资源简介

Unit 1　You and Me
第一课时　Section A 1a—2
This lesson primarily focuses on the content of 1a—2，laying a foundation for subsequent listening and speaking exercises by teaching daily communicative expressions for self introduction，greetings，and introducing friends.And students should learn to listen and accurately read /i /，/ /，/e/，/ / and monosyllabic words with these phonemes.
◆ Language Proficiency(语言能力)
1．Master daily communicative expressions for self introduction，greetings，and introducing friends.
2．Flexibly apply learned vocabulary and sentence patterns in actual conversations.
◆ Cultural Awareness(文化意识)
Understand and respect daily communicative habits across different cultural backgrounds.
◆ Thinking Quality(思维品质)
Cultivate students' logical thinking and judgment abilities through dialogue practice.
◆ Learning Capability(学习能力)
Enhance students' autonomous and collaborative learning skills.
◆ Teaching Focus(教学重点)
Master daily communicative expressions for self introduction，greetings，and introducing friends.
◆ Teaching Difficulties(教学难点)
Flexibly apply learned vocabulary and sentence patterns in real life situations.
◆ Teaching Breakthroughs(教学突破)
With the teacher's help，students can naturally apply appropriate greetings according to the identity and close relationship with friends and teachers.They can also correctly identify and pronounce two groups of vowel phonemes(/i /，/ /，/e/，/ /) and correctly pronounce common monosyllabic words containing the above four phonemes.
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone.How are you today
Ss：I'm fine，thank you.And you
T：I'm great，thanks.Today we're going to learn some new ways to greet our friends.Are you ready
Ss：Yes，we're ready!
设计意图：通过日常问候，激活学生的语言学习状态，为新课学习做铺垫。
Activity 2 Presentation(获取与梳理)
Work on 1a
We are going to learn “Section A How do we get to know each other？”．Please tick the expressions you know.
设计意图：学生根据给出的表达方式，勾出知道的表达方式。
Activity 3 Listening(获取与梳理)
Work on 1b
Before listening，ask students to observe the pictures.Get them to answer：What is the relationship between them
Let students listen to two conversations and number the pictures in the order they hear them.Then ask：Who are they
设计意图：通过判断人物关系，培养学生的观察能力，使学生关注多模态语篇特点；通过听力练习，训练学生的信息捕捉能力。
Activity 4 Listening(概括与整合)
Work on 1c
Play the recording for students again and ask them to circle the coloured words they hear.Then check the answers by asking the questions：
What's Peter's full name
Where is Peter from
What class is Meimei in
What's Ella's last name
How old is Ella
Get the answers from students.Give some help to students if necessary.
设计意图：通过听、圈出答案的活动，提升学生获取关键信息的能力。通过提问核对答案，引导学生概括对话内容，提升总结能力，同时有利于培养口头表达能力。
Activity 5 Role play(概括与整合)
Work on 1d
T：Let's try to role play the conversation and show yourselves in front of the class.
T：Let's get to know more classmates and try to remember their names.
设计意图：通过角色扮演，加强学生的口语表达能力和语言运用能力。
Activity 6 Pronunciation(归纳与应用)
Work on 1
T：Let's focus on the pronunciation of /i /.Listen to me first，and then try to repeat.
T：Listen to me，“eat” /i t/ and “sheep” / i p/.
T：We're going to learn about vowel sounds.Let's listen and repeat.Please pay attention to the sounds.
T：What is the pronunciation of the letter combinations ea/ee in a word？Please write the sounds of the letters in your notebook.I will show you some other words.Then practise by yourself.
设计意图：通过发音专项练习，帮助学生理解四个元音的发音方法，同时掌握字母组合ea/ee和元音字母i/e/a的发音规律。
Work on 2
Ask students to listen carefully and circle the sentences they hear.Check the answers by reading them.
Play the recording again，then get students to repeat them.
设计意图：通过听读活动，帮助学生掌握系动词be的缩略形式以及正确发音。
Activity 7 Homework(反馈与强化)
Get to know two more classmates.Try to talk with them and write the two conversations down.
Reflect whether teaching methods need to be adjusted.Think how to better stimulate students' interest in learning，and how to provide differentiated teaching for students with different learning styles.Discuss the performance of students in listening comprehension and pronunciation practice，which activities are most effective，and which parts still need to be strengthened by students.

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