课题 “ 自我介绍”主题下的单元复习
教学目标
教学目标：学生能够总结礼貌问候他人的用语，能够向他人介绍自己。 教学重点：1.复习名字所蕴含的重要意义。 2.复习礼貌问候他人的用语。 3.重温自我介绍的内容与结构。 教学难点：1.复习形容词性物主代词的使用。 2.重温自我介绍的内容与结构。
教学过程
时间 教学环节 主要师生活动
1min Lead-in Teacher’s activity: ·Introduce the learning objectives of this lesson. ·Describe the setting of the situation and ask Ss to guess what Li Hua might share with his family. Students’ activity: ·Be clear about the objectives of the lesson. ·Guess what Li Hua might share with his family.
3min Review Activity 1 Teacher’s activity: ·Preview the topics that will be covered in this lesson and emphasize the ways of greetings.
·Encourage Ss to recall what they have learned about greeting others. Students’ activity: ·Participate in Revision Activity 1 and know what to expect in this lesson. ·Review ways to greet others they have learned in the first lesson of this unit
5min Review Activity 2 Teacher’s activity: ·Review knowledge about names by reading the conversation to Ss. ·Restate the meanings of Helen’s and Ming’s names and expect Ss to think about theirs. ·Ask Ss to group the given names by gender. Students’ activity: ·Participate in Revision Activity 2. ·Review the meninges of the names of Helen and Ming, and think about the meanings of their own names. ·Categorize the given names in the conversation by gender.
5min Review Activity 3 Teacher’s activity: ·Show Ss the self-introductions of Helen and Ming in a third-person perspective to review the use of possessive adjectives. ·Have Ss read the writings, identify the items included and pay attention to the words in red. Students’ activity: ·Participate in Revision Activity 3. ·Review the use of possessive adjectives. ·List the items of personal information in the writings.
5min Review Activity 4 Teacher’s activity: ·Display the final version of Li Hua’s self-introductions to Ss. ·Have Ss read the writing, identify the items included and the structure of it. ·Ask Ss how Li Hua finished the final version of his self-introduction. Students’ activity: ·Participate in Revision Activity 4. ·Think and review the contents and structure of a self-introduction. ·Review the five steps about how Li Hua finished his self-introduction and had it revised.
2min Discussion Teacher’s activity: ·Ask Ss what they want to share with their families and talk about each option briefly. Students’ activity:
·Think or add things they want to share with their families.
4min Drill & Homework Teacher’s activity: ·Display the drill for Ss and ask them to finish it very quickly so as to remind them how to greet others, how to use possessive adjectives, how to answer general questions and how to form “wh- questions” . ·Announce homework. Students’ activity: ·Do the drill of matching 5 short sentences, choosing proper words to complete short sentences and translating sentences. ·Think about what to share with their family about their first week of school.Unit1 My Name’s Gina (第三课时)教学设计
课题 阅读能力培养--提取个人信息
教学目标
教学目标：By the end of this lesson, students will be able to 1. locate information of others ’ names and numbers; 2. build general knowledge of English names. 教学重点：Students can read and locate detail information. 教学难点：Students can know the difference between English and Chinese names.
教学过程
时间 教学环节 主要师生活动
7 min pre-reading 1. let students know about an English name; 2. let students listen and get information of numbers.
9 min while-reading Let students read and get detail information of names and phone numbers.
3 min after-reading Let students fill out a form about detail information as a summary.
1 min Homework Let students complete the passage and write about their friend and them using the target language.Unit1 My Name’s Gina (第一课时)教学设计
课题 听说能力培养——询问及回答个人信息
教学目标
教学目标：By the end of this lesson, students will be able to 1. use different ways to greet new teachers and classmates politely; 2. ask and answer about names. 教学重点：Students can ask and answer about names and greet in different ways politely. 教学难点：Students use different ways to greet new teachers and classmates politely.
教学过程
时间 教学环节 主要师生活动
5 min Get to know new classmates and teachers 1. let students listen to the conversations and say the names according to the pictures; 2. introduce “Ms.” to the students and let them know how to address a teacher.
7min Get to know more classmates and teachers 1. let students listen to the conversations and circle the names they hear; 2. ask questions about the conversation and let the students practice the target sentences.
6 min Greet your teachers and classmates politely Students listen and read the conversations in different situations and let them locate ways to greet people in different ways.
1 min Get more names encourage the students to greet teachers and classmates on the Internet and get more names.
1 min Homework ask the students to finish the exercise on the worksheet.课题 “ 自我介绍”主题下的补充阅读
教学目标
教学目标：1. 学生能在阅读文段中定位具体的个人信息。 2. 学生能通过阅读文段总结自我介绍的结构。 3. 学生能通过阅读为撰写自我介绍做语言铺垫，加深对自我介绍的认识。 教学重点：1. 通过文段总结自我介绍的结构。 2. 理解名字对于中外人士的重要意义。 教学难点：通过文段总结自我介绍的结构
教学过程
时间 教学环节 主要师生活动
2min Lead-in Teacher’s activity ·Introduce the learning objectives of this lesson. ·Explain the situation to Ss. Students’ activity ·Be clear about the objectives and the situation of this lesson. ·Predict what they might learn in this class.
3min Reading Activity 1 Teacher’s activity ·Ask Ss to read Liu Shanshan’s self-introduction, and fill in the chart. Students’ activity
·Participate in Reading Activity 1. ·Read and find the specific information about certain people.
6min Reading Activity 2 Teacher’s activity ·Ask Ss to read Helen Smith’s self-introduction. ·Ask Ss to compare the first two self-introductions and fill in the chart. ·Encourage Ss to summarize the items that can be included in self-introduction according to the first two self-introductions. Students’ activity ·Participate in Reading Activity 2. ·Read and find the specific information about certain people. ·Draw a mind map to summarize the items to put into a self-introduction.
10 min Reading Activity 3 Teacher’s activity ·Ask Ss to think about what else we can write in a self-introduction. ·Ask Ss to read Zhang Ming’s self-introduction and find the items in it, especially the new one(s). ·Guide Ss to pay attention to the structure of the Ming’s self-introduction. Students’ activity ·Participate in Reading Activity 3 and think. ·Read and identify each specific information about Ming. ·Specify the new item(s). ·Recognize the three parts of a self-introduction
3min Group work Teacher’s activity ·Ask Ss do the guessing game in groups of four to infer the meanings of the given names. ·Help Ss to understand that names are important symbols to people, and to appreciate the meanings of their names. Students’ activity ·Work in four and discuss the hidden meaning of the given first names. ·Feel the importance of and the love embedded in names.
1min Homework Teacher’s activity: ·Announce the homework. Students’ activity: ·Review the meanings of the names in this lesson and think about the meanings of their names. ·Be prepared for his/her own self-introduction, such as checking the structure of self-introduction they have learned in this class.课题 以读促写——描述个人信息
教学目标
教学目标：1. 学生能使用合适的词汇和表达撰写自我介绍。 2. 理解并在今后能实操撰写自我介绍的五个步骤。 教学重点：1. 复习自我介绍可包括的内容，拓展新内容。 2. 熟知自我介绍的篇章结构。 3. 通过对比阅读，掌握撰写自我介绍的五步骤，并课下进行实操。 教学难点： 自我介绍的内容与结构及撰写自我介绍的五步骤。
教学过程
时间 教学环节 主要师生活动
2min Lead-in Teacher’s activity: ·Introduce the learning objectives of this lesson. ·Explain the situation to Ss. Students’ activity: ·Be clear about the objectives of the lesson. ·Be aware of the setting of this lesson and make reasonable expectations.
2min Revision Teacher’s activity: ·Review the previous lesson by revealing the first step of writing a self-introduction.
·Ask Ss to recall what they have learned in the previous lesson and list them out. Students’ activity: ·Retrieve their memories about the previous lesson. ·Think and name the items to be included in a self-introduction.
7min Presentation Teacher’s activity: Show Ss the 2nd and 3rd steps of writing a self-introduction. ·Ask Ss to work in four and think about what else we can put in our self-introductions. ·Draw a mind map based on Ss ’ answers. ·Provide and explain the vocabulary and expressions for Ss to help them build up their word bank and enrich their out-put. Students’ activity: ·Work in four and add items to be included in a self-introduction. ·Read the words and phrases after the teacher. ·Learn and think how to use these words and expressions in their own writings.
3min Reading Activity 1 Teacher’s activity: Show Ss the 4th steps of writing a self-introduction. ·Display the first draft of Li Hua’s self-introduction to Ss. Ask them to read and evaluate its quality in terms of contents and structure. ·Remind Ss of the structure of a self-introduction they have learned in the previous lesson. Students’ activity: ·Participate in Reading Activity 1. ·Read and judge the quality of Li Hua’s first draft of his self-introduction and express the reasons.
7min Reading Activity 2 Teacher’s activity: Show Ss the 5th steps of writing a self-introduction. ·Encourage Ss to recall what else can be put in to Li Hua’s self-introduction. ·Display the revisions of Li Hua’s self-introduction to Ss. Ask them to read and evaluate the quality in terms of contents and structure. Students’ activity: ·Participate in Reading Activity 2. Think and name the things that can be added to the writing. ·Read and judge the quality of Li Hua’s self-introduction after Helen’s and Ming’s revision respectively and express the reasons.
2min Discussion Teacher’s activity: ·Display the final version of Li Hua’s self-introduction to Ss. Ask them
to read and evaluate. ·Have Ss work in four and discuss why they like the final version or not. Students’ activity: ·Participate in the discussion. Think and list the reasons why they like or dislike the writing.
2min Summary & Homework Teacher’s activity: ·Summarize the five steps of writing a self-introduction and review each step briefly. ·Announce the homework. Students’ activity: ·Review the five steps of writing a self-introduction together with the teacher and other specific words and expressions they have learned in this lesson.Unit1 My Name’s Gina (第二课时)教学设计
课题 情境中的语法学习--分析个人信息的表述方式
教学目标
教学目标：By the end of this lesson, students will be able to 1. use the present simple tense of the verb be correctly; 2. use the adjectival possessive pronouns (形容词性物主代词) correctly. 教学重点：Students can use verb be and adjectival possessive pronouns. 教学难点：Students can apply verb be and adjectival possessive pronouns to different situations.
教学过程
时间 教学环节 主要师生活动
4 min Lead in 1. let students predict the conversations according to the pictures; 2. show the conversations for students to verify.
7min Grammar detective 1. let students recall the conversations in the previous part; 2. list key sentences and mark the key words and encourage students to find rules in these sentences; 3. summarize the use of the present simple tense of the verb be and adjectival possessive pronouns.
5 min Grammar application 1. let students predict according to the picture; 2. let students to listen and answer detail questions and check the answers; 3. ask students to complete the conversation using target
language.
1 min Presentation Let students make up a conversation according to the sample.
3 min Challenge 1. let students put the words in order to make conversations. 2. let students complete the conversation.
1 min Homework ask the students to finish the exercise on the worksheet.
