23七年级上册 （教案7）Unit 1 Section B（1a-1f）

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Unit 1  My name’s Gina.
Section B (1a-1f)

Teaching Aims	Language goals   Ss are able to master how to ask for and give phone numbers. Key words and phrases zero, one, two, three, four, five, six, seven, eight, nine, telephone, number, phone, telephone / phone number Key sentences — What’s your / his / her telephone number?     — It’s 281-9176.
Teaching Difficulties	Ss are able to use proper sentence patterns to ask for and give phone numbers.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Lead in	Q&A的部分通过情景吸引学生兴趣并帮助学生快速进入主题。学生看图回答问题快速帮助学生进入知识讲解。 通过设置情景，让学生在真是的场景中运用数字。学生通过用完整句子回答问题，实现了从单词到句子的练习。
Show Ss teaching goals. T: Morning everyone. Today we are going to talk about how to ask for and give phone numbers. Ask Ss to see pictures on PPT P5-P10 and answer questions. (While T show Ss pictures, they can ask two questions: Q1: What’s this? or What are they? Q2: How many … are there? Before Ss answer the two questions, T can remind them to answer the questions with complete sentences.) T ask Ss to answer questions by showing pictures. T: This is Mrs. White. She is a farmer. She is busy today. She has so many things on the farm. Now let’s help her to count the things. ( Ss count numbers from P13-P14. They can just tell with numbers. But it’s better for T to encourage them to answer with complete sentences: There are eight eggs.) Ask Ss to find out the numbers on P15. (Before this part, T can ask Ss to write down the numbers 0-9 on their exercise book to help Ss spell the words correctly. T must make a summary about their common mistakes. Then Ss can find out the numbers and share in class.) Ss sing a song about numbers.
Step 2Presentation & Practice	由于这个听力内容比较简单，学生可先完成听力部分，再通过自读听力材料理解文本。 在处理文本的过程中，可以适当拓展延伸，为后面的知识点讲解做铺垫。
1a   Ask Ss to listen to 1a and repeat after the tape. T should pay attention to Ss’ pronunciation and intonation.Then ask Ss to read a series of telephone numbers . (First Ss can practice by themselves and then they can read in class. When Ss are practicing, T should walk around and give guidance. This part may be a little difficult for Ss, so more time should be given.) 1b & 1c Play the recording and ask Ss to listen to the conversation and write the telephone number in 1b. Then the T can check answers as a class. Answers: 2786926     Then ask Ss work in pairs to make conversations using the sentence patterns in 1c. 1d     Play the recording again and ask Ss to do the match task in 1d. T can choose some Ss to share answers in class. Answers: c d b a 1e Ask Ss to listen again and complete the phone numbers in 1d. Ss can check answers in pairs by making the conversations like this : S1: What’s Tom’s telephone number? S2:It’s 278-7928 Answers: 60  49  28  24 (After Ss listen to each dialogue, ask them to read the listening scripts by themselves. T highlight the key sentence patterns: What is your telephone number? My telephone number is … to make sure Ss pay more attention. Also T can tell Ss the forms about how to write a name, both Chinese and English.) Ask Ss to ask and answer their telephone numbers with their partners. (T give an example first. Ss must use the right sentence patterns. While T can give Ss more extension like: What is his / her / your mother’s telephone number? )
Step 3 Language Points
1. 基数词 英语中的数词可以分为两大类：基数词和序数词。表示数目多少的词为基数词，如zero, one, five等；表示事物先后顺序的词为序数词，如first（第一），second（第二）等。其中，基数词可以表示数目、年龄、编号、号码等。 2. What’s one’s telephone number? 该句型用来询问某人的电话号码, 意为“某人的电话号码是多少？”。答语用“It’s + 电话号码. ”或“One’s telephone / phone number is + 电话号码.”，也可直接回答电话号码。 3. 中文姓名的英语书写方式 此处Li Xin是一个中文姓名。 中文姓名的英语写法，一般用汉语拼音拼写。姓和名分开写，姓在前，名字在后。姓和名字的第一个字母都要大写。 (Ss can find out the usage by finding out the details in the listening scripts.)	这个环节的小组讨论，激发学生自主学习的能力，帮助他们快速适应七年级的学习生活。
Step 4 Exercises & Homework	通过习题让学生对知识点的用法有更加清晰的认识。
Exercises Step1: Ask Ss to do the exercises on PPT P30-P32. Step2: T ask Ss to make a summary about language points they learned today. Homework 1. Preview the passage in Section B 2b. 2. Do the exercises in students’ book.
Teaching Reflection	The design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.