Unit 2 Language and communication E Presenting myself (Project)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

该初中英语教学设计聚焦“自我介绍”项目，核心涵盖性格形容词、爱好、职业等词汇，问候、个人信息等句型及“引言-主体-结论”结构。课堂导入通过名人图片描述激活已知，引出主题，以词汇复习、句型练习、结构分析为学习支架，衔接后续项目实践。 特色为项目式学习整合语言知识与技能，小组讨论促合作，同伴互评（附反馈表）与公众展示提升语言能力（词汇句型应用、口语表达），思维品质（逻辑组织信息），学习能力（合作反思）；分层指导关注不同学生，教学反思提供改进方向。助力学生提升表达自信与逻辑，为教师提供完整可操作的教学流程。

Unit 2 Language and communication-E Presenting myself (Project) This unit focuses on the theme of "Language and communication", aiming to help students improve their language skills in the context of communication. The "Presenting myself" project is the culminating activity of this unit, which requires students to integrate the language knowledge and communication skills they have learned to introduce themselves comprehensively. Through this project, students will not only review and consolidate vocabulary related to personal information, hobbies, personalities, and future aspirations, but also practice using sentence patterns for self - introduction in different situations. They will learn how to organize their thoughts, structure their presentations, and use appropriate body language and intonation to make their self - introductions more vivid and engaging. 教学目标 Students will be able to master and use key vocabulary related to personal introduction, such as "outgoing", "creative", "ambitious", "hobby", "dream job", etc. Students can correctly use sentence patterns for self - introduction, like "My name is...", "I am... years old", "I am interested in...", "I want to be... in the future". Students will understand the basic structure and elements of a self - introduction, including greeting, personal information, hobbies, personalities, and future plans. 教学重难点 A. Key Points The acquisition and application of key vocabulary and sentence patterns for self - introduction. Guiding students to organize their personal information and structure their self - introductions in a clear and logical way. Training students' speaking skills, including pronunciation, intonation, and body language during self - presentation. B. Difficult Points Helping students make their self - introductions more vivid and unique by adding specific details and examples. Overcoming students' nervousness and shyness when presenting in public, and improving their confidence in speaking English. Teaching students how to give constructive feedback to their classmates' self - introductions. Vocabulary Personality adjectives: outgoing, creative, ambitious, friendly, hard - working, etc. Hobbies: reading, painting, dancing, singing, playing basketball, playing the piano, etc. Dream jobs: doctor, teacher, engineer, scientist, artist, etc. Sentence Patterns Greeting: Hello/Hi, everyone! Nice to meet you. Personal information: My name is... I am... years old. I come from... Hobbies: I am interested in.../I like.../My hobby is... Personalities: I think I am... Future plans: I want to be... in the future. I hope to... Presentation Structure Introduction (greeting and stating the purpose) Body (personal information, hobbies, personalities) Conclusion (future plans and a closing statement) 教学过程 A. Warming - up (5 minutes) Show some pictures of famous people on the PPT, such as Bill Gates, Taylor Swift, and LeBron James. Ask students to describe these people in English, using words they know about personalities, hobbies, and jobs. T: Look at these pictures. Who are they? Can you describe them in English? Ss: Bill Gates is very smart and he is a famous scientist. Taylor Swift is good at singing and she is very popular. Then lead in the topic of self - introduction. T: Very good. Just like we described these famous people, today we are going to learn how to introduce ourselves in English. B. Pre - project (10 minutes) Vocabulary review Present the key vocabulary on the PPT and review it with students. Read the words aloud, ask students to repeat, and explain the meanings briefly. T: Now, let's look at some important words. Read after me. "Outgoing", it means friendly and likes to meet new people. Ss: Outgoing. Do the same for other words like "creative", "ambitious", etc. Sentence pattern practice Write some sentence patterns for self - introduction on the blackboard. Ask students to make sentences according to their own situations. T: Look at the sentence patterns on the blackboard. "My name is...". Now, you make sentences using this pattern. S1: My name is Tom. T: Great. How about "I am interested in...". S2, can you make a sentence? S2: I am interested in playing football. Structure analysis Use a simple example of self - introduction on the PPT to analyze the structure with students. Mark the introduction, body, and conclusion parts. T: Look at this self - introduction. Here, "Hello, everyone. Nice to meet you. I am going to introduce myself today." is the introduction. Then, the part about personal information, hobbies, and personalities is the body. And "I hope to be a doctor in the future. Thank you for listening." is the conclusion. C. While - project (20 minutes) Group work Divide students into groups of 4 - 5. Ask them to discuss and share their personal information, hobbies, personalities, and future plans within the group. Each student should take turns to speak. T: Now, form groups. Share your information with your group members. Remember to use the words and sentence patterns we just learned. Walk around the classroom, listen to their discussions, and offer help if necessary. Outline writing After the group discussion, ask each student to write an outline of their self - introduction individually. The outline should include the main points of each part of the self - introduction. T: Based on your discussion, write an outline for your self - introduction. It will help you organize your thoughts. Provide some guidance on how to write an outline, such as using bullet points. Draft writing Let students start writing their self - introduction drafts according to their outlines. Remind them to use correct grammar, spelling, and punctuation. T: Now, start writing your full self - introduction. Try to make it as detailed and interesting as possible. Keep an eye on students' writing progress and answer their questions. D. Post - project (10 minutes) Peer review Pair up the students. Ask them to exchange their drafts and review each other's work. They should check for grammar mistakes, clarity of expression, and whether all the necessary information is included. T: Exchange your drafts with your partner. Read your partner's self - introduction carefully and give some suggestions. Provide a checklist for peer review, such as "Check if the grammar is correct", "Is the self - introduction well - structured?". Presentation Select 2 - 3 students to come to the front of the class and present their self - introductions. Before they start, remind the audience to listen attentively and take notes on the main information. T: Now, let's invite some students to present their self - introductions. Listen carefully and we will give feedback later. After each presentation, ask the audience some questions, such as "What is the presenter's hobby?", "What does the presenter want to be in the future?". Feedback and summary Lead a class discussion to give feedback on the presentations. Praise the good points and also point out the areas that need improvement. T: What do you think of their presentations? What did they do well? What could be better? Summarize the key points of self - introduction, including vocabulary, sentence patterns, and presentation skills. T: Today, we learned how to introduce ourselves in English. Remember to use the right words, clear sentence patterns, and good presentation skills. 教学反思 In this teaching process, the warming - up activity effectively aroused students' interest and activated their prior knowledge, which laid a good foundation for the following learning. However, in the future, more diverse warming - up methods can be used to better meet the different interests of students. During the pre - project stage, the vocabulary review and sentence pattern practice were relatively effective, but some students still had difficulty using the words and sentence patterns flexibly. In the next class, more practice activities, such as role - playing or situation - based exercises, should be designed to strengthen students' language application ability. The group work in the while - project stage promoted students' communication and cooperation skills. Most students actively participated in the discussion. But for some students who were relatively shy or had weak English skills, more individual guidance should be provided to ensure that they can also fully engage in the learning process. The peer review and presentation in the post - project stage were very beneficial for students to learn from each other. However, the time for feedback was a bit tight, and some students' opinions were not fully expressed. In the future, more time should be allocated for feedback to help students improve their self - introduction skills more comprehensively. Overall, this teaching plan achieved most of the teaching objectives, but there are still some areas that need to be adjusted and improved to better meet the learning needs of 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 $$