Unit 2 Making friends F Project 教学设计- 2024-2025学年沪外教版英语七年级上册

该初中英语教学设计围绕“Making friends”主题，聚焦词汇、简单过去时语法及听说读写综合技能，通过图片导入激发兴趣，复习旧知搭建语言支架，再以项目式学习推动知识迁移与应用，形成从输入到输出的完整学习闭环。 本设计亮点在于融合语言能力、思维品质与学习能力培养，突出“做中学”的学科特色。例如，小组共创友谊游戏的过程不仅锻炼学生用过去时描述经历的语言能力，还引导他们分析友谊问题并提出解决方案，提升思维深度。教师通过角色分配保障全员参与，强化合作意识与责任担当，既助力学生构建真实语境下的表达自信，也为教师提供可复制的项目化教学范式。

Unit 2 Making friends-F Project This unit focuses on the theme of "Making friends". Through various activities, students will explore different aspects of friendship, such as the qualities of a good friend, experiences of making friends, and how to maintain friendships. In the F Project, students will integrate the knowledge and skills they have learned in this unit, including vocabulary related to friendship, grammar (simple past tense), listening, speaking, reading, and writing skills, to create and present their own friendship - related projects. 教学目标 Knowledge Objectives Students will be able to master new words and phrases related to making friends, such as "laugh", "lie", "truth", "secret", "forever", "problem", "honest", "look after", "make friends with", etc. Students will understand and be able to correctly use the simple past tense to describe past events related to making friends. Ability Objectives Students can describe their own experiences of making friends in detail, both orally and in writing. They will be able to listen for specific information about making friends in different situations and extract useful tips. Students can read stories about making friends and understand the main ideas and details, as well as make inferences. Through group work, students can effectively communicate and discuss friendship problems, and express their own opinions and suggestions. Emotional Objectives Students will form a positive attitude towards making friends, understand the importance of friendship, and be more willing to make new friends in their daily lives. They will learn to respect and appreciate the diversity of friendships and different ways of making friends. 教学重难点 Key Points New vocabulary and phrases related to friendship. The correct usage of the simple past tense in the context of making friends. Describing experiences of making friends and friendship problems. Difficult Points Helping students to use the simple past tense accurately and fluently when sharing their own experiences. Guiding students to think deeply about friendship problems and come up with practical solutions. Vocabulary Verbs: laugh, lie, decide, borrow, hold, share, help, look after, make friends with, join Nouns: lie, truth, secret, problem, friendship, buddy, teenager, challenge Adjectives: honest, lonely, surprised, elderly, common, loyal Phrases: each other, keep one’s head down, on the way to Grammar - Simple Past Tense Regular Verbs: Add “-ed” or “-d” to the base form. For example, “look - looked”, “decide - decided”, “share - shared”. If the verb ends in “-y”, change “-y” to “-i” and then add “-ed”, such as “study - studied”. Irregular Verbs: Some common irregular verbs need to be memorized, like “feel - felt”, “go - went”, “have - had”, “take - took”. Negative Sentences: Subject + didn't + the base form of the verb. For example, “He didn't walk with anyone on the way to school.” Questions: Did + subject + the base form of the verb +...? For example, “Did Zihao make friends at last?” 教学过程 Warming - up (5 minutes) Show some pictures of friends playing, studying, or helping each other. Ask students: “What are these people doing? What do you think of friendship?” Encourage students to share their initial ideas about friendship. Revision (5 minutes) Review the new words learned in this unit. Use flashcards to let students quickly say out the meanings of the words. For example, show the flashcard of “laugh” and ask students to say “笑；发笑” in Chinese. Review the simple past tense. Write some sentences on the blackboard, such as “I play football every day.” and ask students to change it into the simple past tense: “I played football yesterday.” Project Introduction (3 minutes) Explain the requirements of the F Project to students. “In this project, you will work in groups to create a friendship game or activity, and then present it to the class. Your game should include some elements related to making friends, like sharing, helping, or solving friendship problems.” Divide students into groups of 4 - 5. Group Work (20 minutes) Each group starts to plan their friendship game or activity. They need to think about the rules, materials needed, and how it relates to making friends. Encourage students to use the knowledge they have learned in this unit, such as vocabulary and grammar. For example, when describing the process of the game, they should use the simple past tense if it is about something that happened in the past. Walk around the classroom to offer help and guidance. If a group is having trouble coming up with ideas, give them some suggestions, like “You can design a game where students need to share their secrets in a fun way to make new friends.” Presentation (10 minutes) Each group presents their friendship game or activity to the class. They should explain the rules, how to play, and the significance of it in terms of making friends. After each presentation, other groups can ask questions or give comments. For example, “Why did you choose this rule? How does it help people make friends?” Summary (2 minutes) Summarize the key points of this class, including the importance of friendship, the knowledge used in the project (vocabulary and grammar). Praise students for their creativity and efforts in the project. 教学反思 Positive Aspects The group work in the project - making process effectively promoted students' cooperation and communication skills. Students actively participated in the discussion, each contributing their own ideas, which enhanced their sense of teamwork. By creating their own friendship games or activities, students were able to integrate and apply the knowledge they had learned in this unit, such as vocabulary related to friendship and the simple past tense, in a practical and fun way. This deepened their understanding and memory of the knowledge. Areas for Improvement Some groups had difficulty in clearly presenting their ideas during the presentation. In the future, more training on public speaking skills can be provided, such as how to organize language, use body language, and make eye contact with the audience. During the group work, there were a few students who dominated the discussion, while some were relatively passive. Next time, more attention should be paid to ensuring that every student has an equal opportunity to participate and express their opinions in group activities. Teachers can assign specific roles to each student in the group to make the participation more balanced. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $