Unit1YouandMeSectionAThissectionfromUnit1“YouandMe”inthesixthgradeEnglishtextbookoftheLujiaom...tion(54academicsystem,2024)mainlyfocusesonthebasicgreetings,introductions,andselfintroductionsinEnglish.Itincludeskeyvocabularysuchas“hello”,“hi”,“goodbye”,“name”,“I’m...”,“What’syourname?”,etc.Throughdialogues,pictures,andsimpleactivities,studentsareguidedtounderstandandusetheseexpressionsinreallifemunicationscenarios,layingasolidfoundationforfurtherEnglishlearning.教學(xué)目標(biāo)1.KnowledgeObjectivesStudentswillbeabletomasterthekeyvocabularyrelatedtogreetingsandintroductions,suchas“hello”,“hi”,“goodbye”,“name”,“my”,“your”.is...m...willbeabletounderstandandusethesentencepatterns:“What’syourname?”,“Mynameis...”,“I’m...”,“Nicetomeetyou.”,“Nicetomeetyou,too.”2.AbilityObjectivesStudentscanusethelearnedexpressionstogreetothers,introducethemselvesandaskaboutothers’namesindailyconversations,improvingtheiroralmunicationskills.Studentswillbeabletolistentosimpledialoguesaboutgreetingsandintroductionsandunderstandthemainideas,enhancingtheirlisteningprehensionability.3.EmotionalObjectivesCultivatestudents’interestinlearningEnglishandtheirconfidenceinusingEnglishtomunicate.Encouragestudentstoactivelyparticipateinclassactivitiesandcooperatewiththeirclassmates,fosteringtheirsenseofcooperationandteamwork.教學(xué)重難點(diǎn)1.KeyPointsThepronunciationandusageofkeyvocabularyandsentencepatternsforgreetingsandintroductions.Enablestudentstoapplytheseexpressionsflexiblyinreallifesituations.2.DifficultPointsHelpstudentsovereshynessandactivelyuseEnglishtomunicatewithothers.Guidestudentstoformcorrectintonationandpronunciationwhenusingsentencepatterns,especiallyintheresponseof“Nicetomeetyou,too.”1.VocabularyGreetings:hello/h??l??/,hi/ha?/Farewell:goodbye/?ɡ?d?ba?/Personalpronounsandpossessiveadjectives:I/a?/,my/ma?/,you/ju?/,your/j??(r)/Noun:name/ne?m/2.SentencePatternsAskingforname:What’syourname?is...m...:Mynameis.../I’m...Friendlygreeting:Nicetomeetyou.Response:Nicetomeetyou,too.教學(xué)過程1.Warmingup(5minutes)Greetthestudentswithabigsmile:“Hello,boysandgirls!WeletoourEnglishclass.”Encouragestudentstorespond.PlayashortEnglishsongvideoaboutgreetings,like“HelloSong”.Whileplayingthevideo,askstudentstoclaptheirhandsandsingalongwiththemusic.Thiscancreatealivelyandinterestingatmosphere,andalsoarousestudents’interestinlearningEnglish.2.Presentation(15minutes)VocabularyteachingUseflashcardstoshowthenewwordsonebyone.Forexample,showtheflashcardwith“hello”onit,andreadthewordloudlyandclearly:“hello,hello,hello”.Thenaskstudentstorepeataftertheteacherseveraltimes.Dothesameforotherwordslike“hi”,“goodbye”,“name”,“I”,“my”,“you”,“your”.Teachthepronunciationofeachwordindetail.Forexample,whenteaching“name”,explainthatthe“a”hereispronouncedas/e?/.Letstudentsfeelthepronunciationbylookingattheteacher’smouthshapeandimitate.Usereallifeexamplestohelpstudentsunderstandthemeaningofwords.Fortheword“name”,pointtoyourselfandsay“Mynameis(teacher’sname)”,thenpointtoastudentandask“What’syourname?”SentencepatternteachingFirst,writethesentencepattern“What’syourname?”ontheblackboard.Readitaloud,stressingtheintonation.Explainthatthissentenceisusedtoaskothers’names.Thenaskastudent,“What’syourname?”Encouragethestudenttoanswer.Ifthestudentcan’tanswer,theteachercanguide:“Youcansay‘Mynameis...’or‘I’m...’”.Writethesetwoanswerpatternsontheblackboardaswell.Practicethesentencepatternsinpairs.StudentsAaskstudentsB“What’syourname?”andstudentsBanswerwith“Mynameis...”or“I’m...”.Thentheyswitchroles.Walkaroundtheclassroomtomonitorandhelpstudentswhohavedifficulties.Teachthesentence“Nicetomeetyou.”anditsresponse“Nicetomeetyou,too.”inasimilarway.Createasituationwheretwostudentsmeetforthefirsttime.Theteacheractsasonestudentandsays“Nicetomeetyou.”toastudent,andthenguidethestudenttorespond“Nicetomeetyou,too.”Letstudentspracticethispairofsentencesindifferentpairs.3.Practice(15minutes)ListeningpracticePlayasimpledialoguerecording.Thedialoguecouldbelikethis:A:Hello!B:Hi!A:What’syourname?B:MynameisTom.What’syourname?A:I’mLily.Nicetomeetyou.B:Nicetomeetyou,too.Beforeplayingtherecording,askstudentstolookatthepicturesinthetextbookrelatedtothedialogue,andpredictwhattheywillhear.Afterplayingtherecordingonce,askstudentssomesimplequestions,suchas“WhatarethenamesofAandB?”Playtherecordingagainifnecessaryforstudentstogetthecorrectanswers.OralpracticeDividestudentsintogroupsoffour.Eachgroupcreatesanewdialogueusingthelearnedexpressions.Theycanimaginedifferentscenarios,likemeetingatschool,inapark,orinanewclass.Forexample:Student1:Hello!I’mnewhere.Student2:Hi!Wele.What’syourname?Student1:MynameisLucy.Nicetomeetyou.Student3:Nicetomeetyou,too.I’mJack.ThisisMike.Student4:Hello,Lucy.Nicetomeetyou.Eachgrouppracticestheirdialogueseveraltimes.Theninvitesomegroupstoetothefrontoftheclassroomandactouttheirdialogues.Otherstudentslistencarefullyandcangiveapplauseaftereachperformance.4.Production(5minutes)Askstudentstodesignanamecardforthemselves.Onthenamecard,theyshouldwritetheirnameinEnglish,andalsodrawsomesimplepicturestointroducethemselves,suchastheirfavoritecolor,animal,orhobby.Aftertheyfinishmakingthenamecards,askstudentstowalkaroundtheclassroom,introducethemselvestotheirclassmatesusingtheEnglishexpressionstheylearnedtoday,andexchangenamecardswitheachother.5.SummaryandHomework(5minutes)SummarySummarizethekeyvocabularyandsentencepatternslearnedinthisclasswithstudents.Writethemontheblackboardagainandaskstudentstoreadthemtogetheronemoretime.Emphasizetheimportanceofusingtheseexpressionscorrectlyindailymunication.Praisestudentsfortheirgoodperformanceinclass,suchasactiveparticipationindiscussions,correctpronunciation,andcreativedialogues.EncouragestudentstokeepupthegoodworkinfutureEnglishlearning.HomeworkAskstudentstointroducethemselvesandtheirfamilymemberstotheirparentsinEnglishusingthesentencepatternstheylearnedtoday.LetstudentsmakeashortvideoofthemselvesintroducingtheirroominEnglish.Theycandescribewhatisintheirroom,suchas“Thisismybed.Thatismydesk.Mynameis...andIlikemyroomverymuch.”Askthemtosendthevideototheteacherviaaclassmunicationplatform.教學(xué)反思Afterthis45minuteclass,overall,moststudentsshowedgreatinterestinlearningEnglishexpressionsforgreetingsandintroductions.ThewarmingupactivityofplayingtheEnglishsongeffectivelyattractedstudents’attentionandmadethemquicklyentertheEnglishlearningstate.Inthepresentationpart,usingflashcardsandreallifeexamplestoteachvocabularyandsentencepatternsisquitehelpfulforstudentstounderstandandremember.However,somestudentsstillhadproblemswiththepronunciationofcertainwords,especiallythelongvowelsoundin“name”andthecorrectintonation