go for it My name is Gina 教案1

go for it My name is Gina 教案1 1Go forit!Book1Unit1My names Gina.上外附属浙江宏达学校潘玲梅 一、教学目标通过教学，引导学生学会问候他人和学会如何做自我介绍；能从对话中获取对方的基本信息；建立班级电话号码簿；学会制作个性名片；能向他人简单地介绍自己名字的含义。 1认知目标?掌握介绍自己和问候他人的句型Whats yourname?My names Gina.Nice tomeet you!?掌握数字0-9，及电话号码的问答Whats yourtelephone number?My telephone number is234-5873.?掌握Be的一般现在时形式?掌握What引导的特殊疑问句?掌握形容词性物主代词my,your,his,her2能力目标?培养语用能力，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。 ?学会一些基本的学习策略，听说领些，读写跟上的策略，在起始阶段反复跟读磁带，标上语调，模仿纯正的美语?培养用英语思维的能力和创新意识?学会不断发现问题，并用自己已有的知识水平和生活经历来解决实际问题。 如个性化名片的设计，培养了学生的动手能力，展示了学生的个性。 3情感目标?通过小组对话、讨论、调查和设计等一系列的活动，培养学生的合作意识和团队精神。 ?通过结交新朋友，学会如何礼貌地与他人交往。 4学习策略?交际策略学会与他人合作交流，并能把语言材料运用到真实的生活中去。 ?资源策略学会利用一切可以利用的学习资源，如词典，网络，音像资料，尤其是配套的录音材料来获取更多的信息。 ?认知能力积极思考，及时反馈。 ?调控策略在反思、顿悟和自醒中不断的调整自己的学习策略。 二、课时安排及内容1.第一课时:Section A:1a,1b,1c.Introduce oneselfand greetpeople:Whats yourname?My namesNice tomeet you!2.第二课时:Section A:2a,2b,2c.Whats his name?His name isWhats hername?Her name is3.第三课时:Section A:3a,3b,4.personal names,first name,last name.4.第四课时:Section B:1a,1b,1c,2a,2b,2c.numbers0-9,phone number.Ask forand givetelephone numbers.5.第五课时:Section B:3a,3b,3c,4,Self check3.Names andtelephone numbers.2PeriodStep OneLead in1.Greet withthe studentsby using“Good morning/Good afternoon/Hello/Hi”2.Revise“Whats thisin English?”by showingsome lovelytoys.(e.g.a clock)3.Ask the students to look at the picture in1a andsee how many otherwords theyknow.Step TwoListing1.Divide the class intogroups of four.Ask them to look at thepicturein1a forabout twoor threeminutes,first listthe wordsas manyas possibleand thenshare withgroup members.2.Memory Challenge.Ask somegroups to make areport to see whichgroup has the mostwords.Meanwhile the teacher writessome easyand importantwords on the blackboard.3.Give the students afew minutesto copythe wordson thebook.Step ThreePresentation1.The teacherasks oneof the winners above“Whats yourname?”Ask thewinners to introduce themselves“Imor My name is”.Then the teacher putson alovely maskand says“Oh,ImNice tomeet you,”Help the students toanswer“Nice tomeet you,too.”2.Write the target languageon the blackboard and ask the students to repeat.-Whats yourEnglish name?-Im Gina.-My name is Alan.Nice tomeet you!-Nice tomeet you,too.3.Show some pictures ofboys andgirls and teach thenew wordsof theboys name:Alan,Jim;the girlsnames:Mary,Jenny,Gina.教师带上面具与学生交流，就把“我是一个新形象”这一信息清晰地传达给了学生。 学生也能轻而易举地接收这一信息，因为他有过类似的生活经验与体验。 这样做的目的，在于为Nice tomeet you提供一个真实的情境，让学生理解它是用于初次见面的问候语。 同时自然的导入本单元的目标语，介绍自己和问候他人Whats yourname?Im Gina.-My name is Alan.Nice tomeet you!Nice tomeet you,too.通过卡通图片这样的直观教具，学生会非常感兴趣，很快就能积极地投入到学习中去。 Step FourListen andnumber1.Look at1b and ask somepairs toread the conversations.2.Play the recording forthe firsttime.Students onlylisten.3.Play the recording asecond time.Students numberthe conversations.4.Check theanswers.5.Imitate1b.Step FivePair work1.Say the conversations in1b,substituting the names ofstudents in the class.Have studentsrepeat.2.Ask the students topractice the conversations in1b witha partner.Tell them to use their ownnames.Step SixCompetition1.Ask the students togreet each other withinfive minutes and writedown theirpartnersnames.The more,the better.They canuse thetarget language.-Whats yourEnglish name?-Mynames-How doyou spellit?-Hello.ImNice tomeet you!-Nice tomeet you,too.2.While theyare greeting,the teachermoves aroundthe classroomchecking pronunciationand offering3help asneeded.Encourage theboys togreet withgirls andgirls greetwith boys.Boysname Girlsname3.After five minutes ask the students to counthowmanynames theyve got.The studentswho getsthe mostare thewinners.这是一个巩固性的活动，要求学生能运用目标语进行真实的交际。 同时，在活动的过程中，学生又获得了拼写能力的锻炼。 男女同学进行问候既为下一节课his/her的运用作好了准备，同时也使学生养成良好的运用英语的习惯。 在英语学习的初始阶段，一定要鼓励与帮助学生打破男女生之间的壁垒，这将是今后英语学习活动顺利展开的重要保证。 学生活动中，教师应四处走动，向学生提供帮助。 这是第一位的。 Homework:1.Recite1b.2.Write fivenew wordsof1a in the Vacab-Builder.3.Ask the students tobring somenice pictures of their friends,family members,pets etc.PeriodStep OneA game1.The teacherpasses aball toa studentand greetswith“Hello/Good morning!Whats yourname?”(Then thestudents passon the ball andgreet eachother)The Studentwho getsthe ballresponds,and thenpasses on theballto the next one and greetshim/her.Let thestudents greeteachotherby using thetarget language inPeriod Inaturally andproficiently.Step TwoPractice1.Ask thestudents tolook atthe fourpictures in2a and make conversations.2.Ask threeor fourpairs toact outtheconversationfor eachpicture.Aept anypossible answers.Encourage thestudents asmuch aspossible.3.While aboy anda girlare makingtheconversation,ask the other students“Whats hisname?Whats hername?”and helpthemtoanswer“His name isHer name is”.Then drawa pictureof aboy anda pictureof agirl onthe blackboard andteachhis/her.适时地进入假想情景是英语学习的必要手段，本活动的设计很好地实践了这一点。 它在复习上一节课的内容的基础上，为学生提供了较真实的语言环境，使学生拥有了足够的发挥想象的空间，从而使学生创造性地使用语言成为可能。 在活动中，以激励评价为主，及时的肯定和鼓励每位参与问答的学生，易激发学生学习的热情和积极性，可以让学生去除紧张心理，从而营造宽松、民主、和谐的教学氛围。 在学生谈论的同时引入his/her的教学，显得十分自然。 同时，简笔画的添加让学生对his/her有了更直观的了解。 Step ThreeListening1.Before listening,ask somestudents toread the names in2b.2.Play the recording forthe firsttime.Students onlylisten.3.Listen tothe recordingagain,students numbertheconversation.44.Listen totherecordinga thirdtime,Circle the names theyhear.5.Check theanswers.Step FourConversations1.Listen andimitate thefour conversations.2.Make upsimilar conversations.3.Ask somepairs toact infront of theclass.Step FiveGroup work1.The teachershows oneof the pictures and says“This ismyHis name isor Her name is2.Ask thestudents towork in groups offour and talk about their picturesusingthesentence structureabove.3.Collect someof thestudentspictures and ask thestudents toanswer“Whats hisname?Whats hername?”(a petition)活动从教师作示范如何将自己喜欢的人、物介绍给大家开始，然后学生四人小组介绍自己的家庭成员、朋友、宠物等、到最后的比赛（抢答），始终围绕主话题开展活动，既巩固了his/her的运用，同时又增进了师生之间、生生之间的互相了解。 话题由课本知识向实际生活延伸，充分体现了语言的语用原则。 Homework:1.Imitate2a2.Ask thestudents tobring somepicturesoffamous persons.Period IIIStep OneName Game1.Play thename gamelike Activity4每做游戏之前，给学生介绍游戏规则是非常重要的，要让每位学生清楚该怎么做，只有这样才能体现英语（新目标）在做中学原则(Learning bydoing)。 教师要自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，而不是为做游戏而做游戏。 同时，教师必须有一定的调控能力，让课堂活而不乱。 Step TwoGuessing game1.The teachershows afamous personandsays“Hesanactor.His name is”“She isa singer.Her nameis”2.Students work ingroupsoffourandtalk about theirfavorite persons.3.Have apetition.Divide theclass intotwo groupsand theteacher choosessomepicturesand foldsthepicturesand let them guess“His nameisHer nameis”Step ThreePresentation1.At theend of the petition,theteachershows twoofthefamous personand introduceslike this:His nameis BillGates.Bill is his first name andGates is his last name.Her nameis ZhangZiyi.Zhang is her last name.Ziyi isher firstname.Help thestudents understand the firstname andthe last name andthe differencesbetween Chinesenames andEnglish names.2.Write morefull names ontheblackboard and ask“What”s hisfirst/last name?Whatsher first/last name?”3.Look at3a and ask thestudents toread thelists ofthe namesbelow.4.Ask thestudents to write Ffor firstname andL forLast name.Check theanswers.5.Ask thestudents toread aftertheteacherthe followingnames:Smith,Miller,Green,Brown.通过对学生熟悉的各种名人介绍，适时的导入本课的目标语first/last name的教学，同时通过中、5英文姓名的差异，进行中、西文化的差异的教育。 有条件的班级可适当的介绍英语姓氏的，鼓励感兴趣的同学利用课余时间通过上网等查询相关的资料。 Step FourChoose thename1.Add moremon English namesontheblackboardand ask thestudents to choosea firstname anda lastname theylike.Check thatthestudents are pronouncingthenamescorrectly.2.Rehearse thequestion and answer oncemore(Whats yourfirst/lastname?),then letthem asktheir classmatesabout theirnew firstname andlastnameandmake a list.3.Play agame(Name mytoys).The teachershows twoofthenew toysand asksthestudents to namethem.After afew minutestoseewhich namesare the most popular.Step FiveOne-minute speech1.Give thestudentsafew minutesto preparefor introducingthemselves andtheirfriendsor favoritepersons etcin aminute.They canbegin likethis:Hello,everyone.Im aboy.My ChinesenameisMy firstnameisMy lastnameisMy English nameisI havea friend.His/Her nameisHis/Her firstnameisHis/Her lastnameis2.In oneminute thestudent whocan saythemostcorrect sentencesare thewinners.这是一个具有挑战性的任务，通过这个活动，将Section A的知识有机的进行整合，这会给学生带来极大的成功感，而当他们能顺利完成任务,感受成功的时候，就会树立起自信心，更积极主动地学习。 Homework:1.Look upthe dictionaryor P112-113and try to find the meaningof yourEnglishname.2.Write ashort passagetointroduceyourself oryour bestfriend.通过查阅课本112-113或词典了解自己的英语名字的含义，或自己取一个更好的英文名字等的活动，可以更好地了解中西方文化。 通过课外作业由口头训练转向笔头训练，句型的练习为以后篇章的书写打下良好的基础。 Period IVStep OneWarming up1.Enjoy thesong“Ten LittleIndian Boys”通过欣赏歌曲，可以有效地调节课堂气氛，同时自然地导入数字的教学。 Step TwoNumbers1.Listen andrepeat the numbers.2.Write the numbers onthe boardin randomorder.Point tothe numbers one ata timeandaskthestudents torepeat.3.Play aBingo gameor Play thenextnumber game4.Look atsome signsor picturesandaskthestudents“Whatsthetelephone number?”“114,119120,110,96316,12345,121”5.Ask thestudents“Whats yourphone number?”Let themtrytoanswer,then write thenumbersontheblackboardandtell thestudents howtowritea telephone number_-_.很多学生能按顺序背诵从1-10的数字，但是不按顺序的朗读还是很困难，通过各种各样的游戏，让学生在玩中学，从而使学生更有效的掌握数字。 从生活实际中常用的电话号码入手，一方面简单易学，另一方面与学生的实际生活紧密相连，学生有认同感，有话可说。 同时自然地导入了本课的目标语。 Step ThreeListening1.Before listening，askthestudents toworkin pairs,one saythenumbers in randomorder,theotherwrites them down.62.Play the tape forthe firsttime.Students onlylisten.3.Ask thestudents towritethenumbersinthe blankas theteacher playsthetapethe secondtime.4.Check theanswers.Step FourListening1.Playtherecording forthe firsttime.Students onlylisten.2.Listen totherecordingagain,students writethe letterof eachtelephone numberintheblank afterthe personsname.3.Check theanswers inpairs byasking andanswering inpairs.4.Listen totherecordinga thirdtime,check theanswers.听力过程中让学生通过两人小组活动校对答案，可以使学生产生互动的学习效果。 如答案不一致，学生在听下一遍的时候能更加集中注意力，这比教师直接报答案的效果来得更好。 Step FiveSurvey1.In aboutfiveminutes,letthestudents asktheir classmatesabout theirtelephone numbersand writethemdown.They mustusethetargetlanguage“Whats yourphonenumber?Its”The more,the better.Name PhoneNumbers2.Ask somestudents tomake areport like:Lisas phonenumber isJims phonenumber is3.Answer theteachers questions:“Whats Lisas/Jims phonenumber?”“Her/His phonenumber is.”Step SixCreative conversations1.Listen andimitate thefour conversations.2.Use somepictures orobjects tocreate somedifferent kindsof situationsandaskthestudents tomakeconversations.发给学生听力材料让学生进行仿读，然后假设几个场景（同学之间，朋友之间，老板与雇员之间，教师与学生之间等），让学生展开想象，编尽可能真实合理的对话，让学生大胆地使用语言。 Homework:Ask theteachers theirphone numbersand fill intheform.Teachers PhoneNumbers学生对教师总有万般好奇心，让他们去调查教师的号码，学生会非常乐意去做。 同时也可以倡导其他学科的老师学说英语，为学生创设一个课内外学说英语的良好氛围。 Period VStep OneA game1.The studentswrite their own telephonenumbersona pieceof paperand putthem ina bag.2.The teacherhands outevery studenta pieceof paperand asksthemtofindthe owner byasking“Whats yourphonenumber?”73.The studentwho findstheownerwith threeguesses isthewinner.4.Ask thewinner tomakeareport likethis:His/HernameisHis/Her familynameisHis/Her firstnameisHis/Her telephonenumber is这个活动以游戏形式，训练了学生熟练听说读写数字的能力。 活动之后的汇报过程，为学生提供了综合运用本单元目标语的机会。 Step TwoTalking aboutnames1.Look atthename cards in3a andask somethingaboutthefirstnameandthelastname.2.Ask studentsto