人教版七年级英语上册Unit1 My name’s Gina 教案

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七年级上册Unit 1 My name’s Gina SectionA2d-3c英语教案(人教版)

七年级上册Unit 1 My name’s Gina 英语教案（人教版）本节课是语法课。

首先文章展现了一篇对话，通过对话再次呈现用于询问姓名重点句型what’s your/his/her name?Is he Jack? Are you Helen?及不同的回答方式。

其中包括省略回答及词的缩写形式，要求学生掌握。

3a-3c是对以上对话重点内容进行巩固练习。

3a是巩固特殊疑问句和一般疑问句的认知。

3b 是巩固核心句型。

3c是巩固形容词性物主代词的用法，本节课是对第一节课的巩固及下一节课的铺垫。

教案设计第一课时：Section A 2d-3cTeaching aims:1、.master the key words:he/she/yes/no/not.2、Review the sentence:what’s his/her/your name? And it’s answer:His/Her/My name is...,nice to meet you! Anc learn the new sentences:Is he/she...? Are you...?3、learn the abbreviation:what is=what’s;she/he is=she’s/he’s;name is=name’s; I am=I’m4、master and skillfully use of adjective possessive pronoun.Make a distinction between my/your/his/her and I/you/he/she.5、master the abbreviation of “be”verb practically.what is=what’s;she/he is=she’s/he’s;name is=name’s; I am=I’m .4、be able to greet each other in daily life.Key points:1、Master the use of adjective possessive pronoun and be verb2、use the personal pronoun correctly.Difficult points:Make a distinction between my/your/his/her and I/you/he/she. Teaching methods:Task-based Teaching MethodTeaching aids: listening record,PPTTeaching procedure:Step1:warming up1、Greet the students by using“Good morning！/Good afternoon/hello！/Hi！”2、Let students take out the family cards they made to introduce their family members like this:T:what’s his/her name? S: his/her name is ...and he/she is my... (设计意图：巩固复习，铺垫课堂）Step2:presentation1、Teacher shows a picture of 2d.let student read the conversation and try to answer the questions below.Q1;Is he Jack? Q2:Linda knows Jane.Yes or no?（设计意图：为使学生有目的完成阅读，能更好的理解文章。

英语：Unit 1《My name is Gina》教案和练习(人教版七年级...

英语：Unit 1《My name is Gina》教案和练习（人教版七年级上）一、学习目标：知识目标：1. —What’s your /her /his name?—My /Her /His name is…2. I’m …3. Nice to meet you.4. —What’s your /her /his telephone number? —It’s…5. What’s your family /last name?能力目标：1. Introduce yourself 介绍自己2. Greet people 问候他人3. Ask for and give telephone numbers 询问和给出电话号码二、重点、难点：重点：形容词性物主代词难点：be 动词的用法（一）三、知能提升：（一）重点单词1. 形容词性物主代词【概念】形容词性物主代词具有形容词的特性，表示与后面名词的物主关系。

【词义】……的my 我的your 你的，你们的his 他的her 她的【使用】常放在名词前面作定语，不能单独使用。

My name is Gina. 我的名字叫吉娜。

Your schoolbag is big. 你的书包很大。

His father is a teacher. 他的爸爸是老师。

Her friend is tall. 她的朋友很高。

【拓展】形容词性物主代词单数复数第一人称 my our第二人称 your your第三人称 her / his their【强化】—What’s what’s what’s your name? —My name is Gina.—What’s what’s what’s his name? —His name is Jack.—What’s what’s what’s her name? —Her name is Amy.2. nice [nais] adj.（1）adj. 好的，美好的，令人愉快的It's a nice day. 天气真好。

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.。

人教版英语七年级上册教案：Unit1SectionA(1a-2d)

Show some pictures andintroduce oneself and greet people.
4。1. 教授核心句型What's yourname?
2. 教授核心词汇name,nice,meet,his,and,her,
your…
3. 通过书上练习巩固所学词汇
1. 通过核心词汇的练习，检查学生是否能够认读词汇
2.Ask the Ss to practice the conversations above with a partner. Then use their own names to practice instead of the names given.
3.Close your books and listen again, complete the conversations.
Conversation 3:
A: Hi. __________ Gina.
B: I’m Jenny. Nice to meet you!
A: __________________.
4. Guessing
Look at the pictures. Who is he / she?
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 na to meet you!
②—What’s your/his/her name?
—My/his her name is…
③—Are you…?
【本单元重点掌握目标】
1.主要学习学会打招呼和介绍自己、询问他人姓名“What’s your/his/her name？My/His/Her name is…”；

Unit 1 My name’s Gina Section B1a-2c教案人教版七年级英语上册

Unit 1 My name’s Gina(The 4th period Section B 1a—2c)Teaching aims（教学目标）1．复习并熟练掌握数字0-9的英文表述。

2．掌握一些常用数字（如110，121，119，114，120等）的实际意义。

3．填写通讯录。

Language points（语言点）1．要求掌握以下句式：What’s your phone number? It’s …2．要求掌握以下词汇：zero, one, two, three, four, five, six, seven, eight, nineTeaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）(1)Sing an English song.(2)Daily greetings to the students（日常问候）T: Good morning, everyone. My name is ….What’s your name, please? 1S1: My name is Lily.T: Hello, Lily. Nice to meet you.S1: Nice to meet you, too.T: And what’s your name?S2: My name is…(3)Revision（复习）Part one:T: S1, what's his name? 2S1: His name is …T: S2, what’s her name?S2: Her name is …Part two:S1: Good morning. What’s your name, please? 3S2: My name is Jack. What’s your name, please?S1: My name is Susan. And what’s your name, please?S3: My name is Tony.S1: S4, what’ his name? (point to S2 )S4: His name is …教学设计说明1．操练这个问题是为了熟悉日常用语及对姓名的提问法；同时也是为了使同学们尽快熟悉各自的英文名字。

人教版七年级上册全册英语教案

人教版七年级上册全册英语教案教案是七年级上册英语备课的集中表现，备课是写七年级上册英语教案的基础，两者密不可分。

这是整理的人教版七年级上册英语的教案，希望你能从中得到感悟! 人教版七年级上册英语教案(一) Unit 1 My name s Gina.单元整体说明单元教材分析本单元继续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。

单元知识系统(树)What s your/his/her name?--- My/His/Her name is .What s your/her/his phone number?--- It s 5352375First /Family /Last name my/ your/her/his单元总体目标运用Practicing, Listening for specific information的学习策略，引导学生学会打招呼和介绍自己、询问他人姓名、查询电话号码的基本句型;了解有关姓名的文化知识;学习特殊疑问句及my/ your/her/his等物主代词的用法。

单元教学重难点一览1．复习词汇clock ball bag cap key book ruler hello hi name nice meet2．词汇your/her/his First/Last zero one two three four five six seven eight nine phone number family3．句型What s your/his/her name？---My／His/Her name is .What s your/her/his phone number？---It s 5352375语法焦点在于my ／your/her/ his等物主代词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。

人教版七年级上册英语全册教案

七年级英语教案2011-----2012学年度第一学期人教版七年级上册英语全册教案Unit 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 seewho 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 yourselves 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。

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英语教学案Unit 1 My name’s Gina.集美七年级英语组执笔：刘琼审核：杨帆时间：2015.09.18教学目标: Teaching aims:1．知识与能力目标:1)学会问候他人。

2)学会做自我介绍，认识新朋友，并正确称呼他们的英文名字。

3)学会使用形容词性物主代词my，your，his，her等。

2．过程与方法目标：通过运用本单元的目标语言，反复练习句型及回答用语，从而掌握本单元的重点句型和词组。

3．情感态度与价值观：使学生对英语产生强烈的兴趣，乐于参加各种语言实践活动。

能与小伙伴团结一致、友好相处，学会礼貌地与他人交往。

Section A第一课时(1a-1c)一、课型：新课二、教学重难点：重点：介绍自己以及他人的句型:“My/Her/His name is…”难点：形容词性物主代词my，your，his，her的用法。

三、教学准备：多媒体、录音机、电脑、图片四、教学过程：1.课前预习新词汇：my，name，nice，to，meet，too，your，Ms.句型：—What’s your name ? —My name’s…—Hello！Cindy！I’m Dale. —Nice to meet you！what’s =what is I’m=I am name’s=name is2.正课教授（1）引入运用预备单元学习的问候语和学生打招呼，从而引入到自我介绍。

( 2 )语言知识详细讲解1.What’s your name? 你叫什么名字？此句是询问对方姓名的日常用语。

其中W hat’s 是What is 的缩写形式，答语常用My name is…/I’m…或直接说出名字。

Eg：-What’s your name?你叫什么名字？-My name is Jenny.我的名字叫珍妮。

2.My name is Gina.我的名字是吉娜。

此句为自我介绍的句型，也可以说“I’m…”。

name’s 是name is 的缩写形式，意为“名字是”。

Eg：-Hello，my name is Linda.你好，我是琳达。

- I’m Jim.我是吉姆。

3.Nice to meet you！见到你很高兴！此句是人们初次见面介绍相识后相互打招呼的用语，其答语通常为：Nice to meet you，too！见到你我也很高兴！3.课堂小结：______________________________________________________________________________________________________________________________________________________________________________________________________五.板书设计Unit 1 My name’s Gina.-What’s your name？-（My name is）Alan.-I’m Jenny. Nice to m eet you！-Nice to meet you，too.六.作业布置抄写单词表单词在课堂练习本上。

七.教学反思SectionA第二课时(2a-3c)一、课型：新课二、教学重难点：重点：1）形容词性物主代词及be动词的用法。

难点：2）形容词性物主代词及be 动词的用法。

三、教学准备：多媒体，录音机四．教学过程：1.课前预习预习P2对话，2d Role-play the conversation,2.正课教授（1）引入学生分角色朗读对话。

( 2 )语言知识详细讲解1.And what’s her name？那她叫什么名字？（1）What’s his/her name？是一个询问第三者姓名的句型。

若询问第三者姓名的是男性，用his；如果询问的第三者是女性，则用her。

Eg：-What’s his name？他叫什么名字？-His name is Mike.他的名字叫迈克。

-What’s her name？她叫什么名字？-Her name is Gina.她的名字是吉娜。

（2）连词and 的用法And 为连词，意为“和，并且，那么。

在句子中起承上启下的作用。

Eg：My name is Bob and his name is Mike.2.Is he Jack？他是杰克吗？（1）此句是含be动词的一般疑问句，一般疑问句是疑问句的一种。

它是只用yes（是）或no（否定）来回答的句子。

含be动词的一般疑问句就是把be动词移到主语的前面，即“be动词+主语+其他？”-Is this your book？这是你的书吗？-Yes，it is.是的，它是。

-Are you Jack？你是杰克吗?-No, I’m not.不，我不是。

（2）be动词的三种形式，am，is ，are。

通常情况下，遵循以下规律：am与第一人称代词I连用；is与第三人称单数代词he，she，it、指示代词this，that以及表示单数的人或物连用；口诀：我（I）用am，你（you）用are，is 连着他（he）、她（she）、它（it）。

单数名词用is，复数名词全用are。

Eg：I am Jenny.我是珍妮。

You are Linda.我是琳达。

They are my parents.他们是我的父母。

He is Bob.他是鲍勃。

She is Alice.她是爱丽丝。

3.形容词性物主代词与人称代词的区别及用法。

（1）my，形容词性物主代词，意为“我的”，其后常跟名词。

My name is Mary.我的名字是玛丽。

I，人称代词，意为“我”，为人称代词的主格，做主语。

I’m Tom.我是汤姆。

His，形容词性物主代词，意为“他的”，其后常跟名词。

He，人称代词，意为“他”，为人称代词的主格。

Her，形容词性物主代词，意为“她的”，其后常跟名词。

She，人称代词，意为“她”，为人称代词的主格。

3.课堂小结：____________________________________________________________________________________________________________________________________五.板书设计-What’s his name？-His name is Mike.-What’s her name？-Her name is Gina.-Is this your book？-Yes，it is.-Are you Jack？-No, I’m not.I am Jenny. /You are Linda. /They are my parents./ He is Bob. /She is Alice.六.作业布置用本课所学句型编写对话。

七.教学反思SectionB第三课时(1a-2c)一、课型：新课二、教学重难点：1. 重点：能用英语表达数字。

重点词汇：zero，one，two，three，four，five，six，seven，eight，nine，telephone，number，phone重点句型：-What’s your phone number？-My phone number is…2．难点：能运用所学知识进行简单交际。

三、教学准备：多媒体，录音机四．教学过程：1.课前预习预习P4 完成2a里面的练习2.正课教授（1）引入Listen 1a-1e，预习2a，2b。

( 2 )语言知识详细讲解1.基数词：zero，one，two，three，four，five，six，seven，eight，nine等。

用法：（1）表示数字、年龄、日期等；（2）表示编号；（3）表示电话号码、门牌号、身份证号等；（4）表示时刻。

2.What’s your telephone number，Lin Xin？你的电话号码是多少，李欣？此句是用来询问对方电话号码的特殊疑问句，答语可用句型：It’s/It is…或直接说出电话号码。

-What’s your phone number？你的电话号码是多少？-It’s 359-4765.它是359-4756.3.课堂小结：____________________________________________________________________________________________________________________________________五、板书设计-What’s your phone number？-It’s 359-4765.六、作业布置课堂点睛，辅导报。

七、教学反思_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________SectionB第四课时（3a-selfcheck）一、课型：新课二、教学重难点：1.重点：引导学生制作身份证卡片。

重点词汇：first，last，middle重点句型：-What’s your first name？-What’s your last /family name？2.难点：能阅读本课的语言材料。

三、教学准备：多媒体，录音机四、教学过程：1.课前预习：2b的内容2.正课教授（1）引入复习本单元学过的句型。

( 2 )语言知识详细讲解What’s your last name？你的姓是什么？此句是一个询问对方姓氏的特殊疑问句，last name 意为“姓”，若询问对方名字可用句型：What’s your first name？你的名字是什么？first name 意为“名”，其中your可换成其他形容词性物主代词。

Eg：What’s his last name？他的姓是什么？What’s her first name？她的名字是什么？3.课堂小结：____________________________________________________________________________________________________________________________________五.板书设计What’s your last name？What’s his last name？What’s her first name？六.作业布置制作一张身份证卡片。