Starter Unit 1 Hello! Section A 2a～2d 教学设计-2025-2026学年人教版英语七年级上册

Starter Unit 1 Hello!-Section A- 2a-2d Students will be able to master the key words and phrases related to greetings and self - introductions, such as “hello”, “hi”, “good morning/afternoon/evening”, “name”, “my name is...”, “I'm...”. Students can understand and use the sentence patterns for greetings and responses correctly, like “How are you? - I'm fine, thank you. And you? - I'm OK.” 教学重点（Teaching Key Points） The pronunciation and usage of key words and phrases about greetings and self - introductions. The correct application of sentence patterns for greetings and responses in real - life situations. 教学难点（Teaching Difficult Points） Helping students to overcome shyness and actively participate in oral communication activities. Guiding students to use the learned language flexibly and appropriately according to different situations. This section is from Starter Unit 1 Hello! of Grade 7 English textbook. It serves as the very beginning of junior high school English learning, aiming to introduce students to the most basic English greetings and self - introductions. By mastering this part, students can build up their confidence in using English for daily communication, which lays a solid foundation for subsequent learning of more complex language knowledge and skills. Most students in Grade 7 have had some basic contact with English in primary school. They may be familiar with some simple English words like “apple”, “cat” and a few basic greetings such as “Hello” and “Goodbye”. However, their understanding of English grammar and sentence structures is still in its infancy, and their English language skills, especially speaking and listening, are relatively weak. 教学环节一 Warming - up he teacher stands at the door when students enter the classroom, greeting each student individually with a smile: “Hello! Good morning/afternoon!” Wait for students' responses. If they don't respond, repeat and guide them to say “Hello! Good morning/afternoon!” After all students are seated, the teacher claps hands to attract attention and says: “Now, let's sing a song together. Please look at the screen.” Turn on the PPT, which shows the lyrics of “Hello Song” with corresponding pictures. Play the audio, and the teacher leads students to sing and do simple actions, like waving hands when singing “hello” and pointing to others when singing “how are you”. After the song, the teacher asks: “Did you enjoy the song? What words did you hear in the song?” Encourage students to answer. If they say “hello” or “hi”, praise them: “Good job! You're right!” 教学环节二 Teaching Procedures Presentation Introducing greetings: The teacher takes out a puppet named “Tom” and holds it up. “Look, this is my friend, Tom. When Tom meets people, he says ‘Hello!’” The teacher moves the puppet and says “Hello!” in a vivid voice. Then, the teacher says to the class: “Please say ‘Hello!’ to Tom.” Wait for students to respond. Repeat several times, and correct their pronunciation if necessary. Do the same to introduce “Hi!”. “Tom also likes to say ‘Hi!’ It's similar to ‘Hello!’” Let students practice saying “Hi!” to each other. For “Good morning/afternoon/evening”, the teacher shows three pictures on the PPT: one with the sun rising (morning), one with the sun high in the sky (afternoon), and one with the moon (evening). Point to the morning picture and say: “It's morning. We say ‘Good morning!’” Let students repeat. Then do the same for the other two pictures. Ask students: “What time is it now? What should we say?” Guide them to choose the right greeting. Introducing self - introduction sentences: The teacher puts on a name tag with “Lily” and says: “Hello, everyone. My name is Lily.” Write “My name is...” on the blackboard. Then say: “I'm Lily.” Write “I'm...” next to it. Explain: “‘My name is Lily.’ and ‘I'm Lily.’ mean the same.” Ask a student to stand up. Say to him/her: “What's your name?” Write “What's your name?” on the blackboard. Guide the student to answer with “My name is...” or “I'm...”. Then ask several students one by one, and let the rest of the class listen and repeat. Listening 2a activity: The teacher says: “Now, let's listen to some names. Please look at the pictures in your books (2a). There are six pictures. You need to match the names you hear with the pictures.” Play the recording for the first time. Say: “Just listen carefully.” After playing, say: “Now, let's play it again. This time, please write the number of the name next to the corresponding picture.” Play the recording again. Walk around the classroom to see if students are doing it correctly. After that, ask six students to say which name matches which picture. Write the answers on the PPT. If someone is wrong, play that part of the recording again to correct. Then, the teacher points to each picture and reads the name. Let students repeat, paying attention to the stress and pronunciation. For example, for “Alice”, emphasize the first syllable “A -”. 2b activity: The teacher says: “In 2b, there are three conversations. You will hear them in a certain order. Please number them 1, 2, 3 according to the order you hear.” Show the three conversations on the PPT. Read them aloud quickly to let students have a general idea. Then say: “Listen carefully.” Play the recording. After the first playing, ask students to share their answers. Then play the recording again. Let students check their answers. If there is a dispute, play the relevant part again. Finally, play the recording sentence by sentence. Let students repeat after it, imitating the tone and speed. Practice The teacher says: “Now, let's practice the conversations in 2b with your partner. One of you is A, and the other is B. Try to speak loudly and clearly.” Pair up students. Give them 3 minutes to practice. The teacher walks around, listens to their practice, and helps those who have difficulties. For example, if a student can't remember the lines, point to the PPT where the conversations are shown. After 3 minutes, clap hands to stop them. Say: “Which pair wants to come to the front and act out the conversation?” Encourage volunteers. If no one volunteers, invite a pair who practiced well. After they finish, say: “Great! You spoke very clearly. Let's give them a big hand!” Then invite another pair to act out a different conversation. For the pairs who act, give small stickers as rewards. Reading and Comprehension The teacher says: “Look at 2d in your books. This is a dialogue between Eric and Cindy. Let's read it silently first. You have 2 minutes to find out what they are talking about.” After 2 minutes, ask: “Who are talking in the dialogue?” (Eric and Cindy) “Do they greet each other?” (Yes) “Do they tell each other their names?” (Yes) Then, play the recording of 2d. Say: “Please listen and follow in your books, paying attention to how they say the words.” After the recording, the teacher reads the dialogue with different voices for Eric and Cindy. Then, divide the class into two groups: Group 1 is Eric, Group 2 is Cindy. Read the dialogue together. Then, let students form groups of four. Two students act as Eric and Cindy, and the other two listen and give suggestions on pronunciation and intonation. After 5 minutes, ask one group to perform in front of the class. Summary and Homework The teacher says: “Let's review what we learned today. What do we say when we meet someone?” (Hello! Hi! Good morning/afternoon/evening!) “How do we tell others our names?” (My name is... I'm...) “How do we ask others' names?” (What's your name?) For homework: “I want you to make a short video. In the video, you need to greet your family members, tell them your name, and ask their names. The video should be about 1 minute long. Bring your video to class next time, and we'll watch some of them together. Is that clear?” Finally, say: “Class is over. Goodbye, everyone!” Wait for students to say “Goodbye!” back. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$