Starter Unit 3 Welcome! 教案 -2024-2025学年英语人教版七年级上册

第一课时　Section A(1a～2d) 1．Talk about the things in the yard. 2．Talk about the numbers of the items. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：fun，yard，carrot，goose，plants，one，two，three，four，five，six，seven，eight，nine，ten，eleven，twelve，thirteen，fourteen，fifteen Key phrases：baby chickens，tomato plants，apple trees，in the yard，potato plants Key sentences： ①—What's this/that？—It's… ②—What are these/those？—They're… ③—How many…can you see？—I can see… Learning Abilities ●Learn to grasp key words，phrases，and sentences. ●Learn to get information in a specific scene (the yard)． ●Learn to obtain key information of the quantity from the description. Thinking Qualities ●Be able to think about the diversities of interesting things in the yard. ●Be able to think clearly and comment accurately when answering lots of questions. Cultural Awareness ●Understand the possible cultural characteristics in the description and observation of things. ●Reflect the differences in the utilization and perception of the yard space in different cultures. 重点： 1．Students are able to tell the things in the yard with the words and sentence patterns：—What's this/that？—It's…；—What are these/those？—They're…；baby chickens，tomato plants，apple trees，potato plants… 2．Students are able to ask and answer many questions with the words and sentence patterns：—How many…can you see？—I can see…；one，two，three，four，five，six，seven，eight，nine，ten，eleven，twelve，thirteen，fourteen，fifteen… 难点： 1．Students are able to tell the quantity of items accurately. 2．Students are able to introduce the things in the yard with proper sentences. Step 1　Lead­in 1．Show students pictures of different places(a park，a farm，a yard，a garden…)． 2．Show students a video about Fu Xing's grandpa's yard.And ask them to answer the question. (Question：What can you see in his yard？) T：Today we are going to an old man's yard and find out what you can see in the yard. Ss：A rabbit… 【设计意图】通过视频的方式导入新课，激发学生的学习兴趣，同时启发已经学过的知识。 Step 2　Presentation & Speaking(1a～1b) Work on 1a 1．Ask students to look at the picture in 1a and match the plants and animals with their names. 2．Ask students to share the answers and the teacher helps to correct their pronunciations if necessary. Work on 1b 1．Ask students to work in pairs to introduce the things in the picture in 1a. T：It's your time.Work in pairs and make a conversation with your deskmates.The following sentence patterns will be helpful：—What's this/that？—It's…；—What are these/those？—They're… (The teacher shows the sentence patterns on the blackboard.) 2．Choose three or four pairs of students to share their conversations. 3．Ask students to make a summary about the sentence patterns. T：How can we talk about the things？We can use the two sentence patterns… 【设计意图】通过两人问答及总结句型的形式，学生能够对目标句型进行充分地练习。 Step 3　Listening & Speaking(2a～2b) Show students number flash cards and ask them to tell the numbers one by one. T：Look at the card.What is this? Ss：It's one. T：What about this one? Ss：… Work on 2a Ask students to listen to the numbers in 2a and repeat after the recording. Work on 2b 1．Ask students to listen to the recording and write down the numbers they hear in the blanks in 2b. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. (Students must answer the questions with complete sentences.) 【设计意图】 学生用完整句子回答2b部分的问题，有效地帮助他们练习目标句型。 Step 4　Listening & Speaking(2c～2d) Work on 2c 1．Play the recording for students and ask them to circle the correct answers. T：Helen and Peter go to the yard.What do they see in the yard？How many animals are there in the yard？Let's listen to the three conversations and circle the correct answers. 2．Check the answers and ask students to correct their mistakes. (Students must answer the questions with complete sentences.) Work on 2d Ask students to work in pairs and make up a new conversation to talk about the plants and animals in the picture in 1a. T：We know the different animals and plants in Fu Xing's grandpa's yard.Please make a conversation to talk about the things in the yard.The picture in 1a will help you. (The teacher gives students an example first.) 【设计意图】通过听力练习，学生能够逐渐掌握听力技巧；通过两两合作创编对话的形式，学生能够逐步提高听说能力并充分练习目标句型。 Step 5　Summary 1．Ask students to do exercises about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过练习和总结，学生能够明确本节课的重点句型。 Step 6　Homework 1．Ask students to use four sentences to talk about the picture in 1a. 2．Do the exercises in students' workbooks. Starter Unit 3　Welcome! 第一课时　Section A(1a～2d) Key words：fun，yard，carrot，goose，plants，one，two，three，four，five，six，seven，eight，nine，ten，eleven，twelve，thirteen，fourteen，fifteen Key phrases：baby chickens，tomato plants，apple trees，in the yard，potato plants Key sentences： —What's this/that？　—It's… —What are these/those？　—They're… —How many…can you see？　—I can see… 学科网（北京）股份有限公司 $$ 第二课时　Section A(Pronunciation) 1．The pronunciation and writing of the following vowel phonemes：//，/e/，//，//，//. 2．The closed syllable pronunciations of the letters A，E，I，O and U in words. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：cat，map，bed，pet，pig，sing，hot，dog，cup，duck Key phrases：go to the lake，listen to music，find flowers red and pink，sit in the sun，tell jokes，have fun Key sentences： ①We will listen to music… ②We will sit in the sun，tell jokes and have fun. Learning Abilities ●Learn to accurately distinguish the differences between closed syllable pronunciations and other pronunciations. ●Learn to understand and summarize the pronunciation rules of vocabulary to better remember and use words. Thinking Qualities ●Be able to have inductive and reasoning thinking，and generalize the pronunciation characteristics of the letters in closed syllables. ●Be able to develop systematic thinking to comprehensively grasp these pronunciation rules within the English phonetic system. Cultural Awareness ●Understand the importance and application of letter pronunciation rules in the English language culture. ●Recognize the differences in pronunciation rules in English. 重点： 1．Students are able to perceive the pronunciation of the following vowel phonemes：//，/e/，//，//，//. 2．Students are able to master the closed syllable pronunciation of the letters A，E，I，O and U in words. 3．Students are able to sing the chant fluently. 难点： Students are able to master the closed syllable pronunciation rules of the letters A，E，I，O and U in words correctly and fluently. Step 1　Review & Lead­in 1．Show students some words and ask them to pronounce the underlined letters in words. (When students are sharing their answers，the teacher writes down the syllables on the blackboard.) 2．Ask students to give these phonetic symbols a name and tell the rules of closed syllables. T：Look at these syllables.What are the specials about the words？This special structure is the typical characteristic of closed syllables. 【设计意图】通过复习闭音节单词的发音规则导入新课，学生能够复习已学的知识，同时为接下来的学习作铺垫。 Step 2　Listening & Speaking Work on 1 1．Ask students to listen to the recording in 1 and repeat after the recording. T：Now let's come to Page 15，read after the recording in 1.When you are reading，please pay attention to the sounds. 2．Ask students to observe these words and find out the closed syllable pronunciation rules in groups. T：Here comes the questions.Why are the five letters A，E，I，O and U pronounce//，/e/，//，//，//? 3．Ask students to share their ideas voluntarily and the teacher summarizes the rules. (The teacher shows the rules on the blackboard.A closed syllable is a syllable that contains one vowel with one or more consonant elements after it.) 【设计意图】通过小组合作的形式，观察讨论闭音节单词的发音规则，充分调动学生的学习积极性。 Step 3　Listening & Speaking(2～3) Work on 2 1．Play the recording and ask students to put the words into the correct groups in 2. 2．Ask students to share their answers. (When they are sharing the correct answers，it's better for them to read the words，which will help them to practise their pronunciation more often.) Work on 3 1．Ask students to practise reading the words with their deskmates. 2．Ask some of the students to read the words in class. (The teacher helps to correct their pronunciations if necessary.) 【设计意图】通过听力练习，学生能够逐渐掌握听力技巧，并通过跟读和练习的形式逐步提高发音技巧及准确性。 Step 4　Summary Work on 4 1．Ask students to listen to the chant in 4 and sing together with the recording. 2．Ask students to read the chant aloud group by group. T：You have two minutes to practise the chant in groups.After that，let's have a group competition.If you can read the chant clearly and fluently，you will get one point. 【设计意图】通过小组PK，学生的学习积极性能够被调动起来，并能充分练习目标语言。 Step 5　Homework 1．Read the given sentences with the closed syllable pronunciations of the letters A，E，I，O and U. 2．Do the exercises in students' workbooks. Starter Unit 3　Welcome! 第二课时　Section A(Pronunciation) A E I O U // /e/ // // // cat　map bed　pet pig　sing hot　dog cup　duck A closed syllable is a syllable that contains one vowel with one or more consonant elements after it. 学科网（北京）股份有限公司 $$ 第三课时　Section B(1a～1e) 1．Talk about the animals and plants on the farm. 2．Talk about the quantity of the things with quantifiers. 3．Write a short passage to describe the farm. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words：count，another，else，cows，lake，rabbit，house，duck，horse，sheep，chicken Key sentences： ①You can see many kinds of animals. ②How many ducks does my uncle have? ③Another duck is behind the big tree. ④That's my uncle's home. Learning Abilities ●Learn to master the key words，phrases and sentences. ●Learn to collect various information about things on the farm. ●Learn to use appropriate language to introduce these things logically. Thinking Qualities ●Be able to classify and elaborate different things on the farm in an orderly manner. ●Be able to observe carefully and discover the characteristics and details of various things on the farm. Cultural Awareness ●Understand the cultural connotations contained on the farm as a production and living scene. ●Enjoy the beauty of different living environments. 重点： 1．Students are able to name the animals on the farm like pigs，horses，cows，ducks，sheep，and chickens… 2．Students are able to describe the numbers of the things on the farm with the sentence patterns：How many ducks does my uncle have? 难点： Students are able to describe the farm with proper phrases and sentence patterns. Step 1　Lead­in 1．Show students pictures of animals and ask them what they are. T：Look at the picture.What is this? Ss：It's a sheep. T：How many sheep can you see? Ss：I can see two sheep. 2．The teacher shows the names of the animals in the pictures and leads students to read after the teacher. (At the same time，the teacher writes down the key words on the blackboard.) 【设计意图】通过观察图片，学生能够回顾所学单词和句型，并快速引入新单词。 Step 2　Presentation Work on 1a 1．Ask students to introduce the things in the picture with their deskmates. 2．Ask students to look at the picture in 1a，and fill in the blanks with the words in the box. 3．Ask students to share the answers and the teacher corrects their pronunciations if necessary. 【设计意图】通过介绍图片内容，学生能够充分练习所学单词。 Step 3　Reading & Speaking(1b～1c) Work on 1b 1．Ask one student to read the passage in 1b and others circle the things the student talks about in the picture in 1a. T：Whose farm is it？It's Peter's uncle's.Now let's look at the passage in 1b.Peter introduces his uncle's farm to Fu Xing.I want one of you to read the passage for us and then the rest of you circle the things he talks about in the picture in 1a. 2．Ask another student to read the passage in 1b again and others check their answers. 3．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. Work on 1c 1．Ask students to read the passage in 1b together. 2．Ask the students to complete the sentences in 1c. T：You read so fluently.Now let's look at 1c.There are some questions.Please complete the sentences. 3．Ask students to share their answers and the teacher helps to correct their mistakes. 4．Ask students to find the phrases and sentences in the passage. T：Look at the blackboard.Can you find out the following phrases and sentences？You have two minutes to underline them and then we share one by one. (The teacher writes key sentences on the blackboard：①You can see many kinds of animals.②How many ducks does my uncle have？③Another duck is behind the big tree.④That's my uncle's home.) 【设计意图】通过阅读文本，完成相应练习，学生能够逐渐掌握阅读技巧——查找问题对应的关键短语或句型，通过这种形式，学生能够进一步强化练习文本的目标语言。 Step 4　Writing(1d～1e) Work on 1d 1．Ask students to work in groups and talk about other things in the picture in 1a. T：What else can you see in the picture？Now I want you to work in groups and find out the answers to these three questions. Question ①：What else can you see on the farm? Question ②：How many of them does Peter's uncle have? Question ③：What colour is it/are they? 2．Ask students to share the answers to the three questions and the teacher helps to correct their mistakes if necessary. Work on 1e 1．Ask students to write a short passage in their own words to introduce the farm. T：Now I want you to introduce the picture in 1a.You can use these sentence patterns in 1c and 1d.Five minutes for you.Here we go! (The teacher gives key phrases and sentence patterns on the PPT.) 2．Ask students to share their writings in groups and the other group members help to correct their mistakes. 3．Ask students to read their writings in class and the teacher gives proper comments. T：You did a good job.I really love your pronunciation and writing… 【设计意图】通过写作的形式，学生能够巩固本节课所学的重点句型。 Step 5　Summary Ask students to make a summary about what they have learned today. 【设计意图】通过总结，学生能够明确本节课的重点句型。 Step 6　Homework 1．Correct their writings. 2．Memorize the words and phrases in this lesson. 3．Do the exercises in students' workbooks. Starter Unit 3　Welcome! 第三课时　Section B(1a～1e) Key words：count，another，else，cows，lake，rabbit，house，duck，horse，sheep，chicken Key sentences： You can see many kinds of animals. How many ducks does my uncle have? Another duck is behind the big tree. That's my uncle's home. 学科网（北京）股份有限公司 $$ 第四课时　Section B(Project) 1．Design a farm. 2．Talk about the quantity of the things with quantifiers. 3．Talk about the colours of the things on the farm. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key sentences： ①—What do you have on your farm？　—I have… ②—How many of them do you have？　—I have… ③—What colour is it/are they？　—It's/They're… Learning Abilities ●Learn to use the key words，phrases and sentences to introduce a farm. ●Learn to collect relevant information，such as the layout of the farm，the types of animals and plants，etc. ●Learn to use clear and accurate language to describe the situation of the farm. Thinking Qualities ●Be able to design all aspects of the farm in an orderly manner. ●Be able to show the characteristics of the farm from a unique perspective. Cultural Awareness ●Respect for inheritance of agricultural culture. ●Recognize that different farms may have different characteristics and cultural connotations. 重点： 1．Students are able to describe the farm with proper sentence patterns. 2．Students are able to use all the language points in this unit to talk about the items flexibly. 难点： 1．Students are able to describe the things with logical thinking and reasoning imagination. 2．Students are able to use all the language points in this unit flexibly. Step 1　Review 1．Ask students to do exercises of this unit. 2．The teacher checks answers and shows the fallible words or sentence patterns on the blackboard. (The exercise must include the key and difficult points and fallible points.) 【设计意图】通过练习的形式，学生对所学知识点进行复习，对易错知识点进行总结并强化对易错知识点的理解。 Step 2　Presentation(1～3) Work on 1 1．Ask students to describe their dream farms in pairs. 2．Choose three or four students to come to the front of the classroom，and share their dream farms. T：Imagine that you have a farm.What is it like？Talk about it with a partner.These three questions will help you… (The teacher shows the questions on the blackboard：①What do you have on your farm？②How many of them do you have？③What colour is it/are they？) T：Who wants to share your dream farm with us? Work on 2 Ask students to draw pictures of their own farms. Work on 3 1．Ask students to write a short passage to describe their own farms in English. T：You draw very good pictures of your dream farms.Now it's time for you to introduce your farms to us.It's better for you to write 7 sentences to describe your farms. 2．Ask students to introduce their pictures in groups and they choose one as the best designer. (The teacher tells students the rules of judgements：drawing 0～5 points；handwriting 0～5 points；correcting grammar 0～10 points) 【设计意图】通过画图并介绍梦想中的农场，学生能对目标语言进行充分地练习。 Step 3　Summary 1．Ask students to summarize the key words，phrases and sentence patterns in this unit. T：I hope you can have your dream farms when you grow up.Now let's draw a mind map to summarize the key words，phrases and sentence patterns in this unit. 2．Ask the students to share their mind map in groups and others give proper judgements on their works. 【设计意图】通过画思维导图的形式总结本单元的目标语言，学生能够充分掌握本节课的重难点。 Step 4　Homework 1．Polish their pictures. 2．Do the exercises in students' workbooks. Starter Unit 3　Welcome! 第四课时　Section B(Project) Sentence patterns： What do you have on your farm? How many of them do you have? What colour is it/are they? Rules of judgements： Drawing　0～5 points Handwriting　0～5 points Correcting grammar　0～10 points 学科网（北京）股份有限公司 $$