Starter Unit 1 Good morning!
（1a-2e）
Language goals
Learn to greet people and response to others’ greetings.
Key words and phrases
good, morning, Good morning! hi, hello, greet people
Teaching
Key sentences
Aims
1. Good morning, Helen!
2. Good morning, Alice!
3. Hi, Bob!
4. Hello, Frank!
Teaching Let Ss learn to greet people and response to others’ greetings.
Difficulties
Teaching
Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up
Sing a good morning song and let Ss ready for the class.
Step 1: Play the video of good morning song to Ss.
Step 2: Ask all the Ss to stand up, then let each S to find three or
four partners and stand in a circle.
Step 3: T plays the video again and ask Ss to sing the song with
the video. T and Ss can also add some gestures to make the song
more interesting.
Step 2 Presentation & Practice (1a-1c)
Pre-listening
Show the picture of activity 1a to Ss. T simply introduces the
picture, then ask Ss to count how many Ss are in the picture.
(Tip: T can count with Ss together if Ss have difficulty in counting
numbers.)
11a
T asks Ss to write down the names of the students in the
picture.
(Tip: Ask Ss to pay attention that all the names are start with the
upper case letters.)
Answers:
Boy’s names: Bob, Dale, Eric, Frank
Girl’s names: Alice, Cindy, Grace, Helen
Show the portraits of the eight students who have appeared in
the picture of activity 1a to Ss. Ask them to say each
character’s name.
Optional choice:
After completing 1a, ask Ss to list all the English first names that
they know. Write the names on the board. You can then ask Ss to
say whether the names are male or female. You can also ask Ss to
say whether they think these names are real names, nick names or
shortened names.
While-listening
1b
Let Ss listen to the recording, then repeat.
In 1b, T may want to correct mistakes as a class. In this way, T
listens as the class repeats new language in chorus and identifies
common or serious errors. (T doesn’t identify which Ss made
errors.) T then discusses the errors with the class and models the
correct way of speaking, or plays the recording again. Ss are then
given the opportunity to repeat the new language.
Post-listening
1c
2 Ask Ss to practice the conversations in the picture.
To make this activity more interesting, T can try to create a fun
“hello”chain to help Ss practice greeting one another.
Ask all Ss to stand; then nominate one S to start the chain. The
nominated S, S1, turns to the S his/her left, S2, and greets him/her
using one of the phrases in 1a and S2’s real name. When S2
responds, S1 sits down. Then, S2 turns to S3 on his/her left and
the chain continues.
(Tip: T can make this activity more challenging by splitting the
class into equally sized teams and having each team race to
complete the “hello” chain—the team with all Ss seated first is the
winner.)
Let’s practice!
Ask all the Ss to move around in the classroom and greet their
classmates freely.
Step 3 Language points learning (1a-1c)
Good morning!是人们早晨或上午见面时的问候语，其答语通常还是
Good morning! 问候他人时，称呼语通常放在问候语后，而且用逗号
隔开。
good是形容词，在句中作定语修饰名词，或者用在连系动词（be动
词是连系动词的一种）后面作表语。
Hi!/Hello!用于熟人之间非正式场合下的问候，可单独使用，也可加
称呼使用。hi和hello可互换，但hi比hello更随意、亲切一些。
Step 4 Presentation & Practice (2a-2e)
Pre-listening
Ask Ss to look at the picture on PPT P16 and put the names in
alphabetical order.
Show Ss the picture on P17 and let them to find the hidden
letters.
While-listening
2a
Ask Ss to listen to the recording and repeat the letters.
(Tip: T can encourage Ss to point at each letter as they say it. This
3ensures Ss are associating the written form of the letter with the
sound they are hearing or saying.)
2b
Ask Ss to listen and number the letters they hear.
Before doing 2b, have Ss work in pairs, taking turns to point at
any letter from 2a with the partner saying the letter.
Answers:
Top row (left to right): 8, 1, 5, 7
Bottom row: 4, 2, 3, 6
Let’s practice!
Ask Ss to read the letter appeared on P20 quickly, then say the
letter before and after it.
2c
Ask Ss to practice writing the letters.
Before writing each letter, T can point to each of the writing lines
and elicit from Ss where to begin writing. Ss must also learn the
correct stroke order for each letter so that they can later developing
cursive writing. T can help Ss remember the correct stroke order by
chanting verbal instructions for each stroke.
When modeling how to write “A”. T: 1. down, 2. down, 3. across
When modeling how to write “a”: T: 1. circle round, down and
tick
2d
Ask Ss to write the missing big letter or small letter for each
pair.
Have Ss work in pairs. Ask one S to turn their back to their
partner. The other S then uses their index finger to write a letter on
their partners’ back. The S feels the stroke order and guesses which
letter it might be. Ss take turns to write and guess.
As an alternative, T can ask Ss to close their eyes and hold out
their hands with palms face up. Their partners use their idex fingers
to write letters on the palms of the hands. The Ss feel the stroke
order and guess which letters they might be.
Answers:
Top row (left to right): g, A, c, F
Bottom row (left to right): h, D, b, E
2e
Ask Ss to work in pairs or groups and talk about what the
abbreviations mean.
Answers:
HB: Hard Black
CD: Compact Disc
BBC: British Broadcasting Corporation
4Step 5 Language points learning (2a-2e)
字母Aa-Hh 书写格式
1) 大写字母均占上两格。
2) 小写字母a, c, e占中格；b, d, h占上两格；g占下两格；f占三格。
3) 大写字母一笔写完的有C, G；两笔写完的有B, D；三笔写完的有
A, E, F, H。
4) 小写字母一笔写完的有a, b, c, e, g, h；两笔写完的有d, f。
5) 在8个字母中，Aa和Ee是元音字母，其余是辅音字母。
缩略词
HB（铅笔芯）硬黑；CD光盘，激光唱片；BBC英国广播公司
这三个词是缩略词。英语中有一些名称由几个词组成，但为了使用
方便，将每个单词的第一个字母大写，放在一起表示这个名称。
拓展：CBA (China Basketball Association) 中国篮球协会
APEC (Asia-Pacific Economic Corporation) 亚太经合组织
UK (United Kingdom) 英国
Step 6 Summary & Homework
Summary
Ask Ss to do the exercises from PPT P26-28.
Homework:
Write the letters A-H from memory.
Do the exercises in students’ book.
Teaching
Reflection
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