七年级上册Unit1Myname'sGina.Unit1Myname’sGina.教案.docx

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1、Unit 1 My names Gina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：Whats your name? Alan./ Im Alan./ My name is Alan.Whats your teleph

2、one number? Its 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 names Gina. Tm 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:Whafs your telephone number.(4)能够区分中西方的姓名2、知识目标(1)能听、说、读la中的会话(2)能听、说2b中的话4. This is_an orange.

3、5. Your pen is black and white.二、根据图片完成对话。A: What is his name ?B: His name is Cheng Long. He is an actor.A: What color is his car ?B: His car is black.A: What is her name ?B: Her name is Li Yuchun. She is a singer.A: What color is her car ?B: Her car is red .Period 3 Section A （3a3c）Teaching aims （教

4、学目标）1掌握基本英文姓名的读法。能制作本人的Id card.2 language points （语言点）.要求掌握以下句式：whats your/his /her first/ name? jack, whats your/his/her last /family name? smith. 要求掌握以下词汇：first name, last name, boy, girl, boys name, girls name 等以及Green, Jack等名字。Grammar（语法）：比较中英文姓名的不同之处。Difficulties:（难点）:1.中英文姓名的区别，主要是排列顺序。2.男女姓名的

5、区别。Teaching steps （教学步骤）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, boys and girls. My name is Linda.Whats your name, please? 1s: My name is tom.t: Hello, tom. nice to meet you.s: Nice to meet you, too.t: And whafs your name?s: My name is.（2） Revisi

6、on （复习）Excuse me, whats her name, please? 2s: Her name is jenny.t: Whats his name?s: His name is Tony.t:（老师根据学生回答给出多种评价。）My names. Your name is.3教学设计说明.这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺 垫。建议让多个ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。 可以采用“连珠炮似的提问“(老师提问，学生迅速反应)和“连锁操练”(学生任意提 问或排头开始一一提问至排尾)方法。t在操练期间板书这些词。1 .此

7、问重点操练his, her my your这几个物主代词的用法及英文名字的使用。建议t 用夸张语调重读这些词并用彩色粉笔板书。2 .该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前His name is. Her name is.2. Presentation (呈现新知识)(1) t:(从复习中引出)So, we are friends now.You are wang ping, zhang xiaodan. 4t: Now, look at these pictures, we have some famous persons here, do you know their n

8、ames?(展示几张外国名人的图片。)(Bill gates, George bush .)t: Bill gates, Bill is his first name. Gates is his lastWhile Zhang xiaodan, Zhang is her first name. Xiaodan is her last name.(2) Get the ss to practice the following dialogue in pairs.t: Whats your first name? 6My first name is.u: Whats your last name?

9、v: My last name is.(3) Play a game.Ss put on their false front to act as famous persons, and say: Hello, my name is Jacky Zhang, (first name+ last name).Then make a short dialogue between the Ss and the famous person, let them know eachother.73. Work on 3a (完成 p3 3a)Read the list of names in the exe

10、rcise. Ask students to guess which names are first names and which are last names.8(1) Point out the sample answers: the 1 for last name next to green, and f for first name next to jack, then have students finish the exercise on their own.(2) Check the answers. 9(4)使用教材第3页上图片的挂图或课件，给学生一分钟时间独立或和同桌讨论来

11、完 成此项任务。在此基础上组织下面操练10whafs your first name? jack.whafs your last name? smith. 11(5) making own Id cardFirst name:.Last name:Let the ss make their own Id cards(Including first name and last name) 儿堂课中取的英语名字。t有意识地写下一些名字在黑板上。(6) . t可以写一两个学生的中文姓名在黑板上。再把几个外国名人的名字也写在黑板 上，目的是为了进行对比。English names and Chines

12、e names. t板书first name, last name并请学生跟读。学生的反应可能较慢，讲解时需要t 放慢语速，并重复此问题。可给中文帮助ss理解。(8)请同学回答，注意正确性；同桌和四人组互问。(9) false front指面具，事先应做好准备。(10) .可以做好课件将姓名展示给学生。要求掌握基本英文名字的读法。(11) .介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千多个，其中最大的 姓氏是Smith及十大姓氏的排列。(12) .可以让一部分同学问，一部分同学回答。(13) .英文姓氏趣味性：有些是由表示地名，面貌，环境特征，颜色身份或职业的词演 变而来，如brook

13、(小溪),hill(小山),white(白色),smith(铁匠)等。4. Work on 3b (完成 p33b)i Let the Ss tell first names from last names, tell boys, names from girls names in Exercise 3a by doing exercise in the book (3b). 122 Now, we have learnt many names about boys and girls. Do you know how many foreign names? 13Name game.Compe

14、tition: List names as many as possible, see which group gets the most names.51: My name is jenny green.52: Her name is jenny green. My name is Tony White.53: Her name is jenny. His name is Tony. My name is jun king. 14 接龙游戏(以前一名字的末字母为后一名字的首字母来接名字。eg: SI: Nick S2: Kim S3: Mary.5. Follow up (进一步扩展)(1)

15、 t: Now its your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about their friends7 names. I5eg： a: Hi / hello, . Whats your father first name?b: Hjs first name is.b: His given name is .a: Whals your mothers family name?b: H

16、er family name is .a: Whats her given name?b: Her given name is .(2) Work on 4 (完成 p3-4)My name is Tony. Whats your name ?a: My name is.a: His name is Tony. My name is Linda.b: Whats her name ? .16(3) .注意帮助学生比较中英文姓名的不同之处；特别是男女名字的差别，了解中 西文化的差异。可列举一些常用的男子名和女子名。(4) .让学生尽可能说出所记得的英文姓名并给与评价与奖励。(5) .小组活动。尽

17、量复述前面同学的话，多练习名字和物主代词的用法。(6) .这练习主要对所学内容的进一步巩固。练习询问名字和不同的人称代词的用法。 所学句型生活化。特别注意画线的词的用法。(7)因为前面已经两人组或四人组的形式进行了交流。这个游戏可以处理为全班性 的活动来进一步拓展。学生可以离开座位找朋友，作自我介绍、互相认识和介绍他 人，也可以找老师交流。目的是让语言真正生活化，自然化。并且培养学生大胆应用英语来锻炼自己的英语 口语能力和交际能力。(8) Chant 17Im .Hello,.Hello,.Whats your name?Im .good -bye,.good-bye,.6. Conclusi

18、on （小结）补全对话a. Nice to meet you.b. Hello, whafs your name?c. Thanks.d. His name is tom greena: 1.b: Hello, Titi jack brown.a: Nice to meet you.b: 2.a: Is this your friend?b: Yes.a: Whats his name?b: 3.a: Hi!c: Hi! heres my name card.a: 47. HomeworkOral work:(1) Read and recite all the names about boy

19、s and girls.(2) Read the sentences in picture on 3a.(3) Go on making up your dialogues with your partner and polish it.Written work:(1) Finish workbook.(2) Bring some of your foreigner friends5 photos to school.(带几张外国朋友的照片到学校)2 可以自编一个chant让学生跟唱，加深印象。(4)老师可以找一些生活中第一次见面的短片，让学生发挥想象进行同步配音。(5)通过这个练习简单地把学

20、的句型巩固小结。(6)带一些朋友的照片在同学之间交流和介绍。Period 4 Section B ( la-lf)教学目标知识与能力:通过学习数字19,学会获取他人电话号码。进而将姓名和电话号码相统 一，形成一个完整的信息；通过制定电话号码簿等一系列活动，巩固所学内容，培 养学生动脑、动手的能力.过程与方法：运用Pair work, Group work的活动方式，引导学生进行看读、问答训练, 巩固所学知识。培养口语交际的目标，加强听、说能力的培养。情感态度价值观：该部分学习内容贴近学生的生活，极易于激发学生的主动性和学习 兴趣。教学重、难点及教学突破：重点 学习词汇zero one two

21、three four five six seveneight nine phone number。教学突破:Whats your telephone number? Its.教学准备：教师准备：利用录音使学生学习数字19,并引导学生进行Group work学 会获取对方电话号码；引导学生制定电话号码簿、巩固所学内容，培养学生动脑、 动手的能力。学生准备：学习数字19, 了解彼此的电话号码、姓名.教学步骤Step学生介绍他们所收集的中外名人的名字。Step 2. PresentationEnjoy the song : Ten Little Indians （歌曲欢快有趣，比起单纯教授单词更为有

22、效。）Teacher: During the first two classes, Weve known something about new friends names. But if we want to contact them, what shall we do?S: A telephone call.(帮助学生回答)But you dont have their telephone numbers.S: Ask for their telephone numbers.T: If we want to know about their telephone numbers, we mu

23、st learn how to say these numbers in English, Lets learn to sing “ Ten Little Indian Boys” (After singing the song, tell the students not to forget “zero”)T: Count the number together from zero to nine.S: Zero, one, two.(Write my telephone number on the blackboard) Then ask: What number is it? Teach

24、:telephone numberCan you read these telephone numbers?Step3. Practice1,听说数字教师活动学生活动1.听录音，引导学生学习数字19。2,听对话录音，写电话号码，引导学 生进行Group work, 了解彼此的电话 号码,完成lbc中的学习要求。1.听录音学习数字19。2.听对话 录音写电话号码，进行Group work, 了解彼此的电话号码，完成lb,lc中 的学习要求。2,听写电话号码教师活动学生活动听录音，引导学生将电话号码与姓 名相连。2 .听录音引导学生写电话号码。3 .引导学生了解他人的电话号码。完 成lde中的学习

25、要求。1 .听录音将电话号码与姓名相 连。2 .听录音写电话号码。3 .了解他人的电话号码。完成ld,le 中的学习要求。3,Play the game.Write your phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find the owner.通过这个游戏使学生更能灵活运用 What your telephone number?句型来询问和回答别人或自己的电话号码。Step4. Homework.制作一张班级通讯录。(3)能听懂电话号码(4)能听说读写 0

26、-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 Whats your(his, her) first(last) name/phone number ?3、单元重难点：重点：a.物主代词的用法b.句型：Whats your/his/her name ?Whats your/his/hcr telephone number ?c.数词(2)难点a. Whats 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

27、神，激发学生学习兴趣。(2)、教学策略目标：以学生为中心，以活动为驱动点，以任务为目标的教学方 式，充分利用多媒体，让学生在活动中感知、领悟、体验和实践语言知识要点。(3)、学习策略目标：在实践中提高语言的综合使用能力，加深对基础知识的掌 握和记忆。(4)、文化意识目标：了解中西方国家姓名表达顺序上的差异。(四)、教学原则1、循序渐进原则本单元内容和教学要求设计从易到难，从简单到复杂逐步过渡。2、趣味性原则NamesPhone numbers教学探讨与反思：长期以来受应试教育的影响，学生的听力水平始终难以提高，虽 然听力测试分数高，但仍是“聋子，二写作水平高，却仍是“哑子”。因此，新课标要 求

28、教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应 充分做好课前准备，熟悉每堂课的听力目标、说的目标；充分估计学生在听的过程 中可能遇到的障碍，并考虑以何种方式解决；充分考虑评价方式，并做好评价记录 (教师评价、学生自评)。Period 5 Section B ( 2a-3b )Target language1. Words & phrasesfirst, first name, last, last name, friend, China2. Key sentencesMy/ Her/ His name is.My/ Her/ His friend is.My/ Her/

29、 His phone number is.My friend is in China.My/ Her/ His first (/ last) name is.Ability goalsEnable students to write names and numbers.Enable students to make ID card and write about themselves.Learning ability goalsHelp students learn how to write name and telephone numbers.Teaching important/ diff

30、icult pointsHow to write names and numbers.Teaching aidsSome cards and the teachefs ID card.Teaching procedures and waysStep I Warming up and lead-inAt the very beginning of the class, Ss sing one of the songs learned in previous classes about numbers. Then I may checking the homework by asking some

31、 Ss to answer the following Qs.1. Whats your name?2. Whats your English name?3. Whats your telephone number?I can ask three or four Ss to write their answers on the blackboard. Such as the following.Zhou Yan 8536527Cao Linlin 8537206Ask them to answer my Qs as quickly as possible. And then ask some

32、other Ss to tell what their first names and last names are. Try to ask as many as I can.Then take out some ID cards and ask Ss to tell the names on them and tell what the first names and the last names are. I can also ask Ss to work in pairs then exchange them with a partner. Find out as much inform

33、ation as possible on the card, to practice several times, such as his/ her first name, last name, age, address and telephone number if there is etc. Invite several Ss to take turns reporting: His/ Her first name is. His/ Her last name is. He/ She is. etc.(Or I may check their home work-Task 1)Step I

34、I Reading2a Call Ss attention to the cards in the picture. Point out the sample answers. Ss take turns to read the names on the cards and guess what first/ last names are? Write F for first name and L for last name. Ask some Ss to give a report, then check the answers.2b Read the message and match t

35、hem with the pictures. Circle the first names and underline the last names. First Ss work individually, then in pairs.2c Ss work individually to match the names with the telephone numbers. Then find three pairs of friends in the name list. I may ask some Ss to report, then check the answers with the

36、 whole class.Step III Writing3a Ss look at the ID card and work in pairs, take turns to use the target language to ask and answer Qs according to the card. Then check the answers. After that, ask Ss to do some oral practice, take turns to introduce Alice Green to their partners.3b Use 3a as an examp

37、le to fill in their own ID card and write about themselves. (I may ask them to make a beautiful poster to report their work.)Step IV SummaryIn this class, weve reviewed the first name, last name, telephone numbers and What questions.Step V HomeworkTask 2Period 6 Section B ( Self Check )Target langua

38、ge1. Words & phrasesmiddle, school, middle school, numbers 0-92. Key sentencesIm.My name is.Whats your name?Whats your telephone number?Nice to meet you.Ability goalsEnable students to introduce themselves and others.Enable students to greet each other.Learning ability goalsHelp students learn how t

39、o introduce themselves and others.Teaching important/ difficult pointsHelp students learn how to introduce themselves and others.Teaching aidsSome cards & PPT.Teaching procedures and waysStep I Warming up and lead-inGreet my Ss as usual. Check their homework by asking some Ss to show their card they

40、 made and give an introduce.T: There are some frequently used telephone numbers in our country and elsewhere. They have much to do with our daily life. It is better to remember some of the most widely used numbers. For example, when someone is making trouble, you can call 11(). Then what do the foll

41、owing numbers stand for?120 Emergency call119114100861231517951Step II Review the numbers 0-9Write out the numbers. Ss will review the numbers learned in this unit.Then ask Ss to do the following exercises.1. six + three =2. - five = one3. three + two =4. ten - ten =5. two += nine6. seven / one =Ste

42、p III Review how to introduce othersSs match the sentences to make conversations individually, then work with partners to act out. Ask some pairs to give a show.Step IV Task 3 & Calling 114Task 3Calling 114, If time permits, get the top ones to be servers and the other Ss to be persons who want to k

43、now somebodys phone number.Step V Homework1. Summarize what they have learned in this unit.2. Finish the exercises in Students Book.教学活动任务设计Task 1:学生制作头像卡片课前要求学生选取Unit 1中自己最喜欢的人物形象，制成头像卡片。活动方式：课上学生扮演卡片上的人物，小组里的成员作自我介绍并相互问候。设计意图：1、学生通过制作头像卡片，熟悉本单元的人物形象以及人名。2、让学生充分展示他们的美术才能，体现学科渗透原则。3、运用句型 Hello! Tm M

44、ary.My names Mary.Nice to meet you.Whats your name ?Task 2:小小名片设计师活动方式：学生为同伴设计身份卡。设计意图：1、学生为同伴设计身份卡，培养他们的创新意识。2、学生熟练运用句型Whats your name ?Whafs your first name ?Whats your last name ?Whafs your phone number ?Task3:说说奥运会冠军多媒体展示多幅奥运冠军的图像，让学生在最短的时间内抢问和抢答.设计意图：1、为学生提供具有时代气息的材料，培养学生的爱国精神。2、学生熟练运用句型Whats h

45、er/his last name ?Whats her/his first name ?为了符合学生的知识水平、认知水平和心理发展水平，尽可能地提供趣味性较强 的内容和活动，激发学生的学习兴趣和学习动机。3、实用性原则提供具有时代气息的语言材料，设置尽量真实的语言运用情景，组织具有交际 意义的语言实践活动。4、拓展性原则在完成课文内容教学的基础上，将知识拓宽、加深，与社会紧密结合，为学生 的终身学习创造条件。5、学科渗透原则本单元充分体现当代教学中各学科的相互渗透，其中英语与数学、电脑、劳技 的相互结合符合新目标英语特征。6、任务型原则本单元创造性地设计贴近学生实际的教学活动，让学生在完成一个

46、个活动中,逐步完成学习任务。逐步完成学习任务。任务从易到难，逐级过渡，从而让学生享受成功的快乐。（五）、教学安排第一课时:第一课时:Section Ala- lc第二课时:Section A2a-2d第三课时:Section AGrammar Focus-3c第四课时:Section Bla-lf第五课时:Section B2a-3b第六课时:第六课时:Section BSelf CheckPeriod 1 Section A (lalc)Learning goalsKey vocabulary: name, nice, to, meet, too, your, Ms.1. Target la

47、nguage1) Introduce oneself2) Greet peopleLearning important points1) Key vocabulary2) How to greet people politely and introduce oneself using the target language .Learning difficult pointsHow to communicate with others using the key vocabulary and the target language learned .Learning methods1) Communicative approach2) Pairwork3) A gam