Unit 1 Every Day Lesson 3 A Firefighter's Day 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 1 Every Day-Lesson 3 A Firefighter's Day This lesson is from Unit 1 Every Day of the 2024 version of the English textbook for Grade 7, published by Beijing Normal University. It focuses on a firefighter's day, presenting the daily routine and work of firefighters. Through reading a passage about Jim Robert, a firefighter, students will learn about the details of a firefighter's life, including their working hours, training, and emergency response. The content is rich in vocabulary related to firefighting and daily activities, which helps students expand their word bank and understand the importance of this noble profession. 教学目标 1. Language Knowledge Students will be able to master key vocabulary such as "firefighter", "emergency", "extinguisher", "routine", "rescue", "injure", etc. Learn and use sentence patterns like "What does a firefighter do?", "They help people in emergencies.", "When a fire happens, firefighters rush to the scene to rescue people and put out the fire." correctly. 2. Language Skills Improve students' reading skills, including skimming for the main idea and scanning for specific information in the passage about a firefighter's day. Develop students' speaking skills by describing a firefighter's job and daily activities, and expressing their opinions about this profession. 3. Emotional Attitudes Cultivate students' respect and admiration for firefighters and other professions that contribute to society. Raise students' awareness of fire safety and the importance of following safety regulations. 4. Learning Strategies Guide students to use note - taking strategies while reading to better organize information. Encourage students to cooperate with each other in group discussions and pair - work, improving their collaborative learning ability. 教学重难点 1. Key Points Vocabulary acquisition: Ensure students can accurately understand, pronounce, and use vocabulary related to firefighters' work. Sentence pattern application: Enable students to proficiently use relevant sentence patterns to describe and communicate about firefighters' work. 2. Difficult Points Cultural comprehension: Help students deeply understand the social significance and cultural connotations of the firefighter profession, as students may have limited prior knowledge. Listening comprehension: Improve students' ability to identify key information in listening materials related to firefighters' work scenes and understand complex job - related descriptions. 1. Vocabulary Firefighting - related: firefighter (n.), emergency (n.), extinguisher (n.), fire truck (n.), rescue (v. & n.), injured (adj.), injury (n.), burn (v. & n.) Daily activities: routine (n.), get up, tidy the room, take turns, tell jokes, team exercise, have breakfast, wait, run, have lunch, have a short rest, practise skills, have dinner, go to bed 2. Sentence Patterns What does a firefighter do? A firefighter's job is... They help people in emergencies. When a fire happens, firefighters... We need to... 3. Grammar Simple present tense is used to describe daily routines. For example, "Every day, we get up at 5:20 a.m." Use of "when" to introduce adverbial clauses of time. Such as "When a fire happens, firefighters rush to the scene." 教学过程 1. Warming - up (5 minutes) Show students some pictures of firefighters in action, such as putting out fires, rescuing people from burning buildings, and driving fire trucks. Ask students: "What do you see in the pictures? Do you know what these people do? Have you ever seen a real firefighter?" Encourage students to share their experiences and ideas briefly. 2. Pre - reading (10 minutes) Vocabulary teaching Present new words one by one on the PPT. For each word, show its pronunciation, meaning, and an example sentence. For example, for the word "firefighter", say "A firefighter is a person who is trained to put out fires and rescue people. For example, Firefighters are very brave." Let students repeat the words after the teacher several times to practice pronunciation. Use flashcards or word games like "Word Bingo" to help students remember the words. Prepare a bingo card with new words for each student. Read out the definitions or example sentences, and students mark the corresponding words on their cards. The first one to get a bingo (a row, column, or diagonal of marked words) wins. Prediction Show the title of the passage "A Firefighter's Day" and ask students to predict what they will read about. Guide them to think about questions like "What time does a firefighter get up? What does a firefighter do during the day? Does a firefighter have free time?" Let students share their predictions in pairs and then invite some pairs to report to the class. 3. While - reading (15 minutes) Fast reading Let students quickly read the passage to get the general idea. Set a time limit, for example, 2 minutes. Then ask them to answer a general question like "What is the main idea of this passage?" (The passage mainly talks about the daily life and work of a firefighter named Jim Robert.) Careful reading Ask students to read the passage again carefully. Give them some detailed questions to answer, such as "What time do Jim Robert and other firefighters get up? Why do they eat breakfast very fast? What skills do they practise in the afternoon?" Students can read the passage sentence by sentence, find the relevant information, and answer the questions. After students finish answering the questions, check the answers together. Explain any difficult sentences or new language points that appear in the process of answering the questions. For example, for the sentence "We need to wait an hour after breakfast before we run at 8:30 a.m.", explain the use of "before" as a conjunction to introduce a time clause. Let students take notes about the firefighter's daily routine. They can use a table or a flowchart to organize the information. 4. Post - reading (10 minutes) Role - play Divide students into groups of four. In each group, two students act as firefighters, and the other two act as reporters. The "reporters" interview the "firefighters" about their daily work and feelings about the job. The "firefighters" should use the information from the passage and their own imagination to answer the questions. For example, the reporter may ask "What do you think is the most difficult part of your job?" and the firefighter may answer "The most difficult part is when we face very big fires and we need to rescue people in danger. It's very dangerous, but we must try our best." After the role - play, invite some groups to perform in front of the class. Let the rest of the students listen carefully and then give some comments, such as praising good language use or suggesting improvements in expression. Discussion Pose some discussion questions, such as "What do you think of a firefighter's job? Is it important? Why? What other jobs are as important as firefighters' jobs?" Let students discuss in groups. Each group should choose a representative to summarize the group's opinions and report to the class. 5. Summary and Homework (5 minutes) Summary Review the key vocabulary and sentence patterns learned in this class with students. Ask students to recall the main points of a firefighter's day. Summarize the importance of firefighters and the knowledge about their work that we have learned. Homework Ask students to write a short passage about a day of their favorite profession. They should use at least five new words and three sentence patterns learned in this class. Encourage students to watch a documentary or read more articles about firefighters or other special professions at home and share what they learn in the next class. 教学反思 After this class, I will reflect on the following aspects: 1. Teaching Objectives Check whether students have achieved the language knowledge and skills goals. For example, observe if students can correctly use the vocabulary related to firefighters and use the sentence patterns to describe a firefighter's job. If some students still have difficulties, I need to design additional exercises or review sessions to help them. Evaluate whether the emotional attitudes, learning strategies, and cultural awareness goals have been effectively promoted. See if students show more respect for firefighters and other professions, and if they have used the learning strategies like note - taking and cooperative learning actively. 2. Teaching Methods Consider whether the teaching methods used, such as vocabulary games, reading comprehension questions, role - play, and group discussion, are suitable for students. If some students seem less interested or have trouble participating, I will think about adjusting the methods or adding more variety in future classes. For example, if the word game "Word Bingo" is too easy for some students, I can design a more challenging word - building game. 3. Student Participation Analyze the level of student participation in different activities. If some students are not actively involved in group work, I need to find out the reasons, such as shyness, language barriers, or lack of teamwork skills. Then I can take corresponding measures, like providing more individual guidance or training in teamwork. 4. Teaching Time Management Review whether the time allocation for each part of the teaching process is reasonable. If the reading part takes too much time and leaves insufficient time for the post - reading discussion, I will adjust the time in future classes to ensure a more balanced teaching flow. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $