陈燕：课例《译林版七上Unit4 School days Welcome to the unit》

What：本单元话题是“学校生活”，本课内容包含主题图、主题句与单元学习目标板块及Welcome to the unit板块，Welcome to the unit板块则包含：Millie上学日作息和活动安排表；Millie和Simon对话阐述各自作息安排及喜欢的课外活动，并对自己喜爱的课外活动做出评价；分享上学日中最喜欢的环节。

Why：本板块通过图片、表格和对话将学生带入谈论学校生活的情境中，引发学生思考，引导学生学习介绍自己的校园生活，感受校园生活的乐趣，寻找并体会上学的快乐，同时为接下来的语言学习和主题探究做好准备。

How：本板块的语篇类型是对话，语言结构清晰，包含描述上学日作息安排及校园活动的语言表达与关键词汇。对时间的提问和回答，如What time…? At…；表示具体活动的短语，如get up, go for a short jog, read a little…；对最喜欢的校园生活的部分的提问及回答，如What do you like best about...? have lots of fun, a good way for me to…。

通过本课时的学习，学生能够：

1. 借助图片和视频等，获取和理解描述上学日作息时间和活动，最爱的校园活动及原因的词汇和语言表达；（学习理解）

2. 获取和梳理对话中Millie和Simon各自的作息安排及喜欢的课外活动，提取和归纳他们对自己喜爱的课外活动评价的词汇和语言表达；（应用实践）

3. 综合运用语言知识，谈论自己的校园生活，包括作息时间、活动及喜爱原因，深入思考校园生活带来的乐趣，表达对校园生活的热爱。（迁移创新）

Step 1: Lead-in

1. Have students look at the topic pictures and answer.

2. Have students read the title and translate the topic sentence.

3. Show the learning objectives of this lesson.

Activity 1: Brain-teaser

What's the first thing you do in a day?

Activity 2: Watch and find

Have students watch a video and find out what the boy does in the video.

设计意图：在导入环节，结合单元主题图提出问题，鼓励学生观察，引导学生思考，通过理解单元主题句直接切入单元主题：学校生活；接着呈现单元学习目标，形成单元整体学习意识；然后通过一道脑筋急转弯激发学生的学习兴趣；并通过视频“一个男孩的一天”，引导学生发现这个男孩一天的具体活动，让学生在轻松愉快的学习环境中做好学习准备。

Step 2: Presentation outside the textbook

Activity 3: Talk and know

Have students know the activities and time through the scene of the video.

Activity 4: Read and discuss

1. Have students read time.

2. Discuss with partners and find out the rules.

Activity 5: Think and answer

1. What do you do at school?

2. When do you do these activities?

设计意图：充分利用视频资源，引导学生根据视频中的场景了解具体活动和时间表达；通过对时间表达的深入学习，激发学生思考并寻找规律，加深并内化已知；从男孩的活动过渡到学生自己的在校活动及发生的时间，鼓励学生结合图片和实际简单陈述学校生活。

Step 3: Presentation in the textbook

Activity 6: Look and answer

Have students look at the table of Millie's day and answer some questions.

Activity 7: Complete and share

Have students complete the table of their days and share with partners.

Activity 8: Listen and fill

Have students listen to Part B and fill in the table.

设计意图：结合课本内容，梳理表格，进一步学习描述Millie上学日作息安排及校园活动情况，通过问题链设计，全方位寻找细节性信息；鼓励学生参照Millie的表格完成自己的作息表，通过学生和同伴一问一答的形式，整合运用相关语言表达；通过听力练习，培养学生从听力材料中提取关键信息的能力，获取Millie和Simon的起床时间，上学日最喜欢的课外活动及参加的社团。

Step 4: Production

Activity 9: Read and think

Have students read Part B and think: What do Millie and Simon think of their activities?

Activity 10: Cooperation and talk

Have students make up a new dialogue and talk about their school days.

Activity 11: Further thinking

What can the school activities bring to us?

设计意图：通过深入阅读对话语篇，思考Millie和Simon对活动的认识，加深对语篇的理解；整合运用相关语言表达，模拟对话，完成交际任务，学以致用，鼓励学生自由表达上学日中最喜欢的环节，深入思考学校活动带给大家的乐趣，充分表达对学校的喜爱，成功为单元学习做好铺垫。

Step 5: Homework

Basics:

1. Remember all the phrases about activities.

2. Practice the expressions of activities and time.

Extension:

1. Introduce your school day in English.

2. Make a timetable about your day and compare it with your friends.

设计意图：分层作业，巩固基础，拓展延伸，激发学生创意，调动学生思维活跃度，提高学生学习积极性，将英语学习与实际生活相融合，加强学生的语用能力和交际能力。

陈燕，中共党员，中小学高级教师，现任启东市南阳中学英语教师。启东市初中英语学科研究中心组成员、启东市十佳乡村教师、启东市优秀德育工作者。曾多次荣获市级优课比赛一等奖、执教多节市级公开课、开设多项专题讲座，主持市级规划课题，多篇论文公开发表。