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

《Unit 5 Now and Then-Topic Talk》教学设计 科目 英语 年级 七年级下册 课时安排 1课时 核心素养目标 语言能力：掌握描述今昔变化的核心词汇与句型，能听懂、会说、会对比生活场景变化。文化意识：感知中外生活变迁共性，理解社会发展与生活方式的联系。思维品质：通过对比分析培养观察、归纳与逻辑表达能力。学习能力：在合作交流中主动探究，提升自主学习与语言运用能力。 教学重难点 重点：掌握 there be 过去式、used to 等表达，熟练运用核心句型描述过去与现在的环境、生活、设施变化。难点：在真实语境中准确区分并运用一般过去时与一般现在时，流畅完整地表达变化并说明简单原因，提升口语连贯性与逻辑性。 教学过程——主要思路 （一）Class Opening 热身导入 Greeting and Warm-up 教师面带微笑走进教室，与学生进行日常问候。 T: Good morning, class! How are you today? Ss: Good morning, Ms./Mr.… Fine, thank you. And you? T: I’m great, thanks. Look at the screen. What can you see? 教师播放两组对比图片：一组是过去低矮房屋、土路、少车辆；另一组是现在高楼、宽马路、公园、超市。引导学生用中文简单说出不同。 T: These are the changes around us. Today we’ll talk about the past and now. That’s Topic Talk of Unit 5 Now and Then. 板书课题：Unit 5 Now and Then Topic Talk 设计意图：用直观图片激活生活经验，快速聚焦 “今昔变化” 主题，降低语言门槛，激发学生表达欲，自然导入新课。 Lead-in Activity: Brainstorm T: When we talk about the past and now, what words can you think of? 鼓励学生自由说出相关词汇，教师在黑板分类记录：place, building, food, traffic, school, neighbour 等。 T: Excellent! These words will help us talk about changes better. 设计意图：头脑风暴激活已有词汇，为后续听说搭建词汇支架，帮助学生构建话题词汇体系。 （二）Pre-listening 听前准备 New Words Learning 教师出示本节课核心词汇图片，结合音标与例句教学： then 那时；now 现在 change 变化 building 建筑物 neighbour 邻居 traffic 交通 there was /there were 有（过去） used to 过去常常 教师领读、学生齐读、个别抽查发音，纠正错误。 T: Read after me. Then, now, change, building… 结合图片造句：There was a small house. Now there is a tall building. 设计意图：直观教学新词，音形义结合，帮助学生准确掌握发音与用法，为听力扫清词汇障碍。 Key Sentences Presentation 教师呈现核心句型，结合对比图讲解结构与含义： There was/were… 过去有…… There is/are… 现在有…… …used to… 过去常常…… Now… 现在…… 教师示范朗读，强调语调与重音，学生跟读模仿。 T: Now you can use these sentences to talk about changes. Let’s read together. 设计意图：清晰呈现功能句型，提供标准语音示范，帮助学生掌握句型结构，为听力理解与口语表达做好句式准备。 Prediction T: Look at the pictures in our book. What are they talking about? Guess! 引导学生根据课本插图预测对话内容：town, home, school, neighbour 等。 设计意图：培养预测策略，提升听力预判能力，带着问题听，提高听力效率。 （三）While-listening 听中任务 First Listening: Catch the main idea T: Now listen to the dialogue carefully. What is the dialogue about? Choose the right answer. A. Changes in the town B. Changes in the school C. Changes in the family 学生听第一遍录音，完成主旨选择题。 T: Who wants to share your answer? S: It’s about changes in the town. T: Great! You got the main idea. 设计意图：第一遍听关注整体，训练抓主旨的能力，符合听力由整体到细节的认知规律。 Second Listening: Fill in the blanks T: Listen again. Fill in the blanks with the right words. There ______ many tall buildings before. There ______ small houses. People ______ to be close to neighbours. Now there ______ many tall buildings. 教师播放第二遍录音，学生独立完成填空；同桌互查，教师核对答案。 T: Let’s check the answers together. 1. weren’t 2. were 3. used 4. are. 设计意图：第二遍听聚焦关键信息，训练细节抓取能力，强化 there be 过去式与 used to 的用法。 Third Listening: Imitate and follow T: Listen again. Read after the tape. Pay attention to your pronunciation and intonation. 逐句播放录音，学生跟读模仿，鼓励学生模仿语音语调。 T: Good job! You are good at imitating. 设计意图：跟读模仿规范语音语调，培养良好语感，提升口语准确性与流畅度。 （四）Post-listening 听后活动 Read and act 全班齐读对话，注意语气连贯。 分组练习对话，角色扮演。 邀请 2-3 组上台展示，教师给予肯定评价。 T: Your pronunciation is clear. Your acting is very natural. 设计意图：朗读与角色扮演巩固对话内容，提升口语表达与合作能力，增强学习自信心。 Pair work: Talk about changes T: Now work in pairs. Talk about changes in your school/home/community with the sentences we learned. 提供语言支架： A: What was it like before? B: There was/were… A: What is it like now? B: There is/are… A: Did you use to…? B: Yes, I did./No, I didn’t. 学生两人一组交流，教师巡视指导，帮助有困难的学生。 T: Please share your talk with us. Who wants to try? 邀请几组学生分享，教师及时点评鼓励。 设计意图：结对练习实现语言输出，把所学句型迁移到真实生活场景，提升语言运用能力。 Group work: Make a new dialogue T: Now work in groups of four. Make a new dialogue about changes. You can talk about your bedroom, classroom, or your hometown. 给出参考框架： Greeting Talk about past Talk about now Feelings about changes 小组合作创编对话，教师巡视指导，提供词汇与句型帮助。 T: Time’s up. Which group wants to show your dialogue? 各小组上台展示，师生共同评价，表扬创意与准确表达。 设计意图：小组合作创编对话，培养合作探究与创新表达能力，实现语言知识向语用能力转化。 （五）Language points 语言点精讲 There was/were… 含义：表示过去存在某人或某物。 结构：There was + 单数名词 / 不可数名词；There were + 复数名词。 否定：There wasn’t/weren’t… 疑问：Was/Were there…? 例句：There was a small garden. There weren’t many cars. 设计意图：系统梳理语法结构，帮助学生理解规则，夯实语言基础。 used to do sth. 含义：过去常常做某事（现在不做了）。 否定：didn’t use to… 疑问：Did…use to…? 例句：I used to play in the street. Now I play in the park. 设计意图：清晰讲解重点短语用法，结合例句理解含义，突破易混点。 Practice: Fill in the blanks There ______ (be) a small shop before. Now there ______ (be) a big supermarket. He ______ (use to) walk to school. Now he takes a bus. ______ (be) there many trees before? 学生独立完成，集体核对，讲解易错点。 设计意图：即时练习巩固语言点，及时发现并纠正错误，强化知识掌握。 （六）Consolidation 巩固拓展 Watch and describe 播放一段关于城市 / 校园变化的短视频，学生观看后用英语描述 3-5 句话。 T: Watch the video. Then tell us the changes you saw. 设计意图：视频素材丰富课堂形式，训练观察与快速语言组织能力，提升综合表达。 Draw and write 学生画出自己家 / 学校过去和现在的样子，用 3-5 句话写下来。 T: Draw the past and now. Then write sentences to describe. 邀请学生展示作品并朗读。 设计意图：画写结合调动多感官参与，兼顾不同学习风格学生，实现语言输出多元化。 （七）Summary 课堂小结 T: Today we learned so much. Let’s summarize together. Words: then, now, change, building, neighbour… Sentences: There was/were…; used to… Topic: Talk about changes between past and now. T: Changes make our life better. We should love our life and our hometown. 设计意图：师生共同梳理本节课内容，形成知识体系，渗透情感教育，升华主题。 （八）Homework 作业布置 Listen to the dialogue and read it 3 times. Talk about changes with your parents in English. Write 5 sentences about the changes of your bedroom. 设计意图：分层作业兼顾听、说、写，巩固课堂所学，延伸学习到家庭生活，提升语言运用持续性。 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $