StarterUnit1 Hello!-Section A（2a-2d）教学设计-2025-2026学年人教版（2024） 英语七年级上册

SU1 Hello!-Section A（2a-2d）

 

1. Content Overview

This section (2a-2d) is a core part of Starter Unit 1 "Hello!" in PEP English Grade 7, serving as a key link between basic greeting recognition and practical language application. It builds on the prior learning of simple greetings like "Hello!" and "Hi!" and further expands students' language repertoire.

2a: A listening-focused activity where students listen to and number 5 short greeting dialogues in the correct order. The dialogues cover foundational greeting and response patterns such as "Hello, Alice! / Hi, Bob!" and "Good morning, Helen! / Good morning, Dale!", helping students develop listening comprehension of target language in context.

2b: A follow-up listening task that requires students to circle the names they hear in the listening material. This activity not only reinforces listening skills but also helps students familiarize themselves with common English given names (e.g., Alice, Bob, Helen, Dale, Cindy, Eric, Frank, Grace) and their correct pronunciation.

2c: A pair-work speaking activity. Students are guided to practice the greeting dialogues from 2a with their partners, using the names they learned in 2b. This step transitions students from passive listening to active speaking, promoting the internalization of target language structures.

2d: A role-play dialogue that integrates all the target language learned in 2a-2c. It presents a more natural and contextual conversation between two students (Gina and Tom) involving greetings ("Hello, Gina! / Hi, Tom!"), morning greetings ("Good morning, Tom! / Good morning, Gina!"), and name confirmation ("I'm Gina. / What's your name? / My name's Tom."). This dialogue serves as a model for students to apply the language in real-life-like scenarios.

 

 

教学过程

5.1 Warm-up & Lead-in (5 minutes)

Teaching Activities

Greeting the Class: The teacher enters the classroom with a smile and greets students using previously learned language: "Hello, boys and girls! / Hi, everyone!" Encourage students to respond actively. Then, the teacher says, "Look at the clock. It's 9 o'clock in the morning. So, I can also say 'Good morning, class!'" Repeat "Good morning!" twice, emphasizing the pronunciation of each word, and guide students to repeat in unison.

Review & Lead-in Question: The teacher asks: "We learned 'Hello!' and 'Hi!' last class. Today, we will learn more about greetings and how to talk about our names. Do you want to know how to ask your classmate's name in English? Let's start our new lesson!"

Purpose

Create a positive English learning atmosphere through teacher-student interaction.

Review prior knowledge (basic greetings) to connect with the new content.

Arouse students' curiosity about the new topic (name exchanges) and lay the foundation for the listening activities.

5.2 Listening Practice (2a-2b) (10 minutes)

Step 1: Pre-listening (3 minutes)

Introduce Target Names: The teacher shows flashcards with the 8 target names (Alice, Bob, Cindy, etc.) and their phonetic symbols. Read each name slowly and clearly, and ask students to repeat individually and in groups. For difficult pronunciations (e.g., "Cindy"), break down the syllables: "Cin-dy" /ˈsɪn-di/, and practice multiple times.

Predict the Listening Content: The teacher says: "Now, we will listen to some dialogues. All the dialogues are about greetings. Before listening, let's look at 2a. There are 5 dialogues here. Can you guess what the people are saying in these dialogues?" Allow 1-2 students to share their guesses (e.g., "Maybe they say 'Hello!'").

Step 2: While-listening (2a) (3 minutes)

First Listening: Play the recording of 2a once. Ask students to listen carefully and get a general idea of the dialogues.

Second Listening: Play the recording again. This time, ask students to number the dialogues (1-5) in the order they hear them. Remind students to focus on the beginning of each dialogue (e.g., if they hear "Good morning, Helen!", they can find the corresponding dialogue in 2a).

Check Answers: Stop the recording. Invite 2-3 students to share their answers. Then, play the recording a third time, pausing after each dialogue to confirm the correct order (Answer key: 3, 1, 5, 2, 4).

Step 3: While-listening (2b) (4 minutes)

Task Explanation: The teacher points to the names in 2b and says: "Next, we will listen to another recording. This time, please circle the names you hear. Remember, the names are from the flashcards we just learned. Let's read the names in 2b together first." Lead students to read the names in 2b (Alice, Bob, Cindy, Dale, Eric, Frank,