【新教材】外研版（2024）七年级上册英语Starter Welcome to junior high!教案

第第页【新教材】外研版（2024）七年级上册英语\o"StarterWelcometojuniorhigh!"StarterWelcometojuniorhigh!教案授课日期授课班级课题StarterUnit:WelcometoJuniorHigh!1stPeriod:GettingReady教学目标LanguageAbilityRecognizeandpronounce8schoolsupplywordsaccurately:paper,schoolbag,eraser,pen,pencil,pencilcase,ruler,textbook.Master3basicgreetingexpressions:Goodmorning!,Nicetomeetyou!,Howareyou?Completetextbook-basedactivities(matching,gap-filling,dialoguepractice)usingtargetvocabularyandgreetings.CulturalAwarenessUnderstandthatrecognizingschoolsuppliesandusingpolitegreetingsarebasicskillsforjuniorhighschoollifeacrosscultures.ThinkingQualityDeveloplogicalmatchingskills(schoolsuppliestoobjects)andsituationalcommunicationskills(usinggreetingsappropriately).LearningAbilityLearnindependentlythroughtextbookpicturesandaudio;collaboratewithpeersinpairwork.教学重点Masteryof8schoolsupplywordsand3basicgreetings.Completionoftextbookactivities:1a(matching),1b(gap-filling),1c(dialoguepractice).教学难点Correctpronunciationofmulti-syllablewords(e.g.,textbook,pencilcase).Usinggreetingsnaturallyinsimpleconversations.教学过程1.Lead-in(5minutes)Activity:GreetingWarm-upTheteacherenterstheclassroomandgreetsstudentswith:“Goodmorning,everyone!Nicetomeetyou!”Invite2-3studentstoreply,thenteachthegreetingexpressionsstepbystep(repeataftertheteacher).Showatextbookpictureofstudentsgreetingeachother(StarterPage2)andask:“Whataretheydoing?Canyousaythegreetingswiththem?”DesignIntent:Activatestudents’interestinthelesson,introducebasicgreetings,andlinktothetextbook’ssituationalcontext.2.Pre-task:SchoolSuppliesVocabularyLearning(10minutes)Activity1:Textbook1a–MatchWordstoPicturesGuidestudentstoopenthetextbooktoStarterPage3(1a).Showthe8schoolsupplywordsonthePPT:paper,schoolbag,eraser,pen,pencil,pencilcase,ruler,textbook.Playthetextbookaudioforthewords;studentslistenandrepeat(emphasizepronunciationofdifficultwords:*textbook/ˈtekstbʊk/,pencilcase/ˈpenslkeɪs/).Askstudentstomatcheachwordtothecorrespondingobjectinthetextbookpicture.Walkaroundtohelpwithconfusion(e.g.,distinguishingpenandpencil).Checkanswersasaclass:Inviteastudenttopointtoapictureinthetextbookandreadthematchedword.DesignIntent:Connectvocabularytovisualcues(textbookpictures)tohelpstudentsunderstandwordmeanings;ensuremasteryofcoreschoolsupplywordsrequiredbythetextbook.Activity2:“SchoolSupplyShow-and-Tell”Askstudentstotakeout1-2schoolsuppliesfromtheirownbags(e.g.,aruler,apencilcase).Inpairs,studentsshowtheirsuppliesandsay:“Thisisa/an[schoolsupply].”(e.g.,“Thisisaruler.”)Invite3-4pairstosharewiththeclass,usingthetextbookvocabulary.DesignIntent:Linktextbookvocabularytostudents’real-lifeobjects,promotingactiveapplicationandboostingconfidenceinspeaking.3.While-task:TextbookListening&Gap-Filling(12minutes)Activity1:Textbook1b–Read,Complete&ListentoCheckGuidestudentstoturntoStarterPage3(1b).ShowtheincompletedialogueonthePPT(consistentwiththetextbook):Mum:Tomorrowisyourfirstdayofjuniorhighschool.Areyouready?LiMing:Yes,Mum!Mum:Whereisyour1______?LiMing:Hereitis.Iputaneraseranda2______init.Mum:Andyour3______?Puttheminyourschoolbag.LiMing:OK.Theteacherpre-teachesthekeywordsinthedialogue:textbooks,pencilcase,pens,ruler(reviewfrom1a).Studentscompletetheblanksindividuallyusingthetextbookwordbank.Playthetextbookaudiotwice;studentslistentochecktheiranswers.Confirmthecorrectanswersasaclass(1.pencilcase;2.ruler;3.textbooks;4.pens).DesignIntent:Trainstudents’listeningcomprehensionandgap-fillingskills,usingthetextbook’srealdialoguetoreinforceschoolsupplyvocabulary.Activity2:Textbook1c–Listen&CompletewithArticles/NumbersGuidestudentstoopenStarterPage4(1c).Explainthetask:“ListentoLiMengandhermumtalkingaboutschoolsupplies.Completetheconversationwith‘a/an’ornumbers(one,two,three...)”Playthetextbookaudiotwice.Studentsfillintheblanks(e.g.,“Ihave1______pens.Ialsohave3______pencilsand2______eraser...”).Checkanswersinpairs,thenconfirmwiththeclass(refertothetextbook’sstandardanswers:1.two;2.one;3.three;4.one).DesignIntent:Integratearticlesandnumberswithschoolsupplyvocabulary,practicinglisteningforspecificdetailsasrequiredbythetextbook.4.Post-task:Greeting&SchoolSupplyDialogue(8minutes)Activity:PairWork–“GreetandTalkAboutSchoolSupplies”Provideadialoguetemplatebasedonthetextbook’sgreetingandvocabularycontent:A:Goodmorning!B:Goodmorning!Nicetomeetyou!A:Nicetomeetyoutoo!Whatschoolsuppliesdoyouhave?B:Ihaveaschoolbag,apencilcase,andthreepencils.Whataboutyou?A:Ihaveaneraser,aruler,andtwopens.Studentspracticethedialogueinpairs,replacingtheschoolsupplieswiththeirown(usingtextbookvocabulary).Invite2-3pairstoperformtheirdialoguesinfrontoftheclass.DesignIntent:Combinegreetingsandschoolsupplyvocabularyintosituationalconversations,achievingthetextbook’sgoalofintegrating“recognition”and“communication.”5.Summary&Homework(5minutes)SummaryReviewthe8schoolsupplywordsand3greetingswiththeclass(studentsreadaloudtogether).Highlightkeytextbooktaskscompleted:1a(matching),1b-1c(listening),anddialoguepractice.HomeworkBasic:Copythe8schoolsupplywords3times;readthetextbook1bdialoguealoud5times.Improving:Draw3schoolsuppliesandlabelthemwithEnglishwords(e.g.,drawapencilcaseandwrite“pencilcase”).Advanced:Practicethegreetingdialoguewithafamilymember,talkingabouttheir“schoolsupplies”(e.g.,anotebook,apen).DesignIntent:Reinforcetextbookcontentthroughlayeredhomework,ensuringstudentsconsolidatevocabularyanddialogueskills.板书设计教学反思授课日期授课班级课题StarterUnit:WelcometoJuniorHigh!2ndPeriod:MyNewSubjects教学目标LanguageAbilityAccuratelyrecognizeandpronounce12subjectwords:geography,biology,PE,ethicsandtheruleoflaw,English,maths,Chinese,art,music,history,etc.Masterthesimplepresenttensetotalkaboutsubjects:“Ihave...”,“Ilike...best”.Completetextbookactivities(matching,readingcomprehension,pairdialogue)usingtargetvocabularyandgrammar.CulturalAwarenessUnderstandthevarietyofjuniorhighschoolsubjectsandtheircultural/educationalvalue(e.g.,ethicsandtheruleoflawforsocialresponsibility).ThinkingQualityDeveloplogicalmatchingskills(subjectstotextbooks)andreadingcomprehensionskills(extractingfavoritesubjects).LearningAbilityLearnindependentlythroughtextbookvisualsandaudio;collaborateinpairworktopracticesubject-relatedconversations.教学重点Masteryof12subjectwordsandsimplepresenttensestructures.Completionoftextbookactivities:5(matching),6(reading&answering),7(pairdialogue).教学难点Correctpronunciationofcomplexsubjectnames(e.g.,ethicsandtheruleoflaw,geography).Usingthesimplepresenttensenaturallyinsubject-relatedconversations.教学过程1.Lead-in(5minutes)Activity:SubjectGuessingGameShowtextbookpicturesofschoolsubjects(e.g.,aglobeforgeography,apaintpaletteforart).Ask:“Whatsubjectisthis?Guessandsaytheword!”Invitestudentstoguessandrepeatafteryou.Linktothetextbook:“Today,we’lllearnaboutjuniorhighschoolsubjects—justlikeinyourrealtextbooks!”DesignIntent:Activatepriorknowledge,introducesubjectvocabulary,andconnecttothetextbook’svisualcontext.2.Pre-task:SubjectVocabularyLearning(10minutes)Activity1:Textbook5–MatchSubjectstoTextbooksOpenthetextbooktothe“Matchthesubjectswiththetextbooks”page.Display12subjectwords:geography,biology,PE,ethicsandtheruleoflaw,English,maths,Chinese,art,music,history,etc.Playthetextbookaudioforsubjectwords;studentslistenandrepeat(emphasizetrickywords:ethics/ˈeθɪks/,geography/dʒiˈɒɡrəfi/).Studentsmatcheachsubjecttoitstextbookinthepicture.Walkaroundtohelp(e.g.,“Where’stheChinesetextbook?Lookforthecharacters!”).Checkanswersasaclass:Invitestudentstopointtoatextbookandreadthematchedsubject.DesignIntent:Connectvocabularytotextbookvisuals,ensuringstudentsunderstandsubjectnamesandtheir“textbookforms.”Activity2:“SubjectFlashcards”Givestudentsflashcardswithsubjectwords.Inpairs,onestudentshowsacard,theothersays:“Thisis[subject].It’sabout...”(e.g.,“Thisisgeography.It’saboutmapsandcountries!”).Share2-3exampleswiththeclasstomodel.DesignIntent:Linksubjectwordstotheirmeanings,promotingactivevocabularyuse.3.While-task:TextbookReading&Comprehension(12minutes)Activity1:Textbook6–Read&AnswerAboutFavoriteSubjectsOpenthetextbooktothe“Readandanswer”dialogue:Mum:Whatsubjectsdoyouhavenow?LiMing:Lookhere.WehaveChinese,maths,English,ethicsandtheruleoflaw,art,musicandPE.LiMeng:Wealsohavemanynewsubjects,likehistory,geographyandbiology.Mum:Whatsubjectsdoyoulikebest?LiMing:IlikeChinese,Englishandartbest.LiMeng:Ilikemaths,musicandPEbest.Pre-teachkeyphrases:“lookhere,”“manynewsubjects,”“like...best”.Studentsreadthedialoguesilently,thenanswer:“WhatsubjectsdoLiMingandLiMenglikebest?”Checkanswersinpairs,thenconfirmwiththeclass(LiMing:Chinese,English,art;LiMeng:maths,music,PE).DesignIntent:Trainreadingcomprehension,extractfavoritesubjects,andreinforcethesimplepresenttense(“like...best”).Activity2:Textbook7–PairDialoguePracticeOpenthetextbooktothe“Workinpairs”section:A:Whatsubjectsdoyouhavenow?B:Ihave...A:Whatsubjectsdoyoulikebest?B:Ilike...best.Modelthedialoguewithastudent(useyourownsubjects:“IhaveEnglish,maths,andart.Ilikeartbest!”).Studentspracticeinpairs,replacingwiththeirrealsubjects.Invite2-3pairstoperformfortheclass.DesignIntent:Integratesubjectvocabularyandthesimplepresenttenseintorealconversations,asrequiredbythetextbook.4.Post-task:SubjectSurvey&Sharing(8minutes)Activity:“ClassSubjectSurvey”Createasurveytable:NameSubjectsYouHaveFavoriteSubjects[You]Studentsinterview2classmates:“Whatsubjectsdoyouhave?Whatdoyoulikebest?”Shareresultswiththeclass:“XiaominghasChinese,maths,andPE.HelikesPEbest!”DesignIntent:Extendtextbookdialoguetorealinteractions,reinforcingvocabularyandgrammarinameaningfulcontext.5.Summary&Homework(5minutes)SummaryReview12subjectwordsandsimplepresenttensestructures(“Ihave...”,“Ilike...best”).Highlightcompletedtextbooktasks:5(matching),6(reading),7(dialogue).HomeworkBasic:Copy12subjectwords2times;readthetextbook6dialoguealoud3times.Improving:Drawa“subjecttimetable”(e.g.,“Monday:Chinese,maths,English”)andlabelitinEnglish.Advanced:Writeashortparagraph:“MyFavoriteSubjects”(usethesimplepresenttense,include3-4subjects).DesignIntent:Reinforcetextbookcontentthroughlayeredhomework,ensuringvocabularyandgrammarmastery.板书设计教学反思授课日期授课班级课题StarterUnit:WelcometoJuniorHigh!3rdPeriod:GettingReady(Colour)教学目标LanguageAbilityAccuratelyrecognizeandpronounce10colourwords:grey,green,brown,orange,pink,yellow,black,white,blue,red.Masterthesimplefuturetensetotalkaboutclothing:“I’mgoingtowear...”.Completetextbookactivities(matching,listening,pairdialogue)usingtargetvocabularyandgrammar.CulturalAwarenessUnderstandthatcoloursarebasicelementsofdailycommunicationandclothingdescriptionacrosscultures.ThinkingQualityDeveloplogicalmatchingskills(clothingitemstopictures)andlisteningcomprehensionskills(extractingclothingdetails).LearningAbilityLearnindependentlythroughtextbookvisualsandaudio;collaborateinpairworktopracticecolourandclothing-relatedconversations.教学重点Masteryof10colourwordsandsimplefuturetensestructures.Completionoftextbookactivities:8(pointandsay),9(matching),10(listening),11(pairdialogue).教学难点Correctpronunciationofmulti-syllablecolourwords(e.g.,orange/ˈɒrɪndʒ/,brown/braʊn/).Usingthesimplefuturetensenaturallyinclothing-relatedconversations.教学过程1.Lead-in(5minutes)Activity:ColourFlashcardsShowtextbookpicturesofpaintjars(Activity8)andask:“Whatcolourisit?Canyousayit?”Teach10colourwordsstepbystep(repeataftertheteacher),emphasizingpronunciation.Linktothetextbook:“Today,we’llusethesecolourstotalkaboutschooluniforms—justlikeinyourtextbooks!”DesignIntent:Activatepriorknowledgeofcolours,introducetargetvocabulary,andconnecttothetextbook’svisualcontext.2.Pre-task:ColourVocabularyLearning(10minutes)Activity1:Textbook8–PointandSayOpenthetextbooktothe“Pointandsay”page(paintjars).Studentstaketurnspointingtoajarandsaying:“Whatcolourisit?It’s[colour].”(e.g.,“Whatcolourisit?It’sgrey.”)Playthetextbookaudioforcolourwords;studentslistenandrepeat(focusontrickywords:pink/pɪŋk/,yellow/ˈjeləʊ/).DesignIntent:Connectcolourvocabularytotextbookvisuals,ensuringstudentsmasterpronunciationandbasicusage.Activity2:“ColourHunt”Askstudentstofind3objectsintheclassroomwithtargetcolours(e.g.,agreypencil,aredbook).Inpairs,studentsshare:“Iseea[colour][object].Whataboutyou?”DesignIntent:Linkcolourwordstoreal-lifeobjects,promotingactivevocabularyapplication.3.While-task:TextbookMatching&Listening(12minutes)Activity1:Textbook9–MatchClothingtoPicturesOpenthetextbooktothe“Matchthewordsandexpressionswiththepictures”page.Display10clothingwords:sportstrousers,sportsjacket,redscarf,T-shirt,skirt,shoes,sportsshoes,shirt,coat.Studentsmatcheachwordtoitspicture.Walkaroundtohelp(e.g.,“Where’stheredscarf?Lookfortheredone!”).Checkanswersasaclass:Invitestudentstopointtoapictureandreadthematchedclothingword.DesignIntent:Connectclothingvocabularytotextbookvisuals,ensuringstudentsunderstandclothingnames.Activity2:Textbook10–ListenandChooseOpenthetextbooktothe“Listenandchoose”dialogue:Nana:Hi,WangTao.Whatareyougoingtoweartomorrowforschool?WangTao:Myschooluniform,ofcourse.I’mgoingtoweara1______and2______.Howaboutyou?Nana:I’malsogoingtowearmyschooluniform.Ihavea3______,a4______anda5______.WangTao:Whatshoesareyougoingtowear?Nana:I’mgoingtowearapairof6______.Howaboutyou?WangTao:I’llwear7______.Nana:Oh,don’tforgetyour8______.WangTao:Thanks,Iwon’t.Pre-teachkeyphrases:“schooluniform,”“apairof,”“don’tforget”.Playthetextbookaudiotwice;studentsfillintheblankswithclothingwords.Checkanswersinpairs,thenconfirmwiththeclass(usetextbookanswerkey:e.g.,1.sportsjacket,2.sportstrousers,etc.).DesignIntent:Trainlisteningcomprehension,extractclothingdetails,andreinforcethesimplefuturetense(“I’mgoingtowear...”).4.Post-task:PairDialoguePractice(8minutes)Activity:Textbook11–TalkAboutWeekendClothingOpenthetextbooktothe“Talkaboutwhatyouaregoingtowearthisweekend”section.Modelthedialoguewithastudent:“Whatareyougoingtowearthisweekend?I’mgoingtowearablueT-shirtandwhiteshoes.”Studentspracticeinpairs,replacingwiththeirrealweekendplans.Invite2-3pairstoperformfortheclass.DesignIntent:Integratecolourandclothingvocabularywiththesimplefuturetenseintorealconversations,asrequiredbythetextbook.5.Summary&Homework(5minutes)SummaryReview10colourwordsandsimplefuturetensestructures(“I’mgoingtowear...”).Highlightcompletedtextbooktasks:8(pointandsay),9(matching),10(listening),11(dialogue).HomeworkBasic:Copy10colourwords2times;readthetextbook10dialoguealoud3times.Improving:Drawa“weekendoutfit”(e.g.,“I’mgoingtowearapinkskirtandgreenshoes”)andlabelitinEnglish.Advanced:Writeashortparagraph:“MyWeekendOutfit”(usethesimplefuturetense,include3-4clothingitemsandcolours).DesignIntent:Reinforcetextbookcontentthroughlayeredhomework,ensuringvocabularyandgrammarmastery.板书设计教学反思授课日期授课班级课题StarterUnit:WelcometoJuniorHigh!4thPeriod:KnowYourSchool教学目标LanguageAbilityAccuratelyrecognizeandpronounce4schoolfacilitywords:teachingbuilding,dininghall,playground,library.Masterthe“therebe”structuretodescribeschoolfacilities:“Thereare...”,“Thereis...”.Completetextbookactivities(reading,sentencecorrection,matching,schooldescription)usingtargetvocabularyandgrammar.CulturalAwarenessUnderstandthelayoutandfunctionsofjuniorhighschoolfacilities,acommonexperienceacrosscultures.ThinkingQualityDevelopreadingcomprehensionskills(extractingfacilitydetails)andlogicalmatchingskills(sentencestructures).LearningAbilityLearnindependentlythroughtextbookvisualsandtexts;collaborateinpairworktodescribetheirnewschool.教学重点Masteryof4schoolfacilitywordsandthe“therebe”structure.Completionoftextbookactivities:1(reading&completing),2(sentencecorrection),3(sentencestructurematching),4(schooldescription).教学难点Correctlyusingsingularvs.pluralnounswiththe“therebe”structure(e.g.,“Thereisalibrary”vs.“Thereareclassrooms”).Describingschoolfacilitiesinacoherentparagraph.教学过程1.Lead-in(5minutes)Activity:SchoolFacilityGuessingShowtextbookpicturesofschoolfacilities(e.g.,abuildingwithclassroomsforteachingbuilding,alargeopenareaforplayground).Ask:“What’sthis?Guesstheschoolfacility!”Teach4facilitywordsstepbystep(repeataftertheteacher).Linktothetextbook:“Today,we’llexploreournewschoolfacilities—justlikeinyourtextbooks!”DesignIntent:Activatepriorknowledgeofschoolfacilities,introducetargetvocabulary,andconnecttothetextbook’svisualcontext.2.Pre-task:FacilityVocabulary&“ThereBe”Introduction(10minutes)Activity1:Textbook1–Read&CompleteOpenthetextbooktothe“Readandcomplete”section.Studentsreadthepassage:“Thisisyournewschool.Therearethreebuildingsandaplayground.It’snotbig,butitisbeautiful.Let’sgoaroundtheschooltogether!Thisisthe1______.Ithasthreefloors.Thereare30classroomsonthefirstandsecondfloors.Andthereare10sciencelabsandeightcomputerlabsonthethirdfloor.”Guidestudentstofillintheblankwithteachingbuilding(usingcontextclues:“classrooms,sciencelabs”).Explainthe“therebe”structure:“Thereare+pluralnouns(classrooms),Thereis+singularnouns(alab).”DesignIntent:Connectfacilityvocabularytotextbooktext,introducethe“therebe”structurethroughcontext.Activity2:“FacilityFlashcards”Givestudentsflashcardswithfacilitywords.Inpairs,onestudentshowsacard,theothersays:“Thisisthe[facility].Thereare/is...init.”(e.g.,“Thisisthelibrary.Therearemanybooksinit.”)DesignIntent:Linkfacilitywordstotheirfunctions,promotingactiveuseofthe“therebe”structure.3.While-task:TextbookReading&SkillPractice(12minutes)Activity1:Textbook2–SentenceCorrectionOpenthetextbooktothe“Readandtickthecorrectsentences”section.Studentsread4sentences:Therearesixfloorsintheteachingbuilding.(Wrong:Textsays3floors→Correct:Therearethreefloors...)Therearereadingroomsinthelibrary.(Correct)Studentscanplayfootballintheplayground.(Correct)Thefoodinthedininghallisnotgood.(Wrong:Textsays“thefoodisgood”→Correct:Thefood...isgood.)Studentstickcorrectsentencesandcorrectwrongonesindividually,thencheckinpairs.DesignIntent:Trainreadingcomprehensionand“therebe”structureapplicationthrougherrorcorrection.Activity2:Textbook3–SentenceStructureMatchingOpenthetextbooktothe“Matchthesentenceswiththesamestructure”section.Explain3sentencestructures:a(Thisisournewschool.)→Subject+be+noun(e.g.,Thatismynewteacher.)b(Anewschoolyearbegins.)→Subject+verb(e.g.,Studentsstudy.,Myfavouritelessonstarts.)c(Ilovemynewschool!)→Subject+verb+object(e.g.,Wehavesevenlessons.)Studentsmatchsentences1-6tostructuresa,b,c.Checkanswersasaclass.DesignIntent:Reinforceunderstandingofbasicsentencestructures,linkingtotextbookgrammarknowledge.4.Post-task:SchoolDescriptionPairWork(8minutes)Activity:Textbook4–TalkAboutYourNewSchoolOpenthetextbooktothe“Talkaboutyournewschool”section.Modelthedescriptionwithastudent:“Thisismynewschool.Therearethreebuildings.Thisistheteachingbuilding.Ithasthreefloors.Thereare30classroomsonthefirstandsecondfloors.Thisisourplayground.Wecanrunorplayfootballhere.Ilovemynewschool!”Studentspracticeinpairs,replacingwiththeirrealschooldetails(orimaginedetailsifunknown).Invite2-3pairstosharetheirdescriptionswiththeclass.DesignIntent:Integratefacilityvocabulary,“therebe”structure,andsentencestructuresintoacoherentschooldescription,asrequiredbythetextbook.5.Summary&Homework(5minutes)SummaryReview4schoolfacilitywordsandthe“therebe”structure(“Thereis/are...”).Highlightcompletedtextbooktasks:1(reading),2(sentencecorrection),3(structurematching),4(schooldescription).HomeworkBasic:Copy4facilitywords2times;write3“therebe”sentencesaboutschoolfacilities(e.g.,“Thereisalibraryinmyschool.”).Improving:Drawa“schoolmap”(labelteachingbuilding,dininghall,playground,library)andwrite2-3sentencesabouteachfacility.Advanced:Writeashortparagraph:“MyNewSchool”(usethe“therebe”structure,includeall4facilities).DesignIntent:Reinforcetextbookcontentthroughlayeredhomework,ensuringvocabularyandgrammarmastery.板书设计教学反思授课日期授课班级课题StarterUnit:WelcometoJuniorHigh!5thPeriod:GettingtoKnowEachOther教学目标LanguageAbilityAccuratelyunderstandandusevocabularyforself-introduction:name,hobby,age,feeling(nervous,happy).Mastersentencepatternsforself-introduction:“Mynameis...”,“I’m...yearsold”,“Ilove...”,“I’m...(feeling)”.Completetextbookactivities(reading&completing,groupgreeting,look&guess,reading&checking)topracticeself-introduction.CulturalAwarenessUnderstandtheimportanceofpoliteself-introductionandgreetinginjuniorhighschoolcommunication.ThinkingQualityDevelopreadingcomprehensionskills(extractingpersonalinformation)andobservationalskills(guessingfrompictures).LearningAbilityLearnindependentlythroughtextbooktextsandpictures;collaborateingroupworktopracticegreetingsandself-introductions.教学重点Masteryofself-introductionvocabularyandsentencepatterns.Completionoftextbookactivities:1(reading&completing),2(groupgreeting),3(look&guess),4(reading&checking).教学难点Correctlyusingadjectivestodescribefeelings(nervous,happy)inself-introductions.Conductingnaturalandpoliteself-introductionsingroupsettings.教学过程1.Lead-in(5minutes)Activity:GreetingReviewGreetstudentswith“Goodmorning/afternoon,everyone!Nicetoseeyouagain!”andinvitethemtogreetback.Reviewsimplegreetingsfrompreviouslessons:“Goodmorning”,“Nicetomeetyou”etc.Linktothetextbook:“Today,we’lllearnhowtointroduceourselves—justlikeinyourtextbooks!”DesignIntent:Activatepriorknowledgeofgreetings,createafriendlyclassroomatmosphere,andintroducetheself-introductiontopic.2.Pre-task:Self-IntroductionVocabulary&Sentences(10minutes)Activity1:Textbook1–Read&CompleteOpenthetextbooktothe“Readandcomplete”section.Studentsreadthedialogue:“Welcometojuniorhigh.I’mMrPan,yourEnglishteacher.I’msohappytomeetyouall.Ilikeplayingthepiano,readingbooksandtravelling.AndIloveworkingwithstudents.Thisyear,we’llexploretheworldofEnglishtogether.It’llbealotoffun!Now,it’syourturntointroduceyourselves.Pleasetellusyournameandyourhobby.Whowantstogofirst?”Guidestudentstocompletetheblanks:MrPanisan(English)teacher.MrPanlikes(playingthepiano),(readingbooks)and(travelling).Thestudentswill(explore)theworldofEnglishtogether.Thestudentsaregoingto(introduce)themselves.Explainkeyvocabulary:hobby,explore,introduceandsentencepatternsforself-introduction.DesignIntent:Extractinformationfromthetextbookdialogue,learnself-introductionvocabularyandsentences.Activity2:“Teacher’sSelf-IntroductionModel”Theteachermodelsamoredetailedself-introduction,includingage(ifappropriate),feelings:“Hello,I’m[yourname].I’m[yourage]yearsold.Ilove[yourhobby].I’mhappytobeyourteacher.SometimesIfeelnervous,butmostlyexcitedtoteachyou.”Highlightadjectivesforfeelings:happy,nervous,excited.DesignIntent:Expandself-introductioncontent,introducefeelingadjectives.3.While-task:TextbookActivitiesforPractice(12minutes)Activity1:Textbook2–GroupGreetingPracticeOpenthetextbooktothe“Workingroups.Thinkaboutwaystogreeteachother.”section.Studentsworkingroupstopracticegreetings:“Goodmorning”,“Nicetomeetyou”,“Howareyou?”etc.Eachgroupmembertakesturnsgreetingothersindifferentways.Theteacherwalksaroundtocheckandprovidefeedback.DesignIntent:Practicepolitegreetingsingroupsettings,improveoralcommunicationskills.Activity2:Textbook3–Look&GuessOpenthetextbooktothe“Lookandguess”section.Showpicturesofnewstudentsandaskquestions:“Wherearethenewstudents?”(Intheclassroom)“Whatisthegirldoing?”(Introducingherself)Studentsguesstheanswersindividuallyfirst,thendiscussinpairs.DesignIntent:Developobservationalandinferentialskillsthroughtextbookpictures.4.Post-task:Self-IntroductionSharing(8minutes)Activity:Textbook4–Read&CheckAnswersOpenthetextbooktothe“Readandcheckyouranswers”section.StudentsreadZhuXiaomeng’sself-introduction:“Helloeveryone!MynameisZhuXiaomeng.I’mthirteenyearsold.MybirthdayisinMay.Ilovesportsv