Unit 7 Be wise with money Welcome to the unit 教学设计 2025-2026学年译林版（2024）七年级英语上册

Unit 7 Be wise with money-Welcome to the unit This lesson is from "Welcome to the unit" of Unit 7 "Be wise with money" in the 7th-grade English textbook of Yilin Press (2024). It serves as an introduction to the unit's theme of money management. The main content includes an exploration of different countries' currencies and popular gifts. By looking at pictures and engaging in conversations, students will get to know the symbols and main units of various currencies, such as the yuan in China, the dollar in the USA, etc. They will also learn to describe the characteristics of gifts like Russian dolls and baseball caps. This lesson aims to arouse students' interest in the topic of money and lay a foundation for further learning about money management in the following lessons. 教学目标 Students will be able to recognize and remember the names, symbols, and main units of major currencies around the world, such as CNY (yuan) for China, USD (dollar) for the United States, JPY (yen) for Japan, GBP (pound) for the UK, EUR (euro) for the Eurozone, and RUB (rouble) for Russia. Students will master the vocabulary related to gifts, such as "Russian dolls", "baseball cap", "key ring", "lucky cat", "money box", and learn adjectives to describe their features, like "colourful", "different sizes", "protect... from". Students will be familiar with the key sentence patterns for asking about and describing gifts, such as "Which gift do you like?" "I like...", "What's special about...?" "It's/They're...". 教学重难点 1. Teaching Key Points The recognition and usage of vocabulary related to currencies and gifts. The correct application of sentence patterns for discussing gifts. Helping students understand the characteristics of different gifts from various countries. 2. Teaching Difficult Points Enabling students to express their opinions about gifts vividly and accurately in English, using rich descriptive words. Guiding students to make connections between the knowledge of currencies and gifts and the cultural backgrounds of different countries. 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Then, show a short video about people shopping in different countries. After the video, ask students some simple questions, such as "What can you see in the video?" "Do people use the same money in different countries?" This is to arouse students' interest in the topic of money around the world. Write the title "Unit 7 Be wise with money - Welcome to the unit" on the blackboard. 2. Presentation (15 minutes) Currency Introduction Show pictures of banknotes from different countries on the PPT, one by one. Point to each picture and introduce the currency name, symbol, and main unit, for example, "Look at this picture. This is the money of China. Its symbol is ￥, and the main unit is yuan. We call it Chinese yuan." Let students repeat after you several times for each currency. Then, give students a few minutes to observe the pictures carefully and try to remember the information. After that, conduct a small quiz. Show the currency symbols on the PPT and ask students to quickly tell the corresponding country and main unit. Gift Introduction Present pictures of various gifts on the PPT, such as Russian dolls, baseball caps, etc. While showing, introduce the names of these gifts and some simple descriptions. For Russian dolls, say, "These are Russian dolls. They are a set of dolls in different sizes. They come one inside another, very interesting." For baseball caps, say, "Baseball caps can protect our eyes from the sun. Many people like wearing them." Let students read the words and descriptions after you to practice pronunciation. 3. Practice (15 minutes) Listening Practice Play the recording of the dialogue between Simon and Millie. Before playing, ask students to look at the pictures of gifts in the textbook and predict what they will hear. After the first playing, ask students some general questions, such as "What are Simon and Millie talking about?" Play the recording again. This time, ask students to listen carefully and answer some detailed questions, like "Which gift does Millie like?" "What's special about the gift Millie likes?" Let students compare their answers in pairs first, and then check the answers together as a class. Speaking Practice Divide students into pairs. Provide each pair with a set of cards. On one side of the cards, there are pictures of different gifts, and on the other side, there are descriptions. One student in the pair picks a card, looks at the picture, and asks the other student "Which gift do you like?" The other student looks at the description on the card and answers using the sentence pattern "I like... What's special about it?" Then the first student reads the description and answers. They can change roles and repeat the activity with different cards. Walk around the classroom, listen to students' conversations, and offer help and guidance when necessary. 4. Production (10 minutes) Group Activity Divide students into groups of four. Each group is assigned a country. Students in each group need to do some research (using textbooks, mobile phones if allowed, or their prior knowledge) about the currency and traditional gifts of the assigned country. Then, they need to make a short presentation in English. They should introduce the currency, including its name, symbol, and main unit, and also introduce at least one traditional gift, describing its features and why it is special. Each group has 5 minutes to prepare and 2 - 3 minutes to present. After each group's presentation, other groups can ask questions. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with students, including the names of different currencies, gift - related vocabulary, and important sentence patterns. Review the characteristics of some gifts they have learned. Emphasize the importance of understanding different cultures through the study of currencies and gifts. Homework Ask students to make a small poster about the currencies and gifts of three countries they are interested in. They should draw pictures of the banknotes and gifts, write down their names, symbols (for currencies), and descriptions. Tell students to share their posters with their parents at home, using English to introduce what they have learned in class. 教学反思 After teaching this lesson, I have the following reflections: 1. Successes The lead - in part was effective in attracting students' attention. The video about shopping in different countries quickly made students think about the differences in currencies, which smoothly led to the main content of the lesson. In the presentation and practice stages, the combination of visual aids (PPT pictures) and audio materials (dialogue recording) catered to different learning styles of students. Most students were actively involved in repeating after me, answering questions, and doing pair and group work. For example, in the pair - speaking practice, students were able to use the learned sentence patterns relatively fluently to talk about gifts. The group activity in the production stage promoted students' cooperation and communication skills. They showed great enthusiasm in researching and presenting about different countries' currencies and gifts. Through this activity, students not only strengthened their English language skills but also broadened their knowledge about different cultures. 2. Areas for Improvement Some students still had difficulty in pronouncing certain words accurately, especially the names of currencies from non - English - speaking countries. In the future, more time should be allocated to pronunciation drills at the beginning of the lesson. During the group presentations, some groups were a bit nervous and did not present as smoothly as expected. Next time, I should provide more guidance on how to make a good presentation in advance, such as body language, voice projection, and time management. In terms of connecting the knowledge to the real - life concept of being wise with money, although I briefly mentioned it in the lead - in and summary, it was not emphasized enough throughout the lesson. In the following lessons of this unit, I will strengthen this aspect to help students better understand the overall theme of the unit. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$