Unit 2 School Life Lesson 1 My School Day 教学设计 -2025-2026学年北师大版英语七年级上册

该初中英语教学设计聚焦“My School Day”主题，围绕时间安排、课程内容与课后活动展开，通过图片导入、文本精读与对比分析层层递进，构建从感知到理解再到表达的学习支架。教师以真实情境激发兴趣，借助闪卡游戏强化词汇记忆，再通过听力训练提取关键信息，最后引导学生用简单现在时描述自身生活，实现语言输入到输出的自然过渡。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在小组对比活动中，学生填写Lewis与Li Ming的作息表格并反思自身日常，既锻炼了信息整合与批判性思维，又在跨文化比较中增强文化敏感度。写作任务鼓励学生运用所学句型生动叙述学校生活，提升语言表达力与学习主动性。此设计不仅帮助学生建立清晰的语言框架和文化认知，也为教师提供可复制、易操作的教学范式，有效促进课堂互动与深度学习。

Unit 2 School Life-Lesson 1 My School Day This lesson, from Unit 2 "School Life" of the 2024 edition of the English textbook for Grade 7 of Beijing Normal University Press, focuses on the theme of "My School Day". It presents the daily school life of Lewis, a British student, and Li Ming, a Chinese student, through texts and pictures. Students will learn about the time arrangements, classes, and after - school activities in their school days. This lesson aims to enable students to describe their own school days, compare school lives in different cultures, and develop students' language skills of listening, speaking, reading, and writing. 教学目标 A. Knowledge Objectives Students can master the key words and phrases related to school life, such as "get up, go to school, have classes, have lunch, do homework, play basketball" etc. Students can understand and use the simple present tense to describe daily habits and routines, like "I usually get up at 6:30 a.m." "She has four classes in the morning." Students can understand the text about Lewis and Li Ming's school days, and extract key information. B. Ability Objectives Students are able to describe their own school days in English, including the time of getting up, going to school, having classes, and after - school activities. Students can compare and analyze the similarities and differences between the school lives of students in different countries, and express their opinions. Through listening, speaking, reading, and writing activities, students' comprehensive language application ability is improved. C. Emotional Objectives Stimulate students' interest in learning English, and make them more willing to express themselves in English. Cultivate students' positive attitude towards school life, and enhance their awareness of cross - cultural communication. 教学重难点 A. Teaching Key Points Key vocabulary and phrases related to school life. The usage of the simple present tense in describing daily routines. How to obtain key information from the text about school days. B. Teaching Difficult Points The correct usage of the simple present tense, especially the third - person singular form (he/she/it + verb - s/es). Comparing and analyzing the cultural differences in school lives between different countries. Guiding students to express their own school lives vividly and accurately in English. A. Key Words and Phrases Time - related: get up, wake up, have breakfast/lunch/dinner, go to school, start class, finish class, go home, do homework, go to bed Subjects: Chinese, Maths, English, Science, History, PE, Art, Music Places in school: classroom, library, playground, canteen Activities: read books, play basketball/football, draw pictures, sing songs, dance B. Grammar - Simple Present Tense Form: Affirmative sentence: Subject + verb (base form or verb - s/es for the third - person singular) + other components. For example, "I play football after school." "He plays the piano every day." Negative sentence: Subject + don't/doesn't + verb (base form) + other components. For example, "I don't like Maths." "She doesn't go to school by bike." Interrogative sentence: Do/Does + subject + verb (base form) + other components? For example, "Do you have lunch at school?" "Does he get up early?" Usage: To describe habits, routines, and general truths. For example, "The sun rises in the east." "We usually have PE class on Tuesday." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of school scenes, such as students reading in the library, playing on the playground, and having classes in the classroom. Ask students to describe what they see in the pictures briefly in English. T: Good morning, class. Look at these pictures. What can you see? S1: I can see some students reading books in the library. T: Great. What about this picture? S2: There are some students playing basketball on the playground. B. Lead - in (3 minutes) After the warming - up, introduce the topic of this lesson. T: We can see many interesting things in our school. Today, we are going to learn about the school days of Lewis, a British student, and Li Ming, a Chinese student. Do you want to know what their school days are like? C. Presentation (15 minutes) Vocabulary Teaching Show flashcards with new words and phrases related to school life one by one, such as "get up", "go to school", "have classes", etc. Read the words and phrases aloud, and ask students to repeat after the teacher several times. T: Look at this flashcard. This is "get up". Read after me, get up. Ss: get up. Then, use some simple sentences to explain the meaning of the words. For example, for "get up", say "We get up in the morning. We get out of our beds." After teaching all the words, play a game "What's Missing?". Show all the flashcards on the blackboard for a short time, then ask a student to close his/her eyes, and the teacher takes away one flashcard. The student needs to open his/her eyes and say what is missing. Text Teaching First, let students listen to the recording of the text about Lewis and Li Ming's school days for the first time. While listening, ask them to pay attention to the main idea of the text. T: Now, let's listen to the recording. Try to find out what their school days are mainly about. After listening, ask some students to share their answers. S1: It's about their school time, classes and after - school activities. Then, let students read the text carefully by themselves. Divide the text into several parts, and explain the key sentences and difficult points in each part. For example, in the part about Lewis's school time: "Lewis usually gets up at 7:30 a.m. Then he has breakfast and goes to school by bus." Explain the usage of "usually" and the third - person singular form "gets up". After the explanation, ask students some detailed questions about the text, such as "What time does Lewis get up?", "How does Li Ming go to school?" etc. to check their understanding of the text. D. Practice (12 minutes) Pair Work Ask students to work in pairs. Each pair needs to talk about their own school days, using the key words, phrases and sentence patterns they have just learned. They can ask each other questions like "What time do you get up?", "What classes do you have today?" etc. T: Now, work in pairs. Talk about your school days. Remember to use the new words and sentences. Walk around the classroom to monitor and offer help when necessary. After a few minutes, invite some pairs to come to the front of the class and share their conversations with the whole class. Group Work Divide students into groups of four. Give each group a piece of paper with a table on it. The table has columns like "Time", "Activity in Lewis's school day", "Activity in Li Ming's school day", "My activity at the same time". T: In your groups, compare the school days of Lewis and Li Ming, and then fill in your own activities in the last column. The groups need to discuss and fill in the table together. After that, each group chooses a representative to report their results to the class. E. Production (7 minutes) Writing Task Ask students to write a short passage about their own school days. They should include the time of getting up, going to school, having classes, having lunch, after - school activities and going to bed. Remind them to use the simple present tense correctly. T: Now, it's your turn to write about your school days. You can refer to the conversations and the text we have learned. Walk around the classroom to help students who may have difficulties in writing. After students finish writing, ask some of them to read their passages aloud in class. The teacher and other students can give some comments, such as praising good points and pointing out grammar mistakes. F. Summary and Homework (3 minutes) Summary Summarize the key points of this lesson with the students, including the new words, phrases and the usage of the simple present tense. T: Class, today we have learned a lot about school life. Who can tell me some of the new words we learned? S1: get up, go to school... T: Very good. And what about the simple present tense? How do we use it? S2: To describe daily habits. Homework Ask students to make a poster about their school days. They can draw some pictures and write some sentences to introduce their school days on the poster. They will share their posters in the next class. T: For your homework, make a beautiful poster about your school days. You can use your imagination and creativity. 教学反思 After teaching this lesson, I have the following reflections. Overall, the teaching process went smoothly. The warming - up and lead - in activities successfully attracted students' attention and aroused their interest in the topic. The vocabulary teaching with flashcards and games was effective, as most students could master the new words quickly. However, there are still some areas that need improvement. In the grammar teaching of the simple present tense, although I used many examples to explain, some students still made mistakes in the third - person singular form. Maybe I should design more targeted exercises to strengthen their understanding. During the group work, some students were a little shy and didn't actively participate in the discussion. In the future, I need to create a more relaxed and encouraging atmosphere to make every student willing to express themselves. Also, in the writing task, some students' writing was a bit monotonous. I should provide more sentence patterns and expressions to help them make their writing more vivid. In conclusion, through this teaching reflection, I will adjust my teaching methods and strategies in the following classes to better meet the needs of students and improve the teaching effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $