Unit 1 My name’s Gina.
一、单元教材分析
本单元围绕“结交新朋友”使学生学会打招呼和介绍自己、询问他人姓名的基本句型：“What’s your/his/her name？My/His/Her name is…”; 通过学习区分"First/last name”，了解有关姓名的文化知识；通过查询电话号码 “What’s your/her/his phone number？”，学习数字1~9，同时也进一步促进学生之间的相互了解；通过以上几个方面的学习，使学生在轻松、愉快的学习氛围中熟识新伙伴。本单元与第二单元衔接紧密：由课堂内的打招呼、自我介绍到课外、校外相互了解。由特殊疑问句的学习到一般疑问句的学习，使学生将书本知识运用到实际生活中。
二、单元学情分析
本单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
三、单元教学建议
本单元可综合运用讲授式、启发式、自主学习、合作学习等各种策略，提供大量的学习资源，通过老师向学生进行的自我介绍，同学自我介绍传句子比赛，自我查资料表演，自制明信片等的活动，使学生能够学到知识，又增加了他们的学习的乐趣。来培养学生的自主学习的能力及表达能力和逻辑思维能力。采用Practicing, Listening for specific information和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，询问他人姓名、查询电话号码，了解有关姓名的文化知识。
四、单元课时分配
本单元可用4课时完成教学任务：
Section A (1a-2d) 用1课时
Section A (Grammar Focus-3c) 用1课时
Section B (1a-2c) 用1课时
Section B (3a-Self Check) 用1课时
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Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： name nice meet his and her your
能掌握以下句型：
① —Hi. My name’s Gina.
—I’m Jenny. Nice to meet you!
② —What’s your/his/her name?
—My/His/Her name is…
③ —Are you…?
—Yes, I am. / No, I'm not.
④ —Is he/she…?
—Yes, she/he is. / No, she/he isn’t.
2) 能了解以下语法：
your, his, her等形容词性物主代词的简单用法；
What’s=what is I’m=I am name’s=name is等缩写形式。
2. 情感态度价值观目标：
该部分学习内容贴近学生的生活，谈论的主题是结交新朋友，进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
二、教学重难点
1. 教学重点：
1) 让学生学会自我介绍，学会交朋友。
2) 正确使用问候语。
2. 教学难点：
your, his, her等形容词性物主代词的简单用法
三、教学过程
Ⅰ. Warming up
Guessing game.
Practice the sentences:
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What’s this in English? It’s a/an…
Ⅱ. Work on 1a
1. Write English words for the things in the picture.
2. Pair work:
Show some pictures and introduce yourself and greet people.
Ⅲ. Listening
1. T: Now let’s listen to the tape, and number the conversations 1-3.
Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.
2. Ask the Ss to practice the conversations above with a partner. Then use their own names to practice instead of the names given.
3. Close your books and listen again, complete the conversations.
Conversation 1:
A: Good morning! _____ Cindy.
B: _____, Cindy. I’m Dale.
A: _______________!
Conversation 2:
A: _______ your name?
B: Alan.
A: Hello, Alan. _____ Ms. Brown.
Conversation 3:
A: Hi. __________ Gina.
B: I’m Jenny. Nice to meet you!
A: __________________.
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4. Work on 1c.
5. Show the pictures and practice the sentences:
What’s his/her name?
His/Her name is…
6. 形容词性物主代词
my, your, his, her都是形容词性物主代词，一般放在名词前修饰名词。即：形容词性物主代词＋名词。
e.g.
This is my bike.
Mr. Green is his English teacher.
I don’t know her name.
IV. Listening
1. Work on 2a;
T: Now, look at the pictures, listen to the four conversations. Just listen.
(Play the recording for the first time, students only listen carefully.)
Then, listen to the recording again, and number the pictures.
Check the answers.
2. Work on 2b;
T: Now. Look at the names in the box. Let's read the names together.
Ss read the names aloud together.
T: Now listen again. Circle the names you hear.
Play the recording. Students listen and circle the names they hear. Then check the answers.
3. Listen and complete the conversations.
Conversation 1:
E: Hello. ______ your name?
A: __________ Alice.
E: ____ Eric.
A: _______________.
Conversation 2:
T: What’s ____ name?
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G: __________ Eric.
T: And what’s ____ name?
G: __________ Alice.
Conversation 3:
B: Excuse me, _______ Eric?
E: Yes, _____ . Are you Mike?
B: No, _______. ____ Bob. Nice to meet you.
E: ____________________.
V. Pair work
1. Practice the conversations in pairs.
A: Hello! What’s your name?
B: My name’s…
A: I’m…
B: Nice to meet you!
A: What’s his name?
B: His name is…
A: And what’s her name?
B: Her name is…
2. Let all the students work in pairs. Practice the dialogue. Then ask some pairs to act out their dialogues.
VI. Role-play
1. Ask Ss to look at the picture in 2d. Then Ss listen to the dialogue and answer the questions:
How many people are there in the conversation?
Who are they?
2. Divide the Ss into groups of four. Let them practice the dialogue in their group.
3. Now close your book and complete the conversation.
— Good afternoon! __________ Linda. _______ Helen?
— Yes, _____. Nice to meet you, Linda.
— Nice to meet you, too. __________ name?
— ______ Jane.
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— _____ Jack?
— No, _______. __________ Mike.
VII. Language points
1. 问侯他人
你好！你好杰克。
早上/下午好！认识你很高兴！认识你也很高兴！
Hello!/Hi!
Hello, Jack.
Good morning/afternoon！
Nice to meet you!
Nice to meet you, too！
2. 介绍自己
我叫……。
I’m…/ I am….
My name’s...
3. 询问对方或他人姓名
你叫什么名字？我叫……。
他/她叫什么名字？
他/她叫……
W hat’s your name?
My name is…/ I’m…
What’s his/her name?
His/Her name’s …
4．确认对方或他人的名字
你叫……吗？是的/不是。他/她叫……吗？是的/不是。
Are you…?
Yes, I am./No, I’m not.
Is he/she…?
Yes, he/she is. /No, he/she isn’t.
5. 人称
I you he she
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我 你 他 她
my your his her
我的 你的 他的 她的
VIII. Exercises
I. 根据语境及所给首字母提示，补全所缺单词。
1. —Hi! My n is Alan.
—Hi, Alan. I’m Jim.
2. —Hey, Grace. Is this y ruler?
—Yeah! Thanks.
3. My hat is red. Alice’s hat is red, t .
II. Look at the pictures and fill in the blanks.
1. I’m a girl. _____ name is Mary.
2. Jenny is my friend. ____ is ten.
3. ____ name is Tom.
4. Alice is my sister. _____ bag is blue.
5. —___ she Ms. Brown?
—No, she _____.
III. 根据括号内汉语提示完成英语句子，每空一词。
1. ________ ____________(早上好), Eric Green.
2. _______ ______ ________ _______ (见到你很高兴), Mr. Hand.
IV. 根据句意及括号内所给单词的提示填空。
1. ________(he) is Tom White. ________(he) last name is White.
2. This is ________(I) quilt.
3. ________(she) name is Mary.
4. Is that ________ (you) cup?
Homework
假如你学校新来了三位美国的交换生，你初次见到他们三人，你想认识一下他们，请写出你们之间的对话。
Section A 2 (Grammar Focus-3c)
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一、教学目标：
1. 语言知识目标：
1) 继续练习运用如何做自我介绍及问候他人。学会从对话中获取对方的基本信息（询问他人姓名）。 能掌握以下句型：
① —What’s your/his/her name?
—My/His/Her name is…
② —Are you…?
—Yes, I am. / No, I'm not.
③ —Is he/she…?
—Yes, she/he is. / No, she/he isn’t.
2) 能了解以下语法：your, his, her等形容词性物主代词的简单用法；
掌握what’s, name’s, I’m, he’s, she’s等缩写形式。
2. 情感态度价值观目标：
该部分学习侧重提高学生们的实践运用能力的提高，内容仍贴近学生的生活，谈论的主题是结交新朋友，询问及确认他人的姓名。进一步促进学生之间的相互了解，使学生在轻松、愉快的学习氛围中熟识新伙伴，增进友谊。通过教学使学生对英语产生强烈的兴趣和愿望，乐于参加各种语言实践活动。能与伙伴团结一致、友好相处，学会如何礼貌地与他人交往。
二、教学重难点
1. 教学重点：
1) 让学生学会自我介绍，正确使用问候语，学会交朋友。
2) 会运用所学的句型询问第三者的姓名。
3) 会运用所学的句型确认第三者的姓名。
2. 教学难点：
1) your, his, her等形容词性物主代词的简单用法；
2) 询问他人姓名及确认他人姓名的句型。
三、教学过程
Ⅰ. Revision
1. T: What’s your name?
S1: I’m …. /My name is… Nice to meet you.
T: Nice to meet you, too. And what’s his/her name?
S1: His/Her name is…
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T: Are you…?
S2: Yes, I am. / No, I'm not.
T: Is she/he…?
S2: Yes, he/she is./ No, he/she isn't.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
你的名字叫什么？_______ your _______?
我的名字叫艾伦。 _____ _______ Alan.
他的名字叫什么？ _______ ______ name?
他的名字叫埃里克。_____ _______ Eric.
她的名字叫什么？_____ _______ name?
她的名字叫玛丽。_______ _______ Mary.
你叫海伦吗？ ______ ______ Helen?
是的。/不是。___, ___ ____. /No, ____ _____.
他叫杰克吗？______ _______ Jack?
不是。他叫迈克。No, ____ _____. _____ Mike.
2. 注意以下几种缩略的表达法：what’s = what is, name’s = name is, I’m = I am,
he’s = he is, she’s = she is
III. Grammar
一、 以be(am / is / are)开头的一般疑问句
一般疑问句是在句子中用提问的方式提供一些信息，要求对方用Yes或No回答的疑问句。
【观察】
1. —Is Mary in China?
—Yes, she is. / No, she isn't.
2. —Are you a student?
—Yes, I am. / No, I'm not.
3. —Are they classmates?
—Yes, they are. / No, they aren't / they're not.
4. —Am I wrong?
—Yes, you are. / No, you aren't / you're not.
【结论】
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以be (am / is / are) 开头的一般疑问句的结构为“_________________+主语+其他?”。其肯定回答为“______, 主语(人称代词) + be (am / is / are).”；否定回答为“_______, 主语(人称代词) + be (am / is / are) + not.”。
在否定回答中，通常要把be (am / is / are)和主语(人称代词)缩写，或把be (am / is / are)和not 缩写，但am与not不能缩写。
【运用】
完成句子，每空一词(含缩略形式)。
1. He is Peter Smith. (改为一般疑问句并作否定回答)
—________ ________ Peter Smith?
—________, ________ ________.
2. —Is she Ms. Black? (补全肯定答语)
—________, she ________.
二、人称代词和形容词性物主代词
“我” I; “你” you; “他” he; “她” she; “它” it; “你们” you; “我们” we; “他们”they
称为人称代词，在句子中作主语。
【观察】
1. This is my jacket.
2. What color is your ruler?
3. His English name is Tony.
4. Her telephone number is 380-9768.
【结论】
通过观察以上例句我们可以看出，形容词性物主代词相当于形容词，常放在
________前面, 意为“……的”。
人称代词主格
I
you
he
she
词义
我
你; 你们
他
她
形容词性物主代词
my
your
his
her
词义
我的
你的；你们的
他的
她的
IV. Practice I
1. Look at 3a. Tell Ss to put the words in order to make conversations. Pay attention to the right sentence structure. Ss work with their partners. Try to make
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conversations with the given words.
2. Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.
3. Ss read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.
4. Let some pairs to act out the dialogue in front of the class.
V. Practice II
1. Look at 3b. Tell Ss to complete the conversation. Pay attention to the right sentence structure. Ss work with their partners. Try to make conversation.
2. Check the answers. Encourage some pairs to act out the conversations. See if their answers are right.
3. Ss read the conversations aloud after the teacher. Then try to practice the conversations with their partners.
4. Let some pairs to act out the conversations in front of the class.
VI. Game
1. Now, each of you has an English name. So we have learnt many names about boys and girls. Do you know how many foreign names? Let's do a "Name game".
Competition: list names as many as possible, see which group gets the most names.
2. Divide the Ss into groups of six or more. Each group has four or six students.
3. Tell Ss how to play the game. Make a model for the Ss.
S1: My name is Jenny.
S2: Her name is Jenny. My name is Tony.
S3: Her name is Jenny. His name is Tony…My name is June.
S4: …
4. Ss play the game in their groups first. Then have a competition. See which group is the best.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
VII. Exercises
I. 按要求写出单词的正确形式。
1. you ______ (形容词性物主代词)
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2. I _______ (形容词性物主代词)
3. his _______ (人称代词主格)
4. her _______ (人称代词主格)
5. name’s _______ (完全形式)
6. isn’t _________ (完全形式)
7. what is ________ (缩写形式)
8. she is ______ (缩写形式)
9. hi ______ (近义词)
10. I’m _______ (完全形式)
II. 根据汉语提示完成句子。
1. What’s _____ _____? (你的名字)
2. Nice to _____ (遇见) you, too.
3. ____ (他的) jacket is red and black.
4. Is ____ (她) an English girl?
5. ____ (她的) ruler is yellow.
6. — Is Mr. Smith English?
— No, ____ _____. (他不是)
— ____ _____ (你是…) Ms. Brown?
— Yes, ___ ____. (我是)
Ⅲ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1. I’m Zhang Lin. (改为一般疑问句)
________ ________ Zhang Lin?
2. Is she Maria? (作肯定回答)
________, _________ ________.
3. Is he Bob? (作否定回答)
________, _________ ________.
4. Hi! I’m Betty. (改为同义句)
Hi! _________ _________ Betty.
5. His name is Sam. (对划线部分提问)
_________ _________ name?
Ⅳ. 根据对话内容, 用恰当的单词补全对话，每空一词(含缩略形式)。
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A: Good afternoon! My name is Lily. (1)________ your name?
B: Linda. Nice to (2)________ you, Lily.
A: (3)________ to meet you, too.
B: Lily, is that girl Cindy?
A: (4)________, she isn’t.
B: Is she Helen?
A: Yes, she (5)________. And she is my friend.
Homework
仿照3b编写一段对话。
Section B 1 (1a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：zero ~ nine, telephone, number, phone, first name, last name, friend, middle school, China
2) 能掌握以下句型：
① —What’s your/his/her telephone number? —It's…
②—What's your first/last name? —My first/last name is…
③—What's his/her first/last name? —His/Her first/last name is…
3) 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4）通过听力训练提高学生们获取信息的能力。
5）阅读简短的句子或文章获取相关信息的能力。
2. 情感态度价值观目标：
帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。
二、教学重难点
1. 教学重点：
1) 让学生学会询问他人的电话号码，学会交朋友，了解朋友们的信息。
2) 了解中英文名字间的差异，能辨认英文姓氏与名字。
3)
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通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 教学难点：
1) 辨认英文姓氏与名字。
2) 阅读短文及句子获取相关信息。
三、教学过程
Ⅰ. Revision
Hello! (1)__________ name is Tom. I (2)__________ an English boy (男孩). This (3)__________ my ruler. It's red. That is Mike's ruler. (4)__________ ruler is red, too. That ruler is Alice's. (5)__________ ruler isn't red. It's green.
Ⅱ. Warming up
Show the picture of numbers(0-9), then let Ss say them.
III. Listening
1. Listen and repeat.
Let the Ss look at 1a, then play the tape. Ss listen and repeat the numbers.
2. Listen to the tape and write down the telephone number on your books. (Play the tape for the Ss.)
4. Check the answers: 278-6926.
IV. Group work
1. Divide the Ss into groups. Each group has four students.
2. T: Now please work with your group and ask each other questions about phone numbers.
e.g. S1: What’s your telephone number, S2?
S2: It’s 356-9865.
S1: 356-9865. Thanks.
V. Listening
1. T: Point to the numbered names. Read each one aloud along with the number that comes after it. Then say each number and ask a student to read the name before that number.
Tell Ss to listen to the tape and match the names with the telephone numbers.
2. 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.
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3. Check the answers:
(1.c 2.d 3.b 4.a) (278-7928, 555-8042, 398-6149, 929-3160)
4. Listen to the tape carefully and complete the conversation.
Conversation 1
A: Hello. _______ your _____?
B: __________ Tom.
A: _______ your phone number, Tom?
B: It’s __________.
Conversation 2
A: Hi! ____ Ms. Miller.
B: _____, Ms. Miller! __________ Bob.
A: _______ your phone number, Bob?
B: ____ phone number? It’s _________.
VI. Learn first name and last name
1. Show the pictures to the students, let them know about the first name and last name.
2. first name指“名字”，相当于given name；last name指“姓”，相当于family name。姓和名在一起，称全名(full name)。
在英美人的姓名中，名在前，姓在后。如：Mary Smith
在中国人的姓名中，姓在前，名在后。翻译成英文时可以直接用汉语拼音表示，姓与名分开写，且姓与名的第一个字母都要大写。如：Lu Han (鹿晗)
3. Get the Ss to practice the following dialogue in pairs.
T: What’s your first name?
S: My first name is ___.
T: What’s your last name?
S: My last name is ___.
4. Work on 2a.
1) Point out the sample answers: the L for last name next to Green, and F for first name next to Jack. Then have students finish the exercise on their own.
2) Read the list of names in the exercise. Ask students to guess which names are first names and which are last names.
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4. Check the answers.
VII. Reading
1. Look at the pictures and read the messages. Then match them with the pictures.
2. Circle the first names and underline the last names. Check the answers.
3. Work on 2c.
Tell the students to match the names with the telephone numbers. Then find three
pairs of friends in the name list.
VIII. Language points
1. 基数词 zero,… nine (0至9)
zero, one, two… nine被称作基数词，用来表示数量的多少。用法如下：
(1) 表示号码，如电话号码、身份证号码、门牌号等, 读时按单个基数词读出。0可读成字母o的读音/ƏU/或zero 。
(2) 表示数字或年龄等。
e.g. 她六岁。 She’s six years old.
二加三等于五。 Two and three is five.
(3) 表示时间, 编号等。
e.g. 五点钟 five o’clock
2. it’s 与its
it’s = it is意为“它是”。it是人称代词(第三人称单数形式)。its是形容词性物主代词，意为“它的”。
e.g. 这是只白色的猫, 它的名字叫喵喵。
____ a white cat. ____ name’s Miaomiao.
IX. Exercises
I. 用英语写出下图片中的电话号码。
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II. 根据汉语提示完成下列句子。
1. 我的名字叫戴尔格林。
My _____ ____ Dale Green.
2. 他姓米勒。
___ ____ _____ is Miller.
3. 你的电话号码是多少？ 354-8760。
— ______ your _____ number?
— ___ 354-8760.
4. 她姓什么？
______ ____ last name?
5. 我的朋友是在中国。
My ______ ___ in China.
Homework
用下列句式介绍一下你和你几位好朋友友的姓、名字及电话号码。
… name is …
…first name is …
…last name is …
… telephone number is …
Section B 2 (3a-Self Check)
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一、教学目标：
1. 语言知识目标：
1) 复习英文中姓与名的表达方式，熟练掌握英文中姓在后，名在前。
2) 能正确叙述别人的电话号码，别人姓氏及名字。
3) 能辨别英文中的姓氏与名字，了解中英文中姓名之间的区别。
4）了解并掌握一些常用的电话号码，并知道在什么情况下会打此电话。
5）能根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
6）能制作自己的信息卡，并能简单地描述自己的电话号码力。
2. 情感态度价值观目标：
1) 能积极主动提供并获取个人信息资料（如：名字、电话号码）
2) 能对所获取的信息进行初步的整理和总结。
3) 能积极动手、动脑，培养自己的想象力和创造力。
4）掌握一些紧急求助电话，提高自我保护意识。
二、教学重难点
1. 教学重点：
1) 能根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
2) 能制作自己的信息卡，并能简单地描述自己的电话号码力。
3) 通过读与写的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 教学难点：
1) 根据信息卡提供的信息，描述他人的电话号码及姓氏及名字等内容。
2) 制作自己的信息卡，并能简单地描述自己的电话号码力。
三、教学过程
Ⅰ. Revision
Translation.
1. 357-9231 _____________________
2. 860-2157 ______________________
3. 479-3683 _____________________
4. 961-2736 _____________________
5. 姓氏 _________
6. 名字 _________
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7. 在中国 ________
8. 电话号码 ______________________
9. --你的电话号码是多少？ --678-3215。
10. --你姓什么？ --我姓布朗。
Ⅱ. Work on 3a
1. T: This is a student in PEP Middle School. Here is her ID card. Look at her ID card and answer my questions:
T: What's her first name? Ss: Her first name is Alice.
T: What's her last name? Ss: Her last name is Green.
T: What's her telephone number? Ss: It's 951-3397.
2. Read the ID card again and use the information on the ID card to complete the sentences.
3. Check the answers.
III. Writing
Fill in your own ID card and write about yourself.
写作指导：
1. 根据提示信息，介绍自己的名字, 姓氏及电话号码。
2. 如果有兴趣还可以介绍一下自己朋友的名字。… is my friend.
评价：让学生们对自己的学习表现、语言表达能力及书写的情况进行自我评价，在小组内相互评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。
Example:
Hello, my name is _____. My first name is _______. My last name is ____. My
telephone number is _____. I have a friend. Her (His) name is _____. Her (His) first
name is ____ . Her (His) last name is _____. Her (His) telephone number is_______.
IV. Self Check 1
1. Discuss the phone numbers.
2. Let some students talk about the telephone numbers.
3. Write the numbers in English.
4. Check the answers.
V. Self Check 2
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1. There are two columns, tell Ss that they can find out the answers to the sentences in the right.
2. Make a model for the students.
Hello. I’m Cindy. → Nice to meet you, Cindy.
3. Ss work in pairs and try to make conversations.
4. Check the answers then act out the conversation.
VI. Exercises
I. 根据汉语意思完成英语句子, 每空一词。
1. 这是一所好中学。
This is a good _________ _________.
2. 海伦在中国。
Helen is _______ _________.
3. 鲍勃是史密斯先生的名字。
Bob is Mr. Smith’s _______ _______.
4. 她的朋友叫张晗。
_________ _________ is Zhang Han.
5. 艾伦的电话号码是多少？
_________ _________ Alan’s phone number?
II. 根据短文内容, 从方框中选择恰当的单词填空。
last middle first she number
Hi! I’m Liu Xuan. Xuan is my (1)________ name. Liu is my (2)________ name. I’m in a (3)________ school. This is my classmate (同班同学) Alice. Her telephone (4)________ is 762-0091. She likes (喜欢) three colors: red, green and purple. That is my classmate Betty. (5)_______ can sing a song in English. Now, Alice, Betty and I are in Qingdao.
Homework
根据3a, 介绍一下你的家人或朋友。
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