Unit 4 My friends Lesson 4 Giving advice 教学设计- 2024-2025学年冀教版英语七年级下册

Unit 4 My friends-Lesson 4 Giving advice This lesson is from Unit 4 "My friends" of the 2024 JJ English textbook for Grade 7. The main topic is about giving advice. It starts with a post from Sam who has trouble making friends in junior high school. Through reading Sam's post and the advice from his online friends, students will learn how to express problems and give advice. The new words and phrases like "change, shy, once, lonely, develop, get along well with, work on" are introduced in the context, which helps students to understand and use them. Also, it provides an opportunity for students to practice writing a reply to give advice, enhancing their writing skills. 教学目标 Students will be able to master the new words: change, shy, once, lonely, develop. Students can understand and use the phrases: get along well with, work on. Students will learn different sentence patterns for giving advice, such as "You should/could...", "Why don't you...", "What about...", "It's a good idea to...", "I think you need to...". 教学重难点 1 Key Points New words and phrases related to friendship problems and giving advice. Sentence patterns for giving advice and how to use them properly. Understanding the structure and main idea of the passage about Sam's problem and advice. 2 Difficult Points How to use different sentence patterns to give practical and reasonable advice according to different situations. Helping students write a well - structured and meaningful reply to give advice, including organizing ideas and using correct grammar. change /tʃeɪndʒ/ v. 变化；改变；交换 e.g. You might change your mind.（你也许会改变想法。） n. 变化；替代 e.g. There are great changes in my hometown in recent years.（我的家乡近年来发生了很大的变化。） shy /ʃaɪ/adj. 羞怯的；胆小的 e.g. She is a shy girl and is afraid to speak in public.（她是个害羞的女孩，不敢在公众场合讲话。） once /wʌns/ adv. 曾经；一次 e.g. I once went to Beijing.（我曾经去过北京。） conj. 一旦；一…… 就 e.g. Once you start, you should keep going.（一旦开始，你就应该坚持下去。） lonely /ˈləʊnli/adj. 孤独的；偏僻的 e.g. The old man lives alone in a lonely house in the countryside.（这位老人独自住在乡下一座偏僻的房子里。） develop /dɪˈveləp/v. 发展；开发；研制 e.g. We should develop good study habits.（我们应该养成良好的学习习惯。） 教学过程 1 Lead - in (5 minutes) Greet the students and start the class. Show a picture of two friends having a problem and ask: "When you have a problem, who do you usually get advice from? A. parents B. teachers C. friends D. the internet". Let students think and choose the answer. Then invite some students to share their reasons. Purpose: Activate students' prior knowledge and lead to the topic of giving advice. 2 Pre - reading (8 minutes) Present the new words and phrases on the blackboard or through PPT. Teach them one by one. For example, when teaching "change", show some pictures of things changing, like a caterpillar changing into a butterfly. Let students repeat the words and phrases several times to ensure they can pronounce them correctly. Ask students to read the title "Lesson 4 Giving advice" and predict what they will read in the following passage. Purpose: Help students learn new words and phrases, and get them ready for reading. 3 While - reading (15 minutes) First reading: Let students skim the post quickly and answer the question: "What's wrong with Sam?" After they finish, check the answer together. Sam doesn't have any friends at school. He was okay in primary school but now has problems in junior high school, being afraid of new things and not getting along well with classmates. Second reading: Let students read the post carefully and complete the mind map about Sam's situation and his friends' advice. They need to fill in Sam's past situation, present situation and the advice given by Bob, Claire, Emma and David. After they finish, ask some students to come to the blackboard to fill in the mind map. Then check the answers and explain the key sentences in the passage. For example, "In primary school, I had many friends and we had a good time. But things changed. Now I am afraid of the new things in junior high school." Explain the use of past simple tense and present simple tense to show the contrast. Also, explain phrases like "get along well with" in context. Purpose: Improve students' reading skills, such as skimming and scanning, and help them understand the main idea and details of the passage. 4 Language Points Teaching (7 minutes) Focus on the key language points. Teach the sentence patterns for giving advice one by one. Show some examples on the PPT and let students repeat them. For example, for "You should/could...", give more examples like "You should study hard" and "You could try to join a sports team". Let students make their own sentences using this pattern. Do the same for other sentence patterns. Also, compare the differences between these sentence patterns, such as the degree of politeness and the situations they are suitable for. Purpose: Ensure students master the important language points for giving advice. 5 Writing (10 minutes) Ask students to write a reply to Sam, giving him advice. Remind them to use the learned sentence patterns and new words. They can also tell their own stories of making friends if they want. Walk around the classroom to offer help when students are writing. After they finish, ask some students to read their replies aloud. Give praise and make some suggestions for improvement. Purpose: Train students' writing ability and let them apply what they have learned. 6 Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson, including new words, phrases and sentence patterns for giving advice. Review Sam's problem and the advice his friends gave. Homework: Ask students to complete the relevant exercises in the activity book of Lesson 4. Let students think about a problem they had or a problem of their friends, and write a short passage about how to solve it, using at least three ways of giving advice. Purpose: Consolidate students' knowledge learned in class and let them continue to practice outside class. 教学反思 After teaching this lesson, I will reflect on the following aspects. Firstly, in the lead - in part, whether the question can effectively arouse students' interest and connect with the topic. If students show little enthusiasm, I may need to change the way of asking questions or use more interesting materials. Secondly, for new words and phrases teaching, I will think about whether students really master them. If many students still have problems in pronunciation or understanding, I should add more practice in class or design some after - class review tasks. Thirdly, during the reading process, I will consider if the reading tasks are suitable for students' reading levels. If the tasks are too difficult or too easy, I need to adjust them in the future. Fourthly, in the writing part, I will check if students can use the learned language to write a proper reply. If most students have problems in grammar or organizing ideas, I will provide more writing guidance and practice in the following classes. Overall, through this reflection, I hope to improve my teaching methods and make the class more effective for students to learn. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$