Starter Unit 1 Hello!Section A 1a-2d教学设计-2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计聚焦基本问候语、26个字母认读拼写及中文名字英文书写，通过展示日常问候照片引导学生分享中文问候，自然过渡到英文问候语学习，搭建从已知到未知的学习支架。 以“Letter Neighbor”游戏、小组对话创编等活动激发学习兴趣，通过对比中英文问候的礼貌共性培养文化意识，听力辨音和字母排序训练思维品质。任务型听力（圈字母）和口语实践（对话表演）提升语言能力，可选家庭作业延伸课堂。助学生增强听说自信，教师可借活动反馈调整教学，适应学情。

新人教版七年级上册英语Starter Unit 1 Hello!Section A 1a-2d教学设计 Listening and Speaking. Ⅰ. Core Literacy Objectives 1. Language Competence - Use basic greetings naturally in daily chats: things like "Hello!", "Good morning!", "Good afternoon!", "How are you today?", and "Have a good day!". - Recognize, read, and spell all 26 English letters right. Learn how to write Chinese names in English (first name first, last name last—like "Wang Lei", not "Lei Wang") and spell simple names on your own. 2. Cultural Awareness - Understand that greeting nicely is key in English-speaking cultures—just like how we’re polite when greeting people in Chinese. Learn to use the right greetings to show respect. - Get a basic sense of how greeting works in both English and Chinese (both care about politeness) to make it easier to talk with people from different cultures later. 3. Thinking Quality - Learn to look at pictures (like the ones in 1a and 2c) and pick out useful info: who’s in them, where they are, what they’re doing. This helps connect pictures to greeting topics. - Build logical thinking by doing things like matching names to faces or finding a letter’s "neighbors" (e.g., "E" next to "F"). This helps link small skills (like letter order) to bigger ones (like spelling names). 4. Learning Ability - Get better at listening by focusing on letter sounds (in 2a) and what people say in conversations (in 2c). Speak more confidently through group greetings, acting out dialogues, and making your own chats. - Learn to take part actively in games, pair work, and class shows. Start getting used to talking in English instead of being scared to speak. Ⅱ. Teaching Key and Difficult Points 1. Key Points - Use the right greetings for different times of day (e.g., "Good morning!" for 9 AM, "Good evening!" for 7 PM). - Know all 26 letters (read and spell them) and write your own Chinese name in English the correct way. 2. Difficult Points - Spell letters fast and right—especially remembering which letters come next to each other (like "G" after "F"). - Make up your own greeting chats, not just recite the ones from the book. Ⅲ. Teaching Process Step 1: Lead-in 1. Show photos of people greeting—like classmates saying hi, a kid greeting a teacher. Ask: "How do you say hi to your friends or teachers every day?" 2. Let students share (they might say "你好" or even "Hello" if they know it). Then list simple English greetings on the board: "Hello!", "Good morning!". Design Intention: Start with stuff students do every day—they’ll feel comfortable right away. Pictures make it fun, and listing greetings gets them ready for the rest of the lesson. No confusing new stuff here—just build on what they already know. Step 2: Pre-listening (1a) 1. Put up the 1a pictures on the screen. Ask simple questions: Q1: How many boys and girls can you see? Q2: Are they in a classroom or a park? Q3: What are they doing? (Hint: They’re talking—are they saying hi?) 2. Have students match the names in 1a to the faces in the pictures. Walk around to help anyone stuck. 3. Explain how to write Chinese names in English: "If your name is 李明, write ‘Li Ming’—first name ‘Ming’, last name ‘Li’. Capitalize the first letter of each." Have them write their own names on scrap paper. 4. Put them in groups of 3 (no more—so everyone gets to speak!). Tell them to greet each other using their English names: "Hello, Li Ming!" "Good morning, Zhang Hua!". Call 2-3 groups up to show the class. Design Intention: Asking about pictures helps them practice looking closely and talking. Matching names to faces helps them link names to people—important for later. Teaching name writing fixes a common problem (I’ve seen kids write "liming" before!). Group work lets them speak without being nervous—small groups are better for shy students. Step 3: While-listening (2a) 1. Show the 26 letters on PPT (with sounds, like "A: /eɪ/"). Play the tape, and have them repeat each letter. Stop to correct tricky ones—like "B" (/biː/) and "D" (/diː/)—new learners mix these up a lot. 2. Tell them: "Listen again. Circle the letters you hear in your book." Play the tape twice—first time to listen, second time to check their circles. Design Intention: Repeating after the tape gets their pronunciation right—letters are the basics, so we need to fix mistakes early. Circling letters trains them to listen carefully—they can’t just zone out; they have to match sounds to letters. Step 4: Post-listening Play a "Letter Neighbor" game: Show a letter on the screen (e.g., "F"). Shout: "Stand up and tell me its neighbors—fast!" The first student to say "E and G" gets a sticker. Do this for 5-6 letters (don’t overdo it—keep it snappy). Design Intention: Games make letter practice fun—kids hate just reciting letters. Stickers keep them motivated. Remembering neighbors helps with spelling later—if they know "C" comes before "D", they won’t mix up "cat" and "dat". Step 5: Pre-listening (2c) 1. Show the 2c pictures. Have them talk in pairs: Q1: Who’s in the pictures? (Is that a boy and a girl? A teacher?) Q2: What are they doing? (They’re talking—are they greeting each other?) 2. Have them read the 2c conversation and the blank choices quietly. Ask: "Guess which sentence goes in the blank. For example, if someone says ‘How are you?’, what do you say back?" Design Intention: Pair talks let them practice speaking in small groups. Guessing answers before listening makes them less nervous—they’ll know what to listen for, instead of hearing random words. Step 6: While-listening 1. Play the 2c tape. Tell them: "Fill in the blanks with the sentences from the box." Play it again so they can check. 2. Play the tape one more time, pausing after each line. Have them repeat—remind them to sound natural, like "How are you?" goes up at the end (rising intonation). Design Intention: Filling blanks makes them listen for key sentences, not just words. Repeating with intonation helps them sound like real English speakers—not just robots reading. Step 7: Post-listening 1. Give them 2 minutes to memorize the 3 2c conversations. Walk around to help kids who struggle—give hints like "First line: ‘Good morning!’". 2. Have them work in pairs to make their own chats. Say: "Use at least two greetings—like ‘Good afternoon!’ and ‘How is it going?’". 3. Call 3-4 pairs up to act out their chats. Say nice things: "I loved that you used ‘Have a good day!’—great job!" Design Intention: Memorizing helps them remember the greetings. Making their own chats lets them use what they learned—no more just copying. Praise makes them confident to speak in front of the class. Step 8: Summary Go over the main stuff with them: - "Can we say all 26 letters? Let’s say ‘A’ to ‘F’ together—1, 2, 3!" - "What greetings do we use in the morning? (Good morning!) In the afternoon? (Good afternoon!)" - "Remember: Greeting nicely is important—just like we say ‘你好’ politely in Chinese." Design Intention: Quick reviews help them remember what they learned. Tying greetings to Chinese politeness makes the cultural part easy to get. Step 9: Homework 1. Memorize the 3 2c conversations and write them in your notebook—no messy letters! Use periods and capital letters right. 2. Finish the letter-greeting matching worksheet I gave you. 3. (Optional) Greet your family in English tonight—say "Good evening!" to your mom or dad. Write down one sentence about what they said back (e.g., "My mom said ‘Good evening!’ too!"). Design Intention: Writing helps them remember the conversations and practice neat writing. The worksheet reviews letters and greetings. The optional part gets them using English at home—learning doesn’t stop in class. Step 10: Blackboard Design Starter Unit 1 Hello! (1a-2d) Greetings Good morning! Good afternoon! Good evening! Hello! How are you today? How is it going? Have a good day! Ⅳ. Teaching Reflection This was my first class with these new students, so I focused on keeping it relaxed—no pressure, just fun. The "Letter Neighbor" game was a hit—even the shy kids stood up to answer. The pair work for making chats also went well; some groups added little things like "Hi, Tom! How are you?" which was great to see. I got a good sense of their levels: some kids already knew letters and simple greetings (they probably learned a bit before), but others mixed up "B" and "D" or forgot how to spell their English names. That’s helpful for next time—I’ll make a quick letter-matching worksheet for the kids who struggled, and let the advanced ones make longer chats. But I messed up the time a bit: the letter game took 2 more minutes than planned, so only 3 pairs got to show their chats. Next time, I’ll set a timer—5 minutes max for games. Also, when I taught Chinese name writing, a few kids still wrote "xiaoming" instead of "Xiao Ming". I’ll start next class with a quick check—write your name on the board—to fix that. Overall, most kids left smiling and saying "Hello!" as they walked out—that’s a win. I’ll keep the activities fun but tight on time, and make sure to help the kids who need extra practice. If you want to tweak anything—like making the game simpler, adding more practice for letters, or changing the homework—just let me know. This plan’s easy to adjust for what your students need. 学科网（北京）股份有限公司 $