Unit 2 School life Section 4 Extending and developing competencies Focusing on culture 教学设计2025-2026学年沪教版（2024）七年级英语上册

Unit 2 School life-Section 4 Extending and developing competencies-Focusing on culture This section, "Focusing on culture" in Unit 2 "School life", centers around a diary written by an Australian student named Simon. Through his diary, students are exposed to the school life in Australia, which significantly differs from their own in aspects such as school hours, school terms, and typical school activities. The text not only enriches students' vocabulary related to daily school life in a foreign context but also provides insights into the cultural and educational differences between countries. It aims to broaden students' global perspectives and enhance their understanding of diverse school cultures around the world. 教学目标 Students will be able to understand and master new words and phrases related to Australian school life, such as "term", "holiday", "assembly", etc. Grasp the usage of past tense in the context of describing past events in the diary. Comprehend the main idea and details of Simon's diary about his school day in Australia. 教学重难点 1 Key Points New vocabulary and expressions about Australian school life. Understanding the overall structure and details of Simon's diary. Identifying and using the past tense to retell events. 2 Difficult Points Helping students deeply understand the cultural connotations behind the differences in school life between Australia and their own country. Guiding students to write a vivid and coherent passage about a past school event, avoiding common grammar mistakes in the use of the past tense. 1 New Words and Phrases Term: A fixed period of time in a school or university year. For example, "In Australia, students have four school terms in a year." Holiday: A time when people do not have to go to work or school. "They have two - week holidays between school terms." Assembly: A gathering of people, especially students in a school, for a particular purpose. "We had an assembly in the morning." Australian: Relating to Australia or its people. "He is an Australian student." Greet: To welcome or address someone in a polite or friendly way. "She greeted her teacher with a big smile." 2 Grammar - Past Tense Form: The past tense of regular verbs is usually formed by adding "-ed" to the base form. For example, "walk - walked", "play - played". Irregular verbs have their own unique past - tense forms, such as "go - went", "have - had". Usage: Used to describe actions or states that happened in the past. In Simon's diary, "I arrived at school at 8:30 this morning." indicates an action that took place earlier in the day. 教学过程 1 Lead - in (5 minutes) Activity: Show students some pictures of Australian schools, such as the unique architecture of the school buildings, students in school uniforms, and schoolyards. Then ask them: "What do you think Australian school life is like? Is it the same as ours?" Encourage students to share their guesses and ideas freely. Purpose: Arouse students' curiosity about Australian school life and activate their prior knowledge, laying a foundation for the following reading. 2 Pre - reading (8 minutes) Vocabulary Teaching: Present the new words and phrases related to Australian school life on the PPT. Explain their meanings and pronunciations. For example, when teaching "assembly", show a picture of students gathering in a hall and say, "This is an assembly. Students often have assemblies to listen to announcements or have special events." Let students repeat the words several times to practice pronunciation. Prediction: Ask students to look at the title "Simon's Diary" and the picture on the textbook related to the diary. Then guide them to predict what might be in the diary. For example, "What do you think Simon might write about in his diary? His school subjects? School activities? Or something else?" Purpose: Help students build a basic understanding of the key vocabulary, which will facilitate their reading comprehension. Prediction can stimulate students' interest in reading and guide them to think actively. 3 While - reading (15 minutes) Skimming: Let students quickly read the diary to get the main idea. Then ask them to answer the question: "What is the main topic of Simon's diary?" (Answer: Simon's school day in Australia) Scanning: Ask students to read the diary again carefully and find the answers to some specific questions, such as "What time did Simon arrive at school?", "What did he do in the assembly?", "What subjects did he have in the morning?" Write these questions on the blackboard or show them on the PPT. Detailed Reading: Analyze the text sentence by sentence. Explain the difficult sentences and the usage of the past tense. For example, "After that, we had our first class, which was Maths." Explain the relative clause "which was Maths" and why "had" is in the past tense here. Let students imitate the sentences and make some of their own. Purpose: Through different reading strategies, gradually improve students' reading ability. Skimming helps them get a general understanding, scanning trains them to find specific information, and detailed reading deepens their understanding of the text and grammar. 4 Post - reading (12 minutes) Group Discussion: Divide students into groups of four or five. Ask them to discuss the differences between Australian school life and their own school life based on the information in the diary. Each group selects a representative to report their discussion results. For example, one group might say, "In Australia, students have shorter school hours than us. They start at 9:00 a.m. and finish at 3:30 p.m., while we start earlier." Writing Practice: Guide students to write a short passage about a special school day in their memory. Remind them to use the past tense. Provide some sentence starters, such as "It was a special day at school. I remember...", "First, I...", "Then,...". Walk around the classroom to offer help and guidance when students are writing. Purpose: Group discussion can promote students' communication and cooperation ability, as well as deepen their understanding of cultural differences. Writing practice helps them apply what they have learned, especially the past - tense grammar. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including new vocabulary, the usage of the past tense, and the differences in school life between Australia and their own country. Ask students to recall and repeat the important knowledge points. Homework: Ask students to rewrite their short passage about the special school day at home, making sure there are no grammar mistakes. They can also add more details to make the passage more vivid. Let students search for more information about school life in another country (not Australia) and share it with the class next time. Purpose: Summary helps students review and consolidate knowledge. The first homework task strengthens their writing skills, and the second one further broadens their horizons about different school cultures. 教学反思 Positive Aspects: The use of pictures in the lead - in stage successfully attracted students' attention and aroused their interest in the topic. Most students were actively involved in the prediction and group - discussion activities, which effectively promoted their communication and thinking abilities. The step - by - step reading strategies, such as skimming, scanning, and detailed reading, were quite helpful for students to understand the text. They gradually mastered the new vocabulary and grammar knowledge in the process of reading. Areas for Improvement: Some students still had difficulties in using the past tense correctly in writing. More grammar exercises and individual guidance might be needed in future classes. During the group - discussion stage, a few students were a bit shy and did not actively participate. In the future, more encouragement and specific group - work rules should be set to ensure every student's engagement. When asking students to search for information about school life in other countries as homework, it would be better to provide some guidance on reliable information sources to help students obtain more accurate and useful information. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$