Unit 1 This is me!Welcome to the unit 教案-2024-2025学年译林版（2024）英语七年级上册

教学设计 课题 Unit 1 This is me!-Welcome to the unit 课时 1 教学目标 In terms of the Four - Dimensional Core Competencies, it improves students' language ability by guiding them to master basic self - introduction sentences. It also cultivates cultural awareness as students might learn about different ways of self - introduction in English - speaking cultures. Moreover, it trains thinking quality when students organize their thoughts to introduce themselves. And it develops learning ability as they start to explore English learning independently. 重难点 The key points are to remember relevant vocabulary like names of people and places, and master sentence patterns for self - introduction such as "Hello, I'm...". The difficult point lies in making students express themselves fluently and confidently in English. 教学环节 学习活动 新课教学 Teacher (T): Good morning, everyone! Students (Ss): Good morning! T: Welcome to our first English class of the new term! Today, we’re starting Unit 1: This is me! But before we dive into the unit, let’s warm up with a fun activity. Who can tell me: What makes you unique? (Pause, smile, and gesture for students to raise hands.) S1: (Raises hand) I can play the piano! T: Wow, that’s amazing! Playing an instrument takes a lot of practice. Do you have a favorite song? S1: Yes, I like "Let It Go" from Frozen. T: (Nods enthusiastically) Classic choice! Maybe you can perform it for us at the school talent show! (Turns to class) Any other talents or hobbies? S2: I’m good at drawing! T: Artistic! What do you like to draw? S2: Animals, especially cats. T: Cats are adorable! (Mimes drawing a cat) Maybe you can design a poster for our classroom later. Okay, let’s switch gears. Today’s theme is “introducing yourself.” But first, let’s brainstorm: What information do we usually share when meeting someone new? (Write on board: Name, Age, Hobbies, Family, Dreams) S3: We say our name! T: Absolutely! (Writes Name on board) What’s a creative way to introduce your name? S4: (Raises hand) You could say, “Hi, I’m Lily—like the flower!” T: (Claps) I love that! Using imagery helps people remember. (Turns to class) Let’s practice. Pair up and introduce your names with a fun twist. (Students whisper to partners; teacher circulates, listening.) T: (Stops class) Okay, who wants to share? S5: (Smiles) I’m Tom—like Thomas the Tank Engine! T: (Laughs) Perfect! Now, next on our list: Age. (Writes Age on board) How do we politely ask someone’s age in English? Ss: (In unison) “How old are you?” T: Great! And how do we answer? S6: “I’m 12 years old.” T: (Nods) Correct! But remember, in some cultures, asking age isn’t polite. In English, it’s okay with friends. (Winks) Now, let’s move to Hobbies. (Writes Hobbies) What’s a hobby you did over the summer? S7: I went swimming every week! T: Swimming is a fantastic hobby! (Mimes swimming strokes) How do we say that in English? S7: “I like swimming.” T: (Writes sentence on board) Good! We can also say, “Swimming is my favorite hobby.” Now, let’s play a game. I’ll say a hobby, and if you like it, stand up! (Teacher lists hobbies: reading, dancing, soccer, etc. Students stand/sit enthusiastically.) T: (After game) Now, let’s talk about Family. (Writes Family) Who can name family members in English? Ss: Mother, father, sister, brother, grandmother, grandfather… T: Excellent! (Draws a simple family tree on board) How would you introduce your family? S8: “This is my mother. She’s a teacher.” T: (Writes sentence) Perfect! Use “This is…” to introduce people. Now, imagine you’re at a new school. How would you introduce yourself to a classmate? (Points to a student) Try with your partner! S9: (To partner) “Hi! I’m Alex. I’m 12. I like playing basketball. This is my sister’s photo.” T: (Approves) Nice job! You included name, age, hobby, and family. (Turns to class) What about Dreams? (Writes Dreams) What do you want to be when you grow up? S10: I want to be a doctor! T: (Pretends to take temperature) A noble dream! How about you? S11: A chef! I love cooking pasta. T: (Rubs stomach) Yum! Maybe you’ll open a restaurant someday. (Pauses) Now, let’s connect all these ideas. Open your books to page 5. (Points to comic strip) Look at these characters: Daniel, Simon, and Sandy. What are they doing? S12: They’re introducing themselves! T: Right! Let’s read the dialogue aloud. I’ll be Daniel. (Teacher models with exaggerated gestures.) Daniel: “Hi! I’m Daniel. I’m 12 years old. I love playing football. This is my friend Simon.” T: (To class) Your turn! Be Simon. Ss: (In unison) “Hello! I’m Simon. I’m 13. My hobby is drawing. Nice to meet you!” T: (Claps) Brilliant! Now, in pairs, create your own dialogue using the comic as a model. Use the phrases on page 6 for help. (Students practice; teacher assists weaker pairs.) T: (Stops class) Time to share! Volunteers? S13 & S14: (Stand up) S13: “Hi! I’m Mia. I’m 11. I like singing.” S14: “Hello! I’m Jake. I’m 12. My hobby is gaming. This is Mia.” T: (Applauds) Fantastic! You used past tense for age—wait, no! (Laughs) Actually, “I’m 12” is present tense. Good catch! (Winks at S14) T: (Points to board) Let’s recap. When introducing yourself, include: Name, Age, Hobbies, Family, Dreams. Use phrases like “I like…,” “This is…,” and “I want to be…” Now, for homework: Create a poster about yourself with pictures and sentences. Use the template on page 7. S15: Do we have to present it? T: Great question! Next week, we’ll do a “Meet the Class” gallery walk. You’ll display your posters and leave sticky notes with compliments! (Students cheer softly.) T: Before we end, let’s do a quick chant to remember today’s words. Repeat after me: T & Ss: Name, age, hobbies, too! Family, dreams—that’s me and you! T: (Smiles) You’ve all done amazing work today! Remember, English is about communication, not perfection. (Points to heart) Speak from here, and you’ll do great. See you next class! Ss: Thank you, Miss/Mr. [Teacher's Name]! T: (As students leave) Don’t forget your posters! [End of Lesson] Key Features: · Interactive Dialogues: Frequent student participation via chants, games, and pair work. · Cultural Notes: Brief mention of age politeness norms. · Multimodal Learning: Combines speaking, reading, and creative tasks (posters). · Differentiation: Teacher circulates to support struggling learners during pair work. · Positive Reinforcement: Encourages risk-taking with phrases like “English is about communication, not perfection.” 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$