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

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版七年级上册 授课题目 Starter Unit 1 Hello!-Section A-1a-1b 课时 课型 第1课时 主题情境 Starter Unit 1 Hello! 授课教师 语篇研读 1. Content This part of the teaching material mainly consists of two dialogues. The first dialogue is between Teng Fei and Emma when they first meet. They greet each other, and Teng Fei asks Emma for her name and how to spell it. The second dialogue takes place between Helen and Yaming, who are acquainted classmates. They meet on the stairs during the break and exchange simple greetings. 2. Significance These two dialogues are highly relevant to students' real - life experiences. They simulate the scenarios of starting a conversation when first getting to know new classmates in daily life and greeting acquaintances. By learning these dialogues, students can master the skills of greeting politely and making new friends in English, which not only strengthens their communication awareness but also lays a solid foundation for the topic learning in subsequent units. 3. Features In the first dialogue of getting to know new classmates, it involves expressions such as "Good morning", asking for the name "May I have your name?", how to spell the name "How do you spell your name?", and expressing pleasure in getting to know someone "Nice to meet you." In the second dialogue of greeting acquaintances, it includes expressions like "Hello", "Hi", and mutual greetings "How are you? I’m fine, thank you. And you? I’m great, thanks." The dialogue plots are simple and easy to understand, with strong practicality. 学情分析 1. Existing Knowledge and Skills Having learned in primary school, students have a basic understanding of the English language and are familiar with the pronunciation and writing of the 26 English letters. They have already learned some common greetings like "hi", "hello", and "good morning", which are relatively familiar to them. 2. Possible Difficulties and Problems (1) In Language Knowledge Incorrect pronunciation of some letters, such as "Cc", "Ff", "Nn", "Vv", etc. The intonation of general and special questions may cause confusion. Unclear about the format of writing Chinese names in pinyin in English. (2) In Language Skills In listening and speaking activities, some students struggle to quickly and accurately obtain information and express themselves actively and precisely. In reading and writing activities, some students find it difficult to quickly summarize the language differences in conversations with different people and write accurately. (3) In Learning Strategies Some students are unable to use English dictionaries accurately. (4) In Affective Attitudes Some students lack interest in learning. 课标要求 · Language Skills: Students are required to be able to use common greetings, introduce themselves, and ask for others' names in oral communication. They should also be able to understand simple dialogues related to these topics in listening. · Knowledge: Master relevant vocabulary such as greeting words and names, and understand the basic sentence patterns for greeting and asking about names. · Affective Attitudes: Cultivate students' interest in English learning and their enthusiasm for communicating in English, and enhance their confidence in using English. · Learning Strategies: Guide students to learn through imitation, practice, and cooperation, and gradually develop their autonomous learning ability. · Cultural Awareness: Enable students to understand the cultural differences in greetings between English - speaking countries and China, and respect different cultures. 教学目标 1. Knowledge Objectives Students will be able to master the key words and phrases related to greeting and introducing oneself, such as "hello", "hi", "good morning", "name", etc. Students will be able to understand and use the sentence patterns for greeting, self - introduction, and asking for names, like "Hello! / Hi! / Good morning. What's your name? My name is... / I'm... Nice to meet you." 2. Ability Objectives Students will be able to use the learned greetings and sentence patterns to communicate with others in real - life situations, improving their oral communication ability. Through listening to the dialogues, students will improve their listening comprehension ability, especially the ability to capture key information. 3. Emotional Objectives Stimulate students' interest in English learning and their enthusiasm for communicating with others in English. Help students overcome shyness and fear of making mistakes, and enhance their confidence in using English. 教学 重难点 1. Key Points Mastery of key words and phrases for greeting and self - introduction. Proficiency in using sentence patterns for greeting, self - introduction, and asking for names. 2. Difficult Points Correct pronunciation and intonation of words and sentence patterns, especially the pronunciation of some difficult letters and the intonation of questions. Applying the learned language knowledge flexibly in real - life communication. 核心语言 1. Key Words and Phrases Greeting words: hello, hi, good morning Nouns: name 2. Key Sentence Patterns Greeting: Hello! / Hi! / Good morning. Self - introduction: My name is... / I'm... Asking for name: What's your name? Responding to greeting: Nice to meet you. 教学工具 PPT，教材 教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法 教学过程 1. Warming - up (5 minutes) T: Good morning, class! Ss: Good morning, teacher! T: Before we start our new lesson, let's sing an English song together. It's the song we learned in primary school, "Hello Song". Are you ready? (Play the music of "Hello Song", and all the students sing along with the music.) T: Very good! You all sang very well. Now, let's think about this question. In our daily life, when we meet our friends or new people, how do we greet them in English? Who can give me some examples? S1: Hello. S2: Hi. S3: Good morning. T: Great! You all remember these greetings from primary school. Today, we will learn more about how to greet people and introduce ourselves in English. 2. Presentation (10 minutes) T: Look at the screen. Here is a picture. In this picture, there are some students at the school gate. They are greeting each other. Let's see what they are saying. (Show the picture of 1a on the screen.) T: First, look at this boy. His name is Teng Fei. And this girl is Emma. They are talking. What does Teng Fei say? He says "Good morning." And how does Emma reply? She says "Good morning." Then Teng Fei asks "May I have your name?" What's Emma's answer? "My name is Emma." And then Teng Fei asks "How do you spell your name?" How does Emma spell her name? E - M - M - A. (While explaining, write the key words and sentence patterns on the blackboard: Good morning. May I have your name? My name is... How do you spell your name?) T: Now, look at another pair. This girl is Helen and this boy is Yaming. They are classmates. They meet on the stairs. What do they say? Helen says "Hello, Yaming." And Yaming says "Hi, Helen. How are you?" Then Helen says "I'm fine, thank you. And you?" What does Yaming say? "I'm great, thanks." (Write the relevant words and sentence patterns on the blackboard: Hello. Hi. How are you? I'm fine, thank you. And you? I'm great, thanks.) T: Let's read these words and sentence patterns together. (Lead the students to read the words and sentence patterns on the blackboard several times.) 3. Practice (15 minutes) T: Now, it's your turn to practice. I will ask you to work with your deskmates. One of you will be Teng Fei or Helen, and the other will be Emma or Yaming. Use the sentence patterns we just learned to make a dialogue. You can also add some other greetings you know. Are you clear? (Students start to practice in pairs. The teacher walks around the classroom, listening to their conversations and giving guidance and help when necessary.) T: OK. Stop here. Who would like to come to the front of the class and show us your dialogue? (Invite several pairs of students to come to the front and perform their dialogues. After each pair finishes, give them praise and encouragement.) 4. Listening (10 minutes) T: Now, let's do some listening exercises. Listen carefully to the tape. There are two dialogues. In the first dialogue, you will hear Teng Fei and Emma talking. In the second dialogue, you will hear Helen and Yaming. While listening, please answer the questions on your textbook. (Play the recording of 1b on the tape. Students listen carefully and answer the questions.) T: OK. Let's check the answers. For the first dialogue, what's Emma's name? S4: Her name is Emma. T: How does she spell her name? S5: E - M - M - A. T: Very good. For the second dialogue, how is Helen? S6: She is fine. T: And how is Yaming? S7: He is great. T: Let's listen to the tape again and repeat after it. Pay attention to the pronunciation and intonation. (Play the recording again. Students listen and repeat.) 5. Summary and Homework (5 minutes) T: Today, we have learned many ways to greet people and introduce ourselves in English. We learned some key words like "hello", "hi", "good morning", "name", and some important sentence patterns such as "What's your name? My name is... / I'm... Nice to meet you." Remember to practice these in your daily life. For homework, I want you to make a new dialogue using the knowledge we learned today. You can write it down in your exercise books. And also, try to use these greetings and self - introductions when you meet your friends or new people tomorrow. OK, class is over. Goodbye, class! Ss: Goodbye, teacher! 教学反思 Advantages: The warming - up activity of singing the English song effectively activated the classroom atmosphere and aroused students' interest in learning. It also helped students recall the relevant English knowledge they learned in primary school, laying a good foundation for the new lesson. The presentation of the dialogues through pictures and detailed explanations made the abstract language knowledge more vivid and easier for students to understand. The combination of visual and auditory input enhanced students' memory of new words and sentence patterns. The pair - work practice provided students with sufficient opportunities to practice speaking English, which improved their oral communication ability. The teacher's on - site guidance during the practice process could timely correct students' mistakes and give them encouragement, enhancing students' confidence in speaking English. The listening exercises not only trained students' listening comprehension ability but also helped them improve their pronunciation and intonation through imitation. Disadvantages: In the pair - work practice, some students were still a little shy and did not fully participate in the conversation. In the future, more encouragement and guidance should be given to these students to make them more actively involved in classroom activities. The time for students to show their dialogues in front of the class was limited, and not all students had the opportunity to perform. In the next class, more time can be allocated for students' performance to meet the needs of different students. When explaining the cultural differences in greetings, the content was not deep enough. In the future, more cultural background knowledge can be added to help students better understand the connotations behind the language. 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $