【优秀作品】七年级英语上册 Unit 1 My name’s Gina第四节 短文改错练习 (新版)人教新目标版

Unit 1 My name is Gina学习重点1.介绍自己。

My name is…2.问候他人,询问他人姓名。

3.numbers 0-94.first name, last name难点学习What’s your name? My name is…What’s his name? His name is…What’s her name? Her name is…要点解析英语姓名的一般结构为：名+姓，即first name/given name+ last name/family name.first name/given name 为名，last name/family name为姓。

名字多为婴儿受洗礼时由牧师或父母亲朋所取。

姓则有多种来源。

介绍自己有两种方法。

1.My name is ….2.I’m ….eg. My name is Lucy Wang. 或I’m Lucy Wang.问候他人，询问他人姓名：美国人多说：Hi!,而英国人则爱说：Hello!问对方姓名：What’s your name?问第三人姓名：Wha t’s his name? What’s her name?Numbers 0-9要熟练说出自己的电话号码，就要学会数字0-9在做为电话号码时的读法。

1，从前向后，每四位停顿一下。

如6789-1253, 可读着six seven eight nine, one two five three. 2．其中数字0，可读为zero,也可读为字母o的音。

3．当两个相同的数字在一起时，读着double …,如，8733-5499可读着eight seven double three, five four double nine.回答他人询问时，人称一定要对应。

What’s your name? My name is…What’s his name? His name is…What’s her name? Her name is…Unit One My name’s Gina一.语音知识(10分)1) 选出每组字母含不同读音的选项。

Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for andgive 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 a nd writing skills.3. The difference between Chinese names and English names. Teaching aids:computer, 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 pictures and 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.Step 3 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 come to the front of the class and act out theirconversations.Step 5 Section A 2aThis activity gives students practice in understanding the key words andtarget 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 6 Section 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 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: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 Section A 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.Step 3 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.Step 4 Section A 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.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 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.Step 3 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 come 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 6 Section 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.。

Unit 1 My name is GinaLearning Objectives一、一、Topics Topics Topics（话题）（话题）（话题）: :Making new friends二、二、Functions (Functions (功能功能功能) ) 1. Introduce yourself2. Greet people3. Ask for and give telephone numbers三、三、Structures (Structures (结构结构结构) ) 1. Present tense to be2. What question3. Yes/ No questions and short answers4. Possessive adjectives my, your, his, her四、四、Target Language (Target Language (目标语言目标语言) )What’s your name?My name is Gina.Hello, Gina. I ’m Ms Brown.Nice to meet you!Are you Helen?No, I ’m not. I ’m Gina.What’s your t elephone number?telephone number? It’s 281-9176.1-9176. 五、五、Vocabulary Vocabulary（词汇） name,telephone/phone, number, your, his, her, he, she, yes, no, first, lastNumber 0—9first / last names, middle school六、六、Skills (Skills (技能技能技能) )Listening for key informationScanning in reading七、七、Recycling Recycling（复习巩固） Good morning! Hi/Hello! my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析本单元以greeting 和introduction 为话题，共设计了三个部分的内容。

My name’s Gina一、单项选择（30分）1. _____ name is Gina Miller.A. SheB. HerC. HeD. His【答案】B【解析】试题分析：句意：她的名字是Gina Miller。

She 她，人称代词；Her她的，形容词性物主代词；He他；His 他的，代指男性的。

根据句意可知，Gina是一个女孩的名字，故应选B。

考点：考查代词。

2. ______ his telephone number?A. WhatB. What’sC.How’sD. How【答案】B【解析】试题分析：句意：他的是多少？What 什么；What’s是什么；How’s怎么样；How怎样。

根据句意可知，这两位问的是他的，故疑问词应该是What，后面跟be动词的形式is。

故选B。

考点：考查疑问词。

3. —What’s your family n ame? —______ family name is Green.A. IB. MyC. HisD. Her【答案】B【解析】试题分析：句意：-你的姓是什么？-我的姓是Green。

I我，人称代词主格形式；My我的，形容词性物主代词；His他的；her她的。

根据句意可知，这里问的是your family name，回答的时候应该是My family name is…，故选B。

考点：考查代词。

4. She is a _______. He is a _______.A. boy; boyB. girl; girlC. boy; girlD. girl; boy【答案】D【解析】试题分析：句意：她是一个女孩，他是一个男孩。

boy男孩；girl女孩。

句中She代指女孩她；He代指男孩他。

故应选D。

考点：考查名词。

5. My telephone number _______ 2023678.A. isB. areC. amD. be【答案】A【解析】试题分析：句意：我的是2023678. am, is和are都是be动词的形式，am用于主语是第一人称I的时候；is用于主语是单数的时候；are用于主语是复数或是第二人称you的时候。

Unit 1 My name is Gina.知识经纬经过starter 中三个单元的字母学习，同学们已开启了英语学习的大门，但还没有入门，紧接着我们就要进入入门阶段的学习——词汇、句子的学习。

从本单元开始，要学习单词的读音、拼写形式、词义与词的搭配和用法。

同时我们还开始有了文本的阅读，特别是生活中实用信息的获得。

这一单元要学会介绍自己，并能向别人问候，认识英语名字的组成，以及能获取身份信息。

热点聚焦1．I’m Gina. Nice to meet you! 我是Gina, 很高兴见到你！进入一个新的环境你会认识许多新朋友，向朋友介绍自己时，可以说：“I’m…”或“My name is …”想知道新朋友叫什么时，我们可以说：“What’s your name?”见到朋友是很高兴的事，你可以说：“Nice to meet you.”(见到你很高兴)。

此时对方会回答：“Nice to meet you ,too.”(见到你也很高兴)2．My name’s Jenny 我的名字是Jenny。

nam e’s 是name is 的缩略形式。

在口语中常用it’s代替it is , I’m 代替I am 如：It’s here.可写成It is here. I am Kate.可写成I’m Kate.3．What’s your phone number? It’s 281-9176. 你的电话号码是什么？是281-9176。

What’s …是口语中常用的一个句型，除了用语询问别人的姓名外，还可用语询问电话号码、数字和时间等许多情况。

如：What’s his e-mail address? 他的电子邮件地址是什么？What’s….number? 是用来对自行车牌号、房间号、电话号码、身份证号码等进行提问，回答是I t’s + 号码。

还有一种提问方式是：What’s the number of …? 如：What’s the number of your telephone? 你的电话号码是多少？4．What’s her family/last name? What’s her first name? 她的姓是什么？她的名是什么？family name 姓氏last name姓氏first name名字英语姓名的结构一般为：first name(given name) last name(family name),名在前，姓在后。

Unit 1 My name’s Gina.重点单词1. nice [nais] adj.（1）adj. 好的，美好的，令人愉快的It's a nice day. 天气真好。

Nice to meet you. 见到你很高兴。

（2）adj. 漂亮的That’s a nice bag. I want it. 那是一个漂亮的书包。

我想要一个。

（3）adj. 友好的，好心的My English teacher is nice. I like her very much. 我的英语老师人很好。

我非常喜欢她。

2. look [luk] vi.vi. 看；望；看起来vi.＝不及物动词看某物、某人，要用look at sth./sb.＝动词＋介词＋某物/某人Look at the boy. He is cool. 看这个男孩。

他很酷。

3. telephone n.（1）n. 电话，电话机telephone number 电话号码—What’s your telephone number? 你的电话号码是多少？—My telephone number is 123456. 我的电话号码是123456。

（2）vt. 打电话I know your telephone number. I can telephone you.我知道你的电话号码。

我可以给你打电话。

4. answer（1）n. 答案，回答You are so clever. Your answer is right. 你真聪明。

你的答案是正确的。

（2）vt. 回答—Can you answer the question? 你能回答这个问题吗？—Yes, I can answer the question. 是的，我能回答这个问题。

Look at the picture and answer the question. 看图回答问题。

5. first（1）adj. 第一的This is my first song tonight. 这是我今天晚上的第一首歌。