英语 七年级上册
Unit 1 My name’s Gina. Period 1 Content Section A 1a, 1b, 1c, 1d; 2a, 2b, 2c
教学目标要求1．能用My name’s …; I’m … 作自我介绍，如：My name’s Gina. I’m Jenny.2．能致简单的问候，如：Hello! Good morning!3．能向初次认识的朋友致以问候并作适当的应答，如：Hi! Nice to meet you! / Nice to meet you!4．能听懂并指认所学的英文名字，如：Alice，Tom，Mike等。5．能够使用be动词的一般现在时的用法，如：I’m Gina. My name’s Gina. 等。6．能在教师指导下认知并使用形容词性物主代词，如：my, your, his, her等。7．能够使用特殊疑问词what询问对方姓名：What’s your name 等。8．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行会话。如：Hello! What’s your name My name’s …等。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和导入介绍自己和问候初始朋友的话题Look at the flash and read the conversation together.— Good morning! Hello! Hi!— I’m Tom.— What’s your name
2 仿照上述对话，组织Pair work复习活动OK. Hello! Boys and girls. I’m Mr. Han. What’s your name (随手板书)Now Let’s do pair work: Say “Hello!” to your partner, introduce yourself and ask and answer what his / her name is.学生双人活动，教师抽查几对学生
导入时间1 m 3 导入新课话题Today we’re going to learn Unit 1, My name’s Gina.
4 引入单元标题教师板书或课件显示：Unit 1 My name’s Gina.教师询问几个学生：What’s your name
1a时间8 m 5 读图，激活学生小学曾学过的物体名称Now, Please open your books and turn to page 13. Look at 1a. Find the things you know in the picture.学生指认所知道的物品英语名称。如clock, window, door, book, schoolbag, basketball, map, cap, cup, baseball等(视学生英语基础，不可过难或过分拓展)学生个人活动，复习已知的单词，接触未知的生词(单词的形式)Now, let’s check.核对1a任务的答案，学生进行自我评价。
6 读图，了解对话情景—地点和学生的姓名First, look at the picture. Please watch and read. Then, answer: Where are they Are they new here You can answer either in English or in Chinese.(They’re in the classroom. They’re new here.They’re making friends.)OK. Answer my questions.(点击中上穿黄鞋的女孩)What’s your name My name’s Gina.(点击在她右侧的女孩)What’s your name My name’s Jenny.
7 运用课件，让学生了解谈论的话题How many English names can you see Can you read the names What are they talking about OK, let’s do pair work.Ask several pairs to show their conversations. 同上
1b时间5 m 8 以听力的方式，巩固对打招呼及自我介绍的核心句型的认知。Let’s do listening practice. Now open your books and look at 1b. Pay attention to the names.Listen and number the conversations.核对答案 How do you get the right answers (the names in the conversations: Alan, Cindy, Dale, Gina等) 让学生说出判断依据：学习过的人名Alan，Cindy，Dale等。引导学生明白抓关键词(名字)完成听力任务的学习策略。
9 听辨对话，感受目标语Listen again and find the sentences like: I’m … My name’s …Ask Ss to read these sentences. (从左到右的顺序)
10 视听会话的动画，并模仿跟读会话Look, listen and repeat.
1c时间5 m 11 组织Pair work，学生扮演图中角色模仿上述会话Please practice the conversations in pairs.提醒学生模仿1b录音中的语音语调。学生练习时，教师板书：A: Hello! I’m … What’s your name
B: My name’s …
12 针对目标语进行控制性的实践活动Now look at the Li Lei and Mr. Han and listen.(视频：教师与学生进行会话示范)— Hello! I’m Mr. Han. What’s your name — My name’s Li Lei.— Nice to meet you!
— Nice to meet you, too.OK. Work in pairs. Ask your partner about his or her name. Then show your conversations.
2a时间5 m 13 本活动的检查评价，转入下一活动1．Ask a student about his /her name.Hi, what’s your name Nice to meet you.Where are we now (In our classroom.)看图：引导学生了解对话发生的场景2．let’s look at the pictures on Page 14, 2aLook at the four pictures. Who are they Where are they Picture 1: Two boys at a bus stop.Picture 2: A boy and a girl in a school.Picture 3: Two students are talking about another two students at school.Picture 4: A teacher and her students in class.
14 在语境中听辨对话所谈及的场景和人物的名字Well, let’s listen to the conversations and number the pictures.Check the answers.What are the key words in each conversation How do you know the first conversation is talking about picture 2
2b时间4 m 15 听前活动，了解对话的主要任务是听懂英文名字Look at the names in 2b on page 14. Can you read them 鼓励学生读出小学学过的：Tom, Bob, Mike, Jack等帮助学生读出陌生的：Eric, Ms., Miller等
16 听力实践，从对话中获取信息OK. Listen to the conversations again and circle the names you hear.
17 进一步体验对话内容；跟读对话中的句子Listen and repeat.(课件领读，学生模仿朗读会话)
拓展时间3 m 18 1．考考你的记忆力。就听力内容，问学生一些问题，看看谁记得的内容最多，最准确。如：(1)What are the two boys’ names in picture 1 Are they Eric and Mike (2)Is she Alice in picture 2 / Is the girl’s name Alice / What’s the girl’s name in picture 2 (3)Is the boy’s name Eric / What’s the boy’s name in picture 2 (4)Are the boy and girl in picture 2 the same as the two in picture 3 (5)What’s the teacher’s name How many students are in her class 2．如有时间，让学生听录音，模仿学习语音语调，注意单词重弱读。抽几组学生起来模仿表演听力内容，看谁的语音语调与录音最接近，听起来最像外国人。
2c时间3 m 19 练习对话，熟悉、运用有关问候、自我介绍及介绍他人的目标语言结构。依据2c中的对话，教师与一名学生就实际情况进行互动交流，为全班做出示范：用What’s your name My name’s … / I’m … 自我介绍；用 What’s his / her name He’s / She’s …介绍他人。Practice the conversations in pairs. Show some conversations.
小结时间2 m 20 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生的会话表演What’s your name My name’s … / I’m …2．教师在他们会话完成后询问几个学生：What’s her/his name 关注his(他的)和her(她的)3．(师生交流)如右侧所示
作业时间1 m 21 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆2c中的对话。3．与同伴练习2c对话，；练习以下功能：问候他人、介绍自己、询问对方名字、告知自己名字。英语 七年级上册
Unit 1 My name’s Gina. Period 4 Content Section B 2a, 2b, 2c
教学目标要求1．能够认知英语中一些常见的名和姓，如：Green, Miller, Alan等。2．能够了解英语与汉语在人名表达上的差异，如英语名在前，姓在后；汉语与之相反等。3．能够用特殊疑问句询问对方或第三方的姓和名，如：What’s your last name 等。4．能够用英语流畅地告诉别人自己的姓和名，如：My first name is Gina. 等。5．能够认读并能工整书写所学单词，如：first, last等。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语和谈论电话号码的话题Look at the screen and answer my questions.— What’s Alan’s telephone number — What’s Ms. Smith’s telephone number (897-3052, 505-1946)
2 仿照上述对话，组织Pair work复习活动OK. We heard two telephone numbers just now (随手板书telephone number) Now let’s pair work: Ask and answer what your telephone number is and what his or her telephone number is. Then introduce your friend’s and your telephone number to other students.学生两人活动，教师抽查几组学生
导入时间1 m 3 导入新课话题Well, we’re going to go on learning Section B today.
4 引入单元标题教师板书或课件显示：Unit 1 Period 5 What’s your last name 教师询问几个学生：What’s your last name
2a时间9 m 5 感知英语中的姓和名First, look at the picture. Please watch and answer the questions: What’s the boy’s first name What’s his last name (Jack, Smith)Do you know what last name is 通过图片呈现让学生充分感知英语中的姓和名
6 通过呈现和跟读让学生充分了解英语中的姓和名Look at the names in the box. First, let’s read them together.Now, write F for first name and L for last name.学生朗读左边方框中的姓和名(如有困难，教师领读)，根据刚才了解到的知识，在姓氏后标L，在名字后标F。教授新表达last name, first name。
7 通过举例辨析中英文姓名的差异The boy’s name is Jack Smith.My name is …My English name is …But I am not English, so I don’t have a last name in English.以教师或学生的姓名为例，与英文名进行比较，让学生清楚英文姓名的特点及与中文姓名的差异。
8 组织Pair work，通过互相问答巩固目标语言。Please practice the conversations in pairs.Ask what your partner’s first name is and what his or her last name is 学生练习时，教师板书：What’s your first/last name My first/last name is …
2b时间10 m 9 读前活动，观察图片进行预测Look at the three pictures. Are they boys or girls Are they Americans Are they Chinese 引导学生看图，预测将要读到的内容。教师应引导学生关注图中人物特征。
10 速度短文，获取主要信息Now, please read the messages silently and quickly. Tell me what they are about.A. names B. telephone numbers第一遍阅读，让学生获取主要信息，引导学生关注阅读内容，从中提取有用信息，而不是一个词一个词地读。
11 细读短文，完成任务Now, read again silently. Circle the first names and underline the last names.第二遍阅读，获取具体信息以完成具体任务，即在语篇和语境中判断和识别英语的姓和名通过教师问学生答的方式核对答案
12 跟读、齐读、自读短文，提高口语和听力。First, read the messages after me. Imitate the pronunciation and intonation.Now, read together loudly.This time, read by yourself as quickly as possible.
13 组织Pair work，学生扮演角色模仿上述会话Please practice the conversations in pairs.学生练习时，教师板书：What’s your telephone number It’s ….
2c时间5 m 14 审清题目要求，学会抓关键词的阅读策略。Now please read the 3 messages again and match the names with the numbers in the box. Then find three pairs of friends in the name list.让学生明确活动要求，并指导学生通过关键词在文章中寻找具体信息。如第一段中的Jenny就是关键词，学生需要搜索与她有关的信息：电话号码和朋友名。
15 本活动的检查评价，转入下一活动。I’m Gina Smith, my telephone number is … My friend is … My friend is … Her telephone number is ….(232-4672, Jenny Green, 281-9176)
拓展时间7 m 16 组织Role-play，学生扮演角色练习目标语言。Well, suppose you are Gina Smith, Eric Brown and Zhang Mingming, work in group of three and introduce your friend to the other two.学生练习时教师巡视，给予发音的纠正和适当的语言帮助。
17 组织Pair work，用目标语言解决实际问题OK. Now please work in pairs and introduce yourself and your friend to your partner. You can introduce your names, telephone numbers and so on.
小结时间3 m 18 检查评价；归纳反馈强化本节课学习目标。1．请两对学生进行会话展示2．会话完成后询问几个学生：What’s his / her last / first name What’s his / her friend’s last / first name 3．用一个汉语名和一个英语名为例带学生读目标语及其答语。并用不同的形容词性物主代词做替换练习，例：What’s your / his / her last name My / His / Her last name is Smith / Zhang.What’s your / his / her first name My / His / Her first name is Gina / Mingming.
作业时间1 m 19 Homework(布置作业)1．熟读并工整抄写2c中出现的3对朋友的名字。2．搜集课本以外的3组英文名(全名)，并工整抄写下来。3．写一篇小短文，向朋友介绍自己。英语 七年级上册
Unit 1 My name’s Gina. Period 3 Content Section B 1a, 1b, 1c, 1d, 1e, 1f
教学目标要求1．能够使用What特殊疑问句询问对方电话号码(What- questions)，如：What’s your telephone number 2．能听懂、跟读并写出所学表达电话号码的英语数字，如：zero, one, two, three, four, five, six, seven, eight, nine。3．能认读并能工整书写所学单词：telephone number, zero, one, two, three等。4．能在教师指导下听辨听力对话中的关键信息(name, telephone number)，完成听力任务，如：Tom, 278 79__ __等。5．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如： — What’s your telephone number — It’s 281 9176.
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和导入谈论数字的话题Look at the picture and answer my questions.— What’s your name — What’s his name — What’s her name — How many names do you know in the conversation
2 仿照上述对话，组织Pair work复习活动OK. Now look at this picture. Let’s do pair work: Talk about their names. Ask and answer what’s your/his/her name, how many names you know.学生双人活动，教师抽查几对学生
导入时间1 m 3 导入新课话题Let’s watch another cartoon(英文数字儿歌). Sing the song after the cartoon.T: Can you read the numbers S: Yes. / No.T: Well/ It doesn’t matter. We’re going to learn Unit 1, Section B. 1a — 1f.
4 引入单元标题教师板书或课件显示：Unit 1 My name’s Gina. Section B. 1a—2f
1a时间7 m 5 读表格，掌握0—9的英语单词First, look at the box. Please watch and read. Then, Can you read them A, please read them. (如果学生没有英语基础，则需带读。)OK. You’ve read very well. (如果读得不太好，教师评价语：You can read better.)
6 运用课件，听录音模仿纠正学生的发音。Now, open your books. Listen and repeat.再抽查学生是否能准确读出这些数字。教师给予评价(肯定或“纠正”，即让他们熟悉数字)
7 玩游戏，激发兴趣巩固所学数字Do you like playing games (Yes.) OK. Let’s play games. 1．Please look at my fingers. Say the numbers as quickly as you can. Wow, you’re great. (多练习几次，根据情况增加数字)2．数字接龙游戏学生A说出数字five，学生B接着说six，学生C则需要说出数字seven。正确者坐下。T: Say the numbers one by one(5人一组). If you can’t say the right number, you shouldn’t sit down.
1b时间6 m 8 看图，教读目标词Let’s look at the picture and answer the question.T: What’s this It’s a telephone (phone). (让学生跟读)教师板书telephone (phone)教师在黑板上写上自己的电话号码。This is my telephone number. (板书telephone number并领读) My telephone number is 135……What’s your telephone number You please.S1: My telephone number is…S2: My telephone number is…可以让学生代替老师询问，让其他学生回答。为下面的听力消灭障碍
9 通过听力，快速用阿拉伯数字记录英语数字，进一步强化对数字(目标语)的掌握。Listen carefully and write the telephone number.Check the numbers. Then write the English words under the boxes.
10 听辨对话，感受目标语Now listen again. Listen to Bill’s question and Alan’s answer。检查学生答案并板书询问和告知电话号码的重点句型：What’s your telephone number It’s …/My phone number is …为1c做好铺垫。
1c时间5 m 11 视听会话，并模仿跟读会话Look, listen and repeat. T: How to ask for and give your phone number S: What’s your telephone number It’s …
12 组织Pair work，学生扮演角色模仿上述会话Please practice the conversations in pairs.学生练习时，教师板书：What’s your telephone number It’s … Ask 3 pairs to show the conversations.
１ｄ１ｅ时间10 m 13 听力练习前，看表格了解对话的情景和主题Now look at the picture. Read the names and phone numbers.(教师指图片上的姓名和号码，与学生进行会话)— Who is a boy (Tom / Bob)— Who’s a girl (Linda / Mary).What are their first numbers (9 / 3 / 2 / 5)让学生带着目的去听，减轻对听的担忧，充满自信地去完成任务。
14 1d 听力实践，从对话中获取信息。在语境中听辨对话所谈及的姓名和电话号码Listen and match the names and the numbers. 学生将名字和电话号码匹配完成1d。(如果学生基础较差，再放一遍录音。)Check the answers.
15 1e听力实践，从对话中获取信息。在语境中听辨对话所谈及的英文数字Well, listen again and complete the numbers in 1d.OK. Let’s check the numbers.
16 听后，进一步体验对话内容；跟读对话中的句子，选择3-5组学生展示Listen and repeat.(课件领读，学生模仿朗读会话)Ask 3-5 pairs to show.(全班展示，适时表扬说得好的学生。)
1f时间4 m 17 游戏创造情景练习对话；拓展性实践Let’s play a game. Write your phone numbers on a piece of paper and put it in a box. Then take out one piece of paper and find the owner.T: What’s the phone number S: It’s … T: Oh, Whose phone number is it (学生六人一组活动。比一比在规定的时间内哪个小组最先完成任务，以此激发学生的参与热情。)
小结时间3 m 18 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生的会话表演2．教师在他们会话完成后询问几个学生：What’s your phone number It’s …3．(师生交流)Write the phone number on the Bb or the paper.教师在板书上添加：Numbers :0 ___ 1___ 2____ 3_____ 4______5_____ 6_____7______8_____9_____(10 _____)指出0在英、美国家的电话号码中往往读成O。
作业时间1 m 19 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆1a中英文数字。3．询问你5个好朋友的电话号码和QQ号码（What’s your phone/QQ number ）并记录他 / 她的回答。英语 七年级上册
Unit 1 My name’s Gina. Period 2 Content Section A 2d, Grammar Focus, 3a, 3b, 3c
教学目标要求1．能够模仿并分角色扮演对话，如：My name’s Linda. Are you Helen What’s her name She’s Jane. 等。2．能够用特殊疑问句和一般疑问句询问对方或者第三者姓名，如：Are you Helen Is he Jack What’s her / his name 等。3．教师引导学生归纳总结第一、二、三人称单数与be动词的搭配，如：I am, You are, He / She is.4．能够认知并掌握常见缩略词，如：what’s, I’m, name’s, he’s, she’s等。5．能够使用部分人称代词、形容词性物主代词询问、回答对方或者自己的姓名，如， What’s her / his / your name Her / His / My name’s等。6．能认读并工整书写所学单词：yes, no, not等。7．能够模仿并朗读缩略词，如： what’s, it’s发 / /，he’s, she’s, name’s发 / /，I’m发 / /。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和谈论姓名的话题Look at the picture and answer my questions.— What’s the girl’s name — What’s the boy’s name (Her name’s Lucy. His name’s Tom.)
2 仿照上述对话，组织Pair work复习活动OK. (教师礼貌地暗示一名男学生起立)T: Good morning! What’s your name S1: My name’s A. Nice to meet you.T: Nice to meet you, too. (面向A同学的同桌)What’s his name？S2：His name’s A.学生三人活动，教师抽查几组学生。
导入时间1 m 3 导入新课话题并引入单元标题Well, we’re going to learn Unit 6, Period 2 today.
4 教师板书或课件显示：Unit 1 My name’s Gina.教师询问几个学生：What’s your / her / his name
2d时间8 m 5 读图，了解对话情景—地点和谈论的话题Now, let’s look at the picture and listen to the conversation. Close your books, then answer the questions: How many people are there in the dialogue Who are they (4, They are Linda, Helen, Jane and Jack.)
6 运用本课件，关注特殊疑问句的降调和一般疑问句的升调并模仿发音。Now, read the conversation by yourselves. Listen and read after it. Please read the conversation together, and then read it in pairs. Ask 2 or 3 pairs to show it. At last, ask 4 students to act out the conversation. 教师则巡视全班并提供必要的帮助，最后请几组学生向全班同学示范朗读，以检查学生掌握对话的情况。 (对于程度好的学生，可让他们联系实际，根据类似情景改编对话。)
7 通过让学生(指出有关问答姓名的句子目标)的观察，找到目标语言形式，为grammar focus铺垫。Look at 2d. Find the sentences about asking and answering names. Then fill them in the chart. (引导学生分清楚陈述句、一般疑问句和特殊疑问句)学生小组活动，共同找出符合要求的句子，并尝试找出疑问句的正确回答形式。Now, let’s check.核对本任务的答案，学生进行自我评价。
GrammarFocus时间10 m 8 观察语法表格1，找出了需要学生掌握的重点语法句型。What’s your / his / her name Is he Jack Are you Helen 以及对这类询问对方姓名和身份的回答的不同句型。既有省略回答如：Alan. / I’m Alan. 又有完整的陈述句：My name’s Alan. 等。Now, read the sentences and answer my question: when do we use is / am / are.引导学生总结，把am; is; are分别填到横线上。(学生可用电子书自己检测反馈)Check the answers and finish Picture C after reading Picture B.根据B图引导学生找出主语中的人称代词和修饰name的物主代词。Check the answers.
9 引导学生，学生对表格中的句子按功能进行分类：Let’s read the sentences again. Get 4 kinds of sentences: 1. 询问对方姓名; 2. 询问他人姓名; 3. 介绍自己; 4. 介绍他人。(引导学生关注句子中代词的用法，也是对课件8中代词的进一步强化)Check the answers.
10 学生仔细观察缩略词结构，并自主发现、总结其规律Now let’s look at the box. Can you find am / is / are What’s the rule Ask some students to say what they can find. (即：’m或’s附在名词、代词之后可代替am或is)Question: you are可以写成______？(鼓励学生说出you’re)
11 听录音，学生模仿并朗读该栏的缩略词。Listen and repeat.请学生仔细听录音，分辨各组’s 的发音。如what’s, it’s发 / /，he’s, she’s, name’s发 / /，I’m发 / /。教师一定要注意纠正学生的发音。Ask students to read them again.
3a时间5 m 12 调整词序，组成对话强化语感Please try to put the words in order to make conversations.Ask some Ss to show their answers. (请学生说出其解题的思路，要引导学生注意：1．该练习的要求是连词成对话而不是句子，因此关键是由所提供的单词去捕捉可能的语境信息(此句为询问对方名字、介绍自己)2．句子书写的规范，如大小写及标点符号等
13 继续独立完成任务，关注代词，分角色朗读。Now finish 2 and 3. Check the answers.(引导学生分析易错部分：No.2 : We must know he’s=he is and his(他的). No.3: Yes. 说明是一般疑问句。)Yes, you’re right. Let’s read together. Then practice them in pairs. Ask 3 pairs to show them.
3b时间5 m 14 补全对话，在语境中判断姓名问候的句型。1．Ask students to complete the conversation.Then check the answers with your partner and read it.2．Ask one or two students to tell the class how we get the answers. (可以引导学生或有教师总结: We must read the conversations with blanks. We can remember the sentences: What’s your name My name’s Tom. Are you Tom No, I’m not. 等)注意大小写：3、4、5、7空用大写。
15 学生齐声、分角色两人一组朗读对话，进一步体验对话内容Well done. First read it together. Then practice it with your partner. Ok, ask 2 pairs to show the conversation.
3c时间4 m 16 做游戏：介绍自己和他人，熟练运用物主代词。Let’s play a name game. Introduce yourself and others. First introduce myself. T: My name’s Han Jin. (手指Kate) Please tell others my name and your name. S1: His name’s Han Jin. My name’s Kate.T: (指向一学生)Please introduce our names and your name.S2: OK. His name’s Han Jin. Her name’s Kate. My name’s Tom.T: Yes, let’s play the game like this and which group is the first and all right, they will win.Ok, play the game, please. Group 3 is the winner. (Congratulations. 教师带领全体学生鼓掌鼓励)
17 对话展示，从对话中获取信息。OK. Group 3. Show your game. Others: Listen carefully. Can you remember their names Ask 2 or 3 students to repeat the names and add their own names.(提醒学生正确运用学过的物主代词，如your / his / her)
小结时间3 m 18 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生2d和3b的会话表演2．(师生交流)教师在他们会话完成后询问几个学生： What’s your / her / his name Are you Tom Is he Peter 教师在板书上添加：What’s your / her / his name My / her / his name’s…Are you Tom Yes, I am. / No, I’m not.Is he Peter Yes, he is. / No, he isn’t.指出Yes, I am. / No, I’m not.和Yes, he is. / No, he isn’t.是short answers。在口语中还可以直接回答：Yes. / No. (让学生了解)还要注意’s和’m分别是is和am与前面的名词或代词的缩写。3．带学生齐读Grammar Focus目标语及其答语。例：What’s your name I’m Alan. / My name’s Alan.What’s her name Her name’s Mary. / She’s Mary.
作业时间1 m 19 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆Grammar Focus目标语。3．分别用Grammar Focus中的5个问句询问5位同学的名字，看看你的记忆如何？复述并记录下来。英语 七年级上册
Unit 1 My name’s Gina. Period 5 Content Section B 3a, 3b, 3c, Self Check 1, 2
教学目标要求1．能够了解ID card的含义。2．能够从所给的信息卡中获取自己所需的信息。3．能够根据自己的实际情况填写信息卡。4．能够根据所给的信息卡进行习作，完成人物介绍的短文。5．能够认读并能工整书写所学单词，如：middle, school等。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和谈论电话号码的话题Look at the screen and answer my questions.— What’s the girl’s last name — What’s the boy’s first name Now let’s watch and listen.(Her last name is Green. His first name is Dale.)
2 仿照上述对话，组织Pair work复习活动OK. In last lesson, we learned about first name and last name. Do you remember Now let’s do pair work: Introduce your parents’ first name and last name to other students. Ask and answer what his or her parents’ last and first names are.学生两人活动，教师抽查几组学生
导入时间1 m 3 导入新课话题Well, we’re going to go on learning Section B today.
4 引入单元标题教师板书或课件显示：Unit 1 Period 5 ID card教师询问几个学生：Do you know what an ID card is
3a时间7 m 5 了解ID card的含义，认知身份卡First, look at these cards. They are all ID cards. Can you guess the Chinese meaning of ID card 学生根据图片和实物猜测ID card一词的含义，即“身份卡、身份证”教读词汇ID cardGood. Do you have an ID card
6 展示新身份卡，教授新词汇。This is Alice’s ID card. Do you know what school she is in 教师展示Alice的ID card，教读词汇middle school，可以询问学生此词的含义，如学生不知道，以他们目前就读学校的英文名称为例帮助他们理解。
7 速度卡片，获取信息，完成句子。Now, please use the information on the ID card to complete the sentences.学生根据读懂的信息将右侧句子补充完整。教师同时请几个学生在黑板上完成，并读出完整的句子。最后检查学生完成情况。
8 组织Pair work，口头巩固人物介绍。Well, take out the ID cards you’ve collected before class and work in pairs. Then introduce the person to your partner, like “His first name is Jack and his last name is Miller. His telephone number is 740-9182”请学生拿出事先收集的学生证、借书证、名片等ID card，以小组为单位就ID卡上的内容进行会话练习Her / His / My first name is …, Her / His / My last name is …, Her / His / My phone number is …。学生练习时教师进行板书
3b时间8 m 9 通过模仿，学习填写自己的信息卡Look, here is an ID card for you. Fill in your own ID card and write about yourself.指导学生在3b的图片中填入自己的个人信息(建议加上学校信息 xx Middle School)同伴互相展示自己的信息卡
10 根据卡片完成自我介绍的短文Now, please complete the writing about self-introduction on the right.独立完成自我介绍的写作练习。教师给学生留足独立思考和完成任务的时间。注意提醒学生注意句子首字母大写和句号的使用以及人称的变化。
11 两人一组交流短文内容Please introduce yourself to your partner by reading your writing.学生两人一组交流“自我介绍”的短文。教师巡视并提醒学生注意句号的使用、句子开头的大写及书写的规范和整齐。
12 习作展示，指出问题，相互学习Now, look at the writings from our classmates.教师展示不同层次学生的“自我介绍”，请作者在全班大声读出他们的“自我介绍”与全班同学分享，教师就写作内容及书写的规范等进行全班性评价。Well, please look at the two samples. Read together.
Selfcheck 1时间5 m 13 通过速度回顾数字相关知识教师将学生分组，比赛读出所列电话号码的英文，看哪组又快又准。
14 书写数字的英语进行巩固Now, please write the numbers in English. Let’s see who is the fastest.
15 课外知识拓展，寓教于乐学生说明和记录每组数字代表的意义：120急救，114查询，119火警，10086中国移动客户服务热线，12315 消费者投诉电话，17951国内长话业务。教师启发学生回忆生活中常用的其他电话号码及其含义。
16 了解数字的广泛用途总结0至9除用于电话号码外的其他用途：房间号、门牌号、车牌号、座位号、广播体操指令、发射倒计时等。
Selfcheck 2时间5 m 17 完成练习，巩固本单元重点目标语言Well, look at Self Check 2, there are many sentences we learned in this unit. Do you still remember Now, please match the sentences to make conversations.男女生分组齐读对话。
18 总结归纳，巩固复习教师引导学生归纳出这几组问答各自的表达方法。
拓展时间7 m 19 制作班级电话号码薄Now, let’s make the telephone book of our class.将较为陌生的4个学生分为一组。以小组为单位进行对话，要求相互问候、自我介绍、介绍他人、询问和告知电话号码，并将本组内同学的电话号码，并记录在表格里。
小结时间3 m 20 本活动的检查评价；归纳反馈强化本节课学习目标请3–5组的代表向全班汇报小组的资料。如：He’s Tom. His last name is Smith. His telephone number is 028-8891****. His primary school is Yu Cai. Her name is Li Li. Her phone number is 028-87654321. Shi Shi is her primary school. …课后将各组的电话号码信息收集起来，合成班级的电话号码簿，并发给全班同学，供以后互相交流使用。
作业时间1 m 21 Homework(布置作业)1．工整抄写并熟读记忆本课出现的生词。2．帮你的家人制作一张信息卡3．根据你制作的信息卡写一篇关于她 / 他的介绍
