人教版七年級英語上冊 Starter Unit 3 Welcome!教案（6課時）

【新教材】人教版（2024）七年級上冊英語StarterUnit3

Welcome!教案

SectionAla-lb

課題SectionAla-lb

課型講授聽說課課時1總課時

Thissectioncentersonthethemeofwelcomeandbasicintroductions.Itcoverscore

wordsandsimpleconversationalsentences,combiningpicturematchingandbasic

教材分析

listeningtasks.Itlaysafoundationforstudents'politedailycommunicationand

furtheroralexpressionlearning.

Seventh-gradestudentshavemasteredbasicEnglishgreetingsandsimpledialogues.

學情分析Theyarecuriousaboutnewcommunicationtopicsbutlackproficiencyinwelcome

expressionsandflexibleinteractiveresponseinnewscenarios

Languagecompetence:Mastercorewordsandbasicwelcomedialogues,finishpicture

matchingandlisteningtasksaccurately.

Thinkingquality:Developtheabilitytocapturekeyinformationandunderstand

核心素養

simpleconversationallogic.

（教學）

Culturalawareness:LearnpoliteWesternwelcomemannersandfriendly

目標

communicationnorms.

Learningability:CultivateactivelisteninghabitsandbuildconfidenceindailyEnglish

oralinteractionwithpartners.

德育安全Befriendlytoothers;obeyclassroomactivitydisciplines.

Keypoints:Graspkeyvocabularyandmasterbasicwelcomeandintroduction

教學重點

senlences.Difficultpoints:Understandlisteninginformationandusetargetsentences

難點

naturallyinsimpleinteractions.

教法學法Situationalteaching,audiolistening,intuitivedemonstrationandpairpractice

教學準備Teachingaudio,PPTandwordcards

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithwarmdailyEnglishgreetingstoactivatethe

classroomatmosphere.Theteacherinteractswithstudentsbyusingthegreetingand

self-introductionsentenceslearnedinthefirsttwounits,invitingindividualstudentsand

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pairstoconductsimpledialogues;.Thishelpsstudentsreviewpreviousknowledgeand

maintaintheirsenseofEnglishlanguage.Thentheteachershowspicturesofwelcoming

newclassmatesandteachersgreetingstudentsoncampus.Combinedwiththepicture

scenes,theteacherleadsstudentstounderstandthemeaningof“Welcome"，andnaturally

introducesthenewlessontheme.Studentsquicklyintegrateintothenewlearning

atmosphereandgenerateinterestinlearningpolitewelcomeexpressions.

Step2:Pre-listeningPresentation

Theteacherdisplaysthecorevocabularyandbasicsentencepatternsoflaonthe

PPT,focusingonwelcome-relatedwordsandsimpleintroductoryphrases.Theteacher

demonstratesstandardpronunciationandintonationslowlyandclearly,andleads

studentstoreadrepeatedlyinwhole-class,groupandindividualforms.Theteacher

correctsinaccuratepronunciationandintonationinatimelymanner.Aftervocabulary

consolidation,theteacherguidesstudentstoobservethepicturesinlacarefully,identify

differentcharactersandscenes,andhelpsstudentsassociatewordswithspecificscenes.

Thenstudentscompletethepicturematchingtaskindependentlytoconsolidateword

recognitionandlayasolidfoundationforsubsequentlisteninglearning.

Step3:While-listeningPractice

Thisstepfocusesonfinishingthelblisteningtaskefficiently.Beforeplayingthe

audio,theteacherclearlystalesthelisteningrequirements,askingstudentstolisten

carefullyandmatchthedialogueswithcorrespondingpicturesaccordingtotheheard

content.Forthefirsttime,playtheaudiocontinuously,allowingstudentstograspthe

generalconversationalcontentandscenetheme.Forthesecondplayback,pause

appropriatelytogivestudentsenoughtimetoconfirminformationandcomplete

matchingtasksindependently.Afterthelisteningwork,theteachercheckstheanswers

withthewholeclass,analyzesthekeywordsandsentencecluesintheaudio,andreplays

theaudiotohelpstudentsdeepentheirunderstandingofthelisteningmaterialand

consolidatethetargetlanguageknowledge.

Step4:Post-listeningOralConsolidation

Torealizethetransformationfromlisteninginputtooraloutput,diverseoral

practiceactivitiesareearnedout.First,theteacherplaysthelisteningaudioagain,guides

studentstofollowtheaudioandreadthedialoguesimitatively,focusingonsimulating

thenaturaltoneofdailyfriendlycommunication.Thenorganizepairwork.Studentstake

turnstoplaytherolesofnewclassmatesandexistingstudents,usingthelearned

welcomeandintroductorysentencestocarryoutsituationaldialogues.Theteacherwalks

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aroundtheclassroomtogivetargetedguidance,correctnon-standardexpressions,and

encourageshystudentstospeakbravelyandactivelyparticipateininteractivepractice.

Step5:KnowledgeApplicationExpansion

Theteachersummarizesthecorevocabularyandkeysentencepatternslearnedin

thisclass,andemphasizestheapplicationscenariosofwelcomesentencesindaily

campuscommunication.Asimplesituationalsimulationgameisdesigned.Students

simulatewelcomingnewclassmalestotheclassroominEnglish,flexiblyusingthe

knowledgetheyhavelearned.Duringtheactivity,theteacherinfiltratesmoraleducation,

guidingstudentstotreatotherspolitelyandwarmly.Randomoralspotchecksare

conductedtoteststudents'masteryofknowledge,helpingstudentsfurtherconsolidate

theirlearningachievementsandenhancetheirlanguageapplicationability.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewallkeyknowledgepointsofthislesson,sort

outlisteningskillsandoralexpressionkeypoints,andemphasizetheimportanceofpolite

welcomecommunicationindailylife.Layeredhomeworkisassigned.Basichomework:

Readandmemorizecorewordsandsentencesproficiently,andlistentotheaudio

repeatedlyforimitation.Extendedhomework:Greetandwelcomenewpartnerswith

Englishsentencesafterclass.Finally,theteachergivespositiveencouragementtoendthe

class.

[BlackboardDesign]

StarterUnit3Welcome!SectionAla-lb

KeyWords:welcome,teacher,student,friend

KeySentences:

Welcome!Welcometoourclass!

Nicetomeetyou!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

Moststudentscanmastercorevocabularyandbasicwelcomesentences,andfinish

教listeningandmatchingtaskswell.Situationalpracticeeffectivelystimulatesstudents?

學speakingenthusiasm.However,afewstudentshavestiffintonationinoralexpression.In

反futureteaching,moreimitationandsituationaldrillswillbeaddedtomakestudents'oral

Englishmorenaturalandfluent.

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SectionA2a-2e

課題SectionA2a-2e

課型講授聽說課課時1總課時

Thissectionfocusesonpolitewelcomeandgreetingdialogues,coveringcorephrases

andcommunicativesentences.Itintegrateslistening,reading,imitationandrole-play

教材分析

tasks,consolidatingdailypoliteEnglishandenrichingstudents'basicconversational

expressionresources

Seventh-gradestudentshavemasteredsimplewelcomewordsandbasicgreetings.

學情分析Theyareactiveinclassbutlackfluentandpoliteoralexpression.Theyneed

systematictrainingforcoherentdailydialogues

Languagecompetence:Masterpolitegreetingandwelcomesentencesin2a-2e,finish

listeningandreadingtasks,andconductcompletedailydialogues.

Thinkingquality:Cultivatelogicaldialoguethinkinganddistinguishpolite

核心素養

communicationscenarios.

（教學）

Culturalawareness:UnderstandWesternpolitegreetingetiquetteandfriendly

目標

interpersonalnorms.

Learningability:Developautonomousreadinghabitsandimprovecooperativeoral

expressionskillsingrouppractice

德育安全Greetpeoplepolitely;keeporderlyclasspractice

Keypoints:Graspcorepolitegreetingsentencesandmasterstandardpronunciation

教學重點

andintonation.Difficultpoints:Usecoherentandpolitedialoguesflexiblyinreal

難點

dailycommunicationscenarios.

教法學法Situationalteaching,audioimitation,role-playandgroupinteraction

教學準備Audiofiles,PPTandscenariopictures

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheclassstartswithdailyEnglishinteractivegreetingstoreviewthebasic

knowledgelearnedinSectionAla-lb.Theteachergreetsstudentswith“Hello!

WelcometoourEnglishclass!”andguidesstudentstorespondpolitely.Inviteseveral

studentstocompletesimplewelcomeandgreetingdialoguesinpairstoconsolidatebasic

sentencepatterns.Thentheteachershowsscenepicturesofmeetingnewfriendsand

greetingteachersoncampus,andtellsstudentsthatpoliteandcompletegreetingsare

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essentialindailycomrnnnication.Thislessonwilllearnmorestandardandfluentpolite

dialogues,whichnaturallyintroducesthenewteachingthemeandstimulatesstudents'

learningmotivation.

Step2:Pre-listeningKnowledgePresentation

Theteacherdisplaysthecoresentencesandnewexpressionsin2a-2eonthePPT,

focusingonpolitegreetings,responsesandwelcomedialogues.Theteacherdemonstrates

standardpronunciation,stressandintonationsentencebysentence,andemphasizesthe

gentleandpolitetoneofdailycommunicativesentences.Studentsfollowtheteacherto

readrepeatedlyinwholeclass,rowsandindividuals,andtheteachercorrects

non-standardpronunciationandstiffintonationintime.Afterbasicreadingpractice,the

teacherbrieflyexplainstheusageandapplicationscenariosofeachsentence,helps

studentssortoutdialoguelogic,andeliminateslanguagebarriersforsubsequentlistening

andreadingtasks.

Step3:While-listeningTaskTraining

Focusoncompletingthe2alisteningmatchingtask.Beforeplayingtheaudio,the

teacherclarifiesthetaskrequirements,requiringstudentstolistencarefullyandmatch

eachdialoguewiththecorrespondingpictureaccordingtotheheardpolitegreetings.Play

theaudioforthefirsttimefbrstudentstograspthegeneraldialoguecontentand

communicationatmosphere.Playtheaudioforthesecondtime,pauseappropriatelyto

leaveenoughtimeforstudentstocompleteindependentmatching.Afterthetask,check

answerswiththewholeclass,analyzekeylisteninginformationandsentencefeatures.

Replaytheaudiotohelpstudentsdeepentheirimpressionofpolitesentencepatternsand

standardintonation,andconsolidatelisteningcomprehensionability.

Step4:Reading&Role-playPractice

Carryoutlayeredreadinganddialoguepracticebasedon2bto2ematerials.First,

organizesilentreading,lettingstudentsunderstandthedialoguecontextandmark

difficultpoints.Thenconductchoralreading,pairedreadingandemotionalimitative

readingtostandardizestudents'readingfluencyandtone.Afterreadingconsolidation,

organizepairrole-playactivities.Studentstaketurnstoactasnewfriends,teachersand

classmatestosimulaterealgreetingandwelcomecommunication.Theteacherwalks

aroundtheclassroomtoguidestudents,expression,correctincoherentsentences,and

encourageshystudentstoparticipateactivelyandspeakEnglishbravely.

Step5:Consolidation&SituationalApplication

Theteachersummarizesthecorepolitesentencepatternsandcommunicationskills

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learnedinthislesson.Designasituationalsimulationactivity:studentsgreetnew

classmatesandteachersinEnglishwithcompleteandpolitedialogues.Allstudents

participateingroupinteractivecommunicationtoflexiblyapplyknowledge.Meanwhile,

integratemoraleducationtoguidestudentstotreatotherspolitelyandbuildgood

interpersonalrelationships.Conductrandomoralspotcheckstoteststudents?knowledge

masteryandfurtherimprovetheirpracticalcommunicativecompetence.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,summarize

thepolitegreetingdialoguelogicandstandardintonationrules,andemphasizethe

importanceofpoliteEnglishcommunicationindailylife.Assignlayeredhomework.

Basichomework:Readandreciteallkeydialoguesin2a-2eskillfully.Extended

homework:UselearnedsentencestogreetfamilymembersandnewfriendsinEnglish

afterclass.Endtheclasswithv/annEnglishgreetings.

[BlackboardDesign]

StarterUnit3Welcome!SectionA2a-2e

KeySentences:

—Goodmorning/afternoon!

—Welcometoourschool/class!

一Nicetomeetyou!

—Thankyou!You'rewexome!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

教Moststudentscanmasterpolitegreetingsentencesandfinishlisteningandreadingtasks

well.Role-playactivitieseffectivelyimprovestudents'oralfluency.However,afew

學

studentshaverigiddialogueexpressionsandlackflexibleresponses.Infutureteaching,

反

morediversesituationalexerciseswillbeaddedtoenhancestudents,naturalcommunicative

思

ability.

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SectionAPronunciation

課題SectionAPronunciation

課型講授聽說課課時1總課時

Thispronunciationlessonfocusesonthestandardpronunciationandintonationof

welcomeandgreetingsentences.Itteachesbasicwordstressandsentencerhythm,

教材分析

aimingtostandardizestudents'oralEnglishandsupportpoliteandnaturaldaily

communicativeexpression

Seventh-gradebeginnerscanreadbasicgreetingsentencesbuthaveunstablestress

學情分析andunnaturalintonation.Moststudentslacksystematicphonetictrainingandtendto

readsentencesflatlywithoutemotionalrhythmincommunication

Languagecompetence:Masterstandardpronunciationofcoregreetingwords,grasp

correctsentencestressandnaturalpoliteintonation.

Thinkingquality:Developtheabilitytodistinguishstandardandnon-standard

核心素養

pronunciationandsummarizeintonationrules.

（教學）

Culturalawareness:UnderstandgentleandpolitetonehabitsinWesterndaily

目標

greetings.

Learningability:Formthehabitofimitatingstandardpronunciationandpracticing

oralEnglishindependentlyandrepeatedly

德育安全Practiceearnestly;maintainsafeclassroomorder

Keypoints:Mastercorrectwordstressandpolitesentenceintonationofgreeting

教學重點dialogues.

難點Difficultpoints:Usenaturalrhythmandpropertoneinrealoralcommunication

insteadofrigidreading.

Demonstrationteaching,imitativepractice,comparativeanalysisandinteractive

教法學法

training

教學準備Standardaudio,PPTandphoneticcards

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheclassbeginswithdailyEnglishgreetinginteraction.Theteacherandstudents

exchangefamiliarwelcomeandgreetingsentenceslearnedbefore.Theteacherinvites

studentstoreadkeydialoguesaloudandobservestheirpronunciation,stressand

intonationperformance.Theteacherpointsoutcommonproblems,suchasunclearword

endings,wrongstressandflatsentencetone.Thentheteacherexplainsthatgood

pronunciationandnaturalintonationcanmakegreetingsmorepoliteandfriendly,and

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leadsstudentstoentertoday'spronunciationlearningclass,clarifyingthelearningfocus

andstimulatingstudents'desiretostandardizetheiroralEnglish.

Step2:PronunciationKnowledgePresentation

TheteacherdisplayscoregreetingwordsandsentencesonPPT,includingwelcome,

nice,meet,“Welcometoourclass!,,and“Nicetomeetyou!”.Theteacherdemonstrates

standardpronunciationwordbyword,emphasizingsyllabledivisionandcorrectstress

position.Theteacherexplainsmouthshapeandtonguepositionskillsfor

easy-to-mispronouncewords.Thentheteacherfocusesonsentenceintonationteaching,

tellingstudentsthatdailypolitegreetingsentencesadoptgentle,steadyand

rising-friendlyintonation.Theteacherusescontrastivedemonstrationtoshowstiffand

naturalpronuncialioneffects,helpingstudentsformintuitivephoneticcognition.

Step3:LayeredImitationPractice

Carryoutprogressiveimitationtrainingfromwordstosentences.First,playthe

standardaudioofsinglewords,andstudentslistenandimitaterepeatedly.Theteacher

correctsindividualpronunciationerrorsintime.Thenmovetophraseandsentence

imitation.Studentsfollowtheaudiotopracticesentencestressandoverallrhythm.

Variousreadingformsareadopted,includingwhole-classreading,rowreadingand

individualreading.Forstudentswithweakphoneticfoundation,theteacherprovides

one-on-oneguidancetohelpthemgraduallystandardizepronunciationandimprovetone

fluency.

Step4:ComparativeCorrection&RuleSummary

Theteachersummarizestypicalpronunciationandintonationproblemsexistingin

students*practice.Thewrongandstandardpronunciationaredisplayedsidebysidefor

studentstocompareanddistinguish.Guidestudentstoactivelysummarizesimple

intonationrulesfordailygreetingsentences.Thenlaunchaphoneticjudgmentgame.The

teacherreadssentenceswithdifferentstressandintonationrandomly,andstudentsjudge

andcorrecttheimproperpronunciation.Thisactivityeffectivelyimprovesstudents*

phoneticdiscriminationabilityandconsolidatestheirmasteryofpronunciationrules.

Step5:SituationalPronunciationApplication

Combinepronunciationtrainingwithrealcommunicationscenarios.Organizepair

situationalpractice.Studentstaketurnstogreetnewfriendsandteachers,usingstandard

pronunciationandpolitenaturalintonationtocompletedialogues.Theteacherpatrolsthe

classroomtosuperviseandguide,focusingoncheckingstudents'overallsentence

rhythmandemotionaltone.Selectexcellentstudentstodemonstrateinfrontoftheclass

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andgivepositivecomment*,encouragingallstudentstoabandonrigidreadingand

achievenaturaloralexpression.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeypronunciationpoints,wordstress

andpolitesentenceintonationrulesofthislesson.Emphasizethatstandardpronunciation

isthefoundationofconfidentEnglishcommunication.Assignlayeredhomework.Basic

homework:Followthestandardaudiotoimitatepronunciationfor10minuteseveryday.

Extendedhomework:Recordyourowngreetingsentencesandfeelyourintonation

changes.Endtheclasswithpositiveencouragement.

[BlackboardDesign]

StarterUnit3Welcome!(Pronunciation)

KeyWords&Stress

welcome/'welksm/nice/nals/meet/mi：t/

SentenceIntonation

Politegreetings:gentle&naturaltone

Tip:Correctstress&smoothrhythm

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

Moststudentsgraspthestandardpronunciationofcorewordsandbasicpolite

教intonationthroughimitationandpractice.Interactivecomparisonactivitieseffectively

學improvestudents'phoneticawareness.However,severalstudentsstillhaveunstable

反sentencerhythm.Futureteachingwillincreasecontinuoussituationaldrillstomaketheir

思oralpronunciationmorenaturalandstandardized.

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SectionBla-Id

課題SectionBla-ld

課型講授聽說課課時1總課時

Thissectionexpandsschoolscenevocabularyandfurtherconsolidatespolitegreeting

教材分析dialogues.Itfocusesonlisteningidentificationandsituationaloralpractice,helping

studentsapplywelcomeexpressionsinrealcampuscommunicationscenariosflexibly.

Seventh-gradestudentshavemasteredbasicwelcomeandgreetingsentences.Theyare

學情分析activeinclassroominteractionbutweakinlisteningkeyinformationcaptureand

flexibledialogueuseindiverseschoolscenarios.

Languagecompetence:Masterschool-thcmcdwordsandcompletela-ldlistening

tasksskillfully,andusepolitegreetingdialoguesfreely.

Thinkingquality:Improvetheabilitytoclassifysceneinformationandextractkey

核心素養

listeningcontent.

（教學）

Culturalawareness:Experiencepoliteinterpersonalcommunicationnormsincampus

目標

life.

Learningability:Cultivateactivelisteningskillsanddevelopcooperativelearningand

practicaloralexpressionhabits

德育安全Bepolitetoothers;keepclassroomactivitiesorderly

Keypoints:Graspnewschoolvocabularyandconsolidatepolitegreetingand

教學重點

responsesentences.Difficultpoints:Accuratelyunderstandlisteningmaterialsanduse

難點

dialoguesnaturallyinrealcampusscenarios

教法學法Situationalteaching,audiolisteningtraining,pairpracticeandgameinteraction.

教學準備Listeningaudio,PPTandscenecards

教學過程設計復備欄

Step1:Warming-upLead-in

TheteacherstartstheclasswithdailyEnglishgreetingstoreviewthepolitegreeting

sentenceslearnedinSectionA.Theteacherinteractswithstudentsrandomly,using

sentenceslike“Goodmorning!”and"Nicetomeetyou!',toguidestudentstorespond

politely.Studentsconductquickpairdialoguestoconsolidatebasiccommunicative

patterns.Thentheteachershowspicturesofschoolgates,classroomsandteachers'

officesonthescreen.Byaskingsimpleguidingquestions,theteacherleadsstudentsto

talkaboutdifferentschoolscenes,andnaturallyintroducesthethemeofthislesson:

learningschool-relatedwordsandgreetingothersinvariouscampussituations,which

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fiillyarousesstudents,learninginterest.

Step2:Pre-listeningPresentation

Theteacherpresentscoreschool-themedvocabularyinlaonPPT,including

commoncampusplacesandrelatednouns.Theteacherdemonstratesstandard

pronunciationandstressclearly,andleadsstudentstoreadindiverseways,including

whole-classreading,groupreadingandindividualreading.Theteachercorrects

pronunciationerrorsandimproperintonationinatimelymanner.Aftervocabulary

learning,studentsfinishthelamatchingtaskindependentlytoconnectwordswith

correspondingscenes.Theteacherchecksanswersuniformlyandreviewsthekey

greetingsentencestoeliminatelanguagebarriersforsubsequentlisteningtasks.

Step3:While-listeningPractice

ThisstepfocusesoncompletinglbandIclisteningtasks.Forthelbtask,the

teacherclearlystatestherequirements:listentotheaudioandmatcheachshortdialogue

withthecorrectcampusscenepicture.Theaudioisplayedforthefirsttimeforstudents

tograspthegeneralconversationalcontext.Thesecondplaybackallowssludentsto

finishmatchingindependently.Afterlistening,theteacherchecksanswersandanalyzes

keyvocabularyandsentenceclues.Forthe1ctask,theaudioisplayedtwicewith

appropriatepauses,enablingstudentstocapturekeyinformationandcompletethe

listeningjudgmentandfillingtasks.Finally,theaudioisplayedagainforstudentsto

followandread,consolidatinglisteningandlanguagesense.

Step4:Post-listeningOralTraining

Totransformlisteninginputintoeffectiveoraloutput,targetedinteractivepracticeis

carriedout.First,studentsworkinpairstoimitatethelisteningdialogues,focusingon

simulatingpolitetoneandnaturalcommunicationrhythm.Theteacherwalksaroundthe

classroomtoguidestudents'expression,correctnon-standardsentencecollocationsand

encourageshystudentstospeakbravely.ThentheteacherorganizestheIdsituational

activity.Sludentstaketurnstoplaytherolesofteachersandsludentsindifferentcampus

scenes,usinglearnedwordsandgreetingsentencestocompleterealinteractivedialogues.

Severalgroupsareselectedtoperforminpublic,andtheteachergivespositiveand

targetedevaluations.

Step5:Consolidation&Expansion

Theteachersummarizesthenewcampusvocabularyandcoregreetingsentence

patternslearnedinthislesson.Asituationalgamenamed“GreetonCampus,,iscarried

out.Theteachershowsdifferentschoolscenepictures,andstudentstaketheinitiativeto

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completematchingEnglishdialogues.Thisactivitystrengthensstudents'flexible

applicationabilityofknowledge.Meanwhile,moraleducationisinfiltratedtoguide

studentstokeeppolitecommunicationhabitsatschoolandrespectteachersand

classmates.Randomoralspotchecksareconductedtoteststudents,overallmasteryof

knowledge.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,

emphasizinglisteninginformationcapturingskillsandtheflexibleapplicationofpolite

dialoguesincampusscenarios.Layeredhomeworkisassigned.Basichomework:Read

andmemorizenewwordsanddialoguesskillfully.Extendedhomework:Simulate

campusgreetingdialogueswithfamilymembersafterclass.Theteacheraffirmsstudents*

performanceandendstheclasswithwarmEnglishgreetings.

[BlackboardDesign]

StarterUnit3Welcome!SectionBla-ld

KeySchoolWords:school,classroom,office,teacher

KeySentences:

Welcometoourschool!

Goodmorning/afternoon,teacher!

Nicetoseeyou!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成,

鞏固所學知識。

教Mos