Unit 8 Collecting as a hobby-Checking your progress (Project) 教学设计 2025-2026学年沪教版英语七年级上册

Unit 8 Collecting as a hobby-Checking your progress (Project) This project in Unit 8 of the 7th - grade English textbook (Shanghai Education Press, 2024) is centered around the theme of "Collecting as a hobby". It serves as a comprehensive practice for students to integrate and apply the knowledge and skills they have learned in this unit. Through this project, students are required to create an online museum to showcase their collections or collections they are interested in. This not only helps students review vocabulary related to collections, such as "key rings", "model planes", "paper clips", etc., but also allows them to practice using language to describe the items in their collections, including their appearance, origin, and the stories behind them. Additionally, students will enhance their digital skills by posting content online and learn about the cultural and historical significance of different collections. 教学目标 Students will be able to use relevant vocabulary and expressions accurately to describe their collections, such as "collect stamps", "develop a hobby", "handle with care", etc. They can use proper personal pronouns and possessive pronouns to introduce their collections, like "This is my collection of...", "I am a collector of...", and make correct distinctions between "mine", "yours", "his", "her", "its", "ours", "theirs" and the corresponding adjective - type possessive pronouns. Students are capable of organizing their ideas clearly and expressing the reasons for collecting, the value of collections, and their personal feelings about collecting in English. 教学重难点 1 Key Points Mastery of vocabulary and expressions related to collections. Correct use of personal pronouns and possessive pronouns in the context of introducing collections. Organize and present the content of collections clearly and vividly. 2 Difficult Points Using English to accurately express the cultural and historical connotations of some special collections. For example, when introducing ancient cultural relics in the collection, it is difficult to explain their historical background and cultural value precisely. Coordinating group work effectively, solving possible conflicts or differences in opinions among group members during the process of creating an online museum. 1 Vocabulary Nouns: collection, key ring, model plane, paper clip, stamp, envelope, bit, coin, currency, digital currency, memory, tradition, value Verbs: collect, develop, handle, produce, trade, save, add, seem, include Adjectives: interesting, similar, valuable, electronic, digital Phrases: develop a hobby, thousands of, handle with care, buy sb. sth. / buy sth. for sb., a bit, a bit of, be similar to, more and more, be curious about, in the future, build up a collection, take a lot of money or time, the number of, the reason for sth. / doing sth., at the age of, make a decision to do sth., make up one’s mind to do sth., room for, think of, up to 2 Grammar Personal Pronouns: I, you, he, she, it, we, they (subject form); me, you, him, her, it, us, them (object form) Possessive Pronouns: my, your, his, her, its, our, their (adjective - type); mine, yours, his, her, its, ours, theirs (noun - type) 教学过程 1 Lead - in (5 minutes) Show some pictures of various collections on the PPT, such as stamp collections, coin collections, and doll collections. Ask students: "What do you see in these pictures? Do you know anyone who has a collection like this?" Encourage several students to share briefly if they or their family members have any collections and what they are. This can arouse students' interest and lead them into the topic of collecting. 2 Grouping (5 minutes) Divide students into groups according to the types of collections they are interested in or their own collections. For example, those interested in stamp collections form one group, those with coin collections form another group, and so on. If a student doesn't have a collection or is not interested in their own, they can choose a group they like. Explain to students that in this project, they will work together in groups to create an online museum about their collections. Each group elects a group leader who is responsible for coordinating group work. 3 Item Preparation and Introduction within the Group (15 minutes) Instruct each group member to provide a video or some pictures of the most cherished item in their collection. If they don't have a physical collection, they can find relevant materials online. Group members take turns to introduce their items to the group. The introduction should include: the name and basic information about the item, such as what it is made of, when and where they got it; the story behind it, like why they started collecting this item, or any special memories associated with it. While a member is introducing, other group members listen carefully and can ask questions if they have any doubts. The group leader records important information. 4 Content Assembly and Online Posting (15 minutes) Each group puts together all the content provided by group members, including introductions, pictures, and videos. They need to organize this content in an orderly manner, for example, creating a simple outline for their online museum, such as having an introduction page, pages for each item with detailed descriptions, and a conclusion page. Teach students some simple methods of using online platforms (such as a class - specific blog or a simple website - making tool) to post their content. Guide each group to post their assembled content online to make their own online museum. After posting, each group briefly presents their online museum to the whole class, highlighting the unique features and interesting parts of their collections. 5 Conclusion (5 minutes) Summarize the process and results of this project. Emphasize the importance of hobbies, especially collecting hobbies, in enriching our lives, expanding our knowledge, and cultivating patience and perseverance. Encourage students to continue exploring their hobbies, and also to visit other groups' online museums after class to learn more about different collections. 教学反思 Positive Aspects The project - based teaching method effectively motivated students' enthusiasm. By allowing them to showcase their own collections or those they are interested in, students were highly engaged in the whole process. The group - work form also enhanced students' communication and cooperation skills. They learned to listen to others' opinions, divide tasks, and jointly complete the creation of the online museum. The integration of language knowledge and practical application was relatively successful. While introducing their collections, students actively used the vocabulary and grammar they learned in this unit, which strengthened their understanding and memory of language knowledge. Areas for Improvement Some students had difficulty in accurately expressing the cultural and historical significance of their collections. In the future, more relevant background knowledge can be provided before the class, or students can be guided to do more in - depth research in advance. During group work, there were some minor conflicts in task distribution and different opinions among group members. Teachers need to provide more guidance on group - cooperation skills in future classes, such as how to negotiate and resolve conflicts effectively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$