Unit 1 My name’s Gina.(6课时教案）

Unit 1 My name’s Gina.教案
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．
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...
、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。
(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。
、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
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，让学生在完成一个个活动中，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。
、教学安排
第一课时： Section A 1a－1c　
第二课时： Section A 2a－2d
第三课时： Section A Grammar Focus-3c
第四课时： Section B 1a-1f
第五课时： Section B 2a-3b
第六课时： Section B Self Check
Period 1 Section A (1a---1c)
Learning goals
1. Key vocabulary: name, nice, to, meet, too, your, Ms.
2. Target language
1) Introduce oneself
2) Greet people
Learning important points
Key vocabulary
How to greet people politely and introduce oneself using the target language .
Learning difficult points
How to communicate with others using the key vocabulary and the target language learned .
Learning methods
1) Communicative approach
2) Pairwork
3) A game
Learning tools
A tape recorder , A projector
Learning procedures
Step Ⅰ: Revision (2’)
1. Dictate 5 vowel letters “Aa, Ee, Ii, Oo, Uu”
2. Use some objects and make a game :
--What’s this in English ?
--It’s a/an _____________ .
--Spell it, please .
-- ___________________ .
Step Ⅱ: Lead-in (3’)
T: 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 .
S1: Hello! I’m Han Mei. What’s your name ?
S2: My name’s Li Lei. Nice to meet you.
S1: Nice to meet you, too. And what’s your name, please?
S3: Lui Li. How do you do?
S1: How do you do ?
StepⅢ: Listening (5’)
Listen and number the conversations.
T:Today I have good news for you. Three new students will come to our class. They are from other places. Do you want to know them? Let’s listen to the recording of 1b in section A.
Play the recording for the first time. Students only listen.
Play the recording again. Students listen and write a number in the box next to each conversation.
Then check the answers with the whole class.
( This activity develops students listening skill.)
StepⅣ: Practicing (8’)
T: 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.
S1: This is my new friend. His name is……
S2: Hello,…… Nice to meet you.
S3: Nice to meet you, too. Look! This is my new friends. Her name is……
Ss: How do you do?
S4: How do you do?
StepV: Looking and writing (5’)
Look at the picture in 1a. Write English words for the things in the picture.
Eg: map, ……
StepⅥ: Summary (2’)
In this class, we’ve learned the vocabulary on Page1. And we’ve learned how to make friends, how to greet people.
StepⅦ. Exercises (15’)
一、根据要求写出下列单词的适当形式。
1.I (形物代) my
2.hi (同义词) hello
3.what is (缩写 ) what’s
4.I am (缩写 ) I’m
5.name is (缩写) name’s
6.she is （缩写 ) she’s
二、补全对话。
A
A:Hello, what’s your name?
B:My name is Gina. And you ?
A:I am Tom.
B:Nice to meet you.
A: Nice to meet you, too .
B
A:Good afternoon, Mike!
B:Good afternoon . Tony! How are you?
A:Fine,thanks. Look! What’s this in English?
B:It’s a clock.
A:Spell it,please.
B:C-L-O-C-K.
Period 2 Section A (2a—2d)
Learning goals
1. Key vocabulary: his, and, her, yes, she, he, no, not
2. Target language: Wh-questions.
Listening, reading and writing skills .
Communicative competence.
Ask for and give specil information.
Learning important points
Key vocabulary: his, and, her, yes, she, he, no, not
Listen and ask for special information.
Learning difficult points
1. Possessive adjective: my, your, his, her
2. How to use target language: Wh-questions
Leaarning methods
Listening, reading aloud.
Communicative approach.
Pairwork.
A game
Learning tools
A tape recorder, A projector
Learning procedures
StepⅠ: Revision (2’)
Make some dialogues like this.
A: What’s your name?
B: Alan.
A: Hello, Alan. I’m Ms. Brown.
StepⅡ: Lead-in (3’)
Use the cards to show the key words to the students. Ask the students to read the new words one by one until the students remember the words.
StepⅢ: Presentation (5’)
Point to a girl and say: Her name is……
Point to a boy and say: His name is……
Let students say: Her name is…… . His name is……
Tell the students the difference between his and her.
StepⅣ: Listening(2a, 2b) (8’)
1. Let students listen to the tape and number the picture 1—4.
T: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many 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.)
Play the recording for the first time, students only listen.
Play the recording again, students listen and write a number in the box next to the pictures.
Check the answers with the whole class.
2. Let students to the conversations again and circle the names they hear.
Check the answers.
(This activity not only provides practice in the target languages but also teaches the students to listen to special information in conversations.)
StepⅤ: Practicing (5’)
1. Encourage students to practice the dialogues.
T: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others?
Example: (At a party)
S1: Hello! I’m Grace. What’s your name?
S2: My name is Cindy. Jim’s friend. Nice to meet you.
2. Ask some to act out their dialogues one by one.
StepⅥ: Summary (2’)
In this class, we’ve learned the key vocabularies and the target languages. And we also know the differences between Chinese names and English names.
StepⅦ: Exercises (15’)
一、用am/is/are填空
1.—How are you ? –I am fine, thanks.
2. His name is Tom Brown.
3. What color is the ruler ?
4. This is an orange.
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 (3a—3c)
Teaching aims（教学目标）
掌握基本英文姓名的读法。能制作本人的Id card.
language points（语言点）
(．要求掌握以下句式：what’s your/his /her first/ name? jack. what’s your/his/her last /family name? smith.
(．要求掌握以下词汇：first name, last name, boy，girl, boy’s name, girl’s 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. Mname is Linda.
What’s your name, please? 1
s: My name is tom.
t: Hello, tom. nice to meet you.
s: Nice to meet you, too.
t: And what’s your name?
s: My name is…
（2）Revision（复习）
t: Excuse me, what’s her name, please? 2
s: Her name is jenny.
t: What’s his name?
s: His name is tony.
t: (老师根据学生回答给出多种评价。)
My name’s ___. Your name is _____. 3
教学设计说明
1．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。
2．此问重点操练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。
3．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. 4
t: Now, look at these pictures. we have some famous persons here. do you know their names? (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 last name.5
While Zhang xiaodan, Zhang is her first name. Xiaodan is her last name.
（2）Get the ss to practice the following dialogue in pairs.
t: What’s your first name? 6
s: My first name is ___.
t: What’s your last name?
s: My last name is ___.
(3) Play a game.
Ss put on their false frontto 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 each other. 7
3. Work on 3a（完成p3 3a）
(1)Read the list of names in the exercise. Ask students to guess which names are first names and which are last names. 8
(2) Point out the sample answers: the l for last name next to green, and f for first name next to jack. then have students finish the exercise on their own.
(3) 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完成此项任务。在此基础上组织下面操练 10
what’s your first name? jack.
what’s your last name? smith. 11
(5) making own Id card
Firsname:_________________.
Lastname: _________________.
Let the ss make their own Id cards(Including first name and last name)
几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 Chinese names
(7)． 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(小溪)，hill(小山)，white(白色),smith(铁匠)等。
4. Work on 3b（完成p3－3b）
Let the Stell first names from last names, tell boys’ names from girls’ names in Exercise 3a by doing exercise in the book (3b). 12
Now, we have learnt many names about boys and girls. Do you know how many foreign names? 13
Name game.
Competition: List names as many as possible, see which group gets the most names.
S1: My name is jenny green.
S2: Her name is jenny green. My name is Tony White.
S3: 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: S1: Nick S2: Kim S3: Mary…
5. Follow up（进一步扩展）
（1）t: Now it’s 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 friends’ names. 15eg：a: Hi / hello, … What’s your father’s first name?
b: His first name is…
a: What’s his given name?
b: His given name is …
a: What’s your mother’s family name?
b: Her family name is …
a: What’s her given name?
b: Her given name is ….
（2）Work on 4（完成p3－4）
a: My name is Tony.What’s your name ?
b: My name is…
a: His name is Tony. My name is linda.
b: What’s 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 17
What’s your name?
I’m …
Hello,…
Hello,…
What’s your name?
I’m …
good -bye,…
good-bye,…
…
6. Conclusion (小结) 19
补全对话
a. Nice to meet you.
b. Hello, what’s your name?
c. Thanks.
d. His name is tom green
a: 1 .
b: Hello, i’m jack brown.
a: Nice to meet you.
b: 2 .
a: Is this your friend?
b: Yes.
a: What’s his name?
b: 3 .
a: Hi!
c: Hi! here’s my name card.
a: 4 .
7. Homework
Oral work:
(1) Read and recite all the names about boys 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 friends’ photos to school.
(带几张外国朋友的照片到学校)20
可以自编一个chant 让学生跟唱，加深印象。
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 ( 1a-1f )
教学目标
知识与能力:通过学习数字1~9，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 three four five six seven eight nine phone number 。教学突破:What’s your telephone number? It’s...
教学准备 :教师准备 :利用录音使学生学习数字1~9，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1~9，了解彼此的电话号码、姓名.
教学步骤
Step 1.Revision
学生介绍他们所收集的中外名人的名字。
Step 2. Presentation
Enjoy the song : “Ten Little Indians” （歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher:During the first two classes,We’ve 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）
T: But you don’t have their telephone numbers.
S: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English, Let’s 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: telephone number
Can you read these telephone numbers?
Step3. Practice
1, 听说数字
教师活动
学生活动
1．听录音，引导学生学习数字1~9。 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lb, lc中的学习要求。
1．听录音学习数字1~9。 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1d,1e中的学习要求。
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1d,1e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’s 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。
Names
Phone 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，’；写作水平高，却仍是“哑子”。因此，新课标要求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 language
1. Words & phrases
first, first name, last, last name, friend, China
2. Key sentences
My/ Her/ His name is...
My/ Her/ His friend is...
My/ Her/ His phone number is...
My friend is in China.
My/ Her/ His first (/ last) name is...
Ability goals
Enable students to write names and numbers.
Enable students to make ID card and write about themselves.
Learning ability goals
Help students learn how to write name and telephone numbers.
Teaching important/ difficult points
How to write names and numbers.
Teaching aids
Some cards and the teacher's ID card.
Teaching procedures and ways
Step I Warming up and lead-in
At 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 Ss to answer the following Qs.
1. What's your name?
2. What's your English name?
3. What's your telephone number?
I can ask three or four Ss to write their answers on the blackboard. Such as the following.
Zhou Yan 8536527
Cao Linlin 8537206
... .
Ask them to answer my Qs as quickly as possible. And then ask some 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 information 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 II Reading
2a 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 them 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 whole class.
Step III Writing
3a 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 example 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 Summary
In this class, we've reviewed the first name, last name, telephone numbers and What questions.
Step V Homework
Task 2
Period 6 Section B ( Self Check )
Target language
1. Words & phrases
middle, school, middle school, numbers 0-9
2. Key sentences
I'm...
My name is...
What's your name?
What's your telephone number?
Nice to meet you.
Ability goals
Enable students to introduce themselves and others.
Enable students to greet each other.
Learning ability goals
Help students learn how to introduce themselves and others.
Teaching important/ difficult points
Help students learn how to introduce themselves and others.
Teaching aids
Some cards & PPT.
Teaching procedures and ways
Step I Warming up and lead-in
Greet my Ss as usual. Check their homework by asking some Ss to show their card they 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 110. Then what do the following numbers stand for?
120 Emergency call
119
114
10086
12315
17951
Step II Review the numbers 0-9
Write 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 = one
3. three + two = __________
4. ten - ten = ___________
5. two + ___________ = nine
6. seven / one = ____________
Step III Review how to introduce others
Ss 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 114
Task 3
Calling 114, If time permits, get the top ones to be servers and the other Ss to be persons who want to know somebody’s phone number.
Step V Homework
1. 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! I’m Mary.
My name’s Mary.　　
Nice to meet you.
What’s 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
　　　　　 Ｗhat’s your name ?
What’s your first name ?
What’s your last name ?
What’s 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
　　　　　 What’s her/his last name ?
What’s her/his first name ?
21世纪教育网“新目标英语工作室”(http://news.21cnjy.com/A/130/151/V43941.shtml)主要作品为新目标初中英语7年级至9年级的课件、教案、学案、单元测试卷、月考卷、期中试卷、期末试卷、题库等相关教学资料, 欢迎下载！更多英语资料请参阅“作者个人文集”http://www.21cnjy.com/space.php?uid=1049033