初中英语人教版（2024）七年级上册（2024）Unit 3 Welcome!教学设计

这是一份初中英语人教版（2024）七年级上册（2024）Unit 3 Welcome!教学设计教案主要包含了布置作业等内容，欢迎下载使用。

Sectin A 2a-2e

Sectin A Prnunciatin

Sectin B 1a-1d

Sectin B Prject
Starter Unit3 Tpic Writing
Unit 1 Yu and Me
Sectin A 1a-1d
课题
Sectin A 1a-1b
课型
讲授听说课
课时
1
总课时
教材分析
This sectin centers n the theme f welcme and basic intrductins. It cvers cre wrds and simple cnversatinal sentences, cmbining picture matching and basic listening tasks. It lays a fundatin fr students’ plite daily cmmunicatin and further ral expressin learning.
学情分析
Seventh-grade students have mastered basic English greetings and simple dialgues. They are curius abut new cmmunicatin tpics but lack prficiency in welcme expressins and flexible interactive respnse in new scenaris
核心素养
（教学）
目标
Language cmpetence: Master cre wrds and basic welcme dialgues, finish picture matching and listening tasks accurately.
Thinking quality: Develp the ability t capture key infrmatin and understand simple cnversatinal lgic.
Cultural awareness: Learn plite Western welcme manners and friendly cmmunicatin nrms.
Learning ability: Cultivate active listening habits and build cnfidence in daily English ral interactin with partners.
德育安全
Be friendly t thers; bey classrm activity disciplines.
教学重点难点
Key pints: Grasp key vcabulary and master basic welcme and intrductin sentences. Difficult pints: Understand listening infrmatin and use target sentences naturally in simple interactins.
教法学法
Situatinal teaching, audi listening, intuitive demnstratin and pair practice
教学准备
Teaching audi, PPT and wrd 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 t activate the classrm atmsphere. The teacher interacts with students by using the greeting and self-intrductin sentences learned in the first tw units, inviting individual students and pairs t cnduct simple dialgues. This helps students review previus knwledge and maintain their sense f English language. Then the teacher shws pictures f welcming new classmates and teachers greeting students n campus. Cmbined with the picture scenes, the teacher leads students t understand the meaning f “Welcme”, and naturally intrduces the new lessn theme. Students quickly integrate int the new learning atmsphere and generate interest in learning plite welcme expressins.
Step 2: Pre-listening Presentatin
The teacher displays the cre vcabulary and basic sentence patterns f 1a n the PPT, fcusing n welcme-related wrds and simple intrductry phrases. The teacher demnstrates standard prnunciatin and intnatin slwly and clearly, and leads students t read repeatedly in whle-class, grup and individual frms. The teacher crrects inaccurate prnunciatin and intnatin in a timely manner. After vcabulary cnslidatin, the teacher guides students t bserve the pictures in 1a carefully, identify different characters and scenes, and helps students assciate wrds with specific scenes. Then students cmplete the picture matching task independently t cnslidate wrd recgnitin and lay a slid fundatin fr subsequent listening learning.
Step 3: While-listening Practice
This step fcuses n finishing the 1b listening task efficiently. Befre playing the audi, the teacher clearly states the listening requirements, asking students t listen carefully and match the dialgues with crrespnding pictures accrding t the heard cntent. Fr the first time, play the audi cntinuusly, allwing students t grasp the general cnversatinal cntent and scene theme. Fr the secnd playback, pause apprpriately t give students enugh time t cnfirm infrmatin and cmplete matching tasks independently. After the listening wrk, the teacher checks the answers with the whle class, analyzes the key wrds and sentence clues in the audi, and replays the audi t help students deepen their understanding f the listening material and cnslidate the target language knwledge.
Step 4: Pst-listening Oral Cnslidatin
T realize the transfrmatin frm listening input t ral utput, diverse ral practice activities are carried ut. First, the teacher plays the listening audi again, guides students t fllw the audi and read the dialgues imitatively, fcusing n simulating the natural tne f daily friendly cmmunicatin. Then rganize pair wrk. Students take turns t play the rles f new classmates and existing students, using the learned welcme and intrductry sentences t carry ut situatinal dialgues. The teacher walks arund the classrm t give targeted guidance, crrect nn-standard expressins, and encurage shy students t speak bravely and actively participate in interactive practice.
Step 5: Knwledge Applicatin & Expansin
The teacher summarizes the cre vcabulary and key sentence patterns learned in this class, and emphasizes the applicatin scenaris f welcme sentences in daily campus cmmunicatin. A simple situatinal simulatin game is designed. Students simulate welcming new classmates t the classrm in English, flexibly using the knwledge they have learned. During the activity, the teacher infiltrates mral educatin, guiding students t treat thers plitely and warmly. Randm ral spt checks are cnducted t test students’ mastery f knwledge, helping students further cnslidate their learning achievements and enhance their language applicatin ability.
Step 6: Summary & Hmewrk
The teacher and students jintly review all key knwledge pints f this lessn, srt ut listening skills and ral expressin key pints, and emphasize the imprtance f plite welcme cmmunicatin in daily life. Layered hmewrk is assigned. Basic hmewrk: Read and memrize cre wrds and sentences prficiently, and listen t the audi repeatedly fr imitatin. Extended hmewrk: Greet and welcme new partners with English sentences after class. Finally, the teacher gives psitive encuragement t end the class.
【Blackbard Design】
Starter Unit 3 Welcme! Sectin A 1a-1b
Key Wrds: welcme, teacher, student, friend
Key Sentences:
Welcme! Welcme t ur class!
Nice t meet yu!
【布置作业】学生完成《能力培养与测试》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
Mst students can master cre vcabulary and basic welcme sentences, and finish listening and matching tasks well. Situatinal practice effectively stimulates students’ speaking enthusiasm. Hwever, a few students have stiff intnatin in ral expressin. In future teaching, mre imitatin and situatinal drills will be added t make students’ ral English mre natural and fluent.
课题
Sectin A 2a-2e
课型
讲授听说课
课时
1
总课时
教材分析
This sectin fcuses n plite welcme and greeting dialgues, cvering cre phrases and cmmunicative sentences. It integrates listening, reading, imitatin and rle-play tasks, cnslidating daily plite English and enriching students’ basic cnversatinal expressin resurces
学情分析
Seventh-grade students have mastered simple welcme wrds and basic greetings. They are active in class but lack fluent and plite ral expressin. They need systematic training fr cherent daily dialgues
核心素养
（教学）
目标
Language cmpetence: Master plite greeting and welcme sentences in 2a-2e, finish listening and reading tasks, and cnduct cmplete daily dialgues.
Thinking quality: Cultivate lgical dialgue thinking and distinguish plite cmmunicatin scenaris.
Cultural awareness: Understand Western plite greeting etiquette and friendly interpersnal nrms.
Learning ability: Develp autnmus reading habits and imprve cperative ral expressin skills in grup practice
德育安全
Greet peple plitely; keep rderly class practice
教学重点难点
Key pints: Grasp cre plite greeting sentences and master standard prnunciatin and intnatin. Difficult pints: Use cherent and plite dialgues flexibly in real daily cmmunicatin scenaris.
教法学法
Situatinal teaching, audi imitatin, rle-play and grup interactin
教学准备
Audi files, PPT and scenari pictures
教学过程设计
复备栏
Step 1: Warming-up & Lead-in
The class starts with daily English interactive greetings t review the basic knwledge learned in Sectin A 1a-1b. The teacher greets students with “Hell! Welcme t ur English class!” and guides students t respnd plitely. Invite several students t cmplete simple welcme and greeting dialgues in pairs t cnslidate basic sentence patterns. Then the teacher shws scene pictures f meeting new friends and greeting teachers n campus, and tells students that plite and cmplete greetings are essential in daily cmmunicatin. This lessn will learn mre standard and fluent plite dialgues, which naturally intrduces the new teaching theme and stimulates students’ learning mtivatin.
Step 2: Pre-listening Knwledge Presentatin
The teacher displays the cre sentences and new expressins in 2a-2e n the PPT, fcusing n plite greetings, respnses and welcme dialgues. The teacher demnstrates standard prnunciatin, stress and intnatin sentence by sentence, and emphasizes the gentle and plite tne f daily cmmunicative sentences. Students fllw the teacher t read repeatedly in whle class, rws and individuals, and the teacher crrects nn-standard prnunciatin and stiff intnatin in time. After basic reading practice, the teacher briefly explains the usage and applicatin scenaris f each sentence, helps students srt ut dialgue lgic, and eliminates language barriers fr subsequent listening and reading tasks.
Step 3: While-listening Task Training
Fcus n cmpleting the 2a listening matching task. Befre playing the audi, the teacher clarifies the task requirements, requiring students t listen carefully and match each dialgue with the crrespnding picture accrding t the heard plite greetings. Play the audi fr the first time fr students t grasp the general dialgue cntent and cmmunicatin atmsphere. Play the audi fr the secnd time, pause apprpriately t leave enugh time fr students t cmplete independent matching. After the task, check answers with the whle class, analyze key listening infrmatin and sentence features. Replay the audi t help students deepen their impressin f plite sentence patterns and standard intnatin, and cnslidate listening cmprehensin ability.
Step 4: Reading & Rle-play Practice
Carry ut layered reading and dialgue practice based n 2b t 2e materials. First, rganize silent reading, letting students understand the dialgue cntext and mark difficult pints. Then cnduct chral reading, paired reading and emtinal imitative reading t standardize students’ reading fluency and tne. After reading cnslidatin, rganize pair rle-play activities. Students take turns t act as new friends, teachers and classmates t simulate real greeting and welcme cmmunicatin. The teacher walks arund the classrm t guide students’ expressin, crrect incherent sentences, and encurage shy students t participate actively and speak English bravely.
Step 5: Cnslidatin & Situatinal Applicatin
The teacher summarizes the cre plite sentence patterns and cmmunicatin skills learned in this lessn. Design a situatinal simulatin activity: students greet new classmates and teachers in English with cmplete and plite dialgues. All students participate in grup interactive cmmunicatin t flexibly apply knwledge. Meanwhile, integrate mral educatin t guide students t treat thers plitely and build gd interpersnal relatinships. Cnduct randm ral spt checks t test students’ knwledge mastery and further imprve their practical cmmunicative cmpetence.
Step 6: Summary & Hmewrk
The teacher and students jintly review the key knwledge f this lessn, summarize the plite greeting dialgue lgic and standard intnatin rules, and emphasize the imprtance f plite English cmmunicatin in daily life. Assign layered hmewrk. Basic hmewrk: Read and recite all key dialgues in 2a-2e skillfully. Extended hmewrk: Use learned sentences t greet family members and new friends in English after class. End the class with warm English greetings.
【Blackbard Design】
Starter Unit 3 Welcme! Sectin A 2a-2e
Key Sentences:
— Gd mrning/afternn!
— Welcme t ur schl/class!
— Nice t meet yu!
— Thank yu! Yu’re welcme!
【布置作业】学生完成《能力培养与测试》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
Mst students can master plite greeting sentences and finish listening and reading tasks well. Rle-play activities effectively imprve students’ ral fluency. Hwever, a few students have rigid dialgue expressins and lack flexible respnses. In future teaching, mre diverse situatinal exercises will be added t enhance students’ natural cmmunicative ability.
课题
Sectin A Prnunciatin
课型
讲授听说课
课时
1
总课时
教材分析
This prnunciatin lessn fcuses n the standard prnunciatin and intnatin f welcme and greeting sentences. It teaches basic wrd stress and sentence rhythm, aiming t standardize students’ ral English and supprt plite and natural daily cmmunicative expressin
学情分析
Seventh-grade beginners can read basic greeting sentences but have unstable stress and unnatural intnatin. Mst students lack systematic phnetic training and tend t read sentences flatly withut emtinal rhythm in cmmunicatin
核心素养
（教学）
目标
Language cmpetence: Master standard prnunciatin f cre greeting wrds, grasp crrect sentence stress and natural plite intnatin.
Thinking quality: Develp the ability t distinguish standard and nn-standard prnunciatin and summarize intnatin rules.
Cultural awareness: Understand gentle and plite tne habits in Western daily greetings.
Learning ability: Frm the habit f imitating standard prnunciatin and practicing ral English independently and repeatedly
德育安全
Practice earnestly; maintain safe classrm rder
教学重点难点
Key pints: Master crrect wrd stress and plite sentence intnatin f greeting dialgues.
Difficult pints: Use natural rhythm and prper tne in real ral cmmunicatin instead f rigid reading.
教法学法
Demnstratin teaching, imitative practice, cmparative analysis and interactive training
教学准备
Standard audi, PPT and phnetic cards
教学过程设计
复备栏
Step 1: Warming-up & Lead-in
The class begins with daily English greeting interactin. The teacher and students exchange familiar welcme and greeting sentences learned befre. The teacher invites students t read key dialgues alud and bserves their prnunciatin, stress and intnatin perfrmance. The teacher pints ut cmmn prblems, such as unclear wrd endings, wrng stress and flat sentence tne. Then the teacher explains that gd prnunciatin and natural intnatin can make greetings mre plite and friendly, and leads students t enter tday’s prnunciatin learning class, clarifying the learning fcus and stimulating students’ desire t standardize their ral English.
Step 2: Prnunciatin Knwledge Presentatin
The teacher displays cre greeting wrds and sentences n PPT, including welcme, nice, meet, “Welcme t ur class!” and “Nice t meet yu!”. The teacher demnstrates standard prnunciatin wrd by wrd, emphasizing syllable divisin and crrect stress psitin. The teacher explains muth shape and tngue psitin skills fr easy-t-misprnunce wrds. Then the teacher fcuses n sentence intnatin teaching, telling students that daily plite greeting sentences adpt gentle, steady and rising-friendly intnatin. The teacher uses cntrastive demnstratin t shw stiff and natural prnunciatin effects, helping students frm intuitive phnetic cgnitin.
Step 3: Layered Imitatin Practice
Carry ut prgressive imitatin training frm wrds t sentences. First, play the standard audi f single wrds, and students listen and imitate repeatedly. The teacher crrects individual prnunciatin errrs in time. Then mve t phrase and sentence imitatin. Students fllw the audi t practice sentence stress and verall rhythm. Varius reading frms are adpted, including whle-class reading, rw reading and individual reading. Fr students with weak phnetic fundatin, the teacher prvides ne-n-ne guidance t help them gradually standardize prnunciatin and imprve tne fluency.
Step 4: Cmparative Crrectin & Rule Summary
The teacher summarizes typical prnunciatin and intnatin prblems existing in students’ practice. The wrng and standard prnunciatin are displayed side by side fr students t cmpare and distinguish. Guide students t actively summarize simple intnatin rules fr daily greeting sentences. Then launch a phnetic judgment game. The teacher reads sentences with different stress and intnatin randmly, and students judge and crrect the imprper prnunciatin. This activity effectively imprves students’ phnetic discriminatin ability and cnslidates their mastery f prnunciatin rules.
Step 5: Situatinal Prnunciatin Applicatin
Cmbine prnunciatin training with real cmmunicatin scenaris. Organize pair situatinal practice. Students take turns t greet new friends and teachers, using standard prnunciatin and plite natural intnatin t cmplete dialgues. The teacher patrls the classrm t supervise and guide, fcusing n checking students’ verall sentence rhythm and emtinal tne. Select excellent students t demnstrate in frnt f the class and give psitive cmments, encuraging all students t abandn rigid reading and achieve natural ral expressin.
Step 6: Summary & Hmewrk
The teacher and students jintly review the key prnunciatin pints, wrd stress and plite sentence intnatin rules f this lessn. Emphasize that standard prnunciatin is the fundatin f cnfident English cmmunicatin. Assign layered hmewrk. Basic hmewrk: Fllw the standard audi t imitate prnunciatin fr 10 minutes every day. Extended hmewrk: Recrd yur wn greeting sentences and feel yur intnatin changes. End the class with psitive encuragement.
【Blackbard Design】
Starter Unit 3 Welcme! (Prnunciatin)
Key Wrds & Stress
welcme /ˈwelkəm/ nice /naɪs/ meet /miːt/
Sentence Intnatin
Plite greetings: gentle & natural tne
Tip: Crrect stress & smth rhythm
【布置作业】学生完成《能力培养与测试》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
Mst students grasp the standard prnunciatin f cre wrds and basic plite intnatin thrugh imitatin and practice. Interactive cmparisn activities effectively imprve students’ phnetic awareness. Hwever, several students still have unstable sentence rhythm. Future teaching will increase cntinuus situatinal drills t make their ral prnunciatin mre natural and standardized.
课题
Sectin B 1a-1d
课型
讲授听说课
课时
1
总课时
教材分析
This sectin expands schl scene vcabulary and further cnslidates plite greeting dialgues. It fcuses n listening identificatin and situatinal ral practice, helping students apply welcme expressins in real campus cmmunicatin scenaris flexibly.
学情分析
Seventh-grade students have mastered basic welcme and greeting sentences. They are active in classrm interactin but weak in listening key infrmatin capture and flexible dialgue use in diverse schl scenaris.
核心素养
（教学）
目标
Language cmpetence: Master schl-themed wrds and cmplete 1a-1d listening tasks skillfully, and use plite greeting dialgues freely.
Thinking quality: Imprve the ability t classify scene infrmatin and extract key listening cntent.
Cultural awareness: Experience plite interpersnal cmmunicatin nrms in campus life.
Learning ability: Cultivate active listening skills and develp cperative learning and practical ral expressin habits
德育安全
Be plite t thers; keep classrm activities rderly
教学重点难点
Key pints: Grasp new schl vcabulary and cnslidate plite greeting and respnse sentences. Difficult pints: Accurately understand listening materials and use dialgues naturally in real campus scenaris
教法学法
Situatinal teaching, audi listening training, pair practice and game interactin.
教学准备
Listening audi, 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 t review the plite greeting sentences learned in Sectin A. The teacher interacts with students randmly, using sentences like “Gd mrning!” and “Nice t meet yu!” t guide students t respnd plitely. Students cnduct quick pair dialgues t cnslidate basic cmmunicative patterns. Then the teacher shws pictures f schl gates, classrms and teachers’ ffices n the screen. By asking simple guiding questins, the teacher leads students t talk abut different schl scenes, and naturally intrduces the theme f this lessn: learning schl-related wrds and greeting thers in varius campus situatins, which fully aruses students’ learning interest.
Step 2: Pre-listening Presentatin
The teacher presents cre schl-themed vcabulary in 1a n PPT, including cmmn campus places and related nuns. The teacher demnstrates standard prnunciatin and stress clearly, and leads students t read in diverse ways, including whle-class reading, grup reading and individual reading. The teacher crrects prnunciatin errrs and imprper intnatin in a timely manner. After vcabulary learning, students finish the 1a matching task independently t cnnect wrds with crrespnding scenes. The teacher checks answers unifrmly and reviews the key greeting sentences t eliminate language barriers fr subsequent listening tasks.
Step 3: While-listening Practice
This step fcuses n cmpleting 1b and 1c listening tasks. Fr the 1b task, the teacher clearly states the requirements: listen t the audi and match each shrt dialgue with the crrect campus scene picture. The audi is played fr the first time fr students t grasp the general cnversatinal cntext. The secnd playback allws students t finish matching independently. After listening, the teacher checks answers and analyzes key vcabulary and sentence clues. Fr the 1c task, the audi is played twice with apprpriate pauses, enabling students t capture key infrmatin and cmplete the listening judgment and filling tasks. Finally, the audi is played again fr students t fllw and read, cnslidating listening and language sense.
Step 4: Pst-listening Oral Training
T transfrm listening input int effective ral utput, targeted interactive practice is carried ut. First, students wrk in pairs t imitate the listening dialgues, fcusing n simulating plite tne and natural cmmunicatin rhythm. The teacher walks arund the classrm t guide students’ expressin, crrect nn-standard sentence cllcatins and encurage shy students t speak bravely. Then the teacher rganizes the 1d situatinal activity. Students take turns t play the rles f teachers and students in different campus scenes, using learned wrds and greeting sentences t cmplete real interactive dialgues. Several grups are selected t perfrm in public, and the teacher gives psitive and targeted evaluatins.
Step 5: Cnslidatin & Expansin
The teacher summarizes the new campus vcabulary and cre greeting sentence patterns learned in this lessn. A situatinal game named “Greet n Campus” is carried ut. The teacher shws different schl scene pictures, and students take the initiative t cmplete matching English dialgues. This activity strengthens students’ flexible applicatin ability f knwledge. Meanwhile, mral educatin is infiltrated t guide students t keep plite cmmunicatin habits at schl and respect teachers and classmates. Randm ral spt checks are cnducted t test students’ verall mastery f knwledge.
Step 6: Summary & Hmewrk
The teacher and students jintly review the key knwledge f this lessn, emphasizing listening infrmatin capturing skills and the flexible applicatin f plite dialgues in campus scenaris. Layered hmewrk is assigned. Basic hmewrk: Read and memrize new wrds and dialgues skillfully. Extended hmewrk: Simulate campus greeting dialgues with family members after class. The teacher affirms students’ perfrmance and ends the class with warm English greetings.
【Blackbard Design】
Starter Unit 3 Welcme! Sectin B 1a-1d
Key Schl Wrds: schl, classrm, ffice, teacher
Key Sentences:
Welcme t ur schl!
Gd mrning/afternn, teacher!
Nice t see yu!
【布置作业】学生完成《能力培养与测试》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
Mst students master new campus vcabulary and finish listening tasks smthly, and mst f them can cmplete simple situatinal dialgues. Interactive activities greatly enliven the classrm atmsphere. Hwever, a few students respnd slwly in scene switching. Later, mre diverse situatinal exercises will be added t imprve their flexible applicatin ability.
课题
Sectin B Prject
课型
讲授听说课
课时
1
总课时
教材分析
This prject lessn is a cmprehensive summary and expansin f Starter Unit 3. It integrates all greeting and welcme expressins and campus vcabulary. It guides students t use integrated language knwledge t cmplete practical campus cmmunicatin tasks
学情分析
Seventh-grade students have mastered basic greeting sentences and campus wrds. They enjy cperative and creative tasks but lack systematic language integratin and autnmus design ability in cmprehensive English prjects.
核心素养
（教学）
目标
Language cmpetence: Integrate all unit vcabulary and sentences t cmplete campus welcme prject tasks and make cmplete ral expressins.
Thinking quality: Develp lgical thinking and innvative ability in prject design and scene arrangement.
Cultural awareness: Deepen understanding f plite campus cmmunicatin etiquette.
Learning ability: Strengthen team cperatin ability and frm the habit f applying English t slve real-life prblems
德育安全
Cperate plitely; ensure safe grup activities
教学重点难点
Key pints: Integrate unit knwledge t design and cmplete campus welcme prjects. Difficult pints: Organize cherent and natural English expressins fr cmprehensive scene cmmunicatin.
教法学法
Prject-based learning, grup cperatin, situatinal creatin and evaluatin
教学准备
PPT, clr pens and blank pster papers
教学过程设计
复备栏
Step 1: Warming-up & Knwledge Revisin
The teacher begins the class with relaxed English greetings t activate the classrm atmsphere. A quick knwledge review is carried ut t cnslidate the cre cntent f Unit 3. The teacher guides students t recite campus vcabulary and srts ut all plite greeting and welcme sentence patterns learned in Sectin A and Sectin B. Randm individual checks and pair dialgues are arranged t ensure mst students can use basic language prficiently. After revisin, the teacher pints ut that tday’s class will abandn single mechanical practice and apply all learned knwledge t finish a practical “Campus Welcme” prject, stimulating students’ creative desire and clarifying the cre learning task.
Step 2: Prject Task Explanatin
The teacher clearly annunces the cre prject theme: Create a “Welcme t Our Schl” English pster and make a situatinal intrductin. The teacher displays cmplete task requirements n PPT. Each grup needs t srt ut unit key wrds and sentences, design simple campus scene layuts n the pster, and write standard English welcme sentences. The teacher demnstrates excellent sample wrks, explains task allcatin methds, and emphasizes that the prject shuld cmbine language accuracy and scene creativity. Meanwhile, the teacher srts ut available sentence patterns fr students’ reference, eliminating bstacles fr grup creatin.
Step 3: Grup Cperative Prject Creatin
Divide students int several equal grups with balanced abilities. Each grup divides wrk reasnably: sme students are respnsible fr srting ut English sentences, sme fr drawing campus scenes, and thers fr rganizing ral intrductin drafts. Students discuss actively in grups, select suitable welcme and greeting sentences, and match them with crrespnding campus scenes such as classrms and schl gates. The teacher walks arund each grup t ffer targeted guidance, crrect wrng sentence expressins, guide students t ptimize pster design, and ensure every student participates in grup creatin and thinking.
Step 4: Prject Display & Mutual Evaluatin
After the creatin time ends, each grup takes turns t cme t the platfrm fr prject display. Grup representatives shw their psters and deliver a cmplete shrt English intrductin t welcme new teachers and students t the campus. After each display, peer evaluatin is carried ut. Students vte fr the mst standard language and the mst creative wrks. The teacher gives cmprehensive cmments, affirms students’ teamwrk and language applicatin achievements, and patiently crrects individual grammatical errrs and inapprpriate expressins t help students ptimize their wrks.
Step 5: Knwledge Summary & Quality Imprvement
The teacher summarizes the verall perfrmance f the prject activity, srts ut the high-quality English sentences and creative design ideas appearing in students’ wrks. The teacher emphasizes the integratin and flexible applicatin f unit knwledge, and guides students t realize that English is a practical cmmunicatin tl. Cmbined with the prject theme, mral educatin is infiltrated t teach students t maintain plite cmmunicatin habits and shw gd campus manners in daily study and life.
Step 6: Class Summary & Layered Hmewrk
The teacher and students jintly review the whle prject prcess, summarize the key knwledge integratin methds and English expressin skills. The teacher praises students’ psitive participatin and creative perfrmance. Layered hmewrk is assigned. Basic hmewrk: Srt ut and recite all key wrds and sentences f Unit 3. Extended hmewrk: Imprve the grup pster independently and recrd a persnal English campus welcme intrductin. Finally, the teacher encurages students t keep explring English practical applicatin and ends the class.
【Blackbard Design】
Starter Unit 3 Welcme! Sectin B Prject
Prject: Make a Welcme Pster
Key Wrds: schl, classrm, ffice, teacher
Key Sentences:
Welcme t ur schl!
Nice t meet yu! Have a nice day!
【布置作业】学生完成《能力培养与测试》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
Mst students actively participate in grup prject creatin and basically cmplete pster design and English intrductin tasks. The prject effectively cnslidates unit knwledge. Hwever, sme students have weak independent expressin ability. In future classes, mre persnalized guidance will be prvided t imprve students’ cmprehensive language applicatin ability.
课题
Starter Unit3 Tpic Writing
课型
讲授听说课
课时
1
总课时
教材分析
This writing lessn centers n farm intrductin. It cnslidates have/has usage, descriptive adjectives and cardinal numbers, guiding students t write shrt passages abut farm animals with specified quantity, clr and feature infrmatin.
学情分析
Fresh Grade7 learners master basic animal wrds but cnfuse have and has. They ften misuse nun plurals and fail t arrange infrmatin f number and clr lgically in cmplete descriptive writing.
核心素养
（教学）
目标
Language cmpetence: Master have/has rules, number wrds and descriptive adjectives t finish farm-intrductin articles crrectly.
Thinking quality: Organize cntent frm general intrductin t detailed animal descriptins step by step.
Cultural awareness: Lve small animals and cherish natural resurces.
Learning ability: Accumulate useful expressins and imprve imitative writing via grup discussin and table infrmatin srting
德育安全
Lve animals; prtect small creatures arund us
教学重点难点
Key pints: Master have/has and cllcatin f numbers plus animal nuns. Difficult pints: Cmbine clr, quantity and features t write cherent cmplete farm intrductin passages
教法学法
Phrase accumulatin, sample analysis, table srting and guided imitative writing.
教学准备
PPT, animal pictures, wrksheets 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 shws varius farm animal pictures t carry ut ral review. Students name animals and try t use simple adjectives t talk abut clrs. The teacher asks questins with have/has t review grammar pints. After warm-up activities, the teacher intrduces the writing theme: intrduce Mike’s farm accrding t given charts, and students get clear learning bjectives f tday’s writing class.
Step2 Useful Sentence Accumulatin (12 mins)
The teacher divides target sentences int pening, bdy and clsing grups and displays n PPT. The teacher reads each sentence, highlights the different usage f have and has fr different subjects, and explains the matching ways f numbers, clrs and animal nuns. Students read cllectively, in grups and individually t memrize all fixed expressins. Tw English prverbs abut animals are shared t enrich language input. Shrt blank filling exercises help cnslidate key phrases fr subsequent writing practice.
Step3 Sample Analysis and Writing Outline (15 mins)
The teacher presents the mdel cmpsitin abut Mike’s farm and the animal data table. Teachers and students analyze the passage tgether and cnclude the three-part writing framewrk: start with general intrductin f the farm, describe different animals with their clrs and quantities in the middle, cmment n the farm and raise questins at the end. The teacher writes the utline n the blackbard. Students discuss in pairs t srt ut necessary writing infrmatin frm tables and share their discussin results with classmates.
Step4 Guided Imitative Writing (15 mins)
Based n the writing task: cmpse a shrt article intrducing Mike’s farm by using the given table data f animals, clrs and numbers, students start draft writing fllwing the srted utline and accumulated sentences. The teacher walks arund t give persnal guidance, crrecting frequent mistakes such as wrng have/has use and incrrect nun plural frms. After mst drafts are finished, typical writings are displayed n screen; the teacher cmments n excellent expressins and analyzes cmmn errrs fr whle-class crrectin.
Step5 Revisin and Extended Practice (10 mins)
Students revise their drafts based n teacher’s feedback and peer suggestins t adjust sentence rder and fix grammar faults. The extended task requires students t make up their wn farm infrmatin and write a new shrt passage. Outstanding wrks are read alud in class. Meanwhile, mral educatin is blended int teaching t cultivate students’ awareness f caring fr small animals and prtecting nature.
Step6 Summary and Layered Hmewrk (10 mins)
Teacher and students review cre grammar f have/has, number wrds and three-sectin writing structure, emphasizing errr-prne knwledge again. Tw levels f hmewrk are assigned. Basic hmewrk is cpying cre sentences and reciting the sample text. Extended hmewrk is writing a self-designed farm intrductin passage. The teacher encurages students t apply learned knwledge in real expressin.

Blackbard Design
Starter Unit3 Farm Intrductin Writing 1.Key: have/has, numbers, clr adjectives, animal plurals 2.Writing structure: Opening: Mike has a nice farm. Bdy: Animal + clr + quantity End: Cmment + D yu like it? 3.Sentence: They are black and white.
【布置作业】学生完成《能力培养与测试》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
Mst students master cre phrases and basic writing structure and finish required farm descriptin smthly. A few students still mix have and has and make plural mistakes. In later classes, targeted grammar drills and shrt paragraph exercises will be added t imprve their accuracy and lgical writing ability.
课题
Sectin A 1a-1d
课型
讲授听说课
课时
1
总课时
教材分析
This pening sectin fcuses n basic persnal intrductin dialgues and cre persnal prnuns. It integrates picture matching, listening and ral tasks, laying a fundatin fr students’ simple self-intrductin and peer interactive cmmunicatin in English.
学情分析
Seventh-grade students are new t junir high English learning. They are active and curius but lack basic sentence reserves. They need systematic training fr simple daily interactive dialgues with partners
核心素养
（教学）
目标
Language cmpetence: Master basic persnal prnuns and cre intrductin sentences, finish listening tasks accurately and make simple self-intrductins.
Thinking quality: Develp clear lgical thinking fr simple interpersnal cmmunicatin and dialgue rganizatin.
Cultural awareness: Learn plite English greeting and intrductin manners in daily cmmunicatin.
Learning ability: Build initial English learning cnfidence and frm active ral practice habits in class.
德育安全
Be hnest and plite; keep gd classrm rder.
教学重点难点
Key pints: Master target prnuns and basic self-intrductin sentence patterns. Difficult pints: Understand listening infrmatin and use sentences flexibly in peer cmmunicatin.
教法学法
Situatinal teaching, audi listening, pair practice and game interactin.
教学准备
Listening audi, PPT and wrd 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 t ease students’ tensin in junir high English class. The teacher greets students ne by ne with simple daily wrds t create a relaxed learning atmsphere. Then the teacher asks students simple guiding questins abut themselves, such as their names and hbbies, in simple English and bdy language. Mst students can respnd with simple wrds r gestures. The teacher naturally pints ut that English is a tl fr knwing each ther, and tday’s lessn will learn t intrduce neself and thers, which successfully leads t the new lessn theme.
Step 2: Pre-listening Knwledge Presentatin
The teacher displays cre persnal prnuns and basic intrductin sentence patterns in 1a n PPT. The teacher demnstrates standard prnunciatin and intnatin wrd by wrd and sentence by sentence, emphasizing simple and natural ral tne fr daily cmmunicatin. Students fllw the teacher t read repeatedly in whle-class, grup and individual frms t cnslidate basic prnunciatin and memrizatin. The teacher crrects inaccurate prnunciatin in a timely manner. After vcabulary and sentence learning, students cmplete the 1a picture matching task independently, cnnecting language knwledge with character scenes t eliminate subsequent listening barriers.
Step 3: While-listening Task Training
This step fcuses n cmpleting 1b and 1c listening tasks. Befre playing the audi, the teacher clearly explains the listening requirements, requiring students t cncentrate n identifying characters and matching crrect intrductin infrmatin. Fr the first audi playback, students listen t grasp the general dialgue cntent and understand the simple interactive lgic f self-intrductin. Fr the secnd playback, students cmplete independent matching and judgment tasks. After listening, the teacher checks answers with the whle class, analyzes key listening clues, and replays the audi again t help students deepen their sense f language and imprve their ability t capture key dialgue infrmatin.
Step 4: Pst-listening Oral Practice
T realize the transfrmatin frm language input t ral utput, diversified interactive practice is carried ut. First, students imitate the listening dialgues in pairs, fcusing n simulating plite and natural cmmunicatin tne. Then, the teacher rganizes targeted pair dialgue practice. Students take turns t intrduce themselves and their deskmates with target sentences, cnslidating cre sentence patterns. The teacher walks arund the classrm t give targeted guidance, crrect rigid expressins and wrng sentence cllcatins, and encurages shy students t pen their muths bravely t participate in English cmmunicatin.
Step 5: Situatinal Cnslidatin & Expansin
The teacher summarizes the cre vcabulary and sentence patterns learned in this lessn. Cmbined with the 1d classrm activity requirements, a “Knw Yur Partner” situatinal game is carried ut. Students walk arund the classrm t make new friends and cmplete simple English self-intrductin and mutual understanding cmmunicatin. The teacher infiltrates mral educatin, guiding students t cmmunicate plitely, treat classmates sincerely and build friendly interpersnal relatinships. Randm spt checks are cnducted t test students’ flexible applicatin ability f knwledge.
Step 6: Summary & Hmewrk
The teacher and students jintly review the key knwledge f this lessn, srt ut persnal prnuns and self-intrductin sentence patterns, and emphasize the applicatin scenaris f daily interpersnal cmmunicatin. Layered hmewrk is assigned. Basic hmewrk: Read and memrize cre wrds and sentences prficiently. Extended hmewrk: Intrduce yurself t yur family members in simple English. Finally, the teacher affirms students’ psitive perfrmance and encurages students t keep practicing ral English t build learning cnfidence.
【Blackbard Design】
Unit 1 Yu and Me Sectin A 1a-1d
Key Wrds: I, yu, he, she, my, yur
Key Sentences:
I’m ... / Yu are ...
This is ... Nice t meet yu!
Gd mrning/afternn!
【布置作业】学生完成《能力培养与测试》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
Mst students actively participate in classrm listening and ral practice and can master basic intrductin sentences well. Situatinal games effectively stimulate their learning interest. Hwever, a few students are nt fluent in ral expressin. Future teaching will increase repeated imitatin and situatinal drills t enhance their ral fluency.