资源简介

中小学教育资源及组卷应用平台
【人教2024版七上英语精彩课堂（单元解读+备课素材+教案）
Unit 1 Section B
　What do we need to know about a new friend
导入一　视频导入
　　The teacher asks students to watch a video about how to introduce themselves. And the teacher asks them to conclude the sentence patterns about introducing their names. Then lead into the new lesson.
导入二　复习导入
　　用句型“My name is…”, “His name is…” and “Her name is…”进行自我介绍和介绍同学。
导入三　歌曲导入
　　通过听歌曲“My name is…”引入新课,活跃课堂气氛,培养学生学习英语的兴趣。(详见课件资源)
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1b　Practise
　　让学生模仿磁带或老师的语音语调,以提高学生的英语会话水平。
活动1c　Make a name card
　　Let's make a name card.
活动2b　Self-introduction
　　鼓励学生上台做自我介绍并大胆交朋友。
Introduce yourself to your classmates and make friends with them. 向同班同学介绍自己并与他们交朋友。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,回答下列问题。(教材原文:Section B, 1b)
1.Who has a pet bird named Coco

2.What's Pauline's favourite sport

3.How old is Peter

4.Where is Peter from

5.What is Peter's favourite food

6.Do you want to be their friend Why

◎Key:
1.Pauline Lee.
2.Tennis./Her favourite sport is tennis.
3.He is 13/thirteen years old.
4.He is from London, in the UK.
5.His favourite food is Beijing roast duck.
6.Yes. Because I like playing tennis and music too.(答案不唯一,合理即可)
突破二　语法填空(教材原文:Section B, 1b)
Hi, I'm Pauline Lee and I'm 14 years old. I live in Singapore with my big family. I have
1.　　　　 pet bird. It's a parrot. 2.　　　　(she) name is Coco. She even 3.　　　　(speak) some Chinese! My favourite sport is tennis. I often play 4.　　　　 with my 5.　　　　(friend) after school. Do you want 6.　　　　(be) my friend
Hey there! My name is Peter Brown, and I'm 13 years old. I'm from London, in the UK. Now, I live 7.　　　　 Beijing with my parents. My favourite food 8.　　　　(be) Beijing roast duck, and my favourite place is the Great Wall. I like music, 9.　　　　 I play 10.　　　　 guitar in the school band. Would you like to be my friend
◎Key:
1.a　2.Her　3.speaks　4.it　5.friends　6.to be　7.in　8.is　9.and　10.the
Section B　What do we need to know about a new friend
第一课时(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a-1d feature reading activities that allow students to continue learning and consolidating the target language of the unit in discourse. 1a is a pre-reading activity that prepares vocabulary for reading 1b. 1b features two students' posts about their messages of making friends from a forum. 1c-1d are post-reading tasks that comprehend details to contrast information.
Why: By following the posts from the forum for making friends, think about and learn what information you need to know about each other when you make friends, and make the language you use when introducing yourself richer.
How: To understand the main idea of introductions by pairing pictures with the text, and find commonalities and differences by using tables and Venn diagrams to capture the details and contrast information.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.find information about Pauline and Peter from the posts;
2.compare themselves with either Pauline or Peter.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To find information about Pauline and Peter from the posts.　 Step 1　Lead-in 1.Greeting. 2.Create a situation: Sunshine Middle School Campus Network Forum for making friends　 Host: Do you want to make new friends Let's write down our information and post here to make more friends! Do you make new friends in the forum Step 2　Pre-reading Work on 1a. There are two students posting their photos in the forum.Look at the two students' photo boards(A and B). Label the photos with the words in the box. What can you learn about the two students ◎Key: A: (1)parrot　 (2)Singapore (3)tennis B: (4)guitar　 (5)the Great Wall (6)the UK　(7)Beijing roast duck Their hobbies, pet, favourite food, where they come from… Step 3　While-reading 1.Work on 1b. Read the two students' posts. Match the students with their photo boards. ◎Key: Pauline: A Peter: B Reading strategy: Locate the details through the key words. Observe how well students understand the personal infor-mation from the forum for making friends and give appropriate explanations. Observe whether students can write the words corresponding to the pictures, give instruc-tions and provide help according to the students' performance. Observe students' ability to use the key words to determine the correspondence between the posts and the photo boards. Observe students' ability to “see” in reading through their performance in looking for the details in pictures and the reading text.
2.Work on 1c. Read again and complete the table with the information from the posts. InformationPaulinePeterAge14 years old13 years oldCountrySingaporethe UKFamilyLive with her big familyLive with his parentsPetA parrot/Coco/Favourite food/Beijing roast duckFavourite place/the Great WallHobbyTennisMusic
Observe whether students can read the text in detail and grasp the pare and contrast the differences between the two students in terms of age, country, family, pet, favourite food, and hobby in the table. Determine students' ability to read for the details.
Purpose Introduce the topic and create a situation to activate students' expectations about making new friends in a forum. Through the pairing of pictures and posts and the comparison of information, students learn that they need to know various aspects of each other when making friends, and develop their ability to analyze, compare, think and summarize.
2.To compare them-selves with either Pauline or Peter. Step 4　Post-reading Work on pare either Pauline or Peter with yourself. Step 5　Language points(详见课件资源) Use a Wenn diagram to compare your own information with that of the two students. Observe in what ways the students are comparing and giving nudges and affirmation.
Purpose To guide students to internalize the target language structures.
Homework Required: 1.Copy “parrot, guitar, tennis, page, even, hey, play the guitar, would, would('d) like to, information, hobby, re” of Unit 1 on page 107. 2.Introduce yourself to the rest of the class and be brave enough to make friends with your classmates and learn about your friends (including the information about their family, favourite sport, preferences, etc.) in English after class. Optional: Think: What do we need to know about new friends
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时[(2a-2b)Writing&Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a-2b are reading-for-writing activities that involve one's own information and following up with a post to make new friends. 3a-3c require students to try simple language output based on the previous listening, speaking and reading. 3a requires students to answer questions to introduce themselves. 3b requires students to write a personal profile. 3c asks students to take turns to pick out one classmate's profile and introduce the person, and the other students guess who he or she is.
Why: Through writing a personal profile, students will think about and learn how to introduce themselves, and pay attention to the use of initial capitalization, so that students can establish good writing habits.
How: This lesson is to complete an independent personal profile by imitating and practising the language requirements learned in this lesson.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.make friends with others bravely and write a reply in the forum to make new friends;
2.clarify what aspects are talked about in the personal profile;
3.deepen the understanding between classmates and use the learned sentences to write their classmates' profiles.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To make friends with others bravely and write a reply in the forum to make new friends. Step 1　Lead-in Greeting. Host: Do you want to make new friends Let's write down our information and post here to make more friends! Do you make new friends in the forum Step 2　Work on 2a Learn some useful expressions. e.g. My name is…/I am… I am…years old. I am from…/I come from…I live with…now./I live in…now. My favourite food is…/I like…best. Observe whether students can use the target language structures from the reading to introduce themselves by imitating the sentences.
Step 3　Work on 2b Complete your reply to Pauline or Peter to make friends. 1.Finish your outline. 2.Write the first draft according to the outline. 3.Edit your reply according to the checklist. Give ideas and writing instructions, including the use of periods, capitalization of sentence beginnings, and other writing conventions.
Purpose By completing the communicative tasks, put what they have learned into practice. To cultivate their ability to solve practical problems by applying what they have learned about the language and culture in real-life situations, and promote transfer and innovation.
2.To clarify what aspects are talked about in the per-sonal profile. Step 4　Make your own personal profile 1.Work on 3a. Question-answer relay race. Student A asks any one of the left questions and Student B answers the question. Then Student B asks another question and Student C answers, and so on.(详见课件资源) 2.Work on 3b. (1)Read some personal profiles and think how you can write a personal profile. (2)Read Andre Kalu's personal profile, and find out what aspects are talked about in the personal profile. (3)Write your own personal profile. Observe students' ability to respond according to the questions provided about self-introduction, and provide guidance and assistance based on students' perform-ance.　
Purpose Students are guided to internalize the target language structures and imitate the personal profile, paving the way for further use of what they have learned to do language output in real-life situations.
Step 5　Introduce your classmates 1.Work on 3c. Take turns to pick out one classmate's profile. Introduce the person to the class, but do not say the name. The class will guess who he or she is. Rules: One student reads a profile.Other students guess who he or she is.(详见课件资源)
(续表)
3.To deepen the understanding between classmates and use the learned sentences to write their classmates' profiles. 2.Group work. Making friends time! Step 1: Say “Hello”! Step 2: Shake hands with your friends. Step 3: Put up your profile on the wall. Step 6　Reflecting How well can you do these things Very wellOKNeeds work1.I can greet people.□□□2.I can introduce myself and my friends.□□□3.I can use am, is, and are cor-rectly.□□□4.I can use proper expressions to make new friends.□□□
Step 7　Summary We are classmates. We are getting to know each other. We will be good friends. Observe how students introduce the person to the class by changing the personal pronouns and ask the class to guess who he or she is, based on a classmate's personal introduction, to capture students' learning and inter-nalization of key language expressions. Based on their overall performance, students are guided to develop a unit assessment in a variety of areas such as greeting, introducing themselves, using be correctly, and making friends with the right expressions.
Purpose The learning activities at this stage are designed to help students to use the language they have learned creatively in the context of transfer. To cultivate students' ability to solve practical problems by using the language and cultural knowledge they have got in real-life situations, and to promote transfer and innovation.
Homework Required: 1.Create your own CV card with your own introduction and photo. 2.Review Unit 1. Optional: Collect excellent expressions of self-introduction and excerpt beautiful words and phrases.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑