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【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 A
Unit 1　You and Me
教材导学　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Unit 1 Section A
　How do we get to know each other
导入一　视频导入
　　The teacher asks students to watch a video about the fresh students meeting each other. And the teacher asks them to conclude what the students in the video said. Then lead into the new lesson.
导入二　问题导入
　　The teacher asks students a question, “When we meet each other for the first time, what should we say ” And then the teacher invites some students to answer it. Then lead into the new lesson.
导入三　图片导入
　　Let students look at some pictures and guess what the students in the pictures are saying.Then lead into the new lesson.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1c　Practise
　　让学生模仿磁带或老师的语音和语调,以提高学生的英语会话水平。
活动1d　Role-play
　　让学生表演自我介绍和询问他人名字的情景剧。
(分角色表演,强化巩固有关自我介绍和询问他人名字的句型。)
Step 1　给学生提供简要信息,让学生充分发挥自主能动性编写对话。
Step 2　随机让学生展示他们的对话。
Step 3　老师根据学生的展示,写下本课时要学习的重点短语和句型。如:
1.—Hi! My name's Song Meimei.
—I'm Peter Brown. Nice to meet you!
—Nice to meet you too.
2.What's your name /May I have your name
3.My name's…/I'm…
Step 4　老师带领学生进行总结,让学生理解“My name's…”和“I'm…”句型的表达差异。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A, 2a)
(　　)1.Where is Mr Smith from
A.The UK.　　　　 B.The US.　　　 C.China.
(　　)2.What class is Peter in
A.Class 1. B.Class 4. C.Class 7.
(　　)3.What's the relationship(关系) between the speakers
A.New friends.
B.Teacher and students.
C.Mother and sons.
◎Key: 1.B　2.A　3.B
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
探究一
【观察】
1.What's your name
2.What's her name
【探究】
What's your/his/her/its…name 用来询问姓名,意为“某人叫什么名字”,其中what's=what is。　
【拓展1】
回答这个问句有三种形式:
1.My/His/Her/Its name's…
2.I'm/He's/She's/It's…
3.直接回答名字。
【拓展2】
1.英语中其他常见的询问对方名字的句型:
(1)Your name, please
(2)May/Can I have your name, please
(3)Can you tell me your name
2.英文姓名和中文姓名的写法不同: 英文姓名=名字+姓氏,与中国人的姓名顺序相反。 如:
中文姓名: Yang Liwei(姓氏+名字) 英文姓名: Bob Smith(名字+姓氏)
3.在正式场合中,英美国家的人称呼对方时,往往在姓氏前面加上“Mr(先生), Miss(小姐), Mrs(夫人), Ms(女士)”以示尊重。
探究二
【观察】
Ms Brown 布朗女士　Mr Green 格林先生
Miss Brown 布朗小姐　Mrs Green 格林太太
【探究】
Ms(女士)用于女子的姓氏或姓名前,不指明婚否。
Miss(小姐)用于未婚女子的姓氏或姓名前。
Mrs(夫人)用于已婚女子夫姓前或姓名前。
Mr(先生)用于男子的姓氏或姓名前。
Section A　How do we get to know each other
第一课时[(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a is about common expressions of getting to know each other. 1b-1c create a context and introduce the topic of the unit through illustrations and listening. Learn basic vocabulary and basic target language structures for introducing names, nationalities, classes, grades, ages, and greetings. Recognize two sets of vowel sounds: /i / and / /, /e/ and / /, and understand the meaning and pronunciation of the following abbreviated forms: I'm, what's, it's, we're.
Why: Learn about each other through two listening conversations. The first one is a conversation between classmates to learn their names, nationalities, classes and grades. The second one is a teacher-student conversation to learn the student's name and age. Students will learn to introduce themselves, ask others' names, and master communicative functions such as greeting first-time friends and asking for basic information.
How: From the two listening conversations, students can learn the core sentence patterns of “greeting people” and “introducing oneself”. They're close to students' daily life and are contextualized to give students a sense of immersion.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.find out information about Peter, Ella and Meimei from listening;
2.learn how to use and pronounce “what's”, “I'm”, “it's” and “we're” correctly in conversations;
3.greet people simply;
4.pronounce /i /, / /, /e/, / / correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To find out infor-mation about Peter, Ella and Meimei from listening. Step 1　Lead-in Greeting. Create a situation: A welcome party for new students—You and Me. You're going to a freshman fraternity. What do you want to know about your new friends ◎Key: ages; names; classes… What do you know about greetings in English ◎Key: Hello./Hi./Good morning./… Step 2　Work on 1a 1.Tick the expressions you know. 2.Listen and repeat 1a. Step 3　Listening(1b & 1c) 1.Work on 1b. Listen to two conversations and number the pictures in the order you hear them. ◎Key: 2;1 Listening Tip: Observe the different characters in the picture, and this information is the key to the listening. Observe students' per-formance in answering the questions and learn about their vocabulary and sentence reserves. Judge students' under-standing of the main idea of the listening conversations based on whether they look at the pictures to describe and guess before listen-ing, and whether they look at the different characters in the pictures to choose answers during listening.
2.Work on 1c. Listen again and circle the coloured words you hear. ◎Key: (1)Brown　(2)the UK　 (3)Class 1, Grade 7　(4)Miller　(5)12 Observe whether stu-dents can listen to the conversation again to circle the coloured words they hear, and judge how comprehensively and accurately they acquire and identify information.
Purpose To stimulate students' novelty and anticipation of the new semester, arouse students' interest in meeting new friends, and activate students' vocabulary and sentence patterns about greeting and making friends. The picture description and prediction task stimulates students' thinking.It helps students to perceive the conversation as a whole and develop their ability to accurately acquire, organize and record key information.
2.To learn how to use and pronounce “what's”, “I'm”, “it's” and “we're” correctly in conversations. Step 4　Listen and imitate 1.Listen again and pay attention to the pronunciation of what's, I'm, it's and we're. Then role-play the conversations. Conversation 1 I'm=I am we're=we are Conversation 2 What's=What is It's=It is 2.Work on 2. Listen and circle the sentences you hear.Then repeat them. 3.Let's chant. I say “what's”, you say “what is”. what's, what is. I say “I'm”, you say “I am”. I'm, I am. I say “it's”, you say “it is”. it's, it is. I say “we're”, you say “we are”. we're, we are. Observe whether stu-dents can find out the diminutive structures of “what's”, “I'm”, “it's” and “we're” in the original listening text, and can master the correct pronunciation and distinguish the similarities and differences.
(续表)
Purpose To guide students to learn and internalize key sentence patterns and key language, with a focus on observing abbreviated expressions to pave the way for further application of what they have learned in real-life situations.
3.To greet people simply.　 Step 5　Discussion How do they greet each other 1.Read the listening scripts and find the way they greet each other. (name; nationalities; class; age; greetings…) 2.Think about more greeting expressions. Step 6　Group work 1.Work on 1d. Get to know more classmates. Try to remember their names. (1)Greet others and introduce yourself to your classmates. (2)Say the names of your new friends. 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Observe students' group discussions on how to get to know each other, and whether they can find relevant sentence patterns and summarize more expressions of greeting. Pay attention to whether students can greet others and introduce themselves in the students' presentation. Self-assessment and mutual assessment in terms of language, pronunciation, performance and confidence.
Purpose To guide students to do activities beyond the discourse and in connection with real life, and do things with the language they have learned. Integrate the use of relevant language expressions according to the created situation,apply what they have learned, cultivate the students' ability to use the language and cultural knowledge they have got to solve practical problems in real situations, and promote transfer and innovation.
4.To pronounce /i /, / /, /e/, / / correctly. Step 7　Pronunciation 1.Work on 1.Listen and repeat. 2.Let students get to know the pronunciation tips. 3.Summarize the letters and letter combinations that sound like the vowels /i /, / /, /e/, and / /. 4.Exercise: Find a Friend—Find common sounds for letters or letter combinations. 5.Game time: 2024级新生联谊会——广结“音”缘　 Step 8　Summary Congratulations. You've made a lot of new friends! Let's create a bright future together! Observe whether stu-dents can correctly grasp the key points of pronun-ciation and read the vowels /i /, / /, /e/, and / / aloud, as well as the words. Observe whether students can name and distinguish the letters or letter combinations that pronounce the vowels /i /, / /, /e/, and / /, giving guidance and feedback as needed.
Purpose To lead students to pay attention to the learning of phonetic knowledge, through repeated reading, observation and summarization, to phoneme learning—from letters and letter combinations to pronunciation—from pronunciation to spelling, three rounds of spelling rules training. It helps students to build a good foundation of pronunciation.
Homework Required: 1.Copy “make friends, get to know, full, full name, grade, last name” of Unit 1 on page 106. 2.Review the four vowels /i /, / /, /e/, and / / and write more words with these short vowels. Optional: 1.Introduce yourself to the rest of the class and learn about others (including names, ages, nationalities, etc.) in English after class. 2.After the lesson, find a family member or a friend to partner you and simulate different occasions (e.g. in school, in a store, in a park) to meet new people and have a conversation.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a creates a context through an illustration and a listening exercise, letting students learn how to introduce their teachers and classmates, and consolidate target language structures. 2b and 2c are reading exercises based on 2a that require students to look for the details. 2d requires students to master the abbreviations “who's”, “I'm”, “he's”, and “it's”. 2e is a speaking exercise about personal information, which requires students to retell the key information of the listening text.
Why: Students can learn about Chen Jie, Peter, and Mr Smith by listening to and reading 2a. They can also learn how to introduce one's nationality, class and teacher, ask about basic information, and master key expressions of greeting people. Students can also practise their ability to find details through listening exercises.
How: The conversation among Chen Jie, Peter, and Mr Smith is based on real situations and close to everyday life, with expressions such as “Oh, sorry! My mistake.” and abbreviated ways of answering questions. The conversation shows the target language of learning more about each other. The core sentence patterns are “This is…”, “What class are you in ”, “Who's your class teacher ” and so on. Key phonetic knowledge is the abbreviated forms of the verb be containing written form and their pronunciation.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.find information about Mr Smith and Peter from listening;
2.tell the first name and the last name in different countries;
3.learn how to use “who's”, “I'm”, “he's”, and “it's” correctly in conversations;
4.greet people and introduce ourselves simply.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To find informa- tion about Mr Smith and Peter from listening. Step 1　Lead-in 1.Greeting. 2.Create a situation: A welcome party for new students—You and Me. Welcome all the students in Grade 7. The New Students' Party is ready! Now we can see some people talking in the front of the classroom. Who are they ◎Key: They are a teacher and two students. Step 2　Listening Work on 2a. Listen to the conversation and circle the coloured words you hear. ◎Key: good; friend; What; Oh, sorry! Observe whether stu-dents can listen to the conversation to circle the coloured words they hear, and judge the comprehensiveness and the accuracy of their acquisition and identification of information.
Purpose To activate students' existing knowledge and help students perceive the content of the conversation as a whole and develop their ability to locate the details.
2.To tell the first name and the last name in different countries. Step 3　Reading 1.Work on 2b. Read the conversation and answer the questions. ◎Key: (1)B　(2)A 2.Discuss and learn. Why did Peter make a mistake Do you know the differences between the first name and the last name in different countries In Western countries, the first name is the given name, and the last name is the family name. In China, we put the first name in the end, and put the family name first. 3.Practise. Underline the first name, and circle the last name on PPT. 4.Work on 2c. Read the conversation and complete the table with the information about Mr Smith and Peter. ◎Key: Mr Smith: the US; an English teacher; Peter: Class 1; Ms Gao Observe whether stu-dents can locate the key information through fast reading and make correct choices. Grasp students' understanding of the textual conver-sation.　 Pay attention to stu-dents' grasp of the order of surnames and first names at home and abroad, and whether they can correctly distinguish a person's surname and first name.
Purpose Through different reading exercises, students can improve their ability to find information and consolidate the expressions of introducing each other.
3.To learn how to use “who's”, “I'm”, “he's”, and “it's” correctly in conversations. Step 4　Listen and imitate 1.Listen again and pay attention to the pronunciation of who's, I'm, he's, and it's. 2.Role-play the conversation. Observe whether stu-dents can find abbre-viated structures who's, I'm, he's, and it's by reading texts, and be proficient in their correct pronunciation and distinguish their similarities and differences.
Purpose To guide students to learn and internalize key sentence patterns and key language, and focus on abbreviating expressions, so as to pave the way for further application of what they have learned in real-life situations.
4.To greet people and introduce our-selves simply. Step 5　Group work 1.Greet others and introduce yourself to your classmates. 2.Work on 2e. How much do you know about these students Ask and answer questions about them. What's his/her name Where's he/she from How old is he/she What class is he/she in Who's his/her class teacher Pay attention to stu-dents' performance, and observe whether they can greet others and introduce them-selves from the aspects of names, nationalities, classes, ages, their teachers and so on.
Purpose To guide students to engage in activities that go beyond discourse and connect with real life. To help students comprehensively use the target language to express themselves, introduce themselves and others.
Homework Required: 1.Copy “classmate, class teacher, first name, mistake, country” of Unit 1 on pages 106~107. 2.Translate and memorize the conversation in 2a. Optional: 1.Introduce yourself and your best friend to the rest of the class in English after class. 2.After class, find a family member or a friend to be your partner and simulate different occasions to meet new friends and have a conversation.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The grammar table of 3a presents general and special interrogative sentences related to the topic of making friends, focusing on the correspondence between be and the personal pronouns, and the difference between the possessive pronouns and the personal mon abbreviated expressions such as who's, I'm, he's, and it's are also presented. Subsequent activities from 3b to 3d consolidate the above grammatical content.
Why: To guide students to observe grammatical phenomena and summarize the changes of be according to the person in the sentence, and to understand the forms of general and special interrogative sentences with be. To cultivate the habit of summarizing knowledge and the ability to learn independently.
How: Consolidate the sentence patterns of asking other people's names, where they are from and what classes they are in by combing and practising the grammatical knowledge. Through students' observation, they will discover and summarize the rules of abbreviations independently.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.sort out and summarize sentence patterns related to the topic of making friends, ask for information about each other through general and wh- questions and summarize their characteristics;
2.observe the usage of be, summarize the correspondence between be and the personal pronouns, and use them flexibly;
3.understand that the personal pronouns are different from the possessive pronouns and use them to introduce one of your new friends to a partner.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To sort out and summarize sentence patterns related to the topic of making friends, ask for information about each other through general and wh- questions and summarize their characteristics. Step 1　Lead-in 1.Greeting. Create a context: Class of 2024 Freshman Fellowship Theme Class Meeting—Meet the Heart, Full of Joy. T: Hello, everyone. I'm Mr Smith. Today, you can greet others and introduce e on, boys and girls! 2.Read two conversations, and pay attention to the general and wh- questions they use. Observe whether stu-dents can participate in interaction and commu-nication, take the initiative in sharing their existing knowledge and experience on the topic, and adjust the way of sharing according to the needs.
3.Explain the usage of “it”. Who's your class teacher It's Ms Gao. (Tip: If we don't know the gender, we can use “it”.) Step 2　Work on 3a 1.Read the sentences and make students understand the characteristics of the general and wh- questions. 2.Read the sentences and circle the verbs with a red pen. Then write am, is, or are next to the personal pronouns. ◎Key: am; are; is; are 3.Let students observe the usage of be, and summarize the correspondence between be and the personal pronouns. (I用am, you用are, 单用is,复用are) Teachers provide timely help for students accord-ing to their under- standing of the characteristics of the general and wh- questions. Have students look closely at the position of be and discover and summarize their patterns independently. Judge students' understanding of the corresponding changes in be with the person in the sentence based on their work.
Purpose To activate students' sentence thinking and cultivate students' learning habit of summarizing knowledge in time and their ability to learn independently.
2.To observe the usage of be, summarize the correspondence between be and the personal pronouns, and use them flexibly. Step 3　Work on 3b Circle the correct words to complete the sentences. Check the answers. ◎Key: (1)are; are　 (2)am; is　 (3)is (4)is　 (5)are Step 4　Work on 3c Complete the passage with am, is or are. Check the answers. ◎Key: am; am; am; is; is; is; is; are Observe whether students can correctly complete the exercises for the use of be to determine how thor-oughly and accurately they have mastered the pattern of cor-respondence between be and the personal pronouns.
Purpose To guide students to internalize structured new knowledge and grammatical knowledge, open the mind to introduce others, and pave the way for further use of what they have learned for language output in real life.
3.To understand that the personal pronouns are different from the possessive pronouns and use them to introduce one of your new friends to a partner. Step 5　Make an introduction 1.Work on 3d. Introduce one of your new friends to a partner. Level A: Greet others and introduce yourself. Level B: Greet others and introduce one of your new friends. Example: Hello! I'm… This is my new friend. His/Her name is…He's/She's from… His/Her favourite…is… 2.Show time. EvaluationStarsLanguagePronunciationPerformanceConfidenceExcellent ★ ★ ★ Great ★ ★ Good ★
Step 6　Summary Make friends with your classmates, and enjoy the life at school. May you have a wonderful school life in the next three years. Observe if students can introduce themselves or a new friend by using expressions related to the topic, and if they miss the verb be. Teachers can focus on reminding students to read more and practise more to minimize similar mistakes. Pay attention to the overall performance of students and guide them to assess them-selves and their partners in terms of language, pronunciation, and confidence.
Purpose To help students use the language they have learned creatively in a migratory context, and apply what they have learned.To cultivate their ability to use the language and cultural knowledge they have got to solve real-world problems in real-life situations, and promote migratory innovation.
Homework Required: 1.Copy the sentences in the table of Grammar Focus. 2.Grammar practice. Optional: Introduce your new friends to your deskmate.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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