全国赛课一等奖人教版初中英语七年级上册（2024新编）《Unit1 You and Me SectionA》单元教学设计

Unit1YouandMeSectionAHowdowegettoknoweachother?第一课时[(1a-1d)&Pronunciation]StudyoftheTextWhat:1aisaboutcommonexpressionsofgettingtoknoweachother.1b-1ccreateacontextandintroducethetopicoftheunitthroughillustrationsandlistening.Learnbasicvocabularyandbasictargetlanguagestructuresforintroducingnames,nationalities,classes,grades,ages,andgreetings.Recognizetwosetsofvowelsounds:/iː/and/ɪ/,/e/and/æ/,andunderstandthemeaningandpronunciationofthefollowingabbreviatedforms:I'm,what's,it's,we're.Why:Learnabouteachotherthroughtwolisteningconversations.Thefirstoneisaconversationbetweenclassmatestolearntheirnames,nationalities,classesandgrades.Thesecondoneisateacher-studentconversationtolearnthestudent'snameandage.Studentswilllearntointroducethemselves,askothers'names,andmastercommunicativefunctionssuchasgreetingfirst-timefriendsandaskingforbasicinformation.How:Fromthetwolisteningconversations,studentscanlearnthecoresentencepatternsof“greetingpeople”and“introducingoneself”.They'reclosetostudents'dailylifeandarecontextualizedtogivestudentsasenseofimmersion.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.findoutinformationaboutPeter,EllaandMeimeifromlistening;2.learnhowtouseandpronounce“what's”,“I'm”,“it's”and“we're”correctlyinconversations;3.greetpeoplesimply;4.pronounce/iː/,/ɪ/,/e/,/æ/correctly.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.Tofindoutinfor-mationaboutPeter,EllaandMeimeifromlistening.Step1Lead-inGreeting.Createasituation:Awelcomepartyfornewstudents—YouandMe.You'regoingtoafreshmanfraternity.Whatdoyouwanttoknowaboutyournewfriends?◎Key:ages;names;classes…WhatdoyouknowaboutgreetingsinEnglish?◎Key:Hello./Hi./Goodmorning./…Step2Workon1a1.Ticktheexpressionsyouknow.2.Listenandrepeat1a.Step3Listening(1b&1c)1.Workon1b.Listentotwoconversationsandnumberthepicturesintheorderyouhearthem.◎Key:2;1ListeningTip:Observethedifferentcharactersinthepicture,andthisinformationisthekeytothelistening.Observestudents'per-formanceinansweringthequestionsandlearnabouttheirvocabularyandsentencereserves.Judgestudents'under-standingofthemainideaofthelisteningconversationsbasedonwhethertheylookatthepicturestodescribeandguessbeforelisten-ing,andwhethertheylookatthedifferentcharactersinthepicturestochooseanswersduringlistening.2.Workon1c.Listenagainandcirclethecolouredwordsyouhear.◎Key:(1)Brown(2)theUK(3)Class1,Grade7(4)Miller(5)12Observewhetherstu-dentscanlistentotheconversationagaintocirclethecolouredwordstheyhear,andjudgehowcomprehensivelyandaccuratelytheyacquireandidentifyinformation.PurposeTostimulatestudents'noveltyandanticipationofthenewsemester,arousestudents'interestinmeetingnewfriends,andactivatestudents'vocabularyandsentencepatternsaboutgreetingandmakingfriends.Thepicturedescriptionandpredictiontaskstimulatesstudents'thinking.Ithelpsstudentstoperceivetheconversationasawholeanddeveloptheirabilitytoaccuratelyacquire,organizeandrecordkeyinformation.2.Tolearnhowtouseandpronounce“what's”,“I'm”,“it's”and“we're”correctlyinconversations.Step4Listenandimitate1.Listenagainandpayattentiontothepronunciationofwhat's,I'm,it'sandwe're.Thenrole-playtheconversations.Conversation1I'm=Iamwe're=weareConversation2What's=WhatisIt's=Itis2.Workon2.Listenandcirclethesentencesyouhear.Thenrepeatthem.3.Let'schant.Isay“what's”,yousay“whatis”.what's,whatis.Isay“I'm”,yousay“Iam”.I'm,Iam.Isay“it's”,yousay“itis”.it's,itis.Isay“we're”,yousay“weare”.we're,weare.Observewhetherstu-dentscanfindoutthediminutivestructuresof“what's”,“I'm”,“it's”and“we're”intheoriginallisteningtext,andcanmasterthecorrectpronunciationanddistinguishthesimilaritiesanddifferences.(续表)PurposeToguidestudentstolearnandinternalizekeysentencepatternsandkeylanguage,withafocusonobservingabbreviatedexpressionstopavethewayforfurtherapplicationofwhattheyhavelearnedinreal-lifesituations.3.Togreetpeoplesimply.Step5DiscussionHowdotheygreeteachother?1.Readthelisteningscriptsandfindthewaytheygreeteachother.(name;nationalities;class;age;greetings…)2.Thinkaboutmoregreetingexpressions.Step6Groupwork1.Workon1d.Gettoknowmoreclassmates.Trytoremembertheirnames.(1)Greetothersandintroduceyourselftoyourclassmates.(2)Saythenamesofyournewfriends.2.Showtime.EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent★★★Great★★Good★Observestudents'groupdiscussionsonhowtogettoknoweachother,andwhethertheycanfindrelevantsentencepatternsandsummarizemoreexpressionsofgreeting.Payattentiontowhetherstudentscangreetothersandintroducethemselvesinthestudents'presentation.Self-assessmentandmutualassessmentintermsoflanguage,pronunciation,performanceandconfidence.PurposeToguidestudentstodoactivitiesbeyondthediscourseandinconnectionwithreallife,anddothingswiththelanguagetheyhavelearned.Integratetheuseofrelevantlanguageexpressionsaccordingtothecreatedsituation,applywhattheyhavelearned,cultivatethestudents'abilitytousethelanguageandculturalknowledgetheyhavegottosolvepracticalproblemsinrealsituations,andpromotetransferandinnovation.4.Topronounce/iː/,/ɪ/,/e/,/æ/correctly.Step7Pronunciation1.Workon1.Listenandrepeat.2.Letstudentsgettoknowthepronunciationtips.3.Summarizethelettersandlettercombinationsthatsoundlikethevowels/iː/,/ɪ/,/e/,and/æ/.4.Exercise:FindaFriend—Findcommonsoundsforlettersorlettercombinations.5.Gametime:2024级新生联谊会——广结“音”缘Step8SummaryCongratulations.You'vemadealotofnewfriends!Let'screateabrightfuturetogether!Observewhetherstu-dentscancorrectlygraspthekeypointsofpronun-ciationandreadthevowels/iː/,/ɪ/,/e/,and/æ/aloud,aswellasthewords.Observewhetherstudentscannameanddistinguishthelettersorlettercombinationsthatpronouncethevowels/iː/,/ɪ/,/e/,and/æ/,givingguidanceandfeedbackasneeded.PurposeToleadstudentstopayattentiontothelearningofphoneticknowledge,throughrepeatedreading,observationandsummarization,tophonemelearning—fromlettersandlettercombinationstopronunciation—frompronunciationtospelling,threeroundsofspellingrulestraining.Ithelpsstudentstobuildagoodfoundationofpronunciation.HomeworkRequired:1.Copy“makefriends,gettoknow,full,fullname,grade,lastname”ofUnit1onpage106.2.Reviewthefourvowels/iː/,/ɪ/,/e/,and/æ/andwritemorewordswiththeseshortvowels.Optional:1.Introduceyourselftotherestoftheclassandlearnaboutothers(includingnames,ages,nationalities,etc.)inEnglishafterclass.2.Afterthelesson,findafamilymemberorafriendtopartneryouandsimulatedifferentoccasions(e.g.inschool,inastore,inapark)tomeetnewpeopleandhaveaconversation.TeachingReflection

Unit1YouandMeSectionAHowdowegettoknoweachother?第二课时(2a-2e)StudyoftheTextWhat:2acreatesacontextthroughanillustrationandalisteningexercise,lettingstudentslearnhowtointroducetheirteachersandclassmates,andconsolidatetargetlanguagestructures.2band2carereadingexercisesbasedon2athatrequirestudentstolookforthedetails.2drequiresstudentstomastertheabbreviations“who's”,“I'm”,“he's”,and“it's”.2eisaspeakingexerciseaboutpersonalinformation,whichrequiresstudentstoretellthekeyinformationofthelisteningtext.Why:StudentscanlearnaboutChenJie,Peter,andMrSmithbylisteningtoandreading2a.Theycanalsolearnhowtointroduceone'snationality,classandteacher,askaboutbasicinformation,andmasterkeyexpressionsofgreetingpeople.Studentscanalsopractisetheirabilitytofinddetailsthroughlisteningexercises.How:TheconversationamongChenJie,Peter,andMrSmithisbasedonrealsituationsandclosetoeverydaylife,withexpressionssuchas“Oh,sorry!Mymistake.”andabbreviatedwaysofansweringquestions.Theconversationshowsthetargetlanguageoflearningmoreabouteachother.Thecoresentencepatternsare“Thisis…”,“Whatclassareyouin?”,“Who'syourclassteacher?”andsoon.Keyphoneticknowledgeistheabbreviatedformsoftheverbbecontainingwrittenformandtheirpronunciation.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.findinformationaboutMrSmithandPeterfromlistening;2.tellthefirstnameandthelastnameindifferentcountries;3.learnhowtouse“who's”,“I'm”,“he's”,and“it's”correctlyinconversations;4.greetpeopleandintroduceourselvessimply.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.Tofindinforma-tionaboutMrSmithandPeterfromlistening.Step1Lead-in1.Greeting.2.Createasituation:Awelcomepartyfornewstudents—YouandMe.WelcomeallthestudentsinGrade7.TheNewStudents'Partyisready!Nowwecanseesomepeopletalkinginthefrontoftheclassroom.Whoarethey?◎Key:Theyareateacherandtwostudents.Step2ListeningWorkon2a.Listentotheconversationandcirclethecolouredwordsyouhear.◎Key:good;friend;What;Oh,sorry!Observewhetherstu-dentscanlistentotheconversationtocirclethecolouredwordstheyhear,andjudgethecomprehensivenessandtheaccuracyoftheiracquisitionandidentificationofinformation.PurposeToactivatestudents'existingknowledgeandhelpstudentsperceivethecontentoftheconversationasawholeanddeveloptheirabilitytolocatethedetails.2.Totellthefirstnameandthelastnameindifferentcountries.Step3Reading1.Workon2b.Readtheconversationandanswerthequestions.◎Key:(1)B(2)A2.Discussandlearn.WhydidPetermakeamistake?Doyouknowthedifferencesbetweenthefirstnameandthelastnameindifferentcountries?InWesterncountries,thefirstnameisthegivenname,andthelastnameisthefamilyname.InChina,weputthefirstnameintheend,andputthefamilynamefirst.3.Practise.Underlinethefirstname,andcirclethelastnameonPPT.4.Workon2c.ReadtheconversationandcompletethetablewiththeinformationaboutMrSmithandPeter.◎Key:MrSmith:theUS;anEnglishteacher;Peter:Class1;MsGaoObservewhetherstu-dentscanlocatethekeyinformationthroughfastreadingandmakecorrectchoices.Graspstudents'understandingofthetextualconver-sation.Payattentiontostu-dents'graspoftheorderofsurnamesandfirstnamesathomeandabroad,andwhethertheycancorrectlydistinguishaperson'ssurnameandfirstname.PurposeThroughdifferentreadingexercises,studentscanimprovetheirabilitytofindinformationandconsolidatetheexpressionsofintroducingeachother.3.Tolearnhowtouse“who's”,“I'm”,“he's”,and“it's”correctlyinconversations.Step4Listenandimitate1.Listenagainandpayattentiontothepronunciationofwho's,I'm,he's,andit's.2.Role-playtheconversation.Observewhetherstu-dentscanfindabbre-viatedstructureswho's,I'm,he's,andit'sbyreadingtexts,andbeproficientintheircorrectpronunciationanddistinguishtheirsimilaritiesanddifferences.PurposeToguidestudentstolearnandinternalizekeysentencepatternsandkeylanguage,andfocusonabbreviatingexpressions,soastopavethewayforfurtherapplicationofwhattheyhavelearnedinreal-lifesituations.4.Togreetpeopleandintroduceour-selvessimply.Step5Groupwork1.Greetothersandintroduceyourselftoyourclassmates.2.Workon2e.Howmuchdoyouknowaboutthesestudents?Askandanswerquestionsaboutthem.What'shis/hername?Where'she/shefrom?Howoldishe/she?Whatclassishe/shein?Who'shis/herclassteacher?Payattentiontostu-dents'performance,andobservewhethertheycangreetothersandintroducethem-selvesfromtheaspectsofnames,nationalities,classes,ages,theirteachersandsoon.PurposeToguidestudentstoengageinactivitiesthatgobeyonddiscourseandconnectwithreallife.Tohelpstudentscomprehensivelyusethetargetlanguagetoexpressthemselves,introducethemselvesandothers.HomeworkRequired:1.Copy“classmate,classteacher,firstname,mistake,country”ofUnit1onpages106~107.2.Translateandmemorizetheconversationin2a.Optional:1.IntroduceyourselfandyourbestfriendtotherestoftheclassinEnglishafterclass.2.Afterclass,findafamilymemberorafriendtobeyourpartnerandsimulatedifferentoccasionstomeetnewfriendsandhaveaconversation.TeachingReflection

Unit1YouandMeSectionAHowdowegettoknoweachother?第三课时(GrammarFocus)StudyoftheTextWhat:Thegrammartableof3apresentsgeneralandspecialinterrogativesentencesrelatedtothetopicofmakingfriends,focusingonthecorrespondencebetweenbeandthepersonalpronouns,andthedifferencebetweenthepossessivepronounsandthepersonalpronouns.Commonabbreviatedexpressionssuchaswho's,I'm,he's,andit'sarealsopresented.Subsequentactivitiesfrom3bto3dconsolidatetheabovegrammaticalcontent.Why:Toguidestudentstoobservegrammaticalphenomenaandsummarizethechangesofbeaccordingtothepersoninthesentence,andtounderstandtheformsofgeneralandspecialinterrogativesentenceswithbe.Tocultivatethehabitofsummarizingknowledgeandtheabilitytolearnindependently.How:Consolidatethesentencepatternsofaskingotherpeople'snames,wheretheyarefromandwhatclassestheyareinbycombingandpractisingthegrammaticalknowledge.Throughstudents'observation,theywilldiscoverandsummarizetherulesofabbreviationsindependently.TeachingObjectivesBytheendofthislesson,studentswillbeableto:1.sortoutandsummarizesentencepatternsrelatedtothetopicofmakingfriends,askforinformationabouteachotherthroughgeneralandwh-questionsandsummarizetheircharacteristics;2.observetheusageofbe,summarizethecorrespondencebetweenbeandthepersonalpronouns,andusethemflexibly;3.understandthatthepersonalpronounsaredifferentfromthepossessivepronounsandusethemtointroduceoneofyournewfriendstoapartner.TeachingProcessTeachingObjectivesTeachingActivitiesEffectivenessEvaluation1.Tosortoutandsummarizesentencepatternsrelatedtothetopicofmakingfriends,askforinformationabouteachotherthroughgeneralandwh-questionsandsummarizetheircharacteristics.Step1Lead-in1.Greeting.Createacontext:Classof2024FreshmanFellowshipThemeClassMeeting—MeettheHeart,FullofJoy.T:Hello,everyone.I'mMrSmith.Today,youcangreetothersandintroduceyourself.Comeon,boysandgirls!2.Readtwoconversations,andpayattentiontothegeneralandwh-questionstheyuse.Observewhetherstu-dentscanparticipateininteractionandcommu-nication,taketheinitiativeinsharingtheirexistingknowledgeandexperienceonthetopic,andadjustthewayofsharingaccordingtotheneeds.3.Explaintheusageof“it”.Who'syourclassteacher?It'sMsGao.(Tip:Ifwedon'tknowthegender,wecanuse“it”.)Step2Workon3a1.Readthesentencesandmakestudentsunderstandthecharacteristicsofthegeneralandwh-questions.2.Readthesentencesandcircletheverbswitharedpen.Thenwriteam,is,orarenexttothepersonalpronouns.◎Key:am;are;is;are3.Letstudentsobservetheusageofbe,andsummarizethecorrespondencebetweenbeandthepersonalpronouns.(I用am,you用are,单用is,复用are)Teachersprovidetimelyhelpforstudentsaccord-ingtotheirunder-standingofthecharacteristicsofthegeneralandwh-questions.Havestudentslookcloselyatthepositionofbeanddiscoverandsummarizetheirpatternsindependently.Judgestudents'understandingofthecorrespondingchangesinbewiththepersoninthesentencebasedontheirwork.PurposeToactivatestudents'sentencethinkingandcultivatestudents'learninghabitofsummarizingknowledgeintimeandtheirabilitytolearnindependently.2.Toobservetheusageofbe,summarizethecorrespondencebetweenbeandthepersonalpronouns,andusethemflexibly.Step3Workon3bCirclethecorrectwordstocompletethesentences.Checktheanswers.◎Key:(1)are;are(2)am;is(3)is(4)is(5)areStep4Workon3cCompletethepassagewitham,isorare.Checktheanswers.◎Key:am;am;am;is;is;is;is;areObservewhetherstudentscancorrectlycompletetheexercisesfortheuseofbetodeterminehowthor-oughlyand