eq\o(\s\up7(),\s\do5(優(yōu)質(zhì)授課案例))第一課時SectionA1a—2eq\o(\s\up7(),\s\do5(TeachingContent（教學內(nèi)容）))Thislessonprimarilyfocusesonthecontentof1a—2，layingafoundationforsubsequentlisteningandspeakingexercisesbyteachingdailycommunicativeexpressionsforself-introduction，greetings，andintroducingfriends.Andstudentsshouldlearntolistenandaccuratelyread/i?/，/?/，/e/，/?/andmonosyllabicwordswiththesephonemes.eq\o(\s\up7(),\s\do5(TeachingObjectives（教學目標）))◆LanguageProficiency(語言能力)1．Masterdailycommunicativeexpressionsforself-introduction，greetings，andintroducingfriends.2．Flexiblyapplylearnedvocabularyandsentencepatternsinactualconversations.◆CulturalAwareness(文化意識)Understandandrespectdailycommunicativehabitsacrossdifferentculturalbackgrounds.◆ThinkingQuality(思維品質(zhì))Cultivatestudents'logicalthinkingandjudgmentabilitiesthroughdialoguepractice.◆LearningCapability(學習能力)Enhancestudents'autonomousandcollaborativelearningskills.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教學重難點及突破）))◆TeachingFocus(教學重點)Masterdailycommunicativeexpressionsforself-introduction，greetings，andintroducingfriends.◆TeachingDifficulties(教學難點)Flexiblyapplylearnedvocabularyandsentencepatternsinreal-lifesituations.◆TeachingBreakthroughs(教學突破)Withtheteacher'shelp，studentscannaturallyapplyappropriategreetingsaccordingtotheidentityandcloserelationshipwithfriendsandteachers.Theycanalsocorrectlyidentifyandpronouncetwogroupsofvowelphonemes(/i?/，/?/，/e/，/?/)andcorrectlypronouncecommonmonosyllabicwordscontainingtheabovefourphonemes.eq\o(\s\up7(),\s\do5(TeachingProcedures（教學過程）))Activity1Warmingupandrevision(感知與注意)T：Goodmorning，everyone.Howareyoutoday?Ss：I'mfine，thankyou.Andyou?T：I'mgreat，thanks.Todaywe'regoingtolearnsomenewwaystogreetourfriends.Areyouready?Ss：Yes，we'reready!設計意圖：通過日常問候，激活學生的語言學習狀態(tài)，為新課學習做鋪墊。Activity2Presentation(獲取與梳理)Workon1aWearegoingtolearn“SectionAHowdowegettoknoweachother？”．Pleaseticktheexpressionsyouknow.設計意圖：學生根據(jù)給出的表達方式，勾出知道的表達方式。Activity3Listening(獲取與梳理)Workon1bBeforelistening，askstudentstoobservethepictures.Getthemtoanswer：Whatistherelationshipbetweenthem?Letstudentslistentotwoconversationsandnumberthepicturesintheordertheyhearthem.Thenask：Whoarethey?設計意圖：通過判斷人物關系，培養(yǎng)學生的觀察能力，使學生關注多模態(tài)語篇特點；通過聽力練習，訓練學生的信息捕捉能力。Activity4Listening(概括與整合)Workon1cPlaytherecordingforstudentsagainandaskthemtocirclethecolouredwordstheyhear.Thenchecktheanswersbyaskingthequestions：What'sPeter'sfullname?WhereisPeterfrom?WhatclassisMeimeiin?What'sElla'slastname?HowoldisElla?Gettheanswersfromstudents.Givesomehelptostudentsifnecessary.設計意圖：通過聽、圈出答案的活動，提升學生獲取關鍵信息的能力。通過提問核對答案，引導學生概括對話內(nèi)容，提升總結(jié)能力，同時有利于培養(yǎng)口頭表達能力。Activity5Role-play(概括與整合)Workon1dT：Let'strytorole-playtheconversationandshowyourselvesinfrontoftheclass.T：Let'sgettoknowmoreclassmatesandtrytoremembertheirnames.設計意圖：通過角色扮演，加強學生的口語表達能力和語言運用能力。Activity6Pronunciation(歸納與應用)Workon1T：Let'sfocusonthepronunciationof/i?/.Listentomefirst，andthentrytorepeat.T：Listentome，“eat”/i?t/and“sheep”/?i?p/.T：We'regoingtolearnaboutvowelsounds.Let'slistenandrepeat.Pleasepayattentiontothesounds.T：Whatisthepronunciationofthelettercombinationsea/eeinaword？Pleasewritethesoundsofthelettersinyournotebook.Iwillshowyousomeotherwords.Thenpractisebyyourself.設計意圖：通過發(fā)音專項練習，幫助學生理解四個元音的發(fā)音方法，同時掌握字母組合ea/ee和元音字母i/e/a的發(fā)音規(guī)律。Workon2Askstudentstolistencarefullyandcirclethesentencestheyhear.Checktheanswersbyreadingthem.Playtherecordingagain，thengetstudentstorepeatthem.設計意圖：通過聽讀活動，幫助學生掌握系動詞be的縮略形式以及正確發(fā)音。Activity7Homework(反饋與強化)Gettoknowtwomoreclassmates.Trytotalkwiththemandwritethetwoconversationsdown.eq\o(\s\up7(),\s\do5(TeachingReflection（教學反思）))Reflectwhetherteachingmethodsneedtobeadjusted.Thinkhowtobetterstimulatestudents'interestinlearning，andhowtoprovidedifferentiatedteachingforstudentswithdifferentlearningstyles.Discusstheperformanceofstudentsinlisteningcomprehensionandpronunciationpractice，whichactivitiesaremosteffective，andwhichpartsstillneedtobestrengthenedbystudents.課后·知能演練基礎鞏固一、根據(jù)句意及漢語提示填空1.(哪兒)isyournewfriendfrom?

2.MayIhaveyour(名字)?

3.Niceto(遇見)you.

4.How?(老的)isAliceBrown?

二、根據(jù)句意及首字母提示填空1.—What’shislname?

—Zhang.YoucancallhimMrZhang.2.—What’syournewclassmate’sname?—Linda.HerfnameisLindaWhite.

3.EmilyandIareinClassTwo,GSeven,soweareclassmates.

4.—Canyousyourname,please?

—Yes.C-A-T-H-Y,Cathy.能力提升三、補全對話Teacher:Goodmorning!1.

Student:MynameisLiLei.Howareyou,MissChen?Teacher:2.Andyou?

Student:I’mfine,too.Teacher:3.

Student:I’mthirteenyearsold.Teacher:4.

Student:Yes,L-I,Li;L-E-I,Lei,LiLei.Teacher:Thankyou.5.

Student:Goodbye!思維拓展四、閱讀理解Hello!I’mDora.I’mseven.Ihaveagoodfriend.HisnameisBoots.Ilikehimverymuch.Ihaveaschoolbag.It’snice.Akey,abottle,apenandaneraserareinit.Whatcolourisit?It’sgreen.Ilikethecolour.Mynewfriends?Yes!Ihavetwonewfriends.Andtheyaremygoodfriends.HuTengtengisfromChina.Shelikesyellowandshehasayellowschoolbag.LiuHaoisfromChina,too.Helikesblueandhehasabluejacket.1.Doraisyearsold.

A.sixB.sevenC.eight D.nine2.Theunderlinedword(畫線的單詞)“it”refersto(指的是)“”.

3.WhereisBootsfrom?A.China. B.TheUK.C.TheUS. D.Wedon’tknow.4.WhatcolourdoesLiuHaolike?A.Yellow. B.Blue.C.Green. D.Red.5.WhichofthefollowingisTRUE(下列哪一項是正確的)?A.Doradoesn’tlikeBoots.B.LiuHaohasaredjacket.C.HuTengteng’sscho