Unit 1 My name's Gina 课堂实录

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《Unit1MynamesGina》教案

《Unit1MynamesGina》教案《Unit 1 My names Gina》教案Period One课前准备教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计Step One :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 think most of the students must have known a lot of words. How many words 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。

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)。

初中英语Unit one My name is Gina的教案

初中英语Unit One "My Name is Gina" 优秀教案一、教学目标1. 知识目标：学生能够掌握并正确使用自我介绍的常用句型，如"My name is", "I am from", "I like" 等。

学生能够听懂并能够用英语进行简单的自我介绍。

2. 能力目标：学生能够通过小组合作，进行自我介绍并进行交流。

学生能够通过听力活动，提高听力理解能力。

3. 情感目标：学生能够积极主动地进行自我介绍，增强自信。

学生能够尊重并欣赏他人的不同。

二、教学内容1. 主题：自我介绍2. 重点句型：My name is, I am from, I like3. 重点词汇：name, from, like, teacher, student, China, Japan三、教学过程1. 导入：教师通过与学生进行简单的英语对话，激发学生对英语学习的兴趣。

教师引导学生回顾已学过的自我介绍相关知识，为新课的学习做好铺垫。

2. 呈现：教师通过展示图片或实物，引导学生说出自我介绍的句型。

教师进行示范，展示如何用英语进行自我介绍。

3. practice：教师组织学生进行小组活动，让学生相互之间进行自我介绍。

教师引导学生运用所学句型，进行实际的交流和应用。

4. 听力活动：教师播放一段录音，内容为学生进行自我介绍。

学生听后，尝试重复并模仿录音中的自我介绍。

5. 总结：教师对学生的表现进行评价和反馈。

教师强调学生在课堂上的积极性和主动性，鼓励他们继续努力。

四、作业布置1. 学生回家后，用英语写一篇自我介绍的短文。

2. 学生回家后，与家长进行英语对话，练习自我介绍的相关句型。

五、教学反思教师在课后对自己的教学进行反思，看是否达到了教学目标，学生是否掌握了自我介绍的句型和词汇。

教师根据反思的结果，调整教学方法和策略，为下一节课的教学做好准备。

六、教学资源1. 教材：人教版《新目标》初中英语教材2. 课件：自我介绍相关图片、录音3. 教学工具：多媒体教室、黑板、粉笔4. 辅助材料：自我介绍范文、练习题七、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价学生的参与度。

Unit1Myname'sGina.教案

4.学习能力：培养学生自主学习、合作学习和探究学习的能力，为终身学习奠定基础。
本节课将紧密围绕核心素养目标，注重培养学生的英语学科素养，提高其综合语言运用能力。
三、教学难点与重点
1.教学重点
（1）单词：学生需要掌握的核心单词包括name, hello, I, my, is, friend等，这些单词是进行基本英语交流的基础。
2.教学难点
（1）单词发音：部分学生可能在准确发音上存在困难，尤其是元音和辅音的区分，如name中的“a”音和“e”音。
（2）一般现在时的运用：学生需要理解并正确使用一般现在时，尤其是在构成否定句时的变化，如“I'm not...”。
（3）自我介绍的文化差异：学生需要了解在英语自我介绍时，哪些个人信息是通常分享的，哪些是隐私不适宜提及的。
其次，在新课讲授环节，我发现有些学生对一般现在时的运用仍然感到困惑。这可能是因为我讲解得不够透彻，或者例子不够丰富。为了帮助学生更好地理解这一时态，我打算在下一节课中增加一些生活化的例子，让学生在实际语境中感受一般现在时的用法。
此外，实践活动中的角色扮演活动，学生们表现得非常积极，但有些小组在展示时显得有些紧张。针对这个问题，我可以在活动前给学生更多的准备时间，让他们充分熟悉角色和台词，增加自信心。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何在不同的情景中使用所学知识进行自我介绍和交流。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“在日常生活中如何运用英语进行自我介绍”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
四、教Байду номын сангаас流程

My name’s Gina全英教案

3
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？ S2： My name is…
S1:Hello! I’m …What’s your name? S2: My name is…。Nice to meet you. S1： Nice to meet you too。 And what’s your name, please? 。Step 4 While—task 1. Play the tape， students listen and repeat.
the books. 4。 Show some pictures and ask students： What’s her/his name?
5. Practice the dialogue with your partner. Step 5 Post-task （2a-2b) 1。Get the students to listen to the tape, and write the numbers in the right
-His/Her first/last name is…

英语：Unit 1《My name is Gina》教案和练习(人教版七年级上)

英语：Unit 1《My name is Gina》教案和练习（人教版七年级上）一、学习目标：知识目标：1. —What’s your /her /his name?—My /Her /His name is…2. I’m …3. Nice to meet you.4. —What’s your /her /his telephone number? —It’s…5. What’s your famil y /last name?能力目标：1. Introduce yourself 介绍自己2. Greet people 问候他人3. Ask for and give telephone numbers 询问和给出电话号码二、重点、难点：重点：形容词性物主代词难点：be 动词的用法（一）三、知能提升：（一）重点单词1. 形容词性物主代词【概念】形容词性物主代词具有形容词的特性，表示与后面名词的物主关系。

【词义】……的my 我的your 你的，你们的his 他的her 她的【使用】常放在名词前面作定语，不能单独使用。

My name is Gina. 我的名字叫吉娜。

Your schoolbag is big. 你的书包很大。

His father is a teacher. 他的爸爸是老师。

Her friend is tall. 她的朋友很高。

—What’s what’s what’s your name? —My name is Gina.—What’s what’s what’s his name? —His name is Jack.—What’s what’s what’s her name? —Her name is Amy.2. nice [nais] adj.（1）adj. 好的，美好的，令人愉快的It's a nice day. 天气真好。

Nice to meet you. 见到你很高兴。

英语《MynameisGina》教案（通用4篇）

英语《My name is Gina》教案（通用4篇）英语《My name is Gina》篇1教学目标1.学会询问周围新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学。

2.通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性。

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

4.德育目标：热爱班集体，团结同学。

教学重点和难点1.形容词性物主代词的用法2.在任务活动中掌握you 和your ，he 和his,she 和her 的用法3.重点句型(斜体字为扩展句子) ：Hi / Hello! Good morning / afternoon / evening.How are you? Fine, thank you! / Very well / So-so /All right.What’s your name? My name is …/I’m …What’s his/ her name? His/Her name is …课前准备1.学生课前准备：利用网络查阅中英文姓名及初次见面时各国或各地风俗、礼仪，体会它们的不同之处; 准备硬纸片和水彩笔;用英文介绍自己的姓、名。

2.教学器材：录音机、电脑、图片。

3.教学：中英文名字展示片。

任务一：结识新朋友。

1.老师首先向学生做一个，将名字写在黑板上:My name is …,My first name is…,My last name is …同时介绍一下名字的意义，然后学生就近结组，进行自我介绍。

例如：一个学生叫徐烨，他说：Myname is Xu Ye. Ye means light;一个叫王超的学生介绍说:My name is Wang Chao. Chao means Superman.这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。

2.“What’s your name?”传句子比赛。

初中英语Unit one My name is Gina的教案

初中英语Unit One "My Name is Gina" 优秀教案一、教学目标1. 让学生能够正确介绍自己的姓名、年龄、来自哪里。

2. 让学生能够听懂并准确回答关于个人信息的问题。

3. 让学生能够运用一般现在时介绍自己和他人。

二、教学内容1. 重点词汇：name, age, city, from, school2. 重点句型：My name is Gina. I am twelve years old. I e from Beijing. I go to Li Ming Middle School.三、教学步骤1. 热身活动（5分钟）教师与学生简单对话，询问学生的一些基本信息，如姓名、年龄、来自哪里等，引导学生用英语回答。

2. 引入新课（10分钟）教师展示图片，引导学生说出图片中的人物名字、年龄、来自哪里等信息，引入新课内容。

3. 新课教学（15分钟）教师通过示范和引导学生跟读，让学生掌握重点词汇和句型的正确发音。

让学生进行小组活动，互相练习介绍自己的姓名、年龄、来自哪里。

4. 课堂练习（10分钟）教师设计一些关于个人信息的问题，让学生进行角色扮演，运用所学知识进行回答。

例如：A: My name is Tom. What's your name? B: My name is Lily.四、教学评价1. 课后收集学生的作业，检查他们对个人信息的介绍是否准确、流畅。

2. 在下一节课开始时，让学生进行口头测试，检测他们对本节课所学知识的理解和运用情况。

五、板书设计1. 课题：Unit One My Name is Gina2. 重点词汇：name, age, city, from, school3. 重点句型：My name is Gina. I am twelve years old. I e from Beijing. I go to Li Ming Middle School.六、教学资源1. 教材：人教版《新目标英语》七年级上册2. 图片素材：人物图片、城市图片3. 多媒体课件：含动画、声音、文字等4. 教学卡片：含重点词汇和句型5. 作业模板：个人信息介绍短文七、教学重点与难点1. 重点：词汇name, age, city, from, school的掌握及运用；句型My name isI am I e from I go to的运用。

英文教案My name’s Gina

人教版新课标七年级上Unit 1 My name’s Gina.一、教学目标1）通过本课教学，使学生初步学会用英语介绍自己和用英语和别人打招呼，并要求学生尽可能在交际场合中使用。

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）通过让学生制作个性化名片来提高学生学习英语的兴趣，体现英语的实用性。

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

二、教学重点与难点1．要求掌握以下句式：What’s your name?My name is Gina. I’m Gina. Nice to meet you2．要求掌握基本的打招呼用语：Good morning! Hello!How are you？Fine,thank you ,And you?３.要求掌握以下词汇：What, you, are, hello, hi, and, question, answer, look, first name, last name，三、课前准备1．学生课前准备：利用网络查阅中英文姓名及初次见面时各国或各地风俗，礼仪体会它们的不同之处；准备硬纸片和水彩笔；用英文介绍自己的姓、名。

2．教师准备制作课程所需要的插图、卡片和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插人，使学生学会打招呼和介绍自己、询问他人姓名的基本句型；3..教学器材：电脑、图片。

四、教学步骤设计：从第一节课起，应尽量为学生创造一个听英语、讲英语的小环境：在起始阶段，就使用一些简单的课堂用语；教师还可借助一些手势、表情、演示等，帮助学生听懂；所使用的课堂英语，应循序渐进，宁少勿滥；要多次重复，使学生逐渐熟悉起来，不仅能理解教师的课堂英语，也熟悉教师的手势、表情、演示等。

Unit1MynameisGina：初中英语课堂教案

Unit 1 My name is Gina: 初中英语课堂教案【导语】初中英语教学的重点是培养学生听、说、读、写的基本技能，将学生的口语和听力水平能力提升到与阅读和写作同等的高度。

在这个单元中，我们将学习如何自我介绍和了解他人。

本文为初中英语课堂教案，旨在通过教学设计和活动安排，帮助学生掌握自我介绍和了解他人的英语表达能力。

【教学目标】1. 能使用简单的日常用语，进行基本的自我介绍和问候。

2. 能正确地书写自己的英文名字和姓氏。

3. 能够使用形容词和名词，描述自己和他人的个人特点。

4. 能够理解简单的口头和书面交流内容。

【教学重点】1. 学会用英语正确地自我介绍和问候。

2. 学会使用简单的形容词和名词，描述自己和他人的个人特点。

【教学难点】1. 学会正确地书写英文名字和姓氏。

2. 学会理解口头和书面交流内容。

【教学准备】1. 多媒体教学设备。

2. 教学用书：初中英语人教版七年级上册。

3. 课堂教学设计。

【教学过程】1. 导入在课堂开始之前，老师可以向学生介绍一些英文名字和英文姓氏，如Tom, Lucy，Smith, Johnson等，并让学生试着用英语自我介绍。

2. 新课讲解（1）教师通过多媒体讲解并展示自我介绍和问候的基本用语，如：Hello, my name is Gina. Nice to meet you.What's your name?My name is Tom.How are you?I'm fine, thank you. And you?（2）教师示范如何正确地写出英文名字和姓氏，并让学生模仿并练习。

（3）教师讲解如何使用形容词和名词，描述自己和他人的个人特点，如：I am tall and thin. She is short and cute.3. 练习活动（1）学生分组练习自我介绍和问候，并互相交流。

（2）学生会话练习，用英语描述自己和他人的个人特点。

七年级英语上册 Unit 1 My name’s Gina教学案例 (新版)人教新目标版

教学案例Unit1 My name’s Gina.( Section A)教材分析：教学内容为《新目标》英语7年级上册Unit1,Section A。

学习内容主要体现以下几点：1.掌握介绍自己和问候他人的句型：What’s your name? My name’s Gina. Nice to meet you!2.掌握Be的一般现在时形式3.掌握What引导的特殊疑问句4.掌握形容词性物主代词：my, your, his, her能力目标：1.通过教学，引导学生学会问候他人和学会如何做自我介绍；能从对话中获取对方的基本信息；建立班级电话号码簿；学会制作个性名片；能向他人简单地介绍自己名字的含义。

2．培养语言能力，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。

3．学会一些基本的学习策略，听说领先，读写跟上的策略，在起始阶段反复跟读磁带，标上语调，模仿纯正的美语4．培养用英语思维的能力和创新意识，学会不断发现问题，并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。

情感目标：1.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。

2．通过结交新朋友，学会如何礼貌地与他人交往。

交际策略：学会与他人合作交流，并能把语言材料运用到真实的生活中去。

资源策略：学会利用一切可以利用的学习资源，如词典，网络，音像资料，尤其是配套的录音材料来获取更多的信息。

认知能力：积极思考，及时反馈。

调控策略：在反思、顿悟和自醒中不断的调整自己的学习策略。

设计理念：任务型语言教学倡导“在做中学，在做中用”的教育理念，根据这理念，我将任务为中心将语言应用的基本理念转化为具有实践意义的课堂教学方式，运用学习任务组织教学，强化语言实践的过程，充分体现了语言的交际本质。

在英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。

七年级英语上册教案：Unit1 My name’s Gina.

七年级英语上册教案：Unit1 My name’s Gina 教学目标1.能够听懂、读懂并能够正确运用下列英语句型：–What’s your name? ——My name’s…–How do you spell that? —— G-I-N-A.–Nice to meet you.2.能够正确发音26个字母并能够拼出自己的名字。

3.了解英文中名字的格式以及常见的英文名字。

教学重点1.学习并掌握基本句型What’s your name? ——My name’s… 和 How do you spell that? —— G-I-N-A.2.学会正确发音26个字母，并能拼出自己名字。

教学难点1.了解英文名字的格式。

2.辨认相似的字母发音，如 b 和 p、m 和 n 等。

教学过程导入环节1.通过问候（Good morning/afternoon）引起学生们的注意。

2.用手写字母和名字展示，引领学生们认识英文名字的形式和基本字母发音。

3.播放一段英文歌曲（如《ABC歌》），学生可边唱边跟拍认字母。

学习环节第一部分：听说1.呈现图片引导学生们学习基本句型What’s your name? —— My name’s…，并演示对话。

2.练习对话。

两个学生之间交流，互相询问对方的名字，并用My name’s… 回答。

3.学生分组，在组内进行问答，督促每个学生都能够轮流问、回答和听。

第二部分：拼读1.整合26个字母发音，快速读出自己的名字。

2.学生分组，逐组读出自己名字及组员的名字。

3.教师根据学生的拼音、姓氏等特点，让学生学习教师或其他同学的英文名字，并活用What’s your name? 和My name’s… 进行练习。

第三部分：巩固练习1.学生分小组，模拟真实情境，用英语进行自我介绍。

2.老师分配话题，让学生以固定的话题为依据进行问答练习。

3.老师提供不同听力材料，让学生练习辨认英文名字。

总结环节教师引导学生总结本课学习内容，回答What have we learned today? 的问题。

英语《My name is Gina》教案

英语《My Name is Gina》教案一、教学目标1. 让学生能够通过观看动画或听故事，了解并掌握个人信息的表达方式。

2. 学生能够模仿并在日常生活中运用所学的句型来介绍自己。

3. 通过学习故事内容，培养学生的观察能力和表达能力。

二、教学内容1. 单词：name, Gina, is, my, hello, nice, to, you, family, friends2. 句型：My name is Gina. I am nice to meet you.3. 情景对话：introduce oneself and respond to the introduction.三、教学重点与难点1. 重点：单词name, Gina, is, my, hello, nice, to, you的认读和会话运用。

2. 难点：正确运用句型My name is Gina. I am nice to meet you.进行自我介绍。

四、教学方法1. 情景教学法：通过设置真实的情景，让学生在实际环境中学习和运用英语。

2. 互动式教学法：引导学生参与课堂活动，鼓励学生互相交流和合作。

3. 游戏教学法：通过趣味性游戏，激发学生的学习兴趣和积极性。

五、教学步骤1. 热身活动（5分钟）1.1 教师与学生用中文进行简单的自我介绍。

1.2 学生两人一组，用中文进行自我介绍练习。

2. 引入新课（10分钟）2.1 教师播放《My Name is Gina》动画或故事音频，引导学生关注故事情节。

Who is Gina?What is her name?Who are Gina's family and friends?3. 新课学习（15分钟）3.1 教师出示单词卡片，引导学生认读并复习单词name, Gina, is, my, hello, nice, to, you。

3.2 学生跟读单词，并尝试用这些单词进行简单句子构建。

人教版七年级上册英语第一课课堂实录

人教版七年级上册英语第一课课堂实录
以下是模拟的一堂人教版七年级上册英语第一课的课堂实录：
课程名称：Unit 1 My name's Gina.
授课老师：XXX老师
上课时间：XXXX年XX月XX日
课堂目标：让学生掌握自我介绍的表达方式，并能够用英语进行简单的交流。

课堂过程：
1. 导入：老师通过播放一首英文歌曲“Hello”来吸引学生的注意力，并引
导学生进入英语学习的氛围。

2. 讲解：老师讲解本节课的主题，即自我介绍，并通过PPT展示一些相关
的单词和短语，如“My name's…”，“I'm…”，“Nice to meet you”等。

3. 示范：老师进行自我介绍示范，并要求学生模仿。

4. 练习：老师将学生分成小组，每组学生用英语进行自我介绍，并互相纠正发音和语法错误。

5. 游戏：老师组织一个“猜名字”的游戏，让学生通过提问来猜出同伴的名字，进一步巩固自我介绍的表达方式。

6. 总结：老师对本节课所学内容进行总结，并布置作业，要求学生写一篇自我介绍的短文。

7. 下课：老师向学生道别，并鼓励学生在课后多加练习英语口语。

这只是一个模拟的课堂实录，真实的课堂可能会有更多的互动和即兴发挥。

不过，通过这样的方式，学生可以在轻松愉快的氛围中学习英语，提高自己的英语表达能力。

Unit 1 My name’s Gina. 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。