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

该初中英语单元教学设计系统整合了问候表达、个人信息询问及be动词一般现在时等核心知识，通过图片情境导入、词汇句型分层梳理、语法规则归纳，将问候语、姓名年龄询问等知识点串联，构建“输入-内化-输出”的知识网络。 其亮点在于“情境互动-技能整合-实践输出”的复习策略，通过听力匹配训练信息提取能力，小组角色扮演活动提升语言运用能力，如1d环节让学生模拟真实对话灵活运用句型，分层作业（口头对话+书面自我介绍）满足个性化需求，助力学生巩固基础，教师可通过课堂展示和作业反馈精准把握学情。

Unit 1 You and Me Section A 1a-1d 教学设计 In 1a, students are presented with pictures of different people, which are used to review and learn common English expressions for greeting, such as "Hello", "Hi", "Good morning", "Nice to meet you", etc. This activity also pre - shows new sentence patterns that will appear in the following listening materials, laying the foundation for subsequent learning. The 1b part is a listening exercise. Students listen to dialogues and match the characters with corresponding information, like names, nationalities, grades, and classes. This trains their listening comprehension ability and strengthens their memory of the vocabulary and sentence patterns they've learned. 教学目标 1. Students should be able to use polite expressions to greet new classmates and teachers and introduce themselves, like "Hello, I'm...", "Nice to meet you". 1. They can use the simple present tense of the "be" verb to ask about others' basic information, such as "Are you...?", "Where are you from?", "What class are you in?". 1. Students are expected to correctly recognize and pronounce the two groups of front vowels /i:/ and /ɪ/, /e/ and /æ/, as well as the contracted forms of the "be" verb, like "I'm", "he's", "she's", "it's", "you're", "we're", "they're". 教学重难点 1. Master key vocabulary related to greeting and personal information, such as "name", "age", "country", "grade", "class", "teacher", etc. 1. Grasp sentence patterns for greeting and asking about personal information, including "Hello / Hi / Good morning / Nice to meet you...", "What's your name?", "My name is...", "How old are you?", "I'm... years old.", "Where are you from?", "I'm from...", "What class are you in?", "I'm in Class... Grade...". 1. Be proficient in using the simple present tense of the "be" verb in interrogative and declarative sentences to express personal information. 6. Enable students to use sentence patterns for greeting and asking personal information flexibly in different situations, rather than just mechanically reciting. For example, in a real - life new - friend - making situation, students can smoothly start a conversation and exchange information. 7. Train students' listening comprehension ability, especially in understanding different accents and intonations. Since students are just starting junior high school English learning, they may have difficulties in accurately understanding the content of dialogues at the beginning. 8. Help students correctly distinguish and use the contracted forms of the "be" verb, and avoid mistakes in writing and speaking. Vocabulary 1. Greeting words: hello, hi, good morning, nice to meet you 1. Personal information related: name (first name, last name, full name), age, country, city, grade, class, teacher, boy, girl 1. Nationality related: Chinese, English, American, etc. Sentence Patterns 1. Greeting: 0. Hello / Hi! 0. Good morning / afternoon / evening! 0. Nice to meet you! Nice to meet you, too. 13. Asking and Answering about Name: 0. What's your name? My name is... / I'm... 0. May I have your name? Sure. My name is... 0. How do you spell your name? M - A - R - Y, Mary. 14. Asking and Answering about Age: 0. How old are you? I'm... years old. 15. Asking and Answering about Nationality and Place of Origin: 0. Where are you from? I'm from... 0. Where do you come from? I come from... 16. Asking and Answering about Class and Grade: 0. What class are you in? I'm in Class... Grade... 0. What grade are you in? I'm in Grade... Grammar 1. Simple Present Tense of "be" Verb: 0. Affirmative form: I am (I'm)..., You are (You're)..., He is (He's)..., She is (She's)..., It is (It's)..., We are (We're)..., They are (They're)... 0. Interrogative form: Am I...? Are you...? Is he / she / it...? Are we / they...? 0. Negative form: I am not (I'm not)..., You are not (You aren't)..., He is not (He isn't)..., She is not (She isn't)..., It is not (It isn't)..., We are not (We aren't)..., They are not (They aren't)... 18. Contracted Forms: The contracted forms of the "be" verb should be emphasized, as they are commonly used in daily English communication. Students need to be familiar with their pronunciation and usage. 教学过程 Step 1: Lead - in (5 minutes) 1. Greeting and Interaction 0. The teacher enters the classroom with a big smile and greets the students in a friendly way: "Good morning/afternoon, everyone! How was your weekend?" Encourage students to respond briefly. This not only creates a warm and relaxed classroom atmosphere but also activates students' existing language knowledge related to daily greetings. 0. Walk around the classroom and randomly ask a few students: "What's your name?" "Where are you from?" This simple interaction mimics the real - life situation of getting to know new people, making students feel the practical use of English in communication. 2. Introduction of the Unit Theme 0. Show the students the cover picture of Unit 1 in the textbook and ask: "Look at this picture. What can you see? Who are these people? What are they doing?" Guide students to observe and express their ideas in English. Then introduce the theme of this unit - "You and Me", emphasizing that in this unit, they will learn how to communicate with new friends in English. Step 2: 1a (8 minutes) 1. Vocabulary and Sentence Pattern Review 0. Present the sentences in 1a on the screen. First, ask students to read the sentences silently and think about which ones they are already familiar with. For example, sentences like "Hello", "Hi", "Good morning", "Nice to meet you" are likely to be known to some students from their previous learning. 0. Then, go through each sentence one by one. Explain the meaning and usage of each expression. For instance, when teaching "May I have your name?", explain that it is a more polite way to ask someone's name compared to "What's your name?". Model the pronunciation clearly, paying attention to intonation and stress, and let students repeat after the teacher several times. 2. Group Discussion and Tick - marking 0. Divide the students into small groups of 4 - 5. In the groups, students discuss and tick the expressions they already know. Encourage them to share their understanding of these expressions with group members. The teacher walks around the groups, listening to their discussions and offering help if necessary. After the group discussion, invite some groups to report their tick - marked results to the whole class. This activity not only helps students review and learn new greeting and information - asking expressions but also promotes their cooperation and communication skills in a group setting. Step 3: 1b (10 minutes) 1. Pre - listening Prediction 0. Display the two pictures in 1b on the screen. Ask students to carefully observe the pictures and predict: "Where are these people? What are they talking about? Who are they?" Let students have a brief discussion in pairs. Then, invite several pairs to share their predictions with the class. This pre - listening prediction activity can arouse students' interest in listening and help them better understand the upcoming listening content. 2. Listening and Picture Numbering 0. Tell the students the listening task: Listen to the two conversations and number the pictures in the order they hear them. Play the recording for the first time. Students listen carefully and try to complete the task. After the first listening, play the recording again if necessary to let students confirm their answers. Then, check the answers with the whole class. Ask some students to explain how they determined the order of the pictures, which helps to train their listening comprehension skills and logical thinking. Step 4: 1c (10 minutes) 1. Vocabulary Introduction for 1c 0. Before playing the recording for 1c, present the colored words in 1c on the screen, such as "full name", "last name", "from", "class", "grade", "years old". Explain the meaning of these words one by one. Use simple examples to help students understand. For example, for "full name", show your own name written in full and explain the concept. For "last name", compare it with the Chinese surname concept. Make sure students understand these key words related to personal information as they are crucial for the following listening activity. 1. Listening and Word - circling 0. Play the recording of 1b again. Instruct students to listen carefully and circle the colored words they hear. While playing the recording, the teacher can pause appropriately to give students enough time to circle the words. After the listening, ask students to compare their circled words with their partners. Then, check the answers with the whole class. For any words that students may have difficulty with, play the relevant parts of the recording again and explain. This activity helps students improve their ability to listen for specific information. Step 5: 1d (12 minutes) 1. Dialogue Modeling 0. Invite a student to the front of the classroom. The teacher starts a dialogue with the student, using the expressions learned in 1a and the information - asking sentences. For example: 0. Teacher: "Hello! I'm Mr./Mrs. [teacher's name]. May I have your name?" 0. Student: "Hi! I'm [student's name]. Nice to meet you." 0. Teacher: "Nice to meet you, too. Are you from [a place]? What class are you in?" 0. During the dialogue, the teacher emphasizes the intonation, stress, and natural flow of the language. Let the other students listen carefully and observe. 1. Group Practice 0. Divide the class into groups of 6 - 8. In each group, students take turns to introduce themselves and ask others about their personal information, following the model dialogue. Encourage them to use as many expressions from 1a as possible. The teacher moves around the groups, providing guidance and correction. For example, if a student makes a mistake in using the "be" verb, the teacher can gently point it out and let the student correct it. 1. Class Presentation 0. After the group practice, select 2 - 3 groups to come to the front of the classroom and present their dialogues to the whole class. The rest of the students listen carefully and can give applause or make simple comments after the presentation. This activity gives students a chance to show their learning results and improves their oral expression and public speaking skills. Step 6: Summary and Homework Assignment (5 minutes) 1. Summary 0. Summarize the key points of this class with the students. Review the important greeting expressions, such as "Hello", "Good morning", "Nice to meet you", and the sentence patterns for asking personal information, like "What's your name?", "Where are you from?", "What class are you in?". Emphasize the correct usage of the "be" verb in these sentences. 1. Homework Assignment 0. Oral Homework: Ask students to practice the dialogues they learned in class with their family members or friends at home. They can introduce themselves and ask about others' information, just like they did in class. 0. Written Homework: Require students to write a short passage introducing themselves, including their name, age, where they are from, and what class they are in. This homework can help students consolidate what they have learned in class and improve their writing skills at the same time. 学科网（北京）股份有限公司 $$