Unit 1 You and Me Section A (Pronunciation-2e)教学设计2025-2026学年人教版七年级上册英语

人教版七年级上册英语Unit 1 You and Me Section A (Pronunciation-2e)教学设计 语篇研读 - 【What】：Chen Jie 向 Mr. Smith 介绍自己的新朋友 Peter，Mr. Smith 和 Peter 互相认识。 - 【Why】：礼貌地向他人介绍朋友并帮助双方互相了解，培养跨文化沟通意识，了解中国教师称呼方式。 - 【How】：语篇为陈洁、史密斯老师和彼得的对话，逻辑为“介绍同学→礼貌回应→纠正姓名”。 学情分析 - 基础：学生能从姓名、班级维度简单自我介绍/介绍他人，可通过自然拼读读单词，对新颖活动兴趣高，愿小组合作猜对话。@Emily爱英语 - 难点：对“三方互介”对话不熟悉，角色扮演中语音、语调、肢体语言运用不足，难拓展话题。 - 策略：分类梳理语音知识，模仿录音练语调，鼓励用肢体语言交际。 课标要求 - ☐ 听懂清晰、慢速的简短口头表达，提取关键信息。 - ☐ 借关键词推断人物、地点、事件。 - ☐ 围绕主题日常交流，语音、语调、用词基本正确，表达连贯。 - ☐ 梳理 /iː/ /ɪ/ /e/ /æ/ 发音的字母/组合，辨析 be 动词缩写与完全式发音。 教学目标 1. 学习理解：总结 /iː/ /ɪ/ /e/ /æ/ 发音规则，辨析 be 动词缩写与完全式发音。 2. 应用实践：用听力策略（猜人物关系）听懂“介绍朋友”对话，提取、梳理交际内容与句型；用正确语音、语调、肢体语言分角色对话。 3. 学习理解：了解中英文姓名与文化差异，提升跨文化意识。 教学重难点 - 重点：介绍类对话中，用正确语音、语调、肢体语言分角色互动。 - 难点：得体开展多轮对话。 核心语言 - 【语音知识】：/iː/ /ɪ/ /e/ /æ/ 发音的字母/组合，be 动词缩写与完全式发音辨析。 - 【核心短语】：in the same class, class teacher, my mistake, Chen Jie and Peter’s English teacher - 【核心句型】： - We’re in the same class. - This is my new friend, Peter. - Peter, this is our English teacher. - He is from the US. - What / Which class are you in? - Who is your class teacher? - Where is he/she from? 教学工具 PPT、教材 教学策略 情景体验式、启发式、任务型、游戏教学法 预设问题 学生创编“介绍他人”短文时，存在“无话可说”或“用词不准”现象。 解决方案 通过“跟读录音→角色扮演→看图填空→提供素材/框架辅助创编”等阶梯活动，引导灵活运用目标语言。 教学过程 Teaching Sections Teaching Activities Students’ Activities Design Intentions & Effect Evaluation Part 1: Scene Introduction (3 mins) 1. Greeting Interaction: The teacher greets students warmly (e.g., “Good morning! Let’s start our class with a smile. How’s your day so far?”). 2. Phonetic Review with Visuals: Display pictures of words containing target sounds: bee (/iː/), pig (/ɪ/), bed (/e/), cat (/æ/). Guide students to recall and read these words aloud, then correct mispronunciations. Observe the pictures, recall the four phonetic symbols (/iː/, /ɪ/, /e/, /æ/), attempt to read the words, and adjust pronunciation based on teacher feedback. Design Intentions: Activate prior knowledge of phonetics using visual aids. Stimulate engagement through friendly interaction. Effect Evaluation: Check if students can correctly pronounce the symbols and associate them with letter combinations (e.g., ee for /iː/, i for /ɪ/). Part 2: Knowledge Acquisition (10 mins) 1. Listening and Imitation: Play the textbook audio (pronunciation demonstration) and ask students to listen, repeat, and mimic the intonation. Organize a “pronunciation competition” where groups read the sounds aloud for scoring. 2. Rule-Summarizing Guidance: Provide examples (e.g., bee/ee→/iː/, pig/i→/ɪ/, bed/e→/e/, cat/a→/æ/) and guide students to discuss and summarize pronunciation rules for each sound. 1. Listen to the audio, repeat sounds carefully, and compete in groups to practice pronunciation. 2. Discuss in pairs/groups, analyze examples, and summarize rules (e.g., "The letter 'i' usually makes /ɪ/ in short words like 'pig'"). Design Intentions: Reinforce phonetic accuracy through imitation and competition. Help students internalize rules via inductive learning (from examples to patterns). Effect Evaluation: Assess if students can identify letter combinations for each sound and explain the pronunciation rules. Part 3: Application & Practice (11 mins) 1. Phonetic Drills: Design a “phonetic bingo” game: Write words with target sounds on the board (e.g., sheep/iː/, big/ɪ/, desk/e/, bag/æ/). Call out sounds, and students mark matching words. 2. Listening Strategy Training: Play a short dialogue (focusing on contractions like I’m, he’s). Ask students to circle contracted forms, then repeat after the audio, emphasizing the reduced pronunciation (e.g., I’m → /aɪm/). 3. Picture Prediction: Show Picture 2a (Chen Jie introducing Peter to Mr. Smith in a classroom). Ask: “Who are they? Where are they? How might they feel?” Guide students to guess the dialogue context. 4. Listening Tasks (2b & 2c): - For 2b: Play the audio and ask students to fill in blanks about Peter and Mr. Smith (e.g., nationality, class). - For 2c: After checking answers, let students underline key information (e.g., “We’re in the same class.”). 5. Role-Play: Have students practice the dialogue in groups, focusing on correct pronunciation (especially contractions) and adding body language (e.g., handshakes, smiles). 1. Play “phonetic bingo” to practice sound-letter associations. 2. Listen for contractions, circle them, and mimic the reduced pronunciation. 3. Observe Picture 2a, predict characters/setting/emotions, and share ideas. 4. Complete 2b (filling information) and 2c (underlining key details). 5. Practice role-play in groups, using proper pronunciation and body language. Design Intentions: 1. Make phonetic practice fun via games. 2. Teach listening strategies (noticing contractions) for better comprehension. 3. Develop prediction skills to aid future listening/reading. 4. Train information-extraction skills from dialogues. 5. Integrate pronunciation, intonation, and body language for authentic communication. Effect Evaluation: Check if students can accurately circle contractions, extract details from the dialogue, and perform role-play with natural pronunciation and gestures. Part 4: Transfer & Innovation (11 mins) Assign a task: 1. Information Organizing: Provide a table with blanks (Name, Class, Hobby, Teacher, etc.). Ask students to interview a classmate (e.g., “What’s your hobby? Who’s your class teacher?”) and fill in the table. 2. Presentation: Have students introduce their classmate to the whole class using sentences like “This is... He/She is in... His/Her hobby is...”, incorporating learned phrases (e.g., “my mistake” if they forget information). 1. Interview a classmate, fill in the table with collected information. 2. Prepare and deliver a short introduction to the class, using target language and correcting themselves with “my mistake” if needed. Design Intentions: Apply learned language in real-life interaction (interviewing). Enhance speaking skills through structured presentations. Encourage self-correction using “my mistake”. Effect Evaluation: Observe students’ ability to use target language fluently during interviews and presentations, and their responsiveness to self-correction. Part 5: Reflection & Summary (2 mins) Guide students to summarize key points using a mind map: - Phonetics: Sounds (/iː/, /ɪ/, /e/, /æ/) and letter combinations. - Language: Contractions (I’m, he’s) and introduction sentences (“This is... We’re in...”). - Culture: Chinese vs. English name order (last name first in Chinese; first name first in English). Participate in the mind map summary, recalling and sharing key points from each category (phonetics, language, culture). Design Intentions: Systematize knowledge using a visual mind map to deepen memory. Highlight cultural differences for cross-cultural awareness. Effect Evaluation: Check if students can clearly explain the three key areas (phonetics, language forms, cultural insights). Part 6: Exam-Focused Explanation (5 mins) Explain key knowledge points with exam examples: 1. Phonetic Questions: Show a test question (e.g., “Which word has the same sound as ‘be’? A. bed B. bee C. bet”) and explain how to judge based on sound rules. 2. Sentence Structure: Analyze common exam sentences (e.g., “—____ is your class teacher? —Ms. Liu.” → Fill in Who) and practice substitution. Take notes, analyze exam questions, and practice applying rules to solve them. Design Intentions: Connect classroom learning to exam contexts, helping students transfer knowledge to test scenarios. Effect Evaluation: Observe if students can correctly answer practice questions and explain their reasoning. Part 7: In-Class Practice (3 mins) Distribute a short worksheet: 1. Phonetic Matching: Match words to their sounds (e.g., “pig” → /ɪ/). 2. Contraction Writing: Rewrite sentences with contractions (e.g., “It is a cat.” → “It’s a cat.”). Collect and quickly review answers. Complete the worksheet independently, applying phonetic rules and contraction knowledge. Design Intentions: Reinforce key points (phonetics, contractions) through immediate practice. Allow the teacher to assess mastery quickly. Effect Evaluation: Check accuracy in phonetic matching and contraction formation. Part 8: Homework Assignment Differentiated tasks: - Level B (Basic): Introduce a classmate in writing, including name, age, class, hobby (e.g., “This is Lily. She is 12. She’s in Class 3. Her hobby is reading.”). - Level A (Advanced): Record a video introducing a family member to a “friend” (using props or imagination), focusing on natural pronunciation and body language. 1. For Level B: Write a short introduction and submit it. 2. For Level A: Plan, record, and share the video (optional: present in class next day). Design Intentions: Align with “double reduction” policy—reduce rote work, emphasize practical communication. Differentiated tasks cater to diverse levels. Effect Evaluation: Evaluate homework completion quality, focusing on language accuracy and creative application 教学反思 - 任务型教学强化文本理解，构建对话情境促进自主合作； - 朗读、角色扮演训练语音语调，落实核心句型； - 板书简洁清晰，辅助学生复述，提升综合语言运用能力。 学科网（北京）股份有限公司 $$