Unit6SectionB1a1d课件人教版英语七年级上册

Unit6Period3SectionB1a—1dWhat:本课的阅读文本是来自芬兰首都赫尔辛基的一名中学生TimoHalla的自述，主要介绍上学日的一天时间安排。学生运用阅读策略，能够读懂文章细节，能够根据阅读文本所提供的信息梳理出Timo星期二的日常生活轨迹，并制作成结构化图表。Why：通过本课的学习，学生不仅能了解其他同龄人的学习生活，学习如何描述自己的日常生活，还可以吸收别人的经验，学会高效地安排时间、规划生活。How:通过阅读文章，锻炼阅读技能，通过快速阅读课文，获取内容大意；通过细读文章，完成日程信息图表。通过结构化视图，梳理细节信息。语篇研读LearningGoals本节课结束时，学生能够：1.

获取短文中有关Timo日程时间表的基本信息，梳理、概括Timo日程活动、时间等内容，借助可视化图形呈现结构化知识。2.

基于结构化知识和重点语言知识，运用目标语言，以第三人称视角复述文章内容；3.结合自己的实际情况，阐述自己学校日的一天，完成一份介绍，并在班级前进行展示。Whattimedoesheusually…?

Healwaysgetsupatsixthirty/halfpastsix.Heusuallyeatsbreakfastatseveno'clock.Heusuallygoestoschoolatseventen/tenpastseven.Andheisneverlateforschool.Healwayshaslunchattwelveo'clock.Heusuallygohomeatsixthirty/halfpastsix.Heusuallygoestobedatnineo'clock.SectionBHowdifferentarepeople’sdailyroutines?Learnhowtoscheduleyourdaywithhealthyhabitsforyourmorning,evening,andworkday.dailyadj.日常的routinen.日程schedulev.安排Look

atthetwopicturesandguess.Pre-reading

Prediction（预测）1.Whichpartoftheworldistheboyfrom?Maybeheisfromthenorthernpartoftheworld.2.

Whatclubistheboyin?Maybeheisinthehockeyclub.Let’sreadthetextandcheck!设计意图：培养学生的预测能力，导入主题，创设情境，激发学生参与的兴趣。Let’slearnaboutFinland.

Prediction（预测）Finlandn.芬兰1b

Fast-reading:Readthetextandchooseasuitabletitleforit.suitableadj.合适的titlen.题目A：Timo’sSchoolB:ADayatTimo’sSchoolC:Timo’sHobbiesSkimming：略读可以快速了解文章主旨大意。ReadPara.1andfillintheinformationcard.INFORMATIONCARDTimoHalla13yearsoldLivingin:Age:Name:HelsinkiFinlandLivingwith:HisparentsCarefulreading:Task1Scanning：明确查找目标，带着问题寻找答案，寻找某些特定信息。ReadPara.1andfindoutTimo’sroutinebefore4:00.TimeTimo’sactivity7:40a.m.Hegetsup.9:00a.m.12:00p.m.12:30p.m.2:15p.m.afterschoolSchoolbegins.

Hehaslunch.Afternoonlessonsbegin.Afternoonlessonsfinish.Hegoestohisicehockyclub.Carefulreading:Task2HowaboutTimo’stimeaftericehokeyclub?ReadPara.2andfindoutTimo’sroutineaftericehockeyclub.TimeTimo’sactivity4:00p.m.6:00p.m.afterdinner9:30p.m.Hegetshome.Hehasdinner.Hereadswithhisparents.Hegoestobed.Carefulreading:Task3设计意图：应用实践与推理论证、批判与评价。引导学生内化、结构化新知和深入总结Timo的日程安排。1d1.HehasoneFinnishlessonandtwohomeeconomicslessonsinthemorning.3.Anicehockeyclub.4.Hemakesgoodusedofhistimeandfollowshisdailyschedule.2.For45minutes.Carefulreading:Task4Read

againandanswerthequestions.WhatcanwelearnfromTimo?Weshouldmakegooduseofourtime.Weshouldspendtimewithourfamilymore.Weshouldprepareschoolthingswell.……PostreadingReadandthink.设计意图：开放性问题要求根据课文内容进行概括和总结，有理有据地陈述Timo是如何利用好时间的。小组讨论：文中在介绍Timo’sdailyroutine时按什么顺序写的？分别都用到了哪几类词汇？日常活动时间短语频率副词关联词介绍某人的一天以时间为顺序以第三人称叙事时，注意动词的人称和数的变化。

usuallyneversometimes…afterthat,then,so,afterdinner….getupeatbreakfastgotobed…..Postreading设计意图：引导学生根据材料整合运用相关语言表达，画出篇章思维导图，并通过小组合作活动去实践和创新。InthemorningIntheeveninggetuplate/7:30gotoschool/9:00havelessonshavelunchat12:00gotoicehockeyclubaround4:00havedinner/readwithparentsprepareschoolbaggotobedthensoafterschoolthenTimo’sroutinesWhen…gethomeusuallyusuallysometimesalwaysTimoTrytoretellthepassage.Timo’sdailyroutineIntheafternoonRetellthepassageaccordingtothemindmap.设计意图：通过思维导图让学生学习用完整的语言和准确的情绪描述Timo一天的时间安排，帮助学生条理清晰地理解文章的人物、事件和内容。Howdoyouspendyourschoolday?...InthemorningIntheafternoonIntheeveningAtnightDailySchedule…设计意图：让学生带着对大问题的思考和理解，将结构化的信息转化为语篇信息，运用所学话题词汇和单元核心语法结构，描述自己一天的生活。GroupworkLet’sdoasurvey.Canyouimproveyourdailyroutinesandmakeanewtimetable?TimeMyactivity设计意图：以阅读促进语言知识的积累和提升，增强学生优化时间安排的意识，珍惜时间。Toplantimeistosavetime.

Planningourtimehelpsusknowwhattodoandwhentodoit,sowecanfinishtasksfasterandhavemoretimeforfunthings.It'slikemakingamapforourday,guidingustouseeachminutewisely（聪明地）.HomeworkRequired：Drawami