Starter Unit 1 Hello!-Section A-2a-2d 教学设计 2025-2026学年人教版七年级英语上册

Starter Unit 1 Hello!-Section A-2a-2d This part of Section A in Starter Unit 1 mainly focuses on basic greetings and self - introductions. Through 2a - 2d, students will be exposed to various greeting expressions like "Hello", "Hi", "Good morning", etc. They will also learn how to introduce themselves and ask others' names. The content includes listening, speaking, and simple dialogue practices, which are designed to build students' basic communication skills in English and help them start their English - learning journey with confidence. 教学目标 1. Knowledge Objectives Students will be able to correctly pronounce and use greeting expressions such as "Hello", "Hi", "Good morning", "Nice to meet you" and their responses. Students can accurately read and write the names of the main characters in the textbook, and master the usage of sentence patterns for asking and answering names, like "What's your name?" "My name is...". Students will recognize and understand the basic English letters presented in this part and get familiar with some common letter abbreviations. 2. Ability Objectives Improve students' listening ability to identify key information in simple dialogues, such as names and greetings. Develop students' speaking skills to communicate with others using the learned expressions in real - life situations. Train students' ability to cooperate with their partners in pair - work and group - work activities, enhancing their team - work spirit. 3. Emotional Objectives Stimulate students' interest in learning English, making them more willing to participate in English - learning activities. Cultivate students' confidence in using English to communicate, reducing their fear of speaking English. Help students understand the importance of polite communication in daily life, and foster good communication habits. 教学重难点 1. Key Points Mastery of greeting expressions and their appropriate usage in different situations. Correct pronunciation and spelling of names, as well as the correct application of sentence patterns for asking and answering names. Recognition and correct pronunciation of relevant English letters. 2. Difficult Points Using the learned expressions fluently and appropriately in real - life communication, taking into account different communication contexts and cultural backgrounds. Helping students overcome their shyness and actively participate in speaking activities. 1. Greeting Expressions Hello! / Hi! (Used to greet people in an informal way at any time of the day) Good morning! (Used to greet people in the morning) Nice to meet you. (Used when meeting someone for the first time) Responses: Hello! / Hi!; Good morning!; Nice to meet you, too. 2. Sentence Patterns for Names What's your name? My name is... / I'm... 3. Names of Main Characters Students need to learn to read and write the names of main characters in the textbook, such as Helen, Bob, Cindy, etc. 4. English Letters Recognize and pronounce the English letters presented in this part, and be aware of some common letter abbreviations like "NBA", "CCTV". 教学过程 1. Warming - up (5 minutes) Greet the students with "Good morning, class!" in a warm and energetic voice, and encourage students to respond. Then randomly call some students' names and greet them individually, like "Good morning, [student's name]! How are you today?" This can quickly create an English - speaking atmosphere in the classroom and make students feel more relaxed. Show some pictures of people greeting each other on the PPT, and ask students to describe what they see in Chinese. Then introduce the English expressions for greeting corresponding to the pictures. 2. Presentation (10 minutes) 2a: Display the picture in 2a on the screen. First, let students look at the picture and try to guess who the people are. Then, read the names under the picture one by one, and ask students to repeat after you several times to ensure correct pronunciation. After that, ask students to match the names with the faces in the picture individually. Walk around the classroom to check students' work and give necessary guidance. Teach the new words and expressions: Write "hello", "hi", "good morning" on the blackboard. Explain their meanings and usage scenarios. For example, "hello" and "hi" are very common and can be used at any time, while "good morning" is only used in the morning. Let students practice reading these words aloud, paying attention to intonation. Introduce the sentence pattern "What's your name?" Write it on the blackboard and explain the meaning. Then, use yourself as an example, say "What's my name? My name is [teacher's name]." Let students repeat the sentence pattern and practice asking and answering in pairs. 3. Listening (8 minutes) 2b: Tell students that they are going to listen to a conversation between two people. Before playing the recording, ask students to look at the pictures in 2b and predict what they might hear. Then play the recording for the first time, and let students just listen and get a general idea. Play the recording for the second time. This time, ask students to listen carefully and circle the names they hear in the picture. After that, check the answers with the whole class. Play the recording one more time if necessary, pausing at key points to let students repeat the sentences and practice pronunciation. 4. Practice (12 minutes) Pair - work: Ask students to work in pairs. Each pair makes up a short dialogue using the learned greeting expressions and the sentence pattern for asking names. They can use the names of the characters in the textbook or their own names. Walk around the classroom, listen to their conversations, and give advice on pronunciation and expression usage. Role - play: Select several pairs of students to come to the front of the classroom and perform their dialogues. After each pair finishes, ask the other students to give a simple evaluation, such as which part they did well and which part could be improved. This can not only let the performing students get feedback but also make the watching students more involved. 5. Consolidation (5 minutes) Quick response game: Show some flashcards with different greeting expressions or names on the PPT. When showing a flashcard, quickly ask students a question related to it, such as when showing a flashcard with "Good morning", ask "When do we use this expression?" or when showing a name, ask "Is this a boy's name or a girl's name?" Students need to answer as quickly as possible. This can help students review and consolidate the learned knowledge in an interesting way. 6. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including greeting expressions, sentence patterns for names, and the names of main characters. Ask students to recall and repeat these key points together. Homework: Ask students to make a name card with their English names (if they don't have one, they can create one by themselves) and some simple self - introduction information. They should use the English they learned in class. Require students to greet their family members in English when they get home and have a short conversation with them using the sentence pattern "What's your name? My name is...", and ask their parents to sign on their English exercise books to prove they have completed the task. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of teaching methods, whether the pair - work and role - play activities effectively motivated students to participate in speaking practice. If some students were still passive, I should consider adjusting the way of grouping or adding more incentives. Second, regarding students' learning effects, I need to check if students have really mastered the pronunciation of greeting expressions and names, and if they can use the sentence patterns correctly in communication. If there are still problems, I can arrange more targeted exercises in the next class. Third, in the process of classroom management, whether I can take care of all students' learning situations. Maybe I need to pay more attention to students with lower English levels and provide them with more opportunities and guidance. In general, through continuous reflection and improvement, I hope to make my teaching more effective and help students better master English knowledge and skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $