Unit 1 You and Me Section A 1a-1b 教学设计2025-2026学年人教版英语七年级上册

Teaching Design 1. Textbook Analysis This unit is selected from My name's Gina, Unit 1 of the 7th Grade Volume 1 People’s Education Press English textbook. Its core topic is self-introduction and initial interpersonal communication. It covers three fundamental sentence patterns: asking for others’ names (What's your name?), personal identity expression (I'm... / My name's...), and hometown introduction (I’m from...). Serving as the first authentic communication lesson for students transitioning from primary school English to junior high school English, this unit sets the foundation for junior high English learning. With authentic campus scenarios such as freshmen meeting each other and class name lists, the textbook integrates basic language knowledge with real-life social needs, helping students know new classmates and build initial interpersonal relationships. It focuses on cultivating students’ basic oral communication ability and polite communication awareness, laying a solid foundation for subsequent interpersonal and situational English learning. 2. Students Analysis Prior knowledge: Seventh-grade students have mastered simple daily greetings including Hello, Hi and Nice to meet you in primary school. However, they have not systematically learned sentence patterns for asking and introducing personal information such as names and hometowns. Besides, they are unfamiliar with the basic usage of the linking verb “be” (am/is/are). Cognitive characteristics: New seventh-grade students are curious about new knowledge and willing to interact with classmates. Nevertheless, their attention span is limited, and they lack interest in rigid grammar lectures. They learn better through situational, game-based and task-driven classroom activities. Emotional needs: After entering a new junior high school campus, students are eager to make new friends and integrate into the new class collective. The topic of self-introduction and making friends fits their real social demands, which can greatly stimulate their initiative in English expression. 3. Key and Difficult Teaching Points Key teaching points: Master core vocabulary and sentence patterns for introducing names and hometowns; complete fluent and standard self-introduction and peer information inquiry in real communicative situations. Difficult teaching points: Correct application of the linking verb “am/is/are” in different personal contexts; understanding cultural differences between Chinese and Western names and achieving appropriate cross-cultural communication. II. Teaching Objectives: Core Competency-oriented All-round Development 1. Language competence: Students are able to understand, read and apply core vocabulary and sentence patterns proficiently. They can introduce their names and hometowns and inquire about others’ basic information with accurate pronunciation and natural intonation in daily campus scenarios. 2. Cultural awareness: Students can recognize the structural differences between Chinese and Western names, master polite English communication norms, respect cross-cultural differences, and develop basic cross-cultural communicative literacy. 3. Thinking quality: Through situational dialogue, role-play and cooperative practice, students can improve their logical expression ability, listening comprehension and flexible language application thinking. 4. Learning ability: Students master efficient learning methods including situational memorization and pattern practice. They actively participate in classroom cooperation and communication, and cultivate autonomous learning and cooperative inquiry abilities. III. Teaching Methods and Teaching Aids Teaching Methods: Situational Teaching Method, Task-based Language Teaching Method, Communicative Language Teaching Method, Game-based Teaching Method Teaching Aids: Multimedia PPT, student name cards, class name list templates, textbook audio recordings, freshmen campus communication short videos IV. Teaching Procedures: Progressive Situational Practice (45 minutes) 1. Warm-up and Lead-in: Activate Prior Knowledge (5 minutes) First, the teacher greets the whole class with standard English such as Good morning, class! and Nice to meet you! to guide students to respond, creating a relaxed and active English learning atmosphere. Then, play a short video of freshmen meeting on campus. The teacher raises guiding questions: What are the students doing in the video? Students summarize that the characters are meeting new classmates and introducing themselves. Finally, the teacher announces the unit theme and writing topic, leading students into the study of interpersonal communication through self-introduction. 2. New Knowledge Exploration: Sentence Pattern Learning and Situational Perception (15 minutes) The teacher demonstrates standard self-introduction with self-made name cards, presenting core sentence patterns: I'm..., My name's... and I’m from.... The teacher writes key sentence patterns on the blackboard, leads students to read repeatedly, and corrects students’ pronunciation and intonation. After that, the teacher conducts random on-site questioning with What's your name? and Where are you from? to guide students to try simple responses. Core vocabulary including name, my, your, from, nice, meet and too is explained and practiced combined with real scenarios. The teacher summarizes the basic rules of the linking verb “be”: I am, you are, he/she is to help students memorize efficiently. In listening practice, students match pictures according to the 1a textbook audio, then listen to the 1b audio to identify and record key personal information, consolidating language knowledge through authentic listening materials. 3. Practice and Consolidation: Hierarchical Interactive Training (15 minutes) Basic Practice: Pair Work (5 minutes) Students work in pairs. They use the core sentence patterns learned to ask and answer each other’s names and hometowns with real personal information. The teacher walks around the classroom to offer guidance, correct grammatical mistakes and non-standard pronunciation, ensuring every student can master basic communicative expressions. Intermediate Practice: Name Card Making and Presentation (5 minutes) Students design personal English name cards containing name, hometown and hobbies independently. After finishing production, students stand on stage to complete a complete self-introduction, building their confidence in oral English expression. Advanced Practice: Build Class Friendship Network (5 minutes) Students walk around the classroom with their name cards, communicate with at least three new classmates, inquire about and record peers’ personal information. Afterwards, students share their gains in class with fixed sentence patterns to realize real interpersonal connection through language practice. 4. Expansion and Promotion: Cultural Infiltration and Dialogue Creation (7 minutes) The teacher displays the differences between Chinese and Western name cultures, explaining the sequence of family name and given name in different cultures, guiding students to master standardized English name expression and cultivate cross-cultural communicative competence. In group cooperative learning, students create complete dialogues for freshmen’s first meeting, including greeting, self-introduction, information inquiry and farewell. Each group gives a stage role-play. The teacher evaluates students’ performance from the dimensions of language accuracy, communication appropriateness and team cooperation. 5. Class Summary and Homework Assignment (3 minutes) Class Summary: The teacher and students jointly review core vocabulary, sentence patterns and linking verb rules. The teacher emphasizes that polite self-introduction is the key to interpersonal communication, sublimating the unit’s humanistic theme. Homework Basic Homework: Recite core vocabulary and sentence patterns; finish an English self-introduction to family members. Extended Homework: Interview one new classmate, record his or her personal information and hobbies, and share the interview results in English in the next class. V. Blackboard Design Unit 1 My name's Gina A Language Practice Journey from Self-introduction to Interpersonal Connection 1. Self-introduction I'm... My name's... I’m from... 2. Ask about others’ information What's your name? Where are you from? 3. Rule of “be” verbs I am, you are, he/she is VI. Teaching Reflection (Predicted) Teaching Advantages: Centering on interpersonal connection, the whole class adopts situational and task-based teaching activities, which conform to seventh-grade students’ cognitive rules and emotional needs. Hierarchical practice caters to students at different learning levels, effectively implementing English core competency teaching objectives. Existing Deficiencies: Students with weak foundation may have difficulties in mastering the flexible usage of “be” verbs. The classroom interactive time is limited, and individual students lack sufficient display opportunities. Relevant targeted exercises and after-class extended practice need to be added in follow-up teaching. 学科网（北京）股份有限公司 $