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七年级上册 Unit6 Section B 1a-1d教学设计
教材分析
【What】
本部分情境贴近校园生活。1a通过图片呈现物品，引导学生熟悉词汇。1b - 2b以失物招领为话题，有对话和短文。对话围绕寻找书包主人展开，短文是失物招领启事和寻物启事。
【Why】
让学生学会用英语表达物品所属关系，培养在校园生活中处理失物相关事务的语言能力，增强物品管理意识。
【How】
借助失物招领场景，以对话和启事语篇形式，运用一般疑问句及回答等语言结构，引导学生进行相关交流和写作。
学情分析
学生此前已学过一些基础英语词汇和简单句型，能进行简单日常交流。此阶段学生好奇心强，对新知识充满渴望，但知识储备有限，综合运用能力不足。本文重难点在于掌握Section B 1a - 2b中的重点词汇、短语及相关句型，要求学生学会运用这些知识进行交流，如谈论物品所属关系等，提升语言综合运用能力，克服在实际情境中运用英语的障碍。
教学目标
语言能力：学生能掌握SectionB 1a-2b课文中的重点词汇与短语；能运用所学句式进行相关话题的交流与表达，准确朗读和书写课文句子。
学习能力：提升学生自主预习课文，借助工具书理解新内容的能力；增强学生小组合作探讨课文知识，分享学习心得的能力。
文化意识：了解课文中涉及的文化背景知识，感受文化差异；培养尊重不同文化的态度，增强跨文化交际意识。
思维品质：通过分析课文内容，培养逻辑思维能力；在交流讨论中，锻炼批判性思维与创新思维，用英语敏捷表达观点。
重点难点
教学重点
掌握重点词汇和短语的发音、拼写及用法。
学会用目标句型进行简单日常交流。
教学难点
正确运用一般现在时描述日常活动。
理解并区分相似词汇及句型的用法。
课堂导入
课堂导入
【教师活动】
教师展示课文中的两张图片（戴毛茸茸帽子的人和打冰球的男孩），并提出问题：
T: Look at these photos. Where do you think this boy is from Why is he dressed so warmly
T: Do you like ice hockey What do you usually do after school
鼓励学生大胆猜测，并简要分享想法。
【学生活动】
学生观察图片，思考并回答教师的问题，积极参与讨论，表达自己的观点。
【设计意图】
通过图片引发好奇，激活背景知识，自然引出课文主题。
探究新知
pre-reading
【教师活动】
展示1a中的任务及图片，提出要求：
T: Look at the photos below. Try to guess which part of the world the boy is from. And also think about what you want to know about him.
引导学生分享想法：
T: Who wants to share your guess about where the boy is from And what questions do you have about him
【学生活动】
仔细观察图片，思考并猜测：
观察第一张图片中男孩的穿着，如深色衣物、带有毛茸茸装饰且顶部有蓝色元素的帽子和围巾，思考他可能来自的地区。
观察第二张图片中男孩在冰面上打冰球，背景有雪地、树木和建筑物，进一步推测。
与同桌交流想法，然后举手分享：
S1: I think the boy may be from a cold place because he is wearing warm clothes and there is snow in the picture. I want to know what his favorite food is.
S2: Maybe he is from a northern country. I'm curious about how often he plays ice hockey.
【设计意图】
通过观察图片猜测男孩来自的地区，训练学生从图片中提取关键信息并进行合理推测的能力，符合教学大纲中对学生观察与思考能力的培养要求。
引导学生思考想了解男孩的哪些方面，激发学生的好奇心与求知欲，为阅读文本做好铺垫，同时培养学生自主思考和提出问题的能力。
while-reading
一读速读
【教师活动】
教师引导学生快速浏览课文，聚焦文章主要内容，完成1b选择合适标题的任务。
T: Now, let’s read the text quickly. Don’t worry about every word. Think: What is the main idea of this passage Is it mainly about Timo’s school, his hobbies, or one typical day Look at the sequence of events—when does the story start and end
T: Notice the time expressions: “7:40”, “9:00”, “12:00”, “after school”, “9:30 p.m.”—what do they tell us about the structure of the text
T: Option A, Timo’s School, focuses only on school; but the text also talks about breakfast, after-school club, dinner, and bedtime. Is that covered in just “school”
T: Option C, Timo’s Hobbies—ice hockey is mentioned, but is it the main focus How much of the text is really about hobbies
T: Option B, One of Timo’s School Days, includes getting up, going to school, lessons, lunch, after-school activities, and evening routine. Does this match the overall content better
教师组织学生进行快速讨论，确认答案并强调依据文本内容做选择的重要性。
T: So, which title best summarizes the whole passage Yes, it’s B. The text describes Timo’s activities from morning to night on a Tuesday—this makes it a typical school day.
【学生活动】
学生快速阅读课文，关注时间线索和活动顺序，判断文章主旨大意。
学生根据内容对比三个选项，排除片面或偏离主题的标题（如只讲学校或只讲爱好），选出最全面、最贴切的标题。
学生回答：The best title is B. One of Timo’s School Days, because the passage describes Timo’s entire day from morning until bedtime on a Tuesday.
【设计意图】
通过速读训练，帮助学生抓住文章的时间线索和整体结构，提升概括主旨的能力。
培养学生根据文本内容进行逻辑推理和信息匹配的能力，避免仅凭关键词盲目选择。
二读细读
【教师活动】
教师引导学生再次细读课文，聚焦时间线索和对应活动，帮助学生定位文中关键信息。
T: Now let’s read the text carefully again. Pay attention to the times mentioned and what Timo does at each time. Look for phrases like “get up at”, “begins at”, “have lunch at” to help you find the answers.
教师指导学生逐句查找与表格中时间点匹配的活动，并强调时间顺序和动词短语的准确提取。
教师邀请学生口头回答部分条目，随后进行核对与纠正，确保理解准确。
答案示例：
Time Timo’s activity
7:40 a.m. gets up
9:00 a.m. school begins
12:00 p.m. has lunch
12:30 p.m. afternoon lessons begin
2:15 p.m. school finishes
after school goes to his ice hockey club
4:00 p.m. gets home
6:00 p.m. has dinner
after dinner reads with his parents
9:30 p.m. goes to bed
【学生活动】
学生带着任务进行第二次阅读，仔细查找文中关于Timo日常时间安排的具体信息，识别每个时间段对应的活动，并将提取的信息准确填写到1c的表格中。在教师引导下，核对并确认答案，重点关注动词短语的表达方式和时间顺序的逻辑关系。
【设计意图】
通过完成时间表任务，学生能够提升捕捉具体信息的能力，并理解时间顺序在记叙文中的组织作用。该活动有助于培养学生细致阅读和信息匹配的能力，强化对日常活动表达的掌握。
三读朗读
【教师活动】
教师呈现课文文本并带读：
发音重点：
① Helsinki /'hels k / 中 “e” 发 /e/ 音，“i” 发 / / 音
② Finland /'f nl nd/ 中 “i” 发 / / 音
③ hockey /'h ki/ 中 “o” 发 / / 音
T: Read after me. At the same time, you need to pay attention to my pronunciation and intonation.
【学生活动】
朗读课文并模仿语音语调。
【设计意图】
朗读课文，帮助学生准确掌握课文内容，提高英语口语表达能力。
学生模仿语音语调，培养英语语感，增强学习英语的自信心。
语言知识
### 【教师活动】
Explain language points in this class.
1. Name: live with
Explanation: "Live with" means to reside or stay together with someone, usually family members. It is commonly used to describe who someone shares a home with.
Example: I live with my parents in Helsinki, Finland.
Translation: 我和我的父母住在芬兰赫尔辛基。
2. Name: get up
Explanation: "Get up" is a phrasal verb meaning to rise from bed after sleeping. It is often used when talking about morning routines. The past tense is "got up."
Example: I usually get up at 7:40 every Tuesday.
Translation: 我通常每周二早上7:40起床。
3. Name: after breakfast / after that / after dinner
Explanation: "After + noun" is a common time expression used to indicate what happens following a particular event. It functions as an adverbial phrase of time.
Example: After breakfast, I walk to school.
Translation: 早饭后，我步行去上学。
4. Name: walk to (a place)
Explanation: "Walk to" means to go somewhere on foot. It can be used with any location. You can also say "walk home" (without "to").
Example: I walk to school. It’s only a 10-minute walk.
Translation: 我走路去学校。只有十分钟的路程。
5. Name: begin / begins
Explanation: "Begin" means to start. In the third person singular (he/she/it), we add -s: "begins." It is often followed by a noun or infinitive (to do).
Example: My school begins at 9:00.
Translation: 我的学校九点开始上课。
6. Name: each lesson is 45 minutes long
Explanation: This structure describes the duration of something using "be + number + unit of time + long." It answers the question "How long is... "
Example: Each lesson is 45 minutes long.
Translation: 每节课有45分钟长。
7. Name: have lunch / have dinner
Explanation: "Have" is used with meals like breakfast, lunch, and dinner. These are fixed collocations in English. We don’t use “eat” as frequently in this context.
Example: I have lunch at 12:00.
Translation: 我在12点吃午饭。
8. Name: go to my ice hockey club
Explanation: "Go to + [club/activity]" refers to attending a regular activity or organization. "Ice hockey" is a compound noun describing a winter sport played on ice.
Example: Then I go to my ice hockey club.
Translation: 然后我去我的冰球俱乐部。
9. Name: It’s already dark outside.
Explanation: "It’s dark outside" describes the state of the environment. "Already" emphasizes that something has happened sooner than expected or earlier than usual.
Example: I usually get home around 4:00. It’s already dark outside.
Translation: 我通常大约四点到家。外面天已经黑了。
10. Name: prepare my schoolbag for the next day
Explanation: "Prepare for" means to get ready in advance. Here, it refers to organizing belongings before they are needed.
Example: Then I prepare my schoolbag for the next day.
Translation: 然后我会为第二天准备好书包。
11. Name: read with my parents for an hour
Explanation: This shows a habitual action with duration. "For + period of time" indicates how long an activity lasts.
Example: After dinner, I read with my parents for an hour.
Translation: 晚饭后，我和父母一起阅读一个小时。
12. Name: It’s time for me to go to bed.
Explanation: "It’s time for (someone) to do something" is a common structure used to express that a certain action should happen now.
Example: At 9:30, it’s time for me to go to bed.
Translation: 到九点半，我就该上床睡觉了。
13. Name: one of + plural noun
Explanation: Used to refer to a single item from a larger group. Always followed by a plural countable noun. The verb agrees with the singular subject "one."
Example: One of Timo’s school days is described here.
Translation: 这里描述的是蒂莫上学的一天。
14. Name: What do you want to know about him
Explanation: A wh-question used to ask for information about a person. "Want to know" expresses curiosity or interest.
Example: What do you want to know about Timo
Translation: 你想了解关于蒂莫的哪些信息？
15. Name: There are 18 students in my class.
Explanation: "There is/are" is used to state the existence of something. "There are" is used with plural nouns. Follows the structure: There + be + noun + place/time.
Example: There are 18 students in my class.
Translation: 我班上有18名学生。
### 【学生活动】
跟读并模仿例句朗读，理解每个知识点的语境用法；在课本或笔记本中标记出文中对应的知识点，并尝试用自己的话造一个新句子。
### 【设计意图】
通过提炼课文中的核心语言点，帮助学生掌握初中阶段重点短语、词汇和句型的实际应用；结合贴近生活的例句，提升学生的理解和记忆效率，为听说读写各项技能发展打下坚实基础。
课堂总结
【教师活动】
Summarize the key content in this lesson.
总结本课的重点词汇和句型，帮助学生了解如何通过阅读获取人物基本信息及日常活动安排。
Words and phrase
Helsinki, Finland – 地名，表示居住地
get up, walk to school, have lessons, go to bed – 日常活动动词短语
ice hockey club – 课外活动名称
home economics – 家政课（特殊课程名称）
break, prepare my schoolbag, read with parents – 时间管理相关表达
Sentences
Introduce basic personal information
My name is Timo Halla. I’m 13 years old. I live with my parents in Helsinki, Finland.
→ 使用简单句介绍姓名、年龄、居住地。
Talk about daily routines (with time)
I usually get up at 7:40. / School begins at 9:00. / I go to bed at 9:30.
→ 使用一般现在时 + 时间点描述日常活动。
Answer questions about details
What lessons does Timo have → He has one Finnish lesson and two home economics lessons.
How long is each lesson → Each lesson is 45 minutes long.
→ 阅读中找细节信息，注意数字和课程名称的匹配。
Use of adverbs of frequency
I usually get up at 7:40. / I often listen to music. / I often have dinner...
→ 注意副词位置：通常放在行为动词前，be动词后。
例句：He usually walks to school. / She is always on time.
需注意细节：
表示时间的介词使用：at 用于具体时间点（at 7:40, at 9:30），不能用 in 或 on。
错误：in 7:40 正确：at 7:40
“after breakfast / after school / after dinner” 是固定搭配，后面直接接动词原形或句子。
例句：After dinner, I read with my parents.
【学生活动】
Summarize what they have learned in this class by completing a timeline and answering questions about Timo’s day.
【设计意图】
通过阅读短文获取关键信息，训练学生提取细节的能力，巩固时间表达和日常活动描述的语言结构。
课后任务
任务一：
地理 + 英语：绘制芬兰地图并介绍
查阅地理资料，绘制一张简单的芬兰地图，用英文标注出 Helsinki（赫尔辛基）的位置。
结合课文中 Timo 的介绍，用英文写一段关于芬兰气候、地理位置等方面的简介，至少5句话。例如，从 Timo 起床时天已黑，推断芬兰冬季的日照情况。
对比芬兰与自己家乡在地理位置和气候上的差异，用英文表述出来。
任务二：
数学 + 英语：分析时间安排
参考 Timo 的一天时间安排表，计算他在学校上课、参加俱乐部活动、阅读等各项活动分别花费的时间占一天总时间的比例，用英文写出计算过程。
结合自己一天的时间安排，用英文写一篇短文，对比自己与 Timo 在时间利用上的不同，思考如何更合理地安排时间，不少于5句话。
板书设计
Timo's School Day
useful expressions：
get up
listen to
walk to school
begin/start
have lessons
have lunch
go to the club
get home

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