Unit 1 Welcome to the unit (A-C)教学设计 2025-2026学年译林版（2024）七年级英语上册

Unit 1 This is me! Welcome to the unit (A-C)教学设计 I. Teaching Objectives Language Knowledge Objectives Students can master basic greetings such as "Good morning/afternoon/evening." Students can learn to introduce themselves and others using sentence patterns like "My name is... / You can call me... / I'm from... / I like...". Language Skills Objectives Students can understand conversations about self - introduction and greetings. Students can fluently introduce themselves, greet others, and introduce their classmates. Affective Objectives Help students quickly adapt to the new school life and cultivate a positive attitude among students to communicate friendly and make new friends. Enhance students' interest in learning English and their self - confidence. II. Key and Difficult Teaching Points Key Points Correctly using greetings for communication. Skilfully applying sentence patterns related to self - introduction. Difficult Points Naturally and fluently greeting others and making self - introductions in real situations. III. Teaching Methods Situational teaching method, group cooperative learning method, task - based teaching method. IV. Teaching Procedures (I) Lead - in (5 minutes) The teacher shows his/her own photo and introduces himself/herself in English: "Good morning, everyone! My name is [teacher's name]. Nice to meet you." Then, the teacher guides students to greet him/her and briefly introduce themselves, such as "Good morning, [teacher's name]. My name is [student's name]." This creates an English communication atmosphere and leads to the theme of this lesson. (II) Presentation of New Lessons (15 minutes) Learning greetings The teacher plays the recording of Section A in the "Welcome to the unit" part of the textbook, and asks students to listen and follow along to learn greetings like "Good morning." The teacher guides students to correctly use "Good morning/afternoon/evening." for greetings through pictures of different time scenarios (morning, afternoon, and evening). Learning self - introduction sentence patterns The teacher shows the pictures of character dialogues in Section A of the textbook and explains self - introduction sentence patterns such as "My name is... / You can call me... / Hi, I'm...". The teacher invites individual students to imitate and practice according to the content of the pictures, for example, "Hello, my name is Chen Dan. Daniel is my English name." (III) Practice and Consolidation (15 minutes) Pair work (group cooperation) Students work in pairs, greet each other and introduce themselves according to the sample dialogue in Section B of the textbook. The teacher patrols and guides, correcting students' pronunciation and errors in sentence pattern usage. Invite several groups of students to present their dialogues on the stage and give encouragement and evaluation. Expansion exercises The teacher asks students to think of more ways to greet, such as "Hi!" "Hello!", and share them with classmates to complete the task in Section C of the textbook. The teacher guides students to introduce their hobbies using the learned sentence patterns, such as "I like playing basketball." "I love reading books.", so as to enrich the content of self - introduction. (IV) Lesson Summary (5 minutes) The teacher and students review the greetings and self - introduction sentence patterns learned in this lesson together, emphasizing key contents such as the use of greetings in different time periods and common expressions for self - introduction. (V) Homework Assignment (5 minutes) Students should introduce themselves in English to their families at home and greet them. Students should prepare a short English self - introduction to share with classmates in the next lesson. V. Teaching Reflection Through the teaching of this lesson, students have basically mastered the English expressions for greetings and self - introduction, and can actively participate in communication in class activities. However, some students still have problems such as unskilful use of sentence patterns and inaccurate pronunciation in practical application. In future teaching, it is necessary to further strengthen practice and guidance. 学科网（北京）股份有限公司 $$