Unit 1 Learning to be A Getting ready 教学设计2024-2025学年沪外教版七年级英语下册

Unit 1 Learning to be A Getting ready 教学设计 I. Teaching Objectives Students can understand the content about personal goals and changes, including Linlin and Zihao's plans, and master relevant vocabulary and phrasal verbs. Improve students' reading, listening, speaking and writing skills through various activities, such as matching pictures, completing sentences, listening for information and discussing personal changes. Enable students to set their own personal goals and learn to express their plans and changes in English, cultivating their awareness of self - improvement. II. Language Knowledge 1. Key words & phrases personal goals, make changes, phrasal verbs, tidy up, get along with, public speaking, read regularly, housework, chess club, football team, etc. 2. Key sentences “I’ve set a goal to write a short essay every week. I hope to improve my English and get good grades.” “I want to get along with my classmates. I will cooperate with others in group projects and listen carefully to their ideas and feelings.” “I want to be good at public speaking. I will learn to express myself clearly and explain with examples.” “My friends and I have decided to start our own band next summer. We have planned for ourselves that we will create at least three songs together. I can sing, but I can’t play an instrument, so I’m taking a class to learn the guitar. It’s so much fun!” 3. Key and challenging points Master the understanding and use of phrasal verbs and expressions related to personal goals. Improve listening and reading comprehension skills to extract information about personal goals and changes. Be able to discuss and express personal goals and planned changes in English. III. Teaching Procedures Step 1: Lead - in (5 minutes) Teacher shows some pictures of students doing different activities (like studying, playing chess, playing football, etc.) and asks students: “What are these students doing? Do you want to make some changes or set goals for yourself in the new term?” Invite a few students to share their ideas, leading to the topic of personal goals and changes. Step 2: Reading and Matching (10 minutes) Activity A1: “As the new year begins, we feel the need to make changes in our lives. Read the mini - texts and match the pictures with what Linlin and Zihao have planned to do in this new term.” Teacher explains the task and asks students to read the mini - texts carefully first. Students work individually to match the pictures (a - f) with Linlin and Zihao's plans. Teacher checks the answers and asks students to explain their choices, helping them understand the content. Understanding Phrasal Verbs: Teacher explains the concept of phrasal verbs shown in the text, like “tidy up”, “get along with”, and gives more examples for students to understand better. Step 3: Completing Charts and Sentences (12 minutes) Activity A2: “Complete the chart with the changes and reasons why Linlin and Zihao want to make each change.” Students read Linlin and Zihao's plans again and fill in the chart. For example, for Linlin, “Write a short essay every week” - “Hope to improve English grades”; “Get along with classmates” - “Will cooperate in group projects and listen to others”; “Learn to dance” - “Have fun and keep a balance between life and study”. For Zihao, “Be good at public speaking” - “Express himself clearly”; “Read regularly” - “Spend about half an hour a day reading”; “Do more housework” - “Help with cleaning and tidy up room every week”. Teacher walks around to offer help and then checks the answers as a class. Activity A3: “Complete the sentences that talk about changes with the expressions from the mini - texts.” Students complete the sentences independently, using the expressions they've learned. For example, “My friends and I have decided to start our own band next summer. We have planned for ourselves that we will create at least three songs together.” Teacher checks and explains any difficult points. Step 4: Listening Practice (8 minutes) Activity A4: “Listen to a conversation and choose the correct answers.” Teacher introduces the listening task, telling students to listen for information about Jack's goal and related details. Play the audio twice. First, students listen carefully. Second, they choose the correct answers. Teacher checks the answers and plays the relevant parts again to help students understand. Step 5: Speaking Practice (10 minutes) Activity A5: “Work in pairs. Discuss with your partner what changes you would like to make in this new term.” Teacher provides some sentence patterns, like “I’m going to... because...”, “I want to make changes in...”. Students work in pairs to discuss their personal goals and changes. Invite several pairs to share their conversations in front of the class, and teacher gives positive feedback and corrects any mistakes. Step 6: Summary and Homework (5 minutes) Teacher summarizes the key points of the lesson, including vocabulary, sentences and skills about personal goals and changes. Homework: Ask students to write a short passage about their personal goals and planned changes for the new term, using the expressions and structures learned in this lesson. IV. Assessment of Teaching Effectiveness Through students' performance in matching, completing charts and sentences, judge their understanding of the text and mastery of vocabulary and phrases. Evaluate students' listening comprehension ability according to their answers in the listening activity. Assess students' speaking skills by observing their pair - work discussions and conversations. Check students' writing homework to see if they can correctly express their personal goals and changes in English. V. Design Purpose The lead - in activity arouses students' interest and connects with their real - life, making them realize the importance of setting personal goals. Reading and matching activities help students understand the content and master relevant vocabulary. Completing charts and sentences deepen their understanding of the text and language points. Listening practice improves students' listening skills, and speaking practice provides a chance for them to use the language in real communication. Homework helps students consolidate what they've learned and develop their writing skills. VI. Blackboard Design Unit 1 Learning to be A Getting ready Key vocabulary: personal goals, make changes, phrasal verbs (tidy up, get along with...), etc. Key sentences: “I’ve set a goal to... I hope to...” “I want to... so I...” Personal goals and changes examples VII. Teaching Reflection Observe students' participation in each activity. If some students have difficulties in listening or speaking, adjust the teaching methods in follow - up lessons, such as providing more listening materials or speaking practice opportunities. Also, check if students can correctly use the learned language points in homework to further improve teaching effectiveness. 学科网（北京）股份有限公司 $$