Unit 6 Section B (1a-2b)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 (1a - 2b)教学设计 I. Teaching Aims Knowledge Aims Students can understand and use vocabulary related to daily routines: “get up”, “listen to the news/music”, “walk to school”, “have lessons”, “have lunch”, “go to club”, “have dinner”, “read with parents”, “prepare schoolbag”, “go to bed”. Students can understand and use key sentences to describe daily routines: “I usually get up at...”, “My school begins at...”, “I have... lessons in the morning/afternoon”, “I usually get home around...”. Ability Aims Students can enhance reading skills by extracting information from a text to complete timetables and answer questions. Students can improve writing skills by completing timetables about their own school days and writing paragraphs to describe their days. Students can develop speaking skills by discussing the differences between their school days and Timo's. Emotional Aims Students can understand that people's daily routines can be different and appreciate the diversity of daily life, fostering a curious and open attitude towards different lifestyles. II. Teaching Key Points and Difficult Points Key Points Mastery of daily routine vocabulary and key sentences for describing routines. Accurate reading comprehension of a text about Timo's school day. Fluent writing of paragraphs describing personal school days. Difficult Points Using daily routine vocabulary and key sentences appropriately in writing paragraphs. Clearly explaining the differences between personal school days and Timo's. III. Teaching Methods Reading - based Teaching Method: Guide students to read the text and extract information. Task - based Teaching Method: Design tasks like guessing about the boy, choosing a title, completing timetables, answering questions, and writing paragraphs to help students achieve learning goals. Interactive Teaching Method: Engage students in discussions about daily routine differences to promote communication. IV. Teaching Aids Multimedia courseware (with text content, timetable templates). Text handouts. V. Teaching Procedures Step 1 Lead - in Ask: “How different are people's daily routines? Share your thoughts with your partner.” Give 2 minutes for pair discussion. Invite 2 - 3 students to share, activating interest and leading to the lesson. Step 2 While - learning 1a (5 minutes) Students look at the photos and guess which part of the world the boy is from, then share what they want to know about him (e.g., “What time does he get up?”, “What does he do at school?”). Walk around to assist with vocabulary and encourage curiosity. 1b (5 minutes) Students read the text and choose a suitable title for it. After students finish, check answers and explain: The text describes one of Timo's school days, so the answer is B. 1c (8 minutes) Students read the text again and complete the timetable with Timo's activities. Walk around to assist with information extraction, e.g., 7:40 a.m. get up; 9:00 a.m. school begins; 12:00 p.m. have lunch; 12:30 p.m. afternoon lessons begin; 2:15 p.m. afternoon lessons finish; after school go to ice hockey club; 4:00 p.m. get home; 6:00 p.m. have dinner; after dinner read with parents; 9:30 p.m. go to bed. 1d (7 minutes) Students read the text again and answer the questions: Timo has one Finnish lesson and two home economics lessons every Tuesday morning. Each lesson at his school is 45 minutes long. Timo goes to an ice hockey club. He makes good use of his time by having a regular routine, going to school, club, and spending time with family. Walk around to assist and invite 2 pairs to share. Step 3 Post - learning 2a (7 minutes) Students complete the timetable about one of their school days. Guide them to fill in times and corresponding activities, e.g., 6:30 a.m. get up; 7:30 a.m. have breakfast; 8:00 a.m. school begins; 12:00 p.m. have lunch; 3:30 p.m. school finishes; 4:00 p.m. go to music club; 6:00 p.m. get home; 7:00 p.m. have dinner; 8:00 p.m. do homework; 9:30 p.m. go to bed. 2b (8 minutes) Students use the information in 2a to write about their day, filling in the blanks in the paragraph template: My name is [Your Name]. I'm [age] years old. I live [where you live]. Every [school day, e.g., Monday], I usually get up at [time]. Then [activity, e.g., I have breakfast]. My school begins at [time]. I have [subjects] in the morning. After that, [activity]. In the afternoon, [activity]. I usually get home around [time]. Then [activity]. At [time], it's time for me to [activity, e.g., go to bed]. Walk around to provide feedback, checking for correct use of daily routine vocabulary and sentence structure. Step 6 Summary (3 minutes) Summary: Recap daily routine vocabulary (get up, have lessons, etc.), key sentences “I usually get up at...”, “My school begins at...”, and how to describe a school day. Write on the blackboard: Vocabulary: get up, listen to music, walk to school, have lunch, go to club... Key sentences: I usually get up at...; My school begins at...; I have... in the morning/afternoon. Writing: Structure – Introduce yourself Morning routine Afternoon routine Evening routine. Step 7 Homework (2 minutes) Homework: Polish the paragraph written in 2b and share it with a classmate. Ask a family member about their workday routine and write a short description, comparing it with your school day. 学科网(北京)股份有限公司 $$