Starter Unit教学设计2026-2027学年外研版英语七年级上册

该初中英语教学设计围绕“Welcome to Junior High!”主题，涵盖学校用品、学科、颜色等词汇及问候语、there be句型等语法。通过图片猜谜、实物展示等导入活动，构建从词汇识别到对话实践再到写作输出的学习支架，衔接各课时知识。 资料以核心素养为导向，语言能力方面通过“Show-and-Tell”活动让学生用课本词汇描述物品，思维品质上设计“学科调查”培养信息提取与整合能力，学习能力则体现在分层作业满足不同需求。助力教师高效教学，学生夯实基础并提升综合语言运用能力。

授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 1st Period: Getting Ready 教学目标 1. Language Ability 1. Recognize and pronounce 8 school supply words accurately: paper, schoolbag, eraser, pen, pencil, pencil case, ruler, textbook. 2. Master 3 basic greeting expressions: Good morning!, Nice to meet you!, How are you? 3. Complete textbook-based activities (matching, gap-filling, dialogue practice) using target vocabulary and greetings. 2. Cultural Awareness 2. Understand that recognizing school supplies and using polite greetings are basic skills for junior high school life across cultures. 3. Thinking Quality 3. Develop logical matching skills (school supplies to objects) and situational communication skills (using greetings appropriately). 4. Learning Ability 4. Learn independently through textbook pictures and audio; collaborate with peers in pair work. 教学重点 · Mastery of 8 school supply words and 3 basic greetings. · Completion of textbook activities: 1a (matching), 1b (gap-filling), 1c (dialogue practice). 教学难点 · Correct pronunciation of multi-syllable words (e.g., textbook, pencil case). · Using greetings naturally in simple conversations. 教学过程 1. Lead-in (5 minutes) Activity: Greeting Warm-up · The teacher enters the classroom and greets students with: “Good morning, everyone! Nice to meet you!” · Invite 2-3 students to reply, then teach the greeting expressions step by step (repeat after the teacher). · Show a textbook picture of students greeting each other (Starter Page 2) and ask: “What are they doing? Can you say the greetings with them?” Design Intent: Activate students’ interest in the lesson, introduce basic greetings, and link to the textbook’s situational context. 2. Pre-task: School Supplies Vocabulary Learning (10 minutes) Activity 1: Textbook 1a – Match Words to Pictures · Guide students to open the textbook to Starter Page 3 (1a). Show the 8 school supply words on the PPT: paper, schoolbag, eraser, pen, pencil, pencil case, ruler, textbook. · Play the textbook audio for the words; students listen and repeat (emphasize pronunciation of difficult words: *textbook /ˈtekstbʊk/, pencil case /ˈpensl keɪs/). · Ask students to match each word to the corresponding object in the textbook picture. Walk around to help with confusion (e.g., distinguishing pen and pencil). · Check answers as a class: Invite a student to point to a picture in the textbook and read the matched word. Design Intent: Connect vocabulary to visual cues (textbook pictures) to help students understand word meanings; ensure mastery of core school supply words required by the textbook. Activity 2: “School Supply Show-and-Tell” · Ask students to take out 1-2 school supplies from their own bags (e.g., a ruler, a pencil case). · In pairs, students show their supplies and say: “This is a/an [school supply].” (e.g., “This is a ruler.”) · Invite 3-4 pairs to share with the class, using the textbook vocabulary. Design Intent: Link textbook vocabulary to students’ real-life objects, promoting active application and boosting confidence in speaking. 3. While-task: Textbook Listening & Gap-Filling (12 minutes) Activity 1: Textbook 1b – Read, Complete & Listen to Check · Guide students to turn to Starter Page 3 (1b). Show the incomplete dialogue on the PPT (consistent with the textbook): Mum: Tomorrow is your first day of junior high school. Are you ready? Li Ming: Yes, Mum! Mum: Where is your 1 ______? Li Ming: Here it is. I put an eraser and a 2 ______ in it. Mum: And your 3 ______? Put them in your schoolbag. Li Ming: OK. · The teacher pre-teaches the key words in the dialogue: textbooks, pencil case, pens, ruler (review from 1a). · Students complete the blanks individually using the textbook word bank. · Play the textbook audio twice; students listen to check their answers. Confirm the correct answers as a class (1. pencil case; 2. ruler; 3. textbooks; 4. pens). Design Intent: Train students’ listening comprehension and gap-filling skills, using the textbook’s real dialogue to reinforce school supply vocabulary. Activity 2: Textbook 1c – Listen & Complete with Articles/Numbers · Guide students to open Starter Page 4 (1c). Explain the task: “Listen to Li Meng and her mum talking about school supplies. Complete the conversation with ‘a/an’ or numbers (one, two, three...)” · Play the textbook audio twice. Students fill in the blanks (e.g., “I have 1 ______ pens. I also have 3 ______ pencils and 2 ______ eraser...”). · Check answers in pairs, then confirm with the class (refer to the textbook’s standard answers: 1. two; 2. one; 3. three; 4. one). Design Intent: Integrate articles and numbers with school supply vocabulary, practicing listening for specific details as required by the textbook. 4. Post-task: Greeting & School Supply Dialogue (8 minutes) Activity: Pair Work – “Greet and Talk About School Supplies” · Provide a dialogue template based on the textbook’s greeting and vocabulary content: A: Good morning! B: Good morning! Nice to meet you! A: Nice to meet you too! What school supplies do you have? B: I have a schoolbag, a pencil case, and three pencils. What about you? A: I have an eraser, a ruler, and two pens. · Students practice the dialogue in pairs, replacing the school supplies with their own (using textbook vocabulary). · Invite 2-3 pairs to perform their dialogues in front of the class. Design Intent: Combine greetings and school supply vocabulary into situational conversations, achieving the textbook’s goal of integrating “recognition” and “communication.” 5. Summary & Homework (5 minutes) Summary · Review the 8 school supply words and 3 greetings with the class (students read aloud together). · Highlight key textbook tasks completed: 1a (matching), 1b-1c (listening), and dialogue practice. Homework 1. Basic: Copy the 8 school supply words 3 times; read the textbook 1b dialogue aloud 5 times. 2. Improving: Draw 3 school supplies and label them with English words (e.g., draw a pencil case and write “pencil case”). 3. Advanced: Practice the greeting dialogue with a family member, talking about their “school supplies” (e.g., a notebook, a pen). Design Intent: Reinforce textbook content through layered homework, ensuring students consolidate vocabulary and dialogue skills. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 2nd Period: My New Subjects 教学目标 1. Language Ability 1. Accurately recognize and pronounce 12 subject words: geography, biology, PE, ethics and the rule of law, English, maths, Chinese, art, music, history, etc. 2. Master the simple present tense to talk about subjects: “I have...”, “I like... best”. 3. Complete textbook activities (matching, reading comprehension, pair dialogue) using target vocabulary and grammar. 2. Cultural Awareness 2. Understand the variety of junior high school subjects and their cultural/educational value (e.g., ethics and the rule of law for social responsibility). 3. Thinking Quality 3. Develop logical matching skills (subjects to textbooks) and reading comprehension skills (extracting favorite subjects). 4. Learning Ability 4. Learn independently through textbook visuals and audio; collaborate in pair work to practice subject-related conversations. 教学重点 · Mastery of 12 subject words and simple present tense structures. · Completion of textbook activities: 5 (matching), 6 (reading & answering), 7 (pair dialogue). 教学难点 · Correct pronunciation of complex subject names (e.g., ethics and the rule of law, geography). · Using the simple present tense naturally in subject-related conversations. 教学过程 1. Lead-in (5 minutes) Activity: Subject Guessing Game · Show textbook pictures of school subjects (e.g., a globe for geography, a paint palette for art). · Ask: “What subject is this? Guess and say the word!” Invite students to guess and repeat after you. · Link to the textbook: “Today, we’ll learn about junior high school subjects—just like in your real textbooks!” Design Intent: Activate prior knowledge, introduce subject vocabulary, and connect to the textbook’s visual context. 2. Pre-task: Subject Vocabulary Learning (10 minutes) Activity 1: Textbook 5 – Match Subjects to Textbooks · Open the textbook to the “Match the subjects with the textbooks” page. · Display 12 subject words: geography, biology, PE, ethics and the rule of law, English, maths, Chinese, art, music, history, etc. · Play the textbook audio for subject words; students listen and repeat (emphasize tricky words: ethics /ˈeθɪks/, geography /dʒiˈɒɡrəfi/). · Students match each subject to its textbook in the picture. Walk around to help (e.g., “Where’s the Chinese textbook? Look for the characters!”). · Check answers as a class: Invite students to point to a textbook and read the matched subject. Design Intent: Connect vocabulary to textbook visuals, ensuring students understand subject names and their “textbook forms.” Activity 2: “Subject Flashcards” · Give students flashcards with subject words. · In pairs, one student shows a card, the other says: “This is [subject]. It’s about...” (e.g., “This is geography. It’s about maps and countries!”). · Share 2-3 examples with the class to model. Design Intent: Link subject words to their meanings, promoting active vocabulary use. 3. While-task: Textbook Reading & Comprehension (12 minutes) Activity 1: Textbook 6 – Read & Answer About Favorite Subjects · Open the textbook to the “Read and answer” dialogue: Mum: What subjects do you have now? Li Ming: Look here. We have Chinese, maths, English, ethics and the rule of law, art, music and PE. Li Meng: We also have many new subjects, like history, geography and biology. Mum: What subjects do you like best? Li Ming: I like Chinese, English and art best. Li Meng: I like maths, music and PE best. · Pre-teach key phrases: “look here,” “many new subjects,” “like... best”. · Students read the dialogue silently, then answer: “What subjects do Li Ming and Li Meng like best?” · Check answers in pairs, then confirm with the class (Li Ming: Chinese, English, art; Li Meng: maths, music, PE). Design Intent: Train reading comprehension, extract favorite subjects, and reinforce the simple present tense (“like... best”). Activity 2: Textbook 7 – Pair Dialogue Practice · Open the textbook to the “Work in pairs” section: A: What subjects do you have now? B: I have... A: What subjects do you like best? B: I like... best. · Model the dialogue with a student (use your own subjects: “I have English, maths, and art. I like art best!”). · Students practice in pairs, replacing with their real subjects. · Invite 2-3 pairs to perform for the class. Design Intent: Integrate subject vocabulary and the simple present tense into real conversations, as required by the textbook. 4. Post-task: Subject Survey & Sharing (8 minutes) Activity: “Class Subject Survey” · Create a survey table: Name Subjects You Have Favorite Subjects [You] · Students interview 2 classmates: “What subjects do you have? What do you like best?” · Share results with the class: “Xiaoming has Chinese, maths, and PE. He likes PE best!” Design Intent: Extend textbook dialogue to real interactions, reinforcing vocabulary and grammar in a meaningful context. 5. Summary & Homework (5 minutes) Summary · Review 12 subject words and simple present tense structures (“I have...”, “I like... best”). · Highlight completed textbook tasks: 5 (matching), 6 (reading), 7 (dialogue). Homework 1. Basic: Copy 12 subject words 2 times; read the textbook 6 dialogue aloud 3 times. 2. Improving: Draw a “subject timetable” (e.g., “Monday: Chinese, maths, English”) and label it in English. 3. Advanced: Write a short paragraph: “My Favorite Subjects” (use the simple present tense, include 3-4 subjects). Design Intent: Reinforce textbook content through layered homework, ensuring vocabulary and grammar mastery. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 3rd Period: Getting Ready (Colour) 教学目标 1. Language Ability 1. Accurately recognize and pronounce 10 colour words: grey, green, brown, orange, pink, yellow, black, white, blue, red. 2. Master the simple future tense to talk about clothing: “I’m going to wear...”. 3. Complete textbook activities (matching, listening, pair dialogue) using target vocabulary and grammar. 2. Cultural Awareness 2. Understand that colours are basic elements of daily communication and clothing description across cultures. 3. Thinking Quality 3. Develop logical matching skills (clothing items to pictures) and listening comprehension skills (extracting clothing details). 4. Learning Ability 4. Learn independently through textbook visuals and audio; collaborate in pair work to practice colour and clothing-related conversations. 教学重点 · Mastery of 10 colour words and simple future tense structures. Completion of textbook activities: 8 (point and say), 9 (matching), 10 (listening), 11 (pair dialogue). 教学难点 · Correct pronunciation of multi-syllable colour words (e.g., orange /ˈɒrɪndʒ/, brown /braʊn/). · Using the simple future tense naturally in clothing-related conversations. 教学过程 1. Lead-in (5 minutes) Activity: Colour Flashcards · Show textbook pictures of paint jars (Activity 8) and ask: “What colour is it? Can you say it?” · Teach 10 colour words step by step (repeat after the teacher), emphasizing pronunciation. · Link to the textbook: “Today, we’ll use these colours to talk about school uniforms—just like in your textbooks!” Design Intent: Activate prior knowledge of colours, introduce target vocabulary, and connect to the textbook’s visual context. 2. Pre-task: Colour Vocabulary Learning (10 minutes) Activity 1: Textbook 8 – Point and Say · Open the textbook to the “Point and say” page (paint jars). · Students take turns pointing to a jar and saying: “What colour is it? It’s [colour].” (e.g., “What colour is it? It’s grey.”) · Play the textbook audio for colour words; students listen and repeat (focus on tricky words: pink /pɪŋk/, yellow /ˈjeləʊ/). Design Intent: Connect colour vocabulary to textbook visuals, ensuring students master pronunciation and basic usage. Activity 2: “Colour Hunt” · Ask students to find 3 objects in the classroom with target colours (e.g., a grey pencil, a red book). · In pairs, students share: “I see a [colour] [object]. What about you?” Design Intent: Link colour words to real-life objects, promoting active vocabulary application. 3. While-task: Textbook Matching & Listening (12 minutes) Activity 1: Textbook 9 – Match Clothing to Pictures · Open the textbook to the “Match the words and expressions with the pictures” page. · Display 10 clothing words: sports trousers, sports jacket, red scarf, T-shirt, skirt, shoes, sports shoes, shirt, coat. · Students match each word to its picture. Walk around to help (e.g., “Where’s the red scarf? Look for the red one!”). · Check answers as a class: Invite students to point to a picture and read the matched clothing word. Design Intent: Connect clothing vocabulary to textbook visuals, ensuring students understand clothing names. Activity 2: Textbook 10 – Listen and Choose · Open the textbook to the “Listen and choose” dialogue: Nana: Hi, Wang Tao. What are you going to wear tomorrow for school? Wang Tao: My school uniform, of course. I’m going to wear a 1 ______ and 2 ______. How about you? Nana: I’m also going to wear my school uniform. I have a 3 ______, a 4 ______ and a 5 ______. Wang Tao: What shoes are you going to wear? Nana: I’m going to wear a pair of 6 ______. How about you? Wang Tao: I’ll wear 7 ______. Nana: Oh, don’t forget your 8 ______. Wang Tao: Thanks, I won’t. · Pre-teach key phrases: “school uniform,” “a pair of,” “don’t forget”. · Play the textbook audio twice; students fill in the blanks with clothing words. · Check answers in pairs, then confirm with the class (use textbook answer key: e.g., 1. sports jacket, 2. sports trousers, etc.). Design Intent: Train listening comprehension, extract clothing details, and reinforce the simple future tense (“I’m going to wear...”). 4. Post-task: Pair Dialogue Practice (8 minutes) Activity: Textbook 11 – Talk About Weekend Clothing · Open the textbook to the “Talk about what you are going to wear this weekend” section. · Model the dialogue with a student: “What are you going to wear this weekend? I’m going to wear a blue T-shirt and white shoes.” · Students practice in pairs, replacing with their real weekend plans. · Invite 2-3 pairs to perform for the class. Design Intent: Integrate colour and clothing vocabulary with the simple future tense into real conversations, as required by the textbook. 5. Summary & Homework (5 minutes) Summary · Review 10 colour words and simple future tense structures (“I’m going to wear...”). · Highlight completed textbook tasks: 8 (point and say), 9 (matching), 10 (listening), 11 (dialogue). Homework 1. Basic: Copy 10 colour words 2 times; read the textbook 10 dialogue aloud 3 times. 2. Improving: Draw a “weekend outfit” (e.g., “I’m going to wear a pink skirt and green shoes”) and label it in English. 3. Advanced: Write a short paragraph: “My Weekend Outfit” (use the simple future tense, include 3-4 clothing items and colours). Design Intent: Reinforce textbook content through layered homework, ensuring vocabulary and grammar mastery. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 4th Period: Knowing Your School 教学目标 1. Language Ability 1. Accurately recognize and pronounce 4 school facility words: teaching building, dining hall, playground, library. 2. Master the “there be” structure to describe school facilities: “There are...”, “There is...”. 3. Complete textbook activities (reading, sentence correction, matching, school description) using target vocabulary and grammar. 2. Cultural Awareness 2. Understand the layout and functions of junior high school facilities, a common experience across cultures. 3. Thinking Quality 3. Develop reading comprehension skills (extracting facility details) and logical matching skills (sentence structures). 4. Learning Ability 4. Learn independently through textbook visuals and texts; collaborate in pair work to describe their new school. 教学重点 · Mastery of 4 school facility words and the “there be” structure. · Completion of textbook activities: 1 (reading & completing), 2 (sentence correction), 3 (sentence structure matching), 4 (school description). 教学难点 · Correctly using singular vs. plural nouns with the “there be” structure (e.g., “There is a library” vs. “There are classrooms”). · Describing school facilities in a coherent paragraph. 教学过程 1. Lead - in (5 minutes) Activity: School Facility Guessing · Show textbook pictures of school facilities (e.g., a building with classrooms for teaching building, a large open area for playground). · Ask: “What’s this? Guess the school facility!” Teach 4 facility words step by step (repeat after the teacher). · Link to the textbook: “Today, we’ll explore our new school facilities—just like in your textbooks!” Design Intent: Activate prior knowledge of school facilities, introduce target vocabulary, and connect to the textbook’s visual context. 2. Pre - task: Facility Vocabulary & “There Be” Introduction (10 minutes) Activity 1: Textbook 1 – Read & Complete · Open the textbook to the “Read and complete” section. · Students read the passage: “This is your new school. There are three buildings and a playground. It’s not big, but it is beautiful. Let’s go around the school together! This is the 1 ______. It has three floors. There are 30 classrooms on the first and second floors. And there are 10 science labs and eight computer labs on the third floor.” · Guide students to fill in the blank with teaching building (using context clues: “classrooms, science labs”). · Explain the “there be” structure: “There are + plural nouns (classrooms), There is + singular nouns (a lab).” Design Intent: Connect facility vocabulary to textbook text, introduce the “there be” structure through context. Activity 2: “Facility Flashcards” · Give students flashcards with facility words. · In pairs, one student shows a card, the other says: “This is the [facility]. There are/is... in it.” (e.g., “This is the library. There are many books in it.”) Design Intent: Link facility words to their functions, promoting active use of the “there be” structure. 3. While - task: Textbook Reading & Skill Practice (12 minutes) Activity 1: Textbook 2 – Sentence Correction · Open the textbook to the “Read and tick the correct sentences” section. · Students read 4 sentences: 1. There are six floors in the teaching building. (Wrong: Text says 3 floors → Correct: There are three floors...) 2. There are reading rooms in the library. (Correct) 3. Students can play football in the playground. (Correct) 4. The food in the dining hall is not good. (Wrong: Text says “the food is good” → Correct: The food... is good.) · Students tick correct sentences and correct wrong ones individually, then check in pairs. Design Intent: Train reading comprehension and “there be” structure application through error correction. Activity 2: Textbook 3 – Sentence Structure Matching · Open the textbook to the “Match the sentences with the same structure” section. · Explain 3 sentence structures: 1. a (This is our new school.) → Subject + be + noun (e.g., That is my new teacher.) 1. b (A new school year begins.) → Subject + verb (e.g., Students study., My favourite lesson starts.) 1. c (I love my new school!) → Subject + verb + object (e.g., We have seven lessons.) · Students match sentences 1 - 6 to structures a, b, c. Check answers as a class. Design Intent: Reinforce understanding of basic sentence structures, linking to textbook grammar knowledge. 4. Post - task: School Description Pair Work (8 minutes) Activity: Textbook 4 – Talk About Your New School · Open the textbook to the “Talk about your new school” section. · Model the description with a student: “This is my new school. There are three buildings. This is the teaching building. It has three floors. There are 30 classrooms on the first and second floors. This is our playground. We can run or play football here. I love my new school!” · Students practice in pairs, replacing with their real school details (or imagine details if unknown). · Invite 2 - 3 pairs to share their descriptions with the class. Design Intent: Integrate facility vocabulary, “there be” structure, and sentence structures into a coherent school description, as required by the textbook. 5. Summary & Homework (5 minutes) Summary · Review 4 school facility words and the “there be” structure (“There is/are...”). · Highlight completed textbook tasks: 1 (reading), 2 (sentence correction), 3 (structure matching), 4 (school description). Homework 1. Basic: Copy 4 facility words 2 times; write 3 “there be” sentences about school facilities (e.g., “There is a library in my school.”). 2. Improving: Draw a “school map” (label teaching building, dining hall, playground, library) and write 2 - 3 sentences about each facility. 3. Advanced: Write a short paragraph: “My New School” (use the “there be” structure, include all 4 facilities). Design Intent: Reinforce textbook content through layered homework, ensuring vocabulary and grammar mastery. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 5th Period: Getting to Know Each Other 教学目标 1. Language Ability 1. Accurately understand and use vocabulary for self - introduction: name, hobby, age, feeling (nervous, happy). 2. Master sentence patterns for self - introduction: “My name is...”, “I’m... years old”, “I love...”, “I’m... (feeling)”. 3. Complete textbook activities (reading & completing, group greeting, look & guess, reading & checking) to practice self - introduction. 2. Cultural Awareness 2. Understand the importance of polite self - introduction and greeting in junior high school communication. 3. Thinking Quality 3. Develop reading comprehension skills (extracting personal information) and observational skills (guessing from pictures). 4. Learning Ability 4. Learn independently through textbook texts and pictures; collaborate in group work to practice greetings and self - introductions. 教学重点 · Mastery of self - introduction vocabulary and sentence patterns. · Completion of textbook activities: 1 (reading & completing), 2 (group greeting), 3 (look & guess), 4 (reading & checking). 教学难点 · Correctly using adjectives to describe feelings (nervous, happy) in self - introductions. · Conducting natural and polite self - introductions in group settings. 教学过程 1. Lead - in (5 minutes) Activity: Greeting Review · Greet students with “Good morning/afternoon, everyone! Nice to see you again!” and invite them to greet back. · Review simple greetings from previous lessons: “Good morning”, “Nice to meet you” etc. · Link to the textbook: “Today, we’ll learn how to introduce ourselves—just like in your textbooks!” Design Intent: Activate prior knowledge of greetings, create a friendly classroom atmosphere, and introduce the self - introduction topic. 2. Pre - task: Self - Introduction Vocabulary & Sentences (10 minutes) Activity 1: Textbook 1 – Read & Complete · Open the textbook to the “Read and complete” section. · Students read the dialogue: “Welcome to junior high. I’m Mr Pan, your English teacher. I’m so happy to meet you all. I like playing the piano, reading books and travelling. And I love working with students. This year, we’ll explore the world of English together. It’ll be a lot of fun! Now, it’s your turn to introduce yourselves. Please tell us your name and your hobby. Who wants to go first?” · Guide students to complete the blanks: 1. Mr Pan is an (English) teacher. 2. Mr Pan likes (playing the piano), (reading books) and (travelling). 3. The students will (explore) the world of English together. 4. The students are going to (introduce) themselves. · Explain key vocabulary: hobby, explore, introduce and sentence patterns for self - introduction. Design Intent: Extract information from the textbook dialogue, learn self - introduction vocabulary and sentences. Activity 2: “Teacher’s Self - Introduction Model” · The teacher models a more detailed self - introduction, including age (if appropriate), feelings: “Hello, I’m [your name]. I’m [your age] years old. I love [your hobby]. I’m happy to be your teacher. Sometimes I feel nervous, but mostly excited to teach you.” · Highlight adjectives for feelings: happy, nervous, excited. Design Intent: Expand self - introduction content, introduce feeling adjectives. 3. While - task: Textbook Activities for Practice (12 minutes) Activity 1: Textbook 2 – Group Greeting Practice · Open the textbook to the “Work in groups. Think about ways to greet each other.” section. · Students work in groups to practice greetings: “Good morning”, “Nice to meet you”, “How are you?” etc. · Each group member takes turns greeting others in different ways. · The teacher walks around to check and provide feedback. Design Intent: Practice polite greetings in group settings, improve oral communication skills. Activity 2: Textbook 3 – Look & Guess · Open the textbook to the “Look and guess” section. · Show pictures of new students and ask questions: 5. “Where are the new students?” (In the classroom) 6. “What is the girl doing?” (Introducing herself) · Students guess the answers individually first, then discuss in pairs. Design Intent: Develop observational and inferential skills through textbook pictures. 4. Post - task: Self - Introduction Sharing (8 minutes) Activity: Textbook 4 – Read & Check Answers · Open the textbook to the “Read and check your answers” section. · Students read Zhu Xiaomeng’s self - introduction: “Hello everyone! My name is Zhu Xiaomeng. I’m thirteen years old. My birthday is in May. I love sports very much. I like running, playing football and swimming. I’m a bit nervous now, but I’m also happy to meet you. I want to make friends with you all!” · Check the answers to the “Look and guess” questions: 7. The new students are in the classroom. 8. The girl is introducing herself. · Then, students practice introducing themselves in pairs, using Zhu Xiaomeng’s as a model. Include name, age, hobby, feeling. Design Intent: Integrate reading, checking, and self - introduction practice, using the textbook passage as a template. 5. Summary & Homework (5 minutes) Summary · Review self - introduction vocabulary (name, hobby, age, feeling adjectives) and sentence patterns. · Highlight completed textbook tasks: 1 (reading & completing), 2 (group greeting), 3 (look & guess), 4 (reading & checking). Homework 1. Basic: Write a simple self - introduction (5 sentences) including name, age, hobby, feeling. 2. Improving: Make a self - introduction card with a picture, name, age, hobby, and a short introduction. 3. Advanced: Write a paragraph about a classmate’s self - introduction (after interviewing them), using the textbook patterns. Design Intent: Reinforce self - introduction skills through different levels of homework, ensuring vocabulary and sentence pattern mastery. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 6th Period: Writing & My Wishing Tree 教学目标 1. Language Ability 1. Accurately use self - introduction vocabulary and sentence patterns in writing: name, age, birthday, hobbies, feelings, wishes. 2. Master the process of writing a self - introduction and setting goals (wishes) with action plans. 3. Complete textbook activities (note - completing, self - writing, wishing tree creation) to practice writing and goal - setting. 2. Cultural Awareness 2. Understand the significance of setting positive goals (wishes) for junior high school life, a common practice to promote personal growth. 3. Thinking Quality 3. Develop writing skills (organizing self - introduction information) and creative thinking (designing wishes and action plans). 4. Learning Ability 4. Learn independently through textbook writing prompts; collaborate in sharing wishes and action plans. 教学重点 · Mastery of self - introduction writing with complete information. · Completion of textbook activities: 5 (note - completing), 6 (self - writing), 7 (wishing tree creation). 教学难点 · Writing a coherent and detailed self - introduction including all required elements. · Designing realistic and specific action plans for wishes. 教学过程 1. Lead - in (5 minutes) Activity: Self - Introduction Review · Invite 2 - 3 students to introduce themselves in front of the class, using the patterns from the 5th period: “Hello everyone! My name is... I’m... years old. My birthday is in... I like... I’m feeling... I want to...” · Link to the textbook: “Today, we’ll write about ourselves and set wishes for junior high—just like in your textbooks!” Design Intent: Activate prior knowledge of self - introduction, create a connection to the writing task, and introduce the goal - setting topic. 2. Pre - task: Note - Completing for Self - Introduction (10 minutes) Activity 1: Textbook 5 – Complete the Notes · Open the textbook to the “Complete the notes” section. · Students read Zhu Xiaomeng’s information and complete the blanks: 1. She is (thirteen) years old. 2. Her birthday is in (May). 3. She (loves) sports. She likes running, (playing football) and swimming. 4. She is a bit (nervous), but she is also (happy) to meet new teachers and classmates. · Guide students to extract information accurately from the text and review self - introduction vocabulary. Design Intent: Practice information extraction, reinforce self - introduction content for writing. Activity 2: “My Information Collection” · Ask students to collect their own information: name, age, birthday, hobbies, feelings. Write them down on a piece of paper. Design Intent: Prepare materials for the self - introduction writing task. 3. While - task: Self - Introduction Writing (12 minutes) Activity 1: Textbook 6 – Write About Yourself · Open the textbook to the “Write about yourself” section. · Provide the writing template: Hello everyone! My name is ______. I’m ______ years old. My birthday is in ______. I like ______. I’m ______. I want to ______. · Students use their collected information to complete the self - introduction. Encourage adding more details if possible, e.g., “I like reading books very much. I often read storybooks in my free time.” · The teacher walks around to provide writing assistance, such as grammar correction and vocabulary expansion. Design Intent: Practice writing self - introductions with textbook guidance, improve writing skills. 4. Post - task: My Wishing Tree (8 minutes) Activity: Textbook 7 – Make a Wishing Tree · Open the textbook to the “Make a wishing tree” section. · Explain the steps: 1. Think about your wish: e.g., “Make more friends”, “Get better at English”. 2. Write it down: on a paper leaf, and add an action plan, e.g., “To make more friends, I’m going to take part in sports.” 3. Put it on the “wishing tree”: create a class wishing tree (can be a drawn tree on the blackboard or a physical tree). 4. Share your wish and plan: with the class. · Students complete each step, first individually, then collaboratively to build the wishing tree. Design Intent: Encourage creative thinking and goal - setting, practice writing wishes and action plans, and promote class collaboration. 5. Summary & Homework (5 minutes) Summary · Review the process of self - introduction writing and goal - setting (wishes with action plans). · Highlight completed textbook tasks: 5 (note - completing), 6 (self - writing), 7 (wishing tree creation). Homework 1. Basic: Polish the self - introduction written in class, adding one more detail about hobbies or feelings. 2. Improving: Draw a picture of your wishing tree leaf with your wish and action plan, and write a short description (3 sentences) about why you have this wish. 3. Advanced: Write a short article about how you will achieve your wish in junior high, including specific steps and expected results. Design Intent: Reinforce writing skills and goal - setting concepts through layered homework, ensuring deep understanding. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 7th Period: Review & Reflection 教学目标 1. Language Ability 1. Systematically review key vocabulary, sentence patterns, and grammar from the Starter Unit: school supplies, subjects, colours, school facilities, self - introduction, wishes. 2. Use comprehensive knowledge to complete integrated textbook - related review activities. 2. Cultural Awareness 2. Reinforce the understanding of junior high school - related cultural elements (e.g., school layout, subject diversity, greeting customs). 3. Thinking Quality 3. Develop comprehensive thinking skills by integrating knowledge from different lessons of the unit. 1. Enhance reflection skills to identify strengths and areas for improvement in language learning. 4. Learning Ability 4. Learn to summarize and review unit knowledge independently; collaborate in peer - assessment and reflection. 教学重点 · Systematic review of Starter Unit key knowledge: vocabulary, sentence patterns, grammar. · Completion of integrated review activities based on textbook content. 教学难点 · Integrating knowledge from different lessons to solve comprehensive problems. · Conducting in - depth reflection on language learning progress. 教学过程 1. Lead - in (5 minutes) Activity: Unit Knowledge Recall · Show pictures representing different lessons of the Starter Unit (school supplies, subjects, school facilities, self - introduction, wishing tree). · Ask students to quickly name the corresponding knowledge (e.g., vocabulary, sentence patterns). · Link to the textbook: “Today, we’ll review all we’ve learned in the Starter Unit and reflect on our learning—just like integrating pieces of a puzzle from your textbooks!” Design Intent: Activate memory of unit knowledge, create an overall review atmosphere. 2. Knowledge Review (15 minutes) Activity 1: Vocabulary & Sentence Pattern Review · Divide the class into groups. Provide each group with cards containing key vocabulary (school supplies, subjects, colours, school facilities, self - introduction words) and sentence patterns (greetings, “there be” structure, self - introduction sentences, wish - setting sentences). · Groups take turns to explain the meaning and usage of the vocabulary and sentence patterns, with reference to textbook lessons (e.g., “‘There be’ structure was learned in the 4th period when we talked about school facilities.”). Design Intent: Systematically review vocabulary and sentence patterns, strengthen understanding of their application in different textbook lessons. Activity 2: Grammar Review · Focus on key grammar points of the Starter Unit: simple present tense (self - introduction), “there be” structure (school facilities), simple future tense (wishes). · Provide example sentences from the textbook for each grammar point, and ask students to analyze the structure. For example, from the 6th period: “To make more friends, I’m going to take part in sports.” (simple future tense). Design Intent: Reinforce grammar knowledge, clarify its application in textbook content. 3. Integrated Practice (12 minutes) Activity: Textbook - Integrated Quiz · Create a quiz using textbook - related content: 1. Vocabulary Matching: Match school supplies, subjects, colours, school facilities to their pictures (as in 1st, 2nd, 3rd, 4th periods). 2. Sentence Completion: Use “there be” structure to describe school facilities (as in 4th period), complete self - introduction sentences (as in 5th period). 3. Wish - Setting: Write wishes and action plans (as in 6th period). · Students complete the quiz individually first, then check answers in groups. Design Intent: Integrate unit knowledge for comprehensive practice, simulate textbook - like exercise scenarios. 4. Reflection & Goal - Setting (8 minutes) Activity: Learning Reflection · Provide reflection sheets with questions: 1. What knowledge from the Starter Unit do I master best? (e.g., school supplies vocabulary, self - introduction) 2. What knowledge do I need to improve? (e.g., using “there be” structure correctly, writing detailed wishes) 3. What learning methods worked well for me? (e.g., group practice, textbook reading) 4. What new goals do I set for English learning? · Students fill in the reflection sheets individually, then share with a partner. Design Intent: Promote self - reflection, help students identify learning strengths and weaknesses, and set new learning goals. 5. Summary & Homework (5 minutes) Summary · Summarize the key knowledge of the Starter Unit: vocabulary, sentence patterns, grammar. · Highlight the importance of continuous review and reflection for language learning. Homework 1. Basic: Make a mind map of the Starter Unit knowledge, including vocabulary, sentence patterns, grammar, and textbook lesson connections. 2. Improving: Write a short passage (80 - 100 words) to introduce your junior high school life, integrating as much Starter Unit knowledge as possible (school facilities, subjects, hobbies, wishes). 3. Advanced: Create a “learning portfolio” page for the Starter Unit, including your best work (self - introduction, wish - setting writing) and reflection. Design Intent: Reinforce unit knowledge through different levels of homework, encourage continuous learning and reflection. 板书设计 教学反思 授课日期 授课班级 课 题 Starter Unit: Welcome to Junior High! 8th Period: Review & Reflection 教学目标 5. Language Ability 1. Systematically review key vocabulary, sentence patterns, and grammar from the Starter Unit: school supplies, subjects, colours, school facilities, self - introduction, wishes. 2. Use comprehensive knowledge to complete integrated textbook - related review activities. 6. Cultural Awareness 6. Reinforce the understanding of junior high school - related cultural elements (e.g., school layout, subject diversity, greeting customs). 7. Thinking Quality 7. Develop comprehensive thinking skills by integrating knowledge from different lessons of the unit. 1. Enhance reflection skills to identify strengths and areas for improvement in language learning. 8. Learning Ability 8. Learn to summarize and review unit knowledge independently; collaborate in peer - assessment and reflection 教学重点 · Systematic review of Starter Unit key knowledge: vocabulary, sentence patterns, grammar. · Completion of integrated review activities based on textbook content. 教学难点 · Integrating knowledge from different lessons to solve comprehensive problems. · Conducting in - depth reflection on language learning progress. 教学过程 1. Lead - in (5 minutes) Activity: Unit Knowledge Recall · Show pictures representing different lessons of the Starter Unit (school supplies, subjects, school facilities, self - introduction, wishing tree). · Ask students to quickly name the corresponding knowledge (e.g., vocabulary, sentence patterns). · Link to the textbook: “Today, we’ll review all we’ve learned in the Starter Unit and reflect on our learning—just like integrating pieces of a puzzle from your textbooks!” Design Intent: Activate memory of unit knowledge, create an overall review atmosphere. 2. Knowledge Review (15 minutes) Activity 1: Vocabulary & Sentence Pattern Review · Divide the class into groups. Provide each group with cards containing key vocabulary (school supplies, subjects, colours, school facilities, self - introduction words) and sentence patterns (greetings, “there be” structure, self - introduction sentences, wish - setting sentences). · Groups take turns to explain the meaning and usage of the vocabulary and sentence patterns, with reference to textbook lessons (e.g., “‘There be’ structure was learned in the 4th period when we talked about school facilities.”). Design Intent: Systematically review vocabulary and sentence patterns, strengthen understanding of their application in different textbook lessons. Activity 2: Grammar Review · Focus on key grammar points of the Starter Unit: simple present tense (self - introduction), “there be” structure (school facilities), simple future tense (wishes). · Provide example sentences from the textbook for each grammar point, and ask students to analyze the structure. For example, from the 6th period: “To make more friends, I’m going to take part in sports.” (simple future tense). Design Intent: Reinforce grammar knowledge, clarify its application in textbook content. 3. Integrated Practice (12 minutes) Activity: Textbook - Integrated Quiz · Create a quiz using textbook - related content: 4. Vocabulary Matching: Match school supplies, subjects, colours, school facilities to their pictures (as in 1st, 2nd, 3rd, 4th periods). 5. Sentence Completion: Use “there be” structure to describe school facilities (as in 4th period), complete self - introduction sentences (as in 5th period). 6. Wish - Setting: Write wishes and action plans (as in 6th period). · Students complete the quiz individually first, then check answers in groups. Design Intent: Integrate unit knowledge for comprehensive practice, simulate textbook - like exercise scenarios. 4. Reflection & Goal - Setting (8 minutes) Activity: Learning Reflection · Provide reflection sheets with questions: 5. What knowledge from the Starter Unit do I master best? (e.g., school supplies vocabulary, self - introduction) 6. What knowledge do I need to improve? (e.g., using “there be” structure correctly, writing detailed wishes) 7. What learning methods worked well for me? (e.g., group practice, textbook reading) 8. What new goals do I set for English learning? · Students fill in the reflection sheets individually, then share with a partner. Design Intent: Promote self - reflection, help students identify learning strengths and weaknesses, and set new learning goals. 5. Summary & Homework (5 minutes) Summary · Summarize the key knowledge of the Starter Unit: vocabulary, sentence patterns, grammar. · Highlight the importance of continuous review and reflection for language learning. Homework 4. Basic: Make a mind map of the Starter Unit knowledge, including vocabulary, sentence patterns, grammar, and textbook lesson connections. 5. Improving: Write a short passage (80 - 100 words) to introduce your junior high school life, integrating as much Starter Unit knowledge as possible (school facilities, subjects, hobbies, wishes). 6. Advanced: Create a “learning portfolio” page for the Starter Unit, including your best work (self - introduction, wish - setting writing) and reflection. Design Intent: Reinforce unit knowledge through different levels of homework, encourage continuous learning and reflection. 板书设计 教学反思 学科网（北京）股份有限公司 $