人教七英上册Starter Unit 1(1a-2e)教案

1 Starter Unit 1 Good morning!

（1a-2e）

Teaching

Aims ➢ Language goals

Learn to greet people and response to others’ greetings.

➢ Key words and phrases

good, morning, Good morning! hi, hello, greet people

➢ Key sentences

1. Good morning, Helen!

2. Good morning, Alice!

3. Hi, Bob!

4. Hello, Frank!

Teaching

Difficulties Let Ss learn to greet people and response to others’ greetings.

Teaching

Aids

multimedia courseware or other realia that the T needs for teaching

Teaching Procedures Tips

Step 1 Warming up

➢ Sing a good morning song and let Ss ready for the class.

Step 1: Play the video of good morning song to Ss.

Step 2: Ask all the Ss to stand up, then let each S to find three or four

partners and stand in a circle.

Step 3: T plays the video again and ask Ss to sing the song with the video.

T and Ss can also add some gestures to make the song more interesting.

Step 2 Presentation & Practice (1a-1c)

Pre-listening

➢ Show the picture of activity 1a to Ss. T simply introduces the

picture, then ask Ss to count how many Ss are in the picture.

2 (Tip: T can count with Ss together if Ss have difficulty in counting

numbers.)

1a

➢ T asks Ss to write down the names of the students in the picture.

(Tip: Ask Ss to pay attention that all the names are start with the upper

case letters.)

Answers:

Boy’s names: Bob, Dale, Eric, Frank

Girl’s names: Alice, Cindy, Grace, Helen

➢ Show the portraits of the eight students who have appeared in the

picture of activity 1a to Ss. Ask them to say each character’s name.

Optional choice:

After completing 1a, ask Ss to list all the English first names that they

know. Write the names on the board. You can then ask Ss to say whether

the names are male or female. You can also ask Ss to say whether they

think these names are real names, nick names or shortened names.

While-listening

1b

➢ Let Ss listen to the recording, then repeat.

In 1b, T may want to correct mistakes as a class. In this way, T listens as

the class repeats new language in chorus and identifies common or serious

errors. (T doesn’t identify which Ss made errors.) T then discusses the

errors with the class and models the correct way of speaking, or plays the

recording again. Ss are then given the opportunity to repeat the new

language.

Post-listening

1c

➢ Ask Ss to practice the conversations in the picture.

3 To make this activity more interesting, T can try to create a fun

“hello”chain to help Ss practice greeting one another.

Ask all Ss to stand; then nominate one S to start the chain. The nominated

S, S1, turns to the S his/her left, S2, and greets him/her using one of the

phrases in 1a and S2’s real name. When S2 responds, S1 sits down. Then,

S2 turns to S3 on his/her left and the chain continues.

(Tip: T can make this activity more challenging by splitting the class into

equally sized teams and having each team race to complete the “hello”

chain—the team with all Ss seated first is the winner.)

➢ Let’s practice!

Ask all the Ss to move around in the classroom and greet their classmates

freely.

Step 3 Language points learning (1a-1c)

Good morning!是人们早晨或上午见面时的问候语，其答语通常还是Good morning! 问候他人时，称呼语通常放在问候语后，而且用逗号隔开。

good是形容词，在句中作定语修饰名词，或者用在连系动词（be动词是连系动词的一种）后面作表语。

Hi!/Hello!用于熟人之间非正式场合下的问候，可单独使用，也可加称呼使用。hi和hello可互换，但hi比hello更随意、亲切一些。

Step 4 Presentation & Practice (2a-2e)

Pre-listening

➢ Ask Ss to look at the picture on PPT P16 and put the names in

alphabetical order.

➢ Show Ss the picture on P17 and let them to find the hidden letters.

While-listening

2a

4 ➢ Ask Ss to listen to the recording and repeat the letters.

(Tip: T can encourage Ss to point at each letter as they say it. This ensures

Ss are associating the written form of the letter with the sound they are

hearing or saying.)

2b

➢ Ask Ss to listen and number the letters they hear.

Before doing 2b, have Ss work in pairs, taking turns to point at any letter

from 2a with the partner saying the letter.

Answers:

Top row (left to right): 8, 1, 5, 7

Bottom row: 4, 2, 3, 6

➢ Let’s practice!

Ask Ss to read the letter appeared on P20 quickly, then say the letter

before and after it.

2c

➢ Ask Ss to practice writing the letters.

Before writing each letter, T can point to each of the writing lines and

elicit from Ss where to begin writing. Ss must also learn the correct stroke

order for each letter so that they can later developing cursive writing. T

can help Ss remember the correct stroke order by chanting verbal

instructions for each stroke.

When modeling how to write “A”. T: 1. down, 2. down, 3. across

When modeling how to write “a”: T: 1. circle round, down and tick

2d