Unit 2 Learning English is fun!-Lesson 2 Amazing English 教学设计 2025-2026学年冀教版英语七年级上册

Unit 2 Learning English is fun!-Lesson 2 Amazing English This lesson, "Amazing English" from Unit 2 "Learning English is fun!" of the 2024 Hebei Education Press English textbook for Grade 7, focuses on presenting the magic of the English language. The text mainly lists some special words, phrases, and sentences to illustrate the amazing aspects of English. It starts with the fact that although there are only 26 letters in English, they can form more than one million words. Then it goes on to introduce interesting words like "level" which reads the same left - to - right or right - to - left, and the word "therein" which contains ten other words without moving any letters. Phrases such as "a piece of cake" with its special meaning "easy" and the sentence "The quick brown fox jumps over the lazy dog" that uses all 26 letters are also presented. The overall aim is to make students aware of the unique features of English and enhance their interest in learning the language. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary: only, than, level, even, need, piece, sentence, quick, fox, lazy, fact. They can understand and use the key phrases and sentence patterns: more than, move around, a piece of cake, jump over. B. Ability Objectives Students can extract, summarize and internalize the relevant expressions for introducing interesting English facts based on the text content. They are capable of correctly understanding and using English idioms and applying them appropriately in simple communication. Students can retell the interesting English facts to family or friends after class, further consolidating the classroom content and practicing oral English. C. Emotional Objectives Through this lesson, students' thinking ability will be trained, and their understanding of the English language will be deepened. Their interest in learning English will be enhanced, and they will be more motivated to explore the charm of the English language. 教学重难点 A. Teaching Key Points Enable students to correctly understand and use English idioms. Guide students to extract, summarize and internalize the relevant expressions for introducing interesting English facts. B. Teaching Difficult Points Help students use mind maps to sort out the main information of interesting English facts. Ensure students can correctly use English idioms in actual communication. A. Vocabulary only / nl / Adjective: When used as an adjective, it means “唯一的;仅有的”. For example, “He is the only child in his family.” Adverb: As an adverb, it means “只是;仅仅”. For example, “I only have five yuan.” than / n/ Preposition/Conjunction: Used in comparisons. For example, “He is taller than me.” (preposition); “She runs faster than he does.” (conjunction) level / levl/ Noun: It means “水平;标准;级别”. For example, “His English level is very high.” even / i vn/ Adverb: It means “甚至”. For example, “He can even speak French.” need /ni d/ Verb/Noun: As a verb, it means “需要”. When it is a real - meaning verb, the structure is “need to do sth.” For example, “You need to study hard.” When it is a modal verb, it is followed by the base form of a verb, like “You needn't come early.” As a noun, it means “需要;必需”. For example, “There is a need for more books.” piece /pi s/ Noun: It means “片;碎片;一件”. Usually used in phrases like “a piece of”, such as “a piece of paper”, “a piece of cake” sentence / sent ns/ Noun: It means “句子”. For example, “Please make a sentence with this word.” quick /kw k/ Adjective: It means “快的;迅速的”. For example, “He is a quick runner.” fox /f ks/ Noun: It means “狐狸”. For example, “The fox is very clever.” lazy / le zi/ Adjective: It means “懒惰的”. For example, “Don't be lazy.” fact /f kt/ Noun: It means “事实”. For example, “In fact, he is a good student.” B. Phrases and Sentence Patterns more than Meaning: “多于;超过”, equivalent to “over”. For example, “There are more than 50 students in our class.” move around Meaning: “四处移动”. For example, “The children are moving around in the playground.” a piece of cake Meaning: “小菜一碟;很容易”, an idiom. For example, “The math problem is a piece of cake for him.” jump over Meaning: “跳过”. For example, “The dog can jump over the fence.” 教学过程 A. Lead - in (5 minutes) Greet the students: “Good morning/afternoon, class! How are you today?” Play a word - guessing game. Show some pictures of English words on the PPT, but only show part of the word. For example, show the first few letters of “elephant” and let students guess what the word is. This can review some previously learned words and arouse students' interest. Then ask some simple questions related to English, such as “Do you like English? Why or why not?” B. Presentation (10 minutes) New Vocabulary Teaching Use pictures and simple sentences to introduce new words. For example, when teaching “fox”, show a picture of a fox and say, “Look, this is a fox. It's very clever. The word is ‘fox’.” Teach other words in the same way, such as showing a picture of a lazy person when teaching “lazy” and saying, “He is very lazy. He doesn't want to work.” Write the new words on the blackboard and let students read them after the teacher several times, paying attention to the pronunciation. Key Phrases and Sentence Patterns Teaching Use examples to explain the key phrases. For “more than”, write on the blackboard “There are more than 30 books on the desk.” and explain that it means there are over 30 books. For “a piece of cake”, say, “If you study hard, this test will be a piece of cake for you. It means it will be very easy.” Let students make their own sentences with these phrases and sentence patterns, and ask some students to share their sentences with the class. C. Reading (15 minutes) Pre - reading Show a mind map on the PPT with some blanks related to the topic “Amazing English”. For example, there are blanks for “letters - how many words can they make”, “special words - examples”, “phrases - meanings”, “sentences - special ones”. Let students predict what they might read in the text according to the mind map. While - reading Let students read the text quickly (skim) to answer the general questions: “How many words can 26 letters make? What is the special feature of the word ‘level’? What does the phrase ‘a piece of cake’ mean? Which sentence uses all 26 letters?” Then let students read the text carefully (scan) to answer some detailed questions, such as “How many words can you find in the word ‘therein’? What are they? Can you find other words that read the same left - to - right or right - to - left?” After that, play the recording of the text, and let students listen and read along, paying attention to the pronunciation, intonation, and stress. Post - reading Guide students to complete the mind map on the PPT according to the text content. Let students retell the text based on the completed mind map. First, let them retell it in groups, and then ask some representatives from each group to retell it in front of the class. D. Practice (10 minutes) Idiom Guessing Game Write some English idioms on pieces of paper, such as “raining cats and dogs”, “break a leg”, “all ears”. Divide students into groups. Show one idiom to each group, and let them discuss and guess the meaning. The first group to guess correctly gets a point. Sentence Making Give students some key words and phrases, such as “only”, “more than”, “a piece of cake”, “jump over”. Let them make sentences using these words and phrases. They can write the sentences on paper and then share them with the class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with students, including new words, phrases, sentence patterns, and the amazing facts about English they have learned. Review the importance of understanding and using English idioms and expressions. Homework Ask students to find more interesting English facts on the Internet or in books and write them down. They need to prepare to share these facts in the next class. Let students make a small poster about “Amazing English” using the knowledge they have learned in this class. They can draw some pictures and write down the interesting facts, words, phrases, etc. 教学反思 After this class, I need to reflect on several aspects. First, in terms of students' participation, I should observe whether all students were actively involved in the various activities, especially those students with relatively weak English foundations. If some students were left behind, I need to consider how to adjust the teaching methods in future classes to make the content more accessible to them. For example, during the group work, did every student in the group contribute? If not, what measures can I take to encourage more participation? Second, regarding the teaching effect of knowledge, I need to check whether students have really mastered the new words, phrases, and sentence patterns. I can design a short quiz in the next class to test students' understanding. If many students make mistakes in certain knowledge points, it means that my teaching methods for these points may need to be improved. Maybe I should use more vivid examples or more practice activities. Third, for the cultivation of students' interest in English, I should observe whether students show more enthusiasm for learning English after this class. If the students' interest has not been significantly enhanced, I need to think about whether the content of the class is not attractive enough or whether the teaching methods are too boring. I can ask students for feedback through a simple questionnaire or class discussion to better understand their needs and improve my teaching in the future. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$