Starter Unit 3 Welcome!-Section A（2a-2d）教学设计--2025-2026学年人教版英语七年级上册

Starter Unit 3 Welcome!-Section A（2a-2d） This section of Starter Unit 3 "Welcome!" in PEP (2024) English for Grade 7 focuses on the theme of "What is fun in a yard". It presents a vivid scene of a Chinese farmhouse yard where students Peter and Helen from the UK visit their Chinese classmate Fu Xing's grandfather. Through a series of activities such as listening, speaking, and talking about the plants and animals in the yard, students can review and learn relevant vocabulary and sentence patterns. The 2a - 2d part consists of a complete listening and speaking task chain. Activity 2a and 2b are pre - listening activities, which help students get familiar with numbers through listening and repeating, and listening and writing down numbers. Activity 2c is a while - listening activity, where students listen to three conversations and circle the correct answers to train their ability to obtain detailed information. Activity 2d is a post - listening activity, presenting the core sentence patterns in the listening text, aiming to help students build a language scaffold for dialogue, so that they can flexibly use the topic vocabulary about the names and quantities of plants and animals to conduct dialogues based on the picture content in 1a and talk about various details in the farmhouse yard. 教学目标 Students are able to master the pronunciation and spelling of relevant plant and animal vocabulary, such as "goose", "rabbit", "tomato plant", "apple tree", etc., and their plural forms. Students can correctly use numbers from 1 - 20 to express quantity. Students are able to understand and use the key sentence patterns: "What's that?", "What are these?", "What are those?", "How many... does... have?" and make corresponding answers. 教学重难点 A. Teaching Key Points Mastery of plant and animal vocabulary and the correct pronunciation and spelling of numbers from 1 - 20. Skillful use of sentence patterns "What's that?", "What are these?", "What are those?", "How many... does... have?" in real - life situations. B. Teaching Difficult Points The accurate pronunciation of some numbers, such as "thirteen", "fourteen", "fifteen", etc., and the correct use of them in listening and speaking. The correct understanding and application of the singular and plural forms in sentence patterns, especially the use of "these" and "those" to refer to plural objects. A. Vocabulary fun /fʌn/n. 乐趣；快乐 adj. 有趣的；使人快乐的 As a noun, it means "pleasure; enjoyment", and it is an uncountable noun. For example, "have fun = have a good time" (玩得开心), "have fun doing sth." (做某事很高兴). As an adjective, it means "interesting; enjoyable", which can be used as an attributive or predicative in a sentence. these /ðiːz/pron. 这些 It is a demonstrative pronoun used to refer to things that are close to the speaker. It can be used as the subject, object, and attributive. When modifying a noun, it is followed by the plural form of countable nouns. Comparison: "these" is the plural form of "this", referring to multiple people or things close to the speaker, while "those" is the plural form of "that", referring to multiple people or things far from the speaker. goose /ɡuːs/n. 鹅 Its plural form is "geese". Nouns that change "oo" to "ee" when becoming plural also include "foot - feet" (脚); "tooth - teeth" (牙齿). sit /sɪt/v. 坐 It is an intransitive verb. Common phrases are "sit down" (坐下) and "sit up" (坐直). plant /plɑːnt/ As a common meaning, it is a noun, meaning "plant", and as a verb, it means "grow". As a new meaning, it is a noun, meaning "factory". For example, "She waters the plants every day." (noun, plant); "They planted tomatoes in the field this year." (verb, grow); "They are building a new plant to make cars." (noun, factory) B. Sentence Patterns What are these? This sentence is used to ask about the names of multiple countable things close to the speaker. The answer is usually "They're...". For example, "What are these? - They are plants." When asking about a single thing close to the speaker, use "What's this?", and the answer is "It's...". When asking about a single thing far from the speaker, use "What's that?", and the answer is "It's...". When asking about multiple countable things far from the speaker, use "What're those?", and the answer is "They're...". How many apple trees does Fu Xing's grandpa have? This sentence is used to ask about the quantity of countable nouns. "How many" is followed by the plural form of countable nouns. Note that "how much" can be used to ask about the quantity of uncountable nouns or the price of things. For example, "How much water do you have at home?" (asking about the quantity of uncountable nouns) C. Phonetic Knowledge The pronunciation rules of vowel letters in stressed closed syllables. The vowel letters a, e, i, o, u have their common pronunciations in stressed closed syllables, such as /æ/, /e/, /ɪ/, /ɒ/, /ʌ/. For example, in the word "cat", the vowel letter "a" is pronounced /æ/; in "bed", "e" is pronounced /e/; in "big", "i" is pronounced /ɪ/; in "dog", "o" is pronounced /ɒ/; in "cup", "u" is pronounced /ʌ/. 教学过程 A. Warming - up (3 minutes) Greet the students as usual, and then show some pictures of beautiful yards from different countries on the PPT, including Chinese farmhouse yards, Western - style gardens, etc. Ask students: "Do you like these yards? Try to describe them in one or two sentences." Encourage students to express their feelings, such as "It's beautiful", "It looks comfortable", etc. B. Pre - listening (7 minutes) Show the picture in 1a on the PPT, and let students observe it carefully. Then, ask them: "What can you see from this picture?" Encourage students to recall and say the names of plants and animals they know in English. Teach the new words in 1a one by one. Pronounce the words clearly and ask students to repeat after the teacher several times. For example, when teaching "goose", write the word on the blackboard, pronounce it /ɡuːs/, and let students imitate the pronunciation. Explain that its plural form is "geese". Also, teach other words like "baby chickens", "dog", "rabbits", "tomato plants", "flowers", "apple trees". Let students do the matching exercise in 1a. After they finish, check the answers together. C. While - listening (10 minutes) Activity 2a Play the recording of 2a. Let students listen carefully and repeat the numbers they hear. Play it twice to ensure that students can hear and repeat clearly. After that, randomly choose some students to stand up and repeat the numbers to check their pronunciation. Activity 2b Play the recording of 2b. Instruct students to listen carefully and write down the numbers they hear. After playing the recording, ask students to exchange their answers with their deskmates first, and then check the answers together in class. Activity 2c Tell students that they will listen to three conversations. Before playing the recording, briefly introduce the context of the conversations: Peter and Helen are visiting Fu Xing's grandfather's farmhouse yard, and they are asking about the plants and animals in the yard. Play the recording of the first conversation. Let students listen and circle the correct answer to the question "What animal does Helen see in the yard?" (A. A goose. B. A duck.) Play the recording of the second conversation. Students listen and circle the correct answer to the question "What plants does Peter see in the yard?" (A. Potato plants. B. Tomato plants.) Play the recording of the third conversation. Students listen and circle the correct answers to the questions "How many apple trees does Fu Xing's grandpa have?" and "How many rabbits does Fu Xing's grandpa have?" Play the recordings again if necessary, and then check the answers with the whole class. Explain the key points in the conversations if students have difficulties understanding. D. Post - listening (15 minutes) Activity 2d Show the dialogue framework in 2d on the PPT. First, read the dialogue with a student as an example. For example: T: What's that? S: It's a duck. T: What are these? S: They are carrot plants. Then, explain the usage of the demonstrative pronouns "that" and "those" in the dialogue again. "That" is used to refer to a single thing far from the speaker, and "those" is used to refer to multiple things far from the speaker. Let students work in pairs. They can use the picture in 1a as a reference and the dialogue framework in 2d to make up their own dialogues. Walk around the classroom to provide help and guidance when students encounter problems. After a few minutes, invite several pairs of students to come to the front of the classroom and show their dialogues. Other students listen carefully and give applause or make comments. Extension Divide the students into groups of four. Each group is given a piece of paper and a pen. Let them draw a picture of their ideal yard on the paper, including at least three kinds of plants and animals. After they finish drawing, ask each group to introduce their ideal yard to the whole class using the learned sentence patterns, such as "There are... in our yard. What are these? They are... How many... do we have? We have...". Encourage students to be creative and use as many new words and sentence patterns as possible. E. Summary (3 minutes) Review the new words learned in this class, including the names of plants and animals and numbers from 1 - 20. Write the key words on the blackboard and ask students to read them together. Summarize the key sentence patterns, such as "What's that?", "What are these?", "What are those?", "How many... does... have?", and ask students to make sentences with these patterns. Emphasize the pronunciation rules of vowel letters in stressed closed syllables briefly. F. Homework (2 minutes) Ask students to copy the new words and key sentence patterns three times in their English notebooks and recite them. Let students go home and talk about the plants and animals they saw in the picture of the farmhouse yard with their parents in English, using the learned sentence patterns. 教学反思 After teaching this section, I have the following reflections: Positive aspects The warm - up activity of showing pictures of different yards successfully aroused students' interest, making them quickly immerse in the theme of this class. Most students were actively involved in the description of the yards. In the process of teaching new words, through picture - showing, pronunciation - teaching, and matching exercises, students have a relatively good grasp of the new vocabulary. The listening exercises in 2a - 2c effectively trained students' listening skills, and most students can accurately capture key information such as numbers and the names of plants and animals in the dialogues. The pair - work and group - work activities in the post - listening part provided students with more opportunities to practice speaking English. Students were able to use the learned sentence patterns to make dialogues and introduce their ideal yards, which improved their oral expression ability. Areas for improvement Some students still had difficulties in pronouncing numbers accurately, especially "thirteen", "fourteen", and "fifteen". In future teaching, more targeted pronunciation training should be carried out, such as more listening and repeating exercises, and more individual correction. During the group - work of drawing and introducing the ideal yard, some students were a bit shy and did not actively participate in the group discussion and presentation. In the future, more encouragement and guidance should be given to these students to help them overcome their shyness and actively participate in classroom activities. In terms of time management, the extension activity of drawing and introducing the ideal yard took a bit too much time, resulting in a relatively hasty summary. In future teaching, the time arrangement for each activity should be more reasonable to ensure that all teaching links can be carried out smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$