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

新人教版七年级上册英语Unit 1 You and Me! (Section B 1a-1d)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Extract key information (name, age, country, family, pet, favorite food/hobby) about Peter and Pauline from their forum posts accurately. - Master and use target sentences (e.g., "I am...," "My name is...," "I live in... with...") to retell Peter and Pauline’s details coherently. - Develop reading skills: Use scanning to locate specific information (e.g., filling in a table) and skimming to match texts with visual aids (photo boards), laying a foundation for future reading tasks. 2. Cultural Awareness - Understand the difference between Chinese and English names (e.g., English names often have "given name first, family name last" vs. Chinese "family name first") and recognize this cultural difference in personal identification. - Learn that sharing personal details (hobbies, family, pets) is a common way to build friendships in both Chinese and English-speaking contexts, fostering an open attitude toward cross-cultural communication. 3. Thinking Quality - Cultivate analytical thinking: Break down forum posts into key categories (age, country, etc.) to organize information logically (e.g., filling in a table). - Develop comparative thinking: Compare Peter/Pauline’s details (e.g., "Pauline loves pizza; Peter loves noodles") and connect them to personal experiences (e.g., "I also love noodles like Peter"), deepening understanding of text content. 4. Learning Ability - Actively participate in group discussions, information-extraction tasks, and class presentations; gradually improve cooperative learning skills (e.g., discussing with peers to confirm information). - Reflect on reading strategies (e.g., "I found Pauline’s age by looking for numbers") and apply them independently, building autonomous learning awareness. Ⅱ. Student Analysis Students are already familiar with vocabulary and sentences for asking/answering about names and telephone numbers (e.g., "What’s your name?" "My name is..."). They have basic reading experience and are now ready to develop more targeted skills (like scanning for details). However, they may struggle with distinguishing Chinese and English name structures (a key difficulty) and organizing multiple pieces of information into a clear retelling—so the lesson will focus on step-by-step guidance for these areas. Ⅲ. Teaching & Learning Methods - Teaching Methods: Task-based Teaching Method (designing reading tasks to drive learning), Game Teaching Method (making information extraction engaging). - Learning Methods: Cooperative learning (group discussions), independent reading (scanning/skimming), peer confirmation (checking answers with partners). Ⅳ. Warm-up (5 mins) - Teacher’s Activity: Greet students and ask a real-life question: "Did you make any new friends in junior high school? If yes, tell your deskmate about them—start with ‘This is my new friend...’" - Students’ Activity: Talk to their deskmates, sharing simple details about new friends (e.g., "This is my new friend Lily. She loves reading."). Ⅴ. Knowledge Link Target Sentences - I am... / My name is... - I live in... with... - My favorite sport / food is... - What’s your favorite...? - Where do you live? Ⅵ. Lead-in (3 mins) - Teacher’s Activity: Connect warm-up to the lesson: "When we make new friends, we usually ask about their details. What do we need to know about a new friend?" Write students’ answers on the board (name, hobby, age, country, etc.). - Students’ Activity: Share ideas freely (e.g., "We need to know their favorite food!" "We need to know where they live!"). Ⅶ. Teaching Procedures Step 1: Presentation (18 mins) 1. Match Vocabulary to Photo Boards - Teacher’s Activity: Show two photo boards (A and B, each with pictures of Peter/Pauline’s life: e.g., a pet dog, favorite food). Hand out a word box (e.g., "dog," "pizza," "Beijing," "London") and say: "Put the words from the box under the correct pictures on Photo Board A or B. Then, tell me—what do you learn about these two students from the photos?" - Students’ Activity: Work independently to match words to photos, then share observations (e.g., "Photo Board A has a dog—maybe that student has a pet!"). Design Intention: Using photo boards (visual aids) helps students link vocabulary to concrete images, making new words easier to understand. Asking for observations also activates their curiosity about the two characters, preparing them for the forum posts. 2. Match Forum Posts to Photo Boards - Teacher’s Activity: Introduce the forum posts: "These are posts from the two students (Peter and Pauline). Read them quickly and match each post to Photo Board A or B. After you finish, tell the class—how did you match them so fast? What clues did you use?" - Students’ Activity: Skim the posts to match with photo boards, then share clues (e.g., "Post 1 says ‘I have a pet dog’—Photo Board A has a dog, so it’s a match!"). Design Intention: Skimming is a key reading skill—this task trains students to find "quick clues" (not every word) to connect texts to visuals. Asking for their reasoning helps them reflect on and master skimming strategies. 3. Extract Details to Complete the Table - Teacher’s Activity: Hand out a blank table with columns: "Name," "Age," "Country," "Family," "Pet," "Favorite Food," "Hobby." Say: "Read the forum posts again—this time, slowly. Find the information for each column and fill in the table. If you’re not sure, circle the sentence in the post and ask your deskmate for help." - Students’ Activity: Scan the posts for specific details (e.g., looking for numbers for "Age"), fill in the table, and confirm answers with peers. Design Intention: Scanning for specific information is critical for this lesson. The table gives students a clear structure to organize details, preventing them from feeling overwhelmed. Peer confirmation also encourages cooperative learning. 4. Pair Discussion - Teacher’s Activity: "Talk to your partner about what you found. For example: ‘Pauline is 13 years old. She lives in London with her parents.’" Walk around to help students use target sentences. - Students’ Activity: Discuss Peter/Pauline’s details in pairs, practicing retelling with target sentences. Design Intention: Pair discussions let students practice retelling in a low-pressure setting. Using target sentences reinforces language competence while helping them organize their thoughts clearly. Step 2: Group Work (12 mins) - Teacher’s Activity: "Get into groups of 3. Use your completed tables to discuss Peter and Pauline. Then, each group will send one person to the front to share: ‘Peter is... He lives in... His favorite food is...’ After all groups share, let’s answer a fun question: Who do you want to make friends with, Peter or Pauline? Why?" - Students’ Activity: Collaborate in groups to prepare their retelling, present to the class, and share their choice of friend (e.g., "I want to be friends with Pauline because we both love pizza!"). Design Intention: Group presentations build students’ confidence in speaking publicly. The "who do you want to be friends with" question makes the task personal and engaging—students connect the text to their own preferences, deepening their involvement. Step 3: Summary (2 mins) - Teacher’s Activity: "Let’s recap! Today, we read Peter and Pauline’s forum posts. What did we learn to do? (1) We can find key details about people from texts. (2) We can use sentences like ‘My name is...’ to introduce others. Also, we learned the difference between Chinese and English names—remember, English names usually put the given name first!" - Students’ Activity: Follow along, nodding or repeating key points. Design Intention: A short, clear summary helps students consolidate what they learned, emphasizing both reading skills and language points. Highlighting name differences addresses the lesson’s difficulty directly. Ⅷ. Blackboard Design Unit 1 You and Me! (Section B 1a-1d) Target Sentences I am... / My name is... I live in... with... My favorite sport / food is... -------------------------------------- What We Need to Know About Friends Name, Age, Country, Family, Pet, Favorite Food/Hobby -------------------------------------- Tip: English Names: Given Name → Family Name (e.g., Peter Smith) Ⅸ. Homework Design Compulsory Homework - Level A: Recite the target sentences and use each one to make a sentence about yourself (e.g., "My favorite sport is basketball."). (5 mins) - Level B: Design a name card for yourself—include your name, favorite food, and hobby (draw a small picture if you want!). (5 mins) Optional Homework - Write a short passage (3-4 sentences) about a friend (real or made-up), using target sentences (e.g., "My friend is Tom. He lives in Shanghai with his family. His favorite food is noodles."). (10 mins) Ⅹ. Teaching Reflection This lesson focused on reading to extract information and retell details—building on students’ prior knowledge of names and basic sentences. The photo boards and table were very helpful: most students could easily match vocabulary to photos and fill in details, which boosted their confidence. The group presentations were lively too—many students got excited to share who they wanted to be friends with, and they used target sentences correctly (e.g., "Pauline lives in London with her parents"). However, there were two challenges: First, some students still mixed up Chinese and English names (e.g., calling Peter "Smith Peter" instead of "Peter Smith"). Next time, I’ll use more examples (e.g., "Li Ming → Family name Li, given name Ming; Sarah Jones → Given name Sarah, family name Jones") and do a quick matching game for name structures. Second, a few students struggled to scan for details quickly—they read every word instead of looking for clues (like numbers for age). I’ll add a 1-minute "speed scan" activity next lesson (e.g., "Find Peter’s pet in 10 seconds!") to practice this skill. Overall, the lesson met its goals: students can extract key information and retell Peter/Pauline’s details. With more practice on name differences and scanning speed, they’ll master these skills even better. 学科网（北京）股份有限公司 $