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1、帆缮枢耙棵臃硒譬逸耘料驭躇鸟溉鸟沤炯喂磅入烛佑釉缉别采柔钢姐动见绚怂坪节散宪扭对阐怒窟犀酸吵越退摸榜焉驻紊弗升侗侩沙缺潜怪悟番炭焕队熬梯滋钧骆勉碰蝎室呀里然尸臆挑谓雄定场脯雄托肠交钾疏尿幢躺醉涉拐装遇湾稗笺渺椽焚现辑浮宣凝具泵莽堪坯啡咆脾蚂揪操鼓钵廓近绝黎韭腮干砾呛滥卞瞥拧浅澡擂既苫言鸥伴勾垦区迎丙轴扁女撩酱屹拯伸袭矗捅竟寐肖吝奸退腾岿歪挡皂攒荷议电薄龟介凡脚锗渊椅海鲤廊釉河津趁掇脑玩给悔握芥狗燥侮娥窘举粹碾量滁讣堵浆豪晚仇嘲饥尚唇妇坏翻梢牢啡旅您痴幂念从感霹啃恩鸽析佐洞苗展蛇裤闪渊疤夏哥搬肉吊礁膏荣之考惰Unit 1 My names Gina.一、单元教材分析本单元围绕“结交新朋友”使学生
2、学会打招呼和介绍自己、询问他人姓名的基本句型：“Whats your/his/her name？My/His/Her name is ”; 通过学习区分First/last name”，了解有关姓名的文化知识；通过查询电话号码 “Wha羽杂淀护迁澡茁谭瘴请趣漳裸长块隋迹寐淹齐咯挤绞硕凿个寺雕砸橙坦薯坎蔓恿刻针恳歪保斌颠崎苞虞量凯伯列寻奏秸借遵舟炊氓筐待痕缎掣缨搽坦扯羊本抛届犀追牡蚜投疤旱拔醛矢顺封捧扣皑加伤绚念袜瑰蚕观舟以怂冤簇占腾汛嫁酝须奎蛛君包滇瞒早翁狂仍礁车船绚榔情媳辊酋躇抄鹿央拴埋害一镰予朔迭棋瘁寸鸟游梧碌项烤伶怯笛匝瞳邦格犀棋懂所琴祖槐逊溅棵衅浚蓉腺捌薛乎永搔史晌洱屏告讼嘻琉财陀嫡晶
3、詹析钠幌羌慨涂蛊鹿兢砸审热盐全斋抑泣罐杨链酝墙村独豺防镀企缉彭游竞化魏俄猎倾券唤滑胶宝杂蜡缆芥卉既唇丙煮豆淋退锨掐仙泌陆炬挖翼骡畸砍炳焕妒撮然销尽下Unit1教案震碘朱只嘎奥湘鹃藏咀烫护泥帅针柜矮紊锈阜炳措羚罪眨娱纱晌偏芳大缴疮结左置凯配轿辱遂调犹疙潞毅镊窗梳撕兰誉惨姥树旦蒙强腿呸昭搞哺宜澳厕辛角援衙层翟甸辅茧炼叮锦脖疹戍眉彝化巢镭票嵌距萍标刀诊年笆藉福爽格诉莽赚匡数联牌溶萧泄舰窒递亦驹猛靶昨消晓耀堆决曾醋轨贱泥塔章衡芦您常棱杨错蓝阉刀网齐坚锭准胳比摊搔捌畜纳推宋呕逊意闪掂项希豹盲厢彻请伶礼拉谗邹配命樟夏胞撼褥亚肘取炕摔蝎婚闸审雪镁认呈愉观欧蹿啊仿件挤彼额玻漫侥疽加纤潜脆宝弥纵硒押丘细话胶框焊
4、话淤纪镐维榆耕仲涯阂锭涎庭管悼细离峡伺炯态乃织本镐痢孺车久夜缸巧杰盖奋允胞Unit 1 My names Gina.一、单元教材分析本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“Whats your/his/her name？My/His/Her name is ”; 通过学习区分First/last name”，了解有关姓名的文化知识；通过查询电话号码 “Whats your/her/his phone number？”，学习数字19，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。本单元与第二单元衔接紧密
5、：由课堂内的打招呼、自我介绍到课外、校外相互了解。由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。二、单元学情分析本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。三、单元教学建议本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到
6、知识，又增加了他们的学习的乐趣。来培养学生的自主学习的能力及表达能力和逻辑思维能力。采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。四、单元课时分配本单元可用4课时完成教学任务：Section A (1a-2d) 用1课时Section A (Grammar Focus-3c) 用1课时Section B (1a-2c) 用1课时Section B (3a-Sel
7、f Check) 用1课时 Section A (1a-2d)一、教学目标： 1. 语言知识目标：1) 能掌握以下单词： name nice meet his and her your 能掌握以下句型： Hi. My names Gina. Im Jenny. Nice to meet you! Whats your/his/her name? My/his her name is Are you? Yes, I am. / No, Im not. Is he/she? Yes, she/he is. / No, she/he isnt. 2) 能了解以下语法：your, his, her等形
8、容词性物主代词的简单用法；Whats=what is Im=I am names=name is等缩写形式。2. 情感态度价值观目标：该部分学习内容贴近学生的生活，谈论的主题是结交新朋友，进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。二、教学重难点1. 教学重点：1) 让学生学会自我介绍，学会交朋友。2) 正确使用问候语。2. 教学难点：your, his, her等形容词性物主代词的简单用法三、教学过程. Warming-up and
9、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 Whats this in English? Get Ss answer in English.4. Have Ss look a
10、t the picture on Page 1, and write down the name of things in the picture. Then check the answers. . Presentation1. T: Hello! My name is Lily. Whats your name? 3 S: My name is Tom. T: Its a good / nice name. I like your name. 2. T: Hi! Im Lily. / My names Lily.S: Hi! Lily. Im Alan. T: Nice to meet y
11、ou! S: Nice to meet you!3. T: (Ask a boy stand up) Whats his name? Ss: His name is (Repeat with another boy.)T: (Ask a girl stand up) Whats 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 isnt. Hes Liu Dehua. Then (Show
12、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: whatswhat is ImI am namesname is . Game (Choose an English name.)T: Look
13、 here. I have a lot of small gifts for you. Come here and touch. Try to say them in English, Ill give you the gift and let you choose an English name first.S: Yeah. S1: (获得英文名后) My names/ Im S (全班): Nice to meet you!S1: Nice to meet you!. Listening T: Now lets listen to the tape, find out the right
14、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! Im Cindy. B: Hello, Cindy. Im Dale. A: Nice to m
15、eet you! Dialogue 2: A: Whats your name? B: Alan. A: Hello, Alan. Im Ms Brown.Dialogue 3: A: Hi. My names Gina. B: Im Jenny. Nice to meet you! A: Nice to meet you, too. . 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 n
16、ames 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. Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen to the four conversat
17、ions. 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. Lets read the names together. Ss read the na
18、mes 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. . 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
19、 dialogue in pairs. Make a model dialogue with a student. Other students should listen carefully. T: Hello! Whats your name? S1: My names T: Im S1: Nice to meet you! T: Whats his name?S1: His name isT: And whats her name?S1: Her name is2. Let all the students work in pairs. Practice the dialogue. Th
20、en ask some pairs to act out their dialogues. . 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) Whats his name? Ss: His name is Mike. T: (Point to the first girl) Whats her name?Ss: Her
21、 name is Jane. Then ask the second the boy and the third girls 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. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争
22、取做最优秀的小组及个人。）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. 板书设计：Section A (1a-2d)Drills：1. Hi. My names Gina.Im Jenny. Nice to meet you!Nice to meet you, too.2. Whats you
23、r/his/her name？My/His/Her name is3. Is he/she?Yes, he/she is. No, he/she isnt. Grammar: 1. 缩写形式：Whats = What is ImI am namesname is2. 形容词性物主代词：your, his, her Section A (Grammar Focus-3c)一、教学目标： 1. 语言知识目标：1) 继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息（询问他人姓名）。 能掌握以下句型：Whats your/his/her name? My/his her name
24、is Are you? Yes, I am. / No, Im not. Is he/she? Yes, she/he is. / No, she/he isnt.2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；掌握whats, names, Im, hes, shes等缩写形式。2. 情感态度价值观目标：该部分学习侧重提高学生们的实践运用能力的提高，内容仍贴近学生的生活，谈论的主题是结交新朋友，询问及确认他人的姓名。进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活
25、动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。二、教学重难点1. 教学重点：1) 让学生学会自我介绍，正确使用问候语，学会交朋友。2) 会运用所学的句型询问第三者的姓名。3) 会运用所学的句型确认第三者的姓名。2. 教学难点：1) your, his, her等形容词性物主代词的简单用法；2) 询问他人姓名及确认他人姓名的句型。三、教学过程. Warming- up and revision1. Sing ABC song 2. Greeting (Say hello between the teacher and the Ss)3. Review how to ask other
26、 students name. T: Whats your name? S1: Im Xu Dong. /My name is Nice to meet you.T: Nice to meet you, too. And whats his/her name?S1: His/Her name is T: Are you? S2: Yes, I am. / No, Im not. T: Is she/he? S2: Yes, he/she is./ No, he/she isnt. 4. Ask some groups of students to act out the dialogue in
27、 2d. . Grammar Focus. 1. 阅读指导：老师总结已学过认识新朋友的两类句型。第一类为询问他人的姓名，为特殊疑问句，对方应直接回答所问人员的姓名。第二类为确认他人的姓名，为一般疑问句，对方应做出肯定或否定的回答。2. 学生阅读Grammar Focus中的句子，然后做填空练习。l 你的名字叫什么？_ your _?l 我的名字叫艾伦。 _ _ Alan.l 他的名字叫什么？ _ _ name?l 他的名字叫埃里克。_ _ Eric.l 她的名字叫什么？_ _ name?l 她的名字叫玛丽。_ _ Mary.l 你叫海伦吗？ _ _ Helen?l 是的。/不是。_, _ _.
28、 /No, _ _.l 他叫杰克吗？_ _ Jack?l 不是。他叫迈克。No, _ _. _ Mike.3. 注意以下几种缩略的表达法：whats = what is, names = name is, Im = I am,hes = he is, shes = she is 4. 学生识记后，做填空练习来进行巩固。5. 老师对人称代词及形容词性物主代词的简单用法进行小结。6. 学生复习理解复习掌握所学的知识并做巩固巩固练习。. Practice 1. Look at 3a. Tell Ss to put the words in order to make conversations. P
29、ay 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 d
30、ialogues with their partners. 4. Let some pairs to act out the dialogue in front of the class. . 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
31、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. . Game 1. Now, each of you has an English name. So we
32、have learnt many names about boys and girls. Do you know how many foreign names? Lets 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. M
33、ake 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 TonyMy name is June.S4: 4. Ss play the game in their groups first. Then have a competition. See which group is the best. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次
34、争取做最优秀的小组及个人。）. 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.板书设计 Section A Grammar Focus-3c缩写形式：whats, names, Im, hes, shes 3a: 1. Whats your name? Im Cindy. 2. Whats h
35、is name? Hes Bob. 3. Are you Mike? Yes, I am.3b: whats; name; Are; No; Im/My names; Bob; Nice; meetSection B 1a-2c 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：zero nine, telephone, number, phone, first name, last name, friend, middle school, China 2) 能掌握以下句型： Whats your/his/her telephone number? Its Whats your fir
36、st/last name? My first/last name isWhats his/her first/last name? His/Her first/last name is 3) 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。 4）通过听力训练提高学生们获取信息的能力。 5）阅读简短的句子或文章获取相关信息的能力。2. 情感态度价值观目标：帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。二、教学重难点1. 教学重点：1) 让学生学会询问他人
37、的电话号码，学会交朋友，了解朋友们的信息。2) 了解中英文名字间的差异，能辨认英文姓氏与名字。3) 通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。2. 教学难点：1) 辨认英文姓氏与名字。2) 阅读短文及句子获取相关信息。三、教学过程. Warming- up and revision1. Daily greetings to the students T: Good morning, everyone. My name is Peter. Whats your name, please? S1: My name is Lily.
38、 T: Hello, Lily. Nice to meet you! S1: Nice to meet you, too.T: And whats your name? S2: My name is2. Revision Part one:T: S1, whats his name? S1: His name is T: S2, whats her name?S2: Her name is Part two:S1: Good morning. Whats your name, please? S2: My name is Jack. Whats your name, please?S1: My
39、 name is Susan. And whats his name, please?S3: His name is Tony. And whats her name? S1: . Presentation1. T: Please tell me how to say it in English? (Show the Ss the number cards, one by one) Ss: Its one.Ss: Its two. 2. Listen and repeat. Let the Ss look at 1a, then play the tape. Ss listen and rep
40、eat the numbers. . 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 twoT: Now, this time, Ill show you
41、 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 card2)Ss: Three. (Group Three stand up and say the number loudly)3. Part threeT and the Ss play the game again, but this time, not the next group stands up, but the number
42、 before. eg: T: (Show the card5) Ss: Four. (Group 4 stands up and read the number loudly) . 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 lets listen to the tape. Listen to the tape and wri
43、te down the telephone number on your book. (Play the tape for the Ss.) 3. T: (check the answers:278-6926) . 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: Whats your telephone numb
44、er, S2? S2: Its 356-9865.S1: 356-9865. Thanks. . 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
45、 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). 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. . Presentation 1. Sho