TeachingPlanforUnit1forListeningandSpeaking

Unit 1: When is your birthday?Part 1: Teaching Design第一部分:教学设计Period 1: Listening and Speaking (Page 1)(When is your birthday?)Objectives●To learn to talk about dates●To learn to use When questionsProcedures■Warming up by going over titles/ structuresHi, class. Before we take Unit 1, let’s go over all the titles/ structures we learned in the past and the one we are going to learn today.1a Listening and repeatingLook at the list of the twelve months of the year in 1a. Read after me one by one.2b Listening and numberingLook at the three conversations and read aloud them after me.Now listen to the recording and number them in the right order. (1-2-3)1c PAIRWORK 结对活动Now Listen to the recording again and practice the conversation with your partner.Period 2: Listening and Speaking (Page 2)(My birthday is October tenth.)Objectives●To learn to use When questions●To learn to use p ossessive‘s’Procedures■Warming up by learning the grammar focus and ordinal numberHello, class. Look at this sentence：When is your birthday? 何时是你的生日？My birthday is May 4th. 我的生日是五月四日。

新目标英语七年级上Unit1教案：互动学习英语的专业指导方案The English language is one of the most widely spoken languages in the world, which makes it an important language to learn. Learning English is not just about memorizing grammar rules and vocabulary, it requires active interaction with the language, including listening, speaking, reading, and writing skills. The New Target English textbook for seventh-grade students offers an interactive approach to learning the English language, with a focus on practical language use, such as daily conversations, reading comprehension, and writing skills. The following teaching plan provides guidance and suggestions for teachers to use the textbook effectively.Objective:The objective of the teaching plan is to guide teachers in teaching and promoting active participation among students in learning English.Interactive Learning Methods:1.Group Discussions: Group discussions are an essential part of English language learning, especially for language practice and to express ideas and opinions. Teachers can organize group discussions in the classroom before and after reading a text or practicing a dialogue. Teachers can also use discussion questions to help students develop their critical thinking, listening, and speaking skills.2.Role-playing: Role-playing is an effective interactive learning method to develop speaking and listening skills. Teachers can divide students into pairs or groups and assign roles to practice dialogues from the textbook. Role-playing can also be used to practice real-life situations and scenarios.3.Peer Teaching: Peer teaching is a valuable learning method in which students teach their peers a concept they have learned in class. Teachers can assign specific concepts or lessons from the textbook to students and allow them to teach in groups or pairs. This method fosters a positive, collaborative learning environment where students work as a team to achieve a common goal.4.Vocabulary Games: Vocabulary games are aninteractive approach to learning new words and phrases.Teachers can use vocabulary games to help students learn and memorize new words and phrases in a fun and engaging way. Examples of vocabulary games include Hangman,Pictionary, and charades.Lesson Plan:The New Target English textbook for seventh-grade students consists of Unit 1, which is divided into five sections. Below is a suggested teaching plan for Unit 1:Section 1: Greetings and IntroductionsThe first section of Unit 1 introduces basic greetings and introductions. Teachers can use role-playing and group discussions to practice dialogues and improve speaking and listening skills. Teachers can also use vocabulary games to teach new words and phrases.Section 2: Numbers and TimeThe second section of Unit 1 focuses on basic numbers and telling time. Teachers can use real-life situations to practice numbers and telling time. For example, teachers canask students to create their schedule for a day or a week and practice using numbers and telling time.Section 3: Daily RoutinesThe third section of Unit 1 focuses on daily routines. Teachers can use peer teaching to practice describing daily routines and vocabulary games to learn new words and phrases related to daily routines.Section 4: Describing People and ThingsThe fourth section of Unit 1 introduces adjectives to describe people and things. Teachers can use group discussions and role-playing to practice using adjectives and vocabulary games to learn new adjectives.Section 5: Places and DirectionsThe fifth section of Unit 1 focuses on places and directions. Teachers can use real-life situations to practice using and asking for directions. For example, teachers can ask students to give directions from their home to school or from school to a specific location.Conclusion:The New Target English textbook for seventh-grade students provides an interactive approach to learning the English language. The teaching plan and suggestions provided above can assist teachers in promoting active participation among students in their English language learning journey, including speaking, listening, reading, and writing skills. The most important aspect of teaching English is to create a positive and collaborative learning environment where students can feel comfortable interacting with the language and with their peers, making the learning experience fun and engaging.。

高中英语-Teaching-Plan-for-Unit-1-S chool-life全英文教案-牛津版必修1Teaching Plan for Unit 1 School lifeTeaching aims and demands of the whole unit:●To introduce and develop the theme of school life●To identify the differences between school life in different countries●To develop the reading skills of skimming and scanning●To learn some words about school facilities●To learn about attributive clauses and how to use relative pronouns●To develop listening, speaking, reading and writing by completing a task and aproject●To form a positive attitude in a new and challenging situation●To learn to be cooperative and helpful when working togetherTeaching times: 12 periodsWelcome to the unit 1pReading 2ppWord power 2ppGrammar and usage 2ppTask 1pProject 2pSelf-assessment 2ppPeriod one Welcome to the unitI. Teaching aims:●To find out the differences of their life between senior high and junior high.●To learn something about the high school life in the UK.●To know how to get on well with high school life / study.●To find out how an activity attracts the students and helps the studentsII. Teaching Procedures:2Step 1 GreetingsStep 2. Warming up and Lead-in1. Let some students make a self-introduction.2. Say something about their junior high school life.Step 3. PresentationPair work: brain storm:➢When we are talking about our school life, what will we probably think of?Step 4 Comparison (Group work)Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the p ictures: what’s the difference between schools in China and the UK?Aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus and low-risebuildings.It is the biggestdifference fromschools in ChinaSchools in China usually have a large enoughcampus to make sure students have enoughspace to study and play in.But most school buildings are taller, at leastthree storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need for lessons toschool and then take it all back home afterschool. Most schools in china do not haveequipment in the classroom.Fewer students in There are fewerstudents in a class,There are usually more students in highschool, perhaps 40 to 50 per class. Recently3each class no more than 30 perclass.some school are beginning to limit the number of students in each class.At ease with our teacher Students have a closerelationship withtheir teachers. Theyfeel at ease andcomfortable withthem.It is similar in china. Nowadays, lots ofteachers and students have established a goodrelationship with each other. They respecteach other and work to gain a betterunderstanding of each other.Step 5 Discussion●What kind of school activities do you enjoy?●Do you know any further differences between the schools in the UK and China? ●What is your dream school life like?➢What do you think the teachers should be like?➢What do you think the students should be like?➢What do you think the relations between teachers and students should be like? Step 6 ExtensionWhat are the factors that will lead to the success of the further?Step 7 SummaryHomework1) Recall all the new words and expressions that appear in this unit.2) Write a short passage about your dream school. (100words)3) Preview the following lesson.Period two ReadingTeaching aims:1. To read a magazine article about school life in the UK.2. To learn to apply two basic reading skills: skimming and scanning.3. To learn some expressions about school life.Teaching procedures:4Step 1 RevisionCheck the homework exercise.Step 2 PresentationYesterday discussed the differences between high schools in our country and the UK. Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)Skimming: to get a general idea of the article.Focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …Scanning: to locate specific information about an article.Look for key words and phrases, dates and words in bold, italics or capital letters…Step 3 Reading1. Skimming question:How does Wei Hua feel about her life in the UK?2. Scanning:1) What topics are mentioned in the WeiHua’s lette r?(opt. are the following aspects of school life mentioned in the article?Teachers classmates friends subjects h omework grades timetable activitiess chool facilities host family food hobbies customs t raditions festivals)2) Scan the passage and complete Part C1, C2 on page 4Step 4 Group workWhat’s the similarity and difference between the schools in China and the UK?★Aspects In the UK In China similarity5differenceStep 5 Practice:Pair workNow you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?Suppose your desk mate is Wei Hua, make a dialogue.Homework.1. Complete parts D and E2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.4. Preview the following lesson.Period three Language focusStep 1 Revision:1. Check the homework2. Complete the chart and retell the letter.On the first dayTeachers Mr. Heywood Miss BurkeSize of a classroom6SubjectsFoodWei Hua’s feelings and progressStep 2. Language focus1. Words:a) attend (join / join in / take part in )b) preparec) miss (missing / gone / lost)d) experiencee) informationf) sounds2. Phrases:a) for freeb) a bit / a littlec) as well as3. Sentences:a) Going to a British school for one year has been a very enjoyable and excitingexperience for me.b) I do like eating.Step 5. Practice1. Complete wb A1, A2,2. Translation1)Jim加入了我们的讨论之列。

Teaching Plan for Section 1 Unit1Knowledge teaching point:words and expressions, the grammar, the text, and workbook exercises Ability training:Improve the Ss’ ability of listening, speaking and reading. To make sure they can use the knowledge freelyMoral education:Educate the Ss to get a general knowledge of the people’s identity .Key point and difficulty:1.argument2.importance 重要性important 重要的3.without pulling them out of …Teaching method:Listening, speaking reading and practicing Learning, discussing and drillsTeaching procedure:Step 1. ReadingRead the text quickly and try to find the answers in Workbook exercise. Have an activity of asking and answering to deal with the difficult points the Ss can’t understand. Make sure that they can analyze the structure of the sentence.1. Para 1-2 :these 2 paragraphs tell us :A.Who Mr. Dullock wasB.What Mr. Dullcok looked likeC.Why Mr. Dullock wore his glassesD.All of the above2. Para 3-4 :1.The first unit on genetics is about “nature or nurture” .2. This argument is a new one according to the text .3. Para 5-6 :Why did Jenny think that she was a good student ?A.Because her father passed his intelligence on to her .B.Because nobody expected her to be a good student .C.Because her teacher encouraged her .D.Because she has too much pressure and was very frightened .4. Para 7-9 :From paragraph 7 we know that Maire was probably a ____ girlA.Quite and timidB.Brave and courageousC.Smart and athleticD.Nervous but talkative5. Para 10-11:1. What kind of girl was Brandy ?2. Do you think a girl like Brandy ever has a bad day ?6.Para 12 :The last paragraph suggests that ___A.We all need to wear glasses .B.None of us can see the world from all sides .C.Everyone know that we can’t see the world clearly .D.Jenny clearly knows the identity of her classmates .Assignment of homework:Finish off the Workbook exercises.Revise the content of the lesson and preparation for the next. Blackboard design:After teaching:This lesson is hard to understand. We use the traditional way to letstudents understand it. It isn’t interesting , but it’s effective. And the students cooperates well.。

A teaching plan for Unit 1Module一、教学目标1、知识目标学生能够掌握本单元的重点词汇，如_____、＿____、＿____等，并能正确拼写和运用。

学生能够理解并熟练运用本单元的重点句型，如“＿____” 、“＿____” 等。

学生能够理解本单元的课文内容，掌握其中的关键信息。

2、技能目标能够听懂与本单元主题相关的英语对话和短文，并获取关键信息。

能够运用所学词汇和句型进行简单的口头交流，表达自己的想法和观点。

能够阅读并理解与本单元难度相当的英语文章，提高阅读理解能力。

能够用书面形式描述与本单元主题相关的内容，如写一篇短文介绍_____，提高写作能力。

3、情感目标激发学生学习英语的兴趣，增强学习自信心。

培养学生的合作学习精神和跨文化交际意识。

二、教学重难点1、教学重点重点词汇的发音、拼写和用法。

重点句型的结构和运用。

课文的理解和关键信息的把握。

2、教学难点某些词汇的特殊用法和搭配。

句型在不同语境中的灵活运用。

对课文中深层次含义的理解和文化背景的认知。

三、教学方法1、情景教学法通过创设真实的语言情景，让学生在具体的情境中感受和学习语言，提高语言运用能力。

2、任务驱动法布置各种任务，如小组讨论、角色扮演、写作练习等，让学生在完成任务的过程中主动学习和运用语言。

3、游戏教学法采用一些有趣的英语游戏，如单词接龙、猜谜语等，增加学习的趣味性，提高学生的学习积极性。

四、教学过程1、导入（Warmingup）通过播放一段与本单元主题相关的英语视频或歌曲，引起学生的兴趣，导入新课。

进行简单的自由对话，如询问学生对_____的了解和看法，引导学生思考本单元的主题。

2、词汇学习（Vocabulary）展示本单元的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义。

带领学生朗读词汇，纠正发音，强调重音和读音规则。

让学生进行词汇拼写练习和词汇游戏，巩固所学词汇。

3、句型学习（Sentence Patterns）呈现本单元的重点句型，讲解句型的结构和用法，举例说明。

Teaching Plan for Unit 1Title: My name’s GinaLength of lesson: 40minutesLearners:I. Teaching aims:In this unit students learn to introduce themselves, greet people, and ask for and give telephone numbers.1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people/ Ask for and give telephone numbers3. Target language:What’s your name? -My name is Gina.I’m Gina. Nice to meet you.What’s your phone number?-it’s 28429424. Vocabulary:personal names/ numbers0-9/ phone number/ first name/ last name/ Hi, Hello5. Learning strategies:Practicing/ listening for specific informationII. Time 6 periodsIII. Teaching processLesson One (Period one)I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s… I’m …4. Vocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing i n pairsStep II.making an introductionI’m Ms.Xu, your new English teacher, welcome to Ms. Xu’s English class. It’s verynice to see you. I’m sure we’re going to have a great year and learn a lot of English.giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music “ABC”, “Apple song”, “London bridge is falling down”…. Moreover, we can speak in Engl ish. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:“What’s your/his/her name?----My/his/her name’s… or I’m …”3. Ask some group to show their introduction in the front of the classHomework: 1.to recite the words and expressions in starter2.to do some exercise in starterBlackboard design:The rules in English class:Introduction-to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences “My name is…/ My first name is…/ My last name is…”1. Topic: Making new friends2. Functions:Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s your last name?4. Vocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have your name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when you first meetsomeone?Students’ feed back: discussing in pairsStep II. Learn and PracticeRecording for the first time. Students only listen. Focus attention on the example: theconversation numbered(1). Point out the boxes where students will write a number foreach conversation. Play the recording a second time. Students number the conversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxesnext to the pictures. (say: listen to the four conversations again. Write the number 1 in thebox next to the people who say conversation 1, 2 in the box next to the people who say conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names youhear. The first one is done for you.)Ask students to guess which names are first names and which are last names. (Tellstudents your given name and your family name. Explain that, in English, your givenname is referred to as your first name and your family name is referred to as your lastname, or surname. The family name is written after one's given name, then point toindividual students and say first name or last name, asking them to respond by sayingtheir given name or family name.)Sec.A-3b: Ask the students to choose a first name and a last name that they like from 3a.Game: This is a team game. The last student of each team isthe leader this time. I’ll ask a question to the first student like this. Then, the fi rst student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Xu, and I’m Li Lei. My last name is Li and my first name is Lei. What’s your name?Student2: Nice to meet you, too. My name is Liu Ying. (turn back to the next student) His name is Li Lei. And her name is Tracy Xu. I’ m Liu Ying. My last name is Liu and my firstname is Ying. What’s your name?…At the end of the group, the leader who can tell the names as many as he can is winner.Culture note-English names vs. Chinese namesUnlike Chinese names, English names are listed with the given name firstand the family name or surname second. Many people have two given names, e.g. SaraAnn Smith. The second name is called the middle name and has no real significance,unlike the Chinese second name which indicates a child’s generation. English familynames are inherited from the father, and a woman’s family name changes to the familyname of her husband when she marries. Chinese women do not necessarily take theirhusband’s family name when they marry. Many English names have and old meaning,but the meaning is not usually a consideration when choosing a name, the way the namesounds is more important. In Chinese culture, naming a child often takes five principlesinto consideration: the name should reflect favorable mathematical calculations, beharmonious with regard to yin and yang, and possess one of the five elements of metal,water, wood, fire, and air.“The More We Get Together”The more we get together, together, together, the more we get together, the happierwe’ll be! For your friends are my friends and my friends are your friends, the more weget together, the happier we’ll be!Step III. ProductionTask one: It’s warmi ng up, the students think the questions that teacher gives and step in the situation-“Greeting” and “Introduction”.Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting “nice to meet you”, introduc tion and the first name, last name.Task four: RelaxingStep IV. Sum up1. the whole class practice how to greet people and introduce each other.2. learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework: 1.Sing two songs2.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2; P6-1; P7Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1; P25 SecA-1a;P30-1,2,3.3.Review the Grammar Focus in StarterBlackboard design:First name What’s your name? My name is…Last name May I have your name? I’m….My first name is…/ My last name is…Nice/glad/great/lovely to meet/see you!Feed backUnit One (Period three)I. Teaching aims:This lesson introduces the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ singing/ writingIII. Teaching processStep I. Lead inQuestion 1. We have already made a new friend and knew his or her name but if we want to communicate him or her what will we do?2. How to ask and give telephone number?Students’ feed back:Step II. PracticeSec.B-1a: Play the recording for the first time. Students only listen. As the teacher plays the recording the second time, ask students to repeat the numbers.Sec.B-1b: Play the recording for the first time. Students only listen. Point out the telephone number in activity 1c. ask students how the number is divided up. Guide them to understand that three or four numbers come before the hyphen and four numbers after it. (6218-8020). Ask students to write the numbers in the blank as you play the recording the second time.Sec.B-2a:Point to the numbered list of names. Read each one aloud along with the number that comes before it. Point to the blanks in the four telephone numbers.(Say, I will play the recording twice. the first time just listen. The second time, write the letter of the person's telephone number in the space after that person's name.)Play the recording while students listen. Play the recording a second time.(This time students write the letter of each telephone number in the bland after the person's name).Check the answers.Ten little Indian boys"One little, two little, three little Indians, four little, five little, six little Indians, seven little, eight little, nine little Indians, ten little Indian boys.Ten little, nine little, eight little Indians, seven little, six little, five little Indians, four little, three little, two little Indians, one little Indian boy.One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on your hands.Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on your hand.Step III. ProductionTask one: listen and repeat the numbersTask two: listen the conversation and get the useful information-numbersTask three: get the knowledge of last name and first name.Task four: relax and know the numbers well.Homework: design your name cardTracy XuMaster teacher of Class 3, Junior 1The Middle School Attached to Northern Jiaotong UniversityTel:010-6218-6020Address: No.12 Zhaojunmiao,Haidian District, BeijingPostcode:100081Blackboard design:What's your telephone number?----My telephone number is...zero, one, two, three, four, five, six, seven, eight, nineFeed backUnit One (Period four)I. Teaching aims:This lesson reviews the numbers0-9, and practices the telephone number in random order.1. Topic: Getting the telephone number2. Functions:Ask for and give telephone numbers.3. Target language:What’s your/his/her telephone number?--my/his/her telephone number is.../It's...4. Vocabulary:telephone number/one two three four five six seven eight nine5. Learning strategies:Listening/ speaking/ writingIII. Teaching processStep I. Lead inQuestion 1. Review the song "Ten little Indian boys"2. How to get somebody's telephone number? And what do we say?3. How about to make a phone book of our class?Students’ feed back:Step II. PracticeActivity one (task one): Sing the song "Ten little Indian boys"Activity two (task two): Make a telephone number book.In order to communicate better, today we are going to make our own phone book. I'll give you two minutes. Group leaders, try to find out your partners' telephone numbers and then fill in the chart. After that, hand in your charts to your group leader. At last, the leaders will stand up and tell the whole class the telephone numbers of your group. Everyone in class should follow him and write down the names and numbers.Step III. ProductionTask one:Task two: Make a telephone book of the whole classmatesHomework: design the Personal information card (including name (last name and first name), telephone number and other information)Blackboard design:Feed back: The activity two provides an opportunity for oral practice using the target language, and practices the listening and writing numbers. Moreover, the students have the telephone numbers of the whole class that will tie them closely.Unit One (Period five) (Sep.11th-the mid-autumn festival)I. Teaching aims:know the culture of the mid-autumn festival (15th day of the 8th lunar month); classify the fruit; check the exercise P32-2breview the Grammar focus of unit one;1. Topic: The Mid-autumn Festival2. Functions:classification3. Target language:I you he she it we you theyMy your his her its our your their4. Vocabulary:fruit/ stationery/ color/ drink/ Verb5. Learning strategies:classifyingIII. Teaching processStep I. Lead inQuestion 1. What date is today?2. What does the mid-autumn festival mean to Chinese?3. What do we do usually in this festival?Students’ feed back:Step II. Practiceintroduce the traditional festival of Chinese----"the mid-autumn festival"the activities...Step III. ProductionTask one:Task two:Task three:Fruit: apple, pear, orange, grapes, kiwi fruit, lemon, pineapple, mango, banana, plum, apricot, peach...Stationery: bag, book, pen, pencil, ruler, rubber, pencil case…Color: black, red, white, orange, green, blue, yellow, violet, purple…Drink: mil k, cola, orange juice, soda, mineral water, wine, beer…Verb: listen, look, write, (map, phone), run, jump, speak, smell…Homework:1.Do exercise--P32 and exercise P1-1 in yellow book, and give more words in each column2."face to face with the famous person" (find some information of a famous person that you like. Such as: pictures, work place, hobbies and so on)Blackboard design:Feed back: give more knowledge of the Chinese traditional festival and learn Chinese culture; learnhow to classify the goodsUnit One (Period six)I. Teaching aims:review unit 1 and have self check1. Topic: having a review of the first unit2. Functions:ask name and telephone number3. Target language:4. Vocabulary:clock, fire extinguisher, basketball, necklace, trash, door knob, tie, tank of goldfish, skirt, sportswear, sneaker...5. Learning strategies: reading/ speakingIII. Teaching processStep I: Show the ID cards and the information about the famous people the students have already collected and encourage students.the information except the name, ask the students to write down some information and to guess the ID card's owner---- "What's her/his name?”,” What’s his/her telephone number?"his/her name?" "Why do you like him/her so much?"Step II: Self checkP6-1. 2. Ask students to check all the words they know and ask them to find out the meanings of any words they don’t know.P6-3. Ask students to think of two classmates, a boy and a girl. Have them write their classmates’ details in the charts.“Just for Fun!”Try to tell a story according to the picture.Student’s work:“A red ‘Z’ hid beside the gray wall while a green ‘Z’ was walking alone, suddenly, the red one jumped out and shouted ‘past’. The green one was frightened and asked in a trembling voice ‘What’s your first name? The red one said, ‘ZIG’, and the red one asked, ‘What’s your last name?’. The greenone said ‘ZAG’.”Give a quiz for Unit 1in workbookHomework:1.Review Unit 12.Make a preparation before studying Unit 2 (words and expressions)11。

Teaching plan for lesson 1, unit 1 in Go for it (1A)Group 4 in 07(4)Learning objectives1.Review 26 English letters and related sounds through ABC song and spellingEnglish names;2.Learn the English names: Gina, Mary, Jim, Alan, Jenny from picture cards andPPT, and know how to introduce people and spell people’s names in English through new sentence patterns: what’s your/his/her name? My/her/his name is …Hi/Hello/Nice to meet you.;3.Practice listening to conversation 1b by identifying English names and imitate theintonation and pronunciation;4.Learn and use new English names in real life.Teaching proceduresStage1. Warming-up and introductionStep1. Sing ABC song and recite letters to review the 26 letters and correct some letters which are often pronounced quite improperly “J or G and so on”. Step2. Teacher introduces herself by the new sentence pattern “my name is…”Step3. Teacher leads in the new unit “My name is Gina.”by using picture and introduce new sentence “what’s your/her name?”Stage2. Learn some new English names and practice the new sentence patterns Step1. Teacher introduces 4 new English names “Jim, Mary, Jenny and Alan” by PPTStep2. Teacher instructs students to read and spell new names and learn how to greet others “Hi/Hello/Nice to meet you”.Step3. Group does performance to practice how to ask names and greet others. Stage3. Listening practice and learn intonation and pronunciation.Step1. Students listen to the conversation 1b and number them one by one.Step2. Teacher helps students to check the answer and practice to say more.Step3.Students practice the dialogue by listening to the tape for imitating its intonation and pronunciation.Step4. Students do role-play or action chain using their real name.Stage4. More practice (spell your English names and greet other for more practice)Step1. Teacher gives each student a name and helps them to make their name cards for practice spelling and writing.Step2. Students use their new English names to do role-play. (Practice how to greet others, introduce herself/himself, spell name)Stage5. Summary and drillingStep1 Teacher & students summarize how to introduce & greet in English.●To introduce oneself (My name is.../ I’m …etc.);●To greet each other (Hi!/ Hello!/ Good morning/ Good afternoon ...etc);●To ask about the name (What’s your/ his/ her name? Excuse me. Areyou ...?);V olunteer students give the answers in chorus, and the teacher writes the answers up on the Bb;Step2Students say the sentences on Bb in chorus, and pay attention to the pronunciation & intonation with the teachers’ instruction s.Step3 Teacher deletes the items on the Bb one by one and students speak out the sentences from memory with right pronunciation & intonation.Step4Homework: Complete writing of a dialogue with the new English name students learnt in this lesson:Gina, Mary, Jim Alan, and Jenny and thesentences: “What’s your name? Hello! I’m Mary?”. etc. Choose the rightname for the boy or girl and be ready to report the name next lesson.。