Unit 5 Integration教学设计-2025-2026学年译林版（2024）七年级英语上册

Unit 5 Integration教学设计 I. Teaching Objectives Language Knowledge Objectives Students can master vocabulary related to lifestyle and health, such as "breakfast", "foods", "fruit", "vegetables", "water", "unhealthy food", "exercise", "sleep", "computer", etc. Students can learn and use useful expressions for talking about lifestyle, like "I have a(n) healthy/unhealthy lifestyle.", "For breakfast/lunch/dinner, I always/usually/sometimes have...", "I dance/swim/play volleyball/... every day.", "I sleep for... hours most nights.", etc. Language Skills Objectives Students can complete a lifestyle questionnaire and understand their own lifestyle health status. Students can talk about breakfast in pairs using the given conversation model. Students can read an article about lifestyle and extract relevant information. Students can write an article about their own lifestyle using the learned useful expressions. Affective Objectives Cultivate students' awareness of healthy lifestyles and help them understand the importance of maintaining a healthy diet, adequate exercise, and sufficient sleep. Improve students' ability to communicate and share about their own lifestyles in English. II. Key and Difficult Teaching Points Key Points Understanding and completing the lifestyle questionnaire. Mastering useful expressions for talking about lifestyle. Difficult Points Writing a complete and fluent article about one's own lifestyle. III. Teaching Methods Task - based teaching method, cooperative learning method, listening and speaking method. IV. Teaching Procedures (I) Pre - task (5 minutes) The teacher shows pictures of different lifestyle scenarios (having breakfast, doing exercise, sleeping, using electronic devices, etc.) and asks students: "What do you usually do in your daily life? Is your lifestyle healthy?" Students answer and the teacher introduces the topic of my lifestyle. (II) While - task (25 minutes) Activity A Students do a questionnaire on lifestyle, read the questions and tick the correct boxes to show their lifestyle. Students complete the questionnaire individually. Activity B1 & B2 Students listen to an interview with Benny, read the questionnaire and tick the correct boxes to show Benny's lifestyle. Then add up the points they and Benny each get to see how healthy their lifestyles are. Students listen carefully and mark Benny's answers. Then calculate the scores. The teacher checks the scores and explains the meaning of different score ranges. Activity C Students work in pairs to talk about breakfast, using the conversation between Millie and Simon as a model. Students practice in pairs, and some pairs are invited to perform in front of the class. The teacher gives feedback and encouragement. Activity D1 Students complete the outline below with their own information about their lifestyle. Students fill in the outline individually. (III) Post - task (10 minutes) Activity D2 & D3 Students read Amy's article about her lifestyle, then write their own articles about their lifestyles based on the information in Part D1, using Amy's article as a model and the useful expressions provided. Students write their articles individually. After finishing, they share their articles with a partner. Some excellent articles are selected to be read aloud to the whole class. (IV) Summary and Homework (5 minutes) Summary: The teacher summarizes the key vocabulary, phrases, and useful expressions for talking about lifestyle with students. Homework: Students polish their articles about their lifestyles and share them with their family members. Students find out what healthy lifestyle habits their friends have and take notes. V. Teaching Reflection In this integration lesson, students have practiced reading, listening, speaking, and writing skills. Most students can understand the materials and complete the tasks. They also show great interest in talking about their lifestyles and writing articles about them. However, some students still have difficulties in writing a fluent article about their lifestyle. More writing practice should be arranged in future lessons. 学科网（北京）股份有限公司 $$