Unit 8 Knowing the world Lesson 1 Where are you from 教学设计 - 2025-2026学年冀教版（2024）七年级英语上册

本文围绕七年级英语2024 JJ版教材Unit 8 Lesson 1“Where are you from”展开，核心知识点为国家、食物相关词汇及询问出处的句式。承接单元“人与自然”主题，为后续世界相关话题奠基。通过图片引入、听力及小组活动，渗透语言、文化、思维及学习能力等核心素养。 该设计亮点在于多样的活动设计，如图片展示、小组对话等特色教法。从学生层面提升语言运用能力，为教师提供清晰授课路径，课堂上增强互动性，有效突破教学重难点。

Unit 8 Knowing the world-Lesson 1 Where are you from This lesson is the first one in Unit 8 "Knowing the World" of the 2024 JJ Edition English textbook for Grade 7. The unit belongs to the theme category of "Man and Nature", specifically the sub - theme of "Names, Geographical Locations and Natural Landscapes of Major Countries in the World". The main topic of this lesson is about introducing where people are from and the special foods of different countries. It presents a dialogue in which Jack invites his friends to have dinner, and during the dinner, each friend introduces their country and the representative food from their homeland. Through this dialogue, students will learn key vocabulary related to countries, foods, and expressions for asking about and stating one's origin, which lays a solid foundation for further exploration of the world - related topics in this unit. 教学目标 Students will be able to master key vocabulary such as "invite, suppose, country, known, popular, pie, sweet, normal, meal, chip". Learn important phrases like "invite...to..., be supposed to, be known for, can’t wait to...". Grasp the pronunciation of /h/ and /w/. Master the sentence pattern "—Where/Which city are you from? —I’m from...". 教学重难点 The correct usage of key vocabulary and phrases. For example, "invite sb. to do sth.", "be supposed to do sth.", "be known for sth.". Proficiency in using the sentence pattern "Where are you from? I'm from..." to ask and answer questions about one's origin. Understanding the relationship between countries and their representative foods mentioned in the text. invite /ɪn'vaɪt/v. 邀请；请求. For example, "I want to invite him to watch the movie together." suppose /sə'pəʊz/v. 认为；假定；设想. For example, "We are supposed to put up our hands before we speak in class." country /'kʌntri/n. 国家 known /nəʊn/adj. 知名的. The phrase "be known for" means to be famous for. For example, "Hangzhou is known for the West Lake." popular /'pɒpjələ(r)/adj. 流行的；广受欢迎的. For example, "This singer is popular in the world." pie /paɪ/n. 馅饼 sweet /swiːt/adj. 甜的 normal /'nɔːml/adj. 正常的 meal /miːl/n. 一顿饭 chip /tʃɪp/n. 炸薯条 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then show some pictures of famous landmarks around the world, such as the Eiffel Tower in France, the Great Wall in China, the Statue of Liberty in the USA, etc. Ask students: "Do you know where these places are?" Encourage them to answer in English. This activity can arouse students' interest in the topic of different countries and lead to the new lesson smoothly. 2 Pre - listening (10 minutes) First, show some pictures of special foods from different countries, such as dumplings from China, baguette from France, beet soup from Russia, meat pie from Canada, fish and chips from the UK. Let students discuss in pairs: "Can you name the foods in the pictures? Do you know of any famous foods in other countries?" Give them 2 - 3 minutes to talk, and then invite some pairs to share their ideas with the class. Next, introduce some new words and phrases related to the foods and countries, explain their meanings and pronunciations, and let students read after the teacher several times to ensure they can pronounce them correctly. 3 While - listening (15 minutes) Tell students that they are going to listen to a conversation between Jack and his friends. Before listening, present two questions on the blackboard: Question 1: Which friends come from the same country? Question 2: How many friends does Jack invite to have dinner together? Play the recording for the first time. Students listen carefully and try to answer the questions. After listening, ask them to share their answers. Then play the recording again. This time, ask students to listen carefully and match the people with their countries and the foods they bring. After listening, check the answers with the whole class. 4 Post - listening (10 minutes) Divide students into groups of four or five. Each group is given a set of cards with the names of different countries and foods written on them. Students in each group take turns to pick a card and use the sentence pattern "I'm from... and we are known for..." to make a sentence. The other group members listen and correct if there are any mistakes. After that, ask each group to create a short dialogue based on the conversation they just listened to. They can change the names of the people and the foods. Encourage them to use the learned words and phrases as much as possible. Then invite some groups to come to the front of the class and act out their dialogues. 5 Summary and Homework (5 minutes) Summarize the key points of this lesson with the students, including new words, phrases, sentence patterns, and the main content of the dialogue. Assign homework: Ask students to write a short passage introducing themselves and a friend, including where they are from and the famous foods in their places. Encourage students to search for more information about the special foods of other countries and share it with the class next time. 教学反思 After teaching this lesson, I have the following reflections: Positive aspects: The warming - up activity was effective in attracting students' attention and generating their interest in the topic. The pictures of famous landmarks and special foods successfully engaged them in the class from the beginning. The listening activities were well - designed. By setting different tasks for each listening, students' listening skills were gradually improved. They were able to focus on different aspects of the conversation and extract the necessary information. The group activities provided students with sufficient opportunities to practice speaking English. They were actively involved in the group discussions and dialogue creations, which enhanced their confidence in using the language. Areas for improvement: Some students still had difficulty in differentiating the usage of "be from" and "come from", especially in oral expressions. In future classes, more exercises and examples should be given to help them master this point. During the group activities, some students dominated the conversation, while a few were relatively passive. In the future, more attention should be paid to ensuring the participation of every student, and specific guidance can be provided to those less - active students. The time for students to share their homework in class was not well - planned. Next time, a better time - management strategy should be adopted to ensure that students have enough time to present their work and get feedback. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$