Unit 1 My name is Gina. 

 (1a-1f )（教学设计）
 

教材分析

 What：The text is a short dialogue between two people. The content of the dialogue mainly includes asking for other’s telephone number.

Why：Let students know how to rightly read the telephone number and how to ask for others telephone number.

How：The sentence in this short dialogue is just two and the words are quite simply, so teacher must use the conversations in listening tasks to let students to practice more.
 

教学目标

 By the end of this lesson, students will be able to:

1. 语言能力：understand how to how to rightly read the telephone numbers and how to ask for others telephone number and know write and read numbers 0 to 9.

2. 学习能力: have daily communication with others about ask for others’ telephone numbers by learning words and sentence patterns; can judge the listening content according to the keywords.

3. 文化意识：understand the methods of asking ask for others’ telephone numbers, and students can realize the diversity of cultures; improve students’ basic ability to compare and judge cultural similarities and differences.

4. 思维品质：summarize the important information of the text according to the key words in the text, and make innovations in communication after learning the relevant sentence patterns.
教学重与

难点

 Teaching important points:

understand how to how to rightly read the telephone numbers and how to ask for others telephone number and know write and read numbers 0 to 9.

Predicted parts of difficult points:

 have daily communication with others about ask for others’ telephone numbers by learning words and sentence patterns; can judge the listening content according to the keywords.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (2’)
Step 1 T creates a situation: “I” and my friend firstly come to school and they find a lost Student ID card. In the card, there are some information about school, picture, name and telephone number. Then, T asks Ss what should we do to return the ID card back to Gina. Ss listen carefully to T’s created situation and then think carefully about the question. A situation can provide a natural lead-in for the whole class.
效果评价 学生是否能认真听老师的所创造的情景,并认真的思考老师提出的问题。
Pre-listening (10’)
Step 2 T asks Ss to finish 1a and teach them how to pronounce the ten words. After that, T will play a game called “击鼓传花” with Ss to strengthen the words. Ss finish 1a and  firstly know the ten word. Then Ss followed and imitate T’ s pronunciation of words and try to memorize them.

After that, Ss play a game with T.

 1a can lead Ss to firstly know the eight word so that the learning of word can be more smoothly. Games can attract Ss and give Ss a interesting knowledge input.
Step3 T asks Ss to carefully think and discuss with classmates about how to read telephone number. After that, T shows some examples of ways of reading telephone numbers and let students to find and conclude the rulers. Last, T asks Ss to finish the task about reading telephone number in  students ID cards. Ss carefully think and discuss with classmates about how to read telephone number. After that, Ss find and conclude the rulers under the help of examples. Last, Ss finish the task in PPT. Discussion can practice them communicating ability and thinking ability. Tasks can advance their learning.

获取完整word文档，点击右侧栏资源下载。
★★★ 资源可免登录下载 ★★★
 教案吧网站，向广大中小学教师提供各类教学资源word文档下载，如需转载，请注明出处。如若本站内容侵犯了原著者的合法权益，可联系我们进行处理。