Unit 4 School days-Integration 教学设计 2025-2026学年译林版英语七年级上册

Unit 4 School days-Integration This integration part of Unit 4 “School Days” in the 2024 Yilin English textbook for Grade 7 mainly focuses on students' school life. It combines various aspects such as daily routines, school activities, and field trips. Through reading materials, listening tasks, speaking and writing activities, students will further consolidate the vocabulary, phrases, and sentence patterns related to school days learned in this unit, and improve their comprehensive English language skills. 教学目标 Students are able to master key words and phrases related to school activities, such as “field trip”, “chores”, “pick apples”, “plant trees”, “clean the classroom”, etc. Students can understand and use sentence patterns for describing activities, expressing preferences and stating gains, like “I like... because...”, “We each do... to...”, “I'm happy to...”. Review and strengthen the usage of the simple present tense to describe daily school life. 教学重难点 1 Key Points Key words and phrases related to school practical activities. Sentence patterns for expressing activities, preferences, and gains. The correct application of the simple present tense in describing school life. 2 Difficult Points How to guide students to use English to vividly and accurately describe their own unique school activities and experiences. Helping students understand and use complex sentence structures, such as “We each do... to...” correctly. Distinguishing the usage of the simple present tense and other tenses when describing school life events. 1 Key Words and Phrases Field trip: an outing for study or observation outside the classroom, e.g., “We are going on a field trip to the farm next week.” Chores: routine tasks or light work, especially in a school or home setting. In school, chores can be “clean the blackboard”, “sweep the floor”, “tidy the desks” etc. For example, “We have different chores to do in the classroom every day.” Pick apples: a common activity during autumn field trips. “We went to the orchard and picked apples last weekend.” Plant trees: an environmental - friendly activity. “Our school organized us to plant trees in the park.” Clean the classroom: a regular chore. “It's our turn to clean the classroom today.” 2 Sentence Patterns I like... because...: used to express preferences and reasons. For example, “I like field trips because I can learn a lot from nature.” We each do... to...: shows individual actions for a common purpose. “We each do some cleaning to keep our classroom clean and tidy.” I'm happy to...: used to express one's positive feelings about an action. “I'm happy to help my classmates with their study.” 3 Grammar - Simple Present Tense Used to describe habits, routines, and general truths. In the context of school days, it is often used to talk about daily activities. For example, “I get up at 6:30 every morning.”, “She goes to school by bike.” When the subject is the third - person singular (he, she, it), the verb usually adds “-s” or “-es”. For example, “He plays basketball after school.”, “It rains a lot in summer.” 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Show some pictures of different school activities on the PPT, such as students having a PE class, doing experiments in the science lab, and participating in a school fair. Ask students to describe what they see in Chinese briefly. Then lead in the topic of today's class - further exploration of school days. 2 Pre - reading (10 minutes) Vocabulary Teaching Present the new words and phrases related to school practical activities on the PPT one by one, such as “field trip”, “chores”, “pick apples” etc. Teach the pronunciation, meaning, and usage of each word or phrase. For example, when teaching “field trip”, show some pictures of students on field trips to different places like museums, forests, and factories, and explain, “A field trip is a special trip we take outside the school to learn new things. We can learn a lot from nature, history, and different jobs on a field trip.” Let students read the words and phrases after the teacher several times, and then ask some students to read them individually to check their pronunciation. Prediction Show the title of the reading passage “Sandy's School Activities” on the PPT. Ask students to predict what the passage might be about according to the title and the pictures they saw before. Encourage them to share their ideas in pairs, and then invite some pairs to report their predictions to the class. 3 While - reading (15 minutes) Fast Reading Let students read the passage quickly to get the general idea. After that, ask them some general questions, such as “What are the main activities in Sandy's school?”, “Does Sandy like these activities?” Let students answer these questions briefly. Careful Reading Divide the passage into several parts. Read each part with the students sentence by sentence. Explain the key words, phrases, and sentence patterns in each part. For example, in the part where it mentions “We each do some chores for our class and learn about teamwork through chores.”, explain the usage of “each” and “through”. “Each” here emphasizes that every student in the class has his or her own chore. “Through” means by means of, which shows the way they learn teamwork. Ask students some detailed questions about each part, like “What chores does Sandy do?”, “Why does Sandy like field trips?” Let students find the answers in the passage and underline the relevant sentences. Pay attention to the grammar points. When there are sentences using the simple present tense, such as “We usually go on a field trip once a month.”, remind students of the form and usage of the simple present tense, especially when the subject is “we”. 4 Post - reading (10 minutes) Group Discussion Divide the students into groups of four or five. Let them discuss the following questions in groups: “What are the interesting school activities in your school?”, “Do you have any chores in your class? What are they?”, “What have you learned from these activities?” Walk around the classroom, listen to their discussions, and offer necessary help and guidance. After the discussion, invite some groups to share their ideas with the whole class. Encourage other students to ask questions or make comments. Writing Guide students to write a short passage about their own school's hands - on learning activities. First, let them outline the main points, such as what activities they have, when they do them, and what they have learned from these activities. Then ask them to start writing. While they are writing, walk around to provide help if they have difficulties in spelling, grammar, or expression. After they finish writing, ask them to exchange their passages with their partners to check and correct each other's work. Finally, invite some students to read their passages aloud to the class. 5 Summary and Homework (5 minutes) Summary Summarize the key words, phrases, sentence patterns, and grammar points learned in this class with the students. Review the main content of the reading passage and the important points in the discussion and writing activities. Homework Ask students to rewrite their passage about school activities according to the suggestions from their classmates and teachers, and then copy it onto their exercise books. Let students make a poster about their favorite school activity. They can draw pictures and write some English sentences to introduce the activity on the poster. They will share their posters in the next class. 教学反思 Positive Aspects The use of pictures in the warming - up part successfully attracted students' attention and aroused their interest in the topic. It effectively helped students recall their own school life experiences and smoothly led in the new lesson. During the reading process, the step - by - step reading methods, including fast reading and careful reading, enabled students to gradually understand the passage. The detailed explanation of key words, phrases, and sentence patterns helped students master the new knowledge. The group discussion provided students with a good opportunity to communicate in English. Most students actively participated in the discussion and were able to express their ideas relatively fluently. It enhanced their oral expression ability and teamwork spirit. Areas for Improvement In the vocabulary teaching part, although various methods were used, the practice time for students to use these new words in sentences independently was a bit short. In the future, more time should be allocated to let students make sentences by themselves to strengthen their understanding and application of new words. When guiding students to write, some students still had difficulties in organizing their thoughts and expressing complex ideas. In the following teaching, more writing skills training, such as how to outline, how to use connecting words, should be carried out to improve students' writing ability. In the summary part, the time was a little tight, and some students might not have fully digested the knowledge. Next time, more interaction with students can be added during the summary to ensure that they have a better understanding of the key points. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$