Unit6 A Day in the Life （Section B Project）教案-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 B Project）

 I. Overview of Teaching Content

 1. Core Competency Objectives

 Language Competence: Students can accurately understand and use interrogative words ("what", "what time", "when") to ask about daily activities and time; they can tell time in English fluently and select/use correct verb forms to complete a passage; they can initiate and respond to conversations about weekend routines using target language.

 Cultural Awareness: Students recognize that talking about daily routines and time is a universal communication topic, helping them build basic cross cultural communication awareness (e.g. how people in English speaking countries often ask about daily plans).

 Thinking Quality: Students develop logical thinking by distinguishing the usage of similar interrogative words ("what", "what time", "when") and analyzing context to choose correct verb forms; they enhance critical thinking by connecting textbook tasks to their own weekend experiences.

 Learning Ability: Students improve collaborative learning skills through pair work and group activities; they build self directed learning habits by reflecting on their use of verb forms and completing homework independently.

 2. Key and Difficult Points

 Key Points: Mastering the correct usage of "what", "what time", and

"when"; telling time in English; using appropriate verb forms in context.

 Difficult Points: Distinguishing when to use "what time" (for specific times) vs. "when" (for general or specific time periods); applying correct verb forms (e.g. third person singular, base form) consistently in speaking and writing.

 3. Teaching Aids

PPT (with time telling examples, interrogative word comparisons, and passage prompts), pictures of weekend activities (e.g., going to the park, doing homework, visiting friends).

 II. Basic Teaching Design (Aligned with “Overview of Teaching Content”)

 1. Teaching Exploration Process

 Step 1: Lead in (5 mins)

1. Greet students and invite 23 students to give brief descriptions.

2. Introduce the lesson focus: “Today we’ll learn to talk about time and routines better—we’ll use words like ‘what’, ‘what time’, and ‘when’ to ask questions, and practice talking about weekends too. Using the right words helps others understand you clearly!”

Rationale: Starting with students’ school routines activates their prior knowledge of daily activity vocabulary, reducing anxiety about new content. Linking the lesson goal to “clear communication” makes the learning purpose concrete, helping students see why the skills matter for

reallife use.

 Step 2: Work on 3a (8 mins)

1. Use PPT to explain the differences between "what", "what time", and "when":

"What": Asks about activities

"What time": Asks about specific times

"When": Asks about general or specific time periods

 Show 12 examples for each to clarify.

2. Have students complete the 3a questions individually (3 mins). Walk around to offer help to students who struggle.

3. Go over answers as a class—ask students to share their choices and explain why. Clarify misunderstandings.

Rationale: Explicitly teaching interrogative word differences addresses the key point directly—students often mix these words up, so clear examples prevent confusion. Individual work lets students test their understanding independently (instead of relying on peers), and asking them to explain choices promotes deeper thinking, not just memorization.

 Step 3: Work on 3b (7 mins)

1. Pair students up. Explain: “Look at the questions in 3b. Answer them using the times in the brackets—but try to make your answers full, not just short! For example, if the question is ‘What time do you get up?’, you can say ‘I usually get up at 7:00 a.m.’ Give 4 mins for pair