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

Unit 2 School Life-Lesson 2 Preparation Before School This lesson is from Unit 2 "School Life" of the 2024 version of the North - Beijing Normal University Edition English textbook for Grade 7. It focuses on the topic of students' favorite school places. Through various activities such as reading, listening, speaking, and writing, students will learn vocabulary related to school places like "library", "playground", "classroom", "canteen", "gymnasium", etc., and master the sentence pattern "I like... because..." to express their preferences and reasons. This lesson not only enriches students' vocabulary and sentence - building skills but also deepens their understanding and love for school life. It also plays a connecting role in this unit, following the learning of school subjects and activities, and paving the way for the subsequent learning of school rules and other aspects of school life. 教学目标 A. Knowledge Objectives Students will be able to understand, pronounce, read, and write vocabulary related to school places, such as "library", "playground", "classroom", "art room", "music room", "canteen", "gymnasium", etc. Students will master the following sentence patterns: What's your favourite school place? My favourite school place is the... I like it because... We can... there. Students will understand the usage of simple present tense when describing habitual actions or general facts related to school places. B. Ability Objectives Students can use the learned vocabulary and sentence patterns to ask others about their favorite school places and describe their own favorite school places and the reasons in real - life situations. Through reading the text, students can obtain key information, understand the main idea of the text, and be able to answer simple questions and retell the text content according to the text. Students can write a short passage of no less than 5 sentences about their favorite school places, with accurate and fluent language expression, following the example of the text. C. Emotional Objectives Cultivate students' love for school, making them feel the richness and colorfulness of school life. Encourage students to actively participate in classroom activities, and cultivate their sense of cooperation and teamwork. Stimulate students' interest in learning English and enhance their confidence in learning English. 教学重难点 A. Teaching Key Points Vocabulary: Master the vocabulary related to school places, including correct pronunciation, spelling, and understanding of the meaning. Sentence Patterns: Skillfully use the sentence pattern "I like... because..." to express personal preferences and reasons, and be able to use it flexibly in different situations. Grammar: Correctly use the simple present tense to describe the functions, characteristics, and regular activities of school places. B. Teaching Difficult Points Vocabulary Application: Students may have difficulties in accurately describing the characteristics of different school places. For example, it may be challenging to use appropriate adjectives to describe the library as "quiet", "full of knowledge", or the playground as "big", "energetic". Sentence Pattern Understanding: Some students may not fully understand the structure and usage of the "I like... because..." sentence pattern, especially in terms of the logical relationship between the two parts. They may have problems in constructing complete and reasonable sentences. Cultural Differences: There may be cultural differences in the understanding and perception of school places between Chinese and Western cultures. For example, the layout and function of some school facilities in Western schools may be different from those in Chinese schools. Helping students understand these differences is a challenge. A. Vocabulary Library: A place where people can borrow books, read, and study. It is usually quiet. Playground: An open area where students can play sports, such as basketball, football, running, etc. Classroom: A room where students have classes, listen to teachers, and study. Art Room: A special room for students to draw pictures, do handicrafts, and learn art - related knowledge. Music Room: A room equipped with musical instruments for students to learn music, sing, and play instruments. Canteen: A place in school where students can buy and eat food. Gymnasium: A large indoor space for students to do sports, such as gymnastics, badminton, table tennis, etc. B. Sentence Patterns What's your favourite school place? - This is an interrogative sentence used to ask others about their favorite school places. My favourite school place is the... - Used to answer the above question, indicating one's own favorite school place. I like it because... - The following part should state the reason why one likes this place. For example, "I like the library because it has a lot of interesting books." We can... there. - This sentence is used to describe the activities that can be done in a certain school place. For example, "We can play basketball there (in the playground)." C. Grammar - Simple Present Tense The simple present tense is used to describe actions or states that are habitual, regular, or general facts. In this lesson, it is used to describe the functions and characteristics of school places. For example, "The library opens at 8:00 am every day." (habitual action) and "The playground is big and beautiful." (general fact). When the subject is the third - person singular (he, she, it, or a singular noun), the verb in the simple present tense usually adds -s or -es. For example, "He likes the canteen because the food is delicious." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Play a short video about school life, which shows different school places such as students reading in the library, playing on the playground, having classes in the classroom, etc. After the video, ask students some simple questions: What places did you see in the video? Which place do you think is the most interesting? B. Presentation (10 minutes) Vocabulary Teaching Show pictures of different school places on the PPT one by one, such as a library, a playground, etc. While showing the pictures, say the English words clearly and ask students to repeat after you several times. Write the words on the blackboard and explain the spelling and pronunciation rules. For example, for the word "library", explain that the "i" in "library" is pronounced as /aɪ/. Use flashcards to review the words quickly. Show the flashcards randomly and ask students to read the words as fast as they can. Sentence Pattern Teaching Use the picture of the library as an example. Say, "I like the library. Why do I like it? Because I can read a lot of books there." Write the sentence "I like the library because I can read a lot of books there." on the blackboard. Analyze the structure of the sentence "I like... because...", explain that "I like" is followed by the name of the place, and "because" is used to introduce the reason. Give some other examples, such as "I like the playground because I can play football there." and ask students to repeat. C. Practice (15 minutes) Pair Work Ask students to work in pairs. Each pair chooses two school places. One student asks the other: "What's your favourite school place?" The other student answers with the sentence pattern "My favourite school place is the... I like it because...". Then they change roles. Walk around the classroom, listen to their conversations, and give guidance and corrections in time. Group Activity Divide the students into groups of four. Each group gets a set of cards with pictures of different school places on one side and descriptions (functions, characteristics, etc.) on the other side. The group members take turns to pick a card. If a student picks a card with a picture, he/she should describe the place using the learned sentence patterns; if a student picks a card with a description, he/she should guess which school place it is and then also describe it using the sentence patterns. Select some groups to show their performance in front of the class and give praise and suggestions. D. Production (10 minutes) Reading Activity Give each student a short passage about a student's favorite school place (the passage can include new words and sentence patterns learned). Let students read the passage silently first, and then answer some questions related to the passage, such as "What is the writer's favorite school place?", "Why does the writer like it?", etc. Ask several students to read the passage aloud, correct their pronunciation and intonation problems. Writing Task Ask students to write a short passage about their own favorite school place. Remind them to use the vocabulary and sentence patterns learned in class. They can start like this: "My favourite school place is the... I like it because... We can... there." Give students enough time to write. After they finish writing, ask them to exchange their passages with their deskmates and check each other's work for mistakes in spelling, grammar, and sentence structure. Select a few students to come to the front of the class and share their passages with the whole class. Encourage other students to listen carefully and ask questions if they have any. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the new words about school places, the key sentence patterns, and the usage of simple present tense. Ask students to recall the content of the lesson and share what they have learned in class. Homework Ask students to make a poster about their favorite school place. They should draw a picture of the place on the poster and write a short passage below the picture using the English they learned in class. Encourage students to read more English passages about school life after class to expand their vocabulary and improve their reading ability. 教学反思 After teaching this lesson, I have the following reflections: Positive Aspects The use of video in the warming - up part successfully attracted students' attention and aroused their interest in the topic, making them quickly enter the learning state. The pair work and group activities provided students with sufficient opportunities to practice speaking, which effectively improved their oral English expression ability. Most students actively participated in the activities and were able to use the learned vocabulary and sentence patterns to communicate. The reading and writing tasks at the production stage helped students further consolidate the knowledge they learned in class. Through reading the passage, students improved their reading comprehension ability, and the writing task trained their ability to use language comprehensively. Areas for Improvement In vocabulary teaching, although I used pictures and flashcards, some students still had difficulty in remembering the spelling of some words. In the future, I can design more interesting spelling games, such as spelling bees, to help students remember words more effectively. During the group activities, there were a few students who were relatively passive and did not actively participate in the discussions. I should pay more attention to these students in class, encourage them to participate, and give them more individual guidance. In grammar teaching, although I explained the usage of the simple present tense in the context of this lesson, some students still made mistakes in using the third - person singular form of the verb. I need to design more targeted grammar exercises to strengthen students' understanding and application of grammar knowledge. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $