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

该初中英语教学设计聚焦问候语、自我介绍及询问姓名表达，通过热身（师生问候、播放英语问候视频）和图片展示不同时间问候场景，搭建从感知到运用的学习支架，逐步呈现核心语言功能。 特色在于融合听力训练（2a、2b录音）与角色扮演活动，学生分组创编对话提升语言能力，作业结合生活（电话对话、制作海报）培养学习能力，通过实践运用夯实基础，激发兴趣，助力教师高效教学，提升学生语言运用与自主学习能力。

Starter Unit 1 Hello!-Section A（2a-2d） This section of Starter Unit 1 "Hello!" in the new PEP (2024) English textbook for Grade 7 focuses on fundamental English communication skills. It contains three dialogues. The first dialogue takes place between Ms Gao and the students, where they exchange good morning greetings, and Ms Gao asks the students to sit down, reflecting basic classroom etiquette. The second dialogue is between Ms Gao and Peter. Ms Gao requests Peter to greet the class, and Peter responds with a self - introduction. After that, Ms Gao encourages the whole class to greet each other, helping students establish connections in a new class. The third dialogue occurs between Emma and Fu Xing. Emma greets Fu Xing first, introduces herself, and then asks for Fu Xing's name. Fu Xing reciprocates, and they have a friendly interaction. Through these dialogues, students are introduced to essential language functions such as greeting, self - introduction, and asking for others' names. 教学目标 Students will be able to master the pronunciation and usage of common greeting expressions like "Hello", "Hi", "Good morning", "Good afternoon", "Good evening", etc. They can correctly use self - introduction sentences such as "I'm...", "My name is...", and understand the different ways to introduce oneself in English. Students will learn how to ask for others' names using sentences like "What's your name?", "May I have your name?" and respond appropriately. 教学重难点 The pronunciation and correct usage of common greeting expressions, self - introduction sentences, and sentence patterns for asking for names. Students' ability to use these expressions and sentence patterns to have simple conversations. 1 Greeting Expressions Hello / Hi: Can be used at any time of the day to greet people, very informal. Good morning: Used to greet people in the morning, usually from sunrise to around noon. Good afternoon: Used from noon until around 6 p.m. Good evening: Used in the evening, from around 6 p.m. until bedtime. 2 Self - introduction Sentences I'm + name. For example, "I'm Tom." My name is + name. For example, "My name is Lily." 3 Sentences for Asking for Names What's your name? A very common and direct way to ask for someone's name. May I have your name? A more polite and formal way. 教学过程 1 Warming - up (5 minutes) Greet the students with "Good morning / afternoon / evening, class!". Encourage students to respond in unison. Then randomly ask some students, "How are you today?" and guide them to answer, such as "Fine, thank you. And you?" Play a short English - greeting - related video to arouse students' interest and create an English - learning atmosphere. 2 Presentation (10 minutes) Use pictures of different people greeting each other at different times of the day. Point to the pictures and teach the greeting expressions one by one. For example, when showing a picture of people greeting in the morning, say "Good morning" loudly and clearly, and ask students to repeat several times. Do the same for "Good afternoon", "Good evening", "Hello", and "Hi". Write the self - introduction sentences "I'm..." and "My name is..." on the blackboard. Use yourself as an example, "I'm Mr./Mrs. [your name]. My name is [your name]." Let students practice introducing themselves using these two sentence patterns. Present the sentences for asking for names. Write "What's your name?" and "May I have your name?" on the blackboard. Explain the difference in politeness between them briefly. Then ask several students "What's your name?" or "May I have your name?" and guide them to answer. 3 Listening (10 minutes) Play the recording of 2a. Let students listen carefully and circle the letters they hear. After playing, check the answers with the whole class. Play the recording of 2b. Before playing, ask students to look at the sentences in the box first. Then play the recording for the first time, and students just listen. Play it for the second time, and ask students to fill in the blanks with the correct sentences in the box. Check the answers together. 4 Reading and Practice (15 minutes) Show the dialogues in 2c on the screen or blackboard. Read the first dialogue between Ms Gao and the students aloud, and ask students to read after you sentence by sentence, paying attention to pronunciation and intonation. Divide students into pairs. One student acts as Ms Gao, and the other acts as a student. Let them practice the first dialogue. Walk around the classroom to offer help and correct mistakes. Do the same for the second and third dialogues in 2c. After pairs have practiced all the dialogues, invite several pairs to come to the front of the classroom and perform the dialogues. Give them positive feedback. 5 Role - playing (10 minutes) Prepare some role - playing cards with different identities and situations, such as a new student in a class, a teacher meeting a parent, etc. Divide students into groups of three or four. Each group draws a role - playing card. Students need to create a new dialogue based on the situation on the card, using the greeting, self - introduction, and name - asking expressions they have learned. Give students some time to prepare. Then ask each group to perform their dialogues in front of the class. Other students listen carefully and can ask questions or give suggestions after the performance. 6 Summary (5 minutes) Summarize the key points of this class with students, including greeting expressions, self - introduction sentences, and sentences for asking for names. Write them on the blackboard again for emphasis. Ask students to share what they have learned and what difficulties they still have in this class. Answer their questions. 7 Homework (5 minutes) Ask students to make a phone call to a classmate they haven't talked to much and have a short English conversation using the expressions learned in this class. Write down the conversation briefly. Ask students to create a small English - greeting poster, including different greeting expressions, self - introduction examples, and pictures, and bring it to class next time. 教学反思 After teaching this class, I found that students showed great interest in the role - playing activities. They were able to actively participate and use the learned expressions to create interesting dialogues. However, some students still had problems with the pronunciation of certain greeting words, especially the intonation of "Good morning", "Good afternoon", and "Good evening". In the future, more time should be spent on pronunciation training, such as using more audio - visual materials for imitation. Also, a few students were still a bit shy to speak English in front of the class. I need to find more ways to encourage them, like providing more individual guidance and positive feedback. Overall, the teaching objectives were basically achieved, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$