七年级英语上册《Unit 1 My name is Gina.》教案
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Unit one My name is Gina.
教材分析
1．话 题：
Making new friends
2．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 name
2) 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, her
What’s=What is I’m=I am My name’s=My name is
3) 语言目标：
What’s your name?
My name is Gina.
I’m Gina. Nice to meet you.
Period one
I.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.
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Language strategies: Talk about the names
Main 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. 。
III.语言功能:询问姓名及怎样回答.
IV.活动设计： 采访调查 What’s your first name?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words:
Learn the new words
A: first, listen to the recorder, the students read after the recorder.
B: read the new words after the teacher.
Step 3: 1a Write English words for the things in the picture. How many things do
you know?
Step 4: 1b Listen and number the conversations . three times.
Step 5: 2a Listen to the four conversations and number the conversations (1--4)
Step 6: 2b Listen and circle the names you hear. .
Step 7: 3a. read the names. Write the first names and the last names.
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
教后一得：学生学习英语的积极性很高，因为有很多是第一次接触英语，教师要积极引导，
迅速让学生掌握学习英语的方法。
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Period 2
I.教材分析：这是课本的第二部分，活动内容比较多，学生对教材很有兴趣，例如做学生
证，用英语填写自己的名字。
Language topic: What’s your name?
My name is Gina.
What’s your first name?
My first is ----.
What’s your last name?
My last name is -----.
Language strategies: Talk about the names
Main vocabulary: nine, number, phone, card, family name, first name.
II.语言结构: present tense to be, what questions, Possessive adj. my, your, his,
her. 。
III.语言功能:询问姓名(分别问姓和名)及怎样回答，要求学生分清姓和名.
IV.活动设计： 采访调查 What’s your first name?
V. Teaching steps:
Step 1:Greetings.
Step 2: Sing an English song:
Step 3: Look at the picture. Find the last names and write the below.
1. Karen _________.
2. Peter __________
3. David _________
4. Jim ___________
5. Maria _________
Step 4: 3b Look at the ID card and answer the questions.
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What’s her telephone number?
What’s her family name?
What’s her first name?
Step 5: 3c Make an ID card for yourself
Step 6: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 8: Homework
教后一得：这节英语课，很成功，学习积极参与实践活动，手脑兼用，高高兴兴地戴上了自
己亲手做的ID card.
Name: Tanya
Last name: Olpez
Telephone number
535-2375
Name: __________
Last name: ______ Telephone number ________________
Photo
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Period 3 Self check
1. Give the full forms of the following. 写出下面的非缩略形式。
1）What’s your name? ____________________________?
2) His name’s Jim. __________________.
3) I’m Jenny. ___________.
2.下面是一个学生的电话号码本中的三页，按要求完成下列各题。
1）Read the statement and circle T for “true” or F for “false”.
下面的表述对的圈住T，错的圈住F.
(1) His first name is Clinton. T F
(2) His last name is Clinton. T F
(3) His telephone number is 985-6732. T F
(4)*********************************.TF
(5) She is a girl. T F
2) Fill in the blanks. 根据下面通讯录所显示的内容，填上一个适当的词完成句子。
Example: She is a girl.
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(1) _____ first name is Rita.
(2) Her _____ name is Hall.
(3) Her fax number is _____.
(4) Her _____ number is 786-4576.
(5)************************.
（3) Answer the following questions in complete sentences. 用完整的句子回答下面
的问题。
（1） What’s his first name? _______________________________________.
（2） What’s his last name? _______________________________________.
（3） What’s his telephone number? _____________________________________.
教后一得：初一学生进行书面练习非常重要，要强调书写要规范，方法要掌握。
七年级上册Unit 1 My name's Ginasection B 2a2c教案
Unit 1 My name’s Gina.Section B (2a- 2c)Teaching aims（教学目标）1．英文中姓与名的表达方式，熟练掌握英文中姓在后，名在前。
2．英文中数字的表达方式，会熟练制作ID card。
Language points（语言点）1.要求掌握以下句式：（1）—What’s her/his telephone number ?—What’s her/his last name?—What’s her/his first name?（2）—My name is Tina. Nice to meet you.—I’m Mary. Nice to meet you, too.2．要求掌握以下词汇：常见英文姓名和Unit 1 所有词汇，注意了解它们的词性。
数字zero, one, two, three, four, five, six, seven, eight, nine.Difficulties（难点）：中英文姓名差异，中国人将姓放在前，名在后，英文中名在前，姓在后。
名字的书写。
Teaching steps（教学步骤）Lead in:We have finished most part of Unit 1. And in this period, we will continue to finish section B. But before that, I would like you to review what we learnt before.Step 1: Warming-up and revision（课堂热身和复习）（1）Daily greetings to the students（日常问候）T: Good morning, everyone.S: Good morning, Ms. Chen.T: How are you today?S: I’m fine, thanks.（2）Revision（复习）T: What’s her name?S: Her name is ... /She’ ...T: What’s his name?S: His name is .../He’s ...T: What’s your name?S: My name is .../I’m ...T:What’s your/her/his telephone number?S:It’s ...【教学设计说明】1．这问题是为了操练日常用语。
七年级英语上册教案：Unit1 My name’s Gina.
七年级英语上册教案：Unit1 My name’s Gina.教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书，包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等，下面是由小编为大家整理的范文模板,仅供参考,欢迎大家阅读.【课题】Unit1 My name’s Gina.【学习目标】知识与能力：1. 掌握并规范字母Ii-Rr.2. 识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.过程与方法：学会从对话中获取对方的相关信息。
情感态度与价值观：使学生学会如何礼貌的与他人交往。
【学习重难点】：熟练掌握本单元词汇及语言结构。
一、自主预习【预习任务】：任务一：写出下列汉语的英语形式。
名字______遇见______问题，难题______ 回答，答案 ______第一的________ 最后的________任务二：写出下列单词的汉语意思。
1.my_________2.clock _________3.nice ________4.what ________5. your_________6.hello _______7.I________8.you ________9.his _________.her ____________.name___________.are_________.is____________【预习诊断】：1. 选择题：（1.）Kate has lost（丢失） _______key. _________asked _________for help.A．her ,he, I B. his, he ,me C. his, she, I D. her, she, me（2）_____ plus(加) seven is thirteen?A. FiveB. Si_C. EightD. Nine（3）______ is her name ?A. whoB. what C where D. How2. 写出下列英语形式。
七上Unit1 My name’s Gina.教学设计
七上Unit1 My name’s Gina.教学设计一、教学内容分析本节课的教学内容是人教版新目标七年级英语Unit1 My name’s Gina. 上的第一课时1a-1c。
本部分教学重点是让学生学会自我介绍、询问对方和第三方的姓名，掌握与初次见面的朋友打招呼、询问基本信息等交际功能。
1a-1c通过图文及听力练习创设语境、引入单元话题，是整个Section A 的基础，重点是学习打招呼与自我介绍的基本词汇和基本目标语言结构，如：What’s your name? My name is …./ I’m …Nice to meet you. Nice to meet you ,too .等。
2a-2c 在此基础上给出了更丰富的语言运用环境，以听力的形式拓展、巩固单元重点句型，包括询问和回答第三方姓名，如：What’s his /her name? His /Her name is…. 通过本节课的学习使学生学会礼貌待人，培养良好的人际关系。
二、学情分析七年级学生心理上他们好动、好奇、好表现。
抓住这一心理特点，积极采用形象生动、形式多样的教学方法和学生广泛的、积极主动参与的学习方式，就一定能激发学生的学习兴趣；生理上，他们好动、注意力易分散、爱表现自己，希望得到老师的表扬。
抓住这一生理特点，一方面要运用直观生动的形象，引发学生的兴趣，使他们的注意力始终集中在课堂上。
另一方面要创造条件和机会，让学生有机会表现自己，享受成功的喜悦，从而增强他们对英语学习的自信心，在学习过程中发展综合语言应用能力。
三、教学目标(1).Knowledge aims（知识目标）Key words：my name nice meet you what’s his herKey sentences: What’s y our name?What’s his name?What’s her name? 及回答。
(2).Ability aims（能力目标）1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。
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.。
七年级英语上册 Unit 1 My name’s Gina教案
Unit 1 My name’s Gina教学目标：知识目标：Learn the n ew words and main sentences:name , nice meet, your, his, her. Nice to meet you!能力目标：Introduce yourself.情感目标：了解东西方的文化不同，学会礼貌与人交流重点：Introduce y ourself and greet people难点：Introduce yourself and greet people关键：greet people的相关对话练习Step 1: ReviewRead the words from “name” to telephone.Then remember by themse lves. Have a diction.Greet : Nice to meet you!/ hello/ Hi!Step2: Write Engli sh word s for the things in the pi cture .Finish 1aFirst let the Ss do by the mselves. Then check the a nswers.Step3: Listen and numberFirst let the Ss listen carefully.. Then check the answersStep4: Pairwork:According to 1b—Practice the conversations.Like this : What’s your name?I’m Cindy.Wh at’s his name ?He’s Bob.Practice the conversations with your partner. Then greet your classroom Step5:Listen to th e conversations and number the pictures.What is your name?My name is…/ his name or her name is…,N ice to meet you!小组内讨论，仿写对话S tep6: Listen again. Circle the names you hear.Step7: Hav e a summaryRe member classmates’ names. Like this:My name’s Dale. His name’s Dale.Her name’s Jenny. Step 8: T est一、用所给词的适当形式填空。
七年级上英语上册 Unit 1 《My name is Gina》教学设计(第1课时)
课题：七上Unit 1 My name is Gina Section A（1a—2b）教学设计本学期第课时本单元第课时上课日期：________教学目标：知识目标：Learn the new words and main sentences:name , nice meet, your, his, her. Nice to meet you!能力目标：Introduce yourself.情感目标：了解东西方的文化差异，学会礼貌与人交流重点：Introduce yourself and greet people难点：Introduce yourself and greet people关键：greet people的相关对话练习Step 1: ReviewRead the words from “name” to telephone.Then remember by themselves. Have a diction.Greet : Nice to meet you!/ hello/ Hi!Step2: Write English words for the things in the picture .Finish 1a First let the Ss do by themselves. Then check the answers.Step3: Listen and numberFirst let the Ss listen carefully.. Then check the answersStep4: Pairwork:According to 1b—Practice the conversations.Like this : What’s your name?I’m Cindy.What’s his name ?He’s Bob.Practice the conversations with your partner. Then greet your classroom Step5:Listen to the conversations and number the pictures.What is your name?My name is…/ his name or her name is…,Nice to meet you!小组内讨论，仿写对话Step6: Listen again. Circle the names you hear.Step7: Have a summaryRemember classmates’ names. Like this:My name’s Dale. His name’s Dale. Her name’s Jenny.Step 8: Test一、用所给词的适当形式填空。
初中初一英语上册教案：Unit 1 My name’s Gina
初中初一英语上册教案：Unit 1 My name’s Gina 教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书，包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等，下面是由小编为大家整理的范文模板,仅供参考,欢迎大家阅读.Period 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 _ 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。
【英语教案】七年级英语上册Unit 1 My name 's Gina 单元课时教案
【英语教案】七年级英语上册Unit 1 My name 's Gina 单元课时教案七年级英语上册Unit 1 y nae 's Gina 单元课时教案Section A 1a―2c【学习目标】：1、熟悉掌握词汇nae clock 等2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】：使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to eet you . What's your nae ? y nae is ......【学习过程】：一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟悉掌握词汇nae ,clock1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示( 看谁总结的多, 写的准确)学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I a Gina , What's your nae ?B: y nae is Alan .2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。
二、合作共建（教师寄语：any hands ake light work. ）小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?三、系统总结（教师寄语：No an can do two things at once.） 1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价（一）单项选择.1. _______your nae ? y nae is Gina .A. WhatB. What'sC. WhoD. which2. Good orning , iss Wang ! _____________!A. HelloB.HiC. Nice to eet youD. Good orning3. I _______Sally , What______ your nae ?A. a ,isB. is , aC. is , isD.a, a4. ______nae is Li lei .A. IB. I aC. yD. you5.― _______, What's your nae ?― John Green .A. HiB. OkC. sorryD. Excuse e（二）写出下列单词的完全形式, 并写出汉语意思.I' _________ __________ what's __________ ________nae 's ___________ __________（三）写出下列单词.时钟 _______ 我的 ________ 你的___________ 名字_______ 遇见_________（四）尝试翻译下列句子.1. 见到你很高兴. _________________________________.2.我叫王小雨. ____________________________________.3. 你叫什么名字? ____________________________________（五）根据情景补全对话.A: Good afternoon !B: ____________________!A; I ______Lucy . _________your nae ?B: y ______ is Ji . Nice to ______you !A: _______________________________.五、【课后反思】（教师寄语：Never do things by halves）任务熟练掌握基本掌握没掌握第2课时 Unit 1 y nae 's Gina.（总第2课时）Section A (1a―2c)【学习目标】：1、熟练掌握本课6个单词.2、学会询问他人姓名及介绍他人姓名.3、能听懂有关谈论他人姓名的对话并进行自由交际.【学习重点】：询问他人姓名及介绍他人姓名的句型.一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟练读写本课6个单词.1．个人自渎，记忆本课单词．2．小组互相检查单词读写情况．3．根据汉语写出下列英语单词并展示．学习任务二: 运用句型：What's his / her nae?His / Her nae is .... 进行自由交际．1．小组合作，理解并熟读下列短语，并写出汉语意思．y nane ( ) your nae ( )his nae ( ) her nae ( )2.个人理解下列对话，并且两人合作练习．Ａ：Hello! What's your nae?Ｂ：y nae is Gina.Ａ：Nice to eet you.Ｂ：Nice to eet you,too.Ａ：What's her nae?Ｂ：Her nae is Jenny.3.小组合作，练习自己的对话．4. 对抗组开展竞赛，展示自己的对话．学习任务三: 听听力完成2a,2b．1.个人看图，理解四幅图画，思考图画中人是在谈论他人还是对方．2.听听力，给四幅图画编号．3. 小组为单位，熟读2b中的名字。
【人教版】七年级上英语Unit1MynameisGina教案
Unit 1My name is Gina.1．Topic 话题：Making new friends2．功能目标：1〕Introduce yourself 使学生学会用英语介绍自己。
2）G reet people 使学生学会用英语和别人打招呼。
3）A sk for and give telephone numbers 询问和给出号码3.文化目标：1）让学生初步体会用英语和别人沟通的感受，培育学生学习英语的兴趣。
2）通过对英文名字的介绍，比照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困难的奋斗得来的。
4）通过介绍英文名字的由来，使学生产生对西方文化的古怪及兴趣。
4.认知目标：1〕词汇：clock, hello, hi, and, question, answer, look, first name, last name2)语法工程：一般现在时be 的用法以特别疑问词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)Language goals 语言目标：What’s your name?My name is Gina.I’m Gina. Nice to meet you.What’s your telephone number? It’s….Period oneI.教材分析：这是课本的第一局部，题目是My mane is Gina. 有很多学生第一次学习接触英语，为了调动他们的乐观性，不产畏难心情，尽量简洁的处理教材。
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. 。
七年级英语上册《Unit1 My name’s Gina Period 1》教案
The teacher goes into the students and check.
展
After discussing,theteacher invites several pairs of Ss to act the dialogues according to the photos on the screen.
How many things can you see in theclassroom?
Are they new students?What are they doing in the classroom?
思
Step 2Ask studentstolearn by themselves.
1.Ask studentsto finish the learning of these new words.
The teacher goes into the students and check.
议
Step 3 Discussion
First,ask Ss tohave a discussion about the tasks in previewand check the answers together.
The teacher can give each group a point according to their performance.
评
Say something about their presentation and then summarize the key points:
本课时自我介绍或者询问他人姓名的的问答句型以及打招呼用语。