Unit6ADayintheLifeSectionB1a-3c教学设计人教版七年级英语上册

教学设计

课程基本信息学科英语年级七年级学期秋季课题Unit6ADayintheLife.SectionB1a3c教学目标1.Masterthewordsandphrasesofthepassage;2.UnderstandthebasicinformationaboutTimoHalla’sdailylife;3.Writeaboutourowndailyroutines;4.Makeaninterviewandreportothers’dailyroutines.教学重难点教学重点：1.UnderstandthebasicinformationaboutTimoHalla’sdailylife;2.Writeaboutourowndailyroutines;教学难点：1.UnderstandthebasicinformationaboutTimoHalla’sdailylife;2.Writeaboutourowndailyroutines;教学过程Activity1Warmingup(感知与注意)MyDayLetstudentswatchavideorecordedbytheteacher.It'saboutmydailyroutine.设计意图：利用视频激活旧知，导入新课，直接高效。同时，因为视频内容和学生紧密相关，故能激发学生学习兴趣。Activity2Beforereading(获取与梳理)Timo'sDayPredictionT：(Theteachergetsstudentstolookatthephotosinthetextbookandaskquestions.)Guesswhichpartoftheworldtheboyisfrom？Teachnewwords“hockey，icehockey”whileguessingandtalking.Ss:MaybeheisfromsomecoldplacessuchasRussiaorCanada.(各种猜测)T：whatdoyouwanttolearnmoreabouthim?Undertheguidanceoftheteacher，studentsarecuriousabouttheboyandwanttoknowabouthisname,age,hometown,hobby,dailyroutineandsomethingelse.设计意图：通过观察课本中的图片，来提取相关信息，既可以培养学生看图的能力，也可以提升推理、判断的能力。Activity3While­reading(获取与梳理)Skimmingworkon1bStudentsreadthearticle,selectasuitabletitleforthepassage.设计意图：通过为文本确定标题来帮助学生理解文章的整体内容，培养他们准确获取语篇大意的能力。ScanningcarefulreadingReadparagraph1andtrytoanswerthequestions:WhatlessonsdoesTimohaveeveryTuesdaymorning?HehasoneFinnishlessonandtwohomeeconomicslessons.Howlongiseachlessonathisschool?Eachlessonis45minuteslong.HegoestoicehockeyHegoestoicehockeyclub.What’stheseasonnow?(自主设计问题，为后面讲解芬兰地理位置和气候特征埋伏笔)Nowit’swinterinDecember.阅读延伸homeeconomics课程观看关于homeeconomics课程的视频设计意图：了解芬兰国家的教育理念，同时也激发学生提升自理能力和家务劳动能力的意识。阅读延伸Icehockey运动：观看一段冰球比赛视频，回答问题：Isiteasyordifficulttoplay?设计意图：冰球运动在我国并不是非常普及，学生对这项体育项目的了解很少。视频帮助学生认识冰球运动，同时也加深了解芬兰国家的文化特征和教育理念。ReadPara.2andanswerthequestion.学科融合：p.m.doesitgetsdarkat4:00p.m.inHelsinki,Finland?设计意图：抛出问题引发学生思考，结合上一环节It'swinterinDecember的认知，让学生对芬兰地理位置与气候条件的关系进行思考来理解这个问题。然后观看科普视频来进一步加深理解。最后教师引用地图进行学科融合的学习。Workon1cReadagainandpletethetimetablewithTimo'sactivitiesin1c.Afterfinishingthetable,checktheanswerstogether.AskastudenttotellTimo'stimetableusingpletesentences.AskthemtopayattentiontoTimo’sactivitiesintheorderoftime.Theycanusethesentencesfromthepassageortheirownsentencestoanswerthequestions.设计意图：设计不同的阅读活动帮助学生把握语篇的意义主线，有逻辑地梳理文章的信息，体会语言、文化和思维的关联。Activity5Post­reading(内化与运用)YourdayWritingskills:Howtowriteadailyroutine?Beginning—selfintroductionMynameis…I’m…yearsold.Ilivein…BodydailyroutineDifferentactivitiesintheorderoftime:...upat7:00,getdressedandbrushteeth,havebreakfastat7:30,gotoschoolat8:00,have4classesinthemorning,havelunchat12:00...Conjunctionwords:Everyday,then,afterthat,intheafternoon,afterschool…Ending—TheopinionWhatabusy/…day!Thisismyday.Whataboutyours?设计意图：根据1b文章，引导学生梳理写作思路和框架，为后续的写作奠定基础。Workon2a&2bShowatimelineofone’sdailyroutine.Thenaskthemtowritethedailyroutinewiththehelpofthetimeline.Andinviteastudenttogivehisreport.设计意图：时间轴让学生明晰“描述一天的日常活动”可以从那些内容入手。梳理时间轴、读信息为学生后续写作提供了支架，能够降低写作难度。InterviewAfarmer’sdayInterviewpeopleabouttheirdailyroutinesandthengiveareport.Do3b.Askapersonwhoworksinthatprofessionquestionstofindouthisorherworkdayroutine.pletethetableonyourbook.教师以afarmer’sday为例。设计意图：播放学生采访的视频，让学生直观的学习如何进行有效的采访及如何根据采访记录做汇报，进一步提升学生的口语交际能力和写作能力，并认识到不同的职业有不一样的dailyroutine，有些职业的dailyroutine比较特殊，养成正确的职业期待。Activity6Summaryandhomework(总结与升华)Thinking