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基于課程標準的“教-學-評”一致性課堂教學設計
科目 英語 授課教材 人教版（2024）七年級上冊
授課題目 Unit 6 A Day in the Life Section A pronunciation-2e 課時 課型 第2課時 語音聽說課
主題情境 人與自我 授課教師
語篇研讀 【What】 本語篇以校園記者Lu Jiaqi對Tom的采訪對話為主線，圍繞“學校日常作息（school-day routine）”展開。通過問答形式，呈現Tom從起床（6:45 a.m.）、吃早餐、上學（7:50 a.m.）、回家、運動、晚餐、作業到睡覺的完整時間線；同時融入發音訓練（摩擦音識別、句子重音標注）、詞匯語法（時間表達法、what time /when用法區別 ）及文化元素（“Early to bed, early to rise”諺語），是語言知識與生活話題結合的典型文本。 【Why】 從語言教學看，借真實采訪情境，讓學生掌握 “詢問/描述日常作息” 的英語表達，強化時間狀語、句子重音等語音語法知識；從育人角度，以 “早睡早起” 諺語滲透健康生活觀，引導學生合理規劃時間；從教材邏輯看，銜接單元主題“Daily Routines”，承接前序發音、詞匯學習，為后續拓展運用（如2e同伴采訪）做鋪墊，實現 “知識輸入-技能轉化-實踐輸出”閉環。 【How】 以 “總-分-拓” 推進——先借采訪場景引出話題（2a-2d對話），再通過2b-2c拆解細節（提取時間、活動信息），最后2e延伸至學生自主實踐。用 “問答互動” 構建對話，通過重復 “時間詢問-回答” 句型（What time do you... At...）強化語言復現；借助句子重音標注引導感知英語韻律；用 “Early to bed...” 諺語簡化文化傳遞，讓語言學習自然融入生活語境，降低理解難度，適配七年級學生認知水平。
學情分析 七年級學生處于語言學習 “模仿-應用” 關鍵期，對貼近生活的 “日常作息” 話題有共鳴，好奇心強，借互動任務易激發興趣。他們在小學積累了簡單日常詞匯與基礎句型，有真實生活體驗，但對復雜發音規則、句子重音規律掌握不足，聽力易受語速等干擾，口語易出“中式英語”，知識整合力弱。教學需緊扣生活關聯，借趣味互動、分層支架，適配其語言成長需求
課標要求 能圍繞日常話題（如作息）進行簡單聽說讀寫 引導學生對比中外時間管理差異，培育文化感知。 鍛煉學生“提取-整合-輸出”的思維鏈條。 通過趣味活動（如采訪同伴）、支架輔助（對話模板），培養主動探究、協作運用語言的習慣。
教學目標 通過本節課學習，學生能夠： 能夠掌握 /s/、/z/、/ /、/ /、/t /、/d /、/θ/、/ / 這 8 個摩擦音的發音方式、聲帶振動情況及對應例詞，理解句子重音規則，理解關于日常作息的對話內容，明確 when 和 what time 在詢問時間上的區別。（學習理解） 能準確跟讀并朗讀含目標摩擦音的單詞和繞口令，清晰分辨各摩擦音的差異；能參與關于日常作息的對話練習，運用所學時間表達法詢問和回答起床、上學、睡覺等活動的時間，完成角色扮演任務。（實踐運用） 模擬記者采訪場景，運用所學句型和時間表達法，小組合作完成對同學日常作息的調查與記錄；結合“Early to bed, early to rise” 等諺語，反思自身的日常作息，嘗試制定合理的時間規劃，將所學語言知識和交流技能運用到實際生活中，提升時間管理意識。（遷移創新）
教學 重難點 重點：引導學生精準掌握用英語詢問與描述日常作息的表達，熟練運用時間問答句型，同時清晰識別并把握對話中的句子重音規則 。 難點：幫助學生在真實交流場景中，自然且準確地切換時間表達法，克服句子重音把握不準的問題，順暢開展關于日常作息的英語對話 。
核心語言 【核心詞匯】 時間與日常活動：reporter, breakfast, homework, dinner, routine, rise, quarter, half 【核心短語】 日常作息：get up, have breakfast, go to school, go home, play basketball, do homework, have dinner, go to bed 時間表達：half past... (半點), a quarter past... (一刻過), a quarter to... (差一刻), o’clock (整點) 其他：early to bed, early to rise (早睡早起) 【核心句型】 時間詢問：What time do you usually... / When do you... 時間回答：I (usually) ... at... (e.g., I get up at 6:45.) 對話互動：What’s your name / Thanks for sharing. / You’re welcome.
教學工具 PPT，教材
教學策略 情景體驗式教學、啟發式教學，任務型教學
教學過程
教學環節 教學活動 學生活動 設計意圖
Part1： Lead in （3min） 1.Greet students 2. play a video about consonants. Watch the video. 通過視頻激發學生興趣，自然引入輔音語音主題，激活學生對輔音的認知。
效果評價：觀察學生是否積極觀看視頻，判斷其對主題的興趣和初步感知程度。
Part 2： pronunciation（8min） 1. Introduce 8 fricatives: /s/, /z/, / /, / /, /t /, /d /, /θ/, / / with a chart (category, voicing, articulation). 2. Read example words (e.g., sad, zoo) and tongue twisters aloud. 3. Play audio for students to repeat. 1. Follow the teacher to practice pronunciation of each phoneme.
2. Repeat words and tongue twisters in pairs.
3. Identify mistakes in their own/partner’s pronunciation. 系統講解摩擦音的發音規則，結合例詞和繞口令強化練習，通過聽、跟讀、同伴互糾，幫助學生掌握清濁輔音的區別，提升發音準確性。
效果評價：抽查學生對摩擦音的認讀和發音，通過繞口令朗誦檢查其能否區分易混淆的音素（如 /θ/ 和 / /）。
Part 3： Pre-listening（4min） 1. Review time expressions 2. Explain “direct method” (e.g., 6:30) and “indirect method” (e.g., half past six). 3. Practice sentence pattern “What time do you … ” 1. Repeat time expressions and convert between direct/indirect forms.
2. Answer questions about their own schedules using time phrases. 復習時間表達法，通過鐘表圖示直觀講解順讀法和逆讀法，結合個人作息練習，為聽力理解掃清詞匯和句型障礙。
效果評價：檢查學生能否正確運用兩種時間表達法回答問題，如將 “7:15” 轉換為 “a quarter past seven”
Part 4： While-listening（10min） 1. Play the conversation (2a) and ask: “What’s the boy’s name What time does he get up ” 2. Play again for students to fill in blanks 3. Discuss the saying “Early to bed, early to rise.” 1. Listen and answer comprehension questions.
2. Complete the conversation with correct times.
3. Share their understanding of the saying. 通過階梯式聽力任務（選擇→填空），訓練學生捕捉關鍵信息的能力；結合諺語討論，滲透健康生活理念，深化對對話內容的理解。
效果評價：查看學生聽力填空的正確率，評估其能否聽懂并提取時間和活動信息；通過諺語討論判斷其對對話語境的理解程度。
Part 5： Post-listening（10min） 1. Guide students to read the conversation and mark stressed words
2. Organize role-plays: “Student A as reporter, Student B as interviewee.”
3. Ask groups to present their dialogues. 1. Read the conversation and identify stressed words.
2. Practice role-plays in pairs, using their own daily routines.
3. Perform dialogues in front of the class. 強化句子重音規則，通過角色扮演將聽力輸入轉化為口語輸出，鼓勵學生運用所學句型和時間表達法交流，提升語言運用能力。
效果評價：觀察學生角色扮演中是否正確使用時間表達和重音規則，評估其口語流利度和對話邏輯性。
Part 6： Summary（2min） Summarize the key content in this lesson. 跟隨老師一起進行內容總結。 總結本課所學內容，鞏固加深印象。 利用將思維導圖給學生進行有序的梳理。
Part 7： Language points （5min） T explains language points. 將知識點做好筆記進行理解消化。 將教學落到實處，交際意識培養之后，知識點的教授也跟上，保證學生在理解的同時能夠運用到具體題型中去。
Part 8： Exercises（3min） T assigns the test. 完成課堂練習。 讓學生在課上練習消化知識點，及時操練重點知識點和目標語言，讓教師把握學情。
Part 9： Homework Need to do:用順讀法和逆讀法寫出自己一天中5個關鍵時間點（如起床、上學、晚餐等），并搭配對應的活動，形成個人時間計劃表。 Choose to do:查找與時間管理相關的英文諺語，抄寫3句并嘗試用英語解釋其含義，結合自身經歷說說對其中一句的理解。 將家庭作業做好記錄。 作業布置落實雙減政策，減量不減質，重視實際場景的交際應用，減輕機械操練。
板書設計
教學反思 本次教學圍繞摩擦音發音和日常作息對話展開，整體流程順暢，學生參與度較高。發音練習環節通過繞口令和同伴互糾，有效幫助學生區分清濁輔音，但部分學生對/θ/和/ /的發音仍存在困難，需在后續課堂中增加針對性跟讀訓練。聽力與對話練習結合生活場景，學生能較好地運用時間表達法，但句子重音的掌握不夠熟練，需補充更多真實語境的例句讓學生感知規律。小組角色扮演活動激發了學生的表達欲，不過個別內向學生參與度較低，后續應設計更具層次性的任務，確保每位學生都能參與其中?？傮w而言，教學目標基本達成，但在細節難點突破和學生差異化指導上仍需改進。(共44張PPT)
Unit 6 A Day in the Life
Section A
Pronunciation& 2a-2e
能夠掌握 /s/、/z/、/ /、/ /、/t /、/d /、/θ/、/ / 這 8 個摩擦音的發音方式、聲帶振動情況及對應例詞，理解句子重音規則，理解關于日常作息的對話內容，明確 when 和 what time 在詢問時間上的區別。（學習理解）
能準確跟讀并朗讀含目標摩擦音的單詞和繞口令，清晰分辨各摩擦音的差異；能參與關于日常作息的對話練習，運用所學時間表達法詢問和回答起床、上學、睡覺等活動的時間，完成角色扮演任務。（實踐運用）
模擬記者采訪場景，運用所學句型和時間表達法，小組合作完成對同學日常作息的調查與記錄；結合“Early to bed, early to rise” 等諺語，反思自身的日常作息，嘗試制定合理的時間規劃，將所學語言知識和交流技能運用到實際生活中，提升時間管理意識。（遷移創新）
目錄
Lead in
Pre-listening
While-listening
Post-listening
Summary
Exercises
Homework
Language points
01
02
03
04
05
06
07
08
09
Pronunciation
01
Lead in
Let’s continue to study the consonants!
Lead in
02
Pronunciation
輔音音素之摩擦音
摩擦音
/s/
/z/
/ /
/ /
/t∫/
/d /
/θ/
/ /
vs
vs
vs
vs
定義：發音時氣流通過口腔或鼻腔的狹窄通道，產生摩擦而發出的音。
/s/
sad
this
/z/
zoo
those
音素 類別 聲帶是否振動 發音方式
/s/ 清輔音 不振動 舌端及舌尖靠近上齒齦，但不接觸，上下齒靠攏，但不要咬住，氣流從舌端與上齒齦之間的縫隙逸出，摩擦成音。
/z/ 濁輔音 振動 Pronunciation
Pronunciation
/ /
sheep
fish
/ /
usually
television
音素 類別 聲帶是否振動 發音方式
/ / 清輔音 不振動 舌尖和舌端抬向上齒齦較后部分，舌身兩側緊貼上顎，中央形成一條狹長的通道，上下齒靠攏，但不要咬住，氣流從舌端與上齒齦較后部分之間的縫隙逸出，摩擦成音。
/ / 濁輔音 振動 Pronunciation
/t∫/
chair
watch
/d /
Jane
orange
音素 類別 聲帶是否振動 發音方式
/t / 清輔音 不振動 雙唇略微張開突出，舌尖抵住上齒齦，用力吐氣。
/d / 濁輔音 振動 Pronunciation
/θ/
three
tooth
/ /
that
then
音素 類別 聲帶是否振動 發音方式
/θ/ 清輔音 不振動 舌尖微微伸出，上下齒輕輕咬住舌尖，送氣。
/ / 濁輔音 振動 Listen and repeat
/s/ /z/ / / / / /t / / / /θ/ / /
sad zoo sheep usually chair Jane three that
this those fish television watch orange tooth then
1
Sherry goes shopping with Shawn the sheep.
She usually eats by measure at pleasure.
Cherry’s chip is cheap.
Jump, jump, just jump jump.
The thought I thought wasn’t the thought I thought I thought.
Whether the weather be cold.
Pass me the cups and ice-cream on the desk.
Zebra zig and zebra zag.
Practice
Read aloud and feel the difference.
03
Pre-listening
Review
What time is it
=What’s the time
It’s
It’s
時+ o’clock
時+分
or
Two ways to express the same time！
順讀法
逆讀法
Practice
What time do you
I usually at .
get up
get up
six thirty
=half past six
What time do you
I usually at .
go to school
=a quarter past seven
go to school
seven fifteen
Practice
When do you
I usually at .
go to bed
go to bed
Practice
nine forty-five
=a quarter to ten
Where are the two students
What is their relationship
What is the girl doing
They are at school.
They are classmates.
The girl is asking the boy some questions.
Prediction
04
While-listening
1. What’s the boy’s name
A. Tom
B. Peter
C. Teng Fei
2. What time does the boy get up
A. at 6:15 B. at 6:45 C. at 6:30
3. What are they talking about
A. How to go to school
B. Their school daily routines.
C. Their school building.
Listen to the conversation and answer the questions.
Listen to the conversation and fill in the blanks.
Lu Jiaqi: Hi! I’m Lu Jiaqi, a school reporter. What’s your name
Tom: Tom.
Lu Jiaqi: So Tom, what time do you usually get up
Tom: At 6:45. I have breakfast at about __________. Then I go to school at 7:50.
Lu Jiaqi: When do you go home
Tom: Around __________.
Lu Jiaqi: What do you do after that
Tom: Sometimes I play basketball. I have dinner at __________. Then I do my homework.
Lu Jiaqi: When do you usually go to bed
Tom: At __________.
Lu Jiaqi: That’s early!
Tom: Well, you know the saying, “Early to bed, early to rise!”
7:10
5:00
6:30
9:30
2a
How do you understand the saying
A
B
Choose the picture that can explain the saying:
Tom always goes to bed early, and gets up early. How about you
Early to bed and early to rise
Makes a man healthy!
How to read the time
Lu Jiaqi: Hi! I’m Lu Jiaqi, a school reporter. What’s your name
Tom: Tom.
Lu Jiaqi: So Tom, what time do you usually get up
Tom: At 6:45. I have breakfast at about 7:10. Then I go to school at 7:50.
Lu Jiaqi: When do you go home
Tom: Around 5:00.
Lu Jiaqi: What do you do after that
Tom: Sometimes I play basketball. I have dinner at 6:30. Then I do my homework.
Lu Jiaqi: When do you usually go to bed
Tom: At 9:30.
Lu Jiaqi: That’s early!
Tom: Well, you know the saying, “Early to bed, early to rise!”
six forty-five/ a quarter to seven
seven ten/ ten past seven
seven fifty/ ten to eight
five o’clock
six thirty/ half past six
nine thirty/ half past nine
We usually use what time to ask about specific time. But we use when for both specific time and any time period.
05
Post-listening
Read the conversation and answer the questions.
1. What does Jiaqi ask Tom about
2. How long does Tom stay at school
3. Why does Tom go to bed early
She asks Tom about his school day routine.
About 9 hours.
Because he thinks early to bed and early to rise is good for health.
2b
多長時間
Read again and complete Tom’s school day timetable.
Time Tom’s activity
6:45 a.m.
have breakfast
7:50 a.m.
go home
before dinner
have dinner
after dinner
go to bed
get up
about 7:10 a.m.
go to school
around 5:00 p.m.
play basketball
6:30 p.m.
do his homework
9:30 p.m.
2c
Example:
A:What does Tom do at 6:45 in the morning
B: He…
A: When/ What time does Tom have breakfast
B: He…
…
Listen to the beginning part of the conversation in 2a and repeat.Notice the stressed words.Then mark other stressed words in the conversation in 2a.
Lu Jiaqi: Hi! I’m Lu Jia qi, a school re porter. What’s your name
Tom: Tom.
Lu Jiaqi: So Tom, what time do you usually get up
Tom: At a quarter to seven.
2
Pronunciation
英語中每個獨立的詞都有詞的重音，但在連貫言語中有些詞就失去重音了，這是因為并非所有的詞在語句中都有同等的重要性。一般來說，名詞、動詞、形容詞和副詞等重讀，而冠詞、連詞、介詞、人稱代詞、助動詞肯定式、情態動詞肯定式等不重讀。
句子重音
I can sing, but I can’t dance.
A:Does he like geography？
B: No, he doesn’t.
Lu Jiaqi: Hi! I'm Lu Jiaqi, a school reporter. What's your name
Tom: Tom.
Lu Jiaqi: So Tom, what time do you usually get up
Tom: At a quarter to seven.
Lu Jiaqi: And 'then
Tom: I 'have 'breakfast at about 'ten past 'seven. 'Then I 'go to 'school at 'ten to 'eight.
Lu Jiaqi: 'When do you 'go 'home
Tom: Around 'five.
Lu Jiaqi: 'What do you 'do 'after 'that
Tom: 'Sometimes I 'play 'basketball. I 'have 'dinner at 'half past 'six. Then I 'do my 'homework.
Lu Jiaqi: 'When do you 'usually 'go to 'bed
Tom: At 'half past 'nine.
Lu Jiaqi: That’s 'early!
Tom: Well, you 'know the 'saying, “'Early to 'bed, 'early to 'rise!”
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Role play
Mark other stressed words in the conversation in 2a.
2d
Ask a partner about his or her school day routine.
get up have breakfast go to school have class
play sport have lunch go home do homework
brush teeth have dinner take a shower go to bed
What time do you get up on a school day
I get up at...
When do you...
I ...
2e
S1: Hi! I'm . a school reporter. What's your name
S2: .
S1:So , what time do you usually get up
S2: At .
S1: And then
S2: I have breakfast at about . Then I go to school at .
S1: When do you .
S2: Around .
S1: What do you do after that
S2: Sometimes I .I . Then I .
S1: When do you usually
S2: At .
S1: .
S2: .
S1: Thanks for sharing your routine with me.
S2: You're welcome!
greetings
introduction
time
activities
Think: How to be a reporter and have an interview about students’ daily life
時間順序
Beginning
Body:
Ending:
Express thanks
Daily activity Student 1 Student 2 Student 3
get up
get dressed
eat breakfast
go to school
go home
do homework
take a shower
go to bed
Work in group of four. Student A interview other three students about their daily routines.
Group work
Rules
1.When one student is interviewed, other two also need to take the notes down.
2. Choose the one who can make the best use of the time and be ready to report.
06
Summary
Summary
Key words
reporter, around, homework, saying, rise, stay, routine
Phrase
go to bed
Pronunciation
1.音素/s/ /z/ / / / / /t / /d / /θ/ / /
2.句子重音
07
Language points
（1）[不及物動詞]起床
He rises from his bed quickly.他迅速從床上爬起來。
（2）[不及物動詞]升起；增長
表示主語在位置上升高、數量或價值等方面增加，比如太陽的升起、價格的上漲、溫度的上升等
The sun rises from the east.太陽從東邊升起。
（3）[可數名詞]增加；增強
There was a rise in food prices at that time.那時食品價格上漲了。
1. Well, you know the saying, “Early to bed, early to rise!”（教材P61 2a）
rise /ra z/ v.起床；升起；增長 n.增加；增強
在此引導特殊疑問句，用于詢問時間的長短，答語通常為表示一段時間的短語。
—How long will you stay there 你將在那里待多長時間？
—Five days.五天。
【拓展】用于詢問物體的長短，意為“多長”?；卮饡r用表示長度的短語。
—How long is the rope 這條繩子有多長？
—It’s about ten meters.大約10米（長）。
2. How long does Tom stay at school （教材P62 2b）
how long多長時間
08
Exercise
1./s/ _______________________________________
2./z/ _______________________________________
3./ / _______________________________________
4./ / _______________________________________
5./t / ______________________________________
6./d / _____________________________________
7./θ/ ______________________________________
8./ / ______________________________________
nice these wish lunch orange catch three this mother always usually
sure the juice thank
nice
this
these
always
wish
sure
usually
一、根據單詞畫線部分的讀音，將單詞歸類
lunch
catch
orange
three
thank
mother
the
juice
二、單項選擇
1．— ________ do you get dressed
— I get dressed ________ five forty-five.
A. What time; in B. When; in C. What time; at D. When; on
2．Sam likes to do some ________ in the library.
A. to read B. reading C. read D. reads
3．—Can you watch TV after dinner
—No, I have to do ________ homework first.
A. mine B．I C. my D. me
4．—What time do you get up, Jim
—I get up ________.
six o’clock around B. around six o’clock
C. around at six o’clock D. for six o’clock
C
B
C
B
09
Homework
Homework
Need to do:用順讀法和逆讀法寫出自己一天中5個關鍵時間點（如起床、上學、晚餐等），并搭配對應的活動，形成個人時間計劃表。
Choose to do:查找與時間管理相關的英文諺語，抄寫3句并嘗試用英語解釋其含義，結合自身經歷說說對其中一句的理解。
感
謝
觀
看

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