Unit 3 Our Colorful School Life Developing the Topic Oral Communication教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 3 Our Colorful School Life-Developing the Topic-Oral Communication This unit focuses on "Our Colorful School Life", and the oral communication part aims to enable students to talk about their school life in English. Students will learn to express their daily school activities, favorite subjects, after - school activities, and so on. Through various oral communication activities, they will practice listening, speaking, and interacting with their peers in an English - speaking environment. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to school life, such as "subject", "classmate", "club", "activity", "library", etc. They can use the target sentence patterns correctly, for example: "What time do/does... start/finish?" "What subject do/does... like best? Why?" "What do/does... do after school?" Understand the usage of simple present tense in daily conversations about school life. B. Ability Objectives Improve students' listening ability to understand conversations about school life. Develop students' speaking skills to describe their own school life fluently and accurately. Train students' communicative competence to interact with others in English, including asking questions, answering, and expressing opinions. C. Emotional Objectives Stimulate students' interest in learning English by talking about their familiar school life. Encourage students to actively participate in class activities and enhance their confidence in speaking English. Foster students' awareness of cooperation and communication through group work. 教学重难点 A. Teaching Key Points The key vocabulary and sentence patterns related to school life. How to use simple present tense to describe daily school life. The practice of oral communication skills, such as starting a conversation, asking questions, and giving responses. B. Teaching Difficult Points Helping students use the correct verb forms in simple present tense, especially the third - person singular form (he/she/it). Encouraging students to express their ideas freely and creatively in oral communication, overcoming the fear of making mistakes. Training students to think in English and organize their language while speaking. A. Vocabulary Subjects: Chinese, math, English, science, history, geography, art, music, P.E. School facilities: classroom, library, playground, laboratory, canteen People at school: teacher, classmate, headmaster School activities: have classes, do homework, play sports, join clubs, read books B. Sentence Patterns What time does your first class start? My first class starts at 8:00 a.m. What subject do you like best? I like English best because it's interesting. What do you usually do after school? I usually play basketball with my classmates. C. Grammar Simple present tense: Structure: Affirmative: Subject + verb (原形)/verb (第三人称单数形式) + other components. Negative: Subject + don't/doesn't + verb 原形 + other components. Interrogative: Do/Does + subject + verb 原形 + other components? Usage: To describe habitual actions or routines. To express general truths or facts. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of school scenes on the PPT, such as students having classes, playing on the playground, and reading in the library. Then ask students some simple questions: "What can you see in the picture?" "Do you like these school activities?" This can quickly arouse students' interest and lead them into the topic of school life. B. Presentation (10 minutes) Vocabulary Teaching Present the new words about school life on the PPT one by one. For each word, show its pronunciation, spelling, and an example sentence. For example, when teaching "subject", show the sentence "We have many different subjects at school." Let students read the words after the teacher several times, and then ask some students to read them individually to check their pronunciation. Use flashcards to play a word - guessing game. The teacher shows a flashcard with a word on it, and students have to guess the word by describing it in English. For example, if the word is "library", students may say "It's a place where we can borrow books." Sentence Pattern Teaching Write the key sentence patterns on the blackboard. Explain their meanings and usages with examples. For the sentence pattern "What time does... start?", the teacher can give an example: "What time does the English class start? It starts at 9:00 a.m." Let students practice making sentences with this pattern by changing the subject and the time. Divide students into pairs. Each pair makes up short conversations using the sentence patterns they have just learned. Then ask some pairs to come to the front of the class and act out their conversations. C. Practice (15 minutes) Listening Practice Play a short dialogue about school life on the recorder. The dialogue contains some of the key vocabulary and sentence patterns. Before playing, ask students to read the questions on the PPT first, so that they know what information they need to listen for. For example: What time does the girl's first class start? What subject does the boy like best? After playing the dialogue once, let students answer the questions. Then play the dialogue again if necessary for students to check and correct their answers. Speaking Practice Group work: Divide students into groups of four. Each group chooses a topic related to school life, such as "My Favorite Subject", "My After - school Activities", or "My School Day". Students in each group take turns to talk about the topic using the learned vocabulary and sentence patterns. Others in the group can ask questions and make comments. Design a "School Life Interview". One student in the group acts as a reporter, and the other three are interviewees. The reporter asks questions about school life, and the interviewees answer. Then rotate the roles so that everyone has a chance to be a reporter. D. Production (10 minutes) Individual Task Ask each student to prepare a short speech about their own school life. They can write down some key points first and then start speaking. The speech should include information about their daily school activities, favorite subjects, and after - school activities. Give students 3 - 5 minutes to prepare, and then ask several students to come to the front of the class and give their speeches. The rest of the students listen carefully and can ask questions after the speech. Group Competition Divide the class into several groups. Each group creates a short skit about school life. The skit should use as many of the learned vocabulary and sentence patterns as possible. The groups have 5 - 7 minutes to prepare. Then each group performs their skit in front of the class. The other groups vote for the best skit in terms of creativity, language use, and performance. The winning group can get some small rewards, such as stickers or extra credits. E. Summary and Homework (5 minutes) Summary Review the key vocabulary, sentence patterns, and grammar points of this class with students. Ask students to summarize what they have learned in this class. For example, a student may say: "We learned some new words about school life, and we also learned how to use simple present tense to talk about our school life." Homework Ask students to write a short passage about their school life, with at least 80 words. They should use the vocabulary and sentence patterns learned in this class. Encourage students to record themselves talking about their school life in English and send the recording to the teacher via WeChat or other online platforms. 教学反思 After this class, I need to reflect on the following aspects: Teaching Objectives Achievement: Check whether students have achieved the knowledge, ability, and emotional objectives. If most students can master the key vocabulary and sentence patterns, and can use them to describe their school life in oral and written forms, it means the knowledge and ability objectives are basically achieved. Observe whether students show more interest in English learning and are more active in class activities to evaluate the achievement of emotional objectives. Teaching Methods Effectiveness: Evaluate the effectiveness of the teaching methods used in class, such as the vocabulary - teaching game and group work. If students are highly engaged in these activities and can effectively learn and practice the knowledge, it indicates that the teaching methods are appropriate. If some students have difficulty participating, I need to adjust the methods in future classes. Student Participation: Analyze the degree of student participation in class. If most students actively participate in various activities, it is a good sign. However, if there are still some students who are shy or not interested in participating, I need to find ways to encourage them, such as giving more positive feedback and providing more opportunities for them to show themselves. Difficult Point Solution: Consider whether the teaching of difficult points, such as the third - person singular form in simple present tense, is effective. If many students still make mistakes in using this form, I need to design more targeted exercises and explanations in the next class. By reflecting on these aspects, I can continuously improve my teaching quality and better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$