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课题名称 Unit1 You and Me Section A (1a - 1d) & Pronunciation (1 - 2)
教学目标 1.能正确认读 /i /,/ /,/e/,/ /，了解相关拼读规则。 2.能进行自我介绍和询问他人个人信息。 3.让学生学会礼貌待人，与同学友好相处。
教学重难点 重点: 音标 /i /,/ /,/e/,/ / 的正确认读。 掌握如何用英语询问他人个人信息和自我介绍，以及相关的表达方式。 难点: 灵活运用询问他人信息的句型。 训练学生的听力理解能力，以及正确的语音和语调。
教学过程 教学活动 设计意图
Step1 Lead in Greet the students and lead in the new lesson. T: Good morning, everyone. How are you today Ss: I'm fine, thank you. And you T: I'm fine too. (walking to a boy) What's your name Boy: My name is XXX. T: Good morning, XXX. Do the same things with other students, then tell them what we will learn today. 场景沉浸，自然导入：通过日常问候（How are you ）和现场询问学生名字（What's your name ），直接模拟 “初次见面交流” 的真实场景，让学生在自然互动中感知目标句型，消除 “学习新内容” 的陌生感； 情感联结，激活旧知：师生、生生互动拉近距离，同时唤醒学生已有语言储备（如打招呼、自我介绍），为后续学习搭建情感与知识的双重基础。
Step2 Work on 1a T: Do you know how to ask information Can you give us some expressions you know Help students think about the expressions they know. Then ask them to tick the expressions in 1a. Explain their meanings if students can't understand. Teacher models each expression and has students repeat after her/him. 自主唤醒，体系构建：提问 “如何询问信息”，引导学生自主回忆旧表达（如 Nice to meet you. ），培养自主学习意识；通过 “勾选表达 + 教师示范跟读”，系统梳理 “询问个人信息” 的核心句型（ May I have your name 等），将零散表达整合为可复用的语言体系，突破 “重点：掌握交流表达”。
Step3 Work on 1b Show the two pictures in 1b and introduce them. Play the recording. Ask students to listen to the two conversations and number the pictures in the order they hear them. Check the answers. The answers are: 2;1. Have students work in pairs to practise the conversations they heard in 1b. Encourage students to use the expressions from 1a to create their own dialogues. 听力排序：训练学生 “从语音中抓取关键信息（如对话逻辑、人物互动）” 的能力，突破 “难点：听力理解”； 结对模仿 + 创新对话：先模仿听力内容巩固句型，再鼓励用 1a 的表达创造新对话，推动 “被动输入” 向 “主动输出” 转化，解决 “难点：灵活运用询问句型”，培养语言创造力。
Step 4 Work on 1c Tell the students to listen to the recording again, circle the coloured words they hear. Then check the answers. The answers are: Peter's full name is Peter Brown. Peter is from the UK. Meimei is in Class 1, Grade 7. Ella's last name is Miller. Ella is 12 years old. Students listen and repeat after the recording. 听力圈词：聚焦 “个人信息关键词”（如 full name, Grade 7 ），强化听力对细节的捕捉能力，同时巩固新词汇（ grade, last name ）； 跟读录音：让学生 模仿标准语音语调（如升调、连读），解决 “难点：语音语调训练”，提升发音准确性与口语流利度。
Step 5 Work on 1d Tell students we should get to know more classmates and remember their names. Divide the class into small groups for 1d. Each student introduces himself/herself using the expressions from 1a and tries to remember the names of their group members. Use the structures in 1d to make conversations in the groups. Then ask some students to act out their conversations in class. Before they start, the teacher should give an example like this: A: Good morning! I'm Liu Ming. Are you Wang Fang B: Good morning! Yes, I am. 小组互动：让学生在 “认识新同学、记名字” 的真实社交场景中，运用 May I have your name 等句型交流，既落实 “语言运用”，又呼应核心素养中 “友好相处” 的社交能力培养； 上台表演：教师示范降低表达门槛，学生登台展示 强化 “公开表达” 的自信，同步训练口语流畅度与句型熟练度。
Step 6 Work on Pronunciation 1 1.Introduce how to pronounce /i /,/ /,/e/,/ /. Give students more chances to imitate them. 2.Play the recording and ask students listen and repeat. 3.Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exist. 系统讲解 /i // //e// / 发音（口型、舌位示范），攻克 “元音准确发音” 的重点； 通过 “教师示范→录音跟读→学生展示→纠错”，多感官训练发音肌肉记忆（视觉看口型、听觉辨音、动觉练发音），解决 “发音环节学生困难” 的问题。
Step 7 Work on Pronunciation 2 1.Introduce the difference between “I'm” and “I am”. 2.Play the recording and ask students to listen and circle the sentences they hear. 3.Play the recording again. Let students repeat them. 区分 I'm 和 I am ，解析口语中缩写的发音规律（如连读、弱读），让表达更自然； 听力圈句 + 跟读，将音标融入真实语句（如 I'm from... ），避免孤立学音标，提升 “语音在语境中运用” 的能力，强化发音实用性。
Step 8 Homework Practise making conversations according to 1d. Practise the pronunciations /i /,/ /,/e/,/ / and sample words. 对话练习：延续课堂 “询问 - 介绍” 的交流逻辑，强化语言输出的熟练性，确保学生能自主运用句型交流； 音标练习：通过课外跟读、练习，巩固课堂发音训练成果，突破 “发音难点”，持续提升语音基本功。
板书设计 Unit 1 You and Me Section A: How do we get to know each other (1a – Pronunciation 2) Words and phrases: get to know, full, full name, grade, last name Sentences: Good morning. Nice to meet you. May I have your name How do you spell your name How old are you Where are you from What class are you in Pronunciations: /i / eat, feet, sheep / / is, fit, list /e / net, men, head / / bad, man, hat
教学反思 本节课通过多样化的教学活动，如听力练习、配对对话和小组活动，成功激发了学生的学习兴趣。大多数学生能够积极参与并正确运用所学句型。然而，在发音环节中，部分学生仍存在一些困难，需要更多的练习和指导。在未来的教学中，我将增加更多真实的交流场景，帮助学生更好地运用所学知识，并加强发音训练，以提高学生的口语表达能力。

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