资源简介

Unit 1 New school, new beginning!-Lesson 5 I like my school!
This lesson is from Unit 1 "New school, new beginning!" of the English textbook for Grade 7 published by Hebei Education Press (2024). The main text is a narrative in which Wang Xuyao shares his school life. It vividly describes his study and life in the new school, including his favorite places, friends, teachers and subjects at school. Through this text, students can not only learn the relevant vocabulary and sentence patterns about school life, but also feel the joy of a new school life, and at the same time, understand and respect the educational environment and learning habits in different cultural backgrounds.
教学目标 Students can master the key vocabulary related to school life, such as "playground", "friend", "teacher", "subject", etc. Students can understand and use the sentence pattern "My favourite... is..." to express their preferences. Students can understand the usage of simple present tense in describing daily school life.
教学重难点 1. Teaching Key Points Enable students to correctly use relevant vocabulary and expressions to describe their favorite schools. Guide students to use mind maps to sort out different perspectives of introducing schools in the text. 2. Teaching Difficult Points Help students correctly use the vocabulary and expressions describing school life in actual conversations. Enable students to draw inferences from one instance and introduce their own schools from multiple perspectives, and understand and describe complex school life and personal preferences.
1. Key Vocabulary
favourite：adj. 最喜欢的。常用搭配：“one’s favourite + 名词” 表示 “某人最喜欢的……”，如 “My favourite school subject is Chinese.”；也可作名词，意为 “最喜欢的人（或物）”，如 “English is my favourite.”
playground：n. 操场。“play on the playground” 在操场上玩耍。
friend：n. 朋友。“make friends with sb.” 与某人交朋友。
teacher：n. 教师。“a maths teacher” 一位数学老师。
subject：n. 学科。常见学科名词：Chinese, English, maths, PE, science, music, art, computer 等。
2. Key Sentence Patterns
My favourite... is...：用于表达 “我最喜欢的…… 是……”。例如：My favourite place is the library.
I like to...：表示 “我喜欢做……”。如：I like to play basketball there.
3. Grammar Focus
Simple present tense is used to describe habits, general facts, and present situations. In this lesson, it is used to describe daily school life. For example, “I like my new school.” The verb form is usually the base form (for the first and second person singular and plural, and the third person plural), and for the third person singular, we add -s or -es to the verb. For example, “She likes reading stories.”
教学过程
1. Warming-up (5 minutes)
Greet the students as usual. Then show some pictures of different schools on the PPT, including classrooms, libraries, playgrounds, etc. Ask students: “What can you see in these pictures Do you like your school Why or why not ” Encourage students to share their ideas freely, which can arouse students' interest and lead to the topic of this lesson.
2. Pre-reading (10 minutes)
Brainstorming: Write the word “school” on the blackboard and let students brainstorm and say out the words related to school. Write down their answers on the blackboard, such as teachers, classmates, subjects, classrooms, etc. This activity can help students recall the relevant vocabulary.
Prediction: Show the title “Lesson 5 I like my school!” and the picture on the textbook to students. Let them predict what the text may talk about. For example, they may predict that the text will introduce the school's facilities, favorite teachers, or interesting activities. This can train students' prediction ability and make them more eager to read the text.
3. While-reading (15 minutes)
Fast Reading: Let students read the text quickly and answer the question: “What does Wang Xuyao mainly talk about in the text ” After reading, ask some students to share their answers. The main idea is that Wang Xuyao talks about his favorite place, friend, teacher and subject in his new school. This step can help students get a general understanding of the text.
Careful Reading: Ask students to read the text carefully again and complete a mind map on the blackboard or in their notebooks. The mind map can be divided into four parts: favourite place, favourite friend, favourite teacher, and favourite subject. Guide students to find relevant information from the text to fill in the mind map. For example, for “favourite place”, the answer is “playground” because Wang Xuyao likes to play basketball there. Through this activity, students can better understand the details of the text and improve their reading comprehension ability.
4. Post-reading (10 minutes)
Group Discussion: Divide students into groups of four. Let them discuss the following questions: “Who is your favourite teacher Why Who is your best friend What subject do you like best Why What is your favourite place in the school ” Each group member takes turns to share their ideas. After the discussion, invite some groups to report their discussion results to the whole class. This activity can not only help students consolidate the learned knowledge, but also improve their oral English ability and cooperation ability.
Poster-making: Let each group make a poster about their school life. They can choose one aspect, such as their favorite place, friend, teacher, or subject in the school, and draw pictures and write some sentences to introduce it. Then put the posters on the classroom wall. This activity can stimulate students' creativity and make them more actively involved in learning.
5. Summary and Homework (5 minutes)
Summary: Summarize the key vocabulary, sentence patterns and the main content of this lesson with students. Emphasize the importance of expressing their love for school.
Homework:
Ask students to write a short passage about their school life, using at least three sentences learned in this lesson.
Let students share their writing with their parents or friends at home.
教学反思
After teaching this lesson, I need to reflect on the following aspects. First, in the teaching process, whether the students are actively involved in various activities. If some students are less active, I should think about how to adjust the teaching methods to attract their attention. Second, for the key and difficult points, whether the students have really mastered them. If many students still have problems in using relevant vocabulary and sentence patterns, I need to design more targeted exercises for supplementary teaching. Third, in group work, whether the cooperation among group members is effective. If there are some problems in cooperation, I should give more guidance in future teaching to improve students' cooperation ability. In general, through continuous reflection and improvement, I can make my teaching more effective and help students better master knowledge and improve their comprehensive language ability.

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