Unit 1 Every Day-Reading Club1&2 教学设计 2024-2025学年北师大版英语七年级下册

Unit 1 Every Day-Reading Club1&2 This unit focuses on the topic of "Every Day", aiming to help students describe daily routines and activities. Reading Club1&2 consists of two passages related to daily life. The first passage might introduce the daily life of a student, covering activities like waking up, going to school, having meals, and doing homework. The second passage could present the daily routines of a family member, such as a parent's workday or a sibling's after - school activities. Through these readings, students will not only improve their reading skills but also enrich their vocabulary related to daily life and learn how to use the simple present tense to express habitual actions. 教学目标 Students will be able to master key vocabulary related to daily life, such as "wake up", "get dressed", "have breakfast", "go to school", "do homework", "watch TV", "go to bed", "take a shower", "cook dinner", "clean the house", "read newspapers", "take a walk", "go to work", etc. Students will understand and be able to use the simple present tense correctly to describe daily routines. They should know the structure of the simple present tense: subject + verb 原形 (for non - third - person singular subjects) /subject + verb - s/es (for third - person singular subjects). Students will learn some common sentence patterns for asking and answering about daily activities, like "What time do you usually wake up?", "I usually wake up at...", "What do you do after school?", "I usually...", "Does she/he...?", "Yes, she/he does. / No, she/he doesn't." 教学重难点 A. Key Points Key vocabulary related to daily life and its correct pronunciation, spelling, and usage. The structure and usage of the simple present tense, especially the correct form of verbs for third - person singular subjects. Reading comprehension skills, including skimming, scanning, and inferring meaning from context. B. Difficult Points Helping students use the simple present tense accurately in speaking and writing, especially avoiding common mistakes in verb forms for third - person singular. Guiding students to understand and express complex daily routines, such as those involving multiple activities and time sequences. Training students to write a complete and well - organized passage about daily life, with clear ideas and correct language use. A. Vocabulary Daily Activity Verbs wake up (v. phr.):to stop sleeping 醒来 get up (v. phr.):to get out of bed 起床 brush teeth (v. phr.):to clean one's teeth with a toothbrush 刷牙 have breakfast/lunch/dinner (v. phr.):to eat the first/middle/last meal of the day 吃早 / 午 / 晚餐 go to school/work (v. phr.):to travel to school or workplace 去上学 / 上班 do homework (v. phr.):to complete school - assigned tasks 做作业 watch TV (v. phr.):to look at the television 看电视 go to bed (v. phr.):to lie down in bed to sleep 上床睡觉 take a shower (v. phr.):to wash one's body using water from a shower 洗澡 get dressed (v. phr.):to put on clothes 穿衣服 play sports (v. phr.):to do physical activities for exercise or entertainment 做运动 go home (v. phr.):to return to one's home 回家 cook dinner (v. phr.):to prepare the evening meal 做晚饭 clean the house (v. phr.):to make the house tidy and free of dirt 打扫房子 read newspapers (v. phr.):to look at and understand the news in a newspaper 看报纸 take a walk (v. phr.):to go for a short walk, usually for exercise or pleasure 散步 Time Expressions at + specific time (prep. phr.):e.g., at 7:00 a.m., at noon, at night 在(具体时间点) in the morning/afternoon/evening (prep. phr.):在早上 / 下午 / 晚上 every day (adv. phr.):每日 usually (adv.):most of the time 通常 often (adv.):many times 经常 sometimes (adv.):occasionally 有时 never (adv.):not at any time 从不 B. Grammar - Simple Present Tense Structure Affirmative Sentence: For non - third - person singular subjects (I, you, we, they): Subject + verb 原形 + other parts. Example: I play basketball after school. We go to the park on weekends. For third - person singular subjects (he, she, it, singular nouns): Subject + verb - s/es + other parts. Example: She goes to school by bike. The cat eats fish every day. Negative Sentence: For non - third - person singular subjects: Subject + don't + verb 原形 + other parts. Example: I don't watch TV in the morning. They don't play football on Mondays. For third - person singular subjects: Subject + doesn't + verb 原形 + other parts. Example: He doesn't like vegetables. My mother doesn't go to work by bus. Interrogative Sentence: For non - third - person singular subjects: Do + subject + verb 原形 + other parts? Example: Do you like reading? Do they have lunch at school? For third - person singular subjects: Does + subject + verb 原形 + other parts? Example: Does she get up early? Does the dog run fast? Usage To express habitual actions or daily activities. Example: I always have breakfast at 7:30. To state general facts or truths. Example: The earth moves around the sun. To express fixed schedules or timetables. Example: The school bus leaves at 8:00 every morning. C. Sentence Patterns Asking about Daily Activities What do you do + time expression? Example: What do you do after school? What does he/she/it + singular noun do + time expression? Example: What does your father do every day? How do you go to...? Example: How do you go to school? How does he/she/it + singular noun go to...? Example: How does your sister go to work? Answering about Daily Activities I/We/They + verb + other parts + time expression. Example: I play the piano in the evening. They do their homework at home. He/She/It + singular noun + verb - s/es + other parts + time expression. Example: She watches TV after dinner. My father reads newspapers every morning. Asking about the Time of Daily Activities What time do you usually + verb + other parts? Example: What time do you usually wake up? What time does he/she/it + singular noun usually + verb + other parts? Example: What time does your mother usually cook dinner? Answering about the Time of Daily Activities I/We/They usually + verb + at + specific time + other parts. Example: I usually get up at 6:30. We usually have lunch at 12:00. He/She/It + singular noun usually + verb + at + specific time + other parts. Example: She usually goes to bed at 10:00. My brother usually plays games at 7:00 p.m. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of daily activities on the PPT, such as a boy waking up, a girl having breakfast, and a man going to work. Ask students to look at the pictures and name the activities they see in English. Encourage them to say as many as they can. T: Good morning, class! Look at the pictures on the screen. What can you see? Who can tell me in English? Ss: Wake up, have breakfast, go to work... B. Pre - reading (10 minutes) Vocabulary Teaching Write some key vocabulary words related to daily life on the blackboard, such as "wake up", "get dressed", "have breakfast", etc. Read the words aloud, emphasizing the correct pronunciation. Let students repeat after you several times. Explain the meaning of each word briefly. For example, for "wake up", you can say, "When you wake up, you stop sleeping in the morning." Do a quick vocabulary game. Divide the class into two groups. Show a picture of a daily activity on the PPT, and the first group to shout out the correct English word gets a point. After several rounds, change the groups' roles. Lead - in to the Reading Passages Ask students some questions about their daily life, such as "What time do you usually wake up?", "How do you go to school?", "What do you do after school?" Invite several students to answer the questions. T: Now, I want to know about your daily life. What time do you usually wake up, Tom? Tom: I usually wake up at 7:00. T: Good. And how about you, Mary? How do you go to school? Mary: I go to school by bike. Then say, "Today, we are going to read two passages about daily life. Let's see what other people do in their daily life." C. While - reading (15 minutes) Reading Club1 Give out the handouts with the first reading passage. Let students skim the passage quickly (about 2 minutes) and answer the question: "What is the main idea of this passage?" T: Now, please skim the passage quickly. Try to find out what the passage is mainly about. You have 2 minutes. After 2 minutes, ask some students to share their answers. Then, let students read the passage carefully again. This time, ask them to scan for specific information and fill in a table on the handout. The table can include columns like "Time", "Activity", and "Who". For example: | Time | Activity | Who | |-|-|-| | 7:00 a.m. | wake up | the author | | 7:30 a.m. | have breakfast | the author | |... |... |... | Walk around the classroom to monitor students' reading and give help if necessary. After students finish filling in the table, check the answers together. Ask students to read out their answers one by one. Reading Club2 Present the second reading passage on the PPT. Let students read it silently for about 3 minutes. Then, ask them to work in pairs and discuss the following questions: What are the daily routines of the family member in the passage? How are the daily routines of this family member different from yours? Monitor students' pair work and listen to their discussions. After 3 minutes, invite some pairs to share their ideas with the whole class. During the sharing, write down some important points on the blackboard for summary. D. Post - reading (10 minutes) Grammar Focus - Simple Present Tense On the blackboard, write some sentences from the reading passages that use the simple present tense, both affirmative, negative, and interrogative sentences. For example: Affirmative: I go to school by bus every day. Negative: My mother doesn't like coffee. Interrogative: Do you play sports after school? Analyze the structure of the simple present tense with students. Point out the differences in verb forms for different subjects. Let students make some more sentences using the simple present tense based on the daily activities they know. Invite several students to write their sentences on the blackboard. Check the sentences on the blackboard together. Correct any mistakes and explain the reasons. Group Discussion Divide the class into groups of 4 - 5 students. Give each group a topic related to daily life, such as "The best time of my day", "My ideal daily routine", or "The most interesting thing I do every day". Let students discuss the topic in their groups for about 5 minutes. Encourage them to use the vocabulary and sentence patterns they have learned, especially the simple present tense. After the discussion, each group selects a representative to report their group's ideas to the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the vocabulary related to daily life, the structure and usage of the simple present tense, and the reading comprehension skills they have practiced. T: Today, we have learned a lot. We learned many words about daily life, like wake up, get dressed, etc. We also learned how to use the simple present tense to talk about our daily routines. And we practiced reading skills such as skimming and scanning. Homework Ask students to write a short passage about their own daily life, using at least 8 sentences. They should use the vocabulary and grammar they have learned in this class. Tell students to preview the next part of Unit 1, which might be related to more in - depth learning of daily life topics or further grammar practice. 教学反思 After this class, I need to reflect on several aspects. Firstly, in terms of vocabulary teaching, the vocabulary game seemed to arouse students' interest, but some students still had difficulty pronouncing some words correctly. Maybe I should spend more time on individual pronunciation correction in the future. Secondly, during the reading process, some students had trouble understanding long sentences in the passages. I should provide more guidance on sentence analysis in pre - reading or while - reading activities. Thirdly, for the grammar part, although students seemed to understand the structure of the simple present tense, they still made mistakes in verb forms when speaking and writing. More practice exercises, especially oral drills, are needed to strengthen their memory and correct usage. Finally, in group discussions, some students were a bit shy and didn't actively participate. I should think of more ways to encourage every student to engage in group activities and build their confidence in speaking English. Overall, this class has provided me with valuable feedback for improving my future teaching. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $