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新人教版七年级上册英语 Unit 1 Section B (3a-3c) Project教学设计
Ⅰ. Core Literacy Goals
1. Language Ability
To introduce oneself and classmates fluently using appropriate English expressions.
2. Cultural Awareness
To develop a better understanding of classmates and foster respect for individual differences.
3. Thinking Quality
To analyze and organize the structure and content of a personal profile logically.
4. Learning Capacity
To independently create a personal profile to introduce oneself effectively.
Ⅱ. Key Teaching Points and Difficult Points
1. Key Points:
- To introduce oneself and classmates clearly.
- To make a well-structured personal profile for self-introduction.
2. Difficult Points:
- To use accurate and varied expressions in the personal profile.
- To ensure the logical flow and coherence of the profile.
Ⅲ. Teaching Procedures
Step 1: Leading-in
- Activity: Organize students to sing a greeting song collectively.
- Design Intent: Singing the greeting song enables students to revise greeting phrases in a lively manner, helping them swiftly immerse in the English-learning context. Meanwhile, it establishes a positive and interactive classroom atmosphere from the very beginning.
Step 2: Pre-writing
1. Activity: Guide students to review content and expressions associated with self-introduction.
- Design Intent: Recalling prior knowledge activates students’ existing vocabulary and sentence patterns for self-introduction, laying a solid linguistic foundation for the subsequent writing task.
2. Activity: Ask students to jot down their personal information as instructed in 3a.
- Design Intent: Having students organize their own basic information first turns abstract writing into a concrete task, as they gather essential raw materials for crafting their personal profiles.
3. Activity: Present Andre's profile to students and assist them in analyzing the aspects covered and useful expressions for each aspect.
- Design Intent: Analyzing a model profile offers students explicit structural guidance and rich language input, helping them grasp how to logically organize their own writing.
Step 3: While-writing
1. Activity: Instruct students to draft their personal profiles by applying the analyzed structure and useful expressions.
- Design Intent: Guiding students to draft with clear support allows them to put the acquired knowledge into practice, gradually constructing their texts in a structured way.
2. Activity: Have students edit their drafts with the help of a checklist.
- Design Intent: Using a checklist fosters students’ self-editing skills, encouraging them to pay close attention to details such as grammar accuracy, vocabulary appropriateness, and structural coherence, thereby enhancing the overall quality of their writing.
Step 4: Post-writing
- Activity: Hold a guessing game — One student reads out another student's profile anonymously, and the whole class guesses who the student is.
- Design Intent: This interactive game not only motivates students to carefully read their peers’ work but also offers a fun opportunity to practice speaking and listening, while reinforcing their understanding of self-introduction content.
Step 5: Summary
1. Activity: Recap the process of writing about oneself, emphasizing the structure and key expressions.
- Design Intent: Summarizing the writing process helps students consolidate what they’ve learned and clarifies the essential elements of self-introduction writing.
2. Activity: Review the key points of this unit.
- Design Intent: Recapping the unit’s key points helps students integrate their knowledge and gain a comprehensive understanding of the unit’s content.
Step 6: Homework
1. Activity: Polish their personal profiles and attach a photo to them.
- Design Intent: Polishing the profiles allows students to refine their writing, and adding a photo makes the profiles more personalized and visually engaging.
2. Activity: Complete the related exercise.
- Design Intent: Finishing the exercise provides additional practice to reinforce the language points mastered in class.
Ⅳ. Blackboard Design
Unit 1 You and Me
Section B (3a-3c)
Personal Profile
- Name
- Age
- Country
- Family
- Food/Sport
- Hobby
Teaching Reflection:
Students showed great enthusiasm for self-introduction. They were particularly interested in the photos on the profiles, which made the activity more lively. Most students could follow the steps to complete their personal profiles, but some still needed help with using varied expressions. In future classes, more personalized language support should be provided to meet different students' needs.

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