Starter Section 2 Making New Friends 教学设计 2025-2026学年北师大版（2024）七年级英语上册

该初中英语教学设计围绕“交友”主题，聚焦自我介绍与询问他人信息的核心词汇（name, age, from等）及句型（What's your name? Where are you from?等）。课堂导入通过展示不同国家孩子互动图片并提问，搭建学习支架，衔接简单问候旧知与详细自我介绍新知。 其亮点在于融合语言能力（听对话、角色扮演、写自我介绍等整合训练）与文化意识（渗透不同国家交友礼仪如握手、鞠躬），采用情境对话、游戏化练习（如词汇速读游戏、分组角色扮演）等学科特色方法。学生通过真实场景运用语言提升沟通自信，教师可直接借鉴结构化活动设计高效开展教学。

Starter-Section 2 Making New Friends This section, "Making New Friends", is from Starter of the 2024 version of the English textbook for Grade 7 of Beijing Normal University Press. It centers around the theme of making friends. Through various activities like dialogues, reading materials, and interactive tasks, students are guided to learn essential vocabulary and sentence patterns related to self - introduction and asking about others' information. This helps them build a foundation for communicating with new friends in English and also promotes cultural awareness by introducing different ways of making friends in various cultures. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary, including "name, age, from, country, city, school, grade, class, nice, meet" etc. They can correctly use sentence patterns such as "What's your name?", "My name is...", "Where are you from?", "I'm from...", "How old are you?", "I'm... years old", "Nice to meet you. Nice to meet you, too." B. Ability Objectives Develop students' listening ability to understand simple dialogues about self - introduction and asking personal information. Improve students' speaking skills to carry out conversations about making new friends in real - life situations. Cultivate students' reading ability to extract key information from relevant texts. Train students' writing ability to write a short self - introduction. C. Emotional Objectives Encourage students to be more active and confident in English communication. Foster students' awareness of making friends and enhance their sense of friendship. Develop students' cross - cultural communication awareness by understanding different ways of making friends in various cultures. 教学重难点 A. Teaching Key Points The correct pronunciation, spelling, and usage of key vocabulary. The proper application of sentence patterns for self - introduction and asking about others' information in different situations. The ability to understand and use the polite expressions in making new friends. B. Teaching Difficult Points How to enable students to use the learned language knowledge fluently and spontaneously in real - life communication, overcoming shyness and language barriers. Helping students understand and respect cultural differences in the process of making friends, such as different greetings and communication norms in different countries. Vocabulary name (n.) 名字 age (n.) 年龄 from (prep.) 来自 country (n.) 国家 city (n.) 城市 school (n.) 学校 grade (n.) 年级 class (n.) 班级 nice (adj.) 令人愉快的；宜人的 meet (v.) 遇见；结识 Sentence Patterns What's your name? 你叫什么名字？ My name is.../ I'm... 我的名字是…… / 我是…… Where are you from? 你来自哪里？ I'm from... 我来自…… How old are you? 你多大了？ I'm... years old. 我…… 岁了。 Nice to meet you. 很高兴见到你。 Nice to meet you, too. 也很高兴见到你。 Cultural Knowledge Different ways of greeting when making new friends in various countries, such as shaking hands in Western countries, bowing in Japan, etc. 教学过程 A. Warming - up (5 minutes) Greet the students with "Hello, everyone! How are you today?" and encourage students to respond. Then show some pictures of children from different countries playing together on the PPT and ask students, "Do you have friends from other countries? What do you think we need to know when making new friends?" Let several students share their ideas. B. Presentation (15 minutes) Vocabulary Teaching Show the words on the PPT one by one. For example, when showing the word "name", say, "Look at this word. It is 'name'. We all have a name. My name is Mr./Mrs. [teacher's name]. Repeat after me, name." Let students repeat several times. Use the same method to teach other new words, such as "age", "from", "country", etc. After teaching all the words, play a word - reading game. Read the words quickly and let students repeat. Increase the speed gradually to make the game more challenging and exciting. Sentence Pattern Teaching Create a dialogue situation. The teacher says, "Hello, I'm Mr./Mrs. [teacher's name]. What's your name?" and invite a student to answer. Then teach the sentence pattern "What's your name?" and "My name is... / I'm...". Let students practice this dialogue in pairs. Use the same way to teach other sentence patterns, such as "Where are you from? I'm from...", "How old are you? I'm... years old". For each sentence pattern, first explain the meaning and usage briefly, and then let students practice in pairs. After the pair - work, invite several pairs of students to come to the front of the class and show their dialogues. Give them praise and encouragement. C. Practice (15 minutes) Listening Practice Play the recording of a dialogue about making new friends on the textbook. Let students listen carefully and answer two simple questions on the PPT, such as "What's the boy's name?" and "Where is the girl from?" Play the recording twice if necessary. Check the answers with the whole class. Role - play Activity Divide students into groups of four. Each group gets a role - play card with different identities, such as a Chinese student, an American student, a British student, and an Australian student. They need to introduce themselves to each other using the learned sentence patterns. For example, the Chinese student may say, "Hello! My name is Li Hua. I'm from China. I'm 12 years old. Nice to meet you." And the others respond accordingly. Walk around the classroom, listen to their conversations, and give guidance and help when necessary. After 5 - minute role - play, invite some groups to perform in front of the class. The rest of the students listen and evaluate their performance in terms of language use and pronunciation. D. Production (7 minutes) Writing Task Ask students to write a short self - introduction. Provide some guiding words on the PPT, such as "name, age, from, school, grade, class". Students should write at least 5 sentences. Walk around the classroom to offer help to students who have difficulties. After students finish writing, ask them to exchange their self - introductions with their deskmates. They should read each other's introductions and check for any mistakes in grammar, spelling, or sentence structure. Then ask several students to read their self - introductions to the whole class. E. Summary and Homework (3 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard and let students read them together again. Emphasize the importance of making friends in English - speaking countries and respecting cultural differences. Homework Ask students to make a name card with their personal information in English, including their name, age, from, school, and a photo of themselves. They can decorate the name card as they like. Encourage students to try to use English to introduce themselves to new friends they meet in their daily life. 教学反思 In this class, most students were actively involved in various activities, such as pair - work, group - work, and role - play. However, a few students were still a little shy and passive. In future classes, more individual attention and encouragement should be given to these students to help them build confidence in English speaking. The teaching methods, like using pictures, games, and real - life situations, were effective in attracting students' attention and making the learning process more interesting. But some students still had difficulty using the learned sentence patterns fluently in real - life communication. More practice and real - life scenarios need to be provided in the following classes. Regarding cultural knowledge, students showed great interest in different ways of making friends in various countries. However, the introduction of cultural knowledge was not deep enough. In future teaching, more in - depth cultural content can be added, such as cultural taboos in making friends, to better develop students' cross - cultural communication awareness. The time management was generally good, but the writing task might be a little rushed for some students. Next time, more time can be allocated for the writing and sharing part to ensure that every student has enough time to express themselves and get feedback. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $