Unit1YouandMePeriod2SectionA（Pronunciation-2e）一、教材分析What:本課時語音練習及一篇對話篇章。語音部分任務(wù)1主要介紹了/i:/，/?/，/?/和/e/，及元音字母及字母組合的發(fā)這些音的規(guī)則并辨析be動詞的完整形式及縮寫形式的發(fā)音，任務(wù)2主要介紹了be動詞的縮寫規(guī)則。對話篇章主要是ChenJie向老師MrSmith介紹了自己的朋友Peter，Peter和MrSmith互相認識了解的過程。Why:通過本課時的學習讓學生學會禮貌的向他人介紹自己的朋友，并幫助兩人之間進行相互了解。同時，培養(yǎng)學生跨文化溝通與交流的意識和能力，了解中國老師的稱呼方式。How:通過ChenJie和老師之間的打招呼復習打招呼的目標語言；通過向老師介紹自己的同學引入句型Thisis...；通過老師和Peter之間的對話復習班級句型，引入詢問班主任的句型；通過Peter在老師的稱呼犯的錯誤來引入中英文化稱呼的差異。二、教學內(nèi)容1.發(fā)/i:/，/?/，/?/和/e/音的字母及字母組合。2.梳理對話介紹和相互認識中涉及到的相關(guān)的交際用語。三、教學目標1.掌握以下重點單詞及短語：classmate,mistake,country,classteacher,firstname2.掌握下列句型：Thisis...—Whatclassareyouin？—I’min...—Who’syourclassteacher？—It’s......isherfirstname.Mymistake.3.能根據(jù)對話信息提取重點內(nèi)容，并分類，歸納總結(jié)。4.能進行友好的交流，將自己的朋友介紹給別人，擴大彼此的交流圈；了解中英文姓名的差異和中外文化差異，提高跨文化意識。四、教學重難點重點：互相介紹的對話。難點：使用得體語言進行多輪次對話。五、教學準備圖片，音樂，多媒體等。六、教學過程Step1Greetingandlead-inT:Goodmorning,class.Howareyou,today？Ss:Fine,thanks.Andyou？T:I’mfinetoo.SometimeswecanpronouncerightwhenwespeakEnglishright？Ss:Yes.T:Today,we’lllearnphoneticsymbolsthatcanhelpuspronounce....Step2Pronunciation1.Workon1（1）Listenandconclude.Playthepronunciationofthefollowingwords:eat；feet；sheep，letstudentsrepeat.T:Whatpronunciationdoesthesewordshaveincommon？Ss:Theyallhave/i:/.T:Great.Theyallhave/i:/.Now,lookatthesewords,doyouknowwhichwordscanpronounce/i:/.Ss:ee；ea.Concludetheotherthreewords’pronunciationinthesameway.（2）PracticeShowthepicturesofea/ee/e/ea/i/aandletstudentssayouttheirpronunciationquickly.Teachercandividestudentsintotwogroupsandthefastergroupwonthegame.【設(shè)計意圖】通過學生跟讀并歸納總結(jié)，提升學生的參與感。2.Workon2Listentothesentencesandrepeatthem.Step3Listening（2a）1.Predicting.Askstudentslookatthepicturein2aandanswerthefollowingquestions.（1）Howmanypeoplearethereinthepicture？（2）Whataretheydoing？【設(shè)計意圖】通過看圖片并回答問題，提高學生的聽前預測能力，進一步提升學生的聽力技巧。2.Lookthroughtheconversationquickly.Andpayattentiontothecolouredwords.3.Listentotheconversationandcirclethecolouredwords.Step4Reading1.Workon2b.Letstudentsreadtheconversationandgrabthekeyinformationandfinishthequestionsin1c.Checktheanswers:1.B2.A2.Workon2cLetstudentslookatthetablein2candfillinthetablewiththeinformationintheconversation.Checktheanswers:MrSmith:theUS;teacherPeter:Class1;MsGao/GaoHui3.Thinkaboutandaskthefollowingquestions？WhatmistakedoesPetermake？Whatcanwelearnfromit？【設(shè)計意圖】學生通過思考Peter的錯誤了解中英名字的差異。Step5Role-play1.Studentsreadaftertheconversationandpaymoreattentiontothepronunciationofwho’s/it’s/I'm/he’s.2.Role-playtheconversationinpair.3.Choosesomestudentsshowinclassandchoosethebestpairsaccordingtotheirpronunciation,toneandfluency.Step6Practice1.Completethetable.2.Askingandguessinggame.StudentAwritedownanameonthepaper.Otherstudentsaskhim/herwiththequestionlikeWhere’she/shefrom？StudentAanswershisquestion.ByaskingandansweringtoguesswhichnamestudentAwritedownonthepaper.3.Studentsworkingroupstoaskandanswerquestionsaboutthepeopleinthetable.Step7HomeworkChooseasituationinthetextbook,anddesignaconversationb