unit 1 my name's Gina (The 1st period Section A 1a—1c)(人教版七年级英语上册教案教学设计)
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Teaching aims（教学目标）
1．学会问候他人
2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字
3．从对话中学会获取更多他人的基本信息
5．初步学会使用部分形容词性物主代词
Language points（语言点）
1．要求掌握以下句式：（1）— What’s your name?
— My name is…
（2）— Hello! I’m Mary.
— Hi, Mary! I’m Jim. Nice to meet you.
（3）what’s ＝ what is I’m ＝ I am name’s ＝ name is
2．要求掌握以下词汇：（1）生词：name, clock, am, nice, meet, what, hello
（2）人称代词和形容词性物主代词：I, you, my, your, his, her
（上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。）
Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
(1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.1
（2）Warm greetings to the students2
T: Hello! / Hi!
S: Hello! / Hi!
T: You are very beautiful/cool/…
S: Thank you.
2. Presentation（呈现新知识）
（1）T: Hello! My name is Lily. What’s your name? 3
S: (引导学生回答) My name is Tom.
T: It’s a good / nice name.4
I like your name.

教学设计说明
1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。在轻快的音乐中学习,使学生更乐学。
2．跟学生热情地打招呼，赞美学生，尽快缩短师生之间的距离。如学生未能理解，可用汉语补充解释。
3．T重复两遍这两句话，然后板书my / your / what’s在黑板上，并在与学生交流的时候加重my/your的语音，突出这两个单词。
4．T要及时表达对学生名字的欣赏。

（2）T: Hi! I’m Lily. / My name’s Lily.5
S: (引导学生回答)Hi! Lily. I’m Alan.
T: Nice to meet you! 5
S: Nice to meet you!
（3）Practice the expressions on the blackboard. Tell the Ss to
pay attention to: what’s＝what is I’m＝I am name’s＝name is
3. Play a game. (show the Ss a bag with fruits and two boxes
full of English names)6
T: Look here. I have a lot of 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:(获得英文名后) My name’s…/ I’m…
S(全班): Nice to meet you!
S1: Nice to meet you!
4. Work on 1a（完成P1－1a）
T: Now look at the pictures7 on P1. Listen and Read.
Try to say and write English words for the things in the picture
See how many words you know.
T: Look here. What’s this? Who knows?
（Reward the student if she / he knows the word，write some new words on the blackboard to teach the Ss, such as clock…）
5．Work on 1b（完成P1－1b）
T: Now let’s listen to the tape, find out the right conversation,
and number them 1-3.8
（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: Hello! I’m Mary.
B: Hi, Mary! I’m Jim.
Dialogue 2: A: What’s your name?
B: Alan.
Dialogue 3: A: My name’s Jenny.
B: I’m Gina. Nice to meet you!
6．Work on 1c（完成P1－1c）
（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.9
（2）Encourage the Ss to leave their seats, move around and
greet other classmates.
5．引出另一种表达方式I’m / name’s，T板书这两个词。同时让学生学会初次见面说Nice to meet you. 并且彼此握握手，告诉他们这是一个礼节，在美国很普遍。新句型的出现需多遍重复，加深学生的印象。
6．有部分同学没有英文名字，为了便于后面的交流，通过有趣的游戏，让他们在活动中获得奖赏。也可以让他们回答一些简单的问题来得到选名字的机会。同时巩固前面的句型。
7． 把图上的东西在实物投影仪上放大，或者课前画一些简笔画。使图像更清晰、直观。
8．播放磁带, 训练学生准确获取信息的能力，同时检测一下学生对新句型的掌握情况。如有需要，T可播放磁带两遍,播放之前，向学生讲清练习听力的步骤。听完检验答案后，有必要以大组为单位重复操练一下这三组句型。
9．在学生两人小组进行对话时，教师可在教室不同的位置走动，聆听同学们的对话，及时肯定他们的进步，并在他们需要的时候提供帮助，纠正不正确的语音语调。

（3）Get some pairs to come to the front of the class and
act out the dialogue after they have practiced several times.
7．Follow up（进一步扩展）
（1）（Take out some photos of famous persons, such as athletes, film stars, singers and so on）
T: Well, I’d like to show you some pictures you are interested
in. Can you tell me what her / his name is?
What’s his / her name?
Her / His name is…10
T: Great. / Wonderful. / Good. / Right. / Well done.
（Write down their names on the blackboard to make the Ss read more easily and remember more English names.）
（2）T: I’m sure you’ll be famous like them one day. So first you need to make a calling card. 11
(Give each student an empty card for them to write their English names on one side and Chinese names on the other side, then hang them before their chests.)
8．Homework
Oral work:
(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)
(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)
Written work:
(1) Copy the phrases in 1a twice.
(2) Write English names as many as possible in the exercises book.
10．引入his / her 的使用。T根据Ss的实际水平，尤其对部分程度较好的学生提升学习难度，为第二课时的学习打下基础。板书名字和这两句对话框架，以降低难度。
11. 学以致用，培养学生动手能力的同时，英文名字也深深留在学生脑海里。在课前可要求学生准备一些水彩笔（四人小组准备一套即可）。告诉学生在新学期第一个月每节课必须挂着这个卡片。

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