Unit 1 Here and Now Over to you 教学设计 2025-2026学年鲁教版（五四学制）（2024）七年级英语上册

Unit 1 Here and Now-Over to you Unit 1 “Here and Now” of the English textbook for Grade 7 (2024, 5 - 4 academic system, LuJiaoBan) focuses on the theme of daily life and self - introduction. It aims to help students master basic vocabulary related to school facilities, daily activities, and personal information, as well as some simple sentence patterns for communication. Through various texts, dialogues, and exercises, students will enhance their listening, speaking, reading, and writing skills in the context of daily life. 1.1 Vocabulary School facilities: classroom, library, playground, laboratory, etc. Daily activities: have classes, read books, play sports, do homework, etc. Personal information: name, age, grade, favorite subject, etc. 1.2 Grammar Simple present tense for expressing daily habits and general facts. For example, “I go to school at 7:30 every day.” “There be” structure for stating the existence of something. For example, “There is a library in our school.” 教学目标 2.1 Knowledge Objectives Students will be able to master the key vocabulary and phrases related to school life and personal information. Students will understand and be able to use the simple present tense and “there be” structure correctly. Students will be able to recognize and understand the texts and dialogues in the unit. 2.2 Ability Objectives Students will be able to introduce themselves and talk about their school life fluently in English. Students will be able to listen for specific information about school facilities and daily activities. Students will be able to read texts about school life and answer related questions. Students will be able to write a short passage about their own school, including school facilities and daily activities. 2.3 Emotional Objectives Cultivate students' interest in learning English by connecting the content with their daily life. Encourage students to actively participate in class activities and communicate with their classmates in English, enhancing their confidence in using the language. 教学重难点 3.1 Key Points The key vocabulary and phrases about school life and personal information. The correct usage of the simple present tense and “there be” structure. The ability to communicate about school life in English. 3.2 Difficult Points Differentiating the usage of the simple present tense in different situations, especially when expressing habits and general facts. Using the “there be” structure accurately, including the singular and plural forms. Guiding students to express their ideas comprehensively and fluently when talking about school life. Simple Present Tense Structure: Subject + verb (base form or -s/-es) + object. For the third - person singular (he/she/it), the verb usually adds -s or -es. For example, “He likes reading books.” “She goes to school by bike.” Usage: To express daily habits, general facts, and regular actions. “There Be” Structure Structure: There is/are + subject + location. “There is” is used for singular nouns or uncountable nouns, and “there are” is used for plural nouns. For example, “There is a book on the desk.” “There are many students in the classroom.” Usage: To indicate the existence of something in a certain place. 教学过程 1 Warming - up (5 minutes) Greet the students and show them some pictures of different school facilities, such as classrooms, libraries, and playgrounds. Ask them to say the names of these facilities in Chinese first, and then introduce the English words. For example, show a picture of a classroom and say, “This is a classroom. C - L - A - S - S - R - O - O - M, classroom.” Encourage students to share their favorite places in school in Chinese briefly. 2 Presentation (15 minutes) Vocabulary Teaching Use flashcards to present the new vocabulary one by one. Pronounce the words clearly and ask students to repeat after you several times. For example, show the flashcard of “library” and say, “library, /ˈlaɪbrəri/ ”. Then let students read it aloud. After presenting all the words, play a word - guessing game. Describe a school facility or a daily activity in English, and ask students to guess what it is. For example, say, “It is a place where you can borrow books. What is it?” Students answer “library”. Grammar Teaching Simple Present Tense Write some sentences on the blackboard, such as “I get up at 6:30 every day.” “He plays football after school.” “They have English class on Monday.” Analyze the structure and usage of the simple present tense with students. Explain that we use the base form of the verb for I/you/we/they, and add -s or -es to the verb for he/she/it. Do some simple exercises on the blackboard. For example, give the sentence “She ____ (go) to school by bus.” and ask students to fill in the correct form of the verb. “There Be” Structure Use pictures of a classroom with different items to introduce the “there be” structure. Point to a picture and say, “Look, there is a blackboard in the classroom.” Then change to a picture with multiple items and say, “There are many desks and chairs in the classroom.” Explain the difference between “there is” and “there are”. Let students practice making sentences with the “there be” structure according to some given pictures. 3 Practice (15 minutes) Listening Practice Play a short dialogue recording about school life. The dialogue may include information about school facilities and daily activities. Before playing, ask students to read the questions related to the dialogue first. For example, “What is the boy's favorite subject?” “Are there many books in the library?” After playing the recording once, let students answer the questions. Play the recording again if necessary. Speaking Practice Divide students into pairs. Each pair needs to make a dialogue about their school life, including self - introduction, favorite subjects, and school facilities. Encourage them to use the vocabulary and grammar they have just learned. For example: A: Hello! My name is Tom. I am 13 years old. I am in Grade 7. B: Hi, Tom. I am Lily. I am also 13. What's your favorite subject? A: My favorite subject is PE. There is a big playground in our school. We can play basketball there. What about you? Walk around the classroom to monitor and offer help if needed. Then invite some pairs to come to the front of the class and perform their dialogues. 4 Production (7 minutes) Ask students to write a short passage about their school. They should include information about school facilities, their daily activities at school, and their favorite subject. Provide some sentence patterns on the blackboard for their reference, such as “There is/are... in my school. I usually... at school. My favorite subject is...” Give students 5 minutes to write. Then ask several students to read their passages aloud. Give positive feedback and make some suggestions for improvement. 5 Summary and Homework (3 minutes) Summarize the key points of this class, including vocabulary, grammar, and the content of school life we have learned. Assign homework: Ask students to copy the new vocabulary three times and make sentences with each word. Let them make a poster about their school, using English to label different parts of the school and write a short description about their school life. They can draw pictures or use some photos to decorate the poster. 教学反思 After this class, overall, the teaching objectives were basically achieved. The warming - up activity effectively attracted students' attention and introduced the theme of the unit. The vocabulary and grammar teaching were carried out step by step, and through various practice activities, students had a better understanding and mastery of the key points. However, there were also some areas that needed improvement. During the speaking practice, some students were still a little shy and not very confident in expressing themselves. In the future, more encouragement and more relaxed speaking environments should be created. Also, in the grammar teaching part, although students seemed to understand the simple present tense and “there be” structure during class, in the writing practice, some students still made mistakes, especially in the third - person singular form of the simple present tense. This indicates that more targeted exercises and in - depth explanations are needed. In addition, the time control in the production part was not very accurate. Some students did not have enough time to fully complete their writing. Next time, more reasonable time arrangements should be made to ensure that students can show their learning achievements better. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $