一、教學目標
通過教學，引導學生學會問候他人和學會如何做自我介紹；能從對話中獲取對方的基本信息；建立班級電話號碼簿；學會製作個性名片；能向他人簡單地介紹自己名字的含義。
1． 認知目標
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!
掌握數字0-9 ，及電話號碼的問答：What’s your telephone number? My telephone number is 234-5873.
掌握Be的一般現在時形式
掌握What引導的特殊疑問句
掌握形容詞性物主代詞：my, your, his, her
2． 能力目標
培養語用能力，讓學生把所學到的語言知識和生活實際聯繫起來，使學習過程生活化。
學會一些基本的學習策略，聽説領些，讀寫跟上的策略，在起始階段反覆跟讀磁帶，標上語調，模仿純正的美語
培養用英語思維的能力和創新意識
學會不斷髮現問題，並用自己已有的知識水平和生活經歷來解決實際問題。如個性化名片的設計，培養了學生的動手能力，展示了學生的個性。
3． 情感目標
通過小組對話、討論、調查和設計等一系列的活動，培養學生的合作意識和團隊精神。
通過結交新朋友，學會如何禮貌地與他人交往。
4． 學習策略
交際策略：學會與他人合作交流，並能把語言材料運用到真實的生活中去。
資源策略：學會利用一切可以利用的學習資源，如詞典，網絡，音像資料，尤其是配套的錄音材料來獲取更多的信息。
認知能力：積極思考，及時反饋。
調控策略：在反思、頓悟和自醒中不斷的調整自己的學習策略。
二、課時安排及內容
1. 第一課時: 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: Section A: 2a, 2b, 2c. What’s his name? His name is… What’s her name? Her name is…
3. 第三課時: Section A: 3a,3b,4. personal names, first name, last name.
4. 第四課時: Section B: 1a,1b, 1c, 2a, 2b, 2c. numbers 0-9, phone number. Ask for and give telephone numbers.
5. 第五課時: 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.
教師帶上面具與學生交流，就把“我是一個新形象”這一信息清晰地傳達給了學生。學生也能輕而易舉地接收這一信息，因為他有過類似的生活經驗與體驗。這樣做的目的，在於為Nice to meet you 提供一個真實的情境，讓學生理解它是用於初次見面的問候語。
同時自然的導入本單元的目標語，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，學生會非常感興趣，很快就能積極地投入到學習中去。
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.
這是一個鞏固性的活動，要求學生能運用目標語進行真實的交際。同時，在活動的過程中，學生又獲得了拼寫能力的鍛鍊。男女同學進行問候既為下一節課his /her的運用作好了準備，同時也使學生養成良好的運用英語的習慣。在英語學習的初始階段，一定要鼓勵與幫助學生打破男女生之間的壁壘，這將是今後英語學習活動順利展開的重要保證。學生活動中，教師應四處走動，向學生提供幫助。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.
適時地進入假想情景是英語學習的必要手段，本活動的設計很好地實踐了這一點。它在複習上一節課的內容的基礎上，為學生提供了較真實的語言環境，使學生擁有了足夠的發揮想象的空間，從而使學生創造性地使用語言成為可能。
在活動中，以激勵評價為主，及時的肯定和鼓勵每位參與問答的學生，易激發學生學習的熱情和積極性，可以讓學生去除緊張心理，從而營造寬鬆、民主、和諧的教學氛圍。
在學生談論的同時引入his /her的教學，顯得十分自然。同時，簡筆畫的添加讓學生對his /her有了更直觀的瞭解。
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…
the students to work in groups of four and talk about their pictures using the sentence structure above.
ect some of the students’ pictures and ask the students to answer “What’s his name? What’s her name?”( a competition)
活動從教師作示範如何將自己喜歡的人、物介紹給大家開始，然後學生四人小組介紹自己的家庭成員、朋友、寵物等、到最後的比賽（搶答），始終圍繞主話題開展活動，既鞏固了his /her的運用，同時又增進了師生之間、生生之間的互相瞭解。話題由課本知識向實際生活延伸，充分體現了語言的語用原則。
Homework: 1. Imitate 2a
the students to bring some pictures of famous persons.
Period III
Step One Name Game
1. Play the name game like Activity 4
每做遊戲之前，給學生介紹遊戲規則是非常重要的，要讓每位學生清楚該怎麼做，只有這樣才能體現英語（新目標）在做中學原則(Learning by doing)。教師要自始至終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，而不是為做遊戲而做遊戲。同時，教師必須有一定的調控能力，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.
通過對學生熟悉的各種名人介紹，適時的導入本課的目標語first/ last name的教學，同時通過中、英文姓名的差異，進行中、西文化的差異的教育。有條件的班級可適當的介紹英語姓氏的來源，鼓勵感興趣的同學利用課餘時間通過上網等查詢相關的資料。
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.
這是一個具有挑戰性的任務，通過這個活動，將Section A 的知識有機的進行整合，這會給學生帶來極大的成功感，而當他們能順利完成任務,感受成功的時候，就會樹立起自信心，更積極主動地學習。
Homework: 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.
通過查閲課本112-113或詞典瞭解自己的英語名字的含義，或自己取一個更好的英文名字等的活動，可以更好地瞭解中西方文化。通過課外作業由口頭訓練轉向筆頭訓練，句型的練習為以後篇章的書寫打下良好的基礎。
Period IV
Step One Warming up
1. Enjoy the song “Ten Little Indian Boys”
通過欣賞歌曲，可以有效地調節課堂氣氛，同時自然地導入數字的教學。
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__ __ __ - __ __ __ __ .
很多學生能按順序背誦從1-10的數字，但是不按順序的朗讀還是很困難，通過各種各樣的遊戲，讓學生在玩中學，從而使學生更有效的掌握數字。從生活實際中常用的電話號碼入手，一方面簡單易學，另一方面與學生的實際生活緊密相連，學生有認同感，有話可説。同時自然地導入了本課的目標語。
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.
聽力過程中讓學生通過兩人小組活動校對答案，可以使學生產生互動的學習效果。如答案不一致，學生在聽下一遍的時候能更加集中注意力，這比教師直接報答案的效果來得更好。
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.
發給學生聽力材料讓學生進行仿讀，然後假設幾個場景（同學之間，朋友之間，老闆與僱員之間，教師與學生之間等），讓學生展開想象，編儘可能真實合理的對話，讓學生大膽地使用語言。
Homework: Ask the teachers their phone numbers and fill in the form.
Teachers Phone Numbers
學生對教師總有萬般好奇心，讓他們去調查教師的號碼，學生會非常樂意去做。同時也可以倡導其他學科的老師學説英語，為學生創設一個課內外學説英語的良好氛圍。
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…
這個活動以遊戲形式，訓練了學生熟練聽説讀寫數字的能力。活動之後的彙報過程，為學生提供了綜合運用本單元目標語的機會。
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?
讓學生自制卡片，全班隨機交換，看卡上的畫像進行猜測, 這一活動重在提供真實的語言場景。
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.
可利用上一個活動中獲得的信息來寫作，電話號碼記準確與否不重要。通過本活動將學生的語言輸出落實到筆頭上，可以檢測學生對本單元知識的掌握程度。
Step Five Designing a Name Card
in pairs and design a name card according to the information.
e.g.假如你的父母將出國旅遊，現在請你為他設計一張名片。
設計活動是一種能無限激活學生思維的積極有效的語言輸出方式。此任務具有趣味性、拓展性和挑戰性，它可使學生創造性地使用語言。
Homework: Design a name card for yourself.
假如下個星期你班將來一位外籍教師，請你為自己設計一張名片，以便交流，可根據下面的信息適當增減，以便外籍教師更好地瞭解你。
Personal information
First name:
Last name:
English name:
School:
Class:
Home Address:
Postcode:
Phone number:
E-mail:
QQ:
這個任務的目的在於結合課本的內容及學生的實際情況，豐富學生的個人信息的相關詞彙，培養學生的動手能力，展示學生的個性。教師可將學生作業置於班級中，進行展覽、評比，最後放進學生的檔案袋。
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