大L老师人教版新目标七年级英语上册 Unit-1 My name's Gina. Section B Writing
Hello! I name is Mary Yang. Mary is my last name.
And my first name is Yang. I am a Chinese girl. I am
13 year old. I work in XXX Middle School. I like white
Unit-1
写作话题：personal information(个人信息)
Learning Aim
1．能力目标 (1)学会介绍自己的姓名、年龄、电话号码等个人信息。 (2)掌握英语说明文的写作方法及技巧，展开以人物介绍为 主线介绍自己，并能完成“This is me.”为题的写作任务。 2．情感目标 “Life without a friend is death.”， 珍惜友谊，善待他人。
颜色color 爱好hobby
Beside, I like running. Running is good for our health. Let’s make friends. My phone number is ….
I ❤M
7.phone Num.
2.place
6.hobby 5.color Nhomakorabeainish your own mind map. (完成关于你自己的思维导图)
5……..
Me
4……..
3……..
2……..
because white is clean. Beside, I like run. Run is good for our health. Let’s make friends. My phone number is ....
名字Name Hello! My name is Mary Yang. Cassie is my first name.
Your personal information. Main body：______________________________
Ending： I want to make friends with you all. __________________________ I hope you like me. Thank you! __________________________
3.age
4.now-school&class
Writing
新学期开学了，请你根据你的实际情况， 以“This is me.”为题，写一篇文章介绍你自己。 要求： 1．词数60左右。 2．介绍中包括你的姓名、年龄、学校、班级、 联系方式、爱好等。 3．可适当发挥。
写作指导 第一人称 一般现在时 人称:__________ 时态:_____________ 说明文 逻辑 的顺序叙述。 体裁：________, 按_____ Outline提纲 : Good morning, class! I am a boy / girl. Beginning：_______________________________ I am happy to study here. _______________________________
Task 1: 认识老朋友
Do you like to make friends with me?
ID card
Your photo
Zhanjiang BeiFu Middle School First name:________________ Last name:________________ English teacher Job: ___________________ Phone number:_____________ From:_______________
地方Place And my last name is Lin. I am a Chinese girl. 年龄age I am 13 years old. I work in XXX Middle School. 现在Now I like white because white is clean.
人教新目标七年级英语上册Unit 1 My name is Gina全章教案
Step 3: Drills.
1.Make a survey about your partners’telephone numbers.
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
能力目标
学会如何用英语询问他人的名字。
情感目标
在特定的情景下表演对话更符合实际，更贴近生活。
教学重点
询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名。
教学难点
Talk about the names.
主要教法
Leading method
教学媒体
Tape
教学过程
Teaching content:Section A(2a-2c)
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 3: Choose English names.
1.Play a name game.
Step 1: Greeting and duty report.
Step 2: Revise the sentence patterns.
人教新目标英语七年级上册Unit1Myname’sGina
6.每位学生选择一位英语学习伙伴，互相监督、鼓励，共同进步。在课后进行英语交流，分享学习心得，提高口语表达能力。
作业布置原则：
1.针对性：作业内容紧扣本节课的教学目标，确保学生能够通过作业巩固所学知识。
2.层次性：针对不同水平的学生，布置不同难度的作业，使每个学生都能在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的核心词汇和基本句型，如name, age, school, grade, student等，以及自我介绍和询问他人信息的表达方式。
难点：正确运用一般现在时进行自我介绍和询问他人信息，以及在实际交流中灵活运用所学词汇和句型。
2.重点：听力技巧的培养，尤其是对英语语音、语调的辨识能力。
在此阶段，学生正处于青春期，个性鲜明，喜欢表现自己。因此，我们在教学中应注重激发学生的兴趣，调动他们的学习积极性。此外，学生之间的英语水平存在一定差异，部分学生对新知识的接受能力较强，而另一部分学生则相对较慢。这就需要我们在教学中关注分层教学，确保每个学生都能在原有基础上得到提高。
结合以上分析，我们在教学过程中应注重以下几点：
3.运用多媒体教学手段，如课件、视频等，丰富课堂教学内容，提高学生的学习兴趣和积极性。
4.通过听力训练，提高学生的英语听力水平，培养他们获取和处理信息的能力。
5.通过口语练习，培养学生流利的英语口每一个学生的成长，使他们在原有基础上得到提高。
（三）情感态度与价值观
在本章节的教学中，学生将形成以下情感态度与价值观：
1.培养学生热爱英语学习的情感，激发他们学习英语的兴趣和动机。
2.培养学生积极向上、乐观自信的人生态度，使他们敢于面对挑战，勇于克服困难。
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。
七年级上册Unit1Myname'sGina新目标英语七年级上册Unit1mynam
人教版七年级英语上册Unitl My name's Gina.( Section Ala-2c)一、教学目标：1、知识目标：(1)掌握介绍自己和问候他人的句型：What s your name? My name' s Gina. Nice to meet you!What' s his/her name? His/Her name? s Gina.(2)掌握Be的一般现在时形式(3)掌握What引导的特殊疑问句2、能力目标：(1)通过教学，引导学生学会问候他人和学会如何做自我介绍，能向他人简单地介绍自己名字的含义。
(2)培养语言能力，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活(3)学会一些基本的学习策略，听说领先，读写跟上的策略，在起始阶段反复跟读磁带，标上语调，模仿纯正的美语。
(4)培养用英语思维的能力和创新意识，培养了学生的动手能力，展示了学生的个性。
3、情感目标：(1)、通过小组对话、讨论、调查和设计等一系列的活动，培养学生的合作意识和团队精神。
(2)、通过结交新朋友，学会如何礼貌地与他人交往。
二、教学策略与手段(1)交际策略：学会与他人合作交流，把语言材料运用到真实的生活中去。
(2)资源策略：学会利用一切可以利用的学习资源，如词典，网络，音像资料，尤其是配套的录音材料来获取更多的信息。
(3)认知能力：积极思考，及时反馈。
(4)调控策略：在反思、顿悟和自醒中不断的调整自己的学习策略。
三、设计理念：在英语课堂上，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。
同时利用多媒体和网络技术，帮助解决教学难题。
这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
Step One Lead in with the students by using "Good morning/ Good afternoon/ Hello/ Hi..."2.Revise "What's this in English?" by showing some pictures,复习单词又能复习句型。
人教版新目标七年级上Unit1_My_name’s_Gina_Section_B课件
A: What didn’t you use to like when you were a child?
B: I didn’t use to like … = I used to hate ……
tests
shopping with doing homework my mum
List the things you used to like and you didn’t use to like when you were a child.
gets up early and stays in school all day.
has no time for games.
has to study.
has no time for concerts.
does homework and goes to bed.
Answer these questions
doctors
flying in an airplane
teachers
taking a speech competition
tests
swimming
big animals …
spider butterfly dragonfly
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.。
人教版新目标七年级上学期教案Unit1 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重点难点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等物主代词的用法。
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?。
新目标英语七年级(上)Unit 1 My name is Gina。(原创)
Hello! My name’s Gina. What’s your name?
w hat is y ou r nam e.sw f
询问对方的姓名：
A: What’s your name? B: My name’s …… A: And what’s your name? B: I’m…… 或 My name’s ……
clock
/klɔk/
n．时钟
ruler
/‘ru:l∂/
n ．直尺
baseball
/ ‘ beisb ɔ :l/
n．棒球
basketball
/’b a: skitb ɔ :l/
n．篮球
backpack
/ ’bæ kpæ k/
n．双肩背包
fish
n．鱼
1b. Listen . Number the conversations.
小组对抗
What’s his name?
His name is -------?
What’s his\ her name?
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
Homework :
１．把１a中的生词整理在活页本中
２． 给父母起一个英文名字并和 你的搭档对话并用英语进行询问
His \ Her name is -------?
What’s his\ her name?
His \ Her name is -------?
人教新目标版七年级上英语 Unit 1 My name’s Gina 教案Unit 1-1
Unit 1 My name’s Gina.思考的问题1．如何创设情景让学生将已学的知识转化为能力，改变教师引出问句，学生答，然后由学生问与答。
让学生自己“找到”问句。
2．让学生学会观察，会做总结。
案例描述这节课主要是讲first name and last name以及中西文化在名字上的差异。
习惯的做法是先让学生知道，在西方是名在前，姓在后，然后告诉学生，我们是姓在前，名在后。
在老教材中，这一节课是在初二课本。
但是我现在面对的初一的学生，按部就班的做，学生会理解吗？这节课我是这样设计的，由学生们自己的名字引出first name 和last name,然后通过观察发现中西文化在名字上的差异。
ProceduresStep1. revisionT: Good morning!How are you?Spell it, please.What’s this in English?What color is it?Step2. look and learnT: Hello! I’m Grace.What’s your name?S1: I’mT: Nice to meet you!S1: Nice to meet you ,too!T: What’s his name?S1: His name is Jiang Xian.（蒋贤）要求该生写下名字蒋贤，接下来鼓励学生编对话，叫几组（3人一组）学生表演，也要求写下名字。
把这些名字贴在黑板上。
T: 温新西, his last name is wen (这时一边说一边将温与新西剪开，更好的区分first name and last name)孙猛特his last name is Sun李双her last name is Li多给几个例子，学生就明白last name 的意思。
学生自我介绍My last name is -----.此时在黑板上写A: ___________________B: My last name is Sun.鼓励学生说出问句，what’s your last name?必要时，给于提示。