Unit 1 This is me!-Further study 教学设计 2025-2026学年译林版英语七年级上册

Unit 1 This is me!-Further study This unit, "This is me!", from Yilin Edition (2024) English for Grade 7 上册，focuses on the theme of self - introduction and getting to know new friends in a new school environment. The Further study part is designed to provide additional learning resources and activities for students who have a better understanding of the basic content in previous sections. It aims to further enhance students' language skills, especially in terms of writing and self - exploration, based on the knowledge and skills learned in Welcome to the unit, Reading, Grammar, and Integration sections. 教学目标 Students will be able to master and use more descriptive words about personal characteristics, hobbies, and school life. Students can correctly use the simple present tense to describe themselves and others in a more detailed way. Students will learn some useful expressions and sentence patterns for self - introduction and making friends, such as "My name is...", "I like...", "I am good at...". 教学重难点 The correct use of new words and phrases related to personal information and hobbies. How to write a well - structured self - introduction or a description of others, including the appropriate use of sentence patterns and the logical organization of content. Strengthening students' speaking practice to make their self - introductions more vivid and natural. 1 New Words and Phrases Personal characteristics: tall, short, slim, strong, friendly, kind, helpful, etc. Hobbies: like/enjoy/love doing sth. (reading, dancing, singing, playing basketball, etc.), be good at doing sth., be interested in sth. School life: new school, new classmates, classroom, library, playground, have lessons, etc. 2 Sentence Patterns "My name is... I am... years old. I come from... I like... because... I am good at... I hope to... " "He/She is... He/She likes... He/She can... His/Her hobby is... " 3 Grammar The simple present tense: Affirmative form: Subject + verb (s/es) + object. For example, "He likes reading." Negative form: Subject + don't/doesn't + verb 原形 + object. For example, "I don't like running. She doesn't like math." Interrogative form: Do/Does + subject + verb 原形 + object? For example, "Do you like English? Does he like playing football?" 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different students with various hobbies on the PPT, such as a student reading a book, a student playing basketball, etc. Ask students to describe what they see in the pictures briefly, using the words and sentence patterns they have learned before. For example, "This is a student. He is reading a book. He likes reading." 2 Revision (8 minutes) Invite several students to come to the front of the class and do a simple self - introduction. The rest of the students listen carefully and then point out any mistakes or good expressions used. Review the key words and phrases by playing a word - guessing game. The teacher describes a word (such as a hobby or a personal characteristic) in English, and students guess what the word is. For example, the teacher says, "It's an activity. You need a ball and a court. You can play it with your friends." Students answer "playing basketball". 3 Presentation (12 minutes) Writing guidance: Show a sample self - introduction paragraph on the PPT. Analyze the structure of the paragraph with students, including the opening sentence (introducing name), body part (talking about age, hobbies, school, etc.), and closing sentence (expressing hope or looking forward to something). Point out some useful connecting words like "and", "also", "because" to make the paragraph more coherent. For example, "I like reading, and I also enjoy dancing. I like reading because I can learn a lot of new knowledge." Then give students some writing topics, such as "Write about your new friend" or "Describe your ideal school life". Let them make an outline first. Speaking expansion: Divide students into pairs. Each pair is given a situation card, such as "You meet a new classmate at the school gate", "You are in a club and want to make friends", etc. Students need to create a dialogue according to the situation, using the knowledge about self - introduction and communication skills they have learned. Walk around the classroom to offer help and guidance. 4 Practice (15 minutes) Writing practice: Let students start writing their paragraphs according to the topics and outlines they made. Remind them to use correct grammar, spelling, and punctuation. After they finish writing, ask them to exchange their writings with their partners. They should read each other's work and give some suggestions, such as adding more details, correcting grammar mistakes, etc. Speaking practice: Select several pairs of students to come to the front of the class and act out their dialogues. The rest of the students watch and listen carefully, and then vote for the best - performing pair. The criteria for evaluation can include fluency, accuracy, expressiveness, and creativity. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including new words, sentence patterns, writing skills, and speaking skills. Emphasize the importance of using English to communicate and express ourselves in daily life. Ask students to share what they have learned and what difficulties they still have in this class. Homework: Ask students to rewrite their self - introduction or description of others according to the suggestions from their partners, and then write it neatly on their notebooks. Require students to record a short video of themselves making a self - introduction in English and send it to the class group chat. They should try to make their self - introductions as vivid and interesting as possible. 教学反思 In this class, the use of various teaching methods, such as picture - showing, game - playing, pair work, and group discussion, has effectively mobilized students' enthusiasm for learning. However, in the writing practice part, some students still had difficulties in organizing their thoughts and using appropriate words. In the future, more writing - training sessions with different levels of difficulty should be provided, and more guidance on writing skills, such as how to brainstorm ideas and how to choose proper words, should be given. During the speaking practice, most students were able to participate actively, but a few students were still a little shy and not very confident in speaking English. More individual encouragement and opportunities for these students to speak in a relatively relaxed environment should be created. The overall teaching process was in line with the teaching plan, but the time control in some parts could be improved. For example, the word - guessing game in the revision part took a little longer than expected, which affected the time for the speaking expansion part. In future classes, more accurate time management is needed to ensure that each teaching link can be carried out smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$