Unit 1 My name's Gina 教案(人教新目标七年级上)
七年级英语上册 Unit 1 My name’s Gina Section A(3a-3c)教案 (新版)人教新目标版
My name’s Gina
学设计
课标
过听说练习和语言实践让学生内容仍贴近学生的生
My/his her name is
sn 会运用所学的句型询问第
1. 阅读指导：老师总结已学过认识新朋友的两类句型。
2. 学生阅读Grammar Focus中的句子，然后做填空练习。
你的名字叫什么？_______ your _______?
我的名字叫艾伦。
_____ _______ Alan.
3. 注意以下几种缩略的表达法：what’s = what is, name’s = name is, I’m = I am,he’s = he is, she’s = she is
4. 学生识记后，做填空练习来进行巩固。
5. 老师对人称代词及形容词性物主代词的简单用法进行小结。
6.学生复习理解掌握所学的知识并做巩固巩固练习。
3.Ss act out
s your name? s; n ame;。
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Unit1Myname39;sGina.(共6课时教案
Unit 1 My name’s Gina.教案一、教材分析：本单元是在前面三个热身单元的基础上出现的真正意义上的第一个教学单元。
它强调在社会不断进步和发展的今天，要求学生在不同环境下能自如地介绍他人和推销自己，同时利用一切机会获取尽可能多的可行信息，作为人与人之间友好的交往的桥梁．二、单元教学内容：（一）、话题功能：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、学会电话号码的表述方法并问他人索取电话号码（二）、语言结构：1、句型：What's your name? Alan./ I'm Alan./ My name is Alan.What’s your telephone number? It’s 281-9176.2、词汇：hi, hello, numbers(0-9),phone number,list of names, first/ last name...（三）、单元教学目标：1、能力目标：(1)能问别人做自我介绍，如：My name’s Gina. I’m Gina.(2) 见面时，能使用问候语，如：Nice to meet you!(3)能问他人索取电话号码，如：What’s your telephone number.(4)能够区分中西方的姓名2、知识目标(1)能听、说、读1a中的会话(2)能听、说2b中的话(3)能听懂电话号码(4)能听说读写0-9及phone number, first/last name,hi,hello等单词。
(5)能听、说、读相关名字(6)运用句型What’s your(his,her) first(last) name/phone number ?3、单元重难点：(1)重点：a.物主代词的用法b.句型：What’s your/his/her name ?What’s your/his/her telephone number ?c.数词(2)难点a.What’s your/his/her first(last) name ?b.中外姓名的区别和用法4、情感、策略、文化等目标(1)、情感目标：培养小组合用精神，激发学生学习兴趣。
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.。
人教版初一英语教案
人教版初一英语教案【篇一：人教版七年级上册英语全册教案】新目标英语（go for it）七年级上全册教案unit 1-12unit 1 my name’s ginaperiod one课前准备教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计step one :present the sentence patterns.1. play a game “how many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。
)teacher: after the study of the first three starters, i thinkmost of the students must have known a lot of words. how manywords do you know? let’s play a game to see who know? let’s play a game to see who knows the most.(divide all the students into several groups and show a picture （图片略） to them with the computer. every group can choose two students to join. they are asked to come to the blackboard and write down the words in 30 seconds.)(group 2 is the champion group. they can write 11 words.)2. introduce the champion group to the class.（引课方式贴近生活，学生易于接受）teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce y ourselves to us?s1 s2:yes.s1:hello.my name is li lei. nice to meet you.ss: hello, li lei. nice to meet you ,too.ss: hello! what’s your name?s2:i’m sun ping. how do you do?ss: how do you do ?step two: drills.1. make introductions.（通过句型的操练使学生更加熟练掌握所学的句式。
七年级英语上册 Unit 1 My name’s Gina Section A教案 (新版)人教新目标版
亲爱的同学：这份试卷将再次记录你的自信、沉着、智慧和收获，我们一直投给你信任的目光……学习资料专题Unit 1 My name’s GinaStep 1Warming upSing along with a song, 26个字母歌Step 2Preparing and GuidePart 1 Knowledge revisionT: Show some things on the desk, and let Ss say them one by one and check their answers.Ss: window, book, schoolbag, ruler, map, door, cup, baseball…Part 2 New course guideT: Well, in this class, we'll learn how to introduce yourself.Step 3Research CooperationInteraction research1. Pair work.T: Look at the picture in 1a. There are many things. You can find them out as many as possible. You can make a match with your partner. Well, there are some names, can you see?Ss: Yes.T: Can you read the names? OK, let's listen and find out who they are.2. Listening practice.(Give Ss 2 minutes to read the conversations before listening and then play the recording for the first time. Ss listen and finish 1b.)Listen again and get the Ss to put the three conversations in order…T: Now, please tell me your answer.Ss: 2，1，3T: OK, good! Now, please listen again and try to follow each sentence.[设计意图：通过不同梯度的练习，让学生逐渐掌握听力的技巧，逐步提高听说能力。
七年级英语上册 Unit1_My_name's_Gina教案 人教新目标版
Unit1 My name’s Gina教学目标：1．知识目标掌握介绍自己和问候他人的句型：What’s your/his /her name?His/Her/ My name’s Gina. Nice to meet you!掌握数字0-9 ，及的问答：What’s your/his /her telephone number? My /His/Hertelephone number is 234-5873. It’s …..掌握Be的一般现在时形式掌握What引导的特殊疑问句掌握形容词性物主代词：my, your, his, her2．能力目标学会从对话中获取对方的信息及他人信息，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。
学会用自己已有的知识水平和生活经历来解决实际问题。
如个性化名片的设计，培养了学生的动手能力，展示了学生的个性。
3．情感目标通过小组对话、讨论、调查和设计等一系列的活动，培养学生的合作意识和团队精神。
通过结交新朋友，学会如何礼貌地与他人交往。
了解中西方文化的差异。
课时划分：Period One : Section A :1a-- 2b Period Two : Section A :2c--- 4Period Three : Section B: 1a – 2b Period Four : Section B:3a --- 4Period Five : Self check & RevisionPeriod OneStep One Revision1. Greet with the students by using “Good morning/ Good afternoon/ Hello/ Hi…”2. Revise “What’s this in English?” by showing some lovely toys. (e.g. a clock)3. Ask the students to look at the picture in 1a and see how many other words they know.4 Find out who knows the most,encourage the Ss to remember.Step Two Leading – in1 The teacher asks the winners above “What’s your name?”help the winners to introduce themselves “I’m… or My name is…” . Then the teacher puts on a lovely mask and says “ Oh, I’m… Nice to meet you, …” Help the students to answer “Nice to meet you , too.”Repeat with several Ss.2 Write the target language on the blackboard and ask the students to repeat.----What’s your name?----I’m Gina.----My name is Alan. Nice to meet you!----Nice to meet you, too.3 Ss practice in two like the modle above.4 T asks Sa : What’s your name?,then asks Sb : What’s his /her name? T helps to answer :His /Her name is …. Write the target language on the blackboard and ask the students to repeat.5 Ss practice in three like the modle on the BD.6. Show some pictures of boys and girls and teach the new words of the boy’s name : Alan, Jim ; the girls’ names : Mary, Jenny, Gina.T says:His name is …,Her name is ….Ss follow the T.Step Three Listening 1b1 Look at 1b ,listen and number the conversations 1- 3.2 Play the recording for the first time. Students only listen.3 Play the recording a second time. Students number the conversations.4 Check the answers.5 Listen and follow 1b.Step Four Listening 2a 2b1 Look through the four pictures quickly ,get ready to listen.2 Listen and number the pictures.3 Check the answers .4 2b Listen again,circle the names you hear.5 listen and follow the conversations,then practice them.T makes modles with the Ss first.Step Five petition1. Ask the students to greet each other within five minutes and write down their partners’ names. The more , the better. They can use the target language.--What’s your English name? ----My name’s …--How do you spell it? ----…-Hello. I’m … Nice to meet you! ---- Nice to meet you , too.2. The Ss who gets the most names are the winners.Step Six Sum upHelp the Ss to sum up what they learnt.Step Seven Exercise TongbuStep Eight Homework Ask the students to bring some picturesPeriod TwoStep One Revision1 Revise the following dialogue : A: Hello! What’s yourname ? B:My name’s …/I’m …A:I’m …,nice to meet you .B: Nice to meet you,too. C: Hi,A! What’s his /her name?Can you tell me ? A:OK,his /her name is …C:Hi,B! Nice to meet you B: Nice to meet you,too.2 Talk about the pictures that the Ss bring using “ This is…What’s his /her name?”etc.Step Two Presentation1. The teacher shows two of the famous person and introduces like this: Hisname is Bill Gates. Bill is his first/given name and Gates is his last/family name. Her name is Zhang Ziyi. Zhang is her last/family name. Ziyi is her first/ given name.Help the students understand the first/given name and the last/family name and the differences between Chinese names and English names.Draw the diagram.2. Write more full names on the blackboard and ask “What”s his first/ lastname? What’s her first / last name?”3. Look at 3a and ask the students to read the lists of the names below.4. Ask the students to write F for first name and L for Last name. Check theanswers.5. Ask the students to read after the teacher the following names: Smith,Miller, Green, Brown.Step Three Choose the name1. Add more mon English names on the blackboard and ask the students to choosea first name and a last name they like. Check that the students are pronouncingthe names correctly.2. Rehearse the question and answer once more( What’s your first /last name?),then let them ask their classmates about their new first name and last name and make a list, then find out who writes down the most ,then she /he is the winner. Step Four One- minute speech1. Give the students a few minutes to prepare for introducing themselves andtheir friends or favorite persons etc in a minute. They can begin like this : Hello, everyone. I’m a boy . My Chinese name is … My first name is … My last name is … My English name is … I have a friend. His /Her name is … His /Her first name is … His /Her last name is…His /Her English name is …2. After one minute ,get the student to report themselves and theirfriends ,who can say the most correct sentences are the winners.Step Five Sum upHelp the Ss to sum up what they learnt.Step Six Practice1Get the Ss to write the sentences on the BD,try to dictate them.2 Get the Ss to read the names in groups .Step Seven ExerciseTongbuStep Eight HomeworkPeriod ThreeStep One Warming up1. Enjoy the song “Ten Little Indian Boys”,and learn to sing . pay attentionto the numbers .Step Two Numbers Section B 1a1. Listen and repeat the numbers.2. Write the numbers on the board in random order. Point to the numbers oneat a time and ask the students to repeat.3. Play a Bingo game or Play the next number game4. Look at some signs or pictures and ask the students “ What’s the telephonenumber?”“ 114,119 120, 110, 96316, 12345, 121…”5. Ask the students “What’s your phone number?” Let them try to answer,then write the numbers on the blackboard and tell the students how to write a telephone number__ __ __ - __ __ __ __ .Step Three PracticeSs ask their telephone numbers ,and write them down ,then report to the class. Step Four Listening Section B 1b1. Before listening，ask the students to work in pairs , one say the numbersin random order, the other writes them down.2. Play the tape for the first time. Students only listen.3. Ask the students to write the numbers in the blank as the teacher playsthe tape the second time.4. Check the answers.Step Five Listening Section B 2a 2b1 Ss look through the requests.2 Play the recording for the first time. Students onlylisten.3 Listen to the recording again, students write the letter of each telephone numberin the blank after the person’s name.4 Check the answers in pairs by asking and answering in pairs.5 Listen to the recording a third time,plete the phone nunmbers ,check theanswers.6 Listen to the recording several times ,get the Ss to follow the recording ,tryto recite them .7 Imitate the conversations in pairs or in groups .Step Six Speech petition1 Give the Ss one minute to prepare prepare for introducing themselves and their friends. They can begin like this : Hello, everyone. I’m a boy /girl. My Chinese name is ... My first name is ... My last name is ...My English name is ...My phone number is ... I have a friend. His /Her name is ... His /Her first name is (i)/Her last name is…His /Her English name is …Her phone number is …2 T walks around to see if the Ss need help .3 After one minute ,get the student to report themselves and their friends ,whocan say the most correct sentences are the winners.Step Seven Sum upStep Eight ExerciseStep Nine HomworkPeriod FourStep One Survey1. In about five minutes, let the students ask their classmates about their telephone numbers and write them down . They must use the target language “What’s your phone2. Ask some students to make a report like: Lisa’s phone number is… Jim’s phone number is…3. Answer the teacher’s questions: “What’s Lisa’s/Jim’s phone number?”“Her/ His phone number is..”Step Two Creative conversations1. Make up conversations to talk about the names and the phone numbers. Tmakes modles with the Ss.eg.A: Hello,B ! B: Hello,A ! Who’s this?A: This is my new friend . B: What’s his /her name ?A: His/Her name is C. B: What’s his /her phone number ?A: Sorry,I don’t know . Hi,C! What’s your phone number ?C:It’s … .A: Thank you .Hi,B! His /Her phone number is ….B: Hi,C!I’m A . Nice to meet you .C: Nice to meet you,too!2. Use some pictures or objects to create some different kinds of situationsand ask the students to make conversations.Step Three Talking about names1. Look at the name cards in 3a and ask something about the first name andthe last name.2. Ask students to take turns reading the names on each card.3. Tell the students how to finish 3a.4. Ask the students to finish 2—5 on their own.5. Collect any ID cards , library cards etc and ask the students to talk about them. Step Four Practice1. Do 3b as a class exercise. Ask the students to look at the ID card. First get the class to ask and answer the questions in pairs. Then get the Ss to write down the answers.2. Ask the students to fill in their own ID card. (3c)3. Exchange the ID cards and ask the students to look at the picture on thecards and ask and answer in pairs: What’s his / her family name? What’s his /her first name? What’s his /her telephone number?Step Five A game1. The students write their own telephone numbers on a piece of paper and putthem in a bag.2. The teacher hands out every student a piece of paper and asks them to findthe owner by asking “What’s your phone number?”3. The student who finds the owner with three guesses is the winner.4. Ask the winner to make a report like this: His /Her name is …His / Herfamily name is… His / Her first name is … His / Her telephone number is…Step Six Sum upStep Seven Write the important sentences.Step Eight ExerciseHomework:Design a name card for yourself.假如下个星期你班将来一位外籍教师，请你为自己设计一X名片，以便交流，Period FiveStep One ConversationsMake up conversations like the follow.1 A:Hello! I’m /My name’s Mary. What’s your name ?B:Hi ,Mary! My name is Jim .Nice to meet you .A:Nice to meet you ,too. Who’s this ?B:This is my new friendA:What’s his/her name?B: His/Her name is Alan. Alan, this is Mary.A: Hello, Alan ! Nice to meet you .C: Nice to meet you,too.2 A: Hello, Liu Ming ! What’s English name ?B: Hi,Lin tao .My English name is Alan Green, my first nameis Alan, my last/family is Green .What about yours?A: My English name is Nick Brown,my first name is Nick,my last/family is Brown.3 A: Hello, Liu Ming !What’s your phone number?B: My phone number is 5356248,what about yours ?A: My phone number is 663458,what’s Li Lei’s ?B: His phone number is 667892.Step Two Words and Sentences1 Get the Ss to read the words of Unit 1 ,first read in pairs .2 Check the words and the sentences. First give the Ss a few minutes to revisethe words and the sentences. Then dictate them ,hand in and check, sum up the results. If necessary, give the Ss a few more minutes to revise again.Step Three Writing1 .Self Check 3. Ask the students to think of two classmates , one a boy and onea girl. Have them write their classmates’ details in the charts. Get several Ss to write on the BD.2. Check in pairs, T walks around to check.Step Four Tongbu Self Check。
人教版新目标英语七年级上册 Unit 1 教案(共计19页)
Unit 1 My name's Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is …”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码“What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。
由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
二、单元学情分析本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information 和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。
来培养学生的自主学习的能力及表达能力和逻辑思维能力。
采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。
四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Self Check) 用1课时Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：name nice meet his and her your能掌握以下句型：①—Hi. My name’s Gina. —I’m Jenny. Nice to meet you!②—What’s your/his/her name? —My/his her name is…③—Are you…? —Yes, I am. / No, I'm not.④—Is he/she…? —Yes, she/he is. / No, she/he isn’t.2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；What’s=what is I’m=I am name’s=na me is等缩写形式。
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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 1 (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=name is等缩写形式。
2. 情感态度价值观目标：该部分学习内容贴近学生的生活，谈论的主题是结交新朋友，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。
通过教学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。
能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
二、教学重难点1. 教学重点：1) 让学生学会自我介绍，学会交朋友。
2) 正确使用问候语。
2. 教学难点：your, his, her等形容词性物主代词的简单用法三、教学过程Ⅰ. RevisionPlay the tape, enjoy the ABC song, get the Ss to sing together.Ⅱ. Work on 1a1. Write English words for the things in the picture.2. Pair work:Show some pictures and introduce oneself and greet people.Ⅲ. Listening1. T: No w let’s listen to the tape, and number the conversations 1-3.Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.2. Ask the Ss to practice the conversations above with a partner. Then use theirown names to practice instead of the names given.3. Encourage the Ss to leave their seats, move around and greet other classmates. IV. Listening1. Work on 2a;T: Now, look at the pictures on P2, listen to the four conversations. Just listen.(Play the recording for the first time, students only listen carefully.)Then, listen to the recording again, and number the pictures.Check the answers.2. Work on 2b;T: Now. Look at the names in the box. Let's read the names together.Ss read the names aloud together.T: Now listen again. Circle the names you hear.Play the recording. Students listen and circle the names they hear. Then check the answers.V. Pair work1. Suppose you are new students in No. 1 Middle School. You are from differentcountries. You meet for the first time. Make up a dialogue in pairs.Make a model dialogue with a student. Other students should listen carefully.T: Hello! What’s your name?S1: My name’s…T: I’m…S1: Nice to meet you!T: What’s his name?S1: His name is…T: And what’s her name?S1: Her name is…2. Let all the students work in pairs. Practice the dialogue. Then ask some pairs toact out their dialogues.VI. Role-play1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves andtry to find out what their names are.2. T: (Point to the first boy) What's his name?Ss: His name is Mike.T: (Point to the first girl) What’s her name?Ss: Her name is Jane.Then ask the second the boy and the third girl's names. (Helen, Linda)3. Divide the Ss into groups of four. Let them practice the dialogue in their group.4. Then ask some groups to act out their dialogue in front of class.5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。
并鼓励学生们下一次争取做最优秀的小组及个人。
）VII. Language points1. 问侯他人Hello!/Hi! 你好！Hello, Jack. 你好杰克。
Good morning/afternoon！早上/下午好！Nice to meet you! 认识你很高兴！Nice to meet you, too！认识你也很高兴！2. 介绍自己I’m…/ I am… .My name’s.我叫……。
3. 询问对方或他人姓名。
What’s your name? 你叫什么名字？My name is…/ I’m… 我叫……。
What’s his/her name? 他/她叫什么名字？His/Her name’s … 他/她叫……4．确认对方或他人的名字。
Are you…? 你叫……吗？Yes, I am./No, I’m not. 是的/不是。
Is he/she…? 他/她叫……吗？Yes, he/she is. /No, he/she isn’t. 是的/不是。
5. 人称I you he she我你他她my your his her我的你的他的她的VIII. ExercisesHomework假如你学校新来了三位美国的交换生，你初次见到他们三人，你想认识一下他们，请写出你们之间的对话。
Section A 2 (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用如何做自我介绍及问候他人。
学会从对话中获取对方的基本信息（询问他人姓名）。
能掌握以下句型：①—What’s your/his/her name?—My/his her name is…② —Are you…?—Yes, I am. / No, I'm not.③ —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；掌握what’s, name’s, I’m, he’s, she’s等缩写形式。