资源描述
Unit 1 My name’s Gina.
I．Teaching objectives单元教学目标
Skill Focus
听
Listen for names
Listen for telephone numbers
说
Learn to introduce oneself
Learn to greet people
Ask for and give telephone numbers
读
Read about personal information (names and telephone numbers)
写
Write the names and telephone numbers
功
能
句
式
Greetings
Hello!
Hi!
Nice to meet you!
Introduction
My name’s Jenny.
I’m Gina.
His / Her name’s Tony / Gina.
His first /last name is…
Ask for and give telephone numbers
What’s your phone number?
It’s….
词
汇
重点词汇
my, name, is, clock, I, a, nice, meet, you, what, your, hello, his, and, her, question, answer, look, first, last, boy, girl, zero, one, two, three, four, five, six, seven, eight, nine, telephone, number, phone, it, card, family
认读词汇
to, hi, Jenny, Gina, Alan, Mary, Jim, Tony, Tom, Bob, Mike, Jim, Green, Miller, Jack, Smith, Brown, Linda, Nick, Kim, Hand
短语
first name, last name, telephone number, phone number, ID card, family name
语
法
Present tense to be : am, is
What questions: What is…?
Possessive adjectives: my, your, his, her
话题
Names and telephone numbers
II. Teaching materials analyzing 教材分析
本单元以greeting和introduction为话题，共设计了三个部分的内容。旨在通过本单元的教学使学生学会如何用英语介绍自己的名字、如何询问对方的名字、如何使用简单的招呼语以及询问和回答电话号码。
Section A 如何介绍自己的名字和询问对方的名字，学会使用简单的问候语。
1a, 1b, 1c主要是学习询问名字和简单的问候语。
2a, 2b, 2c继续学习询问名字的句式和问候语。
3a, 3b, 4主要是学习介绍他人的名字的方法。
Section B 学会询问和回答电话号码。
1a, 1b, 1c, 2a, 2b, 2c学会询问和回答电话号码。
3a, 3b, 3c, 4学会family name, first name, last name的区分。
Self check 检测本单元所学的知识，学会用英语介绍自己的名字和询问对方的名字及电话号码。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking （Section A: 1a, 1b, 1c, 2a, 2b, 2c）
Period 2 Integrating skills （Section A: 3a, 3b, 4）
Period 3 Listening and speaking （Section B: 1a, 1b, 1c, 2a, 2b, 2c）
Period 4 Reading and writing （Section B: 3a, 3b, 3c, 4）
Period 5 Self check
Period 1 Listening and Speaking
Target language 目标语言
1. Words & phrases生词和短语
my, your, his, her, name, hello, nice, meet, what
2. Key sentences重点句子
What’s your name?
Nice to meet you.
Ability goals 能力目标
Enable the students to listen to and talk about names.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about their names.
Teaching important / difficult points 教学重难点
How to listen to and ask names.
Teaching aids教具准备
A tape recorder，some cards and real things.
Teaching procedures and ways教学过程与方式
Step I Warming up and lead-in (1a: P1)
Greet students and make a self-introduction.
T: Good morning / afternoon, boys and girls! It’s very nice to meet you here. I’m Zhang Lan. You can call me Miss Zhang, OK? Well, may I know your names?
S1: My name is Song Tao. Nice to know you, Miss Zhang.
S2: I’m Han Ting. Nice to meet you.
S3: And I’m Liu Heng. Glad to meet you.
…In this procedure, students will learn how to introduce oneself and ask for names.
T: Hello! Who can tell me your name in English?
S: I can.
T: Then what’s your name?
S: My name is….
T: OK. You can say I am ….too. (Pointing to a girl) Then, what’s your name?
S: My name is…
T: (Pointing to a boy) What’s your name?
S: I am….
T: So in order to introduce yourself, you can use: My name is….or I am…. Do you understand?
S: Yes.
After doing this, ask two or three pairs of students to ask each other’s names in English. Make sure they can use My name is…. and I am ….
Give every student a chance to introduce himself or herself.
Step II Listening (1b, 2a, 2b: P1—P2 )
First tell students: When the people in western countries meet for the first time, they say Hello! or Nice to meet you. Then you can ask the next question: When one says Nice to meet you to you, what should you say to him? Ask students to answer in either English or Chinese. Then you can go on to explain: When people say Nice to meet you to you, you can say: Nice to meet you, too. or Me, too. Before this, ask some students to greet each other and ask their names.
S1: Hello!
S2: Hello!
S1: What’s your name?
S2: My name is….
S1: Nice to meet you.
S2: Nice to meet you, too.
Then ask students to listen to the recording.
T: Next we’ll listen to a recording in 1b. In the recording, two people are talking about their names. Listen and number the conversations.
Play the recording. Then check the answers.
After this, ask students to repeat after the recording.
T: Now we’ll listen to a recording in 2a. In the recording, two people are also talking about their names. Listen and number the pictures.
Play the recording. Then check the answers.
T: At last we’ll listen to a recording in 2b. In the recording, you’ll hear some names, circle the names you hear.
Play the recording. Then check the answers.
Step IV Pairwork (1c, 2c: P1—P2)
Ask students to practice the conversation and make their own conversation.
A sample conversation:
S1: Hello!
S2: Hello!
S1: What’s your name?
S2: My name is….
S1: Nice to meet you.
S2: Me, too.
Ask students to read the sentences in the grammar box. Tell students to pay attention to the
answers to what questions. Then ask them to notice the contractions in the third column of the
box.
T: Can we answer “yes” or “no” to what questions?
S: No.
T: Look at the last column of the box. Cross the letters that is missing in the contractions. In spoken English, we often use these contractions. But we can’t say “Yes, I’m.” when answering questions like “Are you …?”.
Then ask students to say the pairs of full forms and contractions.
At last show the following to students and ask them to fill in the blanks.
Fill in the following blanks with his and her.
Step V Homework
1. Ask the students to work in pairs and practice asking and telling each other names.
2. Ask the students to finish Exercise 1 in the workbook.
板书：
教学反思：
Period 2 Integrating skills
Target language 目标语言
1. Words & phrases生词和短语
first, last, boy, girl
2. Key sentences重点句子
What’s your first name?
His name is Nick.
Ability goals 能力目标
Enable the students to understand the first name and the last name.
Learning ability goals学能目标
Help the students learn how to tell names.
Teaching important / difficult points 教学重难点
How to tell names.
Teaching aids教具准备
Some cards.
Teaching procedures and ways教学过程与方式
Step I Warming up and lead-in
Greet your students as usual. Check the homework. Then ask some students What’s your name? And write their names on the blackboard. Then, you can ask them, what are the first names and what are the last names? After this, show them some cards with some first names they have learned on them. For example:
Jenny Gina Alan Tony
And then, show them some cards with some last names (family names) on them. For example:
Green Miller Smith Brown
After that, ask students to combine the first names and the last names together to make them into full names. For example:
Jenny Green, Gina Miller, Alan Smith, Tony Brown
At last, ask students to observe the Chinese names and the English names, try to find the difference between them.
Then ask different students to find the first and last names. This can help them to understand the difference between the two kinds of names. Then ask the students, “Do you want to have an English name?” The students may say “yes”. If so, you can ask some students to name him or her again with English names. That may be fun! Your Chinese students have English names now.
What about the teacher? I think you may have an English name, too. You can tell students your English names. That’ll bring your class more fun.
Step II Learning how to read and write names (3a, 3b: P3)
In this procedure, students will learn how to read and write names.
T: Hello! Who can write your names on the blackboard?
S: I can.
T: What is your name, please?
S: My name is….
T: Can you write it on the blackboard and read it?
S: OK. Let me try. Zhang Hong. (Read it)
T: All right. Who can give me your English name?
S: I can. Mary Brown. (Read it)
T: Wonderful! And who can tell us the difference between the Chinese names and the English names?
S: Let me try. In western countries, people put first names before last names, and in our country, we put the last names before first names. That’s all.
T: You’re right. Thank you.
Step III Groupwork (4: P3)
First, divide the students into several groups; each group has three or four students.
Each group should practice this several times and then the students may understand the difference between Chinese names and English names.
Step IV Homework
1. Ask students to learn more about foreign names by searching the Internet.
2. Ask students to finish Exercise 2 in the workbook.
板书：
教学反思：
Period 3 Listening and Speaking
Target language 目标语言
1. Words & phrases生词和短语
zero, one, two, three, four, five , six, seven, eight, nine, telephone, number, it
2. Key sentences重点句子
What’s your telephone number?
It’s 281-9176.
Ability goals 能力目标
Enable the students to listen to and say numbers from zero to nine.
Learning ability goals学能目标
Help the students to learn how to listen to and say numbers.
Teaching important / difficult points 教学重难点
How to listen to and ask numbers.
Teaching aids教具准备
A tape recorder, some cards and mobile phones or Little Smart.
Teaching procedures and ways教学过程与方式
Step I Warming up and lead-in
Greet your students and check the homework. Then the teacher can begin with the following: Can you count numbers in Chinese? The students may count from 0 to. Then stop them and ask them to count in English.
Show some cards with numbers (0—9) on them. Here, you can say: Who can count these numbers in English? Hands up, please!
If the students make mistakes in reading, correct them at once. Make sure to do so!
Play the recording. Ask the students to follow it and repeat it several times.
After this, you may choose any card and ask the students read it. Remember not necessarily in order. If the students can read them freely, that’s OK.
Then, the teacher can take out a mobile phone or a Little Smart and say, “Do you know the number 110, 112, 114, 120, 122, 170?” The students may say yes to you. You can go on to ask them to say them in English and tell them only to read the numbers in order.
At that moment, you may say in Chinese, 在过去，人们向往未来的生活，说将来会是楼上楼下、电灯电话。But now, nearly every family has at least a telephone. Who can tell me your home telephone number? Encourage students to say it in English.
Then ask students to read as many numbers as they can from different cards and ask as many students as possible to speak out their numbers in English.
Step II Learning how to say numbers (1a:P4))
In this procedure, students will learn how to say numbers.
Show the cards with numbers from zero to nine.
T: Hello! I have some cards with numbers on them. Who can count them in English?
S: I can.
T: What’s this number in English?
S: It is …
T: (Taking out another one) What’s this one in English?
S: It is …
T: Great!
Ask some other student to do the similar exercise.
After doing this, ask two or three pairs of students to reach out their fingers and ask the questions like this: How many are the fingers? This can help them to remember the numbers clearly.
Step III Listening (1b, 2a, 2b:P4)
In this procedure, ask some students to say numbers first.
T: Hello! Can you count numbers?
S: Yes, I can.
T: What’s this one in English?
S: It is …
…
Then ask students to listen to the recording.
T: Next we’ll listen to a recording in 1b. In the recording, two people are talking about telephone numbers. Listen and write the numbers you hear.
Play the recording. Then check the answers.
After this, ask students to repeat after the recording.
T: Now we’ll listen to the recording in 2a. In the recording, two people are also talking about telephone numbers too. Listen and match the names and telephone numbers.
Play the recording. Then check the answers.
T: At last we’ll listen to the recording in 2b. In the recording, you’ll hear the same dialogue in 2a and complete the phone numbers by yourselves.
Play the recording. Then check the answers.
Step IV Groupwork (1c, 2c:P4)
Ask students to practice the conversation and make their own conversation.
T: Now I’ll ask two students to ask about each other’s telephone numbers. Volunteers？
A sample conversation:
S1: Hello!
S2: Hello!
S1: What’s your telephone number?
S2: It is 6850-3237.
S1: Thank you.
S2: You’re welcome. What’s your phone number?
S1: It is 593-7825.
After doing this, the teacher can ask the students to put the names and numbers in a list.
Step V Homework
1. Ask the students to make sense what the following numbers stand for.
T: Some phone numbers are very important and used widely. For example, When you find fire, you call 119. When you find some people making trouble, you call 110. Then what do the following numbers stand for：
120, 116, 184, 185，12315, 120, 114, 117, 121, 122
2. Ask the students to do the Exercises 3-5 in the workbook.
板书：
教学反思：
Period 4 Reading and Writing
Target language 目标语言
1. Words & phrases生词和短语
family, family name
2. Key sentences重点句子
What’s her telephone number?
What’s her family name?
Ability goals 能力目标
Enable the students to write names and numbers.
Learning ability goals学能目标
Help the students to learn how to write names and telephone numbers.
Teaching important / difficult points 教学重难点
How to write names and numbers.
Teaching aids教具准备
Some cards and the teacher’s ID card.
Teaching procedures and ways教学过程与方式
Step I Warming up and lead-in
Check the homework in the following way.
T: There are some frequently used telephone numbers in our country and elsewhere. They have much to do with our daily life. It is better to remember some of the most widely used numbers. For example, When someone is badly ill, you can call 120. When someone is making trouble, you can 110. Then what do the following phone numbers stand for?
You may ask some students to answer these questions.
Then ask them the following questions:
What’s your name?
What’s your English name?
What’s your telephone number?
You can ask three or four students to write their answers on the blackboard,
Ask them to answer your questions as quickly as possible. And then ask some other students to tell what their first names and family names are. Try to ask as many students as you can.
Then get out some ID cards and ask students to tell the names on them and tell what the first names and the last names are.
The students may be eager to know, and you can write your English names on the blackboard and ask them to tell the first name and the last name.
You can write your telephone number on the blackboard and ask students to read the number out. Or you can also tell students the school telephone numbers. Then students can practice several times.
Step II Learn how to write names (3a:P5)
In this procedure, students will le
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