Unit 1 This is me!-Assessment 教学设计 2025-2026学年译林版英语七年级上册

Unit 1 This is me!-Assessment This unit, "This is me!", serves as an introductory chapter for Grade 7 students in the Yilin English textbook (2024 edition). It focuses on helping students introduce themselves and get to know others. The content mainly includes vocabulary related to personal information such as names, ages, hobbies, and appearances. Through dialogues, texts, and various language activities, students are guided to learn how to express their own information and ask about others' in English. For example, they will learn sentence patterns like "My name is...", "I'm... years old", and "I like...". Also, there are materials that introduce different students' characteristics, which can stimulate students' interest in communication and language learning. 教学目标 Students will be able to master key vocabulary related to personal introduction, such as name, age, grade, class, hobby, tall, short, slim, etc. They can accurately use sentence patterns for self - introduction and asking about others' information, like "What's your name?", "How old are you?", "Where are you from?", "What do you like?" and their corresponding answers. Students will understand the usage of the verb "be" (am, is, are) in present simple tense for expressing personal states and information. 教学重难点 Key vocabulary and sentence patterns for personal introduction. Students need to firmly remember and be able to use them correctly in different situations. The correct usage of the verb "be" in present simple tense. Since it is the basic grammar for expressing personal information, students must master its conjugation (I am, you are, he/she/it is, we/you/they are). How to guide students to organize their own thoughts and use English to introduce themselves clearly and vividly. A. Vocabulary Personal information: name, age, grade, class, birthday, hometown Appearance: tall, short, slim, fat, long hair, short hair, big eyes, small nose Hobbies: like, love, enjoy, hobby, reading, drawing, singing, dancing, playing basketball/football/table tennis, etc. B. Sentence Patterns Self - introduction My name is... / I'm... I'm... years old. I'm from... / I come from... I'm in Class... Grade... I like/love/enjoy... Asking about others What's your name? How old are you? Where are you from? / Where do you come from? What class/grade are you in? What do you like? C. Grammar The verb "be" in present simple tense Affirmative form: I am...; You are...; He/She/It is...; We/You/They are... Negative form: I am not...; You aren't...; He/She/It isn't...; We/You/They aren't... Interrogative form: Am I...?; Are you...?; Is he/she/it...?; Are we/you/they...? Usage of "too" and "also" "Too" is usually used at the end of a sentence, e.g., I like English too. "Also" is often used in the middle of a sentence, before the main verb or after the verb "be", e.g., I also like English. / She is also from Beijing. 教学过程 A. Warming - up (5 minutes) Greet the students as usual, "Good morning/afternoon, class! How are you today?" Encourage students to answer actively. Play a short English song about making friends, such as "Make New Friends" by The Learning Station. While playing the song, ask students to listen carefully and follow the rhythm to clap their hands. This can create a relaxed English - learning atmosphere and arouse students' interest in the class. B. Lead - in (5 minutes) Show some pictures of famous people on the PPT, such as movie stars, singers, or athletes. Point to a picture of a famous singer and ask students, "Do you know who he/she is?" Encourage students to answer in English, like "He is Jay Chou." Then ask, "What do you know about him/her?" Guide students to recall and express information they know about the famous person, such as "He is a singer. He is from Taiwan. He likes playing the piano." Through this activity, lead students to think about how to introduce a person, and then smoothly transition to the topic of this unit - self - introduction. C. Presentation (15 minutes) Vocabulary teaching Present new words one by one on the PPT, accompanied by pictures or short animations to help students understand the meaning. For example, when teaching the word "tall", show a picture of a tall basketball player; for "hobby", show pictures of different hobbies like reading, painting, and playing sports. Read the words aloud, ask students to listen carefully, and then imitate the pronunciation. Pay attention to correcting students' pronunciation in time. After that, lead students to read the words several times in different ways, such as reading together, reading in groups, or individual reading. Sentence pattern teaching Write the sentence pattern "My name is..." on the blackboard. First, introduce yourself, "Hello, everyone. My name is Mr./Mrs. [your name]. I'm your English teacher." Then ask a student to stand up and imitate you to introduce himself/herself using this sentence pattern. Use the same method to teach other sentence patterns, such as "I'm... years old", "I'm from...", and "I like...". Make some examples for each sentence pattern, and then ask students to practice making sentences by themselves according to their own situations. Walk around the classroom to help and correct students. D. Practice (10 minutes) Pair - work Ask students to work in pairs. Each pair takes turns to introduce themselves to their partners using the sentence patterns they just learned. Partners should listen carefully and ask some follow - up questions, such as "What's your favorite color?" or "Why do you like reading?" After a few minutes, invite some pairs to come to the front of the class and show their conversations to the whole class. Other students should listen carefully and give comments. Game - "Find a Friend" Prepare some cards with incomplete personal information on them, such as "I'm 12 years old. I like...", "My name is... I'm from...". Distribute these cards to students. Students need to walk around the classroom, find another student whose information can match theirs to form a complete self - introduction. For example, if a student has a card with "I'm 12 years old. I like playing basketball", he/she needs to find a student who has information like "My name is Tom. I'm from Beijing" to form a complete introduction: "My name is Tom. I'm from Beijing. I'm 12 years old. I like playing basketball." The first few pairs who successfully complete the task and come to the front of the class to show their introductions will be rewarded. E. Production (5 minutes) Ask students to write a short passage about themselves. They should include their name, age, grade, class, hometown, and hobbies. Remind students to use the words and sentence patterns they learned in this class. Walk around the classroom to provide guidance and help students who have difficulties in writing. After students finish writing, ask them to exchange their passages with their deskmates and check each other's work. They can correct spelling mistakes, grammar errors, and give some suggestions on how to make the passage better. F. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new vocabulary, sentence patterns, and grammar. Review the usage of the verb "be" in present simple tense and the differences between "too" and "also" briefly. Ask students to recall the most interesting part of this class and what they have learned. Encourage students to share their feelings and gains in learning English in this class. Homework Ask students to make a personal profile card, which includes their photo, name, age, hobbies, and a short self - introduction. They can decorate the card as they like. Require students to practice introducing themselves to their family members in English after class and record their conversations. They can bring the recordings to class next time for sharing. 教学反思 In this class, the warming - up and lead - in parts effectively attracted students' attention and aroused their interest in the topic. However, in the future, more diverse forms of lead - in could be considered to better meet the different interests of students. During the vocabulary and sentence pattern presentation, the use of pictures and examples made it easier for students to understand. But some students still had difficulties in pronunciation and using sentence patterns accurately. In the following classes, more individual pronunciation correction and targeted practice should be arranged. The pair - work and game activities in the practice part actively engaged students in communication. Most students participated actively, but a few shy students were still reluctant to speak. Special attention should be paid to these students in the future, and more opportunities and encouragement should be given to help them overcome their fear of speaking English. In the production part, some students had problems in writing, such as incorrect grammar and limited vocabulary. In the next class, more writing guidance and exercises can be carried out, such as providing more writing templates and model essays for students to imitate and learn. Overall, through this class, students have initially mastered the knowledge of personal introduction. However, continuous review and practice are needed to strengthen students' memory and application ability, so as to better achieve the teaching objectives. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$