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1、Unit 1 My name is Gina.Vocabulary name，telephone/phone, number, your, his, her, he, she, yes, no, first, last Number 09 first / last names, middle school, Target Language Whats your name? -My name is Gina. Hello, Gina. Im Ms Brown. -Nice to meet you! Are you Helen? -No, Im not. Im Gina. Whats your t
2、elephone number? -Its 281-9176.Skills Listening for key information Scanning in reading Recycling Good morning! Hi/Hello! my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.The first period of Class: Section A (1a 2d) Teaching aims1Vocabulary: name, clock, am, nice, meet, what, hello ,I, you, my
3、, your,2.target language: （1） Whats your name? My name is（2） Hello! Im Gina. Hi, Mary! Im Alan. Nice to meet you.( 3 ) _ Are you Dale？ Yes,I am./ No, Im not.Im Eric.Teaching importanceThe students learn to introduce themselves and greet people.Teaching steps Lead in: 1. Play the tape, enjoy the ABC
4、song or Hello song, and get the Ss to sing together.Good morning/afternoon，everyone! Last week, we finished the first part of this English bookstarter unit 1-3. We have finished studying all the English letters and some very useful sentences. I believe you remember what we learnt. Shall we have a re
5、vision first? Step 1: Warming-up and revision（课堂热身和复习）Warm greetings to the students2 T: Hello! / Hi! S: Hello! / Hi! T: You are very beautiful/cool/ S: Thank you. 3. Presentation（呈现新知识）T: Hello! My name is Lily. Whats your name? 3 S: (引导学生回答) My name is Tom. T: Its a good / nice name.4 I like your
6、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教师重复两遍这两句话，然后板书my / your / whats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教师要及时表达对学生名字的欣赏。Step 2. Work on 1a （完成1a）Now, lets have todays new unit. Unit 1My names Gina. Please open your books and turn t
7、o page 1 and look at activity 1a. 1Look and find Please look at the picture in activity 1a. Can you write down the names in the picture? Please write down the English words you know on the blanks. 2Read together How many names do you know? Can you share them you know with your partners? Please read
8、it together and tell them the spellings. For example: Gina G-I-N-A. Lets write it down on the blackboard. I would like you to write some down on the blackboard. If you want, you will have one English name. Lets read the words on the blackboard together. 3Ask and answer ( pair work)Two students work
9、in pairs. One asks and the other answers. Then change partner. 【教学设计说明】The first day of class, some students will meet some new classmates and make new friends. Some of them dont know each other. They will introduce themselves informally before or after class. They will use first names to greet each
10、 other. They teacher should give an example to tell students how he/she would like to be stressed in classroom. In English-speaking countries the teachers are addressed by Mr., Miss, Mrs., or Ms and their last names. Lastly if it is possible the teacher tries to give each student an English name.Ste
11、p 3. Work on 1b （完成1b）1. Listen and number the conversations from 1 to 3a. Listen to the tape for the first time. b. Number the conversations from 1 to 3 while you listen to them for the second time. 2Check the answers Lets check the answers. 3Read a. I would like you to read the conversations toget
12、her. b. Would you please read them in pairs? c. Who would like to read in class? 4Explain a. Do you know what the conversations mean? b. Yes. They are the ways of greeting. How about “Im Mary.” and “My names Jenny.” c. They are the common ways of introducing yourself. (我们刚才读的对话一方面是打招呼，另一方面是介绍自己。请同学们
13、掌握这两种简单的介绍自己的方式：Im . 和 My names .)【教学设计说明】Have students look at the illustration as they listen for each conversation. Have them write the correct number of each conversation in the boxes. If necessary, have them listen to the conversation again and again. Check answers by asking volunteers to read
14、and say the number.Step 4. Work on 1c （完成1c）Practice the conversations above with your partner. Then greet your classmates.a. Would you please greet other students in class? b. In starter unit 1 we learnt some English names and everyone got one English name, remember? I would like you to greet other
15、s and introduce your English names. c. Now, could you please meet your friends in class? Who would like to have a try first?【教学设计说明】Have students form pairs and practice the conversations in the picture. Walk around the classroom to monitor their work. Have students introduce themselves using the co
16、nversations as a model. Have students mingle and practice the conversation. Invite volunteers to role-play their conversation for the class.1. 引出另一种表达方式Im / names，教师板书这两个词。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。 2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
17、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。 3 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。 Step 5: Section A 2a 1Learn to the conversations and number the pictures 1 to 4a. Lets move to activity 2a now. Lets look at the four pictures. Can you tell me what they mean? b. Yes. They are about greeting people. And lets listen
18、to the tape and number the pictures from 1 to 4.c. But for the first time, please just listen. d. Now lets listen to them again and try to number them. Are you ready? Start! 2Check the answers Have you got your answers? Who would like to tell us the answers? Answers: Picture 1 = Conversation 3 Pictu
19、re 2 = Conversation 1 Picture 3 = Conversation 2 Picture 4 = Conversation 4 【教学设计说明】Ask students to look at the pictures and describe the setting. If they can, ask them to guess what the people may saying. Tell the students they will hear four conversations. Have them number the pictures. Have stude
20、nts work in pairs to correct answers. Answer any questions. 将四段对话让学生跟读一遍，为下一步的同桌活动做准备。教师要特别强调语音语调的模仿。可以先全班跟读，再让学生个体跟读。Step 6: Section A 2b 1Listen and circle Listen to the conversations again and circle the names you hear. 2Check the answers Finished? Lets check them. 3Read the tape script a. Lets r
21、ead the conversations. Please look at the tape script and read them together. b. I would like you to read them in pairs. c. Who would like to read them in class? 【教学设计说明】Have the students listen to the tape again and circle the name they hear. Invite the volunteers to read the conversation to check
22、the answers. Step 7: Section A 2c 1Read a. Lets move to the activity 2c. There are two conversations in 2c. b. Please look at them. What is it about? c. Yes, it is about greetings and introductions. Could you please read them? 2Practice a. Lets practice the conversations in pairs. Please pay attenti
23、on that you should use your own names and if you use your English names, it will be better. b. Who would like to practice in class? 3Task 1They are my friends. Lets try to perform a taskThey are my friends. I will give you a chart. Could you please greet your friends in class and write down their Ch
24、inese and English names in the chart? Please use the first conversation in 2c. I will give you two minutes and lets see who greets the most friends. Example: Hello! Whats your name? My names . and my English names is . Im . and my English names is . Nice to meet you! 4. Task 2I want to have more fri
25、ends. Just now, we finished task 1 and you have some friends names in your chart. This time, we try to perform task 2Please ask your friends about others names and fill in the chart. Example: Whats his (her) Chinese name? His (Her) Chinese name is . Whats his (her) English name? His (Her) English na
26、me is . 【教学设计说明】Organize students into pairs. Have them use the conversations to guide them to talk about themselves. 1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，教师可播放磁带两遍,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。 2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。Step 8:
27、Section A 2c Invite volunteers to role-play their conversations for the class. Motivate them by offering bonus points or rewards to volunteer students.【教学设计说明】为活跃英语课堂氛围而进行的活动。为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。从guessing game中引出Whats his/her name? His/Her name is。让学
28、生利用名人的图片来进行猜测，熟练新的句式。同时板书Whats his/her name? His/Her name is对有能力的同学，鼓励使用更多的句式来表达。Is he/she? I think he/she is I think his/her name isStep 9: Summarize Lets summarize what we learnt in this period. Step 10: Homework （课后作业）1Oral work: (1) Listen to1a, read and recite it. (2) Go on making up your dialo
29、gues with your partner. 2Written work: (1) Finish workbook P1-P2Ex(2) Copy the typescripts of activity 2a and 2b. 3. Bring some photos to school.准备若干亲友的照片，若干生活中常用电话号码的图片（急救、报警、火灾等）为下节课准备。The second period of Class: Section A (Grammar focus 3c) Teaching aims（教学目标）1掌握常见基本英文姓名的读法；2帮助学生比较中英文姓名的不同之处，通过了解
30、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。3制作本人的ID card Language points（语言点）要求掌握以下句式：Whats your/ his/ her first name? Whats your/ his/ her family name?2要求掌握以下词汇： first name, last name, family name, given name, boys and girlsDifficulties（难点）：比较中英文姓名的不同之处和中西方文化的差异。中英文姓名的区别
31、，男女姓名的区别和排列顺序。Teaching steps（教学步骤）Lead in: Last time we learnt the ways of asking others names. Do you still remember how to say that? OK. Lets review it first. Step 1: Warming-up and revision（课堂热身和复习）1.Daily greetings to the students（日常问候）T: Good morning, boys and girls. My name is Linda. Whats you
32、r name, please?S: My name is Tom. T: Hello, Tom. Nice to meet you.S: Nice to meet you, too. T: And whats your name?S: My name is 2. Revision（复习） T: Excuse me, whats her name, please? S: Her name is Jenny. T: Whats his name? S: His name is Tony. T: (老师根据学生回答给出多种评价。) My names _. Your name is _. His na
33、me is _. Her name is _.3. Presentation（呈现新知识）（1）T: (从复习中引出) So, we are friends now. You are Wang ping, Zhang Xiao-dan.T: Now, look at these pictures. We have some famous persons here. Do you know their names? (展示几张外国名人的图片。) (Bill Gates, George Bush ) T: Bill Gates, Bill is his first name. Gates is h
34、is last name.While Zhang Xiao-dan, Zhang is her first name. Xiao-dan is her last name.【教学设计说明】1这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺垫。建议让多个Ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。可以采用“连珠炮似的提问”（老师提问，学生迅速反应）和“连锁操练”（学生任意提问或排头开始一一提问至排尾）方法。教师在操练期间板书这些词。2此问重点操练his, her, my, your这几个物主代词的用法及英文名字的使用。建议教师用夸张语调重读这些词并用彩色粉
35、笔板书。3该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前。Step 2: Grammar Focus 1Read Read the sentences in grammar box. 2Point out the notes about contractions(缩略形式) What can you find from the right column in the grammar box? Yes, we find that “i” disappears in the “Whats and names” and “a” disappears in “Im”. This is ca
36、lled contractions. (了解缩略形式What is=Whats ，I am = Im等)。3. On the blackboard, make a two-column chart of the pronouns. Have students fill in the correct form of the verb to be. Have students copy the chart into their notebooks.4. Write an affirmative statement on the board. Have students go to the boar
37、d and write a statement with to be. Ask another student to write a what-question for the answer.【教学设计说明】Have students read the questions and answers silently. Call the students attention to the contractions. Explain that in speaking we almost always use the contracted form. The full form is correct,
38、 but it sounds too formal in everyday interactions.Step 3: Section A 3a 1Put words in order to make conversations. 2. Then practice them. 3Explain what the first name and the last name are The first name is the given name and the last name is the family name. And in English the first name is in the
39、front that means the given name is the first which is totally different from Chinese name. 英文中的名字分为名和姓，其中名在前，姓在后，这和中文名字完全不同。请同学们注意。 【教学设计说明】Have students ask each other their first and last names. Have them use： Whats your first name? or Whats your last name? Have them write a list of their classmat
40、es names.1. 几堂课中取的英语名字。教师有意识地写下一些名字在黑板上。可以写一两个学生的中文姓名在黑板上。再把几个外国名人的名字也写在黑板上，目的是为了进行对比。English names vs. Chinese names 2教师板书first name, last name并请学生跟读。学生的反应可能较慢，讲解时需要教师放慢语速，并重复此问题。可给中文帮助学生理解。3. 请同学回答，注意正确性；同桌和四人组互问。4. false front指面具，事先应做好准备。5. 可以做好课件将姓名展示给学生。要求掌握基本英文名字的读法。6介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千
41、多个，其中最大的姓氏是Smith及十大姓氏的排列。7可以让一部分同学问，一部分同学回答。8. 英文姓氏趣味性：有些是由表示地名，面貌，环境特征，颜色身份或职业的词演变而来，如Brook(小溪)，Hill(小山)，White(白色),Smith(铁匠)等。Step: Section A 3b 1Complete the conversation and practice is with your partner.2Have students read the sentences and fill in the blanks.3. Monitor their progress, making su
42、ggestions to raise their awareness about language.4. Write the correct answers on the board and have then check their answers.【教学设计说明】To finish it, you can discuss with your friends first. Step 4: Section A 3c 1Read Now class, lets have a game. Its about our English names. Its very easy and please t
43、ry your best to remember your friends names one by one. Lets read the example in 4 on page 3. 2Practice in groups Can you understand how to play this game? OK. Please work in groups. Six students form a group. I would give you several minutes to practice in groups and then we will perform in class.
44、3Perform in class Lets play this game in class. And lets see which group is the fastest without mistakes. 4. Tell students to look at their classmates and try to remember their names. Invite volunteers to stand and report on their classmates names. Have them say: My name is . His name is . or Her na
45、me is . or Their names are.【教学设计说明】Students will play a game to learn each others name. The rules of the game are: I say my name. The person next to me says his/ her name and mine. The third person says his/her name and the previous persons names. The game continues until everyone has said their nam
46、es. 注意：1.可以玩“姓名接龙”游戏（以前一名字的末字母为后一名字的首字母来接名字。2.帮助学生比较中英文姓名的差异；特别是男女名字的差别，了解中西文化的差异。可列举一些常用的男子名和女子名。让学生尽可能说出所记得的英文姓名并给与评价与奖励。3. 小组活动。尽量复述前面同学的话，多练习名字和物主代词的用法4这练习主要对所学内容的进一步巩固。练习询问名字和不同的人称代词的用法。使所学句型生活化。5. 因为前面已经两人组或四人组的形式进行了交流。这个游戏可以处理为全班性的活动来进一步拓展。学生可以离开座位找朋友，作自我介绍、互相认识和介绍他人，也可以找老师交流。目的是让语言真正生活化，自然化。
47、并且培养学生大胆应用英语来锻炼自己的英语口语能力和交际能力。Step 5: Summarize Lets summarize what we learnt in this period. Step 6: Homework Read the English names in 3a. The Third Period of Class: Section B (1a- 1f )Teaching aims（教学目标）1熟练掌握英文数字09；2掌握日常生活中一些常见的数字的实际意义（比如：110，120，119，114，121等）。3填写通讯录。Language points（语言点）1.要求掌握以下句式：Whats your telephone number? Its.2要求掌握以下词汇：zero, one, two, three, four, five, six, se