资源简介

Unit1 Hello!
Section B “How do you start a conversation ” 1a-1d
教学设计
I. Teaching Objectives
1. Language Knowledge Objectives
Students can accurately master and use common expressions for starting, continuing, and ending a conversation, such as "Good morning.", "Hello. / Hi.", "May I have your name ", "How do you spell your name ", "How are you ", "Nice to meet you.", "Goodbye! / Bye!".
Students can understand the differences between English names and Chinese names in terms of structure.
2. Language Skill Objectives
Students can appropriately use greetings, name asking, and farewell sentences to exchange greetings and have simple conversations with others based on different communication objects (strangers and acquaintances).
Students can complete dialogues for greeting strangers and acquaintances by using simple daily expressions correctly.
3. Affective Objectives
Students can enhance their confidence in oral English expression through role playing and dialogue practice.
Students can develop their pragmatic awareness and communicative competence by using appropriate language in different communication situations.
II. Teaching Procedures
1. Pre-eading Activities
Clarify Learning Objectives: Ask students to read the guiding question of Section B. Then, explain the meaning of "start a conversation" to help them clearly grasp the learning goal.
Video Watching: Before class, prepare English videos or animation clips that show greeting and simple conversations. Play these in class and ask students to pay attention to and state the expressions used when people greet each other in the videos.
Activity 1a: Have students read the instruction of Activity 1a. If needed, the teacher can use Chinese to help students understand new words in the instruction. Then, let students finish Activity 1a independently, and the teacher checks the answers with the whole class.
2. While-reading Activities (Dialogue Comprehension)
Conversation 1
Predicting: Ask students to read the instruction of Activity 1b and ensure they know the requirements. Guide students to observe the first picture by asking questions like "Look at the picture in Conversation 1. Who are they ", "Where are they ", "Does Teng Fei know Emma ". Let students predict the content they are going to read.
Reading and Underlining: Let students read Conversation 1 in pairs and underline greetings, questions, and farewells. After reading, the teacher uses courseware or learning sheets to show the idea of "Start a conversation Continue a conversation End a conversation" and asks students to put the underlined sentences into the corresponding parts.
Word Explanation: Ask students "Do they know each other " and have them answer with reasons. Then, further ask "What's the girl's name How do you spell Emma Miller " to guide students to understand the new word "spell" through context and common sense. Also, explain the difference between English names (like Emma Miller, with the first name coming first) and Chinese names (like Teng Fei).
Role playing: Let students practice Conversation 1 in pairs. Invite several groups to perform in front of the whole class. After students are familiar with it, randomly select two students and ask them to have a real conversation using their real names by imitating the dialogue.
Conversation 2
Scene Understanding: Ask students to observe the second picture. Guide them to understand the scene of the conversation by asking questions such as "Look at this picture. Who are they ", "Are they in a classroom too ", "What sound does the loudspeaker on the wall make ", "What does it mean when the loudspeaker makes the ringing sound ".
Reading and Underlining: Let students read Conversation 2 in pairs and underline greetings, questions, and farewells. After reading, show the "Start a conversation Continue a conversation End a conversation" idea again and ask students to put the underlined sentences into the corresponding parts. Then ask students "Does Helen know Yaming " and let them explain with reasons. Also, guide students to understand the meaning of "Oh, that's the bell" by combining context and picture details.
Role playing: Let students practice Conversation 2 in pairs. Invite several groups to perform in front of the whole class.
Comparison: Explain to students that both dialogues start with greetings. When meeting for the first time, people can introduce themselves and politely ask about each other's names. When meeting friends they already know, they can ask about each other's recent situation. Note that "How are you " can be used not only to continue a conversation but also to start one, and it's generally used among acquaintances or friends. When ending a conversation, "Nice to meet you!" is for saying goodbye to friends met for the first time, while "Goodbye!" or "Bye!" is for familiar friends. Also, let students feel that "May I have your name " is more formal and polite than "What's your name ".
3. Post reading Activities
Dialogue Reorganization: Group students according to their learning abilities. Before class, print the sentences from the dialogues on cards, shuffle them, and distribute the cards to each group. Students work in groups to put the cards in the correct order and then read the dialogue aloud in roles. During the practice, the teacher walks around the classroom, pays attention to each group's practice, and gives pronunciation guidance if needed.
Activity 1c: Guide students to read the instruction of Activity 1c and make sure they know the requirements. Then let students read the sentences in the boxes and complete Activity 1c. Remind students to first write down the parts they can complete on the corresponding lines, and then use the dialogue in 1b to think about the answers to unfinished sentences. During writing, remind students to pay attention to the writing norms of capital and lowercase letters.
Writing and Speaking Practice (Activity 1d)
Pre-writing Practice: Show students the structure of starting, continuing, and ending a conversation. Let students practice the dialogue in pairs using their real information. When students practice, the teacher walks around the class, gives appropriate encouragement and praise, or corrects pronunciation in time. After sufficient practice, invite several groups to perform in front of the whole class.
Writing Practice: Ask students to complete the dialogue in 1d based on the dialogue practice. The teacher can prompt that the language supports in 1d are from the two dialogues in 1b, and the previous dialogue is a model. The teacher checks the whole class, observes students' writing, and gives necessary help. During inspection, select homework with standard writing and correct language, show it to the class with the student's consent, and invite other students to comment on writing norms and language use. After students finish writing, let them practice the dialogue in pairs.

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