Unit 1 My name is Gina.（4课时教案）

Unit 1 My name is Gina.
第一课时:Section A　1a-2d
第二课时:Section A　(Grammar Focus–3c)
第三课时:Section B　(Section B 1a–1f)
第四课时:Section B　2a-Self Check
Period 1 (Section A 1a–2d)
一、教学目标
1.知识目标
1. Master the new words and useful expression.
2. Learn the target languages:
My name is Gina.
What’s your name?
Hello! I’m Mary.
Hi! I’m Jim.
What’s his name?
What’s her name?
3. Master the use of verb be.
2. 能力目标
1. Be able to greet each other using the target language.
2. Be able to introduce yourself and others.
3. 情感目标
Lead students to be warm and polite.
二、教学重难点
1. 教学重点
1. Master the new words and useful expressions.
Words: name, nice, to, meet, too, your, his, and, her, yes, she, he, no, not
2. Master the target language:
—What’s your name?
—I’m/My name is ...
Nice to meet you!
3. Improve students’ listening and speaking skills.
2. 教学难点
Be able to use the target language to greet each other and make introduction.
三、教学过程
Step 1 Review/Lead-in
Let students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer them. For example:
Good morning/afternoon/evening!
How are you?
What’s this in English?
What color is it?
Step 2 Section A 1a
This activity tests students’ vocabulary.
1. Draw student’s attention to the pictures. Point to an object in it and ask what it is. Say, now look at the pictures and write down as many words as you can.
2. Ask two students to write the words on the blackboard.
3. Check the students’ answers. Ask some students to call out their words and spell them. Write down the words on the board.
Step 3 Section A 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instruction to the students. Make sure the students understand how to do it. Say, now listen and number the conversations 1-3.
(1) Play the recording for the first time. Students only listen.
(2) Play the recording a second time. Students number the conversations.
(3) Check the answers together.
Step 4 Section A 1c
This activity provides guided oral practice using the target language.
(1) Ask three pairs to read the conversations in 1b. If necessary, ask students to repeat the names after the teacher.
(2) Have students work in pairs to practice the conversations.
(3) Say, Now use your own names when you have conversations .Move around the room monitoring their work. Offer language or pronunciation support as needed.
(4) Let several pairs come to the front of the class and act out their conversations.
Step 5 Section A 2a
This activity gives students practice in understanding the key words and target languages.
1. Point to a boy and a girl. Say, His name is..., her name is... Have students understand the meaning of his and her.
2. Read the instruction to the students.
3. Play the recording for the first time. Students only listen.
4. Play the recording a second time. Students number the pictures 1-4.
5. Check the answers.
Step 6 Section A 2b
This activity provides listening practice.
(1) Have one student read the names in the box.
(2) Say, listen to the four conversations again.
This time circle the names you hear.
(3) Students listen and circle the names.
(4) Check the answers.
Step 7 Section A 2c
This activity provides guided oral practice using the target language.
(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 8: Consolidation
Teach activity 2d
1. Ask students to read the conversation by themselves to get the main idea. Try to answer these
questions:
①How many people are there in the conversation?
②Who are they?
2. Lead students to read the conversation sentence by sentence, and explain some language points at the same time.
3. Play the recording, and ask students to listen and repeat. Then ask them to role-play the conversation in pairs. Move around the classroom to check the progress.
Step 10: Summary
In this period, we’ve learned how to introduce ourselves and other people. And we’ve also learned some expressions and language points for greeting.
Step 11: Homework
1. Review the new words and useful expressions in this period.
2. Practice the conversation in 2d in pairs and recite it.
3. Finish the exercises in the workbook.
4. Preview the next period.
板书设计
My name’s Gina.　　　　　　　　　
缩写形式:
I’m Jenny. What’s=What is　I’m=I am　name’s=name is
—Nice to meet you! 人称代词:I,you
—Nice to meet you,too. 形容词性物主代词:my, your
—What’s your name? too 也
—My name is…(My name’s …)
Period 2 (Grammar Focus–3c)
一、教学目标
1. 知识目标
1. Memorize the words and phrases: first, first name, last, last name, boy, girl
2. Learn about first name and last name.名师】
能力目标
1. Be able to do self-introduction and introduce others using the target language.
2. Develop listening skills and communicative competence.
情感目标
Try to improve students’ communicative ability.
二、教学重难点
1. 教学重点
1. Consolidate the target language learned in the last period.
—What’s your/ his/ her name?
—My/ His/ Her name’s .../I’m /He’s/ She’s...
2. Be able to do self-introduction and introduce others using the target language.
2. 教学难点
1. Improve students’ listening and speaking skills.
2. The usage of target language.
二、教学过程
Step 1 Revision
1. Go over the words in last class. (Play a game. Divide the class into two groups: boys and girls. Give them three minutes to read and write the words. Then look at the Chinese meaning on the cards. See which group can say and spell the words more quickly and correctly. )
Questions?
Answers?
What’s?your?name?
Alan.?/?I’m?Alan.?/?
My?name’s?Alan.?
What’s?his?name?
He’s?Eric.?/?His?name’s?Eric.
What’s?her?name?
She’s?Mary.?/?Her?name’s?Mary.
Is?he?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.
Ask students to make conversations about introduction and greeting.
Step 2 Section A 3a
This activity introduces the western concept of first name and last name.
1. Write down a Chinese name and an English name on the board. For example: Deng Yaping and Jim Smith.
2. Ask students to discuss the names. Encourage them to tell the difference between them. (English names are listed with the given name first and the family name or surname second. While Chinese names are listed with the family name first and given name second.)
3. Ask some students to say their family names and first names.
4. Have two students read the list of names in the box. Say, Guess, which names are first names and which are last names?
5. Ask students to write F for first name and L for last name next to the words. Students do the exercise by themselves.
6. Check the answers.
Step 3 Work in pairs
(1) Call attention to the picture on the right. Students look at the picture and the sentences carefully. Have them pay attention to what the teacher writes.
(2) Have two students read the conversations in the picture aloud.
(3) Ask students to work in pairs.
Ask and answer about their first names and last names.
Step 4 Section A 3b
This activity provides guided oral practice using the target language.
(1) Point to the names in 3a.( You can write more names on the board.)
(2) Say, Which names would you like to choose as your first name and last name? Now choose your names.
(3) Have students take turns to ask and answer the questions (using their new names):
What’s your first name?
What’s your last name?
Students make a list of names.
Then exchange their lists to correct any mistake they make.
Step 5 Section A 4 (Game)
This activity gives students an opportunity to practice target language in an interesting way.
1. Demonstrate the game with three students.
2. Say, Now in groups of four, play the game. As they work, move around the classroom making sure students understand the procedure and correcting any mistake.
3. Ask two groups to present their games to the class.
Step 6 Conclusion
(1) Learn the words and phrases in this class.
(2) Grasp the target languages:
What’s your first name?
What’s your last name?
Step 7 Summary
In this period, we’ve consolidated what we’ve learned in the last period through some practice and games.
Step 8 Homework
(1) Memorize the words and phrases.
(2) Read the sentences in Grammar Focus.
(3) Prepare next lesson.
板书
Questions:
Are you Mike?
Is he Jack?
Is she Helen?
What’s your name?
What’s his name?
What’s her name?
Answers:
Yes,I am./No,I’m (I am)not.
Yes,he is./No,he isn’t(is not).
Yes,she is./No,she isn’t(is not).
Period 3　(Section B 1a–1f)
一教学目标
知识目标
1. Memorize the words on page4.
2. Target languages:
What’s your phone number?
It’s …
2. 能力目标
1. Be able to read and write telephone numbers.
2. Develop students’ listening skills and communicative competence.
3. 情感目标
Lead students to know more about numbers, and cultivate students to form the good habit of learning numbers.
二、教学重难点
1. 教学重点
1. Master the new words and useful expressions.
Words: zero ~ nine, telephone, number, phone, first name, last name, friend, middle school, China
Phrases: telephone/phone number
2. Master the target language:
—What’s your/his/her telephone number? —It's…
3. Be able to read and write telephone numbers.
4. Improve students’ listening and speaking skills.
2. 教学难点
1. Improve students’ listening and speaking skills.
2. The usage of target language.
Teaching procedure:
Step 1 Greetings and revision
Let students work in pairs. Make conversations using the target languages they’ve learned. For example:
What’s your name? My name is …
What’s his name? His name is …
What’s her name? Her name is …
What’s your first name?
Step 2: Lead-in
T: Please tell me how to say it in English? (Show the Ss the number cards, one by one)
Ss: It’s one.
Ss: It’s two. …
Step 3 Section B 1a
This activity learns the numbers from 0 to nine.
(1) Write the numbers 0-9 on the board. Ask who can say them in English. Encourage more students to read them.
(2) Play the recording for the first time. Students only listen.
(3) Play the recording a second time. Have students repeat the numbers.
(4) Give students two or three minutes to read and write the mummers. Then have some students say them quickly and ask if anybody can spell them. Cheer for the students who do best.
Step 4 Section B 1b
This activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.
Say, Now listen to the conversation, and write down the telephone number you hear.
(1) Play the recording for the first time. Students only listen.
(2) Play the recording a second time.
Have students write the numbers in the blank.
(3) Check the answers.
(4) Work in pairs and practice the conversation.
Step 5 Section B 1c
This activity gives students speaking practice using the target language.
(1) Call attention to the conversation on the right. Have two students read it.
(2) Practice the conversation in pairs.
(3) Say, Now in groups of three or four, make up conversations using any phone number you like .As they work, move around the room monitoring their work. Offer language or pronunciation support as needed.
(4) Let several pairs come to the front of the class to perform their conversations for the class.
Step 6 Section B 1d&1e
(1) Point to the numbered names. Read each one aloud along with the number that comes after it.
(2) Say each number and ask a student to read the name before that number.
(3) Tell students to listen to the tape and match the names with the telephone numbers.
(4) Point to the blanks in the four telephone numbers. Tell the students that the last two numbers of each telephone number are missing. Listen to the tape and then fill in these numbers.
(5) Check the answers.
Answers: 1d: 1.c 2.d 3.b 4.a
1e: 278-7928, 555-8042, 398-6149, 929-3160
Step 6 Section B 1f
(1) Ask students to read through the instruction so that they can know how to play this game.
(2) Then ask them to look at the pictures to see what they are doing, and read the sample conversation so that they can know its meaning.
(3) Follow the instruction. Ask students to write their phone numbers on a piece of paper and put it in a bag. Then take out a piece of paper and find out the owner.
Step 7: Consolidation
(1) Show some useful pictures, and let students guess the phone numbers which are used in these conditions.
T: What number should we dial when...?
(2) Put students into pairs to make conversations. As they work, walk around the room, checking their progress and offering help as needed.
Step 8: Summary
In this period, we’ve learned the numbers 0--9 and know how to talk about telephone numbers and other important numbers.
Step 9: Homework
1. Search for more useful numbers online.
2. Preview the next period.
板书设计
English numbers:0—9zero,one,two,three,four,five,six,seven,eight,ninetelephone　telephone number phone numberPeriod 4 (Section B 2a–Self Check)
一、教学目标
1. 知识目标
1. Master the new words and useful expressions.
2. Master the target language.
3. Learn the concept of the first name and the last name.
2. 能力目标
1.Talk about the names and phone numbers fluently.
2. Develop students’ listening skills and communicative competence.
3. Train speaking and writing skills.
3. 情感目标
Lead students to be polite and know more about the culture difference between Chinese and Western countries.
二、教学重难点
1. 教学重点
1. Master the new words and useful expressions.
Words: friend, China, last, middle, school, first
Phrases: first name, middle school, last name, in China,
2. Master the target language:
(—What's your first/last name?
—My first/last name is…
(—What's his/her first/last name?
—His/Her first/last name is…
3. Be able to talk about names and phone numbers fluently.
2. 教学难点
1. Talk about names and phone numbers fluently.
2. The usage of target language.
三、教学过程
Step 1 Revision
1. Go over the numbers in last class.
Ask the students to read and spell numbers from 0-9.
Talk about phone numbers.
Step 2: Lead-in
Show your ID card to the students. This is my ID card. Read the ID card. You can know my first, my last name and my telephone number.
(2) Show a student's ID card to the students. Then ask the following questions. Let the students answer your questions:
T: What's his first name?
Ss: His first name is …
T: What's his last name?
Ss: His last name is…
T: What's his telephone number?
Ss: It's…
Step 3 Section B 2a
2aThis activity provides listening practice with the target language.
1. Call attention to the names and the numbers in the box.
2. Read each one to the class or ask some students to read them.
3. Point to the blanks in the four telephone numbers. Say, The phone numbers aren’t finished. You need to write the last two numbers later. Now listen and match the names with the telephone numbers.
4. Play the recording for the first time. Students only listen.
5. Play the recording a second time Students write the letter of the person’s telephone number in the space after that person’s name.
6. Check the answers.
Step 4 Section B 2b
This activity gives students practice recognizing the spoken numbers 0-9.
(1) Say, Now let’s listen to the conversations again and finish each telephone number.
(2) Students listen and fill in the missing numbers.
(3) Check the answers.
(4) If have time, have students repeat the telephone number after the recording.
(5) Practice the four conversations in pairs.
Step 5 Section B 2c
This activity provides guided oral practice using the target language.
(1)Call attention to the address book. Ask one student,
“What’s your phone number?”Write his/her name and phone number in the address book. Make sure all the students understand how to fill in the address book.
(2)Say, Now ask your four classmates their phone numbers and fill in the form.
Step 6 Section B 3a
This activity reviews about first name and last name.
1. Say, Look at the picture. How many cards can you see?
Can you read the names on the card?
2. Ask four students to read the names on each card. Then say,
“Which is first name and which is last name? Do you know?”
3. Point out the blank line following each first name in the exercise.
Say, Write each person’s last name in the blank after the first name.
4. Students finish the exercise individually.
5. Check the answers.
Step7 Section B 3b & 3c
This activity provides speaking and writing practice using the target language.
(1) Point to the ID card. Say, Look at the girl on the card. What’s her phone number? What’s her last name? What’s her first name?
(2) Have students work in pairs and answer the three questions.
(3) Check the answers.
(4) Say, Look at the ID card in 3c. This is your card. Write your own first name, last name, and telephone number on it.
(5) As students work, move around the room checking progress.
Step 8: Consolidation
Teach Self Check
Self Check 1
(1)T: Discuss the phone numbers. In what situation will we use the telephone number?
(2) Let some students talk about the telephone numbers.
(3) Write the numbers in English.
(4) Check the answers.
Answers: 10086 one double zero eight six
114 double one four
12315 one two three one five
119 double one nine
17951 one seven nine five one
2. Self Check 2
(1)Tell students there are two columns. They can find out the answers to the sentences in the right one.
(2) Make a model for the students.
Hello. I’m Cindy. → Nice to meet you, Cindy.
(3) Students work in pairs and try to make conversations.
(4) Check the answers then act out the conversation.
Answers:1.C 2.A 3.E 4.D 5.B
Step 9 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 consolidate what we’ve learned in this unit.
Step 10 Homework
1. Review the new words and useful expressions in this period.
2. Read the messages in 2b and recite it.
3. Make conversations with your parents or friends using the target language in this unit.
4. Preview the next unit.
板书设计
1.What’s his telephone number?
2.What’s his first name?
3.What’s his last name?
My first name is…My last name is…My phone number is…