Unit 2 School life Section 1 Experiencing and understanding language Reading教学设计2025-2026学年沪教版（2024）七年级英语上册

Unit 2 School life-Section 1 Experiencing and understanding language-Reading The reading passage in this unit is a self - introduction of Li Hua about his school life. Told in the first - person perspective, it vividly depicts his daily routine at school. The text is organized in a chronological order, which is easy for students to follow. The passage consists of four paragraphs. In the first paragraph, Li Hua briefly introduces himself. The second paragraph details his school life, including when he goes to school, what classes he has, and his study habits. The third paragraph focuses on his after - school activities, such as participating in the ping - pong club. The last paragraph expresses his positive attitude towards school life, stating that he enjoys every minute of it. The language used is simple and natural, mainly in the simple present tense, which is suitable for Grade Seven students. 教学目标 Students will be able to master key words and phrases related to school life, such as “school life”, “school activities”, “organize”, “take part in”, “look forward to”, etc. Students can understand and use sentence patterns like “I... every day. I… once or twice a week. I never…” to describe their daily routines. Students will grasp the simple present tense used to talk about regular actions as presented in the text. 教学重难点 A. Key Points The understanding and application of key vocabulary and phrases related to school life. The mastery of reading strategies, such as skimming and scanning, to quickly obtain information from the text. The use of the simple present tense to describe daily routines. B. Difficult Points Helping students perceive and understand cultural differences, especially when comparing school life in different regions or countries. Guiding students to understand and analyze complex sentences, although the text mainly contains simple sentences, there may be some long sentences with multiple clauses that students need to learn to break down. A. New Words and Phrases school life (n.) 学校生活 school activities (n.) 学校活动 organize (v.) 组织 take part in 参加 look forward to 期待 book corner 图书角 after - school activities 课外活动 ping - pong club 乒乓球俱乐部 B. Sentence Patterns I usually go to school by bike every day. She sometimes takes part in the school singing competition once or twice a term. They never arrive late for class. C. Grammar - Simple Present Tense Structure: Affirmative: Subject + verb (原形或第三人称单数形式) + other elements. Negative: Subject + don't /doesn't + verb 原形 + other elements. Interrogative: Do / Does + subject + verb 原形 + other elements? Usage: To describe habitual or regular actions, general truths, and facts. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different school activities on the PPT, such as having a class, playing basketball, reading in the library, etc. Then ask students to discuss in pairs: “What can you see in the pictures? Which activity do you like best in your school and why?” Invite some pairs to share their ideas with the class. B. Pre - reading (10 minutes) Brainstorming Write the title “My School Day” on the blackboard. Ask students to think about what aspects they would include if they were to write an article about their school day. Encourage them to speak out their ideas, and write them down on the blackboard. For example, getting up time, going to school, classes, lunch time, after - school activities, etc. Vocabulary Introduction Present the new words and phrases on the PPT one by one. Explain their meanings in English or use simple Chinese if necessary. For example, when teaching “organize”, say “When we organize an activity, we plan it and make sure everything is ready for it.” After introducing all the words and phrases, play a word - matching game. Show some definitions or pictures on one side of the PPT and the new words and phrases on the other side. Ask students to match them quickly. C. While - reading (15 minutes) Skimming Let students read the passage quickly within 2 minutes. Then ask them to answer the question: “What is the main idea of this passage?” Students should be able to figure out that it is about Li Hua's school day. Next, ask students to read the passage again and match the main ideas with each paragraph. Paragraph 1: Introduction of the author. Paragraph 2: School life details. Paragraph 3: After - school activities. Paragraph 4: The author's feelings about school life. Scanning Ask students to read Paragraph 2 carefully and find out the time markers and Li Hua's activities at different times. Let students read Paragraph 3 and answer some detailed questions, such as “Who does Li Hua go to the ping - pong club with?” “What do they plan to do next month?” D. Post - reading (10 minutes) Group Discussion Divide students into groups of four. Ask them to discuss the following questions: “Is Li Hua's school day similar to yours? In what ways are they similar or different?” Each group chooses a representative to report their discussion results to the class. Retelling Based on the time - line and the discussion, ask students to retell Li Hua's school day in their own words. First, let them practice in pairs, and then invite some students to retell in front of the class. Writing Ask students to make their own school day schedule. They can use the sentence patterns they have learned, such as “I... at... every day”. After they finish writing, ask them to share their schedules with their partners. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class, including new words, phrases, sentence patterns, and reading strategies. Emphasize the importance of using the simple present tense correctly to describe daily routines. Homework Ask students to recite the new words and phrases. Let students draw a more detailed time - line of their school day and write a short passage (about 50 - 80 words) to introduce their school day based on the time - line. They can share their passages with the class next time. 教学反思 After this class, I think the following aspects have been achieved well. The warming - up activity successfully aroused students' interest in the topic, and they actively participated in the discussion. The pre - reading activities, such as brainstorming and vocabulary introduction, effectively prepared students for the reading task. During the while - reading process, students gradually mastered the reading strategies of skimming and scanning, and they could accurately find the information they needed from the text. However, there are also some areas that need improvement. When discussing cultural differences, students' understanding was a bit shallow. In the future, I can provide more vivid materials, such as videos or stories, to help them better understand the differences in school life in different cultures. Also, during the group discussion, some students were a little shy and did not actively express their opinions. I should encourage them more and create a more relaxed and friendly atmosphere for discussion. Overall, this teaching experience has provided me with valuable insights for future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$