Starter Unit 1 Hello!-Section A-1a-1b 教学设计 2024-2025学年人教版英语七年级上册

基于核心素养下“教—学—评”的课堂教学设计 ——以《Starter Unit 1 Hello!-Section A-1a-1b》为例 课例名称: Starter Unit 1 Hello!-Section A-1a-1b 单元教学设计说明 This teaching plan is designed for Starter Unit 1 "Hello!" Section A 1a-1b of Grade 7 English (People's Education Press, 2024 edition). The 45-minute lesson focuses on cultivating students' initial sense of English language through greeting expressions. It adopts a student-centered approach, combining situational teaching, TPR (Total Physical Response), and interactive activities to help students master basic greeting and self-introduction expressions. 课时教学设计理念 Communicative Language Teaching (CLT): Emphasize the practical use of language in real communication situations rather than mere knowledge accumulation. Task-based Language Teaching (TBLT): Design various interactive tasks to motivate students to use language actively to complete missions. Affective Education: Create a relaxed and joyful learning atmosphere to reduce students' anxiety about learning a new language and foster their interest in English. Whole Language Approach: Integrate listening, speaking, reading and writing skills in basic forms to lay a solid foundation for comprehensive language ability. 课时教学内容分析（含教材分析） Starter Unit 1 serves as the first formal unit for junior high school students, playing a crucial transitional role from primary to secondary English learning. Section A 1a-1b mainly introduces the most basic greeting expressions such as "Hello!", "Hi!", "Good morning!", and the response patterns. The textbook design has the following characteristics: Visual Support: Provides rich pictures to help students understand the meaning of new expressions. Step-by-step Progression: Starts from the simplest greetings, conforming to the cognitive rules of beginners. Practical Orientation: All expressions are commonly used in daily communication, highlighting the practical value of language. Cultural Elements: Implicitly introduces English-speaking countries' greeting customs through dialogues. This section lays the foundation for the subsequent learning of more complex greeting and introduction expressions, and is essential for cultivating students' initial communicative competence. 课时学情分析 Language Foundation: Most students have studied English in primary school and have a basic understanding of simple English greetings, but their proficiency varies. Learning Psychology: They are curious about middle school life and new knowledge, but may also have anxiety about the increased difficulty of learning. Cognitive Characteristics: They are in the stage of concrete operational thinking, with strong imitation ability and image thinking ability, but their abstract thinking is still developing. Learning Habits: They are accustomed to more vivid and interesting teaching methods, and need teachers' guidance to form good learning habits suitable for junior high school. Affective Needs: They desire recognition and encouragement, and positive feedback can effectively stimulate their learning motivation. 课时教学目标（需体现学科核心素养的培养） Students can recognize and read the key words: hello, hi, good, morning, afternoon, evening. Students can master the greeting expressions: "Hello!/Hi! Good morning!/Good afternoon!/Good evening!" and their responses. Students can understand the meaning and usage of these greeting expressions in different contexts 课时教学重点、难点 Key Points Master the pronunciation and usage of greeting expressions: "Hello!/Hi! Good morning!/Good afternoon!/Good evening!" Learn to respond appropriately to others' greetings. Difficult Points The correct pronunciation of "good", "morning", "afternoon" and "evening". Using different greeting expressions according to different time periods. Applying the learned expressions in real communication situations naturally. 课时教学过程（应包括教学步骤、教学、设计意图、组织形式等内容） 1. Warm-up (5 minutes) Teacher's Activity: Enter the classroom with a smile and greet students with simple English: "Hello, everyone!" Play an English song about greetings (e.g., "Hello Song") and lead students to clap hands to the rhythm. Ask students: "Do you like this song? What did you hear in the song?" Students' Activity: Listen to the teacher's greeting and the song. Clap hands and try to follow the song. Answer the teacher's questions with simple words or gestures. Purpose: Create a relaxed learning atmosphere, arouse students' interest, and lead in the topic of greetings naturally. 2. Presentation (10 minutes) Teacher's Activity: Show pictures of sun rising, sun high in the sky, and sun setting, ask students: "What time is it?" Introduce "morning", "afternoon", "evening" according to the pictures. Use body language and facial expressions to demonstrate "Hello!/Hi!" and explain their meaning. Combine the time expressions with greetings: "Good morning!" (with morning picture), "Good afternoon!" (with afternoon picture), "Good evening!" (with evening picture). Demonstrate the pronunciation of each expression, paying attention to the stress and intonation. Use the PPT to present the words and expressions in 1a, and read them aloud. Students' Activity: Observe the pictures and understand the different time periods. Listen to the teacher's explanation and imitate the pronunciation of new words and expressions. Read after the teacher and pay attention to the teacher's mouth shape. Point to the corresponding pictures in 1a when hearing the expressions. Purpose: Introduce new knowledge through visual aids and body language, help students understand and master the key expressions. 3. Practice (15 minutes) Activity 1: Listen and number (1b) Teacher's Activity: Explain the task: "You will hear some conversations. Please number the pictures in 1a according to what you hear." Play the recording for the first time, ask students to listen carefully. Play the recording again, pausing after each conversation to allow students to write the numbers. Check the answers by asking students to show their books. Students' Activity: Listen to the teacher's instruction and understand the task. Listen to the recording and number the pictures. Check their answers with the whole class. Activity 2: Pair work - Greeting each other Teacher's Activity: Demonstrate with a good student: Walk to a student, say "Good morning, XXX!" The student responds, then the teacher guides the student to say "Good morning, teacher!" Explain the activity: "Now, turn to your partner and greet each other using the expressions we learned." Walk around the classroom, provide help and correct pronunciation if necessary. Students' Activity: Watch the teacher's demonstration carefully. Practice greeting with their partners. Try to use different expressions according to the actual time. Activity 3: Chain drill Teacher's Activity: Start the drill: "Good morning, Student A!" Guide Student A to respond and then greet Student B: "Good morning, Student B!" Encourage the chain to continue until all students have participated. Students' Activity: Respond to the greeting and pass it on to the next classmate. Pay attention to the correct pronunciation and intonation. Purpose: Consolidate the learned knowledge through various practice activities, from listening to speaking, from individual to pair work, gradually improving students' language application ability. 4. Production (10 minutes) Activity 1: "Greeting Party" Teacher's Activity: Explain the activity: "Imagine this is a party. You can walk around and greet your classmates using the expressions we learned today." Set an example by greeting several students first. Play light music as background and encourage students to move around. Students' Activity: Walk freely in the classroom. Greet different classmates with appropriate expressions. Try to remember and use as many expressions as possible. Activity 2: Quick response Teacher's Activity: Say a greeting expression randomly, ask students to respond quickly. Change the time expressions to test students' mastery. Praise students who respond correctly and quickly. Students' Activity: Listen carefully to the teacher's greeting. Respond as quickly as possible with the appropriate expression. Compete with classmates actively. Purpose: Create real communication situations for students to use the learned language knowledge comprehensively and flexibly, improving their communicative competence. 5. Summary and Homework (5 minutes) Summary: Teacher's Activity: Review the key expressions with students: "What did we learn today?" Write the main expressions on the blackboard and lead students to read them again. Ask a few students to summarize what they have learned. Students' Activity: Answer the teacher's questions. Read the key expressions aloud. Share their learning harvest. Homework: Read the expressions in 1a five times, record your reading and send it to the teacher. Greet at least three family members using the expressions learned today and tell them what they mean. Preview 1c and 2a. Purpose: Help students sort out the knowledge learned in this lesson, consolidate the learning results, and connect classroom learning with daily life. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $