资源简介

Unit1 My name’s Gina. Sa (1a-2c) 听说课教学设计
一、Teaching Contents:
This is a listening lesson. It talks about introducing yourself and greeting people.
二、Teaching objectives
1.Knowledge objectives:能够介绍自己的姓名：My name is.../I’m能够简单的问候初识的朋友： Hello!/Hi! Good morning! Nice to meet to you!
2.Ability objective:在听力训练中，有效获取介绍自己、询问他人姓名的句式，完成相关听力任务。
3.Emotional objectives: 通过谈论姓名和问候他人，增进同学间的了解。了解西方初次见面的礼节。
三、Key and difficult points:
Key point:
Help students get the details of the passage.
Difficult point: Guide students to use the new knowledge in their daily life.
四、Teaching Steps:
Step 1 Lead-in(4 mins)
At the beginning of the class, the teacher will show the video of ‘My name is Chichy’ and ask students to enjoy and sing the song. Then lead students to meet their new friends Tutu. And ask students to write their English name. After that, the teacher will give corresponding comments to the students' answers and shows the topic for this lesson.(Justification: The video is vivid and interesting, which can arouse students' interest to the teaching activity. Meanwhile, it can also lead to the topic today naturally)
Step 2 Pre-listening (5 mins)
1.Prediction
Before listening, the teacher will guide students to make a prediction in 1a.The teacher will present the picture to ask them to write down the English words for the things in 1a.
And predict they are old friends or new friends
(Justification: Through above activities, students will be prepared to listen and can understand the material better)
Step 3 While-listening(20 mins)
1.1b Listen and number the conversations [1–3].
Students will listen to the passage and number the conversations
(Justification: Through extensive listening, students will have a general understanding of this passage and grasp the key sentence.)
2.presentation:
Ask students ‘How can we introduce ourselves ’ to present ‘What's your name ’ ‘Alan.’ ‘I'm Alan.’ ‘My name's Alan.’
3.practice: Practice the conversations above with partner. Then greet other classmates. 4.Intensive listening:
(1)Before listening, ask students to read the listening key and predict these 4 pictures.
(2)Then listen and number the pictures 1-4.
(3)Students should listen to the 2b again and circle the names they hear
Eric Mike
Tom Jack
Alice Mary
Bob Ms. Miller
(4) Students should listen to the 2b again and fill in the blanks
C1:
Eric : Hello. What’s _____ name
Alice : _______ name’s Alice.
Eric : _______ Eric.
Alice : Nice to meet you.
C2:
Bill: What’s _____ name
Maria: His name _____ Eric.
Bill: And what’s her _______
Maria : ______ name is Alice.
C3:
Bob: Excuse me, are ____ Eric
Eric : Yes, ____ am. Are you Mike
Bob: No, I’m not. I’m Bob. Nice to meet ____.
Eric : Nice to meet you, ____.
C4:
Ms. Miller: Good morning! Boys and girls. My name is Ms. Miller. What’s _____ name
Jack: My name is Jack
Ms. Miller: And what’s your _____
Mary: My name is ______.
(Justification: Through above listening activities, students will not only understand the main idea and details of this listening material, but also improve their listening ability.)
Step 4 Post-listening(11 mins)
1.Presentation: Show some famous people’s pictures and ask students ‘What's his/her name ’ to present these key sentences again. At last, ask students to ask their partner about these pictures.
2.Practice the conversations in groups and role-play.4 students in 1 group and introduce themselves and their friends.
(Justification: This task can arouse students' interest and involve the whole class. Also, by group discussion, students' critical thinking and autonomous learning ability can be developed.
They will be more confident to share their opinions in public. They will be willing to cooperate with others.)
Step5 Summary and homework (5 mins)
1.Summary
Ask students to conclude what we have learned this class. Then make a summary together.
(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits.)
2.Homework
Do a survey about your friends’ English names.
And introduce them to your family.
Step6 Emotional sublimation
There are many differences between different cultures.
To learn English well, to meet a wider world!
Unit1. My name’s Gina. Sa(1a-2c)练习题
单项选择
( )1. --- ________your name, please
--- ________ name is Gina Smith.
A. What, I B. What’s, Your C. What’s, My D. What, My
( )2. Her name is Ann Read. Read is her ________name.
A. first B. given C. full D. family
( )3. My English teacher’s name is Bruce White. So we all call him________.
A. Miss Bruce B. Mr. Bruce C. Mr. White D. Sir Bruce.
( )4. --- I’m________ to be late today.
--- That’s all right.
A. fine B. right C. sorry D. nice
( )5. --- Good morning, Miss Gao.
--- ________ Li Ming.
A. Nice to meet you B. Hello
C. How do you do D. Good morning
( )6. --- Sit down, please.
–- ________ .
A. Thank you B. Yes, you’re right. C. OK D. All right
( )7. --- Excuse me. ________you Mr. Zhang
--- Yes, my name Zhang Ming.
A. Are, am B. Is, are C. Is, am D. Are, is
( )8. Hello, Kay, ________my friend, Helen.
A. It’s B. This’s C. She’s D. This is
( )9. --- ________, Gina.
--- Nice to meet you, too, Li Lei.
A. Good morning B. How are you C. Nice to meet you D. Thank you
( )10. --- This is Jim, Gina.
--- ________ , Jim.
A. Good morning B. Nice to meet you
C. How are you D. This is
教学反思
本节听说课我围绕着听前、听中、听后进行了教学设计，初一的学生刚刚进入到校园，对于全英授课相当比较陌生，因此我尽量的降低了指令的长度及难度，争取用最短的句子、最简单的语法能让学生听懂这堂课。前半段听前和听中，由于任务简单，也有题目辅佐，学生教好的理解了指令并进行行动。例如，告诉学生们为了让图图认识你们，请写下自己的英文名字。这里用的时间比我预想的要长，看来刚刚来到初一的孩子们还不熟悉英语课堂活动较多的这样的设定。我耐心等待孩子们写下名字才进行后面的继续授课，在这里我也担心他们由于紧张不敢张嘴说英语，于是在 1 a当中我设计了一起跟读以及1b较简单的听力任务一起回答等方式，鼓励学生张嘴其实不难。但到了 2a预测图片这里，虽然已经给了学生时间去讨论图片内容，但是回答效果仍然不理想。这是由于初一学生英语词汇、句子储备量较少，我没有适当的预判难度，因此我再一次使用了启发法以及集体回答的方式。等到真正开始了 2a、2b的听力任务，才敢于放手让学生单独来回答。尤其是又对 2b材料进行了拓展，让学生们了解听力填词这种题型，完整回答句子继续加深重点句型的记忆。这也是我觉得本节课比较重要且有用的一个环节。到了听后，尽管已经进行了明星图片的展示以及叫了一组同学来进行演示，但是学生在 group work中仍然想要抓着课本来寻求心里安慰，我尽量调侃学生们怎么能不记得朋友的名字希望激励学生敢于放手，真正做到独立说英语，但是效果仍然不理想。这个输出的效果没有达到我心理的预想，在以后的教学设计中，更应考虑初一学生的实际水平。在往后的日常教学中，多设计能让学生参与进来的活动，甚至说走上台去，扔下课本，沉浸在使用英语的自如当中，真正在听说课中提高听、说的能力。

展开更多......

收起↑