Unit 5 Now and Then Topic Talk 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 5 Now and Then-Topic Talk Unit 5 Now and Then focuses on the theme of changes. Topic Talk serves as the starting point of this unit, which aims to introduce students to the concept of comparing the past and the present. Through various activities, students will be exposed to the language used to describe changes in different aspects such as living environment, transportation, and daily life. This part also lays a foundation for the following lessons in this unit, where students will further explore the details of changes in their town, recall past experiences, and share first - time experiences. 教学目标 A. Knowledge Objectives Students will be able to master the key phrases related to comparing the past and the present, such as “in the past”, “at present”, “compare...with...”, “used to do”, “be different from”. Students can understand and use the key sentences to describe changes, for example, “How was life different in the past?” “People used to walk to work, but now they drive cars.” “The town is much busier than before.” Students will learn to distinguish between the simple past tense and the present tense when talking about changes. B. Ability Objectives Enable students to describe the differences between the past and the present in their living place and other areas in English. Develop students' listening, speaking, reading, and writing skills through related activities. For instance, students can extract key information from listening materials about changes, express their opinions clearly in speaking activities, understand reading passages about past - present comparisons, and write short paragraphs to describe changes. Improve students' ability to analyze and explain the causes and effects of changes. C. Emotional Objectives Cultivate students' interest in observing and thinking about the changes around them. Raise students' awareness of the development and progress of society, and help them cherish the present life. 教学重难点 A. Teaching Key Points Key vocabulary and phrases for describing changes. Teachers need to ensure students can correctly pronounce, understand, and use these words and phrases in sentences. The usage of the simple past tense and the present tense when comparing the past and the present. Students should be able to choose the right tense to accurately describe different situations. Sentence patterns for expressing changes. Students need to master these patterns and be able to imitate and create their own sentences. B. Teaching Difficult Points Helping students accurately use “used to do” to express past habits that no longer exist. This structure has a unique meaning and usage, and students may easily make mistakes in understanding and application. Training students to comprehensively and vividly describe the changes in different aspects. It requires students to integrate vocabulary, grammar, and their own observations, which may be challenging for some students. Guiding students to think deeply about the causes and effects of changes and express their ideas in English. This involves not only language skills but also logical thinking ability. A. Key Phrases in the past 在过去 at present 现在 compare...with... 将…… 与…… 比较 used to do 过去常常做某事 be different from 与…… 不同 B. Key Sentences How was life different in the past? 过去的生活有什么不同？ People used to walk to work, but now they drive cars. 人们过去常常步行上班，但现在他们开车。 The town is much busier than before. 这个城镇比以前更繁忙了。 C. Grammar Focus Simple past tense vs. present tense: When describing past situations, use the simple past tense. For example, “People used to walk to work.” When talking about the present, use the present tense, like “Now they drive cars.” “used to do”: This structure is used to talk about something that happened regularly in the past but no longer happens. The verb following “used to” should be in its base form. 教学过程 A. Lead - in (5 minutes) Show students some pictures of the school or the local area in the past and now. For example, an old picture of the school with only a few low - rise buildings and a new picture with modern teaching buildings and facilities. T: “Boys and girls, look at these pictures. Can you tell the differences between them?” Encourage students to share their observations freely. Then ask students some questions like “What was your community like in the past? What is it like now?” Let students discuss in pairs for about 2 minutes and then invite some pairs to share their ideas. B. Presentation (15 minutes) Vocabulary teaching Write the key phrases “in the past”, “at present”, “compare...with...”, “used to do”, “be different from” on the blackboard. Pronounce them clearly and let students repeat several times. Explain the meaning and usage of each phrase with examples. For “used to do”, give more examples like “I used to play football after school, but now I have a lot of homework to do.” Sentence teaching Present the key sentences “How was life different in the past?” “People used to walk to work, but now they drive cars.” “The town is much busier than before.” on the screen. Let students read them aloud and explain the grammar points and sentence structures. For the sentence “The town is much busier than before.”, emphasize the use of “much + comparative” to show a greater degree of difference. Grammar explanation Use the examples on the blackboard and screen to clearly explain the difference between the simple past tense and the present tense when comparing the past and the present. Use more simple and vivid examples to help students understand, such as “I was short in the past, but now I am tall.” Explain the structure and usage of “used to do” again, and compare it with “be used to doing” (be accustomed to doing) to avoid confusion. C. Practice (15 minutes) Listening practice Play a short recording about the changes in a small town. The recording may include information about the changes in buildings, transportation, and people's lifestyles. T: “Listen carefully and fill in the blanks with the information you hear.” Provide a form on the screen with blanks for students to fill in, such as “In the past, there were ______ (number of buildings), but now there are ______. People used to go to work by ______, but now they mainly go by ______.” After playing the recording twice, check the answers with the students. Speaking practice Divide students into groups of four. Each group is given a topic about changes, such as changes in transportation, changes in entertainment, or changes in shopping. T: “Now, discuss in your groups about the given topic. Use the phrases and sentences we have learned. Each group member should express their opinions.” Walk around the classroom to monitor the group discussions and offer help if necessary. After about 5 minutes, invite some groups to come to the front of the class and present their discussions. D. Production (8 minutes) Writing practice Ask students to write a short passage about the changes in their own lives. They can choose one or more aspects, such as their hobbies, study, or relationships with family and friends. T: “You can start with a sentence like ‘My life has changed a lot in recent years.’ Then describe the changes in the past and now. Use the grammar and vocabulary we learned today.” Give students about 5 minutes to write. After they finish, ask them to exchange their passages with their deskmates and check for grammar and spelling mistakes. Summary Summarize the key points of this class with students, including important vocabulary, phrases, sentences, and grammar. T: “Today, we have learned a lot about describing the changes between the past and the present. Who can tell me some of the key phrases we learned?” Invite several students to answer. E. Homework Assignment (2 minutes) Ask students to make a poster about the changes in their hometown. They can collect pictures and write descriptions in English. Let students write a short composition about the future changes they expect in their lives and bring it to class next time for sharing. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of teaching methods, whether the combination of visual, auditory, and speaking - writing activities can effectively meet the learning needs of different students. If some students still have difficulties in understanding the grammar or using the vocabulary, I may need to adjust the teaching pace and use more simple and repetitive examples in the next class. Second, regarding students' participation, did all students actively engage in group discussions and class presentations? If not, I should find out the reasons and encourage those students to be more involved in future classes. Third, for the teaching content, whether the key and difficult points were well - explained and mastered by students. I can design a short quiz at the beginning of the next class to test students' understanding of this class's knowledge. Based on the reflection, I will make corresponding adjustments and improvements to better promote students' learning in the following classes of this unit. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $