Unit6 Section B （3a-3c) 教学设计 2025-2026学年人教版英语七年级上册

课题

Unit6 Section B （3a-3c)

时间

教师

二次备课

教学目标：

1.通过观看视频和图片，能够用英语表达时间，能够谈论自己和他人的日常活动和活动时间。能够在拓展阅读中学习理解不同职业从业者的工作特点和不同作息，并能尊重他们的生活方式。

2.能够通过采访了解并记录被采访者的日常作息，并能运用本单元所学的时间表达法介绍被采访者的日常生活;能够对拓展阅读的内容进行梳理，用所学知识描述自己理想的职业以及选择该行业的理由。

3.能够从他人的生活日常中发现有利于时间管理和身心健康的想法和做法，并从中受到启发和教育。通过读拓展阅读的文章，能够说出父母工作的艰辛，感恩父母，同时尊重不同的职业。

教学重点难点：

重点：能够对拓展阅读的内容进行梳理，用所学知识描述自己理想的职业以及选择该行业的理由。

难点：能够从他人的生活日常中发现有利于时间管理和身心健康的想法和做法，并从中受到启发和教育。

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Lead-in

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  dearly!”

Rationale:Starting with  students'schod   routines  activates   their pria knowledge of daily  activity  vocabulary,reducing   anxiety  about new content Linking the lesson goal to dlear  communication”makes  the learning purpose concrete,helping students see why the skills matter for

3a

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 specification periods Show 12 examples for each to clarify.

2  Have students complete the 3a questions  individual  (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  misunderstanding.

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

3b

1.Pair  students  up.Explain  look  at  the  questions  in  3b  Answer  them using the times in the brackets—but ty to make your answers full,not just  share!For  example,if the  question  is  What time  do  you  get  up?', you  can   say   I visually  get  up  at  7:00  am Give  4  mes  for  pair discussion.

2 Call on34 pairs to share their answers with the dass.Praise creative or dear responses.

Rationale:Pair work creates a low pressure environment for students to practice speaking—shy students often feed more comfortable talking to a partner than the whdle class.Encouraging ful answers pushes students beyond basic repetition,heping them use target language flexibly.Peer  interaction alsolets students correct eachother.

3c

1.Divide students into groups of 34.Distribute the 3c passage(or dsplay  it  on  PPT).Explain  Read  the  passage  first,then  fill  in  the  blanks  with the correct forms of the verbs in brackets.Talk with your group—if you dsagree,explainwhy  you  thinkyour  answer  is  right!”

2.Give  6  mins  for  group  work.Circulate  to  support  groups:if a group struggles With a verb, ask guiding questions.

3.Have each group send one representative to present their completed passage. After each presentation, ask the class: “Do you agree with their answers? Why or why not?” to reinforce verb