Unit6 （Section B Project）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 B Project）

 I. Overall Grasp of Teaching Content 

 1. Core Literacy Goals 

 Language Competence: Students can understand and discuss different people’s daily work routines, master basic interview language (including questions and responsive expressions), and conduct simple interviews smoothly. 

 Thinking Quality: Students can analyze the key information required for interviewing a specific profession, develop logical thinking through brainstorming professions and designing interview questions, and make reasonable responses when acting as interviewees. 

 Learning Ability: Students can actively participate in pair work and role-plays, improve autonomous learning skills by independently designing interview questions, and enhance cooperative learning skills through collaborating with partners in role-plays. 

 Cultural Awareness: Students can develop respect for various professions by learning about their daily work, and understand the diversity of work life across different occupations. 

 2. Teaching Key & Difficult Points 

 Key Points: Master effective questioning techniques and listening skills for interviews; use accurate language to describe daily work routines. 

 Difficult Points: Flexibly apply interview language in role-plays and

real-life interviews; organize collected information to present clear and logical interview reports. 

 3. Teaching Suggestions 

 PPT  Profession Pictures  Handouts

 II. Basic Teaching Design (Aligned with "Overall Grasp of Teaching Content") 

 1. Teaching Inquiry Process 

Time Estimate	Teaching Process	Justification
Step 1: Lead-in (5 mins)	1. Greet students casually , then introduce today’s lesson topic—“Interviewing People About Their Daily Work Routines”—by showing a short interview scene picture on PPT. 2. Ask students to brainstorm common professions in pairs and discuss “Why do we want	This warm-up starts with a relatable question to reduce students’ anxiety and draw their attention. Visual aids (PPT pictures) make the topic more concrete. Pair brainstorming encourages interaction, activates students’ prior knowledge of professions, and the follow-up discussion helps them understand the value of

Time Estimate	Teaching Process	Justification
	to know about their daily routines?” Invite 2-3 pairs to share their ideas with the class.	interviews—laying a foundation for subsequent activities.
Step 2: Work on 3a (10 mins)	1. Use PPT to present a short script of a successful interview . Highlight effective parts: polite questions and active listening responses . 2. Lead a class discussion: “Why is preparing questions before an interview important?” After students share, provide 3-4 sample questions. 3. Ask students to choose one profession they’re	The interview script turns abstract interview skills into tangible examples, making it easier for students to understand. The discussion helps students recognize the necessity of pre-interview preparation (avoiding on-site confusion). Individual question-designing allows students to practice independent thinking, and teacher guidance ensures their questions are grammatically correct and