Bridging Unit 1 Hello! Section A 教学设计 -2025-2026学年鲁教版（五四学制）英语六年级上册

Bridging Unit 1 Hello!-Section A This section from Bridging Unit 1 "Hello!" in the 2024 edition of the Shandong Education Press (five-four academic system) for Grade Six English is designed to introduce students to the basic greetings and self - introductions in English. It mainly includes vocabulary related to greetings like "hello", "hi", "goodbye", "bye - bye", and "how are you", as well as sentence patterns for self - introduction such as "I'm...". Through listening, speaking, reading, and writing activities, students will be guided to start using these simple English expressions in daily communication scenarios. The content is presented in an easy - to - understand and engaging way, with vivid pictures and dialogues, which is suitable for students at the beginning stage of learning English. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary: hello, hi, goodbye, bye - bye, how, are, you, I'm, am. They can understand and use the sentence patterns: Hello/Hi! I'm... How are you? Fine, thank you. And you? I'm fine, too. Recognize and read the simple English words and sentences correctly. B. Ability Objectives Enable students to communicate with others using the learned greetings and self - introduction expressions in real - life situations, improving their oral communication skills. Develop students' listening skills by understanding the dialogues related to greetings. Cultivate students' reading ability to read the simple texts about greetings smoothly. C. Emotional Objectives Stimulate students' interest in learning English and make them more confident in using English to communicate. Encourage students to actively participate in class activities and cooperate with their classmates, fostering a good learning atmosphere. 教学重难点 A. Key Points The pronunciation and usage of key vocabulary and sentence patterns. For example, the correct pronunciation of "are" /ɑː(r)/ and the usage of "I'm" as a contraction of "I am" in self - introduction. Training students to use the learned greetings and self - introductions fluently in daily conversations. B. Difficult Points Helping students to distinguish the different degrees of formality between "Hello" and "Hi", and use them appropriately in different situations. Guiding students to create their own dialogues based on the learned sentence patterns and vocabulary, and express themselves freely. A. Vocabulary Greetings: hello /həˈləʊ/ interjection. Used as a friendly way to greet someone. For example, "Hello! Nice to see you." hi /haɪ/ interjection. A more informal greeting, often used among friends. For example, "Hi, what are you doing?" goodbye /ˌɡʊdˈbaɪ/ interjection & noun. Used when leaving someone. For example, "Goodbye! Have a nice day." bye - bye /ˈbaɪ baɪ/ interjection. A more childish or informal way of saying goodbye. For example, "Bye - bye, see you later." Personal Pronouns and Verb: I /aɪ/ pronoun. The first - person singular subject pronoun. am /æm; əm/ verb. The first - person singular form of the verb "be". Usually used with "I", like "I am happy." you /juː; jə/ pronoun. The second - person singular and plural subject and object pronoun. how /haʊ/ adverb. Used to ask about the way or condition. For example, "How are you?" are /ɑː(r); ə(r)/ verb. The second - person singular and plural form of the verb "be", also used for the first - person plural and third - person plural. For example, "You are my friend." "We are students." "They are happy." B. Sentence Patterns Self - introduction: I'm... This is a contraction of "I am...". For example, "I'm Tom." Greetings and Responses: Hello/Hi! How are you? Fine, thank you. And you? I'm fine, too. 教学过程 A. Warming - up (5 minutes) Greet the students in a friendly way: "Hello, class! Nice to see you today. I'm your English teacher. My name is [teacher's name]." Use vivid body language and a big smile to make the students feel relaxed. Play a short English - song about greetings, such as "Hello Song". Encourage the students to sing along with the music and do some simple actions. This can quickly attract students' attention and create a lively English - learning atmosphere. B. Presentation (15 minutes) Vocabulary Teaching Use flashcards with pictures of people greeting each other to teach the vocabulary. Show the flashcard with "Hello" and say it loudly and clearly, "Hello, this is 'hello'. Repeat after me, hello." Then do the same for "hi", "goodbye", and "bye - bye". For the personal pronouns and verb, use real - life examples. Point to yourself and say, "I am your teacher. I am [teacher's name]. I am happy today." Then point to a student and say, "You are a student. You are [student's name]. How are you?" Write the words "I", "am", "you", "are" on the blackboard and explain their usage briefly. Teach the word "how" by asking questions like "How do you go to school?" and write the sentence on the blackboard. Emphasize the meaning of "how" as a word to ask about the way or condition. Sentence Pattern Teaching Write the sentence pattern "Hello/Hi! I'm..." on the blackboard. Then, introduce yourself again using this pattern: "Hello! I'm [teacher's name]. Now, it's your turn. Come to the front and introduce yourself to the class." Invite several students to come to the front and make self - introductions. Present the dialogue "Hello/Hi! How are you? Fine, thank you. And you? I'm fine, too." Explain the meaning and the situation where we use this dialogue. First, read the dialogue slowly, sentence by sentence, and let the students repeat after you. Then, read it at a normal speed and ask the students to imitate the intonation. C. Practice (15 minutes) Pair Work Ask the students to work in pairs. They need to use the learned greetings and self - introduction sentence patterns to make up a short dialogue. One student starts with "Hello/Hi! I'm... How are you?" and the other responds. Walk around the classroom, listen to their conversations, and offer help if necessary. After a few minutes, invite some pairs to come to the front of the class and perform their dialogues. Give them positive feedback and praise, such as "Well done! Your pronunciation is very clear." or "Great job! You used the sentence patterns correctly." Listening Practice Play a short recording of a dialogue about greetings. The dialogue can include the sentence patterns and vocabulary that the students have just learned. Before playing the recording, ask the students some questions, such as "What are the two people's names?" or "How are they?" After playing the recording for the first time, let the students answer the questions. Then, play the recording again, and ask the students to repeat the dialogue sentence by sentence. This can help improve their listening and speaking skills at the same time. D. Production (8 minutes) Group Activity Divide the students into groups of four or five. Each group needs to create a new dialogue based on the learned content. They can add some new elements, such as talking about their hobbies or what they did over the weekend. Provide some props like name tags and pictures of different activities to help them with the creation. Encourage the students to be creative and use as many English words and sentences as possible. After the groups finish creating their dialogues, ask each group to perform their dialogue in front of the class. The other students can listen carefully and give their evaluations. For example, they can say what they like about the dialogue and what can be improved. E. Summary and Homework (2 minutes) Summary Summarize the key vocabulary and sentence patterns of this class with the students. Write them on the blackboard again and ask the students to read them together. For example, "Today, we learned some important greetings like 'hello', 'hi', 'goodbye', 'bye - bye'. We also learned how to introduce ourselves with 'I'm...' and how to ask and answer about our well - being with 'How are you? Fine, thank you. And you? I'm fine, too.'" Homework Ask the students to make a phone call to their English - speaking friends (if they have any) or family members who know some English and have a short conversation using the learned greetings and self - introductions. They need to write down the conversation in their exercise books. Let the students draw a picture about a greeting scene and write at least three English sentences related to it. This can combine their creativity with English learning. 教学反思 After teaching this class, I found that the warming - up part was very effective in attracting students' attention and making them interested in the class. The song - singing activity made the classroom atmosphere lively. However, during the vocabulary teaching, some students had difficulty in pronouncing "are" correctly. In the future, I will use more mouth - shape demonstrations and individual correction to help them. The pair work and group activity were quite successful. Most students actively participated in the conversations and dialogues. But some students were still a little shy to speak English in front of the class. I need to find more ways to encourage them and build their confidence, such as giving more small rewards for their brave performance. The listening practice part achieved its goal. The students could understand the simple dialogue after listening to it twice. But in the future, I can choose some more diverse listening materials to further improve their listening skills. Overall, this class laid a good foundation for students to learn English, but there are still some aspects that need to be improved in my teaching methods. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $