Unit 1 Every Day Lesson 2 My Family Members' Daily Routines 教学设计 2024-2025学年北师大版（2024）七年级英语下册

该初中英语教学设计聚焦于家庭成员日常作息的描述，围绕“简单现在时”语法结构与相关词汇展开，通过图片导入、教师示范、游戏操练、情境对话和写作输出等环节，层层递进地搭建语言学习支架，帮助学生从感知到运用逐步掌握核心知识。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在导入环节以教师自家人日常生活为例，自然引出话题，激发兴趣并建立真实语境，体现语言能力的实践性；通过讨论不同家庭成员角色，引导学生理解亲情价值，增强文化意识；在阅读与写作任务中，要求学生归纳信息、组织逻辑，培养思维品质。教学方法多样，如“谁不见了”游戏强化词汇记忆，小组对话促进语言输出，海报作业拓展跨学科应用，既提升学生表达力与自主学习能力，又为教师提供可复制、易操作的教学范式。

Unit 1 Every Day-Lesson 2 My Family Members' Daily Routines This lesson is from Unit 1 Every Day of the 2024 Beijing Normal University Edition English textbook for Grade 7. The main topic is about students' family members' daily routines. It presents new vocabulary related to family members and daily activities. Through various reading, speaking, and writing activities, students will learn to describe the daily lives of their family members using the simple present tense. The text materials may include short passages, dialogues, or pictures that vividly show different family members' activities at different times of the day. This lesson aims to help students improve their language skills in listening, speaking, reading, and writing while enhancing their understanding of family life. 教学目标 Knowledge Objectives Students will be able to master the new vocabulary related to family members (such as father, mother, brother, sister, grandfather, grandmother, etc.) and daily activities (such as get up, have breakfast, go to work/school, do homework, watch TV, go to bed, etc.). Students will understand and be able to use the simple present tense correctly to describe daily routines, including the affirmative, negative, and interrogative forms. Students will learn some common time expressions used in daily routines, like in the morning/afternoon/evening, at noon, every day, etc. Ability Objectives By the end of the class, students can improve their reading skills, such as skimming for the main idea and scanning for specific information from texts about family members' daily routines. Students will be able to communicate effectively in English about their own and their family members' daily lives, both in speaking and writing. Develop students' ability to analyze and summarize information, for example, to summarize a family member's daily routine based on given details. Emotional Objectives Foster students' awareness of family values by discussing family members' daily activities and the roles they play in the family. Encourage students to respect and understand the efforts of each family member through learning about their daily routines. 教学重难点 Key Points The new vocabulary related to family members and daily activities. The correct usage of the simple present tense in describing daily routines, especially the changes of verbs in the third - person singular form (he/she/it). How to guide students to describe family members' daily routines accurately and vividly using the learned vocabulary and grammar. Difficult Points Helping students to distinguish and use the third - person singular form of verbs correctly in the simple present tense, as this is often a source of confusion for students at this stage. Teaching students how to organize their thoughts and use appropriate language to write a short passage about family members' daily routines with correct grammar and logical order. 1. Vocabulary Family members: father/dad/daddy, mother/mom/mummy, brother, sister, grandfather/grandpa, grandmother/grandma, uncle, aunt, cousin Daily activities: get up, wake up, wash face, brush teeth, take a shower, have breakfast/lunch/dinner, go to school/work, have classes, do homework, play sports, watch TV, read books, go to bed, sleep 2. Grammar Simple present tense: Affirmative form: Subject + verb (原形 for I/you/we/they; verb + s/es for he/she/it) + other elements. For example, I get up at 6:30 every day. She goes to school by bike. Negative form: Subject + don't/doesn't + verb 原形 + other elements. For example, I don't like eating carrots. He doesn't watch TV in the morning. Interrogative form: Do/Does + subject + verb 原形 + other elements? For example, Do you often play football after school? Does she go to bed early? Time expressions: in the morning/afternoon/evening, at noon, at night, every day, on weekdays, on weekends 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different families on the PPT. Ask students some simple questions, such as "What can you see in the picture?" "How many people are there in this family?" This activity aims to arouse students' interest and lead in the topic of family. Step 2: Lead - in (5 minutes) Show a picture of your own family and start to talk about your family members' daily routines briefly. For example, "This is my family. My father is a doctor. He gets up early every morning and goes to work by car. My mother is a teacher. She usually has breakfast at home and then goes to school by bike." While talking, write some key words on the blackboard, like "father, get up, go to work" etc. After that, ask students, "Do you want to know about your classmates' family members' daily routines? Now, let's start our new lesson." Step 3: Presentation (15 minutes) Vocabulary teaching: Use the PPT to show pictures of different family members one by one. Teach the new words, ask students to read after you several times, and correct their pronunciations. Then play a game "Who is missing?". Show all the pictures of family members on the screen for a short time, and then hide one picture. Ask students to tell which family member is missing. This can help students remember the words better. Next, show pictures of daily activities. Teach the related words and phrases in the same way. After teaching, have a quick review by asking students to do actions according to the words you say. For example, when you say "get up", students should stand up; when you say "brush teeth", students should pretend to brush their teeth. Grammar teaching: Write some sentences on the blackboard, such as "I get up at 7:00. He gets up at 6:30. They go to school by bus. She goes to school on foot." Guide students to observe these sentences and find out the rules of the simple present tense, especially the changes of verbs in the third - person singular form. Explain the rules to students clearly and give more examples. Then present the negative and interrogative forms of the simple present tense with examples on the blackboard. Let students read and understand them. Step 4: Practice (12 minutes) Pair work: Ask students to work in pairs. Each student talks about one of their family members' daily routines using the learned vocabulary and grammar. Their partners listen carefully and can ask some questions if they have any doubts. After a few minutes, invite some pairs to come to the front of the class and share their conversations with the whole class. Reading practice: Give each student a short passage about a family member's daily routine. The passage contains some new words and sentences using the simple present tense. Ask students to read the passage quickly first to get the main idea, and then read it again carefully to answer some questions on the PPT, such as "What time does he/she get up?" "How does he/she go to work/school?". Check the answers together. Step 5: Production (5 minutes) Writing task: Ask students to write a short passage about one of their family members' daily routines. They should include at least 5 - 6 sentences. Remind them to use the correct vocabulary, grammar, and time expressions. Walk around the classroom to offer help if necessary. After students finish writing, ask some of them to read their passages aloud in class, and give them some positive feedback and suggestions. Step 6: Summary and Homework (3 minutes) Summary: Summarize the key points of this lesson with students, including the new vocabulary, the usage of the simple present tense, and how to describe family members' daily routines. Ask students if they have any questions. Homework: Ask students to make a poster about their family members' daily routines. They can draw pictures and write some sentences on it. Let students tell their family members about what they have learned in this class and have a short conversation with their family members in English about daily routines. 教学反思 After teaching this lesson, I think the following aspects need to be considered. First, in the vocabulary teaching part, the games are effective in helping students remember the words, but maybe I can add more real - life examples to make the words more vivid and easier to understand. Second, when teaching the grammar of the simple present tense, although students can understand the rules to some extent, more exercises are needed in class to strengthen their understanding and usage. Some students still make mistakes in the third - person singular form of verbs. Third, during the pair work and group activities, most students can actively participate, but there are still a few students who are a little shy and not very involved. In the future, I should pay more attention to these students and encourage them to be more active. Overall, through this lesson, students have a basic understanding of how to describe family members' daily routines, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $