资源简介

Unit 1　You and Me
第二课时　Section A 2a—2e
　　This lesson aims to enhance students' English listening and reading comprehension abilities through diversified teaching activities while reinforcing their pronunciation accuracy.It integrates listening and reading instructions and nurtures students' comprehensive language proficiency through practical dialogues and reading materials.
◆ Language Proficiency(语言能力)
Master the typical sentences to say hello and introduce others，and use them in daily communication accurately and appropriately.
◆ Cultural Awareness(文化意识)
Students can distinguish the similarities and differences between English and Chinese names，and use the surname or name appropriately and correctly in communication.
◆ Thinking Quality(思维品质)
Cultivate students' critical thinking and logical reasoning abilities through reading and listening activities.
◆ Learning Capability(学习能力)
Enhance students' autonomous and collaborative learning skills.And they can take the initiative to make new friends，happily join the new class，actively participate in class activities，and have lots of fun.
◆ Teaching Focus(教学重点)
1．Master daily communicative expressions.
2．Comprehend and analyze reading materials.
3．Apply grammatical rules.
◆ Teaching Difficulties(教学难点)
1．Capture detailed information in listening materials.
2．Comprehend and construct complex sentence patterns.
◆ Teaching Breakthroughs(教学突破)
1．Design hierarchical teaching activities，progressing from easy to difficult，to gradually guide students in mastering key points and overcoming difficulties.
2．Utilize group cooperation，discussions，and other methods to promote interaction and collaboration among students，enabling them to tackle challenges together.
Activity 1 Warming up and revision(感知与注意)
T：Good morning，class.How was your weekend
Ss：It was great/OK，thank you.And you
T：Mine was wonderful.Today we're going to listen to a conversation.Are you ready
Ss：Yes，we're ready!
设计意图：通过日常问候，营造轻松的课堂氛围，同时引出今天的学习主题。
Activity 2 Listening(获取与梳理)
Work on 2a
T：Listen to the conversation and circle the coloured words you hear.
T：Now，let's listen to the conversation and try to catch the main idea.
T：What did you hear in the conversation
Ss：They were introducing each other.
设计意图：通过听力训练，培养学生的信息捕捉能力，同时复习日常交际用语。
Activity 3 Reading(获取与梳理)
Work on 2b
T：Read the conversation and answer the questions.
Who is Mr Smith
What is the first name of Peter's class teacher
设计意图：通过阅读训练，提升学生的阅读理解能力，同时学习新词汇和句型。
Activity 4 Reading(概括与整合)
Work on 2c
Read the conversation and complete the table with the information about Mr Smith and Peter.You should find out the information about where Mr Smith comes from and his job，Peter's class and his class teacher.
设计意图：通过概括练习，培养学生的总结能力和语言组织能力。
Activity 5 Listening(概括与整合)
Work on 2d
Let students listen again and pay attention to the pronunciation of who's，I'm，he's and it's.
Try to repeat after the recording and pay attention to the pronunciation.
Ask students to role play the conversation and show themselves in front of the class.
设计意图：通过听力练习，使学生明晰缩略词的发音并能正确读写；设计对话角色扮演活动，帮助学生巩固新学词汇和句型，培养语言综合运用能力。
Activity 6 Pair work(归纳与应用)
Work on 2e
Complete the table with what you know about these students.Then ask and answer questions about them.
What's his/her name
Where is he/she from
How old is he/she
What class is he/she in
Who's his/her class teacher
(Students have conversations in pairs and the teacher walks around the classroom and offers guidance.)
设计意图：通过完成表格和对话活动使学生熟练运用所学句型，促进语言内化，从学习理解过渡到应用实践。
Activity 7 Homework(反馈与强化)
Write several sentences using am，is，are.Share your sentences with your partner next day.
The teaching activities designed by the teacher are real and interesting.The instruction is timely and appropriate.However，some students still have difficulties in sentence pattern transformation and context application，which requires strengthened guidance and practice in subsequent teaching.The blackboard design should be concise and clear，highlighting key points and critical information so that students can quickly grasp and review the content learned.During the teaching process，the teacher should pay close attention to students' reactions and participation，adjust teaching strategies timely，and ensure that each student can keep up with the teaching rhythm.

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