Starter Section 9 Our Day 教学设计 2025-2026学年北师大版（2024）七年级英语上册

该初中英语教学设计聚焦“Our Day”主题，围绕日常活动词汇与时间表达展开，通过歌曲导入、图片呈现、句型操练到小组创作的层层递进，构建清晰的学习支架。从听觉感知到口语输出，再到书面表达和情境展示，实现语言输入到输出的自然过渡，帮助学生逐步掌握描述日常生活的英语能力。 本资料亮点突出，融合语言能力、思维品质与学习能力培养。例如，通过真实场景角色扮演（如学生间对话）强化语言运用，提升语言理解与表达能力；借助小组海报制作激发创造性思维，引导学生分析、整合信息并进行价值判断；利用分层任务设计促进自主学习，增强学生时间管理意识与合作意识。教师可直接套用此设计，既减轻备课负担，又有效落实核心素养目标，助力学生在真实语境中自信表达，提升课堂参与度与语言实践力。

Starter-Section 9 Our Day This section is from Starter of Grade 7 English textbook (BNU 2024 edition). It focuses on the topic of "Our Day", aiming to help students master vocabulary and sentence patterns related to daily activities and time expressions. The content is closely related to students' daily life, including common daily activities like getting up, having breakfast, going to school, having classes, having lunch, playing sports, doing homework, watching TV, and going to bed. By learning this section, students can describe their daily routines in English, which not only enriches their vocabulary but also improves their language expression ability in real - life communication. 教学目标 1. Knowledge Objectives Students can understand, pronounce, read and write new words and phrases related to daily activities, such as get up, have breakfast, go to school, have classes, have lunch, play sports, do homework, watch TV, go to bed, etc. Students can master sentence patterns for describing daily activities, like "I + verb phrase + at + time + in the morning/afternoon/evening/night", and time expressions like at + specific time, in the morning/afternoon/evening/night. Students can understand the usage of the adverb "usually" to describe the frequency of daily activities. 2. Ability Objectives Students can listen and understand simple dialogues about daily activities and time arrangements, and answer relevant questions. Students can use learned vocabulary and sentence patterns to describe their own daily routines and others' in oral and written forms fluently and accurately. Through group work and pair work, students' cooperative learning ability and communication skills in English are improved. 3. Emotional Objectives Stimulate students' interest in learning English by connecting teaching content with their daily life. Cultivate students' awareness of time management and the habit of keeping a regular daily routine. 教学重难点 1. Teaching Key Points Mastery of vocabulary related to daily activities. Correct use of sentence patterns for describing daily activities and time expressions. Understanding and application of the adverb "usually". 2. Teaching Difficult Points Correct usage of the simple present tense when describing habitual actions, as students may easily confuse tenses. Flexible use of learned vocabulary and sentence patterns in real - life communication. Students may be nervous or unfamiliar, resulting in non - fluent expression. Understanding and correct use of some abstract frequency adverbs like "usually, often, sometimes, always". 1. Vocabulary Daily activities: get up, have breakfast, go to school, have classes, have lunch, play sports, do homework, watch TV, go to bed, etc. 2. Sentence Patterns "I + verb phrase + at + time + in the morning/afternoon/evening/night". For example, "I get up at 6:30 in the morning." "What time do you usually do...?" "I usually do... at...". 3. Time Expressions at + specific time (e.g., at 7:00) in the morning/afternoon/evening/night the usage of "usually" to indicate frequency, e.g., "I usually have breakfast at 7:30." 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then play a short English song about daily activities, such as "The Wheels on the Bus" which involves some daily - activity - related actions. While playing the song, encourage students to sing along and do the corresponding actions. This can quickly arouse students' interest and put them in an English - learning atmosphere. 2. Presentation (15 minutes) Vocabulary teaching Use real - life objects or pictures to teach new words. For example, show a picture of a bed and say "get up" while making the action of getting out of bed, and then lead students to read the word several times. Do the same for other words like showing a picture of food for "have breakfast", a schoolbag for "go to school", etc. Write the new words and phrases on the blackboard, and let students read them together, paying attention to the pronunciation. Sentence pattern teaching Write the sentence "I get up at 6:30 in the morning." on the blackboard. Explain the sentence structure to students: "I" is the subject, "get up" is the verb phrase, "at 6:30" is the specific time, and "in the morning" indicates the time period. Let students make sentences according to their own daily situations. For example, ask them to tell the class when they have lunch. Encourage them to use the learned sentence pattern, like "I have lunch at 12:00 in the afternoon." 3. Practice (15 minutes) Oral practice Pair work: Divide students into pairs. Each pair takes turns to ask and answer questions about their daily routines using the sentence patterns they have learned. For example, Student A asks "What time do you usually go to school?" Student B answers "I usually go to school at 7:45 in the morning." Walk around the classroom to monitor and offer help if necessary. Role - play: Set up some real - life scenarios, such as a conversation between two students in the morning, or a talk between a student and a teacher about daily activities. Invite several pairs of students to come to the front of the classroom to perform their role - plays. Written practice Give students a form with some blanks. The form has columns like "Time", "Activity in the morning", "Activity in the afternoon", "Activity in the evening". Let students fill in the form according to their own daily routines, using the learned vocabulary and sentence patterns. 4. Production (5 minutes) Group work: Divide students into groups of four or five. Each group is required to make a poster about "Our Day". They need to draw some pictures related to daily activities and write down sentences to describe them. For example, draw a picture of a boy playing football and write "He usually plays football at 4:30 in the afternoon." After finishing the posters, each group presents their work to the whole class. The other groups listen carefully and can ask questions if they have any. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class together with students, including important vocabulary, sentence patterns and time expressions. Write them on the blackboard again for emphasis. Ask students to recall what they have learned in this class and share their feelings about describing daily activities in English. Homework Ask students to write a short passage about their ideal day, using at least five sentences with the learned vocabulary and sentence patterns. Encourage students to talk about their daily routines with their parents in English at home. 教学反思 After this class, generally, students show great interest in learning vocabulary and sentence patterns related to daily activities. The teaching methods such as using real - life objects, pictures, pair work, role - play and group work can effectively arouse students' enthusiasm for participation. However, there are still some problems. Some students may still have difficulties in correctly using the simple present tense, especially when the subject is the third - person singular. In future classes, more targeted exercises and explanations are needed. Also, during group work and pair work, a few students are not very active. It may be necessary to create a more relaxed and inclusive atmosphere to encourage every student to participate. In addition, when students are doing oral practice, some students' pronunciation needs to be further corrected. Overall, in the following teaching, more attention should be paid to individual differences among students, and teaching methods should be adjusted and improved to better meet students' learning needs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $