Unit 1 My name is Gina.全单元教案

Unit 1 My name is Gina.
Learning Objectives
一、Topics（话题）:
Making new friends
二、Functions (功能)
1. Introduce yourself
2. Greet people
3. Ask for and give telephone numbers
三、Structures (结构)
1. Present tense to be
2. What question
3. Yes/No questions and short answers
4. Possessive adjectives my, your, his, her
四、Target Language (目标语言)
What’s your name?
My name is Gina.
Hello, Gina. I’m Ms. Brown.
Nice to meet you!
Are you Helen?
No, I’m not. I’m Gina.
What’s your telephone number?
It’s 281-9176.
五、Vocabulary （词汇）
name,telephone/phone, number, your, his, her, he, she, yes, no, first, last Numbers 0–9
first/last names, middle school
六、Skills (技能)
Listening for key information
Scanning in reading
七、Recycling （复习巩固）
Good morning! Hi/Hello! my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.
八、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, 2d继续学习询问名字的句式和问候语。

Grammar focus,3a, 3b, 3c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, 1d, 1e, 1f学会询问和回答电话号码。

2a, 2b, 2c学会family name, first name, last name的区分。

Self Check 3a, 3b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。

九、学情分析
新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。

老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

十、课型设计与课时分配
Period 1 Listening and speaking （Section A: 1a, 1b, 1c, 2a, 2b, 2c, 2d）
Period 2 Target language structures （Section A: 3a, 3b, 3c）
Period 3 Listening and speaking （Section B: 1a, 1b, 1c, 1d, 1e, 1f）
Period 4 Reading and writing （Section B: 2a, 2b, 2c, 3a, 3b）
Period 5 Self Check
The First Period (Section A, 1a–2d)
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：
What’s your/his/her first name?
What’s your/his/her last name?
2．要求掌握以下词汇：
first name, last name, family name, given name, boys and girls
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 m eet 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）
Lead in:
Good morning/afternoon，everyone! Last week, we finished the first part of this English book －Starter Units 1–3. We have finished studying all the English letters and some very useful sentences. I believe you remember what we learned. Shall we review them first?
【教学设计说明】新学期刚开学，认识新同学，结识新朋友是必不可少的一个过程。

老师记住每一位新同学并给他们取一个英文名字，是他们非常乐意的事情，老师一定要抓住这个机会，讲清取英文姓名的学问，缩短与学生的距离。

Step 1: Warm-up and revision（课堂热身和复习）
1. Play the recording, enjoy the “ABC” song or the “Good morning!” song from the Starter Units, and get the Ss to sing together.
2. Warm greetings to the Ss.
T: Hello!/Hi!
S: Hello!/Hi!
T: You are very beautiful/cool/…
S: Thank you.
3. Presentation（呈现新知识）
T: Hello! My name is Lily. What’s your name?
S: (引导学生回答) My name is Tom.
T: It’s a good/nice name. 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．教师重复两遍这两句话，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．教师要及时表达对学生名字的欣赏。

Step 2. Work on 1a （完成1a）
T: Now, l et’s look at today’s new unit. Unit 1－My name’s Gina. Please open your books and turn to page 1 and look at activity 1a.
1．Look and find
Please look at the picture in activity 1a. Can you write down the names in the picture? Please write down the English words you know on the blanks.
2．Read together
T: How many names do you know? Can you share them with your partners? Please read them together and tell them the spellings. For example: Gina, G-I-N-A.
T: Let’s write down some names on the blackboard. If you want, you can write down your English name. Let’s read the words on the blackboard together.
3．Ask and answer (pairwork)
Have Ss work in pairs. One asks and the other answers. Then change partners.
【教学设计说明】On the first day of class, some students will meet some new classmates and make new friends. Some of them w on’t know each other. They will introduce themselves
informally before or after class. They will use first names to greet each other. Give an example to tell Ss how you would like to be addressed in the classroom. In English-speaking countries, teachers are addressed by Mr., Miss, Mrs., or Ms. and their last names. Lastly, try to give each S an English name if possible.
Step 3. Work on 1b （完成1b）
1. Listen and number the conversations from 1 to 3
a. Listen to the recording for the first time.
b. Number the conversations from 1 to 3 while you listen to them for the second time.
2．Check the answers
T: Let’s check the answers.
3．Read
a. T: I would like you to read the conversations together.
b. T: Would you please read them in pairs?
c. T: Who would like to read them to the class?
4．Explain
a. T: Do you know what the conversations mean? Yes, they are greeting each other.
b. T: How about “I’m Mary.” and “My name’s Jenny.”? Yes, they are common ways of introducing yourself.
(我们刚才读的对话一方面是打招呼，另一方面是介绍自己。

请同学们掌握这两种简单的介绍自己的方式：I’m ... 和My name’s ...)
【教学设计说明】
Have Ss look at the picture as they listen to each conversation.
Have them write the correct number of each conversation in the boxes.
If necessary, have them listen to the conversations again and again.
Check the answers by asking volunteers to read each conversation and say the number.
Step 4. Work on 1c （完成1c）
T: Practice the conversations above with your partner. Then greet your classmates.
a. T: Would you please greet other students in class?
b. T: In Starter Unit 1, we learned some English names and everyone got one English name, remember? I would like you to greet other and introduce yourselves using your English names.
c. T: Now, could you please present your conversations for the class? Who would like to have a try first?
【教学设计说明】Have Ss form pairs and practice the conversations in the picture. Walk around
the classroom to monitor their work. Have Ss introduce themselves using the conversations as a model. Have Ss mingle and practice the conversations. Invite volunteers to role-play their conversations for the class.
1. 引出另一种表达方式I’m / name’s，教师板书这两个词。

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。

2．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。

3．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。

Step 5: Section A 2a
1．Listen to the conversations and number the pictures 1 to 4
a. T: Let’s move to activity 2a now. Let’s look at the four pictures. Can you tell me what is happening in the pictures?
b. T: Yes, the people are greeting each other. Now let’s listen to the recording and number the pictures from 1 to 4. But for the first time, please just listen.
c. T: Now let’s listen to the conversations again and try to number them. Are you ready? Go!
2．Check the answers
T: Do you have the answers? Who would like to tell us the answers?
Answers: Picture 1 = Conversation 3
Picture 2 = Conversation 1
Picture 3 = Conversation 2
Picture 4 = Conversation 4
【教学设计说明】Ask Ss to look at the pictures and describe the setting. If they can, ask them to guess what the people are saying. Tell the Ss they will hear four conversations. Have them number the pictures. Have Ss work in pairs to correct their answers. Answer any questions.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。

Step 6: Section A 2b
1．Listen and circle
T: Listen to the conversations again and circle the names you hear.
2．Check the answers
T: Finished? Let’s check the answers.
3．Read the tape script
a. T: Let’s read the conversations. Please lo ok at the tape script and read them together.
b. T: I would like you to read them in pairs.
c. T: Who would like to read them for the class?
【教学设计说明】Have the Ss listen to the recording again and circle the names they hear. Invite volunteers to read the conversations to check the answers.
Step 7: Section A 2c
1．Read
a. T: Let’s move to the activity 2c. There are two conversations in 2c. Please look at them. What are they about?
b. T: Yes, they are about greetings and introductions. Could you please read them?
2．Practice
a. T: Let’s practice the conversations in pairs. Please use your own names and if you can use your English names, it will be better.
b. Who would like to present their conversations to the class?
3．Task 1－They are my friends.
T: L et’s try to perform a task －They are my friends. I will give you a chart. Could you please greet your friends in class and write down their Chinese and English names in the chart? Please use the first conversation in 2c. I will give you two minutes and let’s see who greets the most friends.
Example: Hello! What’s your name?
My name’s ... and my English name is ...
I’m ... and my English name is ...
Nice to meet you!
4. Task 2－I want to have more friends.
T: Just now, we finished task 1 and you have so me friends’ names in your chart. Now let’s do task 2. Please ask your friends about others’ names and fill in the chart.
Example: What’s his (her) Chinese name?
His (Her) Chinese name is ...
What’s his (her) English name?
His (Her) English name is ...
【教学设计说明】Organize Ss into pairs. Have them use the conversations to guide them to talk about themselves.
1．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，教师可播放磁带两遍,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。

2．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。

Step 8: Section A 2c
Invite volunteers to role-play their conversations for the class. Motivate them by offering bonus points or rewards to volunteer students.
【教学设计说明】为活跃英语课堂氛围而进行的活动。

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。

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。

同时板书What’s his/her name? His/Her name is …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…
Step 9: Summarize
Let’s summarize what we learned in this period.
Step 10: Homework （课后作业）
1．Oral work:
(1) Listen to1a, read and recite it.
(2) Go on making up your dialogues with your partner.
2．Written work:
(1) Finish the corresponding Workbook pages.
(2) Copy the tape scripts of activity 2a and 2b.
3. Bring some photos to school.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。

The Second Period (Section A, 3a–3c)
Teaching aims（教学目标）
1．掌握常见基本英文姓名的读法；
2．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。

3．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?
What’s your/his/her last name?
2．要求掌握以下词汇：
first name, last name, family name, given name, boys and girls
Difficulties（难点）：
比较中英文姓名的不同之处和中西方文化的差异。

中英文姓名的区别，男女姓名的区别和排列顺序。

Teaching steps（教学步骤）
Lead in:
T: Last class, we learned the ways of asking others’ names. Do you still remember how to ask that? OK. Let’s review it first.
Step 1: Warm-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 Ms. Wu.
What’s your name, please?
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 na me, please?
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 _____.
His name is _____. Her name is ______.
3. Presentation（呈现新知识）
（1）T: (从复习中引出) So, we are friends now.
You are Wang Ping, Zhang Xiao-dan.
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.
For Zhang Xiao-dan, Zhang is her last name and Xiao-dan is her first name.
【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。

教师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。

建议教师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。

Step 2: Grammar Focus
1．Read
T: Read the sentences in the grammar box.
2．Point out the notes about contractions (缩略形式)
T: What can you see in the right column in the grammar box? Yes, we can see that “i” disappears in the “What’s and name’s” and “a” disappears in “I’m”. This is called contractions. (了解缩略形式What is = What’s ，I am = I’m等)。

3. On the blackboard, make a two-column chart of the pronouns. Have Ss fill in the correct form of the verb “to be”. Have Ss copy the chart into their notebooks.
4. Write an affirmative statement on the board. Have a S go to the board and write a statement with “to be”. Ask another S to write a what-question for the answer.
【教学设计说明】Have Ss read the questions and answers silently. Call the students’ attention to the contractions. Explain that in speaking we almost always use the contracted form. The full form is correct, but it sounds too formal in everyday interactions.
Step 3: Section A 3a
1．T: Put the words in order to make conversations. Then practice them.
2．Explain what “first name” and “last name” mean
The first name is the given name and the last name is the family name. And in English the first/given name is in front of the last/family name, which is different from Chinese names. 英文中的名字分为名和姓，其中名在前，姓在后，这和中文名字完全不同。

请同学们注意。

【教学设计说明】Have Ss ask each other their first and last names. Have them use：What’s your
first name? or What’s your last name? Have them write a list of their classmates’ names.
1. 几堂课中取的英语名字。

教师有意识地写下一些名字在黑板上。

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
2．教师板书first name, last name并请学生跟读。

学生的反应可能较慢，讲解时需要教师放慢语速，并重复此问题。

可给中文帮助学生理解。

3. 请同学回答，注意正确性；同桌和四人组互问。

4. false front指面具，事先应做好准备。

5. 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。

6．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。

7．可以让一部分同学问，一部分同学回答。

8. 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。

Step: Section A 3b
1．T: Complete the conversation and practice is with your partner.
2．Have Ss read the sentences and fill in the blanks.
3. Monitor their progress, making suggestions to raise their awareness about the language.
4. Write the correct answers on the board and have Ss check their answers.
【教学设计说明】Tell Ss they may also discuss the answers with their classmates first before completing the conversation.
Step 4: Section A 3c
1．Read
T: Now let’s play a game. It’s about our English names. It’s very easy and please try your best to remember your friends’ names one by one. Let’s read the example in act ivity 3c on page 3.
2．Practice in groups
T: Can you understand how to play this game? OK. Please work in groups. Six students form a group. I will give you several minutes to practice in groups and then you will perform for the class.
3．Perform for the class
T: Let’s play this game in front of the class. And let’s see which group is the fastest without making mistakes.
4. Tell Ss to look at their classmates and try to remember their names. Invite volunteers to stand and report their classmate s’ names. Have them say: My name is ... His name is ... or Her
name is ... or Their names are...
【教学设计说明】Ss will play a game to learn each other’s names. The rules of the game are: I say my name. The person next to me says his/her name and mine. The third person says his/her name and the previous person’s names. The game continues until everyone has said their names.注意：
1.可以玩“姓名接龙”游戏（以前一名字的末字母为后一名字的首字母来接名字。

2.帮助学生比较中英文姓名的差异；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。

让学生尽可能说出所记得的英文姓名并给与评价与奖励。

3. 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
4．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。

5. 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。

Step 5: Summarize
Let’s summarize what we learned in this period.
Step 6: Homework
Read the English names in 3a.
The Third Period (Section B, 1a–1f )
Teaching aims（教学目标）
1．熟练掌握英文数字0–9；
2．掌握日常生活中一些常见的数字的实际意义（比如：110，120，119，114，121等）。

3．填写通讯录。

Language points（语言点）
1.要求掌握以下句式：
What’s your telephone 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）：
中英文数字的对应关系。

Teaching steps（教学步骤）
Step 1. Warm-up and revision （课堂热身和复习）
(1)Lead in:
Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learned in Section A? Yes. We learned to ask others’ names and introduce our names to others. Shall we review that first?
(2) Revision
1．Review ways of greeting people
a. T: In the Starter Units, we learned some ways to greet people. Do you still remember what they are?
b. T: Yes, they are: Good morning! Good afternoon! Good evening! How are you? Hi! and Hello!
2．Review asking for names and introducing our names
T: In Section A, we learned to ask for others’ names and introduce our names to others.
(3) Presentation（呈现）
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.
…
Play Games
Part one
T: We have 10 groups. Every group has a number. When I show the number card, the group with that number must stand up and say the number loudly. Ready?
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.
(Show the card—2.)
Ss: Three. (Group 3 stands up and says the number loudly.)
Part three
Play the game again, but this time, not the next group number stands up, but the group number before.
(Show the card—3.)
Ss: jTwo. (Group 2 stands up and says the number loudly.)
【教学设计说明】
1.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。

2．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。

3．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。

4．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。

Step 2. Section B 1a
1．Listen and repeat
a. T: Open your books to page 4．Would you please do activity 1a?
b. T: I will play the recording. For the first time, please just listen.
c. T: OK. This time, I would like you to read after the recording.
d. T: Let’s try it again.
e. T: Now can you read the numbers one by one on your own?
2．Translation game
a. T: Let’s play a translation game. I will say numbers in Chinese and please translate them into English. Who would like to have a try first?
b. T: Very good! I would like you to translate the numbers one by one.
c. T: Now this time, I will give you a challenge. The first student says one number in English and then he/she says a different number in Chinese. He will call a second student to translate it into English. And then the second student says a different number in Chinese and calls on a third student to translate it and so on.
【教学设计说明】
Tell Ss they will hear the numbers 0 to 9.
Play the recording again. Have them listen silently or repeat to themselves.
Play the recording again. Have them listen and repeat out loud.
Step 3: Section B 1b
1．Listen and repeat
a. T: Just listen to the conversation for the first time.
b. T: Now listen and repeat the number.
2．Listen and write the telephone number
a. T: Listen to the conversation for the third time and write the telephone number.
b. T: I think most of you have finished it. Let’s check the answer together.
3．Read the tape script
a. T: Let’s read the tape script of 1b together.
b. T: I would like some of you to read it to the class. Who would like to have a try?
【教学设计说明】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。

Step 4: Section B 1c
1．Look and read
a. T: Look at the conversation in activity 1c.Can you read it together?
b. T: Who would like to read it to the class?
2．Task－My friends’ phone numbers
a. T: I think most of you want to know your friends’ phone numbers.
b. T: Would you please ask your friends and try to write them on your notebooks? I will give you five minutes to finish the task. Let’s see who gets the most phone numbers.
c. T: Time is up! How many phone numbers did you get? Please read them to one of your friends.
【教学设计说明】
Invite two Ss to talk about their own and each other’s names and telephone numbers.
Step 5: Section B 1d
1．Listen
T: Listen to the conversation for the first time.
2．Listen and match
a. T: Listen to the conversation for the second time and match the names with the telephone numbers.
b. T: Listen to the conversation for the third time and check the answers by yourselves.
3．Check the answers
T: Let’s check the answers together.
Answers: 1．c 2．d 3．b 4．a
【教学设计说明】Have Ss read the names and telephone numbers silently. Play the recording and
ask Ss to match the numbers with the names.
Step 6: Section B 1e
1．Listen
T: Listen to the conversation again.
2．Listen and complete
a.T: Listen to the recording and complete the phone numbers.
b. T: Listen to the recording again and check the answers.
3．Check the answers
T: Let’s check the answers together.
4．Read the tape script
a. T: Read the tape script together.
b. T: Who would like to read it for the class?
【教学设计说明】Tell Ss they will hear the recording again. Have them fill the blanks in the phone numbers. To check answers, invite student volunteer to ask: What’s _______’s telephone number?
Step 7: Section B 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 the owner.
Task－My friends’ phone number book
In the last period, you finished your friends’ name list and this time you know how to ask others for their phone numbers. Could you please make a friends’ phone number book? Please ask your friends about their phone numbers and fill in the chart.
Example: What’s your phone number ...?
It’s ...
【教学设计说明】Have Ss write the numbers in their notebooks. Tell them to write the words for the numbers next to them. Invite Ss to say a number and have another S spell the word. 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，并在一张纸条上。

而此时的“随机”更能增加语言的真实交际性。

根据学生的实际水平，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。

要求学生在听时，记录相应内容。

Step 8: Summarize
Let’s summarize what we learned in this period.
Step 9: Homework
1. Oral work:
(1) Listen to Section B 1a, read and recite it.
(2) Go on making up your dialogues with your partner about asking for telephone
numbers.
2. Written work:
(1) Finish the corresponding Workbook pages.
(2) Find out your friends’ or your relatives’ telephone numbers, car numbers, etc. and
get ready to show classmates.
The Fourth Period (Section B, 2a–2c)
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 last 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：
常见英文姓名和Unit 1 所有词汇，注意了解它们的词性。

数字zero, one, two, three, four, five, six, seven, eight, nine.
Difficulties（难点）：
中英文姓名差异，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。

中英文数字的对应关系。

Teaching steps（教学步骤）
Lead in:
T: We have finished most of Unit 1. And in this period, we will continue to finish Section B. But before that, I would like you to review what we learned before.
Step 1: Warm-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, Ms. Wu.
T: How is the weather today?
S: It is (nice/great/fine/good/beautiful/not bad/pretty good/fantastic/bad/terrible/awful/hot/cool/cold/windy/rainy …).
（2）Revision（复习）
T: Wh at’s your English name?
S: My English name is Mike.
T: What’s your last name?
S: My last name is Zhang.
T: What’s your des k mate’s first name?
S: His first name is Alan.
T: What’s his telephone number?
S: His telephone number is 6688-7799.
【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）
Step 2: Section B 2a
1．Read
a. T: Let’s move to 2a please. There are some English names there. Could you please read the names after me?
b. T: Let’s read them together now.
2．Explain what “first name” and “last name” mean
T: The first name is the given name and the last name is the family name. And in English the first/given name is in front of the last/family name, which is different from Chinese names.
3．Write F for first names and L for last names
T: Please try to decide which names are first names and which names are last names.
4．Check the answers
Answers:
Last names: 2．Green 3．Miller 7．Smith 8．Brown 9．Zhang
First names: 1．Alan 4．Mingming 5．Gina 6．Jack 10．Mary
5．Make some full English names
Would you please make some full English names with the names in 2a?
【教学设计说明】
英文中的名字分为名和姓，其中名在前，姓在后，这和中文名字完全不同。

Step 3: Section B 2b
1．Read the messages and match them with the pictures.
T: Let’s go to activity 2b on page 5．What can you see in the pictures? Please discuss with your friends.
2．Have Ss scan the messages and circle the first names and underline the last names.
a. T: I think all of you can find the first names and the last names in the messages.
b. T: Can you write the last names in the correct column?
【教学设计说明】On the board, write first names and last names. Have students write the names under the labels. Check the answers. 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。

Step 3: Section B 2c
1．Match the names with the telephone numbers. Then find three pairs of friends in the name list.
2. Read and answer
a. T: Read the names and match them with the telephone numbers.
b. T: Discuss with your partner and see whether your answers are the same.
c. T: Now write down the three pairs of friends, and check your answers with your partner.
3．Check the answers
T: Let’s check the answers.
【教学设计说明】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。

可以开展一个竞赛，看谁先填完，而且填得最准确。

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。

Step 6: Summarize
T: Let’s summarize what we learned in this period.
Step 7: Homework
1. Oral work:
(1) Listen to the recordings in Unit 1, then read and recite them.
(2) Read the sentences in Grammar Focus.
(3) Go on making up your own dialogues with your partner using the unit language.
2. Written work:
(1) Finish the corresponding Workbook pages.
(2) Bring some photos of your family to school and introduce your family members to
your classmates.
The Fifth Period (Section B, 3a–Self Check)
Teaching aims（教学目标）
1．学会英语姓名表达；
2．学会英语数字表达。

Language points（语言点）
1.要求掌握以下句式：
What’s your telephone number?
What’s her first name/last name?
2．A: I’m Tom. Nice to meet you.
B: My name is Linda. Nice to meet you, too.
Difficulties（难点）：
中英文姓名差异，英文中名在前，姓在后。

中英文数字的对应关系。

Teaching steps（教学步骤）
Lead in:
T: We have finished most of Unit 1. And in this period, we will finish the rest of Section B. But before that, I would like you to review what we learned before.
Step 1: Warm-up and revision（课堂热身和复习）
1．Make conversations
a. T: Can you ask for your friend’s name and his/her phone number?
b. T: Can you introduce yourself and your friends like this: I am ... This is my friend. His/Her name is ... His/Her phone number is ...
2．Dictation
T: Let’s have a dictation.。