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

Unit 2 School Life-Speaking Workshop This speaking workshop is from Unit 2 School Life in the 2024 edition of the Beijing Normal University Press textbook for Grade 7. The unit's core theme is school life, aiming to help students master English expressions related to school life scenarios, such as school subjects, daily activities, and after-school activities. This speaking workshop specifically focuses on guiding students to use learned vocabulary and sentence patterns to describe their school life, ask and answer questions about school life, and improve their oral communication skills. Through a series of speaking activities, students will be able to express themselves more fluently and accurately in English when talking about school life topics. 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary related to school life, such as school subjects (history, geography, ICT, chemistry, biology, etc.), time expressions (quarter, past, to, noon, until, etc.), and daily activities (have lessons, do sports, etc.). Students will be able to use important sentence patterns to describe school life, like "What classes do you have today?", "How many lessons do you have?", "It's + time.", "I usually...", "After school, I...", etc. 2. Ability Objectives Students can use English to describe their own school life, including daily activities, favorite subjects, and after-school activities, with correct grammar and appropriate vocabulary. Students are able to ask and answer questions about school life in English, improving their listening and speaking skills in real - life communication. Students can communicate with their partners in group activities, expressing their opinions and listening to others' ideas, thus enhancing their cooperative communication ability. 3. Emotional Objectives Stimulate students' interest in learning English by discussing familiar school life topics. Cultivate students' confidence in speaking English and encourage them to actively participate in classroom speaking activities. 教学重难点 1. Teaching Key Points The correct use of vocabulary and sentence patterns related to school life to describe and communicate. Mastering the pronunciation and intonation of key words and sentences to ensure natural and fluent oral expression. 2. Teaching Difficult Points Using the learned vocabulary and sentence patterns flexibly in different communication situations, avoiding mechanical application. Overcoming students' psychological barriers in speaking English, especially for those with less confidence, and guiding them to actively participate in speaking activities. 1. Key Vocabulary School Subjects: history /ˈhɪstri/, geography /dʒiˈɒɡrəfi/, ICT /aɪ siː tiː/, chemistry /ˈkemɪstri/, biology /baɪˈɒlədʒi/ Time Expressions: quarter /ˈkwɔːtə(r)/ (a quarter past nine - 9:15; a quarter to twelve - 11:45), past /pɑːst/ (half past ten - 10:30), to /tuː/, noon /nuːn/, until /ənˈtɪl/ Daily Activities: have lessons, do sports, do homework, join clubs, play football, go dancing, make models 2. Key Sentence Patterns Asking about Classes: What classes do you have today? / What classes do you have this morning? Asking about the Number of Lessons: How many lessons do you have? / We have six lessons a day. Time Expressions: It's + time. (It's half past eight. - 8:30) / What time is it? Describing Daily Activities: I usually... (I usually do my homework in the evening.) / After school, I... (After school, I play basketball with my friends.) 3. Grammar Focus Simple Present Tense: Used to describe habitual actions, general truths, and present situations. For example, "I get up at 7:00 every day." In the third - person singular form (he/she/it), add -s or -es to the verb. For example, "He plays football every weekend." Time Prepositions: in (used for years, months, seasons, and in the morning/afternoon/evening, e.g., in 2024, in May, in spring, in the morning), on (used for specific days, dates, and specific days' time periods, e.g., on Monday, on June 1st, on Monday morning), at (used for specific time points, noon, midnight, e.g., at 8:30, at noon) 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, play a short video about school life, which includes students having classes, doing sports, and participating in club activities. After watching the video, ask students some simple questions, such as "What can you see in the video?" and "Do you like these school activities?" to arouse their interest and lead in the topic of school life. 2. Revision (5 minutes) Use flashcards to review the key vocabulary about school subjects, time expressions, and daily activities learned before. Show the flashcards one by one and ask students to read the words aloud and spell them. For example, show the flashcard of "history", and students read "history" and spell "h - i - s - t - o - r - y". Review some important sentence patterns. Write several sentence patterns on the blackboard, such as "What classes do you have...", "How many lessons do you have...", "I usually...", and ask students to make sentences using these patterns. Invite some students to stand up and share their sentences with the class. 3. Presentation (10 minutes) Present new sentence patterns and expressions related to the speaking content. For example, "What's your favorite subject and why?" "Who is your favorite teacher and what's he/she like?" Explain the meaning and usage of these sentence patterns. Use pictures or real - life examples to help students understand. For instance, show a picture of a science class and say, "This is a science class. Science is an interesting subject. What's your favorite subject?" Drill the new sentence patterns with the students. First, read the sentences slowly, and ask students to repeat after you several times. Then, invite students to practice in pairs, taking turns to ask and answer questions using the new sentence patterns. Walk around the classroom to monitor and offer help if necessary. 4. Practice (15 minutes) Activity 1: "My School Day" Divide students into pairs. Each student is required to describe their school day to their partner, using the vocabulary and sentence patterns they have learned. They should talk about the time they get up, go to school, have classes, have lunch, do after - school activities, etc. For example, "I usually get up at 7:00 a.m. Then I go to school by bike. I have four lessons in the morning, like math and Chinese. At noon, I have lunch in the school canteen. In the afternoon, I have an art lesson. After school, I play basketball with my friends." After the pair work, invite several pairs of students to come to the front of the class and share their school days with the whole class. The rest of the students listen carefully and can ask questions if they have any. Activity 2: "School Life Survey" Hand out a simple survey form to each student. The form has questions like "What's your favorite subject?", "How many lessons do you have every day?", "Do you join any clubs after school? If so, which one?", etc. Students need to walk around the classroom, ask at least five classmates these questions, and fill in the survey form. Encourage them to use polite expressions when asking questions, such as "Excuse me, can I ask you some questions about your school life?" After the survey, students return to their seats and summarize the results. Then, choose some students to report the survey results to the class. For example, "In my survey, 80% of the students like English best. Most students have six lessons every day. And about half of the students join clubs after school, and the most popular club is the basketball club." 5. Production (10 minutes) Activity: "My Ideal School Life" Divide students into groups of four. Each group discusses and imagines their ideal school life. They can talk about the subjects they want to learn, the school facilities they hope to have, the after - school activities they would like to participate in, etc. Each group elects a representative to report their ideal school life to the whole class. The representative should use clear and fluent English to present the group's ideas. For example, "In our ideal school life, we hope to have more interesting subjects like robot - making and cooking. We also want a big sports field where we can play all kinds of sports. After school, there will be many clubs, such as a music club, a reading club, and a painting club. We believe our ideal school life will be full of fun and learning." After each group's presentation, other groups can give their comments and suggestions. 6. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the content of school life they have talked about. Ask students to recall and repeat some important expressions. Emphasize the importance of using English to communicate about daily life topics and encourage students to keep practicing speaking English in their daily lives. Homework Ask students to write a short passage about their school life, using at least five new words and three sentence patterns learned in this class. Require students to record themselves talking about their school life for about 2 - 3 minutes and send the recording to the teacher through the class communication platform. This can help students practice speaking English by themselves and also allow the teacher to give individual feedback. 教学反思 After this speaking workshop class, overall, most students showed a high level of enthusiasm for the topic of school life. The warming - up video effectively attracted students' attention and quickly brought them into the context of the class. The vocabulary and sentence pattern review at the beginning helped students recall previous knowledge and laid a good foundation for the new content learning. During the presentation and practice stages, students actively participated in pair work and group activities. However, some students still had difficulties in using the learned sentence patterns flexibly, especially when expressing more complex ideas. For example, when describing their ideal school life, some students had trouble choosing the right words and grammar structures. In future teaching, more real - life situations can be created to provide students with more opportunities to practice using language flexibly. In the production stage, group cooperation was relatively smooth. Each group member could express their own opinions, but there were also some groups where individual students dominated the discussion, and a few students did not fully participate. In the future, it is necessary to strengthen group management and guide students to cooperate more effectively to ensure that every student can get exercise in speaking. For the homework, the combination of writing and recording can comprehensively improve students' language output ability. By evaluating students' homework, the teacher can further understand students' learning conditions and provide more targeted guidance in the next class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $