Unit 1 Every Day-Topic Talk 教学设计 2024-2025学年北师大版英语七年级下册

该初中英语教学设计聚焦七年级上册Unit 1日常活动话题，围绕“get up”“have breakfast”等核心词汇与“What time do you usually...?”等句型展开，通过图片导入、动作演示、情境对话层层递进，构建从感知到输出的学习支架，帮助学生实现语言知识的内化与迁移。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在小组讨论环节中，学生需运用所学句型提问并回答他人作息，锻炼真实语境下的表达能力，体现语言能力；在听录音填空时引导学生捕捉关键信息，提升听力理解与逻辑推理能力，彰显思维品质；课后作业要求学生模仿音频朗读并和家人练习对话，强化自主学习意识，发展学习能力。整体设计贴近生活，激发兴趣，既助力学生建立自信、提升交际能力，也为教师提供可复制、易操作的教学范式。

Unit 1 Every Day-Topic Talk This topic talk in Unit 1 of Grade 7 (2024 Beijing Normal University Edition) focuses on daily life. It provides students with an opportunity to talk about their own daily routines, family members' activities, and develop basic language skills related to daily life description. The content includes new vocabulary about daily activities, common sentence patterns for asking and answering daily routines, and some listening and speaking exercises. Through various activities, students are expected to express themselves in English about their daily life scenarios. 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary related to daily life, such as "get up", "brush teeth", "have breakfast", "go to school", "do homework", "watch TV", "go to bed", etc. Students will understand and correctly use sentence patterns like "What time do you usually...?", "I usually... at...", "How do you...?" to describe daily routines. 2. Ability Objectives Improve students' listening ability to understand simple dialogues about daily life. Develop students' speaking skills to express their own and others' daily activities fluently and accurately. Train students' reading comprehension ability when dealing with texts related to daily life. Enhance students' writing ability to describe a simple daily routine in a short passage. 3. Emotional Objectives Cultivate students' interest in learning English by connecting with their real - life experiences. Encourage students to share their daily life with classmates, promoting communication and cooperation among them. Raise students' awareness of a healthy lifestyle through the discussion of daily routines. 教学重难点 1. Key Points The acquisition and correct usage of vocabulary about daily activities. Mastery of sentence patterns for asking and describing daily routines. Strengthening listening and speaking skills in the context of daily life. 2. Difficult Points Helping students to use the learned vocabulary and sentence patterns flexibly in real - life communication. Guiding students to express their daily life with correct grammar and rich details. Improving students' confidence in speaking English, especially for those who are less active in class. 1. Vocabulary Daily activities: get up, wake up, brush teeth, wash face, have breakfast/lunch/dinner, go to school/work, do homework, play sports, watch TV, go to bed, clean the room, etc. Time expressions: o'clock, in the morning/afternoon/evening, at (specific time), on (days of the week, specific dates) 2. Sentence Patterns Asking about daily routines: What do you do every day? What time do you usually get up/go to school/...? How do you go to school/...? Answering about daily routines: I usually... at... I... by... 3. Grammar The simple present tense is used to describe habitual actions or daily routines. For example, "I get up at 7:00 every morning." When the subject is the third - person singular (he, she, it), the verb needs to add -s or -es. For example, "She goes to school by bike." 教学过程 1. Warming - up (5 minutes) Greet the students as usual and then show them some pictures of daily activities on the PPT, such as a boy getting up, a girl having breakfast. Ask them simple questions like "What is he/she doing?" to review some basic verbs they learned before. Play a short video of a day in the life of a student. After watching, ask students to share what they saw in the video briefly. This activity can quickly attract students' attention and lead them into the topic of daily life. 2. Presentation (15 minutes) Vocabulary teaching Present the new vocabulary about daily activities one by one on the PPT. For each word, show a vivid picture and read the word aloud, and then let the students repeat several times. For example, when teaching "get up", show a picture of a person getting out of bed, and say "get up" clearly. Then ask students to imitate the pronunciation. Use body language to help students understand and remember the words. For instance, when teaching "brush teeth", make the action of brushing teeth. After teaching all the words, play a vocabulary game. Read out the words quickly, and ask students to do the corresponding actions as fast as they can. Sentence pattern teaching Write the sentence pattern "What time do you usually...?" on the blackboard. Explain the meaning and usage of this sentence pattern. Then ask a student to stand up and have a dialogue with him/her. For example, the teacher asks, "What time do you usually get up?" The student answers. If the answer is correct, give positive feedback. Then let students work in pairs, asking and answering this question using different daily activities. Present the sentence pattern "I usually... at..." in a similar way. First, give examples on the PPT, like "I usually have breakfast at 7:30." Then ask students to make their own sentences and share them with the class. 3. Listening Practice (10 minutes) Play a recording of a dialogue about a girl's daily routine. Before playing, let students look at the pictures in the textbook, which show different activities of the girl. The pictures are labeled with some phrases, but some are missing. Tell the students to listen carefully and fill in the blanks with the correct phrases they hear. After the first listening, give students a short time to think and write. Then play the recording again for them to check their answers. Check the answers together with the whole class. Explain some difficult points in the dialogue if there are any. Then ask students to read the completed sentences after the recording to practice their pronunciation and intonation. 4. Group Work and Speaking Practice (10 minutes) Divide the students into groups of four. Each group is asked to talk about their own daily routines. One student starts, sharing his/her daily activities, and then the other group members can ask some questions, such as "What time do you do...?", "How do you...?" After each student in the group has shared, ask each group to choose one representative to come to the front of the class and share the most interesting daily routine they heard in their group. The representative should use the learned vocabulary and sentence patterns to describe it clearly. During the group work and sharing, walk around the classroom to monitor the students' performance. Offer help and guidance when necessary. 5. Summary and Homework (5 minutes) Summarize the key vocabulary and sentence patterns of this class with the students. Write them on the blackboard again and let students read them aloud together to reinforce their memory. Assign homework: Ask students to write a short passage about their daily routines, using at least 5 sentences. They should include the time they usually do different activities. Tell students to listen to the recording of this topic talk again at home and imitate the pronunciation. They can also practice the dialogues with their family members. 教学反思 After this class, I found that most students were actively involved in the learning process. The warming - up activities effectively aroused their interest and made them quickly enter the learning state. In the vocabulary and sentence pattern teaching, using pictures, body language, and real - life examples helped students understand and remember the knowledge better. However, during the group work, some students were still a little shy and not very active in speaking. In the future, I need to create a more relaxed and encouraging atmosphere to boost their confidence. Also, in the listening practice, a few students had difficulty catching some key information. I should provide more listening materials with different levels of difficulty for them to practice. Overall, through this class, students have basically mastered the key vocabulary and sentence patterns related to daily life, but there is still room for improvement in their language application ability. I will adjust my teaching methods and strategies according to the students' actual situation in the following classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $