Unit 2 School life-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 2 School life-Section 4 Extending and developing competencies-Checking your progress (Project) This section is the project part of Unit 2 "School life", aiming to comprehensively examine students' mastery of knowledge and skills related to school life in this unit. Students will be required to complete a project about school life, during which they need to integrate various language elements learned, such as vocabulary, sentence patterns, and grammar, and also apply cross - curricular knowledge and skills. This project can help students further deepen their understanding of school life, improve their language practical ability, and cultivate their comprehensive qualities such as cooperation ability and creativity. 教学目标 Students can accurately use the key vocabulary, phrases, and sentence patterns related to school life learned in this unit, such as "subjects", "have lessons", "after - school activities", "play basketball", "There are...in our school." etc. to describe different aspects of school life, including courses, activities, and campus facilities. Be able to write a short passage about school life with complete content, clear logic, and without grammar and spelling mistakes. In the writing, they can properly use the learned language knowledge to express their own experiences and feelings about school life. 教学重难点 Consolidate and apply the key vocabulary, phrases, and sentence patterns about school life in this unit. Teachers need to review these language points through various forms, such as word games, sentence - making competitions, etc., to ensure that students can master and use them proficiently. Guide students to complete the project writing task about school life. This includes helping students conceive the content, build the framework, and express in language. Teachers can provide writing templates, sample essays, and detailed guidance to help students complete the writing smoothly. Subjects: maths, English, science, art, Chinese, history, geography, PE (Physical Education) School facilities: classroom, library, playground, laboratory, cafeteria, teachers' office School activities: have lessons, do homework, play basketball/football/volleyball, join a club, participate in a competition, attend a meeting People in school: classmate, teacher, headteacher, librarian 教学过程 1 Lead - in (5 minutes) Show some pictures of different school scenes, such as students having a lively class in the classroom, playing basketball on the playground, reading books in the library, etc. Ask students some questions: "What can you see in these pictures? Do you like these school scenes? Why or why not?" Guide students to recall their own school life and arouse their interest in this class. 2 Knowledge Review (10 minutes) Present the key vocabulary, phrases, and sentence patterns about school life on the PPT. For example: Vocabulary: Point to the pictures of different subjects and school facilities on the PPT and ask students to say the corresponding English words. Phrases: Use examples to review phrases like "be good at" and "like...best". For example, "I am good at English. What about you? Which subject do you like best?" Sentence patterns: Write some sentence patterns on the blackboard, such as "I have...lessons every day." and "There are...in our school." and ask students to make sentences with their own information. Conduct a quick review game. Divide students into groups. The teacher says a word, phrase, or sentence pattern, and the groups race to answer by making relevant sentences. The group that answers the most correctly and quickly wins. 3 Project Introduction (5 minutes) Explain the project task in detail to the students: "In this project, you will work in groups to create a presentation about our school life. Your presentation should include the following aspects: school courses, after - school activities, campus facilities, and your feelings about school life." Show some sample presentations (either in the form of PPTs or short videos) to let students have a clear understanding of the requirements and forms of the project. Divide students into groups of 4 - Each group selects a group leader who is responsible for coordinating the group work, dividing tasks, and ensuring the progress of the project. 4 Group Work (15 minutes) Let each group start to plan their presentation. The teacher walks around the classroom, providing guidance and answering students' questions. Guide students to collect information: They can take notes about their own school life experiences, such as their favorite courses and reasons, the activities they often participate in after school. They can also interview other classmates in the class to get more information. For example, ask classmates about their opinions on campus facilities. Help students organize the information: Suggest that they make an outline first. For example, in the part of school courses, they can list the names of courses and briefly introduce each course. In the part of after - school activities, they can classify the activities and describe some interesting experiences. Encourage students to use the learned vocabulary, phrases, and sentence patterns in their planning and information collection. 5 Presentation and Evaluation (10 minutes) Each group sends a representative to give a presentation in front of the class. The representative can use PPTs, pictures, or other visual aids to make the presentation more vivid. During the presentation, other students listen carefully and take notes. After each presentation, leave a few minutes for other students to ask questions. After all the groups have finished presenting, start the evaluation process. First, let the groups evaluate themselves according to the following aspects: completeness of content, accuracy of language use, cooperation within the group, and creativity of the presentation. Then, other groups give their evaluations. Finally, the teacher gives a comprehensive evaluation, emphasizing the advantages of each group and also giving some suggestions for improvement. 教学反思 Positive Aspects: The use of pictures in the lead - in part effectively aroused students' interest and quickly engaged them in the topic of school life. Most students actively participated in the subsequent review and discussion activities. The group work provided students with opportunities to cooperate and communicate with each other. Many groups showed good teamwork spirit, and students learned from each other during the information collection and project planning process. Through the presentation and evaluation, students not only had a chance to show their learning achievements but also learned from the presentations of other groups. The multi - level evaluation method (self - evaluation, peer - evaluation, and teacher - evaluation) made the evaluation more comprehensive and objective. Areas for Improvement: In the knowledge review part, although the game was popular among students, some students still had difficulty in using some complex sentence patterns accurately. In future teaching, more targeted practice should be designed for difficult language points. During the group work, some groups had problems with task division. Some students took on too much work, while others were relatively idle. In the future, more detailed guidance should be given on how to divide tasks reasonably in group work to ensure that every student can fully participate. In the evaluation process, due to time limitations, the discussion and feedback time for each group's presentation were not long enough. In the future, the time should be arranged more reasonably to allow for more in - depth communication and learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$