Unit 6 A Day in the Life Section B Project 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 Project This unit focuses on the theme of "A Day in the Life". In Section B Project, students are required to interview people about their daily routines. The project consists of several steps. First, students need to choose a profession they are interested in. Then, they will ask the person in that profession a series of questions to find out his or her workday routine and complete a table. Finally, they will give a report in class based on the information they collected. This project not only helps students consolidate the vocabulary and sentence patterns related to daily activities learned in this unit, but also improves their oral communication and writing skills. It also broadens their understanding of different occupations and social life. 教学目标 Students can master the key vocabulary and expressions related to daily routines and different occupations, such as "get up", "have breakfast", "start work", "finish work", "arrive home", "go to bed", "farmer", "teacher", "nurse", etc. Students are able to use the simple present tense correctly to describe daily activities, especially when dealing with the third - person singular form of verbs. 教学重难点 A. Teaching Key Points The correct use of time expressions and the simple present tense to describe daily routines. For example, "I usually get up at 6:30 in the morning." "He starts work at 8:00 every day." Mastering the vocabulary related to different occupations and being able to use them appropriately in the context of describing workday routines. Guiding students to ask targeted questions during the interview and effectively record the information. B. Teaching Difficult Points Helping students organize the information collected from the interviews into a well - structured and meaningful report. They may have difficulties in connecting sentences smoothly and presenting the content in a logical order. Overcoming students' shyness and fear of speaking English when conducting real - life interviews, and ensuring that they can communicate naturally and confidently with the interviewees. Teaching students how to use descriptive words and phrases to make their reports more vivid and detailed, rather than just listing the time and activities simply. A. Vocabulary Daily routine verbs: get up, wake up, wash one's face, brush one's teeth, have breakfast/lunch/dinner, go to school/work, start work/lessons, finish work/lessons, arrive home, go to bed, watch TV, do homework, play sports, etc. Occupation nouns: farmer, teacher, doctor, nurse, police officer, worker, reporter, businessman, etc. Time expressions: at + specific time (at 7:00), in the morning/afternoon/evening, on weekends, every day/week/month/year, etc. B. Grammar The simple present tense is used to describe habits, routines, and general truths. When the subject is the third - person singular (he, she, it, a person's name, or a singular occupation), the verb should add - s or - es. For example: She gets up early every day. A doctor works in a hospital. C. Sentence Patterns What time do you usually...? / When do you...? What time do you usually get up? When do you have lunch? I/You/We/They usually... I usually go to school by bike. They often play basketball after school. He/She/It usually... He usually finishes work at 6:00 p.m. She sometimes reads books in the evening. 教学过程 A. Lead - in (5 minutes) Greet the students as usual and then show some pictures of different people in various occupations, such as a farmer working in the field, a teacher teaching in the classroom, and a nurse taking care of patients. Ask students: "Do you know what these people do? Can you name their occupations in English?" Encourage students to answer actively and review the occupation vocabulary learned before. Then say: "Today, we are going to learn more about different people's daily lives. We will interview someone about their workday routine. Are you interested?" B. Pre - project Guidance (10 minutes) Explain the project task clearly to the students: "First, you need to choose a profession that you want to know more about. It can be your parents' occupation, or someone else you are familiar with. Then, you will ask this person some questions to find out his or her workday routine. Finally, you will make a report about it in class." Present some sample questions on the blackboard or PPT, such as: What time do you usually get up? When do you have breakfast? How do you go to work? What time do you start work? What do you usually do during your work? When do you have lunch? What time do you finish work? How do you spend your free time after work? When do you go to bed? Divide the students into pairs or small groups. Let them practice asking and answering these questions with their partners, using their own daily routines as examples. Walk around the classroom to monitor and offer help if necessary. C. Interview Preparation (10 minutes) Ask students to decide which profession they want to interview about. Give them a few minutes to think and make a choice. After they have made their decisions, distribute the interview forms (a table with columns for questions and answers) to each student. In their groups, students start to modify the sample questions according to the chosen profession. For example, if a student chooses to interview a farmer, he or she may add questions like "Do you work in the field every day?" "What kind of crops do you grow?" Encourage students to come up with some follow - up questions as well, in case the interviewees give brief answers. Remind them to write down all the questions clearly on the interview form. D. In - class Interview Simulation (10 minutes) Choose several students to come to the front of the class. One student will act as the interviewee with a specific occupation, and the others will take turns to be the interviewers. The "interviewers" ask the questions they prepared, and the "interviewee" answers them according to the given occupation. The rest of the class observe carefully and take notes if there are some good questions or answers. After the simulation, have a brief discussion. Ask the observers: "What did you think of the questions? Were they clear and relevant? How about the answers? Did they provide enough information?" Encourage students to give their opinions and suggestions. E. Report - writing Guidance (10 minutes) Explain to the students how to write a report based on the interview results. First, introduce the interviewee and his/her occupation briefly at the beginning of the report. For example, "My uncle is a farmer. He lives in a small village." Then, describe the workday routine in chronological order. Use time expressions accurately. For example, "Every day, he gets up at 5:30 a.m. After that, he goes to the field and works for two hours. At 8:00, he has breakfast." Suggest using some descriptive words to make the report more vivid. For example, "He is always busy in the field, sweating hard under the sun." Show a sample report on the PPT and analyze its structure and language use with the students. Ask students to start writing their reports in class. Walk around to offer guidance and answer their questions. Encourage them to use the vocabulary and sentence patterns they learned in this unit. 教学反思 In this class, the students showed great interest in the project - based learning activity. The lead - in with pictures of different occupations successfully attracted their attention and motivated them to participate in the following tasks. However, during the interview simulation, some students were still a bit shy and nervous when speaking English, which affected the smooth progress of the communication. In the future, more opportunities for oral practice in real - life - like situations should be provided to build up their confidence. Regarding the pre - project guidance, most students could understand the task requirements, but some had difficulties in modifying the sample questions according to the specific occupations. Next time, more detailed examples and group discussions can be arranged to help them better prepare for the interviews. During the report - writing process, some students had problems with organizing the information in a logical way. Although the guidance on report structure was given, more individual tutoring should be carried out to help those students who are weak in writing. Overall, this project - based teaching method is beneficial for students to integrate language knowledge and skills, but continuous improvement and adjustment are needed to better meet the learning needs of different 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 $$