Unit 1 My name’s Gina.Section A（1a-2d）表格式教案

Unit 1 My name’s Gina.
Section A (1a-2d)
Teaching Aims Language goals Ss can introduce themselves and greet people in English. Key words and phrases you, she, he, it, your name, his name, her name, meet you Key sentences 1. What’s your / his / her name 2. My / His / Her name is ... 3. Are you ... Is he / she ... 4. Nice to meet you.
Teaching Difficulties How to use proper pronouns to introduce different things or people.
Teaching Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Revision & Lead in
Show Ss teaching goals in this class. T: Morning everyone. Today we are going to learn to use pronouns to introduce different things or people. Show Ss pictures and ask them to make conversations using the target sentence patterns and words on P5. Step 1: Show Ss pictures of a cup, a jacket, a map, an orange, a ruler, and a key. And ask them using the sentence pattern: What’s this / What is that Ss answer the questions with the sentence pattern: It’ s … (There may be some grammar mistakes in their answers like: This is a … or That is a … T must correct them in time.) Step 2: Show the new words and expressions and ask them to read after the tape. (While Ss are reading, T must correct their pronunciation to make sure they can read correctly.) Step 3: ask Ss to watch a video about a hello song. (Encourage Ss to sing after the song because the lyrics and melody are easy for them.)
Step 2 Presentation & Practice 听力环节进行之前，让学生先看图片，用英语猜测内容，不但帮助学生复习已经学过的句型，激发学生思考新单词和句型，从心理上降低了学生面对听力时的难度。 听力部分对于学生来说可能成为障碍。通过观看视频帮助学生具体的了解听力材料的信息，再通过跟读听力材料，加深学生对材料的理解，同时让学生两两对话更加充分的练习了听力能力。
Before-listening Ask Ss to see the picture and finish different tasks. Step 1: Ask Ss to observe the picture and share their opinions. The T can use the following prompts: Here are many students. They meet in their new school. What are they doing now What can you see in the picture (Encourage Ss to talk about their ideas in groups and then share in class. They can share one by one in groups or they can ask one S member to share. T must encourage them because they just enter middle school and they need more oral practice which can give them encouragement and confidence.) 1a Step 2: Ask Ss to write English words for the things in the picture in 1a. (Ask Ss to say and spell the words one by one to make sure they understand the meaning of each picture and can spell the words correctly.) Answers: map cup book ruler clock schoolbag basketball Step 3: Ask Ss to underline the names in the pictures. (Ask Ss to read the names one by one to make sure they can read the names correctly.) 1b&1c While-listening&Post-listening Step 1: Play the recording and ask Ss to listen and number the conversations [1-3] in 1b. T: We have talked about so many things and students in the new school. Now let’s listen and number the conversations [1-3] in 1b. (Tip: After Ss share their answers, T show Ss a video about 1b to help Ss understand the listening scripts more.) Answers: 2 1 3 Step 2: Ask Ss to practice the conversations in 1b with their partners and then show in class. (To make this task easier, T can show Ss the sample conversation on P14 first, and then ask them to make a similar conversation with their partner. If the class is strong, T can ask Ss to start the conversation directly.) 2a Ask Ss to see the picture and make a dialogue in 2a. (Ss make a dialogue freely and share in groups.) Then play the recording and ask Ss to listen to the conversations and number the pictures [1-4] in 2a. The T can check answers as a class. Answers: Top row: 3,2 Bottom row: 1,4 2b Ask Ss to listen to 2b and circle the names in the picture. (T ask Ss to share the answers randomly to make sure they understand the dialogues. ) Answers: Eric, Alice, Bob, Mike, Jack, Mary, Ms. Miller 2c Ask Ss to make conversations according to the pictures on PPT 25. Before Ss practice, they must read the phrases and sentence patterns in 2c twice or three times to make sure they have mastered them well. Since they have practiced so many times before this part, so T needn’t spend much time on this part. But T should make Ss clear about these pronouns : my, your, his, her, their.
Step 3 Presentation & Reading
2d The T can ask Ss to read the conversation silently first and explain the sentences that Ss can’t understand.Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs. 2d的对话部分对知识点进行了再一次总结和练习，让学生在真实情境中感知语言的运用。
Step 4 Language Points
1. What’s one’s name 用来询问他人姓名，表示“某人叫什么名字？” 回答这个问句有三种形式： ① My / His / Her / Its name’s … ② I’m / He’s / She’s / It’s … ③ 直接回答出名字。 2. I’m Ms. Brown. 3. Nice to meet you. 初次相识问候语 nice 作形容词，多用来形容天气或景色“宜人”以及人的感受“愉快”。 初次认识某人，常对他说“Nice to meet you.”， 意为“见到你很高兴。” 它的应答语通常为“Nice to meet you, too.”，意为“见到你也很高兴。” 4.his pron. 他的 his是形容词性物主代词“他的”，后面要加名词，其对应的人称代词主格是he。 5. and conj. 那么，于是；和； 又；而 and作连词，此处意为“那么，于是”，在本句中起到引起话题的作用。 6.her pron. 她的 her是形容词性物主代词“她的”，后面要加名词，其对应的人称代词主格是she。 7.she pron. 她 she是代词， 用来指代女性，意为“她”。其对应词he用来指代男性， 意为“他”。“she”和“he”为人称代词的主格形式，通常在句中作主语， 此时谓语动词应用单数形式。 8. —Is he Jack —No, he isn’t. Is he … 他是······吗？ 答语通常为：Yes, he is./No, he isn’t. 如果询问的对象是女性， 要用 “Is she … ”。 答语通常为：Yes, she is./No, she isn’t.
Step 5 Exercises & Homework Exercises的任务是对本节课重点知识点的总结与回顾，如果学生水平较高，老师也可以根据学生情况适当增加练习量。
Exercises Ask Ss to do the exercises on PPT P32-P34. T ask Ss to make a summary about what we have learned today. Homework 1. Read the conversation in 2d. 2. Do the exercises in students’ book.
Teaching Reflection In this period, the key and difficult part is to help Ss to introduce things with proper pronouns: my, your, his, her, their, especially the last three words. Actually some weak Ss still can’t master their meaning so well. So more practice and exercise must be done to help them understand adjectival possessive pronouns. Guessing before listening can remind Ss of the words they have learned, which is also a good way for Ss to think about their new knowledge.