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

该初中英语教学设计围绕日常活动细节，系统整合相关词汇、顺序词及时间表达。通过图片联想与分类呈现（如个人卫生、着装饮食等模块），串联词汇、顺序词和时间表达，构建描述日常活动的完整知识网络。 其亮点在于情境化与产出导向结合，导入用学校活动图片激活兴趣，听力活动（1b）训练信息提取（思维品质），结对活动（1d）引导独立表达（语言能力）。分层设计从基础模仿到独立创编对话，教师巡视纠错与总结反馈形成评价体系，助力教师精准教学，提升学生综合运用能力。

Unit 6 A Day in the Life Section B 1a-1d 教学设计 0. Activity 1a focuses on expanding students' vocabulary related to the details of daily routines. It presents a set of pictures and corresponding words that describe various aspects of getting ready in the morning, such as "brush teeth", "take a shower", "get dressed", "comb hair", "eat breakfast", and "go to school". Each picture vividly depicts the action, allowing students to easily associate the visual with the English term. For example, the picture for "brush teeth" shows a person standing in front of a sink, brushing their teeth with a toothbrush. This visual - vocabulary presentation helps students enhance their understanding and memory of these daily - routine - related words. Students are required to look at the pictures and read the words aloud, which also improves their pronunciation skills. 教学目标 0. Students can master a series of vocabulary related to the details of daily routines, such as "brush teeth", "take a shower", "get dressed", "comb hair", "eat breakfast", and "go to school". They should be able to pronounce, spell, and use these words and phrases correctly in sentences. 0. Learn to use sequencing words like "first", "then", "next", "after that", "finally" to describe the order of daily activities. 0. Understand how to add time expressions to make their descriptions of daily routines more detailed. 教学重难点 0. Helping students use the learned vocabulary, sequencing words, and time expressions fluently in speaking and writing. Students may find it challenging to combine these elements smoothly, especially when describing more complex daily routines. 0. Teaching students to listen carefully and accurately extract the sequential and time - related information from the listening materials. Some students may have difficulty following the fast - paced conversation and identifying the key information. 0. Guiding students to express their own ideas and opinions about daily routines in English, rather than just repeating the examples. Students may be used to imitating, and it can be difficult for them to think independently and create their own descriptions. 1. Vocabulary about Daily Routine Details 0. Personal Hygiene and Grooming 8. brush teeth [brʌʃ tiːθ] clean one's teeth with a toothbrush. For example, "I brush my teeth twice a day." 8. take a shower [teɪk ə ˈʃaʊə(r)] wash one's body with water in a shower. For example, "He takes a shower every morning." 8. comb hair [kəʊm heə(r)] arrange one's hair with a comb. For example, "She combs her hair carefully before going out." 0. Dressing and Eating 9. get dressed [ɡet drest] put on clothes. For example, "It takes me 10 minutes to get dressed in the morning." 9. eat breakfast [iːt ˈbrekfəst] have the first meal of the day. For example, "We should eat breakfast every day to keep healthy." 0. Going to School 10. go to school [ɡəʊ tuː skuːl] travel to school for study. For example, "He goes to school by bike every day." 1. Sequencing Words 0. first [fɜːst] used to indicate the starting point in a series or sequence. For example, "First, I wake up at 6:00." 0. then [ðen] next in order or time. For example, "Then, I brush my teeth." 0. next [nekst] following in order or sequence. For example, "Next, I get dressed." 0. after that [ˈɑːftə(r) ðæt] following a particular event or time. For example, "After that, I eat breakfast." 0. finally [ˈfaɪnəli] at the end; in conclusion. For example, "Finally, I go to school." 2. Time Expressions for Daily Routines 0. at + specific time: used to indicate a particular point in time. For example, "at 6:00" [æt sɪks əˈklɒk], "at 7:30" [æt ˈsevn θɜːti]. 0. in the morning/afternoon/evening: specify the part of the day when an action takes place. For example, "in the morning" [ɪn ðə ˈmɔːnɪŋ], "in the afternoon" [ɪn ðə ˌɑːftəˈnuːn], "in the evening" [ɪn ðə ˈiːvnɪŋ]. 教学过程 I. Lead - in (3 - 5 minutes) Start the class by showing some pictures of students in different school activities such as having a PE class, doing experiments in the science lab, or participating in a club. Ask students to describe what they see in the pictures briefly. For example, "Look at this picture. What are the students doing? Yes, they are playing basketball in the PE class." This activity aims to arouse students' interest in the topic of school day routines and activate their prior knowledge. II. Vocabulary Introduction (5 - 7 minutes) 1. Present the new vocabulary related to school day routines from 1a, like "start class", "have a break", "finish school", "go to the library", etc. Write them on the blackboard. 1. Pronounce each word or phrase clearly and ask students to repeat after you several times. Then, do a quick drill. Say a word in Chinese, and ask students to respond with the English equivalent, and vice versa. For example, you say "开始上课" in Chinese, and students should say "start class". This helps students familiarize themselves with the new words and improves their listening and speaking skills in a short time. III. 1a Activity (3 - 5 minutes) 1. Hand out the worksheets with the 1a content. Instruct students to look at the pictures and match the activities with the correct time expressions on their own. 2. Walk around the classroom to monitor students' work and offer help if needed. After they finish, ask several students to share their answers with the class. Write the correct answers on the blackboard and let students check and correct their own work if there are any mistakes. This activity reinforces the understanding of vocabulary in the context of time. IV. Listening (1b - 1c) (10 - 12 minutes) 1. 1b: a. First, tell students that they will listen to a conversation between two students about their school day. Before playing the recording, ask them to look at the pictures in 1b and predict what they might hear. For example, "Look at these pictures. Which activities do you think they will talk about? Maybe they will talk about when they start class or have lunch." b. Play the recording for the first time. Students just listen and get a general idea of the conversation. c. Play the recording again. This time, students listen carefully and number the pictures in the order they hear. d. Check the answers with the whole class. Ask students to explain why they numbered the pictures in that way, which helps them understand the listening content better. 2. 1c: a. Inform students that they will listen to the conversation again and this time they need to fill in the blanks with the words they hear. b. Play the recording. After it finishes, ask students to compare their answers with their partners. c. Play the recording one more time if necessary. Then, check the answers as a class. Write the complete sentences on the blackboard for students to review. V. Pair Work (1d) (5 - 7 minutes) 1. Ask students to work in pairs. They should use the information in 1b and 1c to make a new conversation about their school day. Encourage them to add more details, like how they feel about different activities. For example, "A: When do you start class? B: I start class at 8:00. I think the first class is a little boring because it's too early." 2. Walk around the classroom, listen to their conversations, and correct any language mistakes they make. Select several pairs to come to the front of the class and perform their conversations for the rest of the students. After each pair finishes, give them some positive feedback and praise. VI. Summary (2 - 3 minutes) 1. Summarize the key points of this class, including the new vocabulary about school day routines and the important sentences they learned from the listening and pair work. Write the key words and sentences on the blackboard again for students to review. 2. Briefly ask students about what they learned and what they are still confused about. Answer their questions and clarify any misunderstandings. 学科网（北京）股份有限公司 $$