Unit 1 People around us Checking your progress (Project) 教学设计 2024-2025学年沪教版（2024）七年级英语下册

Unit 1 People around us-Checking your progress (Project) This unit focuses on the theme of "People around us". The project in this unit requires students to create a photo album about important people in their lives and present it to the class. Through this project, students will review and consolidate the vocabulary, grammar, and sentence patterns learned in this unit, such as words to describe people's appearance, personality, and occupation, as well as the usage of the definite article "the". They will also improve their comprehensive language skills, including reading, writing, speaking, and listening, and enhance their understanding of the importance of the people around them and the ability to express gratitude. 教学目标 Students can review and master the key vocabulary related to describing people, such as "kind", "wise", "hard - working", "retired", "community", etc. Students can correctly use the definite article "the" in their descriptions. Students can use various sentence patterns, like "My [person] is... He/She...", to describe people's characteristics and behaviors. 教学重难点 A. Teaching Key Points Review and consolidate the vocabulary and grammar related to describing people. Guide students to complete the creation of the photo album, including selecting photos, writing descriptions, and organizing the layout. Train students' oral presentation skills. B. Teaching Difficult Points How to help students write vivid and detailed descriptions with accurate grammar and rich vocabulary. How to encourage students to show their creativity and personality in the photo album design and presentation. How to effectively guide students to express their true feelings and understandings about the important people in their lives. A. Key Vocabulary Describing personality: kind (善良的), wise (明智的), hard - working (勤奋的), friendly (友好的), humorous (幽默的), patient (有耐心的) Describing occupation: teacher (教师), doctor (医生), engineer (工程师), worker (工人), retiree (退休人员) Others: retire (退休), community (社区), advice (建议), encourage (鼓励), solve (解决) B. Grammar The definite article "the": Used to refer to specific or particular people or things. For example, "The man in the black coat is my father." Used before singular and plural nouns when the noun is specific. For example, "The books on the desk are mine." Used before superlatives. For example, "He is the tallest boy in our class." C. Sentence Patterns My [person] is + adjective. For example, "My mother is kind." He/She + verb + (adverb). For example, "She works hard." [Person] gives me a lot of advice on... For example, "My teacher gives me a lot of advice on my study." 教学过程 A. Lead - in (5 minutes) Greet the students and show some photos of famous people on the PPT, such as scientists, artists, and athletes. Ask students to describe these people in one or two sentences, using the words they have learned. For example, "Yao Ming is tall and he is a famous basketball player." Then ask students: "Who are the important people in your lives? Why are they important?" Let several students share their ideas briefly. B. Knowledge Review (10 minutes) Vocabulary Review Divide students into groups of four. Give each group a set of word cards with the key vocabulary of this unit. Let them take turns to pick a card and describe the word on the card without saying the word itself. The other group members guess the word. For example, if the word is "kind", the student can describe it as "This word means a person is always ready to help others and is very nice." After the game, review the words together and make sure students can pronounce and understand them well. Grammar Review Show some sentences on the PPT with and without the definite article "the", such as: I saw dog in the park. (wrong) I saw a dog in the park. (right) The dog I saw yesterday was very cute. (right) Let students discuss in pairs to find out the rules of using "the". Then invite some pairs to share their findings. Summarize the rules of using "the" again for students. C. Project Guidance (15 minutes) Introduction of the Project Present the requirements of the project clearly to students: They need to create a photo album about important people in their lives. The photo album should include at least 3 - 4 photos of different people, and each photo should be accompanied by a short description. Show some sample photo albums (either real ones or made in advance on the computer) to students, and analyze the layout, the content of the descriptions, and the overall design with them. For example, in the description, students can write about the person's appearance, personality, what they do for the student, and why they are important. Group Discussion Divide students into groups of 4 - 5. Let them discuss in groups about the people they want to include in their photo albums, the photos they plan to use, and the main ideas of the descriptions. Encourage them to share their thoughts and help each other. The teacher walks around the classroom, listening to their discussions and giving some suggestions when necessary. For example, if a student has difficulty in choosing a person, the teacher can ask some guiding questions like "Who always helps you with your homework?" or "Who makes you laugh when you are sad?" D. Project Implementation (10 minutes) Students start to create their photo albums. They can use the paper provided by the teacher to draw simple pictures or stick the real photos they bring. While they are working, the teacher continues to patrol the classroom, providing individual guidance. For example, if a student makes a grammar mistake in the description, the teacher can point it out gently and help the student correct it. Encourage students to use their creativity in the design of the photo album, such as adding some decorations, using different colors of pens, or drawing some relevant patterns. E. Presentation and Evaluation (5 minutes) Ask each group to select one representative to come to the front of the class and present their photo album. The representative should introduce each person in the album clearly, including the person's relationship with the student, the reasons why they are important, and read out the descriptions. After each presentation, the other students can ask some questions, such as "Why do you think your friend is humorous?" The presenting group should answer the questions. Use a simple evaluation form to evaluate the presentations. The evaluation aspects can include language accuracy, content richness, oral expression ability, and creativity of the photo album design. Let students give scores (from 1 - 5) for each group in these aspects, and then the teacher gives a final summary and comments. 教学反思 In this class, the lead - in part effectively aroused students' interest in the topic and activated their prior knowledge. However, in the future, more diverse ways of leading - in can be considered, such as showing a short video about people's relationships. During the knowledge review, the vocabulary game was very popular among students, but some students still had difficulty in using the words accurately. In the following classes, more exercises related to vocabulary usage need to be designed. In the project guidance and implementation process, most students were actively involved, but some students with poor English foundation still had trouble writing descriptions. For these students, more one - on - one tutoring and simpler sentence - pattern templates should be provided. The presentation and evaluation part gave students a good opportunity to show their work and communicate with each other. However, the evaluation time was a bit short, and in the future, more time can be allocated for students to fully express their opinions and for a more in - depth evaluation. Overall, this project - based teaching method can well integrate knowledge learning and practical application, but continuous improvement is still needed to better meet the needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$