资源简介

Teaching plan
Unit 1 My name is Gina. Section B 2a-3b（教学设计）
教材分析 What：This is a passage composed of three paragraphs of self-introduction. In this article, Jenny Green, Dale Miller and Mary Brown introduce themselves. The content of self-introduction mainly includes their phone number and their friends and friends' phone numbers. Why：Let students know how to introduce themselves and enhance their understanding of the form and meaning of self-introduction. How：The whole article is concise and the content of each paragraph is roughly the same.
教学目标 By the end of this lesson, students will be able to: 1. 语言能力：understand the difference between Chinese names and foreign names ; 2. 学习能力：catch out the details of the passage and use sentence patterns to retell the passage; 3. 文化意识：improve the sensitivity and discrimination of cultural differences between China and foreign countries; 4. 思维品质：know to think critically and form their views of cultural difference.
教学重与 难点 Teaching important points: understand the difference between Chinese names and foreign names ; catch out the details of the passage and use sentence patterns to retell the passage; Predicted parts of difficult points: improve the sensitivity and discrimination of cultural differences； know to think critically and form their views of cultural difference.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (5’)
Step 1 T greets students. Then T invites students to watch a video about number1 to 10. Ss watch the video and sing with it Video can arose students’ scheme and create an active classroom atmosphere.
Step 2 T shows a picture of mobile phone with some telephone number on it and some sentence patterns, then asks students to answer to read these number. Ss read the telephone numbers on the picture under the help of sentence pattern It can help students review and strength the knowledge about telephone number.
效果评价 学生是否表现专注，是否能够跟读视频，是否能用目标语言正确回答数字。
Pre-reading (5’)
Step 3 T shows Ss four picture of famous people and asks them what their name are. Ss observes pictures and speak out their names Ss are familiar with these famous people.It can activate their interests.
Step 4 T tell Ss the full name , first name and last name of the first two people, and invites Ss to finish the left ones. Ss learn the meaning of full name, first name and last name. The knowledge of full name, first name and last name can lay a good foundation for following reading.
Step 5 T raises a question “What’s difference between Chinese name and foreign name” Then let students discuss. After that , T shows the answer. Ss think and discuss with each other and learn the difference between Chinese name and foreign name Discussing can help students think critically and the difference can help students know the culture diversity.
Step 6 T asks students to finish the task in 2a. Write F for first name and L for last name. Ss finish the the task in 2a. The task can help students strengthen the knowledge.
效果评价 学生在学习新知时，是否表现专注且积极；是否能正确的说出中文名和外文名中的名和姓；学生是否能够通过对比发现中英文名的区别。
While-reading (15’)
Step 7 T shows the three pictures to students and invites them to guess their nationalities and relationships. Ss look at the pictures carefully and guess their nationalities and relationships This step can help students to improve the ability of prediction.
Step 8 T asks students read passage for the first time to finish the task in 2b. Ss read the passage and finish the task. This step can help students to improve the ability of scanning.
Step 9 T asks students read passage for the second time to match the pictures to the right paragraph. Ss read the passage and match. Ss can have deep understanding of the passage.
Step 10 T asks students read passage for the third time to find the information of everyone and finish the given ID card. Ss read the passage and find the information.. The third time reading can help students to find the details of passage.
效果评价 学生是否能够通过“看”图片来进行推测；学生是否能在每次的阅读过程中，正确地寻找到相关信息，并使用新学知识进行知识迁移。
Post-reading (10’)
Step 11 T asks Ss to make a survey in group of their last name and first name. Then write a short report. Ss make a survey and write a report of it. Ss can improve their ability of communicating with others and writing a report can practicing their writing ability.
Step12 T invites some students to share their reports and gives comments to them. Ss appreciate others’ reports. Ss can have a clearer understanding of their reports. Appreciation can help them to think critically.
效果评价 学生是否积极参与调查中，是否能正确使用目标语言进行汇报；学生的报道中是否达到了题目的要求，是否具有创新意识添加其他具体细节。
Exercise (5’)
Step13 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果评价 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step14 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果评价 学生是否能与老师一起总结出今日所学知识。
Homework (2’) 1. Remember the new words and expressions. 2. Collect some numbers (car number, room number etc.) Read out and write them down on the workbook. 3. Revise how to tell people's last names, first names and telephone numbers. Homework can help students strengthen the knowledge which they have learned.
Unit 1 My name is Gina. Section B 2a-3b
板书设计

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