资源简介

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 3 Expressing and communicating ideas（Speaking）
教学目标
1. Knowledge Aims Students will be able to master the key vocabulary related to friends' appearance, personal qualities, and hobbies, such as tall, short, kind, honest, reading, playing basketball, etc. Students can accurately use sentence patterns for talking about friends, like "My best friend is... He/She is... (appearance) He/She is always... (personal qualities) He/She likes... We like doing the same things." Students will learn the correct pronunciation of unit vowels /i:/, / /, /e/, / /, and consonants /p/, /b/, and be able to distinguish and read words containing these sounds. 2. Ability Aims Through listening to the audio material about friendship, students can improve their listening skills, especially the ability to obtain specific information about friends' qualities and behaviors. Students can communicate with their partners fluently in English to introduce their friends, sharing information about friends' appearance, personal qualities, and hobbies, thus enhancing their oral English communication skills. After the communication, students are able to integrate the information they get and share it in class, improving their information - processing and presentation abilities. 3. Emotional Aims By discussing the topic of friendship, students can deepen their understanding of the importance of friendship, cherish their existing friendships, and learn how to be a good friend. Students will be more confident in expressing themselves in English, gradually overcoming their fear of speaking English, and enhancing their interest in learning English.
重难点
1. Teaching Key Points The key vocabulary and sentence patterns for describing friends' appearance, personal qualities, and hobbies. The pronunciation rules and correct pronunciation of unit vowels /i:/, / /, /e/, / /, and consonants /p/, /b/. The ability to obtain relevant information about friends from the listening material. 2. Teaching Difficult Points How to guide students to use the learned vocabulary and sentence patterns flexibly and accurately in real - life communication scenarios to talk about their friends. How to help students overcome their psychological barriers and actively participate in oral English communication, especially for those students with relatively weak English foundation.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Design Intent: This part aims to quickly arouse students' interest in the topic of friendship, create a relaxed English - learning atmosphere, and review relevant vocabulary and knowledge learned before. The teacher shows some pictures of friends on the screen, such as friends playing together, helping each other, etc. Then the teacher asks students some simple questions: "Look at these pictures. What can you see Do you have good friends Can you describe one of your friends briefly " Encourage several students to answer the questions.
Knowledge Presentation (10 minutes) Design Intent: Through brainstorming, students can actively think about the qualities of good friends, expand their vocabulary related to friendship, and at the same time, train their thinking ability and language organization ability. The teacher says, "Now, let's think about what qualities a good friend should have. Please raise your hands and tell me the words that come to your mind." Write down the words students say on the blackboard, such as kind, honest, helpful, funny, etc. After that, the teacher guides students to use these words to talk about the importance of these qualities in friendship. For example, the teacher can start with a sentence: "Good friends are kind. You can share your troubles with them when you are sad. Because they will comfort you patiently. I think that's important for friendship." Then ask several students to imitate and express their own opinions.
Practice (15 minutes) Design Intent: This listening part helps students improve their listening skills, obtain specific information about friends' qualities and behaviors from the audio, and at the same time, provide students with language input for subsequent speaking practice. First listening: The teacher says, "Now, let's listen to an audio about a survey of friendship. Please listen carefully and answer the question on Page 8 of your textbook: What are Wu Di and Su Mei's opinions about friends " Play the audio for the first time, and let students listen and answer the question. After that, check the answers with the whole class. Second listening: The teacher shows a form on the screen with blanks about friends' personal qualities, behaviors, and relationships. Say, "Look at this form. We will listen to the audio again. This time, please fill in the blanks according to what you hear." Before playing the audio, let students observe the form and predict the possible words to fill in. Then play the audio for the second time. After listening, ask students to check their answers in pairs first, and then the teacher checks the answers with the whole class. If the students' English level is relatively high, the teacher can ask them to take notes of key words while listening, and then use these notes to retell Wu Di and Su Mei's opinions.
Production (10 minutes) Design Intent: This part is the core of this class. Through speaking practice, students can use the learned vocabulary and sentence patterns to introduce their friends, improve their oral English communication ability, and also strengthen their understanding of the topic of friendship. Step 1: Preparation The teacher asks students to draw a simple picture of their best friends on a piece of paper. While drawing, they should write down some key words about their friends' appearance, personal qualities, and hobbies beside the picture. The teacher can remind students to refer to the relevant vocabulary on Page 11 (appearance), Page 8 (personal qualities), and Page 4 (hobbies) of the textbook. According to the students' actual English level, the teacher can also supplement some additional vocabulary, phrases, and sentence patterns. Step 2: Pair - work The teacher says, "Now, please work in pairs. Take turns to introduce your best friend to your partner. You can start like this: I'm going to talk about my best friend, … He / She is … (appearance) He / She is always … (personal qualities) He / She likes … We like doing the same things." While one student is speaking, the other student should listen carefully and use a mind - map to record the relevant information about the friend. The teacher walks around the classroom, providing necessary help and guidance for students. Step 3: Class sharing After the pair - work, the teacher asks several pairs of students to come to the front of the class. One student in the pair shares the information about his/her partner's friend that he/she has recorded. For example, "… tells me about his / her friend … He / She is … I think …" The teacher encourages other students to listen carefully and ask questions if they have any. Design Intent: Teach students the correct pronunciation of unit vowels /i:/, / /, /e/, / /, and consonants /p/, /b/, help them distinguish these sounds, and improve their pronunciation accuracy, so as to make their English speaking more standard. Step 1: Word classification The teacher shows three sentences on the screen, which are from Page 11 of the textbook. For example: "We meet Tim in the canteen and see him eat beef." The teacher says, "Look at these sentences. We are going to classify the relevant words in these sentences according to the different vowel and consonant sounds. For example, in this sentence, 'We','meet', 'canteen','see', 'eat', 'beef' have the vowel sound /i:/, and 'Tim', 'in', 'him' have the vowel sound / /." Then let students work in groups to classify the words in the other two sentences. After that, check the answers with the whole class. Step 2: Pronunciation practice The teacher reads each group of words slowly, emphasizing the pronunciation features of each sound, and asks students to imitate. Then, the teacher can use the "minimal pairs" activity to help students accurately identify and pronounce these sounds. Activity 1: The teacher reads one word from each pair of words (such as "bee - bit", "pen - pan") loudly, and asks the whole class to listen carefully and quickly tell whether the word the teacher reads contains the sound /i:/ or / /, /e/ or / /. If it is difficult to hear the answers clearly when students answer in chorus, the teacher can ask students to raise their left hands to represent one sound and right hands to represent the other sound. Activity 2: Choose a student to be the "little teacher". This student reads one word from each pair, and the classmates who think the word contains one sound stand up, and those who think it contains the other sound sit still. The student who makes a mistake will be the "little teacher" in the next round. Activity 3: Let students work in pairs. They take turns to read one word from each pair and ask their partners to tell which sound the word contains.
Summary and Homework (5 minutes) Design Intent: Summarize the key content of this class to help students review and consolidate what they have learned. The homework assignment can further strengthen students' understanding and application of the knowledge learned in class and cultivate their independent learning ability. Summary: The teacher reviews the key vocabulary, sentence patterns, and pronunciation knowledge learned in this class with the students. Emphasize the importance of friendship again and encourage students to cherish their friends. Homework: Ask students to write a short passage about their best friends, using the vocabulary and sentence patterns learned in class. They should include information about their friends' appearance, personal qualities, and hobbies. Let students record themselves introducing their friends in English on their mobile phones. They can send the recordings to the teacher or share them with their classmates in the English learning group.

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