资源简介

Unit 2 Learning English is fun!-Lesson 1 How do you like English
This lesson is from Unit 2 “Learning English is fun!” in the English textbook for Grade 7 of Hebei Education Press (2024). The main content is a conversation between Li Ming and his cousin Li Jing. They talk about Li Jing's attitude towards English learning. Li Jing likes English but finds some words long and difficult. Li Ming then gives her a tip on learning English words, that is, looking for short words in long words, like “classroom” which is made up of “class” and “room”. Through this conversation, students will not only learn how to express their opinions about learning English but also understand an important word - building method in English - compound words.
教学目标 Students can master new words and phrases such as “amazing, example, meaning, mean, more, long time no see, look for, give an example, I got it, Good for you”. Students can understand and use the sentence pattern “How do you like... ” to ask about others' opinions, and be able to respond with their own feelings. Students can recognize and understand the concept of compound words and be able to form new words by combining short words. Students can identify and pronounce the vowel sounds / /, /i /, / /, /u / correctly.
教学重难点 1. Key Points The usage of new words, phrases and sentence patterns, especially “How do you like... ” Understanding and applying the method of forming compound words. Correct pronunciation of the vowel sounds / /, /i /, / /, /u /. 2. Difficult Points Distinguishing the different meanings and usage of words with similar forms, such as “amazing” and “amazed”. Using the learned knowledge flexibly in real - life situations to express opinions about learning English. Helping students master the correct pronunciation of vowel sounds, especially the difference between long and short vowels.
1. New Words
amazing / me z /adj. 令人惊奇的 (used to describe things that cause surprise or admiration)
Example: The movie I watched last night was amazing.
example / ɡ zɑ mpl/n. 例子；典型 (a thing, person, or situation that is representative of a group or class)
Phrases: give an example (举个例子)
Example: Can you give me an example to explain this math problem
meaning / mi n /n. 意义；含义；意思 (what a word, phrase, symbol, etc. represents)
Phrase: the meaning of... (... 的意义 / 含义)
Example: Do you know the meaning of this new word
mean /mi n/v. 意思是；本意是 (to have a particular meaning)
Example: What does this sign mean
more /m (r)/adv. 更多；此外 (used to indicate a greater amount or degree)
Example: We need more time to finish this project.
2. Phrases
long time no see 好久不见 (an informal way of greeting someone you haven't seen for a long time)
Example: Long time no see! How have you been
look for 寻找 (to search for something or someone)
Example: I am looking for my lost keys.
give an example 举个例子 (to present an instance to illustrate a point)
As mentioned before: Can you give me an example to explain this math problem
I got it 我明白了 (used to show that you understand something)
Example: - “You need to turn left at the next intersection.” - “I got it.”
Good for you 好样的；真为你高兴 (used to express approval or congratulations)
Example: - “I passed the difficult exam.” - “Good for you!”
3. Sentence Pattern
How do you like... 你（们）认为 怎么样？(used to ask for someone's opinion or impression of something)
Synonyms: “What do you think of... ” and “How do you feel about... ”
Example: How do you like this new song
4. Pronunciation
/ /: It is a short vowel sound. When pronouncing it, the tip of the tongue touches the lower teeth, and the front part of the tongue is raised towards the hard palate as much as possible. The lips are spread out into a flat shape. Words like “big”, “pig”, “fish” contain this vowel sound.
/i /: It is a long vowel sound. The tip of the tongue touches the lower teeth, and the front part of the tongue is raised as high as possible towards the hard palate. The lips are spread out into a flat, smile - like shape. Words like “meet”, “see”, “tea” have this vowel sound.
/ /: A short vowel sound. The lips are rounded slightly, and the opening of the mouth is a bit larger than that of /u /. Words like “book”, “look”, “good” contain this vowel sound.
/u /: A long vowel sound. The lips are rounded and protruded, and the sound is pronounced with a relatively long duration. Words like “food”, “noon”, “ruler” have this vowel sound.
5. Grammar - Focus
-ing and -ed adjectives:
-ing adjectives (such as “amazing”) are used to describe the characteristics or qualities of things, meaning “令人… 的”.
-ed adjectives (such as “amazed”) are used to describe people's feelings, meaning “感到… 的”.
Example: The amazing story made the children amazed.
教学过程
1. Warming - up (5 minutes)
Greet the students as usual and then start a simple conversation. “Hello, everyone! Long time no see. How was your weekend ” Encourage several students to share their weekend experiences briefly.
Then ask the students a question: “What do you think of English Tick the words on the blackboard and add more if you want.” The words on the blackboard can be “interesting”, “difficult”, “helpful”, “boring”, “useful”. Walk around the classroom to check their answers and have a quick discussion with some students about their choices.
Purpose: This activity can quickly attract students' attention, create a relaxed classroom atmosphere, and lead to the topic of this lesson - students' opinions about English.
2. Presentation (10 minutes)
New Words and Phrases
Show some pictures on the PPT. For example, show a picture of a wonderful magic show and say “This magic show is amazing.” Teach the word “amazing” and let students repeat it several times. Explain that “amazing” is used to describe things that make us feel surprised or impressed.
Use the PPT to show an example of solving a math problem step - by - step and say “This is an example of how to solve this kind of math problem.” Teach the word “example” and the phrase “give an example”. Let students make sentences with this phrase.
Write the word “classroom” on the blackboard. First, ask students if they know the meaning of “class” and “room” separately. Then explain that when we put these two words together, we get a new word “classroom”, and this is called a compound word. Teach other new words and phrases in a similar way, such as “meaning”, “mean”, “more”, “long time no see”, “look for”, “I got it”, “Good for you”.
Sentence Pattern
Use the PPT to show some pictures of different things, like a movie, a book, a sport. Point to the picture of a movie and ask a student “How do you like this movie ” If the student doesn't know how to answer, give some hints. Then ask several students this question about different pictures and teach them how to answer, for example, “I like it very much.” “It's interesting.” “It's a bit boring.” etc.
Pronunciation
Play the recording of the words containing the vowel sounds / /, /i /, / /, /u / on the PPT, such as “big”, “meet”, “book”, “food”. Let students listen carefully and repeat after the recording. Then write some more words on the blackboard, like “fish”, “see”, “look”, “ruler”, and ask students to read them out and identify the vowel sounds.
Purpose: Through vivid pictures, real - life examples and repeated practice, students can better understand and remember new words, phrases, sentence patterns and pronunciation knowledge.
3. Listening (8 minutes)
Tell the students: “Now, Li Ming meets up with his cousin Li Jing. They are talking about learning English. Let's listen to their conversation and find out what they say.”
Play the recording of the conversation in the textbook for the first time. Let students listen carefully without taking notes. After listening, ask some general questions, such as “Who are talking in the conversation ” “What are they talking about ”
Play the recording again. This time, ask students to take notes and answer the specific questions on page 16 of the textbook, such as “What's Li Jing's problem in learning English ” “What tip does Li Ming give ”
Check the answers with the whole class. Invite several students to share their answers and correct them if there are any mistakes.
Purpose: Improve students' listening skills by guiding them to extract key information from the conversation.
4. Reading and Role - playing (8 minutes)
Ask students to open their textbooks to page 16 and read the conversation silently for a few minutes. While they are reading, walk around the classroom to see if they have any questions.
Divide the students into pairs. Each pair chooses roles as Li Ming and Li Jing and practices reading the conversation aloud. Encourage them to imitate the intonation and pronunciation in the recording.
Invite several pairs to come to the front of the classroom and perform the conversation in front of the class. After each pair finishes, give them some positive feedback and praise, such as “Good job! Your pronunciation is very clear.” “You both performed very vividly.”
Purpose: Through reading and role - playing, students can further understand the content of the conversation, improve their reading aloud skills and oral expression ability, and at the same time, increase their confidence in speaking English.
5. Language Points Explanation (7 minutes)
Write some important language points on the blackboard. For example:
-ing and -ed adjectives: Explain the difference between “amazing” and “amazed” in detail. Give more examples, such as “The exciting game made the excited children cheer loudly.” Let students make their own sentences to practice.
How do you like... : Review this sentence pattern again and emphasize its usage and synonyms. Ask students to make up more questions with this pattern and answer them.
Compound words: Show more examples of compound words on the PPT, like “blackboard” (black + board), “newspaper” (news + paper), “basketball” (basket + ball). Let students work in pairs to think of more compound words and share them with the class.
Purpose: Systematically explain important language points to help students form a complete knowledge system and better understand and use the learned knowledge.
6. Practice (5 minutes)
Oral Practice
Ask students to work in pairs. One student asks the other “How do you like learning English ” The other student answers with their real feelings and gives reasons. Then they change roles. Walk around the classroom to listen to their conversations and offer help if necessary.
Written Practice
Show some sentences on the PPT with blanks. For example: “The ______ (amaze) news made us ______ (amaze).” “______ do you like your new school ” “I ______ (look for) my pen everywhere but I can't find it.” Ask students to fill in the blanks on their notebooks. After they finish, check the answers together.
Purpose: Through oral and written practice, students can consolidate the knowledge they have learned in class and improve their language application ability.
7. Summary and Homework Assignment (2 minutes)
Summary
Summarize the key points of this lesson with the students, including new words, phrases, sentence patterns, pronunciation and grammar knowledge. Ask students to recall what they have learned in class.
Homework Assignment
Oral homework: Ask students to talk about their views on learning English with their parents at home, using the sentence pattern “How do you like... ”
Written homework: Let students write a short passage about “How do I like learning English”, at least 50 words. They should mention their feelings, difficulties and some learning methods.
Vocabulary homework: Ask students to write down at least 5 compound words they know and their meanings in their vocabulary notebooks.
Purpose: The summary can help students review and strengthen the knowledge they have learned. The homework assignment can further consolidate students' learning results and extend learning to after - class time.
教学反思
After this class, I think the following aspects can be summarized:
1. Successes
The warming - up activity was effective in attracting students' attention and involving them in the class discussion. It successfully led to the topic of the lesson, making students actively think about their feelings towards English learning.
The use of pictures, real - life examples and multimedia resources in the presentation part made the new knowledge more vivid and easier to understand. Students showed great interest in learning new words, phrases and pronunciation through these methods.
The listening, reading and role - playing activities provided students with a lot of opportunities to practice their English skills. Most students actively participated in these activities, and their listening, reading and speaking abilities were improved to some extent.
The group work and pair work in the practice part promoted students' cooperation and communication skills. They learned from each other and corrected each other's mistakes in the process of cooperation.
2. Deficiencies
In the language points explanation part, although I tried my best to explain clearly, some students still seemed a little confused, especially about the difference between -ing and -ed adjectives. Maybe I should have given more vivid and easy - to - understand examples.
During the class, some students were still a little shy to speak English, especially when performing in front of the class. I should have given them more encouragement and guidance to help them overcome their fear of speaking English.
The time control in the practice part was not very accurate. Some students didn't have enough time to fully complete the oral and written practice tasks. I need to better arrange the time in future classes.
3. Improvements
For difficult language points, I will prepare more diverse and interesting teaching materials, such as short videos or funny stories, to help students better understand and remember.
To encourage shy students to speak English, I will design more small - group activities that are less intimidating and give them more individual attention and positive feedback.
In future classes, I will make a more detailed time plan for each teaching link and strictly follow it to ensure that each activity has enough time for students to complete.

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