伊犁哈萨克自治州网络研修平台

Unit 1 My name's Gina.

Section A ( 1a-2d)

一、教学目标：

1、语言知识目标：

（1）、能掌握以下单词： name  nice  to  meet   too  your  Ms  his  

and   her  yes  she  he  no  not    

（2）、能掌握以下句型：

①  —Hi. My name’s Gina.     —I’m Jenny. Nice to meet you!

②  —What’s your/his/her name? —My/his/ her name is…

③  —Are you…? —Yes, I am. / No, I'm not.  

④  —Is he/she…? —Yes, she/he is. / No, she/he isn’t.

（ 3 ）、能了解以下语法：your, his, her等形容词性物主代词的简单用法；

What’s=what is  I’m=I am  name’s=name is等缩写形式。

2、 情感态度价值观目标：

这一节课围绕“结交新朋友”，学习内容贴近学生的生活，使学生学会打招呼和介绍自己、询问他人姓名，进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学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。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。

二、教学重难点

1、 教学重点：

1) 让学生学会自我介绍，学会交朋友。

2) 正确使用问候语。

2、 教学难点：

your, his, her等形容词性物主代词的简单用法

三、教学过程

Step 1、Warming-up and revision

【Task 1】1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.  

点评：在课前放一段学生熟悉的英文歌曲，在轻快地音乐中学习，提高了学生学习的积极性，活跃了课堂气氛。

【Task 2】2、 Warm greetings to the students

T: Hello! / Hi!

Ss: Hello! / Hi!

T: You are very beautiful/cool/…

Ss: Thank you.

点评：老师跟学生热情地打招呼，欣赏学生，缩短师生之间的距离，增加师生之间亲情感，为新课做铺垫。2-3分钟完成。

Step 2、Presentation

【Task 3】 Complete 1a ( Write English words for the things in the picture .)

1、 Show some objects to the Ss. Ask "What's this in English?" Let Ss answer in English.（e.g. clock door schoolbag basketball map cup ruler key pen window book cap etc.）

2、Let Ss look at the picture on Page 1, and write down the names of the things in

the picture. Then check the answers ( key: map clock door schoolbag basketball  cup pen window book cap  … )

点评：让学生用预备篇所学过的单词和句型来练习，达到温故而知新，学生通过这两个活动的参加与体验，增加学生的乐趣。如果学生基础好，可采用小组竞赛的方式，让学生在规定的时间内写出在图中本小组知道的单词，比一比哪个组写得最多。如果学生基础差，不必过难或过多拓展。

Step 3、Practice and task-cycle

【Task 4】Complete 1b  ( Listen and number the conversation 1-3.)

1、T: Hello! My name is Guo Ping . What’s your name? ³

S: My name is Tom.

T: It’s a good / nice name. I like your name.

2、T: Hi! I’m Lily. / My name’s Lily.

S: Hi! Lily. I’m Alan.

T: Nice to meet you!  

S: Nice to meet you，too.

3、T: (Ask a boy to stand up) What’s his name?

Ss: His name is …

(Repeat with another boy.)

T: (Ask a girl to stand up) What’s her name?

Ss: Her name is …

(Repeat with another girl.)

4、T: (Show a photo of Liu Dehua)   Is he Liu Xiang?

    Help Ss answer:  No, he isn't. He's Liu Dehua.

    Then (Show a photo of Liu Xiang)  Is he Liu Xiang?

    Help Ss answer:  Yes, he is.

       (Point to some students in the class.) Is he/she…? 

       Let some Ss answer the questions.

5、Write the expressions on the blackboard. Let Ss read and remember. Tell the Ss to pay attention to:

what’s＝what is  I’m＝I am  name’s＝name is

6、 Game (Choose an English name.)

T: Look here. I have a lot of small gifts for you. Come here and touch.  

    Try to say them in English, I’ll give you the gift and let you choose an English name first.

S: Yeah.

S₁: (获得英文名后) My name’s…/ I’m…

S (全班):  Nice to meet you!

S₁:  Nice to meet you!

7、Listening

T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.

   （Point out the boxes where students will write a number for each conversation. Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.）

T: OK. Let’s check the answers. Left to right .

Ss: 2,1,3

Dialogue 1: A: Good morning! I’m Cindy.

          B: Hello, Cindy. I’m Dale.

          A: Nice to meet you!

Dialogue 2: A: What’s your name?

          B: Alan.

          A: Hello, Alan. I’m Ms Brown.

Dialogue 3: A: Hi. My name’s Gina.

          B: I’m Jenny. Nice to meet you!

          A: Nice to meet you, too.

点评：老师与学生之间的对话与交流，能够激发学生的学习动机和展示自我的欲望，启发学生的参与意识，比较具体的、明确的、逐步地完成学习目标。以听力训练的方式巩固学生对打招呼及自我介绍的核心句型的认识，听第一遍录音，整体感知三组对话的语境，学生通过学过的人名Alan Cindy Dale 等判断对话的顺序，引导学生明白抓关键词（名字）完成听力任务的学习策略。听第二遍录音，让学生跟读并模仿对话。

【Task 5】Complete 1c  （Practice the conversations above with your partner .

Then greet your classmates .）

1、Ask the Ss to practice the conversations in 1b with a partner. Then use their own names to practice instead of the names given.

2、Encourage the Ss to leave their seats, move around and greet other classmates.

  3、Get some pairs to come to the front of the class and act out the dialogue after they have practiced several times.

点评：这个任务通过学生自主学习、合作探究、展示提升的活动完成,分角色互相问候、相互介绍，表演对话。教学中注意语言输入和操练的准确性，引导学生在语境中感知、模仿新的语言，以控制性为主，不宜过多拓展。

Step 4、Complete 2a 、2b

【Task 6】1、Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations. Just listen.

(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and number the pictures 1-4. The first one has done for you.

T: OK. Let’s check the answers. Top row:        Bottom row :       

Ss: Top row: 3, 2  Bottom row :1,4

   2、Work on 2b;

   T: Now. Look at the names in the box. Let's read the names together.

   Ss:  Read the names aloud together.

T: Now listen again. Circle the names you hear.

Play the recording. Students listen and circle the names they hear. Then check the answers.

Ss: …

点评： 听力训练，培养学生听音、辨词、理解语句的能力。但是，很多学生觉得听力活动比较困难，因此听前让学生读懂任务要求，该步骤要求学生听懂英语名字是关键。在听力过程中，教师根据学生的实际情况在语音、句意上给予指导和帮助。如;Excuse me ,are you Eric ? 告诉学生当问别人问题时，用Excuse me ,引起对方注意，一种礼貌表达。这个活动是本堂课的升华，任务的层次有所递进，表达的语言更加丰富，注重了口语应用，同时为下一步的教学活动做好准备。

Step 5、Complete 2c  Practice the dialogue

【Task 6】1、Suppose you are new students at Da Yin Middle School. You are from other school . You meet for the first time. Make up a dialogue in pairs.

Make a model dialogue with a student. Other students should listen carefully.

  T:  Hello! What’s your name?     

  S1: My name’s…    

  T: I’m…   

  S1: Nice to meet you!

  T: What’s his name?

S1: His name is…

T: And what’s her name?

S1: Her name is…

2、 Let all the students work in pairs. Practice the dialogue. Then ask some pairs to act out their dialogues.

点评：学习语言的目的是为了应用，这里主要学会物主代词his、your、her的使用，这个活动是听力活动的延续，学生以获取的听力信息为基础，通过对话练习，熟悉、运用有关问候、自我介绍及介绍他人的目标语言结构。请几组学生向全班展示对话，进行交流互动，训练了学生的逻辑思维能力，创新能力、口语交际能力。

Step 6、Complete 2d  Role-play

【Task 7】 1、T ; Close your books ,listen to the tape . At the same time .Ask Ss to look at the picture in 2d.

questions: 1、How many people are there in the conversation ?

                       2、Who are they ?

T: Then Ss read the dialogue by themselves and try to find out what

    their names are. 

2、T: (Point to the first boy) What's his name?

Ss: His name is Mike.

T: (Point to the first girl) What’s her name?

Ss: Her name is Jane.

Then ask the second the boy's and the second girl's names. (Jack, Linda)

  3、 Divide the Ss into groups of four---six. Let them practice the dialogue in their group.

  4、Then ask some groups to act out their dialogue in class.

点评：让学生关上书，带着问题听对话录音，这对训练学生听力、理解能力都有好处。同时，在各小组全班展示，让学生们对自己的表现及语言表达能力进行自我评价，对各小组进行评价，然后评出最优秀的小组，给组内成员加分。并鼓励学生们下一次争取做最优秀的小组及个人。

Step 7、sum up

【Task 8】let the students sum today’s ideas .

Step 8、Homework:

1、  Go on making up your dialogues with your group members after class.

2、  Copy the new words twice.

3、  Write English names as many as possible in the exercises book.

板书设计：

总评:

1、目标明确，重、难点把握准确，知识主线提炼精确。

2、上课体现了“听说课”的教学模式，从复习热身、感知体验、强化巩固到语言应用，设计的思路清晰，步骤明确，体现了“层层递进”的教学原则。

3、设计的流程遵循了学生的认知规律，由感知体验到语言应用，通过学生自主学习、合作探究、展示提升等活动，注重了知识获取，能力形成的学习过程。

4、能够突出学生的主体地位，面向全体，每个学生有任务，且每个学生都有展示的机会。

5、通过小组间的合作，引导学生进行自主、探究学习，敢于质疑，善于解惑，学会总结，大胆评价。

6、教学效果良好，学生参与面广，参与机会多，参与的积极性高涨，兴趣浓，知识与能力、过程与方法、情感态度价值观得到了很好的落实。