【教案】Unit+6Section+A+1a+-+1e+教学设计人教版英语七年级上册

Unit6ADayintheLifeSectionA（1a-1e）教学设计教学依据《义务教育英语课程标准（2022年版）》强调培养学生的语言能力、文化意识、思维品质和学习能力等核心素养，倡导通过真实情境下的语言实践活动，帮助学生在体验中学习、在实践中运用、在迁移中创新。本部分教学内容围绕日常生活中的时间安排与活动展开，通过多种活动形式，让学生学习时间表达和日常活动相关词汇与句型，符合课程标准对学生在真实情境中运用语言进行交流的要求，有助于学生提高语言运用能力，了解不同文化背景下的日常生活，培养良好的时间管理和跨文化交际意识。语篇研读What语篇主题和主要内容ThethemeofthediscourseisDailyTimeArrangementsandActivitiesindailylife.1apresentsclocksofdifferenttimesandcorrespondingtimeexpressions,suchasoneforty-five,sixfifteen,eighto'clock,fourthirty,etc.,toguidestudentstolearntimeexpressionsinEnglish.1bThroughPeter'smorningactivitydialogue,involvingdailyactivityvocabularysuchastakeashower,getdressed,brushteeth,havebreakfast,etc.,letstudentsunderstandPeter'smorningactivitysequenceandhowtoaskanddescribetheseactivities.1cisthedialoguebetweenPeterandHanLinaboutwhytheycametoschoolearly.Itinvolvesexpressionssuchasdosomereadingbeforeclassandonduty,whichfurtherexpandsstudents'vocabularyfordailyactivities.1drequiresstudentstofillinPeterandHanLin'sdailyactivitytimeaccordingtotheconversationcontent,suchasPeter'sschoolstarttime,wakeuptime,breakfasttime,bathtimeandHanLin'sbathtime,etc.,toconsolidatethetimeexpressionanddescriptionofdailyactivities.1eLetstudentstalkabouttheirmorningschoolroutineandputwhattheyhavelearnedintopractice.Why语篇传递的主题意义Bylearningthetimearrangementandactivitiesindailylife,studentscancultivatetheirawarenessoftimemanagement,understandtheimportanceofreasonabletimearrangement,learntoplantheirdailylife,andimprovetheefficiencyofstudyandlife.Understandingthedailyactivitiesofdifferentpeoplehelpsstudentstorecognizeindividualdifferences,cultivatestudents'abilitytoobserveandunderstandothers,andguidestudentstoreflectontheirownhabitsandpromoteself-growth.Thearrangementofdailyactivitiesindifferentcountriesandculturalbackgroundsmaybedifferent,whichcanstimulatestudents'interestindifferentcultures,cultivatestudents'interculturalcommunicationawareness,enablestudentstorespectandunderstandculturaldiversity,andenhanceculturaltolerance.How文体结构、语言特点及功能文体结构Thispartmainlyadoptstheformofdialogueandtaskinstructions.1aelicitstimeexpressionbymatchingclockwithtime;1band1cshowthecharacters'dailyactivitiesandthereasonsforcomingtoschoolearlyintheformofdialogue,andpresentrichvocabularyandsentencepatternsofdailyactivities;1dFillintheblanksbasedontheconversationcontenttodeepentheunderstandingoftimeandactivities;1eisanopenoralexpressiontask,whichallowsstudentstodescribetheirdailyactivitieswithwhattheyhavelearned.Thestructureisfromsimpletodeep,whichconformstothecognitivelawofstudents.语言特点及功能Thelanguageisconciseandclear,usingsimplesentencesandcommonvocabulary,whichiseasyforstudentstounderstandandmaster.Forexample,whendescribingdailyactivities,simplesentencessuchas"Petertakesashower."and"HanLinisonduty."areusedtodirectlyexpressthecharacter'sbehaviorandstate.Itusesalargenumberofwordsrelatedtotimeanddailyactivities,suchastimenumber,oclock,quarter,halfpast,etc.,aswellasactivityphrasalverbs,sothatstudentscanlearnandusethesewordsinspecificcontextsandenrichlanguageexpression.Inthedialogue,thesimplepresenttenseisusedtodescribedailyhabitualactivities,whichstrengthenstheuseofthesimplepresenttenseintheactualcontext,sothatstudentscanunderstandandmasteritsfunctioninexpressingdailyactivities.学情分析（一）已知Studentshavemasteredacertainamountofbasicvocabularyandsimplesentencepatternsinthepreviousstudy,haveacertainunderstandingofnumbers1-60,andcanperformsimplenumericalexpressions.Havecertaincognitionandexperienceofsomecommonactivitiesindailylife(suchasgettingup,eating,goingtoschool,etc.),andcandescribetheseactivitiesinChinese.Havecertainobservationabilityandlogicalthinkingability,andcanobtaininformationaccordingtopicturesorsimpleprompts.（二）未知TheexpressionoftimeinEnglish,especiallytheexpressionofnon-hourlytime(suchastheuseofpastandto)maynotbefamiliar,anditiseasytoconfuseandmakemistakes.AlthoughIhaveacertainunderstandingofdailyactivities,ImaynothaveenoughvocabularyandsentencepatternstoaccuratelyexpresstheseactivitiesinEnglish.Forexample,IamnotfamiliarwiththeEnglishexpressionsofsomespecificactivities(suchaspackone'sbag,haveanap,etc.),andtheremaybegrammaticalerrorsorpoorexpressionindescribingactivities.Lackofunderstandingofthedifferencesindailyactivityarrangementsindifferentcountriesandculturalbackgrounds,lackofinterculturalcommunicationawareness,andmayhavedifficultiesinunderstandingandprocessingdailyactivityinformationinvolvingdifferentcultures.（三）能知Bywatchinganimatedvideosandimitatingexercises,studentscanmasterthemethodsoftimeexpressioninEnglish,includingtheaccurateexpressionofthehour,half,quarterandnon-hour,soastoimprovetheaccuracyandfluencyoftimeexpression.WiththehelpofEnglishlearningappsandclassroomlearning,studentscanenrichtheirvocabularyrelatedtodailyactivities,learntocorrectlyusethesevocabularyandsentencepatternstodescribetheirownandothers'dailyactivities,andimprovetheiroralandwrittenexpressionskills.Undertheguidanceofteachersandthroughreferenceofmaterials,studentscanunderstandthedifferencesindailyactivityarrangementsindifferentcountries,cultivateinterculturalcommunicationawareness,learntorespectandunderstanddifferentlifestylesininterculturalcommunication,andimprovetheiracculturationability.教学目标LanguageAbilitiesBeabletoaccuratelyread,writeandspeaktimeexpressionsinEnglish,includingtheexpressionofthehour,half,quarterandnon-hourtime.SuchasIt'stwoo'clock.,It'shalfpastthree.,It'saquarterpastfour.,It'stentofive.Andunderstandandcorrectlyusethepastandtodescribetime.Beabletomasterandusethespecialquestionsguidedbywhattimeandwhentoaskaboutthetimeofdailyactivities,suchasWhattimedoyougetup?Whendoyouhavebreakfast?Andansweraccuratelyinthesimplepresenttense,e.g.Igetupat6:30.Ihavebreakfastat7:00.Suchsentencestructurecanaskanddescribethetimeofdailyactivitiesnaturallyandsmoothlyinactualcommunication.Beabletoread,writeandusevocabularyrelatedtodailyactivities,Suchastakeashower,getdressed,brushteeth,havebreakfast,packone'sbag,rideabiketoschool,haveanap,etc.Understanditsmeaningandbeabletouseitcorrectlywhendescribingdailyactivitiestoenrichthecontentoflanguageexpression.思维能力ThroughtheanalysisofPeterandHanLin'sdailyactivityarrangement,students'logicalthinkingabilitywascultivated,suchassummarizingthesequenceofdifferentactivities,comparingdifferentactivitiesofdifferentpeopleatthesametime,andanalyzingtheinfluenceoftimearrangementonstudyandlife.学习能力Intheprocessofgroupcooperationincompletingtasks(suchasdiscussingdailyactivityarrangements,makingtimelines,comparingdailyactivitiesindifferentcountries,etc.),cultivatecooperativelearningabilityandteamworkspirit,learntolistentoothers'opinions,solveproblemstogether,andimprovecommunicationandcooperationefficiency.文化品格Understandthedifferencesindailyactivityarrangementsofpeopleindifferentcountriesandculturalbackgrounds,suchasthecharacteristicsofextra-curricularactivitiesofstudentsinWesterncountriesandthelearningtimearrangementofstudentsinAsiancountries,cultivateinterculturalcommunicationawarenessandculturaltolerance,andrespectthelifestyleandhabitsofdifferentcultures.Bysharingtheirdailyactivities,studentscandevelopself-managementawarenessandgoodlivinghabits,suchasgettingupontime,reasonablyarrangingstudyandresttime,etc.,whileencouragingstudentstoactivelyparticipateindailylifeandcultivateahealthyattitudetowardslife.教学重难点教学重点：ThewayinwhichtimeisexpressedinEnglish,especiallythewayinwhichtimeisnotonthehour(suchastheuseofpastandto).Usewhattimeandwhentoaskaboutdailyactivitiesandusethepresentsimpletensetoanswerthesentencestructure.教学难点：Inpracticalcommunication,Icanflexiblyusewordsrelatedtotimeexpressionanddailyactivitiesaccordingtothesituation,accuratelyandsmoothlydescribethedailyactivitiesofmyselfandothers,payattentiontocorrectgrammar,appropriatevocabularyandnaturalexpression.Understandandrespecttheculturaldifferencesinthedailyactivityarrangementsofdifferentcountries,integrateculturalknowledgeintothedescriptionandcommunicationofdailyactivities,improvecross-culturalcommunicationskills,andavoidcommunicationbarrierscausedbyculturalmisunderstandings.课前预习TaskOneWatchtheonlineanimationvideo"TellingTimeinEnglish"(whichcanbesearchedonYoukuorTencentVideoandotherplatforms),learntheEnglishtimeexpressionintroducedinthevideo,includingtheexpressionofthehour,half,quarterandothernon-hourtime,andwriteanexampleofeachtimeexpressiononthepreviewlist，suchasIt'sthreeo'clock.；It'shalfpastfour.；It'saquarterpastfive.；It'stenpastsix.Completethefollowingtimeexpressionexercisesaccordingtotheanimationvideo:(1)WritethetimeshownbythefollowingclocksinEnglish:[Pictureshowsseveraldifferentclocks,suchas7:15,8:45,9:30,etc.](2)TranslatethefollowingChinesetimeintoEnglish:5:15,10:30,10to12.(3)Recordtheaudioofyourreadingtimeexpression,requiringaccurateandclearpronunciationandnaturalintonation.TaskTwoReviewandconsolidatevocabularyrelatedtodailyactivities,suchasgetup,gotoschool,dohomework,etc.,andlearnsomenewhomeworkvocabulary.Suchaspackone'sbag,rideabiketoschool,haveanap,etc.,recordonthepreviewlist.FollowtheexampleanddescribeyourdailyactivitiesofyesterdayinEnglish,includingatleastfivedifferentactivities.Foxexample:Igotupat7o'clockinthemorning.ThenIhadbreakfastandwenttoschoolat8o'clock.Ihadclassesallday.Afterschool,Iplayedbasketballwithmyfriends.Intheevening,IdidmyhomeworkandwatchedTV.TaskThreeUseasearchengine(suchasBaidu)tofindthedailyactivitiesofstudentsfromatleasttwodifferentcountries(includingwakeuptime,schooltime,schooltime,extra-curricularactivities,etc.)andrecordtheminsimpleEnglishonthepreviewlist,withthenameofthecountry.Suchas：IntheUS,studentsusuallygetupat7o'clockandgotoschoolat8:30.Theyhavevariousafter-schoolactivitieslikeplayingsportsorjoiningclubs.教学过程教学环节教学内容效果评估Step1Warming-upWatchvideoandsingalongTheteacherplaysthechantvideoof"Whattimeisit"throughmultimediateachingequipment(suchasintelligentwhiteboardorprojector)toguidestudentstosingalong.Intheprocessofplayback,teacherscanusethepauseandplaybackfunctionsofmultimediasoftwaretoexplainthetimedisplayanddailyactivitiesinthevideotohelpstudentsbetterunderstand.InteractivegamesUsethetimeinthevideoforinteractivegameactivities.Matchtheclockswiththetimes.Duringtheinteractivegame"Matchtheclockswiththetimes",teacherscanusethesoftwaretodisplaytheclockpictureandtimeoptions,andaskstudentstodragtheclockpicturetothecorrespondingtimetomatch.Therecordingfunctionoftheelectronicwhiteboardcanrecordtheoperationprocessofstudents,whichisconvenientforteacherstocommentandsummarize.Whenthechantvideoisplayedandstudentsareguidedtosingalong,itisobservedwhetherstudentsactivelyparticipateinsingingalongandwhethertheycankeepupwiththerhythmandrhymeofthevideo.Participationcanbejudgedbythesizeofastudent'svoice,howengagedtheirexpressionis,andtheaccuracyoftheirsingingalong.Ifmostofthestudentshaveloudvoices,happyexpressionsandaccuratesingingalong,itindicatesthatthestudentsareinterestedinthevideocontentandhavehighparticipation;Ontheotherhand,ifthestudent'svoiceisweak,theexpressionisindifferent,orthesingingalongmistakesaremore,theparticipationmaybelow.Inthe"Matchtheclockswiththetimes"interactivegame,observethestudents'enthusiasmandinitiativetooperateonstage.Recordthenumberofstudentswhoactivelyraisedtheirhandstorequesttheclockandtimematchingoperation,andwhethertheycarefullythoughtandaccuratelycompletedthematchingduringtheoperation.Themoreactiveandaccuratestudentsare,themoreenthusiastictheyareaboutthegame,andthebettertheyunderstandandmastertheexpressionoftime.设计意图Step2PresentationDifferenttimeexpressions整点表达法：“钟点数+o'clock”意为“几点”。o'clock=oftheclock，意为“（表示整点）……点钟”，其前面通常是整点。例如：fiveo’clock=5:00，eleveno'clock=11:00非整点表达法：顺读法：先小时后分钟，即“钟点数+分钟数”意为“几点几分”。例如：eighttwenty8:20，tenthirty-five=10:35，nineonine（表示零几分时可用o表示）=9:09逆读法：先分钟后小时当分钟数≤30时，分past时；用“分钟数+past+钟点数”表示，意为“几点几分”。例如：twenty-fivepastsix=6:25，halfpastthree=3:30当分钟数>30时，差几分到几点；差的分钟数to下一点钟。用“（60－原分钟数）+to+（原钟点数+1）”，意为“差几分几点”。例如：tentoeight=7:50（差10分8点），eleventotwelve=11:49（差11分12点）注：半点和一刻钟的特殊表达，aquarter代表15分钟，half代表半小时。A:Whattimeisit?/What'sthetime?B:It's...若想表明所说时间是上午，只需在时间后加上a.m.（am）若想表达下午，只需在时间后加上p.m.（pm）Interactivegame:TimesolitaristTheteacherfirstnamesatime,suchasIt'shalfpastfive.Thenaskthestudentstonamethenexttime,suchasIt'stentosix.,basedonthenumberofminutesoftheprevioustime1a：Matchtheclockswiththetimes.Studentsindependentlycompletetheclockandtimematchingexercisesin1aandthenchecktheanswers.Teacherscanusemultimediacoursewaretoshowtheanswers,andatthesametimere-emphasizethemethodoftimeexpression,especiallythematchingpointsofnon-hourtime.Interactivegames:Matchtheclockswiththepicture.利用《Whattimeisit》视频中的时间和日常活动进行互动游戏活动Matchtheclockswiththepicture.Learnvocabularyandphrasessuchastakeashower,getdressed,brushteeth,havebreakfastWhattimedoyoutakeashower?Whattimedoyoutakeashower?Whattimedoyoutakeashower?Whendoyouhavebreakfast?Explainsentencestructure:questionword(whattime/when)+auxiliaryverb(do/does)+subject+verbbase+other?atthesametime,usethesimplepresenttensepositiveandnegativeanswersforexample,suchasItakeashowerat7o'clock./Idon'ttakeashowerinthemorning.Let'swait.Usetheanimatedpresentationsandexamplesentencesinonlinegrammarlearningwebsitesorappstomoreintuitivelyshowstudentssentencestructureandusagedifferences.Forexample,animationshowsthecompositionofsentencecomponentsandthespecificuseexamplesofwhattimeandwhenindifferentscenestohelpstudentsunderstandandremember.Afterstudentsfinishthe"Matchtheclockswiththetimes"exercise,checktheaccuracyofstudents'answers,countthenumberofcorrectmatchesofthetimeexpressionsofthewholepoint,thenon-timeexpressionsofthesequentialreadingandthetimeexpressionsofthebackwardreading(includingthecorrectuseofpastandto),andcalculatethecorrectratesofeachtypeoftimeexpression.Findouthowwellstudentshavemastereddifferentexpressionsoftime.Afterlearningthevocabularyandsentencepatternsofdailyactivities,thestudentshaveasimpleconversationpractice.Askeachotherinpairsaboutthetimeofdailyactivities,suchas"Whattimedoyougetup?"“Whendoyouhavebreakfast?”Observewhetherstudentscanaccuratelyusesentencepatternstoaskquestionsandanswer,andcounttheproportionofstudentswhocancorrectlyusesentencepatternsandgivesmoothanswerstothetotalnumberofgroups.Inthe"Timesolitarist"game,observewhetherthestudentscanquicklysaythenexttimeaccordingtotheminutesoftheprevioustime,evaluatethestudents'thinkingagilityandlogicalunderstandingoftimesequenceandexpression.Recordthereactiontimeandthenumberoferrorsofstudentsintheprocessoftherelay.Theshorterthereactiontimeandthefewerthenumberoferrors,thestrongerthethinkingabilityofstudents.Observestudents'concentrationandparticipationwhentheyuseonlinegrammarlearningwebsitesorappstolearnsentencestructureandusagedifferences,suchaswhethertheyactivelywatchanimationdemonstrations,whethertheyactivelyclicktoseemoreexamplesentences,etc.,tounderstandstudents'abilityandenthusiasminusinginformationtechnologytolearnindependently.设计意图Bysystematicallyintroducinghourlyandnon-hourlytimeexpressions,dailyactivityvocabularyandrelatedsentencepatterns,thispaperhelpsstudentsbuildacompleteknowledgesystemaboutthedescriptionofdailylifetimearrangement.Itenablesstudentstoaccuratelyexpresstime,describedailyactivitiesandinquireaboutothers'activitytimeinpracticalcommunication,andimprovesstudents'comprehensivelanguageapplicationability.Step3：Pratice1b：ListentothefirstconversationandtickPeter'sactivitiesthismorning.Playtherecordingoftheconversationinpart1bandletthestudentsperceivetheconversationcontentasawholewhentheylistentoitforthefirsttime.Then,accordingtothedialoguecontent,checkoutPeter'sactivitiesthismorningfromthedailyactivitieslistedonthepreviewlist.Whenlisteningforthesecondtime,payattentiontothespecifictimePeterdoeseachactivity,andrecorditnexttothecorrespondingactivityonthepreviewlist.1c：Listentothesecondconversation.WhyarePeterandHanLinatschoolearly?Matchthenameswiththereasons.PlaytherecordingoftheconversationinPart1c.ThestudentslistenandmatchPeterandHanLinwiththeirreasonsforcomingtoschoolearly.Thenplaytherecordingagainandaskthestudentstolistencarefullytothetimeexpressionsanddailyactivitieswordsinthedialoguetodeepentheirunderstandingofthelisteningcontent.1d：Listentothetwoconversationsandfillintheblanks.PlaytheaudioinPart1d.Studentslistenandwritedowntheanswersandanswerthequestions.Notice:Whenplayingconversationsrecordedinparts1b,1c,and1d,teacherscanadjusttheplaybackspeedaccordingtostudents'listeninglevelbyusingthevariablespeedfunctionofthemultimediaaudioplayer.Forstudentswithweakhearing,theycanslowdownappropriatelytohelpthemunderstandtheconversationbetter.Afterstudentscompletethelisteningpractice,teacherscanusetheonlineanswersystem(suchasthequestionnairestarortheschool'sonlinetestplatform)toquicklycollectstudents'answers,andimmediatelygeneratetheanswerdataanalysisreporttounderstandthestudents'graspofthelisteningcontent,includingwhichquestionshaveahigherrorrate,whichtimeexpressionsordailyactivitieswordsarepronetomistakesinlistening,etc.Inordertopertinentlyexplainandreview.PairWork1e:Talkaboutyourschooldayroutineinthemorning.Usesentencepatternstoaskandanswerquestionswithyourdeskmates.A：Whattimedoyouusually+.../Whendoyou+...?B：Iusually+...at+timeObservethestudent'sreactionandperformancewhentheteacherusesthevariablespeedfunctionofthemultimediaaudioplayer.Forstudentswithweakhearing,payattentiontotheirunderstandingimprovementafterslowingdownproperly,suchaswhethertheycancapturekeyinformationmoreaccuratelyandreduceerrors.Atthesametime,comparingtheperformanceofstudentswithgoodlisteningabilityinnormalspeedandvariablespeed,understandingtheinfluenceofvariablespeedfunctiononstudentswithdifferentlisteninglevels,andevaluatingitseffectivenessinhelpingstudentsimprovelisteningcomprehension.Theimprovementofstudents'answersafterlisteningtotherecordingforasecondtime(1b,1c)oragain(1d)wasanalyzed.Ifthestudentscancorrectsomemistakesafterrepeatedlistening,itshowsthattheyhavegraduallymasteredthelisteningskillstoobtainaccurateinformationthroughrepeatedlistening.Ontheotherhand,iferrorsarenotsignificantlyreduced,itmaymeanthatstudentshavedifficultiesinusinglisteningskills,suchasnotknowinghowtofocusonpreviouslymissedormisunderstoodinformationduringrepeatedlistening.设计意图Designavarietyofinteractivegames(suchas"Matchtheclockswiththetimes","Matchtheclockswiththepicture","TimeSolitarizing",etc.)totransformboringknowledgelearningintointerestinggameactivities.LetstudentslearnEnglishinarelaxedandpleasantatmosphere.Thecompetitionandfunofthegamecanattractstudents'attention,stimulatestudents'enthusiasmforlearning,andmakestudentsmoreactivelyparticipateinlearning.Usingmultimediaresources(suchasvideo,animationdemonstration,etc.)topresentteachingcontent,increasetheintuitivenessandvividnessofteaching.Step4ProductionGroupWork:dailyactivitytimelineproductionEachgroupshouldworktogethertomakeatimelineofPeterorHanLin'sdailyactivities.Thetime(inEnglish)andcontent(inpicturesorsimpleEnglishphrases)ofeachactivityshouldbeaccuratelymarkedonthetimelineTeammemberscaneditthecontentofthetimelinetogetherthroughonlinecollaborationtools(suchasTencentDocuments),shareideasandresourcesinrealtime,andimprovecooperationefficiency.RepresentativesfromeachteamwillbesenttothestagetopresenttheproductiontimelineandintroducePeterorHanLin'sdailyactivitiesinEnglish.AsPetergetsupat6:30.Thenhetakesashowerat6:45.Afterthat,hehasbreakfastat7:15andgoestoschoolat7:30.Othergroupscanaskquestionsandmakecomments,suchasWhattimedoeshedohishomework?Ishisschedulebusy?Cultivatestudents'oralexpressionabilityandteamworkability.ThinkaboutandanswerthedifferencesinPeople'sDailyactivitiesindifferentcountriesandculturesS：IntheUS,studentsusuallygetupat7o'clockandgotoschoolat8:30.Theyhavevariousafter-schoolactivitieslikeplayingsportsorjoiningclubs.CheckthattheEnglishexpressionsoftheactivitytimeonthetimelinemadebyeachteamareaccurate.Observewhetherthestudents'useofthehour,halfhourandnon-hourtime(includingsequentialreadingandreversereading)iscorrect,forexample,whethertheycancorrectlywrite"halfpastseven(7:30)""aquartertonine(8:45)"andsoon.Evaluatewhetherthedailyactivityvocabularyusedinthedescriptionoftheactivitycontentisappropriateandrich.Checkwhetherthestudentshavecorrectlyusedthevocabularyfordailyactivitiestheyhavelearned,suchas"takeashower","havebreakfast","gotoschool",etc.,andwhethertheycanchoosetheappropriatevocabularytodescribethesituationaccordingtothespecificsituation.Atthesametime,payattentiontowhetherthespellingofwordsiscorrect,soastoavoidaffectingtheaccuracyofexpressionduetospel