Unit1 My names Gina (2)

Unit 1 My name’s Gina.Section B (2a- 2c)Teaching aims（教学目标）1．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．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/his telephone number ?—What’s her/his last name?—What’s her/his 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。

Teaching steps（教学步骤）Lead in:We have finished most part 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 learnt before.Step 1: Warming-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. Chen.T: How are you today?S: I’m fine, thanks.（2）Revision（复习）T: What’s her name?S: Her name is ... /She’ ...T: What’s his name?S: His name is .../He’s ...T: What’s your name?S: My name is .../I’m ...T:What’s your/her/his telephone number?S:It’s ...【教学设计说明】1．这问题是为了操练日常用语。

Unit 1 My Name’s Gina【重点单词】name /neim/ n. 名字；名称full name 全名last name = family name = surname姓first name = given name名字you [ju] pron. 你; 你们I [aɪ] n. （第一人称单数，用作动词的主语）我he /hi:/ pron. 他she /ʃi:/ pron. 她your /jɔ:/ pron. 你的；你们的my [maɪ] pron. 我的his /hiz/ pron. 他的her /hə:/ pron, 她的Ms. /miz/ (于女子的姓名前，不指明婚否)女士Mr. [ˈmɪstə] n. (男子的姓名前，不指明婚否)先生; one /wʌn/ num. 一two /tu:/ num. 二three/θri:/ num. 三four /fɔ:/ num. 四five/faiv/ num. 五six /siks/ num. 六seven /'sevn/ num. 七eight /eit/ num. 八nine /nain/ num. 九ten [ten] num. 十first /fə:st/ adj. 第一last /la:st/ adj. 最后的；末尾的zero /'ziərəu/ num. 零no /nəu/ interj. 不；没有；不是not /nɔt/ adv. 不；没有yes /jes/ interj. 是的；可以telephone /'telifəun/ n. 电话；电话机phone /fəun/ n. 电话；电话机number /'nʌmbə/ n. 号码；数字telephone/phone number 电话号码China /'tʃainə/ 中国middle /'midl/ adj. 中间的；中间school /sku:l/ n. 学校middle school 中学；初中friend /frend/ n. 朋友nice /nais/ adj. 令人愉快的；宜人的to /tu:/ 常用于原形动词之前，该动词为不定式meet /mi:t/ v. 遇见；相逢too /tu:/ adv. 也；又；太and /ænd/ conj. 和；又；而【重点短语】1. my name我的名字2. your name 你的名字3. her name 她的名字.4. his name 他的名字5. I’m .. . 我是……6. first name 名字7. last name/family name 姓氏8. Ms. Brown 布朗女士9. your school ID card 你的学生卡10. phone/telephone number 电话号码11. his ID card number 他的身份证号码12. my friend 我的朋友13. nice to meet you 很高兴见到你14. middle school 中学15. in China 在中国【重点句型】1. — What’s your name? 你叫什么名字？一I’m /M y name is Alan. 我叫艾伦。

Unit 1 My name's Gina. 1. name 名字；名称拼音法：那na么me（我）那么我的名字是什么?2. nice 令人愉快的；宜人的拼音法：ni你ce厕你要知道，可以上厕所是多么令人愉快。

3. to 常用于原形动词之前，表示该动词为不定式4. meet 遇见拼音法：me（我）et外星人我遇见了外星人。

5. too 也；又；太6. your 你的；你们的拼音法：you有r人你们有人啊！7. Ms. （用于女子的姓氏或姓名前。

不指明婚否）女士8. his 他的9. yes 是的；可以拼音法：ye也s是也是可以的。

10. she 她拼音法：she蛇她就是美女蛇！11. he 他拼音法：he 和他是和事佬！12. no 不；没有；不是13. not 不；没有14. zero 零拼音法：遮ze肉ro 零遮肉15. one 一拼音法：o哦ne呢哦呢是一。

16. two 二拼音法：t踢wo我踢我是二17. three 三拼音法：th土豪re热e鹅土豪热了三只鹅。

18. four 四拼音法：fou否r认否认得了4分。

19. five 五拼音法：f烦i我v五e鹅烦我的五只鹅。

20. six 六拼音法：si四x XXXX是六，一个X是多少?21. seven 七拼音法：s是e鹅v五en嗯七是鹅，排老五，嗯。

22. eight八拼音法：e鹅+i我+ght桂花糖八是鹅和我抢桂花糖。

23. nine 九拼音法：你ni呢ne （九）就是你呢。

24. telephone 电话；电话机拼音法：tele特乐ph排行one第一特乐排行第一的就是电话。

词根词缀法：tele电+phone电话25. number 号码；数字拼音法：n你u有mb每班er的人你有每个班级的人的号码吗？26. phone 电话；电话机27. telephone/phone number 电话号码28. first 第一拼音法：f烦i我rst认识他真烦，我认识他后总是第一。

Unit1 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:What’s your name? My name is /I’m …Hello! I’m … /Hi! I’m …Nice to meet you!What’s his name? His name is …What’s her name? Her name is …What’s her family name?What’s her first name?What’s your phone number?Difficult points:1. How to introduce yourself and greet people in the right way.2. I mprove the students’ reading, listening, speaking and writing skills.3. The difference between Chinese names and English names.Teaching aids:puter, recorder, colorful chalkTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Memorize the words on page1and page2.2. 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. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet 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 1aThis activity tests students’ vocabulary.1. Draw student’s attention to the pictures. Point to an object in it andask what it is. Say, now look at the picturesand 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 wordsand spell them. Write down the words on the board.Step3 Section A 1bThis 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 1cThis activity provides guided oral practice using the target language.(1) Ask three pairs to read the conversations in 1b. If necessary, ask studentsto 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 theroom monitoring their work. Offer language or pronunciation support asneeded.(4) Let several pairs e to the front of the class and act out theirconversations.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 studentsunderstand 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 6Section A 2bThis 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 2cThis 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 studentswork, move around the classroom, monitoring the conversations andoffering assistance if necessary.(3) Have several pairs of students present their conversations to the class. Step 8Grammar Focus(1) Divide the class into two groups to say the questions and responses.(2) Write down the full forms and contractions of the words on the right.Have students pare them. Then ask them to say the sentences in two ways. Step 9 Conclusion(1) Learn the words and phrases.(2) Master 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?Step 10 Homework(1) Learn the words by heart.(2) Practice the conversations in 1b and Grammar Focus.(3) Do some preparing.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. Go over the words in last class. (Play a game. Divide the class into twogroups: 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 andspell the words more quickly and correctly. )2. Ask students to make conversations about introduction and greeting. Step 2 SectionA 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 differencebetween them. (English names are listed with the given name first and thefamily name or surname second. While Chinese names are listed with thefamily 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, whichnames are first names and which are last names?5. Ask students to write F for first name and L for last name next to thewords. Students do the exercise by themselves.6. Check the answers.Step3 Work in pairs(1) Call attention to the picture on the right. Students look at the pictureand the sentences carefully. Have them pay attention to what the teacherwrites.(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.Step4 SectionA 3bThis 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 lastname? Now choose your names.(3) Have students take turns to ask and answer the questions (using theirnew 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.Step5 SectionA 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 theclassroom making sure students understand the procedure and correcting anymistake.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 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:What’s your phone number?It’s …3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkLet 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?What’s your last name?Step 2 Section B 1aThis 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. Thenhave some students say them quickly and ask if anybody can spell them.Cheer for the students who do best.Step3 Section B 1bThis 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 4 Section B 1cThis 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 phonenumber you like .As they work, move around the room monitoring their work.Offer language or pronunciation support as needed.(4) Let several pairs e to the front of the class to perform theirconversations for the class.Step 5 Section B 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 numbersaren’t finished. You need to write the last two numbers later. Now listenand 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’stelephone number in the space after that person’s name.6. Check the answers.Step 6Section B 2bThis activity gives students practice recognizing the spoken numbers 0-9. (1) Say, Now let’s listen to the conversations again and finish each telephonenumber.(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 2cThis 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 inthe 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 theform.Step 8 Conclusion(1) Learn the numbers 0-9.(2) How to asking for phone number:What’s your phone number?It’s …Step 9 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 page2. How to ask for first names/last names/phone numbers.3. Train speaking and 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?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.Step 3 Section B 3b & 3cThis 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 hertelephone number? What’s her family 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 firstname, last name, and telephone number on it.(5) As students work, move around the room checking progress.Step 4 Section B 4This activity gives students an opportunity to practice target language ina game.Read the instruction to the class. Make sure all the students know how to do it. Move around the room monitoring their work. Offer language or pronunciation support as needed.。