Unit 1 My name’s Gina
Teaching aims（教學目標）
1．學會問候他人
2．學會如何做自我介紹, 認識新朋友，并正確稱呼他們的英文名字
3．從對話中學會獲取更多他人的基本信息
5．初步學會使用部分形容詞性物主代詞
Language points（語言點）
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．要求掌握以下詞匯：（1）生詞：name, clock, am, nice, meet, what, hello
（2）人稱代詞和形容詞性物主代詞：I, you, my, your, his, her
（上述數(shù)詞和部分形容詞性物主代詞本應在第二和第三課時中出現(xiàn)，但可以在第一課時中非正式出現(xiàn)，給學生初步的印象，為后面的學習作鋪墊。）
Difficulties（難點）：本課難點是大量的人名和形容詞性物主代詞，而學生在描述時容易混淆男名和女名，在運用代詞時容易錯用人稱代詞和物主代詞。
Teaching steps（教學步驟）
1. Warming-up and revision（課堂熱身和復習）
(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（呈現(xiàn)新知識）
（1）T: Hello! My name is Lily. What’s your name? 3
S: (引導學生回答) My name is Tom.
T: It’s a good / nice name.4
I like your name.
教學設計說明
1．在課前放一段學生熟悉的英文歌曲，渲染學習氣氛。在輕快的音樂中學習,使學生更樂學。
2．跟學生熱情地打招呼，贊美學生，盡快縮短師生之間的距離。如學生未能理解，可用漢語補充解釋。
3．T重復兩遍這兩句話，然后板書my / your / what’s在黑板上，并在與學生交流的時候加重my/your的語音，突出這兩個單詞。
4．T要及時表達對學生名字的欣賞。
（2）T: Hi! I’m Lily. / My name’s Lily.5
S: (引導學生回答)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:(獲得英文名后) 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．引出另一種表達方式I’m / name’s，T板書這兩個詞。同時讓學生學會初次見面說Nice to meet you. 并且彼此握握手，告訴他們這是一個禮節(jié)，在美國很普遍。新句型的出現(xiàn)需多遍重復，加深學生的印象。
6．有部分同學沒有英文名字，為了便于后面的交流，通過有趣的游戲，讓他們在活動中獲得獎賞。也可以讓他們回答一些簡單的問題來得到選名字的機會。同時鞏固前面的句型。
7． 把圖上的東西在實物投影儀上放大，或者課前畫一些簡筆畫。使圖像更清晰、直觀。
8．播放磁帶, 訓練學生準確獲取信息的能力，同時檢測一下學生對新句型的掌握情況。如有需要，T可播放磁帶兩遍,播放之前，向學生講清練習聽力的步驟。聽完檢驗答案后，有必要以大組為單位重復操練一下這三組句型。
9．在學生兩人小組進行對話時，教師可在教室不同的位置走動，聆聽同學們的對話，及時肯定他們的進步，并在他們需要的時候提供幫助，糾正不正確的語音語調。
（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（進一步擴展）
（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. (聽讀背誦1b中的對話)
(2) Go on making up your dialogues with your group members and polish it. (繼續(xù)和小組成員編對話。并完善對話。)
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根據(jù)Ss的實際水平，尤其對部分程度較好的學生提升學習難度，為第二課時的學習打下基礎。板書名字和這兩句對話框架，以降低難度。
11. 學以致用，培養(yǎng)學生動手能力的同時，英文名字也深深留在學生腦海里。在課前可要求學生準備一些水彩筆（四人小組準備一套即可）。告訴學生在新學期第一個月每節(jié)課必須掛著這個卡片。