Starter Unit 1 Hello!-Section B（1a-1d）教学设计---2024-2025学年七年级英语人教版(2024)

Starter Unit 1 Hello!-Section B（1a-1d） This section of Starter Unit 1 Hello! in the new PEP (2024) English textbook for Grade 7 focuses on enhancing students' communicative skills in starting conversations. It consists of four main parts: 1a, 1b, 1c, and 1d. In 1a, students are required to identify expressions that can start a conversation, which helps them review and expand their knowledge of greeting expressions. The listening and reading materials in 1b present two real - life conversations, where students can observe how people start, continue, and end conversations. Exercise 1c is designed to reinforce students' understanding of the key sentences in the conversations through filling - in - the - blanks activities. Finally, 1d encourages students to create and role - play their own conversations, applying the learned expressions and sentence patterns in practical situations. 教学目标 Students will be able to accurately use greeting expressions such as "Hello!", "Hi!", "Good morning/afternoon/evening!" to start conversations. They can master sentence patterns for asking about names, like "May I have your name?" and "What's your name?", and respond correctly, e.g., "My name is...", "I'm...". Students will be able to use polite expressions for farewells, such as "Goodbye!" and "See you later!". 教学重难点 Mastery of common greeting expressions, sentence patterns for asking and answering names, and farewell expressions. Understanding and being able to imitate the structure and flow of conversations shown in the textbook. Ability to use the learned language to start and conduct simple conversations in real - life situations. 1 Greeting Expressions Hello! / Hi! Good morning! / Good afternoon! / Good evening! 2 Sentence Patterns for Asking and Answering Names May I have your name? - My name is... What's your name? - I'm... 3 Farewell Expressions Goodbye! / Bye! See you later! / See you! 教学过程 1 Warming - up (5 minutes) Play a short English greeting song, such as "Hello Song", and ask students to sing along with the video. This can quickly create an English - learning atmosphere in the classroom and arouse students' interest. After the song, randomly select several students to stand up and greet the class using the expressions they know, like "Good morning, class!". 2 Revision (3 minutes) Briefly review the greeting expressions and sentence patterns learned in Section A. Write some key sentences on the blackboard, such as "Good morning. How are you? - Fine, thank you." and ask students to read them aloud together. Invite two students to come to the front of the class and perform a simple greeting dialogue based on the review content. 3 Presentation (12 minutes) 1a (3 minutes) Present the task in 1a on the screen. Ask students to read the expressions in the box and tick the ones that can start a conversation. After students finish, check the answers together. Then, randomly call on students to read out the expressions they ticked and explain why they think these expressions can start a conversation. 1b (6 minutes) First, show the two pictures in 1b on the screen. Let students observe the pictures for about 1 minute and predict what the people in the pictures might be talking about. Then, play the recording of the conversations in 1b. Students listen carefully and follow the conversations in their books. After the first listening, ask students some simple questions, such as "Who are talking in the first conversation?" Play the recording again. This time, students listen and read the conversations aloud simultaneously, paying attention to the pronunciation and intonation. Analyze the conversations with students. Point out the key expressions for starting, continuing, and ending the conversations. For example, in the first conversation, "Hello" is used to start, "May I have your name?" is for asking about the name, and "Nice to meet you" is a polite ending. English Name Knowledge (3 minutes) Use the names in the conversations as examples to introduce the composition of English names. Explain that in English, the first name comes first, and the last name comes second. For example, in "Helen Brown", "Helen" is the first name and "Brown" is the last name. Compare English names with Chinese names. Point out the differences in the order of names and the usage of names in different cultures. For example, in Chinese culture, we usually address people by their last names with a title like "Mr.", "Mrs.", or "Miss", while in English - speaking countries, people may use the first name in more casual situations. 4 Practice (12 minutes) 1c (4 minutes) Distribute the handouts with the exercise in 1c. Students work individually to complete the blanks in the conversations according to what they have learned. After students finish, ask them to check their answers in pairs. Then, invite several pairs of students to read out their completed conversations to the class. The teacher gives feedback and corrects any mistakes. Pair - work (5 minutes) Ask students to work in pairs. Each pair chooses one of the two conversations in 1b and makes some changes to it, such as changing the names, the time of greeting, or adding some new sentences. Pairs practice their revised conversations for a few minutes. Then, several pairs are invited to come to the front of the class and perform their conversations. The rest of the class listens carefully and gives comments. 1d (3 minutes) Present the task in 1d on the screen. Students work in pairs to complete the two conversations. They can use the expressions and sentence patterns they have learned. Walk around the classroom to offer help and guidance as students are working. After students finish, select several pairs to share their completed conversations with the class. 5 Production (8 minutes) Group Activity Divide students into groups of four. Each group is required to create a new conversation scenario, such as meeting at a party, on the school bus, or in a library. In the group, students write down their conversation scripts, using as many greeting and introduction expressions as possible. They also need to consider the appropriate language according to the chosen scenario. After writing the scripts, group members practice their conversations. Each group member should have a chance to speak. Select several groups to perform their conversations in front of the class. The rest of the class watches and evaluates the performances based on the use of language, pronunciation, intonation, and the creativity of the scenario. 6 Summary and Homework (5 minutes) Summary (2 minutes) Review the key points of this class with students, including greeting expressions, sentence patterns for asking and answering names, farewell expressions, and the composition of English names. Emphasize the importance of using polite and appropriate language in communication. Homework (3 minutes) Ask students to write down at least three different greeting conversations they can have in different situations in their English notebooks. Each conversation should include at least 5 - 8 sentences. Encourage students to greet their family members and friends in English using the expressions learned in class and record how they respond. 教学反思 After teaching this section, I have the following reflections. In the warming - up and revision stage, the greeting song and simple review activities effectively engaged students and helped them recall prior knowledge. However, in the future, I could make the review more interactive, for example, by having a quick quiz or a game. During the presentation of new content, students showed great interest in learning about English names and comparing them with Chinese names. But when analyzing the conversations in 1b, some students had difficulty understanding the cultural connotations behind certain expressions. In the next teaching, I should provide more real - life examples and cultural background information to help them better understand. In the practice and production stages, pair - work and group - work activities allowed students to actively participate in using the language. However, some students were still a bit shy and not very confident in speaking English. I need to encourage them more and create a more relaxed and supportive environment for them to practice speaking. Overall, through this class, most students have mastered the basic greeting and introduction expressions and can use them in simple conversations. But there is still room for improvement in terms of deepening students' understanding of cultural knowledge and enhancing their speaking confidence. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$