人教版七年级上册Unit 1 My name’s Gina Section A Grammar Focus-3c 教学设计（）表格式

教学设计
课程基本信息
学科 英语 年级 初一 学期 秋季
课题 Unit 1 My name’s Gina. Section A Grammar Focus-3c
教学目标
【知识目标】 识记并熟练使用目标句型： —What's your/his/her name？ —My/His /Her name is… —Are you…？—Yes, I am./ No, I'm not. —Is she/he…？—Yes, she/he is. / No, she/he isn't. 掌握your, his, her等形容词性物主代词和be动词的基本用法；以及与be动词相关的缩略形式，如what's, name's, I'm, he's, she's。 区分男名和女名。 【能力目标】 熟练使用目标句型做自我介绍及问候他人。 熟练使用目标句型询问和确认他人的姓名。 【情感目标】 1. 在轻松、愉快的学习氛围中熟识新伙伴,增进友谊，增强使用英语解决问题的信心。 2. 学会如何礼貌地与他人交往，与伙伴团结一致、友好相处。
教学内容
教学重点： 1. 学会使用目标语言进行自我介绍,正确使用问候语,学会交朋友。 2. 学会使用目标语言询问和确认他人的姓名。 3. 在真实语境中使用对话认识他人。 教学难点： 1.了解your, his, her等形容词性物主代词的简单用法。 2. 准确使用目标句型确认他人的姓名。
教学过程
Step 1: Lead-in　 Present the learning objectives in the class. By the end of the class, you will be able to （1） use the present simple tense of linking verb be correctly; （2） use the adjectival possessive pronouns (形容词性物主代词) correctly； （3） ask and answer about people’s names fluently. Play a video about introducing people’s names to arouse students’ interest. Present two pictures of the teacher’s school and class, then ask the students if they like their classes and schools. 设计意图：通过观看视频和图片，激发学生自我介绍、询问和确认他人姓名的热情，并为语法教学做语言铺垫。 Step 2： Presentation Ask if the students remember when they met for the first time. Present the picture of campus and lead the students to guess what they could say, finish the conversation. Eric: Hello. What’s ____ name Alice: _______ name’s Alice. Eric: _______ Eric. Alice: Nice to meet you. Present the picture of the school library, and lead the students to guess what they could say, finish the conversation. They should understand the names of the four people in the picture. Linda: Good afternoon！____ name’s Linda. ____ you Helen Helen: Yes, I _____. Nice to meet you, Linda. Linda: Nice to meet you, too. What’s ____name Helen: ________ Jane. Linda: ____ he Jack Helen: No, he ______. ______ name’s Mike. 设计意图：创设真实情境，引导学生感知目标语言的表意功能，熟练使用目标语言完成交际。 Step 3: Finding out the rules – Grammar Focus Lead the students to think about the reason why they ask and answer about names. Because they want to make more friends. Then ask the students: Do you remember what they say Lead the students to read Grammar, and understand the meanings. Ask if they can find some rules. Lead the students to find out the adjectival possessive pronouns, and explain the use. Then fill in the blanks. (1) I’m Jack. ______ schoolbag is red. (2) He is Eric. _____ jacket is blue. （3） You are Mary. ______ pencil is black. （4） She is Grace. ____ cup is purple. （5） It is my dog. ___ name is Wangwang. Lead the students to find out the forms of linking words be: am, is, are. Then fill in the blanks. (1) Hello! I _____ Jack. (2) _____ her name Jenny (3) What _____ your name (4) _____ you Ms. Smith (5) My parents ____ Bob and Mary. (6) Jim and Eric _____ in Class Five. Lead the students to write down the full forms of I’m, he’s, she’s, name’s, what’s. 设计意图：通过观察归纳语法规律，并在练习中感知其语义功能，巩固其用法。 Step 4: Challenge Lead the students to finish activity 3a. They should pay attention to the capitalized letters in the sentences. Lead the students to finish activity 3b. Then check. A：Hi, what's your name B：My name's Gina. Are you Tom A：No, I'm not. I'm /My name's Bob. B：Hi, Bob. Nice to meet you. A：Nice to meet you, too. Lead the students to finish 4 conversations with the help of the pictures. They’ll make conversations about Yuan Longping and Wang Yaping, and some people who meet for the first time. Present a big challenge. Lead the students to write down a conversation according to the situation: Linda and Bob are joining in the English Speech Contest (英语演讲比赛) in Taiyuan，they meet for the first time. And it’s time to sign in（签到）， they want to find Ms. Brown. The teacher can present a conversation to help them. Bob: Good morning! What’s your name Linda: My name’s Linda. Bob: I’m Bob. Nice to meet you! Linda: Nice to meet you, too. Bob: It’s time to sign in. Let’s find Ms. Brown. Is she Ms. Brown Linda: Sorry, I don’t know. Bob: Excuse me. Are you Ms. Brown Ms. Brown: Yes, I am. Glad to see you! Bob, Linda: Glad to see you, too! 设计意图：创设真实语境，引导学生巩固目标语言，突破重难点，提升综合运用语言的能力。 Step 5: Homework Please finish the exercise on your worksheet. Imagine you are having a summer camp(夏令营). Please make up a conversation to ask about four students’ names. （for all students） If you are good at English, please finish three more readings. (for students of Level A) 设计意图：通过设置分层作业，在真实语境中巩固所学目标语言。 Step 6: Conclusion Say, we meet at school, in the public places and maybe in the space one day. Being polite is very important. Wish you have a happy school life and good luck！ 设计意图：鼓励学生待人热情，主动问好，与人为善，增进友谊。
板书设计
Section A (Grammar Focus－3c) 1.—What's your/his/her name？—My/His /Her name is… 2.—Are you…？—Yes, I am./ No, I'm not. 3.—Is she/he…？—Yes, she/he is. / No, she/he isn't.
教学反思
本课时是一节语法练习课。我创设了关于学校的真实情境，引发学生思考人物关系，并完成自我介绍、询问和确认他人姓名的任务。从在情境中猜测人物对话，到引导学生观察归纳语法结构，再到真实情境中的挑战练习，学生完成了由感知到归纳、巩固的认知过程。挑战由造句到补全对话、再到根据情境自编对话，由浅入深，学生在完成不同任务中逐步提升综合运用目标语言的能力，提升英语思维及表达的核心素养。 不足之处是，如何更加高效地引导学生观察归纳语法现象，这是我在语法教学中需要探究的方向。