Unit 1 My name’s Gina.

The 1st period ( Section A 1a—2c)

Teaching aims:

1.Get students to learn how to greet people, introduce themselves and make new friends.

2.Teach students to say English names in the right way.

3.Get students to ask for and give telephone numbers.

Teaching keys:

New words: name, clock, am, nice, meet, what, hello

----- What’s your name?  ----- My name is…

----- Hello! I’m Mary.    ----- Hi, Mary! I’m Jim. Nice to meet you.

what’s ＝ what is   I’m ＝ I am   name’s ＝ name is

the personal and possessive pronouns: I, you, my, your, his, her

Teaching difficulties:

1.会拼读生词和问姓名的句型。 2.注意中英文姓名的差别。

Teaching methods:

任务型教学、情景教学和合作学习法

Teaching steps :

I. Warming-up and revision

1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.

2. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.

II. Presentation

Teacher says: , “Hello! My name is Lily. What’s your name?” Get the students to answer, “My name is …” Then teacher says, “It’s a good / nice name. I like your name.”

On the screen show a lovely mouse saying “My name’s Gina.” Underline “My name’s”, tell the students it means “My name is/ I am/ I’m”.

Show the question “What’s your name?” Underline “What’s”, tell the students that it means “What is”.

III. Listening drills (1)

Do Section A, 1b, listen and number the conversations (1-3).

Show the picture on page 1 on the screen with no words on it. Get student to listen to the tape and try to repeat the sentences in the conversations, each correct sentence will earn a point for the group.

IV. Pair-work.

Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.

Have some students come to the front and show their own conversation, then make a comment on it (praise the students first) and give 2 to 4 points to their group.

Do Section A, 1a. First, have the students work in groups, write down as many words as possible on their students’ books in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points.

V. Listening drills (2)

1.Do Section A, 2a. Listen to four conversations and number the pictures (1-4).

2.Do Section A, 2b. Listen again, circle the names according to the tape.

Listen for the last time, then fill in the blanks.

Homework:

1.Listen and read after the tape for thirty minutes.

2.Write down the Chinese meaning of the new words and key sentences, then translate them into English.

对这个教学案例的反思：

一、 教学设计方面；优点：注重培养学生浓厚的学习兴趣。不足：这堂课的设计不是很灵活，不太贴近学生的日常生活，实用性不是很强。改进建议：教学设计应让学生充分感受到英语学习的趣味性和实用性。这样一来，他们会更积极主动参与教学活动，保证了充分发挥学生的主体作用。

二、教学策略方面；改进建议：应进一步创设学生的自主探索空间，让学生善于学习。英语老师在教学中有意识的积极创设学生的主动探索空间，让学生有动脑思考，动手操作，动笔尝试，动口表达的时间和空间，使其外部活动逐渐内化为自身内部的智力活动，从而获取知识，发展智力和能力。

三、教学评价方面；不足：这堂课对学生的评价有些过多的注重了学生的对与错，而忽视了教师评价的主要目的是调控学生的情绪，调动学生参与学习活动的积极性，改进建议：应当更多的鼓励学生，即使学生回答有错误，也要让其感受到老师的期待与关爱。

                                                                                           梓潼县文昌初级中学----冉爱萍