Unit 7 Who we are A Getting ready 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦“Who we are”主题，围绕姓名、年龄、职业、爱好等个人基本信息展开，通过图片导入、词汇匹配、句型操练到真实交际活动层层递进，构建清晰的学习支架，帮助学生从感知到输出逐步掌握语言知识与表达能力。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，“Find a Friend”活动中学生用目标句型主动交流，锻炼语言运用能力；小组合作制作信息卡时尊重差异、分享个性，增强文化意识；在介绍他人时需组织逻辑顺序，提升思维条理性。教学环节设计巧妙，如听力填空训练捕捉关键信息，体现学习能力培养。既激发学生表达欲望，又为教师提供可复制的课堂范式，助力高效教学落地。

Unit 7 Who we are-A Getting ready Unit 7 "Who we are" focuses on helping students explore different aspects of themselves and others. The "A Getting ready" part serves as an introduction, laying the foundation for further in - depth learning in this unit. It typically presents some basic vocabulary and simple sentence patterns related to personal information, such as names, ages, occupations, and hobbies. Through various activities like looking at pictures, listening to dialogues, and simple discussions, students are gradually led to think about and express who they are and who the people around them are. This section aims to activate students' prior knowledge and interest in the topic, making them more receptive to the subsequent learning content in the unit. 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary related to personal information, such as "name", "age", "job", "hobby", "country", "nationality", etc. Students can correctly use simple sentence patterns to introduce themselves and others, such as "My name is...", "I am... years old.", "I come from...", "My hobby is...", "He/She is a...", etc. 2. Ability Objectives Develop students' listening skills to catch key information about personal details in simple dialogues. Improve students' speaking ability to introduce themselves and others fluently and accurately in daily conversations. Cultivate students' reading skills to understand short texts about personal information. 3. Emotional Objectives Stimulate students' interest in learning English by discussing the topic of "Who we are", making them more willing to communicate in English. Encourage students to respect individual differences and learn from each other through sharing personal information. 教学重难点 1. Teaching Key Points The acquisition and correct usage of key vocabulary and sentence patterns for introducing personal information. Training students to apply these words and sentences in real - life communication scenarios. 2. Teaching Difficult Points Helping students use the learned sentence patterns flexibly to express more complex personal information, such as multiple hobbies or family members' information. Overcoming students' shyness and fear of making mistakes, and encouraging them to actively participate in speaking activities. 1. Key Vocabulary name /neɪm/n. 名字 age /eɪdʒ/n. 年龄 job /dʒəʊb/n. 工作；职业 hobby /ˈhɒbi/n. 爱好 country /ˈkʌntri/n. 国家 nationality /ˌnæʃəˈnæləti/n. 国籍 student /ˈstjuːdnt/n. 学生 teacher /ˈtiːtʃə(r)/n. 教师 doctor /ˈdɒktə(r)/n. 医生 nurse /nɜːs/n. 护士 driver /ˈdraɪvə(r)/n. 司机 singer /ˈsɪŋə(r)/n. 歌手 2. Key Sentence Patterns My name is... 我的名字是…… I am... years old. 我…… 岁了。 I come from... 我来自…… My hobby is... 我的爱好是…… He/She is a... 他 / 她是一名…… Where are you from? 你来自哪里？ What's your hobby? 你的爱好是什么？ What does he/she do? 他 / 她是做什么工作的？ 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some interesting pictures of famous people on the PPT, such as famous singers, actors, and athletes. Ask students to quickly say the names of these people in English. For example, when showing a picture of Taylor Swift, ask: "Who is she?" Encourage students to answer: "She is Taylor Swift." This activity can quickly arouse students' interest and warm up the class atmosphere. 2. Presentation (15 minutes) Vocabulary Teaching Present the new words one by one on the PPT. For each word, show a corresponding picture and pronunciation. For example, when teaching the word "hobby", show pictures of different hobbies like reading, dancing, and playing basketball, and read the word "hobby /ˈhɒbi/" clearly. Let students repeat the word several times. After teaching all the words, play a word - matching game. Divide the words into two columns on the PPT, one column with English words and the other with Chinese meanings. Ask students to come to the front of the class and use the mouse to match the correct pairs. Sentence Pattern Teaching Write the sentence pattern "My name is..." on the blackboard. Then, introduce yourself: "My name is Mr./Mrs. [your name]. I am a teacher." Repeat this sentence several times, emphasizing the intonation and pronunciation. Let students imitate and introduce themselves one by one. Similarly, teach other sentence patterns like "I am... years old.", "I come from...", etc. Use real - life examples and let students practice in pairs. For example, one student asks: "How old are you?" The other answers: "I am 13 years old." 3. Practice (15 minutes) Listening Practice Play a short dialogue recording on the PPT. The dialogue is about two students introducing themselves. Before playing, ask students to listen carefully and answer two questions: "What is the boy's name?" and "Where is the girl from?" After playing the recording once, let students answer the questions. Play the recording again if necessary. Then, distribute a listening worksheet to each student. The worksheet contains some incomplete sentences about personal information. Play another dialogue recording, and ask students to fill in the blanks with the information they hear. Speaking Practice Organize a "Find a Friend" activity. Let students walk around the classroom and talk to their classmates. They need to use the learned sentence patterns to introduce themselves and ask about others' information. For example: Student A: Hello! My name is Tom. What's your name? Student B: Hi! My name is Lily. Student A: Nice to meet you, Lily. How old are you? Student B: I am 12 years old. What about you? Student A: I am 12 years old too. Where are you from? Student B: I come from Shanghai. After a few minutes, ask some students to come to the front of the class and introduce their new friends to the whole class. 4. Production (7 minutes) Group Work Divide the students into groups of four. Each group is required to create a "Group Information Card". On the card, they need to write down the names, ages, hobbies, and where they are from of each group member. Then, choose one student from each group to come to the front and introduce their group members to the class. For example: "Hello, everyone. I am from Group 1. There are four students in our group. My name is Lucy. I am 13 years old, and my hobby is reading. Next is Tom. He is 12 years old, and he likes playing football. Then, there is Lily. She is 13 years old too, and her hobby is dancing. Finally, we have Jack. He is 12 years old, and he loves drawing. That's all about our group." 5. Summary and Homework (3 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard again and ask students to read them together. Emphasize the important points and common mistakes. Homework Ask students to make a personal information card for themselves, including their photos, names, ages, hobbies, and a short self - introduction. They can decorate the card as they like. Require students to introduce their personal information cards to their parents in English at home. 教学反思 After this class, overall, most students showed a high level of enthusiasm and actively participated in various activities. The warming - up activity effectively aroused students' interest and quickly put them in an English - learning atmosphere. During the presentation of vocabulary and sentence patterns, the use of pictures and real - life examples made it easier for students to understand and remember. However, there are still some areas that need improvement. In the speaking practice part, although most students were involved, a few shy students still did not actively participate. In the future, more attention should be paid to these students, and more ways should be explored to encourage them to speak, such as giving more praise and providing more opportunities for individual practice. In the production part, some groups had a smooth process, but some groups encountered problems in cooperation. For example, there were disputes within the group about who should speak in front of the class. In the future, group cooperation skills need to be further trained to ensure more efficient cooperation among group members. In general, this class achieved most of the teaching objectives, but continuous improvement and adjustment are needed to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $