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

Unit1 Hello!

Section A How do you greet people?(2a-2b)教学设计

 I. Content Analysis

The listening text here has three short dialogues, showing scenes where a teacher greets the whole class, a teacher greets a new student, and new friends greet each other in class. These dialogues are contextually connected. First, English teacher Ms Gao greets the whole class, a typical greeting scene in Chinese primary and secondary schools that resonates with students (teachers can remind students to address teachers as Ms Gao instead of "Teacher Gao" in English). As students are new to junior high and unfamiliar with each other, the second dialogue is a greeting between the teacher and foreign student Peter, serving as a model to encourage students to greet each other ("Please say hi to each other") for ice  breaking. The third dialogue is Emma and Fu Xing greeting under Ms Gao's encouragement, with name introductions and ending with "Nice to meet you".

The activities related to English alphabet writing have four parts. Activity 2a lets students listen to letter recordings and read along, showing uppercase and lowercase forms of 26 letters. It aims to help students review letter pronunciation and writing, emphasizing accurate pronunciation and standardized writing. Activity 2b requires students to listen and circle heard letters to test their letter  distinguishing ability. This transition unit reviews 26 letters (pronunciation, order, recognition, writing) to consolidate primary school knowledge for junior high learning. Activity 2c is a listening comprehension activity where students complete dialogues with detailed information. The textbook provides options, showing listening dialogue sentences, which helps transition  stage junior high students reduce anxiety and feel a sense of achievement. It also helps

students prepare before listening and understand target language for later imitation. Activity 2d is an oral output activity after listening, with language scaffolds and semi  open/completely open sentence patterns for students' independent expression.

II. Learning Objectives

1. Distinguish and accurately read the pronunciation of 26 English letters.

2. Write 26 English letters (uppercase and lowercase) in a standardized way.

3. Take the initiative to greet and get to know new friends, including introducing one's own name and asking about others' names.

4. Understand short greeting dialogues and extract key information from them.

III. Teaching Procedures

1. Pre  listening: Preparation for Letter Learning

 (1) Observing Letter Forms

 Show students printed and handwritten forms of 26 letters (both uppercase and lowercase) using cards or PPT. Display the writing of names like Ella, Emma, Fu Xing, Peter, Teng Fei, and Yaming, with each name's initial letter in a different color to highlight letters.

 Let students observe the differences between uppercase and lowercase letters, as well as between print and handwriting. For example, discuss how letters such as Cc, Ss, Ww, Vv, and Zz have similar sizes in print and handwriting, but some letters have different proportions in various fonts.

 Teacher: "Look at these letters. Can you tell the difference between uppercase and lowercase? For instance, what's different between 'A' and 'a'?" Students observe and describe differences in size and shape.

(2) Reviewing Letter Pronunciation

 Play the recording of Activity 2a. Pause after each letter and have students repeat. Correct pronunciation errors promptly. For example, if students mispronounce "C" as /kɜː/ instead of /siː/, or "G" with an incorrect sound, correct them right away.

 Teacher: "Now, let's listen to the letters. Repeat after me: 'A' /eɪ/, 'B' /biː/..." Walk around to check students' pronunciation.

2. While  listening: Letter and Dialogue Comprehension

 (1) Letter Recognition (Activity 2b)

 Explain the meaning of "circle" to students to ensure they understand the task. Teacher: "When you hear a letter, circle it in the table."

 Play the recording for Activity 2b. After playing, check answers as a class. Teacher: "Let's check. Who can tell me which letters you circled?"

 (2) Listening Games

 Game 1: Letter Neighbors

   The teacher says a letter, and students quickly name its neighboring letters. For example, Teacher: "What letters are next to 'C'?" Students: "B and D."

   Have a student say a letter, and the students behind take turns naming the next three letters in order.

Predicting Dialogue Content

    Before playing the recording of dialogues in 2c, ask students to look at the pictures in 2c and predict. Teacher: "Look at these pictures. What can you see? Who are they? Where are they? What are they doing?" Use questions like these to guide prediction.