资源简介

Unit
1
My
name’s
Gina
(The
1st
period
Section
A
1a—1c)
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：（1）—
What’s
your
name?
—
My
name
is…
（2）—
Hello!
I’m
Mary.
—
Hi,
Mary!
I’m
Jim.
Nice
to
meet
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）
1.
Warming-up
and
revision（课堂热身和复习）
(1)
Play
the
tape,
enjoy
the
ABC
song
or
Hello
song,
get
the
Ss
to
sing
together.1
（2）Warm
greetings
to
the
students2
T:
Hello!
/
Hi!
S:
Hello!
/
Hi!
T:
You
are
very
beautiful/cool/…
S:
Thank
you.
2.
Presentation（呈现新知识）
（1）T:
Hello!
My
name
is
Lily.
What’s
your
name?
3
S:
(引导学生回答)
My
name
is
Tom.
T:
It’s
a
good
/
nice
name.4
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．T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．T要及时表达对学生名字的欣赏。
（2）T:
Hi!
I’m
Lily.
/
My
name’s
Lily.5
S:
(引导学生回答)Hi!
Lily.
I’m
Alan.
T:
Nice
to
meet
you!
5
S:
Nice
to
meet
you!
（3）Practice
the
expressions
on
the
blackboard.
Tell
the
Ss
to
pay
attention
to:
what’s＝what
is
I’m＝I
am
name’s＝name
is
3.
Play
a
game.
(show
the
Ss
a
bag
with
fruits
and
two
boxes
full
of
English
names)6
T:
Look
here.
I
have
a
lot
of
gifts
for
you.
Come
here
and
touch.
Try
to
say
them
in
English,
I’ll
give
you
the
gift
and
let
you
choose
an
English
name
first.
S:
Yeah.
S1:(获得英文名后)
My
name’s…/
I’m…
S(全班):
Nice
to
meet
you!
S1:
Nice
to
meet
you!
4.
Work
on
1a（完成P1－1a）
T:
Now
look
at
the
pictures7
on
P1.
Listen
and
Read.
Try
to
say
and
write
English
words
for
the
things
in
the
picture
See
how
many
words
you
know.
T:
Look
here.
What’s
this?
Who
knows?
（Reward
the
student
if
she
/
he
knows
the
word，write
some
new
words
on
the
blackboard
to
teach
the
Ss,
such
as
clock…）
5．Work
on
1b（完成P1－1b）
T:
Now
let’s
listen
to
the
tape,
find
out
the
right
conversation,
and
number
them
1-3.8
（Point
out
the
boxes
where
students
will
write
a
number
for
each
conversation.
Play
the
recording
for
the
first
time,
Ss
only
listen.
Then
play
a
second
time,
Ss
number
the
conversations.）
Dialogue
1:
A:
Hello!
I’m
Mary.
B:
Hi,
Mary!
I’m
Jim.
Dialogue
2:
A:
What’s
your
name?
B:
Alan.
Dialogue
3:
A:
My
name’s
Jenny.
B:
I’m
Gina.
Nice
to
meet
you!
6．Work
on
1c（完成P1－1c）
（1）Ask
the
Ss
to
practice
the
conversations
in
1b
with
a
partner.
Then
use
their
own
names
to
practice
instead
of
the
names
given.9
（2）Encourage
the
Ss
to
leave
their
seats,
move
around
and
greet
other
classmates.
5．引出另一种表达方式I’m
/
name’s，T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。
6．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。
7．
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。
8．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，T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。
9．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。
（3）Get
some
pairs
to
come
to
the
front
of
the
class
and
act
out
the
dialogue
after
they
have
practiced
several
times.
7．Follow
up（进一步扩展）
（1）（Take
out
some
photos
of
famous
persons,
such
as
athletes,
film
stars,
singers
and
so
on）
T:
Well,
I’d
like
to
show
you
some
pictures
you
are
interested
in.
Can
you
tell
me
what
her
/
his
name
is?
What’s
his
/
her
name?
Her
/
His
name
is…10
T:
Great.
/
Wonderful.
/
Good.
/
Right.
/
Well
done.
（Write
down
their
names
on
the
blackboard
to
make
the
Ss
read
more
easily
and
remember
more
English
names.）
（2）T:
I’m
sure
you’ll
be
famous
like
them
one
day.
So
first
you
need
to
make
a
calling
card.
11
(Give
each
student
an
empty
card
for
them
to
write
their
English
names
on
one
side
and
Chinese
names
on
the
other
side,
then
hang
them
before
their
chests.)
8．Homework
Oral
work:
(1)
Listen
to
1b,
read
and
recite
it.
(听读背诵1b中的对话)
(2)
Go
on
making
up
your
dialogues
with
your
group
members
and
polish
it.
(继续和小组成员编对话。并完善对话。)
Written
work:
(1)
Copy
the
phrases
in
1a
twice.
(2)
Write
English
names
as
many
as
possible
in
the
exercises
book.
10．引入his
/
her
的使用。T根据Ss的实际水平，尤其对部分程度较好的学生提升学习难度，为第二课时的学习打下基础。板书名字和这两句对话框架，以降低难度。
11.
学以致用，培养学生动手能力的同时，英文名字也深深留在学生脑海里。在课前可要求学生准备一些水彩笔（四人小组准备一套即可）。告诉学生在新学期第一个月每节课必须挂着这个卡片。
PAGE
1Unit
1
My
name’s
Gina.
(The
fifth
period
Section
B
3a—3c)
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
family
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：Unit
1
所有词汇，注意了解它们的词性。
Difficulties（难点）：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）
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,
Claire.
T:
How
is
the
weather
today?
1
S:
It
is
(nice
/
great
/
fine
/
good
/
beautiful
/
not
bad
/
pretty
good
/
fantastic/
bad
/
terrible
/
awful
/
hot
/
cool
/
cold/
windy
/
rainy
…).
2
（2）Revision（复习）
T:
What’s
your
English
name
?
S:
My
English
name
is
Mike.
T:
What’s
your
family
name
?
S:
My
family
name
is
Smith.
3
T;
What’s
your
desk
mate’s
first
name
?
S;
His
first
name
is
Green
.
4
T:
What’s
his
telephone
number
?
S:
His
telephone
number
is
66887799.
5
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）
5．对有能力的Ss，要求
2.
Work
on
3a（完成P5
1a）
T:
Now
look
at
the
pictures
on
P5.
Please
Find
the
last
names
and
write
them
below.
（使用教材第5页上图片的挂图，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练）6
Eg:
T:
(教师诱发S1说出“What’s
Gina
Green’s
first
name
?
lhI’m
the
boy
in
the
purple
pants.”，然后问)
Where
did
you
go?
S1:Her
name
is
Gina.
T:
(诱发S2)
What
is
her
family
name
?
S2:
Her
family
name
is
Green..
Drill:
S1:
What’s
Nick
Hand’s
family
name
/first
name
?
S2:
What’s
Jim
Smith’s
family
name
/first
name
?
S3:
What’s
Linda
Brown’s
family
name
/first
name
?
7
3．Work
on
1b（完成P5－3b）
T:
Now
Look
at
the
ID
cards
and
answer
the
questions.
E.g.:
T:
Now
let’s
check
the
answers.
Her
telephone
number
is
535-2375,her
family
name
is
Brown,
her
first
name
is
Jenny.
S:
His
telephone
number
is
868-7889,
his
family
name
is
Smith,
his
first
name
is
Jenny.
8
4．Work
on
3c（完成P5－3c）
T:
Please
Fill
in
your
own
ID
card.
9
5．Work
on
4c
(
完成P5－4c
)
T:
Now
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.
10
6．Follow
up（进一步扩展）
T:
Now
it’s
your
turn
to
make
up
your
own
dialogues.
Please
work
with
your
group
(four
students
in
one
group)
and
ask
each
other
questions
about
his
friend
.
11
E.g.：A:
What’s
your
friend’s
first
name
and
last
name
?
B:
His
first
name
is
Mike
and
last
name
is
Jordan.
A:
What’s
your
friend’s
telephone
number
?
B:
His
telephone
number
is
84693218.
A:
What’s
his
address
?
B;
No.58
Pingan
Street.
7.
Work
on
Page
6
in
our
workbook.
T:
Now
let’s
check
the
words
you
know
and
have
a
competition
to
see
which
group
do
the
best.
12
8.
Work
on
Page
6
in
our
workbook.
T:
Now
write
five
or
more
words
in
your
Vocab-Builder.
13
他在黑板上写出他的中文名和英文名及电话号码。
6．要求其他同学在听的同时，仿照课文3c做ID
card
7.
该练习主要是为了操练英文中姓与名的表达方式，使同学们熟悉英文中名在前、姓在后。
8．
可以让学生自己展示各种各样的ID
card
,
让同学们相互提问。
9．可以开展一个竞赛，看谁先填完，而且填得最准确。
10.
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。
11.
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。
12.
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
13．
通过该练习，
学生
9.
Oral
work
.
T:
get
ready
for
five
minutes.
Please
introduce
one
of
your
friends
orally
before
class.14
10．Homework
Oral
work:
(1)
Listen
to
Unit
1,
read
and
recite
it.
(2)
Read
the
the
sentences
in
Grammar
Focus.
(3)
Go
on
making
up
your
dialogues
with
your
partner
and
polish
it.
Written
work:
(1)
Finish
workbook
P.4.
(2)
Bring
some
of
your
family
photos
to
school
and
get
ready
to
introduce
to
the
classmates.
可以增加单词量，增强积累单词的意识。
14.
该练习主要是锻炼学生的口语表达能力Unit
1
My
name’s
Gina
(The
4th
period
Section
B
1a—2c)
Teaching
aims（教学目标）
1．复习并熟练掌握数字0-9的英文表述。
2．掌握一些常用数字（如110，121，119，114，120等）的实际意义。
3．填写通讯录。
Language
points（语言点）
1．要求掌握以下句式：What’s
your
phone
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）：数字的中英文对应关系。
Teaching
steps（教学步骤）
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.
My
name
is
Peter.
What’s
your
name,
please?
1
S1:
My
name
is
Lily.
T:
Hello,
Lily.
Nice
to
meet
you.
S1:
Nice
to
meet
you,
too.
T:
And
what’s
your
name?
S2:
My
name
is…
（2）Revision（复习）
Part
one:
T:
S1,
what's
his
name?
2
S1:
His
name
is
…
T:
S2,
what’s
her
name?
S2:
Her
name
is
…
Part
two:
S1:
Good
morning.
What’s
your
name,
please?
3
S2:
My
name
is
Jack.
What’s
your
name,
please?
S1:
My
name
is
Susan.
And
what’s
your
name,
please?
S3:
My
name
is
Tony.
S1:
S4,
what’
his
name?
(point
to
S2
)
S4:
His
name
is
…
教学设计说明
1．操练这个问题是为了熟悉日常用语及对姓名的提问法；
同时也是为了使同学们尽快熟悉各自的英文名字。
应尽可能让多个Ss作答。鼓励他们大胆开口，大胆回答。
2．重点复习、操练、巩固his,
her,
my,
your这几个物主代词的用法及英文名字的使用。
3．以小组为单位，同学间进行交流，
既加大了句型的复习密度，
同时促进了相互之间的英文名字的了解与熟悉。
2.
Presentation（呈现）
T:
Please
tell
me
how
to
say
it
in
English?
(show
the
Ss
the
number
cards,
one
by
one)4
Ss:
It’s
one.
Ss:
It’s
two.
…
3.
Game
Part
one
T:
We
have
10
groups.
Every
group
has
a
number.
When
I
show
the
number
card,
the
group
must
stand
up
and
say
the
number
loudly.
Ready?
5
(Every
time,
T
shows
the
Ss
one
card.
The
group
must
stand
up.)
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.
6
(T
shows
the
Ss
one
card.)
eg:
T:
(Show
the
card—2)
Ss:
Three.
(Group
3
stands
up
and
say
the
number
loudly)
Part
three
T
and
the
Ss
play
the
game
again,
but
this
time,
not
the
next
group
stands
up,
but
the
number
before.
7
eg:
T:
(Show
the
card—5)
Ss:
Four.
(Group
4
stands
up
and
read
the
number
loudly)
4．Practice
T
shows
the
Ss
some
numbers
(car
number,
room
number
etc),
asks
them
to
read
out.
8
Eg:
T:
(show
a
car
number)
浙A3M827
Ss:
Zhe-A-three-M-eight-two-seven.
T:
(Show
a
room
number)1508
Ss:
Room
one-five-o-eight.
4．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。
5．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。
6．
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。
7．
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。
8．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。
5.
Work
on
1b（完成P4--1b）
(T
asks
the
Ss
how
the
number
is
divided
up.
Guide
them
to
understand
that
three
numbers
come
before
the
hyphen
and
four
numbers
after
it)
T:
Now
let’s
listen
to
the
tape.
9
…
T:
(ask
the
Ss
to
write
the
phone
numbers
in
the
blank.)
…
T:
(check
the
answers:2-7-8-6-9-2-6)
6．Work
on
1c（完成P4-
-1c）
T:
Now
please
work
with
your
group
(four
students
in
one
group)
and
ask
each
other
questions
about
phone
numbers.10
Eg:
S1:
What’s
your
telephone
number,
S2?
S2:
It’s
356-9865.
S1:
356-9865.
Thanks.
7．Work
on
2a,2b（完成P4－2a,2b）
T:
Point
to
the
numbered
names.
Read
each
one
aloud
along
with
the
number
that
comes
before
it.
Then
say
each
number
and
ask
a
student
to
read
the
name
after
that
number.
Point
to
the
blanks
in
the
four
telephone
numbers.
Tell
the
Ss
that
the
last
two
numbers
of
each
telephone
number
are
missing.
Listen
to
the
tape
and
then
fill
in
these
numbers.
Play
the
tape
then
check
the
answers.
11
(1.c
2.d
3.b
4.a)
(278-7928,
555-8042,
398-6149,
929-3160)
8．Work
on
2c（完成P4－2c）
T:
(Point
out
the
address
book
headings
“names”
and
“phone
Numbers”.)12
Let
the
Ss
ask
other
four
students
in
the
class
these
questions
to
complete
the
chart.
(
the
four
students
who
are
asked
should
not
be
in
his/her
group)
9．Follow
up（进一步扩展）
Part
one
T:
Now
it’s
your
turn
to
make
up
your
own
dialogues.
Please
9．播放磁带。完成数字的填写。之后当场校对。
10．学生模仿1b的对话，以四人小组的形式进行练习，并记录小组成员的电话号码。
11．播放磁带。如有需要，T可播放磁带两遍。
12．学生根据表格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，并记录在表中。而此时的“随机”更能增加语言的真实交际性。
work
with
your
group
(four
students
in
one
group)
and
ask
each
other
questions
about
his/her
friends’
names
and
telephone
numbers.
13
Eg：
A:
Hi
/
Hey,
…
What’s
your
friend’s
name?
B:
His
name
is
…
A:
What’s
his
first
name?
B:
…
A:
What’s
his
given
name?
B:
…
A:
What’s
his
telephone
number?
B:
His
telephone
number
is
…
Part
two
Introduce
one
classmate
in
the
address
book
before
class.
14
11．Homework
Oral
work:
(1)
Listen
to
Section
B
2a,
read
and
recite
it.
(2)
Go
on
making
up
your
dialogues
with
your
partner
and
polish
it.
Written
work:
(1)
Finish
workbook
P.3.
Exx
4
and
5.
(2)
Bring
some
photos
of
your
friends’
or
your
relatives’
telephone
numbers,
car
numbers
and
get
ready
to
introduce
to
the
classmates.
13．T根据Ss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S在听时，记录相应内容。
14．对话练习之后，让学生马上在全班面前介绍同学，
可以提高学生的综合能力和表达能力。
PAGE
1Unit
1
My
Name’s
Gina
(The
3rd
period
Section
A
3a—3c)
Teaching
aims（教学目标）
掌握基本英文姓名的读法。
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。
能制作本人的ID
card.
Language
points（语言点）
1．要求掌握以下句式：What’s
your/his
/her
first/
name?
Jack.
What’s
your/his/her
last
/family
name?
Smith.
2．要求掌握以下词汇：first
name,
last
name,
boy，girl,
boy’s
name,
girl’s
name等以及Green,
Jack等名字。
Grammar(语法)：
比较中英文姓名的不同之处。
Difficulties:
(难点):
1.
中英文姓名的区别，主要是排列顺序。
2.
男女姓名的区别。
Teaching
steps（教学步骤）
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,
boys
and
girls.
My
name
is
Linda.
What’s
your
name,
please?
1
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
name,
please?
2
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
_____.
3
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。T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T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
His
name
is
_____.
Her
name
is
______.
2.
Presentation（呈现新知识）
（1）T:
(从复习中引出)
So,
we
are
friends
now.
You
are
Wang
ping,
Zhang
Xiaodan.
4
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.5
While
Zhang
Xiaodan,
Zhang
is
her
first
name.
Xiaodan
is
her
last
name.
（2）Get
the
Ss
to
practice
the
following
dialogue
in
pairs.
T:
What’s
your
first
name?
6
S:
My
first
name
is
___.
T:
What’s
your
last
name?
S:
My
last
name
is
___.
(3)
Play
a
game.
Ss
put
on
their
false
front
to
act
as
famous
persons,
and
say:
Hello,
my
name
is
Jacky
Zhang.
(first
name+
last
name).
Then
make
a
short
dialogue
between
the
Ss
and
the
famous
person,
let
them
know
each
other.
7
3.
Work
on
3a（完成P3
3a）
Read
the
list
of
names
in
the
exercise.
Ask
students
to
guess
which
names
are
first
names
and
which
are
last
names.
8
Point
out
the
sample
answers:
the
L
for
last
name
next
to
Green,
and
F
for
first
name
next
to
Jack.
Then
have
students
finish
the
exercise
on
their
own.
(3)
Check
the
answers.
9
(4)
使用教材第3页上图片的挂图或课件，给学生一分钟时间独立或和同桌讨论来完成此项任务。在此基础上组织下面操练
10
What’s
your
first
name?
Jack.
What’s
your
last
name?
Smith.
11
(5)
Making
own
ID
card
First
Name:
_________________.Last
Name:
_________________.
Let
the
Ss
make
their
own
ID
cards(including
first
name
and
last
name)
几堂课中取的英语名字。T有意识地写下一些名字在黑板上。
4．T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
5．
T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T放慢语速，并重复此问题。可给中文帮助Ss理解。
6.
请同学回答，注意正确性；同桌和四人组互问。
7.
false
front指面具，事先应做好准备。
8.
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。
9．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。
10．可以让一部分同学问，一部分同学回答。
11.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。
4.
Work
on
3b（完成P3－3b）
Let
the
Ss
tell
first
names
from
last
names,
tell
boys’
names
from
girls’
names
in
exercise
3a
by
doing
exercise
in
the
book
(3b).
12
Now,
we
have
learnt
many
names
about
boys
and
girls.
Do
you
know
how
many
foreign
names?
13
Name
game.
Competition:
list
names
as
many
as
possible,
see
which
group
gets
the
most
names.
S1:
My
name
is
Jenny
Green.
S2:
Her
name
is
Jenny
Green.
My
name
is
Tony
White.
S3:
Her
name
is
Jenny.
His
name
is
Tony…My
name
is
Jun
King.
14
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。
Eg:
S1:
Nick
S2:
Kim
S3:
Mary…
5.
Follow
up（进一步扩展）
（1）T:
Now
it’s
your
turn
to
make
up
your
own
dialogues.
Please
work
with
your
group
(four
students
in
one
group)
and
ask
each
other
questions
about
their
friends’
names.
15
Eg：A:
Hi
/
Hello,
…
What’s
your
father’s
first
name?
B:
His
first
name
is…
A:
What’s
his
given
name?
B:
His
given
name
is
…
A:
What’s
your
mother’s
family
name?
B:
Her
family
name
is
…
A:
What’s
her
given
name?
B:
Her
given
name
is
….
Work
on
4（完成P3－4）
A:
My
name
is
Tony.
What’s
your
name
?
B:
My
name
is…
A:
His
name
is
Tony.
My
name
is
Linda.
B:
What’s
her
name
?
…16
.
12．注意帮助学生比较中英文姓名的不同之处；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。
13.
让学生尽可能说出所记得的英文姓名并给与评价与奖励。
14．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。
15.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。
特别注意画线的词的用法。
16．
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。
（3）
Chant
17
What’s
your
name?
I’m
…
What’s
your
name?
I’m…
Hello,…
Hello,…
What’s
your
name?
I’m
…
What’s
your
name?
I’m…
Good
-bye,…
Good-bye,…
Game
…
6.
Conclusion
(小结)
19
补全对话
A:
1
.
B:
Hello,
I’m
Jack
Brown.
A:
Nice
to
meet
you.
B:
2
.
A:
Is
this
your
friend?
B:
Yes.
A:
What’s
his
name?
B:
3
.
A:
Hi!
C:
Hi!
Here’s
my
name
card.
A:
4
.
7.
Homework
Oral
work:
(1)
Read
and
recite
all
the
names
about
boys
and
girls.
(2)
Read
the
sentences
in
Picture
on
3a.
(3)
Go
on
making
up
your
dialogues
with
your
partner
and
polish
it.
Written
work:
(1)
Finish
workbook
.
(2)
Bring
some
of
your
foreigner
friends’
photos
to
school.
(带几张外国朋友的照片到学校)
20
17.可以自编一个CHANT
让学生跟唱，加深印象。
18.
老师可以找一些生活中第一次见面的短片，让学生发挥想象进行同步配音。
19．通过这个练习简单地把学的句型巩固小结。
20.
带一些朋友的照片在同学之间交流和介绍。
18
A.
Nice
to
meet
you.
B.
Hello,
what’s
your
name?
C.
Thanks.
D.
His
name
is
Tom
Green
PAGE
2Unit
1
My
name’s
Gina.
(The
2nd
period
Section
A
2a—2c)
Teaching
aims（教学目标）
1．继续学习如何做自我介绍及问候他人。
2．学会从对话中获取对方的基本信息（询问他人姓名）。.
Language
points（语言点）
1.要求掌握以下句式：What’s
your/his/her
name?
My/His/Her
name
is
……
2．要求掌握下列词汇：his,
and,
her,
question,
answer,
look
3．语法：了解缩略形式What
is=What’s
，I
am
=
I’m等；初步了解代词my，your，his，her的用法（此知识可在今后学习中进一步巩固）。
Difficulties:(难点):代词my，your，his，her的用法。
Teaching
steps（教学步骤）
1.
Warming-
up
and
revision（课堂热身和复习）
（1）Sing
ABC
song1
（2）Greeting
(Say
hello
between
the
teacher
and
the
Ss)
(3)
Review
introduction
T:
Good
morning.
I’m
Diana.2
What’s
your
name?
S:
I’m
Xu
Dong./My
name
is…
Nice
to
meet
you.
T:
Nice
to
meet
you
,too.
2.
Presentation（呈现新知识）
T:
Boys
and
girls,
Let’s
play
a
guessing
game,
“What’s
his/her
name?”
3
OK?
Show
the
students
the
famous
persons,
let
them
guess
the
names
of
these
persons
by
using:
His
name
/Her
name
is
……4
I
think
his/her
name
is…5
Is
he/she……?
教学设计说明
为活跃英语课堂氛围而进行的活动。
2．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。
3.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。
4.板书What’s
his/her
name?
His/Her
name
is……
5．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…
3.
Summary
(short
forms)
My
name’s
______.
Your
name’s
_______.
His
name’s
_______.
Her
name’s
________.
6
4．Work
on
2a（完成P2－2a）
T:
Now,
look
.at
the
pictures
on
P2,
listen
to
the
four
conversations.
Just
listen.
(Play
the
recording
for
the
first
time,
students
only
listen.)
Then,
listen
to
the
recording
again,
and
number
the
pictures
.
Check
the
answers.
5．Work
on
2b（完成P2－2b）
Listen
again.
Circle
the
names
you
hear.
The
first
name
is
done
for
you.
Play
the
recording.
Students
listen
and
circle
the
names
they
hear.
Then
check
the
answers.
7
6．Listen
and
repeat（听音跟读）
T:
Now
let’s
listen
to
the
tape
and
repeat.
Please
try
to
read
like
the
tape.
8
7．Work
on
2c（完成P2－2c）
T:
Suppose
you
are
new
students
in
No.
1
Middle
School.
You
are
from
different
countries.
You
meet
for
the
first
time.
Make
up
a
dialogue
in
pairs.9
8.
Grammar
focus（老师用中文总结这两天所学的语法点）
T:这两天学习了自我介绍、认识新朋友、问候的句型。
My
name
is
……
I’m
……
What’s
his/her
name?
Nice
to
meet
you.
回答What’s
your/his/her
name?
的答语用：
My/His/Her
name
is….
注意几种缩略的表达法：What’s=What
is
I’m=I
am
name’s=name
is10
6．小结物主代词my
,
your,
his,
her
的用法。
并了解一些缩略形式及读法，为下一步的听力做准备。
7．
Conversation1:Jenny,
Tony
Conversation2:Tonny,
Jenny
Conversation3:Bob
Conversation4:Jim
8．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。
9.学生可根据P3的示范做对话，或脱离示范对话，自由发挥。教师当堂检查三、四组对话。其他同学课后到教师处表演。
10.
指导学生阅读grammar
focus时，注意使学生理解question,
answer,
look三个词。
9.
Exercise
Workbook
P1
Ex.1
Find
these
words.
Circle
the
words.
P2
Fill
in
the
blanks
in
the
conversations..11
10．Homework
Oral
work:
(1)
Listen
to1a,
read
and
recite
it.
(2)
Read
the
sentences
in
Grammar
Focus.
(3)
Go
on
making
up
your
dialogues
with
your
partner
and
polish
it.
Written
work:
(1)
Finish
workbook
P1P2Exx
(2)
Bring
some
photos
to
school.
12
11.
练习册的两个习题巩固本节课的语言重点。
12.
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。
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