Unit 1 Learning to be F Project 教学设计 -2024-2025学年沪外教版英语七年级下册

该初中英语教学设计围绕“Learning to be”主题，聚焦目标设定与未来计划表达，通过图片导入激发兴趣，自然衔接词汇、语法与发音教学，再以阅读和听力材料深化理解，最终借助小组讨论和书信写作实现语言输出，形成由输入到输出的完整学习支架。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在小组讨论中引导学生分析个人目标并提出建议，锻炼批判性思维与合作意识；写作环节要求使用“will”和“be going to”清晰表达计划，强化语言运用能力；教师提供结构化写作模板，提升学生自主学习与策略调整能力。这种任务驱动式教学既促进学生自我认知与成长，又为教师提供可复制、易操作的教学范式。

Unit 1 Learning to be-F Project This unit focuses on the theme of "Learning to be". The F Project aims to guide students to set personal goals, make plans to achieve them, and communicate about their future plans. Students will read materials related to growing from changes, listen to a speech about being responsible, and find out how birds learn to fly. These activities help students understand what helps one to become a better person and how to express their ideas about future goals. 教学目标 A. Knowledge Objectives Students can master some words and phrases about setting goals, such as "responsible", "goal", "plan", "achieve", etc. Students can correctly use the structures "will" and "be going to" to express future plans. Students can understand the pronunciation rules of /kw/, /tn/, /tw/, /vn/, /ʃən/, /ʒəU/. B. Ability Objectives Students can describe their personal goals clearly and accurately. Students can listen to materials about future plans and extract key information. Students can communicate with their partners about their future plans and give reasonable suggestions. Students can write a letter to their future selves, expressing their current thoughts and future expectations. C. Emotional Objectives Encourage students to set positive personal goals and be motivated to achieve them. Cultivate students' sense of responsibility and perseverance in the process of achieving goals. Promote students' self - reflection and self - improvement, and enhance their confidence in expressing themselves. 教学重难点 A. Key Points Vocabulary related to goal - setting and future plans. The correct usage of "will" and "be going to" in expressing future intentions. How to guide students to think about and describe their personal goals and corresponding plans. B. Difficult Points Helping students think deeply about their long - term and short - term goals and make practical plans. Teaching students how to use appropriate language to express their goals and plans vividly and specifically in writing. Encouraging students to reflect on their growth and changes in the process of achieving goals and express their feelings in English. A. Vocabulary Responsible: adj. having the job or duty of dealing with or taking care of sth/sb so that you may be blamed if things go wrong. For example, "A responsible person always finishes his work on time." Goal: n. an aim or purpose. For example, "My goal for this semester is to get good grades in English." Plan: n. a set of decisions about how to do sth in the future; v. to decide, organize or prepare for sth. For example, "I have a plan to travel to Beijing during the holiday." "We are planning a party for her birthday." Achieve: v. to succeed in doing or completing sth, especially after a lot of effort. For example, "He achieved his dream of becoming a doctor." B. Grammar Will Used to express a future action or state that is decided at the moment of speaking. For example, "I will go to the store later." Used to make predictions about the future. For example, "It will rain tomorrow." Be going to Used to express a future plan or intention that has been decided before the moment of speaking. For example, "I am going to visit my grandparents this weekend." Used to make predictions based on present evidence. For example, "Look at the clouds. It is going to rain." C. Pronunciation /kw/: as in "queen", "quick", "quiet", "quite", "quality". The sound is made by combining the /k/ and /w/ sounds. /tn/: as in "Britain". The /t/ and /n/ sounds are pronounced together quickly. /tw/: as in "twenty", "twelve". The /t/ and /w/ sounds are blended. /vn/: This sound combination is relatively rare in English words. But students need to be familiar with its pronunciation rules when they encounter relevant words. /ʃən/: as in "action". The /ʃ/ sound is followed by a weak /ən/ sound. /ʒəU/: as in "vision". The /ʒ/ sound is followed by a /əU/ sound. 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of people achieving their goals, such as an athlete winning a game, a student getting a high score in an exam. T: "Boys and girls, look at these pictures. What can you see? Can you describe what these people are doing?" Ss: "They are achieving their goals." Ask students to share their own experiences of achieving a small goal. T: "Have you ever achieved a goal? Please share it with your partners." Students share their experiences in pairs, and then some volunteers share with the whole class. B. Knowledge Presentation (10 minutes) Vocabulary teaching Present the new words about goal - setting on the blackboard or using PPT. Teach the pronunciation, meaning and usage of each word through examples. For example, for the word "responsible", say, "We should be responsible for our own actions. If you break a window, you are responsible for fixing it." Let students repeat the word and make their own sentences. Grammar teaching Explain the differences between "will" and "be going to" through more examples. Write on the blackboard: "I will buy a book. (I decide to buy a book now.)" "I am going to buy a book. (I have already planned to buy a book before now.)" Let students do some simple exercises to distinguish the usage of the two structures. For example: Choose the correct form: I ____ (will/am going to) visit my friend tomorrow. (I planned it yesterday.) Answer: am going to Pronunciation teaching Play the recording of words with the target pronunciation (/kw/, /tn/, /tw/, /vn/, /ʃən/, /ʒəU/) and let students listen and imitate. Then, ask students to read the words in groups and correct their pronunciations if there are any mistakes. C. Reading and Listening (10 minutes) Reading Give students a short passage about a person's goals and plans, such as "My name is Tom. My goal is to become a famous singer. I am going to take singing lessons every weekend. I will also join the school singing club." Let students read the passage silently and answer some simple questions, like "What is Tom's goal?", "What is he going to do to achieve his goal?" Listening Play a recording of a speech about being responsible. The speech may include examples of how to be responsible, such as "To be responsible, we should finish our homework on time. We are also responsible for taking care of our pets." Let students listen carefully and fill in a form with key information, such as examples of being responsible mentioned in the speech. D. Group Discussion (10 minutes) Divide students into groups of four. Give each group a topic: "What are your goals for the next year and what plans do you have to achieve them?" T: "Now, discuss in your groups. Each of you should share your goals and plans. Listen to your partners and give some suggestions." Students start the discussion. The teacher walks around the classroom, listens to their discussions and offers help if necessary. After the discussion, each group chooses a representative to report their group's discussion results to the whole class. E. Writing (10 minutes) Guide students to write a letter to their future selves. T: "Now, based on our discussion, let's write a letter to our future selves. In the letter, you can write about your current goals, your plans, and what you hope to achieve in the future." Give students some writing tips, such as using the correct structures of "will" and "be going to", and organizing their ideas clearly. Students start writing. The teacher provides individual guidance during the writing process. When students finish writing, ask them to exchange their letters with their partners and give each other some feedback, such as checking for grammar mistakes and suggesting improvements in expression. 教学反思 In this class, the use of pictures and real - life examples in the lead - in stage successfully attracted students' attention and made them actively participate in sharing their experiences. However, in the future, more diverse materials could be used to further stimulate students' interest. During the knowledge presentation, the explanations of vocabulary, grammar and pronunciation were relatively clear. But some students still had difficulties in using "will" and "be going to" correctly. In the following classes, more targeted exercises and real - life situations for practice should be designed. The group discussion and writing activities provided students with opportunities to express their ideas. However, some students were a bit shy to share in groups, and in writing, some students' expressions were rather simple. In the future, more encouragement and guidance on how to express ideas vividly should be given. Overall, the teaching objectives were basically achieved, but there is still room for improvement in teaching methods and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $