Unit 1 My name’s Gina.>>单元教案

Unit 1 My name’s Gina
(The 4th period Section B 1a—2c)
Teaching aims（教学目标）
1．复习并熟练掌握数字0-9的英文表述。
2．掌握一些常用数字（如110，121，119，114，120等）的实际意义。
3．填写通讯录。
Language points（语言点）
1．要求掌握以下句式：What’s your phone number It’s …
2．要求掌握以下词汇：zero, one, two, three, four, five, six, seven, eight, nine
Difficulties（难点）：数字的中英文对应关系。
Teaching steps（教学步骤）
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, everyone. My name is Peter.
What’s your name, please 1
S1: My name is Lily.
T: Hello, Lily. Nice to meet you.
S1: Nice to meet you, too.
T: And what’s your name
S2: My name is…
（2）Revision（复习）
Part one:
T: S1, what's his name 2
S1: His name is …
T: S2, what’s her name
S2: Her name is …
Part two:
S1: Good morning. What’s your name, please 3
S2: My name is Jack. What’s your name, please
S1: My name is Susan. And what’s your name, please
S3: My name is Tony.
S1: S4, what’ his name (point to S2 )
S4: His name is …
教学设计说明
1．操练这个问题是为了熟悉日常用语及对姓名的提问法； 同时也是为了使同学们尽快熟悉各自的英文名字。 应尽可能让多个Ss作答。鼓励他们大胆开口，大胆回答。
2．重点复习、操练、巩固his, her, my, your这几个物主代词的用法及英文名字的使用。
3．以小组为单位，同学间进行交流， 既加大了句型的复习密度， 同时促进了相互之间的英文名字的了解与熟悉。
2. Presentation（呈现）
T: Please tell me how to say it in English (show the Ss the number cards, one by one)4
Ss: It’s one.
Ss: It’s two.
…
3. Game
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 5
(Every time, T shows the Ss one card. The group must stand up.)
Ss: Five./Seven./Three.
Part two
T: Now, this time, I’ll show you the number card, but the next number group must stand up and say the number loudly. 6
(T shows the Ss one card.)
eg:
T: (Show the card—2)
Ss: Three. (Group 3 stands up and say the number loudly)
Part three
T and the Ss play the game again, but this time, not the next
group stands up, but the number before. 7
eg:
T: (Show the card—5)
Ss: Four. (Group 4 stands up and read the number loudly)
4．Practice
T shows the Ss some numbers (car number, room number etc), asks them to read out. 8
Eg:
T: (show a car number) 浙A3M827
Ss: Zhe-A-three-M-eight-two-seven.
T: (Show a room number)1508
Ss: Room one-five-o-eight.
4．教师事先准备好0-9，共10张数字卡片。课堂上随机使用。看学生的反应速度、熟练度和准确性。
5．为了提高趣味性，在游戏中让学生进行复习与巩固。 过程中教师要注意观察每一组学生的反应速度、正确性， 以及这一组学生中， 他们的反应是否一致。
6． 教师随机展示数字卡， 起立的却是后一个数字的学生组， 同时他们也必须大声读出他们自己的数字。 也就是教师展示的数字的下一个。通过游戏， 训练他们的反应速度和正确性。
7． 为了增加游戏的难度；提高竞争的激烈度以及学生的参与度， 数字的逆向思维可作为训练的一种途径。
8．教师课前必须准备一些车牌号、房间号、电话号码等 （最好用图片的形式， 有条件可制作成PPT）， 作为课堂训练的拓展和延伸， 并且与生活实际相联系。增强语言的实际生活功能。
5. Work on 1b（完成P4--1b）
(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)
T: Now let’s listen to the tape. 9
…
T: (ask the Ss to write the phone numbers in the blank.)
…
T: (check the answers:2-7-8-6-9-2-6)
6．Work on 1c（完成P4- -1c）
T: Now please work with your group (four students in one group) and ask each other questions about phone numbers.10
Eg:
S1: What’s your telephone number, S2
S2: It’s 356-9865.
S1: 356-9865. Thanks.
7．Work on 2a,2b（完成P4－2a,2b）
T: Point to the numbered names. Read each one aloud along with the number that comes before it. Then say each number and ask a student to read the name after that number.
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.
Play the tape then check the answers. 11
(1.c 2.d 3.b 4.a)
(278-7928, 555-8042, 398-6149, 929-3160)
8．Work on 2c（完成P4－2c）
T: (Point out the address book headings “names” and “phone Numbers”.)12
Let the Ss ask other four students in the class these questions to complete the chart.
( the four students who are asked should not be in his/her group)
9．Follow up（进一步扩展）
Part one
T: Now it’s your turn to make up your own dialogues. Please
9．播放磁带。完成数字的填写。之后当场校对。
10．学生模仿1b的对话，以四人小组的形式进行练习，并记录小组成员的电话号码。
11．播放磁带。如有需要，T可播放磁带两遍。
12．学生根据表格要求在教室内随机寻找四位同学， 询问他们的姓名和电话号码，并记录在表中。而此时的“随机”更能增加语言的真实交际性。
work with your group (four students in one group) and ask each other questions about his/her friends’ names and telephone numbers. 13
Eg： A: Hi / Hey, … What’s your friend’s name
B: His name is …
A: What’s his first name
B: …
A: What’s his given name
B: …
A: What’s his telephone number
B: His telephone number is …
Part two
Introduce one classmate in the address book before class. 14
11．Homework
Oral work: (1) Listen to Section B 2a, read and recite it.
(2) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.3. Exx 4 and 5.
(2) Bring some photos of your friends’ or your relatives’ telephone numbers, car numbers and get ready to introduce to the classmates.
13．T根据Ss的实际水平，可以让Ss自由发挥编对话。加入自己的内容，丰富对话内容和形式。同时，根据课堂时间安排，检查对话若干。要求S在听时，记录相应内容。
14．对话练习之后，让学生马上在全班面前介绍同学， 可以提高学生的综合能力和表达能力。
PAGEUnit 1 My name’s Gina.
(The fifth period Section B 3a—3c)
Teaching aims（教学目标）
1．复习英文中姓与名的表达方式，熟练掌握英文中姓在后，名在前。
2．复习英文中数字的表达方式，会熟练制作ID card。
Language points（语言点）
1．要求掌握以下句式：（1）— What’s her telephone number
— What’s her family name
— What’s her first name
（2）—My name is Tina. Nice to meet you.
— I’m Mary . Nice to meet you too.
2．要求掌握以下词汇：Unit 1 所有词汇，注意了解它们的词性。
Difficulties（难点）：中国人将姓放在前，名在后，英文中名在前，姓在后。名字的书写。
Teaching steps（教学步骤）
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, everyone.
S:Good morning, Claire.
T: How is the weather today 1
S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy …). 2
（2）Revision（复习）
T: What’s your English name
S: My English name is Mike.
T: What’s your family name
S: My family name is Smith. 3
T; What’s your desk mate’s first name
S; His first name is Green . 4
T: What’s his telephone number
S: His telephone number is 66887799. 5
教学设计说明
1．这问题是为了操练日常用语。建议让多个Ss作答。鼓励他们相互问候。
2．此问重点操练不同天气的表达方式，建议每天尽量介绍不同的词组，当然要与当日的天气相符。
3．该问题除了继续操练前面几课的句型外，还要通过这种提问帮助学生熟悉全班同学的名字，及英文姓与名的表达方式。
4．本课主要是在复习的基础上，再增添新的单词量。（如:desk mate）
5．对有能力的Ss，要求
2. Work on 3a（完成P5 1a）
T: Now look at the pictures on P5. Please Find the last names and write them below.
（使用教材第5页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）6
Eg: T: (教师诱发S1说出“What’s Gina Green’s first name lhI’m the boy in the purple pants.”，然后问) Where did you go
S1:Her name is Gina.
T: (诱发S2) What is her family name
S2: Her family name is Green..
Drill: S1: What’s Nick Hand’s family name /first name
S2: What’s Jim Smith’s family name /first name
S3: What’s Linda Brown’s family name /first name 7
3．Work on 1b（完成P5－3b）
T: Now Look at the ID cards and answer the questions.
E.g.: T: Now let’s check the answers. Her telephone number is 535-2375,her family name is Brown, her first name is Jenny.
S: His telephone number is 868-7889, his family name is Smith, his first name is Jenny. 8
4．Work on 3c（完成P5－3c）
T: Please Fill in your own ID card. 9
5．Work on 4c ( 完成P5－4c )
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. 10
6．Follow up（进一步扩展）
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about his friend . 11
E.g.：A: What’s your friend’s first name and last name
B: His first name is Mike and last name is Jordan.
A: What’s your friend’s telephone number
B: His telephone number is 84693218.
A: What’s his address
B; No.58 Pingan Street.
7. Work on Page 6 in our workbook.
T: Now let’s check the words you know and have a competition to see which group do the best. 12
8. Work on Page 6 in our workbook.
T: Now write five or more words in your Vocab-Builder. 13
他在黑板上写出他的中文名和英文名及电话号码。
6．要求其他同学在听的同时，仿照课文3c做ID card
7. 该练习主要是为了操练英文中姓与名的表达方式，使同学们熟悉英文中名在前、姓在后。
8． 可以让学生自己展示各种各样的ID card , 让同学们相互提问。
9．可以开展一个竞赛，看谁先填完，而且填得最准确。
10. 该练习主要是为了通过读电话号码来熟悉英文数字。建议以小组为单位开展游戏。
11. 通过小组活动，让学生通过英文交流结交新的朋友，让语言的实用性得到体现。
12. 通过该练习，可以巩固学过的单词，小组间可以开展一个竞赛，看哪组同学认得最多，发音最好
13． 通过该练习， 学生
9. Oral work .
T: get ready for five minutes. Please introduce one of your friends orally before class.14
10．Homework
Oral work: (1) Listen to Unit 1, read and recite it.
(2) Read the the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P.4.
(2) Bring some of your family photos to school and get ready to introduce to the classmates.
可以增加单词量，增强积累单词的意识。
14. 该练习主要是锻炼学生的口语表达能力Unit 1 My name’s Gina
(The 1st period Section A 1a—1c)
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 e 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。
PAGEUnit 1 My Name’s Gina
(The 3rd period Section A 3a—3c)
Teaching aims（教学目标）
掌握基本英文姓名的读法。
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。
能制作本人的ID card.
Language points（语言点）
1．要求掌握以下句式：What’s your/his /her first/ name Jack. What’s your/his/her last /family name Smith.
2．要求掌握以下词汇：first name, last name, boy，girl, boy’s name, girl’s name等以及Green, Jack等名字。
Grammar(语法)： 比较中英文姓名的不同之处。
Difficulties: (难点): 1. 中英文姓名的区别，主要是排列顺序。
2. 男女姓名的区别。
Teaching steps（教学步骤）
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.
What’s your name, please 1
S: My name is Tom.
T: Hello, Tom. Nice to meet you.
S: Nice to meet you, too.
T: And what’s your name
S: My name is…
（2）Revision（复习）
T: Excuse me, what’s her name, please 2
S: Her name is Jenny.
T: What’s his name
S: His name is Tony.
T: (老师根据学生回答给出多种评价。)
My name’s ___. Your name is _____. 3
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。T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T用夸张语调重读这些词并用彩色粉笔板书。
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
His name is _____. Her name is ______.
2. Presentation（呈现新知识）
（1）T: (从复习中引出) So, we are friends now.
You are Wang ping, Zhang Xiaodan. 4
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 his last name.5
While Zhang Xiaodan, Zhang is her first name. Xiaodan is her last name.
（2）Get the Ss to practice the following dialogue in pairs.
T: What’s your first name 6
S: My first name is ___.
T: What’s your last name
S: My last name is ___.
(3) Play a game.
Ss put on their false front to act as famous persons, and say: Hello, my name is Jacky Zhang. (first name+ last name).
Then make a short dialogue between the Ss and the famous person, let them know each other. 7
3. Work on 3a（完成P3 3a）
Read the list of names in the exercise. Ask students to guess which names are first names and which are last names. 8
Point out the sample answers: the L for last name next to Green, and F for first name next to Jack. Then have students finish the exercise on their own.
(3) Check the answers. 9
(4) 使用教材第3页上图片的挂图或课件，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练 10
What’s your first name Jack.
What’s your last name Smith. 11
(5) Making own ID card
First Name: _________________.Last Name: _________________.
Let the Ss make their own ID cards(including first name and last name)
几堂课中取的英语名字。T有意识地写下一些名字在黑板上。
4．T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
5． T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T放慢语速，并重复此问题。可给中文帮助Ss理解。
6. 请同学回答，注意正确性；同桌和四人组互问。
7. false front指面具，事先应做好准备。
8. 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。
9．介绍一下美国的十大姓氏。在美国，万人以上的大姓有三千多个，其中最大的姓氏是Smith及十大姓氏的排列。
10．可以让一部分同学问，一部分同学回答。
11.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。
4. Work on 3b（完成P3－3b）
Let the Ss tell first names from last names, tell boys’ names from girls’ names in exercise 3a by doing exercise in the book (3b). 12
Now, we have learnt many names about boys and girls. Do you know how many foreign names 13
Name game.
Competition: list names as many as possible, see which group gets the most names.
S1: My name is Jenny Green.
S2: Her name is Jenny Green. My name is Tony White.
S3: Her name is Jenny. His name is Tony…My name is Jun King. 14
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。
Eg: S1: Nick S2: Kim S3: Mary…
5. Follow up（进一步扩展）
（1）T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and ask each other questions about their friends’ names. 15
Eg：A: Hi / Hello, … What’s your father’s first name
B: His first name is…
A: What’s his given name
B: His given name is …
A: What’s your mother’s family name
B: Her family name is …
A: What’s her given name
B: Her given name is ….
Work on 4（完成P3－4）
A: My name is Tony.
What’s your name
B: My name is…
A: His name is Tony. My name is Linda.
B: What’s her name …16
.
12．注意帮助学生比较中英文姓名的不同之处；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。
13. 让学生尽可能说出所记得的英文姓名并给与评价与奖励。
14．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。
15.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。
特别注意画线的词的用法。
16． 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。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。
（3） Chant 17
What’s your name
I’m …
What’s your name
I’m…
Hello,…
Hello,…
What’s your name
I’m …
What’s your name
I’m…
Good -bye,…
Good-bye,…
Game
…
6. Conclusion (小结) 19
补全对话
A: 1 .
B: Hello, I’m Jack Brown.
A: Nice to meet you.
B: 2 .
A: Is this your friend
B: Yes.
A: What’s his name
B: 3 .
A: Hi!
C: Hi! Here’s my name card.
A: 4 .
7. Homework
Oral work:
(1) Read and recite all the names about boys and girls.
(2) Read the sentences in Picture on 3a.
(3) Go on making up your dialogues with your partner and polish it.
Written work:
(1) Finish workbook .
(2) Bring some of your foreigner friends’ photos to school.
(带几张外国朋友的照片到学校) 20
17.可以自编一个CHANT 让学生跟唱，加深印象。
18. 老师可以找一些生活中第一次见面的短片，让学生发挥想象进行同步配音。
19．通过这个练习简单地把学的句型巩固小结。
20. 带一些朋友的照片在同学之间交流和介绍。
18
A. Nice to meet you.
B. Hello, what’s your name
C. Thanks.
D. His name is Tom Green
PAGETeaching Plan for Unit 1
Title: My name’s Gina
Length of lesson: 40minutes
Learners:
I. Teaching aims:
In this unit students learn to introduce themselves, greet people, and ask for and give telephone numbers.
1. Topic: Making new friends
2. Functions:
Introduce yourself/ Greet people/ Ask for and give telephone numbers
3. Target language:
What’s your name -My name is Gina.
I’m Gina. Nice to meet you.
What’s your phone number -it’s 2842942
4. Vocabulary:
personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello
5. Learning strategies:
Practicing/ listening for specific information
II. Time 6 periods
III. Teaching process
Lesson One (Period one)
I. Teaching aims:
1. To know how to learn English well and know some rules used in English class
2. In this first lesson, students learn how to make an introduction
1. Topic: Making new friends
2. Functions:
Introduce yourself/ Greet people
3. Target language:
What’s your name ----My name’s… I’m …
4. Vocabulary:
Introduce/ Introduction/ name
5. Learning strategies:
Listening/ speaking/ singing
III. Teaching process
Step I. Lead in -Greeting and making an introduction
Question 1. Why do we study foreign language
2. How to study English well
Students’ feed back: discussing in pairs
Step II.
Activity one (task one): making an introduction
I’m Ms. Xu, your new English teacher, welcome to Ms. Xu’s English class. It’s very
nice to see you. 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 well
We have many ways to learn English well. We can read, listen, speak and write. We can read books, listen 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 class
1. 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 introduction
1. 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 class
Homework: 1.to recite the words and expressions in starter
2.to do some exercise in starter
Blackboard design:
The rules in English class:
Introduction-to introduce yourself to others
What’s your/his/her name -My/his/her name’s…
Feed back
Unit 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 friends
2. Functions:
Introduce yourself/ Greet people
3. Target language:
What’s your name / What’s your first name / What’s your last name
4. Vocabulary:
first name/ last name/ Hi/ Hello/ Nice to meet you
5. Learning strategies:
Listening/ speaking/ singing
III. Teaching process
Step I. Lead in
Question 1. What’s your name, please./ May I have your 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 you first meet someone
Students’ feed back: discussing in pairs
Step II. Learn and Practice
Activity 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: the
conversation numbered(1). Point out the boxes where students will write a number for
each conversation. Play the recording a second time. Students number the conversations
.Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxes
next to the pictures. (say: listen to the four conversations again. Write the number 1 in the
box next to the people who say conversation 1, 2 in the box next to the people who say
conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the
conversations. You will hear some of the names, not all of them. circle the names you
hear. The first one is done for you.)
Activity two (task two) Do the exercise- Sec.B-3a: Read the list of names in the exercise.
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 your last
name, or surname. The family name is written after one's given name, then point to
individual 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 like from 3a.
Activity three (task three) Game: This is a team game. The last student of each team is
the 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 first name 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 names
Unlike Chinese names, English names are listed with the given name first
and 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 name
sounds is more important. In Chinese culture, naming a child often takes five principles
into consideration: the name should reflect favorable mathematical calculations, be
harmonious 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 happier
we’ll be! For your friends are my friends and my friends are your friends, the more we
get together, the happier we’ll be!
Step III. Production
Task 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: Relaxing
Step IV. Sum up
1. 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 songs
2.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 Starter
Blackboard 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 back
Unit 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 number
2. 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 nine
5. Learning strategies:
Listening/ speaking/ singing/ writing
III. Teaching process
Step I. Lead in
Question 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. Practice
Activity 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 Indian 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 your hands.
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. Production
Task one: listen and repeat the numbers
Task 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 card
Tracy Xu
Master teacher of Class 3, Junior 1
The Middle School Attached to Northern Jiaotong University
Tel:010-6218-6020
Address: No.12 Zhaojunmiao,
Haidian District, Beijing
Postcode:100081
Blackboard design:
What's your telephone number ----My telephone number is...
zero, one, two, three, four, five, six, seven, eight, nine
Feed back
Unit 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 number
2. Functions: Ask for and give telephone numbers.
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 nine
5. Learning strategies:
Listening/ speaking/ writing
III. Teaching process
Step I. Lead in
Question 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. Practice
Activity 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. Production
Task one:
Task two: Make a telephone book of the whole classmates
Homework: design the Personal information card (including name (last name and first name), telephone number and other information)
Blackboard design:
Name Telephone number
Li Lei 8263-9745
Liu Ying 6254-5478
Lin Fang 6224-7381
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 P32-2b
review the Grammar focus of unit one;
1. Topic: The Mid-autumn Festival
2. Functions: classification
3. Target language:
I you he she it we you they
My your his her its our your their
4. Vocabulary:
fruit/ stationery/ color/ drink/ Verb
5. Learning strategies:
classifying
III. Teaching process
Step I. Lead in
Question 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. Practice
Activity one (task one) introduce the traditional festival of Chinese----"the mid-autumn festival"
Activity two (task two) discuss the activities the Chinese people usually do in this festival--the food, the activities...
Activity three (task three) give some fruit eating in this festival and try to classify the goods
Step III. Production
Task one:
Task two:
Task three:
Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...
Stationery: bag, book, pen, pencil, ruler, 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 column
2."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 Chinese culture; learn how to classify the goods
Unit One (Period six)
I. Teaching aims:
review unit 1 and have self check
1. Topic: having a review of the first unit
2. Functions: ask name and telephone number
3. Target language:
4. Vocabulary:
clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish, skirt, sportswear, sneaker...
5. Learning strategies: reading/ speaking
III. Teaching process
Step 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 check
P6-1. 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’.”
Activity four(task four) Give a quiz for Unit 1in workbook
Homework:
1.Review Unit 1
2.Make a preparation before studying Unit 2 (words and expressions)Unit 1 My name’s Gina.
(The 2nd period Section A 2a—2c)
Teaching aims（教学目标）
1．继续学习如何做自我介绍及问候他人。
2．学会从对话中获取对方的基本信息（询问他人姓名）。.
Language points（语言点）
1.要求掌握以下句式：What’s your/his/her name
My/His/Her name is ……
2．要求掌握下列词汇：his, and, her, question, answer, look
3．语法：了解缩略形式What is=What’s ，I am = I’m等；初步了解代词my，your，his，her的用法（此知识可在今后学习中进一步巩固）。
Difficulties:(难点):代词my，your，his，her的用法。
Teaching steps（教学步骤）
1. Warming- up and revision（课堂热身和复习）
（1）Sing ABC song1
（2）Greeting (Say hello between the teacher and the Ss)
(3) Review introduction
T: Good morning. I’m Diana.2 What’s your name
S: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you ,too.
2. Presentation（呈现新知识）
T: Boys and girls, Let’s play a guessing game,
“What’s his/her name ” 3 OK
Show the students the famous persons, let
them guess the names of these persons by using:
His name /Her name is ……4
I think his/her name is…5
Is he/she……
教学设计说明
为活跃英语课堂氛围而进行的活动。
2．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。
3.从guessing game中引出What’s his/her name His/Her name is……。让学生利用名人的图片来进行猜测，熟练新的句式。
4.板书What’s his/her name
His/Her name is……
5．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 is…
3. Summary (short forms)
My name’s ______. Your name’s _______.
His name’s _______. Her name’s ________. 6
4．Work on 2a（完成P2－2a）
T: Now, look .at the pictures on P2, listen to the
four conversations. Just listen.
(Play the recording for the first time, students
only listen.)
Then, listen to the recording again, and number
the pictures . Check the answers.
5．Work on 2b（完成P2－2b）
Listen again. Circle the names you hear.
The first name is done for you.
Play the recording. Students listen and circle
the names they hear. Then check the answers. 7
6．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat.
Please try to read like the tape. 8
7．Work on 2c（完成P2－2c）
T: Suppose you are new students in No. 1 Middle
School. You are from different countries. You
meet for the first time. Make up a dialogue in
pairs.9
8. Grammar focus（老师用中文总结这两天所学的语法点）
T:这两天学习了自我介绍、认识新朋友、问候的句型。
My name is …… I’m ……
What’s his/her name
Nice to meet you.
回答What’s your/his/her name
的答语用： My/His/Her name is….
注意几种缩略的表达法：What’s=What is
I’m=I am name’s=name is10
6．小结物主代词my , your, his, her 的用法。
并了解一些缩略形式及读法，为下一步的听力做准备。
7．
Conversation1:Jenny, Tony
Conversation2:Tonny, Jenny
Conversation3:Bob
Conversation4:Jim
8．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。
9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。
10. 指导学生阅读grammar focus时，注意使学生理解question, answer, look三个词。
9. Exercise
Workbook P1 Ex.1 Find these words. Circle the words.
P2 Fill in the blanks in the conversations..11
10．Homework
Oral work: (1) Listen to1a, read and recite it.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your dialogues with your partner and polish it.
Written work: (1) Finish workbook P1P2Exx
(2) Bring some photos to school. 12
11. 练习册的两个习题巩固本节课的语言重点。
12. 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。
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