【课堂无忧】Unit 1 Every Day 第3课时 Lesson 2 教学设计

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Unit 1 Every Day 第3课时 Lesson 2 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“家庭成员日常作息”展开，通过Helen与Sue的对话，呈现父母的职业及日常作息；结合听力、对话、填空等任务，渗透核心词汇、短语及一般现在时的语法知识，最终实现“询问与描述职业及日常作息”的语言功能。 Why---语篇传递的主题意义 引导学生了解不同职业的日常工作状态，体会父母及劳动者的辛劳；通过讨论“忙碌生活的意义”，培养学生对生活的思考；渗透感恩教育，让学生学会珍惜亲情、尊重劳动者，同时提升合作意识。 How---文体结构、语言特点及功能 文体：对话体（Helen与Sue的交流）+ 说明性语篇（语法讲解、日常描述）； 语言特点：以一般现在时为主，聚焦第三人称单数动词变化；包含职业类词汇、日常动作短语，句型以“What does sb. do ”“Where does sb. work ”“Sb. usually/always + 动词（短语）”为主； 功能：用于询问他人职业、工作地点，描述习惯性、经常性的日常活动。
学情分析
【已知】七年级学生已具备基础英语词汇量，了解部分常见职业（如doctor, teacher）；对“日常作息”相关动作（如get up, go to school）有初步认知；对一般现在时的基本概念有模糊了解，能识别简单的习惯性动作表达。 【未知】未系统掌握职业类拓展词汇（如officer, restaurant）及相关短语（on one's way to, look after）；对一般现在时第三人称单数动词变化规则不熟练；缺乏“询问-回应-描述”的完整对话逻辑和书面表达能力。 【能知】通过本课时学习，可掌握核心词汇、短语及语法规则，能运用目标句型完成口头对话和简短书面描述；能通过听力任务抓取关键信息，提升听力理解能力；能结合自身生活实际，表达对家人日常的看法。 可能存在的困难： 一般现在时第三人称单数动词变化（如go→goes, cook→cooks）的灵活运用； 口头表达时逻辑不清晰，书面描述缺乏细节。
核心素养教学目标
通过本课学习，学生能够： 1.语言能力： 掌握核心词汇和重点短语；能运用一般现在时询问他人职业、工作地点，并描述日常作息；通过听力任务提升听力理解能力。 2.学习能力：通过“听—说—读—写”一体化练习，培养自主学习和合作探究能力（如小组讨论、结对对话）； 掌握听力技巧（Listening for the gist），学会在任务中提取关键信息；能通过课堂练习和作业，巩固语法知识和句型运用。 3.思维品质：通过讨论“Is it good to have a busy life ”，培养批判性思维，辩证看待“忙碌”的意义；在描述家庭成员日常时，锻炼逻辑思维，使表达条理清晰、细节完整；通过“猜人物”“听力探究”等任务，提升推理和归纳能力。 4.文化意识：了解不同职业（厨师、办公室职员、教师等）的日常工作状态，尊重各行各业的劳动者；体会父母的辛劳，培养感恩之心和家庭责任感；通过张桂梅老师的案例，渗透奉献精神，树立正确的价值观。
教学重难点
教学重点： 核心词汇、短语的音、形、义及运用； 一般现在时（第三人称单数）的语法规则及运用； 询问和描述职业、日常作息的核心句型。 教学难点： 一般现在时中第三人称单数动词变化规则的准确运用（如go→goes, study→studies）； 结合语境灵活运用目标短语和句型进行口头表达和书面写作； 在描述中加入合理细节，使内容更丰富、逻辑更连贯。
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 1. Play the recording of 5 sentences about a person's daily life and ask students to listen, repeat and guess "What does she do " "Who is she ". 2. Show pictures of Zhang Guimei, introduce her as a great teacher, and guide students to discuss "Is she like the mother of the girls ". 1. Listen, repeat the sentences and guess the person. 2. Participate in the discussion about Zhang Guimei. 1. Activate students' prior knowledge of daily routine expressions. 2. Arouse students' interest through a famous person's story and lay a foundation for the topic of "daily routine".
Presentation 学习理解 1. Task 2: Present a table of jobs and workplaces, ask students to talk with partners about their parents' jobs and workplaces using the table as a guide. Provide example dialogues if necessary. 2. Task 3: Play the recording of Helen and Sue's conversation, first ask students to listen for the gist (choose the correct topic), then play it again and ask students to take notes about Sue's dad and Helen's mum (job and daily routine). 3. Show the full conversation, explain key words and phrases with pictures or examples. 4. Task 4: Ask students to complete the description of a nurse's daily routine with the correct form of given verbs. 5. Task 5: Explain the Present Simple Tense (1): its usage and the third-person singular verb changes. 1. Task 2: Discuss with partners about their parents' jobs and workplaces, practice the example dialogues. 2. Task 3: Listen to the recording twice, first get the gist, then take notes and check answers. 3. Learn key words and phrases, follow the teacher's explanation. 4. Task 4: Complete the vocabulary in use exercise independently or in pairs. 5. Task 5: Listen to the grammar explanation, take notes and ask questions if confused. 1. Help students master job and workplace vocabulary through pair work. 2. Improve students' listening skills (listening for gist and specific information). 3. Lay a solid foundation for language use by explaining key words, phrases and grammar.
Practice 探究应用 1. Task 6: Lead the students to have fun with the game about the Present Simple Tense. 2. Task 7: Assign the "Read and fill" exercise and ask students to complete the sentences with the correct third-person singular form of verbs. 3. Walk around the classroom to offer help, check students' answers and correct mistakes in time. 1. Learn and have fun with the game about the Present Simple Tense. 2. Complete the exercise independently. 3. Check answers with the teacher, correct mistakes and consolidate the third-person singular verb changes. 1. Reinforce students' mastery of the Present Simple Tense (third-person singular). 2. Provide immediate feedback to help students correct errors.
Production 迁移创新 1. Task 8: Ask students to talk about one of their family members' daily routines and share their opinions on it. 2. Provide evaluation criteria and encourage students to use body language and emotions when speaking. 3. Invite several students to present their ideas in class and give positive comments. 1. Prepare the topic individually, then discuss with partners if needed. 2. Present their descriptions and opinions in class confidently. 3. Listen to classmates' presentations and learn from each other. 1. Enable students to apply the learned knowledge to real-life situations, improving their oral expression ability. 2. Cultivate students' critical thinking by discussing the meaning of a busy life.
Deep thinking 情感升华 1. Task 9: List 7 thank-you sentences, ask students to group them according to the audio. 2. Task 10: Guide students to express love to their family members with the sentence pattern. 1. Task 9: Group the thank-you sentences and share their grouping results. 2. Task 10: Think about their family members' efforts, write or say their thank-you words. 1. Enrich students' expressions of gratitude. 2. Deepen students' emotional experience, cultivate gratitude and family affection.
Summary 归纳总结 1. Summarize the key words, phrases and sentences learned in this class with a table or mind map. 2. Review the usage of the Present Simple Tense (1) and emphasize the third-person singular verb changes. 1. Follow the teacher's summary, recall and consolidate the key points. 2. Take notes of the key knowledge. 1. Help students sort out the knowledge system and strengthen memory. 2. Highlight the key and difficult points to consolidate learning effects.
Exercises 练习巩固 1. Assign single-choice questions and sentence-completion exercises, ask students to complete them independently. 2. Check answers together, explain the reasons for wrong answers, especially the application of the Present Simple Tense. 1. Complete the exercises independently. 2. Check answers with the teacher, understand the mistakes and consolidate the knowledge. 1. Test students' mastery of the key knowledge in class. 2. Provide targeted feedback to help students make up for gaps.
Language points 知识梳理 1. Focus on explaining the phrase "look after", give examples to show its usage. 2. Ask students to complete the example sentence. 1. Listen to the explanation, understand the usage of "look after". 2. Complete the example sentence and practice using the phrase. 1. Break through the key language point, help students master the usage of "look after". 2. Consolidate the phrase through practice.
分层作业设计
A层： 基础巩固 Copy the words and expressions and recite the listening material.
B层： 能力运用 Write a passage about your family members’ daily routines.
C层： 拓展挑战 Interview your friends/ classmates about their family's daily routines and make a report.
教学反思
亮点： 采用“教学评一体化”设计，课堂活动与教学目标紧密结合，通过听力、对话、练习、表达等多种形式，全面覆盖“听、说、读、写”能力训练； 以张桂梅老师的案例导入，既贴近时代热点，又能渗透情感教育，激发学生的学习兴趣和感恩意识； 语法讲解结合具体语境和实例，避免枯燥说教，帮助学生在运用中理解规则； 分层作业设计兼顾不同水平学生，确保基础薄弱学生巩固知识，学有余力学生得到拓展。 不足： 部分学生对一般现在时第三人称单数动词变化（如不规则变化has，y变i+es）掌握不熟练，课堂练习时间有限，未能充分个性化指导； 口语表达环节，部分性格内向的学生参与度不高，缺乏足够的展示机会； 改进： 课后布置针对性的语法练习（如第三人称单数动词变化专项训练），并提供答案解析，让学生自主巩固； 下次课堂设计小组合作任务时，采用“异质分组”，让内向学生与活跃学生搭配，鼓励每个人发言，教师及时给予鼓励。
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