Unit+1+My+names+Gina（第2课时）.doc

英语 七年级上册Unit 1My names Gina.Period 2Content Section A 2d, Grammar Focus, 3a, 3b, 3c教学目标要求1能够模仿并分角色扮演对话，如：My names Linda. Are you Helen? Whats her name? Shes Jane. 等。2能够用特殊疑问句和一般疑问句询问对方或者第三者姓名，如：Are you Helen? Is he Jack? Whats her / his name? 等。3教师引导学生归纳总结第一、二、三人称单数与be动词的搭配，如：I am, You are, He / She is.4能够认知并掌握常见缩略词，如：whats, Im, names, hes, shes等。5能够使用部分人称代词、形容词性物主代词询问、回答对方或者自己的姓名，如， Whats her / his / your name? Her / His / My names等。6能认读并工整书写所学单词：yes, no, not等。7能够模仿并朗读缩略词，如： whats, its发 /ts/，hes, shes, names发 /z/，Im发 /aIm/。教学过程 活动步骤教与学活动目的及其操作教学资源运用复习时间3 m1复习已学目标语和谈论姓名的话题Look at the picture and answer my questions. Whats the girls name? Whats the boys name?(Her names Lucy. His names Tom.)2仿照上述对话，组织Pair work复习活动OK. (教师礼貌地暗示一名男学生起立)T: Good morning! Whats your name? S1: My names A. Nice to meet you.T: Nice to meet you, too. (面向A同学的同桌)Whats his name？S2：His names A.学生三人活动，教师抽查几组学生。 导入时间1 m3导入新课话题并引入单元标题Well, were going to learn Unit 6, Period 2 today.4教师板书或课件显示：Unit 1 My names Gina.教师询问几个学生：Whats your / her / his name?2d时间8 m5读图，了解对话情景地点和谈论的话题Now, lets look at the picture and listen to the conversation. Close your books, then answer the questions: How many people are there in the dialogue? Who are they? (4, They are Linda, Helen, Jane and Jack.)6运用本课件，关注特殊疑问句的降调和一般疑问句的升调并模仿发音。Now, read the conversation by yourselves. Listen and read after it. Please read the conversation together, and then read it in pairs. Ask 2 or 3 pairs to show it. At last, ask 4 students to act out the conversation. 教师则巡视全班并提供必要的帮助，最后请几组学生向全班同学示范朗读，以检查学生掌握对话的情况。 (对于程度好的学生，可让他们联系实际，根据类似情景改编对话。)7通过让学生(指出有关问答姓名的句子目标)的观察，找到目标语言形式，为grammar focus铺垫。Look at 2d. Find the sentences about asking and answering names. Then fill them in the chart. (引导学生分清楚陈述句、一般疑问句和特殊疑问句)学生小组活动，共同找出符合要求的句子，并尝试找出疑问句的正确回答形式。Now, lets check.核对本任务的答案，学生进行自我评价。GrammarFocus时间10 m8观察语法表格1，找出了需要学生掌握的重点语法句型。Whats your / his / her name? Is he Jack? Are you Helen? 以及对这类询问对方姓名和身份的回答的不同句型。既有省略回答如：Alan. / Im Alan. 又有完整的陈述句：My names Alan. 等。Now, read the sentences and answer my question: when do we use is / am / are.引导学生总结，把am; is; are分别填到横线上。(学生可用电子书自己检测反馈)Check the answers and finish Picture C after reading Picture B.根据B图引导学生找出主语中的人称代词和修饰name的物主代词。Check the answers. 9引导学生，学生对表格中的句子按功能进行分类：Lets read the sentences again. Get 4 kinds of sentences: 1. 询问对方姓名; 2. 询问他人姓名; 3. 介绍自己; 4. 介绍他人。(引导学生关注句子中代词的用法，也是对课件8中代词的进一步强化)Check the answers. 10学生仔细观察缩略词结构，并自主发现、总结其规律Now lets look at the box. Can you find am / is / are? Whats the rule?Ask some students to say what they can find. (即：m或s附在名词、代词之后可代替am或is)Question: you are可以写成_？(鼓励学生说出youre)11听录音，学生模仿并朗读该栏的缩略词。Listen and repeat.请学生仔细听录音，分辨各组s 的发音。如whats, its发 /ts/，hes, shes, names发 /z/，Im发 /aIm/。教师一定要注意纠正学生的发音。Ask students to read them again.3a时间5 m12调整词序，组成对话强化语感Please try to put the words in order to make conversations.Ask some Ss to show their answers. (请学生说出其解题的思路，要引导学生注意：1该练习的要求是连词成对话而不是句子，因此关键是由所提供的单词去捕捉可能的语境信息(此句为询问对方名字、介绍自己)2句子书写的规范，如大小写及标点符号等13继续独立完成任务，关注代词，分角色朗读。Now finish 2 and 3. Check the answers.(引导学生分析易错部分：No.2 : We must know hes=he is and his(他的). No.3: Yes. 说明是一般疑问句。)Yes, youre right. Lets read together. Then practice them in pairs. Ask 3 pairs to show them.3b时间5 m14补全对话，在语境中判断姓名问候的句型。1Ask students to complete the conversation.Then check the answers with your partner and read it.2Ask one or two students to tell the class how we get the answers. (可以引导学生或有教师总结: We must read the conversations with blanks. We can remember the sentences: Whats your name? My names Tom. Are you Tom? No, Im not. 等)注意大小写：3、4、5、7空用大写。15学生齐声、分角色两人一组朗读对话，进一步体验对话内容Well done. First read it together. Then practice it with your partner. Ok, ask 2 pairs to show the conversation. 3c时间4 m16做游戏：介绍自己和他人，熟练运用物主代词。Lets play a name game. Introduce yourself and others. First introduce myself. T: My names Han Jin. (手指Kate) Please tell others my name and your name. S1: His names Han Jin. My names Kate.T: (指向一学生)Please introduce our names and your name.S2: OK. His names Han Jin. Her names Kate. My names Tom.T: Yes, lets play the game like this and which group is the first and all right, they will win.Ok, play the game, please. Group 3 is the winner. (Congratulations. 教师带领全体学生鼓掌鼓励)17对话展示，从对话中获取信息。OK. Group 3. Show your game. Others: Listen carefully. Can you remember their names? Ask 2 or 3 students to repeat the names and add their own names.(提醒学生正确运用学过的物主代词，如your / his / her)小结时间3 m18本活动的检查评价；归纳反馈强化本节课学习目标1抽查两对学生2d和3b的会话表演2(师生交流)教师在他们会话完成后询问几个学生： Whats your / her / his name? Are you Tom? Is he Peter?教师在板书上添加：Whats your / her / his name?My / her / his namesAre you Tom?Yes, I am. / No, Im not.Is he Peter?Yes, he is. / No, he isnt.指出Yes, I am. / No, Im not.和Yes, he is. / No, he isnt.是short answers。在口语中还可以直接回答：Yes. / No. (让学生了解)还要注意s和m分别