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

Unit 1 You and Me-Section A This section from Unit 1 “You and Me” in the sixth - grade English textbook of the Lujiao Edition (5 - 4 academic system, 2024) mainly focuses on the basic greetings, introductions, and self - introductions in English. It includes key vocabulary such as “hello”, “hi”, “goodbye”, “name”, “I’m...”, “What’s your name?”, etc. Through dialogues, pictures, and simple activities, students are guided to understand and use these expressions in real - life communication scenarios, laying a solid foundation for further English learning. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary related to greetings and introductions, such as “hello”, “hi”, “goodbye”, “name”, “my”, “your”. Students will be able to understand and use the sentence patterns: “What’s your name?”, “My name is...”, “I’m...”, “Nice to meet you.”, “Nice to meet you, too.” 2. Ability Objectives Students can use the learned expressions to greet others, introduce themselves and ask about others’ names in daily conversations, improving their oral communication skills. Students will be able to listen to simple dialogues about greetings and introductions and understand the main ideas, enhancing their listening comprehension ability. 3. Emotional Objectives Cultivate students’ interest in learning English and their confidence in using English to communicate. Encourage students to actively participate in class activities and cooperate with their classmates, fostering their sense of cooperation and teamwork. 教学重难点 1. Key Points The pronunciation and usage of key vocabulary and sentence patterns for greetings and introductions. Enable students to apply these expressions flexibly in real - life situations. 2. Difficult Points Help students overcome shyness and actively use English to communicate with others. Guide students to form correct intonation and pronunciation when using sentence patterns, especially in the response of “Nice to meet you, too.” 1. Vocabulary Greetings: hello /həˈləʊ/, hi /haɪ/ Farewell: goodbye /ˌɡʊdˈbaɪ/ Personal pronouns and possessive adjectives: I /aɪ/, my /maɪ/, you /juː/, your /jɔː(r)/ Noun: name /neɪm/ 2. Sentence Patterns Asking for name: What’s your name? Answering: My name is... / I’m... Friendly greeting: Nice to meet you. Response: Nice to meet you, too. 教学过程 1. Warming - up (5 minutes) Greet the students with a big smile: “Hello, boys and girls! Welcome to our English class.” Encourage students to respond. Play a short English - song video about greetings, like “Hello Song”. While playing the video, ask students to clap their hands and sing along with the music. This can create a lively and interesting atmosphere, and also arouse students’ interest in learning English. 2. Presentation (15 minutes) Vocabulary teaching Use flashcards to show the new words one by one. For example, show the flashcard with “hello” on it, and read the word loudly and clearly: “hello, h - e - l - l - o, hello”. Then ask students to repeat after the teacher several times. Do the same for other words like “hi”, “goodbye”, “name”, “I”, “my”, “you”, “your”. Teach the pronunciation of each word in detail. For example, when teaching “name”, explain that the “a” here is pronounced as /eɪ/. Let students feel the pronunciation by looking at the teacher’s mouth shape and imitate. Use real - life examples to help students understand the meaning of words. For the word “name”, point to yourself and say “My name is (teacher’s name)”, then point to a student and ask “What’s your name?” Sentence pattern teaching First, write the sentence pattern “What’s your name?” on the blackboard. Read it aloud, stressing the intonation. Explain that this sentence is used to ask others’ names. Then ask a student, “What’s your name?” Encourage the student to answer. If the student can’t answer, the teacher can guide: “You can say ‘My name is...’ or ‘I’m...’”. Write these two answer patterns on the blackboard as well. Practice the sentence patterns in pairs. Students A ask students B “What’s your name?” and students B answer with “My name is...” or “I’m...”. Then they switch roles. Walk around the classroom to monitor and help students who have difficulties. Teach the sentence “Nice to meet you.” and its response “Nice to meet you, too.” in a similar way. Create a situation where two students meet for the first time. The teacher acts as one student and says “Nice to meet you.” to a student, and then guide the student to respond “Nice to meet you, too.” Let students practice this pair of sentences in different pairs. 3. Practice (15 minutes) Listening practice Play a simple dialogue recording. The dialogue could be like this: A: Hello! B: Hi! A: What’s your name? B: My name is Tom. What’s your name? A: I’m Lily. Nice to meet you. B: Nice to meet you, too. Before playing the recording, ask students to look at the pictures in the textbook related to the dialogue, and predict what they will hear. After playing the recording once, ask students some simple questions, such as “What are the names of A and B?” Play the recording again if necessary for students to get the correct answers. Oral practice Divide students into groups of four. Each group creates a new dialogue using the learned expressions. They can imagine different scenarios, like meeting at school, in a park, or in a new class. For example: Student 1: Hello! I’m new here. Student 2: Hi! Welcome. What’s your name? Student 1: My name is Lucy. Nice to meet you. Student 3: Nice to meet you, too. I’m Jack. This is Mike. Student 4: Hello, Lucy. Nice to meet you. Each group practices their dialogue several times. Then invite some groups to come to the front of the classroom and act out their dialogues. Other students listen carefully and can give applause after each performance. 4. Production (5 minutes) Ask students to design a name card for themselves. On the name card, they should write their name in English, and also draw some simple pictures to introduce themselves, such as their favorite color, animal, or hobby. After they finish making the name cards, ask students to walk around the classroom, introduce themselves to their classmates using the English expressions they learned today, and exchange name cards with each other. 5. Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with students. Write them on the blackboard again and ask students to read them together one more time. Emphasize the importance of using these expressions correctly in daily communication. Praise students for their good performance in class, such as active participation in discussions, correct pronunciation, and creative dialogues. Encourage students to keep up the good work in future English learning. Homework Ask students to introduce themselves and their family members to their parents in English using the sentence patterns they learned today. Let students make a short video of themselves introducing their room in English. They can describe what is in their room, such as “This is my bed. That is my desk. My name is... and I like my room very much.” Ask them to send the video to the teacher via a class - communication platform. 教学反思 After this 45 - minute class, overall, most students showed great interest in learning English expressions for greetings and introductions. The warming - up activity of playing the English song effectively attracted students’ attention and made them quickly enter the English - learning state. In the presentation part, using flashcards and real - life examples to teach vocabulary and sentence patterns is quite helpful for students to understand and remember. However, some students still had problems with the pronunciation of certain words, especially the long vowel sound in “name” and the correct intonation in “Nice to meet you, too.” In future teaching, more time should be spent on individual pronunciation correction. During the practice and production activities, students actively participated in group work and creating their own dialogues and name cards. This not only improved their oral communication skills but also enhanced their sense of cooperation. But there were a few shy students who were less active. In the future, more attention should be paid to these students, and more encouragement and guidance should be given to help them overcome shyness and actively participate in class activities. The homework assigned can further strengthen students’ understanding and application of the learned knowledge. By asking students to introduce to their parents and make a video, it can also improve their practical ability to use English in real - life situations. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $