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课题 Unit1 Section A 2a-2e How do we get to know each other
语篇研读 （What）2a呈现的语篇图是Smith老师和两位新同学正在聊天，两名同学分别是中国学生Chen Jie和外国学生Peter。内容中涉及打招呼、介绍陌生人，Mr.Smith还询问Peter班级和班主任的情况。期间Peter把高慧老师叫成了慧老师，按照中国的对人物的称呼，应该称呼为高老师，本处体现了中西文化名字的差异性。 （Why）本课时以听、看、读和说为手段，让学生在完成2a-2e的任务链的过程中能够识别打招呼用语和介绍他人的经典句式，培养学生和新同学、新老师交流的基本社交礼仪，同时关注和学习如何和新同学打招呼以及相应的语言表达，学习在新情境中运用相关知识和技能，和新同学、新老师交流。同时，培养学生在跨文化沟通中注意文化差异的意识。 （How）语篇内容为老师和同学之间的对话，可分为三个部分：第一部分是Chen Jie向Mr Smith介绍了Peter，之后两人互相问候；第二部分是Mr Smith和Peter间的对话，老师询问了班级和班主任；第三部分是Chen Jie就Peter对班主任称呼的错误进行了纠正。这部分包含了表达个人相关信息的词汇有classmate、class teacher、first name、country等，表达抱歉的词汇有mistake、sorry等，同时还有问候语“How are you”，询问对方信息“What class are you in ”、“Who is your class teacher ”等，表示抱歉的句式“Sorry, My mistake”等。
学情分析 K (Know) — 已知 W (Want) — 想知 L (Learned) — 已学
学生已掌握一些基础简单的打招呼词汇和句子结构，已可以简单从姓名、年龄和班级方面简单介绍自己和介绍他人。 如何使用更加丰富的语言表达更准确、恰当地介绍自己和他人；了解不同文化背景下介绍他人的方式和礼仪。 掌握了对话中的打招呼用语和介绍他人的典型句式及系动词be的缩略形式；在交际语用中正确、得体地使用姓或名称呼英汉人士。
学习重难点 重点：在对话中，得体运用打招呼和介绍他人的用语；分角色对话，使用正确的语音、语调和肢体语言；并能够介绍人物的名字、身份、关系及其他细节信息。 难点：使用准确、得体的语言进行多轮次对话。
学习目标 能够区分英汉人名构成的异同；通过听读对话识别人物的名字、身份、关系及其他细节信息； 识别对话中的打招呼用语和介绍他人的典型句式及系动词be的缩略形式；能够流利朗读带有系动词be缩略形式的句子，并能模仿使用这类句式询问和回答个人信息； 能够主动结识班级新朋友，乐于融入新集体，并勇于在班级中介绍自己的好朋友，增加朋友间的友谊。
教学活动设计
学习活动 教师导学 学习评价
Step 1. Lead in. Watch the video and learn about some athletes in Olympic Games,especially their first,last and full names. Sa: His name is/ He is Pan Zhanle. Sb: He is from China. Have a conclusion about the first names and last names of these athletes. Play a video about famous athletes like Pan zhanle and ask several questions to lead to the information. T: He won the gold medal in the final of the men’s 100m freestyle at the 2024 Paris Olympics. T: What’s his name T: Where is he from Guide Ss to find out the rules of names. 师评:观察学生能否准确回答出三位运动员的姓名、国家等问题；在教师的指导下，能否发现中英文姓名的文化差异，以及根据关系的亲疏远近称呼人物姓名的不同。
【设计意图】利用奥运会相关视频和图片，引导学生谈论中外运动员的姓名，激发学生兴趣，明确中西方姓名文化的差异和社交礼仪。
Step 2. Listen. Look at the picture first and then answer these questions to make predictions. Sa: They are a teacher and two students. Sb: They’re at school. Sc: Maybe she is introducing the boy to the teacher. Listen to the conversation and circle the words they hear. Make sure that they can understand key expressions, including classmate, class teacher, mistake, etc. Let Ss look at the picture in 2a carefully. And ask these following questions to help lead Ss to predict the content of the conversation. T: Who do you think they are T: Where are they in the picture T: What is the girl doing Play the recording twice and ask Ss to finish 2a and report the words they have circled. Then explain some key expressions to help students understand the conversation better. 自评、师评：观察学生能否根据老师的问题提示，认真观察对话插图，并能认真听取听力内容，准确圈画出需要做选择的词汇表达。
【设计意图】利用问题引导学生认真观察语篇插图，了解对话人物和情境，激活学生关于介绍人物的词汇和表达方式，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力；听力任务的设计能够帮助学生感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。
Step 3. Read. Read the conversation after listening and choose the right answers in 2b. And then think about the following questions and also talk about them. S1: Chen Jie and Peter’s English teacher. S2: Hui. S3: Because he has no idea about the difference between English names and Chinese names. S4: He said sorry and admitted his mistake. Read the conversation and complete the table in 2c with the information about Mr Smith and Peter. Have Ss read this time the conversation and ask the questions in 2b. T: Who is Mr Smith T: What is Ms Gao’s first name T: Why did Peter make a mistake T: What did Peter say at last when he knew he was wrong After the discussion of above questions,add some knowledge about first name,full name and last name,making sure that students get to know the difference between English names and Chinese names. Let students read again the conversation and fill in the chart in 2c. And then encourage them to check the answers by asking and answering questions with full sentences,which can cultivate their ability of talking according to information provided. 自评、师评：观察学生能否在规定的时间内完成阅读对话并选择正确答案，从而得知史密斯先生的身份是陈洁的英语老师，高老师的名字是慧，观察学生是否真正地理解文章内容。
【设计意图】通过单项选择和完成表格等类型的阅读任务设计，引导学生反复阅读对话文本，获取人物姓名信息、文化差异原因、国家、工作、班级、老师等细节信息，将词汇教学渗透于语境之中，帮助学生梳理内容、夯实知识。
Step 4. Pronunciation & role play. Listen to the conversation once again and notice the pronunciation of who’s, I’m, he’s, and it’s. Then work together to role-play the conversation. Play the material and make students follow. Emphasize the pronunciation rule. Next, ask Ss to cooperate to play the roles of the conversation. Offer the criteria.Minutes later, invite two groups to present their conversations. 自评、师评：观察学生能否快速跟上录音，关注系动词缩略词的发音，并关注系动词的缩略词形式。 自评、互评、师评：观察学生在小组中能否在小组内有效合作，礼貌得体地完成角色扮演，语言运用得体、正确。
【设计意图】引导学生在归纳和整理核心语言、关注系动词缩略词发音问题的基础上，通过角色扮演听力对话的内容，梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。
Step 5. plete the table in 2e. Then in pairs ask and answer questions about these four students in the table.Make name cards about the best friends. And then share the introduction in class. Make students finish the chart of the students in 2e and make conversations in pairs. And then students give reports in class. Let Ss work to introduce their friends to the class.Offer the language structure and evaluation standards. 自评、互评、师评：观察学生是否能运用准确的语言，得体、流畅地进行同伴合作、小组分享和班级汇报，能否运用评价量表规范自己的成果表现。
【设计意图】引导学生进行超越语篇、联系实际生活的活动，用所学语言做事情，根据新情境整合运用相关的语言表达，向同伴介绍教材中的“朋友”和现实生活中的朋友，完成交际任务，学以致用，培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。
Step 6. Conclude. With the help of T, try to sum up what they’ve learned this lesson. T:So it’s key to call others politely and properly.But if we make a mistake,we need to say sorry at once and sincerely. 师评:观察判断学生能否正确梳理本节课的主要内容。
【设计意图】引导学生进行课堂小结，促进其社交礼仪意识的提升，使其懂得勇于承认交际中出现的错误，乐于融入新集体。

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