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RJ7AU1 You and Me

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以下是基于人教版七年级英语上册Unit 1 “You and Me”教材内容整理的脑图框架及核心要点，结合教学目标和活动设计，适合用于教学规划或学习总结：

一、单元目标 (Unit Goals)

  1. 自我介绍与他人介绍
    • 基础表达：姓名、年龄、国籍、班级（e.g., My name is…/I’m from…）
    • 扩展信息：爱好、宠物、喜爱的食物/运动（e.g., My favourite sport is…/I like drawing）
  2. 语法掌握
    • be动词运用（am/is/are）
      • 人称匹配：I → am, you/we/they → are, he/she/it → is
      • 缩写形式：I’m = I am, who’s = who is
    • 一般疑问句与特殊疑问句（e.g., Are you…? / Where is he from?）
  3. 社交技能
    • 问候用语：Hello/Nice to meet you/May I have your name?
    • 交友表达：Would you like to be my friend?
  4. 实践项目
    • 制作个人档案 (Personal Profile)
      • 内容框架：姓名、年龄、家庭、爱好、梦想等
      • 范例参考：Andre Kalu（南非籍学生）的档案模板

二、核心教学内容 (Key Sections)

  1. Section A: 初次相识 (Getting to Know Each Other)
    • 听力与对话
      • 数字练习：年龄、班级编号（e.g., I’m in Class 1, Grade 7）
      • 姓名拼写：How do you spell your name?
    • 发音训练
      • 元音对比：/i:/ vs /ɪ/（e.g., sheep vs list）
    • 语法聚焦 (Grammar Focus)
      • be动词填空与纠错练习（e.g., Emma and Ella are twins）
  2. Section B: 深入了解 (Learning About Others)
    • 图文分析
      • 照片板解读：Pauline Lee（新加坡）与Peter Brown（英国）的爱好与生活
        • Pauline：宠物鹦鹉Coco、网球爱好
        • Peter：北京烤鸭、长城、吉他演奏
    • 对比任务
      • 学生与教材人物的异同比较（e.g., Pauline likes tennis; I prefer basketball）
    • 写作实践
      • 回复交友帖子：结构化模板（姓名、年龄、共同兴趣）

三、项目活动 (Project: Personal Profile)

  1. 步骤指南
    • 步骤1：回答问题
      • 4个核心问题：姓名、年龄、最爱事物、爱好（What are your hobbies?）
    • 步骤2：撰写档案
      • 结构建议： 
        1. 基本信息（姓名/年龄/居住地）  
2. 家庭与宠物（e.g., *I live with my parents and a cat*）  
3. 爱好与梦想（e.g., *I want to be a tennis player*）[4](@ref)[8](@ref)
    • 步骤3：班级互动
      • 匿名分享与猜测游戏：He is 13; his favourite food is noodles
  2. 美化技巧
    • 添加真实照片
    • 突出关键信息（如用彩色标注爱好）
    • 整洁排版与手绘装饰

四、评估与反思 (Reflective Assessment)

  • 自评标准：
    能力项 评价等级（Very well/OK/Needs work）
    1. 问候他人 □ □ □
    2. 自我介绍及介绍朋友 □ □ □
    3. 正确使用am/is/are □ □ □
    4. 运用交友表达 □ □ □
  • 单元总结：
    • 语言重点：一般现在时、缩略形式、疑问句结构
    • 社交目标：尊重文化多样性（案例涵盖南非、中国、英国等）

推荐教学工具

  • 免费脑图软件：
    1. GitMind：在线协作，自动云存储，适合课堂实时编辑。
    2. 知犀思维导图：全平台兼容，18种导图结构，支持LaTeX公式。
    3. 迅捷思维导图：海量模板，一键导出PPT/Word。

此脑图可帮助学生梳理单元脉络，教师亦可依据此框架设计分层任务（如基础填空→创意档案制作）。如需完整课件或学生作品参考，可进一步查阅链接资源。

 

I. Unit Objectives

  1. Introduce oneself and others.
  2. Discuss personal information using the simple present tense (be verbs: am, is, are).
  3. Create a personal profile.
  4. Explore ways to make new friends.

II. Key Sections & Activities

1. Get to Know Each Other

  • Expressions Practice:
    • Greetings (Hello, Nice to meet you), personal questions (Where are you from?, How old are you?), and clarifying names (How do you spell your name?).
  • Listening Exercises:
    • Identify speakers (Peter Brown, Meimei, Ella) in conversations.
    • Practice catching details (names, nationalities, classes, ages).
  • Role-Play:
    • Practice greetings in pairs (Hello! I’m… May I have your name?).

2. Pronunciation

  • Vowel sounds practice: /i:/ (eat), /I/ (is), /e/ (net), /æ/ (bad).
  • Contraction recognition:
    • I’m → I am, Who’s → Who is, It’s → It is.
  • Sentence repetition exercises for fluency.

3. Grammar Focus

  • Simple Present Tense (Be Verbs):
    • Use of am, is, are with pronouns (I → am, She → is, They → are).
    • Exercises:
      • Circle correct verbs in sentences (Emma and Ella are twins).
      • Complete passages with am, is, or are.
    • Introduce friends using target structures (His/Her name is…).

4. Learning About Others

  • Photo Board Analysis:
    • Students (Pauline Lee, Peter Brown) share likes via images (pets, hobbies, favorite places).
  • Reading Comprehension:
    • Extract personal details from social media-style posts (age, country, family, pets, hobbies).
    • Comparative task: Contrast oneself with Pauline or Peter.

5. Personal Identity & Profiles

  • Self-Introduction Structure:
    • Guided writing: “My name is… I’m __ years old. I live in… My favourite [food/sport] is…“
  • Project: Create a Personal Profile:
    • Answer questions about name, age, favorites, and hobbies.
    • Example provided (Andre Kalu from South Africa).
    • Collaborative activity: Share profiles anonymously, describe peers for classmates to guess.

III. Reflective Assessment

Students self-evaluate skills using criteria:

  1. Greeting others.
  2. Introducing self and friends.
  3. Using am, is, are correctly.
  4. Using expressions for friendship-building.
    (Very well / OK / Needs work)

IV. Core Themes

  • Language Focus: Simple present tense, contractions, question formation.
  • Social Skills: Initiating conversations, active listening, sharing personal information respectfully.
  • Cultural Context: Diverse backgrounds (Singapore, UK, South Africa, China) to foster inclusivity.

Summary: Unit 1 is a beginner-friendly introduction to English communication, emphasizing practical language for forming connections, backed by structured grammar practice and creative projects.

 

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