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

《Starter Unit 1 Hello!-Section A（2a-2d）》教学设计 姓名： 学科：英语 年级：七年级上册 1. Teaching Philosophy This lesson adheres to the concept of student-centered teaching and the requirements of the English Curriculum Standard for Compulsory Education (2022 Edition), focusing on cultivating students' core literacy in English. It breaks away from the traditional rote learning mode and takes the "Project" as the carrier, integrating the greeting and self-introduction knowledge learned in Section A into real and interesting communication scenarios. The teaching emphasizes the combination of listening, speaking, reading and writing, and guides students to learn by doing, practicing by using, and experiencing by participating. It pays full attention to the individual differences of seventh-grade freshmen, creates a relaxed and positive English learning atmosphere, stimulates students' interest in learning, and helps them establish confidence in speaking English. The goal is to enable students to master basic communication skills, develop good learning habits, and lay a solid foundation for their lifelong English learning, while infiltrating the concept of cross-cultural communication and cultivating their friendly and polite communication attitude. 2. Four-Dimensional Core Literacy Language Ability: Students can proficiently use the core greeting and self-introduction sentences to carry out simple daily communication and correctly read and write the letters Ii-Rr. Thinking Quality: They can observe and summarize the pronunciation rules of letters, and flexibly use learned knowledge to solve simple communication problems. Cultural Awareness: They can initially understand the differences between Chinese and English greeting cultures and form a respectful and inclusive attitude towards foreign cultures. Learning Ability: They can actively participate in classroom activities, master basic learning strategies such as imitation and cooperation, and develop the awareness of autonomous learning and peer mutual assistance. 3. Key and Difficult Points Key Points: The comprehensive and flexible use of core sentences such as "What’s your name?", "My name is...", "I’m..." in real communication scenarios; the correct recognition, reading and writing of letters Ii-Rr and their basic pronunciation rules. Difficult Points: The accurate pronunciation of letters Ii, Jj, Ll, Rr, especially the distinction between similar sounds; the fluent and natural use of core sentences in spontaneous communication, overcoming the shyness of speaking English, and avoiding mechanical repetition without real communication meaning. 4. Detailed Teaching Process Step 1: Lead-in (Warm-up & Revision) Teacher’s Activities: The teacher walks into the classroom with a bright smile, greets the students in English: "Good morning, everyone! Hello, boys and girls!" Then, the teacher waves to individual students and invites them to respond, saying: "Hello, Tom! How are you?" "Hi, Lily! Nice to meet you!" After getting responses from several students, the teacher plays a lively English greeting song related to the unit. While the song is playing, the teacher leads the students to do corresponding actions—waving when singing "Hello", shaking hands when singing "Nice to meet you", and nodding when singing "How are you?". After the song, the teacher asks: "Who can tell me what we learned in Section A? What sentences can we use to greet others?" Students’ Activities: Students respond positively to the teacher’s greetings, following the teacher to sing the greeting song and do matching actions. After the song, some students raise their hands to answer the teacher’s question, saying sentences such as "Hello!", "Hi!", "Good morning!", "Nice to meet you!". Some students volunteer to come to the front of the classroom and greet the teacher or their classmates with the learned sentences. Design Intention: The warm-up link uses greetings and songs to create a relaxed English learning atmosphere, narrowing the distance between teachers and students, and eliminating students’ tension in learning English. The revision of Section A’s knowledge helps students consolidate the learned greeting sentences, lay a foundation for the new knowledge learning in this lesson, and stimulate students’ learning enthusiasm and participation through interactive activities. Step 2: Presentation (New Knowledge Teaching) 2.1 Presentation of Letters Ii-Rr Teacher’s Activities: The teacher shows colorful letter cards of Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr one by one. For each letter, the teacher first demonstrates the correct pronunciation with an exaggerated but clear mouth shape, and explains the pronunciation skills: "Look at my mouth, this is /aɪ/ (Ii), like the sound we make when we are surprised. This is /dʒeɪ/ (Jj), pay attention to the sound of /dʒ/ at the beginning." Then, the teacher plays the standard pronunciation recording of the letters, and lets the students listen and imitate twice. For the difficult letters Rr and Ll, the teacher carries out contrast training: "Listen carefully, /ɑː(r)/ (Rr) and /el/ (Ll), they are different. Let’s read them together: Rr, Ll; Ll, Rr." After that, the teacher writes the uppercase and lowercase forms of the letters on the blackboard, emphasizing the writing rules: "Ii: The uppercase I is straight, the lowercase i has a dot on the top. Rr: The uppercase R has a slant, the lowercase r is a curve followed by a vertical line." The teacher demonstrates the writing process slowly, and asks students to follow along in the air. Students’ Activities: Students focus on observing the teacher’s mouth shape and writing strokes, listen carefully to the standard pronunciation, and imitate the pronunciation actively. When the teacher does contrast training, students read repeatedly to distinguish the differences between similar sounds. They follow the teacher to practice writing in the air, and some students whisper the writing steps to themselves. If they have questions about pronunciation or writing, they raise their hands to ask the teacher. Design Intention: Using letter cards and audio materials makes the new knowledge more intuitive and vivid, which is in line with the cognitive characteristics of seventh-grade students. The exaggerated mouth shape demonstration and pronunciation skills explanation help students grasp the correct pronunciation, and the contrast training effectively breaks through the difficulty of letter pronunciation. The writing demonstration and air-writing practice lay a solid foundation for students to master the standard writing of letters. 2.2 Presentation of Core Sentences for Asking and Answering Names Teacher’s Activities: The teacher takes out a name card with his/her own English name, shows it to the students, and says: "My name is Amy. What’s your name?" Then, the teacher walks to a student, bends down, looks at the student with a smile, and repeats the question: "What’s your name?" If the student can’t answer, the teacher gives a prompt: "You can say ‘My name is...’ or ‘I’m...’". After the student answers, the teacher praises: "Very good! You did a great job!" Then, the teacher invites another student to ask the teacher’s name, and the teacher answers positively: "My name is Amy. I’m Amy." Next, the teacher writes the core sentences on the blackboard: "What’s your name? My name is... / I’m...", and reads the sentences slowly, emphasizing the intonation—rising tone for the question and falling tone for the answer. The teacher explains the meaning of the sentences and the usage scenarios: "We use these sentences when we meet new friends and want to know each other’s names. It’s a polite way to communicate." Students’ Activities: Students listen carefully to the teacher’s demonstration, observe the teacher’s intonation and expression. When the teacher asks them questions, they try their best to answer with the prompt sentences. After the teacher writes the sentences on the blackboard, students follow the teacher to read the sentences repeatedly, paying attention to the intonation. Some students practice the dialogue with their deskmates spontaneously, imitating the teacher’s tone and expression. Design Intention: The teacher uses his/her own name card to create a real communication scenario, making students understand the practical meaning of the sentences. The prompt and praise from the teacher help students build confidence and actively participate in the interaction. The explanation of intonation and usage scenarios enables students to use the sentences correctly and appropriately in different situations, rather than just mechanically memorizing them. Step 3: Practice (Consolidation of New Knowledge) 3.1 Individual Practice: Letter Pronunciation and Writing Teacher’s Activities: The teacher organizes a "Letter Listening and Recognition" game. The teacher reads the pronunciation of a letter randomly, and students quickly raise the corresponding letter card (prepared in advance) and read the letter aloud. For students who answer correctly, the teacher gives verbal praise: "Excellent!", "Well done!". For students who make mistakes, the teacher corrects them patiently and asks them to read again. Then, the teacher asks students to take out their exercise books and write each letter (uppercase and lowercase) three times, and walks around the classroom to check. When finding students with incorrect writing, the teacher corrects their strokes one by one and guides them to write correctly. The teacher also selects several students’ works to display on the projection, comments on them, and affirms the advantages and points out the deficiencies. Students’ Activities: Students actively participate in the "Letter Listening and Recognition" game, concentrate on listening to the teacher’s pronunciation, and respond quickly. They write the letters carefully in the exercise books according to the writing rules learned. When the teacher checks, students take the initiative to show their works to the teacher and ask for guidance. When watching the displayed works, students listen carefully to the teacher’s comments and correct their own writing mistakes. Design Intention: The game link increases the interest of learning, makes students consolidate the pronunciation of letters in a relaxed atmosphere, and improves their reaction ability. The writing practice and teacher’s guidance help students master the standard writing of letters, and the display and comment of works enhance students’ sense of accomplishment and stimulate their motivation to write well. 3.2 Pair Work: Dialogue Practice Teacher’s Activities: The teacher divides the students into pairs (deskmates as a group) and assigns the task: "Now, work with your deskmate. One asks ‘What’s your name?’, the other answers ‘My name is...’ or ‘I’m...’. Then exchange roles and practice again. Remember to use the correct intonation and smile when speaking." The teacher walks around the classroom to observe the students’ practice, and provides guidance to pairs that have difficulties. For example, if a student can’t think of an English name, the teacher recommends simple English names such as Tom, Lily, Lucy. If a student’s pronunciation is incorrect, the teacher corrects it patiently. After 5 minutes of practice, the teacher invites 2-3 pairs to come to the front of the classroom to perform the dialogue, and gives comments and praise: "You two spoke very fluently! And your intonation is very good!" Students’ Activities: Students work with their deskmates to practice the dialogue actively, following the teacher’s requirements to exchange roles and use correct intonation. Some students add simple greetings before the dialogue, such as "Hello!" or "Good morning!". When performing in front of the classroom, students try their best to show their dialogue, and other students listen carefully and applaud for them. If there are mistakes in the performance, students actively remind each other under the teacher’s guidance. Design Intention: Pair work provides students with more opportunities to practice speaking, making each student have the chance to express themselves. The teacher’s on-site guidance ensures that students can practice correctly, and the performance link enhances students’ confidence in speaking English in public, and also allows other students to learn from each other and make progress together. 3.3 Group Work: "Make a New Friend" Activity Teacher’s Activities: The teacher divides the students into groups of 4-5, and explains the activity rules: "In your group, each student should greet the other members and ask for their names, then introduce themselves. After everyone in the group has introduced themselves, select one representative to introduce all members of the group to the whole class. For example: ‘Hello, everyone! This is Tom. His name is Tom. This is Lily. Her name is Lily. I’m...’". The teacher gives an example to demonstrate the activity process, and reminds students to use the letters and sentences learned in this lesson. During the group activity, the teacher walks around each group, observes the students’ communication, and helps students who have difficulties in expression. For example, if a student is shy to speak, the teacher encourages them: "Don’t be nervous. Just say it bravely. You can do it!" Students’ Activities: Students actively participate in the group activity, greet each other and ask for names. Some students take notes of their group members’ names to avoid forgetting. They help each other when they encounter difficulties in expression—if a student can’t remember the sentence, other members of the group remind them. After the group discussion, each group selects a representative to prepare for the introduction. When introducing, the representatives try their best to speak clearly and fluently, and other members of the group supplement if there are omissions. Other students listen carefully to the introduction and remember the names of students from other groups. Design Intention: Group work cultivates students’ cooperative learning ability and communication ability, making students use the learned knowledge in a more real communication scenario. The activity of "making a new friend" not only consolidates the core sentences and letters, but also cultivates students’ friendly and polite communication attitude. The teacher’s encouragement helps shy students overcome their psychological barriers and敢于 speak English actively. Step 4: Project Implementation (Comprehensive Application) Teacher’s Activities: The teacher introduces the project task of this lesson: "Today, we will complete a small project—make a ‘Friendship Card’. On the card, you need to write your English name, draw a small picture (such as your favorite animal or pattern), and write 2-3 sentences to introduce yourself, such as ‘My name is Tom. I’m a student. Hello!’". The teacher shows a sample friendship card made in advance, and explains the requirements in detail: "First, write your English name in the center of the card. Then, draw a beautiful picture next to it. Finally, write the introduction sentences at the bottom. You can use the letters and sentences we learned today. You can work in pairs to help each other—if you can’t spell a word, ask your deskmate for help." The teacher distributes the blank cards, colored pens and pencils to each student, and walks around the classroom to provide guidance. For example, if a student doesn’t know how to write a sentence, the teacher writes the sentence on the blackboard as a prompt; if a student’s drawing is not good, the teacher encourages them to draw boldly. After the students finish making the cards, the teacher organizes a "Friendship Card Exhibition"—students stick their cards on the blackboard or the wall, and then walk around to appreciate each other’s cards. The teacher invites some students to introduce their own cards to the whole class: "Please tell us your name and the meaning of your picture." Students’ Activities: Students listen carefully to the teacher’s introduction of the project task, observe the sample card, and clarify the production requirements. They start to make the friendship card, thinking about their English name, the picture to draw and the sentences to write. Some students discuss with their deskmates, asking for help in spelling or drawing. When making the card, students are very careful, trying to make their card beautiful and distinctive. After finishing the card, students actively participate in the exhibition, appreciate each other’s cards, and communicate with each other about their cards. When introducing their own cards, students speak actively, introducing their name, picture and sentences clearly. Design Intention: The project task integrates knowledge learning and practical operation, making students apply the learned letters and sentences to the specific task of making cards, which embodies the teaching concept of "learning by doing". The "Friendship Card Exhibition" provides students with a platform to show themselves, enhances their sense of accomplishment, and also promotes communication and mutual learning between students. The pair help link cultivates students’ mutual assistance awareness and cooperative learning ability. Step 5: Summary and Extension 5.1 Classroom Summary Teacher’s Activities: The teacher leads the students to summarize the knowledge learned in this lesson: "Today, we learned 10 letters from Ii to Rr. Who can read them all?" The teacher invites a student to read the letters aloud, and other students follow along. Then, the teacher asks: "What sentences did we learn to ask and answer names?" Students answer in unison: "What’s your name? My name is... / I’m...". The teacher summarizes: "Very good! Today we not only mastered the letters Ii-Rr and the core greeting sentences, but also completed a beautiful friendship card and made new friends. I’m very proud of you all!" The teacher also emphasizes the key and difficult points again: "Remember the correct pronunciation of letters Rr and Ll, and use the greeting sentences fluently in communication." Students’ Activities: Students follow the teacher to summarize the knowledge learned, read the letters and sentences aloud, and recall the process of making the friendship card. They express their feelings about this lesson actively, such as "I’m very happy today.", "I learned a lot of new letters.", "I made a new friend.". Design Intention: The classroom summary helps students sort out the knowledge learned in this lesson, strengthen their memory, and form a systematic knowledge framework. The teacher’s praise and affirmation enhance students’ learning confidence and interest, and lay a foundation for their subsequent learning. 5.2 Extension and Homework Teacher’s Activities: The teacher assigns the homework: "1. Read the letters Ii-Rr aloud for 5 minutes every day, and ask your parents to listen to your pronunciation. 2. Write the letters Ii-Rr (uppercase and lowercase) 5 times each, and write 3 sentences to introduce yourself. 3. Give your friendship card to a family member or friend, and use the sentences we learned today to introduce yourself to them. 4. Try to remember the English names of your classmates and greet them in English tomorrow." The teacher explains the requirements of the homework clearly, and reminds students to complete it carefully. The teacher also encourages students: "English learning is a long process. As long as you practice every day, you will make great progress. I believe you can do it!" Students’ Activities: Students take notes of the homework carefully, and ask the teacher if they have any questions about the homework. They promise to complete the homework on time, and express their determination to practice English actively after class. Design Intention: The homework links the classroom learning with the after-class practice, extends the learning scene from the classroom to the family and daily life, and helps students consolidate the knowledge learned. The homework of greeting family members and classmates in English encourages students to use English in real life, improving their practical communication ability. The teacher’s encouragement enhances students’ confidence in learning English and cultivates their good learning habits. Step 6: Evaluation and Feedback Teacher’s Activities: The teacher carries out formative evaluation throughout the whole class. During the warm-up, practice and project links, the teacher observes the students’ participation, pronunciation, writing and communication performance, and gives timely verbal praise and guidance. After the class, the teacher checks the students’ homework, evaluates the students’ writing and sentence expression, and writes encouraging comments on the homework, such as "Your writing is very beautiful!", "You used the sentences correctly!", "Keep practicing, you will be better!". The teacher also collects the students’ opinions on this lesson through a simple questionnaire (such as "Do you like today’s lesson?", "What do you think is the most interesting part?"), so as to adjust the teaching plan for the next lesson. Students’ Activities: Students accept the teacher’s evaluation actively, and correct their mistakes according to the teacher’s guidance. They carefully read the teacher’s comments on the homework, and make up for their deficiencies. They fill in the questionnaire truthfully, putting forward their own opinions and suggestions on the lesson. Design Intention: Formative evaluation pays attention to the process of students’ learning, which can timely find students’ problems and give guidance, helping students make progress in time. The encouraging comments and questionnaire feedback make students feel valued, enhance their learning motivation, and also help teachers understand the effect of teaching and improve the teaching quality. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $