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Unit 2 School life Lesson 1 Reading
一、教学内容分析
本单元围绕“学校生活”这一主题展开。本课时为阅读课，语篇以学生Li Hua的第一人称视角，描述他一天的校园生活，包括课程安排、课间活动、午休时间及课外活动等内容。 文本内容贴近初一学生的真实学习与生活情境，具有较强的代入感。通过阅读，学生能够了解如何用英语描述日常的校园生活，掌握与“校园生活”相关的词汇，短语和句型，为后续口语、写作任务做铺垫，此外，还能增强对校园生活的认同感，提升时间管理意识。
二、语篇分析
【What】 该语篇是一篇记叙文，以第一人称“Li Hua”的口吻叙述了自己进入初中后的校园生活日常。文章内容包括上课时间与课程安排、课间活动、午休时间、课外活动等，全面展示了Li Hua在初中的校园生活。 【Why】 该语篇通过Li Hua的视角，传达出初中生活的丰富多彩与学生积极向上的学习态度，有助于激发学生对校园生活的热爱以及提升学生时间管理意识。该语篇让学生了解如何描述校园生活，为学生后续写作此类主题文章提供了良好范例，有助于学生模仿和仿写。 【How】 本课时的语篇类型是记叙文，语篇主体采用时间线的逻辑顺序，从早上8点上课讲起，依次写到课间、午休、课外活动，逻辑十分清晰。在语言上，语篇使用了第一人称，使叙述更加亲切自然，让读者能产生代入感。使用了一般现在时描述日常活动，如“I have seven classes each day.”等，符合描述日常生活的语言特点。语篇还运用了感叹句，如“How short it is!”，增强了表达效果，体现了人物的情感和心理状态。语篇整体语言简洁平实，内容贴近初一学生的真实生活，易于学生理解和产生共鸣。
三、学情分析
七年级学生正处于由小学向初中过渡的适应阶段，面对新环境，学生正在不断探索和进行调整。学校生活作为他们当前生活的主要内容，学生对这一话题具有高度的参与感和关注度。大多数学生已经具备用简单句描述日常生活的能力，能够理解并使用表示时间顺序的词汇和短语。但在描述完整的一天时，学生的表达不够清晰连贯，缺乏对时间线与活动安排的整体把握，表达较为零散。此外，学生已初步掌握一些表示日常活动的动词短语，但对描述校园生活的词汇和短语储备仍较有限，存在词汇量不足和搭配不当的问题。 在本课时，教师应通过图文展示、语篇阅读引导和任务驱动，帮助学生了解并掌握如何描述校园生活。同时，鼓励学生在真实语境中表达个人感受，增强对校园生活的认同感，提升时间管理意识。
四、教学目标
通过本课时的学习，学生能够： 1. 读懂描述Li Hua一天的校园生活的文章，获取Li Hua的校园生活的相关信息。 2. 比较自己与Li Hua的校园生活，并描述两者的相同点和不同点。。 3. 根据时间线和关键词复述文章主要内容。 4. 通过阅读与交流活动，增强对校园生活的认同感。
五、教学重难点
【重点】 读懂描述Li Hua一天的校园生活的文章，获取Li Hua的校园生活的相关信息。 【难点】 比较自己与Li Hua的校园生活，并描述两者的相同点和不同点。
六、教学活动设计
环节一：自由讨论，导入话题，激发学生的学习兴趣。（6 mins） 教师引导学生谈论自己的日常生活，尤其是校园日常，为本课时进一步展开做好铺垫。
教学活动 活动层次 效果评价
Students talk about two questions. 学习理解之感知与注意 观察学生回答与互动表现，判断是否激发了学生的学习兴趣和分享欲，了解学生在谈论校园生活方面是否有一定的语言基础。
环节设计意图：以学生的日常生活为切入点，引导学生谈论自己的日常生活，尤其是校园生活，激发学生的分享欲与学习兴趣，同时帮助学生积累与“校园生活”相关的词汇与短语，为本课时进一步展开做铺垫。
环节二：读前预测语篇内容，随后正式阅读语篇，完成不同层次的阅读任务。（20 mins） 教师引导学生看语篇标题和图片，预测语篇内容。随后阅读语篇，完成不同层次的阅读任务，掌握文章大意、关键信息和细节以及认识到描述日常生活通常应该用时间顺序。
教学活动 活动层次 效果评价
Students look at the picture and the title and then guess what Li Hua will talk about in the passage. 学习理解之感知与注意 通过学生的表现，判断学生是否能够根据图片和标题进行合理的推测，是否具备一定的主题感知能力和逻辑思维能力。
Students put the paragraphs in the correct order and answer the question. Students read the passage and complete Li Hua’s school day schedule. Students read the passage and answer the questions. 学习理解之感知与注意、获取与梳理、概括与整合 通过观察学生的活动反馈，了解学生对文章大意、关键信息和细节的获取情况。在将错乱的段落正确排序和阅读完成表格这两个环节，通过学生的表现，了解学生是否能理解时间标志词的作用以及认识到描述日常生活通常应该用时间顺序。
环节设计意图: 让学生看图和标题猜测文章内容，以此激活学生背景知识、激发学生阅读动机和培养预测能力。随后通过不同的阅读活动，让学生充分了解语篇内容，培养学生获取语篇大意，关键信息的能力以及整合信息的能力。通过引导学生将错乱的段落正确排序和完成表格这两个环节，帮助学生理解时间标志词的作用以及如何用时间顺序描述日常生活。
环节三：引导学生根据时间线和关键词复述文章内容，内化所学知识。（5 mins） 教师呈现时间线和关键词，引导学生根据时间线和关键词复述文章内容，内化所学知识。
教学活动 活动层次 效果评价
Students retell Li Hua’s school day schedule. 应用实践之内化与运用 通过学生的活动表现，了解学生对语篇的掌握程度以及运用所学语言和知识的情况。
环节设计意图: 引导学生根据时间线和关键词复述文章内容，帮助学生运用并巩固所学知识，实现知识的内化，并加深对语篇内容的理解。
环节四：比较李华与自己的学校生活，完成图表并分享相同点和不同点。（8 mins） 教师引导学生比较李华与自己的学校生活，完成图表并分享结果。
教学活动 活动层次 效果评价
Students compare their school day with Li Hua’s and complete the diagram. Students share their findings. 应用实践之分析与判断、描述与阐释 通过观察学生填写对比表格的过程，判断学生是否具备从文本中提取关键信息及进行有效归纳对比的能力。通过学生的分享，判断学生是否能使用恰当的语言表达相同点与不同点，是否具备清晰的表达逻辑以及倾听他人发言的意识。
环节设计意图: 通过引导学生将自己的学校生活与李华的进行比较并完成图表，帮助学生提取语篇中的关键信息，训练他们比较与对照的能力，同时引导学生将阅读内容与自身实际相联系，增强学习的真实感与代入感。在整理图表信息后，学生通过口头分享比较结果，不仅能提升口语表达能力，还能通过同伴之间的交流进一步加深对文本的理解。
环节五：完成不同任务，巩固所学知识。（6 mins） 引导学生完成不同练习，巩固所学知识。
教学活动 活动层次 效果评价
Students find the words and the phrase in the article on page 21 and match them with their meanings. Students complete the conversation with the words and the phrase given. Students complete the sentences. 应用实践之内化与运用 观察学生的活动反馈，了解学生对本节课的词汇、短语、句型的掌握程度，判断学生综合运用所学知识的能力以及能否将所学知识内化。
环节设计意图: 通过不同的练习，检测学生对本课核心词汇和句型的掌握情况，同时帮助学生进一步掌握本节课的词汇、短语和句型，提升语言的运用能力，实现知识的内化。
作业与拓展 1. Review the new words and phrases in this lesson. 2. Ask about your friend’s school day and write down three things that are the same as yours and two things that are different from yours.
4 / 4(共20张PPT)
Unit 2 School life
Lesson 1 Reading
英语沪教版七年级上册
Learning objectives
通过本课时的学习，学生能够：
1. 读懂描述Li Hua一天的校园生活的文章，获取Li Hua的校园生活的相关信息。
2. 比较自己与Li Hua的校园生活，并描述两者的相同点和不同点。
3. 根据时间线和关键词复述文章主要内容。
4. 通过阅读与交流活动，增强对校园生活的认同感。
重点
Free talk
1. Which of these things do you ...
a. do every day b. do several times a day/ a week
c. never do d. do on school days (上学日)
一天几次/一周几次
Free talk
2. What else do you do on school days
have classes
take notes
do homework
prepare for tests
Free talk
2. What else do you do on school days
play with friends
join clubs
clean the classroom
go to the canteen for lunch
Can you talk about your school day clearly and logically
Let’s read the article about Li Hua’s school day.
Look and guess
Look at the picture and the title. What do you think Li Hua will talk about
School subjects.
Daily routine(日常事务).
C. Weekend activities.
D. The lunch break at school.
E. Teachers and friends.
Put the paragraphs in the correct order
Morning break starts at 9:40 a.m, and I run to the sports ground. I often do some morning exercise or play a ball game with my friends.The break ends at 10:10 a.m. How short it is!
Classes end at 4:25 p.m,and many students take part in after-school activities. I go to the Ping-pong Club with my friend Chen Ming. We plan to take part in the school ping-pong game next month. We look forward to it and will practise very hard.
We have a lunch break from 12:00 p.m. to 2:00 p.m. We go to the canteen for lunch. There are different foods I can choose from. I really enjoy eating there! After that, I usually go to the book corner in the classroom. I can always find something interesting to read.
Classes start at 8:00 a.m. I have seven classes each day, four in the morning and three in the afternoon. Geography is a new subject in junior high. The teacher sometimes teaches us by playing games. It’s a great way to learn.
How can you put these paragraphs in the correct order
Reading strategy:
When we describe our daily routine, we usually present the events in the ___________ order.
If you identify the time markers in the article, it is easier to understand the order of events.
时间标志词
time
n. 顺序
Read and complete
do morning exercise or play a ball game
go to the canteen for lunch
go to the book corner for reading
go to the Ping-pong Club with Chen Ming
Read the passage and complete Li Hua’s school day schedule.
做早间锻炼
Read and answer
It’s a great way to learn.
Q1:What does Li Hua think of playing games in Geography class
关于……有很多要说的话
It’s a great way to do sth.
这是做某事的好方法
teach sb. by doing sth.
通过做某事教某人
Read and answer
Yes. “... I run to the sports ground.”“How short it is!”
Does Li Hua like the morning break Why
What does Li Hua like to do during the lunch break
Q2
Q3
He likes going to the canteen for lunch and doing some reading in the book corner.
how引导的感叹句。句型：How+adj./adv.+主语+谓语！
形容词作定语修饰复合不定代词（something, anything, nothing…) 时，放在复合不定代词后面。
从……到……
Read and answer
At 4:25 p.m.
What time do classes end
Why do Li Hua and Chen Ming plan to practise very hard
Q4
Because they plan to take part in the school ping-pong game next month.
Q5
=join in 参与(活动)
look forward to+n./pron./doing sth. 期待，盼望做某事
plan to do sth. 计划做某事
努力练习
practise doing sth.练习做某事
Read and answer
Q6: What does Li Hua think of his school life
It’s +adj.+ to do sth. 做某事是……的
=have fun=enjoy oneself 玩得开心
It is a good and enjoyable time. He enjoys every minute of it.
enjoy+n./pron./doing sth.
喜欢/享受做某事
Retell
8:00—9:40
have classes
9:40—10:10
have a morning break / do some morning exercise or play a ball game with his friends at the sports ground
10:10—12:00
have classes
12:00—14:00
go to the canteen for lunch/read in the book corner
14:00—16:25
have classes
After 16:25
go to the Ping-pong Club with Chen Ming
Retell Li Hua’s school day schedule.
He thinks his school life is... because...
Complete the diagram
have seven classes
go to the Ping-pong Club
enjoy every minute...
have eight classes
...
classes start at 8:00 a.m.
Is Li Hua’s school day similar to or different from yours
class schedule
subjects
after-school activities
feelings
Share your findings
Li Hua and I have some similarities in our school days. We both start school at 8:00 a.m. ...
But there are also some differences. Li Hua has seven classes every day, but I have eight. ...
I think my school day is busy but fun. I can learn new things, play with my friends, and take part in many interesting activities. I enjoy my school day very much.
class schedule
subjects
after-school activities
feelings
(1) geography (line 5)
(2) activity (line 15)
(3) club (line 16)
(4) look forward to (line 17)
(5) practise (line 17)
a. a group of people doing things together
b. to be excited about something that is going to happen
c. to work hard to get better at something (e.g. a sport)
d. a school subject about the world, the oceans, different countries, etc.
e. something that you do or take part in
Find and match
Find the words and the phrase in the article on page 21 and match them with their meanings.
Read and complete
Mike, Li Hua’s British friend, is asking him about his new school plete their conversation with the words and the phrase given. Change the form if necessary.
geography
activities
club
am looking forward to
practise
geography
activity
club
look forward to
practise
Adverb suffix: -ly 把后缀-ly加到形容词词尾可以构成副词。
直接加-ly ：quick→quickly careful→carefully
把 y 改成 i ，加-ly：heavy→heavily happy→happily
去 e，加-y：true→truly terrible→terribly
加al，再加-ly：automatic→automatically
really adv. 确实，真正地
real adj. 真的，确实的
Complete the sentences
1. 张宇课后参加各种各样的活动。
Zhang Yu _____ _____ _____ all kinds of activities after school.
2. 你们上周在北京玩得开心吗？
Did you _______ _____ ______ ______ in Beijing last week
3. 我期待明天去动物园！
I _______ _________ ______ ______ to the zoo tomorrow!
4. 努力练习很重要。
It’s __________ to _________ __________.
takes
part
in
had
a
good
time
look
forward
to
going
important
practise
hard
Homework
1. Review the new words and phrases in this lesson.
2. Ask about your friend’s school day and write down three things that are the same as yours and two things that are different from yours.
Bye-bye!

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