资源简介

中小学教育资源及组卷应用平台
人民教育出版社 七年级上册
Unit 1 You and Me Section 5 Project
Content analysis
This period is the classroom activity focusing on the practical writing skill of creating a personal profile, situated within the personal and social thematic context. The structured approach guides students from answering basic biographical questions (name, age, favorites, hobbies in 3a) to composing a cohesive written profile (3b), reinforcing vocabulary, sentence structure, and the functional use of “am, is, are” in self-description. The interactive game (3c) transforms the written task into a speaking / listening activity, as students present and guess profiles, fostering peer engagement while consolidating language accuracy and fluency.
By blending guided writing with collaborative speaking, the project balances individual expression and classroom interaction — making profile-writing both a linguistic exercise and a tool for community-building. It equips students with practical self-introduction skills while reinforcing foundational grammar and vocabulary in a meaningful context. The design of the peer-guessing game builds classroom rapport and highlights the social purpose of language. Ultimately, the activities subtly convey that English is not just a subject but a tool for connection, self-expression, and community — aligning with the broader educational goals of communication and interpersonal growth.
This project demonstrates a clear progression in activity design, aligning with the scaffolded approach to language acquisition. Structurally, it moves from controlled oral practice (Q&A in 3a) to semi-controlled writing (profile drafting in 3b) and finally to freer interactive production (speaking game in 3c), ensuring a smooth transition from input to output. The genre features of a personal profile—concise, factual, descriptive — are reinforced through guided questions and model-based writing. Linguistically, the activities prioritize high-frequency vocabulary (e.g., hobbies, favorites) and the simple present tense with “am / is / are”, making the content accessible yet functional. The checklist-style reflection adds a metacognitive layer, using direct, student-friendly language to prompt self-evaluation. Overall, the project’s organization balances systematic skill-building (listening → writing → speaking) with learner autonomy, while its scaffolded clarity ensures accessibility for beginners.
Learning Objectives
At the end of this section, students will be able to:
1. use the language learned in this unit to write a complete personal profile, then revise and refine it into a formal student profile page to be included in the class profile album;
2. actively participate in the project activities organized by the teacher and be willing to share and communicate;
3. enhance mutual understanding with classmates through sharing personal information and quickly integrate into the new junior high school life.
Focal and Difficult Points
Focal Points
Learn to use the vocabulary and sentence patterns from this unit to introduce yourself and others.
Difficult Points
Learn to communicate actively with classmates in groups, participate in group cooperation, and complete group project activities.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Lead in International Friendship Week T: This week is our school’s International Friendship Week. Students talk in pairs. They may talk about: name; To guide students to think about what they can include
You will meet students from Siman Middle School in Singapore online. How will you introduce yourselves Let’s work in pairs to discuss and draw a thinking map. Task 1: Draw a thinking map age; hometown; family; hobbies; food ... Students draw a thinking map. when introducing themselves.
STEP 2 Pre-writing Task 1: Answer the questions T: Answer the questions to introduce yourself. What’s your name How old are you What’s your favorite sport / food What are your hobbies Task 2: Read the profile of a foreign student. 1. What does the boy write in his introduction 2. Try to write your own personal profile (by changing the underlined information). My name is Andre Kalu. I’m 13 years old. I’m from South Africa, but now I live in China. I live with my father, my mother and my brother. We have a pet cat. His name is Toby. My favorite food is beef noodles. My favorite sport is basketball. I play basketball every weekend with my brother and my friends. 3. What else do you want to write The teacher gives students more sentence structures to help them write. Students write down their answers independently and share them with their deskmates. Students read the profile and answer the question. Students write down their own personal profile. Students think about what else to write and use the teacher’s extra sentence structures to expand their work. To help students clarify the basic information that should be included in a self-introduction by answering questions. To guide students to draft self-introductions based on the model essay’s outline, language expressions and structure.
STEP 3 Mystery Box T: Now put your profile in the mystery box. Feel free to pick one out, read it aloud to the class. Ask students to guess who wrote the profile. Students place their own profiles in the mystery box, then choose a random profile to read aloud to the class, making sure not to mention the name. The class guess who he or she is. To enable students to learn about more classmates by guessing who the profile belongs to in the game, and thus enhance their friendships.
STEP 4 Make a video profile 1. Watch a video profile of a girl. T: What do you think of the video profile 2. Make a video profile. (1) Write your profile script. (2) Plan what to film. (3) Make your own profile vlog at home. Students talk about it: It’s interesting. / It helps us know her better. Students draft their profile script, plan what to film, and then make their profile vlog at home. To guide students to apply newly learned methods, introduce themselves in bold and innovative ways, and cultivate their creativity.
STEP 5 Think T: When do we need a personal profile？ Students discuss when a personal profile is needed. Starting at a new school. Making friends on social media. Applying for a job ... To guide students recognize the real-life value of personal profiles.
STEP 6 Homework Must-do Revise Unit 1 Memorize your notes. Finish the exercise book. Choose-to-do Finish editing your profile vlog, then share it in the group chat. To help students build friendships via varied self-introductions, promoting mutual understanding and lasting connections.
Blackboard Design
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑