Unit 1 My name's Gina
Teaching aims and demands :
1. What's your name? My name is ... . Nice to meet you .
What's your phone number?
2, Numbers 0--9, personal names , first names , last names
3. New words and expressions .
The first period
Step 1. Presentation
Show the picture on page one and ask : What's this in English?
Ask Ss to call out their words and spell them , write a list of their words on the board.
Step 2. Presentation
Point to a student and ask What's your name?
Help him /her answer My name is ...
Teach What is your name ? My name is ...
Teach I'm Gina , nice to meet you.
Hello , I'm Mary.
Step 3 Listening
Play the tape first . Ss only listen.
Play the recording a second time . Ss number the conversations.
Check the answers. 2 1 3
Step 4. Pairswork
Practice the dialogues in 1a.
Ask Ss to practice the conversations in 1b with a partner . Tell
them to use their own names .
After Ss have practiced several times , ask pairs to come to the
front of the class and greet each other using their own names .
Homework
Write the new words and expressions .
Page 20 , Section A.
The second period
Properties: tape-recorder, pictures
Teaching objectives: Develop the Ss' four skills.
Language Goal: Introduce yourself
Teaching procedures:
I. Organizing the class.
1.Ask the Ss to get ready for class.
2.Greetings
3.A duty report
II.Revision
Hello! I'm Mary. Hi, Mary! I'm Jim
What's your name? Alan.
My name's Jenny. I'm Gina. Nice to meet you!
III.2a.
1.Write my, your, his, and her on the Bb. Say sentences such as
My name's _______, your name's ______,
His name's ______. Her name's ______.
Explain the difference between his and her.
2. Play the recording for the first time. Ss only listen.
3. Point to the boxes next to the pictures. Say, listen to the four conversations again.
IV.2b
1. Point to the words in the box and say , listen for these names in
the conversations
2. Play the recording.
3. Check the answers
V.2c.
1.Ss then practice the conversation in pairs using their own names.
2.Tell pairs of Ss, say ;your conversation for the class.
VI. Homework
VII. Writing on the Bb.
The third period
Properties: Tape-record, pictures
Teaching objectives: Develop the Ss' four skills
Language Goal: Greet people
Teaching procedures:
I. Organizing the class
II. Revision
What's your name? (what's = what is)
My name's Jenny (I'm = I am)
( I'm Jenny / or Jenny)
What's his/(her) name? His name's Tony (name's = name is )
III.3a.
1. Tell Ss your given name and your family name . Explain that, in
English, your given name is referred to as your first name and
your family name is referred to as your last name, or surname.
2. Read the list of names in the exercises. Ask Ss to guess which
names are first names and which are last names.
3. Check the answers.
IV.3b.
1. Ask the Ss to choose a first name and a last name that they like from 3a.
2. Check that Ss are pronouncing the names correctly.
Unit 2 Is this your pencil?
Teaching aims and demands:
Is this your pencil? Is that her book ? Yes, it is . No, it isn't .
What's this in English? How do you spell pencil?
the alphabets, names of personal possessions.
The first period
Step 1. Presentation
Hold a pen, and say This is my pen.
Repeat with other objects. pencil, pen, book , eraser, ruler,
pencil. backpack, pencil sharpener, dictionary.
Hold other students' objects and say This is her /his pen.
Hold up my pen , and say : Is this your pen?
No, it isn't. It's your /her / his / pen. or Yes, it is .
Step 2. Match
Start by locating actual items in the classroom . Hold up each other and say its name.
Then ask Ss to match the words and objects in the picture by
writing the letter of the object on the blank line after the word.
Step 3. Listening
Look at the picture and say something about it .
Play the recording the first time . Ss only listen and again
Listen and write a number in the box.
Step 4. Practice .
Say the sample conversations . Have Ss repeat.
Ask Ss to practice the conversations in pairs.
Homework
Practice the conversations.
Write the new words.
The second period
Step 1. Listening
2a. Listen and check the things you hear.
Point to the objects in the illustration and ask Ss to name each other.
Play the recording a second time . Ss listen and check.
2b.Listen and complete the conversation with the words in the box
Ask Ss to point to the bank lines in the conversation.
Play the recording . Ss write one of the words from the box on
each blank lines .
Step 2 . Pairwork
Ask about the things in the picture on the right.
Practice the conversation in the picture with a student.
Ss work in pairs practise the conversation .
Step 3 Grammar focus
Revise the grammar box. Tell the Ss to ask and answers.
Point out that the words that shows ownership.
Point out the comma used in the short answers.
3a. Practice the conversation below . Then make conversations
about the things in the picture.
Ask pairs of students to practice the example conversation in 3.
Point out the picture of the ruler, book , pen , eraser, and pencil
sharpener.
Show Ss how to substitute these words in the example .
Ask Ss to work in pair again, Have them practice the conversation
again, substituting the words shown in the pictures.
4a.Game Find the owner
Call attention to the illustration that shows the activity .
Repeat , using a paper bag or any other similar item.
Point to the conversation in the picture. Ask Ss to repeat
Collect items from Ss and do the activity.
The third period Section B
I.1a Match the words with the things in the picture .
Let the Ss to look at the picture and say the things .
Play the recording , Ss listen first . Play it once again, Ss listen and color in the items in the picture according to the conversation.
Check the answers.
II.1b. Explain that the Ss need to fill in the correct words for the
color of each item.
Play the recording again. The Ss write the correct color words.
Check the answers.
III. 2 Read aloud the words in the top row . Get students to repeat.
Repeat for the next rows.
Play the recording. Have the Ss repeat all the words and letters .
Check pronunciation and correct if necessary.
IV.3a. Ss look at the picture and say the letters which and which .
Explain that they will listen to a recording of the alphabet
being read out .
Play the recording. Ss repeat the whole recording.
V.3b. Explain that they are about to hear a song to help them remember
The alphabet .
Play the song the first time, Ss just listen and follow the alphabet in
their books .
Play the instrumental version of the song. This time , Ss sing
along with the tune.
VI.4 This time explain that they are about to hear a chant with
these lyrics.
Play the chant the first time . Ss just listen and follow the
lyrics in their books .
Play the instrumental version of the chant , This time , Ss
chant along with the tune.
VII. Self Check
1.Ask students to check all the letters and words they know.
Ask Sts to find out the meanings of any words they don't know.
2 Ask Ss to write five new words in their Vocabulary-builder.
After Ss have recorded their new words , ask them to share
their lists with other students .
3 Ask the students to complete the missing letters.
Check the answers.
4 Get Ss into pairs and focus attention on the picture.
5 Get one student to say any letter of the alphabet and any color they like .
IX.. Just for fun
Ask students to read the conversation .
Ask Ss to explain what took place in the conversation.
Unit 3 This is my sister
Language goal
In this unit students learn the names for family members and
practice introducing family members.
New language
This is my brother .These are my parents.
family members
Recycled language
Hello, Hi, Nice to meet you ,Is this your ? Yes ,it is .
Is that your ?, No, it isn't.
Section A
Additional materials to bring to class :
ask Ss to bring in photographs of family members and friends for
optional activity 3c
Point to the list of words in 1a and read some of them aloud .
Ask students what these words describe. ( They are names for
various members of a person's family.)
Ask some students to act out an introduction from Unit 1. Then
say, In this unit we will learn another kind of introduction. We
will learn to introduce family members such as a mother or a father
The First Period
1a This activity introduces the names of the various members of a family.
Start by asking students to point to each word and to repeat it after
you . Help Ss with any pronunciation problems they may have.
After they have said the words ,ask Ss to guess which person in
the picture each word refers to. You may wish to let students work
on this in pairs before reviewing the answers with the whole class.
focus attention on the example answer .Mother is c. Then ask Ss
to match the words with the other people in the picture .
1b This task gives students practice in recognizing specific vocabulary
words in spoken conversation.
Point to the family members in the illustration and ask students to
name each one.
Play the recording the first time. Students only listen.
Play the recording a second time . This time ask students to listen
to the conversation and circle the appropriate family members in
the illustration as they are mentioned.
1c This activity provides guided oral practice using the target language
Tell Ss that they will be talking about the members of Dave's
family shown in the picture.
First point out Dave .He's the boy on the left in front of the other
people 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 sentence beginning with This is or
these are.
Ask Ss to take turns holding up their books, pointing to people
and identifying family members as the class watches and listens.
The Second Period
2a This activity gives Ss practice in recognizing specific vocabulary
words in spoken conversation.
play the recording. students only listen.
Play the recording a second time. This time students circle each
name of a family member they hear in the conversation.
2b This activity gives students practice matching the names of family
members with their pictures.
Read the list of names and ask students to repeat.
Ask students to match the letters next to the people in the picture
to the correct names in the box.
Play the recording . You may wish to play it twice so that Ss can
check their work.
2c This activity provides guided oral practice using the target lantguage
Ask Ss to work in pairs. show how one person covers the list of names above the picture and asks the other person questions beginning with Is this ...?
The other person answers either Yes ,it is or No, it isn't .It's...
2d After several minutes , Ask students to change roles so that both people get a chance to ask and answer the questions.
Grammar focus
Review the grammar box. Ask Ss to say the questions, answers, and statements
Review the difference between this and that . Hold up your pen and ask Is this my pen? Then place it on a desk, point at it from across the room and ask Is that my pen? check comprehension by asking Ss to do similar activities using their own possessions.
The Third Period
3a This activity provides written practice of the target language.
Call attention to the picture. Read the conversation in the speech
bubbles aloud, saying blank each time you come to an empty write
-on line
Point out the words in the box.
Ask a student to read the four words to the class.
Ask students to work alone as they write the four words from the box in the correct blanks in the speech bubbles. Encourage them to say the sentences out loud if that will help them decide on the
correct answer.
3b This activity provides guided oral practice using the target language.
Practice the conversation with a student. Point out that your
voice goes up at the end of these questions, and it goes down at
the end of these answers and statements.
Ask Ss to work with partners. After one person has finished
asking the questions, have them practice the conversation again
with the other person asking the questions. Then ask each person
to find a new partner and continue the practice.
Invite some students to perform the conversation for the class.
3c This activity provides guided oral practice using the target language.
Call attention to the picture and conversation. Ask three students
(A.B and C) to read the conversation as the class looks at the picture.
hen 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 ...? Say Yes , he
or she is when the student guesses correctly.
Then ask Ss to take turns coming to the board and writing a
name for the rest of the class to make guesses abort.
4 This activity provides free oral practice using the target language.
Tell students to bring family photos to class the next day. Ask them to try and find photos of family members having fun together.
Divide the students into small groups. Have students find out who the people in each other's photos are, using the target language of the unit. Model some Is this you ...?, Is he your...?, Is she your ...? questions for the class using one of the student's photo.
Get feedback by having students present another student's family to the class by explaining who the class by explaining who the people are in the other student's photo.
Section B
Additional materials to bring to class:
each student should bring to class a family photo for 4a.
index cards for Follow-up Activity 2
