Bridging Unit 3 Welcome! Section A 教学设计 -2025-2026学年鲁教版（五四学制）英语六年级上册

该初中英语教学设计聚焦“Welcome”主题，围绕问候、自我介绍及询问姓名的基础词汇（hello, hi等）与句型（Hello! My name is...等）展开。通过英文问候歌曲导入，激活学生兴趣，搭建从生活情境到语言运用的学习支架。 资料以语言能力培养为核心，通过单词拼读模仿、“Find Your Friend”游戏等互动活动，提升学生发音与对话能力，结合制作问候卡等任务培养学习能力与合作意识。情境化设计与分层活动助力教师高效教学，激发学生英语学习兴趣与沟通自信。

Bridging Unit 3 Welcome!-Section A This section of Bridging Unit 3 in the sixth - grade English textbook of the Lujiao Edition (Five - Four System) (2024) focuses on the theme of "Welcome". It aims to introduce students to basic English expressions for greeting, introducing oneself, and asking about others' information. The content includes new words such as "hello", "hi", "name", "what", "is", "your", and simple sentences like "Hello! My name is...", "What's your name?". Through various activities like listening, speaking, reading, and writing, students will start to build a foundation for daily communication in English. 教学目标 1. Knowledge Objectives Students will be able to master the pronunciation and spelling of new words related to greeting and self - introduction, such as "hello", "hi", "name", "what", "is", "your". Students will be able to understand and use the key sentences for greeting and asking about names, like "Hello! My name is...", "What's your name?". 2. Ability Objectives Students will be able to greet others and introduce themselves in English with correct pronunciation and intonation. Students will be able to ask and answer questions about names in simple English conversations. 3. Emotional Objectives Cultivate students' interest in learning English and their confidence in using English to communicate. Encourage students to actively participate in classroom activities and cooperate with their classmates. 教学重难点 1. Key Points The pronunciation and usage of new words and key sentences. Training students to use the learned expressions in real - life communication. 2. Difficult Points Helping students pronounce the words and sentences accurately, especially the pronunciation of "name" and the contraction "What's". Guiding students to use the learned English expressions flexibly in different communication situations. 1. New Words hello /həˈləʊ/: An interjection used as a greeting. It is a very common and polite way to start a conversation. For example, "Hello! How are you today?" hi /haɪ/: Another informal way to greet someone, similar to "hello". We can say, "Hi, nice to see you." name /neɪm/: A noun referring to what a person, animal, place, or thing is called. For instance, "My name is Lily." what /wɒt/: An interrogative pronoun used to ask for information about something or someone. In the sentence "What's your name?", it is used to inquire about the name. is /ɪz/: The third - person singular present form of the verb "be". It is used to connect the subject and the complement. In "What's your name?", "is" helps to form the question structure. your /jɔː(r)/: A possessive adjective indicating that something belongs to the person or people being spoken to. As in "What's your name?", "your" shows that the name being asked about belongs to the listener. 2. Key Sentences Hello! My name is...: This is a basic self - introduction sentence. Students can replace "..." with their own names. For example, "Hello! My name is Tom." What's your name?: It is a question used to ask someone's name. The answer to this question is usually in the form of "My name is...". 教学过程 1. Warming - up (5 minutes) Play an English - greeting song, such as "Hello Song", on the multimedia. Let students listen and sing along with the song. While singing, encourage students to wave their hands and move their bodies. This can create a lively English - learning atmosphere and arouse students' interest in the class. After the song, ask students some simple questions in Chinese, like "Do you like this song?" "What language is this song in?" to lead in the topic of learning English greetings. 2. Presentation (15 minutes) New Words Teaching Write the new words "hello", "hi", "name", "what", "is", "your" on the blackboard one by one. Pronounce each word clearly and slowly, and ask students to repeat after you several times. For example, when teaching "hello", say it loudly and clearly: "h - e - l - l - o, hello", and let students imitate your pronunciation and spelling. Use pictures or real - life examples to explain the meaning of the words. For the word "name", you can point to your name tag or a student's name tag and say, "This is my/his/her name." Key Sentences Teaching First, introduce the sentence "Hello! My name is...". Say it with enthusiasm, for example, "Hello! My name is Miss/Mr. [your name]." Then, ask some students to stand up and imitate this sentence to introduce themselves. Next, teach the question "What's your name?". Explain the contraction "What's" is short for "What is". Demonstrate the question - answer process with a student. You ask, "What's your name?", and let the student answer, "My name is...". Do this several times with different students to help them get familiar with the sentence structure. 3. Practice (15 minutes) Pair Work Ask students to find a partner. In pairs, they should practice greeting each other and asking about names using the learned sentences. Walk around the classroom, listen to their conversations, and give guidance and encouragement when necessary. For example, if you hear a student mispronounce a word, gently correct them and let them repeat the correct pronunciation. After a few minutes, invite some pairs to come to the front of the classroom and perform their conversations for the whole class. The rest of the students can listen carefully and give applause after the performance. Game - "Find Your Friend" Prepare some name cards with students' Chinese names on them. Hand out these cards randomly to the students. Then, tell the students that they need to find the person whose name is on their card. They can only use the English sentences "What's your name?" and "My name is..." to communicate. When they find the right person, they should stand together. This game can not only reinforce the learned sentences but also help students get to know each other better. 4. Production (5 minutes) Group Activity Divide students into groups of four or five. Each group is required to create a short dialogue using the learned words and sentences. They can add some creative elements, such as different tones of voice or simple actions. For example, they can act as if they are meeting in a park, a school, or a supermarket. After the groups finish creating their dialogues, ask each group to perform their dialogue in front of the class. The other groups should watch carefully and can ask some simple questions after the performance, like "Where are they in the dialogue?" or "Who said 'Hello' first?". 5. Summary and Homework (5 minutes) Summary Review the new words and key sentences learned in this class with the students. Ask students to recall and say the words and sentences together. For example, start with "Let's review the new words. What's the English for ' 你好 '? Yes, it's 'hello' or 'hi'." Then move on to the key sentences. Summarize the main points of greeting and self - introduction in English, and emphasize the importance of using correct pronunciation and intonation in communication. Homework Ask students to make a greeting card for their family members or friends. On the card, they should write a short English greeting and introduction, such as "Hello! My name is [student's name]. Nice to meet you!" Encourage students to use the English greetings and sentences they learned in this class when they meet their family members and friends at home or outside. They can also record a short video of themselves greeting someone in English and send it to the class group. 教学反思 After teaching this lesson, I found that students showed great interest in the content, especially during the warming - up and game - playing parts. The song at the beginning effectively attracted students' attention and made them more willing to participate in the class. However, there were still some areas that need improvement. In terms of pronunciation teaching, although I tried my best to correct students' mispronunciations, some students still had difficulty pronouncing words like "name" accurately. In future classes, I need to spend more time on individual pronunciation training, for example, by using more tongue - twisters related to the learned words. During the pair work and group activities, most students actively participated, but there were a few students who were a bit shy and less involved. I should pay more attention to these students in the future, encourage them more, and provide more opportunities for them to practice speaking English in a relatively relaxed environment. Overall, this lesson laid a foundation for students to learn English communication. I will continue to adjust my teaching methods and strategies to better meet the needs of students and improve their English - learning efficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $