Unit6Section A 1a-1e教学设计2025-2026学年人教版（2024）英语七年级上册

Unit6《A Day in the Life》教学设计（Section A 1a-1e）

1. Overall Grasp of Teaching Content

Core Literacy Goals

Language Competence: Students can accurately match time with corresponding English expressions, comprehend key information about morning activities from listening materials, and use learned vocabulary and sentence patterns to describe their daily routines in simple oral or written form.

Cultural Awareness: Students can initially recognize the similarities and differences in morning routines across different cultures, fostering respect for diverse lifestyles.

Thinking Quality: Students can develop logical thinking by guessing the meanings of new activity-related words before listening and inferring reasons for characters’ early arrival at school, enhancing their ability to analyze and predict information.

Learning Ability: Students can actively participate in pair work and group discussions, master basic listening strategies, and gradually form autonomous learning habits.

Key and Difficult Teaching Points

Key Point: Using correct vocabulary and sentence patterns to talk about morning routines.

Difficult Point: Accurately capturing and mastering key information from

listening materials.

Teaching Suggestions

Information Technology Application: Use multimedia tools to present clocks with dynamic time changes and vivid activity scenes; play listening recordings via audio equipment with clear sound quality.

Relevant Resource Links: Provide links to English learning websites with daily routine dialogues or videos for students to extend learning after class.

Teaching Aids Preparation: Prepare physical clock models (for demonstrating time-telling), flashcards of morning activities, and sentence frame handouts (to support students’ oral practice).

2. Basic Teaching Design

Teaching Exploration Process

Step 1: Lead-in

Greet students and ask them about their daily routines .

Present the lesson topic: “Today we’ll talk about ‘How do you spend your school day?’”

Design Rationale: By connecting the lesson to students’ real-life experiences through greetings and open questions, we activate their prior knowledge of daily routines. This reduces students’ anxiety about new content and increases their willingness to participate in subsequent activities.

Step 2: Work on 1a

Write some times on the blackboard, ask students to say the times in English, and explain time-telling rules.

Show pictures of clocks with different times and ask students to match them with the correct time expressions.

Hold a brief discussion: “What do you usually do at 7:00 a.m.?” to link time with daily activities.

Design Rationale: Combining blackboard writing (for clear rule explanation) and visual clock pictures helps students concretely understand abstract time expressions. The short discussion bridges time-telling with morning activities, laying a foundation for the following listening tasks.

Step 3: Work on 1b

Read the listed activities aloud, ask students to guess their meanings, and explain any unfamiliar words or phrases.

Play the first conversation recording once and ask students to tick Peter’s morning activities.

Play the recording again; ask students to listen and repeat after the speaker to practice pronunciation and intonation.

Guide students to use the activity phrases to make new oral sentences  and invite several students to share their sentences.

Design Rationale: Asking students to guess word meanings before