Unit 1 New school, new beginning!-Lesson 4 My school days教学设计 2025-2026学年冀教版英语七年级上册

本文围绕冀教版七年级英语上册Unit 1 Lesson 4展开，核心知识点为学校科目相关词汇、表达及邮件格式。承接单元 “新学校，新开始” 主题，为后续英语写作奠基。通过词汇讲解、阅读分析等环节，培养学生语言、文化、思维及学习能力。 该设计亮点在于运用视频、图片等多种教具，采用小组活动等特色教法。学生层面提升语言应用能力，教师层面提供清晰授课路径，课堂效果上增强互动，有效突破教学难点。

Unit 1 New school, new beginning!-Lesson 4 My school days This lesson is from Unit 1 "New school, new beginning!" of the 7th grade English textbook (2024 edition) published by Hebei Education Press. The main content is an email written by Jenny, introducing her school days. In the email, Jenny mentions the subjects she studies in Grade 7, such as maths, music, PE, Chinese, and some other subjects. She also expresses her favorite subject, which is PE because she likes running. Besides, she shows her love for Chinese, as she enjoys learning the Chinese language and culture, and specifically mentions learning about Confucius in her last Chinese class. Moreover, she states that Monday is the best day of the week for her since she has both PE and Chinese on that day. Through this text, students will learn vocabulary related to school subjects and expressions for describing favorite subjects and reasons, as well as the format of writing an email. 教学目标 Students can master the key words: ate, p.m., grade, other, enjoy, language, culture, both. Students can remember the key phrases and sentence patterns: How are you doing, learn about, It's the best day for..., best wishes. Students are able to understand and use different English expressions for school subjects. 教学重难点 1. Key points Mastering the relevant vocabulary and expressions for describing learning and favorite subjects. Using an email to introduce one's learning situation on school days, sharing favorite subjects and stating reasons. 2. Difficult points Correctly using the vocabulary and expressions describing school life in actual conversations. Understanding and describing complex school life and personal preferences. 1. Key words ate [et] v. (eat 的过去式) 吃 p.m. [ˌpiː ˈem] abbr. 下午 grade [ɡreɪd] n. 年级；等级；程度 用法：in Grade + 数字，表示 “在…… 年级”，如 in Grade 7 在七年级 other [ˈʌðə(r)] adj. & pron. 另外；其他 用法：后接名词复数，表示 “其他的……”，如 other subjects 其他科目 enjoy [ɪnˈdʒɔɪ] v. 喜爱；欣赏；享受 用法：enjoy doing sth. 喜欢做某事，如 enjoy learning the Chinese language and culture 喜欢学习中国语言和文化 language [ˈlæŋɡwɪdʒ] n. 语言 搭配：spoken language 口语；written language 书面语；foreign language 外语 culture [ˈkʌltʃə(r)] n. 文化，文明 both [bəʊθ] det. & pron. …… 和…… 都；两个都 用法：both... and... 连接两个并列成分，如 both PE and Chinese 体育和语文都 2. Key phrases and sentence patterns How are you doing? 你过得怎么样？用于问候对方近况 learn about 学习；了解 例句：I learned about Confucius in my last Chinese class. 我在上节语文课上学到了关于孔子的知识。 It's the best day for... 对…… 来说是最好的一天 例句：It's the best day for me. 对我来说这是最好的一天。 best wishes 最美好的祝愿 常用于信件结尾表达祝福 3. Grammar Using conjunctions: and, but, because and 表示并列或顺承关系，连接两个并列成分。例句：I have maths, music, PE, Chinese, and some other subjects. 我有数学、音乐、体育、语文和一些其他科目。 but 表示转折关系。例句：We are busy at school, but we have lots of fun! 我们在学校很忙，但是我们有很多乐趣！ because 引导原因状语从句，表示原因。例句：My favorite subject is PE because I like running. 我最喜欢的科目是体育，因为我喜欢跑步。 教学过程 1. Warming-up (5 minutes) Greet the students as usual and then play a short video about school life, including students having different classes, doing sports, etc. After watching the video, ask students some simple questions like "What can you see in the video?" and "Do you like your school life? Why or why not?" to arouse their interest and lead in the topic of school days. 2. New Words and Phrases Presentation (8 minutes) Show pictures of different school subjects on the PPT one by one, such as a math book for "maths", a music score for "music", a Chinese traditional painting for "Chinese", etc. and teach students to read the words correctly. Write the new words and phrases on the blackboard, explain their meanings and usages. For example, when teaching "enjoy", give more examples like "She enjoys dancing. He enjoys reading stories." to help students understand the usage of "enjoy doing sth.". Let students read the words and phrases together several times, and then ask some individual students to read to check their pronunciation. 3. Pre - reading (7 minutes) Present a table about the school schedule of a Canadian middle school on the PPT and ask students to observe it. Then ask questions: "How many subjects can you find in this schedule? What are they?" Guide students to answer. Let students listen to the recording of the text for the first time, and ask them to pay attention to the general idea of the email. After listening, ask: "Who writes the email? What is the email mainly about?" Listen to the recording again, and this time ask students to answer some detailed questions, such as "What subjects does Jenny have? What did Jenny learn in her last Chinese class? Why does Jenny like Monday best?" Write these questions on the blackboard in advance. 4. While - reading (12 minutes) Ask students to read the text quickly by themselves and find the answers to the questions on the blackboard. Then check the answers together. Let students read the text carefully again and complete a form about Jenny's school days on the worksheet. The form includes columns like "Grade", "Subjects", "Favorite subject", "Reason for favorite subject", "Something learned in Chinese class", "Best day of the week" and "Reason for the best day". After students finish, ask them to share their answers in pairs first, and then invite some pairs to show their completed forms to the class. During this process, correct students' mistakes in time. Analyze some key sentences in the text, such as "My favorite subject is PE. I like running." and "I enjoy learning the Chinese language and culture." Explain the sentence patterns and the usage of words in these sentences. Let students imitate these sentences to make their own sentences. 5. Post - reading (10 minutes) Divide students into groups of four. Each group is given a task: assume one of them is Jenny, and the others ask questions about Jenny's school days according to the text. For example, "What grade are you in, Jenny?", "What's your favorite subject and why?", etc. Each group member should take turns to be "Jenny" and answer questions. After the group activity, ask some groups to come to the front of the class and perform their dialogues. The rest of the students listen carefully and evaluate their performance in terms of pronunciation, intonation, and accuracy of information. Guide students to summarize the expressions for introducing school courses from the text. Write these expressions on the blackboard, such as "I am in Grade...", "I have... subjects", "My favorite subject is... because...", etc. Then ask students to use these expressions to introduce their own school courses in pairs. Walk around the classroom to offer help and guidance. 6. Summary and Homework (3 minutes) Summarize the key points of this lesson with students, including new words, phrases, sentence patterns, and the main content of the text. Assign homework: ask students to write an email to their pen pal, introducing their school days, including the subjects they study, their favorite subject and the reason, and the best day of the week for them and why. Remind students to pay attention to the format of the email. 教学反思 After teaching this lesson, I have the following reflections: Advantages The warming - up video effectively attracted students' attention and successfully led in the topic, making students actively participate in the class from the beginning. The use of pictures, recordings, and various reading tasks in the teaching process helped students gradually understand the text content, and different forms of activities also improved students' reading, listening, speaking, and writing abilities. For example, the group dialogue activity enabled students to use the learned language in a simulated real - life situation, enhancing their language application ability. The summary at the end of the class helped students review and consolidate the key knowledge of this lesson, and the homework assignment was closely related to the teaching content, which could further strengthen students' understanding and application of the learned knowledge. Disadvantages In the group activity, some students were a little shy and did not actively participate. Maybe I should have given more encouragement and guidance in advance to make every student involved. When explaining some grammar points, such as the usage of conjunctions, although examples were given, some students still seemed confused. I should have designed more practical exercises in class to help them better master these grammar points. Improvement measures In future classes, pay more attention to students with weak participation, encourage them more, and design some simple tasks specifically for them to enhance their confidence and sense of participation. For grammar teaching, in addition to giving examples, increase the proportion of in - class exercises, and let students practice immediately after explanation to strengthen their understanding and memory. Also, create more real - life - like situations to help students better understand and use grammar in context. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$