Unit1 My name‘s Gina 说课稿

Unit 1 My name’s Gina
It's my great honor to present my lesson here. Today, I’m going to talk about section A(1a to 2b) of Unit1.My name’s Gina. Go For It! To make my presentation clear, I'd like to divide the teaching structure into 5 parts: analysis of teaching material, analysis of Ss, analysis of teaching and learning methods, teaching procedure and blackboard design. Now I am about to present them one by one.
1. Analysis of teaching material
This lesson is from Unit 1 of Grade 7 Go For It!.This text is about greeting otherd and introducing yourself, which the content is related to Ss' daily life. The task in this lesson is not easy. According to the Ss’ English level and the demands of the New Standard English, I divide my lesson aims into three categories: language aims, ability aims and emotion aims.
Language Aims: To enable Ss to grasp new words "nice, meet, my, name and names". Learn to introduce yourself and greet people. And also enable Ss to learn some new sentence patterns “ nice to meet you, what’s your name? my name’s …” etc.
Ability Aims: To promote Ss' ability on reading, listening, speaking and writing. Cultivate Ss’ ability of introducing themselves and greeting people
Emotion Aims: To enable Students to know that they should know how to greet people and make friends with others.
After explaining the teaching objects, there are some important new words and patterns need to be introduced. There are Teaching Key points and Difficult Points. Key Points:
1.learn the words: name, nice, to, meet, too, you, Ms….
2.learn the sentences: “what’s your/his/her name? My/His/Her name’s….”Difficult Points:
Learn to use “what’s..?” question-sentences and answers
Students’ ability to apply what they’ve learned to their daily life.
2. That is my analysis of material. And then I want to talk something about the Ss. Ss in Grade 7 keep strong interest in English study, have a definite English learning motivation and the active learning attitude. They have the ability to complete tasks by cooperating with one another. They have begun to learn English since primary school, so they have grasped some basic skills of listening, speaking, reading and writing. But they have low abstract thinking ability and their attention can be scattered easily. They are not well at app lying what they’ve learned to their daily life. This lesson plans to present the text through some pictures and activities to strengthen Ss' interest and attention. And in this lesson, I will encourage Ss to make their own conversations to make friends. So they have more opportunities to apply what they have learned to their daily life.
3. Above are analysis for both teaching material and Ss, here follows the part of teaching approaches.
I adopt task-based teaching approach, audio-visual teaching approach and situational teaching method to help achieve teaching goals.
4. For a good class, excellent teaching methods only are far away from enough. Ss need to be encouraged to participate into the procedure through pair work, individual work, cooperation and practice. After that, they can improve the comprehensive language usage ability.
5. OK, so much for the teaching methods and learning methods. Next comes my most important part, the teaching procedure. Based on Ss' psychological characteristics in the class ,I will stick to the theory " the Ss are the master in the class ,and the teachers act as the director ""Learn to play, play to learn " I design the following procedures . Step 1 Warming-up&revision
Listen and sing a song: Bingo
T: What’s this in English?
Ss: It’s a key
T: Spell it, please
Ss: K-E-Y
T: What color is it?
Ss: It’s blue
Step 2 presentation
1.T: ( Use a picture of two people are shaking hands, help students to say Nice to meet you)
2.T: Nice to meet you.(shake hands)
S:Nice to meet you, too.
T hen students practice with the classmates they don’t know .
3. Know how to introduce yourself
T: Hello! I’m Ms. Fang. What’s your name?
S: （引导学生回答）My name is Tom
4. know how to make friends.
T: Hi! I’m Ms.Fang
S:(引导学生回答) Hi, Ms. Fang. I’m Alan/My name’s Alan.
T: Nice to meet you!
S: Nice to meet you, too!
5. Practice the introduction(1a).
T: Please look at the picture in 1a. We can see many things in it. First please write them down in your book.
Then introduce yourself and greet your new partner. Here is an example.
T: Hello, I’m Ms.Fang. I can see… What about you?
S: Nice to meet you. I’m Gina. I can see, too.
Step 3 Practise
Number the conversation.
1. listen and number(1b)
Pay attention to :what’s=what is; I’m=I am; name’s=name is
2. Do pair work(1c)
T: Now ook at the conversation in 1b and practice your own conversation.
3. Number the pictures(2a)
4. A game-Who is the best team leader?
以班级竖排为单位，确定每组最后一名学生为组长，教师向每组第一位学生提问第一位学生回答教师的问题后转身对第二位学生重复自己的回答，同时提问第二位学生同样的问题，依此类推，最后，如果组长能说出本组所有学生的名字，即为最佳组长。

T: Hi, I’m Gina.转身对第一位同学说：Nice to meet you! What’s your name?
S1: My name’s Tom. 转身对第二位同学说: My name’s Tom. What’s your name?
S2: My name’s Jim. 转身对第三位同学说: My name’s Jim. His name’s Tom. What’s your name?
………..
活动开始后，其他组学生和老师一起记录活动情况，以能说出本组同学姓名最多作为评选最佳组长的标准
Step4 homework
请仿照课文写一组打招呼和询问他人姓名的对话。

Last part is blackboard design, I will write content below during teaching.
Finally I have some reflections about the class. First, if students’ reaction is not consistent with my expected effect, I will guide Ss to think and act in my expected way, such as give them some prompt. Second, if Ss find some points are difficult to comprehend, I will explain for another more times. Third, in order to make the whole procedure effective, I’ll act as a director all the time and lead Ss to learn the new knowledge and encourage Ss to take part in the activities. If Ss are shy to speak loudly in the class, I’ll invite th em to cooperate with me to give them encouragement.。