Unit 1 My names Gina.授課班級授課日期授課類型新授課學 時 數(shù)The 1st period ( Section A 1a1c)教學目標1. Get students to learn how to greet people, introduce themselves and make new friends.2. Teach students to say English names in the right way.3. Get students to ask for and give telephone numbers.教學內容 New words: name, clock, am, nice, meet, what, hello Whats your name? My name is Hello! Im Mary. Hi, Mary! Im Jim. Nice to meet you. whats what is Im I am names name is the personal and possessive pronouns: I, you, my, your, his, her 重點難點1.會拼讀生詞和問姓名的句型。2.注意中英文姓名的差別。學情分析教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming-up and revision1. Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.3. Revise the three units in Starters. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.教學步驟及主要內容II. Presentation1. Teacher says: , “Hello! My name is Lily. Whats your name?” Get the students to answer, “My name is ” Then teacher says, “Its a good / nice name. I like your name.”2. On the screen show a lovely mouse saying “My names Gina.” Underline “My names”, tell the students it means “My name is/ I am/ Im”.3. Show the question “Whats your name?” Underline “Whats”, tell the students that it means “What is”.III. Listening drills (1)1. Do Section A, 1b, listen and number the conversations (1-3).2. Show the picture on page 1 on the screen with no words on it. Get student to listen to the tape and try to repeat the sentences in the conversations, each correct sentence will earn a point for the group.課堂練習IV. Pair-work.1. Get the students listen to the conversations again and repeat after the tape, then work in groups, practice the conversations with the partners.2. Have some students come to the front and show their own conversation, then make a comment on it (praise the students first) and give 2 to 4 points to their group.3. Do Section A, 1a. First, have the students work in groups, write down as many words as possible on their students books in only 2 minutes; then get a student from each group to write down their words on the blackboard at the same time, the one who writes more can get more points.V. Listening drills (2)1. Do Section A, 2a. Listen to four conversations and number the pictures (1-4).2. Do Section A, 2b. Listen again, circle the names according to the tape.Listen for the last time, then fill in the blanks.小結與作業(yè)課堂小結本課作業(yè)1. Listen and read after the tape for thirty minutes.2. Recite the first conversation of Section A, 2c.3. Write down the Chinese meaning of the new words and key sentences, then translate them into English.本課教學后記（課堂設計理念，實際教學效果及改進設想） Unit 1 My names Gina.授課班級授課日期授課類型對話課學 時 數(shù)The 2nd period ( Section A 1c - 4)教學目標1Get the students to learn how to greet people.2Get the students to learn to get other peoples basic information like names from the conversations.教學內容 New words: his, and, her, question, answer, look - Whats your/his/her name?- My/His/Her name is 重點難點1、了解英語與漢語中姓與名的位置不同，準確掌握英語的姓與名的表達；2、聽懂并能說出電話號碼，培養(yǎng)學生的英語意識。3 重點句型。 學情分析教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming- up and revision1. Sing ABC song.2. Greeting (Say hello between the teacher and the Ss)3. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition4. Review introductionPlay the “Word train” game. Get a group of students ask and answer questions one by one.T: Good morning. Im Diana. Whats your name?S1: Im Xu Dong./My name is Nice to meet you.T: Nice to meet you ,too.(Then S1 turn around and greet S2 in the same way.)教學步驟及主要內容II. Presentation1. T: Boys and girls, lets play a guessing game, “Whats his/her name?” OK?2. Show the students pictures of some famous persons like Jay Zhou, Liu Xiang, etc, let them guess the names of these persons by using the following sentences:His name /Her name is I think his/her name is Is he/she?III. Summary (short forms)Teach the students “s” is short for “is” and “m” is short for “am”, then do the following exercises:My names _. Your names _.His names _. Her names _.Whats _. Im _.課堂練習IVWork on 2aGet the students to look at the pictures on P2 and listen to the four conversations.(Play the recording for the first time, students only listen.)Then, listen to the recording again, and number the pictures . Check the answers.VWork on 2b1. Get the students to listen again and circle the names they hear, tell them that te first name has been done for them.2. Play the recording. Students listen and circle the names they hear. Then check the answers. VIListen and repeatT: Now lets listen to the tape and repeat. Please try to read like the tape. VIIWork on 2cT: 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.小結與作業(yè)課堂小結本課作業(yè)VIII. Homework1. Listen and read after the tape for thirty minutes.2. Recite the second conversation of Section A, 2c.3. Write down the Chinese meaning of the new words and key sentences, then translate them into English.本課教學后記（課堂設計理念，實際教學效果及改進設想）課班級授課日期授課類型鞏固課學 時 數(shù)The 3rd period (Section B 1a 2c)教學目標1 Teach the numbers. Get the students to use the numbers freely.2 Have the students know the meaning of some numbers like 110, 121, etc.3 Get the students to learn to filling the information box.教學內容 New words: zero, one, two, three, four, five, six, seven, eight, nine - Whats your phone number? - Its 教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming-up and revision1. Daily greetings to the studentsT: Good morning, everyone. My name is Peter. Whats your name, please? S1: My name is Lily. T: Hello, Lily. Nice to meet you.S1: Nice to meet you, too.T: And whats your name?S2: My name is2. RevisionPart one:T: S1, whats his name? S1: His name is T: S2, whats her name?S2: Her name is Part two:S1: Good morning. Whats your name, please? S2: My name is Jack. Whats your name, please?S1: My name is Susan. And whats your name, please?S3: My name is Tony. S1: S4, what his name? (point to S2 ) S4: His name is 教學步驟及主要內容II. PresentationT: Please tell me how to say it in English? (show the Ss the number cards, one by one)III. Game1. 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? (Every time, T shows the Ss one card. The group must stand up.)Ss: Five./Seven./Three.2. T: Now, this time, Ill show you the number card, but the next number group must stand up and say the number loudly. eg: T: (Show the card2)Ss: Three. (Group 3 stands up and say the number loudly)3. T and the Ss play the game again, but this time, not the next group, but the number before. eg: T: (Show the card5)Ss: Four. (Group 4 stands up and read the number loudly)課堂練習IVPracticeT shows the Ss some numbers (car number, room number etc), asks them to read out. e.g. T: (show a car number) 湘AS0827 Ss: Xiang-A-S-zero-eight-two-seven.T: (Show a room number)1508Ss: Room one-five-o-eight.V. Work on 1bT 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 Then get the students to listen to the tape and ask them to write the phone numbers in the blank VIWork on 1cT: Now please work with your group (four students in one group) and ask each other questions about phone numbers.e.g. S1: Whats your telephone number, S2? S2: Its 356-9865.S1: 356-9865. Thanks.VIIWork on 2a,2bT: 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. VIIIWork on 2cT: (Point out the address book headings “names” and “phone Numbers”.) 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)Unit 1 My names Gina.授課班級185、186授課日期2012年月日授課類型復習課學 時 數(shù)The 4th period (Section B 3a 3c)教學目標1. Get the students to have a clear idea of the differences between English and Chinese names.2. Revise the English way of saying numbers. Have the students make an ID card by themselves.教學內容 Whats her telephone number ? Whats her family name ? Whats her first name ? My name is Tina. Nice to meet you. Im Mary . Nice to meet you too.重點難點1、了解英語與漢語中姓與名的位置不同，準確掌握英語的姓與名的表達；2、聽懂并能說出電話號碼，培養(yǎng)學生的英語意識。3 重點句型。 教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming-up and revision1. Daily greetings to the studentsT: Good morning, everyone.S: Good morning, Claire.T: How is the weather today? S: It is (nice / great / fine / good / beautiful / not bad / pretty good / fantastic/ bad / terrible / awful / hot / cool / cold/ windy / rainy ). 2. RevisionT: Whats your English name ? S: My English name is Mike.T: Whats your family name ?S: My family name is Smith. T; Whats your deskmates first name ?S;His first name is Green . T: Whats his telephone number ?S: His telephone number is 66887799. 教學步驟及主要內容II. Work on 3aGet the students to look at the pictures on P5 and find the last names and write them below.Drill: S1: Whats Nick Hands family name /first name ?S2: Whats Jim Smiths family name /first name ?S3: Whats Linda Browns family name /first name ? IIIWork on 1bT: Now Look at the ID cards and answer the questions. Eg: T: Now lets 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. VIWork on 3cT: Please Fill in your own ID card. VWork on 4cT: 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. VIFollow upT: Now its 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 . Eg：A: Whats your friends first name and last name ?B: His first name is Mike and last name is Jordan. A: Whats your friends telephone number ?B: His telephone number is 84693218.A: Whats his address ?B; No.58 Pingan Street.課堂練習VII. DrillsWork on Page 6 in students workbook. T: Check the words you know and have a competition to see which group do the best. 本課作業(yè)VIII. Homework1 Listen and read after the tape for thirty minutes.2 Review all the new words and key sentences.教學反思 Unit2 This is my sister.授課班級授課日期授課類型新授課學 時 數(shù)The 1st period (Section A 1a2b)教學目標1. Get students to learn how to greet people, introduce themselves and make new friends.2. Practice introducing family members.3. Get students to learn to identify people.教學內容 New words: mother, father, parents, brothers, grandmother, grandfather, friend and sister. This is my brother. These are my two brothers. And thats my sister. 重點難點This is my brother. These are my two brothers. And thats my sister.學情分析教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming-up and revision1. Play the tape, enjoy the “This is my brother” song or Hello song, get the Ss to sing together.2. Divide the class into Group A and B. Draw two fishes on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more bubbles around their fish, at the end of the class, the group which gets more bubbles will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition.3. Revise unit 3. Show some key sentences in Chinese on the screen, have students translate them into English, get a student from each group to come to the front and write down their answers on the blackboard, then check the answers, each correct sentence will earn a point for the group.教學步驟及主要內容IV. Pair-work.1. Tell students that they will be talking about the members of Daves family shown in the picture. Call attention to the example conversation in 1c. ask a student to read the words to the class. Then ask the students to repeat the sentences and point to these people in the large picture. Ask pairs to work together. Have them take turns pointing out various family members using sentences beginning with This is or these are.課堂練習V. Listening drills (2)1. Do Section A, 2a. Listen and circle each name of a family member they hear in the conversation.2. Do Section A, 2b. Listen again, match the letters next to the people in the picture to the correct names in the box. Check the answers.3. If time permits, pratice the conversation in 2a. First the teacher say the key words of one sentence, and the students respond the corresponding sentence. This is easy for them to do. Then listen again and ask them to try to remember the conversation. Fill in the blanks.小結與作業(yè)課堂小結本課作業(yè)VI. Homework1. Listen and read after the tape for thirty minutes.2. Recite the sentences in the bubble of 1a and the sentences in1b.3. Write down the Chinese meaning of the new words and key sentences, then translate them into English.教學后記Unit2 This is my sister.授課班級授課日期授課類型對話課學 時 數(shù)The 2nd period (Section A 2c - 4)教學目標Get the students to learn to identify people.教學內容 New words: aunt, uncle, cousin, the child of ones uncle or aunt 堂或表兄弟姊妹，表親 nephew (the son of ones brother or sister) 侄兒 niece(the daughter of ones brother or sister) 侄女，甥女 - Is this Jim?- No, he isnt. hes Dave.-Is this your sister? No, it isnt. -Is that your brother? Yes, it is. Here when you talk about the picture, you can use “it” to refer the person. Pay attention to “he” or “she”.重點難點-Is this Jim?- No, he isnt. hes Dave.-Is this your sister? No, it isnt. -Is that your brother? Yes, it is. Here when you talk about the picture, you can use “it” to refer the person. Pay attention to “he” or “she”.學情分析教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming- up and revision1. Show a picture and introduce it. Let students introduce their own photos one by one. Language structure: This is my sister. That is my brother. These are my parents. Those are my friends.2. Divide the class into Group A and B. Draw two baby birds on the blackboard as their symbols, tell the students that each time they answer questions right, they can get one or more points for their group and draw one or more clouds below their bird, at the end of the class, the group which gets more clouds will be the winner today. Say, “One, two, three!” Get the whole class sit straight, thus announce the beginning of the competition3. Dictation. mother, father, parents brothers grandmother, grandfather, grandparents, sister, brother. This is his sister. These are his brothers. 教學步驟及主要內容come to an empty write-on line. Ask a students to read the four words to the class. Ask the students to work alone as they write the four words from the box in the correct blanks in the speech bubbles. Practice the conversation with a student. Point out that your voice goes up at the end of questions, and it goes down at the end of these answers and statements. Ask the students to work with a partners. VWork on 3cCall attention to the picture and conversation. Ask three students t read the conversation as the class looks at the picture. Then demonstrate the activity by writing the name of your father, mother, or a friend on the board. Ask students to guess who that person is, using questions beginning with Is he-? Or Is she-? Say Yes, he is or Yes, she is when the student guess correctly. Then ask students to take turns coming t the board and writing a name for the rest to make guess about. 課堂練習VIGroupworkDivide the students into small groups. Have students find out who the people in each others photos are, using the target language of the unit. Model some Is this your-? Is he your -? Is she your-? questions for the class using one of the photos.小結與作業(yè)課堂小結本課作業(yè)VIIHomework1. Listen and read after the tape for thirty minutes.2. Recite the grammar focus on page 14.3. Write down the Chinese meaning of the new words and key sentences, then translate them into English.本課教學后記（課堂設計理念，實際教學效果及改進設想） Unit2 This is my sister.課班級授課日期授課類型鞏固課學 時 數(shù)The 3rd period (Section B 1a 4b)教學目標1. Teach the family tree. 2. Have the students know the names of the various members of a family.3. Get the students to learn how to write a letter in English.重點難點學習寫信件的格式。教學方法任務型教學、分級評價法、直觀教學法、模仿示范法、情景教學和合作學習法學習方法課前預習、課堂內外練習、聽說讀寫結合教學過程設計備 注課題引入I. Warming-up and revision1. Daily greetings to the students2. Revision Show some pictures and revise the names for family members.教學步驟及主要內容VIWork on 3aIt is a letter from Emma to Mary. What does Emma say to Mary? Now read the letter after the tape and draw a picture of Emmas family on the right. Next lets read the letter again to find out and underline all the useful expressions. dear, thanks for, the photo of, here is, my family photo, Now lets write a letter like this one. VIIWork on 3bLook at the family photo. Write about the people in the photo.Here is my family photo. This is my grandfather. This is my grandmother. These are my parents. This is my uncle, and this is my aunt. This is my brother. This is my cousin. And this Haha, its me.課堂練習VIIIWork on 4a Ask students to take out the family photos they brought to school. If a student does not have it, he or she can use the drawing from 3b. Then ask one or two student