二0二三年度七年級上冊Unit1Myname'sGina皇影Unit1SectionB2a2c

1、Unit 1 My name is Gina.Section B 2a 2c上課教師：皇 影上課班級：七年級 14 班本課課型：閱讀課教學內容分析本單元的話題是Making new friends。在Section A中，學生學習“與人打招呼、自我介紹及介紹他人”。Section B 在Section A的基礎上進行話題內容擴展，豐富了語言的輸入。2a-2c 以閱讀活動為主，讓學生在語篇中繼續(xù)學習和鞏固本單元的目標語言。2a是讀前活動，要求學生區(qū)分英文的姓名并體會英語姓名與中文姓名之間的差異，為理解后面的閱讀內容做好準備。2b讓學生通過閱讀語篇獲取英文姓名和電話號碼等個人基本信息。2c要求學生

2、在讀懂2b的基礎上捕捉細節(jié)，并能進行必要的邏輯推理，完成讀后任務。學情分析 剛進初一，學生的基礎有一定差異-有的孩子在小學階段已經有很多的英語知識儲備，詞匯量比較大，并能流利的用英語表達；但有的孩子積累較少，詞匯量較小，也不能夠很完整的表達自己。但總的來說，絕大部分學生思維活躍、課堂專注、能積極參與課堂活動、大膽發(fā)表自己的看法和觀點，也能夠勇敢地提出自己的疑問。教學目標知識目標能區(qū)分英文的姓和名能用目標語言做簡單自我介紹能力目標能初步運用scan的閱讀策略在閱讀過程中把握細節(jié)信息能進行必要的邏輯推理，完成閱讀任務情感態(tài)度 樂于與他人溝通，在語境中介紹自己的信息知道在自我介紹的過程中應適當保護自

3、己的個人隱私文化意識 了解基本英文名的構成 體會英語姓名與中文姓名之間的差異教學重難點重點：初步使用scan的閱讀策略進行閱讀難點：了解中英姓名的基本差異“學科核心素養(yǎng)”培育：英語學科的核心素養(yǎng)包括語言能力、思維品質、文化意識和學習能力四個維度。在本課中，四種能力都有所涉及。從語言能力來說，本課主要讓學生能初步運用閱讀策略讀懂關于自我介紹和介紹他人的相關信息，并能運用目標語言做簡要自我介紹并介紹他人。思維品質主要體現(xiàn)在讓學生思考自我介紹是否應該主動告訴自己和別人的電話號碼。文化意識方面主要是讓學生了解英語名字的基本構成，以及了解中英文姓名的差異。學習能力方面主要是初步運用scan的閱讀策略在閱

4、讀過程中把握細節(jié)信息，為以后的閱讀打下基礎。英語學科核心素養(yǎng)應該從起始階段開始培養(yǎng)，并在每一節(jié)課中逐步滲透。教學過程Teaching ProcedureTeachers ActivitiesStudents ActivitiesExplanationWarming-upGet the students to play a guessing game. Students guess what it is.Get the students to know what todays lesson is about.Lead-in (Picture talk)Get the students to lo

5、ok at the picture in 2a and answer a question.Students answer the questions: Can you see any names? What kind of names can you see？Get the students to observe the picture carefully and get some information from it. Presentation1. Present “first name” and “l(fā)ast name” by using the name “Jack Smith”in

6、the picture.2. Present “middle name”.1. Observe the picture and find out the boys name. 2. Know about “middle name”. Know the meaning of first name, last name and full name. 2a1. Get the students to read the list of names and finish the task. 2. Ge the students to observe the names.1. Read the list

7、of names and write L for last name and F for first name. 2. Answer the question: Are these all English names?To help students know what first name and last name are and know about the difference of Chinese and English first name and last name. Practice Get the students to work in pairs to talk about

8、 their names and different first names and last names. Work in pairs to talk about different names.To help students practice using first name and last name. Deep thinkingGet the students to think about the question.Answer the question: Where do we need to write / can we say first name and last name

9、separately?To help students know the way to use first name and last name in our daily life. Before-reading Get the students to observe the pictures. Answer the questions.To help the students know background information about reading.While-reading 2b1. Get the students to read quickly and answer a qu

10、estion.2. Get the students to finish the task. 1. Answer the question: What are the messages about?2. Students match the pictures first. Then circle the first names and underline the last name. To give students the opportunity to practice and apply what they have learned. While-reading 2cGet the stu

11、dents to finish the task.Students match the names with the telephone numbers. Find 3 pairs of friends. To provide students with reading comprehension practice using the target language. After-reading I 1. Get the students to listen and repeat. 2. Get the students to introduce themselves. 1. Students listen and read 2a. 2. Make a simple self-introduction.To help students improve their pronunciation and intonation. To help them use what they have learned.After-reading IIGet the students to think about the question.Ans