Unit 1 You and Me Section B Project 教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 1 You and Me-Section B-Project This project in Unit 1 You and Me of the PEP English textbook for Grade 7 focuses on the theme of self - introduction and making friends. It serves as a culmination of the language knowledge and skills learned in this unit. The project requires students to use the vocabulary, phrases, and sentence patterns related to personal information, hobbies, and preferences that they have acquired in previous sections. For example, words like “hobby,” “guitar,” “tennis,” and phrases such as “play the guitar,” “play tennis,” “would like to” are crucial for students to complete the tasks. By creating a personal profile, students can integrate these language elements and present a comprehensive self - introduction. The content of this project is closely related to students' daily lives. It provides them with a real - life context to apply English, which helps to enhance their language practical ability and cross - cultural communication awareness. 教学目标 A. Knowledge Objectives Students will be able to master and use the key vocabulary and phrases related to self - introduction, such as “even,” “guitar,” “tennis,” “would like to do sth.,” “information,” “hobby,” “speak (a language),” “country,” “full,” “the same as” accurately. They will be able to use the sentence patterns learned in this unit, like “My name is...,” “I am... years old,” “I am from... / I live in...,” “My favourite... is...,” “I love...” to describe themselves. B. Ability Objectives Students can write a complete and accurate personal profile using the learned language knowledge, organizing their thoughts and information in a logical way. They are able to introduce others' personal profiles orally in class, improving their speaking and listening skills, as well as their ability to understand and convey information. Through group discussions and cooperation in the project, students' teamwork and communication skills will be developed. C. Emotional Objectives By sharing personal information and making friends in English, students will be more confident in using the language and be more willing to communicate with others. Students will understand the importance of making friends and respect cultural differences in the process of communication, thus enhancing their cross - cultural communication awareness. 教学重难点 A. Teaching Key Points The key vocabulary, phrases, and sentence patterns for self - introduction should be firmly grasped by students. Guide students to organize and write a complete personal profile, including name, age, nationality, hobbies, and future plans. B. Teaching Difficult Points How to help students use the learned language flexibly and appropriately in the process of writing and speaking, avoiding mechanical application. Cultivate students' creative thinking ability, enabling them to add their own unique elements when introducing themselves and making their personal profiles more vivid. A. Vocabulary even: Meaning “甚至；连；愈加”. For example, “She even speaks some Chinese.” guitar: A musical instrument. The phrase “play the guitar” means to perform on the guitar. For instance, “I often play the guitar after school.” tennis: A sport. The phrase “play tennis” is used to describe the activity of playing this sport. E.g., “My favourite sport is tennis.” would: Used to express a polite invitation or offer. The common phrase is “would like to do sth.”, such as “I'd like to be your friend.” information: Uncountable noun, meaning “信息；消息”. For example, “Can you give me some information about the school?” hobby: Meaning “业余爱好”, with the plural form “hobbies”. E.g., “My hobby is playing basketball.” speak: It can mean “会说（某种语言）；说话；发言；演讲；谈话”. Usually, it is used as “speak + a language” or “speak to sb.”. For example, “She speaks some Chinese.” country: Meaning “国家；乡村的 (adj.)”. The plural form is “countries”. For example, “I'm from China, a big country.” full: Meaning “完整的；满的”, with the opposite word “empty”. For example, “The bottle is full of water.” same: Meaning “相同的”, usually used with the definite article “the”, such as “the same”. The common phrase is “the same as” (和... 一样), and “be different from” (与... 不同). For example, “This book is the same as that one.” B. Phrases know about: To understand or have information about something. For example, “I want to know more about your hobbies.” live in: To reside in a particular place. For example, “She lives in a small town with her family.” speak Chinese: To be able to communicate in the Chinese language. For example, “My friend can speak Chinese very well.” after school: Refers to the time following the end of the school day. For example, “After school, I often go to the library.” want to be: To have the aspiration to become something. For example, “I want to be a teacher when I grow up.” play the guitar: As mentioned before, it is the action of playing the guitar. would like to: Expresses a wish or preference to do something. For example, “I would like to go for a walk with you.” get along with: To have a harmonious relationship with someone. For example, “I get along well with my classmates.” make friends: To establish a friendly relationship with someone. For example, “It's easy to make friends in a new environment.” introduce... to...: To present someone or something to another person. For example, “Let me introduce my friend to you.” C. Grammar - Simple Present Tense Usage: It is used to describe actions or states that are habitual, regular, or generally true. Structure: For the be - verb: “Subject + be (am/is/are) + other elements”. For example, “I am 13 years old.” For other verbs: “Subject + verb (base form, except for third - person singular where - s or - es is added) + other elements”. For example, “I live in Beijing.” or “He likes playing football.” 教学过程 A. Lead - in (5 minutes) Greet the students: “Good morning/afternoon, class! Nice to see you again.” Review some key words and phrases from previous lessons. Write some words on the blackboard, such as “name,” “age,” “country,” “hobby,” and ask students to come to the front and add related words or phrases. For example, for “hobby,” students may add “play basketball,” “draw pictures,” etc. “Now, let's have a quick review. Who can come to the blackboard and write down some words or phrases related to these key words?” B. Knowledge Presentation (10 minutes) Present the new vocabulary and phrases in the project. Use pictures, real - objects (if possible), or short video clips to help students understand. Show a picture of a guitar and say, “Look, this is a guitar. We can play the guitar. Repeat after me, guitar, play the guitar.” Use a similar method for other new words like “tennis,” “even,” etc. Explain the usage of some important phrases and sentence patterns. For “would like to do sth.,” give examples: “I would like to eat an apple. She would like to go to the park. Now, you try to make sentences using this phrase.” For the simple present tense, review the structure and give more examples, especially focusing on the third - person singular form. “He likes reading books. She plays tennis every weekend. Notice the - s or - es added to the verb when the subject is he, she, or it.” C. Writing Guidance (15 minutes) Show an example of a personal profile on the PPT. Read it aloud to the students first. “Hello, everyone. My name is Tom. I am 12 years old. I am from the UK. I live in London with my parents. My hobby is playing football. I play football with my friends after school every day. I would like to make more friends here.” Analyze the structure of the personal profile with the students. “Let's look at this personal profile together. First, we start with the greeting and introducing our name. Then we talk about our age, where we are from and where we live. Next, we mention our hobbies. Finally, we can express our wish to make friends. This is a common structure for a personal profile.” Guide students to start writing their own personal profiles. Give them some questions as prompts on the PPT, such as “What's your name?”, “How old are you?”, “Where are you from?”, “What are your hobbies?”, “What would you like to do in the future?” “Now, it's your turn to write your own personal profile. You can answer these questions one by one and then organize them into a complete passage. If you have any questions, raise your hands.” D. Group Discussion and Sharing (10 minutes) Divide students into groups of 4 - 5. Let them share their personal profiles with group members. “After you finish writing, share your personal profiles with your group members. Listen carefully to others and give some suggestions. For example, if someone forgets to mention an important part, you can remind them.” Each group selects one or two excellent personal profiles to share with the whole class. “Now, each group choose one or two of the best personal profiles and ask the author to come to the front and read it to the whole class.” After each sharing, ask other students to make comments. “What do you think of this personal profile? Is it well - written? What do you like about it?” E. Summary and Homework (5 minutes) Summarize the key points of this class. “Today, we learned how to write a personal profile. We reviewed the vocabulary, phrases, and sentence patterns related to self - introduction. Remember to use them correctly in your writing and speaking. Also, we learned from each other's personal profiles and made more friends in class.” Assign homework: “For homework, you need to rewrite your personal profile according to the suggestions you got in class. Make it more perfect. And you can also design a small illustration related to your hobbies on the paper. Next class, we will collect all your personal profiles and make a class profile book.” 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $