Starter Unit 1 Hello! 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聚焦基础问候语（Hello/Hi）、姓名表达（What's your name? My name's...）及发音规则，课堂导入通过教师微笑互动、卡通图片展示等情境，从单词模仿过渡到句子练习再到对话应用，构建由易到难的学习支架。 资料特色为情境教学与任务驱动结合，如Section B Project制作名片并小组展示，提升语言能力（对话实践）和学习能力（合作探究），分层作业兼顾基础与拓展，德育渗透培养礼貌习惯，助力教师高效教学，激发学生学习兴趣。

Starter Unit Starter Unit 1 Hello! 课题 Section A (1a-1b) 课型 讲授听说课 课时 1 总课时 教材分析 As the opening lesson of Grade Seven English, this section focuses on basic oral greetings including “Hi” and “Hello”. It aims to help beginners master simple daily expressions. The simple and lively textbook content stimulates students’ initial interest in English and builds a solid foundation for subsequent English learning. 学情分析 Grade seven students have just entered junior high school with no systematic English learning experience. They are curious about new knowledge and willing to take part in simple classroom activities. However, they lack basic language sense and oral courage, requiring vivid and easy teaching guidance. 核心素养 （教学） 目标 Language Ability: Grasp the pronunciation and usage of “Hi” and “Hello”, and finish 1a matching and 1b listening tasks accurately. Learning Ability: Develop abilities of imitating pronunciation, listening identification and simple cooperative practice. Thinking Quality: Form preliminary awareness of English situational communication. Cultural Awareness: Understand polite English greeting culture, cultivate lasting English learning interest and good communication manners. 德育安全 Learn politely, greet warmly and abide by classroom disciplines. 教学重点难点 Key: Master the standard pronunciation and basic application of greeting words “Hi” and “Hello”. Difficult: Take the initiative to use target language for authentic situational greeting communication. 教法学法 Teaching: Situational and demonstration teaching. Learning: Imitative reading, listening practice and pair cooperation. 教学准备 Textbooks, audio files and teaching PPT. 教学过程设计 复备栏 Step 1. Warm-up and Lead-in At the beginning of the class, the teacher creates a relaxed learning atmosphere by smiling and waving to students. The teacher uses simple and slow English “Hello, everyone!” for interactive greeting, repeats several times and guides students to watch mouth shape changes. Without rigid requirements for students’ responses, the teacher encourages students to try waving and answering casually. This simple teacher-student interaction eliminates students’ strangeness to English classes, stimulates their curiosity about English learning, and naturally introduces the core theme of this lesson: learning basic English daily greetings to communicate with others politely and simply. Step 2. New Knowledge Presentation The teacher displays the core vocabulary “Hello” and “Hi” through vivid picture scenarios on PPT, matching with standard original audio. The teacher plays the audio repeatedly, demonstrates standard pronunciation and correct mouth shape in person, and distinguishes the casual and polite usage of the two words in daily communication. The teacher conducts whole-class imitative reading, collective reading and individual spot check in turn, patiently corrects students’ inaccurate pronunciation, and encourages introverted students to speak bravely. This step helps students firmly grasp basic vocabulary pronunciation and lay a solid foundation for subsequent listening and speaking practice. Step 3. In-class Practice First, students complete the 1a matching task independently. They match different character greeting scenes with corresponding greeting words according to textbook pictures. The teacher checks answers uniformly and summarizes the simple usage of the two words. Then, the teacher carries out 1b listening training. For the first listening, students get a general perception of the audio content; for the second listening, they finish the matching task carefully. After checking answers, the teacher plays the audio again for students to follow and read. Later, pair work is organized. Students greet their deskmates with “Hello” and “Hi”. The teacher patrols to guide and correct pronunciation, and selects groups to perform in front of the class to strengthen oral application ability. Step 4. Consolidation and Summary The teacher designs a simple random greeting game. The teacher greets different students, and students respond quickly with correct English expressions to consolidate knowledge. Then the teacher briefly summarizes the key knowledge of this lesson, stresses standard pronunciation and daily application scenarios of greeting words, and guides students to sort out learning gains independently. This step helps students internalize knowledge and form preliminary learning summary habits. Step 5. Homework and Closing The teacher assigns relaxed daily homework: take the initiative to greet classmates and family members with “Hello” and “Hi” in daily life and practice pronunciation repeatedly. At the end of the class, the teacher greets all students with standard English to end the class, realizing the integration of classroom learning and daily practical application. Blackboard Design Starter Unit 1 Hello! Section A 1a-1b Key WordsHello /həˈləʊ/Hi /haɪ/ Usage: Daily polite greetings Learning TipsListen carefully, imitate correctly, speak bravely 【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 This introductory lesson successfully stimulates most students’ interest in English learning. Students can basically master the pronunciation and simple usage of greeting words and finish classroom tasks smoothly. Nevertheless, a few students lack oral expression confidence. In future teaching, more interesting games and situational activities will be designed to encourage students to speak English actively and build their learning confidence. Section A 2a-2d 课题 Section A 2a-2d 课型 讲授听说课 课时 1 总课时 教材分析 This part focuses on basic greetings and name expressions. It combines listening, reading and dialogue practice. It is the foundation of daily oral English, linking simple words to short conversations and laying groundwork for subsequent learning. 学情分析 Seventh graders just enter junior high. They know a few simple English words. They are curious about English but shy to speak. They need lively activities to build confidence in oral expression. 核心素养 （教学） 目标 Language competence: Master greetings and name-related sentences, finish listening tasks and act out dialogues. Cultural awareness: Learn polite Western daily greetings. Thinking quality: Improve listening and logical expression ability. Learning ability: Develop the habit of active communication and cooperative learning in groups. 德育安全 Be polite to others; keep safe during group activities. 教学重点难点 Key points: Grasp greeting sentences and sentence patterns for asking and telling names. Difficult points: Use the sentences flexibly in real daily communication 教法学法 Situational teaching, group cooperation, listening practice and interactive dialogue 教学准备 Pictures, audio files and name cards.PPT 教学过程设计 复备栏 Step 1: Warming-up & Lead-in At the beginning of the class, the teacher greets the whole class naturally with "Hello, everyone! Good morning!" to create an English learning atmosphere. Guide students to respond actively. Then the teacher shows some cartoon character pictures on the screen, such as cartoon heroes and famous cartoon figures. Ask students to try to say "Hello!" to these characters together. Next, the teacher walks around the classroom and greets individual students one by one with simple sentences like "Hello! / Hi!", encouraging students to reply. This part activates students’ existing knowledge, arouse their learning interest and help them get ready for new knowledge. After that, briefly lead into today’s new lesson: today we will learn more ways to greet others and introduce ourselves. Step 2: Pre-listening (7 mins) First, present the key sentences of this lesson on the blackboard: "Hello! / Hi! What's your name? My name's... / I'm...". The teacher reads each sentence slowly and clearly, and leads students to read after repeatedly, correcting their pronunciation and intonation in time. Then explain the simple usage of the sentences in plain English. Let students read in rows and in pairs to get familiar with the sentence patterns. After basic reading practice, let students look at the pictures in 2a, observe the characters in the pictures and guess what they are talking about. Guide students to understand the general content of the listening material, and remove listening barriers for the next activity. Step 3: While-listening First, tell students the task of 2a: listen to the audio and match each conversation with the correct picture. Play the audio for the first time, and ask students to just listen and catch the main information. Play the audio for the second time, and students finish the matching task independently. After listening, check the answers together with the whole class, and invite several students to share their answers. Then deal with 2b. Tell students to listen again and fill in the missing names in the dialogues. Play the audio twice. During the second playback, pause properly to leave time for students to write down answers. After finishing, read the complete dialogues together to consolidate listening content. In the whole listening process, remind students to concentrate and grasp key information such as greetings and names. Step 4: Post-listening & Dialogue Practice (20 mins) First, let students read the dialogues in 2a and 2b freely in pairs. The teacher walks around to offer guidance and correct wrong pronunciation. Then move to 2c. Organize pair work: students use the learned sentence patterns to make up new short dialogues, greet their deskmates and introduce their own names. Invite several pairs to perform their dialogues in front of the class, and give positive praise and encouragement to all performers to boost their confidence. Next, learn the dialogue in 2d. Play the audio of 2d first for students to listen and feel the tone of daily communication. Then the teacher leads students to read the dialogue paragraph by paragraph, explain the difficult expressions briefly. Divide students into groups of four to practice the 2d dialogue in roles. After group practice, select groups to act out the dialogue in front of the class. Step 5: Consolidation & Extension Carry out a small interactive game: "Find your new friend". Let students stand up, walk around in the classroom, use "Hello! What's your name?" to greet and communicate with different classmates, and try to remember their partners’ names. This activity helps students apply knowledge to real situations. Then make a brief summary of the key sentences and sentence patterns learned in this class. Ask students to sort out the knowledge points by themselves. Then do simple oral checks: the teacher asks random students questions to test their mastery of the sentences. Step 6: Summary & Homework First, make a full summary together with students: review the main greeting sentences and name-introducing patterns, and emphasize that we should use polite greetings in daily life. Then assign layered homework. Basic homework: Read all dialogues in 2a-2d three times and recite the key sentences. Extended homework: Greet family members or friends with the learned English sentences after class, and try to introduce yourself in English. Finally, end the class with English greetings. Blackboard Design Starter Unit 1 Hello! (2a-2d) GreetingsHello! / Hi! Ask & answer names— What's your name?— My name's... / I'm... 【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 basic sentences and finish listening tasks well. Group activities activate classroom atmosphere, but a few shy students dare not speak. Next time, I will pay more attention to quiet students and encourage them more. I will also design more vivid situational activities to help students use English more flexibly in real communication. 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 section focuses on the basic vowel and consonant sounds in simple greeting words. It teaches standard pronunciation and correct intonation for daily sentences. It is the fundamental phonetic basis for students’ standard oral English and lays a foundation for subsequent word and sentence pronunciation learning. 学情分析 Seventh-grade beginners have no systematic phonetic knowledge. They can read simple words but have inaccurate pronunciation and wrong intonation. They are willing to learn new knowledge but lack standard oral practicing methods and phonetic awareness. 核心素养 （教学） 目标 Language competence: Master the standard pronunciation of core words and greeting sentences, correct wrong pronunciation, and read sentences with proper intonation. Thinking quality: Develop the ability to distinguish similar pronunciations and summarize pronunciation rules. Cultural awareness: Understand polite English speaking tones. Learning ability: Form good pronunciation habits and take the initiative to practice oral English independently. 德育安全 Speak politely; behave well in class practice activities. 教学重点难点 Key points: Grasp the correct pronunciation of core words and basic sentence intonation. Difficult points: Distinguish similar sounds and use proper intonation in real oral communication. 教法学法 Demonstration teaching, imitation practice, comparative learning and group interactive training. 教学准备 Pronunciation audio, PPT and phonetic flashcards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in At the beginning of the class, the teacher greets students with familiar sentences “Hello!” and “Hi!” to review the knowledge learned before. Invite students to greet the teacher and their deskmates one by one. During students’ speaking process, the teacher carefully listens to their pronunciation and intonation, and simply records common pronunciation mistakes. Then the teacher points out that standard pronunciation is the key to fluent English speaking, and naturally leads to today’s pronunciation learning theme. This step activates students’ existing knowledge, creates a relaxed English learning atmosphere, and makes students realize the importance of standard pronunciation, laying a good foundation for new knowledge learning. Step 2: Presentation & Pronunciation Teaching First, the teacher displays core pronunciation words and sentences of this lesson on the PPT, including “hi”, “hello”, “name” and basic greeting sentences. The teacher demonstrates the standard pronunciation of each word slowly and accurately, focusing on explaining the mouth shape, tongue position and stress of key sounds. The teacher emphasizes the differences between easy-to-mispronounce sounds, and demonstrates repeatedly. Then lead students to imitate and read step by step, from single words to simple phrases. The teacher corrects students’ non-standard mouth shapes and wrong pronunciation in a timely manner. After word practice, the teacher teaches the basic intonation of greeting sentences, telling students to use flat and gentle intonation in daily polite greetings, and demonstrates the correct and incorrect intonation for students to compare and distinguish. Step 3: Imitation & Intensive Practice Play the standard pronunciation audio repeatedly, and ask students to listen carefully, follow the audio to imitate word and sentence pronunciation, and pay attention to matching the tone and speed of the audio. Carry out diverse reading practices: individual reading, row reading and whole-class reading. For students with weak pronunciation, the teacher gives one-on-one guidance patiently. Then organize pair practice. Students take turns to read words and greeting sentences to each other, listen to their partner’s pronunciation, and help correct mistakes. The teacher walks around the classroom to supervise and guide all groups, ensuring every student can get effective pronunciation practice and gradually form standard pronunciation habits. Step 4: Pronunciation Comparison & Correction Summarize the common pronunciation mistakes of students in the early practice, and list the wrong and standard pronunciation on the screen for comparative demonstration. Guide students to take the initiative to find the differences and summarize simple pronunciation rules. Carry out a pronunciation judgment game: the teacher reads words and sentences with correct or wrong pronunciation randomly, and students judge true or false and correct the mistakes immediately. This interactive activity enhances students’ phonetic discrimination ability. Then invite individual students to perform reading in front of the class, and give targeted evaluation and affirmation to encourage students to speak English confidently with standard pronunciation. Step 5: Consolidation & Situational Application Organize situational dialogue practice. Students use the learned words and greeting sentences to carry out real communication with standard pronunciation and proper intonation. They greet new classmates and practice self-introduction dialogues in pairs, focusing on standardizing oral pronunciation and tone. After group practice, select excellent pairs to show their dialogues in class. The teacher makes comprehensive comments, praises students’ progress, and points out the remaining problems needing improvement. This step helps students integrate pronunciation knowledge into practical communication and realize the practical value of phonetic learning. Step 6: Summary & Homework The teacher and students summarize the key pronunciation points and intonation rules learned in this class together, and emphasize the key and difficult pronunciation points. Then assign layered homework. Basic homework: Listen to the standard audio and imitate reading for 10 minutes, and record their own reading voices. Extended homework: Greet family members with standard English pronunciation after class. Finally, end the class with standard English greetings to consolidate the classroom learning effect. Blackboard Design Starter Unit 1 Hello! (Pronunciation) 1. Key Words Pronunciation hi /haɪ/ hello /həˈləʊ/ name /neɪm/ 2. Sentence Intonation Hello! Hi! (gentle & flat tone) 3. Tips: Correct mouth shape & natural tone 教 学 反 思 Most students can master the standard pronunciation of core words and basic sentence intonation through imitation and practice. The interactive activities effectively mobilize students’ learning enthusiasm. However, a few students still have unstable pronunciation and rigid intonation. In future teaching, more targeted individual training will be added to help all students form standard and natural oral pronunciation habits. 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 part focuses on basic greetings and name expressions. It combines listening and matching tasks. It consolidates simple daily dialogues and lays a foundation for further oral English practice in junior high school. 学情分析 New seventh graders have little English foundation. They are curious about English and active in class. They can learn simple words and short sentences easily but lack listening and speaking skills 核心素养 （教学） 目标 Language competence: Master greetings and name-related sentences, finish listening tasks correctly. Cultural awareness: Learn polite English greeting customs. Thinking quality: Improve observation and listening thinking ability. Learning ability: Develop the habit of active speaking and cooperative learning in English class. 德育安全 Be polite to others; keep safe during group activities 教学重点难点 Key points: Grasp greeting sentences and finish listening exercises. Difficult points: Use target sentences flexibly in real communication and understand listening details. 教法学法 Situational teaching, task-based teaching; group cooperation and autonomous learning 教学准备 PPT, pictures, audio tape and name cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in Greet the whole class with simple English such as "Hello!", "Good morning!" to create an English learning atmosphere. Invite students to greet their deskmates with the sentences they learned before. Then show some pictures of different students and teachers on the screen, and ask students to guess what people usually say when they meet each other. Lead in the new topic naturally. Review the basic greeting expressions briefly to activate students’ prior knowledge, and arouse their interest in new lessons. Encourage shy students to try simple oral expressions to build their confidence at the very beginning. Step 2: Presentation & 1a Practice Present the new words and sentences in 1a one by one. Read each phrase and sentence aloud for students to follow, and correct their pronunciation gently. Explain the meaning and usage of each greeting sentence in simple English and body language. Let students look at the four pictures in 1a carefully, match the sentences with the corresponding pictures independently. After most students finish the task, check the answers together. Then organize pair work: students read the matched dialogues with their partners repeatedly. Walk around the classroom to supervise and offer guidance, remind students to pay attention to pronunciation and intonation. Select several pairs to perform the dialogues in front of the class and give positive comments to encourage them. Step 3: Listening Practice (1b & 1c) (20 mins) First, tell students the listening task clearly for 1b. Play the audio for the first time, and ask students to just listen and get a general idea. Play the audio a second time, and let students circle the names they hear. Play the audio the third time to check the answers together. Next move to 1c. Ask students to read the names and sentences in advance to get familiar with the content. Play the audio twice. For the first time, students listen carefully; for the second time, they match the conversations with the correct pictures. After finishing, check answers as a class. Explain the key information and difficult points in the listening material. Guide students to summarize listening skills, such as catching key words like names and greetings. Step 4: Consolidation & 1d Activity Guide students to make short dialogues using all the learned greeting sentences and name expressions. Divide the class into small groups of four. Each student makes a self-introduction and greets group members, following the example in 1d. Give students enough time to prepare. Then invite several groups to act out their dialogues in class. Praise students for their good performance and point out minor mistakes properly. Then do a quick random check: call out different students and have them respond with target sentences instantly, to strengthen their memory of the knowledge. Step 5: Summary & Homework (5 mins) Make a brief summary of the key greeting sentences and listening skills learned in this period together with students. Emphasize that English is a tool for communication and encourage students to use simple English in daily life. Assign proper homework: First, read all the dialogues and listening content three times after class. Second, greet family members or friends with the learned English sentences. Third, preview the next part briefly. End the class with simple English greetings. Blackboard Design Starter Unit 1 Hello! Section B Greetings 1. Hello! / Hi! 2. Good morning! 3. What's your name?My name is... Key Task 1a: Match sentences with pictures1b & 1c: Listen and circle / match1d: Make dialogues 【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 mastered basic greetings and finished listening tasks well. Class atmosphere was active. But a few students had poor pronunciation and could not respond flexibly. Next time, add more individual oral practice. Design simpler exercises for slow learners and increase real-scene communication activities to improve students’ practical English using 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 is an integrated practical activity. It reviews basic greetings and self-introductions. It guides students to finish name cards and group shows, combining knowledge with real communication to consolidate what they have learned 学情分析 Seventh graders have mastered simple greetings and name expressions. They love hands-on activities but are weak in expression organization. Some students are too shy to speak English in public 核心素养 （教学） 目标 Language competence: Skillfully use greeting and self-introduction sentences to complete oral shows. Cultural awareness: Understand polite communication manners in English-speaking countries. Thinking quality: Cultivate logical thinking when designing name cards. Learning ability: Enhance teamwork and practical learning ability through group projects 德育安全 Respect each other; behave well in group activities 教学重点难点 Key points: Make name cards and act out self-introduction dialogues. Difficult points: Organize language properly and speak confidently in front of the whole class 教法学法 Task-based method, situational method; group cooperation and practical learning 教学准备 Pictures, paper, markers and courseware 教学过程设计 复备栏 Step 1: Warming-up and Lead-in Start the class with warm English greetings. Guide students to review the greeting sentences and self-introduction patterns learned before. Organize a quick oral practice: students greet their partners and tell their English names one by one. Invite several students to give simple self-introductions voluntarily. Give timely praise to activate the class atmosphere. Then show some beautiful name card samples on the screen. Ask students what information a name card usually has, and naturally lead to today’s project activity — making name cards and group shows. This part helps students review old knowledge and arouse their curiosity about the new project. Step 2: Project Explanation and Demonstration First, introduce the requirements of this project clearly. Tell students that they will make personal English name cards and then do group self-introduction performances. Show the standard layout of a name card, including English name, hobby and simple greetings. Write down the useful sentence patterns on the blackboard again for reference. Read the sentences together with the whole class to strengthen memory. Then the teacher makes a sample name card in front of students and gives a vivid self-introduction as a demonstration. Explain the production rules and performance norms simply. Remind students to keep their desks tidy while making cards and take good care of stationery. After that, divide students into fixed groups of four and clarify each person’s task in the group. Step 3: Group Work — Make Name Cards (22 mins) Hand out blank paper and let students start to make their own English name cards. Walk around the classroom to offer guidance. For students who have trouble with words or sentence writing, give patient help and correct spelling mistakes in time. Encourage students to design their name cards creatively with simple patterns and colors. During the process, keep soft communication in groups and avoid loud noise. When most students finish making cards, ask group members to show their cards to each other and practice self-introduction dialogues within the group. Everyone takes turns to speak, and group members can give suggestions on pronunciation and expression. Teachers observe each group’s progress, encourage shy students to open their mouths bravely, and ensure every student takes part in the practice. Step 4: Group Presentation and Evaluation (20 mins) Invite groups to come to the platform one by one to give performances. Each member holds their name card and finishes self-introduction and greetings in turn. After each group’s show, organize the whole class to give warm applause. The teacher makes targeted comments, affirming their advantages such as neat card design and fluent pronunciation, and gently pointing out small problems in expression or intonation. Select excellent groups and individual works to display on the platform, setting good examples for the whole class. This link provides students with a public speaking platform and builds their confidence in using English. After all groups finish the show, make a brief overall comment on students’ performance. Step 5: Summary and Homework (5 mins) Together with students, summarize the key sentence patterns and main points of this project activity. Emphasize that English is for daily communication, and encourage students to use simple English to introduce themselves to new friends. Assign homework: First, polish your name card after class. Second, show your name card and introduce yourself to your family members. Third, review all the expressions in this unit. Finally, end the class with friendly English greetings. 【Blackboard Design】 Starter Unit 1 Hello! Section B Project Useful Sentences 1. Hello! / Hi! 2. What’s your name? 3. My name is... Project Tasks 1. Make English name cards 2. Group self-introduction shows 【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 Students took an active part in card making and group shows. Most could use target sentences correctly. A few students spoke too softly and lacked confidence. Next class, arrange more individual speaking chances. Design simpler guidance for weak students to help them express themselves more naturally and bravely in English. Starter Unit1 Topic Writing 课题 Starter Unit1 Topic Writing 课型 讲授听说课 课时 1 总课时 教材分析 This writing class focuses on greeting dialogues for meeting new friends. It consolidates the usage of verb “be”, daily greeting expressions and name-asking sentences, guiding students to compose complete short conversations based on given key words and scene prompts 学情分析 New junior high learners have just started English learning. They can recite single greeting words but cannot arrange logical dialogues properly and often make mistakes in using the correct forms of the linking verb “be” 核心素养 （教学） 目标 Language competence: Master daily greeting sentences and correct “be” verb usage to write complete short face-to-face conversations. Thinking quality: Arrange dialogue content in the order of greeting, self-introduction and ending naturally. Cultural awareness: Learn polite western greeting customs and develop good manners. Learning ability: Accumulate fixed expressions and improve imitative dialogue writing via pair discussion and practice 德育安全 Be polite; greet others warmly in daily life 教学重点难点 Key points: Master basic greeting phrases and proper use of verb be. Difficult points: Organize natural and coherent short dialogues following specific situational requirements 教法学法 Sentence accumulation, sample analysis, pair discussion and imitative dialogue writing 教学准备 PPT, writing worksheets and sample dialogue scripts 教学过程设计 复备栏 Step1 Warming-up & Lead-in (8 mins) The teacher greets students with Good morning/afternoon face to face to create a relaxed English environment. Teachers organize whole-class oral drills of daily greetings and random name questioning to review basic sentences. After interactive practice, the teacher tells students people always greet and chat when meeting acquaintances on the way to school, then introduces today’s task: learning to write short greeting dialogues. Students clarify learning goals and get ready for new writing content. Step2 Useful Sentence Accumulation (12 mins) The teacher divides target sentences into opening, body and closing parts as arranged in materials and shows them on PPT. The teacher reads each sentence clearly, stresses the flexible use of am/is/are and explains practical usage in real scenes. Students read in chorus, group by group and individually to memorize all fixed expressions. Two English proverbs about friendship are supplemented to enrich language storage. Brief blank-filling exercises are assigned right after memorization to consolidate phrases for later dialogue creation. Step3 Sample Dialogue Analysis & Outline (15 mins) The teacher presents the sample dialogue between Helen and Peter on the screen. Teachers and learners analyze the text together and sort out the fixed writing order: greet each other → ask about personal condition → small talk → remind class time and say goodbye. The teacher writes the clear writing outline on the blackboard and emphasizes using all appointed key words including hello, how, fine, time, go and goodbye in writing. Students discuss in pairs to summarize essential elements of a complete casual dialogue and share discussion outcomes in turn. Step4 Guided Imitative Writing (15 mins) Following the given task: write a dialogue when Helen meets Peter on the way to school with required words, students start draft writing according to the sorted outline and accumulated phrases. While students write, the teacher moves around the classroom to offer instant guidance for beginners, correcting frequent be-verb errors and disordered sentence arrangement. After most students finish drafts, typical works are displayed publicly; the teacher praises well-organized passages and explains common mistakes for whole-class correction and reference. Step5 Draft Revision & Extended Practice (10 mins) Students revise their own drafts with peer advice and teacher’s comments to optimize sentence order and wording. The expanded task requires learners to make a new dialogue with their own names and different daily scenes. Excellent revised dialogues are performed by pairs in front of the class. Meanwhile, moral education is infiltrated to encourage students to develop polite habits and greet teachers and classmates politely in real campus life. Step6 Summary & Layered Homework (10 mins) Teacher and students review core greeting phrases, be verb rules and dialogue structure together, highlighting error-prone grammar points again. Two-level homework is set. Basic homework: Copy key sentences and recite the sample dialogue. Extended homework: Create a brand-new short dialogue when meeting new classmates at school gate. The teacher encourages students to apply learnt sentences into daily real communication. Blackboard Design Starter Unit 1 Dialogue Writing 1. Core: be verb (am/is/are), daily greetings 2. Dialogue order: Greet → Chat → End & goodbye 3. Key phrases: How are you? I’m fine. It’s time to go. . 【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 basic greeting expressions and finish situational dialogue writing successfully. A small number of students still misuse different forms of verb be and mix dialogue logic. Future lessons will add short oral and written drills to strengthen their accurate use of grammar and coherent dialogue arranging ability 学科网（北京）股份有限公司 $