资源简介

Unit1 Hello!
Section A How do you greet people (1a-1b)教学设计
I. Content Analysis
The opening page of this unit acts as a unit introduction page, fulfilling the roles of context establishment and topic initiation. The picture on this page sets a thematic scene for Section A of the unit: a group of middle school students encounter each other at the school gate in the morning and exchange greetings. This part only showcases a few of the most fundamental greeting phrases. Since students have already learned these greeting ways in primary school, it can activate their language reservoir. The subsequent formal units will introduce a much richer variety of greeting expressions.
The students in the picture are several main characters in this textbook series. They include Chinese students Fu Xing, Teng Fei, and Wang Yaming, British student Peter and his elder sister Helen who study in the same school, as well as American students and twin sisters Emma and Ella. Except for Helen who is a bit older, the other students are all freshmen just entering Grade 7. As the learning progresses and deepens, students will also get to know other characters, learn more stories about these students, and grow along with them. The textbook is designed with two purposes: one is to help students get familiar with the main characters of this textbook series, and the other is to learn the 26 English letters and experience their application in life through recognizing and spelling different names.
The picture in Activity 1a presents dialogues of three groups of characters. By observing the dialogue information in the speech bubbles and the postures and actions of the characters in the picture, students can infer the names of several main characters and match the names with the character portraits. This activity not only focuses on cultivating students' literal reading ability but also trains their ability to obtain non-textual information from pictures (Viewing). In addition to presenting the images and names of the main characters, Activity 1a also shows key greeting sentence patterns such as "Hello! / Hi!" and "Good morning!", which mainly lay a linguistic foundation for the subsequent listening activities. Activity 1b is a language imitation and output activity, requiring students to use the greeting expressions in Activity 1a to have conversations with their partners, consolidate the learned language, and enhance their understanding with classmates.
II. Learning Objectives
1. Be able to correctly read and write the names of these main characters: Teng Fei, Fu Xing, Yaming, Emma, Ella, Peter, and Helen.
2. Be able to identify the image features of the main characters in this book by observing pictures.
3. Be able to proficiently use expressions like "Hello", "Hi", and "Good morning" to greet others or respond to others' greetings.
4. Be able to understand the context of greeting scenarios and apply appropriate greeting languages in different situations.
5. Be able to develop the ability to obtain information from pictures and texts comprehensively.
III. Teaching Suggestions
1. Ice - breaking Activity
As the first English class for new students, teachers can achieve ice - breaking through simple and easy - to - understand self - introductions. For example, the teacher can say: "Hello, boys and girls! Nice to meet you all. My name is [Teacher's Name]. I'm your English teacher. I love English very much. I often watch English movies and listen to English songs in my spare time. What about you Do you like English What's your hobby "
Teachers can also narrow the distance with students through vivid self - display with pictures and texts. For instance, the teacher can show some pictures of themselves using English in daily life, such as reading an English book, traveling in an English - speaking country, etc., and say: "Look at these pictures. This is me reading an English storybook. English is very useful and interesting. I hope we can have a great time learning English together." In this way, a natural and harmonious English learning environment can be created.
2. Picture Comprehension
(1) Topic Introduction
Teachers can show pictures of the school, such as the school building, classroom, playground, etc., and guide students to say words like "school", "school gate", "classroom", "student" through questions. For example:
- "What's this Yes, it's a school. Can you spell 'school' S - C - H - O - O - L, school."
- "Where do we enter the school That's right, the school gate. 'School gate', spell it, please. S - C - H - O - O - L, space, G - A - T - E, school gate."
- "What's in the school There are classrooms. 'Classroom', C - L - A - S - S - R - O - O - M, classroom."
- "Who are in the school Students. 'Student', S - T - U - D - E - N - T, student."
After naturally introducing these words, teachers guide students to pay attention to the scene shown in the 1a picture, that is, the situation where students meet at the school gate in the morning and exchange greetings. Teachers can ask more detailed questions:
- "What time of the day do you think it is in the picture Why " Students might answer: "It's morning because the sun is shining, and the students look like they are going to school."
- "How do you think the students feel when they meet each other " Students may say: "They feel happy because they are greeting each other with smiles."
(2) Completing the 1a Matching Task
Teachers guide students to carefully observe the three groups of characters in the 1a picture. First, let students describe the characters' appearances, such as: "This boy is tall." "That girl has long hair." Then, read the three groups of dialogues aloud together with students. Teachers can write the dialogues on the blackboard while reading:
- Group 1: "Hello!" "Hello!"
- Group 2: "Hi!" "Hi!"
- Group 3: "Good morning!" "Good morning!"
Then, ask students to circle the seven names in the dialogues. After that, guide students to distinguish male and female names according to the details in the picture and the content of the dialogues. For example, "Peter" and "Teng Fei" are male names, "Emma" and "Ella" are female names. After students complete the matching task independently, the whole class checks the answers. Teachers can use a projector to show the correct matching results and explain: "Look, this is Fu Xing. He is matching with this dialogue."
Teachers can also remind students to pay attention to the spelling, capitalization and spaces of the characters' names. For example, "Wang Yaming" has a space between "Wang" and "Yaming", and the first letter of each part of the name is capitalized. Then, guide students to observe the appearances of Ella and Emma. Ask: "Look at Ella and Emma. What do they look like Do they look the same So what's their relationship " Students may guess: "They are twins."
(3) Familiarizing with the Pronunciation of Characters' Names
Teachers read the names of the seven characters aloud slowly, emphasizing the pronunciation of each syllable. For example:
- "Teng Fei, T - e - n - g, Teng; F - e - i, Fei. Teng Fei."
- "Fu Xing, F - u, Fu; X - i - n - g, Xing. Fu Xing."
Then, teachers can display the character portraits one by one using PPT or cards and let students say the characters' names by raising their hands. To make it more interesting, teachers can play a game: "Name Bingo". Divide students into groups, and when the teacher shows a character portrait, the first student in each group to say the correct name gets a point. The group with the most points at the end wins a small prize, such as a sticker or a bookmark.
3. Oral Expression
(1) Focusing on Greeting Expressions
Teachers guide students to first read the instructions of 1b. Explain the meaning of "greet" by using body language, such as waving hands and saying "Hello" to a student. Then let students find the greeting expressions of the three groups of characters in the picture (Hi! / Hello! / Good morning!). Write these expressions on the blackboard:
- "Hello!"
- "Hi!"
- "Good morning!"
Teachers present the greeting expressions of 1b with courseware, showing different scenarios where these greetings can be used, such as meeting a friend in the morning at school (use "Good morning!"), meeting a classmate in the corridor (use "Hello!" or "Hi!"). Then let students read the guiding question in this part "How do you greet people " and explain that the main content of Section A is to learn to greet people in different situations.
(2) Reading Practice
Teachers invite a student to demonstrate reading the dialogue in 1a with themselves. Pay attention to reminding students to experience the expressions and tones when greeting. For example, when saying "Good morning!", use a cheerful tone. Then students practice reading the dialogue in 1a in pairs or groups of three. Walk around the classroom to listen to students' reading and provide timely guidance, such as correcting pronunciation errors.
(3) Role - playing
Teachers invite several groups of students to perform the situational dialogue in the 1a picture. Before each performance, let the group members prepare briefly. After the performance, give appropriate comments. For example:
- "Your group did a great job! You spoke clearly and your greetings were very natural."
- "Try to use a louder voice next time so that everyone can hear you better."
(4) Greeting Classmates
Teachers ask all students to stand up and allow them to move freely in the classroom and greet their classmates using the learned greeting expressions. To make this activity more organized, teachers can set a time limit, such as 5 minutes. During this activity, walk around the classroom to encourage students: "Don't be shy! Just say 'Hello' to your classmates." "Great! You greeted your friend correctly."
Teaching Tip
Teachers can ask students to make cards with their names (both Chinese and English if they have) on colored paper before class and put them on the desks. Encourage students to greet each other with English names in class. Teachers can also prepare some English names in advance, such as Tom, Lily, Jack, Lucy, etc., and make name cards. For students who are willing to choose an English name, help them select one and let them use the English name in class. This can better create an English learning environment. For example, when greeting, students can say: "Hello, Tom!" "Good morning, Lily!"

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