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 教学设计 0. It also emphasizes the use of time expressions that are commonly used with the simple present tense to indicate the frequency or time of these habitual actions. Time expressions like "usually", "often", "always", "sometimes", "seldom", "never", "every day", "in the morning/afternoon/evening", "at night" are presented in the context of example sentences. For example, "I always read books before going to bed at night." "She sometimes goes shopping on weekends." These time expressions help students to further clarify the time - related details of their daily - routine descriptions. 教学目标 0. Students will be able to understand the concept and usage of the simple present tense for describing daily routines. They should know when to use the base form of the verb and when to add -s/-es to the verb in the third - person singular (he/she/it) form. 0. Master the formation of negative sentences and questions in the simple present tense. Students should be able to correctly use "do", "does", "don't", and "doesn't" in sentence construction. 0. Learn and be able to use a variety of time expressions related to the simple present tense accurately in sentences. 教学重难点 0. The correct usage of the simple present tense in affirmative, negative, and interrogative sentences for daily - routine descriptions. This includes the proper form of the verb and the correct placement of auxiliary verbs "do" and "does". 0. The use of common time expressions related to the simple present tense to add more details to daily - routine statements. 0. Helping students remember the spelling rules for adding -s/-es to verbs in the third - person singular form. Some verbs have irregular spellings when adding -s/-es, such as "go - goes", "do - does", "have - has", which can be confusing for students. 0. Teaching students how to use the simple present tense fluently and accurately in real - life communication. Students may find it challenging to switch between different sentence structures (affirmative, negative, interrogative) and use appropriate time expressions spontaneously. 1. Simple Present Tense - Affirmative Form 0. For I/You/We/They 9. The verb takes the base form. For example: 9. I play basketball every Saturday. 9. You walk to school in the morning. 9. We watch TV in the evening. 9. They clean their rooms on Sundays. 0. For He/She/It 10. The verb usually adds -s or -es to the base form. The spelling rules are as follows: 10. For most verbs, just add -s. For example, "work - works", "play - plays", "read - reads". 10. For verbs ending in -s, -x, -ch, -sh, or -o, add -es. For example, "go - goes", "watch - watches", "wash - washes", "fix - fixes", "pass - passes". 10. For verbs ending in a consonant + y, change the y to i and add -es. For example, "study - studies", "carry - carries". An exception is verbs ending in a vowel + y, which just add -s, like "play - plays", "enjoy - enjoys". 1. Simple Present Tense - Negative Form 0. For I/You/We/They 11. Use "do not (don't)" + base form of the verb. For example: 11. I don't like math. 11. You don't eat breakfast quickly. 11. We don't go to the park on rainy days. 11. They don't play computer games on weekdays. 0. For He/She/It 12. Use "does not (doesn't)" + base form of the verb. For example: 12. He doesn't like vegetables. 12. She doesn't go to bed early. 12. It doesn't rain often in this season. 2. Simple Present Tense - Interrogative Form 0. For I/You/We/They 13. Start the sentence with "Do" + subject + base form of the verb. For example: 13. Do you like English? 13. Do we have a test today? 13. Do they play football after school? 0. For He/She/It 14. Start the sentence with "Does" + subject + base form of the verb. For example: 14. Does he go to school by bus? 14. Does she have a pet? 14. Does it snow in winter here? 教学过程 I. Lead - in (5 minutes) 1. Greeting and Warm - up 0. Greet the students with enthusiasm, asking them some simple questions like "How was your weekend?" to start a friendly conversation. Then, briefly review some vocabulary related to daily activities learned in the previous class, such as "get up", "have breakfast", "go to school", "play basketball". Write these words on the blackboard and randomly point to them, asking students to read them aloud quickly. This review can activate students' prior knowledge and lead them smoothly into the grammar - related topic of daily routines in this class. 0. After that, show a short video clip of a student's typical school day on the PPT. The video can include scenes of the student having classes, doing sports, and doing homework. After watching the video, ask students to briefly describe what they saw in the video using the daily - activity words they just reviewed. For example, "The student is having a math class." or "He is playing football." This activity can arouse students' interest in the topic of daily life and also warm up their speaking skills. 4. Setting the Scene for Grammar 0. Write a simple sentence on the blackboard, such as "I get up at 7:00 every morning." Underline the verb "get up" and the time expression "at 7:00 every morning". Ask students to think about why the verb is in this form and what the time expression indicates. This can lead students to start thinking about the grammar rules related to daily - routine descriptions. II. Grammar Explanation (10 minutes) 1. Simple Present Tense for Daily Routines 0. Explain the concept of the simple present tense as it relates to daily routines. Say, "We use the simple present tense to talk about things we do regularly, like our daily activities. For example, when we say 'I usually go to school by bike.', it means this is what I do every school day." 0. Write more examples on the blackboard: "She always has breakfast at home." "They often play games after school." Analyze the structure of these sentences with students. Point out that for the first - person singular (I), second - person singular and plural (you), and first - and third - person plural (we, they), we use the base form of the verb. For the third - person singular (he, she, it), we usually add -s or -es to the base form of the verb. Explain the spelling rules for adding -s/-es, such as adding -s to most verbs (e.g., "work - works", "play - plays"), adding -es to verbs ending in -s, -x, -ch, -sh, or -o (e.g., "go - goes", "watch - watches"), and changing -y to -i and adding -es for verbs ending in a consonant + y (e.g., "study - studies"). 6. Negative and Interrogative Forms 0. Move on to negative sentences. Write a negative sentence on the blackboard, such as "I don't like vegetables." Explain that we use "do not (don't)" for the first - person singular (I), second - person singular and plural (you), and first - and third - person plural (we, they), and "does not (doesn't)" for the third - person singular (he, she, it), followed by the base form of the verb. Give more examples: "She doesn't go to bed early." "They don't play computer games on weekdays." 0. Then, introduce interrogative sentences. Write a question on the blackboard, like "Do you usually go to bed early?" Explain that for the first - person singular (I), second - person singular and plural (you), and first - and third - person plural (we, they), we start the question with "Do", and for the third - person singular (he, she, it), we start with "Does", followed by the subject and the base form of the verb. Provide more examples: "Does she have lunch at school?" "Do they play football after school?" III. Practice with Examples (10 minutes) 1. Sentence Completion Practice 0. Show a set of incomplete sentences on the PPT. These sentences should be related to daily routines and require students to fill in the blanks with the correct form of the verb in the simple present tense. For example: 0. "He ____ (go) to school by bus every day." 0. "They ____ (not like) eating junk food." 0. "____ (Do) you usually ____ (read) books in the evening?" 0. Ask students to work individually to complete the sentences. Walk around the classroom to monitor their work and offer help if needed. After a few minutes, ask students to share their answers. Write the correct answers on the blackboard and explain any mistakes. 8. Group Discussion and Presentation 0. Divide students into groups of 4 - 5. Give each group a set of time expressions (e.g., "always", "usually", "often", "sometimes", "seldom", "never", "every day", "in the morning", "at night") and a list of daily - activity verbs (e.g., "get up", "have breakfast", "do homework", "watch TV", "play sports"). Ask each group to make as many sentences as possible using these time expressions and verbs in the simple present tense. 0. For example, "I always get up early in the morning." "She sometimes watches TV at night." Each group should write their sentences on a piece of paper. After about 5 minutes, ask each group to choose a representative to come to the front of the classroom and read their sentences to the class. Encourage other groups to listen carefully and check if the sentences are correct. IV. Real - life Application (8 minutes) 1. Interview Activity 0. Explain the interview activity to the students. Say, "Now, you are going to interview your classmates about their daily routines. Use the questions and sentence patterns we have learned, like 'What time do you usually get up?' 'Do you often play sports?' 'When do you do your homework?'" 0. Pair up the students. One student acts as the interviewer and the other as the interviewee. The interviewer asks at least 5 questions about the interviewee's daily routine. The interviewee answers truthfully. After the interview, they switch roles. 0. Walk around the classroom to listen to their conversations. If you notice students making mistakes in grammar, pronunciation, or using the wrong sentence patterns, correct them gently and give them examples of correct usage. 1. Sharing and Reflection 0. After the interviews, ask a few pairs of students to share their interview results with the class. The interviewer can report what they learned about the interviewee's daily routine. For example, "I interviewed [classmate's name]. He usually gets up at 6:45. He often plays basketball after school." 0. Then, lead a short discussion. Ask students, "Do you think your daily routine is healthy? Why or why not? Can you make any changes to make it better?" Encourage students to think about their own daily lives and make positive changes if necessary. V. Summary and Homework Assignment (2 minutes) 1. Quick Review 0. Briefly review the key points of the simple present tense for daily routines with students. Summarize the affirmative, negative, and interrogative forms, as well as the use of time expressions. 0. Ask students to close their eyes and recall the main grammar rules. Then ask a few students to share what they remember. This can help students consolidate the knowledge they learned in this class. 2. Homework Assignment 0. Assign homework to students. Ask them to write a short passage about their own daily routines. They should use at least 8 - 10 sentences and include different activities, specific times, and some time expressions. 0. Encourage students to read their writing to their parents or record themselves reading it and send the recording to you if possible. This homework can further improve students' writing and speaking skills and also help them review and internalize the grammar knowledge of this class. 学科网（北京）股份有限公司 $$