资源简介

Unit 1 You and Me Section A（1a-1d）教学设计
Unit 1 You and Me Section A (1a - 1d) of the 2025 - 2026 academic year's People's Education Press (2024) English textbook for Grade 7 kicks off the exploration of interpersonal communication in English. The section is centered around the theme of making new friends, which is highly relevant to students' daily school lives.
It commences with 1a, where students are presented with pictures in a school - like setting. This part not only reviews the greeting expressions learned in the preliminary section but also pre - exposes new sentence patterns that will appear in the subsequent listening materials. By looking at the pictures, students can recall phrases like "Good morning", "Hello", etc., and get familiar with new structures such as "Where are you from " and "What class are you in ".
教学目标 Students should be able to accurately pronounce and use greeting expressions, including "Good morning / afternoon / evening", "Hello", "Hi", etc. They can also use these greetings appropriately in different time periods of the day. Master sentence patterns for introducing personal information and asking others' information, such as "I'm...", "My name is...", "Where are you from ", "I'm from...", "What class are you in ", "I'm in Class... Grade...", "How old are you ", "I'm... years old". They can use these patterns to introduce themselves and inquire about others in a smooth manner. Be able to understand and respond to simple dialogues regarding personal information, which involves not only catching the words but also understanding the context and answering appropriately.
教学重难点 Make sure students master key vocabulary related to personal information, such as "name", "age", "country", "class", "grade", etc., and can pronounce and spell them correctly. Enable students to skillfully use sentence patterns for self - introduction and asking others' information. They should be able to use these patterns accurately in various situations, both in speaking and writing. Guide students to understand and imitate the dialogues in the textbook, helping them improve their listening and speaking abilities. Correct pronunciation and intonation are challenging for students. For example, some vowel sounds in English, like the difference between "e" in "bed" and " " in "bad", may be difficult for students to distinguish. Teachers need to spend time on pronunciation drills. In real - life communication, students may find it hard to use the learned sentence patterns spontaneously. They may be influenced by their mother tongue and make mistakes in grammar or word order. Teachers need to create more real - life - like scenarios to help students practice and get used to using English naturally. Understanding the cultural connotations behind the language, such as the informality of some greetings in English - speaking countries, can also be a difficult point for students. Teachers need to explain these cultural aspects clearly.
Vocabulary
Greeting words: "good" /ɡ d/ adj. (used in greetings) nice; pleasant. "Good morning / afternoon / evening". "morning" / m n / n. the early part of the day, from the time when people wake up until midday. "afternoon" / ɑ ft nu n/ n. the part of the day between midday and evening. "evening" / i vn / n. the part of the day between the end of the afternoon and bedtime. "hello" /h l / interj. used as a greeting or to begin a phone call. "hi" /ha / interj. (informal) a greeting.
Personal information words: "name" /ne m/ n. a word or words by which a person, animal, place, or thing is known, addressed, or referred to. "What's your name My name is...". "age" /e d / n. the length of time that a person has lived or a thing has existed. "How old are you I'm... years old". "country" / k ntri/ n. a nation with its own government, occupying a particular territory. "Where are you from I'm from... (country name)". "class" /klɑ s/ n. a group of students who are taught together. "What class are you in I'm in Class...". "grade" /ɡre d/ n. a level of study in a school. "I'm in Grade...".
Phrases
"be from" come from; originate from. "I'm from China."
"in Class... Grade..." indicating one's class and grade in school. "I'm in Class 3 Grade 7."
Sentence Patterns
Greeting patterns:
"Good morning / afternoon / evening!" Response: "Good morning / afternoon / evening!"
"Hello! / Hi!" Response: "Hello! / Hi!"
Self - introduction patterns:
"I'm... (name). I'm... years old. I'm from... I'm in Class... Grade..."
"My name is... I'm... years old. I come from... I study in Class... Grade..."
Asking others' information patterns:
"What's your name " Response: "My name is... / I'm... (name)"
"Where are you from " Response: "I'm from... (country / place name)"
"What class are you in " Response: "I'm in Class... Grade..."
"How old are you " Response: "I'm... years old"
教学过程
Warming - up and Lead - in (5 minutes)
Activity: Greet the students with enthusiasm, "Good morning/afternoon, dear students! How was your weekend " Encourage students to respond briefly. Then, show a short video clip of students in a new school environment, making friends and chatting. After the video, ask students, "What did you see in the video How do you feel when you start at a new school and meet new people "
Purpose: This activity aims to create a friendly and relaxed classroom atmosphere, and at the same time, activate students' prior experiences related to the new school and making new friends. By watching the video and sharing their feelings, students can better relate to the theme of this section - getting to know new friends.
Presentation (10 minutes)
1a Understanding Expressions: Present the sentences in 1a on the PPT. First, ask students to read them silently and think about their meanings. Then, explain each expression one by one. For example, "Hello" is a common and informal greeting; "Nice to meet you" is used when meeting someone for the first time. After the explanation, have students repeat each sentence after you, emphasizing correct pronunciation and intonation. Next, ask students to tick the expressions they are already familiar with. Walk around the classroom to check and have a brief conversation with some students, using these expressions, like "Hello, [student's name]. Nice to meet you. May I have your name "
Purpose: Through this activity, students can review and learn new expressions for greeting and asking personal information. Ticking the known expressions helps teachers understand students' prior knowledge, and the interaction with students can make the learning process more vivid and engaging.
Listening Practice (15 minutes)
1b Listening for Picture Order: Show the two pictures in 1b on the big screen. Ask students to observe the pictures carefully and describe what they see in pairs. For example, "In this picture, I can see a boy and a girl. They seem to be talking in the school corridor." Then, tell students that they will listen to two conversations and need to number the pictures in the order they hear. Play the recording for the first time. After that, play it again if necessary. Have students compare their answers in pairs before checking the answers together as a class.
1c Listening for Details: Before playing the recording for 1c, present the sentences with colored words on the PPT. Read each sentence aloud and explain the meaning of the colored words, such as "full name", "last name", "grade", etc. Make sure students understand these new words related to personal information. Then, play the recording. Instruct students to listen carefully and circle the colored words they hear. After the listening, have students check their answers with their partners. Finally, go through the answers together, and ask some students to explain why they circled those words.
Purpose: The 1b activity trains students' listening skills in terms of understanding the overall context and sequence of the conversations. The 1c activity focuses on helping students catch specific details, which is crucial for understanding personal information - related dialogues. Pair - work in both activities promotes students' communication and cooperation.
Speaking Practice (10 minutes)
1d Role - playing: Divide students into groups of four or five. Give each group some name cards with different names written on them. Instruct students to use the expressions from 1a and the information - getting sentences they learned in the listening part to introduce themselves and get to know each other within the group. For example, "Hello! I'm [name on the card]. May I have your name Where are you from What class are you in " Demonstrate the process with a volunteer student in front of the class first. Walk around the groups, listening to their conversations and providing guidance and encouragement. After a few minutes, ask some groups to come to the front of the class and act out their conversations. The rest of the students listen and watch, and then give some simple comments, like "They spoke clearly and used the expressions correctly."
Purpose: This role - playing activity allows students to apply the knowledge they have learned in a real - life - like situation. By interacting with their group members, students can gain confidence in speaking English and improve their communication skills. The class demonstration and group performance also help create a positive learning atmosphere.
Summary and Homework (5 minutes)
Summary: Briefly review the key expressions for greeting and asking personal information, such as "Hello", "Nice to meet you", "What's your name ", "Where are you from ", etc. Write them on the blackboard. Also, summarize the main points in the listening materials, like how to identify people's names, where they are from, and their class information. Ask students to recall some of the interesting conversations they had during the group work.
Homework:
Must - do: Require students to write a short passage about a new friend they "met" in the class today. They should include the friend's name, where the friend is from, and what class the friend is in.
Choose - to - do: Encourage students to make a small poster with their own photo and some key words about themselves, using the English expressions they learned. They can then share it with their family members in English.
Purpose: The summary helps students consolidate the knowledge learned in class. The homework tasks further strengthen students' understanding and application of the knowledge. The must - do homework focuses on writing practice, while the choose - to - do homework allows students to show their creativity and share their learning achievements with their families.

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