Starter-4 English learning styles 教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

Starter-4 English learning styles This unit, "English Learning Styles", is an important part of the Starter section in Grade 7 English textbook of Shanghai Education Press (Five - Four Academic System, 2024). It focuses on helping students understand different English learning styles, such as visual, auditory, kinesthetic and reading/writing. Through various activities, students will explore their own learning preferences, which can not only improve their English learning efficiency but also cultivate their autonomous learning ability. The unit contains reading materials, listening exercises, speaking tasks and writing practice, all of which are closely related to the theme of learning styles, aiming to comprehensively train students' four - language skills. 教学目标 Students will be able to master the key vocabulary related to English learning styles, such as "visual", "auditory", "kinesthetic", "prefer", "method", "strategy" etc. Students will understand the usage of sentence patterns for expressing preferences, like "I prefer to...", "I like... better", "My favorite way to learn English is..." 教学重难点 A. Key Points Mastery of vocabulary and sentence patterns related to English learning styles. Enable students to understand different learning styles and identify their own learning preferences. B. Difficult Points Guide students to apply the knowledge of learning styles to their actual English learning, and help them adjust their learning methods according to their own styles. In the speaking and writing tasks, help students express their ideas clearly and logically, and provide enough details about their learning styles. Vocabulary Visual: related to seeing, such as "visual aids" (pictures, videos). Auditory: related to hearing, for example, "auditory learners like listening to English songs". Kinesthetic: related to movement and touch, like "doing role - plays is a kinesthetic way of learning". Prefer: to like one thing or person better than another, e.g., "I prefer reading English stories to watching TV". Method: a way of doing something, "learning methods". Strategy: a plan or method for achieving something, "study strategies". Sentence Patterns I prefer to + verb - base form. (I prefer to learn English by watching movies.) I like + noun/verb - ing + better. (I like reading English books better.) My favorite way to learn English is + verb - ing/to + verb - base form. (My favorite way to learn English is to listen to English podcasts.) 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures on the PPT, including a student reading a book, a student listening to an English tape, a student doing a group discussion, and a student making flashcards. Then ask students: "Look at these pictures. What are these students doing? Which way do you think is the best way to learn English?" Let several students answer the question briefly. This activity can quickly arouse students' interest in the topic and lead in to the new lesson. B. Presentation (10 minutes) New Vocabulary Teaching Write the new words "visual", "auditory", "kinesthetic", "prefer", "method", "strategy" on the blackboard. Explain the meaning of each word in simple English and Chinese. For example, for "visual", say "Visual means related to seeing. When we learn English by looking at pictures or reading books, it is a visual way of learning." Use some examples to help students understand the words better. For "auditory", give an example like "Auditory learners often listen to English radio programs. They can remember new words better by hearing them." Let students read the words after the teacher several times, and then ask them to read the words individually to check their pronunciation. Sentence Pattern Teaching Present the sentence patterns "I prefer to...", "I like... better", "My favorite way to learn English is..." on the PPT. Explain the usage of each sentence pattern. For "I prefer to...", tell students that we use it to express our preference to do something. For example, "I prefer to learn English grammar by doing exercises." Give some examples for students to imitate. Let students practice making sentences using these sentence patterns with their partners. Walk around the classroom to listen to their conversations and offer help if necessary. C. Practice (15 minutes) Listening Practice Play a short dialogue on the recorder. The dialogue is about two students talking about their English learning styles. Student A says he prefers to learn English by watching English movies because he can see the pictures and hear the language at the same time. Student B says her favorite way is to read English stories because she can learn new words and understand different sentence structures. Before playing the dialogue, ask students to look at the questions on the handout: What is Student A's learning style? Why does Student A like this way? What is Student B's favorite way to learn English? What can Student B learn from reading English stories? Play the dialogue twice. The first time, let students just listen and get a general idea. The second time, ask them to listen carefully and answer the questions. Check the answers with the whole class. Reading Practice Distribute a short passage about different English learning styles to each student. The passage briefly introduces visual, auditory, kinesthetic and reading/writing learning styles, and gives some examples for each style. Let students read the passage quickly and answer the question: "How many English learning styles are mentioned in the passage?" Then ask students to read the passage again more carefully, and fill in a table on the handout. The table has columns for learning style, characteristics and examples. After students finish filling in the table, ask them to share their answers with their group members. Each group selects a representative to report their answers to the whole class. D. Production (10 minutes) Speaking Activity Divide the students into groups of four. In each group, students take turns to talk about their own English learning styles. They need to use the sentence patterns and vocabulary they have learned in this class, such as "I am a visual learner. I prefer to learn English by using flashcards because I can remember new words more easily by seeing them." While students are talking, the teacher walks around the classroom, listens to their conversations, and gives some suggestions on grammar, pronunciation and expression. After each group finishes the discussion, each group selects a student to give a presentation in front of the class, introducing the learning styles of their group members. Writing Activity Ask students to write a short passage about their own English learning styles. They should include the following information: what their learning style is, why they think they are this kind of learner, and what methods they usually use to learn English. Give students 5 minutes to write. After they finish writing, ask them to exchange their passages with their deskmates and check each other's writing for grammar mistakes, spelling mistakes and whether the content is clear. Select several students to read their passages to the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, sentence patterns and different English learning styles. Ask students to share what they have learned in this class. Homework Ask students to make a mind map about English learning styles. They can include the four learning styles they learned in class, their own learning style, and some learning methods for each style. Encourage students to try to use some new learning methods according to their learning styles in their daily English learning. 教学反思 In this class, through various teaching methods such as warming - up, presentation, practice, production and summary, students have a basic understanding of different English learning styles and can express their own learning styles. However, in the process of teaching, some students may still have difficulty in accurately identifying their learning styles. In the future teaching, more personalized guidance can be provided to help students better understand themselves. The group work and pair work in the class have promoted students' communication and cooperation ability. But some groups' discussions are not deep enough. In the next class, more detailed group work instructions can be given to guide students to have more in - depth exchanges. In the listening and reading practice, most students can complete the tasks, but a small number of students still have some difficulties in understanding. It is necessary to strengthen the training of basic listening and reading skills for these students, and provide more relevant exercises. The homework of making a mind map can help students review and summarize the knowledge of this class. In the next class, students' mind maps can be displayed and shared, which can further deepen students' understanding of English learning styles. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$