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

Unit 1 Every Day-Lesson 1 Everyday Life 1. Content Overview This lesson is from Unit 1 "Every Day" of the 2024 edition of the Beijing Normal University Press English textbook for Grade 7. The main theme is "Everyday Life". It focuses on helping students master the vocabulary and sentence patterns related to daily activities, such as "take a shower", "get dressed", "have lunch", etc. Also, it aims to enable students to use the simple present tense to describe their daily routines. Through listening, speaking, reading and writing activities, students will improve their language skills and enhance their understanding of daily life topics in English. 教学目标 2.1 Knowledge Objectives Students will be able to recognize and use the new words and phrases about daily life, such as "take a shower", "get dressed", "play sports", "go home", "cook dinner", "clean the house", "read newspapers", "take a walk", "go to work". Students will master the sentence patterns for asking and answering about daily activities, like "What do you do after school?", "I usually play basketball with my friends.", "Does she take a shower in the morning?", "Yes, she does. / No, she doesn't." Students will understand the usage of the simple present tense in describing habitual actions or daily activities. 2.2 Ability Objectives By the end of this lesson, students can listen and understand the conversations about daily life, and get the key information. Students are able to use the learned vocabulary and sentence patterns to talk about their own and others' daily routines in oral and written forms. Students will be able to read short passages about daily life and answer related questions. 2.3 Emotional Objectives Stimulate students' interest in learning English by discussing daily life topics that they are familiar with. Encourage students to actively participate in class activities, and improve their cooperation and communication skills in group work. 教学重难点 3.1 Teaching Key Points The new vocabulary and phrases related to daily life. The sentence patterns for talking about daily activities. The correct usage of the simple present tense, especially the changes of verbs in the third - person singular form. 3.2 Teaching Difficult Points Helping students to correctly use the simple present tense in real - life situations, especially to distinguish the verb forms in the third - person singular form. Guiding students to express their daily routines vividly and accurately, and avoiding mechanical repetition of sentence patterns. 4.1 Vocabulary Verbs and verb phrases: take a shower (洗澡), get dressed (穿衣服), have lunch (吃午餐), play sports (做运动), go home (回家), cook dinner (做晚饭), clean the house (打扫房子), read newspapers (看报纸), take a walk (散步), go to work (去上班) Nouns: shower, lunch, sports, dinner, house, newspapers, walk, work 4.2 Sentence Patterns Asking about daily activities: What do you do after school? What does your father do every day? Answering about daily activities: I usually play basketball with my friends. He often reads newspapers after dinner. Yes/No questions in simple present tense: Does she take a shower in the morning? Do you go to school by bus? Answers: Yes, she does. / No, she doesn't. Yes, I do. / No, I don't. 4.3 Grammar: Simple Present Tense Usage: To describe habitual actions or daily activities. Structure: Affirmative sentence: Subject + verb 原形 (for I/you/we/they) /verb + s/es (for he/she/it). For example, I play sports every day. She plays the piano on weekends. Negative sentence: Subject + don't/doesn't + verb 原形. For example, I don't watch TV in the evening. She doesn't have lunch at school. Interrogative sentence: Do/Does + subject + verb 原形？For example, Do you like reading? Does he go to school by bike? 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Then show some pictures of daily activities on the PPT, such as a person brushing teeth, having breakfast, etc. Ask students to say what the people in the pictures are doing in Chinese. Lead - in: "Today, we are going to learn how to describe these daily activities in English. Let's start our journey of exploring 'Everyday Life'." 5.2 Presentation (12 minutes) Vocabulary teaching: Present the new words and phrases one by one on the PPT. Pronounce them clearly and ask students to repeat after the teacher several times. For example, when teaching "take a shower", say "Take a shower. /teɪk ə ˈʃaʊə(r)/. Follow me, please." Use some body language or real - life actions to help students understand the meaning. For "get dressed", the teacher can pretend to put on clothes. After teaching all the words and phrases, play a word - guessing game. The teacher does an action, and students guess the corresponding English phrase. Sentence pattern teaching: Show a picture of a boy playing basketball after school. Ask students "What does the boy do after school?" and teach them to answer "He plays basketball after school." Write the sentence pattern "What do/does + subject + do...?" and "Subject + verb(s/es)..." on the blackboard. Explain the usage and differences of "do" and "does". "Do" is used with I/you/we/they, and "does" is used with he/she/it. Give more examples, such as "What do you do in the morning?" "I get up early in the morning." and let students practice asking and answering in pairs. 5.3 Listening (8 minutes) Tell students that they will listen to a conversation between two students, Steve and Lucy, about their after - school activities. First, let students look at the pictures and questions in Activity 2 on Page X of the textbook. Play the recording for the first time. Students just listen and get a general idea of the conversation. Play the recording for the second time. This time, ask students to listen carefully and complete the tasks in Activity 2, such as answering who does what activity. Check the answers with the whole class. Play the recording one more time if necessary, and pause at key sentences to help students understand better. 5.4 Practice (12 minutes) Group work: Divide students into groups of four. Each group member needs to describe their daily routine after school. Use the sentence patterns and vocabulary they have just learned. For example, "I usually do my homework first. Then I play badminton with my brother. Sometimes I watch TV for a while." After each group member finishes speaking, the group discusses and chooses the most interesting daily routine to share with the whole class. Each group sends a representative to the front of the class to report their group's discussion results. The rest of the students listen and can ask questions if they have any. 5.5 Summary and Homework (8 minutes) Summary: Summarize the key points of this lesson with the students. Review the new vocabulary, sentence patterns and the usage of the simple present tense. Write the important grammar points and sentence patterns on the blackboard again for students to copy down in their notebooks. Homework: Ask students to write a short passage about their own daily routine, including what they do in the morning, afternoon and evening. They should use at least five new words and phrases and the simple present tense. Tell students to listen to the recording of this lesson again at home to improve their listening skills. 教学反思 Positive aspects: The warming - up activity with pictures effectively aroused students' interest and made them quickly focus on the class. It successfully introduced the topic of daily life. The use of body language and real - life actions in vocabulary teaching helped students understand the new words and phrases more easily. The word - guessing game also made the vocabulary learning process more interesting and active. Group work provided students with more opportunities to practice speaking English. They were actively involved in the discussion and were able to use the learned knowledge to express themselves. Areas for improvement: In the listening part, some students had difficulty in catching the key information at the first listening. Next time, more pre - listening guidance can be given, such as explaining some difficult words or phrases in the conversation in advance. When teaching the simple present tense, although examples were given, some students still made mistakes in using the verb forms, especially the third - person singular form. More exercises and individual guidance are needed in the following classes to strengthen this grammar point. In the summary part, the time was a bit tight. Some students may not have fully understood the key points. In the future, more time should be allocated to ensure students' understanding and note - taking. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $