资源简介

中小学教育资源及组卷应用平台
人民教育出版社 七年级上册
Unit 1 You and Me Section 2 Pronunciation & Section A 2a-2e
Content analysis
This section presents an authentic three-person dialogue scenario set in a middle school context. The conversation involves student Chen Jie introducing his new classmate Peter to their English teacher during a casual campus encounter. The exchange naturally unfolds in two phases: first, Chen Jie greets the teacher appropriately and makes the introductions; second, the teacher engages Peter in conversation by asking about his class and the head teacher to build rapport.
By presenting the natural teacher-student communication dialogue, it enables students to learn and master how to properly greet teachers and introduce new friends. Through the simple greetings and sharing of class information in the conversation, it guides students to understand proper greeting etiquette, introduction protocols, and natural teacher-student communication strategies. Highlighting the mistake Peter makes encourages students to recognize cultural differences in name-related conversations between Chinese and Western contexts.
This dialogue is a realistic school-based interaction involving greetings, introductions, and corrections. It uses simple, short-structured sentences for communication: for greetings, such as “Hello, Mr Smith!” “How are you ” “I’m fine, thank you.”; for introductions, such as “Mr Smith, this is...”; and for polite exchanges, such as “Nice to meet you.” “Nice to meet you, too.” Besides, the dialogue uses informal, straightforward language suitable for beginners. Focused on practical communication, it incorporates polite expressions and corrections, which help students learn real-life interaction skills in a school context.
Learning Objectives
At the end of this section, students will be able to:
1. identify and pronounce the words with different vowel sounds (/i:/, / /, /e/, / /) correctly, such as “eat” “is” “net” “bad” and so on;
2. use listening skills to distinguish contracted and full-form sentences (e.g., “I’m 12 years old.” vs “I am 12 years old.”) by circling the sentences they hear;
3. apply listening strategies to extract coloured words in the dialogue, improving the ability to capture detailed information;
4. experience the dialogue context of introducing others and correcting mistakes, and use expressions like “this is...” “I’m sorry!” in real-life interactions;
5. recognize cultural differences (e.g., name order) through the dialogue, enhancing cross-cultural awareness and communication adaptability;
6. master the method of introducing others (e.g., “Mr Smith, this is...”) and conduct mutual exchanges (greetings: “Hello!” “Nice to meet you.”; corrections: “It’s Ms Gao, not Ms Hui.”) in conversations, improving interpersonal communication skills.
Focal and Difficult Points
Focal Points
1. Obtain key information by listening to the dialogue, including details such as the names, identities, and relationships of the characters.
2. Learn typical greetings and sentence patterns for introducing others from the dialogue, and use them appropriately in daily communication.
Difficult Points
1. Distinguish similarities and differences in the structure of English and Chinese names, and use surnames or given names appropriately when addressing foreign individuals in communication.
2. Get to know new classmates, be willing to integrate into the new group, and actively participate in classroom group activities.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Pronunciation Find your friends and guess who they are. T: Our school had a welcome party yesterday and I believe you know someone in our class. Now let’s listen to a conversation about the welcome party and find the people you already know. Task 1: Listen and complete the conversation. What’s your last name What is your last name It’s Miller. It is Miller. I’m 12 years old. I am 12 years old. Ella: Good morning, Peter. Peter: Good morning. Are you Emma Ella: No, Peter. I’m Ella. Peter: Sorry, Ella. 1.___________ Ella: 2._________ Peter: How old are you, Ella Ella: 3.____________- Peter: Well, nice to meet you. Ella: Nice to meet you, too. Task 2: Listen and repeat Read the following words: I’m; What’s; It’s; We’re Students listen to the conversation and complete it with the given sentences. Students read after the teacher. To distinguish between contracted and full-form sentences by listening to the conversation and choosing the sentences they hear. To guide students to pay attention to the pronunciation of abbreviations.
STEP 2 Presentation (learn and understand) 1. Friendship Blind Date Show T: Our school is holding an activity called Friendship Blind Date Show to help you make friends. Secret English names Present pictures (each covered with a question mark) along with their English names. Next, play the students’ self-introduction recordings and have everyone guess who they are. Secret student 1: Good morning! I’m Peter. Secret student 2: Hi everyone! My name is Jim. Secret student 3: Hello, my new classmates. I’m Ella. Secret student 4: Hey. Nice to meet you. My name is Alan. T: Let’s pay attention to their names. Please read after me. Peter /i:/ Jim / / Ella /e/ Alan / / 2. Listen and circle Play the video about 3 people meeting at school. (1) Listen and circle the colored words. (2) Read and answer the questions. Who is Mr Smith What is the first name of Peter’s class teacher + How does Peter feel according to the picture + Why did Peter make the mistake (Present the differences in naming conventions between Chinese and Western cultures.) (3) Read the conversation again and fill in the table with information about Mr Smith and Peter. (4) Divide the conversation into 4 parts and let students read and match different parts with: Greeting; Introduction; Getting to know; Dealing with mistakes. (5) How do they greet each other How do they introduce someone to others Students guess who these students are. Students read after the teacher. Students listen and circle the colored words. Students listen and answer the questions. Students read and complete the table. Students read and summarize the sentence patterns. To guide students to focus on the pronunciation of different vowel sounds (/i:/, / /, /e/, / /). To foster students’ ability to obtain key information accurately. To let students gain a basic grasp of name culture differences between China and the West, and their underlying cultural connotations.
STEP 3 Application and Practice 1. First experience T: To help everyone know each other better, let’s start by filling in the application forms. After completing yours, place it in the box. photonameagecountryclassclass teacher
T: Next, please come forward to take one information sheet, then talk with others to learn about them. A: What’s his / her name B: His / Her name is ... A: Where is he / she from B: He / She is from ... A: How old is he / she B: He / She is ... A: What class is he / she in B: He / She is in ... A: Who’s his / her class teacher B: His / Her class teacher is ... T: Now, find the student you know about and say hello to them in person. Students fill in the form first, write down the information like names, classes, nationality, age and class teachers. Students ask and answer questions about the notes. Students locate the classmate they learned about, then walk up and say hello to them in person. To help students use the target language properly when greeting others and learning about one another.
STEP 4 Transfer and Creation Friendship Bridge Guide students to serve as an intermediary to introduce the friends they’ve just met to the rest of the group. Students make up new conversations to get to know more classmates. To help students use the target language appropriately when introducing someone, and to feel the warmth of friendship being shared.
STEP 5 Homework Must-do Write down the conversation you made in class. Choose-to-do Take on different roles (such as students, teachers, and school workers) and create a vlog about their first meeting. To encourage students to communicate actively, savour the joy of friendship, and fit into the new group sooner.
Blackboard Design
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑