Unit 1 Every Day Speaking Workshop 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 1 Every Day-Speaking Workshop 1. Content Overview This speaking workshop in Unit 1 Every Day of the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on enhancing students' ability to communicate about daily life. It includes various aspects such as talking about daily routines, activities, and personal preferences. Through a series of speaking activities, students will practice using relevant vocabulary, sentence patterns, and expressions they have learned in the unit. The workshop is designed to create real - life - like speaking situations, enabling students to apply their language knowledge in practical communication, thus improving their oral English proficiency and communicative competence. 教学目标 2.1 Knowledge Objectives Students will be able to master and use key vocabulary related to daily life, such as "get up", "have breakfast", "go to school", "do homework", "watch TV", etc. Students will understand and be able to use common sentence patterns for talking about daily routines, like "What do you usually do...?", "I usually...", "When do you...?". 2.2 Ability Objectives Students will improve their oral English expression ability, being able to describe their own daily life and ask others about theirs fluently and accurately. Students will enhance their listening comprehension in the context of daily life conversations, being able to understand the main ideas and key information when others are talking about daily routines. Through pair work and group work, students will develop their cooperative learning ability and communication skills. 2.3 Emotional Objectives Students will increase their interest in learning English by discussing familiar daily life topics. Students will build up their confidence in speaking English in public and be more willing to communicate with others in English. 教学重难点 3.1 Key Points The acquisition and correct usage of vocabulary and sentence patterns related to daily life. Guiding students to use these vocabulary and sentence patterns to conduct simple conversations about daily routines. 3.2 Difficult Points Helping students to use the learned language flexibly and naturally in different speaking situations, rather than just rote - memorization. Training students to organize their thoughts and express themselves in a logical way when describing their daily life, especially for students with relatively weak language foundation. 4.1 Vocabulary Daily activities: get up, wash one's face, brush one's teeth, have breakfast/lunch/dinner, go to school/work, have classes, do homework, play sports, watch TV, read books, go to bed Time expressions: in the morning/afternoon/evening, at noon, at night, every day, usually, often, sometimes, seldom, never 4.2 Sentence Patterns Asking about daily routines: What do you usually do in the morning/afternoon/evening? When do you get up/have breakfast/go to school...? How often do you...? Answering about daily routines: I usually/often/sometimes... I... at... (time) I... every day. 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Then, show some pictures on the PPT. The pictures can include scenes of a student getting up, having breakfast, going to school, etc. Ask students: "Look at these pictures. Can you tell me what the people in the pictures are doing? And when do you usually do these things in your daily life?" Encourage several students to answer. This activity aims to arouse students' interest and recall their prior knowledge about daily life. 5.2 Presentation (10 minutes) Write some key vocabulary and sentence patterns on the blackboard. For example, write "get up", "have breakfast", "What do you usually do in the morning?" and "I usually get up at 7:00." Read the words and sentences aloud, and ask students to follow and repeat several times. Pay attention to the pronunciation and intonation. Explain the usage of these vocabulary and sentence patterns briefly. For instance, when explaining "What do you usually do...?", tell students that we use this sentence to ask about someone's regular activities at a certain time. And when answering, we use "I usually...". 5.3 Practice (15 minutes) Pair Work: Divide students into pairs. Give each pair a set of flashcards. On each flashcard, there is a daily activity (such as "play basketball", "do homework", etc.) or a time expression (such as "at 6:30", "in the evening"). Students in each pair take turns to pick a card. The one who picks the card with an activity asks the other: "What do you usually do... (related time on the other's card)?" The other student answers according to the activity on his/her card. For example, if one student picks "play basketball" and the other picks "in the afternoon", the question will be "What do you usually do in the afternoon?" and the answer could be "I usually play basketball in the afternoon." Walk around the classroom to monitor and offer help when students encounter difficulties. Group Work: After the pair work, divide students into groups of four. Each group is required to create a short dialogue about their daily life. They need to use at least five different vocabulary and sentence patterns from the knowledge checklist. Encourage group members to discuss and cooperate. Then, ask several groups to come to the front of the classroom and act out their dialogues. 5.4 Production (10 minutes) Create a more complex speaking situation. Suppose there is a new student in the class. Each student needs to introduce their daily life to this new student. They can use the information they practiced before and add more details, such as their feelings about different daily activities. Give students a few minutes to prepare. Then, ask some students to stand up and give their introductions. After each introduction, other students can ask some questions, like "Why do you like...?" or "Do you often...?" This activity can further improve students' speaking ability and their ability to deal with real - life communication. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary and sentence patterns about daily life that have been learned in this class. Ask students to recall what they have learned and invite several students to share their learning gains. Homework: Ask students to write a short passage about their daily life, using at least 8 sentences. They need to describe their activities from morning to night. Ask students to record themselves reading this passage and send the recording to the teacher via the class communication platform. This can help students practice their pronunciation and intonation, and also allow the teacher to have a better understanding of students' learning situation. 教学反思 After this class, it is necessary to reflect on the teaching process. In terms of the positive aspects, the warming - up activity with pictures effectively attracted students' attention and engaged them in the class from the beginning. The pair work and group work provided students with sufficient opportunities to practice speaking, and most students actively participated. However, there are also some areas for improvement. Some students still had difficulties in using the sentence patterns flexibly, especially when they needed to add their own ideas. In the future, more real - life - like and diverse speaking situations can be created to help students better internalize the language. Also, for students with weak language foundation, more individual guidance should be provided during the practice activities to ensure that they can also make progress in speaking English. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $