Unit 1 You and Me Section B (3a-3c) Project教学设计

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 moti ... ...