Unit 1 Friendship Section 1 （Reading）教案- 2025-2026学年沪教版（2024）七年级英语上册

该教案聚焦七年级英语Unit 1 Friendship的阅读教学，围绕“朋友与友谊”主题，以词汇、句型和阅读技能为核心，通过导入图片提问激活经验，借助词义匹配游戏强化语言输入，再以预测、略读与扫读层层推进文本理解，形成由感知到分析再到输出的学习支架。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在小组讨论中引导学生从文中提取朋友特质并用证据支撑观点，培养逻辑思维与批判性思考；通过对比东西方友谊表达差异，增强跨文化理解力；角色扮演与个人分享环节则有效提升语言运用能力和真实交际信心。教师可直接套用结构清晰、活动丰富的教学流程，学生在情境中习得语言，于交流中深化认知，实现教与学的双向赋能。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 1 Friendship-Section 1 Experiencing and understanding language（Reading） 教学目标 1. Language Competence Objectives Students will be able to correctly understand and use key vocabulary related to friendship in this unit, such as “friend”, “friendly”, “friendship”, “make friends”, “hang out”, “help each other”, “trust”, “respect” etc. They can pronounce, spell and use these words accurately in sentences. Master common sentence patterns for describing friends' characteristics and friendship, like “He/She is my friend. He/She is friendly and helpful.” “We often hang out together after school.” “I trust my friend because he always keeps his promise.” etc. Students should be able to use these patterns fluently to express themselves. Be able to read simple passages about friendship experiences and obtain key information. They can identify the main idea, details, and the relationship between characters in the text. For example, when reading a passage about two friends' story, students can tell who the friends are, what they do together, and how their friendship develops. 2. Cultural Awareness Objectives Understand the similarities and differences in the understanding and expression of friendship in different cultures. Through reading materials and class discussions, students will be exposed to how people from various cultures value and maintain friendships. For instance, compare how friends in Western cultures may be more open in expressing affection while in some Eastern cultures, friendship is shown through more implicit ways. Broaden their international perspective through English learning and understand the importance of friendship in cross - cultural communication. Students will realize that friendship can bridge cultural gaps and help build better relationships with people from different backgrounds. 3. Thinking Quality Objectives Cultivate students' logical thinking ability when describing friends and friendship. They can organize their language in an orderly manner, for example, first introduce a friend's basic information, then describe his/her characteristics, and finally talk about their friendship experiences. Stimulate students' creative thinking through discussions on friendship - related topics. Encourage them to share unique friendship experiences and views. For example, when discussing what makes a good friend, students may come up with some innovative ideas beyond the common traits like kindness and honesty. 4. Learning Ability Objectives Help students master methods of learning new vocabulary and sentence patterns through reading, listening and other means. For example, they can learn new words by guessing meanings from context while reading, and imitate sentence patterns by listening to model dialogues. Guide students to independently summarize and generalize language knowledge about the friendship topic and apply it to actual communication. They can create their own dialogues or short passages using the learned vocabulary and sentence patterns to talk about their real - life friendship situations. 重难点 1. Teaching Key Points Key vocabulary and phrases related to friendship, and their correct usage in sentences. Common sentence patterns for describing friends and friendship, and students' proficiency in using these patterns. Reading skills such as skimming for the main idea, scanning for details, and understanding the relationship between characters and events in the text. 2. Teaching Difficult Points Helping students understand the deep - seated meaning of friendship expressed in the text, and being able to relate it to their own real - life experiences. Cultivating students' ability to think critically about friendship, for example, analyzing different types of friendships and what factors contribute to a lasting friendship. Improving students' reading speed and accuracy while ensuring they can fully understand the text content, especially for students with lower English proficiency. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show some pictures of friends playing, studying, and helping each other on the PPT. Then ask students questions like “Do you have friends? What do you usually do with your friends?” Design intention: This activity can quickly arouse students' interest in the topic of friendship as they can easily relate to the pictures. By asking questions, it encourages students to recall their own friendship experiences and actively participate in the class discussion, thus laying a good foundation for the following learning content. Knowledge Presentation (10 minutes) Activity: Present new words and phrases related to friendship one by one on the PPT, such as “friendship”, “make friends”, “hang out”, “help each other”, “trust”, “respect”. Teach students how to pronounce them correctly, and explain their meanings with simple examples. For example, for “hang out”, the teacher can say “My friends and I often hang out at the mall on weekends.” After introducing several words, play a word - matching game. Divide the class into pairs. Show some Chinese meanings on one side of the PPT and the English words on the other side. Students in pairs need to quickly match them. The first pair to finish correctly gets a small point. Design intention: Presenting new words with vivid examples can help students better understand their meanings. The word - matching game can not only reinforce students' memory of new words but also increase the interactivity of the class, making the learning process more interesting and engaging. It also promotes cooperation between students. Practice (15 minutes) Activity: Show the title and picture of the reading passage on the PPT. Let students look at them and predict what the passage may be about. Ask them to share their predictions in pairs first, and then some pairs can report to the whole class. Guide students to think about some questions related to the topic, such as “What do you think the writer's new friend is like?”, “What kind of friendship experiences may the writer share?” Design intention: Prediction before reading can activate students' prior knowledge and arouse their curiosity about the text. By asking related questions, it helps students focus on key information when reading, and also trains their thinking ability and language expression ability. Activity: First reading (Skimming): Let students quickly read the passage without looking up words. After reading, ask them to answer a general question, such as “What is the main idea of this passage?” Students can raise their hands to answer. Second reading (Scanning): Ask students to read the passage again carefully and find the answers to some detailed questions, such as “What are the writer's new friend's hobbies?”, “How did the writer and his new friend help each other?” Write these questions on the blackboard in advance. Students can read the text silently and then write down the answers in their notebooks. After that, check the answers together. Group discussion: Divide the class into groups of four. Let students discuss in groups about the qualities of the writer's new friend according to the text. Each group needs to list at least three qualities and find evidence from the text to support their opinions. Then each group selects a representative to report their discussion results to the whole class. Design intention: Skimming helps students get a general understanding of the text quickly, which trains their ability to grasp the overall meaning. Scanning allows students to focus on specific details, improving their reading accuracy. The group discussion can not only deepen students' understanding of the text but also cultivate their cooperation ability and critical thinking ability. They need to analyze the text, summarize information, and express their views in English. Production (10 minutes) Activity: Role - playing: Ask students to choose a scene from the text and act it out in pairs. They can use their own words to make the dialogue more vivid. For example, they can act out the scene where the writer asks his new friend for help with math problems. After the performance, other students can give comments. Personal sharing: Ask students to share their own friendship stories in the class. They can talk about how they met their best friends, what they like to do together, and why their friendship is special. Encourage each student to speak at least for one minute. Design intention: Role - playing can make students more involved in the text, understand the characters' feelings and relationships more vividly, and also improve their oral English ability. Personal sharing provides a platform for students to apply the learned language knowledge to real - life situations, and at the same time, it can enhance students' confidence in speaking English and promote communication and understanding among students. Summary and Homework (5 minutes) Activity: Summary: Summarize the key vocabulary, sentence patterns, and the main idea of the passage with students. Write the key points on the blackboard. For example, key words: friendship, make friends, etc.; key sentence patterns: “He/She is...”, “We often...” etc. Homework assignment: Ask students to write a short passage about their best friends, including their friends' basic information, hobbies, characteristics, and their friendship stories. The passage should be at least 80 words. Encourage students to find an English article about friendship on the Internet or in books and bring it to class next time to share with their classmates. Design intention: Summarizing at the end of the class can help students review and consolidate what they have learned in class. The writing homework can further train students' writing ability and their use of language knowledge. The task of finding an English article about friendship can expand students' reading volume and learning channels, and also cultivate their autonomous learning ability. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $