徐宝莲的教学设计.doc

Unit1 My names 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 names 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、电话号码及与人打招呼已经有了一定的语言基础。由于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程度上认识了英文名，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：Whats your/her/his name? Whats her last/first name?Whats your phone number? ItsSkill goals:1.能正确流利地用英语向他人介绍自己，并乐于与同伴交往。2.能正确使用问候语。3.能积极主动提供并获取个人信息资料（如：名字、电话号码）4.能归纳一定的语言现象。（如：what is =whats he is =hes 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.学生能了解和运用英语中常见的问候语。2.能初步了解英语国家的姓名。Teaching Importance:1.让学生学会自我介绍，学会交朋友。2.正确使用问候语。3.能听懂并说出0-9的数字。Teaching difficulties:1.能正确使用人称代词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 peoples photos. Teacher asks students “Whats his/ her Chinese /last/first name?” S: Her/His name is Step 3: Learning 1. Talk about Chinese names. Teacher asks other students, “Whats 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! Whats your first name ?B: My name is A: Whats 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: Whats his /her name? His/Her name is7. 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 “Whats 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，提高阅读能力，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 “Whats 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-