Starter Unit 1 Hello!-Section A-2a-2d（教学设计）2025-2026学年人教版（2024）英语七年级上册

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-2a-2d 课时 第2课时 主题情境 Starter Unit 1 Hello! 授课教师 语篇研读 1. What This part of the teaching material consists of various activities. Activity 2a presents the 26 English letters in the form of a keyboard layout, along with their handwritten forms. It aims to review the pronunciation and writing of the 26 English letters with students, emphasizing the importance of accurate pronunciation and standard writing. Activity 2b is a listening exercise where students need to listen to the recordings and circle the letters they hear, mainly to test their listening discrimination ability of the 26 letters. Activity 2c contains three short dialogues. The first dialogue occurs between the teacher Ms Gao and the students. Ms Gao enters the classroom, exchanges good morning greetings with the students, and then asks them to sit down and get ready for class. The second dialogue is between Ms Gao and Peter. Ms Gao asks Peter to greet the class, and Peter responds and briefly introduces himself. After that, Ms Gao encourages the whole class to greet each other. The third dialogue takes place between Emma and Fu Xing. Emma takes the initiative to greet Fu Xing, introduces herself, and then asks for Fu Xing's name. Fu Xing responds to Emma's greeting, introduces himself, and the two exchange greetings in a friendly manner. Activity 2d is a post - listening speaking output activity. The teaching material provides language frameworks and semi - open and fully open sentence patterns to give students room for independent expression. 2. Why The overall purpose of this section is to help students review how to greet others and ask for names, taking the first step in getting to know new teachers, classmates, and friends. By recognizing and spelling different names, students can review the 26 English letters and feel their application in real life. Through different dialogue scenarios, students can understand the appropriate use of greeting expressions in various situations, enhancing their communication skills and promoting better understanding between teachers and students. The design of activities such as listening and speaking can also improve students' language skills and overall language sense. 3. How In terms of text type, it combines visual elements (such as the keyboard layout of letters in 2a) and dialogues. The language used in the dialogues is simple and practical, mainly including greetings like "Hello!", "Hi!", "Good morning!" and expressions for self - introduction and asking for names, such as "I'm...", "My name is...", "What's your name?". The dialogues are presented in a vivid and life - like way, which is easy for students to understand and imitate. 学情分析 1. Existing Foundation Students have learned some basic English knowledge in primary school, including the pronunciation and writing of the 26 English letters, and they are also familiar with some simple greeting expressions like "Hello", "Hi", and "Good morning". They have a certain foundation in listening and speaking, and are able to understand and respond to some simple English instructions and conversations. In addition, students at this stage are generally full of curiosity and enthusiasm for new knowledge, especially for practical English applications in daily life. 2. Possible Difficulties Pronunciation: Some students may still have inaccurate pronunciation of certain letters, such as "Cc", "Ff", "Nn", "Vv", etc. Also, they may have problems with the intonation of general and special questions in English. Writing: There may be mistakes in the writing format of Chinese names in pinyin. For example, they may not be clear about when to use capital letters. Language Skills: In listening and speaking activities, some students may not be able to quickly and accurately obtain information, and they may be passive and inaccurate in expressing themselves. In reading and writing activities, they may have difficulty in quickly summarizing the differences in language used in conversations with different objects, and their writing may not be accurate enough. Learning Strategies: Some students may not be able to use English dictionaries accurately, which will affect their independent learning ability. Emotional Attitudes: A small number of students may lack interest in learning English due to various reasons, such as initial difficulties in learning or lack of confidence. 课标要求 · According to the English curriculum standards for junior high schools, at this stage, students should be able to master basic English pronunciation, vocabulary, and grammar knowledge. In terms of language skills, they should be able to understand simple spoken English in daily life, be able to express themselves in simple English to complete basic communication tasks, such as greeting, self - introduction, and asking for information. In terms of cultural awareness, students should start to understand some cultural differences between English - speaking countries and China, especially in daily communication. In terms of learning strategies, students should gradually learn to use some simple learning strategies, such as listening more, reading more, and using reference books. 教学目标 1. Language Knowledge Objectives Students can accurately read and write the 26 English letters, and master the pronunciation rules of each letter. Students can master common greeting expressions such as "Hello", "Hi", "Good morning", "Good afternoon", "Good evening", and expressions for self - introduction and asking for names, such as "I'm...", "My name is...", "What's your name?". Students can understand and use some common abbreviations related to letters, such as "PRC", "PLA", "VR", "WHO", "UN". 2. Language Skill Objectives Listening: Students can understand simple dialogues about greeting and self - introduction, and can accurately obtain key information such as names and greetings. Speaking: Students can use learned greeting expressions and self - introduction sentences to greet others, introduce themselves, and ask for others' names in a natural and fluent manner. Reading: Students can read and understand the dialogues in the teaching materials, and can also understand simple texts related to greeting and self - introduction. Writing: Students can correctly write down the learned greeting expressions, self - introduction sentences, and the 26 English letters in a standard format. 3. Emotional Attitude Objectives Cultivate students' interest in learning English, making them more willing to actively participate in English learning activities. Encourage students to be bold in using English to communicate, overcome shyness and fear of making mistakes, and enhance their confidence in speaking English. Foster students' good moral qualities of being polite and friendly in communication. 4. Learning Strategy Objectives Guide students to learn English through observation, imitation, repetition, and other methods, and gradually form their own learning habits. Teach students to use simple learning resources, such as textbooks, tapes, and dictionaries, to help them learn English independently. 5. Cultural Awareness Objectives Enable students to understand the cultural connotations of different greeting methods in English - speaking countries, and initially establish cross - cultural communication awareness. Let students understand the differences in name expression between English - speaking countries and China, and respect different cultural traditions. 教学 重难点 1. Teaching Key Points Master the pronunciation and writing of the 26 English letters. Skillfully use common greeting expressions, self - introduction sentences, and sentences for asking for names in different situations. Understand and extract key information from simple dialogues about greeting and self - introduction. 2. Teaching Difficult Points Ensure the accuracy of the pronunciation of each letter, especially for some letters with easily confused pronunciations. Enable students to use greeting expressions and self - introduction sentences appropriately according to different communication scenarios and objects, and be able to carry out natural and smooth communication. 核心语言 1. Key Words Greeting words: hello, hi, good morning, good afternoon, good evening Self - introduction and asking for names: I'm, my name is, what's your name, spell Letters: Aa - Zz Abbreviations: PRC (People's Republic of China), PLA (People's Liberation Army), VR (Virtual Reality), WHO (World Health Organization), UN (United Nations) 2. Key Sentences Hello! / Hi! Good morning. / Good afternoon. / Good evening. I'm... / My name is... What's your name? Nice to meet you. How do you spell it? 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. Lead - in (5 minutes) T: Hello, everyone! Nice to see you here. Before we start our new lesson, let's watch a short video. (Play a video of students greeting each other in an English - speaking country's school) T: Ok, video time is over. Can you tell me how they greeted each other in the video? Yes, you, please. S1: They said "Hello" and "Good morning". T: Very good! So today, we are going to learn more about how to greet people in English. 2. Presentation of 2a (10 minutes) T: Now, look at your textbooks, turn to page X, and look at Activity 2a. Here we have a keyboard with 26 English letters on it. First, let's listen to the recording and follow it to read the letters. Pay attention to the pronunciation. (Play the recording of letter pronunciation) T: Now, let's read together. Aa, Bb, Cc... (Read the letters together with the students) T: Next, I want you to look at the handwritten forms of these letters beside the keyboard. Notice how to write them correctly. For example, the capital letter A has two slashes and a horizontal line. Now, take out your pens and copy the letters in your notebooks. (Students copy the letters, and the teacher walks around to check) 3. Practice of 2b (8 minutes) T: After learning the letters, let's do a little test. Look at Activity 2b. I will play the recording, and you need to circle the letters you hear. Are you ready? Here we go. (Play the recording of 2b) T: Ok, stop. Let's check the answers. Who can tell me the first letter you circled? Yes, you. S2: I circled Bb. T: Very good. Let's check the others one by one. (Check the answers with the whole class) 4. Presentation and Practice of 2c (12 minutes) T: Next, let's move on to Activity 2c. Here we have three short dialogues. First, let's listen to the recording and try to understand what they are talking about. (Play the recording of 2c) T: Now, let's look at the first dialogue. It's between Ms Gao and the class. What did they say? Yes, you. S3: Ms Gao said "Good morning, class." and the students replied "Good morning, Ms Gao." T: Right. And then what did Ms Gao say? S4: She said "Sit down, please." T: Excellent. Now, let's read this dialogue together. (Read the first dialogue with the students) T: Let's do the same for the second and third dialogues. Listen to the recording again, and then we will read them together. (Play the recording again, and then read the second and third dialogues with the students) T: Now, I want you to work in pairs. Choose one of the dialogues and practice it. You can change the names if you want. (Students practice the dialogues in pairs, and the teacher walks around to guide) 5. Practice of 2d (10 minutes) T: Well done, everyone. Now, let's look at Activity 2d. Here, we have some sentence patterns to help you make up your own conversations. First, look at the example. "A: Hello! B: Hello! A: I'm... What's your name? B: My name is... Nice to meet you." Now, I want you to work in pairs and make up your own conversations using these sentence patterns. You can also add some other expressions we learned. (Students make up conversations in pairs, and then some pairs come to the front to show their conversations) 6. Summary and Homework (5 minutes) T: Ok, class. Today we have learned a lot. We reviewed the 26 English letters, learned some new greeting expressions, self - introduction sentences, and how to ask for names. Let's summarize them together. (Summarize the key points with the students) T: For homework, I want you to write down five sentences using the greeting expressions and self - introduction sentences we learned today. Also, practice reading and writing the 26 English letters. And try to use English to greet your family and friends at home. 教学反思 After this class, generally speaking, most students showed great enthusiasm in class, actively participated in various activities, and basically achieved the expected teaching objectives. However, there are still some aspects that need improvement. In terms of teaching content, although the pronunciation and writing of the 26 English letters are reviewed, for some students with weak foundations, the practice time may not be sufficient, resulting in still inaccurate pronunciations and non - standard writings. In the future, more individual guidance and extra - curricular practice arrangements can be considered. When teaching dialogues, some students can imitate well, but when asked to create their own dialogues, they still have difficulties, indicating that their ability to flexibly use language needs to be further strengthened. In terms of teaching methods, the use of multimedia such as videos at the beginning can effectively arouse students' interest, but in the process of listening and speaking practice, the form could be more diverse. For example, group competitions or role - playing in more real - life scenarios can be added to make the learning atmosphere more active. In terms of student participation, most students actively participated, but there were still a few students who were relatively passive. In the future, more attention should be paid to these students, encouraging them to participate and giving them more opportunities to express themselves. Overall, continuous improvement and adjustment are needed in future teaching to better meet the learning needs of students. 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $