Unit 1 New school, new beginning!-Lesson 1 Hello!教学设计2025-2026学年冀教版英语七年级上册

Unit 1 New school, new beginning!-Lesson 1 Hello! This lesson is from Unit 1 "New school, new beginning!" of the 2024 Hebei Education Press English textbook for Grade Seven. The main content of this lesson is a dialogue among Danny, Li Ming, Jenny and their English teacher Ms Liu. Through this dialogue, students will learn basic English greetings and self - introduction expressions, such as "Hello!", "What's your name?", "I'm... / My name is...", "Nice to meet you!". At the same time, students will also get to know the new words like "same", and recognize the pronunciation of the phonetic symbols /eɪ/ and /aɪ/ in relevant words. The dialogue - based text is vivid and close to students' real life, which is conducive to students' learning and application of language in actual situations. 教学目标 1. Knowledge Objectives Students can master the key words such as "same" and use them correctly in sentences. Students are able to use the sentence patterns "What's your name?", "I'm... / My name is..." to ask for names and make self - introductions. Students can recognize and pronounce the phonetic symbols /eɪ/ and /aɪ/ accurately, and find out words containing these phonetic symbols. 2. Ability Objectives Improve students' listening ability, especially the ability to capture key information in dialogues. Develop students' speaking ability, enabling them to use learned greetings and self - introduction expressions to communicate with others fluently and correctly in real - life situations. Cultivate students' reading ability, helping them understand the main idea of the dialogue text. 3. Emotional Objectives Stimulate students' interest in learning English and enhance their confidence in speaking English. Let students understand the importance of polite greetings in daily life and cultivate good social etiquette habits. 教学重难点 1. Key Points Master basic English greetings and self - introduction expressions. Understand and correctly use the new word "same" and relevant sentence patterns. Recognize and pronounce the phonetic symbols /eɪ/ and /aɪ/ accurately. 2. Difficult Points Enable students to use learned greetings and self - introduction expressions flexibly and appropriately in various real - life communication situations. Help students distinguish and correctly pronounce words with similar phonetic symbols, especially /eɪ/ and /aɪ/. 1. New Words same /seɪm/adj. 相同的；同一的 e.g. We are in the same class. 我们在同一个班级。 2. Key Sentence Patterns What's your name? 你叫什么名字？ Answer: My name is.../ I'm.../... (Direct name) 我的名字是…… / 我是…… / ……（直接说名字） e.g. —What's your name? 你叫什么名字？ —My name is Li Ming. / I'm Li Ming. / Li Ming. 我的名字是李明。 / 我是李明。 / 李明。 Nice to meet you! 很高兴见到你！ Answer: Nice to meet you, too. 我也很高兴见到你。 3. Phonetic Symbols /eɪ/: In words like "same", "cake", "name", "face", etc. /aɪ/: In words like "I", "bike", "like", "kite", etc. 教学过程 1. Lead - in (5 minutes) Show students some pictures of people greeting each other in different countries, such as shaking hands in Western countries, bowing in Japan, etc. Then ask students: "Do you know how they greet each other in these pictures? And how do we usually greet others in our daily life?" Encourage students to express their opinions freely. Design intention: This activity can arouse students' interest in learning, introduce the topic of this lesson - greetings, and at the same time, let students have a preliminary understanding of different greeting cultures. 2. Presentation (10 minutes) New Words Teaching Present the new word "same" on the PPT, and show some sentences containing this word, such as "My brother and I have the same hobby." Let students read after the teacher and understand the meaning of this word. Then ask students to make their own sentences with "same" to check their understanding. Sentence Patterns Teaching Use the PPT to show the dialogue between two students: A: Hello! What's your name? B: Hi! My name is Tom. Nice to meet you! A: Nice to meet you, too. Let students read the dialogue after the teacher sentence by sentence, and explain the usage of each sentence pattern. Then ask students to practice this dialogue in pairs. Phonetic Symbols Teaching Write some words containing /eɪ/ and /aɪ/ on the blackboard, such as "same", "cake", "I", "bike". Read these words slowly for students, and let them feel the pronunciation of /eɪ/ and /aɪ/. Then let students read these words in groups and find more words with these two phonetic symbols. Design intention: Through vivid presentation methods, students can better understand and master new words, sentence patterns and phonetic symbols, laying a solid foundation for subsequent learning. 3. Listening (10 minutes) Let students open their textbooks to the dialogue part of this lesson. Tell them that they will listen to a dialogue among Danny, Li Ming, Jenny and their English teacher Ms Liu. Before listening, ask students some prediction questions, such as "Where are they? What will they talk about?" Play the recording for the first time. Let students listen carefully and answer the prediction questions. Play the recording for the second time. Let students listen carefully and fill in the blanks in the following sentences on the PPT: —What's your name? —______ name is Li Ming. —Nice to ______ you! —Nice to meet you, ______. Check the answers with students and play the recording again for students to imitate the pronunciation and intonation. Design intention: This listening activity can improve students' listening ability, especially the ability to capture key information, and at the same time, help students further understand the dialogue content. 4. Reading (8 minutes) Let students read the dialogue in the textbook by themselves for a few minutes, and ask them to mark the places they don't understand. Then, invite several students to read the dialogue aloud in turns. Correct their pronunciation and intonation problems in time. Divide the students into groups of four. Each group reads the dialogue together, trying to imitate the tone in the recording as much as possible. Design intention: Reading aloud can help students improve their oral English level, and group reading can cultivate students' sense of cooperation. 5. Practice (10 minutes) Role - play Activity Let students choose their favorite roles in the dialogue (Danny, Li Ming, Jenny, Ms Liu) and practice the dialogue in groups. Then invite several groups to come to the front of the classroom to perform the dialogue for the whole class. After each group's performance, let other students give comments. Free - talk Activity Ask students to use the learned greeting and self - introduction expressions to make new dialogues with their deskmates. They can also add some other information, such as their hobbies, favorite subjects, etc. After a few minutes, invite some pairs of students to share their dialogues with the class. Design intention: Through role - play and free - talk activities, students can apply the learned knowledge to actual communication, improve their language application ability and communication skills. 6. Summary and Homework (2 minutes) Summary Summarize the key points of this lesson with students, including new words, sentence patterns, and phonetic symbols. Emphasize the importance of using polite greetings in daily life. Homework Ask students to make a short video of themselves greeting and introducing themselves in English and send it to the class group. Let students write down at least five words containing /eɪ/ and /aɪ/ respectively in their notebooks. Design intention: The video - making homework can stimulate students' interest in learning and improve their comprehensive language application ability. The written homework can help students consolidate the knowledge of phonetic symbols. 教学反思 After teaching this lesson, I have the following reflections: Advantages The lead - in part is very effective. The pictures of different greeting ways arouse students' strong interest, which makes them actively participate in classroom discussion at the beginning. In the teaching process, the combination of various teaching methods, such as presentation, listening, reading, and practice, enables students to have a comprehensive understanding and mastery of knowledge. The role - play and free - talk activities provide students with a lot of opportunities to practice speaking, and most students can actively participate and show good language application ability. Disadvantages In the listening part, some students still have difficulty in catching key information quickly. Maybe the speed of the recording is a little fast for them, or they lack relevant listening skills training. In the group activities, there are still a few students who are not very active, and they seem a little shy to speak English. I should pay more attention to these students and encourage them to participate more actively. Improvement Measures For the listening problem, I will play the recording more slowly in the future, or give students some listening tips in advance, such as how to quickly identify key words. For the students who are not active in group activities, I will communicate with them after class, understand their concerns and difficulties, and encourage them to overcome shyness. I can also design some simpler tasks for them to start with in group activities to gradually build their 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 $$