【新教材】人教版（2024）七年级上册英语Starter Unit 1 Hello!教案（6课时）

第第页【新教材】人教版（2024）七年级上册英语StarterUnit1Hello!教案课题SectionA(1a-1b)课型讲授听说课课时1总课时教材分析AstheopeninglessonofGradeSevenEnglish,thissectionfocusesonbasicoralgreetingsincluding“Hi”and“Hello”.Itaimstohelpbeginnersmastersimpledailyexpressions.Thesimpleandlivelytextbookcontentstimulatesstudents’initialinterestinEnglishandbuildsasolidfoundationforsubsequentEnglishlearning.学情分析GradesevenstudentshavejustenteredjuniorhighschoolwithnosystematicEnglishlearningexperience.Theyarecuriousaboutnewknowledgeandwillingtotakepartinsimpleclassroomactivities.However,theylackbasiclanguagesenseandoralcourage,requiringvividandeasyteachingguidance.核心素养（教学）目标LanguageAbility:Graspthepronunciationandusageof“Hi”and“Hello”,andfinish1amatchingand1blisteningtasksaccurately.LearningAbility:Developabilitiesofimitatingpronunciation,listeningidentificationandsimplecooperativepractice.ThinkingQuality:FormpreliminaryawarenessofEnglishsituationalcommunication.CulturalAwareness:UnderstandpoliteEnglishgreetingculture,cultivatelastingEnglishlearninginterestandgoodcommunicationmanners.德育安全Learnpolitely,greetwarmlyandabidebyclassroomdisciplines.教学重点难点Key:Masterthestandardpronunciationandbasicapplicationofgreetingwords“Hi”and“Hello”.Difficult:Taketheinitiativetousetargetlanguageforauthenticsituationalgreetingcommunication.教法学法Teaching:Situationalanddemonstrationteaching.Learning:Imitativereading,listeningpracticeandpaircooperation.教学准备Textbooks,audiofilesandteachingPPT.教学过程设计复备栏Step1.Warm-upandLead-inAtthebeginningoftheclass,theteachercreatesarelaxedlearningatmospherebysmilingandwavingtostudents.TheteacherusessimpleandslowEnglish“Hello,everyone!”forinteractivegreeting,repeatsseveraltimesandguidesstudentstowatchmouthshapechanges.Withoutrigidrequirementsforstudents’responses,theteacherencouragesstudentstotrywavingandansweringcasually.Thissimpleteacher-studentinteractioneliminatesstudents’strangenesstoEnglishclasses,stimulatestheircuriosityaboutEnglishlearning,andnaturallyintroducesthecorethemeofthislesson:learningbasicEnglishdailygreetingstocommunicatewithotherspolitelyandsimply.Step2.NewKnowledgePresentationTheteacherdisplaysthecorevocabulary“Hello”and“Hi”throughvividpicturescenariosonPPT,matchingwithstandardoriginalaudio.Theteacherplaystheaudiorepeatedly,demonstratesstandardpronunciationandcorrectmouthshapeinperson,anddistinguishesthecasualandpoliteusageofthetwowordsindailycommunication.Theteacherconductswhole-classimitativereading,collectivereadingandindividualspotcheckinturn,patientlycorrectsstudents’inaccuratepronunciation,andencouragesintrovertedstudentstospeakbravely.Thisstephelpsstudentsfirmlygraspbasicvocabularypronunciationandlayasolidfoundationforsubsequentlisteningandspeakingpractice.Step3.In-classPracticeFirst,studentscompletethe1amatchingtaskindependently.Theymatchdifferentcharactergreetingsceneswithcorrespondinggreetingwordsaccordingtotextbookpictures.Theteacherchecksanswersuniformlyandsummarizesthesimpleusageofthetwowords.Then,theteachercarriesout1blisteningtraining.Forthefirstlistening,studentsgetageneralperceptionoftheaudiocontent;forthesecondlistening,theyfinishthematchingtaskcarefully.Aftercheckinganswers,theteacherplaystheaudioagainforstudentstofollowandread.Later,pairworkisorganized.Studentsgreettheirdeskmateswith“Hello”and“Hi”.Theteacherpatrolstoguideandcorrectpronunciation,andselectsgroupstoperforminfrontoftheclasstostrengthenoralapplicationability.Step4.ConsolidationandSummaryTheteacherdesignsasimplerandomgreetinggame.Theteachergreetsdifferentstudents,andstudentsrespondquicklywithcorrectEnglishexpressionstoconsolidateknowledge.Thentheteacherbrieflysummarizesthekeyknowledgeofthislesson,stressesstandardpronunciationanddailyapplicationscenariosofgreetingwords,andguidesstudentstosortoutlearninggainsindependently.Thisstephelpsstudentsinternalizeknowledgeandformpreliminarylearningsummaryhabits.Step5.HomeworkandClosingTheteacherassignsrelaxeddailyhomework:taketheinitiativetogreetclassmatesandfamilymemberswith“Hello”and“Hi”indailylifeandpracticepronunciationrepeatedly.Attheendoftheclass,theteachergreetsallstudentswithstandardEnglishtoendtheclass,realizingtheintegrationofclassroomlearninganddailypracticalapplication.BlackboardDesignStarterUnit1Hello!SectionA1a-1bKeyWordsHello/həˈləʊ/Hi/haɪ/Usage:DailypolitegreetingsLearningTipsListencarefully,imitatecorrectly,speakbravely【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Thisintroductorylessonsuccessfullystimulatesmoststudents’interestinEnglishlearning.Studentscanbasicallymasterthepronunciationandsimpleusageofgreetingwordsandfinishclassroomtaskssmoothly.Nevertheless,afewstudentslackoralexpressionconfidence.Infutureteaching,moreinterestinggamesandsituationalactivitieswillbedesignedtoencouragestudentstospeakEnglishactivelyandbuildtheirlearningconfidence.SectionA2a-2d课题SectionA2a-2d课型讲授听说课课时1总课时教材分析Thispartfocusesonbasicgreetingsandnameexpressions.Itcombineslistening,readinganddialoguepractice.ItisthefoundationofdailyoralEnglish,linkingsimplewordstoshortconversationsandlayinggroundworkforsubsequentlearning.学情分析Seventhgradersjustenterjuniorhigh.TheyknowafewsimpleEnglishwords.TheyarecuriousaboutEnglishbutshytospeak.Theyneedlivelyactivitiestobuildconfidenceinoralexpression.核心素养（教学）目标Languagecompetence:Mastergreetingsandname-relatedsentences,finishlisteningtasksandactoutdialogues.Culturalawareness:LearnpoliteWesterndailygreetings.Thinkingquality:Improvelisteningandlogicalexpressionability.Learningability:Developthehabitofactivecommunicationandcooperativelearningingroups.德育安全Bepolitetoothers;keepsafeduringgroupactivities.教学重点难点Keypoints:Graspgreetingsentencesandsentencepatternsforaskingandtellingnames.Difficultpoints:Usethesentencesflexiblyinrealdailycommunication教法学法Situationalteaching,groupcooperation,listeningpracticeandinteractivedialogue教学准备Pictures,audiofilesandnamecards.PPT教学过程设计复备栏Step1:Warming-up&Lead-inAtthebeginningoftheclass,theteachergreetsthewholeclassnaturallywith"Hello,everyone!Goodmorning!"tocreateanEnglishlearningatmosphere.Guidestudentstorespondactively.Thentheteachershowssomecartooncharacterpicturesonthescreen,suchascartoonheroesandfamouscartoonfigures.Askstudentstotrytosay"Hello!"tothesecharacterstogether.Next,theteacherwalksaroundtheclassroomandgreetsindividualstudentsonebyonewithsimplesentenceslike"Hello!/Hi!",encouragingstudentstoreply.Thispartactivatesstudents’existingknowledge,arousetheirlearninginterestandhelpthemgetreadyfornewknowledge.Afterthat,brieflyleadintotoday’snewlesson:todaywewilllearnmorewaystogreetothersandintroduceourselves.Step2:Pre-listening(7mins)First,presentthekeysentencesofthislessonontheblackboard:"Hello!/Hi!What'syourname?Myname's.../I'm...".Theteacherreadseachsentenceslowlyandclearly,andleadsstudentstoreadafterrepeatedly,correctingtheirpronunciationandintonationintime.ThenexplainthesimpleusageofthesentencesinplainEnglish.Letstudentsreadinrowsandinpairstogetfamiliarwiththesentencepatterns.Afterbasicreadingpractice,letstudentslookatthepicturesin2a,observethecharactersinthepicturesandguesswhattheyaretalkingabout.Guidestudentstounderstandthegeneralcontentofthelisteningmaterial,andremovelisteningbarriersforthenextactivity.Step3:While-listeningFirst,tellstudentsthetaskof2a:listentotheaudioandmatcheachconversationwiththecorrectpicture.Playtheaudioforthefirsttime,andaskstudentstojustlistenandcatchthemaininformation.Playtheaudioforthesecondtime,andstudentsfinishthematchingtaskindependently.Afterlistening,checktheanswerstogetherwiththewholeclass,andinviteseveralstudentstosharetheiranswers.Thendealwith2b.Tellstudentstolistenagainandfillinthemissingnamesinthedialogues.Playtheaudiotwice.Duringthesecondplayback,pauseproperlytoleavetimeforstudentstowritedownanswers.Afterfinishing,readthecompletedialoguestogethertoconsolidatelisteningcontent.Inthewholelisteningprocess,remindstudentstoconcentrateandgraspkeyinformationsuchasgreetingsandnames.Step4:Post-listening&DialoguePractice(20mins)First,letstudentsreadthedialoguesin2aand2bfreelyinpairs.Theteacherwalksaroundtoofferguidanceandcorrectwrongpronunciation.Thenmoveto2c.Organizepairwork:studentsusethelearnedsentencepatternstomakeupnewshortdialogues,greettheirdeskmatesandintroducetheirownnames.Inviteseveralpairstoperformtheirdialoguesinfrontoftheclass,andgivepositivepraiseandencouragementtoallperformerstoboosttheirconfidence.Next,learnthedialoguein2d.Playtheaudioof2dfirstforstudentstolistenandfeelthetoneofdailycommunication.Thentheteacherleadsstudentstoreadthedialogueparagraphbyparagraph,explainthedifficultexpressionsbriefly.Dividestudentsintogroupsoffourtopracticethe2ddialogueinroles.Aftergrouppractice,selectgroupstoactoutthedialogueinfrontoftheclass.Step5:Consolidation&ExtensionCarryoutasmallinteractivegame:"Findyournewfriend".Letstudentsstandup,walkaroundintheclassroom,use"Hello!What'syourname?"togreetandcommunicatewithdifferentclassmates,andtrytoremembertheirpartners’names.Thisactivityhelpsstudentsapplyknowledgetorealsituations.Thenmakeabriefsummaryofthekeysentencesandsentencepatternslearnedinthisclass.Askstudentstosortouttheknowledgepointsbythemselves.Thendosimpleoralchecks:theteacherasksrandomstudentsquestionstotesttheirmasteryofthesentences.Step6:Summary&HomeworkFirst,makeafullsummarytogetherwithstudents:reviewthemaingreetingsentencesandname-introducingpatterns,andemphasizethatweshouldusepolitegreetingsindailylife.Thenassignlayeredhomework.Basichomework:Readalldialoguesin2a-2dthreetimesandrecitethekeysentences.Extendedhomework:GreetfamilymembersorfriendswiththelearnedEnglishsentencesafterclass,andtrytointroduceyourselfinEnglish.Finally,endtheclasswithEnglishgreetings.BlackboardDesignStarterUnit1Hello!(2a-2d)GreetingsHello!/Hi!Ask&answernames—What'syourname?—Myname's.../I'm...【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Moststudentscanmasterbasicsentencesandfinishlisteningtaskswell.Groupactivitiesactivateclassroomatmosphere,butafewshystudentsdarenotspeak.Nexttime,Iwillpaymoreattentiontoquietstudentsandencouragethemmore.IwillalsodesignmorevividsituationalactivitiestohelpstudentsuseEnglishmoreflexiblyinrealcommunication.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationsectionfocusesonthebasicvowelandconsonantsoundsinsimplegreetingwords.Itteachesstandardpronunciationandcorrectintonationfordailysentences.Itisthefundamentalphoneticbasisforstudents’standardoralEnglishandlaysafoundationforsubsequentwordandsentencepronunciationlearning.学情分析Seventh-gradebeginnershavenosystematicphoneticknowledge.Theycanreadsimplewordsbuthaveinaccuratepronunciationandwrongintonation.Theyarewillingtolearnnewknowledgebutlackstandardoralpracticingmethodsandphoneticawareness.核心素养（教学）目标Languagecompetence:Masterthestandardpronunciationofcorewordsandgreetingsentences,correctwrongpronunciation,andreadsentenceswithproperintonation.Thinkingquality:Developtheabilitytodistinguishsimilarpronunciationsandsummarizepronunciationrules.Culturalawareness:UnderstandpoliteEnglishspeakingtones.Learningability:FormgoodpronunciationhabitsandtaketheinitiativetopracticeoralEnglishindependently.德育安全Speakpolitely;behavewellinclasspracticeactivities.教学重点难点Keypoints:Graspthecorrectpronunciationofcorewordsandbasicsentenceintonation.Difficultpoints:Distinguishsimilarsoundsanduseproperintonationinrealoralcommunication.教法学法Demonstrationteaching,imitationpractice,comparativelearningandgroupinteractivetraining.教学准备Pronunciationaudio,PPTandphoneticflashcards教学过程设计复备栏Step1:Warming-up&Lead-inAtthebeginningoftheclass,theteachergreetsstudentswithfamiliarsentences“Hello!”and“Hi!”toreviewtheknowledgelearnedbefore.Invitestudentstogreettheteacherandtheirdeskmatesonebyone.Duringstudents’speakingprocess,theteachercarefullylistenstotheirpronunciationandintonation,andsimplyrecordscommonpronunciationmistakes.ThentheteacherpointsoutthatstandardpronunciationisthekeytofluentEnglishspeaking,andnaturallyleadstotoday’spronunciationlearningtheme.Thisstepactivatesstudents’existingknowledge,createsarelaxedEnglishlearningatmosphere,andmakesstudentsrealizetheimportanceofstandardpronunciation,layingagoodfoundationfornewknowledgelearning.Step2:Presentation&PronunciationTeachingFirst,theteacherdisplayscorepronunciationwordsandsentencesofthislessononthePPT,including“hi”,“hello”,“name”andbasicgreetingsentences.Theteacherdemonstratesthestandardpronunciationofeachwordslowlyandaccurately,focusingonexplainingthemouthshape,tonguepositionandstressofkeysounds.Theteacheremphasizesthedifferencesbetweeneasy-to-mispronouncesounds,anddemonstratesrepeatedly.Thenleadstudentstoimitateandreadstepbystep,fromsinglewordstosimplephrases.Theteachercorrectsstudents’non-standardmouthshapesandwrongpronunciationinatimelymanner.Afterwordpractice,theteacherteachesthebasicintonationofgreetingsentences,tellingstudentstouseflatandgentleintonationindailypolitegreetings,anddemonstratesthecorrectandincorrectintonationforstudentstocompareanddistinguish.Step3:Imitation&IntensivePracticePlaythestandardpronunciationaudiorepeatedly,andaskstudentstolistencarefully,followtheaudiotoimitatewordandsentencepronunciation,andpayattentiontomatchingthetoneandspeedoftheaudio.Carryoutdiversereadingpractices:individualreading,rowreadingandwhole-classreading.Forstudentswithweakpronunciation,theteachergivesone-on-oneguidancepatiently.Thenorganizepairpractice.Studentstaketurnstoreadwordsandgreetingsentencestoeachother,listentotheirpartner’spronunciation,andhelpcorrectmistakes.Theteacherwalksaroundtheclassroomtosuperviseandguideallgroups,ensuringeverystudentcangeteffectivepronunciationpracticeandgraduallyformstandardpronunciationhabits.Step4:PronunciationComparison&CorrectionSummarizethecommonpronunciationmistakesofstudentsintheearlypractice,andlistthewrongandstandardpronunciationonthescreenforcomparativedemonstration.Guidestudentstotaketheinitiativetofindthedifferencesandsummarizesimplepronunciationrules.Carryoutapronunciationjudgmentgame:theteacherreadswordsandsentenceswithcorrectorwrongpronunciationrandomly,andstudentsjudgetrueorfalseandcorrectthemistakesimmediately.Thisinteractiveactivityenhancesstudents’phoneticdiscriminationability.Theninviteindividualstudentstoperformreadinginfrontoftheclass,andgivetargetedevaluationandaffirmationtoencouragestudentstospeakEnglishconfidentlywithstandardpronunciation.Step5:Consolidation&SituationalApplicationOrganizesituationaldialoguepractice.Studentsusethelearnedwordsandgreetingsentencestocarryoutrealcommunicationwithstandardpronunciationandproperintonation.Theygreetnewclassmatesandpracticeself-introductiondialoguesinpairs,focusingonstandardizingoralpronunciationandtone.Aftergrouppractice,selectexcellentpairstoshowtheirdialoguesinclass.Theteachermakescomprehensivecomments,praisesstudents’progress,andpointsouttheremainingproblemsneedingimprovement.Thisstephelpsstudentsintegratepronunciationknowledgeintopracticalcommunicationandrealizethepracticalvalueofphoneticlearning.Step6:Summary&HomeworkTheteacherandstudentssummarizethekeypronunciationpointsandintonationruleslearnedinthisclasstogether,andemphasizethekeyanddifficultpronunciationpoints.Thenassignlayeredhomework.Basichomework:Listentothestandardaudioandimitatereadingfor10minutes,andrecordtheirownreadingvoices.Extendedhomework:GreetfamilymemberswithstandardEnglishpronunciationafterclass.Finally,endtheclasswithstandardEnglishgreetingstoconsolidatetheclassroomlearningeffect.BlackboardDesignStarterUnit1Hello!(Pronunciation)1.KeyWordsPronunciationhi/haɪ/hello/həˈləʊ/name/neɪm/2.SentenceIntonationHello!Hi!(gentle&flattone)3.Tips:Correctmouthshape&naturaltone

教学反思Moststudentscanmasterthestandardpronunciationofcorewordsandbasicsentenceintonationthroughimitationandpractice.Theinteractiveactivitieseffectivelymobilizestudents’learningenthusiasm.However,afewstudentsstillhaveunstablepronunciationandrigidintonation.Infutureteaching,moretargetedindividualtrainingwillbeaddedtohelpallstudentsformstandardandnaturaloralpronunciationhabits.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thispartfocusesonbasicgreetingsandnameexpressions.Itcombineslisteningandmatchingtasks.ItconsolidatessimpledailydialoguesandlaysafoundationforfurtheroralEnglishpracticeinjuniorhighschool.学情分析NewseventhgradershavelittleEnglishfoundation.TheyarecuriousaboutEnglishandactiveinclass.Theycanlearnsimplewordsandshortsentenceseasilybutlacklisteningandspeakingskills核心素养（教学）目标Languagecompetence:Mastergreetingsandname-relatedsentences,finishlisteningtaskscorrectly.Culturalawareness:LearnpoliteEnglishgreetingcustoms.Thinkingquality:Improveobservationandlisteningthinkingability.Learningability:DevelopthehabitofactivespeakingandcooperativelearninginEnglishclass.德育安全Bepolitetoothers;keepsafeduringgroupactivities教学重点难点Keypoints:Graspgreetingsentencesandfinishlisteningexercises.Difficultpoints:Usetargetsentencesflexiblyinrealcommunicationandunderstandlisteningdetails.教法学法Situationalteaching,task-basedteaching;groupcooperationandautonomouslearning教学准备PPT,pictures,audiotapeandnamecards教学过程设计复备栏Step1:Warming-up&Lead-inGreetthewholeclasswithsimpleEnglishsuchas"Hello!","Goodmorning!"tocreateanEnglishlearningatmosphere.Invitestudentstogreettheirdeskmateswiththesentencestheylearnedbefore.Thenshowsomepicturesofdifferentstudentsandteachersonthescreen,andaskstudentstoguesswhatpeopleusuallysaywhentheymeeteachother.Leadinthenewtopicnaturally.Reviewthebasicgreetingexpressionsbrieflytoactivatestudents’priorknowledge,andarousetheirinterestinnewlessons.Encourageshystudentstotrysimpleoralexpressionstobuildtheirconfidenceattheverybeginning.Step2:Presentation&1aPracticePresentthenewwordsandsentencesin1aonebyone.Readeachphraseandsentencealoudforstudentstofollow,andcorrecttheirpronunciationgently.ExplainthemeaningandusageofeachgreetingsentenceinsimpleEnglishandbodylanguage.Letstudentslookatthefourpicturesin1acarefully,matchthesentenceswiththecorrespondingpicturesindependently.Aftermoststudentsfinishthetask,checktheanswerstogether.Thenorganizepairwork:studentsreadthematcheddialogueswiththeirpartnersrepeatedly.Walkaroundtheclassroomtosuperviseandofferguidance,remindstudentstopayattentiontopronunciationandintonation.Selectseveralpairstoperformthedialoguesinfrontoftheclassandgivepositivecommentstoencouragethem.Step3:ListeningPractice(1b&1c)(20mins)First,tellstudentsthelisteningtaskclearlyfor1b.Playtheaudioforthefirsttime,andaskstudentstojustlistenandgetageneralidea.Playtheaudioasecondtime,andletstudentscirclethenamestheyhear.Playtheaudiothethirdtimetochecktheanswerstogether.Nextmoveto1c.Askstudentstoreadthenamesandsentencesinadvancetogetfamiliarwiththecontent.Playtheaudiotwice.Forthefirsttime,studentslistencarefully;forthesecondtime,theymatchtheconversationswiththecorrectpictures.Afterfinishing,checkanswersasaclass.Explainthekeyinformationanddifficultpointsinthelisteningmaterial.Guidestudentstosummarizelisteningskills,suchascatchingkeywordslikenamesandgreetings.Step4:Consolidation&1dActivityGuidestudentstomakeshortdialoguesusingallthelearnedgreetingsentencesandnameexpressions.Dividetheclassintosmallgroupsoffour.Eachstudentmakesaself-introductionandgreetsgroupmembers,followingtheexamplein1d.Givestudentsenoughtimetoprepare.Theninviteseveralgroupstoactouttheirdialoguesinclass.Praisestudentsfortheirgoodperformanceandpointoutminormistakesproperly.Thendoaquickrandomcheck:calloutdifferentstudentsandhavethemrespondwithtargetsentencesinstantly,tostrengthentheirmemoryoftheknowledge.Step5:Summary&Homework(5mins)Makeabriefsummaryofthekeygreetingsentencesandlisteningskillslearnedinthisperiodtogetherwithstudents.EmphasizethatEnglishisatoolforcommunicationandencouragestudentstousesimpleEnglishindailylife.Assignproperhomework:First,readallthedialoguesandlisteningcontentthreetimesafterclass.Second,greetfamilymembersorfriendswiththelearnedEnglishsentences.Third,previewthenextpartbriefly.EndtheclasswithsimpleEnglishgreetings.BlackboardDesignStarterUnit1Hello!SectionBGreetingsHello!/Hi!Goodmorning!What'syourname?Mynameis...KeyTask1a:Matchsentenceswithpictures1b&1c:Listenandcircle/match1d:Makedialogues【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Moststudentsmasteredbasicgreetingsandfinishedlisteningtaskswell.Classatmospherewasactive.Butafewstudentshadpoorpronunciationandcouldnotrespondflexibly.Nexttime,addmoreindividualoralpractice.Designsimplerexercisesforslowlearnersandincreasereal-scenecommunicationactivitiestoimprovestudents’practicalEnglishusingability.SectionBProject课题SectionBProject课型讲授听说课课时1总课时教材分析Thisprojectisanintegratedpracticalactivity.Itreviewsbasicgreetingsandself-introductions.Itguidesstudentstofinishnamecardsandgroupshows,combiningknowledgewithrealcommunicationtoconsolidatewhattheyhavelearned学情分析Seventhgradershavemasteredsimplegreetingsandnameexpressions.Theylovehands-onactivitiesbutareweakinexpressionorganization.SomestudentsaretooshytospeakEnglishinpublic核心素养（教学）目标Languagecompetence:Skillfullyusegreetingandself-introductionsentencestocompleteoralshows.Culturalawareness:UnderstandpolitecommunicationmannersinEnglish-speakingcountries.Thinkingquality:Cultivatelogicalthinkingwhendesigningnamecards.Learningability:Enhanceteamworkandpracticallearningabilitythroughgroupprojects德育安全Respecteachother;behavewellingroupactivities教学重点难点Keypoints:Makenamecardsandactoutself-introductiondialogues.Difficultpoints:Organizelanguageproperlyandspeakconfidentlyinfrontofthewholeclass教法学法Task-basedmethod,situationalmethod;groupcooperationandpracticallearning教学准备Pictures,paper,markersandcourseware教学过程设计复备栏Step1:Warming-upandLead-inStarttheclasswithwarmEnglishgreetings.Guidestudentstoreviewthegreetingsentencesandself-introductionpatternslearnedbefore.Organizeaquickoralpractice:studentsgreettheirpartnersandtelltheirEnglishnamesonebyone.Inviteseveralstudentstogivesimpleself-introductionsvoluntarily.Givetimelypraisetoactivatetheclassatmosphere.Thenshowsomebeautifulnamecardsamplesonthescreen.Askstudentswhatinformationanamecardusuallyhas,andnaturallyleadtotoday’sprojectactivity—makingnamecardsandgroupshows.Thisparthelpsstudentsreviewoldknowledgeandarousetheircuriosityaboutthenewproject.Step2:ProjectExplanationandDemonstrationFirst,introducetherequirementsofthisprojectclearly.TellstudentsthattheywillmakepersonalEnglishnamecardsandthendogroupself-introductionperformances.Showthestandardlayoutofanamecard,includingEnglishname,hobbyandsimplegreetings.Writedowntheusefulsentencepatternsontheblackboardagainforreference.Readthesentencestogetherwiththewholeclasstostrengthenmemory.Thentheteachermakesasamplenamecardinfrontofstudentsandgivesavividself-introductionasademonstration.Explaintheproductionrulesandperformancenormssimply.Remindstudentstokeeptheirdeskstidywhilemakingcardsandtakegoodcareofstationery.Afterthat,dividestudentsintofixedgroupsoffourandclarifyeachperson’staskinthegroup.Step3:GroupWork—MakeNameCards(22mins)HandoutblankpaperandletstudentsstarttomaketheirownEnglishnamecards.Walkaroundtheclassroomtoofferguidance.Forstudentswhohavetroublewithwordsorsentencewriting,givepatienthelpandcorrectspellingmistakesintime.Encouragestudentstodesigntheirnamecardscreativelywithsimplepatternsandcolors.Duringtheprocess,keepsoftcommunicationingroupsandavoidloudnoise.Whenmoststudentsfinishmakingcards,askgroupmemberstoshowtheircardstoeachotherandpracticeself-introductiondialogueswithinthegroup.Everyonetakesturnstospeak,andgroupmemberscangivesuggestionsonpronunciationandexpression.Teachersobserve