Unit 1 Exploring the topic-Theme Reading教学设计2024-2025学年仁爱科普版英语七年级上册

课题 仁爱科普版 七上英语 Unit 1 Exploring the topic-Theme Reading 教学设计 课型 新授课 主备人 一、教学目标 1. Language knowledge goals Students can correctly spell and use the key words of this unit, such as: friend, class, grade, from, like, etc. Students can master and use the basic sentence patterns of asking and describing friends, such as: Who is your best friend?Where is he/she from?What does he/she like?class. 2. Language skills goals Students can understand the introduction of friends, and can answer the relevant questions correctly. Students are able to read simple text about friends and can extract key information. Students can briefly introduce themselves and their friends in English. 3. Emotional attitudes and goals Encourage students to make new friends actively, and cultivate students' team spirit and interpersonal skills. Guide students to find the advantages of their friends, learn to appreciate and respect others. 二、教学重难点 1. Teaching focus Master the use of key words and sentence patterns. Be able to accurately understand and use the information in the text to communicate. 2. Teaching difficulties Cultivate students' reading strategy and thinking ability. How to guide students to introduce themselves and their friends fluently in English. 三、教学方法 1. Task-based teaching method: By setting various tasks, students can learn and use the language in the process of completing the tasks. 2. Scenario teaching method: create a real language scene, let the students feel and understand the language in the scene. 3. Cooperative learning method: organize students to study together in groups to cultivate students' sense of cooperation and communication ability. 四、教学过程 (I) Lead in (5 minutes) 1. The teacher plays an English song about friendship, such as "Auld Lang Syne", to create a relaxed and happy classroom atmosphere, and introduce the theme of this class, "Friends". 2. The teacher asked, " Do you have friends?Who is your best friend?"Guide students to answer questions in simple English, so as to activate students' existing knowledge and experience about friends. (II) New grant (15 minutes) 1. Activity 1 The teacher divided the students in two groups and asked them to ask and answer questions about their best friends based on the sentences in the box. Teachers shall inspect each group and give them necessary help and guidance. Several groups of students were invited to show their conversations, and other students listened carefully and commented. 2. Activity 2 The teacher shows the pictures in the text, and guides the students to observe the characters, scenes and other information in the pictures. Let the students predict the possible content of the text, encourage the students to think positively and speak boldly. 3. Activity 3 Students read the text quickly and determine whether the given sentence is correct (T) or wrong (F). The teacher checks the students' answers, guides the students back to the text to find the correct information for the wrong answers, and explains and corrects them. 4. Activity 4 The student read the text again to draw a mind map for Kangkang and his friends. The teacher shows some examples of mind mapping to help students master the methods and skills of drawing mind mapping. After completing the mind map, the students will communicate and share in the group. (III) Consolidation exercises (15 minutes) 1. Activity 5 Students asked and answer each other about Kangkang and his friends in groups based on mind maps drawn in Activity 4. Each group elected a representative to introduce Kangkang and his friends to the class. Other groups listen carefully and can ask questions or additional information. 2. The teacher creates a situation, such as "the new semester begins, you want to introduce your friends to the new students", let the students use the language knowledge to role play. Students prepare in groups, and teachers patrol and give guidance. Several groups of students were invited to perform on stage. After the performance, teachers and students evaluated and summarized together. (IV) Summary (5 minutes) 1. The teacher guides the students to review the key words, sentence patterns and reading skills learned in this lesson. 2. Emphasize the importance of friendship and encourage students to cherish their friends and get along well with them in their daily life. (V) Homework assignment (5 minutes) 1. Ask students to write a short article in English to introduce one of their friends, including his name, age, where from, class, hobbies and other information. 2. Let the students read an English essay about friendship, and complete the relevant reading comprehension exercises. 五、 Teaching reflection In this teaching, I guided students to learn the vocabulary and sentence patterns about friends through a variety of activities and tasks, and cultivated students' reading and communication skills. The following is my reflection on this teaching: (1) Successful points 1. The teaching activities are rich and diverse, which can fully mobilize the enthusiasm and participation of students. For example, through pair work, group work and other activities, students can learn and communicate in cooperation, which improves students' language use ability and team spirit. 2. Pay attention to the cultivation of reading strategies, and help students gradually master reading skills and improve their reading ability through prediction, fast reading, intensive reading and other links. 3. The teaching situation creation is close to the reality of students' life, such as asking and introducing their friends, so that students can use the language they learn in the real situation, and enhance the practicability of language learning. (2) The shortcomings 1. In the teaching process, insufficient attention is paid to the individual differences of students. Some students with weak foundation may encounter difficulties in completing their tasks, so they need to give more attention and help in the future teaching. 2. The time control is not accurate enough, and the time spent in some activities is too long, resulting in a little hasty in the summary and homework assignment, and does not leave enough time for students to think and summarize. 3. The evaluation of students is not comprehensive enough, mainly based on teacher evaluation. The lack of mutual evaluation and self-evaluation between students is not conducive to students to fully understand their own learning situation and progress. (3) Improvement measures 1. Strengthen the attention to the individual differences of students, conduct stratified teaching according to the actual situation of students, and design tasks and exercises with different difficulty for students at different levels, so that every student can gain something from learning. 2. Further improve the ability of time management, arrange teaching links and time allocation more reasonably in teaching design, ensure that each teaching link can be fully carried out, and reserve enough time for summary and consolidation. 3. Improve the evaluation system, increase the mutual evaluation and self-evaluation between students, so that students can understand their learning situation from different angles, find their advantages and disadvantages, so as to better adjust their learning strategies and improve the learning effect.  学科网（北京）股份有限公司 $$