Unit 6 A Day in the Life-Section A 1a-1e 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 6 A Day in the Life-Section A 1a-1e This section is from Unit 6 "A Day in the Life" of the English textbook for Grade 7 (People's Education Press, 2024). It focuses on daily time arrangements and activities. 1a presents clocks with different times and corresponding time expressions like "one forty - five", "six fifteen", "eight o'clock", "four thirty", etc., guiding students to learn how to express time in English. 1b shows a dialogue about Peter's morning activities, including phrases such as "take a shower", "get dressed", "brush teeth", "have breakfast", enabling students to understand the order of Peter's morning activities and how to ask about and describe these activities. 教学目标 Students can accurately read, write and say time expressions in English, including the expressions of whole hours, half - hours, quarters and non - whole hours. For example, "It's two o'clock.", "It's half past three.", "It's a quarter past four.", "It's ten to five.", etc., and understand and correctly use "past" and "to" to describe time. Master and use the special interrogative sentences led by "what time" and "when" to ask about the time of daily activities, such as "What time do you get up?" "When do you have breakfast?" And answer accurately in the simple present tense, such as "I get up at 6:30." "I have breakfast at 7:00.", etc. They can use these sentence structures to ask about and describe the time of daily activities naturally and fluently in actual communication. Be able to read, write and use vocabulary related to daily activities, such as "take a shower", "get dressed", "brush teeth", "have breakfast", "pack one's bag", "ride a bike to school", "have a nap", etc., understand their meanings and use them correctly when describing daily activities to enrich language expression. 教学重难点 A. Teaching Key Points The methods of expressing time in English, especially the expressions of non - whole hours (such as the usage of "past" and "to"). Using "what time" and "when" to ask about the time of daily activities. B. Teaching Difficult Points Proficiency in using vocabulary and expressions related to morning activities and daily living habits. Cultivating a positive attitude towards developing good living habits. A. Vocabulary Time - related vocabulary: "o'clock" (used to express whole hours), "quarter" (a quarter, 15 minutes), "half" (half, 30 minutes), "past" (used to express minutes after the hour when the minutes are less than or equal to 30), "to" (used to express minutes before the next hour when the minutes are more than 30). Daily activity - related vocabulary: "take a shower" (take a bath), "get dressed" (put on clothes), "brush teeth" (clean teeth), "have breakfast" (eat breakfast), "do some reading" (read books), "on duty" (be responsible for a task, like being on duty at school), "get up" (wake up and get out of bed). B. Grammar The simple present tense is used to describe habitual and regular daily activities. For example, "Peter takes a shower every morning." Special interrogative sentences led by "what time" and "when" are used to ask about the time of actions. "What time" is more specific about the exact time, while "when" can be used more generally. For example, "What time do you usually go to school?" "When do you have your PE class?" 教学过程 A. Warming - up (5 minutes) Greet the students and show them a short video about a day in the life of a middle school student. After watching the video, ask the students some simple questions: "What can you see in the video?" "What activities did the student do?" Then, introduce the topic of this unit - "A Day in the Life", and lead in the importance of time management. B. Presentation (10 minutes) 1a Show the students the clocks in 1a on the screen. First, review the numbers from 1 to 60 with the students. Then, start to teach them how to express time. For whole hours, teach them to use "o'clock". For example, point to the clock showing 8 and say "It's eight o'clock." Let the students repeat several times. For non - whole hours, when the minutes are less than or equal to 30, teach them to use "past". For example, for the clock showing 7:20, say "It's twenty past seven." And when the minutes are more than 30, use "to". For the clock showing 6:40, say "It's twenty to seven." Also, teach them the expressions of "quarter" and "half". For example, 3:15 can be said as "a quarter past three", and 4:30 can be said as "half past four". Let the students practice reading the time expressions in 1a in pairs, and then check their answers. C. Listening (10 minutes) 1b Tell the students that they will listen to a conversation between Peter and his mother. Before listening, show them the activities in 1b on the screen and let them read through them quickly. Play the recording for the first time. Let the students just listen and get a general idea of the conversation. Play the recording for the second time. This time, ask the students to tick the activities Peter does this morning. Check the answers with the whole class. Play the recording one more time if necessary, pausing at key points to help students understand better. 1c Introduce the new situation that Peter meets Han Lin at school. Show the reasons in 1c on the screen. Play the recording for 1c. Let the students listen and match the names with the reasons. Check the answers and play the recording again for students to confirm. D. Practice (10 minutes) 1d Give the students some time to read the chart in 1d. Then, play the recordings of 1b and 1c again. This time, ask the students to fill in the blanks with the correct time according to the conversations. Walk around the classroom to offer help if needed. After they finish, check the answers together. Group work Divide the students into groups of four. Let them make up a dialogue about their morning activities, using the vocabulary and sentence patterns they have learned. Each group member should talk about their own activities, such as "What time do you get up? I get up at... What do you do after that?" Ask some groups to come to the front of the class and act out their dialogues. Give them praise and comments. E. Production (8 minutes) 1e Let the students work in pairs. Use the sentence patterns "What time do you usually... in the morning?" and "When do you...?" to ask and answer about their morning school daily activities. Encourage them to ask as many questions as possible. Walk around the classroom to listen to their conversations and correct their mistakes if there are any. Ask several pairs to share their conversations with the whole class. F. Summary (2 minutes) Summarize the key points of this class with the students, including the time expressions, the vocabulary related to daily activities, and the usage of "what time" and "when" to ask about activities' time. Emphasize the importance of reasonable time management and good living habits. 教学反思 After this class, generally, students have shown a certain level of interest in the topic of daily activities and time expressions. Through various activities such as watching videos, listening, speaking, and group work, most students can master the key vocabulary and sentence patterns. However, there are still some areas that need improvement. A. Successes The warm - up video effectively attracted students' attention and quickly brought them into the context of daily life, making it easier for them to accept the new knowledge. The step - by - step teaching method in presenting time expressions was clear. Students could follow the teacher's guidance and gradually master the usage of different time - expressing words. The group work and pair work provided students with more opportunities to practice speaking English, which enhanced their confidence in using the language. B. Deficiencies In the listening part, some students still had difficulty catching the key information quickly, especially when the speakers spoke a little faster. This may be due to their insufficient listening practice and weak listening skills. Although most students could participate in the group work, there were a few students who were relatively passive and did not actively contribute to the group discussion. This shows that more attention needs to be paid to individual differences and how to encourage every student to participate. C. Improvement Measures For the listening problem, more listening materials of different speeds and topics related to daily life can be provided in the future. Also, some listening skills training, such as predicting the content before listening and catching key words, can be carried out. To solve the problem of passive students in group work, group rules can be further improved. For example, each group member is assigned a specific role, and their performance in the group can be evaluated separately. In this way, it can stimulate every student's enthusiasm for participation. In conclusion, this teaching design has achieved certain teaching goals, but there is still room for improvement. By continuously reflecting on teaching, the teaching quality can be further improved to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$