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Ask three or four pairs to act out the conversation for each picture. Accept any possible answers. Encourage the students as much as possible.
3. While a boy and a girl are making the conversation, ask the other students “What’s his name? What’s her name?” and help them to answer “His name is …Her name is …”. Then draw a picture of a boy and a picture of a girl on the blackboard and teach his /her.
在学生谈论的同时引入his /her的教学，显得十分自然。同时，简笔画的添加让学生对his /her有了更直观的了解。
Step Three Listening
Before listening, ask some students to read the names in 1b.
Play the recording for the first time. Students only listen.
Listen to the recording again, students number the conversation.
Listen to the recording a third time, Circle the names they hear.
Check the answers.
Step Four Conversations
Listen and imitate the conversations.
Make up similar conversations.
3. Ask some pairs to act in front of the class.
Step Five Group work
1. The teacher shows one of the pictures and says “ This is my … His name is …or Her name is…
2. Ask the students to work in groups of four and talk about their pictures using the sentence structure above.
3. Collect some of the students’ pictures and ask the students to answer “What’s his name? What’s her name?”( a competition)
Homework:
书写新词
预习中文名和英文名的区别用法及数字的读法。 教后反思 适时地进入假想情景是英语学习的必要手段，本活动的设计很好地实践了这一点。通过让学生看英语短片，为学生提供了较真实的语言环境，使学生拥有了足够的发挥想象的空间，从而使学生创造性地使用语言成为可能。
在活动中，以激励评价为主，及时的肯定和鼓励每位参与问答的学生，易激发学生学习的热情和积极性，可以让学生去除紧张心理，从而营造宽松、民主、和谐