资源简介

/ 教学评一体化 高效备课 | 英语学科
Unit 1 Every Day 第2课时 Lesson 1 课时教学设计
教材分析
What---语篇主题和主要内容 本课时语篇主题围绕“日常生活（everyday life）”展开。核心内容包括： 1.Chen Hua的完整日常作息描述，涵盖早晨起床、上学、上课，中午午餐，下午课后活动（参加艺术俱乐部、参观艺术博物馆），晚上做作业、吃晚餐、弹钢琴等场景； 2.Nick的日常活动片段（如逛公园、打排球、打羽毛球、参观博物馆、阅读杂志等）； 3.核心词汇、短语及语法知识（频度副词）的学习与运用，助力学生描述日常活动及频率。 Why---语篇传递的主题意义 1.帮助学生掌握日常生活相关的英语表达，包括日常活动词汇、时间表达和频度副词，满足描述个人作息、交流日常的语言需求； 2.引导学生关注自身及他人的日常作息，培养规律生活的意识，思考如何让日常生活更有趣、更有意义； 3.通过小组合作、角色扮演等活动，提升学生的合作交流能力，增强团队协作意识。 How---文体结构、语言特点及功能 1.文体结构：语篇以记叙文为主，采用“时间顺序”展开对日常作息的描述，逻辑清晰，层次分明； 2.语言特点： 词汇层面：包含日常活动类词汇（get up、leave for school、do homework等）、场所类词汇（museum、club、park等）、频度副词（always、usually、often、sometimes、seldom、never）； 句型层面：以简单句和并列句为主，常用“主语+频度副词+谓语+宾语/状语”的结构，搭配具体时间表达（at 7:00 a.m.、from 7:00 to 9:00等）； 3.语言功能：帮助学生实现“描述个人日常作息”“询问或分享他人日常活动”“表达活动频率”等交际目标。
学情分析
【已知】 七年级学生已具备一定的英语基础，能够识别并运用部分简单的日常活动词汇（如eat、sleep、study等），掌握基本的时间表达法（如数字+o’clock），具备简单的英语听、说、读、写能力，能够参与简单的课堂互动活动。 【未知】 1.对频度副词的含义、频率程度排序及在句子中的正确位置（be动词后、实义动词前）缺乏系统掌握； 2.难以用连贯的语言完整描述个人日常作息，对“时间顺序”组织语篇的逻辑运用不够熟练； 3.对核心词汇（如everyday、museum、pianist等）和短语（hang out with friends、learn about等）的理解和运用存在不足。 【能知】 通过本课时的学习，学生能够： 1.掌握核心词汇、短语及频度副词的用法； 2.听懂、读懂关于日常作息的语篇，获取关键信息（时间、活动、频率）； 3.用英语清晰、连贯地描述个人日常作息，参与小组合作交流和角色扮演； 4.思考并分享如何让日常生活更有意义。 可能存在的困难： 1.频度副词在具体句型中的位置容易混淆（如be动词与实义动词后的区别）； 2.用时间顺序组织语言时，衔接词（then、after that等）的运用不够自然； 3.部分基础薄弱学生在口头表达时，存在词汇匮乏、句型单一的问题，参与小组活动的积极性可能不高。
核心素养教学目标
通过本课学习，学生能够： 1.语言能力： 1) 掌握核心词汇：everyday（adj. 每天的）、museum（n. 博物馆）、volleyball（n. 排球运动）、badminton（n. 羽毛球运动）、magazine（n. 杂志，期刊）、hang（vt. & vi. 悬挂，吊）、something（pron. 某事，某物）、choose（vt. & vi. 选择，挑选）、pianist（n. 钢琴弹奏者，钢琴家）、myself（pron. 我自己）、seldom（adv. 不常，很少）； 2) 掌握核心短语：everyday life（每天的生活）、go to an after-school club（参加一个课后俱乐部）、visit a museum（参观博物馆）、play the piano（弹钢琴）、read magazines（阅读杂志）、play volleyball（打排球）、play badminton（打羽毛球）、hang out with friends（和朋友闲逛）、be a pianist（成为一名钢琴家）、learn something new（学习一些新东西）； 3) 理解并运用频度副词（always、usually、often、sometimes、seldom、never），掌握其在句子中的正确位置； 4) 能听懂、读懂关于日常作息的对话和语篇，获取时间、活动、频率等关键信息； 2.学习能力： 1) 通过“看、听、读、写、说”等多元活动，提升信息获取、归纳总结和语言运用能力； 2) 学会在小组合作中倾听他人观点、分享个人想法，提升合作探究和沟通表达能力； 3.思维品质： 1) 通过分析Chen Hua的日常作息，培养按时间顺序梳理信息的逻辑思维能力； 2) 思考“如何让日常生活更有趣、更有意义”，提升批判性思维和创新思维能力； 3) 在描述个人日常及想改变的部分时，培养自我反思的思维习惯。 4.文化意识： 1) 了解不同人（如Chen Hua、Nick）的日常作息差异，尊重多元生活方式； 2) 培养规律作息、积极向上的生活态度，认识到合理安排时间的重要性。
教学重难点
教学重点： 1.核心词汇、短语的理解与熟练运用； 2.频度副词的含义、频率排序及在句子中的正确位置； 3.能用英语清晰、连贯地描述个人日常作息，完成相关交际任务（角色扮演、小组讨论）。 教学难点： 1.频度副词在具体句型中的灵活运用（如be动词后、实义动词前的区别）； 2.在真实语境中准确运用目标语言进行交流，做到语言流畅、逻辑清晰。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Present Judy's daily routine and corresponding pictures, and assign Task 1 "Look, read and match". 2. Play the audio or video of Nick's daily activities, assign Task 2 "Watch, listen and learn", and guide students to pay attention to Nick's activities and related vocabulary (such as visit a museum, play volleyball, etc.). 1. Complete the matching task between sentences and pictures, and review expressions of daily activities. 2. Watch and listen to Nick's daily activities, and initially perceive core vocabulary and phrases. Create a daily life situation through intuitive pictures, audio and matching tasks to stimulate students' interest, help them quickly enter the theme, and initially perceive core vocabulary and expressions of daily activities.
Presentation 学习理解 1. Assign Task 3 "Activate and Share": Ask students "What do you usually do in your free time " and guide them to share their after-school activities with the help of the ideas in the box. 2. Present the text about Chen Hua's daily routine and assign Task 4 "Read and Understand": - Pre-reading: Guide students to guess the theme of the text (Daily routine). - While-reading: Ask students to find the time expressions in the text, complete the flow chart filling, circle the adverbs of frequency and complete relevant notes, and conduct the "Listen, fill and read" blank-filling exercise. - Post-reading: Ask students to pretend to be Chen Hua and tell a friend about her day. 3. Assign Task 5 "Read and Explore": Guide students to analyze how Chen Hua describes her daily routine, and discuss related questions. 4. Assign Task 6 "Focus on Language": Ask students to describe Henry's day with the phrases in the box. 5. Assign Task 7 "Grammar Discovery": Present sentences related to adverbs of frequency, guide students to summarize the meaning and position of adverbs of frequency, and clarify the frequency order . 1. Share their after-school activities with the help of prompts and make simple expressions using the initially perceived vocabulary. 2. Read the text about Chen Hua, complete a series of pre-reading, while-reading and post-reading tasks, obtain key information such as time, activities and frequency, and master the text content proficiently. 3. Analyze the expression logic of the text, participate in discussions, and deepen the understanding of the text. 4. Describe Henry's day with phrases to consolidate expressions of daily activities. 5. Summarize the usage and frequency order of adverbs of frequency, and master grammar knowledge systematically. Through progressive tasks of "sharing-reading-analyzing-summarizing", help students systematically learn core vocabulary, phrases and grammar knowledge, improve reading comprehension ability, and lay a foundation for subsequent language application.
Practice 探究应用 1. Assign Task 8 "Role-play": Present a table of daily activities of students , and ask students to pretend to be one of the students to describe their daily routine. 2. Provide evaluation criteria and guide students to conduct mutual evaluation. 1. Conduct role-play in groups, describe the designated student's daily routine using the learned language (time expressions, adverbs of frequency, vocabulary of daily activities). 2. Evaluate peers' performance according to the evaluation criteria. Provide students with practical opportunities for language application through role-play and mutual evaluation activities, consolidate core knowledge, and improve oral expression and evaluation abilities.
Production 迁移创新 Assign Task 9 "Relate and Share": Ask students to discuss in groups, share their own daily routines, and think about and talk about the parts they want to change and the reasons. Actively share their own daily routines and the parts they want to change in groups, and communicate in real contexts using the learned bine language learning with students' real life.
Deep thinking 情感升华 Assign Task 10 "Express Yourself": Guide students to discuss "How can you make your everyday life interesting and meaningful " and encourage them to share their ideas with the help of prompts. Discuss and share ways to make daily life more interesting and meaningful, and expand their thinking. Allow students to flexibly use target language in real communicative contexts, improve language transfer and innovative thinking abilities, and deepen the understanding of "regular and meaningful life".
Summary 归纳总结 1. Guide students to review the core vocabulary and phrases learned in this lesson . 2. Review core sentence patterns. 1. Review core vocabulary, phrases, sentence patterns and grammar knowledge together with the teacher's guidance. 2. Take the initiative to share their learning gains. Help students systematically sort out the knowledge system of this lesson, strengthen memory, and form a complete knowledge framework.
Language points 知识梳理 1. Focus on explaining the usage of "something". 2. Distinguish "everyday" and "every day". 1. Listen carefully to the teacher's explanation and record key knowledge. 2. Complete relevant example exercises to consolidate knowledge. Provide special explanation and practice for easily confused language points to help students break through difficulties and master knowledge accurately.
Exercises 练习巩固 1. Assign multiple-choice questions. 2. Assign sentence-completion exercises. 3. Patrol students' completion status and provide timely guidance and feedback. 1. Complete the exercises independently. 2. Check answers, correct mistakes, and ask the teacher for advice if there are any questions. Consolidate the knowledge learned in this lesson through targeted exercises, find and make up for learning gaps in a timely manner, and improve the accuracy of language application.
分层作业设计
A层： 基础巩固 Copy the words and expressions on Page 162 three times and memorise them.
B层： 能力运用 Write a passage about your everyday life.
C层： 拓展挑战 Make a survey about everyday life in your group including activities and frequency.
教学反思
亮点： 1.教学评一体化：课堂活动与评价维度相结合（如角色扮演的互评），作业设计与教学目标相呼应，能够及时反馈学生的学习情况； 2.情境创设真实：围绕“日常生活”主题，设计的任务（分享课余活动、描述日常作息、讨论想改变的习惯等）贴近学生生活，激发了学生的参与积极性； 3.活动形式多样：包含匹配、阅读、角色扮演、小组讨论、练习等多种活动，兼顾听、说、读、写各个方面，满足不同学生的学习需求； 4.知识讲解细致：针对核心知识和易混淆点（如频度副词位置、something用法、everyday与every day的区别）进行专项讲解和练习，帮助学生突破难点。 不足： 1.部分小组讨论活动中，个别基础薄弱学生参与度不高，可能存在“沉默”现象； 2.频度副词的灵活运用练习时间略显不足，部分学生在口头表达时仍会出现位置错误； 3.对学生书面表达（如短文写作）的反馈不够及时、全面，难以兼顾每一位学生。 改进： 1.小组活动中采用“异质分组”，让基础好的学生带动基础薄弱的学生，同时设计更具层次性的任务，让每位学生都能在活动中有所收获； 2.增加频度副词的专项练习时间，设计更多生活化的句型练习，如情景填空、句子改错等，强化学生的运用能力； 3.优化书面作业的反馈方式，可采用“学生互评+教师抽查点评”的模式，同时提供优秀范文供学生参考，帮助学生提升书面表达水平； 4.课后针对基础薄弱学生进行个别辅导，及时解决他们的学习疑问，帮助他们跟上教学进度。
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

展开更多......

收起↑