Unit 1 You and Me! (Section B 2a～2b)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新人教版七年级上册Unit 1 "You and Me!" Section B 2a-2b，核心任务为引导学生完成自我介绍与介绍他人的写作，通过激活已有的听说基础（如角色扮演、照片交流），衔接至范文结构分析，搭建"句子积累—细节拓展—段落整合"的写作支架，复习并灵活运用单元词汇与目标句型。 其亮点在于深度融合思维品质与学习能力培养：通过分组分析范文结构（如"姓名→年龄→居住地→爱好"）培养结构化思维，提取细节与好句为写作提供素材；借助小组合作、同伴互评及写作checklist（关键信息、句子正确、细节清晰），提升学生自主与合作学习能力，助力写出连贯具体的介绍，也为教师提供清晰教学路径，高效落实写作目标。

新人教版七年级上册英语Unit 1 You and Me! (Section B 2a-2b)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Review and flexibly use unit vocabulary (e.g., names, numbers, daily items), target sentences (e.g., "My name is...," "I am...years old," "My favorite food is..."), and numbers (for telephone numbers/ages) in speaking and writing. - Compose coherent passages to introduce themselves and others, including key details like names, telephone numbers, ages, hobbies, and favorite things. - Improve language integration skills: Connect learned listening, reading, and speaking content to writing tasks (e.g., use sentences from role-plays in self-introductions). 2. Cultural Awareness - Understand that self-introduction and introducing others are basic skills in cross-cultural communication; learn to use polite language (e.g., "Hello! This is my friend.") when talking about people, showing respect for others in interactions. - Recognize that sharing personal details (like favorite food/sport) helps build friendly relationships, a common value in both Chinese and English-speaking cultures. 3. Thinking Quality - Develop structured thinking: Analyze the framework of model passages (e.g., "name → age → living place → hobbies") to organize personal/w others’ information logically in writing. - Cultivate associative thinking: Link learned sentences to real-life details (e.g., connect "My favorite sport is..." to "My favorite sport is basketball—I play it every weekend") to make writing more vivid. 4. Learning Ability - Actively participate in group discussions, passage analysis, and peer revision activities; gradually improve autonomous learning skills (e.g., self-checking compositions against criteria) and cooperative learning skills (e.g., helping peers revise sentences). - Reflect on gaps in writing (e.g., missing details, incorrect sentence structures) and ask for help from teachers/peers, forming good learning habits. Ⅱ. Student Analysis Students have completed a lot of listening, reading, and speaking practice in previous periods—they’re familiar with asking and answering about names (e.g., "What’s his/her name?" "His name is...") and can use basic personal information sentences. This solid foundation helps them transition smoothly to writing tasks (self-introduction/introducing others) in this review lesson. However, some students may struggle to organize multiple details into a coherent passage, so we’ll focus on framework building and step-by-step guidance. Ⅲ. Teaching & Learning Methods - Teaching Methods: Task-based Teaching Method (designing writing tasks to drive review), Situation Teaching Method (using role-play with photos to create real communication scenarios). - Learning Methods: Group cooperation, self-directed learning (self-checking compositions), peer revision. Ⅳ. Warm-up (5 mins) - Teacher’s Activity: Greet students warmly ("Good morning, everyone! How was your break?") and guide a quick role-play: "Let’s practice what we learned before—who wants to act with me? I’ll say, ‘Hello! This is my friend.’ You say, ‘What’s his/her name?’" - Students’ Activity: Volunteer to role-play with the teacher; then practice in pairs: "A: Hello! This is my friend. B: What’s his/her name? A: His/Her name is..." Ⅴ. Knowledge Link Target Sentences - My name is... - I am...years old. - I live in... - I love... - My favorite food is... - My favorite sport is... - What’s his/her name? - His/Her name is... Ⅵ. Lead-in (5 mins) 1. Greet students again to keep the relaxed vibe: "Now that we’ve practiced greeting and asking names, let’s think—when we make a new friend, what else do we usually talk about?" (Guide students to mention age, hobbies, etc.) 2. Role-play with photos: "Take out the photo you brought (of yourself or a friend). Show it to your deskmate and practice: ‘A: Hello! This is my friend. B: What’s his/her name? A: His/Her name is... B: How old is he/she? A: He/She is...years old.’" Ⅶ. Teaching Procedures Step 1: Activate Prior Knowledge (7 mins) - Teacher’s Activity: Ask students to think and share in pairs: "What did we learn about ‘making new friends’ in previous classes? List 2-3 things we usually talk about (e.g., names, ages)." Then invite 2-3 pairs to share with the class. - Students’ Activity: Discuss in pairs, list key points, and share with the class (e.g., "We talk about names, favorite food, and where we live"). Design Intention: This step activates students’ prior knowledge of the unit’s core content, helping them connect past learning to today’s writing task. Pair discussions let shy students speak up, and sharing ensures the whole class reviews key topics together. Step 2: Analyze the Model Passage & Build Writing Skills (20 mins) 1. Analyze the Model Passage’s Structure - Teacher’s Activity: Hand out the model passage (2a/2b) and say: "Let’s read the model passage together. Then work in groups of 4 to find its structure—what order does it use to talk about a person? (e.g., name first, then age...)" Walk around to help groups that get stuck. - Students’ Activity: Read the passage aloud, discuss in groups, and summarize the structure (e.g., "Name → Age → Living place → Favorite food/sport → Hobbies"). Design Intention: Analyzing the model’s structure helps students build a clear framework for their own writing—they won’t feel lost when starting to write. Group work encourages collaborative thinking. 2. Extract Key Points for Email Replies - Teacher’s Activity: "The model passage is a reply to Pauline/Peter. Let’s list the key points we need to include in such a reply—what must we write to introduce ourselves?" (Guide students to list: name, age, living place, favorite things.) - Students’ Activity: Share ideas and take notes on key points. Design Intention: Listing key points helps students avoid missing important details in their writing. It simplifies the writing task by breaking it down into small, manageable parts. 3. Extract Details & Collect Good Sentences - Teacher’s Activity: "Read the model passage again. Underline the detailed information (e.g., ‘I live in Beijing’ instead of just ‘I live in a city’) and 2-3 beautiful sentences (e.g., ‘I love playing football with my friends after school’). Write the good sentences in your notebook—you can use them in your own writing!" - Students’ Activity: Read, underline details, copy good sentences, and share one favorite sentence with their group. Design Intention: Extracting details teaches students to make writing specific (not vague), and collecting good sentences provides them with "writing tools"—this reduces anxiety for students who struggle to think of sentences. 4. Write Personal Sentences & Compose Passages - Teacher’s Activity: "Use the target sentences on the board to write 3-4 sentences about yourself (e.g., ‘My name is Li Hua. I am 12 years old.’). Then work in your group to put these sentences together into a short passage. After writing, use the checklist (on the PPT: 1. All key points included? 2. Sentences correct? 3. Details clear?) to self-check, then peer-check with your group." - Students’ Activity: Write personal sentences, collaborate to make passages, self-check, and help peers revise (e.g., correct "I am 12 year old" to "I am 12 years old"). Design Intention: Starting with simple sentences builds confidence—students don’t have to write a whole passage at once. Group collaboration makes writing less stressful, and self/peer checking helps students develop autonomous learning and problem-solving skills. Step 3: Summary (3 mins) - Teacher’s Activity: "Let’s review what we did today: We analyzed the model passage’s structure, collected good sentences, and wrote passages to introduce ourselves. What’s the key to a good self-introduction?" (Guide students to answer: "Clear structure, correct sentences, specific details.") - Students’ Activity: Answer the teacher’s question and repeat the key points. Design Intention: A quick summary helps students organize what they learned, reinforcing the core writing skills (structure, details) of the lesson. Ⅷ. Blackboard Design Unit 1 You and Me! (Section B 2a-2b) Introduce Oneself I'm... / My name is... I am... years old. I live in... I love... My favorite food/sport is... -------------------------------------- Introduce Others She/He is... Her/His name is... She/He is... years old. -------------------------------------- Writing Checklist: 1. Key points included? 2. Sentences correct? 3. Details clear? Ⅸ. Homework Design Compulsory Homework - Level A: Summarize all target sentences of this unit in your notebook (e.g., copy and label "self-introduction sentences" or "introduce others sentences"). (15 mins) - Level B: Make a short dialogue (4-5 lines) with your deskmate using unit sentences (e.g., "A: What’s your favorite sport? B: My favorite sport is swimming. A: Do you love playing it every day? B: Yes, I do."). (10 mins) Optional Homework - Write a short passage (3-4 sentences) about your family member (e.g., "My brother’s name is Tom. He is 10 years old. His favorite food is ice cream."). (10 mins) Ⅹ. Teaching Reflection This review lesson focused on connecting previous listening/speaking/reading practice to writing, and the step-by-step design (from analyzing the model to writing sentences to composing passages) worked well—most students could follow along without feeling overwhelmed. The group activities were especially effective: students actively discussed the model’s structure and helped each other revise sentences (e.g., reminding peers to add "s" to "year" in "12 years old"). However, there were two areas to improve: First, some students wrote too simply (e.g., only "I love football" instead of "I love playing football with my friends"). Next time, I’ll show more examples of detailed sentences (with photos, like a picture of kids playing football) to help them think of specific details. Second, a few students struggled with peer revision—they didn’t know how to give feedback. I’ll add a simple "peer feedback card" next time (e.g., "One thing I like: ______ One thing to fix: ______") to guide them. Overall, the lesson achieved its goal—students can now write basic self-introductions using unit language. With more practice on details and feedback skills, their writing will become more vivid and coherent. 学科网（北京）股份有限公司 $