Starter Unit 3 Welcome! Section A 2a-2d 教案 2025-2026学年人教版（2024）七年级英语上册

该初中英语教案聚焦颜色主题，核心为red、yellow等颜色词汇及句型“What color is it? It’s...”。通过实物互动导入，激活已学物品词汇，搭建从已知到未知的学习支架，衔接前后知识。 资料特色在于听-说-读-写渐进式训练，听力分“听前指导-听中记录-听后核对”降低难度，口语结对练习结合身边物品，教师巡视即时纠错，提升语言能力；真实语境角色表演与互动脚本设计，培养思维品质与学习能力，助力教师高效教学，激发学生表达自信。

Starter Unit 3 Welcome!-Section A-2a-2d 本部分围绕颜色主题展开听说读写基础训练，是 Starter Unit 3 的核心语言输入与输出环节。2a 为听力匹配题，要求学生将听到的颜色单词与对应物品图片配对，夯实 red、yellow、green 等基础颜色词汇的音形义联系；2b 延续听力任务，让学生听辨并记录物品及其颜色，强化 “物品 + 颜色” 的表达逻辑；2c 是结对口语练习，以 “—What color is it? —It’s...” 为核心句型，引导学生结合身边物品进行问答；2d 为简短对话，通过师生间询问钢笔、直尺颜色的场景，让学生感知目标句型在真实语境中的运用。整体内容由听入手，逐步过渡到说，符合七年级学生从感知到运用的语言学习规律，为后续颜色表达的拓展学习奠定基础。 教学目标 学生能掌握 red、blue、black 等颜色词汇，熟练运用 “What color is it? It’s...” 句型进行问答。 能听懂关于物品颜色的简短对话并完成匹配、记录任务，能结合实物开展口语交流。 培养观察生活中色彩的习惯，提升英语表达的自信心，乐于参与课堂互动。 教学重难点 重点：颜色词汇的认读与拼写，核心问答句型的熟练运用。 难点：在真实语境中灵活运用句型描述物品颜色，克服开口表达的畏难情绪。 核心词汇：颜色类单词 ——red（红色）、yellow（黄色）、green（绿色）、blue（蓝色）、black（黑色）、white（白色）、purple（紫色）、brown（棕色）、orange（橙色）。 关键句型： 询问物品颜色：What color is it? 回答物品颜色：It’s + 颜色词. （例：It’s red.） 拓展表达：What color is the pen? It’s black. 语法点拨：it 指代单数物品，回答时需保持主谓一致；颜色词作表语时，前面不加冠词。 语境运用：可结合课本图片、文具、衣物等身边物品，进行问答练习。 教学过程 Step 1: 热身导入（师生互动脚本） 教师：Good morning, class! Look at me. What’s this? （举起红色的钢笔）学生：It’s a pen.教师：Yes, it’s a pen. And what color is it? （放慢语速，加重 color 一词的发音，同时指着钢笔的颜色）学生：（面露疑惑，部分学生尝试中文回答）红色。教师：Great! In English, it’s “red”. R-E-D, red. Let’s read together. Red!学生：Red!教师：Very good. Now, look at this. （举起黄色的尺子）What’s this?学生：It’s a ruler.教师：What color is it? Follow me, yellow. Y-E-L-L-O-W, yellow.学生：Yellow!教师：Wonderful! Today we’ll learn more colors and how to talk about them. Let’s start our colorful English class! 设计意图：通过实物展示和简单问答，激活学生已学的物品词汇，自然引出颜色主题，降低学生的学习焦虑，快速融入课堂氛围。 Step 2: 新知学习 —— 词汇与句型（师生互动脚本） 教师：Now, please open your books and turn to the page of Starter Unit 3 Section A 2a. Look at the pictures. There are many things here, a cup, a key, a ruler and so on. And there are some color words on the left. Let’s read them one by one. First one, red. Read after me, red.学生：Red.教师：Good. Next, yellow.学生：Yellow.教师：Perfect. Green, blue, black, white... （教师逐一领读颜色词汇，每个单词读三遍，第一遍慢速示范发音，第二遍正常语速，第三遍让学生齐读，同时在黑板上板书单词及对应颜色的简笔画）教师：Now, let’s play a game: “Quick Response”. I say the color word, you point to the corresponding picture on the blackboard. Ready? Red!学生：（迅速指向黑板上红色的简笔画）教师：Super! Yellow!学生：（指向黄色简笔画）教师：Excellent! Now, let’s learn the key sentence. When we want to ask the color of something, we can say “What color is it?”. （教师在黑板上板书句型，用彩色粉笔标注 “What color”）Let’s read the sentence together. What color is it?学生：What color is it?教师：Louder, please. What color is it?学生：What color is it?教师：Good. And the answer is “It’s + color word”. For example, if I ask “What color is the cup?”, and the cup is green, you can answer “It’s green”. Clear?学生：Yes!教师：Now, I ask you answer. What color is the key? （指着黑板上黑色的钥匙简笔画）学生：It’s black.教师：Great! What color is the ruler? （指着白色的尺子简笔画）学生：It’s white.教师：Perfect! You’re so smart. 设计意图：通过领读、快速反应游戏，帮助学生掌握颜色词汇的音形义；结合板书和问答示范，让学生理解核心句型的结构和用法，为后续的听力和口语练习做好知识铺垫。 Step 3: 听力训练 ——2a & 2b（师生互动脚本） 教师：Now, let’s listen to the tape for 2a. First, please look at 2a on your book. You can see some letters a, b, c, d and some pictures of things, and the color words are on the left. Your task is to listen and match the letters with the correct pictures. Are you ready?学生：Yes!教师：OK, let’s start. （播放 2a 听力录音）教师：（录音结束）Now, who can share your answer? Tom, please.学生 Tom：a is the red apple, b is the yellow banana...教师：Is he right? Let’s check together. （再次播放录音，暂停核对每个选项）Yes, Tom is right! Good job, Tom. Clap your hands for him.学生：（鼓掌）教师：Now, let’s move to 2b. Please look at 2b. There are two columns: “Thing” and “Color”. You need to listen to the tape again and fill in the blanks. This time, you should listen carefully and write down the words. Let’s listen first. （播放 2b 听力录音）教师：Did you catch the words? Let’s listen again. （再次播放录音，在关键信息处暂停）Listen, “The pen is blue”. So, thing is pen, color is blue. Write it down quickly.学生：（边听边填写）教师：（录音结束）Now, let’s check the answers. Lily, please read your answers.学生 Lily：Thing: pen, ruler, cup; Color: blue, white, orange.教师：Is that correct? Let’s listen one more time to confirm. （播放重点句录音）Yes! Lily’s answer is 100% correct. Well done!教师：Now, let’s read the sentences together. The pen is blue. The ruler is white. The cup is orange.学生：The pen is blue. The ruler is white. The cup is orange. 设计意图：通过 “听前指导 — 听中记录 — 听后核对” 的步骤，训练学生的听力捕捉能力；分两次播放录音，降低听力难度，让不同层次的学生都能参与其中，提升听力自信心。 Step 4: 口语练习 ——2c（师生互动脚本） 教师：We did a good job in listening. Now, let’s practice speaking. Please look at 2c. It’s a pair work. You can work with your partner. One asks “What color is it?”, the other answers “It’s + color word”. You can use the things in the pictures or your own school things, like your pen, your book, your bag. Understand?学生：Yes!教师：First, let’s do a demonstration. Lucy, come here, please. （教师拿起 Lucy 的粉色橡皮）教师：What color is it?学生 Lucy：It’s pink.教师：Great! Now, you ask me. （教师拿起自己的棕色笔记本）学生 Lucy：What color is it?教师：It’s brown. See? It’s very easy. Now, find your partner and practice for 5 minutes. I’ll walk around and help you.学生：（开始结对练习，教师巡视指导）教师：（走到一组学生旁边，听到学生发音错误）Wait, Mike. The word “purple” is pronounced /ˈpɜːpl/, not /ˈpjuːpl/. Let’s read it together. /ˈpɜːpl/, purple.学生 Mike：/ˈpɜːpl/, purple.教师：Good. Keep practicing.教师：（5 分钟后）Time’s up. Which pair wants to show your dialogue to the class? Jack and Amy, please.学生 Jack：What color is it?学生 Amy：It’s green.学生 Jack：What color is the book?学生 Amy：It’s yellow.教师：Wonderful! Your pronunciation is very good. Another pair? Jim and Lisa.学生 Jim：What color is your pen?学生 Lisa：It’s black. What color is your ruler?学生 Jim：It’s blue.教师：Perfect! You can even add “your” to make the sentence more natural. I’m proud of you. 设计意图：通过教师示范、结对练习、展示点评的环节，让学生将所学的词汇和句型转化为口语表达；教师巡视指导，及时纠正发音错误，确保学生的口语表达准确规范。 Step 5: 对话学习 ——2d（师生互动脚本） 教师：Now, let’s look at 2d. It’s a short conversation between a teacher and a student. First, please read the conversation silently and find out the new words or sentences you don’t know.学生：（默读对话，标记疑难之处）教师：Any questions? Bob, what’s wrong?学生 Bob：What does “excuse me” mean?教师：Good question. “Excuse me” is a polite expression we use when we want to ask someone for help. For example, if you want to ask the way, you can say “Excuse me, where is the library?”. Clear?学生 Bob：Yes!教师：Any other questions?学生：No.教师：Great. Now, let’s listen to the tape of 2d. Please pay attention to the pronunciation and intonation. （播放 2d 听力录音）教师：Now, let’s read the conversation together. I’ll be the teacher, you’ll be the student. Ready? Teacher: Excuse me. What’s this in English? Student: It’s a pen.学生：It’s a pen.教师：Teacher: What color is it? Student: It’s black.学生：It’s black.教师：Good. Now, read the conversation with your partner. One is teacher, the other is student. Try to imitate the pronunciation and intonation in the tape.学生：（结对分角色朗读）教师：（巡视指导，纠正朗读节奏）Remember, when we ask a question, we should raise our intonation at the end. Like “What color is it?”. （示范升调）学生：（模仿升调朗读）教师：Excellent. Now, who can act out the dialogue? Emma and Ben, please come to the front.学生 Emma：Excuse me. What’s this in English?学生 Ben：It’s a pen.学生 Emma：What color is it?学生 Ben：It’s black.教师：Wow! You act it so well. Just like the people in the tape. Clap for them.学生：（鼓掌）教师：Can you make a new dialogue like 2d? For example, you can talk about a ruler or a cup. Let’s try. Tina and Tony, have a try.学生 Tina：Excuse me. What’s this in English?学生 Tony：It’s a ruler.学生 Tina：What color is it?学生 Tony：It’s white.教师：Perfect! You can change the words to make a new dialogue. That’s the best way to learn English. 设计意图：通过 “默读质疑 — 听力输入 — 模仿朗读 — 角色表演 — 创编对话” 的步骤，让学生掌握对话内容，同时培养学生的语言迁移能力，实现从 “学对话” 到 “用对话” 的跨越。 Step 6: 课堂小结与巩固（师生互动脚本） 教师：Today we learned a lot of things. Let’s summarize together. What color words did we learn today? Who can list some? Jenny, please.学生 Jenny：Red, yellow, green, blue, black, white.教师：Great! Any more?学生 Tony：Purple, brown, orange.教师：Perfect! And what’s the key sentence we learned today? Tom, please.学生 Tom：What color is it? It’s + color word.教师：100% correct! Now, let’s do a small exercise. I’ll show you some things, you say the color. （展示彩色文具）What color is the pencil?学生：It’s purple.教师：What color is the eraser?学生：It’s pink.教师：Excellent! You all did a good job today. 设计意图：通过师生共同小结，梳理本节课的核心知识，帮助学生构建清晰的知识框架；通过即时巩固练习，强化学生的知识记忆，确保课堂学习效果。 Step 7: 作业布置 教师：For today’s homework. First, copy the color words 5 times each. Second, make a dialogue with your family member about the color of the things at home. Third, preview Section A 3a-3c. OK, class is over. Goodbye, everyone!学生：Goodbye, teacher! 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $