Unit 1 You and Me 教学设计 2024-2025学年人教版（2024）七年级英语上册

Unit 1 You and Me 课 题 How do we get to know each other? 课时 第一课时Section A (1a-2e) 课型 New 教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: each, other, full, grade, classmate, mistake, country 2.学习并掌握下列短语:make friends, get to know, each other, full name, last name, class teacher, first name 3.掌握以下句型: May I have your name?/What class are you in?/Who’s your class teacher? 4.使学生学会打招呼和介绍自己、询问他人姓名, 培养学生结交新朋友的能力。 教学重点 使学生学会打招呼和介绍自己、询问他人姓和名的基本句型: What’s your/his/her frist/last name? My/His/Her first/last name is... 培养学生结交新朋友的能力。 教学难点 1.How to help students to ask and answer one’s first/last name. 2.Use sentences to introduce yourself and others. 课前预习 Preview the new words(扫清障碍: 根据音标读出1a-2d的单词) 教学方法 采用Practicing, Listening for specific information和Role playing的学习策略。 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Warm up and work on 1a 1.利用插图或实物卡片让学生找出在预备篇中所学的单词, 然后教师引导学习打招呼和介绍自己、询问他人姓名的基本句型“What’s your/his/her first/ last name? My/His/Her first/ last name is...” 2.让学生看一下1a的句子,并总结这些句子都是询问哪些方面的。 1.找出在预备篇中所学的单词, 学习打招呼和介绍自己、询问他人姓名的基本句型 “—What’s your /his /her first/ last name? My/His/Her first/ last name is...”. 2.对1a的句子进行总结归类。例如: 打招呼:①Hello. ②Good morning. ③Nice to meet you. 询问姓名:①May I have your name? ②How do you spell your name? 询问来自何方:Where are you from? 询问年龄:How old are you? 询问班级:What class are you in? 利用学生感兴趣的图片和实物卡, 复习学过的描述人物见面打招呼的词汇, 为学会打招呼和介绍自己、询问他人姓名作铺垫;并通过图片和实物卡激发学生的学习兴趣。 续表 教学环节 教师活动 学生活动 备课札记 Step 2 Listening (1b); Finishing (1c) 1.播放1b部分的录音让学生听, 引导学生通过听对话熟悉询问他人的句型, 完成1b部分的教学任务。 2.再次听1b的对话,完成1c的教学任务。引导学生重复他们所听到的对话,结合1c,巩固并练习前面所学的询问他人的句型。 1.通过听对话熟悉询问他人的句型, 完成1b, 1c部分的教学任务。 2.听并重复对话,巩固询问他人的句型。 通过听对话呈现和导入目标语言。 Step 3 Work in pairs (1d) 1.First let students read the conversation above in 1b. Then ask them to make similar conversations to get to know more classmates. 2.Let students practice the dialogue and finish 1d. 1.Students first read the conversation in pairs, then make similar conversations. 2.Students practice the dialogue and finish 1d. 通过两人小组对话, 让学生从听对话到模仿对话, 输出目标语言。 Step 4 Listen and work on (Pronunciation) 1.Let students listen and summarize letters ea/ee pronounce /i /,letter i pronounces/I/, letters e/ea pronounce/e/, letter a pronounces/ /in these words. 2.Repeat these words, and pay attention to their pronunciation. 3.Let students give some other words,which have the same pronunciations. 4.Let students listen and cirlcle the sentences they hear. Then repeat them, paying attention to I’m, what’s, It’s, We’re. 1.Listen and summarize letter ea,letter i and letter e’s pronunciations. 2.Repeat these words, and pay attention to their pronunciation. 3.give some other words,which have the same pronunciations. 4.Listen and circle the sentences, then repeat them. 从听到重复读,来加强对字母的发音的印象,最后通过列举的方式来看掌握的效果。 通过听力选择的方式,让学生们关注be动词的缩写,为后面语法作铺垫。 Step 5 Work on (2a&2b &2c) 1.Let students look at the picture in 2a first. 2.Play the tape of 2a, and circle the words you hear. 3.Let students read the conversation and answer the questions. 4.Read the conversation and work on 2c. 1.Students look at the picture in 2a before listening to the tape to know where the dialogue happened. 2.Listen and circle the words in the conversation. 3.Read the conversation and answer the questions. 4.Read the conversation and work on 2c. 通过听力练习, 在语境中体会练习如何询问或回答名字。 通过做题的方式来阅读对话,使学生注意力更集中,更容易掌握对话内容。 续表 教学环节 教师活动 学生活动 备课札记 Step 6 Oral Practice 1.Let students look at 2a and role-play a conversation in pairs:“—Hello, Mr Smith! —Hello, Chen Jie. How are you?... ” 2.Explain the difficulties and language points. Students look at 2a and role-play a conversation in pairs. 通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息过程中, 体会如何询问或回答某人的名字。 Step 7 Role-play 1.Let students read the conversation together. 2.Let students read in pairs. 3.Let six pairs of students role-play the conversation in front of the class. 1.Students read the conversation together, then in pairs. 2.Role-play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。 Step 8 Summarize 1.Guide the students to summarize how to use the sentence structure “—What’s your/his/her first/ last name? —My/His/Her first/ last name is... ” 2.Guide the students to summarize the use of “who’s/I’m/he’s/it’s...”. 1.Summarize how to use the sentence structure “—What’s your/his/her first/last name? —My/His/Her first/last name is... ” 2.Summarize the use of “who’s/ I’m/he’s/ it’s...”. 培养学生的探究、归纳总结能力。 Step 9 Consolidation 教师设置巩固检测练习: 一、写出下列单词和短语 1.交朋友 make friends 2.认识;了解 get to know 3.互相;彼此 each other 4.全名 full name 5.姓氏 last name 6.班主任 class teacher 7.名字 first name 8.年级;等级 grade 9.同班同学 classmate 10.错误;失误 mistake 11.国家 country 续表 教学环节 教师活动 学生活动 备课札记 Step 9 Consolidation 二、单项选择 ( C )1.My name is Gina Brown. Gina is my _name and Brown is my _name. A.first; first B.last; last C.first; last D.last;first ( C )2.Li Lei is _China. He is my friend. A.on B.with C.from D.to ( A )3.Hello, Ms Gao. _is my classmate Jim. A.This B.It C.She D.That ( C )4._ you Ms Smith? A.Am B.Is C.Are D.be ( B )5.—Is she Linda? —_.She’s Mary. A.Yes, I am B.No, she isn’t C.No, he isn’t D.Yes, you are 三、选词填空 name’s, are, yes, his, what’s, isn’t, she, I’m 1.—Good morning! I’m Dale. —Hello, Dale.My name’s Jenny. 2.—Are you Mr Green? —Yes, I am. 3.—What’s his name? —His name’s Tony. 4.—Is she Ms Brown? —No, she isn’t.She’s Ms Miller. 四、完成句子 1.哦,对不起,我错拿了你的书。 Oh, sorry. I took your book by mistake. 2.我们如何开始了解彼此? How do we get to know each other? 3.格林女士是我的班主任。 Ms Green is my class teacher. 4.我的全名是李健。李是我的姓,健是我的名字。 My full name is Li Jian. Li is my family/last name, Jian is my first name. 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。 Step 10 Homework 1.Recite new words and phrases. 2.Make some conversations with“What’s your/his/her first/ last name? —My/His/Her first/ last name is... ”. 续表 板书设计 Section A (1a-2e) 1.New words:each, other,full, grade, classmate, mistake, country 2.Short phrases:make friends, get to know, each other, full name, last name, class teacher, first name 3.Structures: ①What’s your/his/her first/last name? ②My/His/Her first/last name is... ③We are in the same class. ④What class are you in, Peter? ⑤Who’s your class teacher? 教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。 课 题 How do we get to know each other? 课时 第二课时Section A(Grammar Focus-3d) 课型 New 教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:same, twin, both, band, pot, tofu, a lot。 2.熟练使用含有be动词的一般现在时谈论个人信息。 3.准确使用形容词性物主代词。 4.使学生学会打招呼和介绍自己、询问他人姓名。培养学生结交新朋友的能力。 教学重点 be动词,形容词性物主代词。 教学难点 1.熟练使用含有be动词的一般现在时谈论个人信息。 2.准确使用形容词性物主代词。 课前预习 1.预习3a—3d, 完成书上要求的任务。 2.背诵3a中的句子。 教学方法 采用归纳总结和讲练结合的学习策略。 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Warm up and work on Grammar Focus 1.预习效果检查。 2.引导学生看图片, 利用句型“①Are you ...?②Are ...and...in the same class? ③Where is/are ... from? ④What class are/is...in ?⑤Who’s...?”询问图片中人物信息。 3.引导学生背诵3a的句型。 1.根据预习内容完成老师设置的任务。 2.看图片, 利用句型“①Are you ...?② Are...and...in the same class? ③Where is/are ... from? ④What class are/is...in? ⑤Who’s...? ”询问图片中人物信息。 3.与搭档合作相互检查对3a的背诵。 利用学生感兴趣的图片, 进行复习或检查, 为下面内容的进展作铺垫;并通过图片激发学生的学习兴趣。 Step 2 Work on (3a) 根据预习情况,读3a中的句子并圈出动词。并根据圈出的be动词和主语的关系,总结be动词的用法,I用am, you,名词复数用are, 第三人称单数用is。为完成3b的任务作好铺垫。 1.读3a中的句子并圈出动词。 2.总结be动词的用法。 通过归纳总结的方法总结be动词的用法,学生印象更加深刻,更容易理解。 Step 3 Work on (3b) 1.According to the use of be, circle the correct words to complete the sentences in 3b. 2.Check the answers and let students say the reasons. 1.Circle the correct words to complete the sentences in 3b. 2.Say the right answers and the reasons. 通过检查学生的答案, 能够更加清楚地了解学生对所学内容的掌握情况。 续表 教学环节 教师活动 学生活动 备课札记 Step 4 Work on(3c) 1.Read this passage quickly and know the main idea of this passage. 2.According to the use of be, finish 3c. 3.Ask students to read this passage to check answers. 1.Read this passage quickly and know the main idea of this passage. 2.Finish 3c. 3.Read this passage and check answers. 通过文章的形式,让学生在语境中体会所学知识的运用。 Step 5 Introduce possessive adjectives and work on(3d) 1.According to“I...my; he...his;she...her”, introduce possessive adjectives. 2.Introduce one of your new friends to a partner. 1.Summarize possessive adjectives. 2.Introduce one of your new friends to a partner. 把枯燥的语法应用到实际中来,让枯燥的语法变得生动、有趣。 Step 6 Summarize Guide the students to summarize how to ask others and introduce themselves,according to the use of be and possessive adjectives. Summarize how to ask others and introduce yourselves. 培养学生的探究、归纳总结能力。 Step 7 Consolidation 教师设置巩固检测练习: 一、按要求写出下列单词的正确形式 1.you your(形容词性物主代词) 2.I my(形容词性物主代词) 3.his he(人称代词主格) 4.her she(人称代词主格) 5.they their(形容词性物主代词) 二、用所给单词的适当形式填空 1.What’s your(you) name? 2.His(he) jacket is red and black. 3.Is she (she) an English girl? 4.What colour is(be)the cup? 5.Jack and I are(be)good students. 三、选择恰当的单词补全对话 she, name’s, Her, isn’t, meet, his, is, your A: Hello! What’s your name? B: My name’s Grace. A: I’m Mary. Nice to meet you. B: Nice to meet you, too. A: What’s his name? B: His name is Eric. A: And is she Jenny? B: No, she isn’t.Her name is Linda. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 续表 Step 8 Homework 分组进行比赛, 利用所学语法知识介绍你的同学,另一个同学进行转述。看哪个小组问得快、答得快而准。 板书设计 Section A (Grammar Focus-3d) 一、单词:same(相同的), twin(双胞胎之一(的)), both(两个;两个都), band(乐队), pot(锅), tofu(豆腐), a lot(很;非常) 二、be动词的用法 I-am; you/名词复数—are; he/she/it/不可数名词—is 三、形容词性物主代词 第一人称 第二人称 第三人称 单数 复数 单数 复数 单数 复数 my 我的 our 我们的 your 你的 your 你们的 his 他的 her 她的 its 它的 their他/她/它们的 教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。 课 题 What do we need to know about a new friend? 课时 第三课时Section B (1a-1d) 课型 New 教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:guitar, tennis, post, even, hey, would, information, hobby 2.学习并掌握下列短语:play the guitar, would(‘d) like to 3.掌握以下句型:①I live in ...with...②My favourite sport is...③I like music and I play the guitar in the school band. ④Would you like to be my friend? 4.学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己,培养交友的能力。 教学重点 1.学习词汇及短语:guitar, tennis, post, even, hey, would, information, hobby,play the guitar, would(‘d)like to; 2.学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己。 教学难点 学会通过年龄、国籍、家人、宠物、最喜欢的食物和爱好等几个方面写一篇文章来介绍自己。 课前预习 1.根据生词表完成1a, 掌握将要学习的重点单词,为1b的阅读作铺垫。 2.读1b中的两篇短文,完成与1a图片的匹配。 3.再次阅读文章,完成1c的表格。 4.与Pauline/Peter作对比,思考你们的异同之处是什么。 教学方法 采用Cards learning, Scanning and intensive reading, Summary and Imitating writing的学习策略。 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Learning new words on P24,25 1.Lead students to read these new words, paying attention to their pronunciation. 2.Show students word cards, and make them say English words and Chinese meanings. 3.Make students read new words together. 1.Read these new words, paying attention to their pronunciation. 2.Say English words and Chinese meanings of word cards. 3.Read new words together. 利用单词卡片来学习单词, 能够激发学生的学习兴趣,为1a和1b的学习作铺垫。 Step 2 Work on (1a) 1.Make students read these new words and say their meanings. 2.Lead students to look at two students’ photo boards, knowing what’s in these two pictures. 3.Ask students to write the words in the box under the correct pictures. 4.Make students think about the information of two students through these two pictures. 1.Read these new words and say their meanings. 2.Look at two students’ photo boards, knowing what’s in these two pictures. 3.Write the words in the box under the correct pictures. 4.Think about the information of two students through these two pictures. 引导学生通过观察图片来猜测学生的个人信息,培养学生观察、独立思考的能力,并为1b的学习作铺垫。 续表 教学环节 教师活动 学生活动 备课札记 Step 3 Read two passages and work on (1b,1c) 1.Based on thinking about two pictures of 1a, make students read the two students’ posts quickly and match their posts with the photo boards. 2.Make students read the posts again and carefully, then finish 1c. 3.According to 1c, lead students to think what sides we should mention on introducing personal information. 1.Read the two students’ posts quickly and match their posts with the photo boards. 2.Read the posts again and carefully, then finish 1c. 3.Think and summarize what sides we should mention on introducing personal information. 通过精读和略读相结合的方法掌握阅读的技巧,并且通过思考和总结表格的内容,来掌握文章的结构,对文章进行宏观上的把握,为后面的写作作铺垫。 Step 4 Repeat the passage of 1b. 1.According to 1c, the teacher lists the outline of this passage. 2.The teacher repeats this passage first, according to the outline,and then leads students to repeat this passage. 3.Give students several minutes to repeat. 4.Ask several students to repeat this passage. Repeat this passage. 通过提纲的方式让学生复述文章,帮助学生更好地把握文章的内容。 Step 5 Work on(1d) According to 1c, ask students to compare themselves with either Pauline or Peter. Compare themselves with either Pauline or Peter, and then finish 1d. 把文章的信息与自己做比较,这样学生更能加深对文章内容的理解。 Step 6 Analyze the passage, and learn about language points. 1.live in sp.with sb.与某人住在某地 2.My favourite sport is tennis. =I like tennis best.我最喜欢的运动是网球。 形容词性物主代词+favourite +名词.=人称代词主格+like(s)...best. 3.play the guitar弹吉他 (弹奏西洋乐器前加定冠词the) 4.would like to do sth.=want to do sth.想要做某事 学习并掌握文章的知识点。 深度分析文章,在语境中掌握知识点。 续表 教学环节 教师活动 学生活动 备课札记 Step 7 Consolidation 教师设置巩固检测练习: 一、单项选择 ( C )1.It’s happy in the world to stay _family. A.in B.on C.with D.at ( C )2.They want _the movie You Only live Once. A.watched B.watch C.to watch D.watching ( C )3.The young lady teaches the children to play _guitar on weekends. A.a B.an C.the D./ ( C )4.Yuan Longping is also _favourite scientist. A.I B.me C.my D.mine ( B )5.—Would you like _tennis with us on Sunday? —Sorry, I have to help my mother do housework. A.play B.to play C.playing D.to playing 二、翻译下列句子 1.我喜欢弹吉他,但我弟弟喜欢打网球。 I like playing the guitar, while my brother likes playing tennis. 2.我的爱好是读诗。 My hobby is reading poetry. 3.我想成为像钟南山一样的科学家。 I want to be a scientist like Zhong Nanshan. 4.我跟我的妈妈住在北京。 I live in Beijing with my mother. 5.我经常跟我的朋友们在周末踢足球。 I often play football with my friends on weekends. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。 Step 8 Homework 1.Recite new words and phrases. 2.Recite these language points. 3.Repeat this passage. 4.According to the passage and 1c, write some sentences about yourself. 续表 板书设计 Section B (1a-1d) 1.Words and phrases: guitar, tennis, post, even, hey, would, information, hobby,play the guitar, would(‘d)like to 2.Outline of the passage: 答案:(1)14/fourteen (2)Singapore (3)tennis (4)Beijing roast duck (5)plays the guitar 3.Language points: (1)live in sp.with sb.与某人住在某地 (2)My favourite sport is tennis. =I like tennis best.我最喜欢的运动是网球。 形容词性物主代词+favourite +名词.=人称代词主格+like(s)...best. (3)play the guitar弹吉他 (弹奏西洋乐器前加定冠词the) (4)would like to do sth.=want to do sth.想要做某事 教学反思 长期以来受应试教育的影响, 学生的阅读能力始终难以提高, 难以清楚地表达所学内容。因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的读和说的目标。教师应充分做好课前准备, 熟悉每堂课的读和说的目标;充分估计学生在读的过程中可能遇到的障碍, 并考虑以何种方式解决;充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。 课 题 What do we need to know about a new friend? 课时 第四课时Section B (2a-Reflecting) 课型 New 教学目标 通过本课时学习,学生能够: 1.学会如何写个人简介。 2.培养展示自己和如何交友的能力。 教学重点 如何写个人简介。 教学难点 如何写个人简介。 课前预习 1.通过上节课的学习,根据句子结构完成2a。 2.背诵2a的句子。 3.完成对Pauline或Peter的回信,完成2b。 4.结合2a完成3a。试着总结从哪些方面来介绍自己,例如姓名、年龄、爱好、住所等。 教学方法 采用Practicing和Group Work的学习策略。 教学过程 教学环节 教师活动 学生活动 备课札记 Step 1 Warm up and Review 1.检查上节课的作业,听写词汇和短语,检查知识点的掌握。 2.让学生复述文章,并说出从哪些方面来介绍他们自己。 1.听写词汇和短语,说出知识点。 2.复述文章,并说出从哪些方面来介绍他们自己。 检查上节课的知识,既能了解学生对上节课的掌握情况,又能为下面的写作作铺垫。 Step 2 Teaching and Learning (2a) 1.Check answers of 2a the students have finished before class. 2.Recite these sentences, knowing what sides they introduce themselves. 1.Finish 2a before class. 2.Recite these sentences, knowing what sides they introduce themselves. 背诵句子,为下面写作作铺垫。 Step 3 Work on (2b) 1.Make students imitate sentences of 2a and finish 2b. 2.When they finish, make them pay attention to the pattern of a letter. 1.Imitate sentences of 2a and finish 2b. 2.Pay attention to the pattern of a letter. 根据2a的句子组合成文章,学生更容易理解和接受,并为下面的写作作铺垫。 Step 4 Writing (3a,3b,3c) 1.Ask students to answer the questions of 3a, using the structures we have learned in 2a. (1) My name is ***. (2) I’m 13 years old. (3)My favourite sport is tennis./My favourite food is beef noodles. (4)I play tennis with my friend after class. 2.Ask students to use these sentences to make up a passage on personal profile, and put it together with their classmates’. 3.Ask students to take turns to pick out one classmate’s profile. Introduce the person to the class, but don’t say the name. The class will guess who he or she is. 1.Finish 3a. 2.Use these sentences to make up a passage on personal profile, and put it together with classmates’. 3.Take turns to pick out one classmate’s profile. Introduce the person to the class, but don’t say the name. The class will guess who he or she is. 通过写作练习,提高学生学以致用的能力。 续表 教学环节 教师活动 学生活动 备课札记 Step 5 Summarize 总结个人简介从哪几个方面来写: 1.名字:My name is... 2.年龄:I’m...years old. 3.居住地:I live in...with... 4.最喜欢的食物:My favourite food is... 5.最喜欢的运动:My favourite sport is... 6.爱好:I love... 总结个人简介从哪几个方面来写。 培养学生探究、归纳总结能力。 Step 6 Homework 为了学习中国传统文化,美国籍学生Tom来到中国。他想交一位中国朋友。请你根据下面提示帮他写一篇个人简介进行征友。 板书设计 Section B (2a-Reflecting) 总结个人简介从哪几个方面来写: 1.名字:My name is... 2.年龄:I’m...years old. 3.居住地:I live in...with... 4.最喜欢的食物:My favourite food is... 5.最喜欢的运动:My favourite sport is... 6.爱好:I love... 教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——归纳总结——练习”的学习过程。 - 27 - 学科网(北京)股份有限公司 $$