Unit　1　Hello!　-B 教学目标：Students are encouraged to learn some basic expressionsabout greeting others.At the end of the class, students will be able to use thefollowing expressions to greet each other: Good morning!/Morning! Good afternoon! Good evening!/Good night!At the end of the class, students will be able to talk aboutnationalities.At the end of the class, students will be able to ask forbrands of cars.教学重难点：expressions about greetingsa sentence pattern of introducing others: This is…indefinite article: “a” is used before consonants and “an”before vowelsnationality: He/She is + adj. (nationality)intonation of alternative question: rising first and fallingthen教学过程：【导入】Lead in 第 1 页


In the very beginning of the class, T will ask several questions like: - Do you like traveling? - Do you want to go to America/France/Germany/Japan…? - What do you know about other countries? T shows some pictures about different countries and introduces some basic information about them.1. When presenting China, T can ask like: As Chinese, what do you know about China? One or two students are encouraged to talk about our motherland. Later, T tells students how to express the Flag of China, the Great Wall, Shanghai, etc. in English with the help of pictures. Besides, T needs to write the corresponding words down on the BB (blackboard).2. When presenting Germany, T introduces the New Swan-stone Castle (original model of Disney castle), German cars (Das Auto - Bentley, Lamborghini, BMW - Rolls Royce, Porsche, Benz, Audi) as well as beer (Munich is quite famous for beer). T tells students that beer is the third popular drink in the world and asks them whether they know the first two popular drink (water & tea). By telling them tea is the second popular drink, students’ sense of national pride can be aroused.3. When presenting France, T shows pictures about Eiffel Towel, lavender (Provence is famous for lavender) and wines.4. When presenting Korea, T show pictures about Korean TV Dramas, pickling as well as plastic surgery5. When presenting Japan, T show pictures about Japanese C第 2 页


artoons, Fuji Mountain, Sushi, cherry blossom (Sakura) and kimono.T presents both nouns and adjectives of nations on the PPT, and add several other words like America, Britain, Australia, Italy, etc. Phonetic symbols are also given to students. T invites some students to read them according to phonetic symbols, and then T leads the reading.Practice: A sentence pattern: This is … I am … I speak …T shows pictures of national flags and locations about the above countries on the PPT. Ss are encouraged to practice these words with the given sentence pattern. In this way, Ss can not only have a deeper impression on these words, but they can also have a general idea of locations of some main countries in the world.【讲授】New words and expressions T asks students to spell new words by themselves accordingto phonetic symbols.T analyzes new words one by one. For each word, T askshow many syllables are in the word and teaches student tospell syllable after syllable. In this way, students will reviewphonetic symbols repeatedly and realize gradually theimportance of phonetic symbols. E.g.: T: Look at “morning”. How many syllables are in thisword? S: Two. T: Syllable one? 第 3 页


S: /mɔː/ T: Syllable two? S: /nɪŋ/ T: Very good! Read after me! /ˈmɔːnɪŋ/ /ˈmɔːnɪŋ/ When leading the reading, T uses both rising and fallingintonations. T leads the reading of all new words. Then one or twostudents are encouraged to read them loudly. After that, Tasks the whole class to read them together.【讲授】Passage Analysis T introduces the story like: Today we’ll learn a story aboutgreeting.T asks students to listen to the tape three times and answerthis question: Is Chang-woo Chinese.T asks students to listen again and choose thecorresponding nation for each person in the text.T plays the tape paragraph by paragraph and asks studentsto mark the intonation.T asks students to read after the tape. Intonation is stressedagain.T invites several students to read the text. Other studentsneed to notice whether they are right or not (aspects likewords spelling, intonation and stress are valued).T leads the reading of the text and ask students to read第 4 页


group by group.T asks students to close the book and recite the text withthe hint of pictures.T analyzes the text paragraph by paragraph. This timelanguage points are presented to Ss:Basic greetings in English: Good morning./Morning. Good afternoon. Good evening./Good night.2. Introducing others in English: Sentence pattern: This is… When introducing someone to a person, we always use“This is…” rather than “He/She is…”, even if we know thegender of the one.3. Introducing nationalities: He/She is + adj. (nationality)4. Indefinite articles: a + consonants; an + vowels E.g.: a desk, a computer, a UFO an umbrella, an hour, an FBI5. -Nice to meet you. -Nice to meet you, too. “Nice to meet you.” is used when you meet someone thefirst time. To answer, “too” is added in the end of thesentence and a comma is needed.【测试】Review 第 5 页


T plays the tape of Lesson 5 again and asks Ss to follow.Ss are given 5 minutes to recite the text.The whole class review names of nations together.The whole class review the language points together.【活动】Role Play Ss are given 5 minutes to combine L5 and L5 and then playit. They may go like this:Jane: Good morning, Danny. This is Alex. He’s English.Danny: Oh, good morning, Alex. I am Chinese. Nice to meetyou.Alex: Danny, nice to meet you, too.Jane: Wow, Alex, you have a new car!Alex: Yes, it’s Toyota.Danny: Toyota? Is it a German car or a Japanese car?Alex: It’s not a German car. It’s a Japanese car.Jane: …【作业】Homework Copy down names of nations (both nouns and adjectives)and make sentences like: This is… I am… I speak…Copy down words on page 10 three times (words, phoneticsymbols, Chinese meanings)第 6 页


Copy down Lesson 5 and its translation.Recite L5.第 7 页