Unit 6 A Day in the Life Section B(1a—2b)&Project 教学设计 2026-2027学年英语人教版七年级上册

Unit 6　A Day in the Life

Section B(1a—2b)&Project 教学设计

 

语篇研读

【What】本课时围绕 1a—2b 并融入 *Project。1a 观察照片猜测男孩来自世界哪个地方、想了解他什么（引出冰球运动与寒冷地区）；1b 快读课文找出姓名与来处（Timo Halla，13 岁，来自芬兰赫尔辛基）并选择合适的标题（参考答案：B. One of Timo’s School Days.）；细读课文并完成时间表（课文全文：My name is Timo Halla. I’m 13 years old. I live with my parents in Helsinki, Finland. Now it’s December. Every Tuesday, I usually get up at 7:40. I often listen to the news or music. After breakfast, I walk to school. It’s only a 10-minute walk. My school begins at 9:00. There are 18 students in my class. Each lesson is 45 minutes long, and there’s a break between lessons. I have one Finnish lesson and two home economics lessons in the morning. After that, I have lunch at 12:00. The afternoon begins at 12:30 and finishes at 2:15. Then I go to my ice hockey club.／I usually get home around 4:00. It’s already dark outside. I often have dinner at 6:00.

After that, I read with my parents for an hour. That’s an important part of my everyday life. Then I prepare my schoolbag for the next day. At 9:30, it’s time for me to go to bed.。时间表：7:40 a.m.—get up, listen to the news or music；9:00 a.m.—school begins；12:00 p.m.—have lunch；12:30 p.m.—afternoon lessons begin；2:15 p.m.—afternoon lessons finish；after school—go to the ice hockey club；4:00 p.m.—get home；6:00 p.m.—have dinner；after dinner—read with parents, prepare schoolbag；9:30 p.m.—go to bed），思考 Why does Timo’s school start late in the morning and finish early in the afternoon?（芬兰冬季昼短夜长等因素）；1d 再读回答四问（1. What lessons does Timo have every Tuesday morning?—One Finnish lesson and two home economics lessons.　2. How long is each lesson at his school?—45 minutes.　3. What club does Timo go to?—The ice hockey club.　4. How does he make good use of his time?—He gets up early, reads with his parents for an hour, prepares his schoolbag the night before and goes to bed early.）；梳理文章结构（自我介绍：姓名、年龄、国家—选定一天：月份、星期—上学前活动—在校活动：课间与课程—放学后：社团活动—在家活动：晚餐、阅读、整理书包、就寝）；Think and Share 讨论（What do you think of Timo’s routine for Tuesday?／Do you think he makes good use of time?／What can you learn from his routine?）；2a 用自己的信息完成某一天的日程表，与 Timo 的对比找出差异并分析原因（气候、文化等）；2b 借信息与提纲写自己的一天（My name is…. I’m… years old. I live…. Every…, I usually get up at…. Then…. My school begins at…. I have… in the morning. After that,…. In the afternoon,…. I usually get home around…. Then…. At…, it’s time for me to….），按结构清晰、按时间顺序组织、时间表达正确、无拼写语法错误、衔接词使用恰当五条清单互评并修改提交；*Project（Interview people about their daily routines）：3a 选一个想了解的职业（police officer, teacher, farmer, reporter, bin worker, nurse…）；3b 采访从事该职业的人并完成八问表格（What time do you usually get up?／When do you have breakfast?／When do you go to work?／When do you have lunch?／What time do you get off work?／What time do you have dinner?／When do you exercise / study / relax?／When do you go to bed?）；3c 向全班作报告（My uncle is a farmer in a small village. Every day, he gets up at…）；Reflecting 四项自评（tell the time in English／ask about daily routines with what time and when／talk about people’s daily routines／make good use of my time）；结语：To plan time is to save time.

【Why】本课是单元综合输出课：Timo 的芬兰一日展示了不同国家的作息差异（9 点上学、下午 2:15 放学、冰球社团、冬日下午 4 点天黑），开拓国际视野并引出“如何善用时间”的深层思考；2a—2b 的对比与写作把时间线、三单、时间介词整合为

成段输出；*Project 采访不同职业者的日程把单元语言推向真实社会调查，回应大问题 How can you make good use of your time?——To plan time is to save time.

【How】按“自由谈导入→照片预测→快读选标题→细读填表→四问深挖→结构梳理→对比写作→职业采访”递进；以“读懂异国作息—对照自己—写出自己的一天”为主线。

学情分析

学生读长课文时按时间线梳理信息的能力不足；对比分析时表达零散；写作易漏时间线索、时间表达不准确。

教学过程