第1课 中国早期�…第二课时教学设计

2019-12-03 10:50:51 | 6人点❤ | 1Y币
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Unit 1 My name’s Gina. 一、单元教材分析

本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型:“What’s your/his/her name?My/His/Her name is …”; 通过学习区分"First/last name”,了解有关姓名的文化知识;通过查询电话号码

“What’s your/her/his phone number?”,学习数字1~9,同时也进一步促进学生之间的相互了解;通过以上几个方面的学习,使学生在轻松、愉快的学习氛围中熟识新伙伴。本单元与第二单元衔接紧密:由课堂内的打招呼、自我介绍到课外、校外相互了解。由特殊疑问句的学习到一般疑问句的学习,使学生将书本知识运用到实际生活中。

二、单元学情分析

本单元的主题是熟识新伙伴,同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略,学习一些新词汇,掌握一些重点句型,在小组合作学习的过程中,进一步促进学生之间的相互了解。

三、单元教学建议

本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略,提供大量的学习资源,通过老师向学生进行的自我介绍,同学自我介绍传句子比赛,自我查资料表演,自制明信片等的活动,使学生能够学到知识,又增加了他们的学习的乐趣。来培养学生的自主学习的能力及表达能力和逻辑思维能力。采用Practicing, Listening for specific information和Role playing的学习策略,利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动,询问他人姓名、查询电话号码,了解有关姓名的文化知识。

四、单元课时分配

本单元可用4课时完成教学任务:

Section A (1a-2d) 用1课时

Section A (Grammar Focus-3c) 用1课时

Section B (1a-2c) 用1课时

Section B (3a-Self Check) 用1课时

Section A 1 (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:

name

nice

meet

his

and

her

your

能掌握以下句型:

—Hi. My name’s Gina.

—I’m Jenny. Nice to meet you! ②

—What’s your/his/her name?

—My/his her name is…

—Are you…?

—Yes, I am. / No, I'm not.

—Is he/she…?

—Yes, she/he is. / No, she/he isn’t.

2) 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:

该部分学习内容贴近学生的生活,谈论的主题是结交新朋友,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

Ⅰ. Revision

Play the tape, enjoy the ABC song, get the Ss to sing together.

Ⅱ. Work on 1a 1. Write English words for the things in the picture.

2. Pair work:

Show some pictures and introduce oneself and greet people. Ⅲ. Listening

1. T: Now let’s listen to the tape, and number the conversations 1-3.

Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations. 2. Ask the Ss to practice the conversations above with a partner. Then use their own names to practice instead of the names given. 3. Encourage the Ss to leave their seats, move around and greet other classmates.

IV. Listening

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.

Check the answers.

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.

V. Pair work

1. Suppose you are new students in No. 1 Middle School. You are from different countries. 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.

VI. Role-play

1. Ask Ss to look at the picture in 2d. 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 and the third girl's names. (Helen, Linda)

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

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

5. 评价:(让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)

VII. Language points

1. 问侯他人

Hello!/Hi!

你好!

Hello, Jack.

你好杰克。

Good morning/afternoon!早上/下午好!

Nice to meet you!

认识你很高兴!

Nice to meet you, too!认识你也很高兴!

2. 介绍自己

I’m…/ I am… .

My name’s.

我叫……。

3. 询问对方或他人姓名。

What’s your name?

你叫什么名字?

My name is…/ I’m…

我叫……

What’s his/her name?

他/她叫什么名字?

His/Her name’s …

他/她叫……

4.确认对方或他人的名字。

Are you…?

你叫……吗?

Yes, I am./No, I’m not.

是的/不是。

Is he/she…?

他/她叫……吗?

Yes, he/she is. /No, he/she isn’t. 是的/不是。

5. 人称

I

you

he

she 我

my

your

his

her 我的

你的

他的

她的

VIII. Exercises Homework 假如你学校新来了三位美国的交换生,你初次见到他们三人,你想认识一下他们,请写出你们之间的对话。

Section A 2 (Grammar Focus-3c) 一、教学目标:

1. 语言知识目标:

1) 继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息(询问他人姓名)。

能掌握以下句型:

—What’s your/his/her name?

—My/his her name is…

—Are you…?

—Yes, I am. / No, I'm not. ③

—Is he/she…?

—Yes, she/he is. / No, she/he isn’t.

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

掌握what’s, name’s, I’m, he’s, she’s等缩写形式。

2. 情感态度价值观目标:

该部分学习侧重提高学生们的实践运用能力的提高,内容仍贴近学生的生活,谈论的主题是结交新朋友,询问及确认他人的姓名。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,正确使用问候语,学会交朋友。

2) 会运用所学的句型询问第三者的姓名。

3) 会运用所学的句型确认第三者的姓名。

2. 教学难点:

1) your, his, her等形容词性物主代词的简单用法;

2) 询问他人姓名及确认他人姓名的句型。

三、教学过程

Ⅰ. Revision 1. Review how to ask other students' name.

Give students some names of girls and boys, then practice.

T: What’s your name?

S1: I’m …. /My name is…

Nice to meet you. T: Nice to meet you, too. And what’s his/her name?

S1: His/Her name is…

T: Are you…?

S2: Yes, I am. / No, I'm not.

T: Is she/he…?

S2: Yes, he/she is./ No, he/she isn't.

Ⅱ. Grammar Focus.

1. 阅读指导:老师总结已学过认识新朋友的两类句型。

第一类为询问他人的姓名,为特殊疑问句,对方应直接回答所问人员的姓名。

第二类为确认他人的姓名,为一般疑问句,对方应做出肯定或否定的回答。

2. 学生阅读Grammar Focus中的句子,然后做填空练习。

你的名字叫什么?_______ your _______? 我的名字叫艾伦。

_____ _______ Alan. 他的名字叫什么?

_______ ______ name? 他的名字叫埃里克。_____ _______ Eric. 她的名字叫什么?_____ _______ name? 她的名字叫玛丽。_______ _______ Mary. 你叫海伦吗?

______ ______ Helen? 是的。/不是。___, ___ ____. /No, ____ _____. 他叫杰克吗?______ _______ Jack? 不是。他叫迈克。No, ____ _____. _____ Mike. 3. 注意以下几种缩略的表达法:what’s = what is, name’s = name is, I’m = I am, he’s = he is,

she’s = she is

4. be动词的用法

在一般现在时态中,be动词有am, is 和are三种形式。要根据句子主语的不同

作相应的变化。

be 动词用法口诀

I (我)用am,you(你)用are,is用于he, she, it(他, 她, 它)。单数名词用is, 复数一律要用are。

5. 人称代词和物主代词

“我” I; “你” you; “他”

he; “她” she; “它” it; “你们” you; “我们” we; “他们”they

称为人称代词,在句子中作主语。

“我的” my;“你的” your;“他的” his;“她的” her表示所有关系的代词叫物主代词。

物主代词在用法上与形容词相似,一般放在名词前来修饰名词,在句子中做定语。如果名词前还有其他的定语,物主代词要放在其他定语的前面。

6. 人称代词主格和物主代词

7. 学生复习理解复习掌握所学的知识并做巩固巩固练习。

Ⅲ. Practice I

1. Look at 3a. Tell Ss to put the words in order to make conversations. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversations with the given words.

2. Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.

3. Ss read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.

4. Let some pairs to act out the dialogue in front of the class.

Ⅳ. Practice II

1. Look at 3b. Tell Ss to complete the conversation. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversation.

物主代my

our

your

your

his

her

its

their

人称代I

词主格

we

you

you

he

she

it

they

单数

复数

单数

第一人称

第二人称

第三人称

2. Check the answers. Encourage some pairs to act out the conversations. See if their answers are right.

3. Ss read the conversations aloud after the teacher. Then try to practice the conversations with their partners.

4. Let some pairs to act out the conversations in front of the class.

Ⅴ. Game

1. Now, each of you has an English name. So we have learnt many names about boys and girls. Do you know how many foreign names? Let's do a "Name game".

Competition: list names as many as possible, see which group gets the most names.

2. Divide the Ss into groups of six or more. Each group has four or six students.

3. Tell Ss how to play the game. Make a model for the Ss.

S1: My name is Jenny. S2: Her name is Jenny. My name is Tony. S3: Her name is Jenny. His name is Tony…My name is June. S4: …

4. Ss play the game in their groups first. Then have a competition. See which group is the best.

5. 评价:(让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)

Ⅵ. Exercises

1. If time is enough, let the students do more exercises.

2. Do the workbook.

Homework

第一节课上, 老师问了你的姓名, 并向你问了小组其他成员姓名。记录这一对话。

Section B 1 (1a-2c)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:zero ~ nine, telephone, number, phone, first name, last name, friend, middle school, China

2) 能掌握以下句型:

—What’s your/his/her telephone number?

—It's…

②—What's your first/last name?

—My first/last name is…

—His/Her first/last name is…

③—What's his/her first/last name?

3) 能辨别英文中的姓氏与名字,了解中英文中姓名之间的区别。

4)通过听力训练提高学生们获取信息的能力。

5)阅读简短的句子或文章获取相关信息的能力。

2. 情感态度价值观目标:

帮助学生比较中英文姓名的不同之处,通过了解中英文名字的区别,培养和提高学生对中外文化差异的敏感性和鉴别能力,加深对本国文化的理解和认识,培养学生的世界观意识,以及初步的跨文化交际能力。

二、教学重难点

1. 教学重点:

1) 让学生学会询问他人的电话号码,学会交朋友,了解朋友们的信息。

2) 了解中英文名字间的差异,能辨认英文姓氏与名字。

3) 通过听、说、读的训练,提高学生们综合运用英语的能力,培养学生们学习英语的兴趣,并在学习中体会到学习英语的乐趣。

2. 教学难点:

1) 辨认英文姓氏与名字。

2) 阅读短文及句子获取相关信息。

三、教学过程

Ⅰ. Warming- up and revision 1. Daily greetings to the students

T: Good morning, everyone. My name is Peter. What’s your name, please?

S1: My name is Lily.

T: Hello, Lily. Nice to meet you!

S1: Nice to meet you, too. T: And what’s your name?

S2: My name is…

2. Revision

Part one: T: S1, what's his name?

S1: His name is …

T: S2, what’s her name?

S2: Her name is …

Part two: S1: Good morning. What’s your name, please?

S2: My name is Jack. What’s your name, please?

S1: My name is Susan. And what’s his name, please?

S3: His name is Tony. And what's her name?

S1: …

Ⅱ. Listening 1. T: Please tell me how to say it in English? (Show the Ss the number cards, one by one)

Ss: It’s one.

Ss: It’s two. …

2. Listen and repeat.

Let the Ss look at 1a, then play the tape. Ss listen and repeat the numbers.

3. Listen to the tape. Listen to the tape and write down the telephone number on your books. (Play the tape for the Ss.)

4. Check the answers:278-6926.

III. Group work

1. Divide the Ss into groups. Each group has four students.

2. T: Now please work with your group and ask each other questions about phone numbers.

e.g.

S1: What’s your telephone number, S2?

S2: It’s 356-9865. S1: 356-9865. Thanks.

IV. Listening

1. T: Point to the numbered names. Read each one aloud along with the number that comes after it. Then say each number and ask a student to read the name before that number. Tell Ss to listen to the tape and match the names with the telephone numbers.

2. Point to the blanks in the four telephone numbers. Tell the Ss that the last two numbers of each telephone number are missing. Listen to the tape and then fill in these numbers.

3. Check the answers:

(1.c

2.d

3.b

4.a)

(278-7928, 555-8042, 398-6149, 929-3160) V. Presentation

1. Show some dialogues to the students, let them know about the first name and last name. 2. Get the Ss to practice the following dialogue in pairs. T: What’s your first name?

S: My first name is ___.

T: What’s your last name?

S: My last name is ___.

3. Work on 2a.

1) Point out the sample answers: the L for last name next to Green, and F for first name next to Jack. Then have students finish the exercise on their own.

2) Read the list of names in the exercise. Ask students to guess which names are first names and which are last names.

4. Check the answers.

VI. Reading

1. Look at the pictures and read the messages. Then match them with the pictures.

阅读指导:

1) 认真分析每幅图画的不同之处,A图是两个女孩子,其中一个是中国人,

B图是两个外国女人C图是两个外国男孩。

所以学生平时要注意不同种族的人的特殊的特征。如中国人黑发黑眼等。

2) 仔细阅读文字材料,提取有用的信息,与相关图片去配对。

3) Check the answers.

2. Read the messages again. Circle the first names and underline the last names.

Check the answers. 3. Work on 2c.

① Tell the students to match the names with the telephone numbers. Then find three

pairs of friends in the name list.

阅读指导:这也是信息配对题型任务阅读理解题,题目要求将人物与其电话号码相相配对,并填写出三对朋友的姓名。在第1段中,my指“詹妮•格林的”;his指“吉娜•史密斯的”,因此可知他们各自的电话号码。再由句子“My friend is Gina Smith”,可知詹妮•格林和吉娜•史密斯是朋友。其余各题的解题思路与本题同。

③ Check the answers.

VII. Language points

1. 基数词

zero,… nine (0至9)

zero, one, two… nine被称作基数词,用来表示数量的多少。用法如下:

(1) 表示号码,如电话号码、身份证号码、门牌号等, 读时按单个基数词读出。0可读成字母o的读音/ƏU/或zero 。

(2) 表示数字或年龄等。

e.g. She’s six years old.

她六岁。

Two and three is five.

二加三等于五。

(3) 表示时间编号等。

e.g. five o’clock

五点钟

2. first name与last name

first name 是指英美人的名,也可以说given name。而“姓”叫last name

或family name。英美人通常是名字在前,姓氏在后,与中国人的姓名顺序相反。

e.g. I’m Jack Miller. My last name’s Miller.

我叫杰克·米勒,我姓米勒。

3. it’s 与its it’s = it is意为“它是”。it是人称代词(第三人称单数形式)。its是形容词性物主代词,意为“它的”。

e.g. It’s a cat. Its name’s Mimi.

它是一只猫,它的名字叫咪咪。

VII. Exercises Homework

1. Remember the numbers (zero ~ nine).

2. 用下列句式介绍一下你的几位好朋友的姓、名字及电话号码。

His/Her name is ….

His/Her first name is ….

His/Her last name is ….

His/Her telephone number is ….

Section B 2 (3a-Self Check)

一、教学目标:

1. 语言知识目标:

1) 复习英文中姓与名的表达方式,熟练掌握英文中姓在后,名在前。

2) 能正确叙述别人的电话号码,别人姓氏及名字。

3) 能辨别英文中的姓氏与名字,了解中英文中姓名之间的区别。

4)了解并掌握一些常用的电话号码,并知道在什么情况下会打此电话。

4)能根据信息卡提供的信息,描述他人的电话号码及姓氏及名字等内容。

5)能制作自己的信息卡,并能简单地描述自己的电话号码力。

2. 情感态度价值观目标:

1) 能积极主动提供并获取个人信息资料(如:名字、电话号码)

2) 能对所获取的信息进行初步的整理和总结。

3) 能积极动手、动脑,培养自己的想象力和创造力。

4)掌握一些紧急求助电话,提高自我保护意识。

二、教学重难点

1. 教学重点:

1) 能根据信息卡提供的信息,描述他人的电话号码及姓氏及名字等内容。

2) 能制作自己的信息卡,并能简单地描述自己的电话号码力。

3) 通过读与写的训练,提高学生们综合运用英语的能力,培养学生们学习英语的兴趣,并在学习中体会到学习英语的乐趣。

2. 教学难点:

1) 根据信息卡提供的信息,描述他人的电话号码及姓氏及名字等内容。

2) 制作自己的信息卡,并能简单地描述自己的电话号码力。

三、教学过程

Ⅰ. Revision

1) Review the numbers zero ~ nine.

2) Question chains. Ask and answer about the first names and last names:

Model:

T: S1, what's his first name?

S1: His name is …

T: S1, what’s his last name? S1: His first name is …

Then S1 ask S2 about S3's first name and last name.

S1: Good morning. What’s her first name?

S2: Her first name is …

S1: What's her last name? S2: Her last name is…

可以采用“连珠炮似的提问”(老师提问,学生迅速反应)和“连锁操练”(学生任意提问或排头开始一一提问至排尾)

Ⅱ. Work on 3a 1. T: This is a student in PEP Middle School. Here is her ID card. Look at her ID card and answer my questions:

T: What's her first name?

T: What's her last name?

Ss:

Her first name is Alice.

Ss:

Her last name is Green.

T: What's her telephone number?

Ss:

It's 951-3397.

2. Read the ID card again and use the information on the ID card to complete the sentences.

3. 指导:这个表格填空是典型的看图作文题。学生在做题时要注意,①

清楚了解所给的信息。

左图的信息是:PEP中学,

名字:Alice,姓:Green,电话号码:951-3397. ②

仔细阅读题目的要求。

右图是题目要求, 是要求学生根据左图的信息填空,完成句子。

4. Check the answers.

III. Writing

1. Let's look at the ID card in 3b. Fill in your own ID card and write about yourself.

2. Give a model to the students.

My first name is Mary. My last name is Miller. My telephone number is 487-2571. (My QQ number is 34798320. Linda is my friend.)

3. Now it's your turn. Fill in your own ID card and write about yourself.

4. Check their writings in their groups.

5. 评价:(让学生们对自己的学习表现、语言表达能力及书写的情况进行自我评价,在小组内相互评价,然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。)

IV. Self Check 1

1. Discuss the phone numbers.

2. Let some students talk about the telephone numbers.

3. Write the numbers in English.

4. Check the answers.

V. Self Check 2

1. There are two columns, tell Ss that they can find out the answers to the sentences in the right.

2. Make a model for the students.

Hello. I’m Cindy.

→ Nice to meet you, Cindy.

3. Ss work in pairs and try to make conversations.

4. Check the answers then act out the conversation.

VI. Exercises

Homework

根据下面的ID卡信息,介绍一下这位同学吧。

First name:

Mary

Last name:

Miller

Phone Number:

487-2571

ID card First Name: Jenny Last Name: Green Telephone Number: 8748375

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