初中英语教案my name isgina

英语《My name is Gina》教案

教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来。下面，为大家分享英语《My name is Gina》教案，希望对大家有所帮助!

英语《My name is Gina》教案 篇1

教学目标

1.学会询问周围新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学。

2.通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性。

3.通过以上任务活动，掌握形容词性物主代词的用法及其与人称代词的主格的区别，并且在第一节课让学生对英语的学习产生兴趣。

4.德育目标：热爱班集体，团结同学。

教学重点和难点

1.形容词性物主代词的用法

2.在任务活动中掌握you 和your ，he 和his,she 和her 的用法

3.重点句型(斜体字为扩展句子) ：

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 …

课前准备

1.学生课前准备：

利用网络查阅中英文姓名及初次见面时各国或各地风俗、礼仪，体会它们的不同之处; 准备硬纸片和水彩笔;

用英文介绍自己的姓、名。

2.教学器材：录音机、电脑、图片。

3.教学课件：中英文名字展示片。

任务一：结识新朋友。

1.老师首先向学生做一个自我介绍，将名字写在黑板上:My name is …,My first name is…,My last name is …同时介绍一下名字的意义，然后学生就近结组，进行自我介绍。例如：一个学生叫徐烨，他说：My name is Xu Ye. Ye means light;一个叫王超的学生介绍说:My name is Wang Chao. Chao means Superman.这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。

2.“What’s your name?”传句子比赛。学生按行分组，一个同学问，“What’s your name?”第二个学生回答，“My name is …”然后再接着问第三个人,“What’s your name?”第三个人答，“My name is … His/ her name is …”再接着问第四个人What’s your name?”。看哪个组最先获胜。

任务二：学生利用电脑向大家展示他们所搜集的中英文姓，问候语名及各国或各地初次见面时的礼仪，体会它们的不同之处;然后由抽签决定各组同学分别用哪个国家或哪个地区的礼仪(例如：日式、美式、法式和学校版的礼仪)来表演两个人初次见面时的问候语及谈话内容(用英文)，看哪一组同学表演得形象，语言准确，最后评出最佳组合。

任务三：找朋友。并将他或她加入你的朋友记录中。该任务是通过学生自己去询问他们感兴趣的同学的爱好，找出他们之间的共同点，然后和他们交朋友(利用时间争取和所有的同学交朋友，了解他们各自的优点)，并将自己所掌握的新朋友的信息介绍给全体同学，让大家了解他(们)。在该任务的执行过程当中，学生可以尽量施展他们的才能，倾尽其所学的英文知识来展示自己并且看谁能获得最多的信息。因此，这项任务在调动学生学习英语兴趣的同时，也反复操练了本单元的关键句型和形容词性物主代词，尤其是he and his, she and her;同时运用到一些超出本课教学内容的语言知识，学生参与性强，最大限度的调动了他们的积极性，同时也为学生树立了英语学习的信心。

任务四：制作姓名卡。制作姓名卡，由小组协作共同完成名卡的设计与制作，名卡中要求包括学生的汉语名字(拼音书写)和英文名字，其他的内容由各组自行设计，但要求每个人的名卡的设计要有创意、体现小组的共性、美观大方、经久耐用、语言准确。因此，该任务既体现个性，又体现共性;既有分工，又有合作。

任务五：作业。为自己、父母、亲朋好友找一个有意义的英文名字，同时将他们介绍给你的同学们。

英语《My name is Gina》教案 篇2

Period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :Prent the ntence patterns.

1. Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)

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 e who know? Let’s play a game to e who knows the most.

(Divide all the students into veral groups and show a picture（图片略）to them with the computer. Every group can choo two students to join. They are asked to come to the blackboard and write down the words in 30 conds.)

(Group 2 is the champion group. They can write 11 words.)

2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受）

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourlves 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.（通过句型的操练使学生更加熟练掌握所学的句式。）

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, plea introduce yourlf 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, plea?

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.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）

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 el about them.)

2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。）

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

课前准备

教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计

Step One: Revi the ntence patterns.

1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了所学内容。）

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 exercis.

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 uful 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对话更符合实际，更贴近生活。）

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourlf 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 choo 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 yourlf at home.

Sb: Thanks, I will.

Step Two: Choo English names.

1. Play a name game.（有效引出“英文名字”这一主题。）

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 himlf or herlf,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. Choo English names.

1).Find out first names and last names.（用小组的方式完成名字的识别。）

Teacher: Congratulations to the winners. Now you choo English names from the box. But before you choo 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

英语《My name is Gina》教案 篇3

Period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: Prent the English numbers.

1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。）

Teacher: During the first two class, 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 the 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.（通过听力复习单词。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you plea 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.（调查组内成员的电话号码，重点练习所学句式。）

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 choo 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.（制作电话号码簿这一任务能够大面积调动学生装的参与意识。）

Teacher: I will play the recording twice. The first time just listen. The cond 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 who 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?”

英语《My name is Gina》教案 篇4

一、教学目标

在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。

知识与能力：

1. 学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。

2. 学生将能够在口语中使用Good morning，hello, hi，nice to meet you 向他人打招呼，正确使用句型My name is Gina. What’s your name? 简单介绍自己的姓名并询问同学的姓名.

3. 学生将能够初步了解形容词性物主代词my your, his, her的用法。

4. 学生将能够制作班级同学中英文名字记录表中的一部分。

过程与方法：

采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、 Pair work 问答式的口语交际活动，进行 “打招呼和简单自我介绍” 的课堂教学和练习。本单元的教学法建议：

词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；

口语教学——采取 pair work 问答式的口语交际活动或游戏等小组活动互相操练；

听力教学——采取图文配对和对话选择的方式。

情感态度与价值观：

通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。

二、教学重难点

教学重点：

1. 能够介绍自己的姓名：My name is …I’m…

2. 能够简单问候初识的朋友：Hello!/Hi! Good morning! Nice to meet you!

3. 能够正确使用形容词性物主代词my your, his, her

三、教学策略

词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取 pair work 问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和role-play的方式；

四、教学过程

Step 1： warm-up

教师介绍本节课的重点学习内容以及单元任务。

复习有关教室物品的单词。教师通过提问what’s in our new classroom，让学生尽可能多地说出有关教室常用物品的单词。

【设计意图】

通过问答游戏引入新课，贴近生活，创设熟悉的生活环境。用师生连锁问答的形式，活跃课堂气氛，让尽可能多的学生动起来，迅速调整到上课的状态中来。在巩固所学生词的同时，也为下一步新单词的呈现做铺垫。

Step 2： Prentation

Activity 1. 引导学生观察课本1a图片写出图中你知道的物品名称。如 clock, window, door, book, schoolbag等。教师在核对答案时关注生词的发音。引导学生再次观察图片，找到人物的英文名字并尝试读出来。T : where are they? Are they new students? How many English names can you e? Can you read the names? Now let’s listen and find out who they are.

【设计意图】

通过观察图片引导学生关注教室日常用品同时巩固前一项活动中所提到的词汇，初步了解人物的英文名字，为下一个听力做好准备。

Activity 2.

让学生听第一遍录音，整体感知三组对话的.语境，完成1b 任务。教师核对完成情况，追问学生判断的依据（通过学过的人名来判断对话的顺序），引导学生明白通过关键词完成听力任务的学习策略。

让学生听第二遍录音，关注对话中的两人是如何打招呼和介绍名字的。让学生找出相关句型并在黑板分三组进行板书：Hi，hello, good morning; I’m… My name’s…; nice to meet you， nice to meet you, too.

让学生听录音跟读并模仿对话。

【设计意图】

运用多媒体的直观性，创设语言情境，呈现功能用语，使学生感知真实语言情景下的教学，轻松地理解、掌握新知识，而且使语言更具说服力，符合学生的认知，达到呈现的目的，增强教学的实效性。

Activity 3.

让学生假设自己是图片中的人物，同桌分角色练习1b 中对话。

让学生用真实身份在同桌之间和小组内互致问候，相互介绍，并在记录本上进行记录。

请学生在班级展示对话，教师提醒注意模仿1b 对话的语调。

【设计意图】

重视语言输入和操练的准确性，引导学生在语境中感知，模仿新的语言。

Activity 4

引导学生看2a 图片尝试描述对话发生的场景。

播放第一遍录音，让学生连续听四组对话，整体感知听力内容。

再放一遍录音，提醒学生注意人名，完成 2b 任务，完成2a 排序任务。

核对答案，并请学生说出判断的依据（听力中的关键词，如人名）

引导学生完成 2c 问题，并在小组内进行练习，完成单元任务中小组成员的部分。

让学生合上书，听2d 对话录音。学生自己记录关键信息，班级汇报。

让学生再次听录音，补充记录，班级汇报。

让学生翻开书，听录音，模仿语音，语调跟读对话。注意疑问句的语调变化。

班级学生分角色朗读，之后学生自主选择展示活动：改编对话，背诵对话，朗读对话。自主准备，之后班级展示。

【设计意图】

听力教学应该为学生搭建支架，增加听前活动，通过各种方式让学生热身，熟悉话题内容，激活背景知识，扫除语言障碍。通过看图片，整体感知，注意人名等活动为学生完成听力任务搭建了台阶，有助于学生增强信心。在最后的展示活动中设计适合不同层次水平学生的展示活动，有助于提升学生学习的信心。

Step 3：summary

引导学生总结本堂课所学到的主要内容，教师加以补充

【设计意图】

在每节课结束的时候对所学知识加以回顾能及时唤起学生的记忆并加以巩固。