人教版新目标版七年级英语上册 Unit 1 My name’s Gina Section B教案
Unit 1 My name’s Gina新词汇学习热身: zero, one, two, three, four, five, six, seven, eight, nine, tenWatch a video — Ten little Indian boys.活动设计意图：引出新单词及以下功能句的学习。
—Hello, what’s your name?—My name’s Tom.—What’s your phone number, Tom?—It’s 278-7928.教学步骤教师行为学生行为Step 1播放动画，引出新单词。
Play the flash and ask students to learn about somenew words about numbers: zero, one, two, three,four, five, six, seven, eight, nine, ten. Watch and say numbers: zero, one, two, three, four, five, six, seven, eight, nine, ten.看动画，并说出数字zero, one, two, three, four, five, six, seven, eight, nine, ten。
Step 2播放动画，要求学生快速读出动画中的数字。
Play the flash and ask students to read aloud thenumbers. Watch the flash and read out the numbers.看动画，读出数字。
Step 3向学生提供电话的图片，问学生图片中的物品是什么，以及如何问电话号码。
Look and ask students what the picture is and how toask for the telephone number. Look and answer.看图片，回答问题。
T: What’s this in English?Ss: It’s a telephone.T: What’s the telephone number in the picture?Ss: It’s010-888819.T: If I want to know your telephone number, how to ask? Ss: What’s your telephone number / phone number?Ste p 4播放动画。
Play the flash: How to ask for telephone numbers.Watch the flash.观看动画。
学中活动一在口语练习中，巩固电话号码的表达。
—Hello, what’s your name?—My name’s Tom.—What’s your phone number, Tom?—It’s 278-7928.教学步骤教师行为学生行为Step 5播放1a磁带。
Play the tape and let students repeat after the tape. Listen and repeat.跟读1a。
zero one two three four five six seven eight nineStep 6让学生再听一遍1a，记录下电话号码。
Ask students to listen again and write down the telephonenumber.利用PPT演示，快速核对答案。
Check the answers.Tapescript:Bill: What’s your telephone number, Tony?Tony: It’s 278-6926.Bill: 2-7-8-6-9-2-6. Thanks.Key: 278-6926 Listen and write down the telephone number.听和写。
Check the answers.核对答案。
Step 7让学生与同伴两人互问电话号码。
Let students ask their partner’s telephone number.可以给学生讲解下面的语言点：his / her（他/ 她的），为形容词性物主代词，用来修饰名词，如：his mother, her book, her friendLi Ming’s 表示“李明的”，后面也是修饰名词，如：Li Ming’s telephone number Ask th e partner’s telephone number in pairs. 两人互问电话号码。
A: What’s your telephone number, Li Ming?B: My telephone number is …C: What’s Li Ming’s / his /Step 9组织学生做小组活动。
Ask students to do groupwork.1. 找两个学生做示范。
2. 提要求：让学生问4个同学的电话号码，并填在书中2c的表格中。
Let students interview 4 students and write down theirtelephone numbers. Ask and fill in the chart in 2c in groups.小组口语操练，填表格。
A: What’s your telephone number?B: It’s … / My telephone number is …Step 10Let students give a report of their work.让学生汇报调查结果。
Give a report of the chart. 汇报调查结果。
She is Tina. Her telephone number is …He is Li Shan. His telephone number is……学中活动二目标语综合运用训练：—What’s her telephone number?— Her phone number is 535-2375.—What’s her first name?— Her first name is Jenny.—What’s her family name?— Her family name is Brown.学习内容：教材Section B中的3a、3b和3c活动设计意图：在读写实践活动中巩固目标语，扩展单元话题。
在进行自我单元小结的过程中，巩固单元重点知识。
教学步骤教师行为学生行为Step 11复习first name和last name，让学生完成3a。
Ask students to finish 3a.核对答案。
Check the answers.Look at the picture. Find out the lastnames and write them down in thechart 3a.看图片，找出姓氏并写在3a的表格里。
Check the answers.核对答案。
1. Gina Green2. Nick Hand3. Linda Brown4. Jim Smith5. Alan MillerStep 12播放动画，让学生看动画中的ID card。
问学生如何询问图片中人的电话号码、名字和姓。
让学生两人结为一组，一人问，一人回答。
Play the flash and ask students to answer thequestions in 3b in pairs.Look and try to answer questions inpairs.两人一组回答3b中的问题。
—What’s her telephone number?— Her phone number is 535-2375.—What’s her first name?— Her first name is Jenny.—What’s her l ast name?— Her family name is Brown.Step 13让学生完成自己的ID card。
Ask students to fill in their own ID cards.教师可以要求学生在卡片中增加English Name,Nationality, Class, School, E-mail Address等项。
解释新的项目，并让学生看例子。
Explain the new items and show some examples.Listen and look at the examples.Add some more items and fill in their ownID cards in 3c.填写自己的ID card。
First Name ___________Last Name ___________English Name ___________Nationality ___________School ___________Class ___________Telephone ___________E-mail Address ___________Step 14总结重点句型。
Sum up the key sentence structures.My first name is …My last name is …My English name is …I study in Class 5.I am / come from China.My telephone number is …My e-mail address is …Listen and take notes.听，做笔记。
My first name is …My last name is …My English name is …I study in Class 5.I am / come from China.My telephone number is …My e-mail address is …Step 15让学生读例文并仿照例文写一段介绍自己的文章。
Ask students to read the example and write apassage to introducethemselves.要查看，并指导学生写作。
Read the example and write a passage tointroduce themselves.仿写介绍自己的文章。
人教版(新目标)初中七上Unit 1 My name is Gina知识整理
人教版（新目标）初中七上Unit 1 My name is Gina知识整理重点词汇数词：0—9，(zero, one, two, three, four, five, six, seven, eight, nine)代词：你，我，它，(I, you, it) 我的，你的，他的，她的(my, your, his, her)be 动词：am (与I连用), is（与单数主语连用）, are（与you以及复数主语连用）名词：男孩boy, 女孩girl, 名字name, 时钟clock, 电话telephone, phone, 问题question, 家庭family, 卡片card动词：看look, 问ask, 遇见meet短语：问问题：ask questions 靠前的名字: first name 靠后的名字: last name电话号码：telephone number/ phone number 姓氏：family name 身份证：ID card重点句型Hello! My name is Jenny.I’ am Gina. Nice to meet yo u!What’s your name?Hi, Mary! I’ am Jim.What’s your telephone number?It’s 284-2942交际用语1.--What ’ s your name? 你叫什么名字？--My name is .../ I am ... 我叫......2.–What ’ s his/her name? 他/她叫什么名字？--His/ Her name is... 他/她叫......3.–What ’ s your/ his/ her first name? 你/他/她的名是什么？--My/ His/ Her first name is... 我/他/她的名是......4.–What ’ s your/ his/ her last name? ?你’ s your/ his/ her family name? 你/他/她姓什么？--My/ His/ Her family name is ...我/他/她姓......6.–What ’ s your/ his/ her telephone / phone number? 你/他/她的电话号码是什么？--My/ His/ Her telephone/ phone number is... 我/他/她的电话号码是... （也可以用It ’ s...）7. Nice to meet you. 见到你很高兴。
人教版新目标七年级英语上册Unit1My name’s Gina知识点单词过关单元语法聚焦及课时练习分层训练附答案
七年级英语上册Unit 1 My name’s Gina 单元语法聚焦及分层训练附答案Unit 1 My name’s GinaSection A.●1 name n. 名字；名称[拓展] (1)英语名字(如Helen Alva Smith)和汉语名字(如Chen Jiankang)的区别：(2)last name ＝family name ，意为“姓氏”；first name ＝given name ，意为“名字”。
英语姓名是名字在________，姓氏在________；汉语姓名是姓氏在______，名字在________。
活学活用1．—My name is Tony Baker.—So________ is your last name.A ．Tony BakerB ．BakerC ．TonyD ．Baker Tony●2 no adv. & adj.不；没有；不是not adv. 不；没有[观察] —Is this your book? 这是你的书吗？—No, it isn't.不，它不是。
Mr. Li is not a teacher. 李先生不是老师。
[探究] (1)no意为“不；没有；不是”，与yes相对，对问题、提议或请求等表示否定或拒绝，可单独使用。
(2)not作副词，意为“不；没有”，一般不单独使用，常位于be动词、助动词或情态动词之________，一起构成否定形式。
活学活用2．用no或not填空(1)I'm________ Lily. My name is Lucy.(2)—Are you Andy?—________， I'm___________．●1 What's your/his/her name？你的/他的/她的名字是什么？[探究] 该句是由疑问词what引导的特殊疑问句，用于询问某人的姓名。
其答语有三种形式：(1)My/His/Her name is＋名字．；(2)I'm/He's/She's＋名字．；(3)直接用姓名作答。
人教版新目标七年级英语上册第一单元Unit1My name's Gina单元大归纳
Unit1单元大归纳一、主题知识梳理1.单词name n. 名字；名称nice adj. 令人愉快的；宜人的meet v. 遇见；相逢your pron. 你的；你们的his pron. 他的her pron, 她的she pron. 她he pron. 他school n. 学校2.短语1).your name 你的名字2).first name 名字3).last name 姓4).her name 她的名字5).telephone/phone number 电话号码6).in China 在中国7).middle school中学；初中3.用法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...I am...我是...2.What’s your/his/her first/last name?你的/他的/她的名字/姓是什么？My/His/Her first name is...3.What’s your/his/her telephone number?你的/他的/她的电话号码是什么？It’s... 它是...4.Sb.+be动词+in+地点某人在某地4.经典句型1)—What’s your/his /her name?你/他/她叫什么名字？—My/His/Her name’s 我/他/她的名字叫…。
2) —Are you Helen? 你是海伦吗？—Yes, I am。
是的，我是。
3）—Is he Jack?他是杰克吗？—No, he isn’t. His name ‘s Mike.不，他不是。
他的名字叫迈克。
4）—Nice to meet you!见到你很高兴！—Nice to meet you, too!见到你我也很高兴。
5）—What’s your telephone number ,Li Xin ?李新，你的电话号码是多少？—It’s 281-9176.它是281-9176。
人教新目标英语七年级上册 Unit 1 My name,s Gina 教材知识详解(A B)
Unit1 SectionA 教材知识详解1. My name is Gina. 我的名字叫吉娜。
（课本第1页1a）My name’s…是向对方介绍名字的用语。
可以和I’m…互换。
其中My name’s是My name is的缩略形式。
例句：My name is Alan. 我的名字叫艾伦。
拓展：介绍某人的常用语还有：（1）I’m…是I am…的缩略形式，也是向对方介绍自己的常用语。
例：I am Wang Ling. What’s your name? 我是王玲，你叫什么名字？（2）This is…是介绍某人（介绍某人不用He is…或She is…）或打电话或敲门后告诉对方自己是谁的常用语。
注意：This is没有缩写形式。
例：Mom, this is my friend, Tom. 妈妈，这是我的朋友汤姆。
2. Nice to meet you! 见到你很高兴！（课本第1页1a）Nice to meet you.=Nice to see you.=Glad to see you.=Glad to meet you.这是初次见面或经介绍相识后的客套语。
这种话也可以用于双方好久未见，偶然相逢时的一种高兴的心情，回答时一般在句末加上too。
例：—Nice to meet you. 见到你很高兴。
—Nice to meet you, too. 见到你（我）也很高兴。
3. What’s your name? 你叫什么名字？（课本第1页1a）这是询问对方姓名的特殊疑问句，也可以直接说成Your name, please?。
what’s是what is的缩写形式，该句型后面可加上please，表示客气、礼貌。
其答语为“My name’s/ name is+姓名.”或“I’m/ I am+姓名.”，也可直接回答名字。
例：—What’s your name, please? 请问你叫什么名字？—My name’s Tony./I’m Tony./Tony. 我叫托尼。
七年级英语上册 Unit 1 My name’s Gina词汇点睛 (新版)人教新目标版
Unit 1 My name’s Gina词汇点睛名字；名称令人愉快的；宜人的常用于原型动词之前，表示该动词为不定式遇见；相逢也；又；太你的；你们的（用于女子的姓氏或姓名前，不只名婚否）女士他的和；又；而她的是的；可以她他不；没有；不是零一二三四五六七八九电话；电话机号码；数字电话号码第一名字最后的；尾部的姓朋友中国adj.中间的n.中间学校中学；初中吉娜（女名）珍妮（女名）布朗（男名）艾伦（男名）汤姆（男名）迈克（男名）杰克（男名）玛丽（女名）米勒（姓）琳达（女名）简（女名）格林（姓）史密斯（姓）重点词汇1. my pron.我的形容词性物主代词还有his，her，your2.由name构成的短语first name 名字 last name 姓氏 family name 姓氏3.“电话号码”的表达方式： telephone numb er phone number4. 本单元出现的缩写有：I’m = I am what’s = what is it’s =it is5. answer n. 回答；答案（也可做动词“回答”，如answer the questions）6. and, 连词，意为“和，又，而且”，用于连接两个或两个以上并列的单词、短语或句子，有时不需要翻译出来。
如：Come and join us! 过来加入我们吧！I like math and English。
我喜欢数学和英语。
7. Mr ，Mrs ，Miss 和MsMr ['mistə(r)] 先生Miss [mis] 小姐，女士；（年轻未婚女子）Mrs ['misiz] 太太；夫人（用于已婚妇女姓名前）Ms. [miz] 女士1）Mr意为"先生"，一般用于男子姓氏或职务前；不管年龄大小；辈分长幼；职务高低；结婚与否，男子都可称为Mr；要注意的是，英美人的姓在名字后面，中国人的姓在名字前面；如果一个英国男子叫John Br own，就称他为Mr Brown，但不能称其为Mr John；如果一个中国男子叫刘诚，就称他为Mr Liu，不能称Mr Cheng；如果一个男子的职务是校长，就可以称他为Mr Headmaster (校长先生)；对不相识的男子或上级；长辈或从事某种职务的男子表示尊称时，英；美人通常用sir，意为"先生；阁下；长官"，后面不跟姓氏；如:—May I go now，sir?(先生，我可以走了吗?)—Yes，sir.(可以，先生；)电视对话里还可以听到Ma sir，Lin sir等通俗说法；sir还广泛用于各类信件中，如:Dear sir，My dear sir，Dear sirs，Sirs；2）Mrs意为"夫人，太太"，常用于已婚妇女的丈夫的姓氏前；如果一个名叫Mary Jones的女子嫁给了一个名叫Jack White的男子，就称她为Mrs White，但不能称Mrs Jones；一个叫李敏的女子嫁给了一个叫刘俊的男子，就称这个妇女为Mrs Liu，但不能称Mrs Li；3） Miss意为"小姐"，复数形式为Misses，用于对未婚女子的称呼；如果一个未婚女子名叫Rose Jones，可以称她为Miss Jones，也可以称她为Miss Rose Jones(罗斯·琼斯小姐)；一个中国未婚女子叫李芳，就称她为Miss Li或Miss Li Fang；如果Mr Green家有几位未婚姑娘，可以称她们为the Miss Greens或the Misses Green(格林家的小姐们)；Miss还可以单独用于对一般年轻女性的尊称，包括学生对女教师的称呼；如:Good morning，Miss!(老师，早上好!)Just a moment，Miss.(请稍等，小姐；)4）Ms指婚姻状况不明或没必要说出其婚姻状况的“女士”。
Unit1 My name’s Gina 重点知识人教版七年级上册英语
Unitl My name' s Gina.本单元重点的知识：重点单词： /neim/ n.名字；名称2.nice /nais/ adj.令人愉快的;宜人的3.to /tu:/常用于原形动词之前，表示该动词为不定式4.meet /mi:t/ v.遇见；相逢5.too /tu:/ adv.也；又；太6.your /jo :/ pron.你的；你们的7.Ms. /miz/ （用于女子的姓氏或姓名前，不指明婚否）女士Ms. Miller8.middle /'midi/ adj.中间的；中间也可做名词，意为“中间”9.school /sku:l/ n.学校复数：schools10.middle school 中学；初中11.his /hiz/ pron.他的12.and/aend/ conj.和；又；而13.he /hi:/ pron.他人称代词主格，做主语。
He is Jim.14.she /f i:/ pron.她人称代词主格，做主语。
She's Jane.15.yes /jes/ interj.是的；可以感叹词，反义词为no16. her /hi:/ pron.她的形容词性物主代词her name重点短语:1 .我的名字m y name2 .你的名字your name3 .她的名字her name4 .他的名字his nametelephone number二 phone number5.电话号码6.名字 first name7.姓氏 last name= family name8.在中国in China重点句子：1.很高兴见到你。
Nice to meet you.2.早上好。
Good morning.3.你叫什么？ What' s your/his/her name?我的名字是海伦。
My name is Helen. =1 am Helen.4.你是海伦吗？是的，我是。
七年级英语上册 Unit 1《My name’s Gina》教案 人教新目标版
Unit1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for and give telephone number.New languages:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names.Teaching aids:puter, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. Learn the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example: Good morning/afternoon/evening!How are you?What’s this in English?What color is it?Step 2 Section A 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the picturesand write down as many words as you can2. Ask two students to write the words on the blackboard.3. Check the students’ answers. Ask some students to call out their wordsand spell them. Write down the words on the board.Step3 Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time. Students number the conversations.(3) Check the answers together.Step 4 Section A 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto repeat the names after the teacher.(2) Have students work in pairs to practice the conversations.(3) Say, Now use your own names when you have conversations .Move around theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs e to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words and target languages.1. Point to a boy and a girl. Say, His name is---, her name is--- Have studentsunderstand the meaning of his and her.2. Read the instruction to the students.3. Play the recording for the first time. Students only listen.4. Play the recording a second time. Students number the pictures 1-4.5. Check the answers.Step 6Section A 2bThis activity provides listening practice.(1) Have one student read the names in the box.(2) Say, listen to the four conversations again.This time circle the names you hear.(3) Students listen and circle the names.(4) Check the answers.Step 7 Section A 2cThis activity provides guided oral practice using the target language.(1) Call attention to the two conversations in the box.Ask one pair to act out the first one. Tell them to use their own names.Ask another pair to act out the second one.Have them point to a boy or a girl when they ask the questions:What’s his name/What’s her name?(2) Let students work in pairs to practice the two conversations. As studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students pare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master the target languages:My name is Gina.What’s your name?Hello! I’m Mary.Hi! I’m Jim.What’s his name?What’s her name?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure:Step 1 Revision1. Go over the words in last class. (Play a game. Divide the class into twogroups: boys and girls. Give them three minutes to read and write the words.Then look at the Chinese meaning on the cards. See which group can say andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 SectionA 3aThis activity introduces the western concept of first name and last name.1. Write down a Chinese name and an English name on the board. For example:Deng Yaping and Jim Smith.2. Ask students to discuss the names. Encourage them to tell the differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily name first and given name second.)3. Ask some students to say their family names and first names.4. Have two students read the list of names in the box. Say, Guess, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(2) Have two students read the conversations in the picture aloud.(3) Ask students to work in pairs.Ask and answer about their first names and last names.Step4 SectionA 3bThis activity provides guided oral practice using the target language.(1) Point to the names in 3a.( You can write more names on the board.)(2) Say, Which names would you like to choose as your first name and lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew names):What’s your first name?What’s your last name?Students make a list of names.Then exchange their lists to correct any mistake they make.Step5 SectionA 4 (Game)This activity gives students an opportunity to practice target language in an interesting way.1. Demonstrate the game with three students.2. Say, Now in groups of four, play the game. As they work, move around theclassroom making sure students understand the procedure and correcting anymistake.3. Ask two groups to present their games to the class.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s your first name?What’s your last name?Step 7 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet students work in pairs. Make conversations using the target languages they’ve learned. For example:What’s your name? My name is …What’s his name? His name is …What’s her name? Her name is …What’s your first name?What’s your last name?Step 2 Section B 1aThis activity learns the numbers from 0 to nine.(1) Write the numbers 0-9 on the board. Ask who can say them in English.Encourage more students to read them.(2) Play the recording for the first time. Students only listen.(3) Play the recording a second time. Have students repeat the numbers.(4) Give students two or three minutes to read and write the mummers. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conversation, and write down the telephone number you hear.(1) Play the recording for the first time. Students only listen.(2) Play the recording a second time.Have students write the numbers in the blank.(3)Check the answers.(4) Work in pairs and practice the conversation.Step 4 Section B 1cThis activity gives students speaking practice using the target language.(1) Call attention to the conversation on the right. Have two students read it.(2) Practice the conversation in pairs.(3) Say,Now in groups of three or four, make up conversations using any phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs e to the front of the class to perform theirconversations for the class.Step 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the names and the numbers in the box.2. Read each one to the class or ask some students to read them.3. Point to the blanks in the four telephone numbers. Say, The phone numbersaren’t finished. You need to write the last two numbers later. Now listenand match the names with the telephone numbers.4. Play the recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the person’stelephone number in the space after that person’s name.6. Check the answers.Step 6Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9. (1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(2) Students listen and fill in the missing numbers.(3) Check the answers.(4) If have time, have students repeat the telephone number after the recording.(5) Practice the four conversations in pairs.Step 7 Section B 2cThis activity provides guided oral practice using the target language.(1) Call attention to the address book. Ask one student,“What’s your phone number?” Write his/her name and phone number inthe address book.Make sure all the students understand how to fill in the address book.(2) Say, Now ask your four classmates their phone numbers and fill in theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page2. How to ask for first names/last names/phone numbers.3. Train speaking and writing skills.Teaching procedure:Step 1 Revision1. Go over the numbers in last class.Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see?Can you read the names on the card?2. Ask four students to read the names on each card. Then say,“Which is first name and which is last name? Do you know?”3. Point out the blank line following each first name in the exercise.Say, Write each person’s last name in the blank after the first name.4. Students finish the exercise individually.5. Check the answers.Step 3 Section B 3b & 3cThis activity provides speaking and writing practice using the target language.(1) Point to the ID card. Say, Look at the girl on the card. What’s hertelephone number? What’s her family name? What’s her first name?(2) Have students work in pairs and answer the three questions.(3) Check the answers.(4) Say, Look at the ID card in 3c. This is your card. Write your own firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。
人教版新目标英语七年级上册 __Unit1_My_name’s_Gina_Section A 3
三、选词填空。
name’s, isn’t, yes, I’m, what’s, she, his, are 1. —Good morning! ______ I’m Dale. —Hello, Dale. My _______ name’s Jenny. Are you Mr. Green? 2. —_____ —____, Yes I am. 3. —________ What’s his name? —____ His name’s Tony. 4. —Is ____ she Ms. Brown? —No, she ______. isn’t She’s Ms. Miller.
Her name’s…/ She’s … /…
His name is Yao Ming .
Is he Jack? No, he isn’t.
Is he Yao Ming. Yes, he is.
She’s Li Wen.
Is she Alice? No, she isn’t.
Is she Li Wen? Yes, she is.
Gina
I’m Jenny. Nice to meet you!
Jenny
Nice to meet you, too.
询问姓名的问答 ---What’s your name ?
---My name’s Gina. = I’m Gina. = Gina.
What’s this in English? It’s a …. 1a
Unit 1 My name’s Gina.
好的开始是成功的一半。
name
[neɪm] 诶
nice [naɪs]
爱 too 也，有，太
meet [mi:t]
人教版新目标初一上册英语unit1知识点
人教版新目标初一上册英语unit1知识点人教版新目标初一(七年级)上册英语unit1知识点，是由中考网小编特整理的，主要包括句型、主格、句式、词汇及相关的练习，适合新初一同学们学习，也适合教师教学使用，供大家参考!unit1 My name’s Gina句型：1, What’s your name? My name’s Jenny. / I’m Jenny. / Jenny.May I have your name? Yes, my name’s Jenny.What’s his/her name? His/Her name’s Tony/Gina.2, I’m Tony Brown. What’s your full name?My full name/ It is Tony Brown.My first name is Tony.My last name/family name is Brown.3, What’s your/his/her telephone/phone number? It’s 555-3539.语法：1,形容词性物主代词：my(我的) your(你的) his/her/its(他/她/它的)our(我们的) your(你们的)their(他们的)后面需要接名词，修饰名词，做前置定语。
在句中可作主语，宾语等成分。
My book is here. This is my book.主格：I you he/she/ itwe you they在句中做主语，一般放句首，后面紧跟 am/is/are 及其他动词。
I’m a student. She looks great.词汇：1. my pron. 我的形容词性物主代词还有his，her，your2.由name构成的短语first name 名字last name 姓氏family name 姓氏3.“电话号码”的表达方式：telephone number phone number4. 本单元出现的缩写有：I’m = I am what’s = what is it’s =it is5. answer n. 回答;答案(也可做动词“回答”，如answer the questions)句式：1. What +be 动词+your(his/her) name? What’s your name?What’s his name? What’s her name?2. 自我介绍时常用语：My name’s Jenny. I’m Gina.3.表达第一次和某人见面的高兴之情： Nice to meet you!4. 询问别人的电话号码：What’s your telephone number?5. 询问别人的姓氏常用语：What’s her family name?。
新目标人教版七年级英语上册学案Unit 1 My name is Gina
新目标人教版七年级英语上册学案Unit 1 My name is Gina. 课题：Unit 1 My name is Gina.Period 1Section A 1a-4【学习目标】1. 学习并掌握自我介绍和问候别人。
2. 根据已学音标会拼读生词3. 主要句型和交际用语（1）What’s your/his/her name?My/his/her name is ……(2) Nice to meet you.(3)Hello! I’m M ary.Hi,Mary! I’m Jim.4.注意中英文姓名的差别。
【学习重难点】1.会拼读生词和问姓名的句型。
2.注意中英文姓名的差别。
【学法指导】通过已学音标拼读生词，然后读熟英文姓名。
对于不懂的句型可查阅教辅去理解。
仔细研究3a可找出中英文姓名差异。
【学习过程】一.预习检测l 根据音标会拼读课后生词。
l 写出1a中物品的单词l 预习Page1-3的内容，把下列的汉语译成英语1.你叫什么名字？______________________2.他叫什么名字？______________________3.很高兴见到你。
______________________4.姓________________5.名____________在预习过程中，你感觉最难的有哪些部分？二.课堂互动探究1.How to introduce yourself.(怎样介绍你自己)2.How to greet people.(怎样问候人)三.课堂反馈练习(一).写出你们小组每个人的姓和名(二).从B栏中找出A栏的答语A B1.What’s her name? A.Nick.2.Nice to meet you. B.Hi!I’m Mike.3.What’s his name? C.Linda.4.Hello! I’m Tony. D.Nice to meet you. （三）.选词填空1.What’s ____(he,his) name?2.She______(am,is) a driver.3._____(Her,She) is my teacher.4.Mary is_____(her,she) English name.5._____(Am,Is) your mother a worker.Period 2SectionB 1a-4【学习目标】4. 学习并掌握数字的表达。