福建省长泰县第一中学七年级英语上册《Unit 1 My name is Gina》示范教案人教新目标版1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people/ Ask for and give telephone numbers3. Target language:What’s your name? -My name is Gina.I’m Gina. Nice to meet you.What’s your phone number?-it’s 28429424. Vocabulary:personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello 5. Learning strategies:Practicing/ listening for specific informationII. Time 6 periodsIII. Teaching processLesson One (Period one)I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s… I’m …4. Vocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing in pairsStep II.Activity one (task one): making an introductionI’m Ms.Xu, your new English teacher, welcome to Ms. Xu’s English class. It’s verynice to see yo u. I’m sure we’re going to have a great year and learn a lot of English.Activity two (task two): giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, lis ten to music “ABC”, “Apple song”, “London bridge is falling down”…. Moreover, we can speak in English. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.Activity three (task three) giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy. What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:“What’s your/his/her name?----My/his/her name’s… or I’m …”3. Ask some group to show their introduction in the front of the classHomework: 1.to recite the words and expressions in starter2.to do some exercise in starterBlackboard design:The rules in English class:Introduction-to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences “My name is…/ My first name is…/ My last name is…”1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s you r last name?4. Vocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have yo ur name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when youfirst meet someone?Students’ feed back: discussing in pairsStep II. Learn and PracticeActivity one (task one) listen the tape and do the exercise: Section A-1b:Play the Recording for the first time. Students only listen. Focus attention on the example:theconversation numbered(1). Point out the boxes where students will write a numberforeach conversation. Play the recording a second time. Students number theconversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point tothe boxesnext to the pictures. (say: listen to the four conversations again. Write the number1 in thebox next to the people who say conversation 1, 2 in the box next to the people whosayconversation2,etc.), 2b:Point the words in the box, (say: listen for these namesin theconversations. You will hear some of the names, not all of them. circle the namesyouhear. The first one is done for you.)Activity two (task two) Do the exercise- Sec.B-3a: Read the list of names in theexercise.Ask students to guess which names are first names and which are last names. (Tell students your given name and your family name. Explain that, in English, your given name is referred to as your first name and your family name is referred to as yourlastname, or surname. The family name is written after one's given name, then pointtoindividual students and say first name or last name, asking them to respond by saying their given name or family name.)Sec.A-3b: Ask the students to choose a first name and a last name that they likefrom 3a.Activity three (task three) Game: This is a team game. The last student of each team isthe leader this time. I’ll ask a question to the first student like this. Then, the first student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Xu, and I’m Li Lei. My last name is Li and my firstname is Lei. What’s your name?Student2: Nice to meet you, too. My name is Liu Ying. (turn back to the next student) His name is Li Lei. And her name is Tracy Xu. I’ m Liu Ying.My last name is Liu and my first name is Ying. What’s your name?…At the end of the group, the leader who can tell the names as many as he can is winner.Culture note-English names vs. Chinese namesUnlike Chinese names, English names are listed with the given name firstand the family name or surname second. Many people have two given names, e.g. Sara Ann Smith. The second name is called the middle name and has no real significance, unlike the Chinese second name which indicates a child’s generation. English family names are inherited from the father, and a woman’s family name changes to the family name of her husband when she marries. Chinese women do not necessarily take their husband’s family name when they marry. Many English names have and old meaning, but the meaning is not usually a consideration when choosing a name, the way the namesounds is more important. In Chinese culture, naming a child often takes five principlesinto consideration: the name should reflect favorable mathematical calculati ons, beharmonious with regard to yin and yang, and possess one of the five elements of metal, water, wood, fire, and air.Activity four (task four) Sing an English song “The More We Get Together”The more we get together, together, together, the more we get together, the happierwe’ll be! For your friends are my friends and my friends are y our friends, the more weget together, the happier we’ll be!Step III. ProductionTask one: It’s warming up, the students think the questions that teacher gives and step in the situation-“Greeting” and “Introduction”.Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting “nice to meet you”, introduction and the first name, last name.Task four: RelaxingStep IV. Sum up1. the whole class practice how to greet people and introduce each other.2. learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework: 1.Sing two songs2.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2;P6-1; P7 Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a;P24-1; P25 SecA-1a; P30-1,2,3.3.Review the Grammar Focus in StarterBlackboard design:First name What’s your name? My name is…Last name May I have your name? I’m….My first name is…/ My last name is…Nice/glad/great/lovely to meet/see you!Feed backUnit One (Period three)I. Teaching aims:This lesson introduces the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions: Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ singing/ writingIII. Teaching processStep I. Lead inQuestion 1. We have already made a new friend and knew his or her name but if we want to communicate him or her what will we do?2. How to ask and give telephone number?Students’ feed back:Step II. PracticeActivity one (task one) Sec.B-1a: Play the recording for the first time. Students only listen. As the teacher plays the recording the second time, ask students to repeat the numbers.Activity two (task two) Sec.B-1b: Play the recording for the first time. Students only listen. Point out the telephone number in activity 1c. ask students how the number is divided up. Guide them to understand that three or four numbers come before the hyphen and four numbers after it. (6218-8020). Ask students to write the numbers in the blank as you play the recording the second time.Activity three (task three) Sec.B-2a:Point to the numbered list of names. Read each one aloud along with the number that comes before it. Point to the blanks in the four telephone numbers.(Say, I will play the recording twice. the first time just listen. The second time, write the letter of the person's telephone number in the space after that person's name.)Play the recording while students listen. Play the recording a second time.(This time students write the letter of each telephone number in the bland after the person's name).Check the answers.Activity four (task four) Song "Ten little Indian boys"One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys.Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, one little Ind ian boy.One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on yourhands.Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on your hand.Step III. ProductionTask one: listen and repeat the numbersTask two: listen the conversation and get the useful information-numbers Task three: get the knowledge of last name and first name.Task four: relax and know the numbers well.Homework: design your name cardTracy XuMaster teacher of Class 3, Junior 1The Middle School Attached to Northern Jiaotong UniversityTel:010-6218-6020Address: No.12 Zhaojunmiao,Haidian District, BeijingPostcode:100081Blackboard design:What's your telephone number?----My telephone number is...zero, one, two, three, four, five, six, seven, eight, nineFeed backUnit One (Period four)I. Teaching aims:This lesson reviews the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions: Ask for and give telephone n umbers.3. Target language:What’s your/his/her telephone number?--my/his/her telephone number is.../It's...4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ writingIII. Teaching processStep I. Lead inQuestion 1. Review the song "Ten little Indian boys"2. How to get somebody's telephone number? And what do we say?3.How about to make a phone book of our class?Students’ feed back:Step II. PracticeActivity one (task one): Sing the song "Ten little Indian boys"Activity two (task two): Make a telephone number book.In order to communicate better, today we are going to make our own phone book. I'll give you two minutes. Group leaders, try to find out your partners' telephone numbers and then fill in the chart. After that, hand in your charts to your group leader. At last, the leaders will stand up and tell the whole class the telephone numbers of your group. Everyone in class should follow him and write down the names and numbers.Step III. ProductionTask one:Task two: Make a telephone book of the whole classmatesHomework: design the Personal information card (including name (last name and first name), telephone number and other information)Blackboard design:Feed back: The activity two provides an opportunity for oral practice using the target language, and practices the listening and writing numbers. Moreover, the students have the telephone numbers of the whole class that will tie them closely.Unit One (Period five) (Sep.11th-the mid-autumn festival)I. Teaching aims:know the culture of the mid-autumn festival (15th day of the 8th lunar month); classify the fruit; check the exercise P32-2breview the Grammar focus of unit one;1. Topic: The Mid-autumn Festival2. Functions: classification3. Target language:I you he she it we you theyMy your his her its our your their4. Vocabulary:fruit/ stationery/ color/ drink/ Verb5. Learning strategies:classifyingIII. Teaching processStep I. Lead inQuestion 1. What date is today?2. What does the mid-autumn festival mean to Chinese?3. What do we do usually in this festival?Students’ feed back:Step II. Practicemid-autumn festival"this festival--the food, the activities...classify the goodsStep III. ProductionTask one:Task two:Task three:Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...Stationery: bag, book, pen, pencil, r uler, rubber, pencil case…Color: black, red, white, orange, green, blue, yellow, violet, purple…Drink: milk, cola, orange juice, soda, mineral water, wine, beer…Verb: listen, look, write, (map, phone), run, jump, speak, smell…Homework:1.Do exercise--P32 and exercise P1-1 in yellow book, and give more words in each column2."face to face with the famous person" (find some information of a famous person that you like. Such as: pictures, work place, hobbies and so on)Blackboard design:Feed back: give more knowledge of the Chinese traditional festival and learn Chineseculture; learn how to classify the goodsUnit One (Period six)I. Teaching aims:review unit 1 and have self check1. Topic: having a review of the first unit2. Functions: ask name and telephone number3. Target language:4. Vocabulary:clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish, skirt, sportswear, sneaker...5. Learning strategies: reading/ speakingIII. Teaching processStep I: Show the ID cards and the information about the famous people the students have already collected and encourage students.Activity one (task one): collect the whole ID cards, and ask one student to choose one and speak out the information except the name, ask the students to write down some information and to guess the ID card's owner---- "What's her/his name?”,” What’s his/her telephone number?"Activity two (task two): Ask the students to introduce the people whom he likes very much. "what's his/her name?" "Why do you like him/her so much?"Step II: Self checkP6-1. 2.Ask students to check all the words they know and ask them to find out the meanings of any words they don’t know.P6-3.Ask students to think of two classmates, a boy and a girl. Have them write their classmates’ details in the charts.Activity three(task three) “Just for Fun!”Try to tell a story according to the picture.Student’s work:“A red ‘Z’ hid beside the gray wall while a green ‘Z’ was walking alone, suddenly, the red one jumped out and shouted ‘past’. The green one was frightened and asked in a trembling voice ‘What’s your first name? The red one said, ‘ZIG’, and the red one asked, ‘What’s your last name?’. The green one said ‘ZAG’.”Homework:1.Review Unit 12.Make a preparation before studying Unit 2 (words and expressions)。
