七年级英语上册 Unit one My name is Gina教案人教新

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Unit 1 My name is Gina教学设计

人教新目标英语七年级上Unit 1 My name is Gina教学设计Unit 1 (Section B)教材分析：继预备篇三个单元之后的第一单元以Making new friends 为主要话题，并以Introduce yourself, Greet people, Ask for and give telephone numbers为功能项目，展开话题，在话题与功能项目为依托，在目标语言“What’s your name? My name is Gina. I’m Gina. Nice to meet you! What’s your telephone number ? It’s 284-2942.”中学习物主代词my, your, his, her, 学习词汇personal names, numbers 0-9, phone number, hi, hello，first name, last name，了解英语名字与中文名字的文化差异. 本堂课的内容是Unit 1(Section B), 主要通过Ask for and give telephone numbers 功能项目来学习英语数字。

本堂课教学目标：一、知识技能目标：1.Listen and say English numbers from zero to nine.2.Master and use the sentence “What’s your telephonenumber? It’s ….” to ask for and give telephone numbers.3.Get the students to know some important telephonenumbers such as 110,119, 120, 122, 96199 and so on.二、文化目标：在学生介绍自己和他人的姓名与电话号码时，要渗透先别人，后自己的文化，表示对他人的尊重。

初中英语Unit one My name is Gina的教案

初中英语Unit One "My Name is Gina"的优秀教案一、教学目标：1. 知识目标：让学生掌握自我介绍的基本句型，包括介绍自己的名字、年龄、来自哪里以及兴趣爱好等。

让学生学会用英语进行简单的日常交流，如问候、介绍等。

2. 能力目标：培养学生能够用英语进行自我介绍的能力。

培养学生能够听懂并回应他人的自我介绍。

3. 情感目标：培养学生的学习兴趣，激发学生学习英语的积极性。

二、教学内容：1. 核心句型：My name is Gina. How old am I? I am 14. I e from China. What's your name? How old are you? Where are you from?2. 重点词汇：name, age, e from, hob, friend三、教学过程：1. 导入：利用图片引入本课主题，让学生猜测图片中的人物是谁，激发学生的学习兴趣。

2. 呈现：教师展示自我介绍的范文，让学生跟读并模仿。

3. 实践：学生两人一组，进行自我介绍的练习，教师巡回指导。

4. 应用：学生分成小组，用英语进行角色扮演，模拟真实的自我介绍场景。

5. 巩固：教师组织学生进行小组竞赛，看哪个小组能够在最短时间内完成自我介绍的任务。

四、作业布置：让学生课后用英语给自己的朋友写一封自我介绍的信，培养学生的写作能力。

五、教学反思：教师在课后要对本节课的教学进行反思，看是否达到了教学目标，学生对知识的掌握情况如何，以及下一步的教学计划。

教师还要关注学生的学习兴趣和积极性，激发学生学习英语的热情。

六、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、回答问题、小组活动等。

2. 语言准确性：评估学生在自我介绍时的语言准确性，包括语法、词汇的正确使用。

3. 交流互动：评估学生在小组活动和角色扮演中的交流互动能力，包括倾听、回应、合作等。

七年级英语上册 Unit 1 My name’s Gina Section A(3a-3c)教案 (新版)人教新目标版

My name’s Gina
学设计
课标
过听说练习和语言实践让学生内容仍贴近学生的生
My/his her name is
sn 会运用所学的句型询问第
1. 阅读指导：老师总结已学过认识新朋友的两类句型。

2. 学生阅读Grammar Focus中的句子，然后做填空练习。

你的名字叫什么？_______ your _______?
我的名字叫艾伦。

_____ _______ Alan.
3. 注意以下几种缩略的表达法：what’s = what is, name’s = name is, I’m = I am,he’s = he is, she’s = she is
4. 学生识记后，做填空练习来进行巩固。

5. 老师对人称代词及形容词性物主代词的简单用法进行小结。

6.学生复习理解掌握所学的知识并做巩固巩固练习。

3.Ss act out
s your name? s; n ame;。

七年级英语上册 Unit 1《My name’s Gina》教案人教新目标版

Unit1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for and give telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names.Teaching aids:puter, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example: Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the picturesand write down as many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out their wordsand spell them. Write down the words on the board.Step3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say, Now use your own names when you have conversations .Move around theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs e to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words and target languages.1. Point to a boy and a girl. Say, His name is---, her name is--- Have studentsunderstand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. As studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students pare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the class into twogroups: boys and girls. Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards. See which group can say andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 SectionA 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board. For example:Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell the differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily name first and given name second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step4 SectionA 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first name and lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew names):What’s your first name?What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make.Step5 SectionA 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, move around theclassroom making sure students understand the procedure and correcting anymistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the target languages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them in English.Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write the mummers. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3)Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversations using any phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs e to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, The phone numbersaren’t finished. You need to write the last two numbers later. Now listenand match the names with the telephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the person’stelephone number in the space after that person’s name.6. Check the answers.Step 6Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9. (1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the target language.(1) Call attention to the address book. Ask one student,“What’s your phone number?” Write his/her name and phone number inthe address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fill in theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’s hertelephone number? What’s her family name? What’s her first name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write your own firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。

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。

人教版新目标英语七年级上册 Unit 1 教案(共计19页)

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。

【人教版】七年级上英语Unit1MynameisGina教案

Unit 1My 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）G reet people 使学生学会用英语和别人打招呼。

3）A sk for and give telephone numbers 询问和给出号码3.文化目标：1）让学生初步体会用英语和别人沟通的感受，培育学生学习英语的兴趣。

2）通过对英文名字的介绍，比照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困难的奋斗得来的。

4）通过介绍英文名字的由来，使学生产生对西方文化的古怪及兴趣。

4.认知目标：1〕词汇：clock, hello, hi, and, question, answer, look, first name, last name2)语法工程：一般现在时be 的用法以特别疑问词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：这是课本的第一局部，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的乐观性，不产畏难心情，尽量简洁的处理教材。

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. 。

七年级英语上册 Unit 1 My name’s Gina复习教案 (新版)人教新目标版

Self Check Activity 3在班上作口头介绍。

可以组织学生进行游戏竞赛活基础句型学习评价1. What’s her last name? ___________________________________2. What’s her first name? ___________________________________3. What’s her telephone number? ___________________________________Key:1. Her last name is Green.2. Her first name is Gina.3. Her telephone number is 398762.Key: I have a friend. Her name is Helen Miller. Her first name is Helen. Her last name is Miller. She is 12 years old. Her telephone number is 860395. She is in Class 2. Her e-mail address is helen@.单元知识达标学习效果评价一、圈出下面对话中的名字。

相同的名字只圈一次。

A: Hi, Kate. How are you?B: Fine, thanks. And you?A: I’m great. Oh, Kate, this is my friend, Bill.B: Hi, Bill, I’m Kate. Nice to meet you.A: Nice to meet you, too, Kate.A: Good morning, Miss Lee.B: Good morning, Karen. How are you this morning?A: Very well, thank you.B: Oh, this is Mr Clark.A: Nice to meet you, Mr Clark. My name is Karen.B: Nice to meet you, Karen.二、用英语写出数字0-10。

人教版七年级英语上册Unit1教案

人教版（新目标）初中七上Unit 1 My name's Gina教案P eriod OneTeaching 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）—Hi. My name’s Gina.—I’m Jenny. Nice to meet you!--- Nice to meet you, too.（3）what’s ＝what is I’m ＝I am name’s ＝name is2．要求掌握以下词汇：（1）生词：name, 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. （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?S: (引导学生回答) My name is Tom.T: It’s a good / nice name.I 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。

七年级英语上册Unit1Myname’sGina(第2课时)教案人教新目标版(2021年整理)

七年级英语上册Unit 1 My name’s Gina（第2课时）教案（新版）人教新目标版编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（七年级英语上册Unit 1 My name’s Gina（第2课时）教案（新版）人教新目标版）的内容能够给您的工作和学习带来便利。

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Unit 1 My name’s Gina Section A 第2课时（3a～3c）类别学习重点重点句式1. His name’s Eric. 2。

Her name’s Mary。

3。

My name's Dale.重点语法1。

形容词性物主代词和缩写词2.be动词的用法译一译1。

他是he is/he's 2.她是she is/she’s背一背1.他是鲍勃. He's Bob。

2.我是辛迪。

I’m Cindy。

3。

她是玛丽。

She’s Mary。

4. —你是迈克吗？ -Are you Mike？-是的，我是. —Yes, I'm。

新课导入利用多媒体课件(或是班上学生)进行师生对话. eg: T: What’s his name?S: He is…/His name is…T： What's he r name？S: She is…/Her name is…T： Is he/she…?S： Yes， he/she is. /No，he/she isn’t。

（学生根据出示的图片反复练习）示【完成教材Grammar Focus~3c的教学任务】What’s your name?Alan. /I'm Alan. /My name’s Alan. What’s his name?He’s Eric。

七年级英语上册Unit1Myname’sGina教案新版人教新目标版

Unit 1 My name’s Gina.The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not(2)Key phrases:Nice to meet you.(3)Important sentences:①—What’s your/his/her name?—My/His/Her name is ...②—Nice to meet you.—Nice to meet you,too.2.Ability aims:Introduce yourself and greet people.3.Emotion aims:Improve students’ conversation skills.II.Important points:The usage of pronouns.III.Difficult points:Grasp the usage of pronouns.IV.Teaching processStep 1 Lead-inSing along with the song“ABC Song”.Step 2 Revision1.Show some pictures about things in your room.Such as window,book,schoolbag,ruler,map,door,cup,baseball...2.Let students say them one by one.3.Work on 1a.Write English words for the things in the picture.Step 3 ListeningWork on 1b,2a and 2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to complete 1b,2a and 2b.3.Check the answers in 1b,2a and 2b.Step 4 PairworkWork on 1c and 2c.1.Practice the conversations above with your partner. Then greet your classmates.2.Practice the conversations in pairs and role-play them.A: Hello! What’s your name?B: My name’s…/I’m…A: Nice to meet you!B: Nice to meet you,too!A: What’s his name?B: His name’s…A: And what’s her name?B: Her name’s…Step 5 Role-playWork on 2d.Please let students close the books and listen to the tape.Answer some questions.1.How many people are there in the conversation?2.Who are they?Listen again and try to repeat it.After that,let students role-play the conversation and give them 4minutes to recite it.1c Make conversations about the people in the picture.Language points1.My name’s Gina.我的名字叫吉娜。

七年级英语上册《Unit_1_My_name_is_Gina[1].》教案_人教新目标版

Unit 1 My name is Gina.教案3.numbers 0-9Period 1Content : Section A 1a. 1b 1c2a 2b 2Teaching key points:What’s your /his/ her name? Nic e to meet youWhat is =What’s, I am=I’mTeaching di fficulties:the vocabulary, the English nameLearning Methods:Yangsi Learning Mode, Cooperative LearningTeaching Methods:Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way InteractionTeaching procedures:Step 1. Warming-up.Greeting（say hello between the teacher and the Ss）.Chatting（sing ABC song to enliven the atmosphere of the class）.Step 2. Language input.The teacher is chatting with the students:①Hello / Hi! / I’m / my name’s Jun.What’s your name? (Let the Ss tell the teac her their own English names. If someone doesn’t have , choose names for them ).②Nice to meet you .( Teach these expressions to ask the Ss to make new friends ).Step 3. InterviewingGroup work： Interview the members of his / her group, and fill in the blanks.Then ask one to report the informati on of the group member（句型：What’s your name? Nice to meet you.）Report：I’m… . My friend is ….Step 4 . Listening and arranging.Listen and number the conversation（1b）.Step 5. Practice.Practice the conversation （1c）, then meet other students in their class.Step 6. Game1. Guessing game：Ask some students to show the famous persons, let others guess the name of these persons by using：Is he/she …?Each student has three chances to guess. Then see which group is the winner.2. Teaching What’s his / her name? His / Her name is … by using the photos of the students in the class. Then work in three to make a dialogue：A：What’s his name?B：His name is …A：Hi …, nice to meet you.C：Nice to meet you.Step 7. Listening.Listen and circle the names. （2b）.Step 8. Make a seat table.The Ss collect the names of the class, and make a seat table of the whole class. Step 9. Homework.Remember English names as many as possible and some interrelated exercises.教后反思：Period 2Content : Section A 3a,3b,4Teaching key points:I am/ You are/ He is/She is ；first name , last name, boy , girlWhat’s your /his/ her first（last / family ）name?Teaching difficulties:The differences between Chinese name and English nameLearning Methods:Yangsi Learning Mode, Cooperative LearningTeaching Methods:Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way InteractionTeaching procedures:Step 1. Warming-up1. Greeting.2. Chatting.①What’s your /his/ her name?② Hi / Hello !③ Nice to meet you.3. Calling the students’ names.The teachers says “Who is Jenny /Tom ?”Let the students say：I’m here /Tom is here.Step 2. Presentation.The teacher asks the Ss to put on their false front to act as famous persons, and say（for example）：Today some friends come to our school. This is Jacky Zhang （张学友）, Then the famous persons introduce themselves to the class：Hello, my name’s （first name + family name). The Ss welcome them. Let the Ss know the differences between English names and Chinese names. Then make a short dialogue between the Ss and the famous people, let them know each other.Step 3 Making own ID card.Let the Ss make their own ID cards（including first name and last name）.First Name：__________________Last Name：__________________Step 4 Distinguish names.1. Let the Ss tell first names and last names by doing exercise in the book （3a）.Step 5. Name Game（记忆库）petition：list names as many as possible, see which group gets the most names. S1：My name is Jenny Green.S2：Her name is Jenny Green. My name is Tony White.S3：Her name is Jenny. His name is Tony White. My name is Jim King.2. 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：Nick S2：Kim S3：Mary……Step 6. Homework学生收集一份班级中英文名字对照表. 完成练习册Section A教后反思：Period 3Content : Section B 1a—2cTeaching key points:1．Review and master the numbers 0-92．掌握一些常用数字（如110，121，119，114，120等）的实际意义。

(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.

七年级英语上册 Unit 1 My names Gina教案 (新版)人教新目标版教案

Unit 1 My name ’s Gina.第1课时 Section A (1a~2c)【课堂导学案】Step 1 情景导入Teacher: Nice to meet you, everybody! The new term begins. Everyone willmeet many new classmates. Do you want to make friends with them? Do you want to know their names? If your answer is “yes ”, please introduce yourselves one by one. Question:Teacher: Wha t̓s your name? Students:①My name is Ye Fan. ②I̓m Zhang Xingyu.环节说明:通过课前的一个自我介绍活动激发学生说英语的热情,让学生了解在英文中介绍自己的方法,从而导入新课话题。

Step 2 完成教材1a~1c 的任务1.认真观察1a 图片,由三位学生参加单词拼写比赛,看谁写得又对又快,并大声朗读这些单词。

(2分钟)2.大声朗读1a 中的小对话。

让学生结对模仿练习。

(1分钟)3.大声朗读1b 中的小对话,认真听录音,按听到的顺序给它们编号。

(3分钟)4.结对练习lb 中的三个小对话,最熟练的一组要到讲台上展示,完成1c 。

(3分钟)5.要求学生在规定的时间内完成一个小练习。

并请若干学生给出自己的答案。

有错误的话及时纠正。

(2分钟)小结训练。

单项选择。

( C )1.—Nice to meet you. — .A.H e̓s TomB.This is JackC.Nice to meet you,too ( A )2.—Hello,Gina. — ,Alan.A.HelloB.OhC.Fine ( A )3.— is your name? —My name is Mary. A.What B.How C.Who环节说明:通过学习1a,使学生对介绍自己和问候他人有了初步了解;通过学习1b,锻炼学生的听力及抓取关键信息的能力;通过1c 的训练,锻炼学生的口头表达能力,同时巩固新知识。

初中英语人教新目标七年级上册Unit My name's Gina教案

过程设计Lead-in: greeting with students and review.Step One: 1. Listen the song “Ten Little Indian Boys”.Teacher: During the first two classes, we’ve known somethingabout new friends names. But if we want to contact them. Whatshall 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 these numbers in English. Let’s learn to sing “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…Step2. Listen the type and read numbers from0-9.T: now, let’s listen this numbers together.( after listen, have students read numbers together ,every two times.)Step3: List phone number in life.T: number is common in our life, here I have some telephone number,can you read it and tell me when we need it? ( list numbers like 110, 120, 911）S：one one zero, one two, zero......Step 4.Listen to the conversation and write the telephone 1歌曲欢快有趣，比起单纯教授单词更为有效,通过歌曲呃呃歌词引导学生感知数字。

新人教版初一英语unit1教案

Unit 1 My name My name’’s Gina 本单元的主要内容是学习介绍自己、问候他人、询问和告知电话号码的句型以及相关的单词。

1. 打开书本P87，跟读单词两遍。

打开典中点第二页做一、二两题。

2. Section A 1） Nice to meet you.很高兴见到你！A ）Nice to meet you ，too.见到你我也很高兴。

初次见面用语，是固定句式。

常常是在第三个人介绍后，表示客气的用语。

也可以是自己互相介绍。

书本 P1图片中可知。

初次见面的寒暄语另有：Nice/Glad/Pleased to meet you ！初次见面将要结束谈话时，Nice mee ng you ！见到你很高兴操练：两个学生一组做一个演练。

用书本的句式B ）T oo 的用法：也，又；常用语肯定句，置于句末，前边加逗号与句子隔开。

He likes to play soccer very much. I like it ，too. “ 太”修饰形容词或副词的原级。

It It’’s too hot today. 2） What What’’s your name ？你叫什么名字？？你叫什么名字？A ）询问对方姓名的特殊疑问句。

结构：what+be+主语？回答：My name ’s …/I /I’’m../I am +姓名看书本第一页的例句。

1b 部分。

操练：让学生两两进行对话。

B ）your ：形容词性物主代词，“你的；你们的”在句子中做定语。

This is your book. Your 和yours 区别：your 做形容词性物主代词，相当于形容词，放在名词前； Yours 为名词性物主代词，相当于“your+名词” This is your apple.=This apple is yours.这是你的苹果。

3） Hello ，Alan.I Alan.I’’m Ms. Brown. Ms.做名词，意为“女士”，不指明婚否。

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(此文档为word格式，下载后您可任意编辑修改！)Unit one My name is Gina.教材分析1．话题：Making new friends2．功能目标：1）使学生学会用英语介绍自己。

2）使学生学会用英语和别人打招呼。

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, , 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, vocabulary: name is, meet, 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 vocabulary: nine, number, phone, card, family name, first name.II.语言结构: present tense to be, what questions, Possessive adj. my, your, 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.What’s ID card for yourselfStep 6: Let’s sum what we . T F(2) His last name is Clinton. T F(3) His telephone number is. T F(4) Her e-mail is T F(5) She is a girl. T F2) Fill in the blanks. 根据下面通讯录所显示的内容，填上一个适当的词完成句子。

Example: She is a girl.(1) _____ first name is Rita.(2) Her _____ name is Hall.(3) Her fax number is _____.(4) Her _____ number is.(5) Her e-mail is（3) Answer the following questions in complete sentences. 用完整的句子回答下面的问题。

（1） What’s welcome our come come in oh日常交际用语Is this yourmy’t.Here you are.Where’s my…?What are thesethose? They’re …,etc.It’s very good.Are thesethosethey English books? Yes,they are.No,they aren’t.They’re their books. That’s all right. Thank you very much.These are my friends,Kate and , please.语法:运用my, your,1.ReviseIs everyone Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.CheckPick up a girl’s pen and ask Excuse me.Is this yo ur pen?Help .Give the pen to .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’s pen and . Then point to a girl’spen and say . 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 belonging to the person behind or beside 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 that it is polite to say Excuse me!to get someone’s 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, po int to a boy and say Is that ’t. I think it’s that belongs to a boy,point to a girl, and ask Is this ?(No,it isn’t.I think it’s ).Put special emphasis on and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page26. Look and listen. Play the tape through once. Rewind and divide the class in two –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’s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures2 and 3. After they names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and 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 more words. Help them deal with the English spelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired, ask anothergroup to act without books.2.Check Wb Lesson 21.Step 2 PresentationHold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.Repeat with a pen pens, a book books,a boxboxes,etc.Now get the class to ask and answer both questions ---What’s this ? What’re these? Make sure that they pronounce the plural forms correctly. Add zfor banana, bag and pen,sfor book and izfor box and bus. Also they should pronounce the ds in birds as one sounddz not d+z.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They’re pens. What are these?(Holding up two books.)C:They’re books. What’re 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’s this? It’s a banana.Draw two bananas and ask What are these? They’re 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’s this? Help them to answer It’s a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (TheyT hey’re bananas.)Notice that the short form for They are is They’re.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’s that? (It’s a car.)Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.N ow draw a second car, and, pointing to it ask What are those? (They’re cars.) Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach 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’re birds. Get .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 written1 Revise What’s this? What are these?(They’re…) like this:Hold up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re 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’s that?What are those?in a similar way.This time use pictures frommagazines, 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’re pens. What are those?(Pointing to trees outside.)C:They’re 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 These words 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’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small pictur e with two cars in the corner of the room,and ask Are those ChineseJapanese cars? The students try to guess. They may answer Yes,they are. No, They’re not. Then bring the picture closer so that they can confirm that they areare not Chinese Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and thenlisten 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 with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the p icture and draw the students’ 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.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.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.ing flashcards, revise the plural words taught in this unit: the Wb Lesson 23.e the same cards to practise What are these? Are these…? And further away,What arethose? Are those…?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 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and nextto it write no, turn as you point to it.Explain that in Chinese these words all 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 Kateis Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s 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’s Tom’s sister. Point to Tom and say This is Tom Read. Who is ’s brother.Write Ann’s brother under Tom’s 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 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 –two boys and two girls. Point to each one and give 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 . (Ann turns to S4.) . These are my friends Kate and Jim.S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m Tom.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I’m 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 . What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If yo u do not ’t your bus. Your bus is number 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It’s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim’s bus? (Answer:29)If time pe rmits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other 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… Help a student to say a box. Say These are … 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 their books. When they to boxes and buses, where an “es”must 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 ’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt ,cousin,parentsRecyclingHello.Hi.Ni ce to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t.Learning strategiesPersonalizing Memorizing重点词汇： family membersthisthat thesethose isare语言结构(Structures)：This That is…Is thisthat…?Yes, it is.No, it isn’t.介绍家人，认识辨别他人，家庭成员情况的表述跨学科学习绘画、家谱、摄影本单元可分为6课时(Six periods)。