Starter Unit 3 Welcome!-Section A-1a-1b 教学设计 2025-2026学年人教版七年级英语上册

Starter Unit 3 Welcome!-Section A-1a-1b Position and Function This part is from Starter Unit 3 of the new PEP English textbook for Grade 7. It serves as a crucial foundation for students' further learning of English in junior high school. Section A 1a - 1b focuses on the theme of "What is fun in a yard", aiming to introduce students to vocabulary related to animals and plants in a yard and basic sentence patterns for asking about things. It builds on students' prior knowledge from primary school and gradually leads them to more complex language learning in junior high school. The content is presented in a vivid and interesting way, with pictures and simple dialogues, which can effectively arouse students' interest in learning English. Content Analysis Activity 1a shows a picture of a Chinese farmhouse yard. There are various animals like rabbits, ducks, geese, chickens, dogs, and cats, as well as plants such as apple trees, carrot plants, and rose bushes. Students are required to match the animals and plants in the picture with their English names. This activity helps students review and consolidate the vocabulary of animals and plants they learned in primary school and also introduces some new words. Activity 1b asks students to use the key sentence patterns "What's this/that?" and "What are these/those?" to talk about the animals and plants in the 1a picture. Through this activity, students can practice using these sentence patterns in a practical context, deepening their understanding of the usage of demonstrative pronouns "this, that, these, those" and improving their oral English ability. 教学目标 Knowledge Objectives Students can recognize and read the English names of animals and plants in the yard, such as "rabbit", "duck", "goose", "chicken", "dog", "cat", "apple tree", "carrot plant", "rose". Students can master the key sentence patterns "What's this/that?" and "What are these/those?" and use them to ask about the names of animals and plants. Students can understand the usage differences between demonstrative pronouns "this, that, these, those". Ability Objectives Through observing pictures and participating in pair - work, students can improve their ability to observe, think and express in English. Students can use the learned sentence patterns and vocabulary to have simple conversations about animals and plants in real - life situations, enhancing their oral communication skills. Emotional Objectives By learning about the animals and plants in the yard, students can cultivate their love for nature and a positive attitude towards English learning. Through pair - work and group - work, students can improve their cooperation ability and sense of teamwork. 教学重难点 Teaching Key Points Master the English names of animals and plants in the yard. Skillfully use the sentence patterns "What's this/that?" and "What are these/those?" to ask and answer questions. Understand and correctly use demonstrative pronouns "this, that, these, those". Teaching Difficult Points Differentiate the usage of "this" and "that", "these" and "those" accurately, especially in oral communication. Enable students to use the learned knowledge flexibly in real - life situations. Vocabulary Animals: rabbit (n. 兔子), duck (n. 鸭子), goose (n. 鹅,pl. geese), chicken (n. 鸡), dog (n. 狗), cat (n. 猫) Plants: apple tree (n. 苹果树), carrot plant (n. 胡萝卜植株), rose (n. 玫瑰) Sentence Patterns Asking about singular things: What's this/that? It's a/an... Asking about plural things: What are these/those? They're... Demonstrative Pronouns This and These: "This" is used to refer to a singular object that is close to the speaker. "These" is used to refer to plural objects that are close to the speaker. For example, "This is a book." "These are books." That and Those: "That" is used to refer to a singular object that is far from the speaker. "Those" is used to refer to plural objects that are far from the speaker. For example, "That is a tree." "Those are trees." 教学过程 Step 1: Warming - up (5 minutes) Good morning/afternoon, dear students! Welcome to our English class. Before we start today's new lesson, let's sing an English song together. The song is about animals. (Play the song "Old MacDonald Had a Farm") (After the song) Well done, everyone! You all sang very beautifully. Now, let's think about the song. What animals did we hear in the song? Raise your hands and tell me. (Call on some students to answer) Yes, we heard a cow, a pig, a duck, and so on. Animals are our good friends. Today, we are going to learn more about animals and plants in a special place - a yard. Step 2: Presentation (15 minutes) Vocabulary Teaching Look at the big screen. Here is a picture of a beautiful yard. What can you see in the yard? Let's take a close look. (Point to the rabbit in the picture) First, what's this? It's a rabbit. R - a - b - b - i - t, rabbit. Read after me, rabbit. (Lead students to read the word several times) Then, what's this? (Point to the duck) Yes, it's a duck. D - u - c - k, duck. Read it loudly, duck. Now, look at this one. It's a goose. But when there are more than one, we say geese. G - o - o - s - e, goose; g - e - e - s - e, geese. Pay attention to the pronunciation. Read after me. Next, this is a chicken. C - h - i - c - k - e - n, chicken. And this is a dog. D - o - g, dog. What about this? It's a cat. C - a - t, cat. For the plants, this is an apple tree. A - p - p - l - e, apple; t - r - e - e, tree. Apple tree. And this is a carrot plant. C - a - r - r - o - t, carrot; p - l - a - n - t, plant. Carrot plant. This is a rose. R - o - s - e, rose. Let's read all these words together one more time. (Read the words with students) Sentence Pattern Teaching Now, let's use these words to make sentences. Look at the rabbit again. What's this? (Point to the rabbit) It's a rabbit. Follow me, What's this? It's a rabbit. If I point to that cat over there, what should we say? Yes, What's that? It's a cat. Practice with your partner. One points to an animal or a plant in the picture and asks "What's this/that?", and the other answers. (Give students 2 - 3 minutes to practice) Next, look at these ducks. There are more than one. What are these? They're ducks. What are those geese over there? They're geese. Practice this sentence pattern with your partner in the same way. (Let students practice for a few minutes) Step 3: Practice (15 minutes) Activity 1a Open your books to page XX. Look at Activity 1a. There are some letters and pictures of animals and plants. Your task is to match the pictures with the correct words. For example, the first picture is a rabbit, and the corresponding word is "a". So we write "a" in the blank. Start working now. (Give students 3 - 4 minutes to complete the task) (After students finish) Let's check the answers together. The first one is "a", rabbit. The second one... (Check the answers one by one) Well done, most of you did a great job. Activity 1b Now, let's move on to Activity 1b. Work with your partner. Use the sentence patterns "What's this/that?" and "What are these/those?" to talk about the animals and plants in the 1a picture. You can start like this: A: What's this? B: It's a rabbit. Then change roles. I will walk around and listen to your conversations. (Students start to practice, and the teacher walks around the classroom to offer help and guidance) (After a few minutes) Stop here. Let's invite some pairs to come to the front and show us their conversations. (Invite 3 - 4 pairs to perform) (After each pair finishes) Good job! Let's give them a big hand. Your pronunciation is clear, and you used the sentence patterns correctly. Step 4: Production (5 minutes) Group Work Now, I will divide you into groups of four. Each group will get a piece of paper with some pictures of animals and plants that we haven't learned today. Your task is to make up conversations using the sentence patterns we learned. For example, if there is a picture of a sheep, you can ask "What's this?" and answer "It's a sheep." You can also add some descriptions like "It's white." or "It's very cute." (After distributing the papers) Start your group work now. Discuss and practice your conversations. (Give students 3 - 4 minutes to work in groups) (After groups finish) Okay, time's up. Let's invite some groups to come to the front and share their conversations with us. (Invite 2 - 3 groups to show) (After each group shows) Wonderful! You all did an excellent job. Your creativity and English expressions are really impressive. Step 5: Summary and Homework (5 minutes) Summary Today, we learned a lot of new words about animals and plants in a yard, such as rabbit, duck, goose, chicken, dog, cat, apple tree, carrot plant, rose. We also learned how to use the sentence patterns "What's this/that?" and "What are these/those?" to ask about things. Remember the usage of demonstrative pronouns "this, that, these, those". Let's review these words and sentence patterns together one more time. (Review with students) Homework First, copy the new words three times and write down their Chinese meanings. Second, make a short video at home. In the video, show some pictures of animals and plants and use the sentence patterns we learned to introduce them. Send the video to our class group tomorrow. That's all for today's class. See you next time! 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $