Starter Section 4 My Best Friend 教学设计 -2025-2026学年北师大版英语七年级上册

该初中英语教学设计围绕“描述好朋友”主题，涵盖friendship相关词汇（kind/friendly等）、“I like... because...”“I enjoy... with...”句型及一般现在时语法。通过多媒体展示朋友互动图片，以“What does friendship mean to you?”提问导入，构建“词汇认知—句型操练—语法应用”学习支架，衔接语言输入与输出。 资料亮点在于融合核心素养，语言能力上整合听（对话理解）、说（小组介绍朋友）、读（短文阅读）、写（短文写作）训练，文化意识渗透中西方友谊表达差异，学习能力通过词汇游戏、写作互评及制作英文卡片作业提升。情感目标激发珍视友谊，教学反思助力优化语法（三单形式）与词汇教学，实用易操作。

Starter-Section 4 My Best Friend This section, "My Best Friend," from the 2024 Beijing Normal University Edition English textbook for Grade 7, focuses on helping students describe their best friends. It covers essential vocabulary related to friends, such as "best friend," "kind," "friendly," "helpful," etc. Students will learn to use adjectives to depict their friends' characteristics. The grammar emphasis is on the correct usage of the present simple tense to express habitual actions and preferences, as well as the proper application of adjectives in sentences. Through various activities like reading, listening, speaking, and writing, students will enhance their language skills while understanding the significance of friendship. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to friends, including "best friend," "kind," "friendly," "helpful," "tall," "short," "strong," "cute," etc. They can correctly use sentence patterns such as "I like... because..." and "I enjoy... with..." to describe their friends' features and activities. Students will understand and correctly apply the present simple tense to talk about their friends' habits and preferences, and use adjectives appropriately to modify nouns. B. Ability Objectives Develop students' listening skills by having them understand conversations about friends. Improve students' speaking ability to introduce and describe their best friends fluently and accurately in English. Enhance students' reading skills through reading texts related to friends. Cultivate students' writing skills to write a short passage about their best friends. C. Emotional Objectives Foster students' awareness of the importance of friendship and encourage them to cherish their friends. Boost students' confidence in using English to communicate about personal topics. 教学重难点 A. Key Points Vocabulary: Ensure students can remember and use the vocabulary related to friends proficiently. Sentence Patterns: Guide students to use "I like... because..." and "I enjoy... with..." correctly in sentences. Grammar: Help students master the present simple tense when describing habits and preferences. B. Difficult Points Grammar: Enable students to use the present simple tense accurately, especially when dealing with the third - person singular form (he/she/it). Cultural Understanding: Help students understand the differences in expressing friendship in Western cultures compared to their own. A. Vocabulary Describing Friends best friend (n.) 最好的朋友 kind (adj.) 友善的 friendly (adj.) 友好的 helpful (adj.) 有帮助的 tall (adj.) 高的 short (adj.) 矮的；短的 strong (adj.) 强壮的 cute (adj.) 可爱的 happy (adj.) 快乐的 smart (adj.) 聪明的 active (adj.) 活跃的 Activities with Friends play (v.) 玩 study (v.) 学习 share (v.) 分享 help (v.) 帮助 enjoy (v.) 喜欢；享受 B. Sentence Patterns I like my best friend because he/she is kind. I enjoy playing basketball with my friend. My best friend likes reading books. She helps me with my homework. C. Grammar Present Simple Tense Affirmative: Subject + verb (原形 for I/you/we/they; -s/-es for he/she/it) + object. Negative: Subject + don't/doesn't + verb 原形 + object. Interrogative: Do/Does + subject + verb 原形 + object? Adjective Usage Adjectives are used to modify nouns, e.g., a kind friend, a tall boy. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of friends having fun together on the multimedia. Ask students to look at the pictures and think about the question: "What do you think friendship means to you?" Invite several students to share their ideas briefly in English. For example, a student might say, "Friendship means we can play together." Then introduce the topic of this class: "Today, we are going to talk about our best friends. We will learn how to describe them in English." B. New Knowledge Presentation (15 minutes) Vocabulary Teaching (7 minutes) Show flashcards with the new words one by one. For each word, pronounce it clearly, and ask students to repeat after you several times. For example, when showing the word "kind," say, "kind, /ka?nd/, kind," and students repeat. Use simple sentences to explain the meaning of the words. For "helpful," say, "If someone is helpful, they like to help others. For example, my friend is very helpful. He helps me carry my books." Do a quick quiz. Hide the flashcards and randomly name a word, and ask students to quickly recall and spell it. Sentence Pattern Teaching (5 minutes) Write the sentence pattern "I like... because..." on the blackboard. Give an example: "I like my dog because it is very cute." Read the sentence aloud, and ask students to imitate the intonation. Divide students into pairs. Each pair takes turns to make sentences using this pattern. Walk around the classroom to monitor and offer help if necessary. Then introduce the sentence pattern "I enjoy... with...". Write an example on the board: "I enjoy watching movies with my friend." Explain that "enjoy" means like very much, and it is often followed by a verb - ing form. Let students practice making sentences with this new pattern in pairs. Grammar Teaching - Present Simple Tense (3 minutes) Briefly review the present simple tense. Write some simple sentences on the board, such as "I play football every day." and "He plays the piano on weekends." Point out the difference in the verb form for the first - person singular "I" and the third - person singular "he/she/it". Explain that when the subject is he/she/it, the verb usually adds -s or -es. Give a few more examples for students to observe, and then ask them to make some sentences of their own using the present simple tense to describe their daily habits. C. Practice (15 minutes) Listening Practice (5 minutes) Play a short dialogue about two friends on the multimedia. The dialogue can be like this: A: Who is your best friend? B: My best friend is Tom. A: What is he like? B: He is tall and friendly. He likes playing basketball. Before playing the dialogue, write some questions on the blackboard, such as "Who is B's best friend?" and "What is B's best friend like?" Play the dialogue once. Students listen carefully and try to answer the questions. Then play the dialogue again for students to check their answers. Speaking Practice (5 minutes) Ask students to work in groups of four. Each student in the group takes turns to introduce their best friend using the words and sentence patterns they have learned. Others in the group can ask some questions, like "What does your best friend like to do?" Walk around the groups, listen to their conversations, and correct any mistakes in pronunciation or grammar. Reading Practice (5 minutes) Hand out a short passage about a girl's best friend to each student. The passage can be like this: My best friend is Lucy. She is short but very active. She has long hair and big eyes. Lucy is very kind. She always helps me when I have problems. We enjoy studying together. She likes reading interesting stories, and she often shares good stories with me. Ask students to read the passage silently for two minutes. Then ask some questions, such as "What does Lucy look like?" and "What do they enjoy doing together?" Let students find the answers from the passage. D. Production (10 minutes) Writing Practice (5 minutes) Ask students to write a short passage about their own best friends. They should include information about their friends' appearance, personality, and the things they like to do together. Remind them to use the words, sentence patterns, and grammar they have learned. While students are writing, walk around the classroom to provide guidance. After students finish writing, ask them to exchange their passages with their deskmates and check each other's work for grammar and spelling mistakes. Presentation (5 minutes) Invite several students to come to the front of the classroom and read their passages about their best friends. After each student finishes reading, the rest of the class can give some simple comments, like "Your friend sounds very nice." or "I like the way you describe your friend." E. Summary and Homework (5 minutes) Summary (2 minutes) Summarize the key points of this class with the students. Review the important vocabulary about friends, the sentence patterns "I like... because..." and "I enjoy... with...", and the usage of the present simple tense. Emphasize the importance of friendship and encourage students to cherish their friends in their daily lives. Homework (3 minutes) Ask students to make a handmade card for their best friends. On the card, they should write a short English message about why they like their friends. Tell students to review the words and sentence patterns learned in this class and be ready for a small quiz in the next class. 教学反思 After teaching this class, I noticed several aspects that went well and areas that need improvement. On the positive side, the use of multimedia, such as pictures and dialogues, effectively engaged students' attention at the beginning of the class. The group work and pair - work activities encouraged students to actively participate in speaking and sharing, which significantly improved their speaking confidence. Most students were able to master the basic vocabulary and use the sentence patterns to describe their friends to some extent. However, there were also some challenges. In grammar teaching, some students still had difficulty understanding the third - person singular form in the present simple tense. Although I provided examples and explanations, more in - depth practice and individual guidance might be needed. During the writing practice, some students had limited vocabulary and made many spelling mistakes. In the future, I should incorporate more vocabulary - building activities and writing exercises in class. To address these issues, I plan to design more targeted grammar exercises for the present simple tense, especially focusing on the third - person singular form. For vocabulary improvement, I will start each class with a quick vocabulary review game and encourage students to read more English texts to expand their vocabulary. Overall, I will continue to adjust my teaching methods to better meet the needs of students and enhance their English learning experience. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $