Unit 1 Let's Be Friends! Developing the Topic-Oral Communication教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 1 Let's Be Friends!-Developing the Topic-Oral Communication This unit, "Let's Be Friends!" from the Ren'ai Science Edition (2024) English textbook for Grade 7, focuses on the theme of making friends and getting to know new people. The "Oral Communication" part within "Developing the Topic" is designed to enhance students' speaking skills. It mainly involves learning to introduce oneself and describe others. Through various activities like listening, speaking, and guessing games, students will practice using key vocabulary, phrases, and sentence patterns related to personal information such as name, age, place of origin, hobbies, and personal characteristics. This section aims to enable students to communicate more fluently and effectively in English in real - life situations of making friends. 教学目标 Students will be able to master new vocabulary and phrases related to personal description, such as "kind", "friendly", "nice", "reading", "drawing", "cooking", "singing", etc. They can understand and use sentence patterns for self - introduction and describing others, like "I'm...", "I'm... years old.", "I'm from...", "He/She is a(n)+adjective + boy/girl.", "He/She likes...". Students will be able to recognize and use the question "What about you?" to inquire about the same aspect of others. 教学重难点 1. Key Points Mastery of vocabulary and sentence patterns for self - introduction and describing others. The ability to use these words and sentences in real - life communication scenarios. 2. Difficult Points Using the correct form of verbs after "like" (e.g., like doing sth.) and applying new vocabulary and sentence patterns accurately in different situations. Helping students overcome shyness and fear of making mistakes, and actively participating in oral communication activities. 1. Vocabulary Personal characteristics: kind, friendly, nice, quiet, outgoing Hobbies: reading, drawing, cooking, singing, running, swimming, dancing Places: Beijing, Shanghai, Fuzhou, Tianjin, etc. Numbers (ages): eleven, twelve, thirteen, fourteen, etc. 2. Sentence Patterns Self - introduction: I'm... (name). I'm... years old. I'm from... I'm in Class..., Grade... I like... Describing others: He/She is a(n)+adjective + boy/girl. He/She is... years old. He/She is from... He/She likes... Inquiring about others: What about you? 教学过程 1. Warming - up (5 minutes) Greet the students as usual, and then show some pictures of different people on the PPT. Ask students to describe what they see briefly in Chinese. For example, show a picture of a girl reading a book and ask "What can you see in this picture?" This can quickly attract students' attention and create a relaxed atmosphere. 2. Revision (5 minutes) Use some simple exercises to review the knowledge learned in previous classes. For example, present sentences on the PPT with blanks for students to fill in with the appropriate forms of "be" verbs or personal pronouns. Such as "___ (I) am from China." or "He ___ (be) a student." Ask several students to answer the questions. After they answer, briefly review the usage of "be" verbs (am, is, are) and personal pronouns (I, you, he, she, etc.) with the whole class. 3. Presentation (15 minutes) Vocabulary teaching: Show pictures related to new vocabulary on the PPT, such as a picture of a person smiling to teach "kind", a picture of a person cooking to teach "cooking". Teach the pronunciation of each word clearly, and let students read after the teacher several times. Divide the class into pairs. Each pair takes turns to read the new words to each other, and the partner corrects the pronunciation if there is any mistake. The teacher walks around the classroom to monitor and provide guidance. Sentence pattern teaching: Write some self - introduction sentences on the blackboard, like "I'm Tom. I'm twelve years old. I'm from Beijing. I like reading." Read the sentences aloud, and then explain the structure and usage of each part. Use the same method to teach sentence patterns for describing others. Write sentences like "She is a friendly girl. She is thirteen years old. She is from Shanghai. She likes dancing." on the blackboard, and explain them. Let students make their own sentences following the examples. First, ask them to write down their sentences in their notebooks. Then, invite several students to stand up and read their sentences to the class. 4. Listening Practice (5 minutes) Play a short dialogue recording on the recorder. The dialogue contains information about two people's personal details, such as name, age, place of origin, and hobbies. Before playing the recording, ask students to read the questions on the PPT in advance. The questions could be "What's the boy's name?", "How old is the girl?", "Where is the boy from?", etc. Play the recording once or twice. After that, let students answer the questions. Check the answers together with the class, and play the recording again if necessary to clarify any misunderstandings. 5. Group Activity - Guessing Game (10 minutes) Divide the class into several groups of 4 - 5 students. Each group selects a member to be the "mystery person". The "mystery person" thinks of a person (it can be a classmate, a famous person, or a character from a story). The other members of the group take turns to ask yes - or - no questions to guess who the "mystery person" is thinking of. The questions should be related to the personal information they have learned, such as "Is he a boy?", "Is he from our school?", "Does he like sports?". Encourage students to use the sentence patterns they have learned in the questions and answers. The group that guesses correctly in the shortest time wins. After the game, ask each group to share some of the interesting questions and answers they had during the game. 6. Summary (3 minutes) Summarize the key vocabulary and sentence patterns learned in this class with the students. Write the main points on the blackboard again, and let students read them aloud together. Ask students to recall the process of the group activity and review how they used the English knowledge in the communication. 7. Homework Assignment (2 minutes) Ask students to introduce themselves to their family members in English, using all the sentence patterns they have learned in this class. They can also describe one of their family members to their classmates tomorrow. Let students write down a short passage about themselves, including their name, age, place of origin, hobbies, and personal characteristics. They need to use at least 5 sentences. 教学反思 After the class, I will first reflect on whether the teaching objectives have been achieved. I will check if students can accurately use the new vocabulary and sentence patterns to introduce themselves and describe others. From the students' performance in class activities such as group discussions and the guessing game, I can evaluate their speaking ability and communication skills improvement. If some students still have difficulties in using certain vocabulary or sentence patterns, I will analyze the reasons. Maybe the teaching method for these points was not clear enough, or the practice time was insufficient. For example, if many students make mistakes in using "like doing sth.", I will consider adding more examples and practice exercises in the next class. In terms of students' participation, if some students were too shy to actively participate in the group activities, I will think about how to create a more inclusive and encouraging atmosphere in future classes. I might start by pairing more confident students with shy ones to help them gradually build up their confidence. Overall, based on this teaching reflection, I will adjust my teaching plan and methods in the following classes to better meet the learning needs of students and improve the teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$