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

Unit1 Hello!

Section A How do you greet people?(1a-1b)教学设计

 I. Content Analysis

The opening page of this unit acts as a unit introduction page, fulfilling the roles of context establishment and topic initiation. The picture on this page sets a thematic scene for Section A of the unit: a group of middle school students encounter each other at the school gate in the morning and exchange greetings. This part only showcases a few of the most fundamental greeting phrases. Since students have already learned these greeting ways in primary school, it can activate their language reservoir. The subsequent formal units will introduce a much richer variety of greeting expressions.

The students in the picture are several main characters in this textbook series. They include Chinese students Fu Xing, Teng Fei, and Wang Yaming, British student Peter and his elder sister Helen who study in the same school, as well as American students and twin sisters Emma and Ella. Except for Helen who is a bit older, the other students are all freshmen just entering Grade 7. As the learning progresses and deepens, students will also get to know other characters, learn more stories about these students, and grow along with them. The textbook is designed with two purposes: one is to help students get familiar with the main characters of this textbook series, and the other is to learn the 26 English letters and experience their application in life through recognizing and spelling different names.

The picture in Activity 1a presents dialogues of three groups of characters. By observing the dialogue information in the speech bubbles and the postures and actions of the characters in the picture, students can infer the names of several main characters and match the names with the

character portraits. This activity not only focuses on cultivating students' literal reading ability but also trains their ability to obtain non-textual information from pictures (Viewing). In addition to presenting the images and names of the main characters, Activity 1a also shows key greeting sentence patterns such as "Hello! / Hi!" and "Good morning!", which mainly lay a linguistic foundation for the subsequent listening activities. Activity 1b is a language imitation and output activity, requiring students to use the greeting expressions in Activity 1a to have conversations with their partners, consolidate the learned language, and enhance their understanding with classmates.

 II. Learning Objectives

1. Be able to correctly read and write the names of these main characters: Teng Fei, Fu Xing, Yaming, Emma, Ella, Peter, and Helen.

2. Be able to identify the image features of the main characters in this book by observing pictures.

3. Be able to proficiently use expressions like "Hello", "Hi", and "Good morning" to greet others or respond to others' greetings.

4. Be able to understand the context of greeting scenarios and apply appropriate greeting languages in different situations.

5. Be able to develop the ability to obtain information from pictures and texts comprehensively.

III. Teaching Suggestions

 1. Ice - breaking Activity

As the first English class for new students, teachers can achieve ice - breaking through simple and easy - to - understand self - introductions. For example, the teacher can say: "Hello, boys and girls! Nice to meet you all. My name is [Teacher's Name]. I'm your English teacher. I love English

very much. I often watch English movies and listen to English songs in my spare time. What about you? Do you like English? What's your hobby?"

Teachers can also narrow the distance with students through vivid self - display with pictures and texts. For instance, the teacher can show some pictures of themselves using English in daily life, such as reading an English book, traveling in an English - speaking country, etc., and say: "Look at these pictures. This is me reading an English storybook. English is very useful and interesting. I hope we can have a great time learning English together." In this way, a natural and harmonious English learning environment can be created.

2. Picture Comprehension

 (1) Topic Introduction

Teachers can show pictures of the school, such as the school building, classroom, playground, etc., and guide students to say words like "school", "school gate", "classroom", "student" through questions. For example:

- "What's this? Yes, it's a school. Can you spell 'school'? S - C - H - O - O - L, school."

- "Where do we enter the school? That's right, the school gate. 'School gate', spell it, please. S - C - H - O - O - L, space, G - A - T - E, school gate."

- "What's in the school? There are classrooms. 'Classroom', C - L - A - S - S - R - O - O - M, classroom."

- "Who are in the school? Students. 'Student', S - T - U - D - E - N - T, student."

After naturally introducing these words, teachers guide students to pay attention to the scene shown in the 1a picture, that is, the situation where students meet at the school gate in the morning and exchange greetings. Teachers can ask more detailed questions: