Unit 1 You and MeSection A How do we get to know each other?第二课时(2a-2e)Study of the TextWhat: 2a creates a context through an illustration and a listening exercise, letting students learn how to introduce their teachers and classmates, and consolidate target language structures. 2b and 2c are reading exercises based on 2a that require students to look for the details. 2d requires students to master the abbr eviations “who's”, “I'm”, “he's”, and “it's”. 2e is a speaking exercise about personal information, which requires students to retell the key information of the listening text.Why: Students can learn about Chen Jie, Peter, and Mr Smith by listening to and reading 2a. They can also learn how to introduce one's nationality, class and teacher, ask about basic information, and master key expressions of greeting people. Students can also practise their ability to find details through listening exercises.How: The conversation among Chen Jie, Peter, and Mr Smith is based on real situations and close to everyday life, with expressions such as “Oh, sorry! My mistake.” and abbreviated ways of answering questions. The conversation shows the target language of learning more about each other. The core sentence patterns are “This is…”, “What class are you in?”, “Who's your class teacher?” and so on. Key phonetic knowledge is the abbreviated forms of the verb be containing written form and their pronunciation.Teaching ObjectivesBy the end of this lesson, students will be able to:1.find information about Mr Smith and Peter from listening;2.tell the first name and the last name in different countries;3.learn how to use “who 's”, “I 'm”, “he 's”, and “it 's” correctly in conversations;4.greet people and introduce ourselves simply.Teaching ProcessTeaching ObjectivesTeaching ActivitiesEffectiveness Evaluation 1.To find informa-tion about Mr Smith and Peter from listening. Step 1 Lead-in 1.Greeting.2.Create a situation: A welcome party for new students —You and Me. Welcome all the students in Grade 7. The New Students' Party is ready! Nowwe can see some people talking in thefront of the classroom.Who are they?◎Key: They are a teacher and two students.Step 2 ListeningWork on 2a. Listen to the conversation and circle the coloured words you hear.◎Key: good; friend; What; Oh, sorry!Observe whether stu-dentscanlisten to the conversation to circlethecoloured words they hear, and judgethecomprehensivene ssandtheaccuracy of theiracquisition and identification ofinformation.To activate students' existing knowledge and help students perceive the content of the conversation as a whole and develop their ability to locate the details. 2.To tell the first name and Step 3 Reading1.Work on 2b. Read the conversation Observe whetherstu-dentscanthe last name in different countries. and answer the questions.◎Key: (1)B (2)A2.Discuss and learn.Why did Peter make a mistake? Do youknow the differences between thefirst name and the last name indifferent countries?In Western countries, the first nameis the given name, and the last nameis the family name.In China, we put the first name in theend, and put the family name first.3.Practise. Underline the firstname, and circle the last name on PPT.4.Work on 2c. Read the conversationand complete the table with theinformation about Mr Smith and Peter.◎Key: Mr Smith: the US; an Englishteacher; Peter: Class 1; Ms Gaolocate the keyinformationthrough fastreading and makecorrect choices.Grasp students'understanding ofthe textualconver-sation.Pay attention tostu-dents' graspof the order ofsurnames andfirst names athome and abroad,and whether theycan correctlydistinguish aperson's surnameand firstname.Through different reading exercises, students can improve their ability to find information and consolidate the expressions of introducing each other.3.To learn how to use “who's”,“I'm”,“he's”, and Step 4 Listen and imitate1.Listen again and pay attention tothe pronunciation of who's, I'm,he's, and it's.2.Role-play the conversation.Observe whetherstu-dents canfindabbre-viatedstructures“it's” correctly in conversations. who's, I'm, he's, and it's by reading texts, and be proficient in theircorrect pronunciation and distinguish theirsimilarities and differences.To guide students to learn and internalize key sentence patterns and key language, and focus on abbreviating expressions, so as to pave the way for further application of what they have learned in real-life situations.4.To greet people and introduce our-selves simply. Step 5 Group work1.Greet others and introduceyourself to your classmates.2.Work on 2e.How much do you know about thesestudents? Ask and answer questionsabout them.What's his/her name?Where's he/she from?How old is he/she?What class is he/she in?Who's his/her class teacher?Pay attention tostu-dents'performance, andobserve whetherthey can greetothers andintroducethem-selves fromthe aspects ofnames,nationalities,classes, ages,theirteachers and soon.To guide students to engage in activities that go beyond discourse and connect with real life. To help students comprehensively use the target language to express themselves, introduce themselves and others.HomeworkRequired:1.Copy “classmate, class teacher, first name, mistake, country” of Unit1 on pages 106~107.2.Translate and memorize the conversation in 2a.Optional:1.Introduce yourself and your best friend to the rest of the class in English after class.2.After class, find a family member or a friend to be your partner and simulate different occasions to meet new friends and have a conversation.Teaching Reflection。
