teaching Key Points and Difficult Points Key Points Mastery of profession vocabulary and key sentences for asking about workday routines. Accurately conducting interviews and extracting routine - related information. Fluent reporting on interview findings in class. Difficult Points Using key sentences appropriately in interviews to get clear information. Organizing interview information and giving coherent reports. III. Teaching Methods Task - based Teaching Method: Design tasks like choosing professions, conducting interviews, completing tables, and giving reports to guide students in mastering skills. Interactive Teaching Method: Engage students in interviews and class reports to promote communication. Reflective Teaching Method: Guide students to reflect on their learning progress through self - assessment. IV. Teaching Aids Interview worksheets. Profession word cards. V. Teaching Procedures Step 1 Preparation (10 minutes) 3a: Choosing a Profession Students choose a profession they want to know more about from the list (“police officer”, “teacher”, etc.) or add their own. Discuss the chosen professions briefly, explaining any unfamiliar ones (e.g., “bin worker” is someone who collects rubbish). Step 2 Interviewing (15 minutes) 3b: Conducting Interviews Students find a person working in the chosen profession (could be a family member, friend, or someone they can contact). Use the questions in the table: “What time do you usually get up?”, “When do you have breakfast?”, etc., to ask about their workday routine. Students complete the table with the interviewee's name and their routine information. Walk around to assist with question formation and communication, ensuring students get clear answers. Step 3 Reporting (10 minutes) 3c: Giving Reports Students prepare reports based on their interview tables. Use the example “My uncle is a farmer in a small village. Every day, he gets up at...”, and expand with other details from the table. Invite several students to give their reports in class. Provide feedback on clarity and use of key sentences. Step 4 Reflecting (5 minutes) Reflecting Section Students assess themselves using the “How well can you do these things?” table. Tick “Very well”, “OK”, or “Needs work” for each item: telling time in English, asking about daily routines with what time and when, talking about people's daily routines, and making good use of time. Discuss briefly as a class, with students sharing one thing they think they do well and one thing they want to improve. Step 5 Summary and Homework Summary: Recap profession vocabulary, key interview questions, and the importance of reflecting on learning. Homework: Write a short essay about the most interesting thing you learned from the interview. Practice telling the time in English by reading clocks at home and saying the time aloud. 学科网（北京）股份有限公司 $$