人教版(2024)七年級上冊英語Unit1YouandMe教案(單元

整體教學(xué)設(shè)計)

?單元教學(xué)目標(biāo)

l.Beabletointroduceyourselfandothers.

[Language2.Talkaboutpersonalinformationwiththesimple

Abilities]presenttense(be).

3.Knowhowtomakeyourownpersonalprofile.

1.Perceiveandunderstandthesimilaritiesand

differencesintheexpressionsbetweenEnglishand

[CultureChineseininterpersonalcommunication,suchas

Awareness]namesandgreetings.

2.Beawareofcommonandpolitetopicsforfirst-

timecommunication.

l.Makepredictionsaccordingtothepicturesand

[Qualityofpriorknowledge.

Thinking]2.1nfersomeimplicitinformationbasedonthe

givenmaterials.

1.Learntoexplorelearningingroupsandcomplete

[Learningtheproject.

Abilities]2.Beabletosummarisethedifficultpointsof

learningafterclass.

[ClassHourFourperiods

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Division]

Period1SectionA(la—Id)—Pronunciation(l—2)

Period2SectionA(2a—2e)

Period3GrammarFocus(3a—3d)

Period4SectionB(la—2b)

單元教學(xué)分析

本單元教材以“怎樣交新朋友”為中心話題,圍繞著“怎樣認(rèn)識

彼此？”和“需要了解一個新朋友的哪些方面？”進(jìn)行學(xué)習(xí)和運用相

關(guān)知識C

SectionA主要學(xué)習(xí)關(guān)于了解彼此的常用表達(dá)。應(yīng)掌握句型：Hello!

I'm…MayIhaveyourname?/Hi!I'm...Nicetomeetyou./—Good

morning!I'm...Areyou...?一Goodmorning!Yes,Iam./NoJ'm...

SectionB的重點是要求學(xué)生讀懂兩封電子郵件,完成所安排的讀寫任

務(wù)，教師在教學(xué)中應(yīng)合理利用課本上的知識進(jìn)行教學(xué)。

?課時教學(xué)設(shè)計

第一課時SectionA(la—Id)—Pronunciation(1-2)

TeachingObjects【教學(xué)目標(biāo)】

l.GetdetailedinformationaboutPeter,MeimeiandEllathrough

listening.

2.Knowhowtogettoknoweachother.

第2頁共20頁

3.Pronounce/i:1,111Jeland/a/correctly,andremembertheletters

andlettercombinationsthatrepresentthem.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

Listeningandspeaking

★Step1Leadingin［情景導(dǎo)入］

l.ShowthephotoonPage19totheSs.Thenaskthemtolookand

share：

(1)Whoarethepeopleinthephoto?

(2)Wherearethey?

(3)Howdoyouthinktheyfeel?

2.Letthestudentsdiscussthem.Asksomestudentstosharetheir

answers.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page20,1a

First,askthestudentstotranslatetheexpressionsinlainto

Chinese.Thenaskthemtoticktheexpressionstheyknow.

Page20,1b

l.ShowthetwopicturesonPage20totheSs.Thenaskthemtoguess：

(1)Wherearethey?

(2)Whataretheydoing?

第3頁共20頁

Page21,1

1.Playtherecording,andthenasktheSstorepeatit.

2.Explainthekeypointsofpronunciationaboutthefrontvowel,show

thepronunciationofthemtotheSsandthenaskthemtorepeat.

3.HavetheSsreadthewordstogether.

Page21,2

l.AsktheSstofindthedifferencesofeachgroup.Thenletthempay

attentiontotheboldwords.

2.PlaytherecordingandthenlettheSscirclethesentencestheyhear.

3.AsktheSstorepeatthem.

4.TelltheusageoftheEnglishabbreviationsoftheverb(be).

5.AsktheSstoreadthesentencestogether.

★Step7Post-task(后續(xù)任務(wù)】

Ifpossible,theTcanprovidemoretargetlanguagematerialsfor

studentstopractise.

★Step8Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

IcangetdetailedinformationaboutPeter,MeimeiandEllathrough

listening.

Icanknowhowtogettoknoweachother.

Icanpronounce/i：Z,/I/,/e/and/ae/correctly,andremembertheletters

第5頁共20頁

andlettercombinationsthatrepresentthem.

★Step9Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

BoardDesign【板書設(shè)計】

Unit1YouandMe

Period1SectionA(la-Id)一Pronunciation(l—2)

1.Vocabulary：full,grade,each,other

2.Keyphrases：makefriends,gettoknow,eachother,fullname,last

name,befrom

3.Keysentences：

(1)—Hello!Pm...MayIhaveyourname?

—Hi!Pm...Nicetomeetyou.

(2)一Goodmorning!I'm...Areyou...?

一Goodmorning!Yes,Iam./NoJm…

Teachingreflection【教學(xué)反思】

Inthisperiod,weshouldaskthestudentstograspthekeywordsto

completethetasksinlistening.Inaddition,weshouldencouragethemto

makeashortdialoguetogettoknowmoreabouteachotherusingthe

targetlanguages.

第二課時SectionA(2a—2e)

第6頁共20頁

TeachingObjects【教學(xué)目標(biāo)】

l.GetdetailedinformationaboutPeterandMrSmiththroughthe

conversation.

2.Completethereadingtasks.

3.Knowhowtogettoknoweachother.

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadingin【情景導(dǎo)入】

AsktheSstothinkandsharetheanswerstothefollowingquestions.

SceneI：ImagineyoumeetyourEnglishteacherMrSmithonthe

waytotheclassroom.Howdoyougreethim?

Scene2：Now,imagineanewstudentPeteriswithyou.Hewantsto

greetMrSmith.HowwouldyoutellMrSmithaboutPeter?

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page21,2a

l.LettheSsreadtheconversationin2aquickly,andthenunderline

thesentencesthatChenJieusestomakeintroductions.

2.ShowthesentencestotheSsasfollows.

(l)MrSmith,thisismynewfriend/classmate,Peter.

(2)Peter,thisisourEnglishteacher,MrSmith.

3.Tellthemtheusageofuthisis...”.

第7頁共20頁

★Step3While-task（過程任務(wù)】

Page21,2a

l.NowasktheSstolistentotheconversationandcirclethecoloured

wordstheyhear.

2.Checktheanswerswiththeclass.

3.Explainthedifferencesofthewords“good/fine'"'what/which''.

Page22,2b

l.LettheSslookthroughthequestionsfirst,thenreadthe

conversationin2aandchoosetherightanswers.

2.AsksomeSstosharetheiranswers.

3.ShowtherightanswerstotheSs,andthenaskthemtocheckthem.

Page22,2c

l.AsktheSstoreadtheconversationagainandcompletethetable

withtheinformationaboutMrSmithandPeter.

2.Checktheanswerswiththeclass.

Answer：

MrSmith：theUS；Englishteacher

Peter：Class1；MsGao

Page22,2d

l.AsktheSstolistenagainandpayattentiontothepronunciationof

who's,fm,he's,andit's.

2.AsktheSstorole-playtheconversation.

第8頁共20頁

3.HelptheSsreviewtheusageoftheEnglishabbreviationsofthe

verb(be).

4.AsktheSstoreadthewordsintheboxtogether.

★Step4Post-task(后續(xù)任務(wù)】

Page22,2e

AsktheSstocompletethetablewithwhattheyknowaboutthese

students.Thentellthemtoaskandanswerthefollowingquestions.

?What'shis/hername?

?Where'she/shefrom?

?Howoldishe/she?

?Whatclassishe/shein?

?Who'shis/herclassteacher?

★Step5Languagepoints【語言要點】

1.Peter,thisisourEnglishteacher,MrSmith.彼得，這是我們的英語老

師,史密斯先生。

?指示代詞可以用于介紹他人。英語中，介紹一個人時，常用

This/Thatis...；介紹多個人時，常用These/Thoseare...o

?English作名詞，意為“英語；英語學(xué)科；英格蘭人”。

2.which的用法

?作形容詞，意為“哪一個；哪一些”，在名詞或代詞前作定語。

?作疑問代詞，意為“哪一個;哪一些”，表示從已知或有限范圍內(nèi)

的人或事物中選擇。

第9頁共20頁

3.Mymistake.我的錯。

mistake作名詞，意為“錯誤；失誤”。常用短語：makea

mistake/makemistakes犯錯誤。

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

IcangetdetailedinformationaboutPeterandMrSmiththrough

theconversation.

Icancompletethereadingtasks.

Icanknowhowtogettoknoweachother.

★Step7Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents*book.

BoardDesign［板書設(shè)計】

Unit1YouandMe

Period2SectionA(2a—2e)

1.Vocabulary：classmate,mistake,country

2.Keyphrases：classteacher,firstname

3.Keysentences：What'shis/hername?

Where'she/shefrom?

Howoldishe/she?

Whatclassishe/shein?

第10頁共20頁

Who'shis/herclassteacher?

Thisis...

Teachingreflection【教學(xué)反思】

Firstofall,interactionsbetweenteachersandstudentscanstimulate

students1interestindiscussingthetopicofthisclass.Then,throughthe

readingtrainingof2a,students'readingabilityiscultivated.Wecanaskthe

studentstocompletethetasksin2ctodevelopthestudents*abilityto

graspkeyinformation.Thiscombinationofteachingandpractisingfully

mobilisestheenthusiasmofstudentstoparticipateintheclass,andalso

helpsstudentsmasterknowledgepointsfirmly.

第11頁共20頁

第三課時GrammarFocus(3a—3d)

TeachingObjects【教學(xué)目標(biāo)】

1.Graspthegeneralquestionandwh-questionofthesimplepresent

tense(be).

2.Mastertheformofthebeverbsnexttothepersonalpronouns.

3.Introducesomeoneortalkaboutpersonalinformationwiththe

simplepresenttense(be).

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadingin【復(fù)習(xí)導(dǎo)入】

l.Showthesentencesmentionedin3aonPage23totheSs.Thenask

themtoreadthesentencesandcircletheverbs.

(1)—AreyouPeter?

一Yes,Iam./No,I'mnot.

(2)—AreMeimeiandPeterinthesameclass?

一Yes,theyare./No,theyaren't.

(3)一WhereisMrSmithfrom?

一He'sfromtheUS.

(4)—Whatclassareyouin?

一EminClass1,Grade7.

(5)-Who'syourclassteacher?

第12頁共20頁

一It'sMsGao.

2.Summarisetheformofthecircledverbsandintroducethe

grammar-beverbs.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page23,3a

1.ExplainthebeverbstotheSs.Thenexplainthegeneralquestion

andwh-questionofbeverbs.

2.AsktheSstofillintheblanksin3aandwriteam,is,orarenextto

thepersonalpronouns.

3.ShowtherightanswerstotheSs,andthenaskthemtochecktheir

answers.

★Step3Grammarfocuslearning【語法學(xué)習(xí)】

1.1,you,he/she/it,we/they都是人稱代詞（主格）。人稱代詞是指人、

動物或事物的代詞，它與系動詞be的搭配如下表:

數(shù)人稱主格系動詞be縮寫形式

第一人稱IamI'm

單數(shù)第二人稱youareyou're

第三人稱hc/shc/itishc's/shc's/it's

第一人稱wearewe're

復(fù)數(shù)第二人稱youareyou're

第三人稱theyarethey're

2.人稱代詞主格和系動詞be搭配記憶口訣

第13頁共20頁

我⑴用am,你(you)用are,

is連著他(he)、她(she)、它(it),

單數(shù)用is,復(fù)數(shù)全用are。

變疑問，往前提be,

變否定更容易,be后not莫忘記。

疑問否定任你變，句首大寫莫遲疑。

★Step4While-task【過程任務(wù)】

Page23,3b

l.AsktheSstocirclethecorrectwordstocompletethesentences.

2.ShowtherightanswerstotheSs,andthenaskthemtochecktheir

answers.

Page23,3c

l.AsktheSstocompletethepassagewitham,isorare.

2.LetsomeSssharetheiranswersandthenshowtherightanswersto

them.

★Step5Post-task(后續(xù)任務(wù)】

Page23,3d

l.AsktheSstotellothershowtointroduceanewfriendtotheir

partners.TheTcangivethemasampleandsummarisethestructureofthe

passage.

2.AsktheSstointroduceoneoftheirnewfriendstoapartner.

3.Letsomestudentsactout.

第14頁共20頁

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents1self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icangraspthegeneralquestionandwh-questionofthesimple

presenttense(be).

Icanmastertheformsofthebeverbsnexttothepersonal

pronouns.

Icanintroducesomeoneortalkaboutpersonalinformationwith

thesimplepresenttense(be).

★Step7Homework［家庭作業(yè)】

1.ReciteGrammarFocus.

2.Dotheexercisesinstudents*book.

BoardDesign［板書設(shè)計】

Unit1YouandMe

Period3GrammarFocus(3a-3d)

1.Vocabulary：same,twin,both,band,pot,tofu

2.Targetlanguage：

(1)一ArcyouPeter?

一Yes,Iam./NoJmnot.

(2)—AreMeimeiandPeterinthesameclass?

一Yes,theyare./No,theyaren't.

⑶一WhereisMrSmithfrom?

第15頁共20頁

一He'sfromtheUS.

(4)一Whatclassareyouin?

一FminClass1,Grade7.

(5)—Who'syourclassteacher?

—It'sMsGao.

Teachingreflection【教學(xué)反思】

Wealwayslearngrammarwhenwehaveenoughlanguagematerials

tosupport.Studentscanpractisegrammarbyusingwhattheyhave

learned.Afterthestudentslearnthemainstructureinthegrammarfocus

frame,theyshouldpractiseindifferentactivities.Andwe*dbettergivethem

somewrittenworkafterspeakingandreading.

第四課時SectionB(la-2b)

TeachingObjects［教學(xué)目標(biāo)］

(,Analysethetextfeaturesofstudents'posts.

2.GetdetailedinformationaboutPaulineandPeterfromtheposts.

3.WriteareplytoPaulineorPetertomakefriends.

TeachingAids［教學(xué)工具］

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadingin【情景導(dǎo)入】

第16頁共20頁

ShowsomephotoboardstotheSsandaskthemtoanswerthe

questions：Whatcanyousee?Wheredoyouseethephotoboards?

★Step2Pre-task［準(zhǔn)備任務(wù)】

Page24,1a

l.AsktheSstolookatthetwostudents'photoboardsinla.Thenask

themtomatchthephotoswiththewordsinthebox.

2.ShowtherightanswerstotheSsandaskthemtochecktheir

answers.

3.AsktheSstoanswerthequestion：Whatcanyoulearnaboutthe

twostudents?

★Step3While-task【過程任務(wù)】

Page24,1b

l.AsktheSstoreadthetwostudents*posts,theTcananalyzethe

formoftheposts,andthenexplaintheforumtotheSs.

2.AsktheSstoanswerthefollowingquestions.

(1)Wherecanyouseeit?

(2)What*sthepurposeofthisforum?

(Tip：TheTcancirclethekeyinformationoftheforum.)

Page25,1c

l.AsktheSstoreadagainandcompletethetablewiththe

informationfromthepostsinlb.

2.ShowtherightanswerstotheSsandthenaskthemtochecktheir

第17頁共20頁

answers.

3.AsktheSstoanswerthequestion：Fromwhataspectscanwe

introduceourselves?

4.TheTcanconcludetheanswers：

name,age,country,family,pet,favouritefood,hobbies...

Page25,1d

AsktheSstocomparethemselveswitheitherPaulineorPeter.

★Step4Post-task［后續(xù)任務(wù)】

Page25,2a

AsktheSstowritesomesentencesaboutthemselvesusingthe

structuresbelow.

,Mynameis...

?I'm...yearsold.

?Ilivein...

?Ilove...

?Myfavouritefoodis...

?Myfavouritesportis...

Page25,2b

AsktheSstocompletetheirreplytoPaulineorPetertomakefriends.

★Step5Languagepoints【語言要