【课堂无忧】Unit 1 Every Day 第1课时 Topic talk 教学设计

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Unit 1 Every Day 第1课时 Topic talk 课时教学设计
教材分析
What---语篇主题和主要内容 本课时围绕“日常作息（daily routine）”展开，核心内容包括日常活动相关的词汇短语（如get up、get dressed、go to school等）、描述作息的基础句型（如“I...at...o’clock in the... ”“First/Then/After that... ”），以及通过听力、对话、角色扮演等活动，帮助学生掌握“谈论日常活动、出行方式、时间安排”的语言技能，语篇形式以对话和简短叙事为主，贴近学生生活实际。 Why---语篇传递的主题意义 通过探讨日常作息，引导学生建立规律的生活习惯，培养时间管理意识和珍惜时间的观念；同时通过了解不同人的作息差异，拓宽视野，尊重个体生活方式的多样性，增强跨文化理解能力，体会“每天都是新的，应积极享受生活”的积极态度。 How---文体结构、语言特点及功能 文体结构：以“话题导入—知识学习—实践运用—拓展提升”为逻辑主线，语篇由简短对话、听力材料和叙事性短文构成，层次清晰，符合七年级学生的认知规律。 语言特点：以一般现在时为主，词汇多为高频日常动词短语，句型简洁实用，注重连词（First/Then/After that）的使用，帮助构建逻辑连贯的表达。 语言功能：主要实现“询问与描述日常活动”、“表达时间与出行方式”的交际功能，侧重听说能力的培养。
学情分析
【已知】七年级学生已掌握和日常作息相关的简单词汇，能运用“I ... at... ”等基础句型进行简单表达；对“日常活动”主题有丰富的生活经验，具备初步的时间认知，能听懂简单的英语指令和简短听力材料。 【未知】尚未系统掌握日常作息相关的核心词汇短语和连贯描述的句型；在听力中难以快速抓取时间、活动等关键信息，易受干扰信息影响；缺乏用First/Then等连词构建逻辑连贯表达的能力，在口语交流中存在句式单一、表达不流畅的问题。 【能知】 通过本课时的听说训练、小组合作等活动，能够掌握日常作息核心词汇短语和基础句型，具备“听懂日常作息相关对话、连贯描述个人作息”的能力；学会运用基础的听力技巧（如抓取关键词、排除干扰信息）和口语表达逻辑，逐步提升英语交际能力。 可能存在的困难 (1)听力中对时间、活动等关键信息的快速定位和准确捕捉； (2)连词First/Then/After that的正确运用，实现表达的逻辑性； (3)一般现在时中动词第三人称单数的隐性迁移（虽本课时以第一人称为主，但后续表达他人作息时易出错）； (4)口语表达中存在紧张、词汇储备不足导致的不流畅问题。
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：掌握核心词汇：daily、routine、leave、tooth（pl. teeth）、homework等； 掌握核心短语：get up、get dressed、clean one’s teeth、go to school、leave school、do homework、go to bed等； 能运用句型“I...at... in the... ”“First/Then/After that, I... ”描述个人日常作息，能听懂并回应关于日常活动的询问； 提升听力理解能力，能完成听力任务。 2.学习能力：通过“听—说—练—演”的系列活动，培养自主学习和合作探究能力；掌握“抓取关键词、排除干扰信息”等基础听力技巧，学会运用连词梳理表达逻辑；养成课前预习、课后巩固的学习习惯，能通过分层作业提升语言运用能力。 3.思维品质：通过“识别日常活动、连贯描述作息”等任务，培养逻辑思维能力；通过思考“如何让每天更有意义”，培养批判性思维和创新思维；提升信息筛选和整合能力，能从听力材料和交流中提取有效信息。 4.文化意识：了解不同国家或地区学生的日常作息差异，尊重文化多样性；树立时间管理意识和规律作息的观念，培养积极健康的生活态度；体会英语在日常交际中的实用价值，增强跨文化交际的自信心。
教学重难点
教学重点： 日常作息相关核心词汇、短语的识记与运用； 描述日常作息的基础句型的掌握与灵活运用； 运用First/Then/After that等连词构建逻辑连贯的口语表达。 教学难点： 连贯、流畅地运用句型和连词描述个人日常作息。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 Play a short video about students' daily routines and ask students to watch and choose the right answer. Organize pair work: Ask students to talk about their own daily activities Watch the video, focus on the key information and choose the right answer. Discuss with partners about their daily routines using the given sentence patterns. To stimulate students' interest in the topic by connecting with their real life and provide opportunities for initial oral practice, laying a foundation for subsequent learning.
Presentation 学习理解 1. Present core words and phrases (get up, get dressed, clean one’s teeth, etc.) with pictures or actions, and read them aloud, asking students to repeat. 2. Organize “Listen and learn” activity: Play the audio of the sentences with the core phrases, and ask students to fill in the blanks and repeat after the audio. 3. Guide students to do “Look and say” activity: Show pictures of a girl's daily routine, and ask students to describe the pictures using the learned phrases. 4. Present the complete daily routine passage, play the audio, and ask students to listen and follow along. Then explain key language points briefly (e.g., tooth→teeth, leave school). 5. Organize “Listen and choose” and “Listen and answer” activities: Play the audio for the listening tasks, guide students to use listening tips (grasp key words, exclude interference information) to finish the tasks, and check the answers together. 1. Learn core words and phrases by watching pictures, imitating actions, and repeating after the teacher. 2. Listen to the audio, fill in the blanks with the correct phrases, and practice pronouncing the sentences. 3. Describe the girl's daily routine based on the pictures, using the learned phrases. 4. Listen to the complete passage, follow along, and take notes on key language points. 5. Finish the listening-choice and listening-answer tasks independently, then check answers with the teacher and share their problem-solving processes. 1. Using pictures and actions helps students understand and memorize words and phrases intuitively. 2. Listening and repeating activities enhance students' pronunciation and language sense. 3. “Look and say” connects visual input with oral output, promoting the transformation of knowledge into ability. 4. Listening tasks with tips train students' listening skills systematically, improving their listening comprehension ability.
Practice 探究应用 1. Organize role-play activity: Divide students into pairs. Ask Student A to perform actions of daily activities, and Student B to guess and describe using the learned句型. Then switch roles. 2. Provide an evaluation form (content completeness, grammar accuracy, conjunction use, fluency) and guide students to evaluate each other's performance. 3. Invite several groups to present their role-play in front of the class, and give positive feedback and targeted guidance. 1. Work in pairs to carry out the role-play activity, practicing guessing and describing daily activities. 2. Evaluate partners' performance according to the evaluation criteria, putting forward suggestions for improvement. 3. Present the role-play to the class, listen to the teacher's feedback, and correct their own mistakes. 1. Role-play makes learning interesting, allowing students to practice language in a simulated real communication scenario. 2. Peer evaluation enhances students' sense of participation and responsibility, helping them better understand the evaluation criteria and improve their own performance. 3. Teacher's feedback provides targeted guidance for students' problems, promoting the improvement of language ability.
Production 迁移创新 1. Organize “Relate and Share” activity: Ask students to work in groups of 3-4, share their own complete daily routines using the句型 and conjunctions learned (First/Then/After that), and encourage them to add details (e.g., with family members). 2. Walk around to monitor group discussions, offer help to students who have difficulties, and remind them to pay attention to grammar accuracy and logic. 3. Invite one student from each group to share the group's representative daily routine with the whole class. 1. Discuss in groups, share personal daily routines, and learn from each other's expressions. 2. Sort out their own expressions, ensuring completeness, accuracy, and fluency. 3. Share the group's representative daily routine with the class, listen to other groups' sharing, and ask questions if necessary. 1. Group work cultivates students' cooperation ability and communication skills, providing a platform for them to use language comprehensively. 2. Adding details encourages students to think creatively, enriching the content of expression. 3. Group sharing enhances students' confidence in speaking English and promotes mutual learning among students.
Deep thinking 情感升华 1. Play the song “Every Day Is New” and ask students to sing along. 2. Put forward thinking questions: “Do you have a similar daily routine Is every day the same or new How can you make every day different ” 3. Guide students to express their opinions freely, and summarize the positive attitudes (cherish time, manage time well, form good habits, do meaningful things). 1. Sing the song happily, feeling the positive emotion conveyed by the song. 2. Think about the questions carefully and share their ideas with the class. 3. Listen to the teacher's summary and establish the awareness of making daily life meaningful. 1. Singing relaxes students and enhances their interest in learning English. 2. Thinking questions elevate the theme of the lesson, connecting language learning with life philosophy. 3. Cultivate students' positive life attitude and sense of social responsibility.
Summary 归纳总结 1. Guide students to review the core words, phrases, and sentences learned in this lesson with the help of PPT. 2. Summarize the key points of the lesson: how to describe daily routines using correct vocabulary,句型, and conjunctions. 3. Emphasize the importance of regular daily routines and time management. 1. Review the core knowledge together with the teacher, taking notes on the key points. 2. Reflect on the learning content of the lesson and clarify the key points of language use. 3. Deepen the understanding of the theme significance of the lesson. 1. Systematic review helps students consolidate the knowledge learned in class and form a knowledge framework. 2. Emphasizing key points helps students focus on the core content and improve learning efficiency. 3. Strengthen the connection between language learning and life, realizing the educational value of the lesson.
Language points 知识梳理 1. Explain key language points in detail: - daily (adj.) + routine (n.) → daily routine (日常作息) - leave (v.) → leave for + 地点 (动身去某地), past tense: left - tooth (n.) → plural form: teeth - homework (n.): uncountable noun 2. Provide example sentences for each language point and ask students to make their own sentences. 1. Listen carefully to the teacher's explanation, understand the usage of key language points. 2. Analyze the example sentences and imitate them to make their own sentences. 3. Check the correctness of the sentences with partners or the teacher. 1. Detailed explanation of language points helps students grasp the usage rules of words and句型, avoiding common mistakes. 2. Making sentences by themselves promotes the internalization and flexible application of knowledge. 3. Peer checking and teacher guidance ensure the accuracy of knowledge mastery.
Exercises 练习巩固 1. Assign in-class exercises (multiple choice and fill in the blanks with the correct form of the given words) and ask students to finish them independently. 2. Check the answers together, explain the reasons for wrong answers, and emphasize the key and difficult points again. 1. Finish the exercises independently, applying the knowledge learned in class. 2. Check the answers with the teacher, analyze the wrong questions, and correct the mistakes in time. 3. Take notes on the key points and difficult points emphasized by the teacher. 1. In-class exercises help teachers test students' mastery of knowledge in time and adjust teaching strategies. 2. Analyzing wrong answers helps students clarify their weak links and consolidate knowledge. 3. Reinforce the key and difficult points, ensuring that students master the core content.
分层作业设计
A层：基础巩固 Copy the words and expressions on Page 162 three times and memorise them.
B层：能力运用 Write a passage about your own daily routine.
C层：拓展挑战 Make a report about daily routine of the students living in other cities/countries.
教学反思
亮点： (1)教学环节设计贴合课件的“教学评一体化”理念，每个环节都有明确的目标和对应的评价方式（如课堂练习、小组互评、展示评价），实现了“学—练—评”闭环； (2)活动设计多样化，涵盖“听、说、读、写、唱、演”等多种形式，符合七年级学生的认知特点和兴趣爱好，有效调动了学生的参与积极性； (3)话题贴近学生生活实际，从“谈论个人作息”到“思考如何让每天更有意义”，层层递进，既实现了语言能力的培养，又体现了核心素养的渗透； (4)听力任务设置了明确的“Listening Tip”，口语表达提供了句型和连词支架，降低了学习难度，帮助学生逐步提升能力。 不足： 听力环节的音频播放次数可根据学生实际情况调整，部分基础薄弱学生可能需要多听1遍才能捕捉关键信息，但课堂时间有限，难以充分满足个体需求； 小组活动中，部分性格内向的学生参与度不高，发言机会较少，教师未能及时给予足够的关注和引导； 语言点讲解环节略显枯燥，可结合更多生活实例或趣味情境，提升学生的参与度； 拓展挑战类作业的指导不够具体，部分学有余力的学生可能在“调查外国学生作息”时遇到信息搜集困难。 改进： 课前将听力音频发送给学生，鼓励基础薄弱学生提前预习；课堂上根据学生反馈，灵活调整音频播放次数，确保大多数学生能完成任务； 小组活动采用“异质分组”，将不同水平、不同性格的学生分在一组，明确小组分工（如记录员、发言人、鼓励员），确保每个学生都有参与机会；教师重点关注内向学生，主动邀请他们分享，给予积极反馈； 语言点讲解融入趣味情境，增强讲解的趣味性和直观性； 为C层作业提供信息搜集渠道（如推荐适合的英语学习网站、短视频平台），并设计简单的调查表格模板，降低作业难度；课后设置“作业分享会”，让学生交流拓展作业的成果，互相学习。
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