Unit 1 My name’s Gina Section B 2a—3b Self check 教学设计（表格式）人教版七年级上册

教学设计
课程基本信息
课题 Unit 1 My name’s Gina.(Period 4)
教学目标
通过在主题语境中感知学习中西文化中“姓氏”与“名字”的位置顺序差异，区分“first name/given name”和“last name/family name”，归纳中西方常见的姓氏，培养学生运用所学知识在不同场合（正式、非正式场合）与不同人（熟人朋友、老师长辈）打招呼的能力，指向培养学生的语言能力和文化意识。 通过指导学生在读前预测，在读的过程中划出关键词、关键句，培养学生能在具体语境中识别关键信息，锻炼学生阅读技能，指向学生学习能力和阅读能力的培养。 通过指导学生制作ID card并用几句话介绍自己，锻炼学生写与说的能力，指向学生语言能力和写作能力的培养。 通过分析示例，总结归纳介绍自己和朋友的常用表达方式，积累语言知识，培养学生分析判断、归纳整合思维，指向学生思维品质和写作能力的培养。
教学内容
教学重点： 通过在主题语境中感知学习中西文化中“姓氏”与“名字”的位置顺序差异，区分“first name/given name”和“last name/family name”，归纳中西方常见的姓氏，培养学生运用所学知识在不同场合（正式、非正式场合）与不同人（熟人朋友、老师长辈）打招呼的能力，指向培养学生的语言能力和文化意识。 通过主题语境下的读写活动，实现从“阅读文本中的信息”向“自己写信息”转变，指向于培养学生的读写能力和思维品质。 教学难点： 1. 通过指导学生在读前预测，在读的过程中划出关键词、关键句，培养学生能在具体语境中识别关键信息，锻炼学生阅读技能，指向学生学习能力和阅读能力的培养。
2. 通过主题语境下的读写活动，实现从“阅读文本中的信息”向“自己写信息”转变，指向于培养学生的读写能力和思维品质。
教学过程
Step 1 Lead-in 1. Let students watch a video about me. 2.Review what students have learnt before and learn new expressions of “first name and last name”. 设计意图： 视频导入：通过教师的自我介绍视频，创设主题语境，引出话题，增添课堂趣味性。预热生词，为语言输出作铺垫。 Step 2 Pre-reading I have a good friend. Her name is Mia Brown.Her first name is Mia and her last name is Brown. She is a teacher too. Look! These are her students.Do you know their names 1. Work on 2a. Let’s read the list of names. Write F for first name and L for last name. 2. Summary. Common family names in English-speaking countries: Green, Miller,Smith,Brown. In China, Zhang… In English, the given name comes first, the family name comes last. But in China, the family name comes first and the given name comes last. 3. I got some messages from Mia. Look, these are three pictures. What can we know from the pictures What are the messages about Let’s guess. 设计意图： 1. 情景创设：我有一个好朋友，她也是老师，这些是她的学生，一起来认识一下。 2. 语言输入与文化意识： 学生感知first name,last name的区别，能区别名字与姓氏；学生发现英语姓名与汉语姓名的位置顺序不同，体会文化差异。 3.读前预测：通过2b中的3张图片，引出接下来要读的信息。让学生读图进行合理的预测，引起学生读的兴趣，降低阅读的难度，培养学生读图和预测的能力。 Step 3 While-reading 1. Read and match the messages with the pictures. Circle the first names and underline the last names. How do you get the right answer 2.Read carefully. Match names with telephone numbers . Then find three pairs of friends in the name list. 设计意图： 1. 阅读技巧：抓住图片中2男同学以及My friend is in China.Her name is Zhang Mingming.这一关键信息，判断图片的顺序。 2. 仔细阅读，信息配对：文本的体裁是应用文，锻炼学生获取有效信息的能力。 Step 4 Post-reading Let’s learn more. For friends and classmates, call their first names directly. For teachers and elders, call them Mr./Ms./Miss+last name. 设计意图： 文化交际：How do they greet with their friends How do they greet with teachers 引导学生总结在不同场合与不同的人如何恰当地打招呼。 Step 5 Writing Everyone has a name. We can see a person’s name on an ID card. Look! This is an ID card. 1. Work on 3a. Use the information on the ID card to complete the sentences. Her first name is Alice. Her last name is Green. Her phone number is 951-3397. She is in PEP Middle School. Do you have an ID card Can you introduce yourself in this way 2. Work on 3b. Fill in your own ID card and write about yourself. In my case, My first name is .... My last name is …. My phone number is …. 3. Write more about yourself. Brainstorming: age, class,grade, hobby and favorite color… 4. Write about your friend. Useful expressions ①Hello, everyone! I'm .... ②I have a good friend. His /Her name's .... ③His/Her first name is...and his/her last name is.... ④He /She is 13. ⑤His/Her phone number is.... ⑥He/She likes ... 设计意图： 1. 运用在本课习得的词汇句型，在主题情境中获取信息并用英语表达。 2.自己制作身份信息卡，并简单写几句话介绍自己。 3. 头脑风暴：思考更多有关自己的信息，并用英语表达出来。 4. 总结运用：归纳本课所学，运用相关词汇与句型介绍自己的一个朋友。 Step 6 Self Check 1. Write out the numbers. 2. Match the sentences to make conversations. Step 7 Homework Level A Make your ID card, write more about yourself and share it with your friend. Level B Make your own ID card, share it with your friend and write messages about your friend and yourself .