资源简介

Unit 1　You and Me
课　题 How do we get to know each other 课时 第一课时Section A (1a-2e)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: each, other, full, grade, classmate, mistake, country 2.学习并掌握下列短语:make friends, get to know, each other, full name, last name, class teacher, first name 3.掌握以下句型: May I have your name /What class are you in /Who’s your class teacher 4.使学生学会打招呼和介绍自己、询问他人姓名, 培养学生结交新朋友的能力。
教学重点 使学生学会打招呼和介绍自己、询问他人姓和名的基本句型: What’s your/his/her frist/last name My/His/Her first/last name is... 培养学生结交新朋友的能力。
教学难点 1.How to help students to ask and answer one’s first/last name. 2.Use sentences to introduce yourself and others.
课前预习 Preview the new words(扫清障碍: 根据音标读出1a-2d的单词)
教学方法 采用Practicing, Listening for specific information和Role playing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 1a 1.利用插图或实物卡片让学生找出在预备篇中所学的单词, 然后教师引导学习打招呼和介绍自己、询问他人姓名的基本句型“What’s your/his/her first/ last name My/His/Her first/ last name is...” 2.让学生看一下1a的句子,并总结这些句子都是询问哪些方面的。 1.找出在预备篇中所学的单词, 学习打招呼和介绍自己、询问他人姓名的基本句型 “—What’s your /his /her first/ last name My/His/Her first/ last name is...”. 2.对1a的句子进行总结归类。例如: 打招呼:①Hello. ②Good morning. ③Nice to meet you. 询问姓名:①May I have your name ②How do you spell your name 询问来自何方:Where are you from 询问年龄:How old are you 询问班级:What class are you in 利用学生感兴趣的图片和实物卡, 复习学过的描述人物见面打招呼的词汇, 为学会打招呼和介绍自己、询问他人姓名作铺垫;并通过图片和实物卡激发学生的学习兴趣。
续表
教学环节 教师活动 学生活动 备课札记
Step 2 Listening (1b); Finishing (1c) 1.播放1b部分的录音让学生听, 引导学生通过听对话熟悉询问他人的句型, 完成1b部分的教学任务。 2.再次听1b的对话,完成1c的教学任务。引导学生重复他们所听到的对话,结合1c,巩固并练习前面所学的询问他人的句型。 1.通过听对话熟悉询问他人的句型, 完成1b, 1c部分的教学任务。 2.听并重复对话,巩固询问他人的句型。 通过听对话呈现和导入目标语言。
Step 3 Work in pairs (1d) 1.First let students read the conversation above in 1b. Then ask them to make similar conversations to get to know more classmates. 2.Let students practice the dialogue and finish 1d. 1.Students first read the conversation in pairs, then make similar conversations. 2.Students practice the dialogue and finish 1d. 通过两人小组对话, 让学生从听对话到模仿对话, 输出目标语言。
Step 4 Listen and work on (Pronunciation) 1.Let students listen and summarize letters ea/ee pronounce /i /,letter i pronounces/I/, letters e/ea pronounce/e/, letter a pronounces/ /in these words. 2.Repeat these words, and pay attention to their pronunciation. 3.Let students give some other words,which have the same pronunciations. 4.Let students listen and cirlcle the sentences they hear. Then repeat them, paying attention to I’m, what’s, It’s, We’re. 1.Listen and summarize letter ea,letter i and letter e’s pronunciations. 2.Repeat these words, and pay attention to their pronunciation. 3.give some other words,which have the same pronunciations. 4.Listen and circle the sentences, then repeat them. 从听到重复读,来加强对字母的发音的印象,最后通过列举的方式来看掌握的效果。 通过听力选择的方式,让学生们关注be动词的缩写,为后面语法作铺垫。
Step 5 Work on (2a&2b &2c) 1.Let students look at the picture in 2a first. 2.Play the tape of 2a, and circle the words you hear. 3.Let students read the conversation and answer the questions. 4.Read the conversation and work on 2c. 1.Students look at the picture in 2a before listening to the tape to know where the dialogue happened. 2.Listen and circle the words in the conversation. 3.Read the conversation and answer the questions. 4.Read the conversation and work on 2c. 通过听力练习, 在语境中体会练习如何询问或回答名字。 通过做题的方式来阅读对话,使学生注意力更集中,更容易掌握对话内容。
续表
教学环节 教师活动 学生活动 备课札记
Step 6 Oral Practice 1.Let students look at 2a and role-play a conversation in pairs:“—Hello, Mr Smith! —Hello, Chen Jie. How are you ... ” 2.Explain the difficulties and language points. Students look at 2a and role-play a conversation in pairs. 通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息过程中, 体会如何询问或回答某人的名字。
Step 7 Role-play 1.Let students read the conversation together. 2.Let students read in pairs. 3.Let six pairs of students role-play the conversation in front of the class. 1.Students read the conversation together, then in pairs. 2.Role-play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 8 Summarize 1.Guide the students to summarize how to use the sentence structure “—What’s your/his/her first/ last name —My/His/Her first/ last name is... ” 2.Guide the students to summarize the use of “who’s/I’m/he’s/it’s...”. 1.Summarize how to use the sentence structure “—What’s your/his/her first/last name —My/His/Her first/last name is... ” 2.Summarize the use of “who’s/ I’m/he’s/ it’s...”. 培养学生的探究、归纳总结能力。
Step 9 Consolidation 教师设置巩固检测练习: 一、写出下列单词和短语 1.交朋友 　 make friends 2.认识;了解 get to know 3.互相;彼此 each other 4.全名 full name 5.姓氏 last name 6.班主任 class teacher 7.名字 first name 8.年级;等级 grade 9.同班同学 classmate 10.错误;失误 mistake 11.国家 country
续表
教学环节 教师活动 学生活动 备课札记
Step 9 Consolidation 二、单项选择 (　C　)1.My name is Gina Brown. Gina is my ______name and Brown is my ______name. A.first; first　 B.last; last C.first; last D.last;first (　C　)2.Li Lei is ______China. He is my friend. A.on　　 B.with　 C.from　 D.to (　A　)3.Hello, Ms Gao. ______is my classmate Jim. A.This B.It C.She D.That (　C　)4.______ you Ms Smith A.Am B.Is C.Are D.be (　B　)5.—Is she Linda —______.She’s Mary. A.Yes, I am B.No, she isn’t C.No, he isn’t D.Yes, you are 三、选词填空 name’s, are, yes, his, what’s, isn’t, she, I’m 1.—Good morning! I’m Dale. —Hello, Dale.My name’s Jenny. 2.—Are you Mr Green —Yes, I am. 3.—What’s his name —His name’s Tony. 4.—Is she Ms Brown —No, she isn’t.She’s Ms Miller. 四、完成句子 1.哦,对不起,我错拿了你的书。 Oh, sorry. I took your book by mistake. 2.我们如何开始了解彼此 How do we get to know each other 3.格林女士是我的班主任。 Ms Green is my class teacher. 4.我的全名是李健。李是我的姓,健是我的名字。 My full name is Li Jian. Li is my family/last name, Jian is my first name. 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 10 Homework 1.Recite new words and phrases. 2.Make some conversations with“What’s your/his/her first/ last name —My/His/Her first/ last name is... ”.
续表
板书设计 Section A (1a-2e) 1.New words:each, other,full, grade, classmate, mistake, country 2.Short phrases:make friends, get to know, each other, full name, last name, class teacher, first name 3.Structures: ①What’s your/his/her first/last name ②My/His/Her first/last name is... ③We are in the same class. ④What class are you in, Peter ⑤Who’s your class teacher
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

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