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 Section 4 Section B 1a-2b
Content analysis
Centered on the theme of self-introduction and social interaction, it features two teenagers, Pauline (14, Singapore) and Peter (13, UK / Beijing), sharing personal details like family, hobbies (tennis, guitar), pets (parrot), and cultural references (Beijing duck, Great Wall, Singapore landmarks). The context of a friendship platform makes it practical for real-life language use, while accompanying images (e.g., pets, landmarks) aid visual learning. Exercises include information extraction (table completion), comparative analysis, and writing tasks (self-introductions, replies) to reinforce vocabulary, grammar, and communication skills. The content balances linguistic objectives (personal info, preferences) with cultural awareness, encouraging engagement through role-play, research, or creative posts.
By providing language scaffolds for self-introduction and social interaction, it guides students to learn how to introduce personal details and interests through relatable peer examples. The tone is friendly and inclusive, encouraging engagement via age-appropriate, real-life contexts. Its value orientation emphasizes practical language application, cross-cultural awareness, and the building of confidence in communication.
This material adopts a social media post format, making the text natural and engaging for young learners. The vocabulary covers everyday themes like countries, food, hobbies, and pets, while the grammar consistently uses the simple present tense for clear self-introductions. The exercises progress logically from information extraction (matching, table-filling) to comparison tasks, and finally to guided output (writing self-introductions and replies), ensuring a scaffolded approach that aligns with language acquisition principles. The structure balances readability with skill-building, using relatable content to reinforce practical communication skills.
Learning Objectives
At the end of this section, students will be able to:
recognize the structural features of friendship-seeking posts on online forums and understand the self-introductions of the posters;
sort out the key points of the posters’ self-descriptions by observing pictures and reading the forum posts, and complete the character information form accurately;
compare the posters’ personal information with their own situations and briefly introduce themselves using the sentence patterns they have learned;
show willingness to make new friends, recognize the importance of cross-cultural communication, and develop cross-cultural communication awareness.
Focal and Difficult Points
Focal Points
Sort out the text structure of reply posts and identify the key points of self-introductions within them.
Introduce someone by covering key details such as their name, age, place of origin / residence, and hobbies.
Difficult Points
Transfer and apply the vocabulary, target structures, sentence patterns and various functional expressions learned in this unit to their own writing.
Refine their works through self-evaluation and peer evaluation, and further polish them to enhance quality.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Lead in Task 1: Free Talk The teacher asks some questions: 1. Do you have friends 2. Do you want to make more friends What do you need to know about a new friend Task 2: Watch a video about Zheng Qinwen, who won China’s first Olympic tennis singles gold. T: Do you want to make friends with her Please introduce yourself to her. I want to be your friend. My name is ______. I am ____ years old. My favorite sport is _____. I like to______. Students discuss and answer the questions. Students watch the video about Zheng Qinwen and learn about her name, hometown and hobby. Students introduce themselves. To create a natural and engaging context for students and stimulate their motivation to express themselves. To stimulate students’ desire to communicate and provide an opportunity to review previously learned knowledge.
STEP 2 Before-Reading Task 1: Think and answer The teacher asks questions about the way to make friends. T: Where can we make new friends T: In what kind of social media can we make friends The teacher introduces what a forum is. T: It’s a place where we can exchange opinions and ideas on a particular issue, including: homepage; recent activities; message; posts The teacher shows two pictures in the forum. Task 2: Match the photos with the words. T: What do you know about the two students Student A / B has ______. He / She comes from / lives in ______. He / She likes_____. Students talk about the ways to make new friends. at school / in the clubs / in the summer camp / on the Internet. Tiktok / Wechat / Weibo / Forum … Students learn about posts. Students know about these two students according to the pictures on the post. To encourage students to share their own real-life experiences of making friends. To help students get familiar with how forums are structured. To guide students to guess the main idea based on the pictures.
STEP 3 While-Reading Task 1: Read and predict The teacher asks students some questions and lets them read fast. 1. What kind of passages are they 2. Who wrote them 3. Why did they write them Task 2: Match the posts with picture boards. Task 3: Read and complete the table with the information from the posts. Students read and answer the questions. Students match the posts with the picture boards by underlining the key sentences. Students finish the task. To guide students to conduct fast reading and predict key information. To enhance students’ ability to accurately identify key words through skimming. To help students sort the two students’ key information into a table for better text comprehension.
STEP 4 After-Reading Task 1: Compare yourself with either Pauline or Peter. T: Now, please introduce the similarities and differences you have. Pauline is from ______ and I’m from ______. We are both ______ and have _______. We both have a pet. I have _______. Her name is _____. She has a _______. We both like sports! I like_____ but she likes ______. Task 2: Write a letter to Zheng Qinwen to introduce yourself briefly. T: How do we write a reply Beginning; Body; Ending. The teacher shows two replies from two students and asks which one is better. Tip 1: Using a topic sentence. Tip 2: Adding more information. Tip 3: Using linking words. Task 3: Deep thinking What do you think of making friends online Students read the two students’ posts again to find out if they (the students) have the same hobbies as the posters. Students compare themselves with Pauline or Paul. Students analyze the posts and discuss them. Students read and learn how to write a better reply. Students write their own reply to Zheng Qinwen. Students discuss the teacher’s question and debate if possible. To help students compare their personal situations with the model text characters and find similarities and differences. To enhance the text’s relatability and foster students’ critical thinking through analyzing. To help students recognize key features of a well-structured reply. To help students apply writing strategies to reply to Zheng Qinwen and practice practical skills. To guide students to think deeply about online friendship and practice critical thinking.
STEP 5 Homework Must-do Make a mind map about Pauline and Peter. Choose-to-do Write a post to make new friends. To reinforce text understanding and practice real-life friend-making expressions.
Blackboard Design
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