资源简介

Unit 6 A Day in the Life
Section A (1a-1e)
备课组 七年级英语组 主备人 授课教师
授教学科 英语（上册） 授课班级 七年级___________班
课题名称 Unit 6 A Day in the Life Section A(1a-1e)
课标、教参关于本课中的要求及建议 要求: 1. 正确识别含有时针和分针的钟表图显示的具体时刻,并能用英语正确描述它们。 2. 通过听力练习准确、全面获取两段对话中Peter和Han Lin的日常活动和相对应的具体时间。 3. 学会运用以下句型询问他人的日常活动: “What time do you usually … I usually … at …” “When do you … I usually … at …” 建议: 听前，教师可介绍自己的日常活动和时间，引导学生两人一组讨论和总结不同的时间表达法及其规律。学生在听听力过程中使用速记策略，抓住关键信息。在听后活动中，灵活使用对话中的句型,询问同伴的日常活动和时间。
学习目标 1.学习理解: 能够感知学习相关日常活动,并熟练掌握时间表达法。 2.应用实践: 能够获取对话中人物活动的信息以及时间,完成细节信息的补充。 3.迁移创新: 能够用目标语言谈论日常活动及时间安排,并在班级展示。语言运用正确、得体。
学习重点 正确使用对话中的句型,询问并回答自己或他人日常活动及其时间安排。
学习难点 学生难以熟练运用逆读法来表达时间。
教学用具 课本、PPT课件、希沃白板
学时安排 一学时
教学过程
课前预学单
尝试背诵第六单元第60页的单词。 探究时间的表达方式。 探究询问时间的两种方式。
教学环节 教师活动设计 学法设计 个性备课
Step 1. Lead-in Students read the title together and know the learning objectives of this lesson. Then, let ss observe the picture and ask questions. (1) Where are the students What time do you think it is (2) What are they doing (3) How do you think they are feeling (4) What do you do every day Big question: How can you make good use of your time 通过呈现具有导向性的单元目标，以终为始，形成学习期待，提高学生的学习积极性。
Step 2. Pre-listening Students know different time expressions: 整点表达法: It's +基数词+o’clock. 顺读法:先小时后分钟 逆读法:先分钟后小时 当分钟数≤30时, 分past 时; 当分钟数>30时, 差几分到几点; 差的分钟数 to 下一点钟。 注:半点和一刻钟的特殊表达, a quarter代表15分钟,half代表半小时。 A: What time is it / What’s the time B: It’s … (2) Let ss enjoy a video. ss say out their daily activities: get up, get dressed, wash one’s face, … (3) Finish the timetable and make a dialogue with partners. ActivityTimeget up and get dressedbrush one’s teeth and wash one’s facehave breakfasthave classeshave lunchhave afternoon lessonsgo homedo homeworktake a shower and go to bed
A: What time do you usually 活动 B: I usually … at 时间. A: When do you … B: I usually b… at 时间. Finish 1a. Match the clocks with the times. Look at picture A, it’s eight o’clock. 听前学生初步理解和掌握不同的时间表达法，为他们的听力做好铺垫。
Step 3. While-listening Listen to the first conversation and tick Peter’s activities this morning. Tip: Pay attention to the verb phrases. (2) Listen again and complete the sentences with can or can’t. (3) Listen to the second conversation. Why are Peter and Han Lin at school early Match the names with the reasons. (4) Listen to the two conversations again and fill in the blanks. 1. Peter’s school begins at ____________. 2. Peter usually gets up at ____________. 3. Peter usually has breakfast at ___________. 4. Peter usually takes a shower ____________. 5. Han Lin usually takes a shower _________. 通过听并连线、听并填空等多种类型的听力活动,帮助学生整体感知对话内容,培养学生准确获取和记录关键信息的能力。
Step 4. Post-listening Pair Work A: What time does Peter get up B: He gets up at ... A: When does he ... B: He ... at … 学生和同伴练习对话,谈论自己的日常活动和相对应的具体时刻,进一步内化和运用重点句型。
Step 5. Pronunciation 英语中每个独立的词都有词的重音，但在连贯言语中有些词失去了重音，这是因为并非所有的词在语句中都有同等的重要性。一般来说,名词、动词、形容词和副词等重读,而冠词、连词、介词、人称代词、助动词等不重读。
Step 6. Summary With T’s help, students summarize what they’ve learned from this lesson.
板书设计 Unit 6 A Day in the Life Section A (1a-1e) -What time do you usually get up -I usually get up at ... -When do you have breakfast -I usually have breakfast at ...
课后续学单
Team A: Write a short passage about your daily routine. Team B: Make three dialogues by using sentence patterns in 1e.
课后反思
Unit 6 A Day in the Life
Section A (2a-2e)
备课组 七年级英语组 主备人 授课教师
授教学科 英语（上册） 授课班级 七年级___________班
课题名称 Unit 6 A Day in the Life Section A(2a-2e)
课标、教参关于本课中的要求及建议 要求: 1.学生能够有意识地关注和记录听力对话中常见的口语表达,理解其语用功能及意义,并得体地运用到新的语境中。 2.学生通过听读对话概括对话大意,获取被采访人的日常作息,并能整理成时间表。 建议: 1.教师可引导学生根据图片所展现的场景及人物细节对人物关系及交际情境进行合理预测。 2.教师引导学生区分what time和when的用法。
学习目标 1.学习理解: 通过听读对话获得Tom上学一天的作息时间等信息,能够识别对话中询问并回答作息时间的句式。 2.应用实践: 应用目标语言,询问同班同学的学校日作息时间和活动,认识到时间管理、生活习惯、学习习惯的重要性。 3.迁移创新: 能够准确运用目标语言, 根据组员的作息时间表介绍他们的作息时间。然后在班级中进行汇报。
学习重点 梳理和学习询问他人日常活动及时间的词组和句式。
学习难点 使用准确、得体的语言对组员的作息时间进行描述。
教学用具 课本、PPT课件、希沃白板
学时安排 一学时
教学过程
课前预学单
尝试背诵第六单元61-62页的单词。 预习2a的对话，了解大意。 尝试背诵2e中的短语。
教学环节 教师活动设计 学法设计 个性备课
Step 1. Lead-in 1.The teacher plays a video about Fred’s school day. Then, the teacher shows some pictures and ss say out the activities: get up, wash one’s faces, brush one’s teeth, … 2. Review different time expression method. The teacher shows ss different time and ss express time. 利用Fred的一天激发学生兴趣。激活学生已知，渗透目标语言让学生进行初步的感知。
Step 2. Listening 1.Let Ss observe the picture in 2a. Ask some questions to lead Ss to predict the content of the conversation. (1) Where are they (2) What do you think the boy is doing (3) What’s in the girl’s hand What is she doing (4) What is their relationship Are they friends or strangers (5) Imagine you are a school reporter and you want to know about students’ daily life. What questions will you ask 2.Play the recording twice and ask ss to fill in the blanks. Then explain some key words to help ss understand the conversation better. 3.Listen and underline some important sentences. The teacher helps ss distinguish what time and when. We usually use what time to ask about specific times. But we use when for both specific times and any time period. 4.Can you read the following times in two different ways 6:45 a quarter to seven / six forty-five 7:10 ten past seven / seven ten 7:50 ten to eight / seven fifty 6:30 half past six / six thirty 利用问题引导学生认真观察语篇插图,培养学生viewing的能力。根据图片中隐含信息,对听力内容作出预测。
Step 3. Reading 1.Let ss read the conversation and answer the questions. (1) What does Lu Jiaqi ask Tom about (2) What time does Tom go to school When does he go home (3) How long does Tom stay at school (4) Why does Tom go to bed early 2.Read again and complete Tom’s school day timetable. TimeTom’s activity6:45 a.m.have breakfast7:50 a.m.go homebefore dinnerhave dinnerafter dinnergo to bed
通过完成表格的阅读任务设计，引导学生反复阅读对话文本，获取语篇细节及结构信息。
Step 4. Speaking (1)Ask a partner about his or her school day routine. Then give a report. A: What time do you get up on a school day B: I get up at ... A: When do you ... B: I ... at … This is Alice’s school day routine. She gets up and gets dressed at six o’clock. Then, she brushes her teeth and washes her face at… After that, she has breakfast at… (2)Talk about Tom’s daily routine with your partner. A: What time does Tom get up B: He gets up at … A: When does Tom play basketball B: He plays basketball before dinner. 根据新情境整合运用相关的语言表达，学生通过询问语伴的日常活动及时间,完成交际任务,学以致用。
Step 5. Summary Let the students summarize the key knowledge in the lesson by themselves.
板书设计 Unit 6 A Day in the Life Section A (2a-2e) get up have breakfast go to school have class play sport have lunch go home do homework brush teeth have dinner take a shower go to bed
课后续学单
Team A: Finish the exercise book; Team B: Write a short passage to describe your group members’ daily routine.
Unit 6 A Day in the Life
Section A Grammar Focus
备课组 七年级英语组 主备人 授课教师
授教学科 英语（上册） 授课班级 七年级___________班
课题名称 Unit 6 A Day in the Life Grammar Focus
课标、教参关于本课中的要求及建议 要求: 1.通过观察示例句子，能够梳理和归纳一般现在时中what time和when引导的特殊疑问句句式,掌握相关频度副词的用法。 2.能够利用表格梳理自己或他人的时间安排,以便在表达时能够更加准确和有条理。 建议: 在教学过程中, 教师要引导学生通过观察、讨论、归纳等课堂活动，探究频度副词的用法，提升学生的逻辑思维能力水平，加强语言表达的准确性。
学习目标 1.学习理解: 能够通过观察示例句子，快速、准确梳理和归纳询问和回答有关日程活动时间的表达方式,掌握what time和when引导的特殊疑问句及回答。 2.应用实践: 能够初步建立使用一般现在时表示日常活动的意识,在实践中逐步应用句型。 3.迁移创新: 迁移创新:够结合自身实际,正确使用目标句式询问组员的日程安排,完成一份关于班级同学日常活动安排及时间的简要报告,并在班级中分享。
学习重点 正确理解并应用what time和when引导的特殊疑问句询问他人日程安排,且能准确回答。
学习难点 学生难以熟练运用常见的频度副词描述自己进行某项活动的频率。
教学用具 课本、PPT课件、希沃白板
学时安排 一学时
教学过程
课前预学单
尝试背诵第六单元63页的单词。 探究特殊疑问词what、when和what time的用法。 尝试完成3c的短文时态填空。
教学环节 教师活动设计 学法设计 个性备课
Step 1. Lead-in Watch a video about Laura's weekend routine and pay attention to what she does on her weekend. What does Laura do on her weekend She takes a shower, prepares a breakfast, … Ask questions about Laura’s weekend with a partner. Activitytake a showerhave breakfasthave a picnicwatch cartoons
A: What time does Laura … B: She … at … A: When does Laura … B: She … 利用Laura的周末视频引入话题，激活学生已知，为下一步语法学习做好准备。
Step 2. Grammar 1.Let Ss observe pictures on PPT and guide them to make sentences. Then, let ss read the sentences together. Make sure Ss can understand the sentences. 2. Help ss distinguish between “what time” and “when”. We usually use what time to ask about specific times. But we use when for both specific times and any time period. 3.Ask Ss to talk about the usage of frequency adverb and try to summarize the definition and the rule by themselves. (1)含义:用来表示某件事发生的频率。 (2)用法: 用在实义动词之前 be动词、助动词(do或does)、情态动词之后 (3)常见频度副词 Always, usually, often, … (4)询问多久一次用“how often”。 通过观察语法聚焦的表格，掌握what time, when, what的相关用法，并梳理总结出相关句式。
Step 3. Practice 1.Answer the questions with the times in brackets. What time does Mike usually get to school (at 7:30 a.m.) What time do they have lunch (at 12:10 in the afternoon) When is your maths class (at 1:45 p.m.) 2. Fill in the blanks. (1)她总是在晚上洗澡。 She _____ _____ _____ _____ at night. (2) Bob通常在周六弹钢琴。 Bob _____ _____ _____ _____ on Saturdays. (3) Frank很少做饭。 Frank _____ _____. (4) 我爸爸总是很忙。 My father _____ _____ _____. (5) Cindy经常开心。 Cindy _____ _____ _____. 根据学生的实际需求，选择和设计既有层次又强调整合不同类型的练习和活动，巩固所学语法知识。
Step 4. Reading Finish 3c. Complete the passage with the words in the box. Saturday TimeActivityat 9:00get upafter he gets upmake breakfast do homeworkaround 2:00meet his friends They play football together.at about 6:30go to a restaurant
利用表格分别梳理Sam的周六和周天日常活动及其相关时间整理成为日程表。
Step 5. Speaking Ask a partner about his or her weekend routine. A: What time do you usually get up at weekends B: I usually get up at … A: When do you … B: … 根据新情境整合运用相关的语言表达,学生运用目标语言汇报语伴的日程安排，完成交际任务，学以致用。
Step 6. Summary Let the students summarize the key knowledge in the lesson by themselves.
板书设计 Unit 6 A Day in the Life Section A (Grammar Focus) -What time do you usually get up -I usually get up at 6:30 a.m. -When do they go to the music club -They go on Monday afternoons. -What do you do after dinner -Sometimes I read books of do my homework.
课后续学单
Team A: Finish the exercise book. Team B: Summarize the usage of frequency adverb on your notebook.
Unit 6 A Day in the Life
Section B (1a-2b)
备课组 七年级英语组 主备人 授课教师
授教学科 英语（上册） 授课班级 七年级___________班
课题名称 Unit 6 A Day in the Life Section B (1a-2b)
课标、教参关于本课中的要求及建议 要求: 1. 能够通过快速阅读获取文本大意,找出最合适的文章标题。 2.能够根据阅读文本所提供的信息梳理出Timo周二的日常生活轨迹,并制作成结构化图表。 建议: 1.会借助可视化图形如表格、思维导图等梳理文章的基本信息。 2.通过阅读了解芬兰中学生的日常作息,尝试进行跨文化比较,理解他们与我国初中生在课程设置、班级组成、课外活动、早晚作息等多方面的异同。
学习目标 1.学习理解: 获取短文中关于Timo日程表的基本信息,梳理、概括Timo日程活动、时间等内容。 2.应用实践: 能够基于结构化知识和重点语言知识，准确运用目标语言，运用第三人称视角,全面、准确地复述文章内容。 3.迁移创新: 能够结合自己的实际情况,阐述自己学校生活的一天,并在班级前进行展示。注意内容完整、语言得体。
学习重点 有关日常活动、时间等信息的词汇和句型。
学习难点 基于结构化知识，完整、准确复述文本内容；从更多维度介绍自己的日常活动，并运用准确流畅的语言表达出来。
教学用具 课本、PPT课件、希沃白板
学时安排 一学时
教学过程
课前预学单
尝试背诵第六单元64-65页的单词。 预习课文，了解大意，完成1b。 完成2a中的时间计划表。
教学环节 教师活动设计 学法设计 个性备课
Step 1. Lead-in Ss observe the pictures. Here are some questions for them: 1.What is the boy wearing 2.What sport is the boy doing 3.Can you guess which part of the world the boy is from 利用图片引入,激发学生兴趣,培养了学生根据图片猜测信息的能力。
Step 2. Pre-reading Let ss watch a video about the introduction to Finland. One-third(1/3) of Finland are in the Arctic Circle(北极圈). In December, in Helsinki, the sun comes out around 9:00 a.m. and goes down around 3:00 p.m., making the day very short. Ice hockey is a game played very quickly on ice. Players use sticks(球棍) to hit a puck into a goal(球门). 通过预测任务引发学生思考，培养学生利用情境线索进行推断和预测的能力。
Step 3. While-reading (1)Skim the text and choose a suitable title for it. Timo’s School One of Timo’s School Days Timo’s Hobbies (2)Scan the text Read Paragraph 1 and finish the information card of Timo. Name: ___________ Age: ___________ City: ___________ Hobby: __________ Read again and complete the timetable with Timo’s activities. TimeTimo’s activity7:40 a.m.9:00 a.m.12:00 p.m.12:30 p.m.2:15 p.m.after school4:00 p.m.6:00 p.m.after dinner9:30 p.m.
At last, discuss these questions: 1.What does Timo often do after he gets up 2. How long is each lesson at his school 3. What lessons does Timo have every Tuesday morning 4. How long are the afternoon lessons 5. How long does Timo stay at school 6. What club does Timo go to 7. Does Timo like reading Why 8. How does he make good use of his time 通过略读,帮助学生整体感知文章的内容。 通过寻读Timo的日常活动和时间,学生培养了自己对细节信息的捕捉能力。 利用表格,学生对文中细节进行结构化处理,梳理Timo这一天的时间安排,以便学生了解Timo生活的全貌。
Step 4. Post-reading 1. Finish the mind map, then retell the passage. 2. Group Work. Ss talk about one of their school days with their partner and give a report then. The teacher provides the word bank and evaluation standards. TimeMy Activity
A: What time do you usually 活动 B: I usually … at 时间. A: When do you brush your teeth B: I usually brush my teeth at 时间. Hello, everyone! This is my daily routine. I get up at … 学生通过比较自己和Timo一天的时间安排,知道了利用好时间的重要性。
Step 5. Summary Let the students summarize the key knowledge in the lesson by themselves.
板书设计 Unit 6 A Day in the Life Section B (1a-2b) 1.What lessons does Timo have every Tuesday morning 2.How long is each lesson at his school 3.What club does Timo go to 4.How does he make good use of his time
课后续学单
1.Recite the new words and expressions. 2.Write a short passage to introduce one of your school days. 3.Finish the exercise book.
课后反思
Unit 6 A Day in the Life
Project
备课组 七年级英语组 主备人 授课教师
授教学科 英语（上册） 授课班级 七年级___________班
课题名称 Unit 6 A Day in the Life Project
课标、教参关于本课中的要求及建议 要求: 1. 能够基于自己的日常活动安排，在教师的指导下有效进行写前准备，也可简单陈述自己活动安排的理由，列出相关的词汇和表达。 2. 罗列具有一定逻辑性的提纲，将本单元所学词汇、句型结构运用其中。 建议: 教材提供的活动是填空式的控制性写作，教师可依据实际学情进行灵活处理，如适当删减语言支架，提供更多开放的表达空间等。
学习目标 1.学习理解: 基于写作目的和要求，在教师的指导下有效开展写作准备，梳理描述被采访者一天行程的文本结构，列出被采访者的日常活动及时间安排。 2.应用实践: 将本单元所学的词汇、短语、句型以及各类功能表达迁移应用到自己的写作之中。 3.迁移创新: 通过自评和互评,不断改进自己的作品,使之完善,改进初稿的结构、内容和语言。
学习重点 利用相关的词汇、句型表达撰写被采访者的日常活动安排。
学习难点 学生难以撰写表达正确、内容全面的文章。
教学用具 课本、PPT课件、希沃白板
学时安排 一学时
教学过程
课前预学单
复习背诵第六单元的单词。 复习、回顾本单元的重点内容。
教学环节 教师活动设计 学法设计 个性备课
Step 1. Lead-in Let ss watch a video and know different jobs. There are so many different professions in the world. They work hard every day. Do you want to know more about their works 利用视频让学生初步了解不同职业,激发学生的求知欲。
Step 2. Pre-writing (1)Ask a person who works in that profession questions to find out his or her weekday routine. Before work: What time do you get up When do you have breakfast When do you go to work During work: What time do you … After work: When do you get off work When do you have dinner What time do you go to bed (2)Complete the table. ActivityTimeget up and get dressedwash one’s face brush one’s teethhave breakfastgo to work…get off workhave dinnertake a showergo to bed
(3)Give a report about him or her. …’s father/ mother is a … Every day, he/ she gets up at … Then he/ she has breakfast at … After that, he/ she goes to work at … At …, he/ she has lunch at … (4)Discuss these questions: What is his/ her job Why does he/ she get up so early/ late How many hours does he/ she work every day Do you think it is an easy job 通过列出相关问题,制作出表格,便于学生梳理被采访人的各项活动和对应的时间。 渗透写作方法指导,学生懂得写作之前需要列提纲、集词句，写作之后对照标准修改润色，有利于其好的写作习惯的养成。
Step 3. While-writing (1) The teacher offers the sentence structures to help ss. A Day of Ms Olivia/ Ms Olivia’s Daily Routine Ms Olivia is a teacher. Every day, she gets up at 6:30. It's very early. Then he has breakfast at home and 700 needs to give her first lesson at 7:20 at school. She may have 2 or 3 lessons in the morning. After giving lessons, she has to check students' homework. In the afternoon, she spends most of time preparing the lessons for the next day. She gets home at 5:00 p.m. She has dinner with her family at about 7:00. After that, she likes to talk with her family about her day. Around 8:30, she usually listens to music or watches a movie to relax. Then she goes to bed at 10:30. Early yo bed, early to rise. (2) Students should list some key information points and then write their own passage in ten minutes. 学生互评可以使他们对作文中出现的错误印象更加深刻。
Step 4. Post-writing (1) The teacher offers the sample writing and provides the evaluation standards. Let ss exchange their passages with their partners. 写作之后，积极创设展示机会, 引导学生在语言的实际运用中感知体验目标语言的运用。
ChecklistThemeClearYesNeed to be improvedNoContentCompleteYesNeed to be improvedNoLanguageCorrectYesNeed to be improvedNoStructureConnectedYesNeed to be improvedNoHandwritingCleanYesNeed to be improvedNoSuggestion
(2) Students correct some mistakes and polish their writings.
Step 5. Summary Let the students summarize the key knowledge in the lesson by themselves.
板书设计 Unit 6 A Day in the Life Project ·police officer ·teacher ·farmer ·reporter ·bin worker ·nurse
课后续学单
1.Polish your writing and write down your passage on exercise book. 2.Review Unit 6.

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