资源简介

Unit1 Hello!
Section A How do you greet people (2a-2b)教学设计
I. Content Analysis
The listening text here has three short dialogues, showing scenes where a teacher greets the whole class, a teacher greets a new student, and new friends greet each other in class. These dialogues are contextually connected. First, English teacher Ms Gao greets the whole class, a typical greeting scene in Chinese primary and secondary schools that resonates with students (teachers can remind students to address teachers as Ms Gao instead of "Teacher Gao" in English). As students are new to junior high and unfamiliar with each other, the second dialogue is a greeting between the teacher and foreign student Peter, serving as a model to encourage students to greet each other ("Please say hi to each other") for ice breaking. The third dialogue is Emma and Fu Xing greeting under Ms Gao's encouragement, with name introductions and ending with "Nice to meet you".
The activities related to English alphabet writing have four parts. Activity 2a lets students listen to letter recordings and read along, showing uppercase and lowercase forms of 26 letters. It aims to help students review letter pronunciation and writing, emphasizing accurate pronunciation and standardized writing. Activity 2b requires students to listen and circle heard letters to test their letter distinguishing ability. This transition unit reviews 26 letters (pronunciation, order, recognition, writing) to consolidate primary school knowledge for junior high learning. Activity 2c is a listening comprehension activity where students complete dialogues with detailed information. The textbook provides options, showing listening dialogue sentences, which helps transition stage junior high students reduce anxiety and feel a sense of achievement. It also helps students prepare before listening and understand target language for later imitation. Activity 2d is an oral output activity after listening, with language scaffolds and semi open/completely open sentence patterns for students' independent expression.
II. Learning Objectives
1. Distinguish and accurately read the pronunciation of 26 English letters.
2. Write 26 English letters (uppercase and lowercase) in a standardized way.
3. Take the initiative to greet and get to know new friends, including introducing one's own name and asking about others' names.
4. Understand short greeting dialogues and extract key information from them.
III. Teaching Procedures
1. Pre listening: Preparation for Letter Learning
(1) Observing Letter Forms
Show students printed and handwritten forms of 26 letters (both uppercase and lowercase) using cards or PPT. Display the writing of names like Ella, Emma, Fu Xing, Peter, Teng Fei, and Yaming, with each name's initial letter in a different color to highlight letters.
Let students observe the differences between uppercase and lowercase letters, as well as between print and handwriting. For example, discuss how letters such as Cc, Ss, Ww, Vv, and Zz have similar sizes in print and handwriting, but some letters have different proportions in various fonts.
Teacher: "Look at these letters. Can you tell the difference between uppercase and lowercase For instance, what's different between 'A' and 'a' " Students observe and describe differences in size and shape.
(2) Reviewing Letter Pronunciation
Play the recording of Activity 2a. Pause after each letter and have students repeat. Correct pronunciation errors promptly. For example, if students mispronounce "C" as /k / instead of /si /, or "G" with an incorrect sound, correct them right away.
Teacher: "Now, let's listen to the letters. Repeat after me: 'A' /e /, 'B' /bi /..." Walk around to check students' pronunciation.
2. While listening: Letter and Dialogue Comprehension
(1) Letter Recognition (Activity 2b)
Explain the meaning of "circle" to students to ensure they understand the task. Teacher: "When you hear a letter, circle it in the table."
Play the recording for Activity 2b. After playing, check answers as a class. Teacher: "Let's check. Who can tell me which letters you circled "
(2) Listening Games
Game 1: Letter Neighbors
The teacher says a letter, and students quickly name its neighboring letters. For example, Teacher: "What letters are next to 'C' " Students: "B and D."
Have a student say a letter, and the students behind take turns naming the next three letters in order.
Predicting Dialogue Content
Before playing the recording of dialogues in 2c, ask students to look at the pictures in 2c and predict. Teacher: "Look at these pictures. What can you see Who are they Where are they What are they doing " Use questions like these to guide prediction.
Play the recording for the first time. After each dialogue, pause, let students choose correct sentences, and copy them into the right places in the three dialogues.
(3) Dialogue Comprehension (Activity 2c)
Checking Answers
The teacher and students check answers for Activity 2c. Use questions to guide students in understanding the dialogue. For example:
Teacher: "Look at Conversation 1. How does Ms Gao greet the class " Students: "Good morning, class!"
Teacher: "What does the class say to Ms Gao " Students: "Good morning, Ms Gao!"
Cultural Explanation
Explain cultural differences in greetings. In English speaking countries, "teacher" isn't used to address teachers. For a male, use "Mr + last name" (e.g., Mr Brown). For a female, use "Mrs + husband's last name" (or her original last name) if married (Mrs Brown), "Miss + last name" if unmarried, or "Ms + last name" if marital status is unknown (Ms Brown).
Analyzing Dialogue Process
Guide students to outline the character interaction in the three dialogues and write it on the blackboard: "Ms Gao greets the class → Ms Gao greets Peter → Ms Gao asks Peter to greet the class → Peter greets the class → Ms Gao asks students to greet each other".
Ask detailed questions based on this:
"When does Conversation 1 happen "
"Is Peter new in this class "
"What does Ms Gao ask Peter to do "
"How does Peter greet his classmates What does he say "
"Does Emma know Fu Xing How do you know "
Use English for questions. For weaker students, use general or choice questions; for stronger ones, use special questions. E.g., "Is Peter new Yes or no " or "When does Conversation 1 take place Morning or afternoon "
(4) Listening and Reading Aloud (Activity 2c)
Use courseware to show the dialogue scripts. Play the recording a second time, pausing after each sentence for students to read along and imitate.
Teacher: "Now, let's listen and read. Repeat after the recording: 'Good morning, class!'..."
3. Post listening: Oral Practice and Letter Writing
(1) Reading Practice (Activity 2c)
Students practice reading the three dialogues in pairs. Remind them to imitate the tone and intonation from the recording and feel the characters' emotions.
Walk around to listen and quietly correct pronunciation. After sufficient practice, invite groups to perform for the class.
(2) Summarizing Greetings and Responses (Activity 2c)
Students read the dialogue scripts and discuss in small groups to summarize greetings and their responses. For example:
Greeting "Good morning, ...!" is responded to with "Good morning, ...!".
"Hello, ...!" gets "Hello, ...!".
"Hi, ...!" is answered with "Hi, ...".
"Nice to meet you, ..." is replied to with "Nice to meet you too!".
"What's your name " is answered with "My name is ... / I'm ...".
Explain that there are more daily greeting expressions, but as this is the first unit of Grade 7, don't expand unless students voluntarily supplement, in which case give positive feedback.
(3) Oral Expression (Activity 2d)
Students read Activity 2d's instructions to understand the oral task. Then, in pairs, greet and introduce each other using the language scaffolds, complete the dialogue, and pay attention to writing standards.
Invite groups to perform and remind them to imitate 2c's pronunciation and intonation. Evaluate after performances, e.g., "You did great! Your greeting is natural and pronunciation is clear."
(4) Letter Writing Practice
Demonstrate each letter's writing on the blackboard, emphasizing stroke order and grid placement in the four line, three grid paper.
Students practice writing in exercise books. After writing, have them check each other in pairs. Walk around to inspect and guide.
Game: Draw and Guess Letters
Have students work in pairs. One student gestures a letter, and the other guesses it.
IV. Teaching Tips
1. Prediction is key in listening. It boosts concentration, helps grasp main ideas, and improves information acquisition. Cultivate students' ability to predict from pictures and texts.
2. Use English for questions in class. It focuses students on content and provides language input. Adjust question difficulty: use special questions for advanced students, general/choice questions for others to build confidence.
3. Standard letter writing is fundamental. Use activities and games to spark interest and develop good writing habits.

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