Unit 2 School Life Reading Club1&2 教学设计- 2025-2026学年北师大版英语七年级上册

Unit 2 School Life-Reading Club1&2 This unit focuses on "School Life", aiming to enable students to introduce their school life, including lessons, places, and activities. Reading Club 1&2 mainly presents the school days of students from different countries. Through reading, students can learn about the similarities and differences in school life around the world, such as school starting and ending times, the number of lessons, and after - school activities. The texts also provide rich language materials for students to learn new words, phrases, and sentence patterns related to school life. 教学目标 1. Knowledge Objectives Students can master new words and phrases related to school life, such as "quarter", "past", "to", "noon", "until", "have lessons", "do sports", etc. Students can understand and use key sentence patterns to talk about school life, like "What classes do you have today?", "How many lessons do you have?", "It's + time.", "I usually...", "After school, I...". Students can understand the usage of the simple present tense in describing daily school life and the correct use of time prepositions "in", "on", "at". 2. Ability Objectives Students can improve their reading skills, especially scanning for specific information and understanding the main idea of the text. Students can use the learned language knowledge to introduce their own school life in oral and written forms. Students can enhance their listening and speaking abilities through classroom interactions and group work. 3. Emotional Objectives Cultivate students' interest in learning English and their enthusiasm for sharing their school experiences. Develop students' cross - cultural awareness by learning about school life in different countries. 教学重难点 1. Key Points Mastery of new vocabulary and sentence patterns related to school life. Understanding and application of the simple present tense in the context of school life. Developing reading skills to quickly obtain relevant information from the text. 2. Difficult Points The correct use of frequency adverbs (always, usually, sometimes, etc.) in sentences. Differentiating and correctly using time prepositions "in", "on", "at". Helping students express their own school life vividly and accurately using the learned language. 1. 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 and Frequencies: have lessons, do sports, always (100% frequency), usually (80% frequency), sometimes (40% frequency) 2. Key Sentence Patterns Asking about Class Schedules: What classes do you have today? How many lessons do you have? Time Expressions: It's + time. What time is it? Describing Daily Activities: I usually... After school, I... Fixed Collocations: be ready for, It is + adj. + to do sth. 3. Grammar Simple Present Tense: Usage: For regular actions and objective facts. E.g., I get up at 7:00 every day. The sun rises in the east. Verb Changes in the Third - Person Singular: Add "s" to most verbs: play - plays. Add "es" to verbs ending in "s", "x", "sh", "ch": watch - watches. Change "y" to "i" and add "es" for verbs ending with a consonant + "y": study - studies. Time Prepositions: In: For years, months, seasons, and in the morning/afternoon/evening. E.g., in 2024, in May, in spring, in the morning. On: For days of the week, dates, and specific days' time periods. E.g., on Monday, on June 1st, on Monday morning. At: For specific time points, noon, and midnight. E.g., at 8:30, at noon. 教学过程 1. Warming - up (5 minutes) Greet the students and show some pictures of school scenes, such as classrooms, playgrounds, students having classes, and doing sports. Then ask students: "What can you see in these pictures? What are the students doing?" Encourage students to answer in English. This activity can quickly arouse students' interest and lead them into the topic of school life. 2. Pre - reading (10 minutes) Vocabulary Teaching Present new words related to school life on the blackboard or using PPT. Teach the pronunciation, meaning, and usage of each word one by one. For example, when teaching "quarter", show a clock and explain how to express time with "quarter". Let students read the words after the teacher several times to ensure correct pronunciation. Group work: Divide students into groups of four. Give each group a set of word cards with new words. Students in each group take turns to pick a card and use the word on the card to make a sentence. Others in the group listen and correct if there are mistakes. This can help students better understand and remember the new words. Background Introduction Briefly introduce the concept of school life in different countries. Tell students that they will read about the school days of students from the UK and China in the following reading materials. Ask students to predict what aspects of school life might be different, such as school starting time, subjects, or after - school activities. This can stimulate students' curiosity and prepare them for reading. 3. While - reading (15 minutes) Fast Reading Let students quickly read the two passages in Reading Club 1&2. Set a time limit of 2 - 3 minutes. After reading, ask students to answer two general questions: "Who are talking about their school days?" and "Where are they from?" This can help students get a general understanding of the text. Check the answers with the whole class. Careful Reading Ask students to read the passages again carefully. This time, give them some detailed questions to answer, such as "What time does Lewis's school day start?", "How many lessons does Li Ming have in the morning?", "What after - school activities do they have?" Students read the text carefully, find the relevant information, and answer the questions. Then ask some students to share their answers with the class. Language Points Explanation Pick out some key sentence patterns and language points from the text, such as "We have got six lessons" (the usage of "have got"), "Lessons end at 3:20 p.m." (time expressions), and explain them to students. Give some more examples for students to understand better. For the simple present tense used in the text, highlight the verbs and explain how the verb forms change according to the subject. Let students find more examples of the simple present tense in the text. 4. Post - reading (10 minutes) Group Discussion Divide students into groups again. Ask each group to discuss the similarities and differences between Lewis's and Li Ming's school days. Each group chooses a representative to make a summary and report to the class. During the discussion, walk around the classroom to listen to students' conversations and offer help if necessary. Role - play Set a situation: Suppose a student from the UK comes to visit Li Ming's school. Students in pairs role - play a conversation between them, talking about their school life, including school starting time, lessons, and after - school activities. Encourage students to use the language they learned in the text and new words they just learned. Invite several pairs of students to come to the front of the class and perform their role - plays. The rest of the class watches and gives applause. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including new words, sentence patterns, and grammar. Review the main content of the reading passages. Ask students to recall what they have learned and share their learning gains. Homework Ask students to write a short passage about their own school life, using at least five new words and three key sentence patterns learned in this class. Let students listen to the recording of the reading passages after class to improve their listening skills. 教学反思 After this class, overall, students showed great interest in the topic of school life. The warm - up activity effectively attracted students' attention and activated their prior knowledge. In vocabulary teaching, group work helped students remember new words better through interaction. However, in the while - reading part, some students still had difficulty quickly finding specific information in the text, which indicates that more reading practice is needed to improve their reading skills. During the group discussion and role - play, most students actively participated, but a few students were a bit shy and less involved. In future classes, more encouragement and individual guidance should be given to these students. The homework 布置 can help students further consolidate the knowledge learned in class, and it is necessary to carefully check and give feedback to students' homework to ensure they master the content. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $