七年级英语上册 Unit 1《My name’s Gina》教案 人教新目标版

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1 / 13 Unit1 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. The difference between Chinese names and English names.

Teaching aids:

puter, recorder, colorful chalk

Teaching periods:

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

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

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

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

2 / 13 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?

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 picturesand 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 word

3 / 13 and spell them. Write down the words on the board.

Step3 Section A 1b

This 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 1c

This activity provides guided oral practice using the target language.

(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 e 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.

3. Play the recording for the first time. Students only listen.

4. Play the recording a second time. Students number the pictures 1-4. word

4 / 13 5. Check the answers.

Step 6Section 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.

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 8Grammar 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 pare 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.