资源简介

Unit 1 You and Me
Period 2 Section A （Pronunciation-2e）
一、教材分析
What: 本课时语音练习及一篇对话篇章。语音部分任务1主要介绍了/i:/，/ /，/ /和/e/，及元音字母及字母组合的发这些音的规则并辨析be动词的完整形式及缩写形式的发音，任务2主要介绍了be动词的缩写规则。对话篇章主要是Chen Jie向老师Mr Smith介绍了自己的朋友Peter，Peter和Mr Smith互相认识了解的过程。
Why: 通过本课时的学习让学生学会礼貌的向他人介绍自己的朋友，并帮助两人之间进行相互了解。同时，培养学生跨文化沟通与交流的意识和能力，了解中国老师的称呼方式。
How: 通过Chen Jie和老师之间的打招呼复习打招呼的目标语言；通过向老师介绍自己的同学引入句型This is...；通过老师和Peter之间的对话复习班级句型，引入询问班主任的句型；通过Peter在老师的称呼犯的错误来引入中英文化称呼的差异。
二、教学内容
1. 发/i:/，/ /，/ /和/e/音的字母及字母组合。
2. 梳理对话介绍和相互认识中涉及到的相关的交际用语。
三、教学目标
1. 掌握以下重点单词及短语：
classmate, mistake, country, class teacher, first name
2. 掌握下列句型：
This is...
—What class are you in？—I’m in...
—Who’s your class teacher？—It’s...
...is her first name.
My mistake.
3. 能根据对话信息提取重点内容，并分类，归纳总结。
4.能进行友好的交流，将自己的朋友介绍给别人，扩大彼此的交流圈；了解中英文姓名的差异和中外文化差异，提高跨文化意识。
四、教学重难点
重点：互相介绍的对话。
难点：使用得体语言进行多轮次对话。
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 Greeting and lead-in
T: Good morning, class. How are you, today？
Ss: Fine, thanks. And you？
T: I’m fine too. Sometimes we can pronounce right when we speak English right？
Ss: Yes.
T: Today, we’ll learn phonetic symbols that can help us pronounce.
...
Step 2 Pronunciation
1. Work on 1
（1）Listen and conclude.
Play the pronunciation of the following words: eat；feet；sheep，let students repeat.
T: What pronunciation does these words have in common？
Ss: They all have /i:/.
T: Great. They all have /i:/. Now, look at these words, do you know which words can pronounce /i:/.
Ss: ee；ea.
Conclude the other three words’ pronunciation in the same way.
（2）Practice
Show the pictures of ea/ee/e/ea/i/a and let students say out their pronunciation quickly. Teacher can divide students into two groups and the faster group won the game.
【设计意图】通过学生跟读并归纳总结，提升学生的参与感。
2. Work on 2
Listen to the sentences and repeat them.
Step 3 Listening（2a）
1. Predicting.
Ask students look at the picture in 2a and answer the following questions.
（1）How many people are there in the picture？
（2）What are they doing？
【设计意图】通过看图片并回答问题，提高学生的听前预测能力，进一步提升学生的听力技巧。
2. Look through the conversation quickly. And pay attention to the coloured words.
3. Listen to the conversation and circle the coloured words.
Step 4 Reading
1. Work on 2b.
Let students read the conversation and grab the key information and finish the questions in 1c.
Check the answers: 1. B 2. A
2. Work on 2c
Let students look at the table in 2c and fill in the table with the information in the conversation.
Check the answers: Mr Smith: the US; teacher Peter: Class 1; Ms Gao/Gao Hui
3. Think about and ask the following questions？
What mistake does Peter make？What can we learn from it？
【设计意图】学生通过思考Peter的错误了解中英名字的差异。
Step 5 Role-play
1. Students read after the conversation and pay more attention to the pronunciation of who’s/ it’s/ I'm/ he’s.
2. Role-play the conversation in pair.
3. Choose some students show in class and choose the best pairs according to their pronunciation, tone and fluency.
Step 6 Practice
1. Complete the table.
2. Asking and guessing game. Student A write down a name on the paper. Other students ask him/her with the question like Where’s he/she from？Student A answers his question. By asking and answering to guess which name student A write down on the paper.
3. Students work in groups to ask and answer questions about the people in the table.
Step 7 Homework
Choose a situation in the textbook, and design a conversation by using the key sentences.
七、板书设计
Section A （Pronunciation-2e）This is...—What class are you in？—I’m in...—Who’s your class teacher？—It’s......is her first name.My mistake.
八、教学反思

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