【新教材】人教版（2024）七年级上册英语Unit 1 You and Me 教案（9课时）（表格式）

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【新教材】人教版（2024）七年级上册英语Unit 1 You and Me教案Section A 1a-1dSection A PronunciationSection A 2a-2eSection A Grammar FocusSection B 1a-1d Section B 2a-2bSection B ProjectSection B Reading PlusUnit 1 Topic Writing课题 Section A 1a-1d课型讲授听说课课时1总课时教材分析This opening section focuses on basic personal introduction dialogues and core personal pronouns. It integrates picture matching, listening and oral tasks, laying a foundation for students’ simple self-introduction and peer interactive communication in English.学情分析Seventh-grade students are new to junior high English learning. They are active and curious but lack basic sentence reserves. They need systematic training for simple daily interactive dialogues with partners核心素养（教学）目标Language competence: Master basic personal pronouns and core introduction sentences, finish listening tasks accurately and make simple self-introductions. Thinking quality: Develop clear logical thinking for simple interpersonal communication and dialogue organization. Cultural awareness: Learn polite English greeting and introduction manners in daily communication. Learning ability: Build initial English learning confidence and form active oral practice habits in class.德育安全Be honest and polite; keep good classroom order.教学重点难点Key points: Master target pronouns and basic self-introduction sentence patterns. Difficult points: Understand listening information and use sentences flexibly in peer communication.教法学法Situational teaching, audio listening, pair practice and game interaction.教学准备Listening audio, PPT and word cards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with warm and simple English greetings to ease students’ tension in junior high English class. The teacher greets students one by one with simple daily words to create a relaxed learning atmosphere. Then the teacher asks students simple guiding questions about themselves, such as their names and hobbies, in simple English and body language. Most students can respond with simple words or gestures. The teacher naturally points out that English is a tool for knowing each other, and today’s lesson will learn to introduce oneself and others, which successfully leads to the new lesson theme.Step 2: Pre-listening Knowledge PresentationThe teacher displays core personal pronouns and basic introduction sentence patterns in 1a on PPT. The teacher demonstrates standard pronunciation and intonation word by word and sentence by sentence, emphasizing simple and natural oral tone for daily communication. Students follow the teacher to read repeatedly in whole-class, group and individual forms to consolidate basic pronunciation and memorization. The teacher corrects inaccurate pronunciation in a timely manner. After vocabulary and sentence learning, students complete the 1a picture matching task independently, connecting language knowledge with character scenes to eliminate subsequent listening barriers.Step 3: While-listening Task TrainingThis step focuses on completing 1b and 1c listening tasks. Before playing the audio, the teacher clearly explains the listening requirements, requiring students to concentrate on identifying characters and matching correct introduction information. For the first audio playback, students listen to grasp the general dialogue content and understand the simple interactive logic of self-introduction. For the second playback, students complete independent matching and judgment tasks. After listening, the teacher checks answers with the whole class, analyzes key listening clues, and replays the audio again to help students deepen their sense of language and improve their ability to capture key dialogue information.Step 4: Post-listening Oral PracticeTo realize the transformation from language input to oral output, diversified interactive practice is carried out. First, students imitate the listening dialogues in pairs, focusing on simulating polite and natural communication tone. Then, the teacher organizes targeted pair dialogue practice. Students take turns to introduce themselves and their deskmates with target sentences, consolidating core sentence patterns. The teacher walks around the classroom to give targeted guidance, correct rigid expressions and wrong sentence collocations, and encourages shy students to open their mouths bravely to participate in English communication.Step 5: Situational Consolidation & ExpansionThe teacher summarizes the core vocabulary and sentence patterns learned in this lesson. Combined with the 1d classroom activity requirements, a “Know Your Partner” situational game is carried out. Students walk around the classroom to make new friends and complete simple English self-introduction and mutual understanding communication. The teacher infiltrates moral education, guiding students to communicate politely, treat classmates sincerely and build friendly interpersonal relationships. Random spot checks are conducted to test students’ flexible application ability of knowledge.Step 6: Summary & HomeworkThe teacher and students jointly review the key knowledge of this lesson, sort out personal pronouns and self-introduction sentence patterns, and emphasize the application scenarios of daily interpersonal communication. Layered homework is assigned. Basic homework: Read and memorize core words and sentences proficiently. Extended homework: Introduce yourself to your family members in simple English. Finally, the teacher affirms students’ positive performance and encourages students to keep practicing oral English to build learning confidence.【Blackboard Design】Unit 1 You and Me Section A 1a-1dKey Words: I, you, he, she, my, yourKey Sentences:I’m ... / You are ...This is ... Nice to meet you!Good morning/afternoon!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students actively participate in classroom listening and oral practice and can master basic introduction sentences well. Situational games effectively stimulate their learning interest. However, a few students are not fluent in oral expression. Future teaching will increase repeated imitation and situational drills to enhance their oral fluency.课题Section A Pronunciation 课型讲授听说课课时1总课时教材分析This pronunciation lesson focuses on the basic sounds, word stress and sentence intonation of personal pronouns and introductory sentences. It standardizes students’ oral pronunciation and lays a solid phonetic foundation for daily self-introduction communication.学情分析Junior high school beginners have just contacted English pronoun sentences. They can read simple words and sentences but have unclear pronunciation, wrong stress and flat intonation, lacking standardized phonetic training.核心素养（教学）目标Language competence: Master standard pronunciation of core pronouns and natural intonation of basic introductory sentences. Thinking quality: Distinguish correct and incorrect pronunciation and summarize simple phonetic rules. Cultural awareness: Learn polite and gentle tone habits in daily English greetings. Learning ability: Develop the habit of imitating standard pronunciation and practicing oral English independently and repeatedly德育安全Practice earnestly; abide by classroom disciplines strictly.教学重点难点Key points: Master standard pronunciation and stress of personal pronouns. Difficult points: Grasp natural intonation of introductory sentences and form fluent oral rhythm.教法学法Demonstration teaching, imitation practice, comparison and intensive training.教学准备Standard audio, PPT and phonetic cards.教学过程设计复备栏Step 1: Warming-up & Lead-inThe class starts with simple English greetings and daily interactive dialogues. The teacher organizes students to review pronouns and self-introduction sentences learned before. Students read words and dialogues collectively. The teacher observes and records common phonetic problems, including vague word endings, misplaced stress and monotonous sentence intonation. The teacher explains that standard pronunciation is the premise of confident English speaking, and introduces the theme of today’s phonetic learning to standardize students’ oral expression.Step 2: Phonetic Knowledge PresentationThe teacher displays core pronouns and key sentences on PPT, marking phonetic symbols, stress positions and intonation trends clearly. The teacher focuses on demonstrating the standard pronunciation of easy-to-mispronounce words such as I, you, he and she, explaining mouth shape and tongue position skills. Then the teacher teaches the intonation rules of daily introductory sentences. Polite greeting and self-introduction sentences adopt gentle and steady intonation. The teacher uses contrastive reading to show the difference between rigid reading and natural speaking, helping students build intuitive phonetic cognition.Step 3: Layered Imitation DrillsProgressive imitation training is carried out from single words to complete sentences. Firstly, play the standard audio repeatedly, and students follow to imitate word pronunciation and stress. The teacher corrects individual errors in time and guides students to feel syllable rhythm. After word training, move on to sentence imitation. Students practice target dialogues repeatedly to match correct stress with natural intonation. Various reading forms including group reading, row reading and individual reading are adopted to ensure full class participation and standardized pronunciation.Step 4: Error Comparison & Rule SummaryThe teacher lists typical pronunciation problems existing in students’ practice, and makes visual comparison between wrong and standard pronunciation. Guide students to discuss in groups to find differences and summarize simple phonetic rules for pronouns and daily sentences. Then carry out a pronunciation judgment game. The teacher reads sentences with improper stress and flat intonation randomly, and students judge and correct them immediately. This activity effectively strengthens students’ phonetic discrimination ability and consolidates learning effects.Step 5: Situational Phonetic ApplicationIntegrate phonetic training with real communication scenarios. Organize pair interactive practice. Students take turns to do self-introduction and greet partners with standard pronunciation and natural polite intonation. The teacher patrols the classroom to supervise and guide, focusing on checking students’ overall oral fluency and tonal authenticity. Select excellent students to make classroom demonstrations, setting examples for the whole class and encouraging all students to abandon mechanical reading.Step 6: Summary & HomeworkThe teacher and students jointly review the key phonetic points, word stress and sentence intonation rules of this lesson. The teacher emphasizes the importance of persistent imitation for oral standardization. Layered homework is assigned. Basic homework: Follow standard audio to imitate pronunciation for 10 minutes daily. Extended homework: Record personal reading of core words and sentences. The teacher encourages students to keep practicing to improve their oral English level continuously.【Blackboard Design】Unit 1 You and Me PronunciationKey Words & PronunciationI /aɪ/ you /juː/ he /hiː/ she /ʃiː/Sentence Intonation: Gentle & naturalKey Sentences:I’m ... Nice to meet you!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master standard pronunciation of core pronouns and basic sentence intonation through imitation and drills. Phonetic comparison activities effectively improve their phonetic awareness. However, a few students still have unstable intonation. Future teaching will add more situational speaking exercises to make their oral pronunciation more natural and standardized.课题 Section A 2a-2e课型讲授听说课课时1总课时教材分析This section focuses on extended personal introduction dialogues and basic name inquiry sentences. It integrates listening, reading and role-play tasks, enriching students’ daily communicative sentences for introducing others and asking personal information.学情分析Seventh-grade students have mastered simple self-introduction expressions. They are active in class but lack coherent dialogue logic and flexible skills to ask and answer others’ basic personal information in English.核心素养（教学）目标Language competence: Master core name inquiry and introduction sentences, finish listening and reading tasks proficiently, and complete complete personal dialogues. Thinking quality: Form logical thinking of asking and answering personal information in daily communication. Cultural awareness: Grasp polite manners of English self-introduction and mutual greeting. Learning ability: Build confidence in oral English and develop cooperative and autonomous learning habits.德育安全Communicate politely; maintain orderly class activities.教学重点难点Key points: Grasp core dialogue patterns for asking and introducing names. Difficult points: Use complete and fluent dialogues flexibly in real interpersonal communication scenarios.教法学法Situational teaching, audio imitation, pair work and role-play.教学准备Listening audio, PPT and name cards.教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with daily English greetings to activate the classroom atmosphere. Students review basic self-introduction sentences learned before through pair dialogues, such as “I’m...” and “Nice to meet you”. The teacher checks students’ oral fluency and gives simple evaluations. Then the teacher raises guiding questions about how to ask others’ names and introduce third persons. This triggers students’ thinking and naturally leads to the new lesson theme of complete personal inquiry and introduction dialogues, laying a foundation for new knowledge learning.Step 2: Pre-listening Knowledge PresentationThe teacher displays core sentence patterns and key expressions in 2a on PPT, focusing on name inquiry and third-person introduction sentences. The teacher demonstrates standard pronunciation, stress and intonation sentence by sentence, and explains the usage and application scenarios of each sentence. Students follow the teacher to read in various forms including collective reading, group reading and individual reading. The teacher corrects non-standard pronunciation and rigid intonation in time. After basic consolidation, students finish the 2a matching task independently to consolidate sentence cognition and eliminate listening barriers.Step 3: While-listening Task TrainingThis step focuses on completing 2b listening tasks. Before playing the audio, the teacher clarifies task requirements, requiring students to capture key name information and match correct dialogues. The audio is played for the first time for students to grasp the general dialogue context and communication content. The second playback allows students to complete matching tasks independently. After finishing, the teacher checks answers uniformly, analyzes key listening clues and dialogue logic. The audio is replayed again to help students deepen their sense of language and strengthen their ability to extract key information from daily dialogues.Step 4: Reading & Role-play PracticeBased on 2c to 2e text materials, layered reading training is carried out. Students first read the dialogues silently to understand the complete communication process of asking and introducing names, and mark difficult sentences. Then choral reading, paired reading and imitative emotional reading are organized to standardize reading fluency and natural intonation. After fully mastering the texts, pair role-play activities are launched. Students take turns to act as new classmates, simulating real scenarios of mutual introduction and name inquiry. The teacher patrols to guide expressions and correct incoherent sentences.Step 5: Situational Consolidation & ApplicationThe teacher summarizes the core sentence patterns and dialogue logic learned in this lesson. A “Make New Friends” situational game is held. Students walk around the classroom, use learned sentences to ask classmates’ names and introduce each other, realizing flexible knowledge application. The teacher infiltrates moral education, guiding students to communicate politely, treat others sincerely and build friendly interpersonal relationships in new class environment. Random oral checks are conducted to test students’ mastery and application ability.Step 6: Summary & HomeworkThe teacher and students jointly review the key knowledge of this lesson, sorting out name inquiry and introduction sentence patterns and emphasizing the fluency and politeness of daily communication. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues skillfully. Extended homework: Use English to introduce two of your classmates to your family. The teacher affirms students’ performance and encourages them to speak English bravely in daily life.【Blackboard Design】Unit 1 You and Me Section A 2a-2eKey Sentences:— What’s your name? — My name is... / I’m...— What’s his/her name?— His/Her name is...Nice to meet you!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master core dialogue sentences and finish listening and reading tasks well. Situational role-play effectively improves their oral participation and fluency. However, a few students confuse third-person expressions. Future teaching will add targeted drills to strengthen flexible language application ability.课题 Section A Grammar Focus课型讲授听说课课时1总课时教材分析This grammar lesson systematically summarizes personal pronouns and name inquiry sentence patterns. It focuses on the usage differences of first, second and third-person pronouns, consolidating basic sentence structures for daily introduction and communication学情分析Seventh-grade students can use simple introductory sentences but lack systematic grammar cognition. They often confuse subject pronouns I, you, he, she and make mistakes in third-person name answering sentences核心素养（教学）目标Language competence: Master the form and usage of common personal subject pronouns and proficiently apply fixed name inquiry sentence patterns. Thinking quality: Develop inductive thinking to summarize grammar rules and distinguish different person usages. Cultural awareness: Standardize polite oral expression habits in daily interpersonal communication. Learning ability: Form the habit of summarizing grammar knowledge independently and correcting errors actively.德育安全Be modest in learning; keep safe classroom interaction.教学重点难点Key points: Master personal pronouns and fixed name inquiry sentence structures. Difficult points: Distinguish and flexibly use first, second and third-person pronoun sentences correctly.教法学法Inductive summary, example analysis, error correction and layered practice.教学准备Grammar PPT and exercise worksheets教学过程设计复备栏Step 1: Warming-up & Grammar Lead-inThe teacher starts the class with daily English greetings. Students review the introductory dialogues learned in previous lessons through random oral quizzes. The teacher organizes students to conduct pair dialogues with sentences about asking and answering names. During the interaction, the teacher records typical grammatical problems, such as incorrect third-person collocations and confused pronoun usages. The teacher points out that standard communication requires standardized grammar rules, leading students to enter today’s systematic grammar learning to solve existing language problems.Step 2: Grammar Rule InductionThe teacher displays all classic sentences in Grammar Focus on PPT. Guide students to observe and classify sentences according to different persons. The teacher systematically sorts out four core personal subject pronouns: I, you, he and she, explains their respective usage scenarios and matching sentence structures. The teacher summarizes the fixed transformation rules of first, second and third-person introductory sentences. Combined with typical examples, the teacher analyzes the structural characteristics of name inquiry and response sentences, helping students build clear and systematic grammar knowledge framework.Step 3: Typical Error AnalysisThe teacher lists common grammar mistakes in students’ daily practice, including mixing up he and she, mismatching subject and predicate, and wrong third-person answer sentences. Students discuss in groups to judge right or wrong expressions and analyze error causes. After group discussion, representatives share their analysis results. The teacher makes supplementary explanations and summarizes effective discrimination skills, helping students thoroughly understand pronoun differences and eliminate common grammatical errors in oral and written expressions.Step 4: Layered Grammar ConsolidationProgressive grammar exercises are carried out to consolidate knowledge. Basic exercises include pronoun filling and sentence matching to strengthen students’ memory of pronoun forms and simple collocations. Advanced exercises cover sentence rewriting and error correction, requiring students to transform sentences among different persons independently. The teacher patrols to check students’ exercise conditions, gives targeted guidance to students with weak foundation, and corrects individual errors in time to ensure overall mastery of grammar rules.Step 5: Situational Grammar ApplicationIntegrate grammar rules into real classroom communication scenarios. Organize a “Classmate Introduction” interactive activity. Students use different personal pronoun sentences to introduce themselves, deskmates and other classmates. They are required to use grammar rules accurately and make fluent and polite expressions. The teacher evaluates students’ performance focusing on grammar accuracy. Meanwhile, moral education is infiltrated to guide students to respect classmates and communicate politely in daily interpersonal interactions.Step 6: Summary & HomeworkThe teacher and students jointly review the core grammar points of this lesson, sorting out personal pronoun usages and three types of person introductory sentence patterns. The teacher emphasizes the key and difficult points again to deepen students’ memory. Layered homework is assigned. Basic homework: Finish grammar exercises and sort out error examples. Extended homework: Write six correct sentences with different personal pronouns. The teacher encourages students to apply grammar rules flexibly in future English expression.【Blackboard Design】Unit 1 You and Me Grammar FocusPersonal Subject Pronouns: I, you, he, sheKey Sentences:— What’s your name? — I’m ...— What’s his name? — His name is ...— What’s her name? — Her name is ...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master personal pronoun usages and basic sentence patterns through induction and exercises. Students’ grammatical accuracy is greatly improved. However, some students still confuse he and she in fast dialogue. Future teaching will add more situational drills to strengthen flexible application.课题 Section B 1a-1d课型讲授听说课课时1总课时教材分析This section supplements basic adjective possessive pronouns and simple greeting dialogues. It focuses on listening identification and situational oral practice, helping students master polite daily communication for getting along with new friends.学情分析Seventh graders have learned personal pronouns and simple self-introduction sentences. They are active in class but prone to mix up possessive pronouns and lack fluent daily greeting communication skills核心素养（教学）目标Language competence: Master possessive pronouns and new greeting sentences, finish listening tasks accurately and conduct daily friendly dialogues. Thinking quality: Distinguish different pronoun usages and form logical communication thinking. Cultural awareness: Understand polite English interpersonal manners in school life. Learning ability: Cultivate active listening habits and improve cooperative and situational oral expression ability.德育安全Be friendly to others; abide by classroom rules strictly.教学重点难点Key points: Master possessive pronouns and core greeting dialogue patterns. Difficult points: Use new words and sentences flexibly in natural daily communication scenarios教法学法Situational teaching, audio listening, pair work and game practice教学准备Listening audio, PPT and word cards教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with simple daily English greetings to create a relaxed learning atmosphere. First, review the personal pronouns and self-introduction sentences learned in Section A. The teacher organizes quick pair dialogues for students to introduce themselves and their deskmates, consolidating basic knowledge. During the interaction, the teacher finds that students need more polite daily expressions to communicate with new friends. Then the teacher naturally leads to the theme of this lesson: learning new greeting words and sentences to enrich daily interpersonal communication.Step 2: Pre-listening New Knowledge TeachingThe teacher displays core new words and possessive pronouns in 1a on PPT, demonstrating standard pronunciation and intonation clearly. The teacher explains the meaning and usage of each word, and distinguishes the differences between personal pronouns and possessive pronouns with simple examples. Students practice reading in collective, group and individual ways to consolidate memorization. After vocabulary learning, students complete the 1a matching task independently to connect words with corresponding pictures. The teacher checks answers uniformly and eliminates language barriers for subsequent listening practice.Step 3: While-listening Task TrainingThis step focuses on completing 1b and 1c listening tasks. Before playing the audio, the teacher clearly states the task requirements, requiring students to focus on identifying correct words and dialogue information. The audio is played for the first time for students to grasp the general idea of the short dialogues. The second playback allows students to finish matching and judgment tasks independently. After listening, the teacher analyzes key listening clues, explains difficult points, and replays the audio again to help students strengthen their ability to capture key information and consolidate new knowledge.Step 4: Post-listening Oral Imitation & PracticeTo realize the transformation from listening input to oral output, diverse interactive exercises are carried out. The teacher summarizes the core greeting and communication sentence patterns of this lesson, and demonstrates natural and polite oral tone. Then students imitate the listening dialogues in pairs, focusing on standard pronunciation and fluent expression. After familiarizing with the dialogues, students conduct free pair communication, simulating the scene of greeting new classmates. The teacher patrols the classroom to correct wrong expressions and encourage shy students to speak bravely.Step 5: Knowledge Consolidation & Emotional SublimationThe teacher systematically summarizes the new vocabulary, pronouns and dialogue patterns learned in this lesson. A fun "Greet New Friends" game is held to help students flexibly apply knowledge in simulated campus scenarios. The teacher infiltrates moral education, guiding students to be friendly and polite to classmates, take the initiative to make new friends and build harmonious interpersonal relationships in the new class environment. Random spot checks are conducted to test students’ comprehensive application ability.Step 6: Summary & HomeworkThe teacher and students jointly review the key knowledge of the lesson, emphasizing the usage of new possessive pronouns and polite greeting sentences. Layered homework is assigned. Basic homework: Read and memorize new words and key dialogues proficiently. Extended homework: Use learned sentences to greet and communicate with new classmates after class. The teacher affirms students’ positive performance and encourages them to use English in daily communication bravely.【Blackboard Design】Unit 1 You and Me Section B 1a-1dKey Pronouns: my, your, his, herKey Sentences:Good morning/afternoon!This is my friend.Nice to meet you!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students actively participate in classroom activities and basically master new pronouns and greeting dialogues. Situational practice effectively improves their oral confidence. However, a few students still mix up possessive pronouns. Future teaching will add targeted comparison exercises to strengthen knowledge discrimination and application.课题 Section B 2a-2b课型讲授听说课课时1总课时教材分析This lesson focuses on reading and writing training about introducing friends. It consolidates possessive pronouns and greeting sentences, cultivating students’ ability to read short passages and write simple personal introduction paragraphs.学情分析Seventh graders have mastered basic greeting dialogues and pronoun usage. They have simple reading ability but lack logical thinking and standardized expression for short English passage writing.核心素养（教学）目标Language competence: Master core reading vocabulary, understand short introductory passages, and write simple paragraphs to introduce friends correctly. Thinking quality: Sort out passage structure and develop logical thinking for describing people. Cultural awareness: Experience polite interpersonal communication culture in Western daily social scenes. Learning ability: Cultivate careful reading and standardized writing habits and improve comprehensive language application skills.德育安全Cherish friendship; maintain safe classroom activities教学重点难点Key points: Grasp passage details and master the structure of introducing friends. Difficult points: Organize coherent sentences to complete standardized short introductory writing.教法学法Guided reading, cooperative discussion, imitation writing and evaluation.教学准备Reading PPT and student exercise sheets教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with daily English greetings. Firstly, review the core knowledge of Section B 1a-1d, including possessive pronouns and polite greeting sentences. The teacher organizes pair interactive dialogues, allowing students to greet partners and introduce simple personal information. This activity helps students consolidate previous knowledge and activate their language sense. Then the teacher raises guiding questions about how to introduce friends in detail, naturally leading to the reading and writing theme of this lesson and clarifying classroom learning objectives.Step 2: Pre-reading Vocabulary & BackgroundThe teacher displays new key words and fixed collocations in the 2a-2b reading material on PPT. The teacher demonstrates standard pronunciation, explains word meanings and usage scenarios one by one, and leads students to read repeatedly to eliminate reading barriers. Combined with campus life scenes, the teacher guides students to sort out basic ideas of introducing friends, including name, identity and simple evaluation. Students finish the 2a pre-reading prediction task independently to prepare for in-depth passage reading.Step 3: While-reading Hierarchical TrainingThe teacher designs layered reading tasks to train students’ reading abilities. For skimming, students read the passage quickly to grasp the main idea and find out the core content of the text. For intensive reading, students carefully read each sentence, mark key information about friend introduction, and complete 2b blank-filling tasks. The teacher patrols to guide students to locate effective information accurately, teaches basic detail grasping skills, and helps students understand the logical layout of the introductory passage.Step 4: Post-reading Analysis & DiscussionAfter completing the reading tasks, the teacher checks answers uniformly and analyzes key and difficult sentences in the passage. The teacher summarizes the basic writing structure of introducing friends: starting with introducing the character’s name and adding simple polite comments. Then group discussions are carried out. Students exchange their understanding of the passage, sort out useful sentence patterns, and discuss how to use these expressions in real writing. The teacher gives timely guidance to optimize students’ text analysis ability.Step 5: Imitation Writing & Classroom EvaluationBased on the reading text structure, the teacher carries out targeted imitation writing training. Students try to write a short paragraph to introduce their deskmates or good friends, using the learned pronouns and introductory sentences. The teacher emphasizes spelling accuracy and sentence fluency. After writing, several typical works are selected for classroom evaluation. The teacher affirms advantages, modifies inappropriate expressions, and standardizes students’ writing norms and language logic.Step 6: Summary & Layered HomeworkThe teacher and students jointly review the key knowledge of the lesson, including reading skills, core sentence patterns and the writing framework of introducing friends. The teacher stresses the application of possessive pronouns in writing again. Layered homework is assigned. Basic homework: Read and recite the 2b passage skillfully. Extended homework: Write a 5-sentence short passage to introduce your best friend. The teacher encourages students to accumulate sentences and apply knowledge flexibly.【Blackboard Design】Unit 1 You and Me Section B 2a-2bKey Words: friend, good, nice, newKey Sentences:This is my good friend.His/Her name is...He/She is a nice student.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students can finish reading tasks and master the basic structure of introducing friends. Imitation writing effectively improves students’ primary English writing ability. However, some students still make pronoun mistakes in writing. Future teaching will strengthen targeted writing drills to enhance language accuracy and logic.课题 Section B Project课型讲授听说课课时1总课时教材分析This project lesson is a comprehensive unit summary. It integrates personal pronouns, greetings and introduction sentences, guiding students to use integrated language knowledge to finish practical person-introduction cooperative tasks.学情分析Seventh-grade students have mastered all basic unit language points. They enjoy interactive and creative class activities but lack abilities to integrate knowledge and complete complete oral and written output independently.核心素养（教学）目标Language competence: Integrate unit vocabulary and sentence patterns to finish introduction project tasks and make complete oral and written expressions. Thinking quality: Sort out task logic and organize introduction content reasonably. Cultural awareness: Develop polite English communication habits in interpersonal interaction. Learning ability: Enhance team cooperation ability and flexible practical language application ability.德育安全Cherish friendship; cooperate politely and safely.教学重点难点Key points: Integrate unit knowledge to complete introduction project production and display. Difficult points: Organize coherent, accurate and fluent English for comprehensive presentation.教法学法Project-based learning, group cooperation, situational display and evaluation.教学准备PPT, name cards and colored stationery教学过程设计复备栏Step 1: Warming-up & Unit ReviewThe teacher starts the class with relaxing English greetings. A comprehensive unit knowledge review is carried out to help students consolidate core language points. The teacher guides students to sort out key personal pronouns, polite greeting sentences and friend introduction patterns learned in the whole unit. Quick oral quizzes and pair dialogue practices are organized to check students’ basic knowledge mastery. The teacher concludes that students have acquired all daily communication expressions for self-introduction and friend introduction, and clarifies that this lesson will focus on knowledge integration and practical application through interesting project tasks.Step 2: Project Task ExplanationThe teacher announces the core project theme: “Make a Class Friend Introduction Poster”. Students need to work in groups to make a simple English poster to introduce group members. The teacher shows excellent sample works, clearly explains task requirements, time arrangement and group division rules. Students are required to write accurate names, use correct pronouns and polite introductory sentences, and add simple comments on partners. The teacher sorts out available unit key sentences and vocabulary for students’ reference, helping them avoid language errors and clarify creation ideas.Step 3: Group Cooperative CreationThe teacher divides students into several balanced groups and guides reasonable work division within each group. Some students are responsible for poster layout and decoration, some for sorting out English introduction content, and others for checking grammar accuracy and polishing sentences. Students discuss actively in groups, confirm each member’s introduction content, and organize coherent and standardized English expressions. The teacher patrols each group, provides targeted guidance for sentence errors and unreasonable layout, and ensures every student participates in cooperative learning and knowledge application.Step 4: Project Display & Peer EvaluationAfter the creation time ends, each group takes turns to present their posters on stage. Group representatives fluently introduce each member of their group according to the poster content, using standard unit sentences and polite oral tone. After each group’s display, peer evaluation is carried out from the aspects of language accuracy, content completeness and poster creativity. The teacher gives comprehensive comments, affirms students’ teamwork achievements, corrects individual spelling and pronoun errors, and summarizes excellent expression modes.Step 5: Knowledge Summary & Emotional PromotionThe teacher summarizes the overall performance of the project activity, sorts out the high-quality English expressions used by students, and emphasizes the correct usage of personal and possessive pronouns in practical writing and speaking. Combined with the project theme of introducing friends, the teacher infiltrates moral education, guiding students to cherish class friendship, communicate politely with others, and build harmonious interpersonal relationships in campus life.Step 6: Class Summary & HomeworkThe teacher and students jointly review the whole unit knowledge system and the practical gains of this project class. The teacher praises students’ active participation and creative performance in group cooperation. Layered homework is assigned. Basic homework: Sort out and recite all unit key sentences. Extended homework: Write a short English passage to introduce three of your classmates. The teacher encourages students to bravely use English in daily communication.【Blackboard Design】Unit 1 You and Me Section B ProjectProject: Make a Friend Introduction PosterKey Pronouns: my, your, his, herKey Sentences:This is my friend. His/Her name is...He/She is a nice classmate.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Students actively participate in group project creation and basically complete poster making and English introduction tasks. The project effectively integrates unit knowledge and improves students’ comprehensive application ability. However, a few students have single sentence expressions. Future teaching will enrich students’ language accumulation and output practice.课题 Section B Reading Plus课型讲授听说课课时1总课时教材分析This extended reading material expands the theme of interpersonal communication and friendship. It supplements authentic daily reading texts, consolidates unit pronouns and greeting sentences, and improves students’ cross-cultural extensive reading competence学情分析Seventh-grade students have mastered basic unit sentences and pronoun usages. They are curious about new reading materials but lack effective reading skills and cross-cultural communication cognition in daily English scenarios.核心素养（教学）目标Language competence: Master new reading vocabulary, grasp the main idea and key details of the passage, and retell the text content briefly. Thinking quality: Analyze textual logic and summarize effective interpersonal expression rules. Cultural awareness: Understand polite communication norms in different cultural backgrounds. Learning ability: Master basic extensive reading skills and develop independent reading and thinking habits.德育安全Respect others, cherish friendship and study safely.教学重点难点Key points: Grasp key reading information and understand the theme of friendly communication. Difficult points: Accurately analyze text details and retell the passage coherently in simple English教法学法Guided reading, group discussion, situational analysis and retelling practice教学准备Reading handouts, PPT and cultural pictures教学过程设计复备栏Step 1: Warming-up & Lead-inThe teacher starts the class with simple daily English greetings to activate the classroom atmosphere. Students review core unit knowledge, including personal and possessive pronouns, self-introduction and greeting sentences through quick pair dialogues. The teacher observes students’ oral performance and gives timely affirmation and correction. Then the teacher raises guiding questions about how foreign students make new friends and communicate politely, stimulating students’ curiosity about cross-cultural communication. The teacher naturally introduces the extended reading theme of this lesson and clarifies the reading learning goals for students.Step 2: Pre-reading PreparationThe teacher displays new key vocabulary and fixed collocations in the Reading Plus material. The teacher teaches standard pronunciation, word meanings and practical collocations one by one, combining simple sentences to help students understand usage scenarios. After vocabulary consolidation, the teacher briefly introduces the text background about international student friendship and polite daily communication. Meanwhile, the teacher explains basic reading skills, requiring students to skim for the main idea and scan for key details, laying a solid foundation for efficient in-depth reading.Step 3: While-reading Layered TrainingHierarchical reading tasks are designed to train students’ comprehensive reading abilities. First, skimming practice: students read the passage within limited time, quickly grasp the general theme of the text, and find out the main characters and communication events. Second, intensive reading practice: students read the text carefully, mark key information such as communication behaviors and polite expressions, and finish teacher-designed detail judgment and blank-filling tasks. The teacher patrols to guide students to locate information accurately and solve reading difficulties in time.Step 4: Post-reading Discussion & RetellingAfter completing the reading tasks, the teacher checks answers uniformly and analyzes the key sentences and textual logic of the passage. Group discussion activities are carried out for students to exchange their understanding of polite cross-cultural communication and summarize useful English expressions for making friends. Later, the teacher guides students to sort out the text structure. With the help of key words, students try to retell the reading content independently or in groups, which effectively exercises their textual generalization and oral expression abilities.Step 5: Cultural Expansion & Value SublimationThe teacher expands relevant cross-cultural knowledge, comparing the similarities and differences of polite communication manners between Chinese and Western daily interpersonal interactions. The teacher emphasizes that polite language and sincere communication are universal virtues in international communication. Combined with the text theme, moral education is infiltrated, guiding students to treat classmates sincerely, communicate politely, cherish friendship and build harmonious interpersonal relationships in campus study and life.Step 6: Summary & Layered HomeworkThe teacher and students jointly summarize the key vocabulary, reading skills and cultural knowledge learned in this lesson. The teacher sorts out the core logic of the reading passage and consolidates students’ reading gains. Layered homework is assigned. Basic homework: Read the passage fluently and memorize new key words and sentences. Extended homework: Write a short paragraph about how to make new friends politely. The teacher encourages students to accumulate reading experience and apply it flexibly.【Blackboard Design】Unit 1 You and Me Reading PlusKey Words: polite, friendly, communicate, respectReading Skills:Skim for main idea; Scan for detailsTheme: Polite communication & true friendshipSentence Tip: Speak politely and behave sincerely【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students actively participate in reading tasks and master basic reading skills and cross-cultural communication knowledge. Group discussion effectively activates classroom thinking. However, a few students struggle with text retelling. Future teaching will strengthen logical thinking training to improve students’ comprehensive reading and output ability. 课题 Unit 1 Topic Writing课型讲授听说课课时1总课时教材分析This writing lesson focuses on self-introduction or introducing friends. It consolidates be verbs, personal pronouns and possessive adjectives, guiding students to organize personal information like name, age, hometown and hobbies into complete coherent short passages学情分析Seventh graders master basic individual sentences but confuse subject pronouns and possessive forms. They fail to arrange scattered personal information logically and often make mistakes in be verb changes during person shifts in writing.核心素养（教学）目标Language competence: Master target pronouns and be verb rules to write complete self-introduction articles covering name, age, hometown and hobbies. Thinking quality: Arrange content from basic identity to personal preferences in clear writing order. Cultural awareness: Learn polite communication and cherish sincere friendship. Learning ability: Accumulate useful sentence patterns and improve imitative writing via table analysis and group discussion.德育安全Be honest; treat new friends sincerely教学重点难点Key points: Master pronoun usage and standard self-introduction sentence structures. Difficult points: Integrate multi-aspect personal details to write fluent and well-organized descriptive passages教法学法Sentence accumulation, sample analysis, table sorting and guided imitative writing教学准备PPT, information tables and student writing worksheets教学过程设计复备栏Step1 Warming-up and Lead-in (8 mins)The teacher greets the whole class and carries out quick oral introduction drills. Several students briefly tell their names and ages on site to review be verbs and basic introductory sentences. After interactive sharing, the teacher shows Zhang Peng’s personal information table and introduces the core task: finishing a standard self-introduction essay according to given data. Students get clear learning goals and prepare for new writing study.Step2 Useful Sentence Accumulation (12 mins)The teacher classifies collected sentences into opening, body and closing parts and displays them on PPT. The teacher reads each sentence, stresses the different use of personal pronouns and possessive adjectives, and highlights correct be verb matching rules. Students read in chorus, group and individually to memorize fixed expressions. Three friendship-related English proverbs are supplemented to enrich language storage. Brief blank-fill exercises consolidate key phrases for subsequent writing application.Step3 Sample Analysis & Writing Outline (15 mins)The teacher presents the model self-introduction of Zhang Peng alongside the information chart. Teachers and students analyze the text together and conclude the three-section writing framework: opening with basic personal name and age, body introducing hometown, school and personal favourites, ending with an invitation to make friends. The teacher writes the sorted outline on the blackboard. Students discuss in pairs to pick required writing information from tables and share discussion results with classmates.Step4 Guided Imitative Writing (15 mins)Based on the task to write a self-introduction as Zhang Peng with all table information, students start draft writing following the fixed outline and accumulated phrases. While writing, the teacher walks around to tutor underperforming students, correcting frequent pronoun misuse and be verb errors timely. After most drafts are finished, typical compositions are projected; the teacher praises fine expressions and explains universal mistakes for whole-class revision and reference.Step5 Works Revision & Expanded Practice (10 mins)Students revise drafts with peer advice and teacher’s feedback to polish sentence logic and wording. The extended task requires students to write a genuine self-introduction with their real personal information. Excellent revised passages are read aloud in class. Meanwhile, moral education is blended to guide students to communicate honestly and develop good manners when making new friends at school.Step6 Summary and Layered Homework (10 mins)Teacher and students review core pronouns, be verb rules and three-part article structure, emphasizing error-prone grammar again. Two levels of homework are assigned. Basic homework: Copy core sentences and recite the sample passage. Extended homework: Write a short essay introducing one of your close friends. The teacher encourages students to apply learnt expressions into real daily communication.Blackboard DesignUnit1 Self-introduction Writing 1.Key: be verbs, personal & possessive pronouns 2.Writing structure: Opening: Name & age Body: hometown, school, hobbies End: Invite to be friends 3.Useful: My favourite…is… I am from….【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。教学反思Most students master basic sentence patterns and finish standard self-introduction smoothly. A small number of learners still mix personal pronouns and make be verb mistakes. In future classes, targeted sentence drills and short independent writing tasks will be added to boost their writing accuracy and logical arrangement ability