Starter Unit 3 Welcome! Section A（2a～2d）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（2a~2d） This section (2a-2d) is a core part of Starter Unit 3, which focuses on the theme of "identifying colors". It builds on the previous learning of letters and basic greetings, and further expands students' vocabulary and language application abilities around color-related topics. 2a: A listening and matching activity. Students listen to audio clips of color words (red, yellow, green, blue, black, white, purple, brown, orange, pink, gray) and match them with the corresponding color blocks. This activity aims to help students recognize the correct pronunciation of color words and establish the connection between sound and meaning. 2b: A listening and numbering task. Students listen to short dialogues involving color descriptions (e.g., "What color is it? It's red.") and number the pictures in the order they hear. This exercise integrates color words into simple communicative contexts, laying the foundation for subsequent oral practice. 2c: A pair-work speaking activity. Taking the listening content of 2b as a model, students practice the dialogue pattern "—What color is it? —It's + color." with their partners. It encourages students to apply color words in real-time communication and improves their oral expression skills. 2d: A situational dialogue. It presents a scenario where two students (Gina and Tom) talk about the colors of school supplies (e.g., pen, ruler, cup). The dialogue not only reviews the core sentence pattern of asking and answering colors but also introduces the plural form of nouns (e.g., pens, rulers) and the sentence structure "What color are they? They're + color.", enriching the scope of language application. 教学目标 Master the pronunciation, spelling, and meaning of 11 color words: red, yellow, green, blue, black, white, purple, brown, orange, pink, gray. Understand and be able to use the core sentence patterns for asking and answering colors: Singular: "—What color is it? —It's + (a/an) + color + noun." (e.g., "—What color is the pen? —It's a blue pen.") Plural: "—What color are they? —They're + color + nouns." (e.g., "—What color are the rulers? —They're green rulers.") Recognize common school supply nouns (pen, ruler, cup, etc.) and their plural forms, and learn to combine them with color words for descriptive expressions. 教学重难点 Vocabulary: The correct pronunciation, spelling, and application of 11 color words. Sentence Patterns: The mastery and flexible use of the two core dialogue patterns: "—What color is it? —It's + color." (for singular objects) "—What color are they? —They're + color." (for plural objects) Language Application: Combining color words with common nouns (school supplies) to describe the color of objects. 教学过程 1 Warm-up & Lead-in (5 minutes) Teaching Activities Greeting & Review (2 minutes): The teacher greets students in English and reviews the previous knowledge of letters and greetings. Teacher: "Good morning, class! How are you today?" Students: "I'm fine, thank you. And you?" Teacher: "I'm great! Let's review the letters we learned last class. Let's sing the ABC song together. Ready? Go!" (Students sing the ABC song together to create a relaxed English learning atmosphere.) Lead-in with "Colorful World" (3 minutes): The teacher shows a colorful picture (e.g., a picture of a park with red flowers, green grass, blue sky, and yellow sun) on the screen. Teacher: "Look at this beautiful picture! What can you see in it?" (Guide students to answer with simple words like "flower", "grass", "sky".) Teacher: "The flower is very beautiful. What color is it?" (Pause, then point to the red flower and say "red" slowly and clearly. Repeat the operation for green grass, blue sky, and yellow sun, and write the four color words on the blackboard.) Teacher: "Today, we will learn more color words and talk about the colors of things around us. Let's start our new lesson—Starter Unit 3 Section A (2a-2d)!" Purpose Through greeting and singing the ABC song, students can quickly enter the English learning state and review the previous knowledge to lay a foundation for the new lesson. Using a colorful picture to lead in naturally connects the real world with the teaching content, stimulates students' curiosity about color words, and smoothly introduces the theme of the lesson. 2 Presentation (10 minutes) Teaching Activities Teach Color Words (7 minutes): The teacher uses color cards (each card has a color block and the corresponding English word) to teach the 11 color words one by one. Pronunciation Guidance: For each color word, the teacher first pronounces it clearly (with exaggerated mouth shape), then leads students to read it individually, in groups, and as a whole class. For words with difficult pronunciations (e.g., "purple", "brown"): Teacher: "Look at this word—'purple'. Let's split it into two parts: 'pur' and 'ple'. 'Pur' is pronounced /pɜː/, and 'ple' is /pl/. Let's read it together: /ˈpɜːpl/." (The teacher uses hand gestures to indicate the stress position.) Teacher: "For 'brown', the sound is /braʊn/. Let's practice the diphthong /aʊ/: /a/ → /ʊ/. Try it: /braʊn/." (The teacher demonstrates the tongue position change when pronouncing /aʊ/.) Meaning Connection: After teaching each color word, the teacher shows real objects of the corresponding color (e.g., a red pen, a yellow eraser, a green ruler) to help students establish the connection between the word and the actual color. Spelling Practice: The teacher writes each color word on the blackboard while reading the letters (e.g., "R-E-D, red"), and asks students to write the words in their exercise books while spelling them aloud. Teach Core Sentence Patterns (3 minutes): The teacher uses real objects to introduce the singular and plural sentence patterns. Singular Pattern: The teacher holds a red pen and asks: "What color is it?" (Repeat twice, then answer: "It's red. It's a red pen.") Write the sentence pattern on the blackboard: "—What color is it? —It's + color. (It's a + color + noun.)" Plural Pattern: The teacher holds two green rulers and asks: "What color are they?" (Repeat twice, then answer: "They're green. They're green rulers.") Write the sentence pattern on the blackboard: "—What color are they? —They're + color. (They're + color + nouns.)" Comparison & Explanation: The teacher points to the singular object (red pen) and plural objects (green rulers) and explains: "When we talk about one thing, we use 'is it'; when we talk about two or more things, we use 'are they'. And the answer uses 'It's' for one thing and 'They're' for many things." Purpose Using color cards and real objects makes abstract color words concrete, helping students understand and remember the vocabulary more easily. The step-by-step pronunciation guidance and spelling practice can help students master the correct pronunciation and spelling of color words, solving the potential pronunciation difficulties in advance. Introducing sentence patterns through real objects helps students understand the difference between singular and plural, laying a solid foundation for subsequent listening and speaking activities. 3 Listening Practice (2a-2b) (8 minutes) Teaching Activities Pre-listening Preparation (2 minutes): The teacher reviews the color words and sentence patterns with students to ensure they are familiar with the listening content. Teacher: "Let's review the color words we just learned. When I show the color card, please say the word loudly. Ready? Red!" (Students: "Red!") (Repeat for all 11 color words.) Teacher: "If I hold a blue cup, what do you ask? (Guide students to say: "What color is it?") And the answer? (Students: "It's blue. It's a blue cup.") Great!" 2a: Listen and Match (3 minutes): Teacher: "Now, we will do listening exercise 2a. Please open your books to Page X. Look at 2a: there are 10 color blocks (1-10) on the left and 10 color words (a-j) on the right. You need to listen to the audio and match the color words with the color blocks." Play the audio for the first time: Students only listen and do not write. After listening, the teacher asks: "Did you hear some familiar color words?" (Guide students to share the words they heard.) Play the audio for the second time: Students listen and draw lines to match the color words with the color blocks. The teacher walks around the classroom to observe students' progress and provides help to students who have difficulties. Check the answers: The teacher plays the audio again, and pauses after each color word. The teacher says: "The first color is... (e.g., red). Which color block is red? Please raise your hand." (A student answers, and the teacher confirms the answer and marks it on the blackboard.) 2b: Listen and Number (3 minutes): Teacher: "Next, let's do 2b. Look at the 4 pictures in 2b. Each picture shows some objects. You need to listen to the dialogues and number the pictures in the order you hear them (1-4)." Introduce the pictures briefly: "Picture 1: a pen; Picture 2: two rulers; Picture 3: a cup; Picture 4: three pencils." (Help students understand the content of the pictures.) Play the audio for the first time: Students listen and try to remember the order of the dialogues. Play the audio for the second time: Students listen and write the numbers (1-4) next to the corresponding pictures. Check the answers: Ask 4 students to share their answers (e.g., "Student 1, what's your number for Picture 1?"), then play the audio again to confirm the correct order. Purpose Pre-listening preparation helps students build confidence and reduce anxiety during listening, ensuring they can focus on the key information in the audio. Playing the audio multiple times (listening first, then writing, then checking) follows the law of listening learning, allowing students to gradually grasp the listening content and improve their listening comprehension ability. Walking around to provide help and checking answers publicly can timely understand students' mastery of knowledge and solve problems in time. 4 Speaking Practice (2c-2d) (15 minutes) Teaching Activities 2c: Pair-work Dialogue Practice (7 minutes): Model Demonstration (2 minutes): The teacher invites a top student to come to the front and demonstrates the dialogue with the student using a real object (e.g., a yellow eraser). Teacher: "Hello, [Student's Name]. What color is it?" Student: "It's yellow. It's a yellow eraser." Teacher: "Great! Now, let's try with two objects." (The teacher holds two pink pencils.) Teacher: "What color are they?" Student: "They're pink. They're pink pencils." Pair-work Implementation (4 minutes): The teacher asks students to take out their own school supplies (pens, rulers, erasers, etc.) and practice the dialogue with their deskmates. The teacher provides the following requirements: Use both singular and plural sentence patterns. Speak loudly and clearly, and correct each other's pronunciation and sentence structure. Class Show (1 minute): Invite 2-3 pairs of students to stand up and perform their dialogues in front of the class. After each performance, the teacher gives positive comments (e.g., "You spoke very clearly! The sentence structure is correct!") and corrects minor mistakes (if any). 2d: Situational Dialogue Learning & Role-play (8 minutes): Dialogue Presentation (3 minutes): The teacher shows the 2d dialogue on the screen and reads it aloud with emotional expression. Then, the teacher divides the dialogue into two roles (Gina and Tom) and reads it again with students (students read Tom's lines, teacher reads Gina's lines). Key Language Points Explanation (2 minutes): Teacher: "Look at Gina's sentence: 'What color is your pen?' Here, 'your' means ' 你的 '. So, we can also ask 'What color is your ruler?' (Guide students to repeat.)" Teacher: "Tom says: 'They're purple.' 'They' refers to the rulers in the picture. So, when we talk about plural objects, we use 'they'." 5 Summary & Homework Assignment (5 minutes) Teaching Activities Class Summary (2 minutes): The teacher leads students to review the key content of the lesson through a "Quick Q&A" game: Teacher: "What color words did we learn today? Who can name 3 of them?" (Students raise hands to answer, and the teacher writes the words on the blackboard.) Teacher: "If you want to ask about the color of one book, what sentence do you use?" (Guide students to answer: "What color is the book?") Teacher: "And the answer?" (Students: "It's + color.") Teacher: "What if it's two books?" (Students: "What color are the books? They're + color.") After the Q&A, the teacher summarizes concisely: "Today we mastered 11 color words and two important sentence patterns for talking about colors. You all did a great job in listening and speaking practice!" Homework Assignment (3 minutes): The teacher assigns three types of homework to consolidate the lesson content, ensuring it is practical and not too heavy: The teacher reminds students: "Homework is to help you practice what we learned. Don't be afraid to make mistakes—just try your best! We will share your exploratory homework next class." Oral Homework: Practice the 2d dialogue with a family member (e.g., parents or siblings) for 5 minutes, and ask them to give a "star rating" (1-5 stars) based on pronunciation and fluency. Written Homework: Draw 3 common objects (e.g., a pencil, a bag, a desk) on a piece of paper, color them, and write 1-2 sentences for each object to describe its color (e.g., "This is a pencil. It's green. / These are two bags. They're blue."). Exploratory Homework: Observe the colors of 3 things at home or on the way to school tomorrow, and share them with the class in the next lesson (e.g., "My schoolbag is pink. The sky is blue."). 教学反思 Effective Integration of Teaching Aids and Real-life Scenarios: Using color cards, real school supplies (pens, rulers), and colorful pictures (e.g., the park picture in the lead-in) made abstract vocabulary and sentence patterns concrete. For example, when teaching "purple", I held up a purple pen and let students touch and observe it, which helped them quickly connect the word "purple" with the actual color. This approach not only stimulated students' interest but also reduced the difficulty of learning new knowledge, making most students able to remember color words easily. Layered Listening and Speaking Activities: The listening practice (2a-2b) followed the "pre-listening review → first listening for familiarity → second listening for completion → third listening for checking" process, which conformed to the cognitive law of junior high school students in listening comprehension. In the speaking part (2c-2d), I first demonstrated with a top student, then let students practice in pairs, and finally invited them to perform publicly. This "demonstration → practice → display" layered design gave students sufficient time to adapt and build confidence. Most students actively participated in pair work, and the performance of the selected pairs was fluent, showing that the speaking activities achieved the expected effect. Attention to Affective Education: Throughout the lesson, I used positive feedback such as "You pronounced 'brown' very accurately!" and "Your dialogue with your partner is so natural!" to encourage students. When students made minor mistakes (e.g., mispronouncing "gray" as /ɡreɪ/ instead of /ɡreɪ/—a common confusion, or mixing up "is it" and "are they"), I did not correct them immediately but guided them to find the mistake themselves (e.g., "Look at the object—how many pens are there? One or two? So should we use 'is it' or 'are they'?"). This approach protected students' self-esteem and stimulated their enthusiasm for participating in class activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $