北师大版（2024）七年级上册Unit 2 lesson 2 Before Class Preparation Before Schood教学设计

《Preparation Before School》（教学设计）-2024-2025学年北师大版（2024）初中英语七年级上册
课题：《Preparation Before School》
科目：初中英语
年级：七年级上册
版本：北师大版（2024）
课时安排：1课时
一、教学内容
本节课是新教材北师大版（2024）初中英语七年级上册Unit 2《School Life》中的Lesson 2《Preparation Before School》。主要围绕学生上学前的准备活动展开，包括起床、穿衣、洗漱、吃早餐、整理书包等日常行为，通过学习相关的词汇、短语和句型，让学生能够用英语描述自己上学前的准备过程，培养学生的语言表达能力和日常生活自理能力，同时引导学生养成良好的生活习惯和时间管理意识。
二、教学目标
（一）知识目标
1. 学生能够掌握以下与上学前准备相关的词汇和短语：get up, wake up, dress up, brush teeth, wash face, have breakfast, pack schoolbag, hurry up, late for school等。
2. 学生能够理解并运用以下句型描述上学前的准备活动：
- I usually get up at...
- After that, I...
- Then I...
- Finally, I...
（二）能力目标
1. 听：学生能够听懂关于上学前准备活动的简单对话和指令。
2. 说：学生能够用所学词汇和句型流利地讲述自己上学前的准备过程，以及在准备过程中的感受和习惯。
3. 读：学生能够正确朗读教材中的课文，理解课文大意，掌握阅读技巧，如略读、精读等。
4. 写：学生能够根据提示，用简单的句子写一篇关于自己上学前准备的短文，注意时态的正确使用和句子的连贯性。
（三）情感目标
1. 培养学生的自理能力和责任感，让学生意识到合理安排时间和做好准备工作对于学校生活的重要性。
2. 通过分享上学前的准备经验，促进学生之间的交流和合作，增强学生的团队意识。
3. 引导学生养成良好的生活习惯和时间观念，培养学生积极向上的生活态度。
三、教学重难点
（一）教学重点
1. 掌握与上学前准备相关的词汇、短语和句型，并能正确运用它们进行交流和表达。
2. 理解并掌握描述事件顺序的连接词，如“after that”“then”“finally”等的用法，能够用它们有条理地描述上学前的准备过程。
（二）教学难点
1. 引导学生用丰富多样的语言和正确的时态描述自己上学前的准备活动，注意动词的第三人称单数变化以及一般现在时的正确运用。
2. 培养学生在实际情境中灵活运用所学知识进行交流和写作的能力，同时让学生意识到时间管理和良好生活习惯的重要性。
四、教学准备
1. 多媒体课件，包含上学前准备活动的图片、视频、音频等素材，以及相关的动画演示文稿用于讲解语法和句型结构。
2. 单词卡片、短语卡片、时钟模型、书包模型、文具等实物教具。
3. 课堂练习纸、作文纸。
五、教学过程
（一）Warming-up
1. Greetings
- T: Hello, everyone. How are you today
- Ss: I'm fine, thank you. And you
- T: I'm great. Are you ready for our English class
- Ss: Yes.
设计意图：通过简单的问候，营造轻松愉快的课堂氛围，拉近师生距离，让学生快速进入学习状态。
2. Daily routine quiz
- Show some pictures on the multimedia that represent different daily activities, such as sleeping, eating, studying, playing sports. Ask the students to guess what these activities are and when they usually do them.
- For example, show a picture of a person sleeping and ask: "What is this When do you usually do this " Students may answer: "It's sleeping. I usually do this at night."
设计意图：以日常活动的图片猜测游戏作为热身活动，激发学生的兴趣，复习与日常生活相关的词汇和表达，同时引导学生关注日常活动的时间安排，为引出上学前的准备活动做好铺垫。
（二）Lead-in（3 分钟）
1. Show a short video clip of a student waking up in the morning and starting to get ready for school. The video shows the student getting out of bed, dressing up, brushing teeth, having breakfast, and packing the schoolbag.
- T: What is the student doing in the video
- Ss: He/She is getting ready for school.
- T: Yes, the student is doing a lot of things before going to school. These are the preparations we need to make every day. Today let's learn more about the preparation before school in Lesson 2.
2. Write the title "Preparation Before School" on the blackboard.
设计意图：通过播放学生上学前准备的视频，直观地展示教学内容的场景，吸引学生的注意力，引发学生对上学前准备活动的共鸣和兴趣，自然地导入新课。
（三）Presentation
1. Learn new words and phrases
- Use the multimedia to show pictures of different preparation activities one by one, such as a student getting up, dressing up, brushing teeth, washing face, having breakfast, and packing a schoolbag. For each picture, say the corresponding phrase and write it on the blackboard, for example:
- (Show a picture of a student getting up) T: Look at this picture. What is the student doing He/She is getting up. Get up, g-e-t - u-p, get up.
- Use the same way to teach other phrases: wake up, dress up, brush teeth, wash face, have breakfast, pack schoolbag.
- After teaching all the phrases, ask the students to read them together several times. Then use the flashcards to quickly show the phrases and ask the students to say them out as fast as possible.
- Introduce some related words and expressions, such as "hurry up" (show a picture of a student in a hurry) and "late for school" (show a picture of a student running to school with a worried look). Explain their meanings and usage in the context of preparation before school.
设计意图：利用多媒体图片直观展示上学前准备活动的短语，结合发音和拼写进行教学，让学生通过视觉和听觉双重感知来记忆短语。快速闪现卡片可以帮助学生巩固记忆，提高他们的反应能力和对短语的熟悉程度。同时，引入“hurry up”和“late for school”等相关表达，丰富学生的语言知识，让学生更好地理解在上学前准备过程中的情境和情感。
2. Drill the phrases
- Play a "Simon Says" game with the phrases related to preparation before school. The teacher gives commands like "Simon says get up", "Simon says brush teeth", etc. If the teacher doesn't say "Simon says" and just gives a command, the students should not do the action. The students who make mistakes are out of the game. The last student left is the winner.
- Divide the students into pairs. One student acts out a preparation activity using body language without speaking, and the other student guesses the activity and says the phrase in English. Then they switch roles.
设计意图：通过“Simon Says”游戏，让学生在轻松愉快的氛围中练习短语，增强学习的趣味性和学生的参与度，同时培养学生的听力和反应能力。小组活动中的肢体表演和猜测游戏可以加深学生对短语的理解和记忆，提高他们的口语表达和沟通能力，以及对短语的形象认知。
3. Teach the sentences and grammar (the simple present tense for daily routines)
- Write the sentence "I usually get up at... (a specific time)" on the blackboard. Explain that we use the simple present tense to talk about habitual actions or routines. Point to the clock model and ask some students about their usual wake-up time, and help them complete the sentence. For example, if a student says "I usually get up at 6:30.", write it on the blackboard and emphasize the use of the simple present tense and the time expression.
- Introduce the use of sequence words "after that", "then", and "finally" to describe the order of actions. Write a sample paragraph on the blackboard to describe the preparation before school using these words, for example: "I usually get up at 6:30. After that, I brush my teeth and wash my face. Then I have breakfast. Finally, I pack my schoolbag and go to school." Explain the meaning and function of each sequence word and have the students repeat the paragraph.
- Ask the students to think about their own preparation before school and try to use these words to describe it in sentences. Walk around the classroom and provide guidance and correction as needed.
设计意图：通过创设真实的情境，引入询问起床时间的句型和一般现在时表示日常习惯的用法，让学生在实际运用中初步感受和理解一般现在时在描述日常活动中的运用。利用时钟模型帮助学生理解时间表达，使抽象的时间概念更加直观。详细讲解序列词的用法，并通过示例段落让学生理解如何有条理地描述上学前准备过程，培养学生的逻辑思维和语言组织能力。鼓励学生自己思考和表达，加强学生对知识的掌握和运用能力。
（四）Practice
1. Listen and repeat
- Open the textbook to Lesson 2 "Preparation Before School". Play the audio of a short passage about a student's preparation before school. The students listen and repeat, paying attention to the pronunciation, intonation, the use of the simple present tense, and the sequence words in the passage.
设计意图：让学生通过听录音跟读，模仿标准的语音语调，提高学生的听力和口语水平，同时熟悉教材中的文本内容和语言表达方式，进一步强化对一般现在时和描述顺序的理解和运用。
2. Pair work
- Ask the students to work in pairs and take turns to ask and answer questions about their preparation before school using the sentences and phrases they have learned. They can start with questions like "What time do you usually get up " and then describe the whole process using "after that", "then", and "finally". For example:
- A: What time do you usually get up
- B: I usually get up at 7:00. After that, I dress up and brush my teeth. Then I have breakfast. Finally, I pack my schoolbag and go to school. What about you
- A: I usually get up at 6:30. After that, I wash my face and have breakfast. Then I dress up. Finally, I hurry to school because I'm always late. (This can lead to a discussion about time management and the importance of being on time.)
- Walk around the classroom and listen to the students' conversations. Encourage them to use more details and expressions. Then invite some pairs to come to the front and have a short conversation for the class to listen.
设计意图：通过两两对话练习，让学生在实际交流中巩固所学的句型、短语和语法知识，提高学生的口语表达能力和语言运用能力。同时，教师的巡视和指导可以及时发现学生在交流中存在的问题并给予帮助，引导学生关注时间管理和准时上学的重要性。上台展示对话可以增强学生的自信心和表现力，同时也为其他学生提供学习的榜样和交流的机会。
3. Group discussion - Time management tips
- Divide the students into groups of four or five. Each group is given a topic card with a question related to time management before school, such as "How can you make sure you are not late for school ", "What is the best order to do your preparation activities to save time ", or "What can you do if you have limited time in the morning "
- The students in each group discuss the topic and share their own experiences and ideas. They should try to use the English expressions they have learned. After the discussion, each group chooses a representative to summarize their group's ideas and present them to the class.
- The other groups can ask questions or make comments after each presentation. Then have a class-wide discussion to come up with some common time management tips and write them on the blackboard.
设计意图：小组讨论可以激发学生的思维，促进学生之间的交流和合作。通过讨论时间管理相关的话题，让学生将所学的英语知识与实际生活问题相结合，培养学生解决问题的能力和语言综合运用能力。同时，分享经验和想法可以让学生从他人那里学到更多的时间管理方法，增强学生的时间观念和自我管理能力。全班讨论和总结可以形成共同的学习成果，强化学生对时间管理重要性的认识。
（五）Production
1. My morning routine story
- Ask the students to think about their own morning routine before school in more detail. They then write a short story about their morning routine, including the time they get up, each preparation activity they do, and any special things that happen during their morning. They should use the words, phrases, and sentence structures they have learned, and pay attention to the correct use of the simple present tense and sequence words.
- After writing, ask the students to read their stories aloud in groups. Each group member listens carefully and gives feedback and suggestions to each other on the content, language use, and organization of the story. Then each group chooses one or two best stories to share with the whole class.
- The students who are chosen to share their stories can read them aloud in front of the class, and the other students can listen and take notes. After each story, have a short discussion about what they liked or learned from the story, and if there are any areas that could be improved.
设计意图：让学生写关于自己早上例行事务的故事，可以培养学生的写作能力和对日常生活的观察与表达能力。小组内朗读和交流故事可以让学生相互学习，提高学生的语言表达和评价能力。全班分享环节可以展示学生的学习成果，增强学生的自信心和成就感，同时也为其他学生提供更多的语言输入和学习灵感。通过讨论和反馈，学生可以进一步提高自己的写作和表达水平，同时培养学生的批判性思维和欣赏他人作品的能力。
2. Role-play - The morning rush
- Set up a role-play scenario in which one student plays a student who is running late for school and needs to quickly complete all the preparation activities before leaving home. The other students in the group play the family members or friends who are trying to help or remind the student. The students can use the phrases and sentences they have learned to create a dialogue and act out the scene.
- For example, the student who is running late might say: "Oh no, I'm going to be late for school! I haven't packed my schoolbag yet." And the friend could reply: "Hurry up! You should have gotten up earlier. First, go and brush your teeth and wash your face quickly. Then come and have some breakfast while I help you pack your schoolbag."
- After each group has finished their role-play, they can switch roles and repeat the scenario to give more students a chance to participate. Then ask some groups to perform their role-plays in front of the class. The other students can watch and pay attention to the language use and the actions of the students in the role-play.
- After the performances, have a discussion with the class about the importance of being organized and prepared in the morning, and how the students in the role-play could have better managed their time to avoid being late.
设计意图：通过角色扮演活动，让学生在真实的情境中运用所学的英语知识，提高学生的口语表达能力和应变能力。同时，这个活动可以让学生深刻体会到早上匆忙的情景以及合理安排时间的重要性，培养学生的时间管理意识和责任感。小组表演和全班讨论可以增强学生的团队合作精神和课堂互动性，让学生在轻松愉快的氛围中学习和成长。
（六）Summary
1. Review the words, phrases, and sentences
- Show the words, phrases, and sentences about preparation before school and the use of the simple present tense and sequence words on the multimedia again. Ask the students to read them together loudly and clearly.
- Have a quick review quiz. Display some pictures related to the preparation activities or ask some questions about the students' morning routines, and ask the students to answer using the learned words and sentences. For example, show a picture of a toothbrush and ask the students "What do you do with this before school " They should answer "I brush my teeth before school." Or ask "What do you do after having breakfast " and the students answer "After that, I pack my schoolbag."
设计意图：通过复习单词、短语、句型和语法知识，巩固本节课所学的重点内容。小测验可以检验学生的学习效果，及时发现学生的不足之处，进行针对性的复习和强化，帮助学生加深对知识的记忆和理解，确保学生能够熟练运用所学知识描述上学前的准备活动。
2. Summary the class
- T: Today we have learned a lot about the preparation before school. We know the words and phrases for different activities, how to use the simple present tense to talk about our daily routines, and how to describe the order of actions using sequence words. Remember, being well-prepared before school is very important for a good start to our day. It helps us be more organized and efficient. I hope you can all develop good habits and manage your time well in the morning. Also, keep using English to talk about your daily life and share your experiences with others.
设计意图：对本节课的内容进行总结，强调上学前准备的重要性以及所学语言知识在描述日常生活中的应用，让学生明确学习目标和收获。同时，鼓励学生在日常生活中积极运用英语交流，培养学生的语言运用能力和良好的生活习惯，引导学生树立正确的时间观念和自我管理意识。
（七）Homework
1. Write a short paragraph about your ideal morning routine before school. Describe what you would like to do, at what time you would do each thing, and why you think this routine would be good for you. Use the simple present tense and the words, phrases, and sentence structures we learned in class.
2. Make a timetable for your morning activities before school for the next week. Write it down in English and try to follow it. At the end of the week, write a short reflection about how well you followed the timetable and what you learned from this experience.
设计意图：布置书面作业，让学生巩固课堂所学知识，加深对一般现在时和描述顺序的运用，同时培养学生的规划能力和自我反思能力。通过制定并反思早上活动时间表，学生可以更好地管理时间，养成良好的生活习惯。
六、板书设计
Preparation Before School
Words and Phrases:
get up, wake up, dress up, brush teeth, wash face,
have breakfast, pack schoolbag, hurry up, late for school
Sentences:
I usually get up at...
After that, I...
Then I...
Finally, I...
Grammar:
Simple Present Tense (for daily routines)
Sequence Words: after that, then, finally