【新教材】人教版（2024）七年级上册英语Unit 1 You and Me 教案（9课时）

第第页【新教材】人教版（2024）七年级上册英语Unit1YouandMe教案SectionA1a-1d课题SectionA1a-1d课型讲授听说课课时1总课时教材分析Thisopeningsectionfocusesonbasicpersonalintroductiondialoguesandcorepersonalpronouns.Itintegratespicturematching,listeningandoraltasks,layingafoundationforstudents’simpleself-introductionandpeerinteractivecommunicationinEnglish.学情分析Seventh-gradestudentsarenewtojuniorhighEnglishlearning.Theyareactiveandcuriousbutlackbasicsentencereserves.Theyneedsystematictrainingforsimpledailyinteractivedialogueswithpartners核心素养（教学）目标Languagecompetence:Masterbasicpersonalpronounsandcoreintroductionsentences,finishlisteningtasksaccuratelyandmakesimpleself-introductions.Thinkingquality:Developclearlogicalthinkingforsimpleinterpersonalcommunicationanddialogueorganization.Culturalawareness:LearnpoliteEnglishgreetingandintroductionmannersindailycommunication.Learningability:BuildinitialEnglishlearningconfidenceandformactiveoralpracticehabitsinclass.德育安全Behonestandpolite;keepgoodclassroomorder.教学重点难点Keypoints:Mastertargetpronounsandbasicself-introductionsentencepatterns.Difficultpoints:Understandlisteninginformationandusesentencesflexiblyinpeercommunication.教法学法Situationalteaching,audiolistening,pairpracticeandgameinteraction.教学准备Listeningaudio,PPTandwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithwarmandsimpleEnglishgreetingstoeasestudents’tensioninjuniorhighEnglishclass.Theteachergreetsstudentsonebyonewithsimpledailywordstocreatearelaxedlearningatmosphere.Thentheteacherasksstudentssimpleguidingquestionsaboutthemselves,suchastheirnamesandhobbies,insimpleEnglishandbodylanguage.Moststudentscanrespondwithsimplewordsorgestures.TheteachernaturallypointsoutthatEnglishisatoolforknowingeachother,andtoday’slessonwilllearntointroduceoneselfandothers,whichsuccessfullyleadstothenewlessontheme.Step2:Pre-listeningKnowledgePresentationTheteacherdisplayscorepersonalpronounsandbasicintroductionsentencepatternsin1aonPPT.Theteacherdemonstratesstandardpronunciationandintonationwordbywordandsentencebysentence,emphasizingsimpleandnaturaloraltonefordailycommunication.Studentsfollowtheteachertoreadrepeatedlyinwhole-class,groupandindividualformstoconsolidatebasicpronunciationandmemorization.Theteachercorrectsinaccuratepronunciationinatimelymanner.Aftervocabularyandsentencelearning,studentscompletethe1apicturematchingtaskindependently,connectinglanguageknowledgewithcharacterscenestoeliminatesubsequentlisteningbarriers.Step3:While-listeningTaskTrainingThisstepfocusesoncompleting1band1clisteningtasks.Beforeplayingtheaudio,theteacherclearlyexplainsthelisteningrequirements,requiringstudentstoconcentrateonidentifyingcharactersandmatchingcorrectintroductioninformation.Forthefirstaudioplayback,studentslistentograspthegeneraldialoguecontentandunderstandthesimpleinteractivelogicofself-introduction.Forthesecondplayback,studentscompleteindependentmatchingandjudgmenttasks.Afterlistening,theteacherchecksanswerswiththewholeclass,analyzeskeylisteningclues,andreplaystheaudioagaintohelpstudentsdeepentheirsenseoflanguageandimprovetheirabilitytocapturekeydialogueinformation.Step4:Post-listeningOralPracticeTorealizethetransformationfromlanguageinputtooraloutput,diversifiedinteractivepracticeiscarriedout.First,studentsimitatethelisteningdialoguesinpairs,focusingonsimulatingpoliteandnaturalcommunicationtone.Then,theteacherorganizestargetedpairdialoguepractice.Studentstaketurnstointroducethemselvesandtheirdeskmateswithtargetsentences,consolidatingcoresentencepatterns.Theteacherwalksaroundtheclassroomtogivetargetedguidance,correctrigidexpressionsandwrongsentencecollocations,andencouragesshystudentstoopentheirmouthsbravelytoparticipateinEnglishcommunication.Step5:SituationalConsolidation&ExpansionTheteachersummarizesthecorevocabularyandsentencepatternslearnedinthislesson.Combinedwiththe1dclassroomactivityrequirements,a“KnowYourPartner”situationalgameiscarriedout.StudentswalkaroundtheclassroomtomakenewfriendsandcompletesimpleEnglishself-introductionandmutualunderstandingcommunication.Theteacherinfiltratesmoraleducation,guidingstudentstocommunicatepolitely,treatclassmatessincerelyandbuildfriendlyinterpersonalrelationships.Randomspotchecksareconductedtoteststudents’flexibleapplicationabilityofknowledge.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,sortoutpersonalpronounsandself-introductionsentencepatterns,andemphasizetheapplicationscenariosofdailyinterpersonalcommunication.Layeredhomeworkisassigned.Basichomework:Readandmemorizecorewordsandsentencesproficiently.Extendedhomework:IntroduceyourselftoyourfamilymembersinsimpleEnglish.Finally,theteacheraffirmsstudents’positiveperformanceandencouragesstudentstokeeppracticingoralEnglishtobuildlearningconfidence.【BlackboardDesign】Unit1YouandMeSectionA1a-1dKeyWords:I,you,he,she,my,yourKeySentences:I’m.../Youare...Thisis...Nicetomeetyou!Goodmorning/afternoon!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsactivelyparticipateinclassroomlisteningandoralpracticeandcanmasterbasicintroductionsentenceswell.Situationalgameseffectivelystimulatetheirlearninginterest.However,afewstudentsarenotfluentinoralexpression.Futureteachingwillincreaserepeatedimitationandsituationaldrillstoenhancetheiroralfluency.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonthebasicsounds,wordstressandsentenceintonationofpersonalpronounsandintroductorysentences.Itstandardizesstudents’oralpronunciationandlaysasolidphoneticfoundationfordailyself-introductioncommunication.学情分析JuniorhighschoolbeginnershavejustcontactedEnglishpronounsentences.Theycanreadsimplewordsandsentencesbuthaveunclearpronunciation,wrongstressandflatintonation,lackingstandardizedphonetictraining.核心素养（教学）目标Languagecompetence:Masterstandardpronunciationofcorepronounsandnaturalintonationofbasicintroductorysentences.Thinkingquality:Distinguishcorrectandincorrectpronunciationandsummarizesimplephoneticrules.Culturalawareness:LearnpoliteandgentletonehabitsindailyEnglishgreetings.Learningability:DevelopthehabitofimitatingstandardpronunciationandpracticingoralEnglishindependentlyandrepeatedly德育安全Practiceearnestly;abidebyclassroomdisciplinesstrictly.教学重点难点Keypoints:Masterstandardpronunciationandstressofpersonalpronouns.Difficultpoints:Graspnaturalintonationofintroductorysentencesandformfluentoralrhythm.教法学法Demonstrationteaching,imitationpractice,comparisonandintensivetraining.教学准备Standardaudio,PPTandphoneticcards.教学过程设计复备栏Step1:Warming-up&Lead-inTheclassstartswithsimpleEnglishgreetingsanddailyinteractivedialogues.Theteacherorganizesstudentstoreviewpronounsandself-introductionsentenceslearnedbefore.Studentsreadwordsanddialoguescollectively.Theteacherobservesandrecordscommonphoneticproblems,includingvaguewordendings,misplacedstressandmonotonoussentenceintonation.TheteacherexplainsthatstandardpronunciationisthepremiseofconfidentEnglishspeaking,andintroducesthethemeoftoday’sphoneticlearningtostandardizestudents’oralexpression.Step2:PhoneticKnowledgePresentationTheteacherdisplayscorepronounsandkeysentencesonPPT,markingphoneticsymbols,stresspositionsandintonationtrendsclearly.Theteacherfocusesondemonstratingthestandardpronunciationofeasy-to-mispronouncewordssuchasI,you,heandshe,explainingmouthshapeandtonguepositionskills.Thentheteacherteachestheintonationrulesofdailyintroductorysentences.Politegreetingandself-introductionsentencesadoptgentleandsteadyintonation.Theteacherusescontrastivereadingtoshowthedifferencebetweenrigidreadingandnaturalspeaking,helpingstudentsbuildintuitivephoneticcognition.Step3:LayeredImitationDrillsProgressiveimitationtrainingiscarriedoutfromsinglewordstocompletesentences.Firstly,playthestandardaudiorepeatedly,andstudentsfollowtoimitatewordpronunciationandstress.Theteachercorrectsindividualerrorsintimeandguidesstudentstofeelsyllablerhythm.Afterwordtraining,moveontosentenceimitation.Studentspracticetargetdialoguesrepeatedlytomatchcorrectstresswithnaturalintonation.Variousreadingformsincludinggroupreading,rowreadingandindividualreadingareadoptedtoensurefullclassparticipationandstandardizedpronunciation.Step4:ErrorComparison&RuleSummaryTheteacherliststypicalpronunciationproblemsexistinginstudents’practice,andmakesvisualcomparisonbetweenwrongandstandardpronunciation.Guidestudentstodiscussingroupstofinddifferencesandsummarizesimplephoneticrulesforpronounsanddailysentences.Thencarryoutapronunciationjudgmentgame.Theteacherreadssentenceswithimproperstressandflatintonationrandomly,andstudentsjudgeandcorrectthemimmediately.Thisactivityeffectivelystrengthensstudents’phoneticdiscriminationabilityandconsolidateslearningeffects.Step5:SituationalPhoneticApplicationIntegratephonetictrainingwithrealcommunicationscenarios.Organizepairinteractivepractice.Studentstaketurnstodoself-introductionandgreetpartnerswithstandardpronunciationandnaturalpoliteintonation.Theteacherpatrolstheclassroomtosuperviseandguide,focusingoncheckingstudents’overalloralfluencyandtonalauthenticity.Selectexcellentstudentstomakeclassroomdemonstrations,settingexamplesforthewholeclassandencouragingallstudentstoabandonmechanicalreading.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyphoneticpoints,wordstressandsentenceintonationrulesofthislesson.Theteacheremphasizestheimportanceofpersistentimitationfororalstandardization.Layeredhomeworkisassigned.Basichomework:Followstandardaudiotoimitatepronunciationfor10minutesdaily.Extendedhomework:Recordpersonalreadingofcorewordsandsentences.TheteacherencouragesstudentstokeeppracticingtoimprovetheiroralEnglishlevelcontinuously.【BlackboardDesign】Unit1YouandMePronunciationKeyWords&PronunciationI/aɪ/you/juː/he/hiː/she/ʃiː/SentenceIntonation:Gentle&naturalKeySentences:I’m...Nicetomeetyou!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterstandardpronunciationofcorepronounsandbasicsentenceintonationthroughimitationanddrills.Phoneticcomparisonactivitieseffectivelyimprovetheirphoneticawareness.However,afewstudentsstillhaveunstableintonation.Futureteachingwilladdmoresituationalspeakingexercisestomaketheiroralpronunciationmorenaturalandstandardized.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thissectionfocusesonextendedpersonalintroductiondialoguesandbasicnameinquirysentences.Itintegrateslistening,readingandrole-playtasks,enrichingstudents’dailycommunicativesentencesforintroducingothersandaskingpersonalinformation.学情分析Seventh-gradestudentshavemasteredsimpleself-introductionexpressions.Theyareactiveinclassbutlackcoherentdialoguelogicandflexibleskillstoaskandanswerothers’basicpersonalinformationinEnglish.核心素养（教学）目标Languagecompetence:Mastercorenameinquiryandintroductionsentences,finishlisteningandreadingtasksproficiently,andcompletecompletepersonaldialogues.Thinkingquality:Formlogicalthinkingofaskingandansweringpersonalinformationindailycommunication.Culturalawareness:GrasppolitemannersofEnglishself-introductionandmutualgreeting.Learningability:BuildconfidenceinoralEnglishanddevelopcooperativeandautonomouslearninghabits.德育安全Communicatepolitely;maintainorderlyclassactivities.教学重点难点Keypoints:Graspcoredialoguepatternsforaskingandintroducingnames.Difficultpoints:Usecompleteandfluentdialoguesflexiblyinrealinterpersonalcommunicationscenarios.教法学法Situationalteaching,audioimitation,pairworkandrole-play.教学准备Listeningaudio,PPTandnamecards.教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithdailyEnglishgreetingstoactivatetheclassroomatmosphere.Studentsreviewbasicself-introductionsentenceslearnedbeforethroughpairdialogues,suchas“I’m...”and“Nicetomeetyou”.Theteacherchecksstudents’oralfluencyandgivessimpleevaluations.Thentheteacherraisesguidingquestionsabouthowtoaskothers’namesandintroducethirdpersons.Thistriggersstudents’thinkingandnaturallyleadstothenewlessonthemeofcompletepersonalinquiryandintroductiondialogues,layingafoundationfornewknowledgelearning.Step2:Pre-listeningKnowledgePresentationTheteacherdisplayscoresentencepatternsandkeyexpressionsin2aonPPT,focusingonnameinquiryandthird-personintroductionsentences.Theteacherdemonstratesstandardpronunciation,stressandintonationsentencebysentence,andexplainstheusageandapplicationscenariosofeachsentence.Studentsfollowtheteachertoreadinvariousformsincludingcollectivereading,groupreadingandindividualreading.Theteachercorrectsnon-standardpronunciationandrigidintonationintime.Afterbasicconsolidation,studentsfinishthe2amatchingtaskindependentlytoconsolidatesentencecognitionandeliminatelisteningbarriers.Step3:While-listeningTaskTrainingThisstepfocusesoncompleting2blisteningtasks.Beforeplayingtheaudio,theteacherclarifiestaskrequirements,requiringstudentstocapturekeynameinformationandmatchcorrectdialogues.Theaudioisplayedforthefirsttimeforstudentstograspthegeneraldialoguecontextandcommunicationcontent.Thesecondplaybackallowsstudentstocompletematchingtasksindependently.Afterfinishing,theteacherchecksanswersuniformly,analyzeskeylisteningcluesanddialoguelogic.Theaudioisreplayedagaintohelpstudentsdeepentheirsenseoflanguageandstrengthentheirabilitytoextractkeyinformationfromdailydialogues.Step4:Reading&Role-playPracticeBasedon2cto2etextmaterials,layeredreadingtrainingiscarriedout.Studentsfirstreadthedialoguessilentlytounderstandthecompletecommunicationprocessofaskingandintroducingnames,andmarkdifficultsentences.Thenchoralreading,pairedreadingandimitativeemotionalreadingareorganizedtostandardizereadingfluencyandnaturalintonation.Afterfullymasteringthetexts,pairrole-playactivitiesarelaunched.Studentstaketurnstoactasnewclassmates,simulatingrealscenariosofmutualintroductionandnameinquiry.Theteacherpatrolstoguideexpressionsandcorrectincoherentsentences.Step5:SituationalConsolidation&ApplicationTheteachersummarizesthecoresentencepatternsanddialoguelogiclearnedinthislesson.A“MakeNewFriends”situationalgameisheld.Studentswalkaroundtheclassroom,uselearnedsentencestoaskclassmates’namesandintroduceeachother,realizingflexibleknowledgeapplication.Theteacherinfiltratesmoraleducation,guidingstudentstocommunicatepolitely,treatotherssincerelyandbuildfriendlyinterpersonalrelationshipsinnewclassenvironment.Randomoralchecksareconductedtoteststudents’masteryandapplicationability.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,sortingoutnameinquiryandintroductionsentencepatternsandemphasizingthefluencyandpolitenessofdailycommunication.Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialoguesskillfully.Extendedhomework:UseEnglishtointroducetwoofyourclassmatestoyourfamily.Theteacheraffirmsstudents’performanceandencouragesthemtospeakEnglishbravelyindailylife.【BlackboardDesign】Unit1YouandMeSectionA2a-2eKeySentences:—What’syourname?—Mynameis.../I’m...—What’shis/hername?—His/Hernameis...Nicetomeetyou!【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmastercoredialoguesentencesandfinishlisteningandreadingtaskswell.Situationalrole-playeffectivelyimprovestheiroralparticipationandfluency.However,afewstudentsconfusethird-personexpressions.Futureteachingwilladdtargeteddrillstostrengthenflexiblelanguageapplicationability.SectionAGrammarFocus课题SectionAGrammarFocus课型讲授听说课课时1总课时教材分析Thisgrammarlessonsystematicallysummarizespersonalpronounsandnameinquirysentencepatterns.Itfocusesontheusagedifferencesoffirst,secondandthird-personpronouns,consolidatingbasicsentencestructuresfordailyintroductionandcommunication学情分析Seventh-gradestudentscanusesimpleintroductorysentencesbutlacksystematicgrammarcognition.TheyoftenconfusesubjectpronounsI,you,he,sheandmakemistakesinthird-personnameansweringsentences核心素养（教学）目标Languagecompetence:Mastertheformandusageofcommonpersonalsubjectpronounsandproficientlyapplyfixednameinquirysentencepatterns.Thinkingquality:Developinductivethinkingtosummarizegrammarrulesanddistinguishdifferentpersonusages.Culturalawareness:Standardizepoliteoralexpressionhabitsindailyinterpersonalcommunication.Learningability:Formthehabitofsummarizinggrammarknowledgeindependentlyandcorrectingerrorsactively.德育安全Bemodestinlearning;keepsafeclassroominteraction.教学重点难点Keypoints:Masterpersonalpronounsandfixednameinquirysentencestructures.Difficultpoints:Distinguishandflexiblyusefirst,secondandthird-personpronounsentencescorrectly.教法学法Inductivesummary,exampleanalysis,errorcorrectionandlayeredpractice.教学准备GrammarPPTandexerciseworksheets教学过程设计复备栏Step1:Warming-up&GrammarLead-inTheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewtheintroductorydialogueslearnedinpreviouslessonsthroughrandomoralquizzes.Theteacherorganizesstudentstoconductpairdialogueswithsentencesaboutaskingandansweringnames.Duringtheinteraction,theteacherrecordstypicalgrammaticalproblems,suchasincorrectthird-personcollocationsandconfusedpronounusages.Theteacherpointsoutthatstandardcommunicationrequiresstandardizedgrammarrules,leadingstudentstoentertoday’ssystematicgrammarlearningtosolveexistinglanguageproblems.Step2:GrammarRuleInductionTheteacherdisplaysallclassicsentencesinGrammarFocusonPPT.Guidestudentstoobserveandclassifysentencesaccordingtodifferentpersons.Theteachersystematicallysortsoutfourcorepersonalsubjectpronouns:I,you,heandshe,explainstheirrespectiveusagescenariosandmatchingsentencestructures.Theteachersummarizesthefixedtransformationrulesoffirst,secondandthird-personintroductorysentences.Combinedwithtypicalexamples,theteacheranalyzesthestructuralcharacteristicsofnameinquiryandresponsesentences,helpingstudentsbuildclearandsystematicgrammarknowledgeframework.Step3:TypicalErrorAnalysisTheteacherlistscommongrammarmistakesinstudents’dailypractice,includingmixingupheandshe,mismatchingsubjectandpredicate,andwrongthird-personanswersentences.Studentsdiscussingroupstojudgerightorwrongexpressionsandanalyzeerrorcauses.Aftergroupdiscussion,representativessharetheiranalysisresults.Theteachermakessupplementaryexplanationsandsummarizeseffectivediscriminationskills,helpingstudentsthoroughlyunderstandpronoundifferencesandeliminatecommongrammaticalerrorsinoralandwrittenexpressions.Step4:LayeredGrammarConsolidationProgressivegrammarexercisesarecarriedouttoconsolidateknowledge.Basicexercisesincludepronounfillingandsentencematchingtostrengthenstudents’memoryofpronounformsandsimplecollocations.Advancedexercisescoversentencerewritinganderrorcorrection,requiringstudentstotransformsentencesamongdifferentpersonsindependently.Theteacherpatrolstocheckstudents’exerciseconditions,givestargetedguidancetostudentswithweakfoundation,andcorrectsindividualerrorsintimetoensureoverallmasteryofgrammarrules.Step5:SituationalGrammarApplicationIntegrategrammarrulesintorealclassroomcommunicationscenarios.Organizea“ClassmateIntroduction”interactiveactivity.Studentsusedifferentpersonalpronounsentencestointroducethemselves,deskmatesandotherclassmates.Theyarerequiredtousegrammarrulesaccuratelyandmakefluentandpoliteexpressions.Theteacherevaluatesstudents’performancefocusingongrammaraccuracy.Meanwhile,moraleducationisinfiltratedtoguidestudentstorespectclassmatesandcommunicatepolitelyindailyinterpersonalinteractions.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,sortingoutpersonalpronounusagesandthreetypesofpersonintroductorysentencepatterns.Theteacheremphasizesthekeyanddifficultpointsagaintodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.Extendedhomework:Writesixcorrectsentenceswithdifferentpersonalpronouns.TheteacherencouragesstudentstoapplygrammarrulesflexiblyinfutureEnglishexpression.【BlackboardDesign】Unit1YouandMeGrammarFocusPersonalSubjectPronouns:I,you,he,sheKeySentences:—What’syourname?—I’m...—What’shisname?—Hisnameis...—What’shername?—Hernameis...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterpersonalpronounusagesandbasicsentencepatternsthroughinductionandexercises.Students’grammaticalaccuracyisgreatlyimproved.However,somestudentsstillconfuseheandsheinfastdialogue.Futureteachingwilladdmoresituationaldrillstostrengthenflexibleapplication.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thissectionsupplementsbasicadjectivepossessivepronounsandsimplegreetingdialogues.Itfocusesonlisteningidentificationandsituationaloralpractice,helpingstudentsmasterpolitedailycommunicationforgettingalongwithnewfriends.学情分析Seventhgradershavelearnedpersonalpronounsandsimpleself-introductionsentences.Theyareactiveinclassbutpronetomixuppossessivepronounsandlackfluentdailygreetingcommunicationskills核心素养（教学）目标Languagecompetence:Masterpossessivepronounsandnewgreetingsentences,finishlisteningtasksaccuratelyandconductdailyfriendlydialogues.Thinkingquality:Distinguishdifferentpronounusagesandformlogicalcommunicationthinking.Culturalawareness:UnderstandpoliteEnglishinterpersonalmannersinschoollife.Learningability:Cultivateactivelisteninghabitsandimprovecooperativeandsituationaloralexpressionability.德育安全Befriendlytoothers;abidebyclassroomrulesstrictly.教学重点难点Keypoints:Masterpossessivepronounsandcoregreetingdialoguepatterns.Difficultpoints:Usenewwordsandsentencesflexiblyinnaturaldailycommunicationscenarios教法学法Situationalteaching,audiolistening,pairworkandgamepractice教学准备Listeningaudio,PPTandwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithsimpledailyEnglishgreetingstocreatearelaxedlearningatmosphere.First,reviewthepersonalpronounsandself-introductionsentenceslearnedinSectionA.Theteacherorganizesquickpairdialoguesforstudentstointroducethemselvesandtheirdeskmates,consolidatingbasicknowledge.Duringtheinteraction,theteacherfindsthatstudentsneedmorepolitedailyexpressionstocommunicatewithnewfriends.Thentheteachernaturallyleadstothethemeofthislesson:learningnewgreetingwordsandsentencestoenrichdailyinterpersonalcommunication.Step2:Pre-listeningNewKnowledgeTeachingTheteacherdisplayscorenewwordsandpossessivepronounsin1aonPPT,demonstratingstandardpronunciationandintonationclearly.Theteacherexplainsthemeaningandusageofeachword,anddistinguishesthedifferencesbetweenpersonalpronounsandpossessivepronounswithsimpleexamples.Studentspracticereadingincollective,groupandindividualwaystoconsolidatememorization.Aftervocabularylearning,studentscompletethe1amatchingtaskindependentlytoconnectwordswithcorrespondingpictures.Theteacherchecksanswersuniformlyandeliminateslanguagebarriersforsubsequentlisteningpractice.Step3:While-listeningTaskTrainingThisstepfocusesoncompleting1band1clisteningtasks.Beforeplayingtheaudio,theteacherclearlystatesthetaskrequirements,requiringstudentstofocusonidentifyingcorrectwordsanddialogueinformation.Theaudioisplayedforthefirsttimeforstudentstograspthegeneralideaoftheshortdialogues.Thesecondplaybackallowsstudentstofinishmatchingandjudgmenttasksindependently.Afterlistening,theteacheranalyzeskeylisteningclues,explainsdifficultpoints,andreplaystheaudioagaintohelpstudentsstrengthentheirabilitytocapturekeyinformationandconsolidatenewknowledge.Step4:Post-listeningOralImitation&PracticeTorealizethetransformationfromlisteninginputtooraloutput,diverseinteractiveexercisesarecarriedout.Theteachersummarizesthecoregreetingandcommunicationsentencepatternsofthislesson,anddemonstratesnaturalandpoliteoraltone.Thenstudentsimitatethelisteningdialoguesinpairs,focusingonstandardpronunciationandfluentexpression.Afterfamiliarizingwiththedialogues,studentsconductfreepaircommunication,simulatingthesceneofgreetingnewclassmates.Theteacherpatrolstheclassroomtocorrectwrongexpressionsandencourageshystudentstospeakbravely.Step5:KnowledgeConsolidation&EmotionalSublimationTheteachersystematicallysummarizesthenewvocabulary,pronounsanddialoguepatternslearnedinthislesson.Afun"GreetNewFriends"gameisheldtohelpstudentsflexiblyapplyknowledgeinsimulatedcampusscenar