Unit1MynamesGina教案
七年级 上册U1Myname’sGina教案
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 nameB:My name’s…/I’m…A:Nice to meet you!B:Nice to meet you,too!A:What’s his nameB:His name’s…A:And what’s her nameB: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 conversation2.Who are theyListen 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。
Unit 1 My name’s Gina第1课时公开课教学设计【人教版英语七年级上册】
Unit 1 My name’s Gina.Section A (1a—2d)教学设计一、教学目标1. 能掌握以下单词：name, nice, meet, his, and, her, your等。
2. 能够掌握my, your, his, her等形容词性物主代词的简单用法以及掌握What’s=what isI’m=I am, name’s=name is等缩写形式。
3. 能够熟练运用以下句型打招呼和介绍自己、询问他人姓名：(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.4.能够听懂有关自我介绍和打招呼的对话，并且能够在听力中把握具体信息，如常见的英语人名等。
5. 能够使学生结交新朋友，进一步促进同学之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。
二、教学重点及难点重点：1. 打招呼、介绍自己和询问他人姓名的基本句型。
2．my, your, his, her等形容词性物主代词的简单用法。
3. What’s=what is, I’m=I am, name’s=name is等缩写形式。
难点：my, your, his, her等形容词性物主代词的用法。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warm-up1.Free Talk. Warm greetings to the students.T: Hello! / Hi!Ss: Hello! / Hi!T: You are very beautiful/cool …Ss: Thank you.2.T plays the video. Get Ss to enjoy the video, What’s your name?【设计意图】通过观看视频What’s your name，让学生愉快地学习问姓名、打招呼的交际内容，引导学生更快地进入学习状态。
初一上册英语教案
初一上册英语教案（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、演讲致辞、规章制度、合同协议、条据文书、励志名言、好词好句、教学资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work summaries, work plans, speeches, rules and regulations, contract agreements, policy documents, inspirational quotes, good words and sentences, teaching materials, other sample essays, and more. If you want to learn about different sample formats and writing methods, please stay tuned!初一上册英语教案初一上册英语教案【5篇】教案为教师提供了指导和支持，明确了教学的目标和方法。
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)。
Unit1MynamesGina教案
Unit1 My name’s GinaPeriod 1 Section A 1a1cⅠ.教学准备1．教师：录音机、电脑、图片、面具。
2．学生：利用网络查阅中英文姓名及初次见面时各国或各地风俗、礼仪的材料。
Ⅱ.教学目标1．学会问候他人。
2．学会做自我介绍，认识新朋友，并正确称呼他们的英文名字。
3．学习本课的知识点。
(1)词汇：name，nice，to，meet，too，your，Ms.(2)句型：—What's your name？—My name's...—Hello！Cindy！I'm Dale.—Nice to meet you!what's＝what is I'm ＝ I am name's ＝ name isⅢ.教学重点难点1．让学生学会做自我介绍，学会交朋友。
2．正确使用问候语。
Ⅳ.教学步骤Step 1：Greetings and talking运用预备单元学习的Good morning！Good afternoon！Hello/Hi！...等问候语和学生打招呼，拉近了与学生之间的距离，也复习了旧知识。
Step 2：Leadin1．利用一些实物，复习“What's this in English？”这一句型。
For example：T：What's this in English?S：It's a book.T：What color is it?S：It's blue.2．运用以上句型过渡到课本1a，写出图中物品的英文名称。
For example：T：Look at the picture.What's this in English?S：It's a map.T：How many new words can you find？Discuss in groups.将学生分为四组，采取小组竞赛制，每组选择一名学生将单词写在黑板上，比一比哪一组写得多。
My name’s Gina全英教案
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…
人教版七年级英语上册Unit1MynamesGina教案
人教版七年级英语上册Unit1Myname'sGina教案人教版七年级英语上册Unit1Myname'sGina教案对于英语课本内容，要多读，多张嘴，这样可以快速提高语感，在做完型填空的时候就很会很容易得选出答案。
做题的时候可以不根据语法也能做对题。
下面是小编为大家整理的人教版七年级英语Unit1 My name's Gina教案，希望对您有所帮助!人教版七年级英语Unit1 My name's Gina教案1. 让学生学会向别人做自我介绍，学会交朋友。
2. 学会使用与他人见面时的问候语。
3. 学会电话号码的表达方法并能向他人索取电话号码。
单元教学目标1. 语言知识目标1) 学生能听、说、读、写课标内单词zero-nine,phone number,first name /last name , hi, hello 等。
2) 学生学会运用这些句型：a. what’s your/her/his name?b. hello. nice to meet you.c. what’s her last/first name?d. what’s your phone number? it’s…2. 语言技能目标1) 能正确流利地用英语向他人介绍自己，并乐于与同伴交往。
2) 能正确使用问候语。
3) 能积极主动提供并获取个人信息资料(如：名字、电话号码)4) 能对所获取的信息进行初步的整理和总结。
5) 能归纳一定的语言现象。
(如：what is =what’s he is =he’s 等 )3. 学习策略目标a) 能积极与同伴合作，共同完成学习任务。
b) 能通过网络等多种资源获得相关信息，拓展所学知识。
c) 能积极动手、动脑，培养自己的想象力和创造力。
4. 情感态度目标1. 使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。
2. 能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
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。
七年级英语上册 Unit 1 My name’s Gina(第1课时)教案 (新版)人教新目标版
My name’s Gina.Section A 单词name n. 名字；名称nice adj. 令人愉快的；宜人的to常用于原形动词之前，表示该动词为不定式meet v. 遇见；相逢too adv. 也；又;太your pron. 你的；你们的Ms. （用于女子的姓氏或姓名前，不指明婚否）女士and conj. 和；又；而his pron. 他的her pron. 她的yes interj. 是的；可以she pron. 她he pron. 他no adv. & adj. 不；没有；不是not adv. 不; 没有短语your/his/her/my name你的/他的/她的/我的名字句型1. —What’s your/his/her name? 你的/他的/她的名字是什么？—My/ His/ Her name is…我的/他的/她的名字是……2. —Nice to meet you. 见到你很高兴。
—Nice to meet you, too. 见到你我也很高兴。
Section B 单词zero num. 零one num. 一two num. 二three num. 三four num. 四five num. 五six num. 六seven num. 七eight num. 八nine num. 九telephone n. 电话；电话机phone n. 电话；电话机number n. 号码；数字China 中国friend n. 朋友middle adj. 中间的n. 中间last adj. 最后的；末尾的first adj. 第一school n. 学校短语first name 名字middle school 中学；初中last name 姓in China在中国telephone/phone number 电话号码句型—What’s your telephone number? 你的电话号码是多少？—It’s…它是……语法1. 连系动词be的用法2. 形容词性物主代词知识目标掌握形容词性物主代词。
Unit 1 My name’s Gina.
2013—2014年度人教版七年级上册英语教案Unit 1 My name’s Gina.主备人：备课时间：2013年月日成员：The 1st period ( Section A1a--1c)Teaching aims:1.Knowledge objects:(1). New words: what, my, your, name, nice, to , meet, too, Ms(2). Key sentences:What’s your name? I’m Gina. /My name is Gina.Nice to meet you. Nice to meet you, too.2.Ability goals:Enable the students to introduce themselves and greet each others.3.Moral objects:Students can greet others politely and know how to make new friends.Learning ability goals:Help the students to learn how to listen to and talk about their names.Teaching important points:1.What questions.2.Possessive adj. my, your3.Nice to meet you.4.Nice to meet you, too.Teaching difficult points:1.How to listen to and ask names.2.Possessive adj. my, your.Teaching methods:Listening and writing methods; Pairwork; Groupwork.Teaching aids:A tape recorder, some cards and real things.Teaching procedures:Step 1. Warming-up and revision1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.2. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, geta 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.Step 2. Presentation1. Greet students and make a self-introduction.T: Good morning / afternoon, boys and girls! It’s very nice to meet you here. I’m Xu Hongqun. You can call me Ms. Xu, OK? Well, may I know your names?S1: My name is…. Nice to meet you, Ms. Xu.S2: I’m …. Nice to meet you.S3: And I’m ….…2. In this procedure, students will learn how to introduce oneself and ask for names.T: Hello! What’s your name?S: My name is….3.After doing this, ask two or three pairs of students to ask each other’s names in English. Make sure they can use My name is…. andI am ….Give every student a chance to introduce himself or herself.Step 3. Listening drillsDo Section A, 1b, listen and number the conversations (1-3).Show the picture on page 1 on the screen with no words on it. Get student to listen to the tape and try to repeat the sentences in the conversations, each correct sentence will earn a point for the group.1. First ask some students to greet each other and ask their names.S1: Hello! S2: Hello!S1: What’s your name?S2: My name is….S1: Nice to meet you.S2: Nice to meet you, too.2. Then ask students to listen to the recording.Listen and number the conversations. Then check the answers. After this, ask students to repeat after the recording.Step 4. Pair-workGet the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.Have some students come to the front and show their own conversation, then make a comment on it (praise the students first) and give 2 to 4 points to their group.Do Section A, 1a. First, have th e students work in groups, write down as many words as possible on their students’ books in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points.Ask students to practice the conversation and make their own conversation.A sample conversation:S1: Hello! S2: Hello!S1: What’s your name?S2: My name is….S1: Nice to meet you. S2: Nice to meet you, too.Step 5. Summary and HomeworkIn this class, we have learnt how to introduce yourself.Listen and read after the tape for ten minutes.Recite the first conversation of Section A, 1b.Write down the Chinese meaning of the new words and key sentences, then translate them into English.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 1 My name’s Gina.The 2nd period ( Section A2a –2d)Teaching aims:1.Knowledge objects:(1). New words: his, and, her, yes, he, she, no, not(2). Key sentences:What’s your/his/her name? My/His/Her name is……Excuse me, are you Eric? Yes, I am.Are you Mike? No, I’m not.2.Ability goals:Enable the students to listen to and talk about names.3.Moral objects:Raise learning interest of students, help them introduce themselves and make new friends in English more freely.Teaching important points:1.What questions.2.Possessive adj. my, your, his, her.Teaching difficult points:1.Get the students to learn how to greet people.2.Get the students to learn to get other people’s basic information like names from the conversations.3. Excuse me, are you Eric? Y es, I am. / No, I’m not.Is he Jack? Yes, he is. /No, he isn’t.Teaching methods:Listening and writing methods; Pairwork;Teaching aids:A tape recorderTeaching procedures:Step 1. Warming- up and revision1.Sing ABC song.2.Greeting (Say hello between the teacher and the Ss)3. Review introductionPlay the “Word train” game. Get a group of students ask and answer questions one by one.T: Good morning. I’m…. What’s your name?S1: I’m…./My name is… Nice to meet you.T: Nice to meet you ,too.(Then S1 turn around and greet S2 in the same way.)Step 2. Presentation1.T: Boys and girls, let’s play a guessing game, “What’s his/her name?” OK?2. Show the students pictures of some famous persons like Jay Zhou, Liu Xiang, etc, Let them fill in the following blanks with his and her.What’s _________ name? _________ name is __________.What’s _________ name? _________ name is __________.Check the answers.T: We can see from the above that, when we say something about a boy or a man, we use “his” and when we say something about a girl or a woman, we use “her”. Today we’ll go on learning how to greet and introduce people.Step 3. Summary (short forms)Teach the students “’s” is short for “is” and “m” is short for “am”, then do the following exercises:My name’s ______.= I am _______.His name’s ______.= He’s.Her name’s ______.= She’s.Step 4.Work on 2a and 2b1.Get the students to look at the pictures on P2 and listen to the four conversations.(Play the recording for the first time, students only listen.)Then, listen to the recording again, and number the pictures . Check the answers.2.Get the students to listen again and circle the names they hear, tell them that the first name has been done for them.3.Teach the class to read the names.4.Play the recording. Students listen and circle the names they hear. Then check the answers.Step 5.Listen and repeatT: Now let’s listen to the tape and repeat. Please try to read like the tape.Step 6.Pairwork. Do P2--2cT: Practice the conversations in pairs and ask some pairs to present their own conversations to the class. Make up 2 dialogues in pairs.Dialogue 1: Dialogue 2:A:Hello! What’s your name? A:What’s his name?B:My name’s …B:His name’s…A:I’m …A:And what’s her name?B:Nice to meet you. B:Her name’s…Step 7.Role-play. Do P2--2dLet some pairs of students to act out the dialogue vividly, one plays Linda, another plays Helen.Pay attention to the target languages:“Are you Helen? Yes, I am. / No, I’m not. Is he Jack? Yes, he is. /No, he isn’t.”Step 8.Summary and HomeworkIn this class, we have learnt how to introduce others.1.Listen and read after the tape for thirty minutes.2.Recite the second conversation of Section A, 2c.3.Write down the Chinese meaning of the new words and key sentences, then translate them into English.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 1 My name’s Gina.The 3rd period (Section A Grammar Focus--3c)Teaching aims:1.Knowledge objects:Key sentences:What’s your/his/her name? My/His/Her name is ……Is he Jack? Yes, he is./No, he isn’t.Are you Helen? Yes, I am./No, I’m not.2.Ability goals:Enable the students to listen to and talk about names.3.Moral objects:Students can greet others politely and know how to make new friends.Learning ability goals:Help the students to learn how to listen to and talk about their names.Teaching important points:1.What questions.2.General Questions.3.Yes or No answers.Teaching difficult points:1.General Questions.2.Yes or No answers.3. Is he Jack? Y es, he is./No, he isn’t.Are you Helen? Yes, I am./No, I’m not.Teaching methods:Listening and writing methods; Groupwork.Teaching aids:A tape recorderTeaching procedures:Step 1: Warming-up and revision1.Daily greetings to the students.T: Good morning, boys and girls. My name is Linda. What’s your name, please?S: My name is Tom.T: Hello, Tom. Nice to meet you. S: Nice to meet you, too.T: And what’s your name?S: My name is…2. RevisionT: Excuse me, what’s her name, please? S: Her name is Jenny.T: What’s his name? S: His name is Tony.T: My name’s ___. Your name is _____. His name is _____. Her name is ______.3. Presentation（1）T: So, we are friends now. You are….T: Now, look at these pictures. We have some famous persons here. Do you know their names? (Bill Gates, George Bush, Zhao Wei …) What’s his name? His name’s…. What’s her name? Her name’s….Step 2: Grammar Focus1. Read the sentences in grammar box.2. Point out the notes about contractionsWhat can you f ind from the right column in the grammar box? Yes, we find that “i” disappears in the “What’s and name’s” and “a” disappears in “I’m”. This is called contractions. (What is=What’s ，I am = I’m).3. On the blackboard, make a two-column chart of the pronouns. Have students fill in the correct form of the verb to be. Have students copy the chart into their notebooks.4. Write an affirmative statement on the board. Have students go to the board and write a statement with to be. Ask another student to write a what-question for the answer.Have students read the questions and answers silently. Call the students’ attention to the contractions. Explain that in spea king we almost always use the contracted form. The full form is correct, but it sounds too formal in everyday interactions.Step 3: Section A 3a1. Put words in order to make conversations.2. Then practice them.Step 4: Section A 3b To finish it, you can discuss with your friends first.1. Complete the conversation and practice is with your partner.2. Have students read the sentences and fill in the blanks.3. Monitor their progress, making suggestions to raise their awareness about language.4. Write the correct answers on the board and have then check their answers.Step 5: Section A 3c1．Read. Now class, let’s have a game. It’s about our English names. It’s very easy and please try your best to remember your friends’ names one by o ne. Let’s read the example in 3c on page 3.2．Practice in groups. Can you understand how to play this game? OK. Please work in groups. Six students form a group. I would give you several minutes to practice in groups and then we will perform in class.3．Perform in classLet’s play this game in class. And let’s see which group is the fastest without mistakes.4. Tell students to look at their classmates and try to remember their names. Invite volunteers to stand and report on their classmates’ names. Have them say: My name is ... His name is ... or Her name is ...Students will play a game to learn each other’s name. The rules of the game are: I say my name. The person next to me says his/ her name and mine. The third person says his/her name and the previous person’s names. The game continues until everyone has said their names.Step 6: Summary and HomeworkL et’s summarize what we learnt in this period.Practice the dialogue in 3b with your partners.Recite Grammar Focus.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 1 My name’s Gina.The 4th period (Section B 1a--1f)Teaching aims1.Knowledge objects:(1). New words: telephone/phone number, zero, one, two, three, four, five, six, seven, eight, nine(2). Key sentences:What’s your/his/her phone number? My/His/Her phone number is.…/It’s….2.Ability goals:To learn to ask and give the telephone number.3.Moral objects:Students can understand and say out telephone number.Learning ability goals:Help the students to learn how to ask and give the telephone number.Teaching important points:Words and sentences in this partTeaching difficult points:Ask and give the telephone number.Teaching methods:Listening and writing methods; Groupwork.Teaching aids:A tape recorderTeaching procedures:Step 1: Warming-up and revision(1)Lead in: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to ask others’ names and introduce our names to others. Shall we have a review first?(2) RevisionReview asking names and introducing our namesIn section A, we learnt to ask others’ names and introduce our names to others.(3) PresentationT: Please tell me how to say it in English? (Show the Ss the number cards, one by one)Ss: It’s one. Ss: It’s two. …Play GamesT: We have 10 groups. Every group has a number. When I show the number card, the group must stand up and say the number loudly. Ready? (Every time, T shows the Ss one card. The group must stand up.)Ss: Five./Seven./Three.Part two：T: Now, this time, I’ll show you the number card, but the next number group must sta nd up and say the number loudly. (T shows the Ss one card.) e.g.:T: (Show the card—2)Ss: Three. (Group 3 stands up and says the number loudly)Part three:T and the Ss play the game again, but this time, not the next group stands up, but the number before. e.g.:T: (Show the card—3)Ss: Four. (Group 4 stands up and read the number loudly)Step 2: Section B 1a1．Listen and repeata. Open your books at page 4．Would you please do activity 1a?b. I will play the tape. And for the first time, please just listen.c. OK. This time, I would like you to read after the tape.d. Let’s try it again.e. Can you read the numbers one by one?2．Translation gamea. Let’s play a translation game. I will say numbers in Chinese and please translate them into English. First who would like to have a try?b. Very good! I would like you to translate the numbers one student by one.c. Now this time I will give you a challenge task. The first student says one number in English and then he / she says a different number in Chinese. He will call a second student translate it into English. And then the third …goes on.Step 3: Section B 1b1．Listen and repeata. Just listen to the conversations for the first time.b. Listen and repeat the number.2．Listen and write the telephone numbera. Listen to the conversations for the third time and write the telephone numbers.b. I think most of you have finished it. Let’s check them together.3．Read the tape scripta. Let’s read the tape script of 1b together.b. I would like some of you to read in class. Who would like to have a try?Step 4: Section B 1c1．Look and reada. Look at the conversation in activity 1c and can you read it together?b. Who would like to read it in class?2．Task－My friends’ phone numbersa. I think most of you want to know your friends’ phone number.b. Would you please ask your friends and try to write them on your notebooks? I will give you five minutes to finish the task. Let’s see who will get the most phone numbers.c. Time is up! How many phone numbers did you have? Please read them to one of your friends.Invite two students to talk about their own and each other’s names and telephone numbers.Step 5: Section B 1dListen to the conversations for the first time.2．Listen and matcha. Listen to the conversations for the second time and match the names with the telephone numbers.b. Listen to the conversations for the third time and check them by yourselves.3．Check the answersLet’s check the answers together. Answers: 1．c 2．d 3．b 4．aHave students read names and telephone numbers silently. Play the tape and ask students to match the numbers with the names. Step 6: Section B 1e1．ListenListen to the conversation for the first time.2．Listen and completea. Listen to the tape and complete the phone numbers.b. Listen to them again and check the answers.3．Check the answersLet’s check the answers together.4．Read the tape scripta. Read the tape script together.b. Who would like to read in class?Tell them they will hear the tape again. Have them fill the blanks in the phone numbers. To check answers, invite student volunteer to ask: What’s _______’s telephone number?Step 7: Section B 1fWrite your phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find the owner.Task－My friends’ phone number book.In last period, you finished your friends’ name list and this time you know how to ask others their phone numbers. Could you please make your friends’ phone number book? Please ask your friends about their phone numbers and fill in the chart.Example: What’s your phone number...? It’s...Have students write the numbers in their notebooks. Tell them to write the words for the numbers next to them. Invite students to say a number and have another student spell the word.Step 8: Summary and HomeworkLet’s summarize what we learnt in this period.1. Oral work:(1) Listen to Section B 2a, read and recite it.(2) Go on making up your dialogues with your partner and polish it.2. Written work:Bring some photos of yo ur friends’ or your relatives’ telephone numbers, car numbers and get ready to introduce to the classmates.本课教学后记（课堂设计理念，实际教学效果及改进设想）Unit 1 My name’s Gina.The 5th period (Section B 2a—Self Check)Teaching aims:1.Knowledge objects:(1). Words & phrases: friend, China, first, first name, last, last name, family, middle, middle school(1). Key sentences:What’s your/his/her first name?My/His/Her first name is….What’s your/his/her family name?My/His/Her family name is….2.Ability goals:Students can know the difference between English names and Chinese names, and talk about the first name and last name.3.Moral objects:Students can greet others politely and know how to make new friends.Learning ability goals:To know the difference between English names and Chinese names, and talk about the first name and last name.Teaching important points:Words and sentences in this partTeaching difficult points:The difference between English names and Chinese names.Teaching methods:Writing methods; Comparing methods; Groupwork.Teaching aids:A tape recorder, Names, ID cards.Teaching procedures:Step 1: Warm-up and revision1. Make conversationsa. Can you ask your friend’s name and his / her phone number?b. Can you introduce yourself and your friends with the sentence pattern like this: I am ... This is my friend. His / Her name is ... His / Her phone number is ...2. Dictation: Let’s have a dictation.Step 2: Section B 2a1．Reada. Let’s move to 3a please. There are some English names and co uld you please read the names after me?b. Please read them together and one name twice.2．Explain what the first name and the last name areThe first name is the given name and the last name is the family name. And in English the first name is in the front that means the given name is the first which is totally different from Chinese name.3．Write F for first names and L for last namesPlease try to decide which names are first names and which names are last names?4．Check the answersAnswers:Last names: 2．Green 3．Miller 7．Smith 8．Brown 9．ZhangFirst names: 1．Tony 4．Mingming 5．Gina 6．Jack 10．Mary5．Make some full English namesWould you please make some full English names with names in 3a?Step 3: Section B 2b1．Read the messages and match them with the pictures.a. Let’s go into activity 2b on page 5．What can you see in the picture?b. Yes, we can see three pictures. Please discuss with your friends.2．Have students scan the message. Circle the first names and underline the last names.a. I think all of you find the first name and the last name on each card.b. Can you write the last name on the correct column?On the board write first names and last names. Have students write the names under the labels. Check the answers.Step 4: Section B 2c1．Match the names with the telephone numbers. Then find three pairs of friends in the name list.2. Read and answera. Read the questions and answer them by yourselves.b. Discuss with your friends and see whether your answers are the same.3．Check the answersLet’s check the answers.Step 5: Section B 3a1．Look and finda. Let’s go into activity 3a on page 6．What can you see in the picture?b. Yes, we can see some ID cards. And there are names on them.c. Can you find the first name and the last name on each card?d. Please discuss with your friends.2．Write the last namesa. I think all of you find the first name and the last name and phone number on the card.b. Can you write the last name on the correct lines?3．Check the answersAsk students to read and write about Alice. Monitor their work. Draw the box on the board and have volunteers fill in the information.Step 6: Section B 3bFill in your own ID card.a. I would like you to fill in the ID card with your own information.b. Would you please show your ID card to your friends?Have students fill in their own ID card. Then ask them to write sentences about themselves. Invite them to write the sentences on a piece of paper and hang it up in the classroom. Allow students to r ead each other’s information.Step 7: Self-check1．Write out the numbers2．Match the sentences to make conversations.3．Task－Who is the owner of the phone number?Let’s try to perform a task. I will give each of you a piece of paper. Please write down your phone numbers on it and then put it into the bag. After that, please take out a phone number from the bag and try to find out who owns the phone number. You may ask questions like this: What’s your phone number? If you find the owner, please give it to him /her.Step 8: Summary and HomeworkLet’s summarize what we did in this period.Ask the students to summarize what they have learned in this unit.1．Do the exercises on the students’ book and the textbook.2．Review Unit 1本课教学后记（课堂设计理念，实际教学效果及改进设想）。
Unit1MynameisGina第二课时教案
Unit 1 My name's Gina 教案设计（第二课时）第二课时教学目标1．介绍更多的英文姓名，并且区分出姓和名；2．学习英语中姓名（name/ full name）、姓（family name/last name）和名（given name/first name）的用法；3．通过用英语说出自己的电话号码的任务，学习数字0—9；4．制作身份证，以综合运用所学的姓名和数字；5．德育目标：我长大了，学会对人有礼貌、学会感激。
教学重点和难点1．了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；2．听懂并能说出电话号码，培养学生的英语意识。
3．重点句型：What’s your English name?My English name is …What’s your last name/ family name?My last / family name is …What’s your telephone number?My telephone number is …主题词 (斜体字为扩展词)：课前准备1．学生课前准备：父母或朋友的录音磁带、硬纸卡片2．教学器材：电话、小皮球、录音机、电脑3．教学课件：身份证课件教学设计教学过程设计一、接力游戏询问学生的英文名。
首先由教师仿做，教师拿出一个小皮球，任意抛向一名学生，同时问：“What’s your English name？”，这个学生接住球并回答：“My English name is …”, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is …，his/her English name is …（只要重复前一名学生的名字即可）”，然后传递下去并问：“What’s your English name？”。
最后将学生分为几组在组内做。
在这个活动中，学生的积极性很高（球必须接住，否则也算做失误），达到《课标》中要求的既从学生的兴趣出发，又具备易操作的特点。
【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My name’s Gina教案
七年级英语My name’s Gina教案unit 1 my name’s gina language functions: introduce themselves, greet people, ask for and give telephone. goals: use hello, hi. introduce themselves. the number0-9. structures: present tense to be. what question. possessive adjectives my, your, his, her. vocabulary: personal names, numbers 0-9. phone number, first name, last name, hi, hello target language: what’s your name? my name is… i’m gina. nice to meet you. what’s your phone number? it’s…learning strategies: practicing. listening for specific information. four periods period 1 step 1 revision revise the words and the sentences: what’s this in english?” dop1-1a teach new words and then let them read. step 2 pairwork greet people and introduce yourself step 3. presentation 1. look at the picture p1-1a, listen to the conversations. 2. do p1-1b. 3. listen and repeat the conversations. 4. pairwork. do p1-1c. practise the conversations. report: self-introduction use: my name is…i am… i want to be your good friend step 4 listening 1.look at the picture p2-2a. listen to the conversations. 2. do p2-2a 3. teach the class to read the names. 4. do p2-2b. step 5 presentation 1. using gestures and models, help the class to understand the sentences: my name is…= i am her name is… his name is… 2. pairwork do p2-2c 3. groupwork. do p3-4 step 6 grammar focus 1.let the students read andask any questions. 2. teach them how to write the sentences. homework do p2-2cperiod 2 step 1. revision 1.revise the words p1-p2.2.groupwork: play the name game,p3-43.teach the new wordsp3, p5 step 2. presentation i. show a photo of cheng long. t: who is this? s: it’s chenglong what’s his name? his name is chenglong. what’s his english name? his english name is jacky cheng. 2. name first name(given name) last name (family name) cheng long long cheng jacky cheng jacky cheng 4. cheng long. his first name is long. his last nameis cheng. jacky cheng. his first name is jacky. his last name is cheng. ii. show a photo of mine. who is this? myfirst name is… my last name is… iii. groupwork what’s your/his/her name? what’s your/his/her first/last name? iv. report: self-introduction my name is… my first nameis…and my last name is… i want to be your good friend. step3. book 1. do p3-3a, 3b 2. give yourself and englishna me the report my english name is… my first name is…and my last name is… 3. do p5-3a step 4 homework make a id card.period 3 step 1. revision 1. pairwork what’s yourfirst/last name? 2. report tell us your personalinformation step 2 words do p4-1a groupwork: read the numbers.。
初中英语教案-Unit 1 My name's Gina
Unit 1 My name’s Gina .第一课时Section A(1a-2d)第二课时Section A (Grammar Focus-3c)第三课时Section B (1a-Self Check)自主预习案学生自学新单词（教材P5-6），比一比，看谁记得又快又准。
（见多媒体）一、四会单词1.first （adj.）第一st （adj.）最后的3.friend （n.）朋友4.China （n.）中国5.middle （adj.& n.）中间(的)6.school （n.）学校二、重点短语1.first name 名字st name 姓3.middle school 中学4.my friend 我的朋友5.in China 在中国随堂导学案Step 1情景导入Teacher：Yesterday we’ve known each other already. Who is your friend? Do you have an English name? Then I will give each of you a card, your English name is on it. (Let a boy and a girl hand the cards out, then ask and answer about the new names.)Questions：Teacher：Hi! What’s your English name?What’s your first name?What’ s your last name?Students：My name is Tony Brown.My first name is Tony.My last name is Brown.…环节说明：通过取英文名的活动激发学生对英文名字的兴趣，自然而然引入新课。
通过问答让学生对英文名字的构成有了初步了解。
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。
《My name's Gina》全单元教案 2022年人教版精品
Unit 1 My name's Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is …”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码“What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。
由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
二、单元学情分析本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information 和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。
来培养学生的自主学习的能力及表达能力和逻辑思维能力。
采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。
四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：name nice meet his and her your能掌握以下句型：①—Hi. My name’s Gina. —I’m Jenny. Nice to meet you!②—What’s your/his/her name? —My/his her name is…③—Are you…? —Yes, I am. / No, I'm not.④—Is he/she…? —Yes, she/he is. / No, she/he isn’t.2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；What’s=what is I’m=I am name’s=na me is等缩写形式。
Unit 1 My name's Gina教案设计
Unit 1 My name’s Gina(The 1st period Section A 1a—1c)Teaching aims（教学目标）1．学会问候他人2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字3．从对话中学会获取更多他人的基本信息5．初步学会使用部分形容词性物主代词.Language points（语言点）1．要求掌握以下句式：（1）—What’s your name?—My name is…（2）—Hello! I’m Mary.— Hi, M ary! I’m Jim. Nice to meet you.（3）what’s ＝what is I’m ＝I am name’s ＝name is 2．要求掌握以下词汇：（1）生词：name, clock, am, nice, meet, what, hello（2）人称代词和形容词性物主代词：I, you, my, your, his, her （上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。
）Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。
Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）(1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.1（2）Warm greetings to the students2T: Hello! / Hi!S: Hello! / Hi!T: You are very beautiful/cool/…S: Thank you.2. Presentation（呈现新知识）（1）T: Hello! My name is Lily. What’s your name? 3 S: (引导学生回答) My name is Tom.T: It’s a good / nice name.4I like your name.教学设计说明1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit1 My name’s GinaPeriod 1 Section A 1a1cⅠ.教学准备1．教师：录音机、电脑、图片、面具。
2．学生：利用网络查阅中英文姓名及初次见面时各国或各地风俗、礼仪的材料。
Ⅱ.教学目标1．学会问候他人。
2．学会做自我介绍，认识新朋友，并正确称呼他们的英文名字。
3．学习本课的知识点。
(1)词汇：name，nice，to，meet，too，your，Ms.(2)句型：—What's your name？—My name's...—Hello！Cindy！I'm Dale.—Nice to meet you!what's＝what is I'm ＝ I am name's ＝ name isⅢ.教学重点难点1．让学生学会做自我介绍，学会交朋友。
2．正确使用问候语。
Ⅳ.教学步骤Step 1：Greetings and talking运用预备单元学习的Good morning！Good afternoon！Hello/Hi！...等问候语和学生打招呼，拉近了与学生之间的距离，也复习了旧知识。
Step 2：Leadin1．利用一些实物，复习“What's this in English？”这一句型。
For example：T：What's this in English?S：It's a book.T：What color is it?S：It's blue.2．运用以上句型过渡到课本1a，写出图中物品的英文名称。
For example：T：Look at the picture.What's this in English?S：It's a map.T：How many new words can you find？Discuss in groups.将学生分为四组，采取小组竞赛制，每组选择一名学生将单词写在黑板上，比一比哪一组写得多。
3．给学生几分钟的时间认读这些单词。
Step 3：Presentation1．结识新朋友。
教师首先向学生做一个自我介绍，将名字写在黑板上：My name is...My first nam e is...My last name i s...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：My name is Xu Ye.一个叫王超的学生介绍说：My name is Wang Chao.“What's your name？”传句子比赛。
学生按行分组，一个同学问，“What's your name？”第二个学生回答，“My name is...”然后再接着问第三个人，“What's your name？” 第三个人回答，“My name is...”再接着问第四个人“What's your name？”……最先完成的一行获胜。
教师带上面具与学生交流，就把“我是一个新形象”这一信息清晰地传达给了学生。
学生也能轻而易举地接收这一信息，这样做的目的，在于为Nice to meet you！提供一个真实的情境，让学生理解它是用于初次见面的问候语。
For example：T：Hello.What's your name?S：My name is...T：Nice to meet you.(shake hands)S：Nic e to meet you，too.将句型板书在黑板上，让学生练习对话。
—What's y our name?—My name is Alan.—I'm Gina.Nice to meet you!—Nice to meet you，too.2．通过教学课件展示1b中的英文名字，教学生认读。
For example：T：Loo k at the screen.They are from England.What are their names？Let's know them.This boy is Alan.Read after me，“Alan”．用同样的方法介绍Ms.Brown，Cindy，Dale，Gina，Jenny等人名，采取领读、拼读、齐读等方式认读这些名字，并且引导学生观察这些名字的写法，以及如何用汉语拼音书写名字。
这项任务主要是为听力做准备。
Step 4：Listen and number对于听力应该注意对学生听力策略的指导，首先让学生看懂听力任务，并且对于1b这种听录音排序题目应尽可能的先认读一下句子，这样有助于找到答案。
操作建议如下：1．播放第一遍录音要求学生只听。
2．播放第二遍要求学生听录音排序。
3．检查答案。
4．播放第三遍要求学生模仿录音跟读。
5．游戏：最佳模仿者。
练习1b中的对话。
要求如下：声音响亮(20)咬字清晰(20)语调模仿(20)流畅程度(20)情感投入(20)6．为自己选择一个英文名字，练习以下对话。
A：Good morning，I'm Cindy.What's your name?B：Hi，Cindy.My name's Dale.Nice to meet you.A：Nice to meet you，too.Step 5：Competition(此环节锻炼学生综合运用语言的能力)1．让学生在五分钟内尽可能多的用英语询问他人姓名，并做记录，看一看谁问的最多，用上下列句型。
.—What's your name？—My name's...—How do you spell it？—...—Hello.My name's...—I'm...Nice to meet you.2．将结果写在下面表格中，以备下节课学习物主代词。
Boys' names Girls' names这是一个巩固性的活动，要求学生能运用目标语进行真实的交际。
同时，在活动的过程中，学生又进行了拼写能力的锻炼。
男女同学进行问候既为下一节课his/her的运用作好了准备，同时也使学生养成良好的运用英语的习惯。
在英语学习的初始阶段，一定要鼓励与帮助学生，这将是今后英语学习活动顺利展开的重要保证。
学生活动中，教师应四处走动，向学生提供帮助。
Step 6：Summary根据呈现在黑板或者课件上本节课学习的语言点，让学生自己总结怎样介绍自己以及问候他人。
S tep 7：Homework1．Recite 1b.2．Bring some nice pictures of your friends，family members，pets etc.板书设计Unit 1My name's GinaSection A 1a1cA：What's your name？B：(My name is) Alan.A：I'm Jenny.Nice to meet you！B：Nice to meet you，too.备课资料知识讲解1．What's your name?(1)这是一个由what引导的特殊疑问句，是询问别人姓名的常用语，回答时常用“My name is...”或“I'm...”或者直接说出名字。
(2)your意为“你的，你们的”，是形容词性物主代词，不能单独使用，后面要接名词。
在句中作定语，不能作主语。
类似的形容词性物主代词还有my(我的)，his(他的)，her(她的)等。
2．Nice to meet you!意为“见到你很高兴”。
这是英美人初次见面时的常用语，以示客气，也可以用于双方很久没有见面，偶然相逢的场合，用来表达高兴的心情。
对方在回答时用“Nice to meet you，too！”其中too意为“也”。
在表达“见到你很高兴！”时，也可以用“Glad to meet you！”教学反思：Period 2 Section A 2a3cⅠ.教学准备1．教师名人图片、师生照片、录音机、课件等。
2．学生收集关于用英语介绍他人的资料。
Ⅱ.教学目标1．使学生继续掌握如何用英语介绍他人。
2．掌握形容词性物主代词及be动词的用法。
3．学习本课的知识点。
(1)词汇：his，and，her，yes，she，he，no，not(2)句型：—What's his/her name？—His/Her name is...He is.../She is...—Is he/she...？—Yes，he/she is.No，he/she isn't.—Are you...？—Yes，I am./No，I'm not.4．进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。
Ⅲ.教学重点形容词性物主代词及be动词的用法。
Ⅳ.教学难点形容词性物主代词及be动词的用法。
Ⅴ.教学步骤Step 1：Greetings and talking运用以下句型复习导入—What's your name?—My name is...—I'm...Nice to meet you!—Nice to meet you，too.建议1：请两三组学生表演完上述对话后，老师指着其中一名学生询问其他学生，“ What's his/her name？”并板书，引导学生回答“His/Her name's...”For example：T：What's his name?Ss：His name's...T：Yes，his name's...We can also say：He is...建议2：请两三组学生表演完对话后，播放一段名人间相互问候的视频片段，再引入本课句型：—What's his/her name？—His/Her name's...For example：Play a VCR of Jay Chou.“Hello，I'm Jay Chou.Nice to meet you.”T：What's his name?Ss：He is Jay Chou.T：Do you like him?Ss：Yes.T：Let's say hello to him，OK?Ss：Hello，Jay Chou.Nice to meet you.Step 2：Learn and present the new drills建议1：出示一些人物照片，让学生运用句型介绍。
A：What's his name?B：His name's.../He is...A：What's her name?B：Her name's.../She is...建议2：接力游戏询问学生的英文名。