资源简介

(共39张PPT)
Unit 1 You and Me!
1a-1d
Section A How do we get to know each other
单元主题：人与社会
单元目标：
In this unit, you will:
1.introuduce yourself and others.
2.talk about personal information with the simple present tense(be).
3. make your own personal profile
4. explore how to make new friends.
UNIT
1
You and Me
[ ntr dju s]
v.介绍
个人信息
一般现在时
[ pr fa l] n.简介
[ k spl r] v.探索
Who are the people in the photo
Where are they
How do you think they feel
They are students.
They are in the hallway.
I think they are happy.
Look and say
1.掌握问候与询问个人信息的核心表达，能区分问候语和信息询问语；理解中英文姓名的差异，明确其构成及书写规范；学习“introduce”“grade”等重点词汇和“get to know”“full name”等短语的含义与用法。(学习理解)
2. 能运用所学表达进行简单对话，完成自我介绍与介绍他人的任务；会用一般现在时（be动词）谈论个人信息；能根据听力内容完成排序、圈信息等练习，提升听力理解能力。(实践应用)
3. 能制作包含个人关键信息的简介并向他人展示介绍；将课堂所学语言知识迁移到实际生活中，探索结交新朋友的方法，在真实社交情境中运用语言，提升人际交往能力。(迁移创新)
01
02
03
04
05
06
07
08
Lead in
Pre-listening
While-listening
Post-listening
Summary
Exercises
Homework
Language points
01
Lead in
Watch and Sing
Do you want to make new friends
How do we get to know(了解) each other
First, greet each other.
Then, ask for personal information.
02
Pre-listening
Tick the expressions you know.
Hello. 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
来自
1a
Which of them are for greeting
Which of them are for asking information
Tick the expressions you know.
Hello.
Nice to meet you.
Good morning.
1a
asking for information
greeting
name
age
place
class
How old are you
Where are you from
What class are you in
How do you spell your name
May I have your name
Who are they
And where are they
a teacher and a student
two students
At school
Prediction
03
While-listening
Listen to two conversations and number the pictures in the order you hear them.
1
2
1b
Tip:
根据对话双方的称呼以及对话内容判断人物关系，并对照图片标出先后顺序。
1. Peter’s full name is Peter Brown / Green.
2. Peter is from the UK/ the US.
3. Meimei is in Class 1 / 2, Grade 7 / 8.
4. Ella’s last name is Smith / Miller.
5. Ella is 12 / 13 years old.
Let’s read and underline the key words.
Tip:
画关键词可以迅速定位关键句，找到答案。
full name =
first name + last name
/ɡre d / 年级
1. Peter’s full name is Peter Brown / Green.
2. Peter is from the UK/ the US.
3. Meimei is in Class 1 / 2, Grade 7 / 8.
4. Ella’s last name is Smith / Miller.
5. Ella is 12 / 13 years old.
Listen again and circle the coloured words you hear.
1c
04
Post-listening
What’s the difference between Chinese name and English name
Hi, I’m Peter Brown.
Nice to meet you.
Hello, I’m Song Meimei.
May I have your name
Full name
first name/
given name
名
last name/
family name
姓
Peter Brown
西方人名在前，姓在后，名和姓首字母要大写。部分英美人还有中间名（middle name）放在名和姓的中间。
Full name
last name/
family name
姓
first name/
given name
名
Song Meimei
中国人姓在前，名在后，姓和名分两部分，两部分的首字母要大写。
William Arthur Philip Louis
Albert Einstein
His first name is .
His last name is .
His first name is .
His middle name is .
His last name is .
Albert
Einstein
William
Louis
Arthur Philip
Practice
His first name is .
His last name is .
Yuan Longping
Tu Youyou
Her first name is .
Her last name is .
Longping
Yuan
Youyou
Tu
Practice
Conversation 1
Meimei:Hello, I’m Song Meimei.
Peter: Hi, I’m Peter Brown. Nice to meet you.
Meimei:Nice to meet you too.
Peter: P-E-T-E-R, Peter. B-R-O-W-N, Brown.
Meimei:
Peter:I’m from London, in the UK.
Meimei: Wow, that’s far.
Peter: I’m in Class 1, Grade 7.
Meimei: Wow, we’re in the same class!
Choose the proper expression to complete conversation 1 and then underline the greetings.
A. How do you spell your name
B. May I have your name
C. What class are you in
D. Where are you from
B
A
D
C
Conversation 2
Ella: , Ms Li.
Ms Li: Good morning!
Ella: No, Ms Li. I’m Ella.
Ms Li: Sorry, Ella.
Ella: It’s Miller.
Ms Li: , Ella
Ella: I’m 12 years old.
Ms Li: Well, .
Ella: Nice to meet you too.
Choose the proper expression to complete conversation 2.
A. What’s your last name
B. Are you Emma
C. How old are you
D. it’s nice to meet you
E. Good morning
E
B
A
C
D
Conversation 1
Meimei:Hello, I’m Song Meimei.
May I have your name
Peter: Hi, I’m Peter Brown. Nice to meet you.
Meimei:Nice to meet you too.
How do you spell your name
Peter: P-E-T-E-R, Peter. B-R-O-W-N, Brown.
Meimei: Where are you from
Peter: I’m from London, in the UK.
Meimei: Wow, that’s far. What class are you in
Peter: I’m in Class 1, Grade 7.
Meimei: Wow, we’re in the same class!
Look and learn
Name
Place
class
Greeting
How do you spell your name
May I have your name
Hello
Hi
Nice to meet you.
Nice to meet you too.
Where are you from
I am from…
What class are you in
I’m in class…, grade… .
Conversation 2
Ella: Good morning, Ms Li.
Ms Li: Good morning! Are you Emma
Ella: No, Ms Li. I’m Ella.
Ms Li: Sorry, Ella. What’s your last name
Ella: It’s Miller.
Ms Li: How old are you, Ella
Ella: I’m 12 years old.
Ms Li: Well, it’s nice to meet you!
Ella: Nice to meet you too.
Name
Age
Greeting
Good morning
It’s nice to meet you!
nice to meet you too.
-Are you Emma
-No, I’m Ella.
-What’s your last name
-It’s Miller
How old are you
I’m 12 years old.
Look and learn
A: Good morning, ...
B: ...! May I have you name
A: I’m ...
B: What’s your last name
A: It’s ....
B: How old are you
A: I’m ... years old.
B: ...
A: Well, it’s nice to meet you.
B: Nice to meet you too.
name
place
class
age
greeting
Get to know more classmates. Try to remember their names.
1d
Pair work
05
Summary
Summary
Key words
Expressions
full, grade
get to know, be from, full name, last name, first name
—Hello! My name’s... May I have your name
—Hi! I’m... Nice to meet you.
—What’s your first/last name
—My first/last name is.../I’m...
Sentences
06
Language points
指人们通过交流、互动或经历等逐渐熟悉某人、某事物或某个环境等。
I want to get to know my new classmates.
我想了解我的新同学。
I want to get to know the history of Kaifeng.
我想了解开封的历史。
get to know 了解
1. How do we get to know each other (教材P20 标题)
full name 全名 last name 姓氏 first name 名字
在英语中，“名字”是放在最前面的，因此叫做 first name，也叫 given name。 “姓氏”放在最后面，因此叫做 last name 或 family name。
2.Peter’s full name is Peter Brown. (教材P20 1c)
Ella’s last name is Miller. (教材P20 1c)
full /f l/ adj. 完整的；满的
（1）[形容词] 完整的 通常用于名词前。
Please fill you full name and address.
请填上你的全名和地址。
（2）[形容词]满的；充满的 be full of 充满
反义词是 empty “空的”。
Life is always full of beaut.
生活总是美好的。
3. Peter’s full name is Peter Brown. (教材P20 1c)
grade /gre d/ n. 年级；等级
（1）（中小学的）年级
泛指年级时，grade的首字母小写；grade后有具体数字，表示几年级时，首字母通常大写。
— What grade are you in, Lily 莉莉，你在哪个年级？
— I’m in Grade 7. 我在七年级。
4. Meimei is in Class 1, Grade 7. (教材P20 1c)
（2）等级；品级
best / high / low grade 最上/高/低等
The high grades of tea are expensive. 上等的茶叶价格很高。
07
Exercise
1. —Hello! Nice to meet you.
— __________________
A. Nice to meet you, too. B. It’s great.
C. How are you D. Good morning.
2. My _____ name is Tony Smith, Tony is my ______ name and Smith is my ______ name.
A. last; first; full B. full; first; last
C. first; full; last D. full; last; first
一、单项选择
A
B
1. 萨莉在七年级四班。
Sally is in _______ ____, ______ _____.
2. 我希望和海伦交朋友。
I hope to ______ _______ _____ Helen.
3. 你是露西吗？
______ _____ Lucy
二、完成句子，每空一词
Class 1 Grade 7
make friends with
Are you
08
Homework
Homework
Need to do:采访一位家人或朋友，用英语询问他们的姓名（若有英文名）、年龄（可选）等信息，并记录下来，下节课向老师和同学汇报。
Choose to do:查找关于中西方姓名文化差异的更多资料，用3-5句话简单总结，写在练习本上。
感
谢
观
看基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版（2024）七年级上册
授课题目 Unit 1 You and Me Section A (1a-1d) 课时 课型 第1课时 听说课
主题情境 人与社会 授课教师
语篇研读 【What】 聚焦 “How do we get to know each other ” 主题，围绕校园初次交往场景展开。1a 呈现日常交际基础表达，像问候、询问姓名、拼写、年龄、籍贯、班级及礼貌回应；1b要求听两段对话给图片排序，感知交流过程；1c听细节圈选关键信息（姓名、国籍、班级、姓氏、年龄 ）；1d 则是运用所学表达与同学交流、记名字，实现语言从认知到运用 ，整体构建起校园初次相识的英语交际内容体系。 【Why】 帮学生掌握校园初次交往的英语基础表达，通过 1a 激活已有认知，1b、1c 训练听力理解，1d 落实口语输出，培养 “听 - 说” 语言技能。同时，渗透英语国家姓名文化、日常交往礼貌习惯，提升跨文化意识。为学生提供真实校园交际工具，解决 “用英语认识新同学、与他人初步交流” 问题，让英语学习贴近生活，增强实用性和获得感，激发英语学习兴趣与信心 。 【How】 语篇按 “语言认知 - 听力输入 - 口语输出” 逻辑推进。1a以勾选已知表达形式，激活学生语言储备，为后续学习铺垫；1b、1c借助听力活动，先让学生把握对话整体顺序（1b排序），再聚焦细节信息（1c圈选），逐步输入完整交际语篇；1d设计结对交流任务，提供示例对话框架，引导学生运用前面所学表达，完成从语言输入到输出的转化。
学情分析 学习本课文的七年级学生，已有小学英语启蒙基础，掌握简单日常问候与自我介绍，但语法薄弱，复杂疑问句理解运用难，词汇量有限。他们好奇心强、热情高，愿参与贴近生活的课堂互动，可自主学习与听力策略不足，归纳运用知识能力弱。正处形象到抽象思维过渡阶段，对直观内容理解好，抽象文化概念（如英语姓名文化）需实例辅助，且注意力易分散，教学需趣味多元设计，以适配其语言基础、学习能力、认知发展与文化认知水平 。
课标要求 要求学生能够正确朗读问候语、询问句等各类交际用语 学生能够在语境中正确运用这些词汇进行表达，同时要具备一定的词汇学习策略，如通过上下文猜测词义等，扩大词汇量，提高语言表达的准确性。 了解并初步运用一般现在时的相关句型结构，如特殊疑问句 “Where are you from ” “What class are you in ” 等 通过听对话，能够捕捉关键信息，如姓名、国籍、班级、年龄等，锻炼听力理解能力； 了解英语国家人们在初次见面时常用的问候方式和交流习惯 培养对不同文化的尊重和包容态度 在听力理解和口语交流过程中，能够梳理对话中的逻辑关系
教学目标 通过本节课学习，学生能够： 掌握问候与询问个人信息的核心表达，能区分问候语和信息询问语；理解中英文姓名的差异，明确其构成及书写规范；学习“introduce”“grade”等重点词汇和“get to know”“full name”等短语的含义与用法。(学习理解) 能运用所学表达进行简单对话，完成自我介绍与介绍他人的任务；会用一般现在时（be动词）谈论个人信息；能根据听力内容完成排序、圈信息等练习，提升听力理解能力。(实践应用) 能制作包含个人关键信息的简介并向他人展示介绍；将课堂所学语言知识迁移到实际生活中，探索结交新朋友的方法，在真实社交情境中运用语言，提升人际交往能力。(迁移创新)
教学 重难点 重点:掌握问候与个人信息交流的核心表达及听力抓关键信息 难点:复杂疑问句的正确运用、听力细节捕捉及姓名文化差异的实际运用。。
核心语言 【核心词汇】 name, class, grade, age, first, last, family, hello, morning, nice, meet, spell, where, from, year full, address, same 【核心短语】 get to know, full name, first name, last name, family name, be from, in Class... Grade..., nice to meet you 【核心句型】 1. 问候与回应： Hello! / Hi! Good morning! Nice to meet you. — Nice to meet you, too. 2. 询问与介绍个人信息： May I have your name — I’m / My name is... What’s your first / last name — My first / last name is... How do you spell your name — ...（拼写） How old are you — I’m... years old. Where are you from — I’m from... What class are you in — I’m in Class... Grade.... 3. 确认身份： Are you... — No, I’m...
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （3min） T play a short video about making new friends and ask "How do we get to know each other ". Watch the video and answer, "We say hello and talk." 通过视频导入主题，激活学生已有知识；激发学习兴趣。
效果评价：观察学生能否积极观看视频和思考问题。。
Part 2： Pre-listening（10min） 1. Show the expressions in 1a. 2.Present pictures of two students. Ask, "Who are they Where are they " 3. Introduce "name" and "grade". Tick expressions, discuss and classify them into greetings and information-asking ones. 用简单提问和词汇降低门槛，聚焦核心表达，通过预测和图片辅助理解，为听力铺垫。
效果评价：观察学生能否积极回应，对词汇和表达的理解是否准确。
Part 3： While-listening（11min） Play the audio for 1b, ask students to number the pictures in the order they hear. Play the audio again for 1c, guide students to circle the correct information based on the listening content. 1.Listen to the audio and number the pictures for 1b. 2.Listen carefully, circle the correct options in 1c, and check answers with partners. 1b训练学生捕捉对话顺序的能力，1c提升抓取细节信息（姓名、年龄、班级等）的能力，分层任务符合听力理解的渐进规律。
效果评价：查看1b的排序正确率和1c的信息圈选准确性，判断学生对听力内容的理解程度和关键信息捕捉能力。
Part 4： Post-listening（11min） 1. Explain the difference between Chinese and English names using examples 2. Show incomplete conversations, and ask students to fill in the blanks with proper expressions. 3.Organize pair work for 1d: Students take turns greeting each other, asking for personal information and responding. 1.Learn about name differences, complete the conversations in pairs. 2. Practice 1d with partners, using expressions like "May I have your name ", "What class are you in ". 姓名文化对比拓展学生认知；对话填空巩固听力输入的语言结构；1d活动促进知识迁移，提升真实情境中的交际能力。
效果评价：检查对话填空的准确性，观察1d活动中语言运用的流畅度和恰当性，评估学生对所学表达的掌握和运用能力。
Part 5： Summary（2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercises（3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework Need to do:采访一位家人或朋友，用英语询问他们的姓名（若有英文名）、年龄（可选）等信息，并记录下来，下节课向老师和同学汇报。 Choose to do:查找关于中西方姓名文化差异的更多资料，用3-5句话简单总结，写在练习本上。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 围绕“认识彼此”展开，贴合学生需求。亮点在于通过情景链条帮助学生掌握核心表达，中英文姓名差异教学效果好，多数学生能准确区分。 但1d结对练习中部分学生对话拘谨，且少数学生存在be动词使用不当的问题。后续将增加真实场景模拟，并设计专项练习强化be动词用法。

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