七年级英语上册《Unit 1 My name's Gina. period 1》课件人教新目标版

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新版七年级初一上册第二课英语Unit 1 My name’s Gina.

Unit 1 My name’s Gina.
重点短语
重点句型
语法讲解
重点短语
What’s=What is name’s=name is he’s =he is she’s =she is I’m=I am Telephone number电话号码数字0-9 First name名字 Last name姓氏
questions?
表语
说明主语“是什么”或
Her mother is a bank
者“怎么样”，由名词 clerk. ，形容词或相当于名词或形容词的词或短语等 Are you ready?
充当，和系动词一起构成谓语。 We were at home last
night. It tastes great.
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四.名词性物主代词的句法功能 a. 作主语，例如：
代词
我可以用一用你的钢笔吗？ b. 作宾语，例如：I love my motherland as much as you love yours. 我爱我的祖国就像你爱你的祖国一样深。 c. 作介词宾语，例如：你应当按我所用的词义去解释我说的话，而不能按你自己的意义去解释。 d. 作表语，例如：
为避免重复使用名词，有时可用“名词性物主代词”来代替“形容词性物主代词+名词”的形式。例：My bag is yellow, her bag is red, his bag is blue and your bag is pink. 为避免重复使用bag，可写成My bag is yellow, hers is red, his is blue and
宾语补足语
用来补足宾语意义，一般置于宾语之后，由名词、形容词、不定式、动名词、分词介词短语充当。

七年级上册Unit 1 My name's Gina

Unit 1 My name’s Gina.Section A 1 (1a-2d)一、教学目标：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。

3.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Learning objectivesTo learn to greet people.Hello!/Hi! Good morning!Nice to meet you! What’s your name?To learn to introduce yourself.To learn to ask and introduce others’ names.--What’s his/her name?--His/Her name is …Ⅰ. Warming upGuessing game.Practice the sentences:What’s this in English? It’s a/an…Ⅱ. Work on 1a1. Write English words for the things in the picture.2. Pair work:Show some pictures and introduce yourself and greet people.Ⅲ. Listening1. T: Now 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 their own names to practiceinstead of the names given.3. Close your books and listen again, complete the conversations.Conversation 1:A: Good morning! _____ Cindy.B: _____, Cindy. I’m Dale.A: _______________!Conversation 2:A: _______ your name?A: Hello, Alan. _____ Ms. Brown.Conversation 3:A: Hi. __________ Gina.B: I’m Jenny. Nice to meet you!A: __________________.4. Work on 1c.5. Show the pictures and practice the sentences:What’s his/her name?His/Her name is…6. 形容词性物主代词my, your, his, her都是形容词性物主代词，一般放在名词前修饰名词。

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.。

人教版七年级英语上册Unit 1 My name is Gina 单元词句梳理

Unit 1 My name’s Gina.Section A（1a-2d）必背单词 n.名字；名称→your name你的名字2.nice adj.令人愉快的；宜人的3.to常用于原形动词之前，表示该动词为不定式4.meet v.遇见；相逢5.too adv.也；又；太【用于肯定句句末，否定句中用either。

】6.your pron.你的；你们的7.Ms.（用于女子的姓氏或姓名前，不指明婚否）女士→Ms. Brown布朗女士（不强调婚否）；Miss Green 格林小姐（未婚）；Mr. Black布莱克先生；Mrs. Black 布莱克夫人8.his pron.他的（形容词性物主代词）→ he pron.他（作主语，be 动词用is）→可以作名词性物主代词（第3单元会讲）9.and conj.和；又；而→肯定句中用and，否定句中用or10.her pron.她的（作宾语）→she pron.她（作主语，be 动词用is）→名词性物主代词hers（第3单元会讲）11.yes interj.是的；可以12.no adv.& adj. 不；没有；不是13.not adv.不；没有必背句子14. —What’s your/his/her name? 你/他/她叫什么名字？—My/His/Her name’s ... 我/他/她的名字是……。

15.—Are you Helen？你是海伦吗？—Yes, I am.是的，我是。

/No, I’m not.不，我不是。

16.—Is he Jack? 他是杰克吗？—Yes, he is.是的，他是。

/No, he isn’t.不，他不是。

17.—Nice to meet you！很高兴见到你！—Nice to meet you, too! 我也很高兴见到你！Section A（Grammar Focus-3c）His name’s Mike.他的名字是迈克。

七年级新目标英语上Unit 1 My name’s Gina

教学过程Step1: 课前热身：通过欣赏一个flash “The farmer has a dog, his name is bingo!” 通过随着节奏的拍手以及一起说唱来激发学生进入课堂的状态并且引入本课主题“something about name”. （但是在授课中，发现学生不能很快熟悉这类chant, 本人为了抓紧时间进入课程，草草结束，并未达到预想的那种进入课堂的气氛。

）Step2: 新课导入并复习前面说学过的名词及句型；1. To day, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.T: Look, this is Gina’s room, big and nice. What things can you see in her room?S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, tr ash bin…T: Spell it, please.(通过这一步骤，一是复习了前面所学的名词，也复习了前单元的句型。

二是引入课文的Section A 1a 部分)2. This is Gina’s classroom.What things can you see in Gina’s classroom? Please write down.Except for the things, we also can see many students in the classroom. They are talking with each other. (让学生熟悉第一单元的生词，并引导进入Step 3 )Step3: 介绍人名以及对话操练：1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.Now, let’s listen how they are making friends.2. listening，让学生看课本，并对所听到的对话排序。

初一英语(人教版)Unit 1 My Name’s Gina (Period 3)

What’s Dale’s last name?
语
My friend and I
I’m Dale Miller and my friend is Eric Brown. His telephone number is 357-5689. My telephone number is 358-6344.
语
My friend and I
My name is Jenny Green. My phone number is 2819176. My friend is Gina Smith. Her phone number is 2324672.
What’s Jenny’s friend’s name?
语
After a few days at school
After a few days at school, you have made a lot of friends.
语
After a few days at school
A: Good afternoon! My name is Linda Smith. May I know your name? B: I am Helen. And my family name is Jones. A: Nice to meet you. What is her name? B: She is Mary Brown. A: Is he Jack? B: No, he isn’t. His name is Tom. Tom Green.
A. 929-31 _ _ B. 398-61 _ _ C. 278-79 _ _ D. 555-80 _ _
语
Get the numbers.
Linda Smith

七年级英语上册 Unit 1 My name is Gina英国人姓名常用排行榜回教徒爱用男婴“穆

Unit 1 My name is Gina
英国《泰晤士报》从事的调查发现，在英国新生男婴常用名排行榜中，回教徒最常取的「穆罕默德」在二○○六年高居第二，仅次于「杰克」」（Jack），而且到了今年年底，穆罕默德很可能成为榜首。

学者说，造成这个情况的原因是英国越来越多回教徒组织家庭，其中很多人希望把自己的男婴命名为穆罕默德，以示对这位伊斯兰先知的尊崇。

在华瑞克大学教授族群关系的安瓦说，回教徒父母想要有某些能显示他们与其宗教有所联系的东西。

根据英国《全国统计局》的资料，回教徒对穆罕默德这个名字总共有十四种拼法，而在二○○六年男婴中，总共有五千九百九十一男婴以穆罕默德为名。

据说穆罕默德是全世界最普遍的名字，但这种说法并无确凿证据。

回教徒占英国人口约三％，总数在一百五十万人左右，但回教徒的生育率是非回教徒人口的三倍。

根据《全国统计局》资料，穆罕默德这个名字二○○○年才首度挤进英国新生男婴常用名排行榜前三名，而短短七年就窜升到第二名，照趋势看来，穆罕默德今年将可成为英国新生男婴最常取的名字。

1。

云南省师范大学五华区实验中学七年级英语上册 Unit 1 My name is Gina Period 1教案 (新人教新目标)

Unit 1 My name is Gina.教材分析这是课本的第一部分，题目是My mane is Gina. 有很多学生小学英语基础不太好，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。

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。

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。

学情分析本单元跟名字也有关，学生学起来比较容易，内容也贴近学生生活，但是中西方名字表达方法不同，学生易混淆，因此要加强这方面的练习。

明晰目标语言目标： What‘s your name? My name is Gina. I‘m Gina. Nice to meet you. What‘s your telephone number? It‘s….功能目标： 1）Introduce yourself使学生学会用英语介绍自己。

2）Greet people使学生学会用英语和别人打招呼。

3）Ask for and give telephone numbers 询问和给出电话号码文化目标： 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。

重点难点重点1）学会用英语问候他人学会用英语介绍自己2）询问和给出电话号码难点用英语介绍自己需用教具或器材 a tape recorder , cards,pictures .教学流程Period 1Teaching procedures :Step 1 Warm-up Listen and sing a song: BingoStep 2 presentation1.T: ( Use a toy or a picture of a dog.) Hello. My n ame is B ingo.Nice to meet you. (help students to say: Hello. Nice to meetyou,too.)2.T: Hell o.What’s your name? S: My name is … T: Nice to meetyou.(shake hands) S:Nice to meet you,too. The n studentspractice with the classmates they don’t know .3.T: How to greet different people?( boss, teacher, friend…)Look at the pictures and make up the dialogue.4.T: We’re going to meet some new friends. Look at thesepictures: Who are Jenny, Gina, Mary, Jim, Alan?5. Listen to the tape and number the conversations (1b)6. listen again and find the right pictu res Teach: What’shis /her name? His/Her name is…7. Do 2a listen and number the pictures.8. 2b. listen again and circle the names .9. 2c.practice the conversations in pairs.Step 3 Practise1．Task: make a survey 询问并记录小组同学的姓名2.Give a report:Hello. My name is… His name is… Her name is…Step 4 Grammar focus Students read the grammar focus bythemselves. Do some exercises.作业或练习设计 1. Go over the words .Unit 1 My name’s Gina.板书设计telephone number= phone number基本能够学会介绍，不过课后检查时发现，学生对单词的记忆还有课后反思一定的困难，今后要加以引导。

unit1-my-name-is-Gina说课稿

七年级英语（上册）第一单元说课稿Unit1 My name’s Gina! Period 2(新课标版七年级英语上册教案教学设计)七年级英语（上册）第一单元说课稿Unit1 My name’s Gina! Period2说课稿一．说教材1. 教学内容：义务教育课程标准实验教科书初一英语上册第一单元Period22．教材分析：本单元的核心语言目标是:学习“what”引导的问题来自我介绍和询问他人姓名，学习基本的问候语。

《新课程标准》指出，激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯，形成有效的学习策略，发展学生自主学习的能力和合作精神是中学英语教学的基本任务。

根据学生已有的认知基础及本课在本单元中的地位和作用，本课的总体教学目标应该为：(1) 知识目标a. 使学生能自我介绍,并打招呼b. 感知What’s your name？What’s his/her name?等句子，学生能听懂并理解其意c.知道中国人的名字与外国人的名字的区别(2) 能力目标a. 能听懂原文,并能编对话b. 能提问回答：What’s your/his/her name?What’s your/his/her last/first name?（3）情感目标a. 进一步提高学生对英语的学习热情，使学生树立学习英语的自信心 ,并培养学生观察和主动竞争的意识。

b. 培养学生积极主动地参与课堂活动，大胆开口，主动模仿，并培养学生的合作交流能力和欣赏美，评价美的能力。

(4) 本课的重点和难点：a. 重点：学习并掌握what 引导的特殊疑问句,了解his和her的区别b.难点：中国人的名字与外国人的名字的区别（5）教具准备：多媒体课件，课本二．说教法“教师为主导，学生为主体”，根据中学生好奇，好动，好胜模仿力强，表现欲旺盛等特点，运用多媒体课件辅助教学，并加入一些名人的图片，结合图片来进一步练习询问对方和他人的姓名，拓展了学生的知识三．说学法本课主要采取以"任务型教学模式"为主，以活动，合作为主线，让学生在教师的指导下，通过感知，体验，参与合作，游戏感悟、竞猜等形式激发学生运用所学句型进行英语交流，使整个教学源于生活，又运用于生活，使学生学得有趣，学有所用，从而体验成功四. 说教学程序1. 通过如何结交新朋友来复习学过的句型(1)开学已经近一个月了，我想大家都结交了新的朋友。

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My name is Gina. = I am Gina.
His name is Dale. = He is Dale.
Her name is Helen. = She is Helen. Its name is Piggy. = It is Piggy.
(形容词性物主代词) (人称代词)
我你的
John
Tim
Kim
Jane
Nick
Lucy
Julia
Jack
What’s its name? Its name is --- .
Mickey
What’s its name? Its name is --- .
Jerry Tom
• What’s his name? • What’s her name? • His name’s Simba. • Her name’s Snow White.
一、写出下列各词的英语形式。名字我的女孩它他的她的什么男孩
二、完成下列对话，每空一词。 1.—Hello. your name？ — name’s Jenny. — I’m Tony. — Nice to meet ，Tony. 2. —What’s his name？ —His name Tony. —What’s her name? — name’s Jenny.
• Fill in the blanks:
• • • •
your name A: Hello! What's _____ ______? B: My name is Mark. meet you A: Nice to _____ _____. Me B: ____ too.
Period 1
What did you hear from the video?
Hello! Good morning! How are you? I’m fine, thank you.
a jacket
a quilt
an egg
an orange
What’s this in English? It’s a quilt / jacket. It’s an orange / egg.
Jim
Tom
His name’s…
Tony
What’s his name?
Bob
Jenny Gina Mary What’s her name? Her name’s…
Kim
Linda
Boy’s name • • • • • • • • • Alan Jim Tom Tony Bob Mike Harry David ---
fish bowl
fire extinguisher
trash/
dust bin
clock
door floor
wall
Ask and answer by using “What’s this in English?” and “Spell it, please!”
window
A: Hello! A: What is your name? A: I’m Tony. A: Nice to meet you, ame is = My name’s It is = it’s
Hello! My name is Linda. -What is her name? -Her name is Linda. -Hi! My name’s Jim.
-What’s his name? -His name is Jim.
Girl’s name • • • • • • • • • Mary Jenny Linda Kate Gina Jane Alice Grace ---
3
2
4
Tim
Julia
Lucy Nick
Jack
Kim
Jane
John
What’s his / her name? His / Her name is --- .
• • • • • •
• • • •
Multiple choices: 1.What's your name? ___name is Jenny. √ A.I B. I'm C. My 2.Is this your brother? What's ___name? A.her B.his C.your √ 3.Hi!This is ___ new teacher;____ name is Yang Yan. A.your; my B.his; your √ C.your; her 4.A:Hi,Jeany!Nice to meet you! B:____________. √ A.Hi! B.Nice to meet you, too C.Good morning!
B: Hi! B: My name is Alan. What’s your name? B: Nice to meet you, Tony!
2
What’s your name?
My name is Daniel. My name’s Daniel. I am Daniel. I’m Daniel.