Unit 6 A Day in the Life Section A Grammar Focus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 Grammar Focus This class focuses on the Grammar Focus part in Unit 6 A Day in the Life of Grade 7 English textbook (People's Education Press, 2024 edition). The main content includes learning special interrogative sentences led by "what", "what time", and "when" to ask about daily activities and their corresponding time, as well as the usage of prepositions "on", "in", and "at" when expressing time. 教学目标 Students can distinguish the functions and usage differences between special interrogative sentences led by "what time" and "when", and can correctly use these sentence patterns to ask about others' schedules and answer accurately. Students can summarize the content and meaning of special interrogative sentences led by "what", "what time", and "when". Students can master the usage of prepositions "on", "in", and "at" when expressing time. 教学重难点 The correct usage of special interrogative sentences led by "what", "what time", and "when", and the ability to use them to ask and answer questions about daily activities and time. The usage rules of prepositions "on", "in", and "at" when expressing time. 1 Special Interrogative Sentences What: Used to ask about things or activities. For example, "What do you do on weekends?" What time: Used to ask about specific time, usually the answer is a specific moment. For example, "What time do you usually go to school? - At 7:30." When: Can be used to ask about both specific time and a more general time period. For example, "When do you have English class? - On Monday and Wednesday." "When were you born? - In 2012." 2 Prepositions of Time At: Used with specific moments. For example, "at 6:00", "at noon", "at night". In: Used with years, months, seasons, and in the morning/afternoon/evening (without specific dates). For example, "in 2024", "in September", "in spring", "in the morning". On: Used with specific days, holidays, and specific days' morning/afternoon/evening. For example, "on Sunday", "on Christmas Day", "on the morning of May 1st". 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then show some pictures of people doing different activities at different times on the PPT, such as a boy getting up at 6:30, a girl having breakfast at 7:00. While showing the pictures, ask students some simple questions like "What is he/she doing?" "Is he/she having breakfast now?" to review some daily activity words and lead in the topic of this class - talking about daily routines and time. 2 Presentation (10 minutes) Write some sentences on the blackboard, such as "What time do you usually get up?", "When do you go to school?", "What do you do after school?". Let students read these sentences aloud and observe the structure of these special interrogative sentences. Explain the usage of "what", "what time", and "when" one by one. Use more examples to illustrate the differences, for example: "What time is it now? - It's 8 o'clock." (asking for a specific time) "When is your birthday? - My birthday is in June." (asking for a general time period) "What do you want to eat? - I want to eat hamburgers." (asking about things) Then introduce the usage of prepositions of time. Draw a simple time - line on the blackboard and mark different time points and periods, and explain how to use "at", "in", and "on" to modify these times. For example, mark 7:00 on the time - line and say "We use 'at' for this specific time, like 'at 7:00'". Mark September on the time - line and say "We use 'in' for months, like 'in September'". Mark Sunday on the time - line and say "We use 'on' for specific days, like 'on Sunday'". 3 Practice (15 minutes) Activity 1: Pair Work Let students work in pairs. Each pair gets a set of cards. On one side of the card, there are pictures of different activities (such as reading, playing basketball, watching TV), and on the other side, there are different times (such as at 4:00, in the evening, on Saturday). One student shows the picture side and asks the other student "What do you do...?" or "What time/When do you...?", and the other student answers according to the time on the back of the card. For example, if the picture is a boy playing basketball and the time on the back is "at 4:00 in the afternoon", the answering student may say "I play basketball at 4:00 in the afternoon." Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite some pairs to come to the front of the classroom and show their dialogues. Activity 2: Fill - in - the - blanks Show some sentences on the PPT with blanks. For example: I usually go to bed ______ 9:30. (at) ______ do you have lunch? - At 12:00. (What time/When) My mother cleans the house ______ Sundays. (on) ______ is your favorite season? (What) Let students think independently and fill in the blanks. Then ask them to read the completed sentences aloud to check the answers. 4 Production (10 minutes) Activity 1: Make a Survey Give each student a survey form. The form has columns like "Name", "Activity", and "Time". Let students walk around the classroom and ask at least five of their classmates about their daily activities and the corresponding times. For example, "What do you usually do after school? What time do you do it?" Students need to fill in the survey form with their classmates' answers. After the survey, ask students to summarize the results. For example, "Three students do homework at 5:00, two students play basketball at 4:30..." Activity 2: Write a Passage Based on the survey results or their own daily routines, ask students to write a short passage about "A Day in My Classmate's Life" or "My Own Daily Routine". Remind them to use the learned special interrogative sentences and prepositions of time. For example: My classmate Tom has a busy day. He usually gets up at 6:20. Then he has breakfast at 6:40. He goes to school at 7:1 After school, he plays football at 4:30. He does his homework at 6:30 and goes to bed at 9:30. After students finish writing, ask them to exchange their passages with their partners and check each other's writing for grammar and spelling mistakes. 5 Summary and Homework (5 minutes) Summary Review the key points of this class with students, including the usage of special interrogative sentences led by "what", "what time", and "when", and the usage of prepositions "on", "in", and "at" when expressing time. Ask students to recall the main content and summarize it in their own words. Homework Ask students to write a more detailed passage about their own daily routines, including at least 8 sentences, and use at least 3 different special interrogative sentences and prepositions of time. Let students make a poster about their ideal weekend schedule. They need to draw pictures and write some sentences to describe their activities and the corresponding times on the poster. 教学反思 Positive Aspects The warming - up activity using pictures can quickly attract students' attention and arouse their interest in learning, which creates a good atmosphere for the following teaching. The pair work and group work in the practice and production stages can provide students with more opportunities to practice speaking English, and most students can actively participate in these activities. The step - by - step teaching method from presentation to practice and then to production helps students gradually master the grammar knowledge and be able to apply it in real - life situations. Areas for Improvement In the presentation stage, when explaining the differences between "what time" and "when", although many examples are given, some students may still be confused. Maybe more vivid and real - life scenarios can be used to help them understand better. During the group work, some students are too shy to speak English loudly. In the future, more encouragement and individual guidance should be given to these students to make them more confident in speaking English. In the writing part, some students still make mistakes in grammar and spelling. It may be necessary to strengthen grammar and spelling exercises in daily teaching, and also provide more writing templates and guidance for students at the beginning of writing training. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$