Unit 3 Social networking-F Project 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 3 Social networking-F Project This project in Unit 3 “Social networking” of the 7th - grade English textbook (Shanghai Foreign Language Education Press, 2024) is designed to integrate students' learning of social networking - related knowledge and skills. It mainly focuses on the use of alternative questions and indefinite pronouns in the context of social networking. Through a series of tasks such as reading a blog post with comments, listening to a teenager's ideas on social networking, and doing a survey about students' social networking behavior, students are expected to deepen their understanding of social networking and improve their language proficiency in various aspects. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to social networking, such as “social”, “network”, “platform”, “connect”, “share”, “privacy” etc. They can understand and correctly use alternative questions and indefinite pronouns in sentences. For example, they can form alternative questions like “Do you prefer reading paper books or reading online?” and use indefinite pronouns such as “all”, “any”, “one”, “some” appropriately. B. Ability Objectives Improve students' reading comprehension ability by reading a blog post about social networking and answering relevant questions. Develop students' listening skills by listening to a teenager's views on social networking and grasping key information. Cultivate students' writing skills, for instance, they can write text messages to invite friends to an offline activity, including necessary elements like greeting, inviting, setting time and place, and suggesting transportation. Enhance students' speaking skills through class discussions and group work about online behavior and responsibilities. C. Emotional Objectives Raise students' awareness of responsible online behavior and the importance of protecting privacy in social networking. Encourage students to use social media platforms rationally and make good use of social networking to expand their knowledge and communicate with others. 教学重难点 A. Teaching Key Points Key vocabulary and expressions about social networking. Make sure students can not only remember the words but also use them in proper contexts. The formation and usage of alternative questions and indefinite pronouns. Provide sufficient examples and exercises for students to practice. The main idea and important details in the reading and listening materials related to social networking. Guide students to summarize and extract key information. B. Teaching Difficult Points Helping students use alternative questions and indefinite pronouns accurately and fluently in real - life communication. This requires more practical activities and role - plays. How to make students understand the complex relationships and responsibilities in social networking, and guide them to form correct values towards online behavior. A. Vocabulary Social: adj. related to society or social activities. e.g. social networking, social media. Network: n. a system of interconnected people or things; v. to connect with others, especially through social media. e.g. social network site, network with friends. Platform: n. a surface that provides a base for an activity or communication. e.g. social media platform. Connect: v. to join or link; to establish a relationship. e.g. connect with friends online, connect A to B. Share: v. to give a part of something to others; to have or use something at the same time as others. e.g. share sth. with sb., share experiences. Privacy: n. the state of being free from public attention or intrusion. e.g. privacy policy. B. Grammar Alternative Questions: Structure: Auxiliary verb + subject + predicate + option 1 + or + option 2? Example: Do you like apples or bananas? Does he want to go to the park or stay at home? Indefinite Pronouns: All: refers to every member of a group. e.g. All of the students are here. Any: used in negative sentences and questions to mean “it doesn't matter which”. e.g. Do you have any questions? I don't have any money. One: can be used to refer to a person or thing in a general sense. e.g. One should be polite. Some: used in positive sentences to mean “an amount of” or “a number of”. e.g. Some students like reading. 教学过程 A. Lead - in (5 minutes) Show some pictures of people using social media platforms on the screen, such as Facebook, WeChat, etc. T: “Boys and girls, look at these pictures. What are these people doing?” Ss: “They are using social media.” Ask students some simple questions to arouse their interest. T: “Do you often use social media? What social media platforms do you know?” Let several students answer the questions. B. Knowledge Presentation (10 minutes) Vocabulary Teaching Present the new vocabulary about social networking on the PPT one by one, along with pictures and examples. For example, when teaching “platform”, show the logos of different social media platforms like Instagram and TikTok, and say “These are popular social media platforms. We can share our photos and videos on these platforms.” Ask students to read the words after the teacher several times, and then let them practice reading in pairs. Grammar Teaching Alternative Questions Write two simple questions on the blackboard: “Do you like English?” and “Do you like math?” Then combine them into an alternative question: “Do you like English or math?” Explain the structure and intonation of alternative questions. The intonation rises on the first option and falls on the second option. Let students practice making alternative questions in pairs. For example, one student asks “Do you like singing or dancing?” and the other answers. Indefinite Pronouns Use some simple sentences to explain the usage of indefinite pronouns. For example, “All of you are good students.” (referring to the whole class), “I don't have any books.” (in a negative sentence), “One should keep promises.” (in a general sense), “Some students are playing basketball.” (referring to a part of the students). Give students some fill - in - the - blank exercises to practice using indefinite pronouns. For example: ____ of the apples are red. (All) Do you have ____ pens? (any) ____ of my friends likes reading. (One) I have ____ interesting stories to tell you. (some) C. Reading Activity (10 minutes) Give each student a handout with a blog post about social networking. The blog post can be about a teenager's experience of making friends on social media, including some comments. T: “Now, please read this blog post carefully. Try to find out the main idea and answer the following questions.” Questions on the handout: What is the main topic of the blog post? How does the writer feel about social networking? What are some of the comments about? Let students read the blog post silently for 3 - 4 minutes. Then ask them to discuss the questions in groups of four. Invite several groups to share their answers with the class. The teacher gives feedback and clarifies any misunderstandings. D. Listening Activity (8 minutes) Play a recording of a teenager talking about his ideas on social networking. The content can include his favorite social media platform, how often he uses it, and what he thinks are the advantages and disadvantages of social networking. T: “Listen carefully. While listening, take some notes about the key information.” Prepare some listening comprehension questions, such as: What is the teenager's favorite social media platform? How many hours does he usually spend on social media every week? What does he think is the biggest disadvantage of social networking? Play the recording once. Then let students answer the questions in pairs. Play the recording again if necessary. Check the answers with the whole class. E. Writing Activity (8 minutes) Explain the writing task: Students need to write a text message to invite their friends to an offline activity. T: “Look at the example on the PPT. A text message to invite friends usually includes a greeting, an invitation, setting a meeting time and place, and suggesting a means of transportation. You can also use emojis to make your message more friendly.” Example on the PPT: @ALL Hi, there! 😊 I'm planning to go to the zoo this weekend. Would you like to come with me? We can meet at the school gate at 9:00 a.m. on Saturday. We can take the bus there. 🚌 Hope to see you then! Let students start writing their own text messages. Walk around the classroom and offer help if necessary. After students finish writing, ask them to exchange their text messages with their deskmates and check each other's work according to the four elements. F. Summary and Homework Assignment (4 minutes) Summary Review the key vocabulary, grammar points (alternative questions and indefinite pronouns), and the main content of the reading and listening materials with the students. T: “Today, we learned a lot about social networking. We learned new words, how to use alternative questions and indefinite pronouns, and we also read a blog post and listened to a teenager's ideas about social networking. Remember to use what we learned in our daily life.” Homework Assignment Ask students to write a short passage about their own views on social networking, using at least three new words and two alternative questions or indefinite pronouns. Encourage students to do a small survey among their family members about their social networking behavior and record the results. 教学反思 In this class, the use of pictures, real - life examples, and multimedia materials in the lead - in and teaching process effectively attracted students' attention and made the abstract knowledge of social networking more vivid and understandable. However, in the future, more diverse materials, such as short videos about social networking, can be introduced to further enrich students' learning experience. During the grammar teaching of alternative questions and indefinite pronouns, although sufficient examples and exercises were provided, some students still had difficulty using them correctly in complex sentences. In the follow - up classes, more targeted practice, especially in the context of real - life communication scenarios, is needed to help students master these grammar points better. The group work and pair work in the reading, listening, and writing activities promoted students' communication and cooperation skills. But some groups were not very active, and a few students dominated the discussion. In the future, it is necessary to pay more attention to the participation of each student and encourage all students to express their opinions. The homework assignment is designed to help students further consolidate what they have learned in class and extend their learning to real life. When checking the homework, it is important to give detailed feedback to students to help them improve their writing and survey - making skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $