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Unit1 My Name’s Gina Section A(1a-2c)教学设计
教学目标：
1.学会自我介绍、询问对方和第三方姓名，掌握与初次见面的朋重点友打招呼、询问基本信息等交际功能。
2.掌握形容词性物主代词my/your/his/her的用法；
3.理解 be动难点词的缩写形式；
4.认读部分英文名字。
教学重难点：
能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、课标分析用词基本正确，表达比较连贯；了解不同国家人们待人接物的基本礼仪。
教学过程
Step 1.
Lead in.
Enjoy the video and learn to sing with it. What did they sing Play a video about people's name. 通过播放有关介绍自己名 names. 字的英语歌曲，激发学生学习兴趣，导入本课话题。
Step 2.Pre-listening
l. Observe the picture and try to say the English names of things as many as possible. Write the English words down and check the answers in pairs.
听前引导学生观察主题, 用问题帮助学生养成观察的习惯，培养他们细节的观察能力，认图中物品并说出 Sa: It's a clock 出英文名称，巩固之前所学，并为听力活动做好铺垫。
Step 3.While-listening
Listen and number the conversations for the first time
Listen and circle the names Listen again and circle complete the conversations. Listen and repeat
通过听的方式输入本课功能句型，达到知识目标。听中注意听力策略的及时渗透，如注意听取人物英文名字等关键信息。听录音并跟读，模仿语音语调，使学生在学习英语初始阶段就能接受到地道纯正的语音语调。
Step 4.Post-Listening
Work in pairs.
T: What's your name
Sa: My name's Alice. Sb: I'm Frank.
Sa: Hi! I am Bob. What's your name
Sb: I'm Cindy. Nice to meet you.
Sa: Nice to meet you, too.引导学生在自然的交流语境下注意到第一二人称与第三人称的转换。
Step 5.Pre-listening
l. Look at the pictures. Guess what the people are saying.听前准备活动，帮助上热悉相关话题，激活背景知识明确任务要求，扫除听力障碍，使听力活动顺利有效进行。
Step 6. While-listening
Listen to the conversations and number the pictures.
Listen again. Circle the names they hear.
Listen and complete the dialogues.
Check their answers. Read the conversations in pairs.
设计不同层次的听力任务，引导学生逐步深入地学习，培养良好的听力习惯和技巧。通过观察思考，引导学生纳简单的语法规则Step 7. Post-listening
l. Look at the photos and ask and answer their names in pairs.
Sa: What's his name
Sb: His name is Zhong Nanshan. Practice the conversations in pairs.
Step 8. Role-play.
Listen and choose the right name for each person.
Read the conversation and role-play it in pairs进行示范性表演，给予适当点评和鼓励。
Step 9. Summary and homework.
用形容词性物主代词完成下列句子
(1). I’m Jack. ______ schoolbag is red.
(2). He is Eric. _____ jacket is blue.
(3). You are Mary. ______ pencil is black.
(4). She is Grace. ____ cup is purple.
(5). It is my dog. ___ name is Wangwang.
测评练习
I根据句意及首字母或汉语提示完成单词。
1.This is an o_______ jacket.
2.Alice is a girl's n______.
3.Gina's pen is black. My pen is black, t_____.
4.What color is__________ (13) quilt
5.Hello.Alan. I'm_______ (女士)Brown.
II.用所给代词的适当形式填空。
1. (he)_______pen is black.
2. (you)______ruler is yellow.
3. (she)______name is Susan.
4.This is (I)_____key.
5.Nice to meet _______(your).
III.单项选择。
( )1.He is a boy. name is Bob.
A. His B. My C. Her D. Your
( )2.-Nice to meet you.
A. How are you B. Thank you.
C. Nice to meet you, too. D. Good morning.
( )3.--She is Linda.
A. What's her name B. What her name
C. What's your name D. How are you
( )4.-Good morning! My name Grace.
-Good morning! I Alice.
A. is; is B.am; am C. is; am D.am; is
( )5.-Is he Dale He's Paul.
A. No, she isn't B. Yes, she is C. No, he isn't D. Yes, he is
IV.句型转换。
1.His name is Frank,(改为否定句)
His name______ Frank.
2.Her name is Alice.(对画线部分提问) _____________________
3.I am Ms. Black.(改为同义句) _____ ______ ____ Ms.Black.
3.That is an apple. (对画线部分提问) ____________________________
5.I am Jenny.(改为一般疑问句并做肯定回答)
_____ _____ Jenny Yes, ___ ____
课后反思
一、本节课设计的各项活动要求学生能够通过听前找到关键词，在理解所听内容的基础上借助关键词寻找答案，最后能够在关键词的帮助下用自己的话复述文段。学生能够运用听力策略快速找到听力原文中所缺信息，并能用英文表达自己。
二、小组活动中设计的合作任务不是很明确，导致学生在发表观点的时候有些核限制了，所以讨论的内容比较单一。其实小组合作的问题设计可以更具体更开放一些，这样学生发挥的空间就可以更大一些。活动的设计旨在让学生结合所学的内容进行流畅的语言输出，所以设计的时候还是要多站在学生的立场上考虑问题，设计问题。
三、听说课并不是一味地听，听得天昏地暗忘乎所以，那不是成功的听说课，那样恐怕培养出来的只是不折不扣的'书呆子”。学而不思则周，思而不学则殆。听，是一个输入的过程，思考在转化.只有思考才能将听力中的营养吸收，是至关重要的-环。最后说才是一个重要的输出。所以今后的听说课教学中，还要时刻考虑到学生说的练习。在问题设计和环节的设计关注学生，多多引发学生思考。

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