Starter Unit 3 Welcome! Section A（1a～1b）教学设计-2025-2026学年人教版（2024）英语七年级上册

Starter Unit 3 Welcome!-Section A（1a~1b）

 

This section serves as the initial part of Starter Unit 3, focusing on identifying and pronouncing common colors in English. The core content revolves around building students’ foundational vocabulary and pronunciation skills related to colors, which are essential for daily communication.

1a Activity: It presents a visually engaging picture (typically featuring objects like a pencil, ruler, bag, eraser, etc.) where each item is colored differently. The key colors introduced include red, yellow, green, blue, black, white, purple, brown, orange, and pink. Students are required to match the colored objects with the corresponding color words listed on the left side of the page, helping them establish a direct connection between color concepts, visual images, and English vocabulary.

1b Activity: This is a listening exercise designed to reinforce the vocabulary and pronunciation learned in 1a. The audio material usually consists of short dialogues or statements (e.g., “What color is the pen? It’s red.”) that guide students to listen for specific color words and number the colored objects in the picture according to the listening sequence. The activity not only checks students’ ability to recognize color words aurally but also trains their listening attention and response speed.

 

 

 

教学过程

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

Goal: Activate students’ prior knowledge, create a relaxed English-learning atmosphere, and naturally lead to the topic of “colors.”

Teaching Activities:

Greeting & Review: The teacher greets students in English: “Good morning, boys and girls! How are you today?” Guide students to respond with “I’m fine, thank you. And you?” Then, review the vocabulary of school things learned in previous units (e.g., pencil, ruler, bag, eraser) by showing real objects or pictures. For example, hold up a pencil and ask: “What’s this in English?” Encourage students to answer “It’s a pencil.” Repeat with 2-3 more objects to review.

Lead-in to Colors: Hold up two pencils of different colors (e.g., a red pencil and a blue pencil) and say: “Look! I have two pencils. They are both pencils, but they are different. Do you know why?” Wait for students to express ideas (e.g., “They are different colors.”). Then, the teacher says: “Yes! Today we will learn about colors in English. Let’s start with Unit 3 Welcome! Section A.” Write the unit title on the blackboard and read it aloud with students.

Teacher’s Role: Use enthusiastic tone and real objects to attract students’ attention; guide students to connect previous knowledge with the new topic; ensure all students participate in the greeting and review.

2 Presentation of New Vocabulary (10 minutes)

Goal: Help students learn the 10 color words, including their pronunciation, spelling, and meaning, and establish connections between words and visual images.

Teaching Activities:

Introduce Colors with Visual Aids:

Prepare a large poster of the 1a picture (or use the textbook projection) and point to a colored object (e.g., the red pencil). Say: “Look at this pencil. It’s red.” Repeat “red” 3 times, emphasizing the pronunciation /red/. Then, ask students to repeat after the teacher, first as a whole class, then in rows, and finally select individual students to read (to check pronunciation accuracy).

Use the same method to introduce the other 9 colors: point to the corresponding object (e.g., yellow ruler, green bag, blue eraser, black pen, white notebook, purple crayon, brown desk, orange ball, pink flower), say the color word, explain the pronunciation (e.g., “yellow” /ˈjeləʊ/ – remind students to stretch the /əʊ/ sound; “brown” /braʊn/ – emphasize the /aʊ/ sound), and guide students to repeat.

For each color word, write it on the blackboard with colored chalk (e.g., write “red” in red chalk, “blue” in blue chalk) to strengthen the connection between the word and its color. Underline the spelling of each word and highlight key letters (e.g., circle the two “p”s in “purple,” underline the “ow” in “brown”).

Reinforce Vocabulary with “Color Flashcard Game”:

Prepare flashcards with color words on one side and the corresponding color on the other. Show the color side to students and ask: “What color is it?” Encourage students to answer with the color word. If students struggle, show the word side and prompt them to read it.

Show the word side to students and ask them to say the color word and point to an object of that color in the classroom (e.g., after showing “green,” students can point to a green plant or a classmate’s green shirt). This activity helps students connect color words to real-life objects.

Teacher’s Role: Clearly demonstrate the pronunciation of each color word, especially difficult sounds; use visual aids (poster, colored chalk, flashcards) to enhance memory; give positive feedback to students (e.g., “Good job!” “Your pronunciation is great!”) to boost their confidence; correct mispronunciations in a gentle way (e.g., “It’s /braʊn/, not /braʊen/. Let’s try again.”).

3 Practice 1: 1a Matching Task (8 minutes)

Goal: Let students apply the newly learned color words to complete the matching task, reinforcing their understanding of word meaning and visual recognition.

Teaching Activities:

Explain the Task:

Ask students to open their textbooks to the 1a page. Say: “Look at the picture in 1a. There are many colored objects, and on the left, there are 10 color words. Your task is to match each color word with the correct object in the picture. For example, find the red object and draw a line from ‘red’ to it.”

Demonstrate the first match (e.g., “red” and the red pencil) on the projection or blackboard. Say: “This is a red pencil. So we match ‘red’ with the red pencil. Do you understand?” Wait for students to nod or say “Yes.”

Students Complete the Task Independently or in Pairs:

Allow students 5 minutes to complete the matching task. They can work independently first; if they have questions, they can discuss with their deskmate (pair-work). The teacher walks around the classroom to observe students’ progress, provide help to students who are struggling (e.g., remind them of the color word meaning, point to the object if needed), and check for common mistakes (e.g., matching “blue” with “purple”).

Check the Answers:

Invite 10 students to come to the front (one for each color) and point to the matched object on the projection. The student says: “Red matches the red pencil.” (Or the teacher helps the student complete the