资源简介

人教版英语（2024）七年级上册电子教案
学科 English 年级 7 上课时间 总 节 次
课题 Unit 6 A Day in the Life Section A How do you spend your school day (2a-2e)
学情教材分析 Textbook Analysis: This section focuses on developing reading comprehension and speaking skills through a conversation about daily routines. Activities include reading comprehension questions (2a), completing a timetable (2b), listening for stressed words (2c), and conducting interviews about school day routines (2d). The materials provide authentic context for practicing time expressions and daily activity vocabulary in extended discourse, helping students develop integrated language skills through meaningful communication tasks. Student Analysis: Students have previously learned basic time expressions and daily routine vocabulary in the first part of this unit. They are familiar with simple present tense and WH-questions from earlier units. However, students may struggle with extracting specific information from longer texts and organizing it systematically. Some students might find it challenging to conduct extended conversations about daily routines without relying on their native language. The concept of sentence stress is relatively new, and students need practice in applying it naturally in conversation.
核心素养目标 1. Through reading the conversation and answering comprehension questions (2a-2b), students will be able to extract specific information about Tom's daily routine and organize it in a timetable format. 2. By listening to the conversation and practicing sentence stress patterns (2c), students will develop awareness of natural speech rhythm and apply appropriate stress in role-play activities. 3. Through interviewing partners about their school day routines and presenting reports (2d), students will demonstrate the ability to conduct simple conversations and summarize information about daily schedules.
重点 1. Extracting and organizing specific information about daily routines from extended conversations and texts. 2. Applying appropriate sentence stress patterns in conversational English to sound more natural and fluent.
难点 1. Helping students develop strategies for extracting specific details from longer listening and reading passages without getting overwhelmed. 2. Guiding students to apply sentence stress patterns naturally in their own speech during conversations and presentations.
板 书 设 计 Tom's School Day Timetable TimeActivity6:45 a.m.get up7:15 a.m.have breakfast7:50 a.m.go to school4:30 p.m.go homebefore dinnerdo homework6:30 p.m.have dinnerafter dinnerwatch TV9:00 p.m.go to bedDaily Activities get up brush teeth have breakfast go to school have class go home do homework have dinner watch TV go to bedDialogue Patterns What time do you... I usually... at... When do you... Then I...
教学准备 1. Teaching PPT with conversation text and timetable template 2. Audio recording of the conversation for listening practice 3. Printed worksheets with comprehension questions and timetable 4. Sentence strips for stress pattern practice 5. Interview cards with guided questions for pair work
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Reviewing daily routine vocabulary through a quick matching game. Activating prior knowledge from previous lessons. (2a preparation)
【5 min】 1. Teacher conducts a "routine race" where students match time expressions with corresponding activity pictures. 2. Teacher asks students to recall Tom's basic routine from previous lessons and make predictions. 3. Teacher introduces the lesson focus: "Today we'll learn more about Tom's full school day and interview each other about our routines." 1. Students participate in the matching game, quickly connecting times with appropriate daily activities. 2. Students share what they remember about Tom's routine and predict additional activities in his day. 3. Students prepare their books and materials for the reading and listening activities ahead.
Ⅱ. Presentation Reading and comprehending the extended conversation about Tom's school day. Answering questions and completing timetable. (2a-2b)
【15 min】 1. Teacher guides students through the first reading of the conversation, focusing on general understanding. 2. Teacher facilitates discussion of the comprehension questions, ensuring students locate specific information. 3. Teacher demonstrates how to extract information systematically to complete Tom's school day timetable. 1. Students read the conversation silently, underlining unknown words and main activities. 2. Students answer the comprehension questions in pairs, referring back to the text for evidence. 3. Students work individually to complete Tom's timetable, then compare answers with partners.
Ⅲ. Practice Listening for stressed words and practicing natural pronunciation through role-play. (2c)
【10 min】 1. Teacher plays the conversation audio, directing attention to stressed words and natural rhythm. 2. Teacher models the conversation with appropriate stress and intonation patterns for students to imitate. 3. Teacher organizes pair practice for role-playing the conversation with focus on natural delivery. 1. Students listen to the audio and mark stressed words in their books as they hear them. 2. Students practice reading the conversation in pairs, focusing on stress and natural intonation. 3. Selected pairs perform the role-play for the class, receiving feedback on pronunciation and fluency.
Ⅳ. Promotion Interviewing partners about school day routines and presenting findings to the class. (2d)
【10 min】 1. Teacher demonstrates the interview process with a student volunteer, modeling question formation. 2. Teacher provides sentence starters and vocabulary support for students conducting their interviews. 3. Teacher invites selected students to present their partner's routine to the class, providing positive feedback. 1. Students observe the model interview and note useful questions and response patterns. 2. Students conduct interviews in pairs, asking about and describing their school day routines. 3. Volunteer students present their partner's routine to the class using the reporting structure provided.
作业 布置 Must do: 1. Write a paragraph describing your own school day routine using at least eight time expressions.
2. Complete the listening exercise by filling in the blanks in the conversation from the audio recording.
Choose to do: 1. Create an illustrated timeline of your ideal school day routine with captions in English.
2. Interview a family member about their daily routine and present three interesting differences.
预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5人教版英语（2024）七年级上册电子教案
学科 English 年级 7 上课时间 总 节 次
课题 Unit 6 A Day in the Life Section A Grammar Focus (3a-3d)
学情教材分析 Textbook Analysis: This grammar section focuses on question words (what, what time, when) and simple present tense verb forms. Activities include completing questions with appropriate question words (3a), answering questions with given times (3b), filling in passages with correct verb forms (3c), and interviewing partners about weekend routines (3d). The materials systematically practice grammatical structures in meaningful contexts related to daily routines, helping students develop accuracy in question formation and verb conjugation. Student Analysis: Students have previously learned basic question formation with "what" and "when" in earlier units, and they are familiar with simple present tense from previous lessons. They have practiced daily routine vocabulary and time expressions throughout this unit. However, students often confuse the usage of "what time" and "when" when asking about schedules. Many students struggle with third person singular verb endings (-s, -es) in simple present tense, frequently omitting them in speaking and writing. The transition from controlled practice to free production remains challenging for most students.
核心素养目标 1. Through analyzing the Grammar Focus table and completing questions with appropriate question words (3a), students will be able to distinguish between what, what time, and when in question formation about daily routines. 2. By practicing simple present tense verb forms in controlled exercises and passage completion (3b-3c), students will demonstrate accurate use of third person singular endings in written and spoken contexts. 3. Through interviewing partners about weekend routines and presenting findings (3d), students will apply question formation and simple present tense structures in communicative situations to exchange personal information.
重点 1. Accurate distinction and application of question words (what, what time, when) in appropriate contexts when asking about daily activities and schedules. 2. Correct formation and use of simple present tense verbs, particularly third person singular forms, in statements and questions about routines.
难点 1. Helping students internalize the distinction between "what time" (specific clock time) and "when" (broader time references) without translation. 2. Developing automaticity in using third person singular verb endings (-s, -es) in spontaneous speech and writing without conscious effort.
板 书 设 计 Question WordUsageExampleWhatActivitiesWhat do you do What timeSpecific timeWhat time do you get up WhenGeneral timeWhen do you go to school
Question Patterns What time do you usually get up When does Tom go to bed What do they do after dinner SubjectVerb FormExampleI/You/We/Theybase formI get up at 6:30.He/She/Itbase form + s/esHe gets up at 6:30.
Third Person Rules +s: get → gets, play → plays +es: watch → watches, go → goes y→ies: study → studies, fly → flies 教学准备 1. Teaching PPT with grammar explanations and examples 2. Grammar rule charts and verb conjugation tables 3. Worksheets for controlled practice activities 4. Interview cards with guided questions for pair work 5. Whiteboard markers in different colors for highlighting patterns
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Reviewing question formation through a quick "question auction" game. (Grammar Focus introduction)
【5 min】 1. Teacher conducts a "question auction" where students identify correct and incorrect question formations. 2. Teacher presents the Grammar Focus table and asks students to identify patterns in question words. 3. Teacher introduces the lesson focus: "Today we'll master asking questions about routines and using correct verb forms." 1. Students participate in the question auction, deciding which questions are correctly formed and why. 2. Students analyze the Grammar Focus table in pairs, noting patterns in question word usage. 3. Students identify their personal challenges with question formation and verb endings.
Ⅱ. Presentation Presenting and practicing question words (what, what time, when) through guided exercises. (3a-3b)
【15 min】 1. Teacher explains the distinction between what, what time, and when with clear examples and contexts. 2. Teacher guides students through activity 3a, providing immediate feedback on question word selection. 3. Teacher demonstrates how to answer questions with appropriate time expressions as practiced in 3b. 1. Students take notes on the usage differences and create their own example questions for each category. 2. Students complete activity 3a individually, then compare answers with partners and discuss differences. 3. Students practice answering the questions in 3b with given time expressions, focusing on complete sentences.
Ⅲ. Practice Practicing simple present tense verb forms through controlled writing exercises. (3c)
【10 min】 1. Teacher reviews third person singular verb endings with clear rules and common examples. 2. Teacher guides students through activity 3c, focusing on identifying subjects before selecting verb forms. 3. Teacher provides corrective feedback on common errors with verb endings and subject-verb agreement. 1. Students complete a verb conjugation chart with different subjects and common daily routine verbs. 2. Students work individually to complete the passage in 3c with correct verb forms, then peer-check answers. 3. Students create three original sentences using third person singular verbs about their family members' routines.
Ⅳ. Promotion Applying grammar structures in interviews about weekend routines and presenting findings. (3d)
【10 min】 1. Teacher demonstrates the interview process with a student volunteer, modeling correct question formation. 2. Teacher provides sentence starters and monitors pair work, offering support with grammar accuracy. 3. Teacher invites selected students to present their partner's weekend routine, focusing on grammatical accuracy. 1. Students observe the model interview and note both question formation and response structures. 2. Students conduct interviews in pairs, asking about and recording their partner's weekend routines. 3. Volunteer students present their findings to the class, using third person singular verbs accurately.
作业 布置 Must do: 1. Write ten questions and answers about your family members' daily routines using all three question words.
2. Complete the verb conjugation worksheet with 15 different verbs in all person forms (I, you, he, she, we, they). Choose to do: 1. Create a short video interview with a family member about their daily routine with English subtitles.
2. Write a paragraph comparing your weekday and weekend routines using at least 8 different verbs in simple present. 预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5

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