人教新目标版七年级上英语Unit 1 My name’s Gina教案(2)

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Unit 1 Section B(2a-2c)教案2022-2023学年人教版英语七年级上册

七上英语Lesson period: 5 _月_日Lesson type: NewUnit1 My name's GinaSection B 2a–2cTeaching aims1.Expressions and writings of names in different cultures.2.Grasp the knowledge in 2bLeading in （1'）My name is…, my first name is…, and my last name is …. Can you tell me your first name and last name? Let’s look at our learning aims:Learning aims（1'）1. To master the format of Chinese and Western names2. To master how to introduce yourself and your friends’ name and phone number. Guide One（3'）1. Read and translate the sentences in the pictures in 2a.2. Read the title, finish the task in 2a.Self-Check One（2'）1. Choose students to read and translate the dialogues.2. Exchange answers. If you have any problems, you can ask your partners(Page96) (Students teach students ）Answers:F: 1、4、5、6、10L: 2、3、7、8、9Explaining（6'）Full name(全名)English Name: Gina + Smithfirst name last name(given na me) (family name)Chinese name Li + Ninglast name first name(family name) (given na me)--What’s your(his/her) first/last name?--My first/last name is…Guide Two（5'）1.Read the passage quickly and finish 2b2.Read the passage again and finish 2c3.Read the passage carefully and find difficultiesSelf-Check Two（2'）Answers:（students exchange）2b: F: Jenny、Gina 、Dale、Eric 、Mary 、ZhangL: Green、Smith、Miller、Brown、Brown、Mingming2c: FriendsJenny Green and Gina SmithDale Miller and Eric BrownMary Brown and Zhang MingmingExplaining（1'）in+China (国家名首字母大写)Guide Three（4'）Read the passage aloud, find the sentence structureSelf-Check Three（3'）1. Show chinese meaning in 2b on the screen,let some students say in English2. Ask some students to summarize sentence structure3. Fast students try to reciteSummary（1'）1. the format of Chinese and Western names2. 4 sentencesBlackboard DesignUnit1 My name's GinaSection B 2a–2cFull name(全名)1、English Name: Gina + Smithfirst name last name(given na me) (family name)Chinese name Li + Ninglast name first name(family name) (given na me)2、in+China (国家名首字母大写)Test（10'）练习册P10Ⅰ-ⅣIntrospection。

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。

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Unit1《Myname’sGina》教案人教新目标版

Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for andgive 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 a nd writing skills.3. The difference between Chinese names and English names. Teaching aids:computer, 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 pictures and 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.Step 3 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 come to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words andtarget 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 6 Section 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 8 Grammar 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 compare 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 Section A 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.Step 3 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.Step 4 Section A 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.Step 5 Section A 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.Step 3 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 come 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 6 Section 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.。

七年级英语上册 Unit 1 My name’s Gina教学设计与反思人教新目标版

4. 教学过程教学过程一、第一教学环节：情境导入（6分钟）教师活动学生活动1．利用插图或实物卡片让学生找出在预备篇中所学的单词，然后教师引导学习打招呼和介绍自己、询问他人姓名的基本句型“What’s your/his/her name? My/His/Her name is…2.让学生听对话，练习对话并模仿对话，结识班级的其他同学。

1．找出在预备篇中所学的单词，学习打招呼和介绍自己、询问他人姓名的基本句型"---What's your /his /he name? My/His/Her name is…”. 2.练习对话并模仿对话，结识班级的其他同学。

一、第一教学环节：情境导入（25分钟）教师活动学生活动1．播放2a 部分的录音让学生听，引导学生通过听对话熟悉人名"Tony Tom Jenny Bob Bruce Jim"，完成2a,2b 部分的教学任务。

2.引导学生重复他们所听到的，模仿对话结识班级的其他同学，完成2c 部分的教学任务（What’s your/his/her name？My/His/Her name is…）。

3.概括语法点" What’s your/his/her name ？My/His/Her name is….”1．通过听对话熟悉人名"Ton 》Tom Jenny Bob Bruce Jim"，完成2a, 2b 部分的教学任务。

2.听并模仿对话，结识班级的其他同学，完成2c 部分的教学任务(What’syour/his/her name ？My/His/Her name is… .）。

3．了解语法点三、第三教学环节：姓名与文化（7分钟）教师活动学生活动引导学生阅读3a 图中的名和姓，了解有关姓名的文化知识；从3a 中给自己选一个姓、名，然后调查其他同学的姓、名，完成3b 的任务。

阅读3a 图中的名和姓，了解有关姓名的文化知识；从3a 中给自己选一个姓、名，然后调查其他同学的姓，名完成3b 的任务。

人教版七年级英语上册Unit1MynamesGina教案

人教版七年级英语上册Unit1Myname'sGina教案人教版七年级英语上册Unit1Myname'sGina教案对于英语课本内容，要多读，多张嘴，这样可以快速提高语感，在做完型填空的时候就很会很容易得选出答案。

做题的时候可以不根据语法也能做对题。

下面是小编为大家整理的人教版七年级英语Unit1 My name's Gina教案，希望对您有所帮助!人教版七年级英语Unit1 My name's Gina教案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. 学会电话号码的表达方法并能向他人索取电话号码。

单元教学目标1. 语言知识目标1) 学生能听、说、读、写课标内单词zero-nine,phone number,first name /last name , hi, hello 等。

2) 学生学会运用这些句型：a. what’s your/her/his name?b. hello. nice to meet you.c. what’s her last/first name?d. what’s your phone number? it’s…2. 语言技能目标1) 能正确流利地用英语向他人介绍自己，并乐于与同伴交往。

2) 能正确使用问候语。

3) 能积极主动提供并获取个人信息资料(如：名字、电话号码)4) 能对所获取的信息进行初步的整理和总结。

5) 能归纳一定的语言现象。

(如：what is =what’s he is =he’s 等 )3. 学习策略目标a) 能积极与同伴合作，共同完成学习任务。

b) 能通过网络等多种资源获得相关信息，拓展所学知识。

c) 能积极动手、动脑，培养自己的想象力和创造力。

4. 情感态度目标1. 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。

2. 能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。

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。

Unit1MynameisGina第二课时教案

Unit 1 My name's Gina 教案设计（第二课时）第二课时教学目标1．介绍更多的英文姓名，并且区分出姓和名；2．学习英语中姓名（name/ full name）、姓（family name/last name）和名（given name/first name）的用法；3．通过用英语说出自己的电话号码的任务，学习数字0—9；4．制作身份证，以综合运用所学的姓名和数字；5．德育目标：我长大了，学会对人有礼貌、学会感激。

教学重点和难点1．了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；2．听懂并能说出电话号码，培养学生的英语意识。

3．重点句型：What’s your English name?My English name is …What’s your last name/ family name?My last / family name is …What’s your telephone number?My telephone number is …主题词 (斜体字为扩展词)：课前准备1．学生课前准备：父母或朋友的录音磁带、硬纸卡片2．教学器材：电话、小皮球、录音机、电脑3．教学课件：身份证课件教学设计教学过程设计一、接力游戏询问学生的英文名。

首先由教师仿做，教师拿出一个小皮球，任意抛向一名学生，同时问：“What’s your English name？”，这个学生接住球并回答：“My English name is …”, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is …，his/her English name is …（只要重复前一名学生的名字即可）”，然后传递下去并问：“What’s your English name？”。

最后将学生分为几组在组内做。

在这个活动中，学生的积极性很高（球必须接住，否则也算做失误），达到《课标》中要求的既从学生的兴趣出发，又具备易操作的特点。

人教版七年级上册英语Unit1My name is Gina第2课时辅导讲义

学科教师辅导讲义组长签字：学员编号：年级：七年级课时数：学员姓名：辅导科目：英语学科教师：授课日期及时段教学目标掌握重点单词和重点句型重点难点重点句型的掌握教学内容一、课文导入Eric: Hello. What’s _____ name?Alice: _______ name’s Alice.Eric: _______ Eric.Alice: Nice to meet you.Bill: What’s _____ name?Maria: His name _____ Eric.Bill: And what’s her _______?Maria : ______ name is Alice.Bob: Excuse me, are ____ Eric?Eric: Yes, ____ am. Are you Mike?Bob: No, I’m not. I’m Bob. Nice to meet ____. Eric : Nice to meet you, ____.二、重点单词his 他的 and 和；又；而且her 她的 yes 是的；可以she 她 he 他no 不；没有；不是 not 不；没有三、句型梳理形容词性物主代词【观察领悟】1. I am Alan. /My name is Alan.2. Are you Helen? /Is Helen your name?3. He is Eric. /His name is Eric.4. She is Mary. /Her name is Mary.1.人称代词：在英语中, 表示人称代词的有I(我), you(你), he(他),she(她), it(它), we(我们), you(你们), they (他们/她们/它们)。

我们已经学到的人称代词有:I, you, he, She, it; 如:I am Frank. You are Gina.He is Bob. She is Alice. It is a pen.2. 物主代词：在英语中, 物主代词分为形容词性物主代词和名词性物主代词, 表示形容词性物主代词的有my(我的), your(你的), his(他的), her(她), its(它), our(我们的), your(你们的), their(他们/她们/它们的)。

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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 think most of the students must have known a lot of words. How many words 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 yourselvesto 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。

）Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example:Sa:Hello! I’m Li Lei. What’s your name?Sb:My name’s Zhang Feng.Nice to meet you.Sa:Nice to meet you,too.And what’s your name,please?Sc:Lin Li. How do you do?Sa：How do you do?2.Listen and number the conversations.Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you wantto know them? Let’s listen to the recording of 1b in Section A.(Students listen to the tape and give the right answers.) Step Three:Make friends.1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。

）Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK?Ss:OK.Example:Sa:This is my new friend. His name is Sun Nan.Sb: Hello, Sun Nan. Nice to meet you.Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu.Ss:How do you do?Sd:How do you do?(Students can stand up and introduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.)2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。

）Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome.(Three “foreign” students come in and all the students clap warmly.)Teacher:It’s their first time to come to China.Would you like to listen to their introductions?Ss:Yes.(Three students can make introductions and act out the dialogue vividly.)Step Three: Sum up.Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life.Homework“How do you meet new visitators at home?Period Two课前准备教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计Step One:Revise the sentence patterns.1.Sing an English song.（用唱歌的方式既带动了气氛，又复习了所学内容。

）Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.Hello! Hello! What’s your name? My name’s Gina.Hello! Hello! What’s his name? His name’s Peter.Hello! Hello! What’s her name? Her name’s Anna.2.Listen to the conversations and finish the exercises. Teacher: Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.(Students listen to the tape and give the right answers.) 3.Act out the dialogues.（在特定的情景下表演对话更符合实际，更贴近生活。

）Teacher:Now you’ve known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.)Example:(At a party)Sa:Hello! I’m Lucy Green. What’s your name?Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you. Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home.Sb:Thanks, I will.Step Two:Choose English names.1.Play a name game.（有效引出“英文名字”这一主题。