资源简介

单元分课时教学设计
年级科目 2024新版七上英语科 目英语
授课名称 Unit 1　You and Me
授课课时 第一课时Open page-1a-1dSection A (1a-2d) What is fun in a yard
授课类型 听说课
授课文本
一、教材分析 Analysis of teaching material
What:本课首先呈现了一副单元主题图，主题图的内容是You and Me，内容是有关步入新初中后我和新同学，主题图呈现了初中生向其他同学介绍新同学的内容，本单元的核心问题是“我们如何交朋友”，要求学生观察图片，并回答三个问题“谁在图片里”，“他们在哪里”和“他们的感受是如何的”。主题图下呈现了本单元的学习目标，分别是介绍自己和他人、运用一般现在时谈论个人信息、制作自己的个人简历、探索如何结交新朋友。本课主要有两篇对话，对话主要是开学后新同学、老师与新同学之间的问候。一个对话主要介绍了梅梅和彼得两个人初次见面，询问姓名、拼写、国家、班级等问题；第二个对话主要介绍了李老师和艾玛之间的对话，李老师询问了艾玛的身份及姓氏，并获知了艾玛的年龄，双方互相问候。Why:本单元的主题是“结交朋友，本课时是单元的第一个课时，在单元主题图中，我们通过You and Me可以获知本单元的核心主题是朋友和我。通过问题链“How do we make new friends”可以获知，本单元的大问题是如何结交朋友，这也是我们本单元要主要解决的问题。通过观察主题图，学生通过Look and Share的环节，通过回答三个问题，对主题图的内容有更深刻的理解，能够通过观察主题图识别图中的场景，说出人物身份、人物关系及相关信息，积极投入本单元的学习。学生在教师的指导下，能通过浏览开篇页大问题明确学习目标，理解本单元的主要学习任务，学生能够以终为始，明确任务重难点。在对话教学中，通过梅梅和彼得之间的对话，学生能感受到中国和外国学生第一次问候和询问信息的相关语料，为学生开展对话提供了语言基础；通过艾玛和李老师的对话学生能够了解如何和老师交流接触。培养学生和新同学、新老师交流的的基本社交礼仪，同时关注和学习如何和新同学打招呼以及相应的语言表达，学习在新情境中运用相关知识和技能，和新同学、新老师交流。How:1a呈现了本节课的重点句型，包括初次见面打招呼，礼貌询问对方的姓名，年龄，国家和班级等。让学生在自己知道的表达前打勾。1b是听对话，给相应的图片编号，第一个对话的语言风格侧重于新同学之间的对话，第二个对话的语言风格侧重于老师和同学之间的对话。1c考查学生听取关键信息的能力，圈出实际的信息描述。1d是根据所学的语料自己创编对话，认识更多的同班同学。
二、教学内容 Teaching content
（1）能够通过听获取两段小对话中主要人物的个人信息，根据所听内容和教材提供的图片信息判断对话中的人物关系。（2）能够使用对话中的句型与人问候、寒暄、询问并回答个人基本信息，包括姓名、班级和年龄等；能够在小组内相互认识，礼貌得体地完成角色扮演，语言运用得体、正确。（3）会读，会写本课时的重点单词，短语和句子。Key Words: may, name, spell, full, lastKey Sentences: May I have your name How do you spell your name How old are you Where are you from What class are you in
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to use the vocabulary and sentences about self-introduction and greetings.Learning Abilities (学习能力)Learn to master the ability of listening for details. Learn to work in pairs.Learn to get information about people while talking.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their ideas creatively.Cultural Awareness (文化意识)Learn to get to know each other well.
四、教学重难点Teaching important and difficult points
Teaching important points: Grasp the vocabulary and sentences about self-introduction and greetings.Teaching difficult points: Learn to master the ability of listening for details.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Free TalkStep3. Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up Watch and sing:【设计目的】To lead to the topic and stimulate the interests of students.导入话题，引发学生兴趣。 观察学生是否认真观看视频，是否跟唱，是否进入课堂状态。
Step2. Free Talk Look and share:Who are the people in the photo Where are they How do you think they feel What do you want to know about your new friend 【设计目的】学生观察主题图，在老师的指导下，知道本单元的主要内容是谈论如何结交朋友，通过回答四个问题让学生了解主题图大致内容，为接下来的学习奠定基础。 观察学生能否识图获取信息,能否用准确的语言回答问题，并在教师的指导下，能否积极踊跃地回答问题。
Step3Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7. Exercise 1.1a.Tick the expressions you know. What else do you know 【设计目的】学生根据给出的表达方式，画出知道的表达方式。2.Look and predictWho are they Where are they What are they talking about 【设计目的】考查学生的识图能力，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力,根据预测内容为听力任务奠定基础。1.1b.Listen to two conversations and numberthe pictures in the order you hear them.2.1c.Listen again and circle the words you hear.From this we know: ( retell )Peter’s full name is ... He’s from ... Meimei and Peter are ... Emma’s last name is ... She’s ...3.Listen again and finish the chart.4.Read listening scripts while listening.【设计目的】提升学生听力技能，在听力中检查学生对重点知识的掌握。帮助学生整体感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。1.Role play 【设计目的】通过分角色扮演对话提升学生的口语技能。梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。Make up a new conversation.【设计目的】通过小组合作，应用所学到的句型了解更多的同班同学，增进友谊。Watch a video, and think about:what else do you want to get to know your friends 【设计目的】观看视频，学习新的拓展句型，更多地去了解自己的朋友，彼此熟知，彼此关心和照顾。4.Extend your conversation.【设计目的】迁移创新，应用所学到的新句型，了解自己的朋友。5.Emotional guidance:Why make friends Friends make your school life happy and bright...【设计目的】情感引导：为什么交朋友？让学生意识到朋友很重要，是知己是益友是不可缺少的陪伴。spellfull namethe UKthe USeach otherMay I have your name /May I know your name May是情态动词，用May I... 是比较婉转礼貌的说法,用于提出请求或征求意见。而What's your name ，也是可以的，是比较直白的说法。【设计目的】梳理本节课的学习重点，检查学生对本课时重点的掌握。一. 常用短语，根据汉语提示，说出下列短语。二、单词的适当形式填空。三、情景对话填空【设计目的】Consolidate the learning focus of this lesson.Test students' mastery and application of key knowledge.巩固本节课的学习重点。检测学生对重点知识的掌握和运用。 观察学生能否快速地画出表达方式。观察学生能否根据图片进行准确的预测。观察学生能否准确地为两个图片标顺序。观察学生能否快速地圈出听到的单词。观察学生能否根据听力内容填写表格，拼写是否正确。观察学生是否张嘴跟读听力材料，发音语调是否正确。观察学生是否能运用准确的语言，得体、流畅地进行角色扮演，学生能否运用评价量表规范自己的成果表现。观察学生在小组讨论和小组展示中能否准确地问候、寒暄、询问并回答个人的基本信息，包括年龄、班级和姓名。观察学生是否认真观看视频，是否学习到了新句型。学生是否能根据新句型在小组内相互认识，相互了解彼此的喜好，习惯等。学生是否能意识到朋友的重要性。学生是否掌握本节课的重点词汇和句型。学生是否能根据汉语提示说出英文短语，拼写是否正确。学生是否能根据所学知识正确完成填空。学生是否能根据语境做出正确的选择。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to role play the conversation by using the following standards.3.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can ask about name, age, country and class.3.I can realize the importance of friends.4.I can finish the listening and speaking tasks and keep up with the class.
八、板书设计Blackboard design
Unit 1 You and MeSection A (1a-1d)How do we get to know each other
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen and read 1b.Memorize your notes. Think: Have you made any friends this semester Try to write: What do you know about your new friends.
十、教学反思Teaching reflection
In this class, I guide students to know how to get to know each other by listening and speaking.It includes name, country, age, class, hobby and so on. Students are so interested in asking and answering.They like to make new friends.However, the time is limited. It’s a pity that only two groups show their conversations.In the next class, I will control the class time and give students more opportunities to show themselves.

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