Unit 1 You and Me Section A（1a～1d）教学设计 2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计聚焦问候、自我介绍及询问个人信息的核心句型与词汇，通过展示不同国家学生图片引导猜测来源导入，衔接基础问候语，搭建从简单交流到复杂信息交换的学习支架。 其亮点在于情境化对话与文化意识融合，如1d中Peter误称老师名字渗透中西称呼差异，结合Role-play和Group-work提升语言能力，任务型听后填空、模仿发音等活动培养听说技能，助力学生实际运用语言，也为教师提供多样互动教学模板。

Unit 1 You and Me-Section A（1a-1d） This unit, themed around "You and Me", belongs to the category of "People and Society", specifically related to "Social Services and Interpersonal Communication", with the sub - theme of "Good Interpersonal Relationships and Interactions". Section A mainly focuses on listening, speaking, and grammar practice, consisting of three dialogues and a self - introduction. The first dialogue between Peter and Meimei enables students to learn how to greet each other and exchange personal information such as names, grades, classes, and countries. The second dialogue between the new student Emma and the teacher Ms Li reviews greetings, and introduces expressions for asking and confirming age. The third dialogue, where the new student Chen Jie introduces her friend Peter to the teacher Mr Smith, revisits the main language goals of this lesson, presenting the basic sentence pattern for introducing others from the third - person perspective. It also shows the cultural differences between Chinese and Western cultures when Peter makes a mistake in the teacher's name. The Grammar Focus part is a monologue - style self - introduction by Liu Yu, which reviews the core language of self - introduction and introducing others. 教学目标 Students will be able to master the key words and phrases related to personal information, such as "full name", "grade", "classmate", "country", etc. They can understand and use the sentence patterns for greeting, self - introduction, and asking personal information, like "Hello! Nice to meet you.", "I'm...", "Where are you from?", "What class are you in?", "How old are you?". Students will recognize the contracted forms of "am", "is", "are" (e.g., "I'm", "he's", "she's", "it's", "you're", "we're", "they're") and know how to use them correctly. 教学重难点 Master the sentence patterns for greeting, self - introduction, and asking personal information. Learn the key words and phrases related to personal information. 1 Key Words full (adj. 完整的；满的) grade (n. 年级；等级) classmate (n. 同班同学) mistake (n. 错误；失误) country (n. 国家) same (adj. 相同的) twin (n. 双胞胎之一 adj. 双胞胎之一的) both (adj.& pron. 两个；两个都) band (n. 乐队) pot (n. 锅) tofu (n. 豆腐) 2 Key Phrases make friends (交朋友) get to know (认识；了解) be from/come from (来自) full name (全名) last name (姓氏) class teacher (班主任) first name (名字) a lot (很；非常) 3 Key Sentence Patterns Hello! / Hi! / Good morning / afternoon / evening! Nice to meet you. I'm... Where are you from? - I'm from... What class are you in? - I'm in... How old are you? - I'm... years old. Are you...? - Yes, I am. / No, I'm not. Who's your class teacher? 教学过程 1 Warming - up (5 minutes) Greet the students with "Good morning / afternoon, class!" and ask them to respond. Then start a simple conversation, such as "How are you today?" to make the students feel relaxed and get them involved in the English - speaking environment. Show some pictures of students from different countries on the PPT and ask students to guess where they are from. This can arouse students' interest and lead to the topic of this lesson - personal information. 2 Presentation (10 minutes) Present the new words on the PPT one by one. Teach students how to read the words correctly, paying attention to the pronunciation and stress. For example, when teaching "grade", pronounce it /ɡreɪd/, and stress the first syllable. Let students read the words after the teacher several times. After teaching the words, show some sentences on the PPT using these new words, like "I'm in Grade 7.", "My classmate is from Canada." Explain the meaning and usage of the sentences to the students. 3 1a (5 minutes) Let students look at the picture in 1a. Point to the different people in the picture and ask students to identify them. For example, point to Peter and ask "Who is he?" Then introduce the sentence pattern "This is Peter." Ask students to match the people in the picture with the descriptions in 1a. Let them work individually first, and then check the answers with their partners. 4 1b (5 minutes) Tell students that they will listen to a dialogue between Meimei and Peter. Before listening, let them look at the picture in 1b and guess what they will talk about. Play the recording for the first time. Students just listen and get a general idea of the dialogue. Play the recording again. This time, ask students to circle the information they hear, such as names, grades, classes, and countries. Check the answers with the whole class. Write the key information on the blackboard, like: Meimei: from China, in Class 3, Grade 7 Peter: from the UK, in Class 3, Grade 7 5 Pair - work (5 minutes) Ask students to work in pairs. One student acts as Meimei and the other acts as Peter. They should introduce themselves to each other according to the information in the dialogue. Encourage them to add more information if they can, such as "Nice to meet you. I like reading books." Walk around the classroom to monitor the pairs' conversations. Help them if they have any problems. Ask some pairs to come to the front of the class and act out their conversations. Give them praise and encouragement. 6 1c (10 minutes) Introduce the second dialogue between Emma and Ms Li. Let students look at the picture in 1c and predict what they will talk about. Play the recording for the first time. Students listen and answer the question: "How old is Emma?" Play the recording again. This time, ask students to fill in the blanks with the information they hear. Check the answers with the class. Explain the key sentence patterns in the dialogue, especially "Are you...?" and "How old are you?" 7 Group - work (10 minutes) Divide the students into groups of four. Each group member should introduce themselves using the sentence patterns they have learned, including name, age, where they are from, and what class they are in. The other group members listen and take notes. After everyone in the group has finished introducing themselves, each group selects a representative to introduce all the members of their group to the whole class. The teacher gives feedback and evaluation on each group's performance. 8 1d (10 minutes) Let students look at the picture in 1d. Explain the situation: Chen Jie is introducing Peter to Mr Smith. Play the recording. Students listen and answer the questions: "What class is Peter in?" and "Who is Peter's class teacher?" Play the recording again. This time, students listen carefully and imitate the pronunciation and intonation. Ask students to role - play the dialogue in groups of three. One student acts as Chen Jie, one acts as Peter, and one acts as Mr Smith. Select some groups to perform the dialogue in front of the class. Give comments and suggestions. 9 Summary (5 minutes) Summarize the key words, phrases, and sentence patterns learned in this class with the students. Write them on the blackboard and ask students to copy them in their notebooks. Review the important points of greeting, self - introduction, and asking personal information. 10 Homework (5 minutes) Ask students to remember the new words and sentence patterns. Let students write a short passage to introduce themselves, including their name, age, where they are from, what class they are in, and their hobbies. Encourage students to use English to communicate with their new classmates after class. 教学反思 In this class, through various activities such as warming - up, presentation, listening, speaking, and group - work, students were actively involved in the learning process. Most students were able to master the key words, phrases, and sentence patterns, and could use them to communicate about personal information to a certain extent. However, there are still some areas that need improvement. Some students had difficulty in listening comprehension, especially when catching the detailed information quickly. In the future, more listening exercises should be designed, and some listening skills training, like predicting, skimming, and scanning, can be added to help students improve their listening ability. During the speaking activities, some students were a bit shy and not very confident to express themselves in English. More encouragement and individual guidance should be given to these students to build up their confidence. Also, creating more real - life - like situations for speaking practice can make the learning more practical and interesting. The group - work activities were generally successful, but some groups did not cooperate very well. In the following classes, more attention should be paid to group management and the cultivation of students' teamwork spirit. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$