Unit 1 My name’s Gina Period One(教案)

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Unit 1 My name’s Gina 示范教案

Teaching Plan for Unit 1Title: My name’s GinaLength of lesson: 40minutesLearners:I. Teaching aims:In this unit students learn to introduce themselves, greet people, and ask for and give telephone numbers.1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people/ Ask for and give telephone numbers3. Target language:What‟s your name? -My name is Gina.I‟m Gina. Nice to meet you.What‟s your phone number?-it‟s 28429424. Vocabulary:personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello5. Learning strategies:Practicing/ listening for specific informationII. Time 6 periodsIII. Teaching processLesson One (Period one)I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What‟s your name?----My name‟s… I‟m …4. Vocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students‟ feed back: discussing i n pairsStep II.making an introductionI‟m Ms.Xu, your new English teacher, welcome to Ms. Xu‟s English class. It‟s very nice to see you. I‟m sure we‟re going to have a great year and learn a lot of English.giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music “ABC”, “Apple song”, “London bridge is falling down”…. Moreover, we can speak in English. Listening is more important. If we don‟t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let‟s make an introduction1. Give an example:I‟m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What‟s your name, please? What‟s his name? And what‟s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:“What‟s your/his/her name?----My/his/her name‟s… or I‟m …”3. Ask some group to show their introduction in the front of the classHomework: 1.to recite the words and expressions in starter2.to do some exercise in starterBlackboard design:The rules in English class:Introduction-to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences “My name is…/ My first name is…/ My last name is…”1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What‟s your name?/ What‟s your first name?/ What‟s your last name?4. Vocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What‟s your name, please./ May I have your name, please?2.What‟s your last name? / What‟s your first name?3.If you want to show your politeness, what do you usually say when you firstmeet someone?Students‟ feed back: discussing in pairsStep II. Learn and PracticeRecording for the first time. Students only listen. Focus attention on the example: the conversation numbered(1). Point out the boxes where students will write a number for each conversation. Play the recording a second time. Students number the conversations .Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxes next to the pictures. (say: listen to the four conversations again. Write the number 1 in the box next to the people who say conversation 1, 2 in the box next to the people who say conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names you hear. The first one is done for you.)Ask students to guess which names are first names and which are last names. (Tell students your given name and your family name. Explain that, in English, your given name is referred to as your first name and your family name is referred to as your last name, or surname. The family name is written after one's given name, then point to individual students and say first name or last name, asking them to respond by saying their given name or family name.)Sec.A-3b: Ask the students to choose a first name and a last name that they like from 3a.Game: This is a team game. The last student of each team is the leader this time. I‟ll ask a question to the first student like this. Then, the fi rst student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I‟m Tracy. Tracy is my first name and Xu is my last name. What‟s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Xu, and I‟m Li Lei. My last name is Li and my first name isLei. What‟s your name?Student2: Nice to meet you, too. My name is Liu Ying. (turn back to the next student) His name is Li Lei. And her name is Tracy Xu. I‟ m Liu Ying. My lastname is Liu and my first name is Ying. What‟s your name?…At the end of the group, the leader who can tell the names as many as he can is winner.Culture note-English names vs. Chinese namesUnlike Chinese names, English names are listed with the given name first and the family name or surname second. Many people have two given names, e.g. Sara Ann Smith. The second name is called the middle name and has no real significance, unlike the Chinese second name which indicates a child‟s generation. English family names are inherited from the father, and a woman‟s family name changes to the family name of her husband when she marries. Chinese women do not necessarily take their husband‟s family name when they marry. Many English names have and old meaning,but the meaning is not usually a consideration when choosing a name, the way the name sounds is more important. In Chinese culture, naming a child often takes five principles into consideration: the name should reflect favorable mathematical calculations, be harmonious with regard to yin and yang, and possess one of the five elements of metal, water, wood, fire, and air.“The More We Get Together”The more we get together, together, together, the more we get together, the happier we’ll be! For your friends are my friends and my friends are your friends, the more we get together, the happier we’ll be!Step III. ProductionTask one: It‟s warmi ng up, the students think the questions that teacher gives and step in the situation-“Greeting” and “Introduction”.Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting “nice to meet you”, introduc tion and the first name, last name.Task four: RelaxingStep IV. Sum up1. the whole class practice how to greet people and introduce each other.2. learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework: 1.Sing two songs2.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2; P6-1;P7 Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1;P25 SecA-1a; P30-1,2,3.3.Review the Grammar Focus in StarterBlackboard design:First name What’s your name? My name is…Last name May I have your name? I’m….My first name is…/ My last name is…Nice/glad/great/lovely to meet/see you!Feed backUnit One (Period three)I. Teaching aims:This lesson introduces the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What‟s your/his/her telephone number?4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ singing/ writingIII. Teaching processStep I. Lead inQuestion 1. We have already made a new friend and knew his or her name but if we want to communicate him or her what will we do?2. How to ask and give telephone number?Students‟ feed back:Step II. PracticeSec.B-1a: Play the recording for the first time. Students only listen. As the teacher plays the recording the second time, ask students to repeat the numbers.Sec.B-1b: Play the recording for the first time. Students only listen. Point out the telephone number in activity 1c. ask students how the number is divided up. Guide them to understand that three or four numbers come before the hyphen and four numbers after it. (6218-8020). Ask students to write the numbers in the blank as you play the recording the second time.Sec.B-2a:Point to the numbered list of names. Read each one aloud along with the number that comes before it. Point to the blanks in the four telephone numbers.(Say, I will play the recording twice. the first time just listen. The second time, write the letter of the person's telephone number in the space after that person's name.)Play the recording while students listen. Play the recording a second time.(This time students write the letter of each telephone number in the bland after the person's name).Check the answers.Ten little Indian boys"One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys.Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, one little Indian boy.One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on your hands.Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on your hand.Step III. ProductionTask one: listen and repeat the numbersTask two: listen the conversation and get the useful information-numbersTask three: get the knowledge of last name and first name.Task four: relax and know the numbers well.Homework: design your name cardTracy XuMaster teacher of Class 3, Junior 1The Middle School Attached to Northern Jiaotong UniversityTel:010-6218-6020Address: No.12 Zhaojunmiao,Haidian District, BeijingPostcode:100081Blackboard design:What's your telephone number?----My telephone number is...zero, one, two, three, four, five, six, seven, eight, nineFeed backUnit One (Period four)I. Teaching aims:This lesson reviews the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What‟s your/his/her telephone number?--my/his/her telephone number is.../It's...4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ writingIII. Teaching processStep I. Lead inQuestion 1. Review the song "Ten little Indian boys"2. How to get somebody's telephone number? And what do we say?3. How about to make a phone book of our class?Students‟ feed back:Step II. PracticeActivity one (task one): Sing the song "Ten little Indian boys"Activity two (task two): Make a telephone number book.In order to communicate better, today we are going to make our own phone book. I'll give you two minutes. Group leaders, try to find out your partners' telephone numbers and then fill in the chart. After that, hand in your charts to your group leader. At last, the leaders will stand up and tell the whole class the telephone numbers of your group. Everyone in class should follow him and write down the names and numbers.Step III. ProductionTask one:Task two: Make a telephone book of the whole classmatesHomework: design the Personal information card (including name (last name and first name), telephone number and other information)Blackboard design:Feed back: The activity two provides an opportunity for oral practice using the target language, and practices the listening and writing numbers. Moreover, the students have the telephone numbers of the whole class that will tie them closely.Unit One (Period five) (Sep.11th-the mid-autumn festival)I. Teaching aims:know the culture of the mid-autumn festival (15th day of the 8th lunar month); classify the fruit; check the exercise P32-2breview the Grammar focus of unit one;1. Topic: The Mid-autumn Festival2. Functions:classification3. Target language:I you he she it we you they My your his her its our your their 4. Vocabulary:fruit/ stationery/ color/ drink/ Verb5. Learning strategies:classifyingIII. Teaching processStep I. Lead inQuestion 1. What date is today?2. What does the mid-autumn festival mean to Chinese?3. What do we do usually in this festival?Students‟ feed back:Step II. Practiceintroduce the traditional festival of Chinese----"the mid-autumn festival"discuss the activities the Chinese people usually do in this festival--the food, the activities...give some fruit eating in this festival and try to classify the goodsStep III. ProductionTask one:Task two:Task three:Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...Stationery: bag, book, pen, pencil, ruler, rubber, pencil case…Color: black, red, white, orange, green, blue, yellow, violet, purple…Drink: mil k, cola, orange juice, soda, mineral water, wine, beer…Verb: listen, look, write, (map, phone), run, jump, speak, smell…Homework:1.Do exercise--P32 and exercise P1-1 in yellow book, and give more words in each column2."face to face with the famous person" (find some information of a famous person that you like. Such as: pictures, work place, hobbies and so on)Blackboard design:Feed back: give more knowledge of the Chinese traditional festival and learn Chinese culture; learn how to classify the goodsUnit One (Period six)I. Teaching aims:review unit 1 and have self check1. Topic: having a review of the first unit2. Functions:ask name and telephone number3. Target language:4. Vocabulary:clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish,skirt, sportswear, sneaker...5. Learning strategies: reading/ speakingIII. Teaching processStep I: Show the ID cards and the information about the famous people the students have already collected and encourage students.collect the whole ID cards, and ask one student to choose one and speak out the information except the name, ask the students to write down some information and to guess the ID card's owner---- "What's her/his name?”,” What‟s his/her telephone number?"Ask the students to introduce the people whom he likes very much. "what's his/her name?" "Why do you like him/her so much?"Step II: Self checkP6-1. 2. Ask students to check all the words they know and ask them to find out the meanings of any words they don‟t know.P6-3. Ask students to think of two classmates, a boy and a girl. Have them write their classmates‟ details in the charts.“Just for Fun!”Try to tell a story according to the picture.Student’s work:“A red …Z‟ hid beside the gray wall while a green …Z‟ was walking alone, suddenly, the red one jumped out and shouted …past‟. The green one was frightened and asked in a trembling voice …What‟s your first name? The red one said, …ZIG‟, and the red one asked, …What‟s your last name?‟. The green one said …ZAG‟.”Give a quiz for Unit 1in workbookHomework:1.Review Unit 12.Make a preparation before studying Unit 2 (words and expressions)。

My name’s Gina全英教案

speaking country.. Possessive adjectives： my, your， his, her
different points Teaching procedures：
Step 1 Warming up
1. Sing ABC song 2。 Greeting （Say hello between the teacher and the Ss）
zero ～ nine, telephone， number, phone, first name， last name， friend， middle
school, China
What’s your/his/her telephone number? -It’s…
-What’s your first/last name？
different points
2)Learn to get some information by reading a short passage.
Teaching procedures: Step 1 Warming up Daily greetings to the students T: Good morning， everyone。 My name is Peter。 What's your name, please？ S1： My name is Lily。 T: Hello， Lily. Nice to meet you! S1： Nice to meet you, too。 T: And what’s your name？
S1:Hello！ I'm …What's your name？
S2： My name is…。Nice to meet you。

Unit one My name is Gina

Unit one My name is Gina Unit one My name is Gina.鏁欐潗鍒嗘瀽銆€1锛庤瘽棰橈細Making new friends銆€2锛庡姛鑳界洰鏍囷細銆€1?2? 銆€3锛庢枃鍖栫洰鏍囷細1?銆€2瓧鐨勪笉鍚岋紝浜嗚В?銆€3娇瀛︾敓浜嗚В銆?銆€4柟鏂囧寲鐨勫ソ濂囧強鍏磋叮銆?銆€41锛夎瘝姹囷細clock, hello, hi, and, question, answer, look, first name, last name 2) be鐨勭敤娉?whatх墿涓讳唬璇峬y, your, his, herWhat鈥檚=What is I鈥檓=I am My name鈥檚=My name is3) ?銆€What鈥檚your name?銆€My name is Gina.銆€I鈥檓Gina. Nice to meet you.Period oneI.My mane is Gina.Н鏋佹€э紝涓嶄骇鐣忛毦鎯呯华锛屽敖閲忕畝鍗曠殑澶勭悊鏁欐潗銆? Language topic: What鈥檚your name?My name is Gina.Language strategies: Talk about the namesMain vocabulary: name is, meet, his, first name, last name, answer, boy , girl.II.: present tense to be, what questions, Possessive adj. my, your, his, her. 銆?III.:璇㈤棶濮撳悕鍙婃€庢牱鍥炵瓟.IV.?What鈥檚your first name?V. Teaching steps:Step 1:Greetings.Step 2: Words:Learn the new wordsA: first, listen to the recorder, the students read after the recorder.B: read the new words after the teacher.Step 3: 1a Write English words for the things in the picture. How many things do you know?Step 4: 1b Listen and number the conversations . three times.Step 5: 2a Listen to the four conversations and number the conversations (1--4) Step 6: 2b Listen and circle the names you hear. .Step 7: 3a. read the names. Write the first names and the last names.Step 8: Let鈥檚sum what we have learned this class.Words:Sentences:Something else:Step 9: HomeworkН鏋佹€у緢楂橈紝鍥犱负鏈夊緢Н?Period 2I.嚜宸辩殑鍚嶅瓧銆?Language topic: What鈥檚your name?My name is Gina.What鈥檚your first name?My first is ----.What鈥檚your last name?My last name is -----.Language strategies: Talk about the namesMain vocabulary: nine, number, phone, card, family name, first name.II.: present tense to be, what questions, Possessive adj. my, your, his, her. 銆?III.:璇㈤棶濮撳悕().IV.?What鈥檚your first name? V. Teaching steps:Step 1:Greetings.Step 2: Sing an English song:Step 3: Look at the picture. Find the last names and write the below.1. Karen _________.2. Peter __________3. David _________4. Jim ___________5. Maria _________Step 4: 3b Look at the ID card and answer the questions.Name: TanyaLast name: OlpezTelephone number535-2375What鈥檚her telephone number?What鈥檚her family name?What鈥檚her first name?Step 5: 3c Make an ID card for yourselfName: __________Last name: ______Telephone number________________PhotoStep 6: Let鈥檚sum what we have learned this class.Words:Sentences:Something else:Step 8: HomeworkID card.Period 3 Self check1. Give the full forms of the following. 鍐欏嚭涓嬮潰鐨勯潪缂╃暐褰㈠紡銆? 1锛塛hat鈥檚your name? ____________________________?2) His name鈥檚Jim. __________________.3) I鈥檓Jenny. ___________.銆€2.鎴愪笅鍒楀悇棰樸€?1锛塕ead the statement and circle T for 鈥渢rue鈥?or F for 鈥渇alse鈥?.(1) His first name is Clinton. T F(2) His last name is Clinton. T F(3) His telephone number is 985-6732. T F(4) Her e-mail is peterclinton@. T F(5) She is a girl. T F2) Fill in the blanks.?Example: She is a girl.(1) _____ first name is Rita.(2) Her _____ name is Hall.(3) Her fax number is _____.(4) Her _____ number is 786-4576.(5) Her e-mail is _____@.锛?) Answer the following questions in complete sentences. 鐢ㄥ畬鏁寸殑鍙ュ瓙鍥炵瓟涓嬮潰鐨勯棶棰樸€?锛?锛?What鈥檚his first name? _______________________________________. 锛?锛?What鈥檚his last name? _______________________________________. 锛?锛?What鈥檚his telephone number?_____________________________________.?Unit 2 Is this your pencil??(Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in ohIs this your/my/his/her pencil-box? Yes,it is./No, it isn鈥檛.Here you are.Where鈥檚my鈥?What are these/those? They鈥檙e 鈥?etc.It鈥檚very good.Are these/those/they English books? Yes,they are./No,they aren鈥檛.They鈥檙e their books. That鈥檚all right. Thank you very much.These are my friends,Kate and her brother Jim鈥?Welcome to our home.Who am I? Do you know?What number is Jim鈥檚bus? Come in, please.:杩愮敤my, your,his,her,its?杩愮敤these,those鍜宼heyperiod 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man,woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl鈥檚pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy鈥檚pen and help the class say his pen. Then point to a girl鈥檚pen and say her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belongingto the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C) Is that your eraser? C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her鈥? Etc.Explain that it is polite to say Excuse me!to get someone鈥檚attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn鈥檛.I think it鈥檚her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn鈥檛.I think it鈥檚his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two 锟紺A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where鈥檚my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogueusing other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 8 Workbook.Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.Note:When teaching new words, e.g. me,these,tree, meet,please,very,welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.鏁欏悗涓€寰???,閫氳繃瀹炵墿.鎶曞奖浠?,寰堝ソ鐨勮В鍐充簡杩欎釜闅剧偣,鍙栧緱浜嗘暀濂界殑鏁堟灉.Period 2Step 1 Revision1. Ask a group to act out the dialogues from Page 26 with books. If desired, askanother group to act without books.2. Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.Step 2 PresentationHold up a bag and ask What鈥檚this? It鈥?s a bag.Hold up two bags and say What are these ? They鈥檙e bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions ---What鈥檚this ? What鈥檙e these?Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They鈥檙e pens. What are these?(Holding up two books.)C:They鈥檙e books. What鈥檙e these? (Holding up two boxes. )etc.Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What鈥檚this? It鈥檚a banana.Draw two bananas and ask What are these? They鈥檙e bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What鈥檚this? Help them to answer It鈥檚a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They鈥檙e bananas.)Notice that the shortform for They are is They鈥檙e.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer ask What鈥檚that? (It鈥檚a car.) Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.Now draw a second car, and, pointing to it ask What are those? (They鈥檙e cars.) Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren鈥檛confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They鈥檙e birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkFinish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.鏁欏悗涓€寰???,閫氳繃瀹炵墿.鎶曞奖浠?,寰堝ソ鐨勮В鍐充簡杩欎釜闅剧偣,鍙栧緱浜嗘暀濂界殑鏁堟灉.Period 3Step 1 Revision1 Revise What鈥檚this? /What are these?(They鈥檙e鈥? like this:Hold up a bag and ask What鈥檚this? (It鈥檚a bag.) Hold up two bags and ask What are these?(They鈥檙e bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.3. Revise What鈥檚that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They鈥檙e pens. What are those?(Pointing to trees outside.)C:They鈥檙e trees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These words have theound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they鈥檙e not.Still others may say I think they鈥檙e鈥?Smile and say You don鈥檛know! Open the bag and say Look!These are (pears).Teach Are those鈥? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They鈥檙e not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act.Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 WorkbookSB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers withthe whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students鈥?attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.鏁欏悗涓€寰???,閫氳繃瀹炵墿.鎶曞奖浠?,寰堝ソ鐨勮В鍐充簡杩欎釜闅剧偣,鍙栧緱浜嗘暀濂界殑鏁堟灉.Period 4Step 1 Revision1. Call the register. Get the students to talk about who is not at school today,etc.2. Revise the nubmers 1-28 and teach 29 and 30.3. Using flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.4. Use the same cards to practise What are these? Are these鈥? And further away,What are those? Are those鈥?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson20, use flashcards rather than going straight to the book.6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kate is Jim鈥檚sister. Write Jim鈥檚sister under Kate. Point to Jim and say Jim is kate鈥檚brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He鈥檚Tom Read. Then, pointing to the girl Who is this? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She鈥檚Tom鈥檚sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann鈥檚brother.Write Ann鈥檚brother under Tom鈥檚picture.Repeat with Joy and David Smith.\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask the students to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain. Step 4 PresentationCall out four students 锟紺two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello,Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look!There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I鈥檓Jim.S2:Hello Jim.I鈥檓Kate.(Kate turns to Se and says. )Hello, I鈥?m Kate. This is my friend Jim.S3:Hello Kate. I鈥檓Ann. (Ann turns to S4.) hello, I鈥檓Ann. These are my friends Kate and Jim.S4:Hello, Ann. I鈥檓Tom. (Tom turns to S5.)Hello, I鈥檓Tom.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I鈥檓Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to go home. Say Listen. What number is Jim鈥檚bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What鈥檚number?Jim:I think it鈥檚25.Li Lei:No, that isn鈥檛your bus. Your bus is number 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It鈥檚a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim鈥檚bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is鈥?Help a student to say a box. Say These are 鈥?Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to 鈥渕ark 鈥?each other鈥檚work. Remind them to pay special attention to boxes and buses, where an 鈥渆s鈥漨ust be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 provides students with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.鏁欏悗涓€寰???,閫氳繃瀹炵墿.鎶曞奖浠?,寰堝ソ鐨勮В鍐充簡杩欎釜闅剧偣,鍙栧緱浜嗘暀濂界殑鏁堟灉.。

英语七年级上册正式篇Unit1教学设计

Unit 1 My name is Gina单元分析主备教师：苏福丽一、教学内容及分析本单元要学的内容是通过询问他人的姓名从而掌握基础词汇，学会用各种不同的方式与他人相互问候后能用英语介绍自己。

主要指的是能够相互间问对方的名字。

互相问指的是同学之间，师生之间能用what’s your name? My name is Gina.来进行自我介绍和问候。

其关键是要创设一定的情景，让学生明白在什么情景下、如何询问他人的姓名，另外也要分清中英文的姓和名的差异，在这一基础上进行交际训练。

理解的关键就是要使学生熟练掌握怎么问，怎么回答以及简单了解代词的用法。

教学重点就是交际英语中你、我、他的问答，及单词短语的掌握，要求理解英语中姓氏与小名的区别。

解决重点的关键是师生交际训练熟练掌握交际英语，正确拼读每个单词，正确拼读每个单词注意英语的正确书写。

学生多写多练，教师多指导，可以让学生到台前表演对话。

二、教学目标及分析1、目标定位：掌握本单元的核心交际英语what’s your name? My name is Gina.掌握几种简单的缩写形式：I am=I’m; My name is =My name’s.能区分我的My，你的Your及她的Her。

2、目标解析：能正确拼读拼写单词和句子,流利地进行问候交际，不但会问what’s your name?还要回答：My name is Gina.并且能写出一段自我介绍来。

学生能弄清楚并记忆常见的缩写。

能询问他的即第三人称的姓名：what’s her name? what’s his name?三、问题诊断与分析在本单元的教学中，学生可能遇到的问题是拼读拼写以及大胆进行英语对话。

产生这一问题的原因是一些学生当心出错。

解决这个问题就要鼓励学生多写多练多读，老师多指导，与此同时通过录音培养学生的规范的发音。

四、教学支持条件分析在第一课时时利用多媒体教学，更好地提供口语交际情景，让学生在轻松自由的氛围里开始话题。

七年级英语上册 Unit1_My_name's_Gina教案人教新目标版

Unit1 My name’s Gina教学目标：1．知识目标掌握介绍自己和问候他人的句型：What’s your/his /her name?His/Her/ My name’s Gina. Nice to meet you!掌握数字0-9 ，及的问答：What’s your/his /her telephone number? My /His/Hertelephone number is 234-5873. It’s …..掌握Be的一般现在时形式掌握What引导的特殊疑问句掌握形容词性物主代词：my, your, his, her2．能力目标学会从对话中获取对方的信息及他人信息，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。

学会用自己已有的知识水平和生活经历来解决实际问题。

如个性化名片的设计，培养了学生的动手能力，展示了学生的个性。

3．情感目标通过小组对话、讨论、调查和设计等一系列的活动，培养学生的合作意识和团队精神。

通过结交新朋友，学会如何礼貌地与他人交往。

了解中西方文化的差异。

课时划分：Period One : Section A :1a-- 2b Period Two : Section A :2c--- 4Period Three : Section B: 1a – 2b Period Four : Section B:3a --- 4Period Five : Self check & RevisionPeriod OneStep One Revision1. Greet with the students by using “Good morning/ Good afternoon/ Hello/ Hi…”2. Revise “What’s this in English?” by showing some lovely toys. (e.g. a clock)3. Ask the students to look at the picture in 1a and see how many other words they know.4 Find out who knows the most,encourage the Ss to remember.Step Two Leading – in1 The teacher asks the winners above “What’s your name?”help the winners to introduce themselves “I’m… or My name is…” . Then the teacher puts on a lovely mask and says “ Oh, I’m… Nice to meet you, …” Help the students to answer “Nice to meet you , too.”Repeat with several Ss.2 Write the target language on the blackboard and ask the students to repeat.----What’s your name?----I’m Gina.----My name is Alan. Nice to meet you!----Nice to meet you, too.3 Ss practice in two like the modle above.4 T asks Sa : What’s your name?,then asks Sb : What’s his /her name? T helps to answer :His /Her name is …. Write the target language on the blackboard and ask the students to repeat.5 Ss practice in three like the modle on the BD.6. Show some pictures of boys and girls and teach the new words of the boy’s name : Alan, Jim ; the girls’ names : Mary, Jenny, Gina.T says:His name is …,Her name is ….Ss follow the T.Step Three Listening 1b1 Look at 1b ,listen and number the conversations 1- 3.2 Play the recording for the first time. Students only listen.3 Play the recording a second time. Students number the conversations.4 Check the answers.5 Listen and follow 1b.Step Four Listening 2a 2b1 Look through the four pictures quickly ,get ready to listen.2 Listen and number the pictures.3 Check the answers .4 2b Listen again,circle the names you hear.5 listen and follow the conversations,then practice them.T makes modles with the Ss first.Step Five petition1. Ask the students to greet each other within five minutes and write down their partners’ names. The more , the better. They can use the target language.--What’s your English name? ----My name’s …--How do you spell it? ----…-Hello. I’m … Nice to meet you! ---- Nice to meet you , too.2. The Ss who gets the most names are the winners.Step Six Sum upHelp the Ss to sum up what they learnt.Step Seven Exercise TongbuStep Eight Homework Ask the students to bring some picturesPeriod TwoStep One Revision1 Revise the following dialogue : A: Hello! What’s yourname ? B:My name’s …/I’m …A:I’m …,nice to meet you .B: Nice to meet you,too. C: Hi,A! What’s his /her name?Can you tell me ? A:OK,his /her name is …C:Hi,B! Nice to meet you B: Nice to meet you,too.2 Talk about the pictures that the Ss bring using “ This is…What’s his /her name?”etc.Step Two Presentation1. The teacher shows two of the famous person and introduces like this: Hisname is Bill Gates. Bill is his first/given name and Gates is his last/family name. Her name is Zhang Ziyi. Zhang is her last/family name. Ziyi is her first/ given name.Help the students understand the first/given name and the last/family name and the differences between Chinese names and English names.Draw the diagram.2. Write more full names on the blackboard and ask “What”s his first/ lastname? What’s her first / last name?”3. Look at 3a and ask the students to read the lists of the names below.4. Ask the students to write F for first name and L for Last name. Check theanswers.5. Ask the students to read after the teacher the following names: Smith,Miller, Green, Brown.Step Three Choose the name1. Add more mon English names on the blackboard and ask the students to choosea first name and a last name they like. Check that the students are pronouncingthe names correctly.2. Rehearse the question and answer once more( What’s your first /last name?),then let them ask their classmates about their new first name and last name and make a list, then find out who writes down the most ,then she /he is the winner. Step Four One- minute speech1. Give the students a few minutes to prepare for introducing themselves andtheir friends or favorite persons etc in a minute. They can begin like this : Hello, everyone. I’m a boy . My Chinese name is … My first name is … My last name is … My English name is … I have a friend. His /Her name is … His /Her first name is … His /Her last name is…His /Her English name is …2. After one minute ,get the student to report themselves and theirfriends ,who can say the most correct sentences are the winners.Step Five Sum upHelp the Ss to sum up what they learnt.Step Six Practice1Get the Ss to write the sentences on the BD,try to dictate them.2 Get the Ss to read the names in groups .Step Seven ExerciseTongbuStep Eight HomeworkPeriod ThreeStep One Warming up1. Enjoy the song “Ten Little Indian Boys”,and learn to sing . pay attentionto the numbers .Step Two Numbers Section B 1a1. Listen and repeat the numbers.2. Write the numbers on the board in random order. Point to the numbers oneat a time and ask the students to repeat.3. Play a Bingo game or Play the next number game4. Look at some signs or pictures and ask the students “ What’s the telephonenumber?”“ 114,119 120, 110, 96316, 12345, 121…”5. Ask the students “What’s your phone number?” Let them try to answer,then write the numbers on the blackboard and tell the students how to write a telephone number__ __ __ - __ __ __ __ .Step Three PracticeSs ask their telephone numbers ,and write them down ,then report to the class. Step Four Listening Section B 1b1. Before listening，ask the students to work in pairs , one say the numbersin random order, the other writes them down.2. Play the tape for the first time. Students only listen.3. Ask the students to write the numbers in the blank as the teacher playsthe tape the second time.4. Check the answers.Step Five Listening Section B 2a 2b1 Ss look through the requests.2 Play the recording for the first time. Students onlylisten.3 Listen to the recording again, students write the letter of each telephone numberin the blank after the person’s name.4 Check the answers in pairs by asking and answering in pairs.5 Listen to the recording a third time,plete the phone nunmbers ,check theanswers.6 Listen to the recording several times ,get the Ss to follow the recording ,tryto recite them .7 Imitate the conversations in pairs or in groups .Step Six Speech petition1 Give the Ss one minute to prepare prepare for introducing themselves and their friends. They can begin like this : Hello, everyone. I’m a boy /girl. My Chinese name is ... My first name is ... My last name is ...My English name is ...My phone number is ... I have a friend. His /Her name is ... His /Her first name is (i)/Her last name is…His /Her English name is …Her phone number is …2 T walks around to see if the Ss need help .3 After one minute ,get the student to report themselves and their friends ,whocan say the most correct sentences are the winners.Step Seven Sum upStep Eight ExerciseStep Nine HomworkPeriod FourStep One Survey1. In about five minutes, let the students ask their classmates about their telephone numbers and write them down . They must use the target language “What’s your phone2. Ask some students to make a report like: Lisa’s phone number is… Jim’s phone number is…3. Answer the teacher’s questions: “What’s Lisa’s/Jim’s phone number?”“Her/ His phone number is..”Step Two Creative conversations1. Make up conversations to talk about the names and the phone numbers. Tmakes modles with the Ss.eg.A: Hello,B ! B: Hello,A ! Who’s this?A: This is my new friend . B: What’s his /her name ?A: His/Her name is C. B: What’s his /her phone number ?A: Sorry,I don’t know . Hi,C! What’s your phone number ?C:It’s … .A: Thank you .Hi,B! His /Her phone number is ….B: Hi,C!I’m A . Nice to meet you .C: Nice to meet you,too!2. Use some pictures or objects to create some different kinds of situationsand ask the students to make conversations.Step Three Talking about names1. Look at the name cards in 3a and ask something about the first name andthe last name.2. Ask students to take turns reading the names on each card.3. Tell the students how to finish 3a.4. Ask the students to finish 2—5 on their own.5. Collect any ID cards , library cards etc and ask the students to talk about them. Step Four Practice1. Do 3b as a class exercise. Ask the students to look at the ID card. First get the class to ask and answer the questions in pairs. Then get the Ss to write down the answers.2. Ask the students to fill in their own ID card. (3c)3. Exchange the ID cards and ask the students to look at the picture on thecards and ask and answer in pairs: What’s his / her family name? What’s his /her first name? What’s his /her telephone number?Step Five A game1. The students write their own telephone numbers on a piece of paper and putthem in a bag.2. The teacher hands out every student a piece of paper and asks them to findthe owner by asking “What’s your phone number?”3. The student who finds the owner with three guesses is the winner.4. Ask the winner to make a report like this: His /Her name is …His / Herfamily name is… His / Her first name is … His / Her telephone number is…Step Six Sum upStep Seven Write the important sentences.Step Eight ExerciseHomework:Design a name card for yourself.假如下个星期你班将来一位外籍教师，请你为自己设计一X名片，以便交流，Period FiveStep One ConversationsMake up conversations like the follow.1 A:Hello! I’m /My name’s Mary. What’s your name ?B:Hi ,Mary! My name is Jim .Nice to meet you .A:Nice to meet you ,too. Who’s this ?B:This is my new friendA:What’s his/her name?B: His/Her name is Alan. Alan, this is Mary.A: Hello, Alan ! Nice to meet you .C: Nice to meet you,too.2 A: Hello, Liu Ming ! What’s English name ?B: Hi,Lin tao .My English name is Alan Green, my first nameis Alan, my last/family is Green .What about yours?A: My English name is Nick Brown,my first name is Nick,my last/family is Brown.3 A: Hello, Liu Ming !What’s your phone number?B: My phone number is 5356248,what about yours ?A: My phone number is 663458,what’s Li Lei’s ?B: His phone number is 667892.Step Two Words and Sentences1 Get the Ss to read the words of Unit 1 ,first read in pairs .2 Check the words and the sentences. First give the Ss a few minutes to revisethe words and the sentences. Then dictate them ,hand in and check, sum up the results. If necessary, give the Ss a few more minutes to revise again.Step Three Writing1 .Self Check 3. Ask the students to think of two classmates , one a boy and onea girl. Have them write their classmates’ details in the charts. Get several Ss to write on the BD.2. Check in pairs, T walks around to check.Step Four Tongbu Self Check。

人教版七年级英语上册Unit 1 My name is Gina教案

Unit 1 My name is Gina.1．Topic话题：Making new friends2．功能目标：1）Introduce yourself使学生学会用英语介绍自己。

2）Greet people使学生学会用英语和别人打招呼。

3）Ask for and give telephone numbers 询问和给出电话号码3．文化目标：1）让学生初步体会用英语和别人交流的感受，培养学生学习英语的兴趣。

2）通过对英文名字的介绍，对比中西方表达名字的不同，了解中西方文化的差异。

3）通过对西方一些成功人士英文名字的介绍，使学生了解成功是由不懈的努力和艰苦的奋斗得来的。

4）通过介绍英文名字的由来，使学生产生对西方文化的好奇及兴趣。

4．认知目标：1）词汇：clock, hello, hi, and, question, answer, look, first name, last name2) 语法项目：一般现在时be的用法以特殊疑问词what开头的问句形容词性物主代词my, your, his, herWhat’s=What is I’m=I am My name’s=My name is3) Language goals语言目标：What’s your name?My name is Gina.I’m Gina. Nice to meet you.What’s your telephone number? It’s….Period oneI.教材分析：这是课本的第一部分，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的积极性，不产畏难情绪，尽量简单的处理教材。

Language topic: What’s your name?My name is Gina.Language strategies: Talk about the namesMain vocabulary: name is, meet, his, first name, last name, answer, boy , girl.II.语言结构: present tense to be, what questions, Possessive adj. my, your, his, her. 。

黑龙江省虎林市八五零农场学校人教版七年级上册英语教案：unit 1-6教案

新目标英语（Go for it）七年级上全册教案Unit 1-6Unit 1 My name’s GinaPeriod 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 :Present the sentence 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 thinkmost of the students must have known a lot of words. How manywords do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.(Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)(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 yourselves 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。

读人教七年级上册Unit 1 My name's Gina王婧Unit 1公开课教案

Unit 1 My name’s Gina.第一课时Section A 1a—1c一、教学目标1.记忆单词 name,nice,to,meet,too,your,Ms.;短语 good morning,nice to meet you;缩写词 what’s,I’m,name’s。

2.掌握和运用介绍自己、询问他人姓名以及问候他人的交际用语,掌握句型:—What’s your name?—I’m …/My name’ s …—Nice to meet you!—Nice to meet you,too.3.能使用人称代词I,you和物主代词my,your。

4.通过听力训练,两人一组合作角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。

5.能礼貌地与人见面、打招呼,友好相处。

二、教学内容1.学会运用问候他人的用语:Good morning/afternoon/evening.Nice to meet you!2.学会自我介绍的句型 My name’s…/I’ m…3.学会询问他人的名字以及回答 What’s your name?My name’s…4.初步学会使用形容词性物主代词my和your。

三、教学重难点1.正确使用形容词性物主代词 my和your。

2.人称代词和物主代词的正确使用,英文人名的男性、女性和形容词性物主代词的正确分辨、搭配使用。

四、教学目标和方法本课时的教学内容是人教版七年级英语第一单元的第一课时,重点在于引导学生观看图片,理解语境,从新学期上学见面问候开始,自然地导入相互询问和回答姓名,上午问候语Good morning!以及见面问候Nice to meet you.。

采用小组活动法，以活动引起学生的兴趣,任务以听和说为主。

引导学生复习学过的英语单词,同时在对话中学习新的单词。

因此,我将知识目标定为掌握本课时新出现的单词,询问和回答姓名的句型和问候语。

情感目标定为培养学生的学习习惯和兴趣,学会有礼貌地与他人交往。

Unit1 My name's Gina.(period 1)

熟读并背诵2d。
Байду номын сангаас
B:
I am… I’m…
A: Nice/Glad to meet/see you!
B: Nice/Glad to meet/see you, too!
1b Listen and number the conversations[1-3]. 2 1 A: What’s your name?
B: Alan. A: Good morning! I’m Cindy.
—What’s his name? —His name’s Bob. He is Bob.
情景对话 A: Hello! What’s your name? B: My name’s ... A: I’m ... B: Nice to meet you! A: What’s his name? B: His name’s ... A: And what's her name? B: Her name's …
Nice to meet you!
Nice to meet you, too.
“很高兴认识你” • Nice to meet you.
• Glad to meet you. • Nice to see you. • Glad to see you.
Practice
练习对话，问候你的同伴。
A: Hello! What’s your name? My name’s …
Ms. Miller: And what’s your name?
Mary: My name’s Mary.
2c
Pairwork
A: Hello! What’s your name? B: My name is Gina. A: I’m Bob.

新人教版七年级上册英语 Unit1 第1课时教案(教学设计)

U nit1 My name’s GinaSection A (1a-2d)词汇:name, nice, to, meet, too, your, Ms., his, and, her, yes, she, he, no, not 句型:1.掌握打招呼和介绍自己的句型：—Hi. My name’s Gina. —I’m Jenny. Nice to meet you!2.掌握询问和介绍姓名的句型：—What’s your/his/her name? —My/His/Her name is…—Are you…? —Yes, I am./ No, I’m not.—Is he/she…? —Yes, he/she is./ No, he/she isn’t.1.学会如何向他人介绍自己2.掌握询问和介绍他人姓名的句型能够正确使用人称代词和形容词性物主代词Step 1复习1.复习26个英语字母：①学生一起背诵26个英语字母。

②在四线三格内书写26个英语字母大小写，请几名学生在黑板上书写，其他学生在本子上一同进行。

最后，教师评出几名书写最准确、工整的学生给予口头表扬。

2.复习句型：看图编对话，使用的图片尽可能地使学生运用所学句型，并请几组学生进行展示。

Step 2导入1.利用一些实物，通过“What’s this in English?”这一句型，来辨识与课本图中相关物品。

2.组织学生进行小组竞赛，将表示这些物品的英文单词写在黑板上。

每组可以多人次上来写，但不可重复。

比一比哪组写得最多最准确。

Step 3句型学习1.句型引入：教师通过再一次介绍自己，运用句型“My name is…”和“I am…”。

2.句型练习：①学习了“My name is…”句型后，教师依次向部分学生提问“What’s your name?”，让学生说出自己的名字，进行句型练习。

②邀请几列学生进行传句子比赛，看哪一列学生说得又快又清晰。

(完整word版)新人教版七年级上册英语教案 Unit1(word文档良心出品)

— What’s your name?
— My name is…
— Hello! I’m Mary.
— Hi, Mary! I’m Jim. Nice to meet you.
what’s＝what is I’m＝I am name’s＝name is
the peБайду номын сангаасsonal and possessive pronouns: I, you, my, your, his, her
课堂练习
IV. Pair-work.
1.Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.
3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.
2.Teach students to say English names in the right way.
3.Get students to ask for and give telephone numbers.

新目标英语初一Unit 1 My name’s Gina教案

Unit1 My name’s Gina一．教材解析Go for it 学生用书的每个单元有6页,其中包括Section A、Section B和Self check. Section A为目标句型提供分步示例和指导性练习。

Section B 使学生能够对已经学过的目标句型运用自如。

Self check 使学生对自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。

新目标英语教材将话题、功能和交际巧妙地融合在一起，用一种循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用巧妙地结合起来。

但是Go for it 每个单元只有一个总体的教学内容安排，没有具体的课时数安排，也没有分课时的教学内容安排，所以，对我们教师既提供了灵活运用教材的机会，同时，对教师也提出了更大的挑战，教师应根据自己学生的实际水平和语言能力，合理地排出整个单元的总课时数，安排好每个分课时的教学内容。

二．单元分析本单元是在学生学习了3个starter单元后的第一单元。

中心话题是认识新朋友。

要求学生了解朋友的姓名、话题、电话号码，以及中英文表达方法的不同之处，并自然地引出语法项目---- Verb to be / what questions 以及物主代词my, your, his, her 的用法。

三．课时划分第一课时（Page1--- Page2 , 1a, 1b, 1c / 2a, 2b, 2c page3, 4 ）要求学生认识新朋友，了解本班同学的中英文名字。

第二课时（Page3/3a, 3b, Page4 1a, 1b, 2a, 2b, 2c.）要求学生了解并掌握中英文姓和名的不同表达方式以及同学家的电话号码，能制作简单的英语通讯录。

第三课时（Page5/3a,3b,3c,4, Page6/ Self check）要求学生制作个性化的学生卡，并能依据学生卡介绍其他人的信息。

Period 1一．教学目标１．知识目标`：1). 词汇: your, my, his, her, name, what, is, meet, nice, I’m, what’s…及Jenny, Gina, Tony,Tom 等名字.2). 句型: My name’s Gina. Nice to meet you. What’s your/his/ her name?3). 语法:了解缩略形式，what is = what’s , I am = I’m 等．初步了解代词my, your, his,her的用法．２．能力目标：通过学习本课，学生能够进一步熟悉本班同学的中英文名字，并能作简单的介绍．３．情感目标：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．教学重点：熟练应用英文打招呼和自我介绍方式，掌握词汇及英文名的读法。

《My name's Gina》全单元教案 2022年人教版精品

Unit 1 My name's Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is …”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码“What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。

本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。

由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。

二、单元学情分析本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information 和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。

三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。

来培养学生的自主学习的能力及表达能力和逻辑思维能力。

采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。

四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：name nice meet his and her your能掌握以下句型：①—Hi. My name’s Gina. —I’m Jenny. Nice to meet you!②—What’s your/his/her name? —My/his her name is…③—Are you…? —Yes, I am. / No, I'm not.④—Is he/she…? —Yes, she/he is. / No, she/he isn’t.2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；What’s=what is I’m=I am name’s=na me is等缩写形式。

Unit 1 My name's Gina教案设计

Unit 1 My name’s Gina(The 1st period Section A 1a—1c)Teaching aims（教学目标）1．学会问候他人2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字3．从对话中学会获取更多他人的基本信息5．初步学会使用部分形容词性物主代词.Language points（语言点）1．要求掌握以下句式：（1）—What’s your name?—My name is…（2）—Hello! I’m Mary.— Hi, M ary! I’m Jim. Nice to meet you.（3）what’s ＝what is I’m ＝I am name’s ＝name is 2．要求掌握以下词汇：（1）生词：name, clock, am, nice, meet, what, hello（2）人称代词和形容词性物主代词：I, you, my, your, his, her （上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。

）Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。

Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）(1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.1（2）Warm greetings to the students2T: Hello! / Hi!S: Hello! / Hi!T: You are very beautiful/cool/…S: Thank you.2. Presentation（呈现新知识）（1）T: Hello! My name is Lily. What’s your name? 3 S: (引导学生回答) My name is Tom.T: It’s a good / nice name.4I like your name.教学设计说明1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。

Unit1MynamesGina教案

Unit1 My name’s GinaPeriod 1 Section A 1a1cⅠ.教学准备1．教师：录音机、电脑、图片、面具。

2．学生：利用网络查阅中英文姓名及初次见面时各国或各地风俗、礼仪的材料。

Ⅱ.教学目标1．学会问候他人。

2．学会做自我介绍，认识新朋友，并正确称呼他们的英文名字。

3．学习本课的知识点。

(1)词汇：name，nice，to，meet，too，your，Ms.(2)句型：—What's your name？—My name's...—Hello！Cindy！I'm Dale.—Nice to meet you!what's＝what is I'm ＝ I am name's ＝ name isⅢ.教学重点难点1．让学生学会做自我介绍，学会交朋友。

2．正确使用问候语。

Ⅳ.教学步骤Step 1：Greetings and talking运用预备单元学习的Good morning！Good afternoon！Hello/Hi！...等问候语和学生打招呼，拉近了与学生之间的距离，也复习了旧知识。

Step 2：Leadin1．利用一些实物，复习“What's this in English？”这一句型。

For example：T：What's this in English?S：It's a book.T：What color is it?S：It's blue.2．运用以上句型过渡到课本1a，写出图中物品的英文名称。

For example：T：Look at the picture.What's this in English?S：It's a map.T：How many new words can you find？Discuss in groups.将学生分为四组，采取小组竞赛制，每组选择一名学生将单词写在黑板上，比一比哪一组写得多。

My names Gina. 教学设计

My names Gina. 教学设计My name’s Gina. 教学设计(Period1) 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。

课题：UnitMyname’sGina(Period)

老师寄语
Time is money.时间就是金钱。
目标点击
⑴掌握以下词汇和短语：
zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,telephone number,phone,phone number,it,it’s=it is
目标点击
1.学会询问对方姓名并作自我介绍，初步学会使用部分形容性物主代词。
2.学会如何礼貌地与人交往，学会问候他人。
3.掌握以下知识点
（1）词汇my, name, is, I ,am ,nice, to ,meet, you, what, your, his, and, hello, his, her，Ms
学法指导
小组合作自主学习
学习流程
【自主学习】：
重点词汇：
一________二________三________四_____五_______六______七______八______九_______电话_______数字/号码________家庭________卡片____________
重点短语：电话号码__________身份证_____ ___姓氏_________名__________
10.eight－one= 11.two×four=12. eight÷four=
【当堂检测】请你完成下列对话。
A：Hi!B：Hi!
A：?B：My name’s Beck．
A：Nice to meet you!B：．
A：?B：It’s 555—6547．
A：?B：Her name’s Rose。
A：?B：Her family name is White．