【新教材】人教版（2024）七年级上册英语Starter Unit 3 Welcome!教案（6课时）

第第页【新教材】人教版（2024）七年级上册英语StarterUnit3Welcome!教案SectionA1a-1b课题SectionA1a-1b课型讲授听说课课时1总课时教材分析Thissectioncentersonthethemeofwelcomeandbasicintroductions.Itcoverscorewordsandsimpleconversationalsentences,combiningpicturematchingandbasiclisteningtasks.Itlaysafoundationforstudents’politedailycommunicationandfurtheroralexpressionlearning.学情分析Seventh-gradestudentshavemasteredbasicEnglishgreetingsandsimpledialogues.Theyarecuriousaboutnewcommunicationtopicsbutlackproficiencyinwelcomeexpressionsandflexibleinteractiveresponseinnewscenarios核心素养（教学）目标Languagecompetence:Mastercorewordsandbasicwelcomedialogues,finishpicturematchingandlisteningtasksaccurately.Thinkingquality:Developtheabilitytocapturekeyinformationandunderstandsimpleconversationallogic.Culturalawareness:LearnpoliteWesternwelcomemannersandfriendlycommunicationnorms.Learningability:CultivateactivelisteninghabitsandbuildconfidenceindailyEnglishoralinteractionwithpartners.德育安全Befriendlytoothers;obeyclassroomactivitydisciplines.教学重点难点Keypoints:Graspkeyvocabularyandmasterbasicwelcomeandintroductionsentences.Difficultpoints:Understandlisteninginformationandusetargetsentencesnaturallyinsimpleinteractions.教法学法Situationalteaching,audiolistening,intuitivedemonstrationandpairpractice教学准备Teachingaudio,PPTandwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithwarmdailyEnglishgreetingstoactivatetheclassroomatmosphere.Theteacherinteractswithstudentsbyusingthegreetingandself-introductionsentenceslearnedinthefirsttwounits,invitingindividualstudentsandpairstoconductsimpledialogues.ThishelpsstudentsreviewpreviousknowledgeandmaintaintheirsenseofEnglishlanguage.Thentheteachershowspicturesofwelcomingnewclassmatesandteachersgreetingstudentsoncampus.Combinedwiththepicturescenes,theteacherleadsstudentstounderstandthemeaningof“Welcome”,andnaturallyintroducesthenewlessontheme.Studentsquicklyintegrateintothenewlearningatmosphereandgenerateinterestinlearningpolitewelcomeexpressions.Step2:Pre-listeningPresentationTheteacherdisplaysthecorevocabularyandbasicsentencepatternsof1aonthePPT,focusingonwelcome-relatedwordsandsimpleintroductoryphrases.Theteacherdemonstratesstandardpronunciationandintonationslowlyandclearly,andleadsstudentstoreadrepeatedlyinwhole-class,groupandindividualforms.Theteachercorrectsinaccuratepronunciationandintonationinatimelymanner.Aftervocabularyconsolidation,theteacherguidesstudentstoobservethepicturesin1acarefully,identifydifferentcharactersandscenes,andhelpsstudentsassociatewordswithspecificscenes.Thenstudentscompletethepicturematchingtaskindependentlytoconsolidatewordrecognitionandlayasolidfoundationforsubsequentlisteninglearning.Step3:While-listeningPracticeThisstepfocusesonfinishingthe1blisteningtaskefficiently.Beforeplayingtheaudio,theteacherclearlystatesthelisteningrequirements,askingstudentstolistencarefullyandmatchthedialogueswithcorrespondingpicturesaccordingtotheheardcontent.Forthefirsttime,playtheaudiocontinuously,allowingstudentstograspthegeneralconversationalcontentandscenetheme.Forthesecondplayback,pauseappropriatelytogivestudentsenoughtimetoconfirminformationandcompletematchingtasksindependently.Afterthelisteningwork,theteachercheckstheanswerswiththewholeclass,analyzesthekeywordsandsentencecluesintheaudio,andreplaystheaudiotohelpstudentsdeepentheirunderstandingofthelisteningmaterialandconsolidatethetargetlanguageknowledge.Step4:Post-listeningOralConsolidationTorealizethetransformationfromlisteninginputtooraloutput,diverseoralpracticeactivitiesarecarriedout.First,theteacherplaysthelisteningaudioagain,guidesstudentstofollowtheaudioandreadthedialoguesimitatively,focusingonsimulatingthenaturaltoneofdailyfriendlycommunication.Thenorganizepairwork.Studentstaketurnstoplaytherolesofnewclassmatesandexistingstudents,usingthelearnedwelcomeandintroductorysentencestocarryoutsituationaldialogues.Theteacherwalksaroundtheclassroomtogivetargetedguidance,correctnon-standardexpressions,andencourageshystudentstospeakbravelyandactivelyparticipateininteractivepractice.Step5:KnowledgeApplication&ExpansionTheteachersummarizesthecorevocabularyandkeysentencepatternslearnedinthisclass,andemphasizestheapplicationscenariosofwelcomesentencesindailycampuscommunication.Asimplesituationalsimulationgameisdesigned.StudentssimulatewelcomingnewclassmatestotheclassroominEnglish,flexiblyusingtheknowledgetheyhavelearned.Duringtheactivity,theteacherinfiltratesmoraleducation,guidingstudentstotreatotherspolitelyandwarmly.Randomoralspotchecksareconductedtoteststudents’masteryofknowledge,helpingstudentsfurtherconsolidatetheirlearningachievementsandenhancetheirlanguageapplicationability.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewallkeyknowledgepointsofthislesson,sortoutlisteningskillsandoralexpressionkeypoints,andemphasizetheimportanceofpolitewelcomecommunicationindailylife.Layeredhomeworkisassigned.Basichomework:Readandmemorizecorewordsandsentencesproficiently,andlistentotheaudiorepeatedlyforimitation.Extendedhomework:GreetandwelcomenewpartnerswithEnglishsentencesafterclass.Finally,theteachergivespositiveencouragementtoendtheclass.【BlackboardDesign】StarterUnit3Welcome!SectionA1a-1bKeyWords:welcome,teacher,student,friendKeySentences:Welcome!Welcometoourclass!Nicetomeetyou!【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Moststudentscanmastercorevocabularyandbasicwelcomesentences,andfinishlisteningandmatchingtaskswell.Situationalpracticeeffectivelystimulatesstudents’speakingenthusiasm.However,afewstudentshavestiffintonationinoralexpression.Infutureteaching,moreimitationandsituationaldrillswillbeaddedtomakestudents’oralEnglishmorenaturalandfluent.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thissectionfocusesonpolitewelcomeandgreetingdialogues,coveringcorephrasesandcommunicativesentences.Itintegrateslistening,reading,imitationandrole-playtasks,consolidatingdailypoliteEnglishandenrichingstudents’basicconversationalexpressionresources学情分析Seventh-gradestudentshavemasteredsimplewelcomewordsandbasicgreetings.Theyareactiveinclassbutlackfluentandpoliteoralexpression.Theyneedsystematictrainingforcoherentdailydialogues核心素养（教学）目标Languagecompetence:Masterpolitegreetingandwelcomesentencesin2a-2e,finishlisteningandreadingtasks,andconductcompletedailydialogues.Thinkingquality:Cultivatelogicaldialoguethinkinganddistinguishpolitecommunicationscenarios.Culturalawareness:UnderstandWesternpolitegreetingetiquetteandfriendlyinterpersonalnorms.Learningability:Developautonomousreadinghabitsandimprovecooperativeoralexpressionskillsingrouppractice德育安全Greetpeoplepolitely;keeporderlyclasspractice教学重点难点Keypoints:Graspcorepolitegreetingsentencesandmasterstandardpronunciationandintonation.Difficultpoints:Usecoherentandpolitedialoguesflexiblyinrealdailycommunicationscenarios.教法学法Situationalteaching,audioimitation,role-playandgroupinteraction教学准备Audiofiles,PPTandscenariopictures教学过程设计复备栏Step1:Warming-up&Lead-inTheclassstartswithdailyEnglishinteractivegreetingstoreviewthebasicknowledgelearnedinSectionA1a-1b.Theteachergreetsstudentswith“Hello!WelcometoourEnglishclass!”andguidesstudentstorespondpolitely.Inviteseveralstudentstocompletesimplewelcomeandgreetingdialoguesinpairstoconsolidatebasicsentencepatterns.Thentheteachershowsscenepicturesofmeetingnewfriendsandgreetingteachersoncampus,andtellsstudentsthatpoliteandcompletegreetingsareessentialindailycommunication.Thislessonwilllearnmorestandardandfluentpolitedialogues,whichnaturallyintroducesthenewteachingthemeandstimulatesstudents’learningmotivation.Step2:Pre-listeningKnowledgePresentationTheteacherdisplaysthecoresentencesandnewexpressionsin2a-2eonthePPT,focusingonpolitegreetings,responsesandwelcomedialogues.Theteacherdemonstratesstandardpronunciation,stressandintonationsentencebysentence,andemphasizesthegentleandpolitetoneofdailycommunicativesentences.Studentsfollowtheteachertoreadrepeatedlyinwholeclass,rowsandindividuals,andtheteachercorrectsnon-standardpronunciationandstiffintonationintime.Afterbasicreadingpractice,theteacherbrieflyexplainstheusageandapplicationscenariosofeachsentence,helpsstudentssortoutdialoguelogic,andeliminateslanguagebarriersforsubsequentlisteningandreadingtasks.Step3:While-listeningTaskTrainingFocusoncompletingthe2alisteningmatchingtask.Beforeplayingtheaudio,theteacherclarifiesthetaskrequirements,requiringstudentstolistencarefullyandmatcheachdialoguewiththecorrespondingpictureaccordingtotheheardpolitegreetings.Playtheaudioforthefirsttimeforstudentstograspthegeneraldialoguecontentandcommunicationatmosphere.Playtheaudioforthesecondtime,pauseappropriatelytoleaveenoughtimeforstudentstocompleteindependentmatching.Afterthetask,checkanswerswiththewholeclass,analyzekeylisteninginformationandsentencefeatures.Replaytheaudiotohelpstudentsdeepentheirimpressionofpolitesentencepatternsandstandardintonation,andconsolidatelisteningcomprehensionability.Step4:Reading&Role-playPracticeCarryoutlayeredreadinganddialoguepracticebasedon2bto2ematerials.First,organizesilentreading,lettingstudentsunderstandthedialoguecontextandmarkdifficultpoints.Thenconductchoralreading,pairedreadingandemotionalimitativereadingtostandardizestudents’readingfluencyandtone.Afterreadingconsolidation,organizepairrole-playactivities.Studentstaketurnstoactasnewfriends,teachersandclassmatestosimulaterealgreetingandwelcomecommunication.Theteacherwalksaroundtheclassroomtoguidestudents’expression,correctincoherentsentences,andencourageshystudentstoparticipateactivelyandspeakEnglishbravely.Step5:Consolidation&SituationalApplicationTheteachersummarizesthecorepolitesentencepatternsandcommunicationskillslearnedinthislesson.Designasituationalsimulationactivity:studentsgreetnewclassmatesandteachersinEnglishwithcompleteandpolitedialogues.Allstudentsparticipateingroupinteractivecommunicationtoflexiblyapplyknowledge.Meanwhile,integratemoraleducationtoguidestudentstotreatotherspolitelyandbuildgoodinterpersonalrelationships.Conductrandomoralspotcheckstoteststudents’knowledgemasteryandfurtherimprovetheirpracticalcommunicativecompetence.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,summarizethepolitegreetingdialoguelogicandstandardintonationrules,andemphasizetheimportanceofpoliteEnglishcommunicationindailylife.Assignlayeredhomework.Basichomework:Readandreciteallkeydialoguesin2a-2eskillfully.Extendedhomework:UselearnedsentencestogreetfamilymembersandnewfriendsinEnglishafterclass.EndtheclasswithwarmEnglishgreetings.【BlackboardDesign】StarterUnit3Welcome!SectionA2a-2eKeySentences:—Goodmorning/afternoon!—Welcometoourschool/class!—Nicetomeetyou!—Thankyou!You’rewelcome!【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Moststudentscanmasterpolitegreetingsentencesandfinishlisteningandreadingtaskswell.Role-playactivitieseffectivelyimprovestudents’oralfluency.However,afewstudentshaverigiddialogueexpressionsandlackflexibleresponses.Infutureteaching,morediversesituationalexerciseswillbeaddedtoenhancestudents’naturalcommunicativeability.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonthestandardpronunciationandintonationofwelcomeandgreetingsentences.Itteachesbasicwordstressandsentencerhythm,aimingtostandardizestudents’oralEnglishandsupportpoliteandnaturaldailycommunicativeexpression学情分析Seventh-gradebeginnerscanreadbasicgreetingsentencesbuthaveunstablestressandunnaturalintonation.Moststudentslacksystematicphonetictrainingandtendtoreadsentencesflatlywithoutemotionalrhythmincommunication核心素养（教学）目标Languagecompetence:Masterstandardpronunciationofcoregreetingwords,graspcorrectsentencestressandnaturalpoliteintonation.Thinkingquality:Developtheabilitytodistinguishstandardandnon-standardpronunciationandsummarizeintonationrules.Culturalawareness:UnderstandgentleandpolitetonehabitsinWesterndailygreetings.Learningability:FormthehabitofimitatingstandardpronunciationandpracticingoralEnglishindependentlyandrepeatedly德育安全Practiceearnestly;maintainsafeclassroomorder教学重点难点Keypoints:Mastercorrectwordstressandpolitesentenceintonationofgreetingdialogues.Difficultpoints:Usenaturalrhythmandpropertoneinrealoralcommunicationinsteadofrigidreading.教法学法Demonstrationteaching,imitativepractice,comparativeanalysisandinteractivetraining教学准备Standardaudio,PPTandphoneticcards教学过程设计复备栏Step1:Warming-up&Lead-inTheclassbeginswithdailyEnglishgreetinginteraction.Theteacherandstudentsexchangefamiliarwelcomeandgreetingsentenceslearnedbefore.Theteacherinvitesstudentstoreadkeydialoguesaloudandobservestheirpronunciation,stressandintonationperformance.Theteacherpointsoutcommonproblems,suchasunclearwordendings,wrongstressandflatsentencetone.Thentheteacherexplainsthatgoodpronunciationandnaturalintonationcanmakegreetingsmorepoliteandfriendly,andleadsstudentstoentertoday’spronunciationlearningclass,clarifyingthelearningfocusandstimulatingstudents’desiretostandardizetheiroralEnglish.Step2:PronunciationKnowledgePresentationTheteacherdisplayscoregreetingwordsandsentencesonPPT,includingwelcome,nice,meet,“Welcometoourclass!”and“Nicetomeetyou!”.Theteacherdemonstratesstandardpronunciationwordbyword,emphasizingsyllabledivisionandcorrectstressposition.Theteacherexplainsmouthshapeandtonguepositionskillsforeasy-to-mispronouncewords.Thentheteacherfocusesonsentenceintonationteaching,tellingstudentsthatdailypolitegreetingsentencesadoptgentle,steadyandrising-friendlyintonation.Theteacherusescontrastivedemonstrationtoshowstiffandnaturalpronunciationeffects,helpingstudentsformintuitivephoneticcognition.Step3:LayeredImitationPracticeCarryoutprogressiveimitationtrainingfromwordstosentences.First,playthestandardaudioofsinglewords,andstudentslistenandimitaterepeatedly.Theteachercorrectsindividualpronunciationerrorsintime.Thenmovetophraseandsentenceimitation.Studentsfollowtheaudiotopracticesentencestressandoverallrhythm.Variousreadingformsareadopted,includingwhole-classreading,rowreadingandindividualreading.Forstudentswithweakphoneticfoundation,theteacherprovidesone-on-oneguidancetohelpthemgraduallystandardizepronunciationandimprovetonefluency.Step4:ComparativeCorrection&RuleSummaryTheteachersummarizestypicalpronunciationandintonationproblemsexistinginstudents’practice.Thewrongandstandardpronunciationaredisplayedsidebysideforstudentstocompareanddistinguish.Guidestudentstoactivelysummarizesimpleintonationrulesfordailygreetingsentences.Thenlaunchaphoneticjudgmentgame.Theteacherreadssentenceswithdifferentstressandintonationrandomly,andstudentsjudgeandcorrecttheimproperpronunciation.Thisactivityeffectivelyimprovesstudents’phoneticdiscriminationabilityandconsolidatestheirmasteryofpronunciationrules.Step5:SituationalPronunciationApplicationCombinepronunciationtrainingwithrealcommunicationscenarios.Organizepairsituationalpractice.Studentstaketurnstogreetnewfriendsandteachers,usingstandardpronunciationandpolitenaturalintonationtocompletedialogues.Theteacherpatrolstheclassroomtosuperviseandguide,focusingoncheckingstudents’overallsentencerhythmandemotionaltone.Selectexcellentstudentstodemonstrateinfrontoftheclassandgivepositivecomments,encouragingallstudentstoabandonrigidreadingandachievenaturaloralexpression.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeypronunciationpoints,wordstressandpolitesentenceintonationrulesofthislesson.EmphasizethatstandardpronunciationisthefoundationofconfidentEnglishcommunication.Assignlayeredhomework.Basichomework:Followthestandardaudiotoimitatepronunciationfor10minuteseveryday.Extendedhomework:Recordyourowngreetingsentencesandfeelyourintonationchanges.Endtheclasswithpositiveencouragement.【BlackboardDesign】StarterUnit3Welcome!(Pronunciation)KeyWords&Stresswelcome/ˈwelkəm/nice/naɪs/meet/miːt/SentenceIntonationPolitegreetings:gentle&naturaltoneTip:Correctstress&smoothrhythm【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Moststudentsgraspthestandardpronunciationofcorewordsandbasicpoliteintonationthroughimitationandpractice.Interactivecomparisonactivitieseffectivelyimprovestudents’phoneticawareness.However,severalstudentsstillhaveunstablesentencerhythm.Futureteachingwillincreasecontinuoussituationaldrillstomaketheiroralpronunciationmorenaturalandstandardized.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thissectionexpandsschoolscenevocabularyandfurtherconsolidatespolitegreetingdialogues.Itfocusesonlisteningidentificationandsituationaloralpractice,helpingstudentsapplywelcomeexpressionsinrealcampuscommunicationscenariosflexibly.学情分析Seventh-gradestudentshavemasteredbasicwelcomeandgreetingsentences.Theyareactiveinclassroominteractionbutweakinlisteningkeyinformationcaptureandflexibledialogueuseindiverseschoolscenarios.核心素养（教学）目标Languagecompetence:Masterschool-themedwordsandcomplete1a-1dlisteningtasksskillfully,andusepolitegreetingdialoguesfreely.Thinkingquality:Improvetheabilitytoclassifysceneinformationandextractkeylisteningcontent.Culturalawareness:Experiencepoliteinterpersonalcommunicationnormsincampuslife.Learningability:Cultivateactivelisteningskillsanddevelopcooperativelearningandpracticaloralexpressionhabits德育安全Bepolitetoothers;keepclassroomactivitiesorderly教学重点难点Keypoints:Graspnewschoolvocabularyandconsolidatepolitegreetingandresponsesentences.Difficultpoints:Accuratelyunderstandlisteningmaterialsandusedialoguesnaturallyinrealcampusscenarios教法学法Situationalteaching,audiolisteningtraining,pairpracticeandgameinteraction.教学准备Listeningaudio,PPTandscenecards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithdailyEnglishgreetingstoreviewthepolitegreetingsentenceslearnedinSectionA.Theteacherinteractswithstudentsrandomly,usingsentenceslike“Goodmorning!”and“Nicetomeetyou!”toguidestudentstorespondpolitely.Studentsconductquickpairdialoguestoconsolidatebasiccommunicativepatterns.Thentheteachershowspicturesofschoolgates,classroomsandteachers’officesonthescreen.Byaskingsimpleguidingquestions,theteacherleadsstudentstotalkaboutdifferentschoolscenes,andnaturallyintroducesthethemeofthislesson:learningschool-relatedwordsandgreetingothersinvariouscampussituations,whichfullyarousesstudents’learninginterest.Step2:Pre-listeningPresentationTheteacherpresentscoreschool-themedvocabularyin1aonPPT,includingcommoncampusplacesandrelatednouns.Theteacherdemonstratesstandardpronunciationandstressclearly,andleadsstudentstoreadindiverseways,includingwhole-classreading,groupreadingandindividualreading.Theteachercorrectspronunciationerrorsandimproperintonationinatimelymanner.Aftervocabularylearning,studentsfinishthe1amatchingtaskindependentlytoconnectwordswithcorrespondingscenes.Theteacherchecksanswersuniformlyandreviewsthekeygreetingsentencestoeliminatelanguagebarriersforsubsequentlisteningtasks.Step3:While-listeningPracticeThisstepfocusesoncompleting1band1clisteningtasks.Forthe1btask,theteacherclearlystatestherequirements:listentotheaudioandmatcheachshortdialoguewiththecorrectcampusscenepicture.Theaudioisplayedforthefirsttimeforstudentstograspthegeneralconversationalcontext.Thesecondplaybackallowsstudentstofinishmatchingindependently.Afterlistening,theteacherchecksanswersandanalyzeskeyvocabularyandsentenceclues.Forthe1ctask,theaudioisplayedtwicewithappropriatepauses,enablingstudentstocapturekeyinformationandcompletethelisteningjudgmentandfillingtasks.Finally,theaudioisplayedagainforstudentstofollowandread,consolidatinglisteningandlanguagesense.Step4:Post-listeningOralTrainingTotransformlisteninginputintoeffectiveoraloutput,targetedinteractivepracticeiscarriedout.First,studentsworkinpairstoimitatethelisteningdialogues,focusingonsimulatingpolitetoneandnaturalcommunicationrhythm.Theteacherwalksaroundtheclassroomtoguidestudents’expression,correctnon-standardsentencecollocationsandencourageshystudentstospeakbravely.Thentheteacherorganizesthe1dsituationalactivity.Studentstaketurnstoplaytherolesofteachersandstudentsindifferentcampusscenes,usinglearnedwordsandgreetingsentencestocompleterealinteractivedialogues.Severalgroupsareselectedtoperforminpublic,andtheteachergivespositiveandtargetedevaluations.Step5:Consolidation&ExpansionTheteachersummarizesthenewcampusvocabularyandcoregreetingsentencepatternslearnedinthislesson.Asituationalgamenamed“GreetonCampus”iscarriedout.Theteachershowsdifferentschoolscenepictures,andstudentstaketheinitiativetocompletematchingEnglishdialogues.Thisactivitystrengthensstudents’flexibleapplicationabilityofknowledge.Meanwhile,moraleducationisinfiltratedtoguidestudentstokeeppolitecommunicationhabitsatschoolandrespectteachersandclassmates.Randomoralspotchecksareconductedtoteststudents’overallmasteryofknowledge.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,emphasizinglisteninginformationcapturingskillsandtheflexibleapplicationofpolitedialoguesincampusscenarios.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsanddialoguesskillfully.Extendedhomework:Simulatecampusgreetingdialogueswithfamilymembersafterclass.Theteacheraffirmsstudents’performanceandendstheclasswithwarmEnglishgreetings.【BlackboardDesign】StarterUnit3Welcome!SectionB1a-1dKeySchoolWords:school,classroom,office,teacherKeySentences:Welcometoourschool!Goodmorning/afternoon,teacher!Nicetoseeyou!【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Moststudentsmasternewcampusvocabularyandfinishlisteningtaskssmoothly,andmostofthemcancompletesimplesituationaldialogues.Interactiveactivitiesgreatlyenliventheclassroomatmosphere.However,afewstudentsrespondslowlyinsceneswitching.Later,morediversesituationalexerciseswillbeaddedtoimprovetheirflexibleapplicationability.SectionBProject课题SectionBProject课型讲授听说课课时1总课时教材分析ThisprojectlessonisacomprehensivesummaryandexpansionofStarterUnit3.Itintegratesallgreetingandwelcomeexpressionsandcampusvocabulary.Itguidesstudentstouseintegratedlanguageknowledgetocompletepracticalcampuscommunicationtasks学情分析Seventh-gradestudentshavemasteredbasicgreetingsentencesandcampuswords.TheyenjoycooperativeandcreativetasksbutlacksystematiclanguageintegrationandautonomousdesignabilityincomprehensiveEnglishprojects.核心素养（教学）目标Languagecompetence:Integrateallunitvocabularyandsentencestocompletecampuswelcomeprojecttasksandmakecompleteoralexpressions.Thinkingquality:Developlogicalthinkingandinnovativeabilityinprojectdesignandscenearrangement.Culturalawareness:Deepenunderstandingofpolitecampuscommunicationetiquette.Learningability:StrengthenteamcooperationabilityandformthehabitofapplyingEnglishtosolvereal-lifeproblems德育安全Cooperatepolitely;ensuresafegroupactivities教学重点难点Keypoints:Integrateunitknowledgetodesignandcompletecampuswelcomeprojects.Difficultpoints:OrganizecoherentandnaturalEnglishexpressionsforcomprehensivescenecommunication.教法学法Project-basedlearning,groupcooperation,situationalcreationandevaluation教学准备PPT,colorpensandblankposterpapers教学过程设计复备栏Step1:Warming-up&KnowledgeRevisionTheteacherbeginstheclasswithrelaxedEnglishgreetingstoactivatetheclassroomatmosphere.AquickknowledgereviewiscarriedouttoconsolidatethecorecontentofUnit3.TheteacherguidesstudentstorecitecampusvocabularyandsortsoutallpolitegreetingandwelcomesentencepatternslearnedinSectionAandSectionB.Randomindividualchecksandpairdialoguesarearrangedtoensuremoststudentscanusebasiclanguageproficiently.Afterrevision,theteacherpointsoutthattoday’sclasswillabandonsinglemechanicalpracticeandapplyalllearnedknowledgetofinishapractical“CampusWelcome”project,stimulatingstudents’creativedesireandclarifyingthecorelearningtask.Step2:ProjectTaskExplanationTheteacherclearlyannouncesthecoreprojecttheme:Createa“WelcometoOurSchool”Englishposterandmakeasituationalintroduction.TheteacherdisplayscompletetaskrequirementsonPPT.Eachgroupneedstosortoutunitkeywordsandsente