七年级英语上册 Unit 1《My name’s Gina》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 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. Improve the students’ reading, listening, speaking and writing skills.

3. Train the listening and speaking skills. Teaching procedure: Step 1 Free talk

Let 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 1a This activity tests students’ vocabulary.

1. Draw student’s attention to the pictures. Point to an object in it and ask what it is. Say, now look at the pictures and write down as many words as you can 2. Ask two students to write the words on the blackboard. 3. Check the students’ answers. Ask some students to call out their words and spell them. Write down the words on the board.

Step 3 Section A 1b 3. The difference between Chinese names and English names.

This activity gives students practice in understanding the target language in spoken

Teaching aids:

conversation.

computer, recorder, colorful chalk

Read the instruction to the students. Make sure the students understand how to do it. Say,

Teaching periods:

now listen and number the conversations 1-3.

Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar Focus

(1) Play the recording for the first time. Students only listen.

Period 2: Section A 3a /3b /4

(2) Play the recording a second time. Students number the conversations.

Period 3: Section B 1a /1b /2a /2b /2c

(3) Check the answers together.

Period 4: Section B 3a /3b /3c /4 / Self check

Step 4 Section A 1c

This activity provides guided oral practice using the target language.

Period 1

Teaching 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?

(1) Ask three pairs to read the conversations in 1b. If necessary, ask students to 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 the room monitoring their work. Offer language or pronunciation support as needed.

(4) Let several pairs come to the front of the class and act out their conversations. Step 5 Section A 2a

This 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 students understand the meaning of his and her. 2. Read the instruction to the students.

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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 2b

This activity provides listening practice. (1) Have one student read the names in the box. (2) Say, listen to the four conversations again. Period 2 Teaching aims:

1. Memorize the words and phrases: first, first name, last, last name, boy, girl 2. Learn about first name and last name. 3. Train writing and speaking skills. Teaching procedure: Step 1 Revision

1. Go over the words in last class. (Play a game. Divide the class into two groups: 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 and spell the words more quickly and correctly. )

2. Ask students to make conversations about introduction and greeting. Step 2 Section A 3a

This 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 difference between them. (English names are listed with the given name first and the family name or surname second. While Chinese names are listed with the family 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, which names are first (3) Do some preparing.

This time circle the names you hear. (3) Students listen and circle the names. (4) Check the answers. Step 7 Section A 2c

This 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 students work, move around the classroom, monitoring the conversations and offering 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:

names and which are last names? 5. Ask students to write F for first name and L for last name next to the words. 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 picture and the sentences carefully. Have them pay attention to what the teacher writes. (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 3b

This 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 last name? Now choose 2 / 5

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.

your names.

(3) Have students take turns to ask and answer the questions (using their new names):

What’s your first name? What’s your first name? What’s your last name?

Step 2 Section B 1a This 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. Then have some students say them quickly and ask if anybody can spell them. Cheer for the students who do best.

Step 3 Section B 1b

This 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 1c

This 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 phone number you 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 the classroom making sure students understand the procedure and correcting any mistake. 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 3 Teaching 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 talk

Let students work in pairs. Make conversations using the target languages they’ve learned. For example:

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 their conversations for

the class.

Step 5 Section B 2a

This 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 numbers aren’t finished. You need to write the last two numbers later. Now listen and 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’s telephone

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What’s your name? My name is … What’s his name? His name is … What’s her name? Her name is …

number in the space after that person’s name. 6. Check the answers. Step 6 Section B 2b

This activity gives students practice recognizing the spoken numbers 0-9. (1) Say, Now let’s listen to the conversations again and finish each telephone 1. Memorize the words and phrases on page

2. How to ask for first names/last names/phone numbers. 3. Train speaking and writing skills. Teaching procedure: Step 1 Revision

1. 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 3a

This activity reviews about first name and last name. 1. Say, Look at the picture. How many cards can you see? Teaching aims: Period 4

number. (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 2c

This 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 in the 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 the form.

Step 8 Conclusion (1) Learn the numbers 0-9.

(2) How to asking for phone number:

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 & 3c This 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 her telephone 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.

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 first name, last name, and telephone number on it. (5) As students work, move around the room checking progress. Step 4 Section B 4

This activity gives students an opportunity to practice target language in a game. Read the instruction to the class. Make sure all the students know how to do it. Move around

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the room monitoring their work. Offer language or pronunciation support as needed.

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