Unit 5 Now and Then-Speaking Workshop教学设计 2025-2026学年北师大版英语七年级下册

Unit 5 Now and Then-Speaking Workshop This Speaking Workshop in Unit 5 of the 2024 version of the Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of "Now and Then". Students will engage in various speaking activities to discuss the differences between the past and the present. Through listening to dialogues, sharing personal experiences, and group discussions, students will practice using relevant vocabulary, sentence patterns, and tenses to express changes. The content is closely related to students' daily lives, such as changes in school life, personal hobbies, and the environment, which helps students connect with real - life situations and improve their communicative competence in English. 教学目标 A. Knowledge Objectives Students can master the key vocabulary related to changes, such as "used to", "in the past", "at present", "change", "different from", etc. Students can correctly use the simple past tense and present tense to describe past and present situations. B. Ability Objectives Students are able to listen to dialogues about changes and extract key information accurately. Students can communicate fluently in English to share their own experiences and opinions about the differences between the past and the present, with correct pronunciation, intonation, and grammar. Develop students' ability to organize their thoughts and express themselves in a logical way during speaking activities. C. Emotional Objectives Stimulate students' interest in learning English and encourage them to actively participate in speaking activities. Cultivate students' awareness of observing and reflecting on the changes around them, and enhance their sense of appreciation for the present life. 教学重难点 A. Key Points The usage of key vocabulary and sentence patterns for expressing changes. The correct application of the simple past tense and present tense in context. Guiding students to express their ideas clearly and fluently about the differences between the past and the present. B. Difficult Points Helping students to use the simple past tense and present tense accurately without confusion, especially for some irregular verbs in the simple past tense. Encouraging students who are shy or less confident to actively participate in speaking activities and overcome their fear of making mistakes. Training students to organize complex ideas and express them in a more elaborate and coherent way during group discussions and presentations. Vocabulary Phrases related to time in the past (在过去) at present /now (现在) used to do sth. (过去常常做某事) Verbs related to changes change (改变) improve (改善) develop (发展) Adjectives for comparison different (不同的) better (更好的) worse (更糟的) Sentence Patterns How was /were... in the past? (过去…… 怎么样？) People / I used to... but now... (人们 / 我过去常常…… 但是现在……) The... is /are much + adj. - er /more + adj. than before. (…… 比以前…… 得多) Tenses Simple Past Tense: Used to describe actions or states that happened in the past. For regular verbs, add “-ed” to the base form. For example, “walk - walked”, “play - played”. Irregular verbs have their own forms, such as “go - went”, “do - did”. Present Tense: Simple Present Tense: Expresses habits, general truths, and present states. For example, “I often play basketball after school.” “The earth moves around the sun.” Present Progressive Tense: Describes actions happening at the moment of speaking. The structure is “be (am / is / are) + verb - ing”. For example, “She is reading a book now.” 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures on the PPT, including pictures of old - fashioned schools and modern schools, old - style transportation like bicycles and current transportation such as subways. Ask students: “Look at these pictures. Can you tell me the differences you see? What was the school / transportation like in the past? And what is it like now?” Encourage several students to answer. B. Listening and Learning (10 minutes) Tell the students that they are going to listen to a dialogue between Jason from the school radio station and Lisa from Grade 7. Before playing the recording, present some questions on the PPT: What did Lisa experience a year ago? How are things now? Why did the changes happen? Play the dialogue recording for the first time. Students listen carefully and try to get a general idea. Play the recording again. This time, students listen and underline the key information related to the questions. Check the answers with the whole class. Invite students to share the key sentences they underlined. For example: A year ago, Lisa was afraid of speaking English in front of others. When she spoke up in class, she felt everyone was watching and laughing at her, and she couldn't say anything. Now, she is brave enough to speak up in class and enjoys listening to English songs and watching TV shows in English. Her teacher made a class rule not to laugh at others when speaking English and encouraged her to read English books every day. Her best friend invited her to practice English together. C. Pair Work (10 minutes) Divide the students into pairs. Ask them to talk about the changes in their own English learning experiences or school life according to the following aspects: What were the difficulties or situations in the past? How have things changed now? What led to these changes? Provide some sentence patterns on the PPT to help them: A year ago / In the past, I... But now, I... The reason is that... Walk around the classroom, monitor the pair work, and offer help when necessary. For example, correct students' pronunciation mistakes or help them with grammar usage. After 8 minutes, invite 2 - 3 pairs of students to come to the front of the class and share their conversations. The rest of the students listen carefully and can ask questions if they have any. D. Group Discussion (15 minutes) Arrange the students into groups of four. Present a more in - depth topic for group discussion: “What are the biggest changes in our city / hometown in recent years? And how do these changes affect our lives?” In the groups, students are required to discuss and make a list of the changes and their impacts. They can use the knowledge they have learned in this unit, such as vocabulary, sentence patterns, and tenses. Walk around each group, participate in their discussions appropriately, and guide them to think from different perspectives. For example, prompt them to consider changes in the environment, transportation, and entertainment. After the discussion, each group selects a representative to give a presentation to the whole class. The representative should use clear language, correct grammar, and appropriate body language to present the group's discussion results. After all the groups have presented, organize a brief Q & A session. Other students can ask questions about the content of the presentations, and the group representatives answer them. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the vocabulary, sentence patterns, and tenses used to describe changes. Review the main ideas shared by the students in the pair work and group discussion, emphasizing the importance of observing and expressing changes in English. Homework Ask students to write a short passage about the changes in their favorite place (such as a park, a bookstore) in the past few years. They should use at least five key words and three sentence patterns learned in this class. Encourage students to record themselves talking about the changes they wrote in the passage and send the recording to the teacher via a learning app. 教学反思 Positive Aspects The use of pictures in the lead - in stage successfully attracted students' attention and quickly led them into the theme of the class, making it easier for them to start thinking about the differences between the past and the present. The listening activity provided students with authentic language input, which helped them understand how to use English to describe changes in real - life conversations. The subsequent pair work and group discussion activities gave students sufficient opportunities to practice speaking, and most students actively participated, showing a high level of enthusiasm. By guiding students to discuss changes in their own lives and the city, it not only improved their English language skills but also enhanced their awareness of the world around them. Areas for Improvement Some students still had difficulties in using irregular verbs in the simple past tense correctly during speaking. In future classes, more practice and drills on irregular verb forms should be provided. A few shy students were still reluctant to speak in front of the class during the pair work sharing and group presentation. More individual encouragement and small - group support methods need to be explored to help them build confidence and actively participate in speaking activities. The time control in the group discussion was not perfect. Some groups did not have enough time to fully present their ideas. In future teaching, more accurate time management should be carried out to ensure that each group has a good chance to show their work. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $