资源简介

Unit 1 You and Me
单元导航
一、单元内容分析
本单元的主题是“你和我”( You andme)，旨在通过一系列的教学活动，帮助学生使用一般现在时(特别是 be动词)介绍自己和他人，谈论个人信息，制作个人简介，并探索如何结交新朋友。
SectionA： 我们如何相互了解 通过对话练习讨论自我介绍和了解他人的途径。学习元音的读音及拼读规则。语法方面学习 am，is 和are的用法。
SectionB： 我们需知道一个新朋友的哪些信息 通过一系列读写活动，强调在了解新朋友时需要知道的重要信息。
Project：制作你自己的个人简介。设计一个项目让学生创建自己的个人简介，以促进自我表达和交流。
二、单元教学目标
1.能够使用 be动词( am, is, are)来介绍自己和他人。
2.掌握如何提供和询问个人信息，如姓名、年龄、兴趣爱好等。
3.制作个人简介，以书面形式展示个人信息。
三、单元重难点
重点：
1.学习和实践与个人信息相关的词汇。
2.使用 be动词进行自我介绍和描述他人。
3.制作个人简介，整合书面和视觉信息。
难点：正确使用 be动词的各种形式。
核心素养
语言能力 Confidently introduce themselves and others, including basic personal information such as name, age, and hobbies.
文化意识 The importance of self-introduction and personal profiles in social interactions and professional settings.
思维品质 Creative thinking by developing innovative ideas for personal profiles and activities to foster new friendships.
学习能力 Key words and phrases make friends, get to know, full, full name, grade, last name, classmate, class teacher, first name, mistake, country, same, twin, both, band, pot, a lot, tofu, parrot, guitar, tennis, page, even, hey, play the guitar, would, would(’ d) like to, informa- tion, hobby, re, UK, US, hot pot, Australia, Singapore, the Great wall London
Key sentences May I have your name How do you spell your name What class are you in Who's your class teacher My favourite sport is tennis. My favourite food is Beijing roast duck. Do you want to be my friend Would you like to be my friend
Key grammar How to use“am”“is” and“are”.
课时划分 Five periods Period 1 Section A (1a–1d)& Pronunciation (1–2)
Period 2 Section A (2a–2e)
Period 3 Section A Grammar Focus (3a–3d)
Period 4 Section B (1a–2b)
Period 5 Project (3a–3c)
Period 1 Section A (1a-1d)& Pronunciation (1-2)
【教学内容】
1.元音音素/i /,/ /,/e/,/ /的发音及拼读规则。
2.提供和询问个人信息。
【核心素养】
1.能正确认读/i /,/ /,/e/,/ /,了解相关拼读规则。
2.能进行自我介绍和询问他人个人信息。
3.让学生学会礼貌待人，与同学友好相处。
【重点难点】
重点：
1.音标/i /,/ /,/e/,/ /的正确认读。
2.掌握如何用英语询问他人个人信息和自我介绍，以及相关的表达方式。
难点：
1.灵活运用询问他人信息的句型。
2.训练学生的听力理解能力，以及正确的语音和语调。
【教学过程】
Step 1 Lead-in
Greet the students and lead in the new lesson.
T: Good morning, everyone. How are you today
Ss: I'm fine, thank you. And you
T: I'm fine too. ( walking to a boy) What's your name
Boy: My name is XXX.
T: Good morning, XXX.
Do the same things with other students, then tell them what we will learn today.
Step 2 work on la
T: Do you know how to ask information Can you give us some expressions you know
Help students think about the expressions they know. Then ask them to tick the expressions in 1a. Explain their meanings if students can't understand. Teacher models each expression and has students repeat after her/ him.
Step 3 Work on 1b
Show the two pictures in 1b and introduce them.
Play the recording. Ask students to listen to the two conversations and number the pictures in the order they hear them.
Check the answers. The answers are:2;1.
Have students work in pairs to practise the conversations they heard in 1b.
Encourage students to use the expressions from la to create their own dialogues.
Step 4 Work on 1c
Tell the students to listen to the recording again, circle the coloured words they hear.
Then check the answers. The answers are:
1. Peter's full name is Peter Brown.
2. Peter is from the UK.
3. Meimei is in Class 1, Grade 7.
4. Ella's last name is Miller.
5. Ella is 12 years old.
Step 5 Work on 1d
class into small groups for 1d. Each student introduces himself/ herself using the expressions from la and tries to remember the names of their group members. Use the structures in 1d to make conversations in groups. Then ask some students to act out their conversations in class. Before they start, the teacher should give an example like this:
A: Good morning! I'm Liu Ming. Are you Wang Fang
B: Good morning! Yes, I am.
Step 6 Work on Pronunciation 1
1. Introduce how to pronounce /i /,/I/,/e/,/ /. Give students more chances to imitate them.
2. Play the recording and ask students listen and repeat.
3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exist.
Step 7 Work on Pronunciation 2
1. Introduce the difference between“I'm” and“I am”.
2. Play the recording and ask students to listen and circle the sentences they hear.
3. Play the recording again. Let students repeat them.
Step 8 Homework
1. Practise making conversations according to 1d.
2. Practise the pronunciations/i /,/I/,/e/,/ / and sample words.
【随堂作业】
根据汉语提示完成句子。
1. We should help our friends and learn from each other (互相).
2. Let's go to make friends (交朋友) with our new classmates.
3. Mr White's first name is Brian. His full name (全名) is Brian White.
4. Ms Green is my friend. Green is her last name (姓氏).
5. I get to know (了解) a lot about the world through reading more.
【板书设计】
Unit 1 You and Me
Section A: How do we get to know each other (1a-Pronunciation 2)
Words and phrases: get to know, full, full name, grade, last name
Sentences: Good morning.
Nice to meet you.
May I have your name
How do you spell your name
How old are you
Where are you from
What class are you in
Pronunciations:/i / eat, feet, sheep
/ / is, fit, list
/e/ net, men, head
/ / bad, man, hat
【教学反思】
本节课通过多样化的教学活动，如听力练习、配对对话和小组活动，成功激发了学生的学习兴趣。大多数学生能够积极参与并正确运用所学句型。然而，在发音环节中，部分学生仍存在一些困难，需要更多的练习和指导。在未来的教学中，我将增加更多真实的交流场景，帮助学生更好地运用所学知识，并加强发音训练，以提高学生的口语表达能力。
Period 2 Section A (2a-2e)
【教学内容】
询问信息和问候。
【核心素养】
1.学生能够听懂对话内容，并正确圈出所听到的单词。
2.学生能够流畅地朗读对话，并模仿正确的语音、语调。
3.学生能够通过阅读对话，准确回答问题并提取关键信息。
4.学生能够运用所学语言结构询问和回答有关同学的基本信息。
【重点难点】
重点：理解对话内容，准确提取信息。
难点:正确运用 what's, where's, how old, what class, who 等结构进行信息询问,并注意 who’ s, I'm, he's, it's 的缩写和发音。
【教学过程】
Step 1 Lead-in
1. Greet the class.
2. Review the previous class by talking with students in English.
3. Give a brief introduction of the class content.
Step 2 Work on 2a
1. Look at the picture in 2a. Ask students what may happen in the picture. Get students to discuss the picture.
2. Play the recording of 2a. Students listen and circle the words they hear.
3. Check answers with the class. The answers are:
I'm good.
Mr Smith, this is my new friend.
What class are you in, Peter
Step 3 Work on 2b
1. Read the conversation in 2a together. Ask students to pay attention to pronunciation and intonation.
2. Answer the questions in 2b as a class. Discuss the answers briefly. The answers are: 1.B;2. A.
Step 4 Work on 2c
1. Complete the table in 2c individually. Then check the answers with a partner. The answers are:
Mr Smith: the US, English teacher.
Peter: Class 1, Gao Hui.
Step 5 Work on 2d
1. Listen to the recording again, focusing on the pronunciations of“who’ s” “I'm” “he's” and“it's”.
2. Pair students up for role-play. They should practise the conversation, paying special at- tention to the correct use of the target language.
3. Have several pairs come to the front and role-play the conversation for the class.
Step 6 Work on 2e
1. Ask students to work in groups and use the structures provided in 2e to ask and answer questions about Peter Brown, Song Meimei, Emma Miller, and Chen Jie.
2. Each group can create a small information sheet about each student.
3. Have a few groups share their information sheets with the class.
Step 7 Homework
Students should practise the conversation at home with a family member or friend, and pre- pare a short dialogue using the structures learned in class to talk about a new friend or classmate.
【随堂作业】
根据汉语意思完成句子。
1.你的班主任是谁
Who is your class teacher
2.这是我的新同学。
This is my new classmate .
3.你在哪个班
What class are you in
4.鲍勃是他的名字。
Bob is his first name .
5.请当心，不然你会出错的。
Please be careful, or you will make mistakes .
【板书设计】
Unit 1 You and Me
Section A: How do we get to know each other (2a-2e)
Words and phrases: classmate, class teacher, first name, mistake, country
Sentences: How are you
This is my new friend.
Nice to meet you. Nice to meet you too.
What class are you in
Who's your class teacher
Hui is her first name.
My mistake.
Spellings: who's = who is; I'm = I am; he's = he is; it's = it is
【教学反思】
本节课通过听力、口语、阅读和语言应用的综合训练，有效地帮助学生掌握了对话内容，并提升了他们的语言运用能力。角色扮演活动激发了学生的参与热情，但在发音方面，部分学生还需加强练习。在未来的教学中，我会增加更多真实场景的对话练习，以帮助学生更好地运用所学英语进行交流。同时，我也会关注每个学生的发音情况，提供必要的指导和帮助。
Period 3 Section A Grammar Focus (3a–3d)
【教学内容】
am, is, are 的用法。
【核心素养】
1.学生能够识别主语与动词的一致性，并正确使用 am，is，are。
2.学生能够通过阅读和完成练习，增强对 be 动词用法的理解。
3.学生能够流利地完成段落填空，并准确地介绍一位新朋友。
【重点难点】
重点：掌握 be动词的三种形式及其与主语的搭配。
难点：准确运用 be动词的形式，特别是在复数主语和单数第三人称主语后的正确使用。
【教学过程】
Step 1 Lead-in
1. Greet the class warmly.
2. Review the previous class by asking and answering questions. Conduct a brief review of subject-verb agreement using personal pronouns.
3. Introduce the topic of today's lesson: Using“am” “is” and“are” correctly.
Step 2 Work on 3a
1. Present the rules of using“am” “is” and“are” with different subjects on the board, il- lustrating with examples.
2. Ask students to read the sentences in 3a and circle the verbs. Then, write the appropriate form of“be” next to each personal pronoun.
3. Discuss the answers as a class, clarifying doubts and emphasizing the correct usage.
4. Read the sentences in 3a together.
Step 3 Work on 3b
1. Ask students to circle the correct words to complete the sentences, focusing on subject- verb agreement.
2. Encourage students to check and discuss the answers, highlighting the reasons for the cor- rect choices.
Step 4 Work on 3c
1. Ask students to complete the passage with“am” “is” or“are”. Monitor their progress, as- sisting where necessary. Once students have finished, go through the passage together, correcting any mistakes and emphasizing subject-verb agreement. The answers are:
Hello! I am Liu Yu. I am 13 years old. I am from Chengdu, China. My favourite animal is the panda. I like hot pot very much. This is my new classmate. Her name is Sally Wood. She is also 13 years old. She is from Sydney, Australia. Now she lives in Chengdu with her parents. She likes Chinese food a lot. Her favourite food is Mapo tofu. Sally and I are good friends.
2. Get students to read the passage. Pay attention to the answers.
Step 5 Work on 3d
Pair students up for exercise 3d. Ask them to introduce one of their new friends to their part- ner, using the provided sample as a guide. Give them time to prepare and then invite a few pairs to come to the front and role-play their introductions. Provide constructive feedback on their language use, praising correct subject-verb agreement and suggesting improvements.
Step 6 Summary and Homework
Summarize the key points of the lesson, emphasizing the importance of using“am”“is” and“are” correctly in sentences.
Assign homework: Students will write a short paragraph about themselves, ensuring correct subject-verb agreement is used throughout. Encourage them to review the lesson material before starting the assignment.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
band, same, both, pot, a lot
1. Peter and Bill are my classmates. We are in the same class.
2. Both Lily and Lucy are Americans, and they are from Boston.
3. Danny and Tommy are members(成员) of the school band .
4. You must be careful with the pot . It's hot.
5. My grandfather is a good farmer. He knows a lot about farming.
【板书设计】
Unit 1 You and Me
Section A: How do we get to know each other (3a-3d)
Words and phrase: same, twin, both, band, pot, a lot, tofu, UK, US, Australia
Grammar: I am You are He/ She/ It is We/ They are
Structures: Hello! I'm ... This is my new friend. His/ Her name is ... He's/ She's from... His/ Her favourite ... is...
【教学反思】
中小学教育资源及组卷应用平台
本节课重点在于强化学生对 be动词的正确使用。通过多个练习活动，学生得到了充分的实践机会。在介绍新朋友的口语活动中，学生表现出较好的语言运用能力，但在某些句子构造上还需加强流畅性和准确性。未来教学中，我将继续设计更多真实场景的对话练习，帮助学生更好地内化这一语法点，并注重引导学生在口语表达中自我纠正，提高语言输出的质量。
Period 4 Section B (1a-2b)
【教学内容】
通过查看照片板、阅读帖子等活动，学习如何描述自己及他人，以及如何与他人交朋友。
【核心素养】
1.学生能够从照片和帖子中获取关于新朋友的信息。
2.学生能够学会使用简单的句子来描述自己。
3.学生能够就所学内容进行简单的口语交际。
【重点难点】
重点：学会从文本中提取信息，并使用所学句子结构描述自己。
难点：准确运用所学句子结构进行自我介绍，并适当使用交际用语。
【教学过程】
Step 1 Lead-in
1. Greeting: Greet students and ask about their hobbies or favourite things.
2. Lead-in: Talk about making new friends and what they usually want to know about a new friend.
Step 2 Work on 1a
1. Display two photo boards of Pauline and Peter, asking students about their first impres- sions. Guide students to discuss what information they usually inquire about or share when making friends.
2. Show the words in the box and instruct students to match them with the correct images. Dis- cuss how the words can help them understand Pauline and Peter's interests and lifestyles. Encour- age students to express their understanding of the photos in English, for example, “Pauline has a parrot. It's her pet.”
3. Ask students questions about the photos and the words to ensure they understand the mean- ing of each item. Encourage students to use complete sentences to answer, for example, “Pauline lives in Singapore.”
4. Explains that in real life, people often share more information about themselves through platforms like social media. Introduce Pauline and Peter's posts as examples of how they share per- sonal information.
Step 3 Work on 1b
1. Ask students to read Pauline and Peter's posts silently. The teacher then explains any new vocabulary or phrases in the posts, ensuring students understand their meanings. Ask what new in- formation students have learned about Pauline and Peter from the posts.
2. Match the information from the posts to the correct images on the photo board based on their memory.
3. Students are divided into groups to discuss Pauline and Peter's hobbies, lifestyles, etc. Each group needs to summarize a few key points about Pauline and Peter and prepare to report to the class.
Through this activity, students not only practise oral expressions but also learn how to extract key information from texts.
4. Invite several students to the front of the class to play the roles of Pauline and Peter.
Step 4 Work on 1 c & 1d
1. Read the posts again and complete the table with information from the posts.
2. Have students compare themselves with either Pauline or Peter and share similarities or differences.
Step 5 Work on 2a
1. Ask students to write some sentences about themselves using the structures provided in 2a.
2. Have students share their sentences with the class.
Step 6 Work on 2b
1. Complete students’ replies to Pauline or Peter, using the information they’ ve written about themselves. Encourage students to be creative and use the language they' ve learned to make their replies personal and interesting.
2. Have a few students read their replies to the class.
Step 7 Summary and Homework
Summarize what students have learned about describing themselves and making new friends.
Assign homework: Have students write a short paragraph about a new friend they would like to make, including information about themselves that they think would be important for the new friend to know.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. The parrot (鹦鹉) is clever and he can speak some Chinese.
2. My father often plays tennis (网球) on the weekend.
3. I like music and I can play the guitar (弹吉他).
4. Would you like to have ( have) dinner with me
5. Dale wants to go ( go) to Peter's house this evening.
【板书设计】
Unit 1 You and Me Section B: What do we need to know about a new friend (1a-2b) Words and phrases: parrot, guitar, tennis, page, even, play the guitar, would like, informa- tion, hobby, re Sentences: My name is ... I love... I'm … years old. My favourite food is... I live in… My favourite sport is... My Favourite place is...
【教学反思】
通过这节课的教学，学生们对如何了解新朋友有了初步的了解和实践。但在课堂上，我发现一些学生在阅读理解和写作时存在困难，需要在今后的教学中加强阅读理解和写我发现一些学生在阅读理解意引导学生关注个人信息的内容，以提高中加强阅读理解和写
Period 5 Project (3a-3c)
【教学内容】
制作你自己的个人档案。
【核心素养】
1.学生能够使用基本的英语自我介绍。
2.学生能够书写简单的个人简介。
3.学生能够通过听同学的描述，猜测出所描述的同学。
【重点难点】
重点：掌握自我介绍的基本句型，书写个人简介。
难点：准确使用第三人称单数形式进行描述，以及通过听力理解猜测同学身份。
【教学过程】
Step 1 Lead-in
1. Greeting: Greet the students and ask them how they are feeling today.
2. Review the previous class by talking with students.
3. Introduction: Briefly introduce the topic of the lesson— Make your own personal profile.
Step 2 Work on 3a
1. Ask students if they know how to introduce themselves in English. Write the key questions on the board: What is your name How old are you What is your favourite sport/ food/… What are your hobbies Explain that they will use these questions to create their own personal profiles.
2. Have students work individually to answer the questions in 3a, writing down their respon- ses. Walk around the classroom to assist students and encourage them to use complete sentences. Step 3 Work on 3b
Read the passage in 3b. Ask students to refer to the example in 3b and write their own personal profiles, incorporating their answers from 3a. Once students have finished, have them read their pro- files to a partner for feedback.
Step 4 Work on 3c
1. Explain the activity in3c: Students will take turns to pick out one classmate's profile, in- troduce the person without saying the name, and the class will guess who he or she is.
2. Conduct the activity, ensuring all students have a chance to participate.
Step 5 Summary and Homework
Summarize the key points learned in the lesson.
Assign homework: Have students create a more detailed personal profile at home, including additional information such as their family, school life, and dreams for the future.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
even, information, post, be, write to
1. The post office is just behind the store.
2. She runs in the park from Monday to Friday, even on Sunday.
3. We can get lots of information on the Internet.
4. I'd like to be your friend.
5. Peter writes to his grandparents to tell them the good news.
【板书设计】
Unit 1 You and Me
Section B: What do we need to know about a new friend
Project: Make your own personal profile (3a-3c)
Sentences: What is your name
How old are you
What is your favourite sport/ food/…
What are your hobbies
【教学反思】
通过这节课的教学，学生们对如何用英语介绍自己有了初步的了解和实践。但在课堂上，我发现一些学生在写作和口语表达时存在困难，需要在今后的教学中加强写作和口语的训练。同时，我也要注意引导学生关注个人档案的内容，以提高他们的写作能力和口语表达能力。

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