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