Unit 4 My friends Lesson 5 Icebreakers 教学设计- 2024-2025学年冀教版英语七年级下册

该初中英语教学设计聚焦“冰破游戏”主题，围绕词汇、句型与真实交际场景展开，通过图片导入激发兴趣，以阅读理解搭建语言支架，再借助Bingo游戏和小组活动实现知识内化，最后通过制作交友卡完成输出，形成从输入到输出的完整学习闭环。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，通过“描述人物性格+寻找共同点”的小组活动，学生不仅练习了“warm-hearted”“shy”等关键词和“I think...is a...boy”句型，还发展了分析与评价能力，体现思维品质；在跨文化讨论中引导学生思考不同国家交友方式差异，增强文化意识；同时设计视频作业与实践任务，鼓励学生将课堂所学迁移至真实社交情境，提升学习能力。教师可直接使用结构清晰的教学流程与多样化活动，降低备课难度，学生则能在趣味实践中自然习得语言，建立自信，促进人际交往。

Unit 4 My friends-Lesson 5 Icebreakers This lesson is from Unit 4 "My friends" of the 2024 Hebei Education Press English textbook for Grade 7. The main theme of this lesson is icebreakers, which focuses on helping students learn how to break the ice and make new friends in different social situations. Through various activities and reading materials, students will be exposed to vocabulary and expressions related to making friends, describing personalities, and sharing common interests. The reading passage in this lesson tells the story of students participating in icebreaker games in a club, which provides a real - life context for students to understand the importance and methods of breaking the ice. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary and phrases related to icebreakers and making friends, such as "icebreaker games", "get to know one another", "in common", "warm - hearted", "shy", "brave", "honest", etc. Students will learn common sentence patterns for starting conversations, introducing themselves, getting to know others' hobbies, and building friendly relationships, like "Share three things about yourself.", "What do you like to do in your free time?", "We both like...". B. Ability Objectives Listening ability: Students can understand conversations about initial meetings and ice - breaking, and accurately obtain key information, such as personal information, hobbies, and personality traits of speakers. Speaking ability: Students are able to use learned vocabulary and sentence patterns to start natural and appropriate conversations with their peers in different scenarios, and can communicate fluently and accurately when making new friends, overcoming nervousness and shyness. Reading ability: Students can understand the main idea and details of the reading passage about icebreaker games, and can answer related questions based on the text. Writing ability: Students can make cards to introduce their new friends, including basic information, personalities, and common interests, with correct grammar and spelling. C. Emotional Objectives Stimulate students' enthusiasm for making new friends actively, and cultivate a positive and open - minded social attitude. Let students feel the beauty of friendship in interpersonal communication, enhance students' self - confidence and social adaptability. D. Learning Strategy Objectives Through classroom activities, train students' autonomous learning ability and cooperative inquiry ability. Students will learn to consult materials independently, think about problems, and complete learning tasks together, improving their comprehensive learning ability. Guide students to use mind - mapping and note - taking strategies to organize and remember new knowledge, which helps them better master and review vocabulary and sentence patterns. 教学重难点 A. Key Points Help students master key vocabulary, phrases, and common sentence patterns related to icebreakers and making friends, ensuring that students can use these knowledge proficiently for communication and expression. Guide students to understand the reading passage about icebreaker games, and let them summarize the main idea and important details of the text. B. Difficult Points Encourage students to flexibly use sentence patterns in real - life social situations. They should be able to start conversations naturally and appropriately according to different objects and scenarios, overcome the nervousness and shyness when communicating with strangers, improve the fluency and accuracy of oral expression, and make the communication more smooth, real, and productive. Cultivate students' cross - cultural communication awareness. Since different cultures may have different ways of making friends and communicating, students need to understand and respect these differences during the process of learning English for social interaction. A. Key Vocabulary Icebreaker games: Games that help people get to know each other better, especially when they first meet. For example, "The icebreaker games at the party made everyone feel more relaxed." Get to know one another: Start to be familiar with each other. "We played some games to get to know one another in the new class." In common: Shared by two or more people. "They found they had a lot in common, such as music and sports." Warm - hearted: Kind and always ready to help others. "She is a warm - hearted girl who often volunteers at the local hospital." Shy: Nervous and uncomfortable in the company of other people. "The shy boy didn't talk much in class." Brave: Having or showing courage. "The brave firefighter saved the child from the burning building." Honest: Truthful and sincere. "An honest person always tells the truth." Cute: Attractive in a pretty or endearing way. "The cute puppy made everyone laugh." Bright: Intelligent and quick - thinking. "She is a bright student who always gets good grades." Easy - going: Relaxed and friendly, not easily annoyed or worried. "My new neighbor is very easy - going and we get along well." Quiet: Making little or no noise; calm and peaceful. "He is a quiet person who likes to read books alone." B. Key Sentence Patterns Share three things about yourself. This is a common way to start self - introduction. Students can respond with "I like reading books, I enjoy playing basketball, and I have a pet dog." What do you like to do in your free time? Used to inquire about others' hobbies. Possible answers could be "I like drawing pictures in my free time." or "I often watch movies when I am free." We both like... To express common interests. For example, "We both like traveling, so we plan to go on a trip together." I think... is a... and... girl/boy. Used to describe someone. Such as "I think Lucy is a kind and brave girl." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of people meeting for the first time, such as at a new school, a party, or a club. Ask students some simple questions related to the pictures, like "How do you think they feel when they meet for the first time?" "What would you do to make them feel more comfortable?" Let several students share their ideas. This activity aims to arouse students' interest and lead them to think about the topic of icebreakers. B. New Lesson Presentation (15 minutes) Vocabulary Teaching Present the new vocabulary words one by one on the PPT. For each word, show an image related to it and give a simple example sentence. For example, when teaching "warm - hearted", show a picture of a person helping an old man cross the street and say "Look at this kind person. He is warm - hearted. He is always ready to help others." After presenting all the words, ask students to read the words aloud together several times to practice pronunciation. Then, randomly point to a word and ask individual students to read it and make a sentence with it. Reading Comprehension Let students open their textbooks to the reading passage about icebreaker games. First, ask them to skim the passage quickly and answer the question: "What are the students doing in the club?" (Answer: They are playing icebreaker games to get to know one another.) Then, let students read the passage carefully for the second time. Divide them into groups of four and ask each group to discuss and find out the main idea and important details of each paragraph. After that, invite several groups to share their findings with the whole class. Explain some difficult sentences in the passage, such as "Icebreaker games can help us get to know one another." and "The club will get students to play some icebreaker games today." Analyze the sentence structures and the usage of key phrases. C. Practice (15 minutes) Bingo Game Prepare a Bingo card for each student. The card has a 5x5 grid with some of the new vocabulary words we just learned randomly placed in the squares. Read out definitions or example sentences of the words. When students hear a word that matches one on their card, they mark it. The first student to get five marks in a row (horizontally, vertically, or diagonally) shouts "Bingo!" and wins the game. This game helps students review and consolidate the new vocabulary. Group Activity - Describing People and Finding Common Interests Divide students into groups of four or five. Each group member needs to brainstorm words to describe a person and write them in a table. Then, choose and circle one word to describe themselves. After that, each student in the group shares three things about themselves, such as hobbies, favorite foods, or family members. The other group members listen carefully and try to find something in common with the speaker. Finally, each group chooses a representative to report to the whole class about the common interests they found within the group. This activity can train students' speaking and listening skills, as well as help them practice using the sentence patterns for self - introduction and finding common ground. D. Production (7 minutes) Making Friend Cards Ask students to think about two new friends they made during the class activities. For each friend, they need to make a card. On the card, students should write down their friend's name, one word to describe their friend's personality, and some common interests they share. They can also draw some simple pictures to decorate the card. After students finish making the cards, invite several students to come to the front of the class and share their friend cards with the others. They should introduce their new friends briefly according to the information on the card. This activity can not only improve students' writing ability but also strengthen the friendship among students. E. Summary and Homework Assignment (3 minutes) Summary Summarize the key vocabulary, phrases, and sentence patterns learned in this class with the students. Write them on the blackboard and ask students to copy them into their notebooks. Review the importance of icebreakers in making new friends and encourage students to use what they learned in real - life situations. Homework Assignment Basic Homework: Complete the relevant exercises in the activity book of Lesson 5, which mainly focus on vocabulary spelling, sentence translation, and simple reading comprehension. This can help students further consolidate the knowledge learned in class. Expanding Homework: Make a short video about introducing a new friend. In the video, students should use the vocabulary and sentence patterns learned in this class to describe their friend's personality, hobbies, and the things they have in common. Then upload the video to the class group for sharing. Practical Homework: In the coming week, try to make at least one new friend outside of school. Write a short report about how they broke the ice, what they talked about, and what common interests they found. This practical homework can help students apply the knowledge they learned in class to real - life social situations. 教学反思 After teaching this lesson, I think the following aspects have achieved good results. First, the warming - up activity effectively attracted students' attention and made them actively participate in the class discussion. The use of pictures and simple questions can quickly lead students to think about the topic of icebreakers. Second, the vocabulary teaching method of combining pictures and example sentences is very intuitive, which helps students better understand and remember new words. The Bingo game in the practice part also greatly stimulated students' enthusiasm for learning vocabulary. However, there are also some areas that need improvement. During the group activities, some students were a bit shy and did not actively participate in the discussion. In the future, I should pay more attention to these students and encourage them to express themselves. Also, when teaching cross - cultural communication awareness, the content could be more in - depth. I could introduce some real - life cases of cultural differences in making friends to let students have a more vivid understanding. Overall, through continuous reflection and improvement, I believe I can better teach this type of lesson 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 $$