2.　　　 Make up similar conversations.

1.　　　 Listen and imitate the four conversations.

5.　　　 Check the answers.

Step Four Conversations

4.　　　 Listen to the recording a third time, Circle the names they hear.

3.　　　 Listen to the recording again, students number the conversation.

1.　　　 Before listening, ask some students to read the names in 2b.

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.

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。它在复习上一节课的内容的基础上，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、和谐的教学氛围。

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

2.　　　 Ask three or four pairs to act out the conversation for each picture . Accept any possible answers. Encourage the students as much as possible.

1.　　　 Ask the students to look at the four pictures in 2a and make conversations.

1.　　　 The teacher passes a ball to a student and greets with “ Hello/Good morning !What’s your name?” (Then the students pass on the ball and greet each other)The Student who gets the ball responds, and then passes on the ball to the next one and greets him/her. Let the students greet each other by using the target language in Period I naturally and proficiently.

Step Two Practice