【课堂无忧】Unit 1 Every Day 第4课时 Lesson 3 教学设计
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Unit 1 Every Day 第4课时 Lesson 3 课时教学设计
教材分析
What---语篇主题和主要内容 本课时语篇围绕“消防员的日常生活”展开，以Jim的视角介绍其叔叔（一名消防员）的工作与日常：包括与队友轮班工作，核心职责为扑灭火灾、从燃烧的建筑中救人、处理各类突发事件；值班时的日常流程，以及工作带来的自豪感。 Why---语篇传递的主题意义 1.让学生了解消防员职业的忙碌、危险与特殊性，体会消防员为保障城市和人民安全所付出的努力，培养对消防员及各类劳动者的尊重与感恩之情。 2.引导学生认识“坚守岗位”“合作互助”“责任担当”的重要性，增强社会责任感。 3.帮助学生理解日常工作与生活中“ routine（常规）”的意义，学会合理规划自身生活。 How---文体结构、语言特点及功能 1.文体结构：记叙文，采用“总-分-总”结构，按“从早到晚”的时间顺序组织内容，逻辑清晰。 2.语言特点：以一般现在时为主，重点运用第三人称单数形式描述职业日常；包含大量职业相关核心词汇和固定短语，句式以简单句和并列句为主，易于学生理解和模仿。 3.语言功能：掌握描述职业日常、交流工作流程的表达方式，能运用一般现在时进行询问、陈述和介绍。
学情分析
【已知】 1.七年级学生已掌握一般现在时的基础用法（第一、二人称及复数主语），具备简单的词汇积累和句子表达能力，能描述自身日常活动。 2.对“消防员”职业有初步认知，通过影视、新闻等渠道了解其“灭火救人”的核心职责，好奇心强，乐于参与小组合作、情景互动类活动。 【未知】 1.对消防员工作的具体流程（如轮班、设备检查、紧急响应机制）和专业词汇（emergency、in shifts、on duty等）不熟悉。 2.灵活运用一般现在时第三人称单数形式（肯定、否定、疑问）时易出错，在语境中准确运用相关句型描述他人职业日常存在困难。 3.对职业背后的“责任”“奉献”等深层意义理解较浅，缺乏对不同职业劳动者的全面认知。 【能知】 1.通过课堂活动掌握职业相关核心词汇、短语及一般现在时第三人称单数用法，能读懂、听懂关于职业日常的语篇。 2.能口头和书面介绍他人的职业日常，提升语言运用能力和逻辑表达能力。 3.深入了解消防员及类似特殊职业的价值，增强社会责任感和合作意识，树立尊重劳动者的观念。
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；能运用一般现在时（含第三人称单数）准确描述职业日常、询问他人工作流程，完成听、说、读、写任务；能读懂关于消防员日常的记叙文，提取时间、事件、职责等关键信息，归纳文章主旨。 2.学习能力：通过“读-析-练-用”的流程，提升获取、整理和运用信息的能力，学会用流程图、表格等工具梳理文本信息；积极参与小组讨论、角色扮演、调查等活动，培养自主学习和合作探究能力。 3.思维品质：通过分析消防员的日常工作流程，培养逻辑思维和归纳总结能力；对比消防员与其他职业的日常，拓展思维广度，学会多角度看待不同职业的价值。 4.文化意识：了解消防员、警察等特殊职业的工作特点，尊重劳动者的付出与奉献；增强社会责任感，树立“为他人、为社会做贡献”的意识，体会不同职业中共同的“坚守”“合作”精神；培养对身边劳动者的感恩之情，形成正确的职业价值观。
教学重难点
教学重点： 1.掌握与消防员职业相关的核心词汇、短语及一般现在时第三人称单数的用法（肯定句、否定句、疑问句）。 2.读懂语篇，提取消防员日常工作的关键信息，理解文章结构和主旨。 3.能运用所学语言，口头或书面描述他人的职业日常。 教学难点： 1.灵活运用一般现在时第三人称单数形式进行准确表达（如动词变单三、否定句和疑问句中助动词的正确使用）。 2.深入理解消防员工作的意义和奉献精神，实现语言学习与情感体验的融合。 3.清晰、连贯地组织语言，介绍他人的职业日常，做到逻辑通顺、表达准确。
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. Show pictures/videos of the Hong Kong fire case and ask: "Who helped people out of trouble in the fire " to introduce the core vocabulary "firefighter". 2. Play a short video of firefighters saving pets and putting out fires, then ask two questions. 3. Organize group discussion: "What do you think a firefighter’s job is like " and encourage students to express ideas with existing vocabulary. 1. Watch pictures/videos, answer teacher’s questions, and learn new words "firefighter", "save" and "put out". 2. Discuss in groups and share initial understanding of firefighters' work. 1. Stimulate students' interest with real scenes and visual materials to quickly enter the topic. 2. Activate students' existing knowledge and lay a vocabulary and topic foundation for subsequent text learning.
Presentation 学习理解 1. Assign the "Read and Understand" task: ask students to read the text about Jim’s uncle and complete three tasks: - Find out Jim’s uncle’s job; - Find out Jim’s attitude towards his uncle’s job; - Sort out the daily routine of his on-duty day (from morning to evening) with a flow chart. 2. Explain core vocabulary (emergency, duty, proud, etc.) and phrases (in shifts, on duty, make sure, etc.) with examples in context. 3. Guide students to analyze the text structure: "How does the writer organize the text " and clarify the "time sequence" writing feature. 4. Carry out the "Grammar Discovery" activity: display sentences in the simple present tense from the text, guide students to summarize the usage of the third-person singular (affirmative, negative, interrogative), and supplement explanations with examples. 1. Read the text, complete tasks, extract key information, and sort out the uncle’s daily routine with a flow chart. 2. Learn core vocabulary and phrases, and understand their meanings and usage. 3. Analyze the text structure, participate in grammar exploration, and summarize the usage of the third-person singular in the simple present tense. 1. Cultivate students' reading ability and information extraction ability, and help them understand vocabulary and texts in context. 2. Help students master key grammar knowledge and break through teaching difficulties through grammar exploration.
Practice 探究应用 1. Conduct the "Grammar in use" pair interaction activity: provide Henry’s daily schedule (e.g., get up at 4:30 to milk cows, have breakfast at 6:30, etc.), and ask students to ask and answer using the third-person singular of the simple present tense according to the example. 2. Assign the "Vocabulary in Use" task: ask students to complete the cloze test about another firefighter’s daily routine with the correct forms of the given words (check, share, act quickly, etc.). 3. Patrol and guide, and timely correct students' mistakes in grammar and vocabulary usage. 1. Interact in pairs, ask and answer according to the schedule to strengthen the use of the third-person singular in the simple present tense. 2. Complete the cloze test to consolidate the use of core vocabulary and phrases. 3. Accept teacher’s guidance and correct mistakes. 1. Consolidate learned grammar and vocabulary knowledge through targeted exercises to improve the accuracy of language use. 2. Increase the interest of exercises through interactive forms and mobilize students' participation enthusiasm.
Production 迁移创新 1. Assign the "Express Yourself" task: ask students to interview someone they know (family members, friends, etc.) to learn about their job and daily work, then introduce it orally or in writing, and express their views on the job routine. 2. Provide expression frameworks and evaluation criteria (completeness of content, accuracy of grammar, clarity of logic, fluency of expression), and encourage students to express boldly. 3. Invite some students to share on stage and give positive and targeted feedback. 1. Recall or interview the daily work of someone they know, and use the learned language for oral or written expression. 2. Share their works on stage, listen to classmates' sharing and communicate. 1. Realize the transfer and application of knowledge, and enable students to use language to solve practical problems in real contexts. 2. Improve students' oral expression and written writing abilities, and cultivate logical thinking and self-confidence.
Deep thinking 情感升华 1. Ask: "Do you know other jobs like firefighters What are they like " to guide students to think about jobs similar to firefighters (such as policemen, doctors, nurses, etc.). 2. Show the common characteristics of such jobs (serving society, dealing with emergencies, being on call 24 hours a day, busier on festivals), and guide students to discuss: "Why should we respect these workers " 1. Think about and share jobs similar to firefighters, and discuss their work characteristics. 2. Deepen the understanding of workers' dedication through discussion and express respect for them. 1. Expand students' understanding of occupations and guide them to experience the common value of different occupations. 2. Deepen emotional experience, enhance social responsibility and gratitude awareness.
Summary 归纳总结 1. Guide students to review the core vocabulary, phrases and grammar knowledge (usage of the third-person singular in the simple present tense) learned in this class. 2. Summarize the theme of the text: firefighters' work is busy but meaningful, and we should respect all workers and cherish their efforts. 1. Review the learned knowledge with the teacher and sort out the key points. 2. Re-experience the theme of the text and strengthen emotional cognition. 1. Help students sort out the knowledge system and consolidate the learned content. 2. Sublimate emotions and deepen the understanding of the theme.
Language points 知识梳理 1. Focus on explaining three key language points: - duty (n. on duty; responsibility) + on duty (on duty); - public (adj. public) + make sure (ensure); - proud (adj. proud) + be proud of (be proud of...). 2. Help students understand and remember with examples and life scenes. 1. Listen carefully to the teacher's explanation and understand the usage of key language points with examples. 2. Record key points to strengthen memory. 1. Focus on key language knowledge to help students accurately master their usage. 2. Lay a solid foundation for students' subsequent language use.
Exercises 练习巩固 1. Assign three types of exercises: - Fill in the blanks with the correct forms of the given words (examine the third-person singular in the simple present tense); - Complete sentences according to Chinese prompts (examine core vocabulary and phrases); - Choose words from the box and fill in the blanks with their correct forms (comprehensively examine grammar and vocabulary). 2. Explain answers and focus on analyzing common mistakes. 1. Complete exercises independently to test the learned knowledge. 2. Check answers, correct mistakes, and identify their own weaknesses. 1. Fully test students' mastery of knowledge through hierarchical exercises. 2. Discover and solve problems in a timely manner to consolidate learning effects.
分层作业设计
A层： 基础巩固 Copy the words and expressions and read the reading text fluently.
B层： 能力运用 Write a passage about the daily routines of your role model.
C层： 拓展挑战 Make a survey in groups about a great person and report with PPT or pictures.
教学反思
亮点： 1.情景导入贴近生活，通过真实的火灾案例和消防员工作视频，快速吸引学生注意力，激发学习兴趣，自然引出主题和词汇。 2.教学流程层层递进，遵循“导入-学习-练习-应用-升华”的认知规律，从语言输入到输出逐步过渡，符合七年级学生的学习特点。 3.融入多种教学活动（小组讨论、流程图梳理、双人互动、角色扮演等），注重学生的主体地位，提升学生的参与度和学习积极性。 4.分层作业设计兼顾不同层次学生的需求，既巩固了基础，又提供了拓展空间，有助于实现“因材施教”。 不足： 1.一般现在时第三人称单数的难点突破不够充分，部分基础薄弱学生在练习中仍存在动词变单三、助动词使用错误等问题。 2.情感升华环节的讨论时间有限，学生对“职业意义”的思考不够深入，部分学生的表达较为表面。 3.课堂互动的覆盖面不够广，个别内向学生参与度不高，缺乏针对性的引导和鼓励。 改进： 1.增加语法专项练习的多样性，如加入“纠错游戏”“句子接龙”等趣味活动，强化学生对一般现在时第三人称单数用法的掌握；课后为基础薄弱学生提供个性化的语法辅导材料。 2.延长情感讨论时间，引入更多具体的职业案例（如疫情中的医生、暴雨中的交警），引导学生结合实例深入思考，鼓励学生分享自己与劳动者的故事，深化情感体验。 3.采用“小组内轮流发言”“一对一交流”等形式，为内向学生创造参与机会；课堂上多关注沉默的学生，通过提问、表扬等方式调动其积极性，增强其自信心。
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Unit 1 Every Day 第4课时 Lesson 3 课时教学设计
教材分析
What---语篇主题和主要内容 本课时语篇围绕“消防员的日常生活”展开，以Jim的视角介绍其叔叔（一名消防员）的工作与日常：包括与队友轮班工作，核心职责为扑灭火灾、从燃烧的建筑中救人、处理各类突发事件；值班时的日常流程，以及工作带来的自豪感。 Why---语篇传递的主题意义 1.让学生了解消防员职业的忙碌、危险与特殊性，体会消防员为保障城市和人民安全所付出的努力，培养对消防员及各类劳动者的尊重与感恩之情。 2.引导学生认识“坚守岗位”“合作互助”“责任担当”的重要性，增强社会责任感。 3.帮助学生理解日常工作与生活中“ routine（常规）”的意义，学会合理规划自身生活。 How---文体结构、语言特点及功能 1.文体结构：记叙文，采用“总-分-总”结构，按“从早到晚”的时间顺序组织内容，逻辑清晰。 2.语言特点：以一般现在时为主，重点运用第三人称单数形式描述职业日常；包含大量职业相关核心词汇和固定短语，句式以简单句和并列句为主，易于学生理解和模仿。 3.语言功能：掌握描述职业日常、交流工作流程的表达方式，能运用一般现在时进行询问、陈述和介绍。
学情分析
【已知】 1.七年级学生已掌握一般现在时的基础用法（第一、二人称及复数主语），具备简单的词汇积累和句子表达能力，能描述自身日常活动。 2.对“消防员”职业有初步认知，通过影视、新闻等渠道了解其“灭火救人”的核心职责，好奇心强，乐于参与小组合作、情景互动类活动。 【未知】 1.对消防员工作的具体流程（如轮班、设备检查、紧急响应机制）和专业词汇（emergency、in shifts、on duty等）不熟悉。 2.灵活运用一般现在时第三人称单数形式（肯定、否定、疑问）时易出错，在语境中准确运用相关句型描述他人职业日常存在困难。 3.对职业背后的“责任”“奉献”等深层意义理解较浅，缺乏对不同职业劳动者的全面认知。 【能知】 1.通过课堂活动掌握职业相关核心词汇、短语及一般现在时第三人称单数用法，能读懂、听懂关于职业日常的语篇。 2.能口头和书面介绍他人的职业日常，提升语言运用能力和逻辑表达能力。 3.深入了解消防员及类似特殊职业的价值，增强社会责任感和合作意识，树立尊重劳动者的观念。
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；能运用一般现在时（含第三人称单数）准确描述职业日常、询问他人工作流程，完成听、说、读、写任务；能读懂关于消防员日常的记叙文，提取时间、事件、职责等关键信息，归纳文章主旨。 2.学习能力：通过“读-析-练-用”的流程，提升获取、整理和运用信息的能力，学会用流程图、表格等工具梳理文本信息；积极参与小组讨论、角色扮演、调查等活动，培养自主学习和合作探究能力。 3.思维品质：通过分析消防员的日常工作流程，培养逻辑思维和归纳总结能力；对比消防员与其他职业的日常，拓展思维广度，学会多角度看待不同职业的价值。 4.文化意识：了解消防员、警察等特殊职业的工作特点，尊重劳动者的付出与奉献；增强社会责任感，树立“为他人、为社会做贡献”的意识，体会不同职业中共同的“坚守”“合作”精神；培养对身边劳动者的感恩之情，形成正确的职业价值观。
教学重难点
教学重点： 1.掌握与消防员职业相关的核心词汇、短语及一般现在时第三人称单数的用法（肯定句、否定句、疑问句）。 2.读懂语篇，提取消防员日常工作的关键信息，理解文章结构和主旨。 3.能运用所学语言，口头或书面描述他人的职业日常。 教学难点： 1.灵活运用一般现在时第三人称单数形式进行准确表达（如动词变单三、否定句和疑问句中助动词的正确使用）。 2.深入理解消防员工作的意义和奉献精神，实现语言学习与情感体验的融合。 3.清晰、连贯地组织语言，介绍他人的职业日常，做到逻辑通顺、表达准确。
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. Show pictures/videos of the Hong Kong fire case and ask: "Who helped people out of trouble in the fire " to introduce the core vocabulary "firefighter". 2. Play a short video of firefighters saving pets and putting out fires, then ask two questions. 3. Organize group discussion: "What do you think a firefighter’s job is like " and encourage students to express ideas with existing vocabulary. 1. Watch pictures/videos, answer teacher’s questions, and learn new words "firefighter", "save" and "put out". 2. Discuss in groups and share initial understanding of firefighters' work. 1. Stimulate students' interest with real scenes and visual materials to quickly enter the topic. 2. Activate students' existing knowledge and lay a vocabulary and topic foundation for subsequent text learning.
Presentation 学习理解 1. Assign the "Read and Understand" task: ask students to read the text about Jim’s uncle and complete three tasks: - Find out Jim’s uncle’s job; - Find out Jim’s attitude towards his uncle’s job; - Sort out the daily routine of his on-duty day (from morning to evening) with a flow chart. 2. Explain core vocabulary (emergency, duty, proud, etc.) and phrases (in shifts, on duty, make sure, etc.) with examples in context. 3. Guide students to analyze the text structure: "How does the writer organize the text " and clarify the "time sequence" writing feature. 4. Carry out the "Grammar Discovery" activity: display sentences in the simple present tense from the text, guide students to summarize the usage of the third-person singular (affirmative, negative, interrogative), and supplement explanations with examples. 1. Read the text, complete tasks, extract key information, and sort out the uncle’s daily routine with a flow chart. 2. Learn core vocabulary and phrases, and understand their meanings and usage. 3. Analyze the text structure, participate in grammar exploration, and summarize the usage of the third-person singular in the simple present tense. 1. Cultivate students' reading ability and information extraction ability, and help them understand vocabulary and texts in context. 2. Help students master key grammar knowledge and break through teaching difficulties through grammar exploration.
Practice 探究应用 1. Conduct the "Grammar in use" pair interaction activity: provide Henry’s daily schedule (e.g., get up at 4:30 to milk cows, have breakfast at 6:30, etc.), and ask students to ask and answer using the third-person singular of the simple present tense according to the example. 2. Assign the "Vocabulary in Use" task: ask students to complete the cloze test about another firefighter’s daily routine with the correct forms of the given words (check, share, act quickly, etc.). 3. Patrol and guide, and timely correct students' mistakes in grammar and vocabulary usage. 1. Interact in pairs, ask and answer according to the schedule to strengthen the use of the third-person singular in the simple present tense. 2. Complete the cloze test to consolidate the use of core vocabulary and phrases. 3. Accept teacher’s guidance and correct mistakes. 1. Consolidate learned grammar and vocabulary knowledge through targeted exercises to improve the accuracy of language use. 2. Increase the interest of exercises through interactive forms and mobilize students' participation enthusiasm.
Production 迁移创新 1. Assign the "Express Yourself" task: ask students to interview someone they know (family members, friends, etc.) to learn about their job and daily work, then introduce it orally or in writing, and express their views on the job routine. 2. Provide expression frameworks and evaluation criteria (completeness of content, accuracy of grammar, clarity of logic, fluency of expression), and encourage students to express boldly. 3. Invite some students to share on stage and give positive and targeted feedback. 1. Recall or interview the daily work of someone they know, and use the learned language for oral or written expression. 2. Share their works on stage, listen to classmates' sharing and communicate. 1. Realize the transfer and application of knowledge, and enable students to use language to solve practical problems in real contexts. 2. Improve students' oral expression and written writing abilities, and cultivate logical thinking and self-confidence.
Deep thinking 情感升华 1. Ask: "Do you know other jobs like firefighters What are they like " to guide students to think about jobs similar to firefighters (such as policemen, doctors, nurses, etc.). 2. Show the common characteristics of such jobs (serving society, dealing with emergencies, being on call 24 hours a day, busier on festivals), and guide students to discuss: "Why should we respect these workers " 1. Think about and share jobs similar to firefighters, and discuss their work characteristics. 2. Deepen the understanding of workers' dedication through discussion and express respect for them. 1. Expand students' understanding of occupations and guide them to experience the common value of different occupations. 2. Deepen emotional experience, enhance social responsibility and gratitude awareness.
Summary 归纳总结 1. Guide students to review the core vocabulary, phrases and grammar knowledge (usage of the third-person singular in the simple present tense) learned in this class. 2. Summarize the theme of the text: firefighters' work is busy but meaningful, and we should respect all workers and cherish their efforts. 1. Review the learned knowledge with the teacher and sort out the key points. 2. Re-experience the theme of the text and strengthen emotional cognition. 1. Help students sort out the knowledge system and consolidate the learned content. 2. Sublimate emotions and deepen the understanding of the theme.
Language points 知识梳理 1. Focus on explaining three key language points: - duty (n. on duty; responsibility) + on duty (on duty); - public (adj. public) + make sure (ensure); - proud (adj. proud) + be proud of (be proud of...). 2. Help students understand and remember with examples and life scenes. 1. Listen carefully to the teacher's explanation and understand the usage of key language points with examples. 2. Record key points to strengthen memory. 1. Focus on key language knowledge to help students accurately master their usage. 2. Lay a solid foundation for students' subsequent language use.
Exercises 练习巩固 1. Assign three types of exercises: - Fill in the blanks with the correct forms of the given words (examine the third-person singular in the simple present tense); - Complete sentences according to Chinese prompts (examine core vocabulary and phrases); - Choose words from the box and fill in the blanks with their correct forms (comprehensively examine grammar and vocabulary). 2. Explain answers and focus on analyzing common mistakes. 1. Complete exercises independently to test the learned knowledge. 2. Check answers, correct mistakes, and identify their own weaknesses. 1. Fully test students' mastery of knowledge through hierarchical exercises. 2. Discover and solve problems in a timely manner to consolidate learning effects.
分层作业设计
A层： 基础巩固 Copy the words and expressions and read the reading text fluently.
B层： 能力运用 Write a passage about the daily routines of your role model.
C层： 拓展挑战 Make a survey in groups about a great person and report with PPT or pictures.
教学反思
亮点： 1.情景导入贴近生活，通过真实的火灾案例和消防员工作视频，快速吸引学生注意力，激发学习兴趣，自然引出主题和词汇。 2.教学流程层层递进，遵循“导入-学习-练习-应用-升华”的认知规律，从语言输入到输出逐步过渡，符合七年级学生的学习特点。 3.融入多种教学活动（小组讨论、流程图梳理、双人互动、角色扮演等），注重学生的主体地位，提升学生的参与度和学习积极性。 4.分层作业设计兼顾不同层次学生的需求，既巩固了基础，又提供了拓展空间，有助于实现“因材施教”。 不足： 1.一般现在时第三人称单数的难点突破不够充分，部分基础薄弱学生在练习中仍存在动词变单三、助动词使用错误等问题。 2.情感升华环节的讨论时间有限，学生对“职业意义”的思考不够深入，部分学生的表达较为表面。 3.课堂互动的覆盖面不够广，个别内向学生参与度不高，缺乏针对性的引导和鼓励。 改进： 1.增加语法专项练习的多样性，如加入“纠错游戏”“句子接龙”等趣味活动，强化学生对一般现在时第三人称单数用法的掌握；课后为基础薄弱学生提供个性化的语法辅导材料。 2.延长情感讨论时间，引入更多具体的职业案例（如疫情中的医生、暴雨中的交警），引导学生结合实例深入思考，鼓励学生分享自己与劳动者的故事，深化情感体验。 3.采用“小组内轮流发言”“一对一交流”等形式，为内向学生创造参与机会；课堂上多关注沉默的学生，通过提问、表扬等方式调动其积极性，增强其自信心。
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