资源简介

中小学教育资源及组卷应用平台
人民教育出版社 七年级上册
Unit 1 You and Me Opening Page & Section A 1a-1d
Overview
This unit is the start of the formal unit of this book, and also the starting point of the whole stage of junior high. With all the learning materials related to the starting days of a new phase of life and being in a new environment, the whole unit, within the theme of “Human and Society” — “Interpersonal Communication” — “Good Interpersonal Relationships and Social Interactions”, aims to encourage students to introduce themselves by making conversations with others, getting to know each other step by step and thus make new friends. Meanwhile, it also provides students with the opportunity to learn to integrate into each other’s social circles by introducing someone to others, establish a deeper friendship by exploring more about their peers. Ultimately, students will be able to discover more ways to present themselves to a wider audience by creating a personal profile, master more basic interpersonal communication skills, continuously enrich their social methods, develop initial interpersonal competence, and engage in social interactions more effectively.
The unit includes various types of texts, allowing students to access authentic and diverse textual materials and formats. This enables them to better explore how to make new friends and appreciate the joy that friendship brings.
Aims
By the end of this unit, students will be able to:
flexibly use various daily greetings, and greet classmates, friends and teachers naturally and appropriately based on the other person’s identity and the nature of their relationship;
use appropriate language to briefly introduce themselves, and introduce their classmates, friends, teachers to their own social circles;
identify online friend-seeking posts and personal profiles by recognizing their discourse patterns, and understand the structure and expressions used in such posts and profiles;
understand and explore effective ways to make new friends and build positive interpersonal relationships, thus making adequate preparations to integrate into junior high school life as soon as possible.
Sections
Section 1 Opening Page and Section A1a-1d.
Section 2 Pronunciation & Section A 2a-2e
Section 3 Grammar Focus
Section 4 Section B 1a-2b
Section 5 Project
Section 6 Reading plus
Section 1 Opening Page & Section A 1a-1d
Content analysis
This section consists of two parts: the Opening Page and Listening and Speaking. The Opening Page serves as a lead-in to the unit, where students can gain a general understanding of the theme “Making New Friends” through a thematic picture, learning objectives, a big question, and three sub-questions related to the picture. In the thematic picture, three junior high school freshmen are chatting enthusiastically in the corridor: one girl is warmly introducing her friend to a classmate, and all of them are smiling and full of expectations for their junior high school life.
The Listening and Speaking segment focuses on the topic “getting to know each other.” The listening part includes two dialogues, which depict different scenarios of junior high school freshmen getting to know their teachers and new classmates in the new school. The first dialogue takes place between students: it centers on Song Meimei, a Chinese student, meeting Peter, an international student, for the first time, and covers their greetings, self-introductions, and mutual questions. The second dialogue occurs between Ella, an international student, and Principal Ms. Li—Ms. Li initially mistakes Ella for her twin sister, Emma. These two dialogues help students learn to select appropriate expressions for different communication scenarios.
The two dialogues serve as good examples for students to learn when to use formal greetings (such as “Good morning” and “May I have your name ”) and when to use informal ones (such as “Hello” “Hi” and “What’s your family name ”). They also help students learn to start conversations by greeting others warmly and introducing themselves, which enhances their pragmatic awareness of communication strategies.
Be brave: Start conversations by greeting and introducing yourselves.
Be active: Keep asking questions.
Be nice: Give appropriate responses and show interest in what the other person says.
As students identify and explore details in the listening texts, understanding the pragmatic context of daily communicative language not only helps them use English more appropriately but also supports them in building good relationships with others.
The communication contexts are highly similar to real-life scenarios, and the two dialogues include information related to interactions across different ages and relationship dynamics.
The three questions Meimei asks mark her first attempt to learn more about Peter. Understanding and practicing these questions will help students learn to obtain the information they need by asking questions.
Two “wow” in a row is used to encourage students to give a response actively and at the same time, listen carefully and show interest in what people say.
The use of two “wows” is intended to encourage students to respond actively, while also guiding them to listen carefully and show interest in what others are saying.
The listening section contains two dialogues, covering interactions involving different relationships and levels of familiarity. Learning this content can enhance students’ ability to use English effectively, as well as their ability to adapt flexibly—using different sentence structures in different situations.
Learning Objectives
At the end of this section, students will be able to:
1. identify, recognize and recite new words and expressions related to self-introductions and greetings;
2. apply the listening strategy of “listening for detailed information”;
3. listen to conversations between people meeting for the first time, and use appropriate expressions for greetings, introductions and responses in formal and informal dialogues;
4. adjust communication approaches based on different partners, and enhance their adaptability and flexible thinking;
5. practice listening and circling key words, summarize topics applicable to self-introductions, and lay the groundwork for future communication while improving their ability to initiate and engage in conversations.
Focal and Difficult Points
Focal Points
Learn to use appropriate language to introduce themselves and others in real-life situations.
Introduce themselves and their friends with appropriate language, using the subject-linking verb-predicate structure.
Difficult Points
Use correct intonation when practicing conversations.
After learning sentence patterns, be able to reconstruct communication during role-plays.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Warm-up and lead in 1. Introduce the rules of the New Students Welcome Party. T: This is the welcome party for all new munication time is limited, but I have some tasks for you. If you get the answers right, you will earn extra time to talk with others. Maybe you will make more friends! Task 1: Could you help me pick a poster for the welcoming party Show 3 pictures (one is the Opening Page) to students and ask them to choose one as the poster of the welcoming party. T: Why do you choose this Who are they Where are they How do you think they feel (Guide students to observe their peers’ emotions and body language when they first meet.) 2. Ask students to read the learning goals and underline the key words. Listen to the rules carefully. Look at the theme picture and the title of this unit, and brainstorm: They are new students. They are in the school (hallway). They may feel happy, excited and shy. Read the learning goals and underline the key words. To motivate new students to actively interact at the welcome party and to encourage them to engage proactively in conversations. To help students realize that making friends can bring much happiness. To help students become familiar with the unit’s theme and contents.
STEP 2 Presentation 1. Brainstorm Task 2: What should we say when we meet new friends Greeting. Asking about information. 2. Play a video on greetings and guide students to summarize ways to greet others and ask for information. 3. Show some expressions and ask students to tick the ones they know. Think of some expressions that can be used to greet and get to know others. Watch the video and summarize ways to greet others and ask for information. Tick the expressions they know. To create a communication context similar to real-life scenarios. To help students review what they learned in starter units and learn new sentence structures.
STEP 3 Listening 1. Predicting Task 3: Show some pictures of people who will join the welcome party. Have students observe the two pictures and answer the questions: Who are they 2. Listening and numbering the pictures Ask students to listen to two conversations and number the pictures according to the order they hear. 3. Listening for detailed information (1) Ask students to go through the sentences in Activity 1c. (2) Ask students to discuss the following questions in groups: Deep thinking： What can we talk about to get to know someone Look at the two pictures and identify: In the first picture, there is a teacher and a student; in the second, there are two students (a Chinese one and an international one). Listen for key information and number the pictures. Take notes while listening, and circle the colored words they hear. Discuss in groups and figure out what to discuss — like names, classes, nationality, and age … To improve students’ listening strategy of predicting from given information, and help them identify speakers’ relationship before listening. To improve students’ listening strategy—listening for key information. To improve students’ listening strategy – listening for key words and phrases. To improve students’ ability to observe, analyze, and think logically.
STEP 4 Make a conversation Situation 1: Pick identity cards Choose different roles, and role-play as the teacher, the student, parents … Situation 2: Be a volunteer in Taiyuan Marathon. Let students make conversations with as many people as they can. Pay attention to: Emotions. Body language. Students create new conversations to get to know more classmates. To let students apply learned language knowledge through creating conversations and to help them build connections with more people via interaction.
STEP 5 Homework Must-do Make a conversation to practice greetings and responses in different situations. Choose-to-do Be a volunteer in Taiyuan Marathon, talk with people from different countries. Write down your conversations. To consolidate what students have learned and get ready for the next section.
Blackboard Design
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