Unit1 You and me! Section A (1a～2e)教学设计 2025-2026 学年人教（2024）版七年级英语上册

新人教版七年级上册英语Unit1 You and me! Section A (1a-2e)教学设计 1. Core Literacy Objectives - Language Competence: Students can accurately use pronouns and contractions (e.g., I'm, What's, he's) to introduce themselves and others; master the pronunciation of short vowels /i:/, /ɪ/, /e/, /æ/ and read related words/sentences correctly; use the simple present tense to talk about personal information (e.g., name, class, teacher) in simple conversations. - Cultural Awareness: Develop awareness of English communication norms, such as using English names when greeting peers and being polite when asking for personal information; understand the common use of contractions in daily English to avoid rigid language use. - Thinking Quality: Cultivate logical thinking by summarizing pronunciation rules from example words; improve analytical skills by extracting key information from pictures, conversations, and listening materials to answer questions or complete tables. - Learning Ability: Enhance autonomous learning through listening-repeat practice and independent reading; develop cooperative skills by working in pairs (role-play) or communicating with classmates (collecting information for 2e); build confidence in using English in real interactions. 2. Students' Prior Knowledge Students have already mastered basic English sentences for greeting others (e.g., "Hello! How are you?"), asking about names (e.g., "What's your name?"), and self-introduction (e.g., "I'm Tom. I'm in Class 1."). This prior knowledge provides a solid foundation for learning to introduce others and discuss personal information in this lesson. 3. Key Points & Difficulties - Key Points: Master the use of pronouns (he, she, his, her) to introduce others; recognize and use common contractions (I'm = I am, What's = What is, It's = It is, We're = We are); grasp the pronunciation of /i:/, /ɪ/, /e/, /æ/. - Difficulties: Correctly applying the simple present tense to talk about personal information in real communication (e.g., avoiding mistakes like "He am in Class 2"); using contractions naturally in speaking instead of formal full forms. 4. Teaching & Learning Methods - Task-based Teaching Method - Game-teaching Method 5. Warm-up - Teacher: Greets students in a friendly tone (e.g., "Good morning, everyone! How’s your day going?") to create a relaxed English atmosphere. - Students: Greet classmates sitting around them using their English names (e.g., "Hi, Lily! Good morning!" "Hello, Jack!"). 6. Knowledge Link Review previously learned sentences to connect with new content: - "What's your last name?" - "Who's your class teacher?" - "We're in the same class." - "Sorry, my mistake." - "This is my new friend/classmate." 7. Lead-in The teacher guides students to look at the pictures in the textbook (1a/2a), asks simple review questions (e.g., "Do you remember how to say 'this is my friend' in English?"), and encourages students to read the familiar sentences aloud. This helps smoothly transition from prior knowledge to the new lesson. 8. Teaching Process Step Teacher's Guidance Students' Learning Design Intention Step 1: Presentation 1. Plays the audio of phonemes /i:/, /ɪ/, /e/, /æ/ and example words (eat, is, net, bad; feet, fit, men, man; sheep, list, head, hat), then asks students to listen and repeat. 2. Guides students to discuss in pairs: "What differences do you find in the pronunciation of these words?" and helps them summarize the pronunciation rules of the four short vowels. 3. Asks students to listen to the sentence audio, circle the sentences they hear, and repeat them. 1. Listens carefully to the audio, imitates the teacher’s pronunciation, and practices repeating words/phonemes. 2. Discusses with deskmates to find patterns in pronunciation and shares their ideas with the class. 3. Listens for target sentences, circles them accurately, and reads them aloud with correct pronunciation. This step targets students’ language competence by focusing on phonetic foundation. Listening-repeat practice helps form accurate pronunciation habits, while summarizing rules cultivates thinking quality—students learn to "find patterns" instead of memorizing blindly. The sentence-listening task connects phonetics to practical language use, laying groundwork for subsequent speaking activities. Step 2: Listening (Work on ②) 1. Explains that contractions are common in daily English, then points to the bold letters in contractions (I'm = I am, What's = What is, It's = It is, We're = We are) and reads them aloud. 2. Plays the listening audio twice: first asks students to focus on the contractions, then asks them to repeat the contractions and sentences after the audio. 1. Takes notes on contractions and follows the teacher to read them, paying attention to the "weak form" of auxiliary verbs (e.g., "am" in "I'm" is pronounced /əm/). 2. Listens to the audio, marks the contractions they hear, and practices reading with natural intonation. Contractions are key to understanding and using colloquial English. This step improves students’ listening ability (language competence) by training them to identify specific linguistic features (contractions) in audio. Repeating contractions helps students avoid rigid "textbook English" and prepares them for real conversations later. Step 3: Work on 2a 1. Asks students to look at the picture in 2a and guess: "Who do you think the people in the photo are? Where are they?" 2. Hands out the conversation text of 2a, asks students to read it independently and answer: ① Who is Mr. Smith? ② What is Peter’s class teacher’s first name? 3. Provides a blank table (with columns: "Name", "Identity", "Class Teacher") and asks students to fill it in with information about Mr. Smith and Peter. 1. Observes the picture carefully, shares guesses with the class (e.g., "They might be students and a teacher."). 2. Reads the conversation, underlines key information (e.g., "Mr. Smith is Peter’s class teacher"), and answers the questions orally. 3. Reads the text again, extracts details, and fills in the table accurately. Guessing based on pictures stimulates students’ interest and develops associative thinking (thinking quality). Reading for information (answering questions, filling tables) improves reading comprehension (language competence) and trains students to organize details. This step also connects text learning to "talking about personal information"—a core goal of the lesson. Step 4: Finish 2d 1. Plays the audio of 2d and reminds students: "Listen carefully to how 'Who's, I'm, he's, it's' are pronounced—notice the stress and connection." 2. Organizes pair work: asks students to role-play the conversation (one as A, one as B), and walks around to help students with pronunciation/intonation (e.g., correcting "He’s" to /hi:z/ instead of /hi s/). 3. Invites 2-3 pairs to perform the role-play in front of the class. 1. Listens to the audio, marks the pronunciation of contractions, and repeats silently. 2. Practices role-play with partners, imitating the audio’s intonation (e.g., friendly tone when introducing others). 3. Volunteers to perform, using natural gestures and expressions. Role-play turns "text knowledge" into "communicative skills" (language competence). Pair work promotes cooperative learning (learning ability)—students help each other correct mistakes. Performing in front of the class builds students’ confidence in speaking English and allows the teacher to check learning outcomes in time. Step 5: Activity 2e 1. Explains the task: "Complete the table with information about your classmates (e.g., name, class, age, class teacher). If you don’t know something, ask them in English—like 'What class are you in?' or 'Who’s your class teacher?'" 2. Gives 5 minutes for students to communicate and fill in the table, then invites 3-4 students to share: "Tell us about one classmate—e.g., 'This is Amy. She’s in Class 3. Her class teacher is Ms. Lee.'" 1. Moves around the classroom, asks classmates for information in English, and fills in the table. 2. Shares their findings with the class, using sentences learned in the lesson. 3. Listens to peers’ sharing and corrects small mistakes (with the teacher’s guidance). This activity connects classroom learning to real life—students use English to collect information, which improves practical communication skills (language competence). Communicating with classmates enhances cooperative learning (learning ability) and helps students build relationships with peers. Sharing also provides more speaking practice and reinforces the use of target sentences. 9. Blackboard Design Unit1 You and me! Section A (Pronunciation - 2e) Contractions: - Who's = who is - I'm = I am - he's = he is - it's = it is Useful Questions for Personal Information: - What's his / her name? - Where's he / she from? - How old is he / she? - What class is he / she in? - Who's his / her class teacher? 10. Homework Design Compulsory Homework: - Level A: Choose an English name for your parents and write it down (e.g., "My dad’s English name is David."). (5 mins) - Level B: Make a family or class card—include photos (or drawings) and basic information (name, English name, class/family role) of family members or classmates. (10 mins) Optional Homework: - Try to introduce one family member to your parents in English (e.g., "This is my sister. Her name is Lucy. She’s 10 years old."). (10 mins) 11. Teaching Reflection This lesson focuses on listening and speaking, and the design follows the Task-based Language Teaching Method. I tried to link activities to students’ interests—for example, the warm-up (greeting with English names) and 2d role-play made students more engaged, and most of them actively participated in listening, repeating, and pair work. From their performance, students basically mastered contractions and could use simple sentences to introduce others, which met the core literacy objectives. However, there are areas to improve. First, in Activity 2e, some shy students avoided communicating with classmates—they filled in the table with existing knowledge instead of asking in English. Next time, I’ll assign "communication partners" to these students and give them sentence cards (e.g., "Excuse me, what’s your English name?") to reduce their anxiety. Second, when summarizing pronunciation rules in Step 1, a few students struggled to find patterns. I’ll prepare more visual aids (like phonetic mouth-shape pictures) next lesson to make rules easier to understand. Third, the listening time for Step 2 was too short—some students needed a third listen to catch all contractions. In future plans, I’ll keep extra time for audio replay based on students’ feedback. Overall, the lesson laid a good foundation for students’ listening and speaking skills, but I need to pay more attention to individual differences and the effectiveness of cooperative learning. This way, all students can make progress in using English confidently. 学科网（北京）股份有限公司 $