新版七年级英语上册Unit 1 My name's Gina单元导学案

七年级英语（上册）导学案总第４课时预习案:一、读写生词并熟记,看谁记得快。

1.我的_____2.名字 __ __3.是 _____4.好的，令人愉快的 ________5.遇见 ______6.你，你们_______7.什么______8.你的，你们的 ___'s = ________10.I'm= _______ 11.what's=___ _12他的 ____ 13和；又_______ 14 她的______二、单词拼写。

1. _____________(我的) name is Gina.2. What's _____________(你的) name, please?3. I _____________(叫) Amy.4. _____________(她的) jacket is red.5. What's ______________ (他的) name?探究案一、单项选择。

( )1. —Hello, Linda. I'm Jim. ______. —Nice to meet you, too.A. How are youB. Nice to meet youC. HelloD.Hi( )2. —What's your name? —______ name's Jenny..A. MyB. YourC. HisD. her( )3. I ______ Tony. What's your name?A. isB. amC. areD.be( )4. — What's her name? — ______ name is Jenny White.A. HerB. ItsC. HisD.your( ) 5 ______ name is Mark and ______ name is Gina.A. My, heB. His, herC. his, HerD. Her,his( )6.She is a student and ()name is Kate.A.SheB.herC.hers二、用所给词的适当形式填空。

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. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names.Teaching aids:puter, 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 picturesand 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.Step3 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 e to the front of the class and act out theirconversations.Step 5 Section A 2aThis 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 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 6Section 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 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.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 SectionA 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.Step3 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.Step4 SectionA 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.Step5 SectionA 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.Step3 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 e 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 6Section 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’s Gina教学目标：知识目标：Learn the n ew words and main sentences:name , nice meet, your, his, her. Nice to meet you!能力目标：Introduce yourself.情感目标：了解东西方的文化不同，学会礼貌与人交流重点：Introduce y ourself and greet people难点：Introduce yourself and greet people关键：greet people的相关对话练习Step 1: ReviewRead the words from “name” to telephone.Then remember by themse lves. Have a diction.Greet : Nice to meet you!/ hello/ Hi!Step2: Write Engli sh word s for the things in the pi cture .Finish 1aFirst let the Ss do by the mselves. Then check the a nswers.Step3: Listen and numberFirst let the Ss listen carefully.. Then check the answersStep4: Pairwork:According to 1b—Practice the conversations.Like this : What’s your name?I’m Cindy.Wh at’s his name ?He’s Bob.Practice the conversations with your partner. Then greet your classroom Step5:Listen to th e conversations and number the pictures.What is your name?My name is…/ his name or her name is…,N ice to meet you!小组内讨论，仿写对话S tep6: Listen again. Circle the names you hear.Step7: Hav e a summaryRe member classmates’ names. Like this:My name’s Dale. His name’s Dale.Her name’s Jenny. Step 8: T est一、用所给词的适当形式填空。

西安惠安中学七年级英语上册导学案Unit 1 My name 's GinaPeriod One Section A 1a—2c班级：-------- 姓名：-------- 日期：---------编制人：Mr Yu 审核人：陈纯雅【学习目标】：1、学会介绍自己并询问他人姓名2、掌握形容词性物主代词及其人称代词的主格的区别【学习重点】：使学生学会打招呼和介绍自己,并询问他人姓名及介绍他人姓名的句型.1.打招呼和介绍自己：Nice to meet you . What's your name ? My name is ......2.询问他人及介绍他人姓名：What's his / her name? His / Her name is ....3.在任务活动中掌握you和your, he和his, she 和her 的用法.快乐独学学习任务一: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、自我介绍句型.A: Hello , I am Gina , What's your name ?B: My name is Alan .2. 询问他人姓名及介绍他人姓名的句型.Ａ：Hello! What's your name?Ｂ：My name is Gina.Ａ：Nice to meet you.Ｂ：Nice to meet you,too.Ａ：What's her name?Ｂ：Her name is Jenny.快乐对学能听懂听力对话并进行交际1.能听懂1a (P1) 的内容，并能大声朗读出来2.听录音, 给1b (P1) 的对话编号.3.听听力完成2a和2b．（P2）快乐群学1.小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写你的名字?2.编写一个打招呼并询问姓名的小对话.快乐展示I’ve learned in this class (这节课我学会了);Words(单词)：-----------------------------------------------------Sentences(句子)：----------------------------------------------------------------------- 达标检测（一）单项选择.1. _______your name ? My name is Gina .A. WhatB. What'sC. WhoD. which2. Good morning , Miss Wang ! _____________!A. HelloB.HiC. Nice to meet youD. Good morning3. I _______Sally , What______ your name ?A. am ,isB. is , amC. is , isD.am, am4. ______name is Li lei .A. IB. I amC. MyD. you5. She is a girl(女孩)．What's ______ name?A. herB.sheC. she'sD.his（二）写出下列单词的完全形式, 并写出汉语意思.，每空一词。