3a—3e公开课教学设计模版

Learning Plan

I. What to learn

1

设计意图：学习内容一目了然，学生明白学什么。

II. Learning goals In this lesson, you will

1. Review some words of the Starter Units

2. know how to tntroduce oneself and greet people

Hello. / Hi. / Good morning. / Nice to meet you.

My name’s…. / I’m….

3. learnto ask others’ name

What’s your / his / her name? 4. learn to use “my, your, his, her”correctly 5. listen for specific information 6. learn to make more new friends 设计意图：学习目标语言表述言简意赅，学生明白为什么学。目标结合文本内容有机渗

2

透了英语学科核心素养的语言能力、文化品格、思维品质、学习能力四个维度，自然不牵强。

III. How to get to goals 设计意图：听说教学，通过听力先输入，再通过各种方式和途径进行说的输出是达成本节课的教学目标的主要思路。

Task 1 Review (1a) Show students the picture of 1a and say “This is our new classroom. What can you see in the classroom?”

Then let’s play a game“How many words can you write down?”

展示1a图片，全班分两组或三组，每组两位学生参加比赛，一分钟之内，哪组写的单词多哪组获胜。

设计意图：通过竞赛活动，复习旧知，竞赛能更好地调动学生的积极性，并用饱满的精神参与到新知的学习。

Task 2 Work on 1b

1. Let’s see the picture again.

What else can you see? What are they doing? How do they greet people? How do they introduce themselves? 2. Listen and number the conversations[1-3] . pay attention to the names.

3. Listen again and check the answers. 设计意图：听前引导学生根据图片上的对话内容熟悉如何打招呼和自我介绍。提前熟悉听力内容，降低听力的难度，缓解听力焦虑。

Task 3 Work on 1c 1. Practice the conversations.

老师和学生，男生和女生，组和组

2. Make conversations with your partners. 3. Invite some pairs to share their conversations. 设计意图：在1b听力的输入前提下，师生、生生机械操练，熟悉目标语言，再两人小组自编对话，进行输出。

Task4 Work on 2a&2b 1. 指着刚刚表演对话的中的某个男生问

What’s his name? 引导学生回答His name’s….

用同样的方式询问

What’s her name? 引导学生回答Her name’s…. 2. Next we are going to meet more new friends. What are their names?

Ask students to read the names in 2b. Pay attention to the pronunciation. 3. Listen and circle the names in 2b. 4. Listen again and number the pictures[1-4]in 2a. 5. Listen again and fill in the blanks. (1) Eric: Hello. What’s _____ name?

Alice: _______ name’s Alice.

Eric: _______ Eric. Alice: Nice to meet you. (2)Tom: What’s _____ name?

3

Grace: ______ name is Eric. Tom: And what’s ________name? Maria : ______ name is Alice. (3)Bob: Excuse me, are ____ Eric? Eric: Yes, ____ am. Are you Mike? Bob: No, I’m not. I’m Bob. Nice to ______ you. Eric: Nice to meet you, ____.

(4)Ms. Miller: Good ________! Boys and girls. My name is Ms. Miller. What’s your name? Jack: My name is Jack. Ms. Miller: _____ what’s your name? Mary: My name is _______. 6.Listen and repeat the conversations. Pay attention to the inotation. 设计意图：听前的各种活动让学生熟悉话题内容，明确任务要求，扫除语言障碍。听中将2a和2b的两个活动调换了一下顺序，在熟悉人名的情况下再去排序能降低难度。听听力填单词，一方面加深听力训练的难度，另一方面检测本节课的知识点学生是否很好地掌握。最后模仿语音语调，让学生学习适应不同的语调。

Task5 Work on 2c

T shows some pictures and names on the screen. Ask students to make conversations quickly. Eg: A: What’s his name?

B: His name’s ….

A: What’s her name?

B: Her name’s….

Task6 Summary

与人见面时，我们还要学会与人打招呼，你会哪些打招呼和问候用语？

________________________

___________________________

________________________ 要想和别人交朋友，就得学会怎样询问别人的名字？你学会了吗？

1. -What’s _______ name?

2. -What’s _____/______ name? -________.

-______./_______. - _____ name’s Jenny.

-______ name’s Eric./ ______ name’s Mary. - ______ Jenny.

-______ Eric./ ______ Mary.

注意：

What’s = ____________

I’m = ______

name’s = ____________ He’s=_______________

she’s=___________

设计意图：总结本节课所学的重点知识和内容，做到心中有数。

Task7 Homework 收集或画你喜欢的人的图片，在图片下面写上His/Her name’s…，并于第二天上课带到学校来。

设计意图：练习本节课所学的难点，为下一节课准备素材。

4