關(guān)于My name is Gina優(yōu)秀教案5篇
作為一名無(wú)私奉獻(xiàn)的老師,時(shí)常要開(kāi)展教案準(zhǔn)備工作,借助教案可以有效提升自己的教學(xué)能力。那么什么樣的教案才是好的呢?下面是小編精心整理的關(guān)于My name is Gina優(yōu)秀教案,希望對(duì)大家有所幫助。
My name is Gina優(yōu)秀教案 1
一、說(shuō)教材
作為初中第一次所學(xué)的單元,內(nèi)容相對(duì)較為簡(jiǎn)單。主要是讓學(xué)生做到能有英語(yǔ)介紹自己,熟悉并掌握數(shù)字0-9的寫(xiě)法與讀法,以及相關(guān)句型。這是一篇在新學(xué)期第一課讓學(xué)生間互相了解、建立友誼、了解中西方文化的課程。因此,我將這個(gè)單元的重點(diǎn)、難點(diǎn)歸納如下:
重點(diǎn):
1、理解并掌握句型What’s ur nae? M nae is…. Nice t eet u. What’s ur telephne nuber?
2、學(xué)習(xí)并掌握數(shù)字0-9的寫(xiě)法以及讀法
3、掌握英文姓名的讀法
而本單元的教學(xué)難點(diǎn)歸為:對(duì)句型What’s ur nae?What’s ur telephne nuber?的掌握以及對(duì)它們的回答方式的掌握。
另外,我把本單元的教學(xué)目標(biāo)分為三個(gè):知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo)。
知識(shí)目標(biāo):理解并掌握句型What’s ur nae?What’s ur telephne nuber?能聽(tīng)出、讀出、寫(xiě)出0-9的英文數(shù)字。
能力目標(biāo):能聽(tīng)懂課文中的對(duì)話,并在其基礎(chǔ)上編寫(xiě)對(duì)話。能擴(kuò)展句型,由What’s ur nae?到What’s his nae? What’s her nae?
情感目標(biāo):
1、激發(fā)學(xué)生的學(xué)習(xí)熱情,樹(shù)立學(xué)生學(xué)習(xí)英語(yǔ)的自信心,培養(yǎng)他們觀察和主動(dòng)競(jìng)爭(zhēng)的意識(shí)。
2、提供良好的學(xué)習(xí)氛圍,讓學(xué)生敢于開(kāi)口,主動(dòng)模仿,培養(yǎng)同學(xué)間合作交流的能力及廣交朋友、和諧相處的品質(zhì)。
二、說(shuō)教法與學(xué)法
針對(duì)這一階段學(xué)生好勝、好奇、表現(xiàn)欲強(qiáng)的特點(diǎn),經(jīng)過(guò)三年的小學(xué)英語(yǔ)啟蒙,他們對(duì)英語(yǔ)有了一定的認(rèn)識(shí),這一階段主要培養(yǎng)的是學(xué)生的理解能力以及學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)各方面的能力,在傳授的基礎(chǔ)上,培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣以及學(xué)習(xí)英語(yǔ)的能力。
教法:根據(jù)“以教師為主導(dǎo),學(xué)生為主體”的原則,綜合學(xué)生的年齡特征,我準(zhǔn)備這個(gè)單元采用任務(wù)型教學(xué)模式,在運(yùn)用多媒體教學(xué)的基礎(chǔ)上,穿插圖片示意法。我把這個(gè)單元?jiǎng)澐譃槿齻(gè)課時(shí):第一個(gè)課時(shí)用來(lái)讓學(xué)生互相了解對(duì)方基礎(chǔ)情況,會(huì)運(yùn)用句型What’s ur nae?
M nae is… Nice t eet u!第二課時(shí)主要教予學(xué)生中英文姓名的區(qū)別,掌握英文姓名的讀法。最后一課時(shí)學(xué)習(xí)句型What’s ur telephne nuber?以及數(shù)字0-9的讀法和寫(xiě)法。我將在課堂上多創(chuàng)造機(jī)會(huì)讓學(xué)生練習(xí)本單元內(nèi)容,讓課堂活起來(lái),在第一堂課增進(jìn)生生、師生間的友誼。
學(xué)法:這一單元的'學(xué)法是以合作、活動(dòng)為主線,在教師的指導(dǎo)下,通過(guò)感知、體驗(yàn)、參與、合作、游戲感悟等方式激發(fā)學(xué)生運(yùn)用所學(xué)知識(shí)進(jìn)行交流,使教學(xué)源于生活、用于生活。運(yùn)用豐富的課堂活動(dòng),提高學(xué)生學(xué)習(xí)興趣,讓學(xué)生在玩中學(xué),在玩中做。
三、說(shuō)教學(xué)程序
根據(jù)教學(xué)目標(biāo),我把教學(xué)程序設(shè)為五步:
1、 口頭教授 讓學(xué)生初步了解What’s ur nae? M nae is…句型, 并創(chuàng)設(shè)情境師生進(jìn)行互動(dòng),加強(qiáng)學(xué)生對(duì)這一句型的理解與運(yùn)用,起到調(diào)節(jié)課堂氛圍、拉近師生距離的作用。
2、 做游戲 我將拿著標(biāo)有數(shù)字0-9的卡片,要求學(xué)生迅速用英語(yǔ)讀出相關(guān)數(shù)字,鞏固數(shù)字0-9.
3、 分小組活動(dòng) 將全班分成6-8個(gè)小組,小組成員之間互相詢問(wèn)What’s ur nae? What’s ur telephne nuber?并要求對(duì)所提問(wèn)題作出相關(guān)回答以及相關(guān)記錄,從而增進(jìn)學(xué)生間的了解,培養(yǎng)學(xué)生廣交朋友的品質(zhì)。
4、 聽(tīng)錄音 我將重復(fù)三遍錄音,要求學(xué)生在第一遍時(shí)掌握大概意思;第二遍時(shí)將減緩速度,逐句復(fù)述對(duì)話;第三遍要求全班整體復(fù)述對(duì)話。最后分角色扮演對(duì)話中的人物,活躍課堂,并發(fā)掘?qū)W生的表演才能。
5、 歸納單元知識(shí) 我將所學(xué)重點(diǎn)、難點(diǎn)重新復(fù)述一遍,在學(xué)生腦海中建立起一個(gè)知識(shí)框架,增強(qiáng)知識(shí)的完整性。
四、板書(shū)設(shè)計(jì)
M nae is Gina
一句型:
What’s ur nae? M nae is…
What’s ur telephne nuber?
二新詞:
One tw three fur five six seven eight nine ten
三ac Sith
First nae: ac Last nae: Sith
五、作業(yè)設(shè)計(jì)
制作全班座位表以及通訊錄
寫(xiě)一篇自我介紹。
My name is Gina優(yōu)秀教案 2
教學(xué)目標(biāo)
1、學(xué)會(huì)詢問(wèn)周圍新同學(xué)的姓名,并且將自己剛認(rèn)識(shí)的好朋友介紹給全體同學(xué)。
2、通過(guò)學(xué)生制作名卡或桌卡來(lái)提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣,體現(xiàn)英語(yǔ)的實(shí)用性。
3、通過(guò)以上任務(wù)活動(dòng),掌握形容詞性物主代詞的用法及其與人稱代詞的主格的區(qū)別,并且在第一節(jié)課讓學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)產(chǎn)生興趣。
4、德育目標(biāo):熱愛(ài)班集體,團(tuán)結(jié)同學(xué)。
教學(xué)重點(diǎn)和難點(diǎn)
1、形容詞性物主代詞的用法
2、在任務(wù)活動(dòng)中掌握you 和your ,he 和his,she 和her 的用法
3、重點(diǎn)句型(斜體字為擴(kuò)展句子) :
Hi / Hello! Good morning / afternoon / evening.
How are you? Fine, thank you! / Very well / So-so /All right.
What’s your name? My name is …/I’m …
What’s his/ her name? His/Her name is …
課前準(zhǔn)備
1、學(xué)生課前準(zhǔn)備:
利用網(wǎng)絡(luò)查閱中英文姓名及初次見(jiàn)面時(shí)各國(guó)或各地風(fēng)俗、禮儀,體會(huì)它們的不同之處; 準(zhǔn)備硬紙片和水彩筆;
用英文介紹自己的姓、名。
2、教學(xué)器材:錄音機(jī)、電腦、圖片。
3、教學(xué)課件:中英文名字展示片。
任務(wù)一:結(jié)識(shí)新朋友。
1、老師首先向?qū)W生做一個(gè)自我介紹,將名字寫(xiě)在黑板上:My name is …,My first name is…,My last name is …同時(shí)介紹一下名字的意義,然后學(xué)生就近結(jié)組,進(jìn)行自我介紹。例如:一個(gè)學(xué)生叫徐燁,他說(shuō):My name is Xu Ye. Ye means light;一個(gè)叫王超的學(xué)生介紹說(shuō):My name is Wang Chao. Chao means Superman.這個(gè)任務(wù)能夠激起學(xué)生學(xué)習(xí)英語(yǔ)的興趣,同時(shí)擴(kuò)大詞匯量。
2、“What’s your name?”傳句子比賽。學(xué)生按行分組,一個(gè)同學(xué)問(wèn),“What’s your name?”第二個(gè)學(xué)生回答,“My name is …”然后再接著問(wèn)第三個(gè)人,“What’s your name?”第三個(gè)人答,“My name is … His/ her name is …”再接著問(wèn)第四個(gè)人What’s your name?”。看哪個(gè)組最先獲勝。
任務(wù)二:學(xué)生利用電腦向大家展示他們所搜集的中英文姓,問(wèn)候語(yǔ)名及各國(guó)或各地初次見(jiàn)面時(shí)的禮儀,體會(huì)它們的不同之處;然后由抽簽決定各組同學(xué)分別用哪個(gè)國(guó)家或哪個(gè)地區(qū)的禮儀(例如:日式、美式、法式和學(xué)校版的禮儀)來(lái)表演兩個(gè)人初次見(jiàn)面時(shí)的問(wèn)候語(yǔ)及談話內(nèi)容(用英文),看哪一組同學(xué)表演得形象,語(yǔ)言準(zhǔn)確,最后評(píng)出最佳組合。
任務(wù)三:找朋友。并將他或她加入你的朋友記錄中。該任務(wù)是通過(guò)學(xué)生自己去詢問(wèn)他們感興趣的同學(xué)的愛(ài)好,找出他們之間的共同點(diǎn),然后和他們交朋友(利用時(shí)間爭(zhēng)取和所有的同學(xué)交朋友,了解他們各自的優(yōu)點(diǎn)),并將自己所掌握的新朋友的信息介紹給全體同學(xué),讓大家了解他(們)。在該任務(wù)的執(zhí)行過(guò)程當(dāng)中,學(xué)生可以盡量施展他們的才能,傾盡其所學(xué)的英文知識(shí)來(lái)展示自己并且看誰(shuí)能獲得最多的信息。因此,這項(xiàng)任務(wù)在調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)興趣的同時(shí),也反復(fù)操練了本單元的關(guān)鍵句型和形容詞性物主代詞,尤其是he and his, she and her;同時(shí)運(yùn)用到一些超出本課教學(xué)內(nèi)容的語(yǔ)言知識(shí),學(xué)生參與性強(qiáng),最大限度的調(diào)動(dòng)了他們的'積極性,同時(shí)也為學(xué)生樹(shù)立了英語(yǔ)學(xué)習(xí)的信心。
任務(wù)四:制作姓名卡。制作姓名卡,由小組協(xié)作共同完成名卡的設(shè)計(jì)與制作,名卡中要求包括學(xué)生的漢語(yǔ)名字(拼音書(shū)寫(xiě))和英文名字,其他的內(nèi)容由各組自行設(shè)計(jì),但要求每個(gè)人的名卡的設(shè)計(jì)要有創(chuàng)意、體現(xiàn)小組的共性、美觀大方、經(jīng)久耐用、語(yǔ)言準(zhǔn)確。因此,該任務(wù)既體現(xiàn)個(gè)性,又體現(xiàn)共性;既有分工,又有合作。
任務(wù)五:作業(yè)。為自己、父母、親朋好友找一個(gè)有意義的英文名字,同時(shí)將他們介紹給你的同學(xué)們。
My name is Gina優(yōu)秀教案 3
一、教學(xué)目標(biāo)
在本節(jié)課結(jié)束時(shí),學(xué)生將能夠了解教室環(huán)境中物品的名稱并在口語(yǔ)中正確使用My name is… Nice to meet you.等句型簡(jiǎn)單介紹自己,了解他人的姓名信息,進(jìn)一步了解新同學(xué);學(xué)生將能夠了解單元任務(wù)的具體要求,并完成自己和小組內(nèi)成員的姓名部分。
知識(shí)與能力:
1、 學(xué)生將能夠準(zhǔn)確讀出教室日常用品的名稱并根據(jù)圖片提示正確拼寫(xiě)。
2、 學(xué)生將能夠在口語(yǔ)中使用Good morning,hello, hi,nice to meet you 向他人打招呼,正確使用句型My name is Gina. What’s your name? 簡(jiǎn)單介紹自己的姓名并詢問(wèn)同學(xué)的姓名。
3、 學(xué)生將能夠初步了解形容詞性物主代詞my your, his, her的用法。
4、 學(xué)生將能夠制作班級(jí)同學(xué)中英文名字記錄表中的一部分。
過(guò)程與方法:
采用自主學(xué)習(xí)、小組合作探究學(xué)習(xí)策略,利用教學(xué)圖片、幻燈片等來(lái)展開(kāi)課堂教學(xué)、 Pair work 問(wèn)答式的口語(yǔ)交際活動(dòng),進(jìn)行 “打招呼和簡(jiǎn)單自我介紹” 的課堂教學(xué)和練習(xí)。本單元的教學(xué)法建議:
詞匯教學(xué)——采取情景介紹或演示對(duì)比的方式進(jìn)行教學(xué),讓學(xué)生在情境中操練、理解含義,并學(xué)會(huì)運(yùn)用;
口語(yǔ)教學(xué)——采取 pair work 問(wèn)答式的口語(yǔ)交際活動(dòng)或游戲等小組活動(dòng)互相操練;
聽(tīng)力教學(xué)——采取圖文配對(duì)和對(duì)話選擇的方式。
情感態(tài)度與價(jià)值觀:
通過(guò)學(xué)生之間的互相認(rèn)識(shí),培養(yǎng)學(xué)生廣交朋友及友好相處的品質(zhì)。
二、教學(xué)重難點(diǎn)
教學(xué)重點(diǎn):
1、 能夠介紹自己的姓名:My name is …I’m…
2、 能夠簡(jiǎn)單問(wèn)候初識(shí)的朋友:Hello!/Hi! Good morning! Nice to meet you!
3、 能夠正確使用形容詞性物主代詞my your, his, her
三、教學(xué)策略
詞匯教學(xué)——采取情景介紹或演示對(duì)比的方式進(jìn)行教學(xué),讓學(xué)生在情境中操練、理解含義,并學(xué)會(huì)運(yùn)用;口語(yǔ)教學(xué)——采取 pair work 問(wèn)答式的口語(yǔ)交際活動(dòng)或游戲等小組活動(dòng)互相操練;聽(tīng)力教學(xué)——采取圖文配對(duì)和role-play的方式;
四、教學(xué)過(guò)程
Step 1: warm-up
教師介紹本節(jié)課的重點(diǎn)學(xué)習(xí)內(nèi)容以及單元任務(wù)。
復(fù)習(xí)有關(guān)教室物品的單詞。教師通過(guò)提問(wèn)what’s in our new classroom,讓學(xué)生盡可能多地說(shuō)出有關(guān)教室常用物品的單詞。
【設(shè)計(jì)意圖】
通過(guò)問(wèn)答游戲引入新課,貼近生活,創(chuàng)設(shè)熟悉的生活環(huán)境。用師生連鎖問(wèn)答的形式,活躍課堂氣氛,讓盡可能多的學(xué)生動(dòng)起來(lái),迅速調(diào)整到上課的狀態(tài)中來(lái)。在鞏固所學(xué)生詞的.同時(shí),也為下一步新單詞的呈現(xiàn)做鋪墊。
Step 2: Presentation
Activity 1. 引導(dǎo)學(xué)生觀察課本1a圖片寫(xiě)出圖中你知道的物品名稱。如 clock, window, door, book, schoolbag等。教師在核對(duì)答案時(shí)關(guān)注生詞的發(fā)音。引導(dǎo)學(xué)生再次觀察圖片,找到人物的英文名字并嘗試讀出來(lái)。T : where are they? Are they new students? How many English names can you see? Can you read the names? Now let’s listen and find out who they are.
【設(shè)計(jì)意圖】
通過(guò)觀察圖片引導(dǎo)學(xué)生關(guān)注教室日常用品同時(shí)鞏固前一項(xiàng)活動(dòng)中所提到的詞匯,初步了解人物的英文名字,為下一個(gè)聽(tīng)力做好準(zhǔn)備。
Activity 2.
讓學(xué)生聽(tīng)第一遍錄音,整體感知三組對(duì)話的。語(yǔ)境,完成1b 任務(wù)。教師核對(duì)完成情況,追問(wèn)學(xué)生判斷的依據(jù)(通過(guò)學(xué)過(guò)的人名來(lái)判斷對(duì)話的順序),引導(dǎo)學(xué)生明白通過(guò)關(guān)鍵詞完成聽(tīng)力任務(wù)的學(xué)習(xí)策略。
讓學(xué)生聽(tīng)第二遍錄音,關(guān)注對(duì)話中的兩人是如何打招呼和介紹名字的。讓學(xué)生找出相關(guān)句型并在黑板分三組進(jìn)行板書(shū):Hi,hello, good morning; I’m… My name’s…; nice to meet you, nice to meet you, too.
讓學(xué)生聽(tīng)錄音跟讀并模仿對(duì)話。
【設(shè)計(jì)意圖】
運(yùn)用多媒體的直觀性,創(chuàng)設(shè)語(yǔ)言情境,呈現(xiàn)功能用語(yǔ),使學(xué)生感知真實(shí)語(yǔ)言情景下的教學(xué),輕松地理解、掌握新知識(shí),而且使語(yǔ)言更具說(shuō)服力,符合學(xué)生的認(rèn)知,達(dá)到呈現(xiàn)的目的,增強(qiáng)教學(xué)的實(shí)效性。
Activity 3.
讓學(xué)生假設(shè)自己是圖片中的人物,同桌分角色練習(xí)1b 中對(duì)話。
讓學(xué)生用真實(shí)身份在同桌之間和小組內(nèi)互致問(wèn)候,相互介紹,并在記錄本上進(jìn)行記錄。
請(qǐng)學(xué)生在班級(jí)展示對(duì)話,教師提醒注意模仿1b 對(duì)話的語(yǔ)調(diào)。
【設(shè)計(jì)意圖】
重視語(yǔ)言輸入和操練的準(zhǔn)確性,引導(dǎo)學(xué)生在語(yǔ)境中感知,模仿新的語(yǔ)言。
Activity 4
引導(dǎo)學(xué)生看2a 圖片嘗試描述對(duì)話發(fā)生的場(chǎng)景。
播放第一遍錄音,讓學(xué)生連續(xù)聽(tīng)四組對(duì)話,整體感知聽(tīng)力內(nèi)容。
再放一遍錄音,提醒學(xué)生注意人名,完成 2b 任務(wù),完成2a 排序任務(wù)。
核對(duì)答案,并請(qǐng)學(xué)生說(shuō)出判斷的依據(jù)(聽(tīng)力中的關(guān)鍵詞,如人名)
引導(dǎo)學(xué)生完成 2c 問(wèn)題,并在小組內(nèi)進(jìn)行練習(xí),完成單元任務(wù)中小組成員的部分。
讓學(xué)生合上書(shū),聽(tīng)2d 對(duì)話錄音。學(xué)生自己記錄關(guān)鍵信息,班級(jí)匯報(bào)。
讓學(xué)生再次聽(tīng)錄音,補(bǔ)充記錄,班級(jí)匯報(bào)。
讓學(xué)生翻開(kāi)書(shū),聽(tīng)錄音,模仿語(yǔ)音,語(yǔ)調(diào)跟讀對(duì)話。注意疑問(wèn)句的語(yǔ)調(diào)變化。
班級(jí)學(xué)生分角色朗讀,之后學(xué)生自主選擇展示活動(dòng):改編對(duì)話,背誦對(duì)話,朗讀對(duì)話。自主準(zhǔn)備,之后班級(jí)展示。
【設(shè)計(jì)意圖】
聽(tīng)力教學(xué)應(yīng)該為學(xué)生搭建支架,增加聽(tīng)前活動(dòng),通過(guò)各種方式讓學(xué)生熱身,熟悉話題內(nèi)容,激活背景知識(shí),掃除語(yǔ)言障礙。通過(guò)看圖片,整體感知,注意人名等活動(dòng)為學(xué)生完成聽(tīng)力任務(wù)搭建了臺(tái)階,有助于學(xué)生增強(qiáng)信心。在最后的展示活動(dòng)中設(shè)計(jì)適合不同層次水平學(xué)生的展示活動(dòng),有助于提升學(xué)生學(xué)習(xí)的信心。
Step 3:summary
引導(dǎo)學(xué)生總結(jié)本堂課所學(xué)到的主要內(nèi)容,教師加以補(bǔ)充
【設(shè)計(jì)意圖】
在每節(jié)課結(jié)束的時(shí)候?qū)λ鶎W(xué)知識(shí)加以回顧能及時(shí)喚起學(xué)生的記憶并加以鞏固。
My name is Gina優(yōu)秀教案 4
Period One
課前準(zhǔn)備
教師:準(zhǔn)備游戲時(shí)所用的圖片(食物、蔬菜、動(dòng)物)。
學(xué)生:準(zhǔn)備表演時(shí)所需道具(服裝、假發(fā))。
教學(xué)設(shè)計(jì)
Step One :Present the sentence patterns.
1、 Play a game “How many words do you know?”(利用小游戲調(diào)動(dòng)學(xué)生的積極性,同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
。―ivide all the students into several groups and show a picture(圖片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2、 Introduce the champion group to the class.(引課方式貼近生活,學(xué)生易于接受)
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1、 Make introductions.(通過(guò)句型的`操練使學(xué)生更加熟練掌握所學(xué)的句式。)
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa:How do you do?
2、 Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
。⊿tudents listen to the tape and give the right answers.)
Step Three: Make friends.
1、 Make new friends.(用談話的方式完成任務(wù),生動(dòng)活潑,同時(shí)更容易向?qū)W生進(jìn)行美德教育。)
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
。⊿tudents can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2、 The New comers.(以表演的形式完成,使課堂氣氛達(dá)到高潮。)
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
。═hree “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
。═hree students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
Period Two
課前準(zhǔn)備
教師:準(zhǔn)備歌曲磁帶(歌詞)、情景圖片及上課所需表格。
學(xué)生:需要向父母了解自已名字的含義。
教學(xué)設(shè)計(jì)
Step One: Revise the sentence patterns.
1、 Sing an English song.(用唱歌的方式既帶動(dòng)了氣氛,又復(fù)習(xí)了所學(xué)內(nèi)容。)
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”。
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2、 Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
。⊿tudents listen to the tape and give the right answers.)
3、 Act out the dialogues.(在特定的情景下表演對(duì)話更符合實(shí)際,更貼近生活。)
Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1、 Play a name game.(有效引出“英文名字”這一主題。)
Teacher:As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim.
S5:……
2、 Choose English names.
1)。Find out first names and last names.(用小組的方式完成名字的識(shí)別。)
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob MikeGreen Miller Jack Smith Brown Linda Nick Kim Hand
My name is Gina優(yōu)秀教案 5
Period Three
課前準(zhǔn)備
教師:準(zhǔn)備所需的歌曲磁帶、名片樣本及各項(xiàng)表格。
學(xué)生:制作名片所需的紙張、畫(huà)筆等。
教學(xué)設(shè)計(jì)
Step One: Present the English numbers.
1、 Sing the song “Ten Little Indian Boys”。(歌曲歡快有趣,比起單純教授單詞更為有效。)
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”。
Words
One little, two little, three little Indisns,Four little, five little, six little Indians,Seven little, eight little, nine little Indians,Ten little Indian boys.
。ˋfter singing the song, tell the students not to forget “zero”。)
T: Count the number together from zero to nine.
S2: Zero…
2、 Listen to the conversation and write the telephone number.(通過(guò)聽(tīng)力復(fù)習(xí)單詞。)
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
。⊿tudents listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1、 Make a survey about your partners’ telephone numbers.(調(diào)查組內(nèi)成員的電話號(hào)碼,重點(diǎn)練習(xí)所學(xué)句式。)
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name
Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2、 Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3、 Listen and match the names and telephone numbers.(制作電話號(hào)碼簿這一任務(wù)能夠大面積調(diào)動(dòng)學(xué)生裝的.參與意識(shí)。)
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape 。)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
。⊿tudents listen to the tape again 。)
T: Can you find out whose telephone numbers they are ?
S:…
4、 Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”。 Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
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