Unit 1 My name’s Gina.
I. 教学设计分析
本单元在学生学完前面三个预备单元的基础上，围绕“结交新朋友”的话题，教学生学习和他人礼貌交际、打招呼、介绍自己和询问他人姓名的基本句型。通过学习区分first name，last name和family name，了解有关中外姓名表达的文化知识差异；通过询问电话号码“What’s your/her/his phone number?”，学习掌握数词1-9，还掌握了形容词性物主代词my/your/her/his的用法。
New languages:
What’s your name? My name is/I’m …
Hello! I’m …/Hi! I’m …
Nice to meet you!
What’s his/her name? His/Her name is …
What’s your/his/her phone number?
II. 教学学时分配
Teaching periods:
Period 1: Section A 1a-1c
Period 2: Section A 2a-2c
Period 3: Grammar Focus/ 3a-3c
Period 4: Section B 1b-1f
Period 5: Section B 2a-3c and self check
Period 6: Review Unit 1
Unit 1 My name’s Gina.
The First Period
Section A(1a-1c)
I. Teaching aims
Master the key words:
name, nice, to, meet, too, your
Get students to greet people using the target language.
Target language: (1) What’s your name?
(2) My name is…
(3) Hello, I am Gina.
(4) Hi, Mary. I am Jim.
(5) Nice to meet you.
3. Be able to introduce yourself and others.
4. Lead students to be warm and polite.
II. Key points
Master the key words and expressions.
Be able to greet each other using the target language.
Be able to introduce yourself and others.
Difficult point:
Be able to use the target language to greet each other.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warming-up and revision
1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.
2. Revise the three units in Starters and have a dictation of the words learnt in the Starter Units.
3 .Guessing game.
Practice the sentences:
What’s this in English? It’s a/an…
Step 2 Presentation
1. Teacher says: , “Hello! My name is Lily. What’s your name?” Get the students to answer, “My name is …” Then teacher says, “It’ s a good / nice name. I like your name.”
2. Ask students how to greet each other. Ask students to watch a video and learn how to introduce yourself and greet people.
3. Present the new words.
Step 3 Consolidation
1.Do Section A, 1a.
First, have the students work in groups, write down as many words as possible on their students’ books in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points.
2. Do1b.
(1)Listen and number the conversations (1-3). Then check the answers with your partners. Ask the Ss to practice the conversations above with a partner. Then use their own names to practice instead of the names given.
(2) Close your books and listen again, complete the conversations.
Conversation 1:
A: Good morning! _____ Cindy.
B: _____, Cindy. I’m Dale.
A: _______________!
Conversation 2:
A: _______ your name?
B: Alan.
A: Hello, Alan. _____ Ms. Brown.
Conversation 3:
A: Hi. __________ Gina.
B: I’m Jenny. Nice to meet you!
A: __________________.
3.Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.
4.Read 1a after the tape. Then practice the conversations in groups of three. Have some students come to the front and show their own conversation, then make a comment on it
Step 4 Practice
1.Do 1c.
Practice the conversations above with your partner. Ask students to practice the conversations in 1b with a partner. Tell them to use their own names.
Make up new conversations with the structures and greet with your partners.
Step 5 Summary
Review the words and practice the conversations in 1a with your partner；
Assign homework:
Make up a new conversation similar to 1a with your partner, recite the new words and preview page 2.
V. Blackboard design
Unit 1 My name’s Gina.
Section A(1a-1c)
1.My name’s Gina. name
I’ m Gina. nice
2.—Nice to see you again! to
—Nice to see you, too. meet
3.What’s your name? too
your
Ms.
Teaching reflection：
Unit 1 My name’s Gina
The Second Period
Section A(2a-2d)
I. Teaching aims
1.Master the key words:
his, and, her, yes, she, he, no, not
2. Get students to greet people using the target language.
What’s your/his/her name?
My/His/Her name is ……
3. Be able to introduce yourself and others.
4. Lead students to be warm and polite.
II. Key points
Master the key words and expressions.
Be able to greet each other using the target language.
Be able to introduce yourself and others.
Master the use of verb be.
Difficult point:
The use of my，your，his，her.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Review
1.Get students ready for learning.
Greeting (Say hello between the teacher and the ?Ss)
2.Review introduction
T: Good morning. I’m Cherry. What’s your name?
S: I’m Xu Dong./My name is… Nice to meet you.
T: Nice to meet you ,too.
Step 2 Presentation
Present new words.
Do 2a.
Ask students to look at the pictures in 2a and guess what people are doing in these pictures. Listen to the conversations and number the pictures. After that, check the answers.
Step 3 Practice
Do 2b.
(1)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. ?
(2) Listen and complete the conversations.
Conversation 1:
E: Hello. ______ your name?
A: __________ Alice.
E: ____ Eric.
A: _______________.
Conversation 2:
T: What’s ____ name?
G: __________ Eric.
T: And what’s ____ name?
G: __________ Alice.
Conversation 3:
B: Excuse me, _______ Eric?
E: Yes, _____ . Are you Mike?
B: No, _______. ____ Bob. Nice to meet you.
E: ____________________.
2c.
(1) Call attention to the two conversations in the box.
Ask one pair to act out the first one. Tell them to use their own names.
Ask another pair to act out the second one.
Have them point to a boy or a girl when they ask the questions:
What’s his name/What’s her name?
(2) Let students work in pairs to practice the two conversations. As students work, move around the classroom, monitoring the conversations and offering assistance if necessary.
(3) Have several pairs of students present their conversations to the class.
Step 4 Consolidation
Explain some language points.
Do some exercises.
Do 2d.
(1) Ask Ss to look at the picture in 2d. Then Ss listen to the dialogue and answer the questions:
How many people are there in the conversation?
Who are they?
(2) Divide the Ss into groups of four. Let them practice the dialogue in their group.
(3) Now close your book and complete the conversation.
— Good afternoon! __________ Linda. _______ Helen?
— Yes, _____. Nice to meet you, Linda.
— Nice to meet you, too. __________ name?
— ______ Jane.
— _____ Jack?
— No, _______. __________ Mike.
4.Role play the conversation of 2d.
Step 5 Summary
1. Review new words and structures.
2.Assign homework:
Review the words and expressions in this section;
Practice the conversation of 2d;
Preview Section C-1a.
V. Blackboard design
Unit 1 My name’s Gina.
Section A(2a-2d)
1.What’s his name? his
2.What’s her name? and
3. Are you Helen? – Yes, I am. her
4.Is he Jack? --No, he isn’t. yes
she, he, no, not
Teaching reflection：
Unit 1 My name’s Gina
The Third Period
Section A(3a-3c)
I. Teaching aims
1.Consolidate the target language learned in the last period.
2. Be able to do self-introduction and introduce others using the target language.
3. Improve students’ speaking skill.
II. Key points
1. Consolidate the target language learned in the last period.
2. Be able to do self-introduction and introduce others using the target language.
Difficult points
Improve students’ speaking skill.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
1. Greetings.
T: My name is…, I’m your English teacher. What’s your name? (point to a student)
S: My name is Tony.
T: Nice to meet you!
S: Nice to meet you, too!
2. Revise.
Check students’ homework.
Ask them to role-play the conversation in the last period.
Step 2 Presentation
1. Grammar Focus.
T: What did we learn in the last class? Who can volunteer to tell us?
Ask students turn to Page 3. Read through the sentences in the box.
Ask students to read the short forms in the box. Pay attention to the pronunciation.
2. Activity 3a.
T: Ask students put the words in order to make complete sentences.
Ask students to practice these three conversations in pairs.
Finally, invite some pairs to role-play the conversations.
Step 3 Practice
1. Activity 3b.
T: The following is a conversation.
Complete the conversation individually. Then, I’ll check your answers.
Put the students into two groups. One is A, and the other is B.
Have them role-play the conversation.
2. Activity 3c.
T: Put students into two groups. Ask students to practicing introduce themselves and others in a group. Every student should introduce himself of herself, at the same time he(she) should repeat all the classmates’ names mentioned above. The one who remembers the most names wins the game.
Step 4 Consolidation
Sum up the possessive pronouns “my, your, his, her…”.
Do exercises.
Step 5 Summary
In this period, we’ve consolidated what we’ve learned in the last period through some practice and games.
Step 6 Homework
1. Copy the sentences in Grammar Focus and try to recite them.
2. Preview the next period.
V. Blackboard design
Unit 1 My name’s Gina.
The Third Period
—What’s your name?
—Alan. /I’m Alan. /My name’s Alan.
—What’s his/her name?
—He’s/She’s…/His(Her) name’s…
—Is the Jack?
—Yes, he is. /No, he isn’t. His name’s Mike.
—Are you Helen?
—Yes, I am. /No, I’m not. I’m Gina.
what’s=what is name’s=name is
I’m=I am
He’s=he is she’s=she is
Teaching reflection：
Unit 1 My name’s Gina
The Fourth Period
Section B(1b-1f)
I. Teaching aims
1. Learn the numbers 0-9.
2. Be able to read and write telephone numbers.
3. Learn to talk about telephone numbers.
4. Lead students to know more about numbers, and cultivate students to form the good habit of learning numbers.
II. Key points
1.Learn the numbers 0-9.
2. Be able to read and write telephone numbers.
3. Learn to talk about telephone numbers.
Difficult points
Learn to talk about telephone numbers.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
1. Greetings.
2. Listen to the song, The Little Indian Boys. Learn to count from 1 to 10.
Step 2 Presentation
1. Activity 1a.
Show the number cards to students, and ask students to read them.
2. Activity 1b.
The teacher teaches numbers by showing pictures.
Ask students listen carefully and write the telephone number in the boxes.
3. Activity 1c.
T: First, read through the sample conversation so that you can know how to do this activity.
Then, work with your deskmate to make conversation.
Step 3 Practice
1. Activity 1d & 1e.
First, ask students to read the names and the telephone numbers.
Ask students listen carefully and complete the phone numbers.
Listen again, match the names with the telephone numbers. Listen to the tape carefully and complete the conversation.
Conversation 1
A: Hello. _______ your _____?
B: __________ Tom.
A: _______ your phone number, Tom?
B: It’s __________.
Conversation 2
A: Hi! ____ Ms. Miller.
B: _____, Ms. Miller! __________ Bob.
A: _______ your phone number, Bob?
B: ____ phone number? It’s _________.
2. Activity 1f.
T: Write your phone number on a piece of paper and put it in a bag. Then take out a piece of paper and find out the owner.
Step 4 Consolidation
1. Make a survey. Survey four classmates’ telephone number and QQ number.
2. Do some exercises.
Step 5 Summary
In this period, we’ve learned the numbers 0-9 and know how to talk about telephone numbers and other important numbers.
Step 6 Homework
1. Search for more useful numbers online.
2. Preview the next period.
V. Blackboard design
Unit 1 My name’s Gina.
The Fourth Period
0 zero 1 one 2 two 3 three 4 four 5 five
6 six 7 seven 8 eight 9 nine
—What’s your telephone number, …?
—It’s…
Teaching reflection：
Unit 1 My name’s Gina
The Fifth Period
Section B(2a-2c)
I. Teaching aims
1. Master the new words and phrases:
friend, China, last, middle, school, middle school, first, first name
2. Learn the concept of the first name and the last name.
3. Be able to talk about names and phone numbers fluently.
4. Lead students to be polite and know more about the culture difference between Chinese and Western countries.
II. Key points
1. Master the new words and expressions.
2. Learn the concept of the first name and the last name.
3. Be able to talk about names and phone numbers fluently.
Difficult points
Be able to talk about names and phone numbers fluently.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
1. Greetings.
2. Revision.
(1) Invite some students to count from 0 to 9 in English.
(2) Review the target language in the last class.
Step 2 Presentation
1. Lead-in.
T: Hello! I’m Grace. What’s your name?
T: What’s his name?
T: What’s her name?
Write the two names on the blackboard, and teach the first name and the last name.
2. Activity 2a.
Get a student to read the list of names, and correct pronunciation mistake if any.
Then ask them to write F for first name and L for last name.
T: Now, let’s read through the conversation in the picture together.
Then make conversations in pairs with the given names in the box like this.
3. Activity 2b.
Look at the pictures and read the messages silently. Match the messages with the picture, circle the first names and underline the last names.
Finally, read the messages and ask students to repeat. Focus on the pronunciation.
Step 3 Practice
1.Activity 2c.
Match the names with the telephone numbers. Then find three pairs of friends in the list.
Step 4 Consolidation
Leave students several minutes to do some exercises.
Step 5 Summary
In this period, we’ve mainly learned how to say the first name and the last name. And we’ve also learned how to make ID card and consolidated what we’ve learned in this unit.
Step 6 Homework
1. Read the messages in 2b.
2. Make conversations with your parents of friends like the sample conversation in 2a.
3. Preview the next unit.
V. Blackboard design
Unit 1 My name’s Gina.
The Fifth Period
friend, China, last, middle, school, middle school,
first, first name
What’s your first/ last name?
Li Ming
Gina Miller
Teaching reflection：
Unit 1 My name’s Gina
The Sixth Period
Section B 3a-self check
I. Teaching aims:
?1. Review unit 1 and have self check
?2. Target language:
（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.
3. Learn to introduce others according to the information on the card.
4. Enable to make their own ID card and introduce themselves.
II. Teaching aids
Multimedia/A blackboard
III. Teaching process
Step 1 Review
1. Daily greetings to the students. ?
T: Good morning, everyone. How are you?
Ss: I’m fine, thanks. How are you?
T: I’m OK. Can you say the numbers from 1 to 9?
S: Yes. One, two…nine.
2. Do Self Check 1. Write out the numbers and then check the answers.
3. Review the drills:
T: What’s your name?
S1: My name is Lily Miller.?
T: Hello, Lily. Nice to meet you!
S1: Nice to meet you, too.
T: And what’s your first name?
S1: My first name is Lily.
T: What’s your last name?
S1: My last name is Miller.
T: What's your telephone number?
S1: My telephone number is…
T: What’s her/ his name? (Point to a girl or a boy)
S2: Her/ His name is…
T: What’s her / his first name?
S2: Her / His first name is …
4. Do Self Check 2.
Match the sentences to make conversations and then check the answers with the students.
Step2 Presentation
1.?Show my ID card to the students. This is my ID card. Read the ID card. You can know my first name, my last name and my telephone number.
2. Show some pictures of the famous people with their names, asking students to point out their first names and last names.
Step 3 Practice
1. Activity 3a.
Ask students to read the instruction of this activity. Complete the sentences using the given information on the ID card.
2. Activity 3b.
Ask students to have a look at the ID card, and then make their own ID cards.
3.Have the dictation of words in Unit 1.
4.Do some exercises to review the key points in Unit 1.
Step 4 Summary
1. In this period, we’ve mainly learned how to make ID card and consolidated what we’ve learned in this unit.
?2.Homework:
(1)Review Unit 1
(2)Make a preparation before studying Unit 2 (words and expressions)
IV. Blackboard design
Unit 1 My name’s Gina.
The Six Period
Her first name is …
Her last name is…
Her telephone number is..
Teaching reflection：
