一、教學(xué)目標(biāo)
通過教學(xué)，引導(dǎo)學(xué)生學(xué)會(huì)問候他人和學(xué)會(huì)如何做自我介紹；能從對(duì)話中獲取對(duì)方的基本信息；建立班級(jí)電話號(hào)碼簿；學(xué)會(huì)制作個(gè)性名片；能向他人簡(jiǎn)單地介紹自己名字的含義。
1． 認(rèn)知目標(biāo)
掌握介紹自己和問候他人的句型：What’s your name? My name’s Gina. Nice to meet you!
掌握數(shù)字0-9 ，及電話號(hào)碼的問答：What’s your telephone number? My telephone number is 234-5873.
掌握Be的一般現(xiàn)在時(shí)形式
掌握What引導(dǎo)的特殊疑問句
掌握形容詞性物主代詞：my, your, his, her
2． 能力目標(biāo)
培養(yǎng)語(yǔ)用能力，讓學(xué)生把所學(xué)到的語(yǔ)言知識(shí)和生活實(shí)際聯(lián)系起來(lái)，使學(xué)習(xí)過程生活化。
學(xué)會(huì)一些基本的學(xué)習(xí)策略，聽說領(lǐng)些，讀寫跟上的策略，在起始階段反復(fù)跟讀磁帶，標(biāo)上語(yǔ)調(diào)，模仿純正的美語(yǔ)
培養(yǎng)用英語(yǔ)思維的能力和創(chuàng)新意識(shí)
學(xué)會(huì)不斷發(fā)現(xiàn)問題，并用自己已有的知識(shí)水平和生活經(jīng)歷來(lái)解決實(shí)際問題。如個(gè)性化名片的設(shè)計(jì)，培養(yǎng)了學(xué)生的動(dòng)手能力，展示了學(xué)生的個(gè)性。
3． 情感目標(biāo)
通過小組對(duì)話、討論、調(diào)查和設(shè)計(jì)等一系列的活動(dòng)，培養(yǎng)學(xué)生的合作意識(shí)和團(tuán)隊(duì)精神。
通過結(jié)交新朋友，學(xué)會(huì)如何禮貌地與他人交往。
4． 學(xué)習(xí)策略
交際策略：學(xué)會(huì)與他人合作交流，并能把語(yǔ)言材料運(yùn)用到真實(shí)的生活中去。
資源策略：學(xué)會(huì)利用一切可以利用的學(xué)習(xí)資源，如詞典，網(wǎng)絡(luò)，音像資料，尤其是配套的錄音材料來(lái)獲取更多的信息。
認(rèn)知能力：積極思考，及時(shí)反饋。
調(diào)控策略：在反思、頓悟和自醒中不斷的調(diào)整自己的學(xué)習(xí)策略。
二、課時(shí)安排及內(nèi)容
1. 第一課時(shí): Section A :1a, 1b,1c. Introduce oneself and greet people: What’s your name? My name’s … Nice to meet you!
2. 第二課時(shí): Section A: 2a, 2b, 2c. What’s his name? His name is… What’s her name? Her name is…
3. 第三課時(shí): Section A: 3a,3b,4. personal names, first name, last name.
4. 第四課時(shí): Section B: 1a,1b, 1c, 2a, 2b, 2c. numbers 0-9, phone number. Ask for and give telephone numbers.
5. 第五課時(shí): Section B: 3a, 3b, 3c, 4 ,Self check 3. Names and telephone numbers.
PeriodⅠ
Step One Lead in
1. Greet with the students by using “Good morning/ Good afternoon/ Hello/ Hi…”
2. Revise “What’s this in English?” by showing some lovely toys. (e.g. a clock)
3. Ask the students to look at the picture in 1a and see how many other words they know.
Step Two Listing
1. Divide the class into groups of four. Ask them to look at the picture in 1a for about two or three minutes , first list the words as many as possible and then share with group members.
2. Memory Challenge. Ask some groups to make a report to see which group has the most words. Meanwhile the teacher writes some easy and important words on the blackboard.
3. Give the students a few minutes to copy the words on the book.
Step Three Presentation
1. The teacher asks one of the winners above “What’s your name?” Ask the winners to introduce themselves “I’m… or My name is…” . Then the teacher puts on a lovely mask and says “ Oh, I’m… Nice to meet you, …” Help the students to answer “Nice to meet you , too.”
2. Write the target language on the blackboard and ask the students to repeat.
----What’s your English name?
----I’m Gina.
----My name is Alan. Nice to meet you!
----Nice to meet you, too.
3. Show some pictures of boys and girls and teach the new words of the boy’s name : Alan, Jim ; the girls’ names : Mary, Jenny, Gina.
教師帶上面具與學(xué)生交流，就把“我是一個(gè)新形象”這一信息清晰地傳達(dá)給了學(xué)生。學(xué)生也能輕而易舉地接收這一信息，因?yàn)樗羞^類似的生活經(jīng)驗(yàn)與體驗(yàn)。這樣做的目的，在于為Nice to meet you 提供一個(gè)真實(shí)的情境，讓學(xué)生理解它是用于初次見面的問候語(yǔ)。
同時(shí)自然的導(dǎo)入本單元的目標(biāo)語(yǔ)，介紹自己和問候他人：What’s your name? I’m Gina. -My name is Alan. Nice to meet you! Nice to meet you, too.通過卡通圖片這樣的直觀教具，學(xué)生會(huì)非常感興趣，很快就能積極地投入到學(xué)習(xí)中去。
Step Four Listen and number
1. Look at 1b and ask some pairs to read the conversations.
2. Play the recording for the first time. Students only listen.
3. Play the recording a second time. Students number the conversations.
4. Check the answers.
5. Imitate 1b.
Step Five Pair work
1. Say the conversations in 1b, substituting the names of students in the class. Have students repeat.
2. Ask the students to practice the conversations in 1b with a partner. Tell them to use their own names.
Step Six Competition
1. Ask the students to greet each other within five minutes and write down their partners’ names. The more , the better. They can use the target language.
----What’s your English name? ----My name’s …
----How do you spell it? ----…
----Hello. I’m … Nice to meet you! ---- Nice to meet you , too.
2. While they are greeting, the teacher moves around the classroom checking pronunciation and offering help as needed. Encourage the boys to greet with girls and girls greet with boys.
Boys’ name Girls’ name
3. After five minutes ask the students to count how many names they’ve got. The students who gets the most are the winners.
這是一個(gè)鞏固性的活動(dòng)，要求學(xué)生能運(yùn)用目標(biāo)語(yǔ)進(jìn)行真實(shí)的交際。同時(shí)，在活動(dòng)的過程中，學(xué)生又獲得了拼寫能力的鍛煉。男女同學(xué)進(jìn)行問候既為下一節(jié)課his /her的運(yùn)用作好了準(zhǔn)備，同時(shí)也使學(xué)生養(yǎng)成良好的運(yùn)用英語(yǔ)的習(xí)慣。在英語(yǔ)學(xué)習(xí)的初始階段，一定要鼓勵(lì)與幫助學(xué)生打破男女生之間的壁壘，這將是今后英語(yǔ)學(xué)習(xí)活動(dòng)順利展開的重要保證。學(xué)生活動(dòng)中，教師應(yīng)四處走動(dòng)，向?qū)W生提供幫助。這是第一位的。
Homework: 1. Recite 1b.
2. Write five new words of 1a in the Vacab-Builder.
3. Ask the students to bring some nice pictures of their friends, family members, pets etc.
Period Ⅱ
Step One A game
1. The teacher passes a ball to a student and greets with “ Hello/Good morning !What’s your name?” (Then the students pass on the ball and greet each other)The Student who gets the ball responds, and then passes on the ball to the next one and greets him/her. Let the students greet each other by using the target language in Period I naturally and proficiently.
Step Two Practice
1. Ask the students to look at the four pictures in 2a and make conversations.
2. Ask three or four pairs to act out the conversation for each picture . Accept any possible answers. Encourage the students as much as possible.
3. While a boy and a girl are making the conversation, ask the other students “What’s his name? What’s her name?” and help them to answer “His name is …Her name is …”. Then draw a picture of a boy and a picture of a girl on the blackboard and teach his /her.
適時(shí)地進(jìn)入假想情景是英語(yǔ)學(xué)習(xí)的必要手段，本活動(dòng)的設(shè)計(jì)很好地實(shí)踐了這一點(diǎn)。它在復(fù)習(xí)上一節(jié)課的內(nèi)容的基礎(chǔ)上，為學(xué)生提供了較真實(shí)的語(yǔ)言環(huán)境，使學(xué)生擁有了足夠的發(fā)揮想象的空間，從而使學(xué)生創(chuàng)造性地使用語(yǔ)言成為可能。
在活動(dòng)中，以激勵(lì)評(píng)價(jià)為主，及時(shí)的肯定和鼓勵(lì)每位參與問答的學(xué)生，易激發(fā)學(xué)生學(xué)習(xí)的熱情和積極性，可以讓學(xué)生去除緊張心理，從而營(yíng)造寬松、民主、和諧的教學(xué)氛圍。
在學(xué)生談?wù)摰耐瑫r(shí)引入his /her的教學(xué)，顯得十分自然。同時(shí)，簡(jiǎn)筆畫的添加讓學(xué)生對(duì)his /her有了更直觀的了解。
Step Three Listening
1. Before listening, ask some students to read the names in 2b.
2. Play the recording for the first time. Students only listen.
3. Listen to the recording again, students number the conversation.
4. Listen to the recording a third time, Circle the names they hear.
5. Check the answers.
Step Four Conversations
1. Listen and imitate the four conversations.
2. Make up similar conversations.
3. Ask some pairs to act in front of the class.
Step Five Group work
1. The teacher shows one of the pictures and says “ This is my … His name is …or Her name is…
2.Ask the students to work in groups of four and talk about their pictures using the sentence structure above.
3.Collect some of the students’ pictures and ask the students to answer “What’s his name? What’s her name?”( a competition)
活動(dòng)從教師作示范如何將自己喜歡的人、物介紹給大家開始，然后學(xué)生四人小組介紹自己的家庭成員、朋友、寵物等、到最后的比賽（搶答），始終圍繞主話題開展活動(dòng)，既鞏固了his /her的運(yùn)用，同時(shí)又增進(jìn)了師生之間、生生之間的互相了解。話題由課本知識(shí)向?qū)嶋H生活延伸，充分體現(xiàn)了語(yǔ)言的語(yǔ)用原則。
Homework: 1. Imitate 2a
2.Ask the students to bring some pictures of famous persons.
Period III
Step One Name Game
1. Play the name game like Activity 4
每做游戲之前，給學(xué)生介紹游戲規(guī)則是非常重要的，要讓每位學(xué)生清楚該怎么做，只有這樣才能體現(xiàn)英語(yǔ)（新目標(biāo)）在做中學(xué)原則(Learning by doing)。教師要自始至終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，而不是為做游戲而做游戲。同時(shí)，教師必須有一定的調(diào)控能力，讓課堂活而不亂。
Step Two Guessing game
1. The teacher shows a famous person and says “ He’s an actor. His name is…” “She is a singer. Her name is…”
2. Students work in groups of four and talk about their favorite persons.
3. Have a competition. Divide the class into two groups and the teacher chooses some pictures and folds the pictures and let them guess “ His name is… Her name is…”
Step Three Presentation
1. At the end of the competition ,the teacher shows two of the famous person and introduces like this: His name is Bill Gates. Bill is his first name and Gates is his last name. Her name is Zhang Ziyi. Zhang is her last name. Ziyi is her first name. Help the students understand the first name and the last name and the differences between Chinese names and English names.
2. Write more full names on the blackboard and ask “What”s his first/ last name? What’s her first / last name?”
3. Look at 3a and ask the students to read the lists of the names below.
4. Ask the students to write F for first name and L for Last name. Check the answers.
5. Ask the students to read after the teacher the following names: Smith, Miller, Green, Brown.
通過對(duì)學(xué)生熟悉的各種名人介紹，適時(shí)的導(dǎo)入本課的目標(biāo)語(yǔ)first/ last name的教學(xué)，同時(shí)通過中、英文姓名的差異，進(jìn)行中、西文化的差異的教育。有條件的班級(jí)可適當(dāng)?shù)慕榻B英語(yǔ)姓氏的來(lái)源，鼓勵(lì)感興趣的同學(xué)利用課余時(shí)間通過上網(wǎng)等查詢相關(guān)的資料。
Step Four Choose the name
1. Add more common English names on the blackboard and ask the students to choose a first name and a last name they like. Check that the students are pronouncing the names correctly.
2. Rehearse the question and answer once more( What’s your first /last name?), then let them ask their classmates about their new first name and last name and make a list.
3. Play a game ( Name my toys) . The teacher shows two of the new toys and asks the students to name them. After a few minutes to see which names are the most popular.
Step Five One- minute speech
1. Give the students a few minutes to prepare for introducing themselves and their friends or favorite persons etc in a minute. They can begin like this :Hello, everyone. I’m a boy . My Chinese name is … My first name is … My last name is … My English name is … I have a friend. His /Her name is … His /Her first name is … His /Her last name is…
2. In one minute the student who can say the most correct sentences are the winners.
這是一個(gè)具有挑戰(zhàn)性的任務(wù)，通過這個(gè)活動(dòng)，將Section A 的知識(shí)有機(jī)的進(jìn)行整合，這會(huì)給學(xué)生帶來(lái)極大的成功感，而當(dāng)他們能順利完成任務(wù),感受成功的時(shí)候，就會(huì)樹立起自信心，更積極主動(dòng)地學(xué)習(xí)。
Homework: 1.Look up the dictionary or P112-113 and try to find the meaning of your English name.
2. Write a short passage to introduce yourself or your best friend.
通過查閱課本112-113或詞典了解自己的英語(yǔ)名字的含義，或自己取一個(gè)更好的英文名字等的活動(dòng)，可以更好地了解中西方文化。通過課外作業(yè)由口頭訓(xùn)練轉(zhuǎn)向筆頭訓(xùn)練，句型的練習(xí)為以后篇章的書寫打下良好的基礎(chǔ)。
Period IV
Step One Warming up
1. Enjoy the song “Ten Little Indian Boys”
通過欣賞歌曲，可以有效地調(diào)節(jié)課堂氣氛，同時(shí)自然地導(dǎo)入數(shù)字的教學(xué)。
Step Two Numbers
1. Listen and repeat the numbers.
2. Write the numbers on the board in random order. Point to the numbers one at a time and ask the students to repeat.
3. Play a Bingo game or Play the next number game
4. Look at some signs or pictures and ask the students “ What’s the telephone number?” “ 114,119 120, 110, 96316, 12345, 121…”
5. Ask the students “What’s your phone number?” Let them try to answer, then write the numbers on the blackboard and tell the students how to write a telephone number__ __ __ - __ __ __ __ .
很多學(xué)生能按順序背誦從1-10的數(shù)字，但是不按順序的朗讀還是很困難，通過各種各樣的游戲，讓學(xué)生在玩中學(xué)，從而使學(xué)生更有效的掌握數(shù)字。從生活實(shí)際中常用的電話號(hào)碼入手，一方面簡(jiǎn)單易學(xué)，另一方面與學(xué)生的實(shí)際生活緊密相連，學(xué)生有認(rèn)同感，有話可說。同時(shí)自然地導(dǎo)入了本課的目標(biāo)語(yǔ)。
Step Three Listening
1. Before listening，ask the students to work in pairs , one say the numbers in random order, the other writes them down.
2. Play the tape for the first time. Students only listen.
3. Ask the students to write the numbers in the blank as the teacher plays the tape the second time.
4. Check the answers.
Step Four Listening
1. Play the recording for the first time. Students only listen.
2. Listen to the recording again, students write the letter of each telephone number in the blank after the person’s name.
3. Check the answers in pairs by asking and answering in pairs.
4. Listen to the recording a third time, check the answers.
聽力過程中讓學(xué)生通過兩人小組活動(dòng)校對(duì)答案，可以使學(xué)生產(chǎn)生互動(dòng)的學(xué)習(xí)效果。如答案不一致，學(xué)生在聽下一遍的時(shí)候能更加集中注意力，這比教師直接報(bào)答案的效果來(lái)得更好。
Step Five Survey
1. In about five minutes, let the students ask their classmates about their telephone numbers and write them down . They must use the target language “ What’s your phone number? It’s …” The more , the better.
Name Phone Numbers
2. Ask some students to make a report like: Lisa’s phone number is… Jim’s phone number is…
3. Answer the teacher’s questions: “What’s Lisa’s/Jim’s phone number?” “Her/ His phone number is..”
Step Six Creative conversations
1. Listen and imitate the four conversations.
2. Use some pictures or objects to create some different kinds of situations and ask the students to make conversations.
發(fā)給學(xué)生聽力材料讓學(xué)生進(jìn)行仿讀，然后假設(shè)幾個(gè)場(chǎng)景（同學(xué)之間，朋友之間，老板與雇員之間，教師與學(xué)生之間等），讓學(xué)生展開想象，編盡可能真實(shí)合理的對(duì)話，讓學(xué)生大膽地使用語(yǔ)言。
Homework: Ask the teachers their phone numbers and fill in the form.
Teachers Phone Numbers
學(xué)生對(duì)教師總有萬(wàn)般好奇心，讓他們?nèi)フ{(diào)查教師的號(hào)碼，學(xué)生會(huì)非常樂意去做。同時(shí)也可以倡導(dǎo)其他學(xué)科的老師學(xué)說英語(yǔ)，為學(xué)生創(chuàng)設(shè)一個(gè)課內(nèi)外學(xué)說英語(yǔ)的良好氛圍。
Period V
Step One A game
1. The students write their own telephone numbers on a piece of paper and put them in a bag.
2. The teacher hands out every student a piece of paper and asks them to find the owner by asking “What’s your phone number?”
3. The student who finds the owner with three guesses is the winner.
4. Ask the winner to make a report like this: His /Her name is …His / Her family name is… His / Her first name is … His / Her telephone number is…
這個(gè)活動(dòng)以游戲形式，訓(xùn)練了學(xué)生熟練聽說讀寫數(shù)字的能力。活動(dòng)之后的匯報(bào)過程，為學(xué)生提供了綜合運(yùn)用本單元目標(biāo)語(yǔ)的機(jī)會(huì)。
Step Two Talking about names
1. Look at the name cards in 3a and ask something about the first name and the last name.
2. Ask students to take turns reading the names on each card.
3. Tell the students how to finish 3a.
4. Ask the students to finish 2-5 on their own.
5. Collect any ID cards , library cards etc and ask the students to talk about them.
Step Three Practice
1. Do 3b as a class exercise. Ask the students to look at the ID card. Ask the class questions.
2. Ask the students to fill in their own ID card. (3c)
3. Exchange the ID cards and ask the students to look at the picture on the cards and ask and answer in pairs: What’s his / her family name? What’s his /her first name? What’s his /her telephone number?
讓學(xué)生自制卡片，全班隨機(jī)交換，看卡上的畫像進(jìn)行猜測(cè), 這一活動(dòng)重在提供真實(shí)的語(yǔ)言場(chǎng)景。
Step Four Writing
1. Self Check 3. Ask the students to think of two classmates , one a boy and one a girl. Have them write their classmates’ details in the charts.
可利用上一個(gè)活動(dòng)中獲得的信息來(lái)寫作，電話號(hào)碼記準(zhǔn)確與否不重要。通過本活動(dòng)將學(xué)生的語(yǔ)言輸出落實(shí)到筆頭上，可以檢測(cè)學(xué)生對(duì)本單元知識(shí)的掌握程度。
Step Five Designing a Name Card
1.Work in pairs and design a name card according to the information.
e.g.假如你的父母將出國(guó)旅游，現(xiàn)在請(qǐng)你為他設(shè)計(jì)一張名片。
設(shè)計(jì)活動(dòng)是一種能無(wú)限激活學(xué)生思維的積極有效的語(yǔ)言輸出方式。此任務(wù)具有趣味性、拓展性和挑戰(zhàn)性，它可使學(xué)生創(chuàng)造性地使用語(yǔ)言。
Homework: Design a name card for yourself.
假如下個(gè)星期你班將來(lái)一位外籍教師，請(qǐng)你為自己設(shè)計(jì)一張名片，以便交流，可根據(jù)下面的信息適當(dāng)增減，以便外籍教師更好地了解你。
Personal information
First name:
Last name:
English name:
School:
Class:
Home Address:
Postcode:
Phone number:
E-mail:
QQ:
這個(gè)任務(wù)的目的在于結(jié)合課本的內(nèi)容及學(xué)生的實(shí)際情況，豐富學(xué)生的個(gè)人信息的相關(guān)詞匯，培養(yǎng)學(xué)生的動(dòng)手能力，展示學(xué)生的個(gè)性。教師可將學(xué)生作業(yè)置于班級(jí)中，進(jìn)行展覽、評(píng)比，最后放進(jìn)學(xué)生的檔案袋。