2024人教版七年级英语上册Unit 6 A Day in the Life教案（单元整体教学设计）

人教版(2024)七年级上册英语Unit6ADayintheLife教第单

元整体教学设计)

♦单元教学目标

l.TellthetimeinEnglish.

2.Askaboutdailyroutinesusingwhattimeand

[Language

when.

Abilities]

3.Learnaboutdifferentpeople'sroutines.

4.Explorehowtomakegooduseoftime.

[Culture1.Developstudents'goodlifestylehabits.

Awareness]2.Establishstudents*awarenessofcherishingtime.

l.Makepredictionsaccordingtothepictures.

[Qualityof2.Trytosummarisethegeneralideaofaparagraph

Thinking]andstrengthentheoverallunderstandingofthetext

inreading.

1.Activateandassociatewhatwehaveknownin

learning.

[Learning

2.BeabletoformulateclearEnglishlearninggoals

Abilities]

andplans,reasonablyarrangelearningtasks,and

activelypreviewandreview.

[ClassHour

Fourperiods

Division]

Period1SectionA(la—le)一Pronunciation(l—2)

第1页共18页

Period2SectionA(2a—2e)

Period3GrammarFocus(3a—3d)

Period4SectionB(la—2b)

单元教学分析

本单元教材以“生活中的一天”为中心话题,围绕着“你在学校

的日子是怎么度过的？”和“人们的日常生活有何不同？”进行学习

并引导学生运用相关知识。

SectionA主要介绍不同的时间表示方法并谈论学生的日常安排;

SectionB主要是了解人们不同的日常生活，并安排了读写任务，教师在

教学中应合理利用课本上的知识进行教学。

。课时教学设计

第一课时SectionA(la—le)—Pronunciation1—2)

TeachingObjects【教学目标】

1.TellthetimeinEnglish.

2.GetdetailedinformationaboutPeterandHanLinfromthelistening

materials.

3.Pronounce/s/,/z/,/,f/,/3/,/tf/,/d3/,/0/and/d/correctly,and

rememberthelettersandlettercombinationsthatrepresentthem.

4.Knowsentencestress.

TeachingAids［教学工具】

anEnglishbook,ataperecorderandCAI

第2页共18页

TeachingSteps【教学步骤】

Listeningandspeaking

★Step1Leadingin【情景导入】

l.ShowthepictureonPage59totheSs,andthenaskthemtolook

andshare：

(1)Whatdoyouseeinthephoto?

(2)Howlongdoyoustudyeveryday?

(3)Whatdoyoudoinyourfreetime?

2.LetsomeSssharetheiranswers.

★Step2Pre-task【准备任务】

Page60,1a

1.ShowtheclocksonPage60,andthenaskthetimeinEnglish.

2.Introducethedifferentwaystoexpressthetime.

3.AsktheSstomatchtheclockswiththetimes.

★Step3While-task【过程任务】

Page60,1b

l.AsktheSstolistentothefirstconversationandtickPeter's

activitiesthismorning.

2.Checktheanswerswiththeclass.

Page60,1c

l.AsktheSstolistentothesecondconversationandfindoutwhy

PeterandHanLinareatschoolearly.Letthemmatchthenameswiththe

第3页共18页

Page61,1

l.LettheSsreadthewordsonPage61.Thenaskthemtoanswerthe

question：Whichpronunciationdoeseachgroupofwordscontain?

2.LeadtheSstobeacquaintedwith/s〃z/,/J/,/3/,/tJ/,/ds/,/0/and

/a/.

★Step6While-task［过程任务］

Page61,1

1.Explaintheessentialsofthepronunciationof/s/,/z/,/J/,/3/,/tJ/,/d

3/,/6/and/d/.

2.Askthemtolistentothetape,andthenrepeat.

3.AsktheSstoreadthewordstogetheragain.

Page61,2

l.AsktheSstolistentothebeginningpartoftheconversationin2a

andrepeat.Letthemnoticethestressedwordsandmarkotherstressed

wordsintheconversationin2a.

2.Explainsentencestress.

★Step7Post-task（后续任务】

Ifpossible,theTcanprovidemorematerialswiththetargetlanguage

pointsforstudentstopractise.

★Step8Summary【课堂小结】

AsktheSstousethestudents1self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

第5页共18页

IcantellthetimeinEnglish.

IcangetdetailedinformationaboutPeterandHanLinfrom

thelisteningmaterials.

Icanpronounce/s/,/z/,/J/,/3/,/tJ/,/d3/,/9/and/3/

correctly,andrememberthelettersandlettercombinationsthat

representthem.

Icanreadsentencesandwordswithstressescorrectly.

★Step9Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents*book.

BoardDesign【板书设计】

Unit6ADayintheLife

Period1SectionA(la—le)—Pronunciation(l—2)

1.Vocabulary：shower,brush,tooth,duty,usually

2.Targetlanguage：

(1)—Whattimedoyouusuallygetup?

一Iusuallygetupat7o'clock.

(2)一Whendoyoutakeashower?

—Iusuallytakeashoweratnight.

Teachingreflection【教学反思】

Inthisperiod,weshouldpreparelotsofexercisestohelpthestudents

tomasterthewaytoexpressthetime.Inaddition,weshouldencourage

第6页共18页

themtomakeashortdialoguetotalkabouttheirschooldayroutine.

第二课时SectionA(2a—2e)

TeachingObjects【教学目标】

1.Understandandcompletetheexercisesrelatedtotheconversation

aboutTom'sschooldayroutine.

2.Beabletotalkaboutone'sschooldayroutine.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教学步骤】

★Step1Leadingin【情景导入】

1.Supposethereisaninterviewonstudents1schooldayroutine,and

youarethereporter.Whatquestionswillyouask?

2.AsktheSstoshowtheirideasfreely.

★Step2Pre-task【准备任务】

l.ShowthepictureonPage61,andthenaskthemtoguess：

(1)Whatarethetwopeopledoing?

(2)Wherearethey?

(3)What*stheirrelationship?

2.Choosesomestudentstosharetheiranswers.

★Step3While-task【过程任务】

第7页共18页

Page61,2a

l.AsktheSstolistentotheconversationandfillintheblanks.

2.Checktheanswerswiththeclass.

3.Explainthedifferencesbetweenwhattimeandwhen.

4.Givesomeexamplesaboutwhattimeandwhen.

Page62,2b

l.AsktheSstoreadtheconversationin2a,andthenunderlinethe

sentencesthatLuJiaqiasksaboutTom.

2.LettheSsreadtheconversationin2aagainandanswerthe

questions.

(l)WhatdoesJiaqiaskTomabout?

(2)HowlongdoesTomstayatschool?

(3)WhydoesTomgotobedearly?

3.AsksomeSstosharetheanswers.Letotherstudentscheckthe

answers.

Page62,2c

l.AsktheSstoreadagainandcompleteTom*sschooldaytimetable.

2.Checktheanswerswiththeclass.

Page62,2d

AsktheSstolistentotheconversationagainandpayattentiontothe

stressedwords.Thenletthemrole-playtheconversation.

★Step4Post-task(后续任务】

第8页共18页

Page62,2e

l.LettheSsaskapartnerabouthisorherschooldayroutine.

2.LettheSsgiveareport.

★Step5Languagepoints【语言要点】

1.Earlytobed,earlytorise!早睡早起！

rise在这里作动词，意为“起床”。

【拓展】rise作动词时，还可意为“升起；增长”。

2.ask的用法

♦意为“询问”，常用搭配：asksb.aboutsth.询问某人某事。

♦还可表示“请求”，常用搭配：asksb.forsth.请求某人给予某物;

asksb.todosth.请求某人做某事。

3.stay的用法

作动词，意为“停留；待”。

【拓展】stay作动词，还可意为“保持”，后接形容词、副词等。

★Step6Summary【课堂小结】

AsktheSstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanunderstandandcompletetheexercisesrelatedtothe

conversationaboutTom'sschooldayroutine.

Icantalkaboutone'sschooldayroutine.

★Step7Homework［家庭作业】

I.Reviewthewords,phrasesandsentences.

第9页共18页

2.Dotheexercisesinstudents*book.

BoardDesign［板书设计］

Unit6ADayintheLife

Period2SectionA(2a—2e)

1.Vocabulary：reporter,around,homework,rise,stay

2.Targetlanguage：

(1)—Whattimedoyougetuponaschoolday?

一Igetupat...

(2)一Whendoyou...?一I...

Teachingreflection【教学反思】

Inthisperiod,therearemorenewwordsandexpressions.Weshould

providemorepracticeintheconversationin2aandencouragethestudents

tobemoreinvolved.Inaddition,weshouldaskstudentstopayattentionto

thestressedwordswhenlisteningtotheconversationin2a.

第三课时GrammarFocus(3a—3d)

TeachingObjects【教学目标】

1.Mastertheusageofwhat,whattimeandwhen.

2.Talkaboutpeople'sweekendroutine.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

第10页共18页

TeachingSteps【教学步骤】

★Step1Leadingin【复习导入】

ReviewthequestionsJiaqiasksTominthelastlesson.

•What'syourname?

•Whattimedoyouusuallygetup?

•Whendoyougohome?

•Whatdoyoudoafterthat?

•Whendoyouusuallygotobed?

★Step2Pre-task【准备任务】

LettheSsreadthesentencesin3a,andthenaskthemtoguessthe

answers.

★Step3Grammarfocuslearning【语法学习】

1.what

含义：询问“什么”，通常用于询问事物的名称、性质、行为或习

惯等。

用法：

♦“Whatis+名词？”询问单个事物的名称或性质，例如：“What

isthis?"（这是什么?）。

♦“Whatare+名词复数？”询问多个事物的名称或性质，例如：

aWhatarethese?”（这些是什么？）。

♦“Whatis/are+主语+动词进行时？”询问正在发生或进行的

动作，例如：uWhatareyoudoing?”（你在做什么？）。

第11页共18页

♦“Whatdo(does)+主语+动词原形？”询问某人的行为或习惯,

例如:uWhatdoessheusuallyeatforbreakfast?”(她通常早餐吃什

么？)o

2.whattime

含义：询问“儿点”，用于询问具体的时间点。

用法：侧重于询问具体、精确的时间，例如“Whattimeisit

now?”(现在几点了？)o答语通常使用钟点、分钟等时间单位。

3.when

含义:询问“什么时候”，可用于询问事件发生的具体时间,但范围

比whattime更广。

用法：不仅可以询问时间点，还可以询问日期、月份、年份等，也

可以用于询问事件发生的时机或顺序。

★Step4While-task【过程任务】

Page63,3a

AsktheSstocompletethequestionswithwhatywhattimeorwhen.

Page63,3b

AsktheSstoanswerthequestionswiththetimesinbrackets.

Page63,3c

I.AsktheSstocompletethepassagewiththecorrectformsofthe

verbsinbrackets.

2.Asksomestudentstosharetheanswers.

3.LettheSstoanalysethestructureofthepassage.

第12页共18页

★Step5Post-task【后续任务】

Page63,3d

l.AsktheSstoaskapartnerabouthisorherweekendroutine.

2.Letthemfillintheform.

3.Letthemworkinpairsandthentalkabouttheirweekendroutine

withpartners.

★Step6Summary【课堂小结】

AsktheSstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanmastertheusageofwhat,whattime

andwhen.

Icantalkaboutpeople'sweekendroutine.

★Step7Homework［家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

BoardDesign［板书设计］

Unit6ADayintheLife

Period3GrammarFocus(3a—3d)

1.Vocabulary：restaurant,housework,while,weekend

2.Targetlanguage：

(1)一Whattimedoyouusuallygetup?

-Iusuallygetupat6：30a.m.

第13页共18页

(2)一WhattimedoesTomusuallygotobed?

一Heusuallygoestobedat9：30p.m.

(3)一Whendotheygotothemusicclub?

—TheygoonMondayafternoons.

(4)—Whatdoyoudoafterdinner?

—SometimesIreadbooksordomyhomework.

(5)—WhatdoesPeterdobeforebreakfast?

——Hebrusheshisteethandtakesashower.

Teachingreflection【教学反思】

Learninggrammarisanimportanttaskinthisperiod.Wealwayslearn

grammarwhenwehavelearnedenoughlanguagepoints.Studentscan

practisegrammarbyusingwhattheyhavelearned.It'simportantforthem

tofigureouttheusageofwhat,whattimeandwhen.Wecangivethem

someexamples.

第四课时SectionB(la-2b)

TeachingObjects【教学目标】

l.KnowaboutTimo'sactivities.

2.Completetheexercisesrelatedtothetext.

3.Writeaboutadayatschool.

TeachingAids［教学工具】

第14页共18页

anEnglishbook,ataperecorderandCAI

TeachingSteps［教学步骤】

★Step1Leadingin【情景导入】

l.ShowasmanydifferentjobsaspossibletotheSs,andthenaskthem

todescribepeople'sdailyroutines.

2.AsktheSsthequestions：Howdifferentarepeople'sdailyroutines?

Canyoulistsomeexamples?

★Step2Pre-task【准备任务】

l.AsktheSstolookatthephotosonPage64.Letthemguesswhich

partoftheworldtheboyisfrom.Askthemwhattheywanttoknowabout

him.

2.LettheSssharetheanswers.

★Step3While-task【过程任务】

Page64,1b

l.AsktheSstoreadthetextandchooseasuitabletitleforit.

2.Checktheanswerwiththeclass.

Page65,1c

l.AsktheSstoreadagainandcompletethetimetablewithTimo's

activities.

2.Asksomestudentstosharetheiranswers.

3.Checktheanswerswiththeclass.

Page65,Id

第15页共18页

l.AsktheSstoreadagainandanswerthequestions.

(l)WhatlessonsdoesTimohaveeveryTuesdaymorning?

(2)Howlongiseachlessonathisschool?

(3)WhatclubdoesTimogoto?

(4)Howdoeshemakegooduseofhistime?

2.LettheSsdiscussthemwiththeirpartners.

3.Checktheanswerswiththeclass.

★Step4Post-task(后续任务】

Page65,2a

l.AsktheSstocompletethetimetableaboutoneoftheirschool

days.LetthemknowhowdifferenttheirschooldayisfromTimo's.

2.LettheSsdiscussitwiththeirpartner.

Page65,2b

l.AsktheSstousetheinformationin2atowriteabouttheirday.

2.LettheSsfillintheblanksandthenchecktheanswerswiththe

class.

3.LettheSsanalysethestructureofthepassage.

★Step5Languagepoints【语言要点】

I.break的用法

♦作名词，意为“休息；间断”。

♦作动词,意为“(使)破碎；损坏”。

2.finish的用法

第16页共18页

作动词，意为“结束；完成”，其后可接名词、代词或动词・ing形

式作宾语，常用搭配：finish(doing)sth.完成(做谋事。

3.prepare的用法

作动词，意为“把预备好；