Starter Unit 3 Welcome! 教学设计（6课时） 2026-2027学年人教版七年级英语上册

该初中英语教学设计围绕“欢迎与介绍”主题，涵盖核心词汇、对话、发音及校园场景应用，通过情境图片、日常问候互动导入，衔接前序问候知识，搭建从词汇到对话再到综合应用的学习支架。 资料以情境教学和分层任务为特色，通过角色扮演、校园模拟等活动培养语言能力，融入西方礼貌礼仪渗透文化意识，听力信息捕捉与逻辑分析提升思维品质，助力学生语言应用与合作能力提升，为教师提供系统教学流程与分层设计参考。

Starter Unit 3 Welcome! Section A 1a-1b 课题 Section A 1a-1b 课型 讲授听说课 课时 1 总课时 教材分析 This section centers on the theme of welcome and basic introductions. It covers core words and simple conversational sentences, combining picture matching and basic listening tasks. It lays a foundation for students’ polite daily communication and further oral expression learning. 学情分析 Seventh-grade students have mastered basic English greetings and simple dialogues. They are curious about new communication topics but lack proficiency in welcome expressions and flexible interactive response in new scenarios 核心素养 （教学） 目标 Language competence: Master core words and basic welcome dialogues, finish picture matching and listening tasks accurately. Thinking quality: Develop the ability to capture key information and understand simple conversational logic. Cultural awareness: Learn polite Western welcome manners and friendly communication norms. Learning ability: Cultivate active listening habits and build confidence in daily English oral interaction with partners. 德育安全 Be friendly to others; obey classroom activity disciplines. 教学重点难点 Key points: Grasp key vocabulary and master basic welcome and introduction sentences. Difficult points: Understand listening information and use target sentences naturally in simple interactions. 教法学法 Situational teaching, audio listening, intuitive demonstration and pair practice 教学准备 Teaching audio, PPT and word cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with warm daily English greetings to activate the classroom atmosphere. The teacher interacts with students by using the greeting and self-introduction sentences learned in the first two units, inviting individual students and pairs to conduct simple dialogues. This helps students review previous knowledge and maintain their sense of English language. Then the teacher shows pictures of welcoming new classmates and teachers greeting students on campus. Combined with the picture scenes, the teacher leads students to understand the meaning of “Welcome”, and naturally introduces the new lesson theme. Students quickly integrate into the new learning atmosphere and generate interest in learning polite welcome expressions. Step 2: Pre-listening Presentation The teacher displays the core vocabulary and basic sentence patterns of 1a on the PPT, focusing on welcome-related words and simple introductory phrases. The teacher demonstrates standard pronunciation and intonation slowly and clearly, and leads students to read repeatedly in whole-class, group and individual forms. The teacher corrects inaccurate pronunciation and intonation in a timely manner. After vocabulary consolidation, the teacher guides students to observe the pictures in 1a carefully, identify different characters and scenes, and helps students associate words with specific scenes. Then students complete the picture matching task independently to consolidate word recognition and lay a solid foundation for subsequent listening learning. Step 3: While-listening Practice This step focuses on finishing the 1b listening task efficiently. Before playing the audio, the teacher clearly states the listening requirements, asking students to listen carefully and match the dialogues with corresponding pictures according to the heard content. For the first time, play the audio continuously, allowing students to grasp the general conversational content and scene theme. For the second playback, pause appropriately to give students enough time to confirm information and complete matching tasks independently. After the listening work, the teacher checks the answers with the whole class, analyzes the key words and sentence clues in the audio, and replays the audio to help students deepen their understanding of the listening material and consolidate the target language knowledge. Step 4: Post-listening Oral Consolidation To realize the transformation from listening input to oral output, diverse oral practice activities are carried out. First, the teacher plays the listening audio again, guides students to follow the audio and read the dialogues imitatively, focusing on simulating the natural tone of daily friendly communication. Then organize pair work. Students take turns to play the roles of new classmates and existing students, using the learned welcome and introductory sentences to carry out situational dialogues. The teacher walks around the classroom to give targeted guidance, correct non-standard expressions, and encourage shy students to speak bravely and actively participate in interactive practice. Step 5: Knowledge Application & Expansion The teacher summarizes the core vocabulary and key sentence patterns learned in this class, and emphasizes the application scenarios of welcome sentences in daily campus communication. A simple situational simulation game is designed. Students simulate welcoming new classmates to the classroom in English, flexibly using the knowledge they have learned. During the activity, the teacher infiltrates moral education, guiding students to treat others politely and warmly. Random oral spot checks are conducted to test students’ mastery of knowledge, helping students further consolidate their learning achievements and enhance their language application ability. Step 6: Summary & Homework The teacher and students jointly review all key knowledge points of this lesson, sort out listening skills and oral expression key points, and emphasize the importance of polite welcome communication in daily life. Layered homework is assigned. Basic homework: Read and memorize core words and sentences proficiently, and listen to the audio repeatedly for imitation. Extended homework: Greet and welcome new partners with English sentences after class. Finally, the teacher gives positive encouragement to end the class. 【Blackboard Design】 Starter Unit 3 Welcome! Section A 1a-1b Key Words: welcome, teacher, student, friend Key Sentences: Welcome! Welcome to our class! Nice to meet you! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students can master core vocabulary and basic welcome sentences, and finish listening and matching tasks well. Situational practice effectively stimulates students’ speaking enthusiasm. However, a few students have stiff intonation in oral expression. In future teaching, more imitation and situational drills will be added to make students’ oral English more natural and fluent. Section A 2a-2e 课题 Section A 2a-2e 课型 讲授听说课 课时 1 总课时 教材分析 This section focuses on polite welcome and greeting dialogues, covering core phrases and communicative sentences. It integrates listening, reading, imitation and role-play tasks, consolidating daily polite English and enriching students’ basic conversational expression resources 学情分析 Seventh-grade students have mastered simple welcome words and basic greetings. They are active in class but lack fluent and polite oral expression. They need systematic training for coherent daily dialogues 核心素养 （教学） 目标 Language competence: Master polite greeting and welcome sentences in 2a-2e, finish listening and reading tasks, and conduct complete daily dialogues. Thinking quality: Cultivate logical dialogue thinking and distinguish polite communication scenarios. Cultural awareness: Understand Western polite greeting etiquette and friendly interpersonal norms. Learning ability: Develop autonomous reading habits and improve cooperative oral expression skills in group practice 德育安全 Greet people politely; keep orderly class practice 教学重点难点 Key points: Grasp core polite greeting sentences and master standard pronunciation and intonation. Difficult points: Use coherent and polite dialogues flexibly in real daily communication scenarios. 教法学法 Situational teaching, audio imitation, role-play and group interaction 教学准备 Audio files, PPT and scenario pictures 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The class starts with daily English interactive greetings to review the basic knowledge learned in Section A 1a-1b. The teacher greets students with “Hello! Welcome to our English class!” and guides students to respond politely. Invite several students to complete simple welcome and greeting dialogues in pairs to consolidate basic sentence patterns. Then the teacher shows scene pictures of meeting new friends and greeting teachers on campus, and tells students that polite and complete greetings are essential in daily communication. This lesson will learn more standard and fluent polite dialogues, which naturally introduces the new teaching theme and stimulates students’ learning motivation. Step 2: Pre-listening Knowledge Presentation The teacher displays the core sentences and new expressions in 2a-2e on the PPT, focusing on polite greetings, responses and welcome dialogues. The teacher demonstrates standard pronunciation, stress and intonation sentence by sentence, and emphasizes the gentle and polite tone of daily communicative sentences. Students follow the teacher to read repeatedly in whole class, rows and individuals, and the teacher corrects non-standard pronunciation and stiff intonation in time. After basic reading practice, the teacher briefly explains the usage and application scenarios of each sentence, helps students sort out dialogue logic, and eliminates language barriers for subsequent listening and reading tasks. Step 3: While-listening Task Training Focus on completing the 2a listening matching task. Before playing the audio, the teacher clarifies the task requirements, requiring students to listen carefully and match each dialogue with the corresponding picture according to the heard polite greetings. Play the audio for the first time for students to grasp the general dialogue content and communication atmosphere. Play the audio for the second time, pause appropriately to leave enough time for students to complete independent matching. After the task, check answers with the whole class, analyze key listening information and sentence features. Replay the audio to help students deepen their impression of polite sentence patterns and standard intonation, and consolidate listening comprehension ability. Step 4: Reading & Role-play Practice Carry out layered reading and dialogue practice based on 2b to 2e materials. First, organize silent reading, letting students understand the dialogue context and mark difficult points. Then conduct choral reading, paired reading and emotional imitative reading to standardize students’ reading fluency and tone. After reading consolidation, organize pair role-play activities. Students take turns to act as new friends, teachers and classmates to simulate real greeting and welcome communication. The teacher walks around the classroom to guide students’ expression, correct incoherent sentences, and encourage shy students to participate actively and speak English bravely. Step 5: Consolidation & Situational Application The teacher summarizes the core polite sentence patterns and communication skills learned in this lesson. Design a situational simulation activity: students greet new classmates and teachers in English with complete and polite dialogues. All students participate in group interactive communication to flexibly apply knowledge. Meanwhile, integrate moral education to guide students to treat others politely and build good interpersonal relationships. Conduct random oral spot checks to test students’ knowledge mastery and further improve their practical communicative competence. Step 6: Summary & Homework The teacher and students jointly review the key knowledge of this lesson, summarize the polite greeting dialogue logic and standard intonation rules, and emphasize the importance of polite English communication in daily life. Assign layered homework. Basic homework: Read and recite all key dialogues in 2a-2e skillfully. Extended homework: Use learned sentences to greet family members and new friends in English after class. End the class with warm English greetings. 【Blackboard Design】 Starter Unit 3 Welcome! Section A 2a-2e Key Sentences: — Good morning/afternoon! — Welcome to our school/class! — Nice to meet you! — Thank you! You’re welcome! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students can master polite greeting sentences and finish listening and reading tasks well. Role-play activities effectively improve students’ oral fluency. However, a few students have rigid dialogue expressions and lack flexible responses. In future teaching, more diverse situational exercises will be added to enhance students’ natural communicative ability. Section A Pronunciation 课题 Section A Pronunciation 课型 讲授听说课 课时 1 总课时 教材分析 This pronunciation lesson focuses on the standard pronunciation and intonation of welcome and greeting sentences. It teaches basic word stress and sentence rhythm, aiming to standardize students’ oral English and support polite and natural daily communicative expression 学情分析 Seventh-grade beginners can read basic greeting sentences but have unstable stress and unnatural intonation. Most students lack systematic phonetic training and tend to read sentences flatly without emotional rhythm in communication 核心素养 （教学） 目标 Language competence: Master standard pronunciation of core greeting words, grasp correct sentence stress and natural polite intonation. Thinking quality: Develop the ability to distinguish standard and non-standard pronunciation and summarize intonation rules. Cultural awareness: Understand gentle and polite tone habits in Western daily greetings. Learning ability: Form the habit of imitating standard pronunciation and practicing oral English independently and repeatedly 德育安全 Practice earnestly; maintain safe classroom order 教学重点难点 Key points: Master correct word stress and polite sentence intonation of greeting dialogues. Difficult points: Use natural rhythm and proper tone in real oral communication instead of rigid reading. 教法学法 Demonstration teaching, imitative practice, comparative analysis and interactive training 教学准备 Standard audio, PPT and phonetic cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The class begins with daily English greeting interaction. The teacher and students exchange familiar welcome and greeting sentences learned before. The teacher invites students to read key dialogues aloud and observes their pronunciation, stress and intonation performance. The teacher points out common problems, such as unclear word endings, wrong stress and flat sentence tone. Then the teacher explains that good pronunciation and natural intonation can make greetings more polite and friendly, and leads students to enter today’s pronunciation learning class, clarifying the learning focus and stimulating students’ desire to standardize their oral English. Step 2: Pronunciation Knowledge Presentation The teacher displays core greeting words and sentences on PPT, including welcome, nice, meet, “Welcome to our class!” and “Nice to meet you!”. The teacher demonstrates standard pronunciation word by word, emphasizing syllable division and correct stress position. The teacher explains mouth shape and tongue position skills for easy-to-mispronounce words. Then the teacher focuses on sentence intonation teaching, telling students that daily polite greeting sentences adopt gentle, steady and rising-friendly intonation. The teacher uses contrastive demonstration to show stiff and natural pronunciation effects, helping students form intuitive phonetic cognition. Step 3: Layered Imitation Practice Carry out progressive imitation training from words to sentences. First, play the standard audio of single words, and students listen and imitate repeatedly. The teacher corrects individual pronunciation errors in time. Then move to phrase and sentence imitation. Students follow the audio to practice sentence stress and overall rhythm. Various reading forms are adopted, including whole-class reading, row reading and individual reading. For students with weak phonetic foundation, the teacher provides one-on-one guidance to help them gradually standardize pronunciation and improve tone fluency. Step 4: Comparative Correction & Rule Summary The teacher summarizes typical pronunciation and intonation problems existing in students’ practice. The wrong and standard pronunciation are displayed side by side for students to compare and distinguish. Guide students to actively summarize simple intonation rules for daily greeting sentences. Then launch a phonetic judgment game. The teacher reads sentences with different stress and intonation randomly, and students judge and correct the improper pronunciation. This activity effectively improves students’ phonetic discrimination ability and consolidates their mastery of pronunciation rules. Step 5: Situational Pronunciation Application Combine pronunciation training with real communication scenarios. Organize pair situational practice. Students take turns to greet new friends and teachers, using standard pronunciation and polite natural intonation to complete dialogues. The teacher patrols the classroom to supervise and guide, focusing on checking students’ overall sentence rhythm and emotional tone. Select excellent students to demonstrate in front of the class and give positive comments, encouraging all students to abandon rigid reading and achieve natural oral expression. Step 6: Summary & Homework The teacher and students jointly review the key pronunciation points, word stress and polite sentence intonation rules of this lesson. Emphasize that standard pronunciation is the foundation of confident English communication. Assign layered homework. Basic homework: Follow the standard audio to imitate pronunciation for 10 minutes every day. Extended homework: Record your own greeting sentences and feel your intonation changes. End the class with positive encouragement. 【Blackboard Design】 Starter Unit 3 Welcome! (Pronunciation) Key Words & Stress welcome /ˈwelkəm/ nice /naɪs/ meet /miːt/ Sentence Intonation Polite greetings: gentle & natural tone Tip: Correct stress & smooth rhythm 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students grasp the standard pronunciation of core words and basic polite intonation through imitation and practice. Interactive comparison activities effectively improve students’ phonetic awareness. However, several students still have unstable sentence rhythm. Future teaching will increase continuous situational drills to make their oral pronunciation more natural and standardized. Section B 1a-1d 课题 Section B 1a-1d 课型 讲授听说课 课时 1 总课时 教材分析 This section expands school scene vocabulary and further consolidates polite greeting dialogues. It focuses on listening identification and situational oral practice, helping students apply welcome expressions in real campus communication scenarios flexibly. 学情分析 Seventh-grade students have mastered basic welcome and greeting sentences. They are active in classroom interaction but weak in listening key information capture and flexible dialogue use in diverse school scenarios. 核心素养 （教学） 目标 Language competence: Master school-themed words and complete 1a-1d listening tasks skillfully, and use polite greeting dialogues freely. Thinking quality: Improve the ability to classify scene information and extract key listening content. Cultural awareness: Experience polite interpersonal communication norms in campus life. Learning ability: Cultivate active listening skills and develop cooperative learning and practical oral expression habits 德育安全 Be polite to others; keep classroom activities orderly 教学重点难点 Key points: Grasp new school vocabulary and consolidate polite greeting and response sentences. Difficult points: Accurately understand listening materials and use dialogues naturally in real campus scenarios 教法学法 Situational teaching, audio listening training, pair practice and game interaction. 教学准备 Listening audio, PPT and scene cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with daily English greetings to review the polite greeting sentences learned in Section A. The teacher interacts with students randomly, using sentences like “Good morning!” and “Nice to meet you!” to guide students to respond politely. Students conduct quick pair dialogues to consolidate basic communicative patterns. Then the teacher shows pictures of school gates, classrooms and teachers’ offices on the screen. By asking simple guiding questions, the teacher leads students to talk about different school scenes, and naturally introduces the theme of this lesson: learning school-related words and greeting others in various campus situations, which fully arouses students’ learning interest. Step 2: Pre-listening Presentation The teacher presents core school-themed vocabulary in 1a on PPT, including common campus places and related nouns. The teacher demonstrates standard pronunciation and stress clearly, and leads students to read in diverse ways, including whole-class reading, group reading and individual reading. The teacher corrects pronunciation errors and improper intonation in a timely manner. After vocabulary learning, students finish the 1a matching task independently to connect words with corresponding scenes. The teacher checks answers uniformly and reviews the key greeting sentences to eliminate language barriers for subsequent listening tasks. Step 3: While-listening Practice This step focuses on completing 1b and 1c listening tasks. For the 1b task, the teacher clearly states the requirements: listen to the audio and match each short dialogue with the correct campus scene picture. The audio is played for the first time for students to grasp the general conversational context. The second playback allows students to finish matching independently. After listening, the teacher checks answers and analyzes key vocabulary and sentence clues. For the 1c task, the audio is played twice with appropriate pauses, enabling students to capture key information and complete the listening judgment and filling tasks. Finally, the audio is played again for students to follow and read, consolidating listening and language sense. Step 4: Post-listening Oral Training To transform listening input into effective oral output, targeted interactive practice is carried out. First, students work in pairs to imitate the listening dialogues, focusing on simulating polite tone and natural communication rhythm. The teacher walks around the classroom to guide students’ expression, correct non-standard sentence collocations and encourage shy students to speak bravely. Then the teacher organizes the 1d situational activity. Students take turns to play the roles of teachers and students in different campus scenes, using learned words and greeting sentences to complete real interactive dialogues. Several groups are selected to perform in public, and the teacher gives positive and targeted evaluations. Step 5: Consolidation & Expansion The teacher summarizes the new campus vocabulary and core greeting sentence patterns learned in this lesson. A situational game named “Greet on Campus” is carried out. The teacher shows different school scene pictures, and students take the initiative to complete matching English dialogues. This activity strengthens students’ flexible application ability of knowledge. Meanwhile, moral education is infiltrated to guide students to keep polite communication habits at school and respect teachers and classmates. Random oral spot checks are conducted to test students’ overall mastery of knowledge. Step 6: Summary & Homework The teacher and students jointly review the key knowledge of this lesson, emphasizing listening information capturing skills and the flexible application of polite dialogues in campus scenarios. Layered homework is assigned. Basic homework: Read and memorize new words and dialogues skillfully. Extended homework: Simulate campus greeting dialogues with family members after class. The teacher affirms students’ performance and ends the class with warm English greetings. 【Blackboard Design】 Starter Unit 3 Welcome! Section B 1a-1d Key School Words: school, classroom, office, teacher Key Sentences: Welcome to our school! Good morning/afternoon, teacher! Nice to see you! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master new campus vocabulary and finish listening tasks smoothly, and most of them can complete simple situational dialogues. Interactive activities greatly enliven the classroom atmosphere. However, a few students respond slowly in scene switching. Later, more diverse situational exercises will be added to improve their flexible application ability. Section B Project 课题 Section B Project 课型 讲授听说课 课时 1 总课时 教材分析 This project lesson is a comprehensive summary and expansion of Starter Unit 3. It integrates all greeting and welcome expressions and campus vocabulary. It guides students to use integrated language knowledge to complete practical campus communication tasks 学情分析 Seventh-grade students have mastered basic greeting sentences and campus words. They enjoy cooperative and creative tasks but lack systematic language integration and autonomous design ability in comprehensive English projects. 核心素养 （教学） 目标 Language competence: Integrate all unit vocabulary and sentences to complete campus welcome project tasks and make complete oral expressions. Thinking quality: Develop logical thinking and innovative ability in project design and scene arrangement. Cultural awareness: Deepen understanding of polite campus communication etiquette. Learning ability: Strengthen team cooperation ability and form the habit of applying English to solve real-life problems 德育安全 Cooperate politely; ensure safe group activities 教学重点难点 Key points: Integrate unit knowledge to design and complete campus welcome projects. Difficult points: Organize coherent and natural English expressions for comprehensive scene communication. 教法学法 Project-based learning, group cooperation, situational creation and evaluation 教学准备 PPT, color pens and blank poster papers 教学过程设计 复备栏 Step 1: Warming-up & Knowledge Revision The teacher begins the class with relaxed English greetings to activate the classroom atmosphere. A quick knowledge review is carried out to consolidate the core content of Unit 3. The teacher guides students to recite campus vocabulary and sorts out all polite greeting and welcome sentence patterns learned in Section A and Section B. Random individual checks and pair dialogues are arranged to ensure most students can use basic language proficiently. After revision, the teacher points out that today’s class will abandon single mechanical practice and apply all learned knowledge to finish a practical “Campus Welcome” project, stimulating students’ creative desire and clarifying the core learning task. Step 2: Project Task Explanation The teacher clearly announces the core project theme: Create a “Welcome to Our School” English poster and make a situational introduction. The teacher displays complete task requirements on PPT. Each group needs to sort out unit key words and sentences, design simple campus scene layouts on the poster, and write standard English welcome sentences. The teacher demonstrates excellent sample works, explains task allocation methods, and emphasizes that the project should combine language accuracy and scene creativity. Meanwhile, the teacher sorts out available sentence patterns for students’ reference, eliminating obstacles for group creation. Step 3: Group Cooperative Project Creation Divide students into several equal groups with balanced abilities. Each group divides work reasonably: some students are responsible for sorting out English sentences, some for drawing campus scenes, and others for organizing oral introduction drafts. Students discuss actively in groups, select suitable welcome and greeting sentences, and match them with corresponding campus scenes such as classrooms and school gates. The teacher walks around each group to offer targeted guidance, correct wrong sentence expressions, guide students to optimize poster design, and ensure every student participates in group creation and thinking. Step 4: Project Display & Mutual Evaluation After the creation time ends, each group takes turns to come to the platform for project display. Group representatives show their posters and deliver a complete short English introduction to welcome new teachers and students to the campus. After each display, peer evaluation is carried out. Students vote for the most standard language and the most creative works. The teacher gives comprehensive comments, affirms students’ teamwork and language application achievements, and patiently corrects individual grammatical errors and inappropriate expressions to help students optimize their works. Step 5: Knowledge Summary & Quality Improvement The teacher summarizes the overall performance of the project activity, sorts out the high-quality English sentences and creative design ideas appearing in students’ works. The teacher emphasizes the integration and flexible application of unit knowledge, and guides students to realize that English is a practical communication tool. Combined with the project theme, moral education is infiltrated to teach students to maintain polite communication habits and show good campus manners in daily study and life. Step 6: Class Summary & Layered Homework The teacher and students jointly review the whole project process, summarize the key knowledge integration methods and English expression skills. The teacher praises students’ positive participation and creative performance. Layered homework is assigned. Basic homework: Sort out and recite all key words and sentences of Unit 3. Extended homework: Improve the group poster independently and record a personal English campus welcome introduction. Finally, the teacher encourages students to keep exploring English practical application and ends the class. 【Blackboard Design】 Starter Unit 3 Welcome! Section B Project Project: Make a Welcome Poster Key Words: school, classroom, office, teacher Key Sentences: Welcome to our school! Nice to meet you! Have a nice day! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students actively participate in group project creation and basically complete poster design and English introduction tasks. The project effectively consolidates unit knowledge. However, some students have weak independent expression ability. In future classes, more personalized guidance will be provided to improve students’ comprehensive language application ability. Starter Unit3 Topic Writing 课题 Starter Unit3 Topic Writing 课型 讲授听说课 课时 1 总课时 教材分析 This writing lesson centers on farm introduction. It consolidates have/has usage, descriptive adjectives and cardinal numbers, guiding students to write short passages about farm animals with specified quantity, color and feature information. 学情分析 Fresh Grade7 learners master basic animal words but confuse have and has. They often misuse noun plurals and fail to arrange information of number and color logically in complete descriptive writing. 核心素养 （教学） 目标 Language competence: Master have/has rules, number words and descriptive adjectives to finish farm-introduction articles correctly. Thinking quality: Organize content from general introduction to detailed animal descriptions step by step. Cultural awareness: Love small animals and cherish natural resources. Learning ability: Accumulate useful expressions and improve imitative writing via group discussion and table information sorting 德育安全 Love animals; protect small creatures around us 教学重点难点 Key points: Master have/has and collocation of numbers plus animal nouns. Difficult points: Combine color, quantity and features to write coherent complete farm introduction passages 教法学法 Phrase accumulation, sample analysis, table sorting and guided imitative writing. 教学准备 PPT, animal pictures, worksheets and data tables 教学过程设计 复备栏 Step1 Warming-up and Lead-in (8 mins) The teacher greets students and shows various farm animal pictures to carry out oral review. Students name animals and try to use simple adjectives to talk about colors. The teacher asks questions with have/has to review grammar points. After warm-up activities, the teacher introduces the writing theme: introduce Mike’s farm according to given charts, and students get clear learning objectives of today’s writing class. Step2 Useful Sentence Accumulation (12 mins) The teacher divides target sentences into opening, body and closing groups and displays on PPT. The teacher reads each sentence, highlights the different usage of have and has for different subjects, and explains the matching ways of numbers, colors and animal nouns. Students read collectively, in groups and individually to memorize all fixed expressions. Two English proverbs about animals are shared to enrich language input. Short blank filling exercises help consolidate key phrases for subsequent writing practice. Step3 Sample Analysis and Writing Outline (15 mins) The teacher presents the model composition about Mike’s farm and the animal data table. Teachers and students analyze the passage together and conclude the three-part writing framework: start with general introduction of the farm, describe different animals with their colors and quantities in the middle, comment on the farm and raise questions at the end. The teacher writes the outline on the blackboard. Students discuss in pairs to sort out necessary writing information from tables and share their discussion results with classmates. Step4 Guided Imitative Writing (15 mins) Based on the writing task: compose a short article introducing Mike’s farm by using the given table data of animals, colors and numbers, students start draft writing following the sorted outline and accumulated sentences. The teacher walks around to give personal guidance, correcting frequent mistakes such as wrong have/has use and incorrect noun plural forms. After most drafts are finished, typical writings are displayed on screen; the teacher comments on excellent expressions and analyzes common errors for whole-class correction. Step5 Revision and Extended Practice (10 mins) Students revise their drafts based on teacher’s feedback and peer suggestions to adjust sentence order and fix grammar faults. The extended task requires students to make up their own farm information and write a new short passage. Outstanding works are read aloud in class. Meanwhile, moral education is blended into teaching to cultivate students’ awareness of caring for small animals and protecting nature. Step6 Summary and Layered Homework (10 mins) Teacher and students review core grammar of have/has, number words and three-section writing structure, emphasizing error-prone knowledge again. Two levels of homework are assigned. Basic homework is copying core sentences and reciting the sample text. Extended homework is writing a self-designed farm introduction passage. The teacher encourages students to apply learned knowledge in real expression. Blackboard Design Starter Unit3 Farm Introduction Writing 1.Key: have/has, numbers, color adjectives, animal plurals 2.Writing structure: Opening: Mike has a nice farm. Body: Animal + color + quantity End: Comment + Do you like it? 3.Sentence: They are black and white. 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master core phrases and basic writing structure and finish required farm description smoothly. A few students still mix have and has and make plural mistakes. In later classes, targeted grammar drills and short paragraph exercises will be added to improve their accuracy and logical writing ability. Unit 1 You and Me Section A 1a-1d 课题 Section A 1a-1d 课型 讲授听说课 课时 1 总课时 教材分析 This opening section focuses on basic personal introduction dialogues and core personal pronouns. It integrates picture matching, listening and oral tasks, laying a foundation for students’ simple self-introduction and peer interactive communication in English. 学情分析 Seventh-grade students are new to junior high English learning. They are active and curious but lack basic sentence reserves. They need systematic training for simple daily interactive dialogues with partners 核心素养 （教学） 目标 Language competence: Master basic personal pronouns and core introduction sentences, finish listening tasks accurately and make simple self-introductions. Thinking quality: Develop clear logical thinking for simple interpersonal communication and dialogue organization. Cultural awareness: Learn polite English greeting and introduction manners in daily communication. Learning ability: Build initial English learning confidence and form active oral practice habits in class. 德育安全 Be honest and polite; keep good classroom order. 教学重点难点 Key points: Master target pronouns and basic self-introduction sentence patterns. Difficult points: Understand listening information and use sentences flexibly in peer communication. 教法学法 Situational teaching, audio listening, pair practice and game interaction. 教学准备 Listening audio, PPT and word cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with warm and simple English greetings to ease students’ tension in junior high English class. The teacher greets students one by one with simple daily words to create a relaxed learning atmosphere. Then the teacher asks students simple guiding questions about themselves, such as their names and hobbies, in simple English and body language. Most students can respond with simple words or gestures. The teacher naturally points out that English is a tool for knowing each other, and today’s lesson will learn to introduce oneself and others, which successfully leads to the new lesson theme. Step 2: Pre-listening Knowledge Presentation The teacher displays core personal pronouns and basic introduction sentence patterns in 1a on PPT. The teacher demonstrates standard pronunciation and intonation word by word and sentence by sentence, emphasizing simple and natural oral tone for daily communication. Students follow the teacher to read repeatedly in whole-class, group and individual forms to consolidate basic pronunciation and memorization. The teacher corrects inaccurate pronunciation in a timely manner. After vocabulary and sentence learning, students complete the 1a picture matching task independently, connecting language knowledge with character scenes to eliminate subsequent listening barriers. Step 3: While-listening Task Training This step focuses on completing 1b and 1c listening tasks. Before playing the audio, the teacher clearly explains the listening requirements, requiring students to concentrate on identifying characters and matching correct introduction information. For the first audio playback, students listen to grasp the general dialogue content and understand the simple interactive logic of self-introduction. For the second playback, students complete independent matching and judgment tasks. After listening, the teacher checks answers with the whole class, analyzes key listening clues, and replays the audio again to help students deepen their sense of language and improve their ability to capture key dialogue information. Step 4: Post-listening Oral Practice To realize the transformation from language input to oral output, diversified interactive practice is carried out. First, students imitate the listening dialogues in pairs, focusing on simulating polite and natural communication tone. Then, the teacher organizes targeted pair dialogue practice. Students take turns to introduce themselves and their deskmates with target sentences, consolidating core sentence patterns. The teacher walks around the classroom to give targeted guidance, correct rigid expressions and wrong sentence collocations, and encourages shy students to open their mouths bravely to participate in English communication. Step 5: Situational Consolidation & Expansion The teacher summarizes the core vocabulary and sentence patterns learned in this lesson. Combined with the 1d classroom activity requirements, a “Know Your Partner” situational game is carried out. Students walk around the classroom to make new friends and complete simple English self-introduction and mutual understanding communication. The teacher infiltrates moral education, guiding students to communicate politely, treat classmates sincerely and build friendly interpersonal relationships. Random spot checks are conducted to test students’ flexible application ability of knowledge. Step 6: Summary & Homework The teacher and students jointly review the key knowledge of this lesson, sort out personal pronouns and self-introduction sentence patterns, and emphasize the application scenarios of daily interpersonal communication. Layered homework is assigned. Basic homework: Read and memorize core words and sentences proficiently. Extended homework: Introduce yourself to your family members in simple English. Finally, the teacher affirms students’ positive performance and encourages students to keep practicing oral English to build learning confidence. 【Blackboard Design】 Unit 1 You and Me Section A 1a-1d Key Words: I, you, he, she, my, your Key Sentences: I’m ... / You are ... This is ... Nice to meet you! Good morning/afternoon! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students actively participate in classroom listening and oral practice and can master basic introduction sentences well. Situational games effectively stimulate their learning interest. However, a few students are not fluent in oral expression. Future teaching will increase repeated imitation and situational drills to enhance their oral fluency. 学科网（北京）股份有限公司 $