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

SU1 Hello!-Section B（1a-1d）

 

1. Content Overview

This section (1a-1d) is a core listening-and-speaking-focused part of Starter Unit 1, serving as a consolidation and extension of the greeting and name-introduction topics learned in Section A.

1a: A matching activity where students connect 6 common English given names (e.g., Alice, Bob, Cindy, Dale, Eric, Frank) to corresponding cartoon face images. It aims to help students recognize and visually associate basic English names with concrete "characters," laying the foundation for subsequent listening tasks.

1b: A listening comprehension exercise with two rounds. In the first round, students listen to 3 short dialogues and number the names (from 1a) in the order they hear them. In the second round, they listen again and circle the letters (A/B) that represent the correct faces matching the heard names. This task trains students’ ability to extract key name information from simple spoken dialogues.

1c: A pair-work speaking activity. Using the model dialogue ("A: What’s his name? B: His name’s... A: And what’s her name? B: Her name’s..."), students practice asking and answering about others’ names, focusing on the correct use of possessive adjectives "his" (for males) and "her" (for females).

1d: An extended speaking task ("Make a survey"). Students interview 3 classmates to ask for their names, then report the results to the class (e.g., "His name’s Li Ming. Her name’s Wang Hong."). This activity transitions from structured pair work to semi-communicative real-life interaction, helping students apply target language in practical scenarios.

 

 

教学过程

Stage 1: Warm-up & Lead-in (5 minutes)

Goal: Activate prior knowledge (greetings from Section A) and arouse students’ interest in the new lesson.

Activities:

Teacher-Student Greeting: The teacher greets students using Section A content to review:

T: "Good morning, class!"

Ss: "Good morning, teacher!"

T: "Hello, boys and girls!"

Ss: "Hello, teacher!"

T: "How are you?" (Extension from Section A)

Ss: "I’m fine, thank you. And you?"

T: "I’m great, thanks! Today, we’ll learn to talk about something important—our names!"

Name Game Introduction: Hold up a flashcard with a smiley face and say: "This is a new friend. But I don’t know his/her name. What should I ask?" (Guide students to think about the question for asking names.)

Stage 2: Presentation (10 minutes)

Goal: Introduce new vocabulary (English names) and target structures (asking for/responding to names, polite exchanges).

Activities:

Teach English Names (1a Preparation):

Show 8 flashcards (each with a name and a matching face: e.g., Alice + girl’s face, Bob + boy’s face). Stick them on the blackboard.

Pronounce each name slowly and clearly 2-3 times, and ask students to repeat:

T: "Alice. A-L-I-C-E. Alice. Read after me: Alice."

Ss: "Alice."

Highlight difficult pronunciations:

T: "Look at ‘Eric’—/ˈerɪk/, not /ˈiːrɪk/. Let’s try: Eric."

T: "‘Frank’ ends with /k/—listen: Frank. Clap when you say the last sound: Frank! (Clap once)"

Check recognition: Point to a flashcard randomly and ask: "What’s this name?" (Call individual students to answer; praise correct responses: "Excellent! That’s right!")

Introduce Target Structures:

Use two student volunteers (e.g., Lucy and Tom) to demonstrate:

T (to Lucy): "Lucy, what’s your name?" (Emphasize the question pattern; Lucy answers in Chinese first: "我叫露西。")

T: "In English, we can say: ‘My name’s Lucy.’ Or ‘I’m Lucy.’ Let’s say it: My name’s Lucy."

Lucy repeats: "My name’s Lucy."

T (to Tom): "Tom, what’s your name?"