Unit1Myname’sGina.教案

Unit1Myname’sGina一、教材分析：本单元是在前面三个热身单元的基础上出现的真正意义上的第一个教学单元。它强调在社会不断进步和发展的今天，学生在不同环境下能自如地介绍他人和推销自己，同时利用一切机会获取尽可能多的可行信息，作为人与人之间友好的交往的桥梁．二、单元教学内容：（一）、话题功能：1、让学生学会向别人做自我介绍，学会交朋友2、学会使用与他人见面时的问候语3、学会电话号码的述方法并问他人索取电话号码（二）、语言结构：1、句型：What'syourname?Alan./I'mAlan./MynameisAlan.What’syourtelephonenumber?It’s281-9176.2、词汇：hi,hello,numbers(0-9),phonenumber,listofnames,first/lastname...（三）、单元教学目标：1、能力目标：(1)能问别人做自我介绍，如：Myname’sGina.I’mGina.(2)见面时，能使用问候语，如：Nicetomeetyou!(3)能问他人索取电话号码，如：What’syourtelephonenumber.(4)能够区分中西方的姓名2、知识目标(1)能听、说、读1a中的会话(2)能听、说2b中的话(3)能听懂电话号码(4)能听说读写0-9及phonenumber,first/lastname,hi,hello等单词。(5)能听、说、读相关名字(6)运用句型What’syour(his,her)first(last)name/phonenumber?3、单元重难点：(1)重点：a.物主代词的用法b.句型：What’syour/his/hername?What’syour/his/hertelephonenumber?c.数词(2)难点a.What’syour/his/herfirst(last)name?b.中外姓名的区别和用法4、情感、策略、文化等目标　(1)、情感目标：培养小组合用精神，激发学生学习兴趣。(2)、教学策略目标：以学生为中心，以活动为驱动点，以任务为目标的教学方式，充分利用多媒体，让学生在活动中感知、领悟、体验和实践语言知识要点。(3)、学习策略目标：在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。(4)、文化意识目标：了解中西方国家姓名表达顺序上的差异。（四）、教学原则1、循序渐进原则本单元内容和教学要求设计从易到难，从简单到复杂逐步过渡。2、趣味性原则为了符合学生的知识水平、认知水平和心理发展水平，尽可能地提供趣味性较强的内容和活动，激发学生的学习兴趣和学习动机。3、实用性原则提供具有时代气息的语言材料，设置尽量真实的语言运用情景，组织具有交际意义的语言实践活动。4、拓展性原则在完成课文内容教学的基础上，将知识拓宽、加深，与社会紧密结合，为学生的终身学习创造条件。5、学科渗透原则本单元充分体现当代教学中各学科的相互渗透，其中英语与数学、电脑、劳技的相互结合符合新目标英语特征。6、任务型原则本单元创造性地设计贴近学生实际的教学活动，让学生在完成一个个活动中，逐步完成学习任务。任务从易到难，逐级过渡，从而让学生享受成功的快乐。（五）、教学安排第一课时：SectionA1a－1c　第二课时：SectionA2a－2d第三课时：SectionAGrammarFocus-3c第四课时：SectionB1a-1f第五课时：SectionB2a-3b第六课时：SectionBSelfCheckPeriod1SectionA(1a---1c)Learninggoals1.Keyvocabulary:name,nice,to,meet,too,your,Ms.2.Targetlanguage1)Introduceoneself2)GreetpeopleLearningimportantpoints1) Keyvocabulary2) Howtogreetpeoplepolitelyandintroduceoneselfusingthetargetlanguage.LearningdifficultpointsHowtocommunicatewithothersusingthekeyvocabularyandthetargetlanguagelearned.Learningmethods1)Communicativeapproach2)Pairwork3)AgameLearningtoolsAtaperecorder,AprojectorLearningproceduresStepⅠ:Revision(2’)1.Dictate5vowelletters“Aa,Ee,Ii,Oo,Uu”2.Usesomeobjectsandmakeagame:--What’sthisinEnglish?--It’sa/an_____________.--Spellit,please.--___________________.StepⅡ:Lead-in(3’)T:Thenewtermbegins.Everyonewillmeetmanynewclassmates.Doyouwanttomakefriendswiththem?ifyouransweris“yes”,pleaseintroduceyourselfinyourgroup.S1:Hello!I’mHanMei.What’syourname?S2:Myname’sLiLei.Nicetomeetyou.S1:Nicetomeetyou,too.Andwhat’syourname,please?S3:LuiLi.Howdoyoudo?S1:Howdoyoudo?StepⅢ:Listening(5’)Listenandnumbertheconversations.T:TodayIhavegoodnewsforyou.Threenewstudentswillcometoourclass.Theyarefromotherplaces.Doyouwanttoknowthem?Let’slistentotherecordingof1binsectionA.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.Studentslistenandwriteanumberintheboxnexttoeachconversation.Thenchecktheanswerswiththewholeclass.(Thisactivitydevelopsstudentslisteningskill.)StepⅣ:Practicing(8’)T:Noweveryonehassomenewfriends.Doyouwantotherstoknowthem?Doyouwantmorefriends?Let’sintroduceournewfriendstoothers.OK?Ss:OK.S1:Thisismynewfriend.Hisnameis……S2:Hello,……Nicetomeetyou.S3:Nicetomeetyou,too.Look!Thisismynewfriends.Hernameis……Ss:Howdoyoudo?S4:Howdoyoudo?StepV:Lookingandwriting(5’)Lookatthepicturein1a.WriteEnglishwordsforthethingsinthepicture.Eg:map,……StepⅥ:Summary(2’)Inthisclass,we’velearnedthevocabularyonPage1.Andwe’velearnedhowtomakefriends,howtogreetpeople.StepⅦ.Exercises(15’)一、根据要求写出下列单词的适当形式。1.I(形物代)my2.hi(同义词)hello3.whatis(缩写)what’s4.Iam(缩写)I’m5.nameis(缩写)name’s6.sheis（缩写)she’s二、补全对话。AA:Hello,what’syourname?B:MynameisGina.Andyou?A:IamTom.B:Nicetomeetyou.A:Nicetomeetyou,too.BA:Goodafternoon,Mike!B:Goodafternoon.Tony!Howareyou?A:Fine,thanks.Look!What’sthisinEnglish?B:It’saclock.A:Spellit,please.B:C-L-O-C-K.Period2SectionA(2a—2d)Learninggoals1.Keyvocabulary:his,and,her,yes,she,he,no,not2.Targetlanguage:Wh-questions.Listening,readingandwritingskills.Communicativecompetence.Askforandgivespecialinformation.LearningimportantpointsKeyvocabulary:his,and,her,yes,she,he,no,notListenandaskforspecialinformation.Learningdifficultpoints1.Possessiveadjective:my,your,his,her2.Howtousetargetlanguage:Wh-questionsLearningmethodsListening,readingaloud.Communicativeapproach.Pairwork.AgameLearningtoolsAtaperecorder,AprojectorLearningproceduresStepⅠ:Revision(2’)Makesomedialogueslikethis.A:What’syourname?B:Alan.A:Hello,Alan.I’mMs.Brown.StepⅡ:Lead-in(3’)Usethecardstoshowthekeywordstothestudents.Askthestudentstoreadthenewwordsonebyoneuntilthestudentsrememberthewords.StepⅢ:Presentation(5’)Pointtoagirlandsay:Hernameis……Pointtoaboyandsay:Hisnameis……Letstudentssay:Hernameis…….Hisnameis……Tellthestudentsthedifferencebetweenhisandher.StepⅣ:Listening(2a,2b)(8’)1.Letstudentslistentothetapeandnumberthepicture1—4.T:YesterdayImadeanewfriend.HernameisJenny.Sheisverylovely.Sheintroducesmanyofherstome.Doyouwanttoknowaboutthem?Let’slistentothetapeandfindoutsomeusefulinformation.(Studentslistentothetapeandgivetherightanswers.)Playtherecordingforthefirsttime,studentsonlylisten.Playtherecordingagain,studentslistenandwriteanumberintheboxnexttothepictures.Checktheanswerswiththewholeclass.2.Letstudentstotheconversationsagainandcirclethenamestheyhear.Checktheanswers.(Thisactivitynotonlyprovidespracticeinthetargetlanguagesbutalsoteachesthestudentstolistentospecialinformationinconversations.)StepⅤ:Practicing(5’)1.Encouragestudentstopracticethedialogues.T:Nowyou’veknownsomethingaboutintroductionsandgreetings.Butifyouareinotherplaces,howdoyouintroduceyourselfandgreetothers?Example:(Ataparty)S1:Hello!I’mGrace.What’syourname?S2:MynameisCindy.Jim’sfriend.Nicetomeetyou.2.Asksometoactouttheirdialoguesonebyone.StepⅥ:Summary(2’)Inthisclass,we’velearnedthekeyvocabulariesandthetargetlanguages.AndwealsoknowthedifferencesbetweenChinesenamesandEnglishnames.StepⅦ:Exercises(15’)一、用am/is/are填空1.—Howareyou?–Iamfine,thanks.2.HisnameisTomBrown.3.Whatcoloristheruler?4.Thisisanorange.5.Yourpenisblackandwhite.二、根据图片完成对话。A:Whatishisname?B:HisnameisChengLong.Heisanactor.A:Whatcolorishiscar?B:Hiscarisblack.A:Whatishername?B:HernameisLiYuchun.Sheisasinger.A:Whatcolorishercar?B:Hercarisred.Period3SectionA(3a—3c)Teachingaims（教学目标）1掌握基本英文姓名的读法。能制作本人的Idcard.2 languagepoints（语言点）．要求掌握以下句式：what’syour/his/herfirst/name?jack.what’syour/his/herlast/familyname?smith.．要求掌握以下词汇：firstname,lastname,boy，girl,boy’sname,girl’sname等以及Green,Jack等名字。Grammar(语法)：比较中英文姓名的不同之处。Difficulties:(难点):1.中英文姓名的区别，主要是排列顺序。2.男女姓名的区别。Teachingsteps（教学步骤）1.warming-upandrevision（课堂热身和复习）（1）Dailygreetingstothestudents（日常问候）t:Goodmorning,boysandgirls.MynameisLinda.What’syourname,please?1s:Mynameistom.t:Hello,tom.nicetomeetyou.s:Nicetomeetyou,too.t:Andwhat’syourname?s:Mynameis…（2）Revision（复习）t:Excuseme,what’shername,please?2s:Hernameisjenny.t:What’shisname?s:HisnameisTony.t:(老师根据学生回答给出多种评价。)Myname’s___.Yournameis_____.3教学设计说明1．这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺垫。建议让多个ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。可以采用“连珠炮似的提问”（老师提问，学生迅速反应）和“连锁操练”（学生任意提问或排头开始一一提问至排尾）方法。t在操练期间板书这些词。2．此问重点操练his,hermyyour这几个物主代词的用法及英文名字的使用。建议t用夸张语调重读这些词并用彩色粉笔板书。3．该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前Hisnameis_____.Hernameis______.2.Presentation（呈现新知识）（1）t:(从复习中引出)So,wearefriendsnow.Youarewangping,zhangxiaodan.4t:Now,lookatthesepictures.wehavesomefamouspersonshere.doyouknowtheirnames?(展示几张外国名人的图片。)(Billgates,Georgebush…)t:Billgates,Billishisfirstname.Gatesishislastname.5WhileZhangxiaodan,Zhangisherfirstname.Xiaodanisherlastname.（2）Getthesstopracticethefollowingdialogueinpairs.t:What’syourfirstname?6s:Myfirstnameis___.t:What’syourlastname?s:Mylastnameis___.(3)Playagame.Ssputontheirfalsefronttoactasfamouspersons,andsay:Hello,mynameisJackyZhang.(firstname+lastname).ThenmakeashortdialoguebetweentheSsandthefamousperson,letthemknoweachother.73.Workon3a（完成p33a）(1)Readthelistofnamesintheexercise.Askstudentstoguesswhichnamesarefirstnamesandwhicharelastnames.8(2)Pointoutthesampleanswers:thelforlastnamenexttogreen,andfforfirstnamenexttojack.thenhavestudentsfinishtheexerciseontheirown.(3)Checktheanswers.9(4)使用教材第3页上图片的挂图或课件，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练10what’syourfirstname?jack.what’syourlastname?smith.11(5)makingownIdcardFirstname:_________________.Lastname:_________________.LetthessmaketheirownIdcards(Includingfirstnameandlastname)几堂课中取的英语名字。t有意识地写下一些名字在黑板上。(6)．t可以写一两个学生的中文姓名在黑板上。再把几个外国名人的名字也写在黑板上，目的是为了进行对比。EnglishnamesandChinesenames(7)．t板书firstname,lastname并请学生跟读。学生的反应可能较慢，讲解时需要t放慢语速，并重复此问题。可给中文帮助ss理解。(8)请同学回答，注意正确性；同桌和四人组互问。(9)falsefront指面具，事先应做好准备。(10).可以做好课件将姓名展示给学生。要求掌握基本英文名字的读法。(11)．介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千多个，其中最大的姓氏是Smith及十大姓氏的排列。(12)．可以让一部分同学问，一部分同学回答。(13).英文姓氏趣味性：有些是由表示地名，面貌，环境特征，颜色身份或职业的词演变而来，如brook(小溪)，hill(小山)，white(白色),smith(铁匠)等。4.Workon3b（完成p3－3b）1 LettheSstellfirstnamesfromlastnames,tellboys’namesfromgirls’namesinExercise3abydoingexerciseinthebook(3b).122 Now,wehavelearntmanynamesaboutboysandgirls.Doyouknowhowmanyforeignnames?13Namegame.Competition:Listnamesasmanyaspossible,seewhichgroupgetsthemostnames.S1:Mynameisjennygreen.S2:Hernameisjennygreen.MynameisTonyWhite.S3:Hernameisjenny.HisnameisTony…Mynameisjunking.14接龙游戏（以前一名字的末字母为后一名字的首字母来接名字。eg:S1:NickS2:KimS3:Mary…5.Followup（进一步扩展）（1）t:Nowit’syourturntomakeupyourowndialogues.Pleaseworkwithyourgroup(fourstudentsinonegroup)andaskeachotherquestionsabouttheirfriends’names.15eg：a:Hi/hello,…What’syourfather’sfirstname?b:Hisfirstnameis…a:What’shisgivenname?b:Hisgivennameis…a:What’syourmother’sfamilyname?b:Herfamilynameis…a:What’shergivenname?b:Hergivennameis….（2）Workon4（完成p3－4）a:MynameisTony.What’syourname?b:Mynameis…a:HisnameisTony.MynameisLinda.b:What’shername?…16（3）．注意帮助学生比较中英文姓名的不同之处；特别是男女名字的差别，了解中西文化的差异。可列举一些常用的男子名和女子名。（4）.让学生尽可能说出所记得的英文姓名并给与评价与奖励。（5）．小组活动。尽量复述前面同学的话，多练习名字和物主代词的用法。（6）.这练习主要对所学内容的进一步巩固。练习询问名字和不同的人称代词的用法。所学句型生活化。特别注意画线的词的用法。（7）因为前面已经两人组或四人组的形式进行了交流。这个游戏可以处理为全班性的活动来进一步拓展。学生可以离开座位找朋友，作自我介绍、互相认识和介绍他人，也可以找老师交流。目的是让语言真正生活化，自然化。并且培养学生大胆应用英语来锻炼自己的英语口语能力和交际能力。（8）Chant17What’syourname?I’m…Hello,…Hello,…What’syourname?I’m…good-bye,…good-bye,……6.Conclusion(小结)19补全对话a.Nicetomeetyou.b.Hello,what’syourname?c.Thanks.d.Hisnameistomgreena:1.b:Hello,I’mjackbrown.a:Nicetomeetyou.b:2.a:Isthisyourfriend?b:Yes.a:What’shisname?b:3.a:Hi!c:Hi!here’smynamecard.a:4.7.HomeworkOralwork:(1)Readandreciteallthenamesaboutboysandgirls.(2)Readthesentencesinpictureon3a.(3)Goonmakingupyourdialogueswithyourpartnerandpolishit.Writtenwork:(1)Finishworkbook.(2)Bringsomeofyourforeignerfriends’photostoschool.(带几张外国朋友的照片到学校)20(3)可以自编一个chant让学生跟唱，加深印象。(4)老师可以找一些生活中第一次见面的短片，让学生发挥想象进行同步配音。(5)通过这个练习简单地把学的句型巩固小结。(6)带一些朋友的照片在同学之间交流和介绍。Period4SectionB(1a-1f)教学目标知识与能力:通过学习数字1~9，学会获取他人电话号码。进而将姓名和电话号码相统一，形成一个完整的信息；通过制定电话号码簿等一系列活动，巩固所学内容，培养学生动脑、动手的能力.过程与方法:运用Pairwork,Groupwork的活动方式，引导学生进行看读、问答训练，巩固所学知识。培养口语交际的目标，加强听、说能力的培养。情感态度价值观:该部分学习内容贴近学生的生活，极易于激发学生的主动性和学习兴趣。教学重、难点及教学突破:重点学习词汇zeroonetwothreefourfivesixseveneightninephonenumber。教学突破:What’syourtelephonenumber?It’s...教学准备:教师准备:利用录音使学生学习数字1~9，并引导学生进行Groupwork学会获取对方电话号码；引导学生制定电话号码簿、巩固所学内容，培养学生动脑、动手的能力。学生准备:学习数字1~9，了解彼此的电话号码、姓名.教学步骤Step1.Revision学生介绍他们所收集的中外名人的名字。Step2.PresentationEnjoythesong:“TenLittleIndians”（歌曲欢快有趣，比起单纯教授单词更为有效。）Teacher:Duringthefirsttwoclasses,We’veknownsomethingaboutnewfriends`names.Butifwewanttocontactthem,whatshallwedo?S:Atelephonecall.（帮助学生回答）T:Butyoudon’thavetheirtelephonenumbers.S:Askfortheirtelephonenumbers.T:Ifwewanttoknowabouttheirtelephonenumbers,wemustlearnhowtosaythesenumbersinEnglish,Let’slearntosing“TenLittleIndianBoys”(Aftersingingthesong,tellthestudentsnottoforget“zero”)T:Countthenumbertogetherfromzerotonine.S:Zero,one,two...(Writemytelephonenumberontheblackboard)Thenask:Whatnumberisit?Teach:telephonenumberCanyoureadthesetelephonenumbers?Step3.Practice1,听说数字教师活动学生活动1．听录音，引导学生学习数字1~9。2.听对话录音，写电话号码，引导学生进行Groupwork，了解彼此的电话号码，完成lb,lc中的学习要求。1．听录音学习数字1~9。2.听对话录音写电话号码，进行Groupwork，了解彼此的电话号码，完成lb,lc中的学习要求。2,听写电话号码教师活动学生活动听录音，引导学生将电话号码与姓名相连。2.听录音引导学生写电话号码。3.引导学生了解他人的电话号码。完成1d,1e中的学习要求。1．听录音将电话号码与姓名相连。2．听录音写电话号码。3.了解他人的电话号码。完成1d,1e中的学习要求。3,Playthegame.Writeyourphonenumberonapieceofpaperandputitinabag.Thentakeoutapieceofpaperandfindtheowner.通过这个游戏使学生更能灵活运用What’syourtelephonenumber?句型来询问和回答别人或自己的电话号码。Step4.Homework.制作一张班级通讯录。NamesPhonenumbers教学探讨与反思：长期以来受应试教育的影响，学生的听力水平始终难以提高，虽然听力测试分数高，但仍是“聋子，’；写作水平高，却仍是“哑子”。因此，新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应充分做好课前准备，熟悉每堂课的听力目标、说的目标；充分估计学生在听的过程中可能遇到的障碍，并考虑以何种方式解决；充分考虑评价方式，并做好评价记录（教师评价、学生自评）。Period5SectionB(2a-3b)Targetlanguage1.Words&phrasesfirst,firstname,last,lastname,friend,China2.KeysentencesMy/Her/Hisnameis...My/Her/Hisfriendis...My/Her/Hisphonenumberis...MyfriendisinChina.My/Her/Hisfirst(/last)nameis...AbilitygoalsEnablestudentstowritenamesandnumbers.EnablestudentstomakeIDcardandwriteaboutthemselves.LearningabilitygoalsHelpstudentslearnhowtowritenameandtelephonenumbers.Teachingimportant/difficultpointsHowtowritenamesandnumbers.TeachingaidsSomecardsandtheteacher'sIDcard.TeachingproceduresandwaysStepIWarmingupandlead-inAttheverybeginningoftheclass,Sssingoneofthesongslearnedinpreviousclassesaboutnumbers.ThenImaycheckingthehomeworkbyaskingsomeSstoanswerthefollowingQs.1.What'syourname?2.What'syourEnglishname?3.What'syourtelephonenumber?IcanaskthreeorfourSstowritetheiranswersontheblackboard.Suchasthefollowing.ZhouYan8536527CaoLinlin8537206....AskthemtoanswermyQsasquicklyaspossible.AndthenasksomeotherSstotellwhattheirfirstnamesandlastnamesare.TrytoaskasmanyasIcan.ThentakeoutsomeIDcardsandaskSstotellthenamesonthemandtellwhatthefirstnamesandthelastnamesare.IcanalsoaskSstoworkinpairsthenexchangethemwithapartner.Findoutasmuchinformationaspossibleonthecard,topracticeseveraltimes.suchashis/herfirstname,lastname,age,addressandtelephonenumberifthereisetc.InviteseveralSstotaketurnsreporting:His/Herfirstnameis...His/Herlastnameis...He/Sheis...etc.(OrImaychecktheirhomework-Task1)StepIIReading2aCallSs'attentiontothecardsinthepicture.Pointoutthesampleanswers.Sstaketurnstoreadthenamesonthecardsandguesswhatfirst/lastnamesare?WriteFforfirstnameandLforlastname.AsksomeSstogiveareport,thenchecktheanswers.2bReadthemessageandmatchthemwiththepictures.Circlethefirstnamesandunderlinethelastnames.FirstSsworkindividually,theninpairs.2cSsworkindividuallytomatchthenameswiththetelephonenumbers.Thenfindthreepairsoffriendsinthenamelist.ImayasksomeSstoreport,thenchecktheanswerswiththewholeclass.StepIIIWriting3aSslookattheIDcardandworkinpairs,taketurnstousethetargetlanguagetoaskandanswerQsaccordingtothecard.Thenchecktheanswers.Afterthat,askSstodosomeoralpractice,taketurnstointroduceAliceGreentotheirpartners.3bUse3aasanexampletofillintheirownIDcardandwriteaboutthemselves.(Imayaskthemtomakeabeautifulpostertoreporttheirwork.)StepIVSummaryInthisclass,we'vereviewedthefirstname,lastname,telephonenumbersandWhatquestions.StepVHomeworkTask2Period6SectionB(SelfCheck)Targetlanguage1.Words&phrasesmiddle,school,middleschool,numbers0-92.KeysentencesI'm...Mynameis...What'syourname?What'syourtelephonenumber?Nicetomeetyou.AbilitygoalsEnablestudentstointroducethemselvesandothers.Enablestudentstogreeteachother.LearningabilitygoalsHelpstudentslearnhowtointroducethemselvesandothers.Teachingimportant/difficultpointsHelpstudentslearnhowtointroducethemselvesandothers.TeachingaidsSomecards&PPT.TeachingproceduresandwaysStepIWarmingupandlead-inGreetmySsasusual.ChecktheirhomeworkbyaskingsomeSstoshowtheircardtheymadeandgiveanintroduce.T:Therearesomefrequentlyusedtelephonenumbersinourcountryandelsewhere.Theyhavemuchtodowithourdailylife.Itisbettertoremembersomeofthemostwidelyusednumbers.Forexample,whensomeoneismakingtrouble,youcancall110.Thenwhatdothefollowingnumbersstandfor?120Emergencycall119114100861231517951StepIIReviewthenumbers0-9Writeoutthenumbers.Sswillreviewthenumberslearnedinthisunit.ThenaskSstodothefollowingexercises.1.six+three=__________2.__________-five=one3.three+two=__________4.ten-ten=___________5.two+___________=nine6.seven/one=____________StepIIIReviewhowtointroduceothersSsmatchthesentencestomakeconversationsindividually,thenworkwithpartnerstoactout.Asksomepairstogiveashow.StepIVTask3&Calling114Task3Calling114,Iftimepermits,getthetoponestobeserversandtheotherSstobepersonswhowanttoknowsomebody’sphonenumber.StepVHomework1.Summarizewhattheyhavelearnedinthisunit.2.FinishtheexercisesinStudents'Book.教学活动任务设计Task1:学生制作头像卡片　课前要求学生选取Ｕnit1中自己最喜欢的人物形象，制成头像卡片。　活动方式：课上学生扮演卡片上的人物，小组里的成员作自我介绍并相互问候。　设计意图：１、学生通过制作头像卡片，熟悉本单元的人物形象以及人名。　　　　　　２、让学生充分展示他们的美术才能，体现　　　　　　　　学科渗透原则。　　　　　　３、运用句型　　Hello!I’mMary.Myname’sMary.　　Nicetomeetyou.What’syourname?Task2:小小名片设计师活动方式：学生为同伴设计身份卡。设计意图：１、学生为同伴设计身份卡，培养他们的创新意识。　　　　　　２、学生熟练运用句型　　　　　Ｗhat’syourname? What’syourfirstname?What’syourlastname?What’syourphonenumber?Task3:说说奥运会冠军　多媒体展示多幅奥运冠军的图像，让学生在最短的时间内抢问和抢答．设计意图：１、为学生提供具有时代气息的　　　　　　　　　　　　　　　　　　　　　　　　　　　　　材料，培养学生的爱国精神。　　　　　２、学生熟练运用句型　　　　　What’sher/hislastname?What’sher/hisfirstname?