Unit 1 My name's Gina. 教學案例(新目標版英語七年級)
Unit 1 My name's Gina.
一、單元教材分析
本單元圍繞“結交新朋友”使學生學會打招呼和介紹自己、詢問他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is …”; 通過學習區分"First/last name”，瞭解有關姓名的文化知識；通過查詢電話號碼 “What’s your/her/his phone number？”，學習數字1~9，同時也進一步促進學生之間的相互瞭解；通過以上幾個方面的學習，使學生在輕鬆、愉快的學習氛圍中熟識新夥伴。本單元與第二單元銜接緊密：由課堂內的打招呼、自我介紹到課外、校外相互瞭解。由特殊疑問句的學習到一般疑問句的學習，使學生將書本知識運用到實際生活中。
二、單元學情分析
本單元的主題是熟識新夥伴，同時引導學生採用Practicing, Listening for specific information和Role playing的學習策略，學習一些新詞彙，掌握一些重點句型，在小組合作學習的過程中，進一步促進學生之間的相互瞭解。
三、單元教學建議
本單元可綜合運用講授式、啟發式、自主學習、合作學習等各種策略，提供大量的學習資源，通過老師向學生進行的自我介紹，同學自我介紹傳句子比賽，自我查資料表演，自制明信片等的活動，使學生能夠學到知識，又增加了他們的學習的樂趣。來培養學生的自主學習的能力及表達能力和邏輯思維能力。採用Practicing, Listening for specific information和Role playing的學習策略，利用教學圖片或製作多媒體課件來展開課堂Pair work, Group work的口語交際活動，詢問他人姓名、查詢電話號碼，瞭解有關姓名的文化知識。
四、單元課時分配
本單元可用4課時完成教學任務：
Section A (1a-2d) 用1課時
Section A (Grammar Focus-3c) 用1課時
Section B (1a-2c) 用1課時
Section B (3a-Self Check) 用1課時
Section A (1a-2d)
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞： name nice meet his and her your
能掌握以下句型：
① -Hi. My name’s Gina. -I’m Jenny. Nice to meet you!
② -What’s your/his/her name? -My/his her name is…
③ -Are you…? -Yes, I am. / No, I'm not.
④ -Is he/she…? -Yes, she/he is. / No, she/he isn’t.
2) 能瞭解以下語法：your, his, her等形容詞性物主代詞的簡單用法；
What’s=what is I’m=I am name’s=name is等縮寫形式。
2. 情感態度價值觀目標：
該部分學習內容貼近學生的生活，談論的主題是結交新朋友，進一步促進學生之間的相互瞭解，使學生在輕鬆、愉快的學習氛圍中熟識新夥伴，增進友誼。通過教學使學生對英語產生強烈的興趣和願望，樂於參加各種語言實踐活動。能與夥伴團結一致、友好相處，學會如何禮貌地與他人交往。
二、教學重難點
1. 教學重點：
1) 讓學生學會自我介紹，學會交朋友。
2) 正確使用問候語。
2. 教學難點：
your, his, her等形容詞性物主代詞的簡單用法
三、教學過程
Ⅰ. Warming-up and revision
1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.
2. Warm greetings to the students
T: Hello! / Hi!
S: Hello! / Hi!
T: You are very beautiful/cool/…
S: Thank you.
3. Show some objects to the Ss. Ask "What's this in English?" Get Ss answer in English.
4. Have Ss look at the picture on Page 1, and write down the name of things in the picture. Then check the answers.
Ⅱ. Presentation
1. T: Hello! My name is Lily. What’s your name? 3
S: My name is Tom.
T: It’s a good / nice name. I like your name.
2. T: Hi! I’m Lily. / My name’s Lily.
S: Hi! Lily. I’m Alan.
T: Nice to meet you!
S: Nice to meet you!
3. T: (Ask a boy stand up) What’s his name?
Ss: His name is …
(Repeat with another boy.)
T: (Ask a girl stand up) What’s her name?
Ss: Her name is …
(Repeat with another girl.)
4. T: (Show a photo of Liu Dehua) Is he Liu Xiang?
Help Ss answer: No, he isn't. He's Liu Dehua.
Then (Show a photo of Liu Xiang) Is he Liu Xiang?
Help Ss answer: Yes, he is.
(Point to some students in the class.) Is he/she…?
Let some Ss answer the questions.
5. Write the expressions on the blackboard. Tell the Ss to pay attention to:
what’s＝what is I’m＝I am name’s＝name is
Ⅲ. Game (Choose an English name.)
T: Look here. I have a lot of small gifts for you. Come here and touch.
Try to say them in English, I’ll give you the gift and let you choose an English name first.
S: Yeah.
S1: (獲得英文名後) My name’s…/ I’m…
S (全班): Nice to meet you!
S1: Nice to meet you!
Ⅳ. Listening
T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（Point out the boxes where students will write a number for each conversation. Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.）
Dialogue 1: A: Good morning! I’m Cindy.
B: Hello, Cindy. I’m Dale.
A: Nice to meet you!
Dialogue 2: A: What’s your name?
B: Alan.
A: Hello, Alan. I’m Ms Brown.
Dialogue 3: A: Hi. My name’s Gina.
B: I’m Jenny. Nice to meet you!
A: Nice to meet you, too.
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then use their own names to practice instead of the names given.
2. Encourage the Ss to leave their seats, move around and greet other classmates.
3. Get some pairs to come to the front of the class and act out the dialogue after they have practiced several times.
Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and number the pictures. The first one has down for you.
Check the answers.
2. Work on 2b;
T: Now. Look at the names in the box. Let's read the names together.
Ss read the names aloud together.
T: Now listen again. Circle the names you hear.
Play the recording. Students listen and circle the names they hear. Then check the answers.
Ⅶ. Pair work
1. Suppose you are new students in No. 1 Middle School. You are from different countries. You meet for the first time. Make up a dialogue in pairs.
Make a model dialogue with a student. Other students should listen carefully.
T: Hello! What’s your name?
S1: My name’s…
T: I’m…
S1: Nice to meet you!
T: What’s his name?
S1: His name is…
T: And what’s her name?
S1: Her name is…
2. Let all the students work in pairs. Practice the dialogue. Then ask some pairs to act out their dialogues.
Ⅷ. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out what their names are.
2. T: (Point to the first boy) What's his name?
Ss: His name is Mike.
T: (Point to the first girl) What’s her name?
Ss: Her name is Jane.
Then ask the second the boy and the third girl's names. (Helen, Linda)
3. Divide the Ss into groups of four. Let them practice the dialogue in their group.
4. Then ask some groups to act out their dialogue in front of class.
5. 評價：（讓學生們對自己的表現及語言表達能力進行自我評價，在小組內評價，然後進行評出最優秀的小組。並鼓勵學生們下一次爭取做最優秀的小組及個人。）
Homework:
1. Go on making up your dialogues with your group members after class.
2. Copy the new words twice.
3. Write English names as many as possible in the exercises book.
板書設計：
Section A (Grammar Focus-3c)
一、教學目標：
1. 語言知識目標：
1) 繼續練習運用如何做自我介紹及問候他人。學會從對話中獲取對方的基本資訊（詢問他人姓名）。 能掌握以下句型：
①-What’s your/his/her name? -My/his her name is…
② -Are you…? -Yes, I am. / No, I'm not.
③ -Is he/she…? -Yes, she/he is. / No, she/he isn’t.
2) 能瞭解以下語法：your, his, her等形容詞性物主代詞的簡單用法；
掌握what’s, name’s, I’m, he’s, she’s等縮寫形式。
2. 情感態度價值觀目標：
該部分學習側重提高學生們的實踐運用能力的提高，內容仍貼近學生的生活，談論的主題是結交新朋友，詢問及確認他人的姓名。進一步促進學生之間的相互瞭解，使學生在輕鬆、愉快的學習氛圍中熟識新夥伴，增進友誼。通過教學使學生對英語產生強烈的興趣和願望，樂於參加各種語言實踐活動。能與夥伴團結一致、友好相處，學會如何禮貌地與他人交往。
二、教學重難點
1. 教學重點：
1) 讓學生學會自我介紹，正確使用問候語，學會交朋友。
2) 會運用所學的句型詢問第三者的姓名。
3) 會運用所學的句型確認第三者的姓名。
2. 教學難點：
1) your, his, her等形容詞性物主代詞的簡單用法；
2) 詢問他人姓名及確認他人姓名的句型。
三、教學過程
Ⅰ. Warming- up and revision
1. Sing ABC song
2. Greeting (Say hello between the teacher and the Ss)
3. Review how to ask other students' name.
T: What’s your name?
S1: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you, too. And what’s his/her name?
S1: His/Her name is…
T: Are you…?
S2: Yes, I am. / No, I'm not.
T: Is she/he…?
S2: Yes, he/she is./ No, he/she isn't.
4. Ask some groups of students to act out the dialogue in 2d.
Ⅱ. Grammar Focus.
1. 閱讀指導：老師總結已學過認識新朋友的兩類句型。
第一類為詢問他人的姓名，為特殊疑問句，對方應直接回答所問人員的姓名。
第二類為確認他人的姓名，為一般疑問句，對方應做出肯定或否定的回答。
2. 學生閱讀Grammar Focus中的句子，然後做填空練習。
你的名字叫什麼？_______ your _______?
我的名字叫艾倫。 _____ _______ Alan.
他的名字叫什麼？ _______ ______ name?
他的名字叫埃裡克。_____ _______ Eric.
她的名字叫什麼？_____ _______ name?
她的名字叫瑪麗。_______ _______ Mary.
你叫海倫嗎？ ______ ______ Helen?
是的。/不是。___, ___ ____. /No, ____ _____.
他叫傑克嗎？______ _______ Jack?
不是。他叫邁克。No, ____ _____. _____ Mike.
3. 注意以下幾種縮略的表達法：what’s = what is, name’s = name is, I’m = I am,
he’s = he is, she’s = she is
4. 學生識記後，做填空練習來進行鞏固。
5. 老師對人稱代詞及形容詞性物主代詞的簡單用法進行小結。
6. 學生複習理解複習掌握所學的知識並做鞏固鞏固練習。
Ⅲ. Practice
1. Look at 3a. Tell Ss to put the words in order to make conversations. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversations with the given words.
2. Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.
3. Ss read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.
4. Let some pairs to act out the dialogue in front of the class.
Ⅳ. Practice
1. Look at 3b. Tell Ss to complete conversation. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversation.
2. Check the answers. Encourage some pairs to act out the conversations. See if their answers are right.
3. Ss read the conversations aloud after the teacher. Then try to practice the conversations with their partners.
4. Let some pairs to act out the conversations in front of the class.
Ⅴ. Game
1. Now, each of you has an English name. So we have learnt many names about boys and girls. Do you know how many foreign names? Let's do a "Name game".
Competition: list names as many as possible, see which group gets the most names.
2. Divide the Ss into groups of six or more. Each group has four or six students.
3. Tell Ss how to play the game. Make a model for the Ss.
S1: My name is Jenny.
S2: Her name is Jenny. My name is Tony.
S3: Her name is Jenny. His name is Tony…My name is June.
S4: …
4. Ss play the game in their groups first. Then have a competition. See which group is the best.
5. 評價：（讓學生們對自己的表現及語言表達能力進行自我評價，在小組內評價，然後進行評出最優秀的小組。並鼓勵學生們下一次爭取做最優秀的小組及個人。）
Ⅵ. Exercises
1. If time is enough, let the students do more exercises.
2. Do the workbook.
Homework
1. Read the sentences in Grammar Focus.
2. Make some conversations by yourself.
板書設計
Section B 1a-2c
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞：zero ~ nine, telephone, number, phone, first name, last name, friend, middle school, China
2) 能掌握以下句型：
① -What’s your/his/her telephone number? -It's…
②-What's your first/last name? -My first/last name is…
③-What's his/her first/last name? -His/Her first/last name is…
3) 能辨別英文中的姓氏與名字，瞭解中英文中姓名之間的區別。
4）通過聽力訓練提高學生們獲取資訊的能力。
5）閱讀簡短的句子或文章獲取相關資訊的能力。
2. 情感態度價值觀目標：
幫助學生比較中英文姓名的不同之處，通過了解中英文名字的區別，培養和提高學生對中外文化差異的敏感性和鑑別能力，加深對本國文化的理解和認識，培養學生的世界觀意識，以及初步的跨文化交際能力。
二、教學重難點
1. 教學重點：
1) 讓學生學會詢問他人的電話號碼，學會交朋友，瞭解朋友們的資訊。
2) 瞭解中英文名字間的差異，能辨認英文姓氏與名字。
3) 通過聽、說、讀的訓練，提高學生們綜合運用英語的能力，培養學生們學習英語的興趣，並在學習中體會到學習英語的樂趣。
2. 教學難點：
1) 辨認英文姓氏與名字。
2) 閱讀短文及句子獲取相關資訊。
三、教學過程
Ⅰ. Warming- up and revision
1. Daily greetings to the students
T: Good morning, everyone. My name is Peter. What’s your name, please?
S1: My name is Lily.
T: Hello, Lily. Nice to meet you!
S1: Nice to meet you, too.
T: And what’s your name?
S2: My name is…
2. Revision
Part one:
T: S1, what's his name?
S1: His name is …
T: S2, what’s her name?
S2: Her name is …
Part two:
S1: Good morning. What’s your name, please?
S2: My name is Jack. What’s your name, please?
S1: My name is Susan. And what’s his name, please?
S3: His name is Tony. And what's her name?
S1: …
Ⅱ. Presentation
1. T: Please tell me how to say it in English? (Show the Ss the number cards, one by one)
Ss: It’s one.
Ss: It’s two. …
2. Listen and repeat.
Let the Ss look at 1a, then play the tape. Ss listen and repeat the numbers.
Ⅲ. Game
1. Part one
T: We have 10 groups. Every group has a number. When I show the number card, the group must stand up and say the number loudly. Ready? (Every time, T shows the Ss one card. The group must stand up.)
Ss: Five./Seven./Three.
2. Part two
T: Now, this time, I’ll show you the number card, but the next number group must stand up and say the number loudly. (T shows the Ss one card.) eg: T: (Show the card-2)
Ss: Three. (Group Three stand up and say the number loudly)
3. Part three
T and the Ss play the game again, but this time, not the next group stands up, but the number before. eg: T: (Show the card-5)
Ss: Four. (Group 4 stands up and read the number loudly)
Ⅳ. Listening
1. T asks the Ss how the number is divided up. Guide them to understand that three numbers come before the hyphen and four numbers after it
2. Now let’s listen to the tape. Listen to the tape and write down the telephone number on your book. (Play the tape for the Ss.)
3. T: (check the answers:278-6926)
Ⅴ. Group work
1. Divide the Ss into groups. Each group has four students.
2. T: Now please work with your group and ask each other questions about phone numbers.
Eg: S1: What’s your telephone number, S2?
S2: It’s 356-9865.
S1: 356-9865. Thanks.
Ⅵ. Listening
1. T: Point to the numbered names. Read each one aloud along with the number that comes after it. Then say each number and ask a student to read the name before that number.
Tell Ss to listen to the tape and match the names with the telephone numbers.
2. Point to the blanks in the four telephone numbers. Tell the Ss that the last two numbers of each telephone number are missing. Listen to the tape and then fill in these numbers.
3. Check the answers:
(1.c 2.d 3.b 4.a) (278-7928, 555-8042, 398-6149, 929-3160)
Ⅶ. Game
1. Divide the students into six groups. Each group has six or eight students.
T: Now 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.
2. Have a competition. T goes around the classroom to give some help.
Ⅷ. Presentation
1. Show some photos of famous persons on the screen.
T: Now, look at these photos. We have some famous persons here. Do you know their names?
(Bill Gates, George Bush …)
T: Bill Gates, Bill is his first name. Gates is his last name.
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?
S: My first name is ___.
T: What’s your last name?
S: My last name is ___.
3. Work on 2a.
1. 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.
2. Read the list of names in the exercise. Ask students to guess which names are first names and which are last names.
3. Check the answers.
Ⅸ. Reading
1. Tell the students that the children in the pictures are friends. And the messages tell the information of them. Look at the pictures and read the messages. Then match them with the pictures.
閱讀指導：
1) 認真分析每幅圖畫的不同之處，A圖是兩個女孩子，其中一個是中國人， B圖是兩個外國女人C圖是兩個外國男孩。 所以學生平時要注意不同種族的人的特殊的特徵。如中國人黑髮黑眼等。
2) 仔細閱讀文字材料，提取有用的資訊，與相關圖片去配對。
3) Check the answers:
Message 1. 從Jenny Green, Gina Smith這兩個名字可知是兩個外國女孩的名字，故對應B圖。Message 2. Dale Miller, Eric Brown是兩個男孩的名字，故對應C圖。Message 3. Mary Brown是個外國名字， Zhang Mingming是個中國名字，故對應的是A圖。
2. Read the messages again. Circle the first names and underline the last names.
3. Work on 2c.
① Tell the students to match the names with the telephone numbers. Then find three pairs of friends in the name list.
② 閱讀指導： 這也是資訊配對題型任務閱讀理解題，題目要求將人物與其電話號碼相相配對，並填寫出三對朋友的姓名。在第1段中，my指“詹妮格林的”；his指“吉娜史密斯的”，因此可知他們各自的電話號碼。再由句子“My friend is Gina Smith”，可知詹妮格林和吉娜史密斯是朋友。其餘各題的解題思路與本題同。
③ Check the answers.
Homework
1. Remember the numbers (zero ~ nine).
2. Ask Ss to collect some numbers (car number, room number etc), asks them to read out. Then write them down on the workbook.
板書設計：
Section B 3a-Self Check
一、教學目標：
1. 語言知識目標：
1) 複習英文中姓與名的表達方式，熟練掌握英文中姓在後，名在前。
2) 能正確敘述別人的電話號碼，別人姓氏及名字。
3) 能辨別英文中的姓氏與名字，瞭解中英文中姓名之間的區別。
4）瞭解並掌握一些常用的電話號碼，並知道在什麼情況下會打此電話。
4）能根據資訊卡提供的資訊，描述他人的電話號碼及姓氏及名字等內容。
5）能製作自己的資訊卡，並能簡單地描述自己的電話號碼力。
2. 情感態度價值觀目標：
1) 能積極主動提供並獲取個人資訊資料（如：名字、電話號碼）
2) 能對所獲取的資訊進行初步的整理和總結。
3) 能積極動手、動腦，培養自己的想象力和創造力。
4）掌握一些緊急求助電話，提高自我保護意識。
二、教學重難點
1. 教學重點：
1) 能根據資訊卡提供的資訊，描述他人的電話號碼及姓氏及名字等內容。
2) 能製作自己的資訊卡，並能簡單地描述自己的電話號碼力。
3) 通過讀與寫的訓練，提高學生們綜合運用英語的能力，培養學生們學習英語的興趣，並在學習中體會到學習英語的樂趣。
2. 教學難點：
1) 根據資訊卡提供的資訊，描述他人的電話號碼及姓氏及名字等內容。
2) 製作自己的資訊卡，並能簡單地描述自己的電話號碼力。
三、教學過程
Ⅰ. Warming- up and revision
1. Daily greetings to the students.
T: Good morning, everyone. My name is Peter. My telephone number is … What’s your name, please? And what's your telephone number?
S1: My name is Lily. My telephone is 687-1354.
T: Hello, Lily. Nice to meet you!
S1: Nice to meet you, too.
T: And what’s your name? What's your telephone number?
S2: My name is… My telephone number is…
2. Revision
1) Review the numbers zero ~ nine. Ask some students say the numbers quickly.
2) Question chains. Ask and answer about the first names and last names:
Model:
T: S1, what's his first name?
S1: His name is …
T: S1, what’s his last name?
S1: His first name is …
Then S1 ask S2 about S3's first name and last name.
S1: Good morning. What’s her first name?
S2: Her first name is …
S1: What's her last name?
S2: Her last name is…
… 可以採用“連珠炮似的提問”（老師提問，學生迅速反應）和“連鎖操練”（學生任意提問或排頭開始一一提問至排尾）
Ⅱ. Presentation
1. Show your ID card to the students. This is my ID card. Read the ID card. You can know my first, my last name and my telephone number.
2. T: Show a student's ID card to the Ss. Then ask the following questions. Let the students answer your questions:
T: What's his first name? Ss: His first name is …
T: What's his last name? Ss: His last name is…
T: What's his telephone number? Ss: It's…
Ⅲ. Practice
1. T: This is a student in PEP Middle School. (人民中學) Here is her ID card. Look at her ID card and answer my questions:
T: What's her first name? Ss: Her first name is Alice.
T: What's her last name? Ss: Her last name is Green.
T: What's her telephone number? Ss: It's 951-3397.
2. Read the ID card again and use the information on the ID card to complete the sentences.
3. 指導：這個表格填空是典型的看圖作文題。學生在做題時要注意，① 清楚瞭解所給的資訊。 左圖的資訊是：PEP中學， 名字：Alice，姓：Green，電話號碼：951-3397. ② 仔細閱讀題目的要求。 右圖是題目要求, 是要求學生根據左圖的資訊填空，完成句子。
3. Check the answers.
Ⅳ. Writing
1. Let's look at the ID card in 3b. Fill in your own ID card and write about yourself.
2. Give a model to the students.
My first name is Mary. My last name is Miller. My telephone number is 487-2571. (My QQ number is 34798320. Linda is my friend.)
3. Now it's your turn. Fill in your own ID card and write about yourself.
4. Check their writings in their groups.
5. 評價：（讓學生們對自己的學習表現、語言表達能力及書寫的情況進行自我評價，在小組內相互評價，然後進行評出最優秀的小組。並鼓勵學生們下一次爭取做最優秀的小組及個人。）
Ⅴ. Self Check 1
1. Discuss the phone numbers. In what situation will we use the telephone number?
2. Let some students talk about the telephone numbers.
3. Write the numbers in English.
4. Check the answers.
Ⅵ. Self Check 2
1. Tell Ss there are two columns. They can find out the answers to the sentences in the right.
2. Make a model for the students.
Hello. I’m Cindy. → Nice to meet you, Cindy.
3. Ss work in pairs and try to make conversations.
4. Check the answers then act out the conversation.
Ⅶ. 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 Eric King.
S4: …
Homework
1. Review Section B.
2. Read 2c again. Make ID cards for three of them.
板書設計：
