unit3 What is in a name
牛津上海版七年级英语上册Unit3知识点讲义
牛津上海版七年级英语上册Unit3知识点讲义知识点梳理eful words and expressions1. Garden City is a crowded city.➢be crowded with=be full of2. Over six million people live in Garden City.➢over =more than➢当表示确切的数目时，hundred, thousand, million等数词前用单数形式。
当表达不具体的数目，如成百上千，成千上万等时，hundrend, thousand等数词用复数形式，且在其后加介词of。
[e.g.] Hundred of visitors came to Shanghai every year.3. For example, there are more than twenty-eight thousand people from Canada in Garden city.➢for example一般只举同类人或物中的“一个”为例，作插入语，用逗号隔开，可置于句首、句中、句末。
[e.g.] Noise，for example，is a kind of pollution．4. —What do we call people from Canada?— We call them Canadians.➢call意为“把…称作”➢注意国家和国籍的不同表达：[e.g.] He is a boy from Canada. = The boy comes from Canada. = The boy is Canadian.➢本课已出现的及常见的国名、国籍和国名列表如下：5. Nowadays we can visit countries near or far away from China.➢near作形容词，表示1）"邻近的,接近的"。
三年级英语上册 unit 3 what's your name课件
新词 抢先 (xīn cí)
what ：什么(shén me)
第四页，共十四页。
name
：名字 (mí
zi)
第五页，共十四页。
your ：你的
第六页，共十四页。
my ：我的
第七页，共十四页。
本单元重要 词组 (zhòngyào)
Stand up please. 请站起来 。
No Stand up please.。My name is。接龙游戏，前排同学问后排同学的名字，后排的同学回答，然后接
着往后问，看哪一排的同学完成的最快最准。Thank you
Image
12/8/2021
第十四页，共十四页。
(qǐ lái)
第八页，共十四页。
sit down 坐下
第九页，共十四页。
本单元重要 句型 (zhòngyào)
What’s your name?
你的名字(míng zi)是什么？
回答 用：My (huídá) name is …
第十页，共十四页。
小游戏
接龙游戏，前排同学(tóng 问 xué) 后排同学(tóng xué)的名字，后排 的同学(tóng xué)回答，然后接着 往后问，看哪一排的同学(tóng xué) 完成的最快最准。
第十二页，共十四页。
Thank you
第十三页，共十四页。
内容(nèiróng)总结
What’s your name。What’s your name。1、听、说、读本单元(dānyuán)新学单词： what/your/name/my.。2、掌握并熟练运用句型“What’s your name。/My name is。/My name is。
三年级上册unit 3 What's your name 教案
1.Read the new words loudly,and then read it one by one.
2.Find the missing words and spell them.
3.Let’s chant.
4.Look at the sentences on the big screen,try to read it, and then read after teacher.
浏Hale Waihona Puke 市大圣完全小学备课教案学科英语年级三主备人曾琪
科目
英语
年级
三
班级
1班
时间
9月 20日
课题
Unit3 What’s your name?
节次
1
教学目标（含知识传授、能力培养、思想教育目标）
1、能用“What’s your name?”询问他人姓名，并能够对该询问做出“My name is...”的回答。
主要教学方法
任务型教学法、情景法、合作法、多媒体教学法
教具准备
多媒体，PPT
教学过程设计（含作业安排）
Step 1 Warming up
1. Greeting.
2.show some pictures of sports
Step 2 Presentation
1.teach the new words:what ,is, your, name, my.
2、能理解并运用“My name is...”和“I’m...”来回答“What’s your name?”
教材分析（含重点、难点、关键点）
重点：能听懂、会说、整体认读句型“What’s your name?”,并能够在实际情景中进行运用。
(小学六年级英语教案)Unit 3 Whats his name-第四课时-教学教案
Unit 3 Whats his name第四课时－教学教案Lesson 16教案例如课题：LESSON SIXTEEN重点：句型What’s the boy’s name词汇mum dad the难点：发音Who’s this baby in the picture理解We look the same.过程：一、复习/热身1．组织同学跟唱一首英文歌曲2．两人小组活动：同学表演第15课对话。
3．拼读第13--15课单词[词卡]老师说一个单词，如: its，找一个同学拼读，拼读正确后这个同学再说一个单词，请另一个同学拼读。
其他单词以此类推。
二、介绍新语言工程与教学方法1．句型教学A. 师生问答：What’s your/his/her name同学依据实际状况问答B. 老师介绍新语言工程：What’s the boy’s name [Let’s practise中的人物图片]老师：Look at this boy. He’s Peter. The boy’s name is Peter. His name is Peter. 〔重复几遍〕老师提问：What’s the boy’s name同学答复：The boy’s name is Peter. (老师准时表扬)老师启发同学：Yes. His answer is right. What’s your answer同学可能答复：He’s Peter. His name is Peter. (两个答案都算正确，但强调一下His name is Peter.)C. 师生问答、同学之间问答：What’s the boy’s name(可以用班里同学的名字) His name is…D. 老师板书问答解释：the boy’s name表示那个男孩子的名字，boy’s中的’s的意思是“…的〞。
〔请同学依据老师所解释的，举出不同的例子。
如：the girl’s name the man’s name the woman’s name〕E. 扩展练习[各种人物、动物、文具的图片：girl、boy、man、woman 、cat、dog、bird、ruler、eraser、pen、pencil]老师首先将一个人物与一种动物的图片搭配在一起，示范说：the boy’s dog。
what's in a name文章总结
名字意味着什么？（阅读剖析：What's in aName? ）“今天我们继续再分析一篇《剑桥国际英语教程》预备二级（即Level 2 Unit 1）的阅读部分。
请看以下原文，以及为便于基础学员理解翻译整理出来的译文”今天我们继续再分析一篇《剑桥国际英语教程》预备二级（即Level 2 Unit 1）的阅读部分。
请看以下原文，以及为便于基础学员理解翻译整理出来的译文：What's in a Name? 名字意味着什么？Your name is very important. When you think of yourself, you probably think of your name first. It is an important part of your identity.Right now, the two most popular names for babies in the United States are “Jacob” for boys and “Emily” for girls. Why are these names popular? And why are some names unpopular?Names can become popular because of famous actors, TV or book characters, or athletes. Popular names suggest very positive things. Unpopular names suggest negative things. Surprisingly, people generally agree on the way they feel about names. Here are some common opinions about names from a recent survey.So why do parents give their children unpopular names? The biggest reason is tradition. Many people are named after a family member. Of course, opinions can change over time. A name that is unpopular now might become popular in the future. That’s good news for all the Georges and Bettys out there.译文：每个人的名字都非常重要。
三年级上册英语说课稿-Unit 3 What's your name 第一课时 湘少版(三起)
三年级上册英语说课稿-Unit 3 What’s your name 第一课时湘少版（三起）一、前言本文是关于三年级上册英语课程的第三单元“ What’s your name ”的第一课时的说课稿。
本课时重点教授学生认识一些英语的基本问候用语，以及如何询问和回答姓名。
本节课的教学目标是培养学生英语听说的能力，让学生在轻松的氛围中，能对话，能说，能听，能读。
二、学习目标1.知识与技能•学习问候语及日常生活用语，并能听、说、认读•学习如何在英语环境下正确地介绍自己。
•学习认读本省的各姓氏。
2.情感态度和价值观•培养学生对英语学习的兴趣和热情，增强其学习英语的自信心•培养学生良好的人际交往和合作精神三、教学重点•学会用英语问候和自我介绍•掌握一些常用英语的基本单词四、教学难点•让学生灵活运用英语问候和自我介绍•帮助学生区分常用的英语词汇五、教学准备•演示用PPT及投影仪•课堂活动备选，如单词接龙、问好、说名字等•打印学生练习材料六、教学步骤1.课堂导入（5分钟）•通过问候和自我介绍来调动学生的兴趣，教师可以说“Goodmorning/afternoon, everyone.”，并用一种亲切的自我介绍方式介绍自己，然后鼓励学生尝试使用英语问候或介绍自己。
2.学习新知（35分钟）•教师通过PPT等视觉教学工具，具体讲解常用英语问候语及自我介绍语，如：What’s your name?/ My name is…，Hello/Hi, I’m…, etc.；•教师通过让学生模仿，自由搭配等方式，让学生熟悉英语问候语及自我介绍语的应用。
•教师通过投影，学生模仿读出字卡上的单词。
3.学生活动（30分钟）•学生分成小组进行活动，如单词接龙、问好、说名字等，以巩固学习成果, 并促进互动和协作。
4.课堂延伸（10分钟）•教师以本单元作业提出问题，以检测学生学习成果。
•完成本课的小结和总结。
七、板书设计单词/短语英文汉语名字name我的名字是My name is你叫什么名字？What’s your name?你好Hello/Hi你好吗？How are you?很好，谢谢！Fine, thank you.再见Goodbye/Bye八、教学总结本课时将英语学习融入到了英语交流的实际情境之中，通过使用视觉教学工具，情景化的讲解和模仿中文来学习英语，以提高学生的学习兴趣及学习成效。
Unit 3. What's in a Name
Activity2. Origins.
Chinese names can give all sorts of information about a person. They may give clues about where and when the person was born, and they may tell something about family relationships, ethnic group, parents' expectation for the children, values or even personal characteristics. In English names, the surname may indicate where the person came from (Hall), occupations (Smith), and family relations (Robertson).
Leabharlann 1 the origins of the names :(English name) Place identity : Some names indicate where the person came from, e.g., Norman, Moor, Hall, Chesterfield , and Wood. 2) Family relation : Surnames were also coined from first names to indicate family relationships, as Robertson, Donaldson, MacDonald, O’Patrick, Watkins, Thomas 3) Occupation : Cook, Clark, Taylor, Smith, Turner, Butler, Thatcher, Chandler, and Cooper 4) Ethnic identity : English names: the name plus “son” ,as Robertson, Donaldson , Watkins, Thomas; Scottish names : “Mac”, or “Mc” added before the name, as MacDonald; Irish names : “O” placed before the name ,as O’Patrick. 5) Personal characteristic: Long, Little, Young, Moody, Fox, Brown, Rich, and Newman 2 More mix-ups: What are mistakes? (the examples on P112)
Unit 3 what's in a name
Unit 3 What’s in a Name?Details in the text:Para 11. Reception: 1) the formal or ceremonious welcoming of a guest接待，迎接；欢迎2) the area in a hotel, office, or other establishment where guests and visitors are greeted and dealt with（旅馆、办公室等场所的）接待处the reception desk接待处；前台。
2. bit: a small piece, part, or quantity of something小块，小部分，少量a bit : somewhat; to some extent有点儿，多少，在某种程度上do one's bit : make a useful contribution to an effort or cause作贡献，尽力eg: she was keen to do her bit to help others. 她热心尽力帮助别人。
not a bit : not at all一点也不，根本不eg: I'm not a bit tired. 我一点儿也不累。
to bits : into pieces成碎片，破碎eg: he smashed it to bits with a hammer. 他用锤子把它砸碎。
Para 21. take a seat: sit down请坐2. point: direct someone's attention to the position or direction of something, typically by extending one's finger （尤指用手指）指（位置或方位）point something out:1) direct someone's gaze or attention towards something, especially by extending one's finger（为引人注目或注意而用手指）指出2) say something to make someone aware of a fact or circumstance指出, 指明3. 情态动词加have done都是对过去事情的推测，区别只在于情态动词的不同1) “must+have+done”表示对过去事情的肯定推测，译成“一定做过某事”，该结构只用于肯定句。
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❖
judge lawyer doctor nurse painter sculptor editor
reporter journalist banker clerk cashier typist secretary cook baker
tailor barber salesman engineer designer mechanic architect electrician
big small long short fat thin high low large tall square triangular
Color
Material
green
woolen
red
cotton
yellow
leather
blue
wooden
black
metal
white
glass
pink
plastic
brown
silk
purple
canvas
orange
paper
grey
nylon
tan(棕褐色，茶色） rubber
auburn（红褐色）
❖You may describe objects or people like this: A: Which apple do you like?
❖B: The red one. ❖A: What did your father look like? ❖B: He was short and fat. ❖A: How old is your English teacher? ❖B: He is middle-aged, about forty.
❖giggle v. n. giggle at sb. / sth. Stop giggling, children; this is a serious matter. There was a giggle from the back of the class.
wiggle v. Stop wiggling and sit still. The baby was wiggling its toes.
❖mate n. (in BrE. refers to male)
He is an old mate of mine.
Where are you off to, mate?
-mate: companion
roommate flat-mate
classmate
teammate
playmate
❖ hit He's a hit with everyone. Her new film is quite a hit.
❖Where do you work?
❖etc. When you talk about your job, you can use some adjectives to describe it, such as boring / lucrative （赚钱的） / interesting / decent / challenging / part-time / full-time, etc.
I'm looking for a better job.
My job doesn't require special skills.
To be a housewife is so boring.
❖Conversation One
❖I'll leave you two here to do ... [structure] Subject + leave (vt.) + sb.(pron.) + to do sth. You use the structure " leave someone to do something" to mean that you go away from them so that they do it on their own. [grammatical points] In this structure the infinitive (to do) is used as objective complement. You can leave an assistant to look after the shop. I will leave you to cook.
❖Why do people change jobs?
❖ Possible reasons: ❖ For better job satisfaction ❖ For a more secure position ❖ For a higher salary ❖ For better career development prospects ❖ Having been fired ❖ Unable to get along with former co-workers ❖ To make a better living ❖ To be closer to home ❖ To be closer to friends
Where do you work? What do you do?/What do you do for a living? What is your line of business? What is your job/occupation? What does your father's job involve? /What's your father? What is your routine work?/What do you do exactly every day? Could you tell me something about your job? What made you decide to become a teacher?
❖ listening
❖auburn adj. Is your hair black or auburn?
set n. A shampoo and set costs £8. She's having her hair set for the party this evening.
gleaming adj. cf. gleaming, glimmering, glittering e.g. gleaming white teeth glimmering n. We begin to see the glimmerings of a solution to the problem. glittering adj. A glittering career had been predicted for her in the civil service.
❖ Note: Some explanations may be necessary concerning the order of adjectives that modify a noun.
❖ The adjectives below are used to describe objects:
Size
accountant supervisor branch manager administrative manager gardener tour guide plumber janitor
❖ Talking about Jobs
❖ If you want to know something about someone's work, you may ask:
Eric
Unit3 What is in a name?
Part 1 Listening and speaking activities
❖ 1 Introduction of functions ❖ Describing Objects
If you describe an object (someone or something), you say what sort of thing it is (what kind of person he or she is), or what they are like, such as its size, color or shape. You should mention some basic, striking characteristics or perhaps give some of your attitudes towards the object, or you can make a comment on it.
❖She has short golden hair and light blue eyes. My hometown is small and clean. The landscape was easy on the eyes. The day was hot and dusty. The house was old, damp and smelly.
❖If you want to express unemployment, you can say: Someone is dismissed /discharged / fired / sacked / laid off / out of job. The nouns below are used to show one's occupation:
❖Tottenham are the best to see. [structure] subject + be(link verb)＋ adjective＋toinfinitive You can use a to-infinitive clause after a noun group to indicate the aim or purpose of something. You can also use a to-infinitive clause after a noun group that includes an ordinal number, a superlative, or a word like " next", "last", or "only". I think the best way to travel by is on foot. She is always the last person to speak at the meeting. [grammatical point] The to-infinitive clause should be put after the noun group it modifies.