Starter Welcome to junior high! Get ready (listening & speaking)教学设计 2025-2026学年外研版英语七年级上册

新外研版七年级上册英语Starter Welcome to junior high!Get ready (listening & speaking)教学设计 . Analysis of the teaching materials [What] It is about the vocabulary expression in students' learning and life, including stationary, subjects, clothes and articles. [Why] By studying these vocabularies, students can proficiently express what they have. [How] It contains four aspects: Stationary, subjects, clothes and articles. Design Intent for Analysis of the teaching materials: To clarify the content, significance and structure of the teaching materials, helping teachers grasp the key points of the lesson. . Analysis of the target students Students have already known something about their junior high. And they can briefly express their own things. Design Intent for Analysis of the target students: To understand students' prior knowledge and language ability, so as to design teaching activities that match their level. . Teaching objectives 1. Language ability: Use words and expressions learnt in this lesson to introduce their school things. 2. Cultural awareness: Form correct values. 3. Thinking capability: Understand and express those things for ready for school. 4. Learning ability: Improve their listening and speaking ability through activities. Design Intent for Teaching objectives: To set clear goals for students' language, culture, thinking and learning ability development in this lesson. . Key points and difficult points 1. Understand and master new words and expressions. 2. Express what they have correctly and confiden Design Intent for Key points and difficult points: To identify the core content that students need to master and the challenges they may face in learning. . Teaching methods The communicative approach and the situational teaching approach. Design Intent for Teaching methods: To choose appropriate teaching approaches that can promote students' communication and situational language use. . Teaching aids Multimedia (seewo), blackboard. Design Intent for Teaching aids: To list the tools that can assist in teaching, enhancing students' understanding and engagement through visual and interactive means. . Teaching procedures Step 1 Lead in 1. Watch a video and answer two questions: Q1: What did they do? Q2: How are they feeling? 2. Talk about your feeling first day and the preparation of school supplies. Design Intent for Step 1 Lead in: To attract students' interest through video and activate their prior knowledge by discussing feelings and school supplies preparation. Step 2 Vocabulary and articles 1. Learn the words in the box in activity1 and try using articles to express these stationery items. 2. Listen and check activity1 and 2. Design Intent for Step 2 Vocabulary and articles: To help students learn new vocabulary and master the use of articles through listening and practice activities. Step 3 Discussion 1. Recognize the vocabulary of the subject and circle those they will learn in junior high. 2. Learning clothing expressions through pictures in Powerpoint. 3. Pair work: introduce the pictures from the activity 4 in English. Design Intent for Step 3 Discussion: To expand vocabulary to subjects and clothing, and promote collaborative learning and oral expression through pair work. Step 4 Speaking 1. Group discussion: What are you going to wear on the first day of junior high? 2. Invite some groups to share their opinions. Design Intent for Step 4 Speaking: To develop students' speaking ability and confidence through group discussion and sharing. Step 5 Summary and homework 1. Teacher summarizes the words and expressions learnt today. 2. Write a short composition: my preparations for school. Design Intent for Step 5 Summary and homework: To consolidate the knowledge learnt in class through summary, and extend learning through writing homework. Blackboard design Welcome to junior high - Get ready school things: textbook... number and articles: a + 辅音音素 an + 元音音素 (a, o, e, i, u) Clothes: jacket... Subjects: English... 一般将来时: I'll = I'm going to Reflection Teacher uses video to lead in the class, which can stimulate students' interest effectively. Most students were attracted by the video and actively participated in the Q&A session, laying a good foundation for the following teaching activities. Students can correctly express the vocabulary learnt today on the whole. However, some students still confused the use of articles "a" and "an", especially when facing words with vowels that are not pronounced or have special pronunciation situations. More examples and targeted exercises are needed in subsequent lessons to consolidate this knowledge point. In the group discussion and speaking activities, most students showed enthusiasm and could communicate in English to a certain extent. But there was a phenomenon that individual students in some groups didn't participate actively. To solve this problem, heterogeneous grouping and clear division of individual tasks can be adopted in the future to ensure that every student has the opportunity to get involved. For the listening activities, most students could finish the tasks, but some students struggled to catch detailed information, which indicated that listening strategies such as predicting content in advance and grasping key words should be taught to improve their listening efficiency. The homework assignment of writing a short composition helped students integrate what they had learned. However, from the subsequent correction, some students had deficiencies in sentence coherence and grammatical accuracy (such as the correct use of the simple future tense). In future classes, more sentence imitation and paragraph construction exercises can be added to lay a solid foundation for writing. In terms of time management, the lead-in and vocabulary teaching sections went smoothly, but the discussion and speaking sections were a bit hasty, resulting in insufficient presentation of some groups. Next time, it is necessary to control the time of each section more accurately or adjust the duration of sections appropriately to ensure that students have enough time for language output. 学科网(北京)股份有限公司 $$