1、Starter Unit 1 HelloInstruction DesignThe third periodSection B How do you start a conversation? 1a-2b1. The analysis of the text.【What】There are two conversations. In the first conversation, two students who dont know each other greet each other in a classroom, asking for names and spellings. In th
2、e second conversation, two other students who know each other well met and greet each other in the hallway.【How】The first dialogue consists of three rounds of dialogue, ranging from greeting, asking names, spelling names, to farewell. The second dialogue consists of two rounds of dialogue, which car
3、ry out communication from the aspects of greeting and farewell respectively. The two texts are basically composed of questions and answers.【Why】Through dialogues in two different contexts, students can use the expressions of greetings in different situations and enhance the understanding between tea
4、chers and classmates.2. The analysis of students.【Strength】Students have learned how to greet others in daily life, like “Good morning./Hi/Hello/Nice to meet you”.【Weakness】In various situations, its challenging to greet others in proper ways based on the relationship.3. Aims of teaching.【Language c
5、ompetence】(1)Use the opening and farewell sentences accurately and properly to greet others; (2)Identify the differences between Chinese and English names;【Thinking ability】Improve the ability of comparison and induction thinking In the comparison of different English greeting ways and name formatio
6、n ways;【Cultural awareness】(1)Greet people politely； (2)Take the first step towards getting to know teachers, new classmates and new friends;【Learning strategy】Take the initiative to improve listening, speaking and communication skills;4. Process of instruction. Teacher activitiesStudents activities
7、Evaluation1. Lead inAs you can see in the pictures, its after class. Look and answer the questions:(1)Who are they?(2)Where are they?(3)What are they doing?1.Observe and answer the questions:(1)Who are they?Teng Fei and Emma;Yaming and Helen.(2) Where are they?In the classroom;In the staircase.(3)Wh
8、at are they doing?They are having conversations.1.Students can observe to catch details in the pictures and answer the questions correctly.2. Identify expressions to start and end a conversation.We have learned some expressions to greet people. Now tick the expressions that start a conversation. 2.S
9、tudents look through the expressions and tick the expressions that start a conversation.2.Students can tick the right expressions .Purpose of the design:Through the context to lead in, its natural to get close to the continued situation - after class, which is beneficial to prepare students well for
10、 the following conversations by reviewing the expressions that start a conversation.3.Read the conversations.Read and underline how people greet each other.3.Students read the conversations and underline the expressions to greet each other:3.Students can identify the expressions to greet others corr
11、ectly.4.Figure out different ways to greet people in the conversations.(1)Why do they greet each other in different ways?(2)Look at the names below. Whats the difference between them?4.Students figure out the differences by observing the expressions underlined and the names.(1)Why do they greet each
12、 other in different ways?In conversation 1, Teng Fei doesnt know Emma;But in conversation 2, Yaming is familiar with Helen.(2)Look at the names below. Whats the difference between them?We put family name and given name in different places.4.Students can identify the differences in expressions to gre
13、et others and names in various cultures.5.Turn-taking analysisNow lets read the conversations again and figure out the function of sentences in the conversations.5.Students look through the sentences and analyze their functions:Start a talk_Ask about details_Give details_End a talk_5.Students can id
14、entify the pragmatic functions of the expressions.Purpose of the design:By read the conversations, students are able to identify the expressions to greet others correctly and identify their pragmatic functions, which lay the foundation for the practice below.6.Practice(1)Role-play the conversations
15、in pairs.6.(1)Students role-play the conversations in pairs and show in class.6.(1)Students can read fluently with clear and correct pronunciation and proper manners .6.(2)Choose and complete one task below.Task 1 Complete the task in 2b.Task 2 Make up a conversation in pairs.6.(2)Students choose an
16、d complete one task based on their ability.6.(2)Students can put what they have learned in practice by working out the tasks.Purpose of the design:By completing the tasks, its a great chance for students to take in what theyve learnt.7.Ask the students to summarize the language points in this lesson
17、 by the structure given.7.Students summarize by completing the mind map.7.Students can complete the mind map by what theyve learned in class.Purpose of the design:Through the summary, the knowledge schema can be established in a constructive approach. Blackboard designStarter Unit 1Section B How do you start a conversation? (1a-2b)
