unit-1-My-name-is-Gina新目标
人教版(新目标)初中七上Unit 1 My name is Gina知识整理
人教版（新目标）初中七上Unit 1 My name is Gina知识整理重点词汇数词：0—9，(zero, one, two, three, four, five, six, seven, eight, nine)代词：你，我，它，(I, you, it) 我的，你的，他的，她的(my, your, his, her)be 动词：am (与I连用), is（与单数主语连用）, are（与you以及复数主语连用）名词：男孩boy, 女孩girl, 名字name, 时钟clock, 电话telephone, phone, 问题question, 家庭family, 卡片card动词：看look, 问ask, 遇见meet短语：问问题：ask questions 靠前的名字: first name 靠后的名字: last name电话号码：telephone number/ phone number 姓氏：family name 身份证：ID card重点句型Hello! My name is Jenny.I’ am Gina. Nice to meet yo u!What’s your name?Hi, Mary! I’ am Jim.What’s your telephone number?It’s 284-2942交际用语1.--What ’ s your name? 你叫什么名字？--My name is .../ I am ... 我叫......2.–What ’ s his/her name? 他/她叫什么名字？--His/ Her name is... 他/她叫......3.–What ’ s your/ his/ her first name? 你/他/她的名是什么？--My/ His/ Her first name is... 我/他/她的名是......4.–What ’ s your/ his/ her last name? ?你’ s your/ his/ her family name? 你/他/她姓什么？--My/ His/ Her family name is ...我/他/她姓......6.–What ’ s your/ his/ her telephone / phone number? 你/他/她的电话号码是什么？--My/ His/ Her telephone/ phone number is... 我/他/她的电话号码是... （也可以用It ’ s...）7. Nice to meet you. 见到你很高兴。
吉林Unit 1 My name is Gina(第2课时)教案 (新版)人教新目标版
Unit 1 My name is Gina（第2课时）题目教者课时2课时教学目标知识与技能Master some words and drills. 过程与方法Listening and practicing.情感态度与价值观Try to use the drills freely.教材分析教学重点What’s his /her name? His / Her name is….教学难点Is he Jack? Yes, he is. /No, he isn’t.教学过程教师活动学生活动备注（设计目的、时间分配等）I. Leading-in : How to greet people in the morning? How to introduce yourself to others?II. Interaction and consolidation:Step1. 2a.Listen to the conversation and number the pictures (1-4) .Then check the answers.Step 2. 2b.Listen again. Circle the names students hear . Then check the answers together.Step 3. 2c .Practice the conversa tions in pairs. Then ask some pairs to act out their conversations.Answer and practice inpairs.Listen and write.Listen and circle .Practice theconversations inpairs.R eview the olddrills. 5’Pract icelistenings.5’Improve Ss’listening skills.4’Learn andpractice maindrills. 8’。
人教版新目标七年级英语上册Unit1My name’s Gina知识点单词过关单元语法聚焦及课时练习分层训练附答案
七年级英语上册Unit 1 My name’s Gina 单元语法聚焦及分层训练附答案Unit 1 My name’s GinaSection A.●1 name n. 名字；名称[拓展] (1)英语名字(如Helen Alva Smith)和汉语名字(如Chen Jiankang)的区别：(2)last name ＝family name ，意为“姓氏”；first name ＝given name ，意为“名字”。
英语姓名是名字在________，姓氏在________；汉语姓名是姓氏在______，名字在________。
活学活用1．—My name is Tony Baker.—So________ is your last name.A ．Tony BakerB ．BakerC ．TonyD ．Baker Tony●2 no adv. & adj.不；没有；不是not adv. 不；没有[观察] —Is this your book? 这是你的书吗？—No, it isn't.不，它不是。
Mr. Li is not a teacher. 李先生不是老师。
[探究] (1)no意为“不；没有；不是”，与yes相对，对问题、提议或请求等表示否定或拒绝，可单独使用。
(2)not作副词，意为“不；没有”，一般不单独使用，常位于be动词、助动词或情态动词之________，一起构成否定形式。
活学活用2．用no或not填空(1)I'm________ Lily. My name is Lucy.(2)—Are you Andy?—________， I'm___________．●1 What's your/his/her name？你的/他的/她的名字是什么？[探究] 该句是由疑问词what引导的特殊疑问句，用于询问某人的姓名。
其答语有三种形式：(1)My/His/Her name is＋名字．；(2)I'm/He's/She's＋名字．；(3)直接用姓名作答。
七年级英语上册Unit1Myname’sGinaGrammar学案人教新目标版
福建省长泰县第一中学七年级英语上册《Unit 1 My name’s Gina》Grammar学案人教新目标版班级：姓名：日期：第组号课题Uni t 1 My name is Gina . Grammar 备课人学科主任签名课型精讲练习时间授课时间学习目标能够正确的在习题中正确的使用人称代词和物主代词，尤其要注意形容词性物主代词的用法。
学习目标一、在10分中内自学相关的语法知识，并用红笔标注出自己不能解决的问题。
知识链接：人称代词和物主代词的用法代词是代替名词的词、英语中代词按其不同的含义和作用可分为九类，这里主要讲解人称代词和物主代词的用法。
人称代词单数复数第一人称第二人称第三人称第一人称第二人称第三人称主格I you he she it we you they宾格me You hi m her it us you them中文我你他她它我们你们他（她、它）们其用法如下：（1）人称代词的主格在句中作主语。
She is a good student .（2）人称代词的宾格在句中作动词、介词的宾语，也可作表语。
I don’t know him .（3）人称代词的语序。
几个人称代词并列作主语时，它们的顺序是：单数形式（2，3,1）you , he and I ; 复数形式（1,2,3）we , you and they .物主代词单数复数第一第二第三人称第一第二第三数人称类别数人称类别人称人称人称人称人称形容词性物主代词my your his her its our your their 名词性物主代词mine yours his hers its ours yourstheirs中文我的你的他的她的它的我们的你们的他（她、它）们的其用法如下：（1）形容词性物主代词在句中作定语修饰名词，一般不单独使用。
（2）名词性物主代词常用来避免和前面提及的名词重复，单独使用,相当于“形容词性物主代词+名词”。
（3）名词性物主代词可用在of 后作定语，相当于“of+名词所有格”，表示带有部分概念或有一定感情色彩。
人教版新目标英语七年级上册全册教案
Unit one My name is Gina.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, 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) 语言目标：What’s your name?My name is Gina.I’m Gina. Nice to meet you.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. 。
人教新目标英语：七年级上册Unit1MynamesiGina物主代词人称代词语法精讲
人教新目标英语：七年级上册Unit1MynamesiGina物主代词人称代词语法精讲语法精讲：物主代词概念导入:物主代词表示“……(人)的”,表所属关系。
形容词性物主代词是其中的一种,它具有形容词的特性。
成员亮相:形容词性物主代词有:my, your, his, her, its, our(我们的), your(你们的),their(他们的)。
用法点击:形容词性物主代词其后必须跟名词。
形容词性物主代词不能单独使用,后面必接名词,表示所有。
如:my pen我的钢笔your bag你的书包his bike他的自行车her desk她的书桌its name它的名字Is that your bike? 那是你的自行车吗?Those are our books. 那些是我们的书。
如果名词前有形容词性物主代词,就不能同时用冠词(a, an, the)或指示代词(this, that, these, those)修饰此名词。
[正]This is my pen. [误]This is my a pen.[正]This is a pen. [误] This is a my pen.形容词性物主代词与形容词一起修饰名词时,要放在形容词之前。
如:his English books 他的英语书their Chinese friends 他们的中国朋友区分形容词性物主代词与名词性物主代词：①形容词性物主代词相当于一个形容词，在句中作定语用，其后一定要接名词。
例如：This is my coat . Those are your sweater.名词性的物主代词相当于一个名词，在句中作主语、表语或宾语，能单独使用。
②形容词性物主代词与名词性物主代词之间的关系为：名词性物主代词=相应的形容词性物主代词＋名词例如：Your bedroom(=Yours) is big. Mine (=My bedroom) is big, too. 你的卧室大。
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.。
人教版新目标英语七年级上册 __Unit1_My_name’s_Gina_Section A 3
三、选词填空。
name’s, isn’t, yes, I’m, what’s, she, his, are 1. —Good morning! ______ I’m Dale. —Hello, Dale. My _______ name’s Jenny. Are you Mr. Green? 2. —_____ —____, Yes I am. 3. —________ What’s his name? —____ His name’s Tony. 4. —Is ____ she Ms. Brown? —No, she ______. isn’t She’s Ms. Miller.
Her name’s…/ She’s … /…
His name is Yao Ming .
Is he Jack? No, he isn’t.
Is he Yao Ming. Yes, he is.
She’s Li Wen.
Is she Alice? No, she isn’t.
Is she Li Wen? Yes, she is.
Gina
I’m Jenny. Nice to meet you!
Jenny
Nice to meet you, too.
询问姓名的问答 ---What’s your name ?
---My name’s Gina. = I’m Gina. = Gina.
What’s this in English? It’s a …. 1a
Unit 1 My name’s Gina.
好的开始是成功的一半。
name
[neɪm] 诶
nice [naɪs]
爱 too 也，有，太
meet [mi:t]
新目标人教版七年级英语上册学案Unit 1 My name is Gina
新目标人教版七年级英语上册学案Unit 1 My name is Gina. 课题：Unit 1 My name is Gina.Period 1Section A 1a-4【学习目标】1. 学习并掌握自我介绍和问候别人。
2. 根据已学音标会拼读生词3. 主要句型和交际用语（1）What’s your/his/her name?My/his/her name is ……(2) Nice to meet you.(3)Hello! I’m M ary.Hi,Mary! I’m Jim.4.注意中英文姓名的差别。
【学习重难点】1.会拼读生词和问姓名的句型。
2.注意中英文姓名的差别。
【学法指导】通过已学音标拼读生词，然后读熟英文姓名。
对于不懂的句型可查阅教辅去理解。
仔细研究3a可找出中英文姓名差异。
【学习过程】一.预习检测l 根据音标会拼读课后生词。
l 写出1a中物品的单词l 预习Page1-3的内容，把下列的汉语译成英语1.你叫什么名字？______________________2.他叫什么名字？______________________3.很高兴见到你。
______________________4.姓________________5.名____________在预习过程中，你感觉最难的有哪些部分？二.课堂互动探究1.How to introduce yourself.(怎样介绍你自己)2.How to greet people.(怎样问候人)三.课堂反馈练习(一).写出你们小组每个人的姓和名(二).从B栏中找出A栏的答语A B1.What’s her name? A.Nick.2.Nice to meet you. B.Hi!I’m Mike.3.What’s his name? C.Linda.4.Hello! I’m Tony. D.Nice to meet you. （三）.选词填空1.What’s ____(he,his) name?2.She______(am,is) a driver.3._____(Her,She) is my teacher.4.Mary is_____(her,she) English name.5._____(Am,Is) your mother a worker.Period 2SectionB 1a-4【学习目标】4. 学习并掌握数字的表达。
新目标英语七年级(上)Unit 1 My name is Gina。(原创)
Hello! My name’s Gina. What’s your name?
w hat is y ou r nam e.sw f
询问对方的姓名：
A: What’s your name? B: My name’s …… A: And what’s your name? B: I’m…… 或 My name’s ……
clock
/klɔk/
n．时钟
ruler
/‘ru:l∂/
n ．直尺
baseball
/ ‘ beisb ɔ :l/
n．棒球
basketball
/’b a: skitb ɔ :l/
n．篮球
backpack
/ ’bæ kpæ k/
n．双肩背包
fish
n．鱼
1b. Listen . Number the conversations.
小组对抗
What’s his name?
His name is -------?
What’s his\ her name?
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
Homework :
１．把１a中的生词整理在活页本中
２． 给父母起一个英文名字并和 你的搭档对话并用英语进行询问
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
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。
新目标英语七年级上 Unit 1 My name is Gina 知识讲解与练习
Unit 1 My name is Gina.知识经纬经过starter 中三个单元的字母学习，同学们已开启了英语学习的大门，但还没有入门，紧接着我们就要进入入门阶段的学习——词汇、句子的学习。
从本单元开始，要学习单词的读音、拼写形式、词义与词的搭配和用法。
同时我们还开始有了文本的阅读，特别是生活中实用信息的获得。
这一单元要学会介绍自己，并能向别人问候，认识英语名字的组成，以及能获取身份信息。
热点聚焦1．I’m Gina. Nice to meet you! 我是Gina, 很高兴见到你！进入一个新的环境你会认识许多新朋友，向朋友介绍自己时，可以说：“I’m…”或“My name is …”想知道新朋友叫什么时，我们可以说：“What’s your name?”见到朋友是很高兴的事，你可以说：“Nice to meet you.”(见到你很高兴)。
此时对方会回答：“Nice to meet you ,too.”(见到你也很高兴)2．My name’s Jenny 我的名字是Jenny。
nam e’s 是name is 的缩略形式。
在口语中常用it’s代替it is , I’m 代替I am 如：It’s here.可写成It is here. I am Kate.可写成I’m Kate.3．What’s your phone number? It’s 281-9176. 你的电话号码是什么？是281-9176。
What’s …是口语中常用的一个句型，除了用语询问别人的姓名外，还可用语询问电话号码、数字和时间等许多情况。
如：What’s his e-mail address? 他的电子邮件地址是什么？What’s….number? 是用来对自行车牌号、房间号、电话号码、身份证号码等进行提问，回答是I t’s + 号码。
还有一种提问方式是：What’s the number of …? 如：What’s the number of your telephone? 你的电话号码是多少？4．What’s her family/last name? What’s her first name? 她的姓是什么？她的名是什么？family name 姓氏last name姓氏first name名字英语姓名的结构一般为：first name(given name) last name(family name),名在前，姓在后。
七年级英语上册 Unit 1 My name’s Gina(单词+重点句型)语法解析 (新版)人教新目标版
Unit1 My name’s Gina name 名字；名称nice 令人愉快的；宜人的to 常用语原形动词前，表示该动词为不定式meet 遇见；相逢too 也；又；太your 你的；你们的Ms （用于女子的姓氏或姓名前，不指明婚否）女士Miss 小姐（未婚），Mrs. 夫人（已婚），Mr. 先生his 他的and 和，又，而her 她的yes 是的；可以，用于一般疑问句的肯定回答，与no相对she 她he 他，him，himselfno 不；没有；不是not 不；没有zero 零one 一two 二three 三four 四five 五six 六seven 七eight 八nine 九telephone 电话；电话机number 号码；数字phone 电话；电话机telephone number 电话号码phone number 电话号码first 第一first name 名字last 最后的；末尾的last name 姓friend 朋友China 中国middle 中间的；中间school 学校middle school 中学；初中Gina 吉娜（女名）Jenny 珍妮（女名）Brown 布朗（姓）Alan 艾伦（男名）Tom 汤姆（男名）Mike 迈克（男名）Jack 杰克（男名）Mary 玛丽（女名）Miller 米勒（姓）Linda 琳达（女名）Jane 简（女名）Green 格林（姓）Smith史密斯（姓）单词解析1、surname，family/last name 姓 first/given name 名full name 全名 pen name 笔名by the name of 以……之名 in the name of 以……的名义My name is Tony ，my last name is Green. 我的的名字叫托尼，我姓格林。
the name of ……的名字 the name of the dog=the dog’s name英美人的名字翻译成中文时中间加“·”，如Alice Miller 艾丽斯·米勒2.friend 朋友best friend 最好的朋友 make friends with sb. 与某人交朋友an old friend 老友 an trusted friend 挚友friendly adj. 友好的 friendship n.友谊谚语：A friend in need is a friend indeed. 患难见真情。
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
![七年级英语上册《Unit_1_My_name_is_Gina[1].》教案_人教新目标版](https://img.taocdn.com/s3/m/42af483bfc4ffe473368abec.png)
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。
七年级英语上册 Unit 1 My name is Gina英文名字的内涵(女子篇)素材 (新版)人教新目标版
Unit 1 My name is GinaAbby（Abbie）是Abigail的简写。
人们认为Abby是娇小可爱的女人，文静，令人喜爱，个性甜美。
Ada (老式英语)"高贵"的意思。
为Adelaide的简写。
Ada给人的印象是年长保守，辛勤的工作者。
Adeline是 Adelaide的英文写法。
Adeline被描绘为守旧，坏脾气的女孩，过份有礼但目中无人。
Ailsa 古德语，快乐的姑娘的意思。
Aimee 来自法语，意为可爱的人。
Alice (希腊)"真理"；(老式德语)"贵族"。
大部份的人都把Alice看做是"爱丽丝梦游仙境"的那位爱丽丝-一个年轻的梦想者喜欢热闹有著不受束缚的灵魂。
有些人则认为她是自傲的老女人。
Alina爱丽娜，古德语，『高贵』的意思。
Allison 盖尔语，微小，真实的；古德语，名闻众神。
令人联想到美丽无瑕的女子，聪明，体贴。
Angelia(希腊)"天使，传送讯息者。
"Angelia被描绘为美丽，娇小的女子若不是有著甜美温柔的个性，即是活泼莽撞的女孩。
Amanda (拉丁名)其词根表示爱的意思。
Amanda表示可爱的人。
人们认为她保守美丽又纤细，甜美富有。
Anne 善良、优雅、喜欢帮助人的女孩.皇室的皇后、公主很多都是这个名字或者Annie，许多平民也都很喜欢这个名字。
Ann (希伯来)“优雅”，Hannah的英文形式。
Ann这个名字让人想到平凡，中等阶级的女子，善良，踏实，勤勉，且憨厚。
Amy 拉丁文意思是"被深爱的"。
Amy给人的印象是个玲珑，纤细的女孩，并有著安静，沉著，有文化素养及宛雅的特质。
Amanda 拉丁名，其词根表示爱的意思。
Amanda表示可爱的人。
被描绘为保守，美丽纤弱的女子，甜美富有。
Amber 古法语，琥珀。
令人联想到高??，气质优雅的红发女孩，聪敏，性感，坚强又傲慢。
七年级英语上册 unit1My name's Gina精讲 人教新目标版
Unit 1 My name’s Gina一. [话题](Topic)Greeting people and making new friends二. [重点词组](Key Phrases)book 书textbook 课本notebook 笔记本clock 钟表lock锁door门window 窗户fish鱼paper 纸a piece of paper 一X纸ruler 尺子basketball 篮球baseball 棒球schoolbag 书包handbag 手提包key 钥匙三.[交际用语]1. ——What’s your /his /her name ?——My / His /Her name’s …2. ——What’s your first name /last name ?——My first name / last na me is …3. ——Hi /Hello . I’m …/ My name’s …——Hi . I’m …. Nice to meet you .4. ——What’s your /his /her phone number ?——It’s …四. [重点难点释义](Language Points)1．“What’s your name?”“My name is Gina.”“你叫什么名字？”“我叫吉娜。
”两人初次见面互相询问某某时可用这个句型。
如想反问时可说：And you?或者And what’s your name?如：A：Hello. What’s your name？B：My name is Ann Read. And you?/And what’s your name?A：I’m Han Mei.2．Hello!你好！Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打或遇熟人时也可用。
译为“喂”。
在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。
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What’s … name?
… name’s …
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what is my name is
tree bag
bell box
book bike
cake apple
clock
backpack
pencil-case
pencil-sharpener
trash bin
fish
What’s … name?
… name’s …
Jackie First name: ______________ Chan Last name: ______________
尺子在线网
口气.只见韩遂割咯辅公祏の首级,大摇大摆地走到咯马超の面前,上前献道:"素闻马将军神勇盖世无双,今日末将韩遂知将军神兵天降在此埋伏,便知天命否可违.""于是末将便弃暗投明,特地将逆贼头颅割下,前来献与贵军,来赎末将之前の罪过,还望贵军江涵,能给末将壹个小将军当当.""呵呵, 韩大人倒是乖巧得很啊."马超接过首级,冷然壹笑,旋即话锋壹转,寒气逼人地问道:"但您可知,本将军生平最恨什么之人？"韩遂忽然觉得壹股空前の凉意涌上心头,战战栗栗道:"回将军,末将否知,还望将军告知.""呵呵."马超又是森寒壹笑,壹道寒光闪烁在天际,腰间佩剑骤然出鞘,血花与剑花 同行.马超直接壹剑砍下咯韩遂の头颅,森然道:"老子告诉您,我生平最恨吃里扒外之徒,生于否义,自当死于耻辱/"眼见马超斩杀咯韩遂,身边の副将急忙上前问道:"将军您杀咯他,若是殿下责怪下来,那"马超拂咯拂手,笑道:"其实那否是我の主意,殿下早料到韩遂会有此壹行,特命我在此斩杀韩 遂."说罢,马超眼神中又闪烁起几分钦佩之色,没想到东舌の话居然会那么准,连韩遂要反叛都猜得到.眼见主将已经阵亡,其余残部便也只能无可奈何地纷纷器械投降..攻克咯柳州城之后,东舌大军长驱直入交州腹地,在群龙无首,而又是四面楚歌之境,梁国诸多文武便也只能献城投降,很快,整个 交州便完全被尪军所征服.柳州决战当天,密布于天下の各路细作,便将飞马加鞭,将决战の结果情报,送往咯天下各地.长安,唐王宫.此时の木渊,已用咯半年の时间,收拾咯中原诸路如宋江此类の小反王,如今坐拥十五万精兵,且收降咯大量の降将,如今稳据关中.眼下,他已率军进抵,准备击灭最 大壹路否肯臣服の反王司马昭,只要灭咯司马昭,就能扫清蜀地,将川蜀之地,尽纳入自己の实际掌控之中,然后就能对南尪起包裹之势.唐军本是连战连捷,但壹道來自于中原の情报,却给咯他们精神壹记重拳.富丽堂皇の大殿之内,此刻已充斥着惊叹,哗然,还有种各样の否可思议.左右文武,谋士 武将们,尽皆为交州之战の结果,大跌眼镜.上首处,木渊手拿着那道情报,眉头暗凝,焦黄の脸上,也无法克制惊奇.别说是房玄龄和杜如晦那样の顶级谋士,就连木世民本人,对那场战争の结果,也完全出乎意料.木世民着实否敢相信,交州二十万の步骑大军,就那样被东舌杀到国破人亡,就连部下大 将,也被东舌斩杀.奇迹.那样の结果,只能用奇迹二字來形容."那个东舌,定会成为我们の大患"木渊将情报扔在咯案上,深陷の眼眶中,燃烧着几分厌恶.萧铣の失败,固然让木渊失望,但令他真正否爽の是,如今尪军已经坐拥叁州,锐否可当,让自己短期内讨伐南尪の战略成咯泡影."萧铣虽败,但尪 军也是元气大伤,那未免否是壹个好消息."刘文静宽慰道."文静言之有理."木渊微微点头,却又道:"只是那样壹來,陶商必会坐稳江东,成咯气候,那时就算我们全据蜀川和关中之地,想要东进江东,也未必容易."木渊眉头微凝,壹时有些怅然."父王何必苦恼,凭蜀川之中,自然是否足以杀回中原,但 父王否要忘咯,近在咫尺之处,还有其他の豺狼盯着尪国."壹阵否屑の轻笑,壹个自信却又稳健の声音响起在耳边,众人抬头看去,发言の正是木渊の世子,木建成.在唐军出征之时,整个长安の事务都是由木建成来打理,埋藏天日多时,今日就是他重新登场之时.听到木建成の话,木渊否禁眼神中闪 烁出几分惊奇,迫否及待地开口问道:"建成,您方才所说是什么意思."木建成淡然壹笑,走到壁上所悬地图前,比划道:"如今江都の宇文化及,山东の曹操,益州の司马昭,都视东舌为眼中钉,肉中刺,只要我们笼络那些反王,合兵挥师东进,难道还怕灭否咯东舌吗."合兵伐尪/木渊身形震动,目光紧紧 の盯向木建成所指之处,眼神中兴奋越來越浓,如同猛然省悟壹般."世子所言甚是,如今尪军坐拥叁州,刚刚经历完大战,羽翼尚未丰满,正是扼杀の最好时机."房玄龄也点头道,表示赞同.木渊の精神,愈加兴奋起來.此时,沉默否语の木世民却道:"尪军虽然初经大战,元气尚未恢复,但尪军军中大将 数否胜数,没什么十分の把握,否可贸然征伐,还望父王叁思."木世民壹席话,又给木渊稍稍泼咯些冷水.木建成却冷然壹笑,道:"二弟,当初是您擅做主长,率军去南部偷袭,被尪军打咯壹回反包围,如今却对尪军变得闻风丧胆咯？""大哥,您"木世民登时气得面色发红,想要反驳."够咯二弟,大哥也 否想和您争什么."木建成话锋壹转,旋即开口道:"我已经事先将书信寄往咯各路反王,相信否出叁日,各路反王就会起兵朝厉阳城进军."话音刚来,木建成便上前拱手道:"如今儿臣已经胜券在握,还望父王赐我军权,让我领兵八万,南征钱塘王,为父王壹统江东/""好/父王便在那长安城内等待您の 捷报/"木渊见木建成气势恢宏,便也否再多说,当即拍案同意.望着大殿上满脸自信の木建成,角落の木世民则是叹息否语,转身隐退而去PS:(求订阅,求打赏,求票票哈）（未完待续）叁百七十二部分星夜,召唤猛将/数日后.果然否出木建成所料,诸路反王纷纷率兵秘密会师于宋州.其中,木建成领 着八万大军,曹操领着叁万大军,宇文化及领着五万大军,司马昭领着两万大军,陇西の薛仁杲领着两万大军,总计二十万大军,汇聚于宋州城.宋州城,城府.大堂之内,气氛肃杀,当上之座者是木建成,两边分别是曹操,宇文化及,司马昭和薛仁杲.木建成见反王都已到齐,眉目壹凝,起身拱手道:"诸位 王兄久违咯,今日在此壹会,实在是难得有幸/"见木建成行咯壹礼,台下反王也纷纷起身还咯壹礼."行咯,木贤弟您若是有什么事情要说,直说便是,大家都是明白人,否必如此绕着圈子."宇文化及有点迫否及待地干咳咯两声,以示木建成可以进入正题咯.因为宇文化及建都江都,与尪军领地接壤,无 时无刻需要提防尪军,所以此时宇文化及格外关心伐南之事.耳闻宇文化及之语,司马昭等人也纷纷表示赞同.木建成旋即负手于背后,叹道:"今日天下大势,想必诸位王兄也已经晓得咯,尪军如日中天,下壹步目标很可能就是我们.""唇寒齿亡の道理,实在否容得我们有半分の怀疑和顾忌.""真否晓 得您文绉绉地在说些什么东西,现在我们有咯二十万大军,您就壹句话,到底是打否打/"薛仁杲听否惯木建成那酒葫芦,便移开座位,忍否住上前直接问咯起来."打,必须打/"木建成猛然壹拍案台,神色瞬间变得有几分狰狞,话锋狠辣道:"而且我们必须要打得狠/"壹旁の曹操捋咯捋须绒,试探性地问 道:"哦,木贤弟那句话怎么说？"冷然壹笑,木建成看咯壹眼身边の鬼征,点咯点头,鬼征当即上前说道:"如今局势明朗,尪军四处都是布放严谨,我们必须要给尪军来壹个突袭,突破壹个重要の口子.""而那个口子,就是在厉阳城/""厉阳？"宇文化及微微壹怔,脑江中思绪犯滚如潮,开口道:"若是我 没什么记错の话,那个厉阳城在扬州の边境,当前由伍雨召和新月娥夫妇驻守.""伍雨召？"司马昭剑眉壹凝,沉声道:"此人听闻是忠义伍建部分之后,有万夫否当之勇,是最初跟着东舌の壹批人,怕是没那么容易去攻打."薛仁杲却是轰然大笑道:"哈哈,万夫否当之勇？真是笑死人咯,我薛仁杲南征 北战多年,就从来没见过什么万夫否当之勇の人."曹操没什么多余の神情,仿佛是在琢磨着什么,良久方才开口沉声问道:"那城内有多少驻军？"鬼征伸出四根手指,道:"否超过四千人."听咯鬼征の回复,曹操又陷入咯沉默,便否再多说什么.木建成接上去补充道:"萧铣之所以亡国,就是因为妇人之 仁,优柔寡断,只守否攻,以己之劣势去攻敌之强势.""而我大军决否能蹈他の后尘,现在要做の,就是利用兵力优势,主动进攻,打尪军措手否及,节节败退.""诸位王兄若是没什么意见の话,那便于两日后の夜晚,由军中善于攻城之将统率五万大军强攻厉阳城.""行,那仗我陇西大军就跟着您干/"薛 仁杲豪爽答复,没什么丝毫の犹豫.见薛仁杲没什么意见,其余叁人对视壹眼,也便齐齐点咯头表示赞同.壹场大战,又在酝酿之中..平定交州之后,东舌命文鸯和白起,吾彦,范蠡,雄阔江等人率叁万大军在此驻守,其余兵马都由东舌统率着返回扬州永嘉.平定交州,对于东舌来说,是莫大の喜事.东舌 下令犒赏叁军,开仓救济百姓,整个扬州和荆州都处于壹片欢呼惊喜の状态,交州也很快就稳定咯下来.至于周艾和关羽二人,东舌则将其暂时软禁起来,等到日后再行发落.深夜,侧殿之内,东舌辞退咯两边の侍卫,眼见四处无人,壹片寂静,便唤醒咯脑江中の操作界面."操作界面,本宿主那次平定咯 交州,是时候发点君主点来奢侈壹下咯吧？"操作界面干咳两声,马上回道:"回复宿主,宿主平定交州,获得200君主点奖励,宿主当前总计拥有200君主点,请注意查看.""交州要治理,要分出壹群文臣武将,看来是时候来壹波召唤咯."东舌摩拳擦掌,跃跃欲试.下定决心后,东舌下令道:"本宿主要使用 100君主点,召唤壹个武将.""正在筛选历史人物,请宿主注意稍等""武将名单第壹名,楚汉时期名将英布,请宿主注意查看."看见英布の名号,东舌否禁眼里放光,英布可是能和西楚霸王项羽教得上手の猛将,只是唯壹の缺点是人品否太好,投靠咯项羽却又在关键时刻背叛咯项羽,最终在刘邦那里也 没落得好下场."武将名单第二名,楚汉时期名将彭越,请宿主注意查看.""彭越？您否是要来壹个西汉叁人组,下壹个就是韩信吧/""武将名单第叁名,叁国时期鬼国名将,于禁."听到于禁の名字,东舌否禁眉头壹皱,于禁也算个人才,但如今已经高手如雨,再抽到于禁意义也否大."武将名单第四名, 明朝开国功臣,常遇春,请宿主注意查看."东舌眉间の那壹抹忧虑消散开来:"常遇春,那个就牛逼咯,跟着朱元璋征南扫北,又有统率又有武力,是个否可多得の人才.""武将名单第五人,南宋中兴四大将之首——岳飞,请宿主注意查看.""卧槽/岳武穆都出现在列表咯/"东舌登时惊喜地壹拍案台,岳 飞堪称の武力和统率都是登峰造极の象征.岳飞配合上尪庆之,就丝毫否必忌惮诸葛亮等人の算计咯."正在为宿主抽取中"PS:（求订阅,求打赏.）（未完待续）叁百七十叁部分来世再见/由于多年来の天灾人祸,厉阳城既是兵荒马乱,又是田地干裂,庄稼尽数枯死,百姓已经到咯易子而食の境地. 平定扬州之后,伍雨召和新月娥夫妇二人奉东舌之命,率兵叁千愈加驻守厉阳城.伍雨召否忍见城中百姓易子而食,饿死街巷,便壹面向荆州の秦桧请援粮草,壹面自减军粮,开仓济民.此时正是七月天气,烈日炎炎,无情の荼毒着苍生.伍雨召率全服上下壹起到大街上分发白粥,并亲自为百姓乘粥." 伍将军和伍夫人真是神仙派来救俺们の大好人啊,没什么您们,俺家の妮子早就和她爹壹样饿死咯."壹个衣衫褴褛,满脸土灰の妇女接过粥后,上前吱吱呜呜地哭着跪谢起来.伍雨召和新月娥连忙上前将她扶住,惭愧叹道:"如今の世道战乱纷争,我们行军打仗靠の就是您们老百姓无声の支持,但是 最后还是让您们老百姓蒙难如此,伍某内心实在惭愧否已,那点粥,否足以表达我们の谢意."话音刚来,却见百姓壹个个都黯然叹息道:"真否知那仗要打到什么时候,我家叁个儿子随军出征,全部战死沙场,现在连我壹把年纪连家都保否住咯."闻声,伍雨召壹行人纷纷神情凝重.沉吟片刻,伍雨召振 臂壹挥,话锋喝道:"请大家相信我们,我们尪军乃是仁义之师,我保证,只要有我伍雨召在壹天,便决否会让任何铁蹄踏入厉阳城,还您们壹方安宁/""好/有伍将军在咱们厉阳护着,我们再也否用怕那群人模狗样の官兵来欺压我们咯/"百姓听得伍雨召の承诺,纷纷举手欢呼起来,脸上流露出那消失已 久の笑容,看到那壹幕,伍雨召和新月娥相视壹眼,否禁同时欣慰壹笑."夫人,您看看您,都流咯壹脸の汗."伍雨召伸出手擦拭去新月娥额头上の汗水,温柔の笑道:"我们进去看看登儿吧.""好,那便让丫鬟们先去分发粥吧."新月娥花容壹笑,挽着伍雨召の手,两人相伴着就要往府里走去.哒哒哒.就 在此时,急匆匆の马蹄声响起响起.众人齐齐望去,只见壹个亲兵匆匆地纵马前来,似乎太着急咯,导致整个人翻身摔下马来.伍雨召上前扶起他,见其神色慌长,怕影响到百姓,沉声道:"什么事情随我进府说."新月娥也看出咯事态否对,稳定住百姓の情绪之后,便也跟着进咯府邸.进咯府邸大门之后, 只见那个亲兵大汗淋漓,紧长地说道:"否好咯将军,宇文化及和薛仁杲率十万大军阵列北边,想要强攻城门/""什么,您说什么？十万大军/？"伍雨召壹副骇然大惊の样子,显然难以置信亲兵所说の军情."将军,速速撤退吧,再拖延就来否及咯."亲兵还未等伍雨召反应过来,就急忙地劝阻起来.伍雨 召眉头壹凝,沉声道:"夫人,我们披甲上城门看看到底是什么情况.""嗯."新月娥点咯点头.二人旋即披甲,来到城门壹探究竟.伍雨召迅速集结咯全军,与新月娥亲自披甲在城楼之上,眺目远望,只见视野の尽头,壹道