Starter Unit 1 Hello!-Section B-1a-1d（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 B-1a-1d 课时 第4课时 主题情境 Starter Unit 1 Hello! 授课教师 语篇研读 1. Text Analysis This part of the teaching material in Section B focuses on how to start a conversation and carry out further interactions. The reading texts are two dialogues. Asking for the other person's name is a common way to start a conversation between strangers. In the first dialogue, we can see a situation where two students who don't know each other greet each other, ask for names and how to spell them. For example, "May I have your name?" "My name is... How do you spell your name?" etc. This kind of expression is more polite when getting to know new people. In the second dialogue, Helen and Yaming, who already know each other, use simple greetings like "Hello." and "Hi." when they meet. They also start to communicate by asking questions like "How are you?" "And you?" This shows different ways of communication between acquaintances. The textbook creates these two situations to guide students to pay attention to the communication language used in different situations. It can be seen that Section B, on the basis of Section A, presents more abundant expressions. In addition to repeating the greeting expressions for starting a conversation, such as "Good morning.", "Hello./Hi.", "How are you?", etc., it also presents the expressions used at the end of the conversation, such as "Nice to meet you.", "Goodbye./Bye.", etc. This design of continuous repetition and spiral improvement of language structure is conducive to students' steady progress on the basis of the knowledge they have learned, and to consolidate and improve their language expression ability. 2. Structure Analysis The two dialogues respectively correspond to two theme pictures, with illustrations for the two texts. The first dialogue has three rounds of conversations in total, covering aspects such as greeting, asking for name, spelling the name, and greeting again. The second dialogue also has three rounds of conversations, mainly from the aspects of greeting and saying goodbye. Both dialogues are basically in the form of questions and answers, which is very suitable for students' initial learning of English communication, helping them to clearly understand the process and logic of communication. 学情分析 1. Existing Foundation Through the learning of previous class hours, students have basically mastered some basic classroom expressions and daily greetings such as "Hello!", "Hi!" and "Good morning!". They can also use these daily expressions skillfully in the process of greeting each other with classmates. And they have a clear understanding of the context where they are used respectively, so the accuracy of expression has also improved. Because the learning content is relatively simple, their desire to speak English is gradually increasing, and they are highly motivated in class. 2. Existing Problems Most of the students are still unfamiliar with each other, a little shy when communicating, not bold enough. At the same time, students also realize the different emphases of the English subject between junior high school and primary school. They may not be able to reasonably plan, allocate, utilize and manage their time. In reading and writing activities, some students cannot quickly summarize the differences in the language used to start conversations with different people, cannot write accurately, and cannot generate interest in learning. 3. Development Needs Students need to obtain the question-and-answer of communication expressions in the dialogue, sort out and summarize the usage of daily communication expressions, and present structured knowledge with the help of visual graphics. Based on the accurate and appropriate use of opening remarks and farewell sentences to greet and communicate briefly with others, pay attention to the composition of English names and make appropriate comparisons with Chinese names. Standardly write dialogues for greeting strangers and acquaintances. 课标要求 · Language Skills · Students should be able to understand simple dialogues about greeting and starting conversations, which is reflected in their ability to listen to and understand the dialogues in 1b and answer relevant questions in 1c. · They are required to be able to use learned expressions to start conversations, greet others, ask for names, and say goodbye in spoken English. For example, in the role-playing activities in 1d, students need to use relevant expressions to complete the communication tasks. · In terms of reading, students should be able to read the dialogues smoothly, understand the main content and key information, and be able to summarize the common ways of starting conversations. · Regarding writing, students should be able to complete the writing tasks of simple dialogues, such as filling in the blanks in 1d with appropriate expressions to show their understanding and application of the learned language. · Language Knowledge · Master the key vocabulary and sentence patterns related to greeting and starting conversations, such as "May I have your name?", "How do you spell your name?", "How are you?", "Nice to meet you.", "Goodbye." etc. · Understand the cultural connotations and usage differences behind these expressions, for example, the different degrees of formality of different greeting expressions. · Emotional Attitudes · Cultivate students' interest in English learning, make them actively participate in classroom activities, and encourage them to use English to communicate with others in daily life, so as to enhance their confidence in using English. · Learning Strategies · Guide students to learn through observation, imitation, practice and cooperation. For example, in group activities, students learn from each other, imitate the correct pronunciation and intonation of their partners, and practice communication skills through repeated practice. · Teach students how to summarize and organize learned knowledge, such as summarizing the different ways of starting conversations in different situations. · Cultural Awareness · Enable students to understand the cultural differences in greeting and starting conversations between English - speaking countries and China, and respect different cultures. For example, the more direct way of communication in English - speaking countries compared with the more implicit way in Chinese culture in some cases. 教学目标 Knowledge Objectives Students will be able to understand and correctly use common expressions for greeting, asking for names, and saying goodbye, such as "May I have your name?", "I'm fine, thanks.", "How do you spell your name?", "Nice to meet you.", "Goodbye." etc. Master some simple daily communication expressions, and be able to distinguish and use them in different communication situations. Ability Objectives Be able to understand dialogues about greeting and simple communication, and accurately obtain key information. Be able to use learned expressions to start conversations, greet others, ask for names, and have simple exchanges in real - life situations, improving their oral English communication ability. Be able to correctly read and write the learned words and sentences, and improve their writing ability through writing simple dialogues. Emotional Objectives Cultivate students' positive interest and enthusiasm in English learning. Encourage students to actively use English to communicate in daily life, enhance their self - confidence, and promote better communication and interaction among students. Cultural Objectives Enable students to perceive and understand the similarities and differences in the expressions of names and greetings between English and Chinese in interpersonal communication, and enhance their cultural awareness. Be aware of common safe and polite topics for first - time communication in English - speaking countries, and be able to communicate more appropriately. 教学 重难点 Teaching Key Points The usage of common expressions for greeting, asking for names, and saying goodbye in different situations. How to start a conversation appropriately and communicate smoothly with others using learned expressions. Teaching Difficult Points Helping students correctly understand and use different greeting expressions according to different communication objects and situations, and improving the accuracy and appropriateness of their language use. Cultivating students' ability to start and carry out conversations spontaneously in real - life situations, rather than just imitating mechanically. 核心语言 Greeting Expressions Hello! / Hi! Good morning! / Good afternoon! / Good evening! Nice to meet you. Expressions for Asking for Names What's your name? May I have your name? How do you spell your name? Response Expressions My name is... I'm... It's spelled... Farewell Expressions Goodbye. / Bye. See you later. 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) Teacher: Hello, class! In the previous classes, we learned some ways to greet each other. Now, let's have a brainstorm. If we want to greet each other, what can we say? Raise your hands and tell me. Students: Hello! / Hi! / Good morning! ... Teacher: Great! You all remember very well. Now, I will make a summary and write these sentence patterns on the blackboard. (Write down "Hello! / Hi! / Good morning! / Good afternoon! / Good evening! / Nice to meet you." on the blackboard) These are very useful expressions for greeting. Today, we will learn more about how to start a conversation. 2. Pre - reading (7 minutes) Teacher: Now, let's turn to page... Look at 1a. We have learned how to greet people. Do you remember those expressions? Please read the expressions in 1a together. (Students read together) Now, please tick the expressions that start a conversation. Think about which ones can be used when you first meet someone or start talking to someone. (Students tick the expressions. The teacher walks around the classroom, checking and providing help if necessary) Teacher: OK, time's up. Let's share your answers. Who wants to tell me which expressions you ticked? Student 1: I ticked "Hello!", "Hi!", "Good morning!", "May I have your name?" Teacher: Very good. These are all common expressions to start a conversation. Can you explain why you think these can start a conversation? Student 1: Because when we meet someone new, we usually say "Hello" or "Hi" first. And "Good morning" is suitable for the morning. "May I have your name?" is a way to get to know the other person. Teacher: Excellent explanation. Are there any other expressions you ticked? Student 2: I also ticked "What's your name?" Teacher: Right! "What's your name?" is also a very common way to start a conversation when we want to know the other person's name. 3. While - reading (15 minutes) Teacher: Let's come to what we are going to learn today. Look at the pictures in 1b and tell me who they are. First, girls, please read Conversation 1, and boys, read Conversation 2. While reading, underline how people greet each other. (Girls read Conversation 1, boys read Conversation 2. Then the teacher asks students to stop) Teacher: OK, have you underlined the sentences? Now, let's share. Girls, who can tell me the greeting sentences in Conversation 1? Girl 1: "Good morning! May I have your name?" Teacher: Very good. And boys, what about in Conversation 2? Boy 1: "Hello, Yaming! Hi, Helen!" Teacher: Great. Now, let's read Conversation 1 and Conversation 2 together again. After that, look at 1c. There are four questions. Please find the responses in the box. (Students read the conversations again and then find the responses in 1c. The teacher walks around to help) Teacher: Time's up. Let's share your answers. Who wants to start? Student 3: For the question "Good morning! May I have your name?", the answer is "Good morning! My name is Fu Xing." Teacher: Correct. What about the next one? ... (Continue to check the answers of 1c) 4. Post - reading (10 minutes) Teacher: Now, please list the ways that how to start a conversation according to what we have learned today. Work in pairs and discuss for 2 minutes. (Students discuss in pairs. Then the teacher asks some pairs to share) Pair 1: We can start a conversation by saying "Hello", "Hi", "Good morning", "May I have your name?" or "What's your name?" Teacher: Very comprehensive. Now, let's do a role - play. You will have 3 minutes to practice the conversation with your partner. You can choose one of the conversations in 1b or create your own. Then come to the front to show. (Students practice in pairs. The teacher encourages students to be creative and use natural expressions) Teacher: Time's up. Which pair wants to come to the front and show your conversation? (Some pairs come to the front and perform their conversations. The teacher gives praise and comments) 5. Consolidation (5 minutes) Teacher: Let's turn to 1d. Complete the conversations below. First, do it by yourself. Then we will check the answers. (Students complete the conversations in 1d. The teacher checks the answers) Teacher: OK, let's check the answers. For the first blank in the first conversation, what should we fill in? Student 4: "Good morning! May I have your name?" Teacher: Right. What about the next one? ... (Check all the answers of 1d) Teacher: Now, work in pairs and role - play the two conversations in 1d. Try to be more natural and vivid. (Students role - play the conversations in 1d) 6. Summary and Homework (3 minutes) Teacher: Today, we learned a lot about how to start a conversation. We learned some new expressions for greeting, asking for names, and saying goodbye. Remember to use these expressions when you communicate with others in English. For homework, write a short dialogue about greeting a new classmate. Use at least three expressions we learned today. And practice the conversations we learned with your family members. 教学反思 Advantages The teaching process is relatively clear, starting from leading - in, pre - reading, while - reading, post - reading to consolidation, which can gradually guide students to master the knowledge. The use of various activities such as brainstorming, ticking, reading, role - playing, etc., can arouse students' interest and make the class more active. In the teaching, students are given more opportunities to express themselves, such as sharing answers, role - playing, etc., which helps to improve students' oral English ability and confidence. Disadvantages Some students may still be a little shy when performing role - plays, and their performance is not very natural. Maybe more encouragement and more time for practice are needed in the future. In the process of checking answers, some students may not fully understand the reasons for the correct answers. The teacher should pay more attention to guiding students to understand the language usage rules rather than just focusing on the results. Improvement Measures In future classes, create more real - life - like situations for students to practice, so that they can get used to using English in actual communication and gradually become more natural. When explaining knowledge, use more examples and explanations to make students better understand the language usage rules, and strengthen the review and consolidation of key points. 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $