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1、Unit 1 My name is Gina.Language goals:In this unit students learn to introduce themselves, greet people and ask for and give telephone number. New languages:Whats your name? My name is /Im Hello! Im /Hi! Im Nice to meet you!Whats his name? His name is Whats her name? Her name is Whats her family nam
2、e?Whats her first name?Whats your phone number?Difficult points:1. How to introduce yourself and greet people in the right way. 2. Improve the students reading, listening, speaking and writing skills. 3. The difference between Chinese names and English names. Teaching aids:computer, recorder, colorf
3、ul chalkPeriod 1 Learn the target languages: My name is Gina.Whats your name?Hello! Im Mary.Hi! Im Jim.Whats his name?Whats her name?Train the listening and speaking skills.Teaching procedure: Step 1 Free talkLet students talk in pairs using the sentences theyve learned in Starter or ask some questi
4、ons in Starter, have students answer them. For example:Good morning/afternoon/evening!How are you?Whats this in English?What color is it?Step 2 Section A 1aThis activity tests students vocabulary.1. Draw students attention to the pictures. Point to an object in it and ask what it is. Say, now look a
5、t the pictures and write down as many words as you can2. 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 1bThis activity gives students practice in unders
6、tanding 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 num
7、ber 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 prac
8、tice 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.A: Hello! Whats your name?B: My names
9、 A: ImB: Nice to meet you！Step 5 Section A 2aThis 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 th
10、e 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 agai
11、n. 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
12、 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: Whats his name/Whats her name?A: Whats his name?B: His name is A: And whats her name?B: Her name is(2) Let students work in pairs to practice the two conversations. As st
13、udents 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.Good morning. Hello!/Hi !How do you do?Good afternoon. Fine, thanks. Good evening.Nice to meet you, too.Hello!/Hi !Goo
14、d morning.Good afternoon. Good evening.Nice to meet you.How do you do?How are you? Period 2Teaching aims:1. Memorize the words and phrases: first, first name, last, last name, boy, girl2. Learn about first name and last name.3. Train writing and speaking skills.Teaching procedure: Step 1 Revision1.
15、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. )2. Ask students to make conver
16、sations about introduction and greeting.Step 2 Section A 3aThis 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 d
17、ifference 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 nam
18、es 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 lo
19、ok 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.Whats his first name?His first name is David.Wh
20、ats his last name?His last name is Beckham.His last name is Potter.His first name is Harry.Whats his first name? Whats his last name?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
21、, 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): Whats your first name? Whats your last name?Students make a list of names. Then exchange their lists to correct any mis
22、take they make.Step 5 Homework(1) Memorize the words and phrases.(2) Make a conversation about asking for first name and last name.(3) Prepare next lesson.Period 3Teaching aims:1. Memorize the words on page4.2. Target languages: Whats your phone number?Its 3. Train the listening and speaking skills.
23、Teaching procedure: Step 1 Free talkLet students work in pairs. Make conversations using the target languages theyve learned. For example:Whats your name? My name is Whats his name? His name is Whats her name? Her name is Whats your first name?Whats your last name?Step 2 Section B 1aThis activity le
24、arns 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
25、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 3 Section B 1bThis activity gives students practice recognizing the numbers 0-9 in spoken telephone numbers.Say, Now listen to the conve
26、rsation, 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 4 Section B 1c This act
27、ivity 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 ar
28、ound 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 5 Section B 2aThis activity provides listening practice with the target language.1. Call attention to the name
29、s 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 arent finished. You need to write the last two numbers later. Now listen and match the names with the telephone numbers.4. Play th
30、e recording for the first time. Students only listen.5. Play the recording a second time Students write the letter of the persons telephone number in the space after that persons name.6. Check the answers. Step 6 Section B 2b This activity gives students practice recognizing the spoken numbers 0-9.
31、(1) Say, Now lets 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 7 Section B
32、 2c This activity provides guided oral practice using the target language. (1) Call attention to the address book. Ask one student, “Whats 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
33、ask your four classmates their phone numbers and fill in the form.Homework(1) Remember the numbers from 0 to 9.(2) Make two conversations.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page 2. How to ask for first names/last names/phone numbers.3. Train speaking and
34、 writing skills.Teaching procedure: Step 1 Revision1. Go over the numbers in last class. Ask the students to read and spell numbers from 0-9.2. Talk about phone numbers.Step 2 Section B 3aThis activity reviews about first name and last name.1. Say, Look at the picture. How many cards can you see? Ca
35、n 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 persons last name in the blank after the first name.4. Stud
36、ents finish the exercise individually.5. Check the answers.Step 3 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. Whats her telephone number? Whats her family name? Whats her first name?(2)
37、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.FIRST NAME: Mary LAST NAME: GreenTELEP
38、HONE NUMBER: Whats her first name?Her first name is Mary.Whats her last name?Her last name is Green.Whats her telephone number?Her telephone number is .Step 4 Writing Have students write a passage about a friend using the details in activity 3. When they finish their articles, exchange it with other
39、 students to correct any mistake they may make. Have some students present their articles to the class.Homework1. Go over the words in Unit 1.2. Practice the conversations in Unit 1.Unit3 Is this your pencil?Language goals:In this unit students learn to talk about ownership.New languages:Is this you
40、r pencil? Yes, it is.Is that her eraser? No, it isnt.Whats this in English? Its a pen.How do you spell it? Difficult points:1. Sentences begin with “Is this/that ?”2. Improve the students reading, listening, speaking and writing skills. 3. How to write notices about Lost and Found. Teaching aids:Per
41、iod 1Teaching aims:1. Learn the words on page7 and page8.2. Use target languages: Is this your pencil? Yes, it is. / No, it isnt.Is that her eraser?Yes, it is. /No, it isnt.3. Train the listening and speaking skills.Teaching procedure: Step 1 Revision1. Have a dictation (words and phrases in Unit 1)
42、.2. Make conversations in pairs (go over the dialogues in Unit 1). For example:Whats your name? Whats your first name?Whats your last name?real objects (watch, pencil, pencil case, eraser, pencil sharpener ), recorder, pictures Whats your telephone number?Whats his name? Whats her name? Whats this i
43、n English?Step 2 PresentationShow some objects or pictures (pen, pencil, eraser, backpack, ruler, dictionary, pencil case) to the students. Have students say them in English. Step 3 Section A 1a(1) T: (take up a pen) Whats this in English?Ss: Its a pen.(The teacher says “pen” again and have students
44、 repeat it. Learn the other words like this.) (2) Students read the words on the left again and again. Ask some students to read them to the class. (3) T: Now look at the picture. What can you see in it? Find the objects that you read just now.(4) Then ask one student to read his/her answer to the c
45、lass. The others check their answers.Step 4 Section A 1b(1) T: (hold up a pen and ask a student) Is this your pen? S: No, it isnt.T: (hold up a pencil from a students pencil case and ask the student) Is this your pencil? S: Yes, it is. (2) Point to the picture. Ask students to look at the picture ca
46、refully and read the sentences in it.(3) Play the recording for the first time. Students only listen.(4) T: (play the recording for the second time) Listen again and number the conversations.(5) Give the answers and students check their answers.Step 5 Section A 1c (1) T: Work in pairs and practice the conversations in 1b.(2) Write the following on the board: