Starter Section 11 Our English Class 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聚焦“Our English Class”主题，围绕课堂常见物品与活动展开词汇与句型教学，通过真实物品导入、图片情境创设和游戏化练习层层递进，构建从感知到运用的学习支架，帮助学生自然衔接小学与初中英语学习。 本资料亮点突出，融合语言能力、思维品质与学习能力培养。例如，“What’s this in English?”句型操练中引导学生观察、识别、描述实物，提升语言理解与表达能力；角色扮演环节鼓励学生基于真实场景进行推理与创造，发展思维品质；调查活动则激发主动学习意识，促进策略运用与习惯养成。教师可直接套用生动的教学流程，学生在趣味互动中实现知识内化，有效提升课堂参与度与语言实践力。

Starter-Section 11 Our English Class This section, "Our English Class", is from the Starter part of the 2024 edition of the English textbook for Grade 7 of Beijing Normal University Press. As an important part of the initial stage of junior high school English learning, it plays a significant transitional and paving role. The content mainly focuses on students' English classes. It includes introducing common activities in English classes, such as listening to the teacher, reading English books, and answering questions. Meanwhile, it also involves learning school supplies related to English classes, like books, pens, erasers, and blackboards. The learning materials are presented in various forms, such as vivid pictures, simple dialogues, and practical exercises. For example, there are pictures showing students in an English class, and dialogues where students talk about what they do in class. These materials are highly relevant to students' real - life experiences, aiming to familiarize them with the English - learning environment and stimulate their interest in English learning, laying a solid foundation for their future English studies. 教学目标 A. Knowledge Objectives Students will be able to master the vocabulary related to English classes, such as "book", "pen", "pencil", "eraser", "ruler", "desk", "chair", "blackboard", "teacher", "student", "classmate", "lesson", "homework", "question", "answer", "introduce", "talk about", "listen to", etc. Students can understand and use the following sentence patterns for simple communication: "What's this/that in English?" "It's a/an..." "How do you spell it?" "Can you...? Yes, I can. / No, I can't." "We have... in our English class." "I like... in English class because..." B. Ability Objectives Listening: Students are expected to understand simple dialogues and instructions about English classes. For example, they can catch key information when listening to a teacher giving instructions in an English - class scenario. Speaking: Students should be able to use the learned vocabulary and sentence patterns to describe things in English classes and conduct simple daily conversations. They can talk about their favorite activities in English class or introduce their classmates in English. Reading: Students will be able to read the dialogues and words in the textbook correctly, paying attention to pronunciation, intonation, and stress. Writing: Students can correctly spell the learned words and use simple sentences to record activities in English classes. For instance, they can write a short paragraph about what they did in an English class. C. Emotional Objectives Cultivate students' interest and enthusiasm for English learning, making them eager to participate in classroom activities. By creating interesting teaching situations, students will find English learning enjoyable. Help students build up confidence in learning English and overcome difficulties in learning. Encourage students to try speaking English bravely and praise their efforts and progress. Guide students to develop good English - learning habits, such as listening carefully, speaking actively, and finishing homework on time. 教学重难点 A. Teaching Key Points Master the vocabulary and sentence patterns related to English classes. These are the basic tools for students to communicate about English - class topics. Be able to use the learned vocabulary and sentence patterns to conduct simple dialogue exchanges. This is crucial for students to apply what they have learned in real - life - like situations. B. Teaching Difficult Points Understanding and using the singular and plural forms of nouns correctly, such as "a book / two books", "a pen / some pens". The concept of singular and plural in English is different from some students' mother tongues, so it may cause confusion. Mastering the correct usage and responses of special questions like "What's this/that in English?" and "How do you spell it?". Students may have trouble understanding the semantic differences and the appropriate answering methods. Using possessive adjectives like "my", "your", "his", "her" correctly. The differences in usage between possessive adjectives in English and similar words in students' native languages can be a source of errors. A. Vocabulary School supplies: book, pen, pencil, eraser, ruler, notebook Classroom facilities: desk, chair, blackboard, computer, projector People in class: teacher, student, classmate Class - related activities: lesson, homework, question, answer, introduce, talk about, listen to, read, write, speak B. Sentence Patterns Identification: What's this/that in English? It's a/an... Spelling: How do you spell it? B - O - O - K, book. Ability expression: Can you...? Yes, I can. / No, I can't. Describing class activities: We have... in our English class. I like... in English class because... 教学过程 A. Warming - up (5 minutes) Greet the students as usual: "Good morning/afternoon, class! How are you today?" Encourage students to respond actively. This simple greeting can help create a relaxed and harmonious classroom atmosphere and get students into an English - speaking state. Play an English - alphabet - song video. Ask students to sing along with the video. After singing, randomly point to some letters on the blackboard and ask students to read them out quickly. This activity can not only review the 26 English letters but also prepare students for learning the spelling of new words. B. Lead - in (3 minutes) Show a picture of an English classroom on the PPT. Point to the picture and ask: "Look at this picture. What's this? It's a classroom. Do you know what it is in English? Yes, it's an English classroom. Today we are going to talk about our English class." This visual - based lead - in can arouse students' curiosity and make them more interested in the following learning content. C. Presentation (12 minutes) Vocabulary teaching Take out real objects of school supplies, such as a book, a pen, and an eraser. Show them to the students one by one and say: "Look, this is a book. B - O - O - K, book. What's this? It's a book." Then let students repeat after you several times. Do the same with other school - supply items. Use word cards to teach classroom - facility vocabulary. For example, show a word card with "desk" on it, read it aloud, and ask students to imitate. Explain the meaning and pronunciation of each word clearly. Teach the vocabulary of people in class and class - related activities in a similar way. You can also use some simple actions to help students understand, like when teaching "listen to", put your hand behind your ear and make a listening gesture. Sentence - pattern teaching Pick up a book and ask: "What's this in English?" Then answer yourself: "It's a book." Repeat this several times, and then ask students to practice in pairs. Walk around the classroom to monitor and offer help if necessary. Take a word card with an unfamiliar word, say "ruler", and ask: "How do you spell it?" Then spell it out slowly: "R - U - L - E - R, ruler." Let students practice spelling different words in pairs. Use flashcards with pictures of students doing different things (like reading, writing) to teach the "Can you...? Yes, I can. / No, I can't." sentence pattern. Point to a picture of a student reading and ask: "Can you read?". If the student answers correctly, praise him/her. D. Practice (15 minutes) Vocabulary practice Play a "What's missing" game. Put several school - supply items and word cards on the desk. Let students close their eyes, then take away one item or card. Open their eyes and ask: "What's missing?" Students need to think and answer. This game can help students remember the vocabulary better. Do a vocabulary - matching exercise. Prepare some cards with pictures on one side and words on the other. Divide students into pairs. Each pair gets a set of cards. They need to match the pictures with the corresponding words as quickly as possible. Sentence - pattern practice Let students do a "chain - reaction" dialogue practice with the "What's this in English?" sentence pattern. The first student points to an object and asks the second student, the second student answers and then points to another object and asks the third student, and so on. For the "How do you spell it?" sentence pattern, play a "Spelling Bee" game. Write some words on the blackboard. Call on students to come to the front of the class. The teacher reads a word, and the students have to spell it as quickly as possible. Use role - playing for the "Can you...?" sentence pattern. Create some simple scenarios, like a teacher asking students if they can clean the blackboard, and let students act them out. E. Production (7 minutes) Make a survey Hand out a survey paper to each student. The paper has questions like "What's your favorite thing in our English class?" and "Why do you like it?". Ask students to walk around the classroom and interview their classmates. They need to write down the answers. After the survey, ask some students to share their survey results with the class. This activity can let students use the learned English knowledge for real communication and also help the teacher understand students' preferences in English classes. Role - play Set a situation: Suppose it's an English class, and the teacher is asking students to introduce their new learning apps. Divide students into groups. Each group elects a representative to play the teacher, and the others play students. Students should use the learned vocabulary and sentence patterns to introduce their apps to the "teacher". After each group shows their role - play, other students can ask questions and give evaluations. This activity can deepen students' understanding of the learned content and improve their oral - expression and communication skills. F. Summary (2 minutes) Review the words and sentences learned in this class on the PPT. Ask students to read them together. Summarize the key points of this class, such as important vocabulary and sentence patterns, and emphasize their usage in real - life communication. G. Homework (1 minute) Ask students to write a short passage about their English class, including at least five sentences using the words and sentence patterns learned today. Let students make a word - book with the new words learned in this class. They can draw pictures next to the words to help them remember. 教学反思 After teaching this lesson, I have the following reflections. Overall, the teaching process went smoothly, and most students were actively involved in classroom activities. The use of real objects, pictures, and games in the teaching process effectively attracted students' attention and helped them better understand and remember new knowledge. However, there are still some areas that need improvement. In the vocabulary - teaching part, although using real objects and word cards was helpful, some students still had difficulty pronouncing certain words correctly, such as "eraser" and "ruler". In the future, more time should be allocated to individual pronunciation correction. Also, during the group - work activities, some students were too shy to speak English, and the group - work effect was affected. In the next class, I will encourage these students more and create a more relaxed and supportive atmosphere for them to speak English. In addition, the production part, especially the survey activity, took a bit more time than expected. Next time, I need to better control the time to ensure that all teaching links can be completed more efficiently. In general, through this teaching reflection, I will adjust my teaching methods and strategies to improve teaching quality and students' learning effects in future classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $