Unit 7 Happy Birthday! Section B 1a～1d 教学设计 -2025-2026学年人教版（2024）英语七年级上册

Unit 7 Happy Birthday!-Section B-1a-1d Students will be able to master the new vocabulary related to birthday activities, such as "make a wish", "take photos", "have a birthday cake", "hear the 'Happy Birthday' song", "open birthday gifts". Students will be able to understand and use the sentence patterns for asking about and describing birthday activities, for example, "What do you usually do on your birthday?" "I usually...". Students will be able to identify and understand key information in the listening materials about birthday celebrations. 1. Teaching Key Points The new vocabulary and sentence patterns related to birthday activities. Training students' listening and speaking skills in the context of birthday celebrations. 2. Teaching Difficult Points Helping students to accurately understand and use the new vocabulary and sentence patterns in real - life communication. Improving students' ability to catch key information quickly in listening materials, especially when there is interference information. This section is from Unit 7 "Happy Birthday!" in the new version of PEP English textbook for Grade 7. It continues the theme of birthdays, focusing on the application of vocabulary, sentence patterns, and language skills related to birthday celebrations.​ The content mainly includes a vocabulary list about birthday activities in 1a, a listening task in 1b and 1c to practice listening comprehension, and a speaking activity in 1d to promote oral communication. The materials are designed to help students further expand their vocabulary related to birthdays, improve their listening and speaking abilities in the context of birthday celebrations, and enhance their cross - cultural awareness. The students in Grade 7 have already learned some basic English knowledge, including simple daily expressions, some common vocabulary, and basic sentence patterns. They have also learned about birthdays to some extent in previous learning, such as being able to ask and answer "When is your birthday?" and express dates. However, their vocabulary related to birthday activities is relatively limited, and their ability to use English for in - depth communication about birthdays needs to be improved. 教学环节一 Warming - up Start with a lively English song about birthdays, such as "Happy Birthday to You" with a modified, more rhythmic version. As the song plays, the teacher can clap hands and invite students to join in, creating an energetic atmosphere. After the song, greet the students with enthusiasm: "Good morning, everyone! Did you enjoy the song? It's all about birthdays, right?" Then, show a series of colorful pictures on the PPT, including not only birthday parties but also specific elements like birthday candles, balloons, and wrapped gifts. Ask more detailed questions to engage students: "Look at this picture. What color are the balloons? How many candles are on the cake? Have you ever blown out candles on your birthday cake? How did you feel?" Encourage shy students by smiling and nodding, and praise those who answer with phrases like "Great observation!" or "That's a wonderful memory!". To make it more interactive, have a quick "Yes/No" game. The teacher says statements like "I usually eat noodles on my birthday" (a common tradition in some cultures) and students respond with "Yes" or "No" based on their own experiences. This not only warms up the class but also subtly introduces the theme of birthday activities. 教学环节二 Teaching Procedures New Vocabulary Teaching Begin by showing a short video clip (about 1 minute) of a typical birthday party, featuring people doing activities like making a wish, taking photos, etc. Pause the video at each activity and ask: "What is he/she doing?" Introduce each vocabulary item one by one. For "make a wish", the teacher can close eyes, put hands together, and say "I'm making a wish". Write the phrase on the blackboard with phonetic symbols: /meɪk ə wɪʃ/. Ask students to repeat, first as a whole class, then in rows, and finally individually. For students who struggle with pronunciation, correct them gently, e.g., "Remember, 'wish' has a /ʃ/ sound, like 'shoe'". For "take photos", bring a toy camera or use a phone (in airplane mode) to demonstrate taking pictures of students. Let a volunteer come to the front and take a photo of the class, saying "He/She is taking photos". Create a vocabulary matching game on the PPT. On one side are the words/phrases, and on the other are pictures. Ask students to come to the front and drag the words to match the pictures. This adds an element of fun and checks understanding. After teaching all vocabulary, have a quick "Flashcard Drill". Show flashcards with the words, and students say them aloud as quickly as possible. This helps with memorization. New Sentence Pattern Teaching Write the sentence pattern "What do you usually do on your birthday?" on the blackboard, underlining "usually" to emphasize frequency. Explain that "usually" means something we do most of the time. The teacher gives a detailed example: "On my birthday, I usually have a big dinner with my family. We eat cake and I open gifts. So, when someone asks me 'What do you usually do on your birthday?', I can say 'I usually have a big dinner with my family, eat cake and open gifts.'". Ask a confident student: "Li Ming, what do you usually do on your birthday?" If the student is hesitant, prompt with the vocabulary: "Do you usually make a wish? Or take photos?" Help them form a complete sentence. Pair students up and have them practice the question and answer with each other. Walk around to listen and offer help, e.g., "Instead of 'I do eat cake', say 'I usually eat cake'". Invite 2-3 pairs to share their conversations with the class, giving praise like "You used 'usually' correctly! Well done!". Listening 1a Direct students to look at 1a in their textbooks. Read each activity aloud slowly, and have students repeat. Ask: "Which of these activities do you do? Put a tick next to them." After 2 minutes, ask students to raise their hands if they ticked "make a wish". Count how many, then do the same for other activities. This gives a sense of class consensus and makes it interactive. Ask a few students to explain why they do or don't do certain activities, e.g., "Why don't you take photos on your birthday, Sarah?" This encourages more speaking. 1b Explain that they will listen to a conversation between Dave and his friends, Lily and Tom, talking about their birthdays. The task is to match each person with their favorite birthday activity from 1a. Show pictures of Dave, Lily, and Tom on the PPT to help students visualize them. Predict with the class: "What do you think Dave likes to do on his birthday? Maybe take photos because he has a camera in the picture?" Play the recording at normal speed once. Ask: "What did you hear? Any words you recognize?" This helps students not feel pressured and focuses on general understanding. Play the recording again, pausing after each person speaks. For example, after Dave speaks, pause and ask: "What does Dave say he usually does? Let's listen again." Play that part again, then help students identify the activity. Have students fill in their answers. Then, check as a class by asking: "Who can tell me what Dave's favorite activity is?" Ask the student to explain how they knew, to reinforce listening skills. 1c Tell students that now they will listen again to find specific information: "What does Dave want to do for his birthday this year? And what does his mother want him to do?" Write these two questions on the board to remind students. Play the recording once, and students try to answer. If many students struggle, play the recording again, pausing after the relevant parts. For example, when Dave says, "I want to go to the park with my friends", pause and ask: "What does Dave want to do?" Let students answer, then write it on the board. Do the same for Dave's mother's wish: "My mom wants me to have a party at home." Have students compare answers with a partner. Then, check as a class, asking students to quote the exact words from the recording if possible. This helps with listening accuracy. Speaking Pair Work Explain that students will interview their partner about their birthday activities using the sentence pattern and vocabulary. Give a list of suggested questions on the PPT: What do you usually do on your birthday? Who do you usually celebrate with? Do you usually make a wish? What kind of wish? Do you take photos? Who takes them? Give an example interview with a student: "Teacher: What do you usually do on your birthday, John? John: I usually have a cake with my parents. Teacher: Do you make a wish? John: Yes, I wish for good grades. Teacher: That's a great wish!" Set a timer for 5 minutes. Students start interviewing, and the teacher circulates, helping with language, e.g., "Instead of 'My friends and me go to park', say 'My friends and I go to the park'". After 5 minutes, ask students to switch roles so the interviewer becomes the interviewee. This ensures both practice. Invite 2 pairs to share their interviews, with the teacher writing down good sentences on the board as models. Group Work Divide the class into groups of 4, ensuring each group has a mix of abilities. Assign roles: a leader to keep the discussion on track, a recorder to note down ideas, a presenter to share with the class, and a timekeeper to ensure they finish on time. Explain the task: "Your group is planning a surprise birthday party for one of your classmates (you can choose a member). Discuss what activities you will do, who will be responsible for each activity, and why you chose those activities. Use the vocabulary and sentences we learned, like 'Let's make a wish at the party' or 'We can take photos to remember'". Provide a worksheet with a table for the recorder to fill in: Activity, Who will do it, Reason. This helps organize their thoughts. Give groups 7 minutes to discuss. The teacher moves around, listening and guiding, e.g., "How about adding 'hear the Happy Birthday song' to your activities? Who can sing it?" After 7 minutes, each group's presenter has 1 minute to share their plan. For example: "We are planning a party for Lisa. We will have a cake, Lisa will make a wish, Tom will take photos, and we will all sing the birthday song. We chose these activities because Lisa loves cake and photos." After all presentations, have a class vote for the "Best Party Plan" based on creativity and use of English. The winning group gets a small sticker as a reward. Summary Write the key vocabulary and sentence patterns on the board in a list. Read them aloud, and have students repeat. Ask students to summarize what they learned: "What new words did we learn today? Who can make a sentence with 'take photos'?" Review the listening and speaking activities: "We listened to Dave and his friends, and we planned our own parties. Remember, using these words and sentences can help us talk about birthdays in English." Emphasize the emotional objective: "Birthdays are special because we get to share happiness with others. Learning to talk about them in English helps us share with more people, maybe even friends from other countries!" Homework Homework 1: Write a 50 - word paragraph about your last birthday, using at least 3 new words and the sentence pattern "I usually...". Provide a simple example on the PPT to guide them: "Last birthday, I had a party. I usually make a wish, and this time I wished for a pet. My friends took photos, and we ate a big cake. It was fun!" Homework 2: Create a "Birthday Activity Survey". Ask 3 family members what they usually do on their birthdays, and write down their answers in English. Bring the survey to class tomorrow to share. Homework 3: Practice the vocabulary and sentences by recording yourself saying them and listening back. This helps with pronunciation. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$