Unit 7 Fun after school Section 3 Expressing and communicating ideas Speaking教学设计 2025-2026学年沪教版英语七年级上册

Unit 7 Fun after school-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 7 focuses on after-school activities. Students are guided to talk about interesting after-school activities they recently participated in. By sharing their experiences, they can exchange ideas and learn from each other. The content also incorporates the review and application of the simple past tense, as most of the descriptions of after-school activities happened in the past. Through group work and class sharing, students will enhance their oral communication skills while deepening their understanding of the topic and relevant grammar knowledge. 教学目标 Students will be able to master and use more expressions related to talking about after-school activity experiences and feelings, such as “attend an activity”, “feel excited about”, “it was a great experience”. Understand the structure and meaning of the simple past tense, including the formation of regular and irregular verb past forms. For example, they can distinguish between “play - played” (regular) and “go - went” (irregular). Learn the pronunciation rules of “-ed” in regular verb past forms, namely /t/, /d/, /ɪd/. 教学重难点 A. Key Points Vocabulary and expressions related to after-school activities, such as “join a club”, “take part in a competition”, “have a great time”. The structure and usage of the simple past tense, including affirmative, negative, interrogative sentences. For example, “I played basketball yesterday.” “He didn't go to the library last week.” “Did you see a movie last night?” The pronunciation rules of “-ed” in regular verb past forms. B. Difficult Points Applying more expressions about after-school activity experiences and feelings to describe an activity in detail with the correct time order. Comprehending and generalizing the relevant grammar knowledge of the simple past tense and using it correctly in conversations. Helping students master the pronunciation of “-ed” in regular verb past forms accurately, especially differentiating between /t/, /d/, /ɪd/. A. Vocabulary After-school activity related words: club, fair, rocket, remote control, competition, teamwork, exploration, adventure, relaxation. Verbs for describing activities: attend, join, learn, take, launch, pass, use, drive, feel, want, shout. B. Expressions Talking about activities: “attend the Clubs Fair”, “join a sports club”, “take part in an art competition”. Expressing feelings: “feel excited/happy/bored”, “have a great/wonderful time”, “it was an unforgettable experience”. C. Grammar - Simple Past Tense Structure: Affirmative: Subject + verb past form + other elements. E.g., “I visited my grandparents last weekend.” Negative: Subject + did not (didn't) + verb 原形 + other elements. E.g., “She didn't do her homework yesterday.” Interrogative: Did + subject + verb 原形 + other elements? E.g., “Did they play football after school?” Regular verb past form changes: Most verbs add “-ed”, e.g., work - worked, clean - cleaned. Verbs ending with “e” add “-d”, e.g., live - lived, use - used. Verbs ending with a consonant + “y” change “y” to “i” and add “-ed”, e.g., study - studied, carry - carried. One - syllable verbs with a single vowel followed by a single consonant double the final consonant and add “-ed”, e.g., stop - stopped, plan - planned. Irregular verb past forms (some common ones): go - went, do - did, have - had, see - saw, take - took, come - came. Pronunciation of “-ed” in regular verb past forms: /t/ after voiceless consonants (except /t/ itself), e.g., helped, watched. /d/ after voiced consonants and vowels (except /d/ itself), e.g., played, lived. /ɪd/ after /t/ and /d/, e.g., wanted, needed. 教学过程 A. Warming-up (5 minutes) Greet the students as usual. Show some pictures of different after-school activities on the PPT, such as playing basketball, painting, singing in a choir, and doing experiments in a science club. While showing the pictures, ask students simple questions like “What can you see in the picture?” “Do you like this activity?” to quickly engage them in the topic and review some related vocabulary they may have learned before. B. Lead-in (5 minutes) Share a short story about your own interesting after-school activity experience in the past. For example, “Last month, I joined a mountain climbing activity. First, we met at the foot of the mountain. Then, we started climbing. It was tough but exciting. When we reached the top, the view was amazing. I felt so proud of myself.” After sharing the story, ask students some questions, such as “When did I join the activity?” “How did I feel at the end?” to lead them to think about the past events and the use of the simple past tense in describing such experiences. C. Presentation (10 minutes) Present the key vocabulary and expressions related to after-school activities on the PPT. Explain their meanings and usages briefly. For new words, use pictures, body language, or simple examples to help students understand. For example, when presenting “launch a rocket”, show a picture of a rocket being launched and say “Look, like this, we can say 'launch a rocket'.” Focus on the simple past tense. Review the structure of affirmative, negative, and interrogative sentences with examples on the PPT. Also, list some regular and irregular verb past forms and explain the formation rules again. Teach the pronunciation rules of “-ed” in regular verb past forms. Play some audio examples for students to listen and imitate. Then, write some regular verb past forms on the blackboard, such as “worked”, “played”, “wanted”, and ask students to read them aloud and identify the pronunciation of “-ed”. D. Group Work (15 minutes) Divide students into groups of four or five. Instruct each group to talk about some interesting after-school activities they recently did. They should take turns to share their experiences, describe what they did, how they felt, and also discuss what the club or activity organizer could improve to make the experience better. Remind them to use the simple past tense and the newly learned vocabulary and expressions as much as possible. Walk around the classroom, listen to their discussions, and offer help and guidance when necessary. For example, if a student makes a grammar mistake or has trouble expressing an idea, correct or assist them gently. E. Class Sharing (8 minutes) Ask each group to choose a representative to share the most interesting activity their group discussed with the whole class. During the sharing, other students should listen carefully and can ask questions if they have any. After each sharing, give some positive feedback to the representative, such as “You described the activity very vividly.” “Your use of the simple past tense is great.” Summarize the key points and good expressions from the students' sharing, and write them on the blackboard for further review. F. Summary and Homework (2 minutes) Briefly summarize the key content of this class, including the vocabulary, expressions, and the grammar focus - the simple past tense. Assign homework: Ask students to write a short passage about an interesting after-school activity they participated in, using at least 8 sentences with the correct use of the simple past tense. Encourage them to listen to some English conversations about after-school activities (they can find relevant materials online or in English learning apps) to further improve their listening skills related to this topic. 教学反思 In this class, the use of pictures and personal stories in the warming - up and lead - in stages effectively aroused students' interest in the topic. However, in the future, more interactive ways, such as asking students to share their initial thoughts in pairs before the teacher's presentation, could be added to make the start more engaging. During the presentation of vocabulary, grammar, and pronunciation, most students seemed to be attentive. But some students still had difficulties in mastering the pronunciation of “-ed” in regular verb past forms. In the next class, more targeted pronunciation practice, like tongue - twisters or individual pronunciation checks, should be arranged. The group work provided students with sufficient opportunities to communicate in English. However, some groups had unequal participation, with a few students dominating the discussion. In future group activities, clearer rules about equal participation and more monitoring are needed to ensure every student can practice speaking. The class sharing stage was successful in that students actively listened to their peers and asked questions. But the time for each group's sharing was a bit limited. Next time, better time management should be considered to allow more in - depth sharing and discussion. Regarding the homework, it is expected to help students further consolidate what they learned in class. However, some students may face challenges in writing the passage. Providing a writing framework or more detailed guidance in class might be beneficial for those with weaker writing skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$