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课题名称 Unit1 You and Me Section B (1a - 2b)
教学目标 1.学生能够从照片和帖子中获取关于新朋友的信息。 2.学生能够学会使用简单的句子来描述自己。 3.学生能够就所学内容进行简单的口语交际。
教学重难点 重点：学会从文本中提取信息，并使用所学句子结构描述自己。 难点：准确运用所学句子结构进行自我介绍，并适当使用交际用语。
教学过程 教学活动 设计意图
Step1 Lead in 1.Greeting: Greet students and ask about their hobbies or favourite things. 2.Lead - in: Talk about making new friends and what they usually want to know about a new friend. 情感联结与旧知唤醒：以日常问候和 “爱好 / 喜好” 交流切入，快速建立师生互动氛围，激活学生关于 “自我表达” 的词汇储备（如 hobby、favourite 等），消解学习距离感； 主题锚定与思维启发：围绕 “交新朋友时想了解的信息” 讨论，引导学生思考社交场景的语言需求（如询问兴趣、背景），为后续 “信息提取、自我描述” 的学习搭建现实语境，明确教学内容的实用性。
Step2 Work on 1a 1.Display two photo boards of Pauline and Peter, asking students about their first impressions. Guide students to discuss what information they usually inquire about or share when making friends. 2.Show the words in the box and instruct students to match them with the correct images. Discuss how the words can help them understand Pauline and Peter’s interests and lifestyles. Encourage students to express their understanding of the photos in English, for example, “Pauline has a parrot. It's her pet.” 3.Ask students questions about the photos and the words to ensure they understand the meaning of each item. Encourage students to use complete sentences to answer, for example, “Pauline lives in Singapore.” 4.Explains that in real life, people often share more information about themselves through platforms like social media. Introduce Pauline and Peter’s posts as examples of how they share personal information. 视觉思辨，信息解码：展示 Pauline 和 Peter 的照片板，激发 “观察→推测→表达” 的思维链（如从照片猜人物爱好），培养视觉信息解读能力； 词汇关联，语义建构：词汇与图片匹配，将新词汇（parrot、guitar 等）与具象形象绑定，辅助词义理解；鼓励用英语描述照片（如 Pauline has a parrot ），强制运用目标语言，初步训练 “描述他人” 的表达逻辑； 句式强化，语境铺垫：要求用完整句子回答问题（如 Pauline lives in Singapore ），巩固 “主系表 / 主谓” 句式，落实 “准确表达” 的核心重点；引入 “社交媒体分享信息” 的现实场景，让学生理解 “文本信息” 与 “真实交友” 的关联，为阅读帖子做认知铺垫。
Step3 Work on 1b 1.Ask students to read Pauline and Peter’s posts silently. The teacher then explains any new vocabulary or phrases in the posts, ensuring students understand their meanings. Ask what new information students have learned about Pauline and Peter from the posts. 2.Match the information from the posts to the correct images on the photo board based on their memory. 3.Students are divided into groups to discuss Pauline and Peter’s hobbies, lifestyles, etc. Each group needs to summarize a few key points about Pauline and Peter and prepare to report to the class. Through this activity, students not only practise oral expressions but also learn how to extract key information from texts. 4.Invite several students to the front of the class to play the roles of Pauline and Peter. 阅读突破，信息抓取：默读帖子，教师解析新词汇（如 page、even ），帮助学生突破阅读障碍，聚焦 “从文本中提取人物核心信息（爱好、居住地等）” 的能力，落实 “信息提取” 的教学重点； 记忆关联，知识复现：根据记忆匹配 “帖子信息→照片板”，强化 “信息→视觉” 的双向关联，加深对人物特征的记忆； 合作探究，口语输出：分组讨论人物爱好、生活方式并总结，培养团队协作与信息归纳能力；“汇报要点” 任务迫使学生将信息转化为口语表达（如 Pauline loves music ），训练 “描述他人” 的流利度，呼应 “口语交际” 的核心素养； 情境代入，语言活用：角色扮演 Pauline 和 Peter，让学生沉浸式运用所学语言（如自我介绍、分享爱好），检验对人物信息的掌握，同时强化 “交际用语” 的自然表达，突破 “灵活运用句式” 的难点。
Step 4 Work on 1c&1d 1.Read the posts again and complete the table with information from the posts. 2.Have students compare themselves with either Pauline or Peter and share similarities or differences. 信息整合，结构化沉淀：重读帖子并填表，将零散的人物信息（姓名、爱好、居住地等）整理为清晰的结构化内容，深化对 “如何描述他人” 的认知，巩固信息提取能力； 自我关联，知识迁移：对比自身与 Pauline/Peter 的异同，让学生从 “理解他人” 过渡到 “自我反思”，促进语言知识向 “自我表达” 迁移（如发现 I also like tennis ），增加课堂互动的个性化与趣味性。
Step 5 Work on 2a 1.Ask students to write some sentences about themselves using the structures provided in 2a. 2.Have students share their sentences with the class. 从 “知他人” 到 “述自我”：用给定结构（My name is... / I love... ）撰写自我描述，强制学生将 “描述他人” 的语言结构迁移到 “自我表达”，落实 “学会描述自己” 的核心目标； 公开分享，自信与反馈：课堂分享句子，为学生提供 “公开表达自我” 的舞台，强化口语能力；同时，通过倾听同伴表达，互相学习表达角度（如爱好、年龄、居住地），丰富自我描述的内容维度。
Step 6 Work on 2b Complete students’ replies to Pauline or Peter, using the information they’ve written about themselves. Encourage students to be creative and use the language they’ve learned to make their replies personal and interesting. Have a few students read their replies to the class. 真实交际，创意表达：撰写给 Pauline/Peter 的回复，模拟 “交友互动” 的真实场景，要求结合自身信息创作，逼迫学生灵活运用所学语言（如自我介绍 + 兴趣共鸣），突破 “准确运用句式 + 适当交际” 的难点； 成果展示，语言打磨：挑选学生朗读回复，既是对写作成果的肯定，也能通过 “听众反馈 + 教师点评”，优化表达的准确性与创意性（如加入 I also play the guitar! 增强互动感），提升语言运用的质量。
Step 7 Summary and Homework Summarize what students have learned about describing themselves and making new friends. Assign homework: Have students write a short paragraph about a new friend they would like to make, including information about themselves that they think would be important for the new friend to know. 知识沉淀，体系化提炼：总结 “描述自己、交友信息” 的核心内容，将零散的语言点（词汇、句式）整合为 “自我表达→交友交流” 的逻辑体系，强化长期记忆； 课外延伸，深度实践：布置 “写想交的朋友，包含自身关键信息” 的作业，让学生在虚构的 “交友场景” 中，综合运用所学语言（描述自己 + 期待的朋友），实现 “课堂学习→生活应用” 的闭环；同时，通过 “思考哪些信息对交友重要”，引导学生关注 “信息筛选与表达” 的实用性，提升写作与思维能力。
板书设计 Unit 1 You and Me Section B: What do we need to know about a new friend (1a - 2b) Words and phrases: parrot, guitar, tennis, page, even, play the guitar, would like, information, hobby, re Sentences: My name is ... I love... I’m ...years old. My favourite food is... I live in... My favourite sport is... My Favourite place is...
教学反思 通过这节课的教学，学生们对如何了解新朋友有了初步的了解和实践。但在课堂上，我发现一些学生在阅读理解和写作时存在困难，需要在今后的教学中加强阅读理解和写作的训练。同时，我也要注意引导学生关注个人信息的内容，以提高他们的阅读理解和写作能力。

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