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

Starter Unit 1 Hello!-Section B-1a-1d 1. Content Overview This section (1a-1d) serves as a comprehensive consolidation and extension of the greeting and self-introduction topics covered in Section A of Starter Unit 1. It focuses on reinforcing core language skills related to daily greetings, name inquiries, and polite responses, while introducing slight variations to expand students’ communicative repertoire. 1a (Matching Activity): Links visual cues (pictures of students greeting) to target sentence patterns (e.g., "Hello! What’s your name?" "My name’s..."), helping students associate real-life scenarios with language use. 1b (Listening Practice): A short audio clip where two students (Alice and Bob) exchange greetings and introduce themselves. Students listen to identify key information (names) and practice "ear-training" for pronunciation and intonation. 1c (Pair Work): A guided role-play task that requires students to apply the sentence patterns from 1a-1b in real time. It encourages turn-taking and helps internalize language structures through practice. 1d (Group Extension): A semi-open activity where students greet multiple classmates in small groups, extending pair work to a more dynamic, real-world context (e.g., "Hello, [Name]! How are you?" "I’m fine, thanks."). Overall, the section integrates listening, speaking, and visual recognition to build students’ confidence in basic English communication, laying a foundation for subsequent units. 教学目标 2.1 Knowledge Objectives Students can recognize, read, and use core vocabulary: hello, hi, name, my, your, I’m (I am), fine, thanks, how. Students can master and apply target sentence patterns: Greetings: "Hello! / Hi!" Name inquiry: "What’s your name?" Name response: "My name’s [Name]." / "I’m [Name]." Polite check-in: "How are you?" "I’m fine, thanks." Students can imitate and mimic the correct pronunciation and intonation of the target sentences (e.g., rising intonation for questions like "What’s your name?"). 2.2 Skill Objectives Listening: Can identify key information (names) from a short audio clip (1b) with 80% accuracy. Speaking: Can conduct simple greeting and self-introduction dialogues in pairs/groups (1c-1d) with clear pronunciation and correct sentence structures. Visual Literacy: Can match pictures to target sentences (1a) to understand the context of language use. 2.3 Affective & Learning Strategy Objectives Cultivate confidence in using English to communicate with peers (e.g., praising students for active participation). Develop cooperative learning skills through pair/group work (1c-1d), encouraging students to help each other correct mistakes. Foster interest in English learning by linking language to real-life scenarios (e.g., greeting classmates in English). 教学重难点 教学过程 Stage 1: Warm-up & Review (5 minutes) Goal: Activate prior knowledge (Section A) and engage students. Greeting Game ("Hello Train"): The teacher starts: "Hello, I’m [Teacher’s Name]. What’s your name?" The first student responds: "Hello, [Teacher’s Name]. My name’s [Student’s Name]." Then turns to the next student and repeats the question. The "train" continues until 5-6 students participate. Praise students for correct responses (e.g., "Great job, Lily!"). Quick Vocab Review: Show flashcards of Section A vocabulary (hello, hi, my, your) on the screen. Ask students to read them aloud in chorus. Stage 2: Presentation (10 minutes) Goal: Introduce 1a and clarify target language. 1a: Picture-Sentence Matching: Display the 1a pictures on the whiteboard (two students greeting each other). Ask: "What are they doing?" (Guide students to answer "They are saying hello.") Show the three sentences in 1a one by one: ① Hello! What’s your name? ② My name’s Mike. ③ Hi! I’m Jenny. Read each sentence slowly, emphasizing pronunciation (especially contracted forms: name’s, I’m). Ask students to repeat after the teacher (first chorus, then individual volunteers). Invite students to match each sentence to the correct picture. Check answers as a class (e.g., "Who can tell me which picture matches Sentence ①?"). Introduce "How are you?": Model a dialogue with a student: "Hello, [Student’s Name]. How are you?" Pause, then say: "I’m fine, thanks." Explain the meaning simply (no Chinese translation unless necessary: "‘How are you?’ asks if you’re okay. ‘I’m fine, thanks.’ means you’re good."). Have students practice the new exchange in chorus: "How are you?" → "I’m fine, thanks." Stage 3: Listening Practice (1b) (7 minutes) Goal: Train listening comprehension and identify key information. Pre-Listening: Ask: "In 1b, we’ll listen to two students talking. What will we hear? Their names!" Write "Names:" on the board. Predict: "Guess! What might their names be?" (Accept any answers to stimulate interest.) While-Listening: Play the audio clip twice: First listen: Ask students to raise their hands when they hear a name. Second listen: Give out simple worksheets (or have students write on scratch paper) to fill in the blanks: "The girl’s name is ______. The boy’s name is ______." Post-Listening: Check answers: Ask volunteers to share their answers (Correct answers: Alice, Bob). Play the audio again to confirm if there’s disagreement. Stage 4: Speaking Practice (1c-1d) (15 minutes) Goal: Apply target language through pair/group work. 1c: Pair Role-Play: Explain the task: "Work with your deskmate. One is Student A, one is Student B. Use the dialogue in 1a and ‘How are you?’ to talk." Provide a sample dialogue on the board: A: Hello! What’s your name? B: My name’s [Name]. How are you? A: I’m fine, thanks. What’s your name? (If B didn’t ask first) B: I’m [Name]. The teacher walks around to guide: Correct pronunciation (e.g., "Remember: it’s ‘I’m’, not ‘I am’"). Help shy students start the dialogue (e.g., "Say ‘Hello!’ first, then ask ‘What’s your name?’"). Invite 2-3 pairs to perform their dialogues in front of the class. Praise specific strengths (e.g., "You used ‘How are you?’ perfectly, Tom!"). 1d: Group Greeting Activity: Divide students into groups of 4-5. Explain: "Walk around your group. Greet everyone and ask their names. For example: ‘Hi! What’s your name?’ → ‘I’m [Name]. How are you?’ → ‘I’m fine, thanks.’" Set a timer for 5 minutes. Encourage students to speak loudly and clearly. After the activity, ask: "Who greeted 3 classmates? Tell us one name you learned!" (E.g., "I greeted Lucy, Jack, and Amy.") Stage 5: Summary & Homework (8 minutes) Class Summary: Use a mind map on the board to recap: Vocab: hello, hi, name, my, your, fine, thanks, how. Sentences: "What’s your name?" → "My name’s/I’m..."; "How are you?" → "I’m fine, thanks." Ask students to read the mind map aloud to reinforce memory. Homework (Low-Stress, Practical): Task 1: Greet your parents in English (e.g., "Hi, Mom! What’s your name?" → "My name’s [Mom’s Name]."). Tell them one sentence you learned today. Task 2: Draw a picture of you greeting a friend. Write 1-2 sentences under the picture (e.g., "Hello! I’m [Your Name]."). 教学反思 This lesson focuses on "learning by doing" to align with the cognitive level of Grade 7 beginners (who thrive on visual cues and interactive practice). Below is a reflection on strengths, areas for improvement, and future adjustments: 6.1 Strengths Contextualized Input: Linking 1a’s pictures to real-life greeting scenarios helped students understand when to use the target language, not just what to say. For example, students quickly connected the picture of two students waving to the sentence "Hello! What’s your name?" Layered Practice: The sequence "Warm-up → Presentation → Listening → Speaking" followed a "input → internalization → output" logic. By the time students reached 1d (group work), most could use the sentences without prompts—evidence that the layered design built confidence. Positive Reinforcement: Praising specific actions (e.g., "You used ‘name’s’ correctly!") instead of general comments ("Good job!") motivated shy students to participate. For instance, a quiet student who initially hesitated volunteered to perform a 1c dialogue after receiving praise for correct pronunciation. 6.2 Areas for Improvement Differentiation for Mixed Proficiency: A few students (with prior English exposure) finished 1c-1d quickly and felt bored, while others struggled with contracted forms (e.g., saying "My name is" instead of "My name’s"). The lesson lacked extra challenges for advanced students (e.g., adding "Nice to meet you!") and more scaffolding for beginners (e.g., word banks on desks). Listening Engagement: During 1b’s first listen, some students lost focus because they had no clear task (only "raise hands when hearing names"). Next time, provide a simpler pre-listening task (e.g., "Circle ‘boy’ or ‘girl’ when you hear their voice") to keep all students engaged. Time Management: The 1d group activity took 7 minutes instead of 5, leaving only 6 minutes for summary and homework. This rushed the homework explanation—some students didn’t understand Task 2 (drawing + writing) clearly. 6.3 Future Adjustments Add Differentiated Tasks: For advanced students: After 1c, ask them to add a new sentence ("Nice to meet you!") to their dialogue. For beginners: Provide a "dialogue script card" with key words (e.g., "Hello! What’s your ______?" → "name") to reduce anxiety. Enhance Listening Interaction: For 1b, use a "listen and color" worksheet: Students color a boy’s picture if they hear Bob, and a girl’s picture if they hear Alice. This makes listening more interactive. Optimize Time Allocation: Shorten the warm-up to 4 minutes (reduce the "Hello Train" to 3-4 students). Allocate 9 minutes to summary and homework, including a quick demo of Task 2 (draw a simple stick figure and write a sentence on the board). 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 $