Starter Unit 3 Welcome! Section A （2a-2d） 教学设计 2025-2026学年人教版（2024）七年级英语上册

Starter Unit 3 Welcome! Section A （2a-2d） 教学设计 Starter Unit 3 Welcome! Section A (2a - 2d) continues to revolve around the theme of "Welcome", with a focus on things in the yard. In 2a, students are engaged in a listening activity where they first listen and repeat numbers from 1 to 15. This helps them get familiar with the pronunciation of these basic numbers. Then, they listen to a dialogue set in a yard. The dialogue involves characters greeting each other and having conversations about the plants and animals in the yard. For example, they discuss whether an animal is a goose or a duck, and identify different types of plant seedlings like carrot plants and tomato plants. In 2b, students further practice listening skills by listening to the dialogue again and answering more detailed questions, which may include identifying the correct number of certain items in the yard. This strengthens their understanding of both the vocabulary related to yard items and the application of numbers in context. 教学目标 1. Students should master the English names of common plants and animals in the yard, such as "goose", "duck", "rabbit", "carrot plant", "tomato plant", etc. They need to be able to spell and pronounce these words accurately. 1. Students are expected to learn and be proficient in using numbers from 1 to 15. They should not only be able to read and write these numbers but also use them correctly when talking about the quantity of items in the yard. 1. Students must understand and be able to use the key sentence patterns for asking about and identifying items in the yard, like "What's this/that? It's a/an...", "What are these/those? They're...". 教学重难点 1. Ensure students' firm grasp of the vocabulary of plants, animals in the yard, and numbers from 1 to 15. They should be able to use these words in simple sentences without hesitation. 1. Enable students to use the sentence patterns "What's this/that?" and "What are these/those?" proficiently in oral communication to ask about and identify yard items. 1. Guide students to understand and follow the listening materials related to yard - related dialogues, and be able to answer relevant questions accurately. 6. Help students distinguish between the singular and plural forms of nouns accurately and use the corresponding be - verbs correctly in the sentence patterns. For example, differentiating between "It's a duck." and "They're ducks." can be challenging for some students. 7. Guide students to use numbers correctly when expressing the quantity of items in the yard, especially in the context of listening and speaking. Some students may have difficulty in accurately hearing and using numbers, such as confusing "13" with "30". 8. Encourage students to communicate smoothly in the speaking activity in 2d. Some students may be shy or have trouble organizing their thoughts into proper English sentences, so it's important to help them overcome these barriers. A. Vocabulary 1. Animals in the yard: goose, duck, rabbit, chicken, etc. 1. Plants in the yard: carrot plant, tomato plant, tree, flower, grass, etc. 1. Numbers from 1 to 15: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen 1. Related nouns: yard, garden, fence, etc. B. Sentence Patterns 13. For singular items: 0. What's this? - It's a/an... 0. What's that? - It's a/an... 14. 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 warmly and start with a short free - talk. Ask them some simple questions like "What did you do in the yard yesterday?" or "Do you have any pets in your yard?" to engage them and lead to the topic of this class. 2. Show some colorful pictures of different yards on the PPT. These pictures should include various plants and animals that students will learn about in this section. Point to the pictures and briefly ask students what they can see, using simple words like "Look, what's this? A tree? Yes, very good." This can quickly draw students' attention and arouse their interest in the new lesson. II. Presentation (10 minutes) A. Vocabulary Review 1. Briefly review the vocabulary of plants and animals in the yard learned in previous lessons. Write some key words on the blackboard, such as "goose", "duck", "rabbit", "carrot plant", "tomato plant", etc. Ask students to read them aloud together and then randomly call on some students to spell the words. 1. Use flashcards with pictures of these yard items on one side and the English words on the other side. Show the flashcards quickly to the students and let them shout out the English names. This can help students quickly recall the vocabulary and reinforce their memory. B. Number Teaching 1. Present numbers from 1 to 15. Write the numbers on the blackboard in order. Read each number clearly and let students repeat after you several times. Use different intonations and rhythms to make the learning process more interesting. For example, read the numbers in a chant - like way: "One, two, three, jump with me. Four, five, six, pick up sticks...". 1. Use real - life examples to help students understand the use of numbers. Point to the students in the classroom and say things like "There are three students wearing red clothes in this row." or "Two books are on the teacher's desk." Then, ask students to make similar sentences using the numbers and things they can see in the classroom. C. Sentence Pattern Reinforcement 1. Review the key sentence patterns "What's this/that? It's a/an...", "What are these/those? They're...". Use the pictures on the PPT or real objects in the classroom to ask questions. For example, hold up a pencil and ask "What's this?" and guide students to answer "It's a pencil." Then, point to some erasers on a student's desk and ask "What are those?" Let students reply "They're erasers." 2. Explain the difference between "this/these" (referring to things close to the speaker) and "that/those" (referring to things far from the speaker) again. Use some simple demonstrations, such as standing close to one object and far from another, and asking questions with the appropriate words. III. 2a Activity (10 minutes) 1. Play the recording for 2a. In the first play, ask students to just listen carefully and get a general idea of what the people in the dialogue are talking about. After the first play, ask some simple questions like "Are they talking about the yard? What can you hear in the dialogue?" to check their basic understanding. 1. Play the recording again. This time, ask students to listen and repeat the numbers from 1 to 15 as they hear them in the recording. Pay attention to their pronunciation and correct any mistakes immediately. 1. Play the recording for the third time. Let students listen and try to identify the plants and animals mentioned in the dialogue. Write the names of some plants and animals on the blackboard, and ask students to raise their hands when they hear the corresponding names in the recording. IV. 2b Activity (10 minutes) 1. Before playing the recording for 2b, show the questions on the PPT or distribute a handout with the questions to the students. Let them read the questions quickly and try to understand what kind of information they need to listen for. 2. Play the recording of the dialogue in 2b. Ask students to listen carefully and answer the questions. They can write down their answers on a piece of paper. 3. After the recording, ask students to work in pairs to compare their answers. Then, call on several pairs to share their answers with the whole class. Discuss any differences in the answers and play the recording again if necessary to clarify. V. 2d Activity (15 minutes) 1. First, demonstrate the speaking activity in 2d with a student. Stand in front of the class, point to a picture of a yard on the PPT, and start a conversation. For example, the teacher says "What's this?" while pointing to a tree in the picture. The student answers "It's a tree." Then, the teacher points to some ducks and asks "What are those?" The student responds "They're ducks." 2. Divide the students into pairs. Give each pair a set of pictures of yards with different plants and animals. Each pair should use the learned sentence patterns and vocabulary to have a conversation about the things in the pictures. Walk around the classroom, listen to their conversations, and offer help and guidance. If some pairs make mistakes in grammar, pronunciation, or vocabulary usage, correct them gently and give examples for improvement. 3. Select 3 - 4 pairs to come to the front of the class and act out their conversations. The rest of the students watch and listen carefully. After each pair finishes, give them positive feedback, such as praising their clear pronunciation, correct use of sentence patterns, and good teamwork. Also, ask the watching students if they have any questions or comments on the pairs' performances. VI. Summary (5 minutes) 1. Review the key vocabulary learned in this class, including the names of plants and animals in the yard and numbers from 1 to 15. Write the words on the blackboard again and ask students to read them together. 1. Summarize the important sentence patterns "What's this/that?" and "What are these/those?" and their usage. Let students make some sentences by themselves to ensure they have mastered these patterns. 1. 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. VII. Homework Assignment (5 minutes) 1. Ask students to go home and draw a picture of their own yard or an imaginary 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. They can also count the number of certain plants or animals and use numbers in their descriptions. 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 $$