徐宝莲的教学设计.doc

Unit1 My name’s Gina!教学设计 学段：初中 科类：英语 姓名：徐宝莲 单位：茹村中心校 2015年9月 Unit1 My name’s Gina!Period4 Section B 2a-2c在本单元前面三个课时学习的基础上，学生对询问和回答姓名、号码及与人打招呼已经有了一定的语言基础因为前几节课教学使用的是英文名，在减少关于人名教学的难度的同时也使学生在一定水准上理解了英文名，为本课的学习做了铺垫Teaching goals: Language goals:1.Grasp important phrases： first name, last name, friend, China;2.Using the sentences：What’s your/her/his name? What’s her last/first name?What’s your phone number? It’s…Skill goals:1.能准确流利地用英语向他人介绍自己，并乐于与同伴交往。

2.能准确使用问候语3.能积极主动提供并获取个人信息资料（如：名字、号码）4.能归纳一定的语言现象如：what is =what’s he is =he’s 等 ）Attitude and values:1.使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动2.能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往Culture goals:1.学生能理解和使用英语中常见的问候语2.能初步理解英语国家的姓名Teaching Importance:1.让学生学会自我介绍，学会交朋友2.准确使用问候语3.能听懂并说出0-9的数字Teaching difficulties:1.能准确使用人称代词my , your, his, her, I 2.英语名字的认读课时安排：1课时Teaching stepsStep 1 Warm-upListen and sing a song: Nice to meet you. （设计意图:这些活动的设计，起到温故引新的作用，达到了寓教于乐的目的，学生的积极性很高Step 2 presentation1. T: Show a Chinese name “Yao Ming”: Yao Ming is his name .Ming is his first name .Yao is his last name.2. Show some famous people’s photos. Teacher asks students “What’s his/ her Chinese /last/first name?” S: Her/His name is …Step 3: Learning 1. Talk about Chinese names. Teacher asks other students, “What’s your Chinese name?”2. Write down the Chinese names and think how to write them...3. T: How to greet different people? ( boss, teacher, friend…)Look at the pictures and make up the dialogue.4 .Pair work A: Hello! What’s your first name ?B: My name is … A: What’s your last name? B: My last name is …5. Listen to the tape and number the conversations (1b)6. Listen again and find the right picturesTeach: What’s his /her name? His/Her name is…7. Do 2a listen and number the pictures.8. Read and think: Chinese names师生总结：中文姓、名的排列顺序为：姓+名9. Read and think: English names师生总结：英文姓与名的排列顺序为:名+姓。

10. Practice:.Write more full names on the blackboard and ask “What’s his/her first/last name?Step 4 Reading 1. Before readingAsk students to write F for first name and L for last name. Check the answers.(设计意图：这是一个巩固性的活动，通过完成2a的任务使学生对姓名加深理解，为下一环节的阅读做好准备) While reading Question : Are they sisters, brothers or friends? Picture A: two girls : one girls in China. Picture B: two girls Picture C: two boys2. Fast reading Read silently and match the messages with the pictures.3 .Careful reading Read again, circle the first name, and underline the last name. Check the answers. (设计意图：短文阅读，一般通过 wh-问题来掌握文章细节，引导学生在语篇情境中加深对语法功能的理解，完成阅读任务，提升阅读水平，区分first name与last name。

)4 .Detail reading Look at 2c. match the names with the telephone numbers.Find three pairs of friends in the name list.5 .Read loudly(1) Read the messages after the teacher.(2)Read the messages together.(设计意图：阅读理解较简单，琉璃的朗读有助于培养学生的语感，同时使学生更加熟练地掌握语言结构，为写作左准备)Step 5 Make a surveyAfter reading Use “What’s your name/first name/last name/telephone name?” to interview your classmates . Students report.Homework Personal informationFirst name:Last name:English name:School:Class:Home address:Postcode:Phone number:E-mail::The Design of blackboard Unit 1 My name’s Gina. Section B 2a-- --2c Last name First name Wang Jing Zhang Ruizhe First name Last nameTom SmithJenny Green。