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富县初级中学 七 年级英语课时教学设计
Content Starter Unit 1 Hello! Section B (1a-1d) Type Reading & Writing
Theme Humans and Society
Lecturer Teaching time Period
Content Analysis What 本课有2个语篇，均为读写活动的对话类型，展现了同学们在学校第一天打招呼的情境，第1个对话是两名互不相识的学生在教室里互致问候、询问姓名以及姓名的拼写；第2个对话是另外两名熟识的学生在教学楼遇见打招呼并简短交谈。
Why 通过语篇学习，帮助学生了解陌生人和熟人初次见面时的礼貌性问候用语，了解和掌握如何询问别人的姓名，如何介绍自己，从而更加地道地使用语言，理解如何在新学校对新同学开展交际，增进与老师和同学之间的相互了解。
How 第一篇对话共三轮对话，分别从打招呼、询问姓名、拼写姓名、问候等方面进行交流；第二篇对话共三轮对话，分别从问候、告别方面开展交际。两个语篇基本以问答的形式构成。在进行问候的时候，使用了较委婉的询问姓名方式，如“May I have your name ”；在询问如何拼写姓名时，使用了特殊疑问句“How do you spell your name ”；在表示亲密昵称时，分别以称呼名字来称呼对方，如“call me Emma/Yaming”；在表示告别时，使用“that’s the bell, let’s go to class.”，非常符合生活实际；在表示初次见面时，使用“Nice to meet you”来表示问候。
Teaching Key Points and Difficult Points Teaching Key Points: Master daily expressions such as greetings, asking for names, spelling names, and farewells. Teaching Difficult Points: Write dialogues for greeting strangers and acquaintances in a standardized, accurate, and appropriate manner.
Teaching Objectives Learning Activities Effect evaluation Purpose
1.Master different ways of starting a conversation. 2. Form the habit of making a prediction about the scenes, identities of people and the things they do. 3. Find out some specific information through scanning the two conversations. 4. Enhance students’ creativity by making up their own conversation by using the sentences they have learnt. 5. Summarize the knowledge. Lead in Students watch a video and tick the expressions that start a conversation and read them in class. Ss: Hello! / Good morning. / How are you / Nice to meet you. / What’s your name Think of more ways. Then try to talk about what the sentences are used for. Step 2. Pre-reading. Look at the pictures and answer questions. 1.Who are they Sa: Emma and Teng Fei. 2.Where are they Sb: They are in the classroom. 3.What do they do Sc: They greet each other. / They say goodbye to each other. Step 3. While-reading. Read the conversations. Underline how people start their conversations. 1.Do they know each other before the conversation 2.Why does Teng Fei start the conversation like this Read again and try to find out the answers to the questions. 1.What does Teng Fei ask about 2.Is Teng Fei friendly 3.Is Emma friendly Guide Ss to make outlines based on the conversations. Lead Ss to have a summary about the functions of the conversations. Step 4. Post-reading Read the conversations again. Fill in the blanks with correct responses in the box. Then check their answers and make judgments on the relationship between speakers. Classify and answer the questions and plete the conversations in 2b. Then work in groups of 4. Student 1 acts as Emma. Student 2 acts as Teng Fei. Student 3 acts as Helen. And Student 4 acts as Yaming. Sa: Good morning! May I have your name Sb: Good morning! My name is... Sa: How do you spell your name Sb: ... Step 5. Conclusion. Read and enjoy the poem. Try to guess the Chinese name. Read the poem and express their understanding and feeling. Clarify the problem to be solved in this lesson: how to accurately and appropriately use opening remarks and farewell sentences to exchange greetings and have simple conversations with others. Guide students to develop predictive skills, and through the integration of reading strategies such as skimming and scanning, lead them to make reasonable inferences to help them grasp the meaning of communicative expressions. Students integrate and apply relevant linguistic expressions based on new scenarios, simulate the way acquaintances and strangers greet each other when meeting, complete communicative tasks, and put what they have learned into practice. Expand learning resources, guide students to gain a deeper understanding of friendship, and promote the improvement of their cultural awareness. Use video resources to stimulate students' curiosity about English learning, guide students to think independently through questions, and activate the connection between students' knowledge and experience and the text. Experience the connection between language and culture, and promote the improvement of their language proficiency, thinking qualities, and cultural awareness. Guide students to internalize structured new knowledge and target language through post-reading activities such as role-playing, help them understand the cultural differences between Chinese and foreign naming cultures, and enhance their intercultural communication awareness and competence.
Assignments Need to do: Start a conversation with a new classmate and then greet him/her again in another conversation. Choose to do: Summarize greetings in the form of mind map. Then search more greeting on the Internet and share them with classmates.
Blackboard Design
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