Starter Unit 3 Welcome! Section A （1a-1b） 教学设计2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计围绕“院子事物”主题，系统整合了常见动植物词汇（如cat, tree等及单复数形式）和“ What's this/that? It's a...”“ What are these/those? They're...”核心句型，通过1a图片匹配梳理词汇、1b对话练习串联句型，构建“词汇-句型-应用”的知识网络。 其亮点在于采用情境化互动模式，导入展示多样院子图片激活兴趣，1b小组对话、新图片描述等活动培养语言表达与观察提取信息能力（思维品质），小组竞赛和画图描述作业（分层任务）提升合作与应用能力（学习能力）。课堂展示反馈与竞赛评价体系，助力学生巩固知识，教师精准把握学情，增强复习针对性。

Starter Unit 3 Welcome! Section A （1a-1b） 教学设计 Starter Unit 3 Welcome! Section A (1a - 1b) centers around the theme of "Welcome", with a specific focus on things in the yard. In 1a, students are presented with a picture of a yard filled with various plants and animals. Their task is to match these plants and animals with their corresponding English names, which helps to review and reinforce relevant vocabulary, especially the plural forms of nouns. This activity serves as a foundation for the subsequent speaking task. For 1b, students are required to work in pairs and use the given sentence patterns to introduce the things in the 1a picture. The sentence patterns such as "What's this/that?" are used to ask about singular items, and "What are these/those?" for plural items. Through this pair - work, students not only practice using the learned vocabulary but also get familiar with the application of these key sentence patterns in real - life communication scenarios, enhancing their oral communication skills in the context of describing yard - related things. 教学目标 1. Students will be able to recognize and accurately pronounce the English names of common plants and animals in the yard, such as "cat", "dog", "duck", "tree", "flower", "grass", etc. They should also master the plural forms of these nouns, like "cats", "dogs", "ducks", "trees", "flowers", "grasses". 1. Students are expected to understand and use the sentence patterns "What's this/that?" and "What are these/those?" correctly to ask about the identity of items. They can respond appropriately, for example, "It's a/an..." for singular questions and "They're..." for plural questions. 2. Develop students' ability to observe pictures and extract relevant information. They can describe the details of the yard scene in the picture using the target language, improving their visual - information - processing and language - expression skills. 3. Cultivate students' oral communication ability. By engaging in pair - work in 1b, students can communicate with their partners fluently, ask and answer questions, and gradually build up their confidence in speaking English in a real - life - like situation. 教学重难点 1. Ensure students' mastery of the vocabulary of common plants and animals in the yard. They should be able to spell, read, and use these words correctly. 1. Enable students to use the sentence patterns "What's this/that?" and "What are these/those?" proficiently in oral communication to ask about the things in the yard. 6. Help students distinguish between the singular and plural forms of nouns accurately and use the corresponding be - verbs correctly. For example, differentiating between "It's a dog." and "They're dogs." can be challenging for some students. 7. Guide students to ask and answer questions smoothly in pair - work, overcoming shyness and language - expression barriers. Some students may be reluctant to speak up or have difficulty organizing their thoughts into proper English sentences. A. Vocabulary 1. Animals in the yard: cat, dog, duck, chicken, rabbit, goose, etc. 1. Plants in the yard: tree, flower, grass, carrot (plant), tomato (plant), etc. 1. Related nouns: yard, fence, shed, etc. B. Sentence Patterns 1. For singular items: 0. What's this? - It's a/an... 0. What's that? - It's a/an... 12. For plural items: 0. What are these? - They're... 0. What are those? - They're... 教学过程 I. Lead - in (5 minutes) 1. Greet the students in an enthusiastic way. Then, show some vivid pictures of different yards on the PPT. Some yards are full of beautiful flowers and cute animals, while others are simple but tidy. Ask students: "Look at these pictures. What can you see in the yards? Which yard do you like best and why?" Encourage them to share their ideas in simple English. This activity can arouse students' interest in the topic and activate their prior knowledge about yards. 2. After students' sharing, introduce the new lesson topic "Starter Unit 3 Welcome! Section A" and explain that in this class, they will learn more about the things in the yard in English. II. Presentation (10 minutes) A. Vocabulary Teaching 1. Display the picture in 1a on the big screen. Point to each plant and animal in the picture one by one, and say its English name clearly, for example, "Look, this is a goose. G - o - o - s - e, goose." Write the word on the blackboard at the same time. Let students repeat after you several times, and correct their pronunciation if necessary. 1. Teach other words like "duck", "rabbit", "carrot plants", "tomato plants" in the same way. Pay attention to the plural forms of nouns. For instance, when teaching "duck", also mention that the plural form is "ducks", and show examples like "one duck, two ducks". Use body language or simple drawings on the blackboard to help students understand the meaning of the words better. 1. Divide the students into small groups of 3 - 4. Give each group a set of flashcards with the pictures of the plants and animals on one side and their English names on the other side. Let group members take turns to show a flashcard, and the others in the group should quickly say the corresponding English word. The teacher walks around the classroom, listens to their pronunciation, and offers guidance. B. Sentence Pattern Teaching 1. Choose a plant or an animal in the 1a picture. Point to it and ask students a question with the target sentence pattern. For example, point to a rabbit in the distance and ask: "What's that?" Encourage students to answer: "It's a rabbit." Then, point to some carrot plants nearby and ask: "What are these?" Guide students to reply: "They're carrot plants." Write these sentence patterns on the blackboard: "What's this/that? It's a/an...", "What are these/those? They're...". 1. Explain the usage of the sentence patterns. This and these are used to refer to things that are close to the speaker, while that and those are for things that are far away. Use some simple examples in the classroom, like pointing to a book on your desk (close) and asking "What's this?" and then pointing to a book on a student's desk far from you and asking "What's that?" to help students understand the difference. 1. Have a quick drill. The teacher points to different things (either in the picture or in the classroom) randomly and asks questions, and students answer as quickly as possible. This can help students get familiar with the sentence patterns. III. Practice (15 minutes) A. 1a Activity 1. Instruct students to look at the 1a picture again. Tell them to match the plants and animals in the picture with their corresponding English names on their own. Give them about 3 minutes to complete this task. 2. After that, ask several students to come to the front of the class. Each student shows their answers on the big screen (if possible) or just reads out their answers. The whole class checks the answers together. For any wrong answers, have a brief discussion to correct them. This activity can help students review and consolidate the vocabulary they just learned. B. 1b Activity 1. First, demonstrate a dialogue with a student. Use the sentence patterns and the things in the 1a picture. For example, the teacher starts: "What's this?" The student answers: "It's a duck." Then the teacher asks: "What are those?" The student responds: "They're rabbits." 1. Divide the students into pairs. Let each pair practice making dialogues using the sentence patterns and the things in the 1a picture. Walk around the classroom, listen to their conversations, and offer help and encouragement. If some pairs have difficulty starting the conversation or making mistakes in grammar or pronunciation, correct them immediately. 1. Select 3 - 4 pairs to come to the front of the class and act out their dialogues. The rest of the students watch and listen carefully. After each pair finishes, give them some positive feedback, such as praising their clear pronunciation, correct sentence usage, or good cooperation. IV. Consolidation (10 minutes) 1. Show some new pictures of yards on the PPT. These pictures contain different plants and animals from the 1a picture. Randomly call on students to stand up and use the learned sentence patterns to describe what they see in the pictures. For example, a student may say: "What's that? It's a chicken. What are these? They're flowers." 2. Conduct a small group competition. Divide the class into several groups. Show a picture to each group, and each group has 2 minutes to discuss and write down as many sentences as possible using the sentence patterns and the things in the picture. Then, each group presents their sentences. The group that writes the most correct and complete sentences wins. This competition can not only strengthen students' understanding and application of the knowledge but also cultivate their teamwork spirit. V. Summary (5 minutes) 1. Review the key vocabulary learned in this class, including the names of plants and animals in the yard, by asking students to recall and say them together. Write the words on the blackboard again to reinforce their memory. 2. Summarize the important sentence patterns "What's this/that? It's a/an...", "What are these/those? They're..." and their usage. Let students make some sentences by themselves to ensure they have mastered these patterns. 3. Ask students to share what they have learned and what they are still confused about in this class. Listen to their opinions and answer their questions patiently. VI. Homework Assignment (5 minutes) 1. Ask students to go home and draw a picture of their own ideal yard. Then, write at least 5 sentences using the vocabulary and sentence patterns learned in this class to describe the things in the yard. They need to bring their pictures and sentences to class next time and share with their classmates. 1. Encourage students to observe the plants and animals around their homes or in the neighborhood. Try to use English to describe them to their parents or family members. This can help students extend their learning from the classroom to their daily lives and improve their English - using ability in real - life situations. 学科网（北京）股份有限公司 $$