Starter Unit 1 Good morning!
（3a-4d）
Language goals
Learn to greet people and response to others’ greetings.
Key words and phrases
afternoon, Good afternoon! evening, Good evening! how, are, you,
Teaching How are you? I, am, fine, thanks, OK
Aims Key sentences
1. Good afternoon, Eric!
2. Good evening, Bob!
3. —How are you?
—I’m fine, thanks. / I’m OK.
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
Lead in
Give Ss two contexts: 1. It’s eight in the morning. Mr. Chen is
having a class. 2. It’s nine in the morning. Jeff meets his friend
Harry. Ask Ss to discuss how people can greet each other in each
context.
Step 2 Presentation & Practice (3a-3d)
Pre-listening
Ask Ss to look at the pictures in 3a and find out the
differences.
Answer: The time on each picture is different.
While-listening
Ask Ss to listen and number the pictures [1-3].
1It is helpful if Ss understand when the speakers in the pictures are
saying “morning”, “afternoon”, or “evening”. Have Ss look at
the clocks in each picture, and elicit from the Ss the following
times and greetings:
2:00 p.m. - Good afternoon
7:10 a.m. - Good morning
8:00 p.m. - Good evening
Answers: left to right: 2, 1, 3
Ask Ss to answer the question: When you meet your friends in
the morning, in the afternoon or in the evening, what can you
say?
3b
Ask Ss to practice the conversations in 3a with their partner.
To make role-plays more realistic, try to have Ss think about who
is speaking, and why, when and where they are speaking. Help set
the scene by asking: Who is speaking? Why are they speaking?
When is this? Where is this?
Possible answers:
Pic 1: Dale and Helen are greeting each other. They have just
arrived at school. It is morning. They are outside the school.
Pic 2: Frank and Eric are greeting each other. They are about to
play basketball. It is afternoon. They are at the basketball court.
Pic 3: Alice and Bob are greeting each other. They are going to
study together. It is evening. They are at Bob’s home.
Play a video of greeting song to Ss. Ask Ss to listen first, then
chant with the music.
3c
Ask Ss to listen to the conversation and practice with their
2partner.
To make 3c more challenging for Ss, ask them to listen with closed
books and answer some questions that the T writes on the board:
1. Who is speaking?
2. When is it?
Answers: 1. Dale and Cindy. 2. It is afternoon.
3d
Ask each S to choose an English name for himself/herself and
greet each other.
(Tip: Ss can be encouraged to choose English names that sounds
similar to their Chinese names.)
Step 3 Language points learning (3a-3d)
Good afternoon!是人们下午见面时的问候语，其答语通常还是Good
afternoon! 问候他人时，称呼语通常放在问候语后，而且用逗号隔
开。
Good evening!是人们晚上见面时的问候语，其答语通常还是Good
evening! 问候他人时，称呼语通常放在问候语后，而且用逗号隔开。
how意为“怎样”，you意为“你；你们”。How are you?是熟人间
见面时常用的问候语，用来询问对方身体状况。答语有“I’m fine,
thanks./I’m OK, thank you.” 等。还可以反问对方“How are you?”或
“And you?”。
I’m是I am的缩写形式，fine作形容词，在此意为“健康的”，也可
表示“美好的”。I’m fine.常用来对“How are you?”做出应答。
I’m OK.也常用来对“How are you?”做出应答。OK两个字母要大
写，也可写作okay，在此处指身体状况好，相当于fine。
thanks意为“谢谢”，相当于“thank you”，用来对他人的关心、帮
助、夸奖、赞美、祝福和问候表示感谢。
Step 4 Presentation & Practice (4a-4d)
4a
Ask Ss to write the names for the Ss in 4a. Then write the
names in alphabetical order.
To make this activity more interesting:
Divide Ss into groups. Each S should hold a card or piece of paper
displaying their English names. Have Ss in each group stand in a
row according to the first letters of their English names. Have all
3groups start the activity at the same time. The group who is the
first to correctly organize themselves into alphabetical order is the
winner.
4b
Ask Ss to listen and read after the recording.
4c
Ask Ss to read the letters and words in column 1. Then try to
read the new words in column 2.
After completing 4c, help Ss to listen for specific sounds.
1. Have Ss listen as you read out the following groups of words
and ask them to identify which word sounds different in each
group.
T: Listen and say which word sounds different.
age, day, key hand, bag, say
be, read, get bed, head, he
(Answers: 1. key 2. say 3. get 4.he)
2. Have Ss listen as you read out the rhyming words again and
ask them to identify the sound that is the same. To make this
easier, you can give Ss options.
T: Listen again. What sound is the same?
age, day Is it /eɪ/ or /æ/?
hand, bag Is it /eɪ/ or /æ/?
be, read Is it /i:/ or /e/?
bed, head Is it /i:/ or /e/?
(Answers: 1. /eɪ/ 2. /æ/ 3. /i:/ 4. /e/)
4d
Ask Ss to listen and sing the song.
Ss are encouraged to to copy the speech of a native English
speaker in the same way that they would copy the way a
professional singer performs a song.
Step 5 Language points learning (4a-4d)
元音字母A, E在单词中的发音规则
元音字母在开音节中发字母本音，在重读闭音节通常发其短音，例
如：
A在开音节中读/eɪ/，如name；在闭音节中读/æ/，如map。
E在开音节中读音/i:/，如he；在闭音节中读/e/，如Helen。
开音节与闭音节
1) 开音节分绝对开音节和相对开音节两种。
绝对开音节：以单个元音字母结尾的重读音节，如：hi, no等。
相对开音节：单个元音字母后加单个辅音字母（r除外），再加上一
个不发音的字母e构成的重读音节， 如：name, bike等。
42) 闭音节：以一个或几个辅音字母（r, w, y除外）结尾而中间只有一
个元音母的音节，如：pen, map等。
Step 6 Summary & Homework
Summary
Ask Ss to do the exercises from PPT P26-27.
Homework:
Review the new words and expressions in this period.
Do the exercises in students’ book.
Teaching
Reflection
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