【課件】Unit+6+A+day+in+the+life+Section+B+(1a-2b)+課件+人教版（2024）七年級英語上冊

Unit6ADayintheLifeSectionB1a-2b說課課件目錄Content162543GuidingTheoryTeachingMaterial

TeachingReflectionTargetStudents

TeachingObjectivesTeachingProceduresContents1.GuidingTheoryNewEnglishCurriculumStandardsin2022CorecompetencesTheme-orientedwholeunitteachingActivity-basedapproachtoEnglishlearningIntegrationofteaching,learningandassessment2.Analysisofteachingmaterial單元主題：ADayintheLife子主題1：學(xué)校日常之談內(nèi)容：Talkaboutschooldayroutines談?wù)搶W(xué)習(xí)的日常生活（EQ1:Howdoyouspendyourschoolday?)子主題2:日常安排之探內(nèi)容:Learnaboutdailyroutines了解日常安排EQ2：Howdifferentarepeopledailyroutines?)子主題3:職業(yè)日常之學(xué)內(nèi)容：Learnabouttheroutinesofdifferentprofessions.了解不同職業(yè)的工作日常安排EQ3:Howcanyoumakeuseofyourtime?Lesson2SectionA2a-2e掌握學(xué)習(xí)日常相關(guān)詞匯句型，了解發(fā)音規(guī)則，掌握時間表達(dá)及問答語法點。Lesson3GrammarFocus掌握時間詢問句型及相關(guān)詞匯，了解語法規(guī)則，學(xué)會闡述周末日常活動Lesson4SectionB1a-2b掌握日?；顒酉嚓P(guān)詞匯句型，了解文本內(nèi)容，對比不同生活并進(jìn)行寫作Lesson5SectionBProject3a-3c了解特定職業(yè)日常，掌握時間表達(dá)句型，學(xué)會描述他人日常并合理規(guī)劃時間Lesson6readingplus了解特定職業(yè)如文章中的護(hù)士和環(huán)衛(wèi)工人的日常，描述父母工作日常，理解父母的工作及每份工作的不易Lesson1SectionA1a-p2掌握學(xué)校日常相關(guān)詞匯句型，了解發(fā)音規(guī)則，重視合理安排學(xué)校生活。HumanandSelfReadingforWriting

Grade7,Volume2,PEPEeatinghabitsCanwriteyourowneatinghabits2.AnalysisofteachingmaterialThemeContentTypeofLessonTopicLanguageGoalThistextintroducesoneofTimo'sdayinHelsinki,Finland.LearnhowtodescribetheirowndayintimeorderthroughreadingTimo'sdailyroutine.WhatWhyHowThemainpurposeofthistextistodescribeTimo'sdailylifeandstudysituation,showingusapositiveandhealthyattitudetowardslife.2.AnalysisofteachingmaterialWhattheyknowAs7thgradestudents,theyhavelearnedsomesimplevocabularyabouttimes.Thetopicisclosetothestudents’lives.Theyarecuriousaboutotherpeople'slives,sotheywillbeveryhappytoreadTimo'sdailyroutine.Thirdly,studentswillbeabletocreateadialogue.,talkaboutdailyactivitiesandscheduleinthetargetlanguage,andshowintheclass.WhattheywilllearnWhattheywonder3.AnalysisofthestudentsLearntouseatimelinetodescribeTimo'sdailyactivities.1.LearntostimulatetheinterestofEnglishlearning.LearntoleadSstoexpresstheirthoughts.32.writeareportaboutourdailyroutines.2Learntounderstandthedifferencesinpeople'sdailyroutinesandlearntomakefulloftheirtime4思維品質(zhì)學(xué)習(xí)能力文化意識語言能力4.TeachingObjectivesLearntomasterexpressionsofdailyroutinesandtellthetimeinEnglish.ImportantpointsAnalyzehowTimomakefulluseofhistime,andlearntohowtowritetheirowndailyroutine.DifficultpointsStep1Lead-inStep3While-readingStep4Post-readingStep5Summary&HomeworkStep2Pre-reading5.TeachingProceduresStep1Warm-up&Lead-inThevideoisclosetothethemeofthenewlesson,whichenablesstudentstogetintotheclassmorequickly.Moreover,thecharactersofthevideoisaclassmatefamiliartothestudents,whichmakesitmoreimmersive.HighlightsMakingthecharacterinthetextbookspeak,studentswillfinditverynovelandbemoreinterested.Step2Pre-readingHighlightsarf.Fastreadingtrainstudents'abilitytofilterinformationandsummarizeStep3While-reading(fastreading)Step3While-reading(carefulreading)Purposeofdesign:Guidestudentstousescanningstrategiestofindanswerstoquestionsquicklyandfillintheblanks.HighlightsUsegeographicalknowledgetoexplainwhyTimowearthickhatandscarf.5.TeachingProceduresarf.AbriefintroductionaboutHelsinki,ItishopedthatstudentscanunderstandTimo'sdailyroutinebylearningaboutthelocationofHelsinki.5.TeachingProceduresStudentsunderstandthatthewritingsequenceofthetextisintimeorder,layingthegroundworkforthesubsequentwriting.GuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresGuidestudentstodiscoverthedifferences.Actually,gettingupat7:40inFinlandisveryearlybecauseitdoesn'tgetlightuntilaround9o'clock.Goinghomeat4o'clockislatebecauseitgetsdarkoutsidearound4:00p.m.Step3While-readingHighlightsGuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresStep4Post-readingHighlightsThen,studentswillrealizeTimohasmanygoodhabitsandhemakesfulluseoftime,weshouldlearnfromhim.GuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresStep4Post-reading:writing

Purposeofdesign:Guidestudentstoengageinactivitiesthatgobeyonddiscourseandconnectwithreal-lifesituations.GuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresStep4Post-reading:writingProjecttwostudents'compositionsontothebigscreenthroughSeewo,andleteveryonereadthemaloudandthenevaluatethemaccordingtotheChecklist.HighlightsItreflectstheintegrationofteaching,learningandassessmentinteaching.5.TeachingProceduresGuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresUseAItocreateasongbasedonthetext.SummaryHighlightsGuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProceduresTeachingReflection

TeachingProceduresStep5HomeworkGiveouthomeworkinlayersaccordingtotheabilitiesofdifferentstudentsreflectstheprincipleofteachingstudentsinaccordancewiththeirability.HighlightsGuidingTheoryTeachingMaterialTargetStudentsTeachingObjectivesTeachingProcedures