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英語《My name is Gina》教案
教案中對每個課題或每個課時的教學內容，教學步驟的安排，教學方法的選擇，板書設計，教具或現(xiàn)代化教學手段的應用，各個教學步驟教學環(huán)節(jié)的時間分配等等，都要經(jīng)過周密考慮，精心設計而確定下來。下面，小編為大家分享英語《My name is Gina》教案，希望對大家有所幫助!
英語《My name is Gina》教案 篇1
教學目標
1.學會詢問周圍新同學的姓名，并且將自己剛認識的好朋友介紹給全體同學。
2.通過學生制作名卡或桌卡來提高學生學習英語的興趣，體現(xiàn)英語的實用性。
3.通過以上任務活動，掌握形容詞性物主代詞的用法及其與人稱代詞的主格的區(qū)別，并且在第一節(jié)課讓學生對英語的學習產(chǎn)生興趣。
4.德育目標：熱愛班集體，團結同學。
教學重點和難點
1.形容詞性物主代詞的用法
2.在任務活動中掌握you 和your ，he 和his,she 和her 的用法
3.重點句型(斜體字為擴展句子) ：
Hi / Hello! Good morning / afternoon / evening.
How are you? Fine, thank you! / Very well / So-so /All right.
What’s your name? My name is …/I’m …
What’s his/ her name? His/Her name is …
課前準備
1.學生課前準備：
利用網(wǎng)絡查閱中英文姓名及初次見面時各國或各地風俗、禮儀，體會它們的不同之處; 準備硬紙片和水彩筆;
用英文介紹自己的姓、名。
2.教學器材：錄音機、電腦、圖片。
3.教學課件：中英文名字展示片。
任務一：結識新朋友。
1.老師首先向學生做一個自我介紹，將名字寫在黑板上:My name is …,My first name is…,My last name is …同時介紹一下名字的意義，然后學生就近結組，進行自我介紹。例如：一個學生叫徐燁，他說：My name is Xu Ye. Ye means light;一個叫王超的學生介紹說:My name is Wang Chao. Chao means Superman.這個任務能夠激起學生學習英語的興趣，同時擴大詞匯量。
2.“What’s your name?”傳句子比賽。學生按行分組，一個同學問，“What’s your name?”第二個學生回答，“My name is …”然后再接著問第三個人,“What’s your name?”第三個人答，“My name is … His/ her name is …”再接著問第四個人What’s your name?”。看哪個組最先獲勝。
任務二：學生利用電腦向大家展示他們所搜集的中英文姓，問候語名及各國或各地初次見面時的禮儀，體會它們的不同之處;然后由抽簽決定各組同學分別用哪個國家或哪個地區(qū)的禮儀(例如：日式、美式、法式和學校版的禮儀)來表演兩個人初次見面時的問候語及談話內容(用英文)，看哪一組同學表演得形象，語言準確，最后評出最佳組合。
任務三：找朋友。并將他或她加入你的朋友記錄中。該任務是通過學生自己去詢問他們感興趣的同學的愛好，找出他們之間的共同點，然后和他們交朋友(利用時間爭取和所有的同學交朋友，了解他們各自的優(yōu)點)，并將自己所掌握的新朋友的'信息介紹給全體同學，讓大家了解他(們)。在該任務的執(zhí)行過程當中，學生可以盡量施展他們的才能，傾盡其所學的英文知識來展示自己并且看誰能獲得最多的信息。因此，這項任務在調動學生學習英語興趣的同時，也反復操練了本單元的關鍵句型和形容詞性物主代詞，尤其是he and his, she and her;同時運用到一些超出本課教學內容的語言知識，學生參與性強，最大限度的調動了他們的積極性，同時也為學生樹立了英語學習的信心。
任務四：制作姓名卡。制作姓名卡，由小組協(xié)作共同完成名卡的設計與制作，名卡中要求包括學生的漢語名字(拼音書寫)和英文名字，其他的內容由各組自行設計，但要求每個人的名卡的設計要有創(chuàng)意、體現(xiàn)小組的共性、美觀大方、經(jīng)久耐用、語言準確。因此，該任務既體現(xiàn)個性，又體現(xiàn)共性;既有分工，又有合作。
任務五：作業(yè)。為自己、父母、親朋好友找一個有意義的英文名字，同時將他們介紹給你的同學們。
英語《My name is Gina》教案 篇2
Period One
課前準備
教師：準備游戲時所用的圖片（食物、蔬菜、動物）。
學生：準備表演時所需道具（服裝、假發(fā)）。
教學設計
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戲調動學生的積極性，同時通過對冠軍的`介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（圖片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.（引課方式貼近生活，學生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.（通過句型的操練使學生更加熟練掌握所學的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.（用談話的方式完成任務，生動活潑，同時更容易向學生進行美德教育。）
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.（以表演的形式完成，使課堂氣氛達到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
Period Two
課前準備
教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。
學生：需要向父母了解自已名字的含義。
教學設計
Step One: Revise the sentence patterns.
1. Sing an English song.（用唱歌的方式既帶動了氣氛，又復習了所學內容。）
Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. Act out the dialogues.（在特定的情景下表演對話更符合實際，更貼近生活。）
Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1. Play a name game.（有效引出“英文名字”這一主題。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.
S5:…….
2. Choose English names.
1).Find out first names and last names.（用小組的方式完成名字的識別。）
Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
| Jenny Gina Alan Mary Jim Tony Tom Bob Mike |
| Green Miller Jack Smith Brown Linda Nick Kim Hand |
英語《My name is Gina》教案 篇3
Period Three
課前準備
教師：準備所需的歌曲磁帶、名片樣本及各項表格。
學生：制作名片所需的紙張、畫筆等。
教學設計
Step One: Present the English numbers.
1. Sing the song “Ten Little Indian Boys”.（歌曲歡快有趣，比起單純教授單詞更為有效。）
Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2. Listen to the conversation and write the telephone number.（通過聽力復習單詞。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1. Make a survey about your partners’ telephone numbers.（調查組內成員的`電話號碼，重點練習所學句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name | Telephone numbers |
Li Lei | |
Liu Yu | |
Lin Fang | |
Yin Kailin |
S1: Hello, Liu Yu. What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is…
2. Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3. Listen and match the names and telephone numbers.（制作電話號碼簿這一任務能夠大面積調動學生裝的參與意識。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers.
(Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ?
S:…
4. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
英語《My name is Gina》教案 篇4
一、教學目標
在本節(jié)課結束時，學生將能夠了解教室環(huán)境中物品的名稱并在口語中正確使用My name is… Nice to meet you.等句型簡單介紹自己，了解他人的姓名信息，進一步了解新同學；學生將能夠了解單元任務的具體要求，并完成自己和小組內成員的姓名部分。
知識與能力：
1. 學生將能夠準確讀出教室日常用品的名稱并根據(jù)圖片提示正確拼寫。
2. 學生將能夠在口語中使用Good morning，hello, hi，nice to meet you 向他人打招呼，正確使用句型My name is Gina. What’s your name? 簡單介紹自己的姓名并詢問同學的姓名.
3. 學生將能夠初步了解形容詞性物主代詞my your, his, her的用法。
4. 學生將能夠制作班級同學中英文名字記錄表中的一部分。
過程與方法：
采用自主學習、小組合作探究學習策略，利用教學圖片、幻燈片等來展開課堂教學、 Pair work 問答式的口語交際活動，進行 “打招呼和簡單自我介紹” 的課堂教學和練習。本單元的教學法建議：
詞匯教學——采取情景介紹或演示對比的方式進行教學，讓學生在情境中操練、理解含義，并學會運用；
口語教學——采取 pair work 問答式的口語交際活動或游戲等小組活動互相操練；
聽力教學——采取圖文配對和對話選擇的方式。
情感態(tài)度與價值觀：
通過學生之間的互相認識，培養(yǎng)學生廣交朋友及友好相處的品質。
二、教學重難點
教學重點：
1. 能夠介紹自己的姓名：My name is …I’m…
2. 能夠簡單問候初識的朋友：Hello!/Hi! Good morning! Nice to meet you!
3. 能夠正確使用形容詞性物主代詞my your, his, her
三、教學策略
詞匯教學——采取情景介紹或演示對比的方式進行教學，讓學生在情境中操練、理解含義，并學會運用；口語教學——采取 pair work 問答式的口語交際活動或游戲等小組活動互相操練；聽力教學——采取圖文配對和role-play的方式；
四、教學過程
Step 1： warm-up
教師介紹本節(jié)課的重點學習內容以及單元任務。
復習有關教室物品的單詞。教師通過提問what’s in our new classroom，讓學生盡可能多地說出有關教室常用物品的單詞。
【設計意圖】
通過問答游戲引入新課，貼近生活，創(chuàng)設熟悉的生活環(huán)境。用師生連鎖問答的形式，活躍課堂氣氛，讓盡可能多的學生動起來，迅速調整到上課的狀態(tài)中來。在鞏固所學生詞的同時，也為下一步新單詞的呈現(xiàn)做鋪墊。
Step 2： Presentation
Activity 1. 引導學生觀察課本1a圖片寫出圖中你知道的物品名稱。如 clock, window, door, book, schoolbag等。教師在核對答案時關注生詞的發(fā)音。引導學生再次觀察圖片，找到人物的英文名字并嘗試讀出來。T : where are they? Are they new students? How many English names can you see? Can you read the names? Now let’s listen and find out who they are.
【設計意圖】
通過觀察圖片引導學生關注教室日常用品同時鞏固前一項活動中所提到的詞匯，初步了解人物的英文名字，為下一個聽力做好準備。
Activity 2.
讓學生聽第一遍錄音，整體感知三組對話的語境，完成1b 任務。教師核對完成情況，追問學生判斷的依據(jù)（通過學過的人名來判斷對話的順序），引導學生明白通過關鍵詞完成聽力任務的學習策略。
讓學生聽第二遍錄音，關注對話中的兩人是如何打招呼和介紹名字的。讓學生找出相關句型并在黑板分三組進行板書：Hi，hello, good morning; I’m… My name’s…; nice to meet you， nice to meet you, too.
讓學生聽錄音跟讀并模仿對話。
【設計意圖】
運用多媒體的直觀性，創(chuàng)設語言情境，呈現(xiàn)功能用語，使學生感知真實語言情景下的教學，輕松地理解、掌握新知識，而且使語言更具說服力，符合學生的認知，達到呈現(xiàn)的目的，增強教學的實效性。
Activity 3.
讓學生假設自己是圖片中的人物，同桌分角色練習1b 中對話。
讓學生用真實身份在同桌之間和小組內互致問候，相互介紹，并在記錄本上進行記錄。
請學生在班級展示對話，教師提醒注意模仿1b 對話的`語調。
【設計意圖】
重視語言輸入和操練的準確性，引導學生在語境中感知，模仿新的語言。
Activity 4
引導學生看2a 圖片嘗試描述對話發(fā)生的場景。
播放第一遍錄音，讓學生連續(xù)聽四組對話，整體感知聽力內容。
再放一遍錄音，提醒學生注意人名，完成 2b 任務，完成2a 排序任務。
核對答案，并請學生說出判斷的依據(jù)（聽力中的關鍵詞，如人名）
引導學生完成 2c 問題，并在小組內進行練習，完成單元任務中小組成員的部分。
讓學生合上書，聽2d 對話錄音。學生自己記錄關鍵信息，班級匯報。
讓學生再次聽錄音，補充記錄，班級匯報。
讓學生翻開書，聽錄音，模仿語音，語調跟讀對話。注意疑問句的語調變化。
班級學生分角色朗讀，之后學生自主選擇展示活動：改編對話，背誦對話，朗讀對話。自主準備，之后班級展示。
【設計意圖】
聽力教學應該為學生搭建支架，增加聽前活動，通過各種方式讓學生熱身，熟悉話題內容，激活背景知識，掃除語言障礙。通過看圖片，整體感知，注意人名等活動為學生完成聽力任務搭建了臺階，有助于學生增強信心。在最后的展示活動中設計適合不同層次水平學生的展示活動，有助于提升學生學習的信心。
Step 3：summary
引導學生總結本堂課所學到的主要內容，教師加以補充
【設計意圖】
在每節(jié)課結束的時候對所學知識加以回顧能及時喚起學生的記憶并加以鞏固。
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