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

该初中英语教学设计聚焦Starter Unit 1 Hello! Section B的问候与自我介绍内容，以“教—学—评”一体化为路径，通过图片观察、听力匹配、角色扮演和小组创作等环节，层层递进地搭建语言输入到输出的学习支架，实现从感知到运用的自然过渡。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在1a环节引导学生观察人物表情与动作推断关系，培养思维品质；在1c和小组活动中有意识引入西方文化中的问候方式差异，增强文化意识；同时通过听、说、写多模态任务强化语言能力。教师可直接套用其结构化流程，提升课堂效率，学生则能在真实语境中建立自信，发展跨文化沟通能力。

基于核心素养下“教—学—评”的课堂教学设计 ——以《Starter Unit 1 Hello!-Section B-1a-1d》为例 课例名称: Starter Unit 1 Hello!-Section B-1a-1d 单元教学设计说明 This lesson is the second part of Starter Unit 1 Hello! in the 2024 People's Education Press English textbook for Grade 7. It aims to further develop students' basic English communication skills, focusing on greeting and self - introduction. Through a series of activities such as listening, speaking, reading, and writing, students will be able to use relevant expressions more fluently and confidently in real - life situations. 课时教学内容分析（含教材分析） A. Textbook Analysis Position and Function This is an important part of the starter unit, which builds on the basic greeting knowledge learned in Section A. It not only consolidates the use of "Hello" and "Hi", but also expands to more complex greeting expressions and self - introduction methods, laying a solid foundation for students' future English learning. The content of this section is closely related to students' daily lives, which helps students quickly establish a connection between language learning and real - life scenarios, and stimulates their interest in learning English. Content Analysis 1a: This part presents pictures of different people greeting each other. By observing the pictures, students can review and further understand various greeting expressions, such as "Hello", "Hi", "Good morning", etc. It also provides an opportunity for students to describe the pictures in English, training their language - expressing ability. 1b: It is a listening activity. Students need to listen to the conversations and match the names with the people in the pictures. This activity helps students improve their listening skills and the ability to identify key information in the dialogue. 1c: This is a speaking activity. Students are required to practice the conversations they heard in 1b with their partners. Through this activity, students can consolidate the knowledge they have learned, improve their oral English expression ability, and enhance their communication skills in English. 1d: It is another listening activity. Students listen to the conversation again and complete the information. This activity further deepens students' understanding of the dialogue content and improves their ability to capture detailed information while listening. 课时学情分析 Existing Knowledge and Skills Students in Grade 7 have just started junior high school English learning. They have learned some basic English knowledge in primary school, such as simple English letters and a few common words. They also have a certain understanding of some basic greeting expressions like "Hello" and "Hi". Most students are full of curiosity and enthusiasm for English learning, and they are willing to actively participate in classroom activities. Possible Difficulties Although students have some basic knowledge, their pronunciation may not be very accurate. For example, they may have difficulties in pronouncing some English sounds that do not exist in Chinese, such as the /θ/ and /ð/ sounds. In terms of grammar, understanding and correctly using English sentence structures, especially in the context of greeting and self - introduction, may be a challenge for some students. Some students may be shy or lack confidence when speaking English in public, which may affect their participation in speaking activities. 课时教学目标（需体现学科核心素养的培养） A. Language Competence Students can accurately pronounce and use greeting expressions such as "Hello", "Hi", "Good morning", "Good afternoon", "Good evening" in different situations. Students are able to use "I'm..." to make simple self - introductions, and can also ask others' names using "What's your name?". Students can understand and respond to common greeting and self - introduction sentences in listening materials. B. Cultural Awareness Students understand the cultural differences in greeting methods between English - speaking countries and China. For example, in Western countries, people may be more likely to use hugs or kisses on the cheek as greetings in some situations, while in China, shaking hands is a more common way. Students are aware of the importance of using polite language in communication in English - speaking cultures. C. Thinking Quality Through observing pictures and analyzing dialogues, students can improve their ability to analyze and solve problems. For example, when observing the pictures in 1a, they can analyze the relationship between the people in the pictures according to their expressions and postures. In group activities, students can learn to think from different perspectives, respect the opinions of others, and improve their critical thinking ability. D. Learning Ability Students can learn some learning strategies, such as how to take notes while listening, how to summarize key points in the dialogue, etc. Students are encouraged to actively participate in classroom activities, and gradually develop the ability to learn English independently and cooperatively. 课时教学重点、难点 A. Key Points Mastering the correct pronunciation and usage of various greeting expressions. Being able to skillfully use "I'm..." for self - introduction and "What's your name?" to ask others' names. Improving students' listening, speaking, reading, and writing skills through practical activities. B. Difficult Points Helping students accurately distinguish the usage scenarios of different greeting expressions, such as the difference between "Good morning", "Good afternoon", and "Good evening". Encouraging students to actively participate in speaking activities, overcoming shyness and lack of confidence, and achieving natural and fluent communication in English. 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） A. Warming - up (5 minutes) Greet the students with "Good morning/afternoon, class! How are you today?" to create an English - speaking atmosphere. Encourage students to respond actively. Play a short English greeting song, such as "Hello Song". Let students sing along with the music. This can not only arouse students' interest but also review the learned greeting expressions. B. Presentation (10 minutes) Show the pictures in 1a on the PPT. Ask students to look at the pictures carefully and describe what they see in Chinese first. Then, guide them to describe the pictures in English. For example, "There are two girls in the picture. They are smiling and saying hello to each other." Review the greeting expressions that students already know, such as "Hello" and "Hi", and introduce new expressions like "Good morning", "Good afternoon", "Good evening". Explain the usage scenarios of these expressions. For example, "Good morning" is used from morning to around 12 o'clock; "Good afternoon" is used from 12 o'clock to around 6 o'clock in the afternoon; "Good evening" is used in the evening. Write these expressions on the blackboard. Teach the pronunciation of these expressions. Read them slowly first, and then let students repeat after you several times. Pay attention to correcting students' pronunciation errors in time. C. Listening (10 minutes) Activity 1b Tell students that they are going to listen to some conversations. Before listening, let them look at the pictures and names in 1b. Explain the task: they need to listen carefully and match the names with the people in the pictures. Play the recording for the first time. Students just listen. Play the recording for the second time. This time, students listen and match the names. Check the answers with the whole class. Ask some students to read out the correct matches. Activity 1d Show the incomplete form in 1d on the PPT. Tell students that they will listen to the conversation again and complete the information in the form. Play the recording. Students listen and fill in the blanks. Check the answers. Ask students to read out the completed sentences. D. Practice (15 minutes) Activity 1c Ask students to work in pairs. They can choose one of the conversations in 1b to practice. Walk around the classroom and offer help if necessary. After a few minutes, invite some pairs to come to the front of the classroom and act out their conversations. Give them positive feedback and praise. Group Activity Divide the students into groups of four. Each group creates a new greeting - self - introduction conversation. They can use the expressions they have learned, and also add some new elements. For example, they can introduce their hobbies in the self - introduction. Let each group practice their conversation for a few minutes. Then, ask each group to perform their conversation in front of the class. The rest of the students listen carefully and can ask questions after the performance. E. Summary and Homework (5 minutes) Summary Review the key points of this lesson with the students, including the greeting expressions and self - introduction sentences. Ask students to recall what they have learned in this class. Summarize the students' performance in class, praise the students who performed well, and encourage those who need improvement. Homework Ask students to make a short video of themselves greeting and introducing themselves in English. They can send the video to the class group. Let students write down at least five sentences about greeting and self - introduction in their exercise books. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $