Unit 1 My name is Gina. 

 2d & Grammar focus-3c

（教学设计）
 

教材分析

 What：The text is a dialogue between two unknown friends. The content of the dialogue mainly includes greeting, asking each other’s names and the names of others.

Why：The dialogue provides context for grammar learning. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena.

How：The language of the dialogue is simple and clear, and the greetings are all from the knowledge points learned before. At the same time, it also includes new knowledge points and provides a good context for new knowledge points. Teachers should make use of this feature to design teaching and make grammar learning communicative.
 

教学目标

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

1. 语言能力：(1) master key vocabulary and sentence patterns.

(2) master the usage of the be-verb and the affirmative, negative and general questions of the be-verb.

(3) master possessive and personal pronouns

2. 学习能力:  classify and compare the text information in short dialogues and deepen the understanding of the meaning of the text and find the similarities and difference among the positive and negative sentences and general questions  which can exercise their own observation and discrimination ability.

3. 文化意识：learn different English greetings and become more aware of cultural diversity; improve the sensitivity and discernment of cultural differences between China and foreign countries.

4. 思维品质： actively look for and discover grammatical phenomena when reading short dialogues  under the guidance of teachers; transfer and transform the grammar rules and cooperate with others to complete the learning tasks when doing exercises and output parts.
教学重与

难点

 Teaching important points: 

(1) Master key vocabulary and sentence patterns.

(2) Master the usage of the be-verb and the affirmative, negative and general questions of the be-verb.

(3) Master possessive and personal pronouns

Predicted parts of difficult points:

classify and compare the text information in short dialogues and deepen the understanding of the meaning of the text and find the similarities and difference among the positive and negative sentences and general questions  which can exercise their own observation and discrimination ability.
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  (3’)
Step 1 T  asks Ss a question “When we firstly meet each other, what should we say?”

And then invites some Ss to answer them.

 Ss think about two questions and then actively answer T.

 

 Question can provides a good review for former knowledge.
效果评价 学生是否能认真思考老师的问题；是否能认真并且无误的回忆所学的知识点。
Presentation (15’)
Step 2 T asks Ss to read the passage and then Ss repeat after T to try to imitate the pronunciation and tone. Ss read the passage and repeat after T to try to imitate the pronunciation and tone. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules.

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