StarterUnit1Hello!SectionA2a2dis...m...willbeabletomasterthekeywordsandphrasesrelatedtogreetingsandselfintroductions,suchas“hello”,“hi”,“goodmorning/afternoon/evening”,“name”,“mynameis...”,“I'm...”.Studentscanunderstandandusethesentencepatternsforgreetingsandresponsescorrectly,like“Howareyou?I'mfine,thankyou.Andyou?I'mOK.”教學(xué)重點（TeachingKeyPoints）Thepronunciationandusageofkeywordsandphrasesaboutgreetingsandselfintroductions.Thecorrectapplicationofsentencepatternsforgreetingsandresponsesinreallifesituations.教學(xué)難點（TeachingDifficultPoints）Helpingstudentstoovereshynessandactivelyparticipateinoralmunicationactivities.Guidingstudentstousethelearnedlanguageflexiblyandappropriatelyaccordingtodifferentsituations.ThissectionisfromStarterUnit1Hello!ofGrade7Englishtextbook.ItservesastheverybeginningofjuniorhighschoolEnglishlearning,aimingtointroducestudentstothemostbasicEnglishgreetingsandselfintroductions.Bymasteringthispart,studentscanbuilduptheirconfidenceinusingEnglishfordailymunication,whichlaysasolidfoundationforsubsequentlearningofmoreplexlanguageknowledgeandskills.MoststudentsinGrade7havehadsomebasiccontactwithEnglishinprimaryschool.TheymaybefamiliarwithsomesimpleEnglishwordslike“apple”,“cat”andafewbasicgreetingssuchas“Hello”and“Goodbye”.However,theirunderstandingofEnglishgrammarandsentencestructuresisstillinitsinfancy,andtheirEnglishlanguageskills,especiallyspeakingandlistening,arerelativelyweak.教學(xué)環(huán)節(jié)一Warmingupheteacherstandsatthedoorwhenstudentsentertheclassroom,greetingeachstudentindividuallywithasmile:“Hello!Goodmorning/afternoon!”Waitforstudents'responses.Iftheydon'trespond,repeatandguidethemtosay“Hello!Goodmorning/afternoon!”Afterallstudentsareseated,theteacherclapshandstoattractattentionandsays:“Now,let'ssingasongtogether.Pleaselookatthescreen.”TurnonthePPT,whichshowsthelyricsof“HelloSong”withcorrespondingpictures.Playtheaudio,andtheteacherleadsstudentstosinganddosimpleactions,likewavinghandswhensinging“hello”andpointingtootherswhensinging“howareyou”.Afterthesong,theteacherasks:“Didyouenjoythesong?Whatwordsdidyouhearinthesong?”Encouragestudentstoanswer.Iftheysay“hello”or“hi”,praisethem:“Goodjob!You'reright!”教學(xué)環(huán)節(jié)二TeachingProceduresPresentationIntroducinggreetings:Theteachertakesoutapuppetnamed“Tom”andholdsitup.“Look,thisismyfriend,Tom.WhenTommeetspeople,hesays‘Hello!’”Theteachermovesthepuppetandsays“Hello!”inavividvoice.Then,theteachersaystotheclass:“Pleasesay‘Hello!’toTom.”Waitforstudentstorespond.Repeatseveraltimes,andcorrecttheirpronunciationifnecessary.Dothesametointroduce“Hi!”.“Tomalsolikestosay‘Hi!’It'ssimilarto‘Hello!’”Letstudentspracticesaying“Hi!”toeachother.For“Goodmorning/afternoon/evening”,theteachershowsthreepicturesonthePPT:onewiththesunrising(morning),onewiththesunhighinthesky(afternoon),andonewiththemoon(evening).Pointtothemorningpictureandsay:“It'smorning.Wesay‘Goodmorning!’”Letstudentsrepeat.Thendothesamefortheothertwopictures.Askstudents:“Whattimeisitnow?Whatshouldwesay?”Guidethemtochoosetherightgreeting.is...m...ngselfintroductionsentences:Theteacherputsonanametagwith“Lily”andsays:“Hello,everyone.MynameisLily.”Write“Mynameis...”ontheblackboard.Thensay:“I'mLily.”Write“I'm...”nexttoit.Explain:“‘MynameisLily.’and‘I'mLily.’meanthesame.”is...m...denttostandup.Saytohim/her:“What'syourname?”Write“What'syourname?”ontheblackboard.Guidethestudenttoanswerwith“Mynameis...”or“I'm...”.Thenaskseveralstudentsonebyone,andlettherestoftheclasslistenandrepeat.Listening2aactivity:Theteachersays:“Now,let'slistentosomenames.Pleaselookatthepicturesinyourbooks(2a).Therearesixpictures.Youneedtomatchthenamesyouhearwiththepictures.”Playtherecordingforthefirsttime.Say:“Justlistencarefully.”Afterplaying,say:“Now,let'splayitagain.Thistime,pleasewritethenumberofthenamenexttothecorrespondingpicture.”Playtherecordingagain.Walkaroundtheclassroomtoseeifstudentsaredoingitcorrectly.Afterthat,asksixstudentstosaywhichnamematcheswhichpicture.WritetheanswersonthePPT.Ifsomeoneiswrong,playthatpartoftherecordingagaintocorrect.Then,theteacherpointstoeachpictureandreadsthename.Letstudentsrepeat,payingattentiontothestressandpronunciation.Forexample,for“Alice”,emphasizethefirstsyllable“A”.2bactivity:Theteachersays:“In2b,therearethreeconversations.Youwillheartheminacertainorder.Pleasenumberthem1,2,3accordingtotheorderyouhear.”ShowthethreeconversationsonthePPT.Readthemaloudquicklytoletstudentshaveageneralidea.Thensay:“Listencarefully.”Playtherecording.Afterthefirstplaying,askstudentstosharetheiranswers.Thenplaytherecordingagain.Letstudentschecktheiranswers.Ifthereisadispute,playtherelevantpartagain.Finally,playtherecordingsentencebysentence.Letstudentsrepeatafterit,imitatingthetoneandspeed.PracticeTheteachersays:“Now,let'spracticetheconversationsin2bwithyourpartner.OneofyouisA,andtheotherisB.Trytospeakloudlyandclearly.”Pairupstudents.Givethem3minutestopractice.Theteacherwalksaround,listenstotheirpractice,andhelpsthosewhohavedifficulties.Forexample,ifastudentcan'trememberthelines,pointtothePPTwheretheconversationsareshown.After3minutes,claphandstostopthem.Say:“Whichpairwantstoetothefrontandactouttheconversation?”Encouragevolunteers.Ifnoonevolunteers,inviteapairwhopracticedwell.Aftertheyfinish,say:“Great!Youspokeveryclearly.Let'sgivethemabighand!”Theninviteanotherpairtoactoutadifferentconversation.Forthepairswhoact,givesmallstickersasrewards.ReadingandprehensionTheteachersays:“Lookat2dinyourbooks.ThisisadialoguebetweenEricandCindy.Let'sreaditsilentlyfirst.Youhave2minutestofindoutwhattheyaretalkingabout.”After2minutes,ask:“Whoaretalkinginthedialogue?”(EricandCindy)“Dotheygreeteachother?”(Yes)“Dotheytelleachothertheirnames?”(Yes)Then,playtherecordingof2d.Say:“Pleaselistenandfollowinyourbooks,payingattentiontohowtheysaythewords.”Aftertherecording,theteacherreadsthedialoguewithdifferentvoicesforEricandCindy.Then,dividetheclassintotwogroups:Group1isEric,Group2isCindy.Readthedialoguetogether.Then,letstudentsformgroupsoffour.TwostudentsactasEricand