【正文】 peaking and writing difference between Chinese names and English aids: puter, recorder, colorful chalk Teaching periods: Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar Focus Period 2: Section A 3a /3b /4 Period 3: Section B 1a /1b /2a /2b /2c Period 4: Section B 3a /3b /3c /4 / Self checkPeriod 1 Teaching aims: the words on page1and the target languages: My name is ’s your name? Hello!I’m !I’m ’s his name? What’s her name? the listening and speaking procedure: Step 1 Free talk Let students talk in pairs using the sentences they’ve learned in Starter or ask some questions in Starter, have students answer example: Good morning/afternoon/evening!How are you? What’s this in English? What color is it? Step 2 Section A 1aThis activity tests students’ student’s attention to the to an object in it and ask what it , now look at the pictures and write down as many words as you can two students to write the words on the the students’ some students to call out their words and spell down the words on the 3 Section A 1bThis activity gives students practice in understanding the target language in spoken the instruction to the sure the students understand how to do , now listen and number the conversations 13.(1)Play the recording for the first only listen.(2)Play the recording a second number the conversations.(3)Check the answers 4 Section A 1cThis activity provides guided oral practice using the target language.(1)Ask three pairs to read the conversations in necessary, ask students to repeat the names after the teacher.(2)Have students work in pairs to practice the conversations.(3)Say, Now use your own names when you have around the room monitoring their language or pronunciation support as needed.(4)Let several pairs e to the front of the class and act out their 5 Section A 2a This activity gives students practice in understanding the key words and target to a boy and a , His name is, her name isHave students understand the meaning of his and the instruction to the the recording for the first only the recording a second number the pictures the 6 Section A 2bThis activity provides listening practice.(1)Have one student read the names in the box.(2)Say, listen to the four conversations time circle the names you hear.(3)Students listen and circle the names.(4)Check the 7 Section A 2cThis activity provides guided oral practice using the target language.(1)Call attention to the two conversations in the one pair to act out the first them to use their own another pair to act out the second them point to a boy or a girl when they ask the questions: What’s his name/What’s her name?(2)Let students work in pairs to practice the two students work, move around the classroom, monitoring the conversations and offering assistance if necessary.(3)Have several pairs of students present their conversations to the 8 Grammar Focus(1)Divide the class into two groups to say the questions and responses.(2)Write down the full forms and contractions of the words on the students pare ask them to say the sentences in two 9 Conclusion(1)Learn the words and phrases.(2)Master the target languages:My name is ’s your name?Hello!I’m !I’m ’s his name? What’s her name? Step 10 Homework(1)Learn the words by heart.(2)Practice the conversations in 1b and Grammar Focus.(3)Do some 2 Teaching aims: the words and phrases: first, first name, last, last name, boy, girl about first name and last writing and speaking procedure: Step 1 Revision over the words in last class.(Play a the class into two groups: boys and them three minutes to read and write the look at the Chinese meaning on the which group can say and spell the words more quickly and correctly.) students to make conversations about introduction and 2 Section A 3a This activity introduces the western concept of first name and last down a Chinese name and an English name on the example: Deng Yaping and Jim students to discuss the them to tell the difference between them.(English names are listed with the given name first and the family name or surname Chinese names are listed with the family name first and given name second.) some students to say their family names and first two students read the list of names in the , Guess, which names are first names and which are last names? students to write F for first name and L for last name next to the do the exercise by the 3 Work in pairs(1)Call attention to the picture on the look at the picture and the sentences them pay attention to what the teacher writes.(2)Have two students read the conversations in the picture aloud.(3)Ask students to work in and answer about their first names and last 4 Section A 3bThis activity provides guided oral practice using the target language.(1)Point to the names in 3a.(You can write more names on the board.)(2)Say, Which names would you like to choose as your first name and last name? Now choose your names.(3)Have students take turns to ask and answer the questions(using their new names):What’s your first name?What’s your last name? Students make a list of exchange their lists to correct any mistake they 5 Section A 4(Game)This activity gives students an opportunity to practice target language in an interesting the game with three , Now in groups of four, play the they work, move around the classroom making sure students understand the procedure and correcting any two groups to present