Unit 1 Friendship-Section 4 Extending and developing competencies-Checking your progress (Project)教学设计 2025-2026学年沪教版英语七年级上册

Unit 1 Friendship-Section 4 Extending and developing competencies-Checking your progress (Project) This section is the project part of Unit 1 Friendship in Shanghai Oxford English 7A (2024 edition). The project aims to let students comprehensively use the vocabulary, grammar, and communicative language learned in this unit. Students are required to complete friendship - related projects through group cooperation, such as making posters about friendship or introducing their good friends. This not only reviews and consolidates the knowledge of this unit but also cultivates students' comprehensive language application ability, team - cooperation ability, and innovative thinking ability. 教学目标 Students should be able to accurately describe their friends or friendship experiences by using the vocabulary, phrases, and sentence patterns about friendship learned in this unit. For example, they can use words like “honest”, “kind”, “helpful” to describe their friends' qualities, and use sentence patterns such as “My best friend is... He/She is very... We often...” In the process of completing the project tasks, students' comprehensive English abilities of listening, speaking, reading, and writing should be improved. For instance, when writing a short passage about friendship, they can organize their thoughts clearly and use correct grammar and rich vocabulary; when having group discussions, they can express their views clearly and fluently. 教学重难点 Guide students to review and apply the key knowledge about friendship in this unit to complete project tasks. This includes important vocabulary (e.g., “friendship”, “make friends”, “trust”, “support”), phrases (e.g., “be friendly to”, “share... with...”), and sentence patterns (e.g., “I like my friend because...”, “Friendship means...”). Ensure that students master the basic steps and methods of project - based learning. They should know how to plan a project, divide tasks, collect and organize information, and finally present the project results. A. Key Vocabulary friendship n. Friendship is very important in our lives.(友谊在我们的生活中非常重要。) honest adj. An honest person always tells the truth.(诚实的人总是说实话。) patient adj. Teachers should be patient with their students.(老师应该对学生有耐心。) confident adj. She is confident of winning the competition.(她有信心赢得比赛。) courage n. He has the courage to face difficulties.(他有勇气面对困难。) trust n. & v. I trust my best friend completely.(我完全信任我最好的朋友。) support n. & v. We should give our friends support when they are in trouble.(当我们的朋友遇到困难时,我们应该给予他们支持。) describe v. Can you describe your friend to me?(你能给我描述一下你的朋友吗?) appearance n. His appearance has changed a lot.(他的外貌变化很大。) B. Key Phrases make friends I want to make friends with my new classmates.(我想和我的新同学交朋友。) be friendly to We should be friendly to everyone around us.(我们应该对周围的每个人都友好。) share... with... She likes to share her toys with her little sister.(她喜欢和她的妹妹分享她的玩具。) care about True friends care about each other.(真正的朋友互相关心。) in need We should help those people in need.(我们应该帮助那些有需要的人。) C. Key Sentence Patterns My best friend is... He/She is very... My best friend is Tom. He is very kind and helpful.(我最好的朋友是汤姆。他非常善良且乐于助人。) I like my friend because... I like my friend because he always makes me laugh.(我喜欢我的朋友,因为他总是让我笑。) Friendship means... Friendship means understanding and supporting each other.(友谊意味着相互理解和支持。) It's important to... in a friendship It's important to be honest in a friendship.(在友谊中诚实很重要。) 教学过程 A. Lead - in (5 minutes) Greet the students and start the class. Show some pictures of good friends playing together, helping each other, etc. on the PPT. Then ask students some questions: “What can you see in these pictures?” “Do you have good friends like them? Can you briefly talk about your friendship?” Guide students to recall their own friendship experiences and arouse their interest in this class. B. Knowledge Review (10 minutes) Vocabulary Review Use flashcards to show some key words about friendship learned in this unit, such as “honest”, “patient”, “trust”. Let students read the words aloud first, and then ask them to make sentences with these words. For example, when showing the word “honest”, ask a student, “Can you make a sentence with ‘honest’?” The student may answer, “My father is an honest man.” Play a word - chain game. The teacher starts with a word related to friendship, like “friend”. Then a student needs to say a new word starting with the last letter of “friend”, for example, “depend”. And then another student continues with a word starting with “d”, such as “different”. This can help students review vocabulary in a fun way. Sentence Pattern Review Write some key sentence patterns on the blackboard, such as “My best friend is... He/She is very...” and “I like my friend because...”. Ask students to make sentences according to their own friends. Invite several students to come to the front of the class and share their sentences with the whole class. Do some sentence - transformation exercises. For example, give a sentence “My friend is kind. He often helps me.” and ask students to rewrite it into “I like my friend because he is kind and often helps me.” C. Project Introduction (5 minutes) Present the project task to the students: “In this class, we are going to complete a project about friendship. You will work in groups of four or five. Your task is to make a poster about friendship. The poster should include the following aspects: a description of your ideal friend, the importance of friendship, and some tips on how to maintain a good friendship. You can use pictures, words, and drawings to decorate your poster.” Show some sample posters about friendship on the PPT. Let students observe the layout, content, and design of these posters, and guide them to think about how they can make their own posters more attractive and informative. D. Group Work (15 minutes) Divide students into groups according to their seats or their own preferences. Make sure each group has a relatively balanced ability level. In each group, students discuss and plan their posters. They can first divide tasks among group members. For example, some students are responsible for writing the text about the description of an ideal friend, some for collecting pictures related to friendship, and some for designing the layout of the poster. Teachers walk around the classroom, listen to students' discussions, and provide necessary guidance and help. For example, if a group has difficulty in finding words to describe an ideal friend, the teacher can remind them of the relevant vocabulary learned in this unit. E. Project Presentation and Evaluation (10 minutes) Each group sends a representative to the front of the class to present their group's poster. The representative should introduce the content of the poster, including the description of the ideal friend, the importance of friendship, and the tips on maintaining friendship. After each group's presentation, other groups can ask questions or give comments. Teachers also participate in the evaluation, first affirming the advantages of each group's work, such as creative ideas, beautiful layout, accurate language use, etc., and then pointing out the existing problems, such as unclear writing, incomplete content, and grammar mistakes. Finally, give some suggestions for improvement. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the review of friendship - related vocabulary, sentence patterns, and the process of completing the project. Emphasize the importance of friendship and the significance of using English to express ideas about friendship. Praise students' performance in this class, especially those students who have made great progress in language expression and cooperation ability. Homework Ask students to write a short passage at home based on their group's poster. The passage should include all the main content of the poster, and they need to use more detailed descriptions and correct grammar. Let students share their posters and the written passages with their parents at home, and listen to their parents' opinions on friendship. 教学反思 After this class, I have the following reflections: Positive Aspects The lead - in part with pictures effectively aroused students' interest in the topic of friendship, making them actively recall their own friendship experiences and smoothly enter the learning state. The group - work project provided students with a good opportunity to cooperate and communicate. Most students actively participated in group discussions, divided tasks reasonably, and completed the poster - making task. This not only improved their language application ability but also cultivated their team - cooperation spirit. The presentation and evaluation 环节 enabled students to learn from each other. Through listening to other groups' presentations and giving comments, students could discover their own advantages and disadvantages, which was conducive to their future learning improvement. Problems In the group - work process, there were still a few students who did not actively participate. They seemed to be less interested in group discussions or lacked confidence in expressing their opinions. In the future, more attention should be paid to these students, and appropriate ways should be found to encourage their participation. Some groups had problems in language expression when presenting the posters. There were some grammar mistakes and inappropriate word usages. This shows that although we have reviewed relevant knowledge, students still need more practice to master and apply it proficiently. Improvement Measures For students with low participation in group work, I will arrange group members with strong leadership and good communication skills to help them, and give them more simple and specific tasks to gradually build their confidence. In future teaching, more language practice activities will be designed, such as writing more short passages about friendship, having more oral communication exercises, and strengthening grammar - focused training to improve students' language accuracy. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$