Starter Section 3 Saying Hello 教学设计 2025-2026学年北师大版（2024）七年级英语上册

Starter-Section 3 Saying Hello This section, "Saying Hello" from Starter - Section 3 in the 2024 Beijing Normal University Edition English textbook for Grade 7, focuses on basic English greetings and self - introductions. It equips students with essential expressions for daily communication, such as "Hello", "Hi", "Good morning", "Good afternoon", "Good evening", "What's your name?", and "My name is...". By learning these, students can initiate conversations and build connections in English - speaking contexts. The content is presented in a vivid and practical way, with pictures and simple dialogues to help students understand and imitate, laying a solid foundation for further English learning. 教学目标 Students should be able to accurately read, write, and pronounce key vocabulary related to greetings, like "hello", "hi", "good morning", "good afternoon", "good evening", "name", "my", "your", etc. They need to achieve a spelling and pronunciation accuracy rate of over 90% in oral and written exercises. Master and proficiently use core sentence patterns like "Hello/Hi! What's your name? My name is...", "Good morning/afternoon/evening!" in daily greetings and self - introductions. In simulated and real - life scenarios, they should be able to converse fluently, correctly choosing the appropriate greeting according to different time periods (morning, afternoon, evening), with a sentence pattern usage accuracy rate of not less than 85%. Be able to understand others' greetings and self - introductions using the learned vocabulary and sentence patterns. In listening exercises, they can accurately obtain key information such as the other person's name and the time of greeting, with an information acquisition accuracy rate of over 80%. 教学重难点 A. Teaching Key Points Master the pronunciation, spelling, and usage of core vocabulary related to greetings. Proficiently use core sentence patterns like "Hello/Hi! What's your name? My name is...", "Good morning/afternoon/evening!" in daily communication. B. Teaching Difficult Points Accurately distinguish and correctly use "good morning", "good afternoon", and "good evening" in different time scenarios. Be able to appropriately use the learned greetings in real cross - cultural communication situations and avoid cultural misunderstandings. A. Vocabulary Greetings: hello /həˈləʊ/, hi /haɪ/, good morning /ˌɡʊd ˈmɔːnɪŋ/, good afternoon /ˌɡʊd ɑːftəˈnuːn/, good evening /ˌɡʊd ˈiːvnɪŋ/ Personal pronouns and possessive adjectives: my /maɪ/, your /jɔː(r)/ Noun: name /neɪm/ B. Sentence Patterns Hello/Hi! What's your name? Response: My name is... Good morning/afternoon/evening! 教学过程 A. Warming - up and Lead - in (5 minutes) Play an English greeting song, such as "Hello Song", and ask students to sing along. This can arouse students' interest and create a lively English - learning atmosphere. After the song, the teacher greets students in Chinese: "同学们，早上好！今天开心吗？" Then smoothly transition to English: "Now, let's say 'Good morning' to each other. Good morning, class!" Guide students to respond: "Good morning, teacher!" Thus, initially introducing the theme of this class - greetings. B. New Knowledge Presentation (15 minutes) Vocabulary learning Use multimedia to display pictures related to greetings (such as a picture of the rising sun in the morning, people working in the afternoon, and the moon and stars at night). Present core vocabulary like "good morning", "good afternoon", "good evening", "hello", "hi", "name", "my", "your" along with the pictures. The teacher demonstrates the pronunciation and spelling of the words, and asks students to follow and imitate, paying attention to correcting students' pronunciation. Play the "Word Chain" game to consolidate vocabulary. Divide students into several groups. The first student in each group says a word, and the next student has to say a new word starting with the last letter of the previous word (related to the theme of this class). Proceed in turn. The group that cannot continue is eliminated, and the winning group will be rewarded. Sentence pattern learning Create a situation: "The new semester has started, and there is a new classmate in the class. Do you want to get to know him?" Then invite a student to come to the stage to play the role of the new classmate. The teacher asks the new classmate with "Hello! What's your name?" and guides the new classmate to answer with "My name is...". Through this teacher - student interaction, introduce the core sentence patterns. Explain the structure and usage of the sentence patterns in detail. Emphasize the differences in the usage of "your" and "my", as well as the intonation of the sentence patterns (rising intonation for interrogative sentences and falling intonation for declarative sentences). Then let students practice in pairs. The teacher walks around to guide and correct students' mistakes in time. C. Consolidation Exercises (15 minutes) Listening exercise: Play a recording of people's greeting dialogues in different time scenarios. Let students listen carefully and then complete exercises, such as choosing the correct greeting, filling in the missing words in the dialogue, etc., to test students' listening comprehension of the learned knowledge. Situational dialogue exercise: Divide students into groups. Assign different situations to each group (such as greetings between classmates at school, greetings between strangers in the park, greetings between family members in the evening). Let group members cooperate to create dialogues and present them. The teacher comments on each group's performance, affirms the advantages, points out the shortcomings, and helps students further consolidate the learned knowledge and improve their language application ability. D. Expansion and Extension (5 minutes) Introduce some special greeting methods in other English - speaking countries, such as hugging, kissing on the cheek, etc. Emphasize that in different cultural backgrounds, we should respect local greeting etiquette, broaden students' cultural horizons, and enhance their cultural awareness. Assign after - class tasks: Ask students to use the learned English greetings to greet their family members after going home and record their family members' reactions. At the same time, encourage students to collect more information about the daily communication cultures of English - speaking countries and share it in the next class. E. Classroom Summary (5 minutes) Review the core vocabulary and sentence patterns learned in this class with students. Check students' mastery by asking questions, such as "What greetings did we learn today?", "What sentence pattern do we use to ask others' names?" etc. Summarize students' performance in class. Praise students and groups who actively participate and perform well, and encourage students to continue working hard in future learning and maintain their enthusiasm for learning English. 教学反思 Positive aspects The use of multimedia resources, such as pictures and songs, effectively attracted students' attention at the beginning of the class, quickly engaging them in the English - learning atmosphere. The "Word Chain" and "Situational dialogue" games actively involved students, and most students showed high enthusiasm in participating in classroom activities, which was beneficial for them to master knowledge in practice. Through group activities, students not only improved their language skills but also enhanced their cooperation and communication abilities. The listening exercises helped students improve their listening comprehension, and the introduction of cultural knowledge broadened students' horizons. Areas for improvement In vocabulary teaching, although students participated actively in the "Word Chain" game, some students still had pronunciation problems, especially with words like "afternoon" and "evening". In future teaching, more time should be allocated to individual pronunciation correction, and more pronunciation - training methods can be adopted, such as tongue - twisters. During the situational dialogue exercise, some students were still a bit shy and not very confident in speaking English. In the future, more encouragement and positive feedback should be given to these students to help them overcome their fear of speaking English. Also, more basic sentence - pattern drills can be arranged before the group activities to make students more proficient in using the language. The cultural - extension part was a bit rushed. In future teaching, more in - depth discussions on cultural differences can be organized to better cultivate students' cross - cultural communication awareness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $