Section D
Ⅰ. Material analysis
本节课是本话题的最后一课。主要活动是Grammar和Functions。Grammar部分引导学生自主总结形容词性物主代词和名词性物主代词的用法。Functions引导学生总结Sections A-C所学的询问和回答关于物品所属等的表达法。最后，通过综合探究活动谈论收集人物的外貌和穿着等信息以操练描述他人的表达法。
Ⅱ. Teaching aims
⒈ Knowledge aims
引导学生复习本话题所学习的单词: us, find, him, police等；
引导学生复习特殊疑问词whose引导的询问物品所属的表达法：Whose … is this/ are these I think it’s/ they are…；
引导学生复习本话题所学的知识：描述人物的外貌特征及询问物品所属。
⒉ Skill aims
能听懂有关询问人物外貌特征及询问物品所属的表达方式；
能运用表示询问人物外貌特征及询问物品所属的表达方式进行简单的交流；
能对听到的课堂用语做出适当的反应；
能在老师的指导下进行简单的角色表演；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用新学习的单词；
能根据图片及音标拼读单词；
能理解阅读文章并进行信息的加工、转化；
能运用所学表达进行段落写作、描述人物外貌特征及询问物品所属。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真，规范书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
⒈ Key points
引导学生总结表示描述人物外貌特征及询问物品所属的表达方法：He has black hair and black eyes. Is this /Are these… Yes. It’s /They’re…No. It’s /They are…; Whose … is this/ are these I think it’s/ they are…；
引导学生巩固be动词：is, are。
⒉ Difficult points
正确使用be动词：is, are;
能够熟练应用特殊疑问词whose引导的询问物品所属：Whose … is this/ are these I think it’s/ they are…；
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
1. 能够逐渐养成用归纳总结法进行复习的好习惯。
2. 能够自己制定预习和复习计划，监控和评价自己的学习。
Ⅴ. Teaching aids
录音机、教学挂图和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.Individual work.3.Individual work.4.Pair work. 1.Students greet with the teacher: “Good morning. Miss Chen.”2. Do Grammar. The student answers the question: Yes, it is./ No, it isn’t. I think it’s xxx’s.3.The student answers the question: It’s xxx’s.4.Practice the sentences in pairs; And some pairs share their dialogues with the whole class. 1.The teacher greets with students：“Class begins. Good morning boys and girls.”2.Walk to one student and ask the question: Is this your… Let the student answer the question.3.Ask another student: Whose …is this Let one student answer the question.4.Let students practice the sentences in pairs; Choose some pairs to show their dialogues to the whole class.
Presentation(11minutes) 1.Group work.2.Individual work. 1.Do Grammar. Seven students in group one make sentences with them one by one;The second group make sentences with them one by one;The third group make sentences with them one by one.2.Students fill in the table by themselves; Then check their answers. 1.Let seven students come to the blackboard and make sentences with I/ you/ he/ she/ we/ you/ they; Choose the second group to make sentences with my/ your/ his/ her/ our/ your/ their; let the third group to make sentences with mine/ yours/ his/ hers/ ours/ yours/ theirs.2.Give students 1 minute to fill in the table by themselves; The teacher checks the answers.
Consolidation(8minutes) 1.Individual workand group work. 1.Do 1. Guess them first; Some students talk about their ideas;Listen to the tape and check their answers; Then follow the tape. 1.Show the picture of 1 and let students guess whose objects first; Choose some students to talk about their ideas about the pictures; Play the tape and let student check their guessing results; Play the tape again and let students follow the tape.
Practice(10minutes) 1.Individual work.2.Individual workand pair work.3.Individual work. 1.Do2. Students describe the person first, and then read the passage by themselves.2.Students explain the passage by themselves;Some students explain the passage; Students fill in the blanks in pairs; andcheck their answers.3.Retell the passage by themselves; Some students retell the passage. 1.Show the picture of 2 and let students describe the person first; Then explain: wanted means: 通缉 and let students read the passage by themselves.2.Give students 2 minutes to explain the passage by themselves; Choose some students to explain the passage; Then let students fill in the blanks in pairs; The teacher checks the answers.3.Give students 2 minutes to retell the passage by themselves; Let some students retell the passage according to the table.
Production(5minutes) 1.Individual workand group work.2.Group work. 1.Do project. Students collect the pictures of famous people; and talk about their looks and clothes in groups.2.The student comes to the blackboard and answers the following questions: A:Is it a boy /girl/man/woman… A:Is he/she tall A:Does he/ she have a round face ...3.Some students do the game. 1.Let students collect the pictures of famous people; and talk about their looks and clothes in groups.2.Choose some pictures and put them up on the blackboard, then ask one of the owners to come to the blackboard and ask him/her some questions to find the correct picture.3.Choose some students to do the game.4.Assign homework: Review the words and important expressions in the topic; Finish Review of Units 1-2; Preview the words and 1a in Unit 3 Section A.
Teaching reflection:本节课学生容易出现问题的方面是人称代词及其主格，形容词性物主代词和名词性物主代词的应用，学生还需通过练习加强对它们的应用，才能掌握其用法。
Ⅶ. Blackboard design
Whose jacket is this Section D1. —Whose … is it —It’s …2. —Whose … are these —They’re …us find him police
I you he she we you they
my your his her our your their
mine yours his hers ours yours theirsSection A
Ⅰ. Material analysis
本课是初中阶段的第一节课。主要活动是1a, 2a和3a。通过中国的康康（Kangkang）在机场迎接从国外来的Michael, Jane和Maria, 学习有关问候、介绍、辨认他人、欢迎及感谢等表达方式；同时还将学习有关国家和城市的名称，如：China, the USA, the UK, Hong Kong, Beijing等；另外，还将学习英文字母Aa～Gg。 教师可采用师生互动、生生互动、游戏等教学方式；同时要关注学生的个性差异，发挥学生的积极性和主动性，为以后的英语学习创造一个好的开端。
Ⅱ. Teaching aims
1. Knowledge aims
能够正确朗读并运用下列词汇:good, morning, I, am, welcome, China, thank, hello, are, yes, no 等；
能够熟练读写字母 Aa～Gg，并认识到字母有印刷体和书写体、大写和小写之分；
能够用英语熟练表达问候和介绍： Hello! / Hi! Welcome to China! Thank you. / Thanks. I am …/ I’m … Are you…
2. Skill aims
能听懂有关问候、介绍、辨认他人、欢迎及感谢等的表达方式；
能运用表示问候、介绍、辨认他人、欢迎及感谢等的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用大小写字母。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范书写英文字母和单词；
能够体会到英语学习的兴趣，养成良好的英语学习习惯。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示问候、介绍、辨认他人、欢迎及感谢等的表达方法；
正确书写Aa～Gg大小写字母。
2. Difficult points
Be动词am, are的应用；
大小写字母的转化。
Ⅳ. Learning strategies
使用抽认卡学习英文字母是一种既简单又有趣的学习方法。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction (6minutes) 1.The wholeclass work.2.The wholeclass work.3.Pair work. 1.The students reply with “Good morning.”2.Four or five studentsresponse the teacher. 3.Practice the dialoguein pairs, and then two pairs show the dialogue. Before class, everyone gets an English name for himself/herself, and my English name is Denny.1.The teacher comes into classwith smile and says: “Good morning.” Repeat it for several times and write it down on the blackboard.2.Walk to one student and say“Good morning. I am Denny.”(早上好！我是丹妮) Repeat it.3.Choose two pairs to show thedialogue.
Presentation(15minutes) 1.Pair work. 2.The wholeclass work.3.The wholeclass work and pair work.4.The wholeclass work. 1.Do1a. Two students make a dialogue to the whole class. 2.The students say,“Thank you.”3.The students follow the tape for two times.And greet withteacher.T: Are you … S: Yes, I am. / No, I’m not.(Shake hands witheach other.)T: Nice to meet you.S:Nice to meet you, too.4.Do 2a. Look at the picture and guess the main idea, and then listen to the tape and follow it for two times. 1.Show the picture of 1a, and introduce the four characters to students. “Good morning. I am Kangkang.”Introduce other characters in the same way. (老师可模仿不同人物的声音)Write down the new words and sentences (I am Kangkang.=I’m Kangkang) on the blackboard. 2.Walk to the students and say:“Welcome to China!”3.Play the tape. And use the name list to know the new students. Then walk to one of the students and greet with him / her.4.Show the pictures of 2a and let students guess the main idea of them, and then play the tape.
Consolidation (8minutes) 1.Individualwork.2.Pair work. 1.Do 1b. Listen and number the following names.2.Do 1c. Practice the words of places in pairs using the sentences: A:Good morning. I’m … B: Good morning.A: Welcome to …B: Thank you. 1.Play the tape and check theanswer.2.Show the words of places and teach the words “the USA and the UK.”Then give students one minute to practice.
Practice(10minutes) 1.Group work.2.Individualwork.3.Individualwork and the whole class work. 1.Do 2b. Look at the key sentences to make up conversations in groups. Then two groups show the dialogues to the whole class.A:Hello!/Good morning! / Hi! I’m … Are you… B:…2.Do 3a. Listen to the teacher carefully, observing the teacher’s mouth. And imitate the pronunciation. Then try to write down the letters with correct stroke order with book closed. Open the books and self-check their own spellings. After that, students follow the teacher to trace the letters in the air with their hands and read them.3.Do 3b. Listen and number the following letters, then circle the letters with the same sound as Bb. Then the whole class check the answers. 1.Write down the key sentences on the blackboard and ask students to make new conversations.2.Show the letters from Aa to Gg one by one and read them with rising and falling tones. Ask students to write them down with correct stroke order. Walk around the classroom and check. Then write down the letters one by one with correct stroke order while reading them aloud. 3.Play the tape and help students check the answer.
Production(6minutes) 1.Group work. 1.Do 3c. Three students come to the blackboard and have a competition, the one who does it correctly with less time is the winner. 1.Play a game—Find friends.Stick the big letters and the small letters on the blackboard disorderedly. Make a summary about the competition.2.Assign homework：Review the key words and expressions in Section A; Make short dialogues orally; Copy the new words for five times; Preview Section B-1a.
Teaching reflection:本节课通过利用教学挂图、班级活动、小组活动、结对活动等多种教学方式，充分调动学生的积极性和主动性，整个教学过程符合学生的认知规律，能够做到重点突出，难点突破。但是学生练的时间不够充分，在以后的教学中，应注重学生的活动。
Ⅶ. Blackboard design
Welcome to China!Section A 1.Good morning. 4. —Are you … China 2. —Welcome to China! —Yes, I am. / No, I’m not the USA—Thank you. / Thanks. 5. —I am…= I’m … the UK 3. —Nice to meet you. 6. Hello! = Hi!—Nice to meet you, too.Section D
I. Material analysis
本课是话题二的最后一个课时，主要活动是Grammar和Functions。引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
cute, play, its, love
能根据本话题已学知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答：
teach—teacher, act—actor
在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达方式，如：
（1）—Glad to meet you.
—Glad to meet you, too.
（2）—What does your father do
—He is a doctor.
（3）—Where does he work
—He works in a hospital.
（4）—Who is the man in yellow
—He is my uncle.
2. Skill aims
能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；
能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流；
能够在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；
能根据提示书面介绍自己或同伴的家庭成员的工作情况。
3. Emotional aims
在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人；
采用游戏、小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学英语的兴趣和积极主动的学习精神；
通过和他人共同完成任务，培养学生的合作精神。
III. The key points and difficult points
1.学生能根据已有知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答，并能在实际句子中正确运用。
2.能进行听前、听中、听后以及读前、读中、读后的能力训练。
IV. Learning strategies
1.能够借助图片预测文章的大意。
2.能够使用构词法帮助学习词汇。
3.能够清楚、大声地进行朗读，大胆开口，反复模仿。
V. Teaching aids
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1. The whole classwork.2. Individual work.3.Group work. 1.Focus their attention on the teacher.2. Do duty report. Take out your family photo or your family tree. Show them to the class and talk about your family members, their jobs, workplaces and so on. e.g. This is my family. I have a big family, my grandparents, my parents, my uncle, my aunt, my cousins, my brother and I. My father is a doctor. He works in a hospital. My mother is a nurse. She works in a hospital, too. My uncle is an office worker. He works in an office.... 3.Sit in three groups. Different groups write down different kinds of English words about family members, jobs and workplaces on pieces of paper.e.g. Group A: write down the words of family members.Group B: write down the words of jobs.Group C: write down the words of workplace.Then one student chooses one of the paper from each group. Try to make sentences with the three words about family members, jobs and workplaces.e.g. The three words are: my brother, a nurse, a schoolMy brother is a nurse. He works near a school. 1. Greet studentsready for learning.2.Help the students to express correctly. Revise theexpressions and functions in Section C.3.Divide the class into three groups. Help the students to write down the words and sentences if they have anydifficulties.
Presentation (5 minutes) 1. Individual work and the whole class work. 1.Do grammar. Read through Sections A—C and fill in the blanks in “Word Formation” and “Present Simple: to do” with the correct words. Then the whole class checks the answers together. 1.Check the answers. Walk around and offer help if the students need.
Consolidation (15 minutes) 1. Individual work and pair work.2.Pair work andindividual work.3.Group work. 1.Find the mistakes in the following sentences and check them individually. Then check the answers with your partners.(1) My father work in a hospital.(2) Where do yourmother work (3)My parents works on a farm.(4)Where do your sister work (5)Does your uncle works in an office 2.Change the subject “I” or “you” into “he” or “she” in the following sentences.(1)I work in a school.(2)Do you work in a hospital (3)Where do you work (4)I am a teacher.3.Discuss in groups. Summarize the word formation and Present Simple in this topic. Some students tell it to the class. 1.Check the answers.Help students to consolidate the knowledge about tense.Check the answers. Explain the grammar if necessary.3.Replenish what is missed in the students’ statements.
Practice(10 minutes) 1. Group work.2.Individual work and pair work.3.Group work and individual work. 1. Sit in groups. Make up new conversations about visiting someone’s home and asking something about his/her family members, jobs and workplaces in groups. Some groups act the conversations out.A: Mom, I am home.B,C & D: Glad to meet you.Mom: Glad to meet you, too. B: What does your mother do A: She is a nurse.B: Where does she work A: She works in No.1 Hospital.…2.Do 1. Read the statements in Task 1 before listening. Then listen to the conversation about Jack’s family photo and mark T (True) or F(False). The whole class checks the answers together. Then listen again and try to fill in the blanks. Check the answers with your partners.Jane:Is this your ______, Jack Jack: Oh, yes.Jane: Who’s that man in _______ Jack: He’s my _____.Jane: What does your father do Jack: He is a _____.Jane: Is the _____ woman in red your mother Jack: _______. That’s my _____. Look! They are my _____.Jane: Who is that little _______ Jack: Guess!Jane: Ha! Ha! It’s you. You are very _____.3.Do 2. Look at the picture in P70. Guess the title of the passage. Then read the passage in 2a and answer the questions in 2b. Check the answers in groups. Some students from different groups answer the questions individually. The whole class checks the answers. Read 2a again. Fill in the form in groups. Then check the answers in groups.whoagejobwpPFMR 1.Be a good listener and helper.2.Play the tape and check the answers.3.Help the students use the pictures in the text and help them get the main idea of the passage. Check the answers.
Production (10 minutes) 1.Pair work. 1.Take out your family photo. Show it to your partner. Describe thefamily photo to your partner. Then exchange the information with your partner and complete the table in Project.Draw your partner’s family tree. Then write a short passage about his/her family.e.g. David has a small family, his father, his mother, his sister and he. His father is a driver. His mother is a teacher. She teaches English in our school. His sister is a nurse. She works in a hospital in our city … 1.Make sure the students use the verbs correctly while they are practicing their spoken English.2.Assign homework:Finish writing a short passage about your partner’s family. Then report it to the class the next day;Revise the words and expressions in this topic;Preview Topic 3, Section A.
Teaching reflection： 这节课是本话题的最后一个课时，教师可引导学生在已学知识的基础上对词汇、句型、语法、功能句等进行总结和归纳，避免教师的满堂灌。学生的知识积累不同，导致有的学生对所学知识进行总结和归纳出现困难，因此教师应予以适时的帮助和指导。同时，由于时间的关系，可能有的教学步骤没办法在一节课内完成，教师可自行根据教学实际进行调整。
VII. Blackboard design
What do your parents do Section D1. —Glad to meet you! cute teach-teacher—Glad to meet you, too. play work-worker2. —What does your mother do its farm-farmer—She is a ... love drive-driver3. —What do your parents do act-actor —They are ...Section D
I. Material analysis
本课是话题一的第四课时，主要活动是Grammar和Functions。引导学生总结可数名词和不可数名词量的表达法，以及本话题所学的提供帮助、征询意见、询问价格、数量和重量等购物用语。结合听力训练，通过填空，训练学生听懂有关购物的对话，巩固学生对some/any用法的掌握。训练学生运用本话题所学的表达进行购物的能力。最后，在Project环节中，通过学校展卖，模拟真实的购物环境，让学生进行销售和购买，激发学生使用英语的兴趣，培养学生语言运用能力。
II. Teaching aims
1. Knowledge aims
引导学生复习、巩固在购物的情景对话中就“提供帮助、征询意见、询问价格、数量和重量等”进行交流，如：
May I help you
What can I do for you
How do you like ...
What do you think of ...
How much rich do we need
How many bottles
How heavy is it
Is that all
Can I try it on
引导学生总结以及正确使用some和any的用法；
引导学生总结可数名词和不可数名词，能正确区分可数名词和不可数名词，并能正确描述可数名词和不可数名词的量。
2. Skill aims
能听懂询问价格、询问数量和重量等购物交际用语；
能清楚地为他人提供购物帮助、询问数量和重量等；
能够正确地询问价格、数量和重量，完成购物；
能理解并执行有关学习活动中简单的书面指令；
能编写简单的购物对话，表达连贯准确；
能正确使用标点符号、大小写等。
3. Emotional aims:
能够积极与同学合作，参与课堂活动，大胆实践；
培养学生形成合理的消费观。
III. The key points and difficult points
能在情景对话中，熟练运用表达购物需求、询问价格、数量、重量等表达方式，完成购物。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能听懂关于购物的听力材料并获取关键信息。
3.能够从同伴处获取反馈，修改自己编写的购物对话。
V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Group work. 1.Focus their attention on the teacher.2.Do duty report. Some students act out the conversations about shopping. 1.Greet students ready for learning.2.Help the students to revise the expressions in this topic. The teacher is the leader, listener and controller of this activity.
Presentation (10 minutes) 1.Group work. 1.Sit in groups. Talk about the rules of expressing the quantity of countable nouns and uncountable nouns in “Grammar”. Then fill in the blanks with the correct words. 1.Make the students try to find the rules by themselves.
Consolidation (5 minutes) 1. Group work.2.Individual work and pair work.3.Pair work. 1. Group competition.Look at the pictures about countable nouns and uncountable nouns. Try to say it in English. The group which can say the words the most quickly and correctly will be the winner in this group competition.e.g. three bags of ricesix bottles of milktwo bananasa pair of trouserstwo kilos of apples...2.Fill in the blanks in “Functions”. Check your answers with your partner. Then some students tell the answers to the whole class.3. Prepare some conversation, using the expressions in “Functions”. 1.Organize a group competition to revise the countable nouns and uncountable nouns.2.Help the students revise the expressions in this topic by themselves.3.Use the expressions in this topic orally.
Practice(10 minutes) 1.Individual work, pair work and the whole class work.2.Individual work and group work.3. Pair work. 1.Do task 1. Look at the picture in Task 1. Answer the teacher’s questions:(1) What can you see in the picture (2)What does the woman want to buy Then listen to the tape plete the table about theconversation betweenthe woman and the salesman. Check the answers with your partner first. Then the whole class check the answers together.Read after the tape. Pay attention to the intonation and pronunciation.Do Task 2. Complete the conversation with some/any. Then discuss the answers in groups. Review the usage rules of some/any. Do Task 3. Look at the picture in Task 3. Try to think about the words and expressions you can use in this picture, such as, tomatoes, rice, milk, how much, how many...Make a newconversation with your partner about shopping, Supposing one to be the customer and the other to be the saleswoman. Then practice it for several times and some pairs act out your conversations. 1.Ask the students some questions about the picture in Task 1. Play the tape recorder. Check the answers.Make thestudents co-operate with others in group work.3.Help the students to use the expressions they have learned in this topic in conversations.
Production(10 minutes) 1. Group work. 1. Do Project. Bring at least one thing from your home. Make price tags for these things. Make conversations about real shopping in groups, one to be the saleswoman/salesman, the others to be the customers. Then some groups act out your conversations to the whole class. Find out who is the best saleswoman or salesman. 1.Make sure the students practice their conversations in English only. 2. Assign homework:Revise the words and expressions in this topic;Practice the conversations about shopping in your real life;Preview Topic 2, Section A-1a.
Teaching reflection： 这节课是本话题的第四个课时，学生在课堂活动中，学会自己总结可数名词和不可数名词、以及关于购物的一些用语。在综合探究活动中，有些学生害怕自己的语音不够标准，或者性格内向，怯于到台前参与角色对话表演，教师应鼓励其大胆、积极地参与课堂活动，同时在其表演结束后，给予适当的肯定，给其继续参与的信心！
VII．Blackboard design
What can I do for you Section D1. May I help you an egg two bananas2. What can I do for you a pair of trousers3. How do you like ... two kilos of apples5. What do you think of ... some milk6. How much rich do we need one bag of rice7. How many bottles six bottles of milk8. How heavy is it 9. Is that all 10. Can I try it on Section A
I. Material analysis
本课是第二个话题的第一课，通过Kangkang等几个小朋友的对话，学习有关不同职业的词汇和打招呼、询问职业等信息的表达方式，以及实义动词第三人称单数的特殊疑问句及其回答。另外，在语音板块还将学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律，同时结合发音规律尝试拼读新单词。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;
通过拼读已学单词学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/ /，/ /，/ /，/ /，/tr/，/dr/，结合发音规律尝试拼读新单词；
能正确运用实义动词一般现在时的特殊疑问句及其回答；
能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如：
（1）—Glad to meet you! —Glad to meet you, too.
（2）—What does your mother do —She is a teacher.
2. Skill aims
能听懂有关询问职业的简单对话或叙述并完成相应的任务；
能根据图文就询问职业的话题进行交流；
能正确朗读对话，注意语音语调；能根据字母组合和音标初步地进行单
词拼读；
能写出询问和回答对方职业的简单句。
3. Emotional aims
在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人。
III. The key points and difficult points
1.通过拼读已学单词，学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律： / /，/ /，/ /，/ /，/tr/，/dr/ 并结合发音规律尝试拼读新单词。
2.能在学习有关打招呼、询问职业等信息的表达方式的基础上进行对话操练。
IV. Learning strategies
1.能够结合图片预测对话的大意。
2.培养借助图片帮助听说的习惯。
3.能够清楚、大声地进行朗读，大胆开口，反复模仿。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Individual work and pair work. 1.Focus their attention on the teacher.2.Do duty report. Students make self-introduction.e.g. My name is..., I am from..., I like..., It is nice to meet you... I can speak a little ... Then the other students ask and answer questions in pairs according to the students’ duty report.e.g. What’s his/her name Where is he/she from Does he/she like ... Does he/she speak English 1.Greet students ready for learning.2.Help the students to express correctly. Revise the expressions and functions of self-introduction and expressing likes and dislikes.
Presentation (10 minutes) 1.The whole classwork.2.Individual work.3.Individual work,pair work and the whole class work 1.Answer the teacher’s questions about occupations. Learn some new words about occupations (home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse).e.g.T: What do I do S: You are a teacher.T: What do you do S: I am a student.(Look at the pictures of occupations which are shown by the teacher and learn some new words.)e.g.T: What does he/she do S: He/She is a/an...2.Do 1a. Look at the pictures in 1a. Guess what the students may talk about in the conversation. Then listen to the tape and check. 3.Do plete the table in 1b while listening. Check with your partner and then the whole class check the answers together. 1.Ask the students some questions to lead to the topic-occupations. Show them some pictures and present the new words about occupations. 2.Play the tape. Present the functional sentences in the conversation: Glad to meet you! What does your mother do Check the answers in 1b.3.Play the tape again walk around and offer help if necessary.
Consolidation(5 minutes) 1.Individual work. 1.Listen to 1a again and fill in the blanks:Maria: Kangkang, what does your ______ do Kk: She is a ______.Jane: And your ______ Kk: He is a doctor. Michael, what do your _______ do Michael: They are office _______. 1.Make the students consolidate the words of family members and occupations while listening and filling in the blanks.
Practice (15 minutes) 1.Pair work.2.Group work.3.Individual work and the whole class work.4.Group work.5.Pair work. 1.Do 1c. Make up conversations with the structures and words in pairs. Then report to the class.2.Look at the pictures about occupations which are shown by the teacher. Say the words as quickly as you can. The group which can say the word correctly and the most quickly can get 10 points. The group which get the most points in this competition is the winner.3.Do 2. Look at the passage and pay attention to the key words (words about occupations) before listening. Then listen to the tape. Write down the answers individually. Then the whole class check the answers together.4.Do 3a. Sit in seven groups. Each group reads the words in 3a. Discuss in groups and try to find out the rules of sounds. After that, one student from each group reads the words and the sounds to the class. After checking by the teacher, the student teaches the whole class to pronounce the words and the sounds.5.Work in pairs and read the words in 3b. Then listen, check and repeat. Try to make tongue twisters.e.g. How did Mr. Brown get down A boy with a toy is Joy. 1.Make sure the students pronounce the new words correctly.2.Show some picture cards about occupations. Organize a group competition to help the students consolidate the new words about occupations.3.Remind the students to pay more attention to the key words while listening. Play the tape. Help them check the answers.4.Let the students read the words and find out the rules of sounds by themselves. Help them check the words and sounds when they report to the class.5.Play the tape. Help the students check the words.
Production (10 minutes) 1.The whole classwork. 1.Say the words about occupations and expressions about greeting and asking somebody’s occupation which you learned today.e.g.A: What does your mother do B: She is a nurse.A: And your father B: He is a cook. What do your parents do A: They are bothteachers.... 1.Sum up the words and the expressions in Section A.2.Assign homework:Read and recite 1a;Preview Section B；Complete the table below
according to your family.personjobgrandfathergrand-motherfathermotherme
Teaching reflection： 在这节课中，大部分关于职业的词汇都是生词，因此学生可能在发音上还不是很熟练，因此教师应适时予以帮助和纠正，同时结合对话、问答等活动帮助学生巩固和再现这些生词；同时，教师应引导学生在音标教学中结合已学单词自行总结发音规律，并能结合发音规律拼读新的单词，摈弃以往填鸭式的枯燥的音标教学。由于时间的关系，可能有的教学步骤没办法在一节课内完成，教师可自行根据教学实际进行调整。
VII. Blackboard design
What do your parents do Section A Sounds:1. —Glad to meet you! home / / —Glad to meet you, too. kid /Ⅰ. Material analysis
本节课是第三单元的第一课时，主要活动是1a和3a。通过Li Xiang和Jane的对话，学习“谈论喜好”、“询问、请求”、“结交朋友”等语言功能，同时也抛出实义动词“like”、“want”、“speak”的一般现在时第一人称、第二人称的用法以及人称代词主格和宾格的用法。语音板块初步掌握元音音素/з:/和/ /，辅音音素/H/，/E/ ，/C/ 和/_/的发音及发音规律，初步学习连读并了解其规律，并能在歌谣中进行连读和重音的训练。
Ⅱ. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中：could, tell, sure, pen pal, some, with, problem, well, often；
能够在教师的帮助和指导下，在单词中朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з:/，/ /，/H/，/E/ ，/C/ 和/_/并总结其发音规律；
能在教师的指引下，了解句子连读及重音，并能够准确地朗读；
能结合谈论喜好、提出请求、结交朋友的表达方式，正确使用实义动词like/speak/want一般现在时第一、第二人称单数的陈述句、一般疑问句及其肯定和否定回答；
能正确使用人称代词的主格和宾格形式，如：
I like it very much.
Could you help me with it
能在真实的语言环境中，运用表达询问、请求和谈论喜好等交际功能的用法，与他人进行真实交流，如：
Could you tell me your name
Could you help me with it
Do you like Chinese
I want to find a pen pal.
2. Skill aims
能听懂有关表达询问、请求、谈论喜好的简单对话或叙述；
能就表达询问、请求、谈论喜好等的话题进行交流；
能正确地朗读对话，注意重音和连读；
能写出表达询问、请求和谈论喜好的简单句子或者小短文。
3. Emotional aims
通过对Section A的学习，学生能增进对彼此喜好的了解，能乐意帮助别人，并善于与他人结交朋友。
Ⅲ. The key points and difficult points
1.能在话题谈论中，学会在句型中使用实义动词like/speak/want的第一人称、第二人称的一般现在时的用法。
2.能够朗读和辨别字母和字母组合ir, er, sh, s, ch, ge的发音：/з：/，/ /，/H/，/E/ ，/C/ 和/_/，发现语音发音规律，并在实际单词中根据发音规律正确拼读单词。
Ⅳ. Learning strategies
1.学生能够清楚、大声地朗读课文对话。
2.在学习过程中向老师和同学寻求帮助。
3.在朗读过程中，学会使用连读。
Ⅴ. Teaching aids
录音机、教学挂图、多媒体和黑板。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (10 minutes) 1.The whole class work.2.Group work.3.The whole class work. Focus their attention on the teacher. “Good morning，teacher!”2.The students talk about one of their classmates in groups. Write down the description sentences. Then one student report in front of the whole class.The whole class answer the teacher’s questions and guess who the student is mentioned.e.g.T: What does he/she look like Ss: He/She has...T: Could you tell me his name now Ss: Sure. He is...T: Does he like English Ss: Yes, he does.T: Can he speak English Ss: Yes, he can, but only a little./ No, he cannot.T: Can you help him with it (if his English is not good.)Ss: Sure!/No problem. 1.Greet students ready for learning.“Good morning，class!”2.Help the students to revise the expressions in Unit 2.e.g. He has a big mouth and small eyes.His hair is short.3.Ask some questions according to the description reported by the students. Help the students learn some new words in the conversations, and also learn how to express likes and dislikes. Make the students pay attention to Personal Pronouns, the Subject Pronouns and the Object Pronouns.
Presentation (10 minutes) The whole class work.The whole class work and pair work.Individual work.4. The whole class work. Listen to the teacher carefully and try to guess the meanings of the new words in the context.Answer the teacher’s questions. Try to learn the new expressions in the dialogues. Then practice in pairs.e.g. A:Could you please tell me your name B:Sure!A:Do you like English B:Yes, I do.A:Can you speak English B:Yes, I can./Sorry, I can’t.A:Could you help me with my English (提问学习好的同学)B:No problem.Read the statements in 1b. Look at the teaching pictures and know some backgrounds in 1a. Guess the listening material in 1a. Then listen to the tape and mark true or false with 1a covered.4. Listen to the tape and read after it. Repeat the important sentences in 1a. Know how to make requests and express likes and dislikes. 1.Take out a toy to pretend to be the teacher’s pen pal. Then tell the students something about the “pen pal”. The teacher will present the new words here and new expressions as well.2. Ask students some questions and present new expressions about making requests and expressing likes and dislikes through demonstration. Then let the students practice the dialogue in pairs.Play the tape of 1a without stopping. Then make students do 1b. Check the answers. Play the tape sentence by sentence. Help the students to read fluently and correctly.
Consolidation (5 minutes) 1.Individual work and pair work.2.Group work and pair work. 1. Do 1d. Put the following sentences in the correct order. Then practice with your partner.2. Do 1c. The girls and the boys practice the conversation in 1a. Then make up a new one and practice it in pairs of two. 1.Help the students to consolidate the sentence patterns in 1a about making requests.2.Correct students’pronunciation and intonation while they are practicing the conversations.
Practice(10 minutes) Individual work.Group work and the whole class work.Individual work, the whole class work and pair work.4. The whole class work, group work and individual work. 1.Do 2. Before listening, try to fill in the blanks in 2 by themselves. Then listen to the passage and check the answers. Know how to make friends with others. 2.Do 3a. Divide the class into six groups. Every group tries to read one group of words.Discuss in groups and find the rules of sounds about ir, er, sh, s, ch, ge by themselves. Choose one student in each group to read out every word and tell the other students the sounds of each group. Then the whole class listen to the tape and check the sounds. Read the sounds and words aloud after the tape.3.Do 3b. Listen to the teacher’s examples, “tell us” and “tell him”. Identify which one is liaison. Then try to read the liaison in 3b in pairs and check with each other. Then some students read the liaison and the others check. Find the rules of liaison together. Then read after the tape recorder.4. Do 4. Chant together after the tape. Pay attention to the stress and liaison. Then the boys and the girls chant separately. Then some students act out the chant individually. Play the tape. Check the answers after listening. Help the students know how to make friends with others.Help the students check the sounds. Correct their sounds when the students present the sound they summarized. Give students some examples of liaison and let them try to read the sententes in 3b. Play the tape. Make sure the students know how to read the liaison. Help them to check each other.4.Play the tape of 4. Check their pronunciation, the stress and liaison if necessary.
Production (10 minutes) Group work. Sit in groups of four. Write a short passage of themselves, including their likes, dislikes, the language they can or can’t speak. Choose one of their group members (take turns) and make up a conversation with him/her:e.g.A:Could you please tell … B:…A:Do you like… B:…A:Could you please help… B:…The students decide who can help them or they will help. 1. Ask the students to use the sentence patterns they learn in Section A to write passages about themselves and make up their new conversations. 2. Assign homework:Review the words and practice the conversations in Section A with your partner;Make up a new conversation similar to 1a with your partner, talking about your likes and dislikes, making requests and making friends. Then report it to the class the next day;Preview Section B.
Teaching reflection： 在本节课中，学生学会了如何表达喜好、询问请求以及结交朋友。学生在助动词do/does的使用以及主谓一致中容易出现学习的困难和障碍。因此，我们教师应尽量在课程上创设语境，使学生在真实的话题语境中体验语言的功能和用法，从而正确的使用助动词do和does来流利地表达喜好以及学会结交朋友。
VII. Blackboard design
Does he speak Chinese Section A Sounds：1. —Could you please tell me your name pen pal /з:/ —Sure! help...with... / / 2. Do you like Chinese /H/3. —Could you help me with it /E/ —No problem. /C/4. Can you speak English /_/ 5. I want to find a pen pal.Section D
Ⅰ. Material analysis
本课是本话题的最后一课，主要是通过Grammar和Functions两部分来巩固Sections A～C已学过的内容：be动词am, is, are的用法；表示问候、感谢、欢迎等功能句；26英语字母的书写及大小写的转换；最后通过Project 板块让学生制作并使用名片交友的活动综合运用本话题所学的知识，学会用英语做事情。本节课老师将采用多媒体教学，以培养学生的学习兴趣，辅助整节课的教学。
Ⅱ. Teaching aims
1. Knowledge aims
引导学生复习本话题Sections A～C的单词；
引导学生熟练读写26个英语字母及大小写；
引导学生总结be动词am, is, are的一般现在时在不同情况下形式的变化及am的缩写形式： I am Kangkang. = I’m Kangkang. This is Miss Wang.
—Are you … —Yes, I am. / No, I’m not.
引导学生用英语表达问候、告别、感谢、欢迎、介绍及辨认他人等交际功能的基本表达法进行交流。
2. Skill aims
能听懂有关问候、告别、介绍等的表达方式；
能听懂简单的日常用语并作出适当的反应；
能运用表示问候、告别、介绍等的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能够在图片的帮助下进行阅读，理解大意，并按要求进行语言活动；
能正确书写字母和单词，并能用大小写字母对所学单词进行较为自如的转换。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范书写字母和单词；
能够有兴趣了解中外有关称谓的知识，并能在现实中积极实践。
Ⅲ. The key points and difficult points
1. Key points
复习并正确使用表示问候、介绍等的表达方式；
复习巩固Aa～Zz 26个字母的读音和书写以及大小写字母的转化。
⒉ Difficult points
Be动词am, is, are的应用；
大小写字母的转化；
总结26字母的发音规律。
Ⅳ. Learning strategies
熟记一些顺口溜是提高学习英语效率的好方法。
Ⅴ. Teaching aids
录音机、多媒体、黑板和闪卡。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction（4minutes） 1.The whole class work.2.Pair work. 1.Reply to the teacher,“Hi! Good morning. Nice to meet you, too.”2.Answer the teacher’s questions. 1.Greet students using the key sentences: “Hello! Good morning. Nice to meet you！”2.Walk to every student, then ask and answer questions with them.
Presentation(8minutes) 1.The whole class work andindividual work.2.Group work. 1.Do Grammar and Functions. Try to fill in the blanks in a set time; Follow and read the chant for two times;Remember it for 1 minute and then recite it. 2.The student from the first part reads the question, and the students who can answer the question read the answers. 1.Show grammar andfunctions on the screen and checks the answers and then present the chant on the screen: I 是am, you是are, is用于他，她，它，单数is， 复数are，不要混了，记牢它。Give students 1 minute to remember the chant and choose some students to recite the chant.2.Divide students intogroups. The students from one group write down the questions that they have learnt on pieces of paper and the other groups write down the answers.（老师可重复至少三次）
Consolidation(10minutes) 1.Pair work and individual work. 1.Do 3. Talk about each picture in pairs and try to fill in the blanks orally;Number the pictures and one student checks the answers. 1.Show the four pictures in 3 and choose four pairs to fill in the blanks orally.Play the tape and let students number the pictures and then choose one student to check the answers.
Practice(12minutes) 1.The wholeclass work.2.Individualwork.3.Individual work and group work.4.The wholeclass work andindividual work. 1. Sing the songtogether.2.Read it one by one.3. Do 1. Listen and fill in the blanks;Discuss the rules of sounds of letters in groups and two groups share their ideas with the whole class;Read the sounds out.4.Do 2. Guess themeaning of the following words;Say them out. Students can show their examples freely. 1.Play the ABC song and let students sing the song together.2.Show the letter cards from Aa to Zz one by one and let students read it one by one quickly.3.Show the picture of 1 on the screen and play the tape.Ask students to discuss the pronunciation of these sounds in groups.Play the tape of 1 again and let students follow it.4. Show the picture of 2 on the screen, and then let students guess the meaning of the following words.Give students 1 minute and talk about where they can find the English letters.
Production(9minutes) 1.Individual work and group work. 1.Make their ownname cards;The students from the first group make friends with their name cards;The students stopdoing it;The students show the name cards they have got and put them in the alphabetical order and divide them in two groups: boy’s and girl’s. 1. Give students sometime to make an English name cards.Choose the first group to make friends using their name cards for 1 minute;The teacher says: “Time is up”;（老师可选择三组同学做次活动）Let the students put the name cards in the alphabetical order and divide them in two groups: boy’s and girl’s, then praise the group which makes the most cards. 2. Assign homework:Review the words and expressions in Topic 1; Use the name cards to make more friends; Preview Topic 2-Section A-1a.
Teaching reflection:本节课是一节复习课， 因此，在教学过程中注重对所学知识的复习和应用。学生可能把顺口溜记得很熟练，但在应用时又会出现错误，在今后的教学中，要加强学生对所学知识的应用。
Ⅶ. Blackboard design
Welcome to China!Section DI 是am, Aa Hh Jj Kkyou是are, Ee Bb Cc Dd Gg Pp Tt Vv Zzis用于他，她，它， Ii Yy单数is， 复数are， Oo 不要混了，记牢它。 Uu Qq Rr Ff Ll Mm Nn Ss XxSection D
I. Material analysis
本课是话题二的第四课时，主要活动是grammar, functions和2a。Grammar部分通过教师引导学生自主总结不同人称引导的一般现在时（肯定/否定）表示主观意愿的表达；Functions旨在引导学生总结Sections A-C所学的打电话、邀请、建议及其回答等功能的表达。另外，通过听音、填空的活动，复习本话题所学的表达主观意愿及邀请别人做某事的表达；通过看图、预测Kangkang一家野炊携带的食物，并在图中勾出，再通过阅读检测是否正确。一方面复习食物名称，另一方面了解野炊计划，为自制野炊计划做准备；综合探究活动中，通过小组活动讨论野炊计划并通过电话告诉朋友自己的野炊计划，巩固本话题所学表达，提高语言的综合运用能力。
II. Teaching aims
1. Knowledge aims
引导学生巩固和总结表示主观意愿、打电话、邀请、建议及其回答的表达法并进行交流与对话操练，如：
Would you like to ...
Thanks. That would be very nice.
What about having a picnic ...
How about flying a kite...
I’d like that, thanks.
Are you free this Sunday
May I speak to Maria
Who’s this, please
Could you ask her to call me back this evening
I’d like to ...
I want to ...
2. Skill aims
能听懂打电话、邀请、建议等及其回答的简单用语；
能正确运用所学表达来打电话、邀请和建议并作出恰当回答；
能理解并执行有关学习活动中简单的书面指令；
能运用简单的词汇和句型进行写作，描述课外活动的计划。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
乐于接触并了解异国文化。
III. The key points and difficult points
1.能在情景中用“表示邀请、建议、打电话、表达主观意愿”等话题进行交流。
2.能对阅读材料进行信息的提取和判断。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.培养借助图片来理解文章大意的习惯，提高阅读理解的技能。
3.培养学生对阅读材料进行寻读的技能。
4.能够自己制定预习和复习计划，监控和评价自己的学习。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1. The whole classwork.2.Group work and individual work. 1.Focus their attention on the teacher.2.Do duty report. Some students read your passage about your picnic plan to the whole class. Then the other students answer the teacher’s questions.T: Hello, everyone! It’s my honor to share my picnic plan with you here. Next Sunday, I plan to go to East Lake Park to have a picnic with my parents. We will take some food and some drinks with us. Of course we will take a camera to take some photos so that I can share my photos with my best friends. Now would you like to tell me something about your picnic plan T:Where is he going for a picnic Ss: East Lake Park.T: When are they going Ss: Next Sunday.T: Who will he go with Ss:His parents.T:What will they take with them Ss:Some food and some drinks.T:Will they take an umbrella with them Ss: Yes, they will.... 1.Greet students ready for learning.2.Help the students to talk about their picnic. Practice the students’ spoken English.
Presentation (5 minutes) 1.Pair work, individual work and group work. 1.Do Grammar andFunctions. Fill in the blanks in Functions. Check the answers with your partner. Discuss in groups and try to summarize what you have learned in this topic. 1.Let students learn to summarize the Grammar and Functions in this topic by themselves.
Consolidation (5 minutes) 1.Group work. 1.Sit in groups. Make up new conversations about making a telephone call, making an invitation, and giving suggestions, using the expressions in Grammar and Functions.(1) Make a telephone call:1）—Hello!—Hello, Jane! Thisis...2）—May I speak to... —...isn’t in now.3）—Who’s this, please —This is...4）—Could you ask her to call me back —Sure.(2) Make an invitation:1）—Are you free this Sunday —Yes. What’s up 2）—Would you like to... —Oh, I’d love/like to./Thanks. That would be very nice.3）—Would you like to... —I’m sorry I can’t. I have to...(3) Give suggestions:1）—How about ... —Good idea./ All right./ I’d like that, but I’m sorry I have no time.2）—What about... —I’d like that,thanks. 1.Let students prepare some conversations, using the expressions in Grammar and Functions.
Practice(10 minutes) 1.Individual work, the whole class work and pair work.2.The whole class work and individual work.3. Individual work and pair work. 1.Do task 1. Read the form in Task 1. Understand the main idea of the conversation. Then listen to the conversation and write down what the children want to do on Sunday. Check the answers with your partner. Then listen again and the whole class check the answers together. After that, look at the listening material given by the teacher and read after the tape. Practice the conversation in pairs orally. Then some pairs act out the conversation. 2.Do task 2a. Brain storm the words about food and drinks or something else which you may take with you when you go out for a picnic. Revise the words of food, drinks and names of subjects, such as, camera, umbrella and so on. Then look at the picture in 2a. Guess what kind of things Kangkang’s family may take for their picnic. Circle them in the picture. Read 2a carefully and check your answers. 3. Read the questions in 2b. Then read 2a again and try to answer the questions in 2b. Then check the answers with your partner. 1.Play the tape recorder. Make the students pay attention to the intonation, pronunciation and sentence stress. Help them revise the expressions of making a phone call and willing. Write down the listening material on the blackboard（or PPT）.Help the students revise the words of food, drinks and some other things. Make them look at the picture and predict the passage before reading.3. Help the students learn to get some key information while reading.
Production (10 minutes) 1. Group work. 1.Do Project. Sit in groups. Discuss in groups and make a picnic plan, including who to take part in the picnic, what to take with, where to go and when to start. Then choose one student from each group to report your group’s picnic plan. Then make up a telephone conversation to tell your friends about the picnic plan in turns. Finally, role-play the conversation in groups. Some groups act out the conversation to the whole class. 1.Let the students talk about the picnic plan to revise the expressions of making a phone call, making an invitation, giving suggestions and so on. Encourage the students to practice their spoken English.2.Assign homework:Review the words and expressions in this topic; Make phone calls to invite more friends to go out for a picnic with you;Preview Section A, Topic 3.
Teaching reflection： 这节课是本话题的最后一个课时，教师应引导学生自行总结本话题关于表达主观意愿、打电话、邀请、建议等的表达法，再通过任务和综合探究活动进行巩固和操练。有的学生性格比较内向，因此在小组活动中比较被动，教师应鼓励同组同学多创造机会与他/她进行简单的问答对话，鼓励其积极参与课堂活动，并在他/她的每一次表演之后给予适当的肯定和评价。
VII. Blackboard design
Would you like to cook with us Section D1. —Would you like to ... —Oh, I’d love / like to. / Thanks. That would be nice. 2. —What about ... —I’d like that, thanks. 3. —How about... —I’d like to take some... 4. I want to take some...5. Are you free this ... 6. May I speak to ... 7. Who’s this, please 8. Could you ask ... to call me back this evening Section B
I. Material analysis
本课是第三单元话题三的第二课时，主要活动是1a和3a。通过康康和迈克尔之间的对话，在复习和巩固关于食物和饮料的词汇的同时，学习谈论一日三餐饮食习惯的用语。此外，通过看图完成对话，学习顾客在饭店点餐时和服务员对话的常用语。本课的主要句型有：“What do you usually have for breakfast, Michael ”,“May I take your order, sir ”等。在本课中，生词量不多，因此教师应该在Section A已有的词汇基础上创设情景，让学生在情景对话中自然感知并熟练掌握关于一日三餐饮食习惯及饭店点餐的用语。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的情景对话操练中加以应用：
usually, breakfast, lunch, dinner, food, may, take, order, sir, something, glass, mm;
能在情景对话中就一日三餐的饮食习惯及在饭店点餐与服务员对话这两个话题进行交流，如：
（1）—What do you usually have for breakfast, Michael
—I usually have milk and bread for breakfast.
（2）—May I take your order, sir
—Some fish with vegetables and a bowl of rice, please.
在教师的帮助与指引下，通过对话操练、听力训练等活动, 能掌握for+breakfast/lunch/dinner的用法。
2. Skill aims
能听懂有关一日三餐饮食习惯及饭店点餐等的简单对话；
能就一日三餐饮食习惯及饭店点餐话题进行交流；
能正确朗读对话，注意语音语调；跟根据图文理解有关就餐的对话与小短文，并根据要求进行学习活动；
能根据图文完成有关就餐的对话填空。
3. Emotional aims
在学习过程中，创设真实的情景，并采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神；
鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心；
使学生乐于接触并了解中西方餐饮习惯的差别，同时养成良好的饮食习惯。
III. The key points and difficult points
1.学生能在情景对话中，熟练运用谈论日常饮食及点餐的表达法。
2.学生能结合课堂调查将同伴的饮食习惯用第三人称进行陈述。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Group work.3.Individual work and pair work.4.Individual work and pair work. 1.Focus their attention on the teacher.2.Do duty report. Do brainstorming. Sit in groups. Discuss in groups first. Then write down the words of food and drinks as many as you can on the blackboard.The group which can write the most words in certain time is the winner in this competition. After that, the whole class separate the words of food and drinks into two groups: countable nouns and uncountable nouns.Countable nouns: bananas, vegetables, eggs, hamburgers, bananasUncountable nouns: water, milk, juice, rice, bread, chicken, fish3.Match the sentences in Column A with the ones in Column B. Then check the answers with your partners.Column A:Help yourselves!Would you like some eggs What would you like to drink What about some... Column B:Good idea.Thank you.No, thanks.Apple juice, please.4. Choose the correctsentences to complete the conversation individually. Then practice the conversation in pairs.e.g.A: Help yourselves!B:_________.A: Would you like some rice, B B:_________. I’d like some chicken.A: _________, C C: Orange juice, please.A: OK. Here you are._________,B B: Good idea!A: No, thanks.B: Thank you.C: What about some juiceD: What would you like to drink 1.Greet students ready for learning.2.Help the students to revise the words of food and drinks in Section A.3.Check the answers. Walk around and offer help if the students need.Check the answers. Correct the students’ pronunciation if necessary.
Presentation (10 minutes) 1.Individual work. 2. Individual work and pair work. 1.Look at the pictures of clocks. Answer the teacher’s questions and learn the new words. T: What do you often/usually have in the morning/for breakfast S1: I often/usually have milk and bread in the morning/for breakfast.T:What do you often/usually have at noon/for lunch S2: I usually have rice and chicken at noon/for lunch.T:What do you often/usually have in the evening/for dinner S3:I often/usually have noodles in the evening/for dinner.2.Look at the picture in 1a. Predict the conversation in 1a. Then listen to the conversation and do 1b. Match the following pictures with each meal. The whole class checks the answers together. Then read 1a after the tape. Practice the conversation in pairs. 1.Use the pictures to present the new words in conversations.2.Play the tape. Check the answers.
Consolidation (5 minutes) Pair work.2.Individual work. Ask and answer questions according to 1b, talking about Michael’s eating habits.A: What does Michaelusually have for breakfast B: He usually has milk and bread for breakfast.A: What does he usually have for lunch B: He usually has chicken and rice for lunch.A: What does he usually have for dinner B: He usually has jiaozi. It’s his favorite food. He likes Chinese food very much....2. Do 1c. Read 1a again and fill in the blanks in 1c. Then report it to the class. 1.Make sure the students use “does” and “has” correctly.2.Check the answers.
Practice(10 minutes) Individual work and pair work.2. Pair work and individual work. 1. Do 3a. Look at the picture in 3a. Know the food and drink in the picture. Predict what the conversation in 3a is about. Then complete the conversation. Check the answers in pairs. The whole class checks the answers together. Then practice the conversation in pairs and report it to the class.2. Do plete theconversation with correct sentences in 3b. Check the answers with your partner. Then practice in pairs. Act it out. Remember to act like a rabbit or a monkey. 1. Help the students know the food and drink in the picture and pay attention to the sentence:—May I take your order, Sir.—…, please.Check the answers. Remind the students to use their body language while acting the conversation.2.Check the answers. Encourage the students to pretend to be a rabbit or a monkey while acting out the conversation.
Production (10 minutes) 1.Group work. 1.Work in groups. Survey your group members about what they usually have for breakfast, lunch and dinner. A: Hello! What do youusually have for breakfast B: I usually have...A: What about lunch B: I usually have...A: And dinner B: I usually have...Then fill in the form in 2.ABCDBreakfastLunchDinnerThen make a short report. This is my friend, Li Hua. He usually has... for breakfast. And ... for lunch. He likes it very much. He usually has... for dinner. It’s his favorite.... 1.Help the students revise and consolidate the expressions about three meals and ordering in a restaurant in this section. Encourage the students to speak English loudly and bravely.2. Assignhomework:Read 1a fluently and recite it;Review the words and expressions in this section;Do a survey about what your family members usually have for breakfast, lunch and dinner. Fill in the form and report it to the class the next day;FMBBLDPreview Section C-1a.
Teaching reflection： 这节课是对已学食物和饮料名词的再现和巩固，同时在此基础上，进一步学习谈论关于一日三餐的饮食习惯以及在饭店用餐时的点餐用语。学生在有例子的对话中进行套用训练会比较得心应手，但是在将调查结果用第三人称转述时易出现实义动词第三人称单数使用的错误，因此教师应该在学生汇报时予以纠正。此外，有的学生因为害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢地开口说，从简单的对话操练开始，不断练习和提高口语水平。
VII. Blackboard design
What would you like to drink Section B1. What do you usually have for breakfast, Michael 2. What about lunch 3. May I take your order, sir usually breakfast lunch dinner food maytake order sir something glass mmSection B
I. Material analysis
本课是话题一的第二课时，主要活动是1a和2a。通过Maria和Jane购物时和服务员的对话，学习关于表示购物愿望的表达“I am just looking.”，征询他人意见的表达“How do you like … ”“What do you think of … ”，以及表达建议的表达“Why not … ”。同时通过听一段关于购物的对话，培养学生从听力材料中获取细节信息的能力，培养学生的理财意识和一定的思维能力。此外，通过游戏，学生还将复习和巩固数字的表达法。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的情景对话操练中加以应用：
just, think of, think about, anything, mean
能在购物的情景对话中就“表达购物愿望、征询他人意见和需求、提建议”和“表达感谢和回谢”等进行交流，如：
What do you think of this yellow skirt
I don’t like it at all.
How about the blue one
Are you kidding
I’m just looking, thanks.
How do you like the trousers
They are too long.
Why not try on that pair
All right.
Thank you all the same.
2. Skill aims
能听懂表示愿望、建议的表达和提供帮助、表达喜好等购物交际用语；
能清楚地为他人提供购物帮助、表达自己的购物愿望、征询意见、表达喜好等；
能够正确地征询他人对服饰的意见和表达自己的喜好；
能正确朗读课文，注意语音、语调和连读；
能根据自己的财力，拟定合适的购物清单；
能编写简单的购物对话，表达连贯准确。
3. Emotional aims
在学习过程中，创设真实的情景，并采用小对话、小游戏等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神。
鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心。
培养学生形成合理的消费观。
III. The key points and difficult points
学生能在情景对话中，熟练运用表达喜好、征询意见、表达购物愿望、提建议等表达方式。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能听懂关于购物的听力材料并获取关键信息。
V. Teaching aids
录音机、教学挂图、图片、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Group work.3.Group work.4.Group work. 1.Focus their attention on the teacher.2.Do duty report. Some students act out the conversations about expressing shopping will, giving help, asking the price and so on in groups.A: May I help you /What can I do for you B: I want ... for...A: What color does he like B: White.A: What about this one B: All right. How much is it.A: ...yuan.B: OK. I will take it....3.Sit in groups. Look at the sounds on the blackboard. Put the word cards which are given by the teacher on the blackboard according to different sounds. The group which can put the word cards in correct groups in the shortest time will be the winner in this group competition.4.Do 3 in Section B. Look at the picture in 3 and play this number game under the following rule. The student who breaks the rule will be out.S1: one→ S2: two→ S3: three →...S7: (clap)→S8: eight→...S14: (Clap)→...T: What do you think of the game, girls Interesting Girls: Yes.T: How do you like this game, boys Boys: Interesting! 1.Greet studentsready for learning.2.Help the students to revise the words and expressions in Section A.3.Give some word cards to the students.4.The teacher is the leader and controller of this activity.
Presentation (10 minutes) 1.Individual work and the whole class work.2.Individual work, pair work and the whole class work. 1.Look at the pictures which are shown by the teacher (some pictures about different clothes with price on them). Ask and answer questions with the teacher.T: (Take out the ugly orange skirt.)（老师可解释ugly意为“丑的，不好看的”）What do you think of this skirt Ss: It’s ugly. I don’t like it at all.T:(Take out another beautiful pink skirt.)How about this pink one Ss: Wow. It’s beautiful. T:Can you guess how much this pink skirt is Ss: 100 yuan. 300 yuan. 500 yuan. ...T:500 yuan Are you kidding If this pink skirt is 500 yuan, I will think about it. Will you take it Ss: I will think about it....2.Do 1a and 1b. Read the sentences in 1b. Listen to 1a and fill in the blanks in 1b. Check the answers with your partner and then the whole class check the answers together. 1.Use the pictures to present the new expressions about asking feelings, likes, dislikes and so on.2.Play the tape recorder. Check the answers.
Consolidation (5 minutes) 1.The whole class work and group work. 1.The whole class read 1a after the tape. Then try to answer the teacher’s questions as quickly as you can. The group which can answer the questions most quickly and correctly will be the winner in this group competition.T: If you are a waiter, what can you say when the customer comes in Ss: May I help you / What can I do for you T: If you are a customer, you just want to have a look. What can you say to the waiter Ss: I am just looking, thanks.T: What can you say if you want to ask your friend’s feeling Ss: What do you think of... /How do you like... ... 1.Play the tape recorder. Ask some questions to make a group competition to consolidate the expressions in 1a.
Practice(10 minutes) 1.Group work.2.Individual work and pair work.3.Individual work and pair work. 1.Do 1c. Practice the conversation in 1a in groups. Change the roles and practice the conversation again.Some groups act out the conversation.2.Look at the pictures of 2a. Guess the price of the objects in the pictures. Then listen to the tape and answer, “What will Maria’s parents want to buy ” Check the answers. Listen again and write down the prices. Check the answers with your partner. Then the whole class check the answer together.3.Do 2a. Look at the things in 2a. Suppose Maria’s parents have only 300 yuan with them. What can they buy Help them make a shopping list.Discuss with your partner whether your shopping list is suitable. Then some students report your shopping list to the whole class. 1.The teacher is a listener and helper in this activity.2.Show the pictures of 2a. Play the tape recorder. Check the answers.3.Make the students know how to make a shopping list.
Production (10 minutes) 1.Group work. 1.Work in groups. Make a new conversation in groups. A student will be the waiter or waitress. The other students will be the customers. Use the expressions of asking someone’s necessities, likes and dislikes about something, asking the price and so on.（S=Saleswoman）S: Can I help you A:I am just looking, thanks.B: I want to buy a skirt for my daughter.S: What do you think of the blue skirt B: She likes pink.S: How about this one B: It looks nice. How much is it S: 350 yuan.B:350 yuan. Are you kidding I’ll think about it. Thank you all the same.... 1.Help the students revise and consolidate the expressions in this section. Encourage the students to speak English loudly and bravely.2. Assign homework:Read 1a fluently and recite it;Review the words and expressions in this section;Preview Section C-1a—the new words.
Teaching reflection： 本节课在听说训练的同时培养学生结合语境猜测单词或句子的意思的能力，但是有的学生在听的过程中，可能对于“几十”或者“十几”仍存在听力上的障碍和不确定，因此教师应该引导学生在正确发音的基础上，注意单词的重音和发音。
VII．Blackboard design
What can I do for you Section B1. I am just looking, thanks. just 2. How do you like this trousers think of 3. Why not try on that pair think about4. What do you think of this yellow skirt anything5. Are you kidding mean6. I will think about it. 7. Thank you all the same.Section A
I. Material analysis
该部分是第四单元的第三个话题，主要围绕询问时间开展活动。本课是话题三的第一个课时，主要活动是1a和4a。通过Kangkang和Michael的对话呈现主要教学内容，学习有关动物的新单词，并学习表达时间、提议做某事的表达方式。同时，这节课还将培养学生从海报中获取重要信息的能力。此外，语音板块将让学生掌握字母和字母组合a+th/n/f, w+a, ch, tch, b, mb/bt的发音并通过单词拼读进一步熟悉发音规则。在这节课中，学生将学到时间表达法的顺读法和逆读法，为了让学生更直观的掌握该表达法，教师可引导学生结合生活实际进行操练，同时引导学生在操练的过程中学会总结时间表达法的规律。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
panda, monkey, lion, tiger, elephant, o’clock, past, quarter, half, a.m.
能掌握字母和字母组合a+th/n/f, w+a, ch, tch, b, mb/bt的发音并通过单词拼读进一步熟悉发音规则；
a+th/n/f: /3/
w+a: /D/
ch: /C/
tch: / C /
b: /b/
mb/bt: silent “b”
能正确使用表示时间的方式，如：past, to, half等；
能就询问时间、时间表达、提建议等表达法进行交流与对话操练，如：
Do you have any time tomorrow
Let’s meet at 9 o’clock at my home.
What time is it, please
What’s the time, please
It’s one o’clock.
It’s five past two.
It’s a quarter past three.
It’s twenty-three to six.
It’s a quarter to eight.
2. Skill aims
能听懂描述及询问时间的表达，能听懂简单的课堂用语并做出适当的反应；
能使用问答时间的句型进行简单的交流；
能在教师的指导下进行简单的角色表演、仿编对话等；
能正确朗读打电话的对话，并注意语音语调；
能正确书写单词，并能正确使用单词造句。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。
III. The key points and difficult points
1.能掌握字母和字母组合a+th/n/f, w+a, ch, tch, b, mb/bt的发音并通过单词拼读进一步熟悉发音规则。
2.能学会用wh-questions来询问时间，能用顺读法和逆读法表达时间，能用“Let’s ...”等来提建议，并在情景对话中进行操练。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.能在词语和相应事物之间建立联系。
3.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Group work. 1.Focus their attention on the teacher.2.Do duty report. Some groups act out the conversations about your group’s plan, using the words and expressions in Topic 2.e.g.A: Hello!B: Hello, Maria. This is Jane.A: Hi, Jane. B: Are you free thisSunday A: Yes. What’s up B: Would you like to go to the zoo with us A: Oh, I’d love to. B: Please tell Johnabout it.A: OK. I’ll call him.B: See you then!A: See you!...T: Good job. Can you tell me when you will meet this Sunday Ss:We will meet at 9 o’clock at Linda’s home.T:Great. Have a good time, boys and girls. And do you know how to express 9:30 in English And 9:15 9:45 What animals can you see in the zoo Today we’ll learn the expressions of time and also some words of animals. 1.Greet studentsready for learning.2.Help the students to revise the words and expressions in Topic 2. Lead to the expressions of time.
Presentation (10 minutes) 1.Individual work, the whole class work and pair work. 1.Do 1a. Look at the picture in 1a. Learn new words of animals, such as, panda, elephant, monkey, lion, tiger. Read the table in 1b. Try to guess what the conversation in 1a may be about. Then listen to 1a and complete the table individually. Check the answers with your partner. Then the whole class check the answers together. 1.Present new words of animals with the help of the picture. Make students predict the conversation before listening. Play the tape recorder and check the answers.
Consolidation (5 minutes) 1.Pair work.2.Pair work. 1.Read 1a after the tape. Then practice the conversation in pairs. Some pairs act out the conversation. 2.Look at the table in 1b. Practice the conversation based on the table in pairs, changing the roles. 1.Play the taperecorder. 2.Help the students practice spoken English.
Practice(10 minutes) 1.Individual work and the whole class work.2.Individual work and pair work.3.Individual work and pair work.4.The whole classwork, individual work and pair work.5.Pair work.6.Individual work and pair work.7.Individual work and pair work. 1.Do 2. Look at the pictures in 2. Say the names of the animals. Then try to describe the animals with your own words, such as, black, white, jump, cute, long , big, tall and so on.2.Listen to the descriptions of the animals and number the pictures. Check the answers with your partner.3.Listen to the conversations again and write down the times of animal shows.9:05 nine o five10:00 ten o’clock11:15 eleven fifteen12:30 twelve thirtyT: Do you know another way of expressing time How can we express “9:05” besides “nine o five” 4.Look at the paper clock which is made by the teacher (The three hands on the paper clock can be moved to different time). Learn the expressions of time.T:What time is it, please / What’s the time, please Ss: It’s ...(1) 整点 9:00 nine o’clock(2) <30 9:05 nine o five five past nine(3) >309:55 nine fifty-five five to ten(4) =309:30 nine thirty half past nine(5) =15分钟9:15 nine fifteen a quarter past nine9:45 nine forty-five a quarter to tenTry to find the rules of expressions of different time.Do 3a. Look at the clock in 3a. Try to read the time by yourself first. Then check your answers with the answers in 3a. Ask and answer questions with your partner. Then some pairs act it out.5.Do 3b. Look at the poster of the Zoo Shows in 3b. Try to read the names of the animals and the times in pairs in different ways. Then ask and answer questions with your partner. Then some pairs act out your conversation.6.Do 4a. Listen to the the sounds read by the teacher in 4a. Try to imitate and repeat them. Then listen to the tape and read after the tape. After that, read the sounds to your partner. Check each other’s sounds. Look at the screen. Read the words on the screen. e.g.father--washchair--watchboss--climbTry to find the rules of the sounds by yourself. 7.Read the words in 4b by yourself. Then check the answers with your partner. Finally repeat the words. 1. Do a brainstorming to get ready for the listening in 2.2. Play the taperecorder.3.Play the tape recorder again and let the students know how to express time in a direct way（顺读法）.4.Use a paper clock to present how to ask the times and the expressions of time. Ask students to try to find the rules by themselves.5.Help the students to consolidate and practice the names of the animals and the expressions of time. Let them learn how to get information from the poster.6.Read the sounds for the students to imitate and repeat. Play the tape recorder. Show some words on the screen for the students to read and tell different sounds.7.Play the tape recorder.
Production (10 minutes) 1.Group work. 1.Sit in groups. Suppose your group will plan to go to the zoo. Make up a conversation about when to meet, where to go, what to see and where to meet. Practice in groups. Then some groups act out your conversation.A: Do you have any time this Sunday B: Yes. What’s up A:We plan to go to the zoo. Would you like to go with us B:Good idea. What can we see there A:We can see pandas, tigers, elephants, lions monkeys and so on.B:Sounds great. When and where shall we meet A: Let’s meet at half past eight at the school gate.B: OK. See you then!A: See you!... 1.Help the students revise and consolidate the words and expressions about animals and times in Section A.2. Assign homework:Read 1a fluently and practice it with your partner;Review the words, expressions and sounds in this section;Preview Section B—new words.
Teaching reflection： 这节课是本话题的第一个课时，在活动中，有的学生因为忘记数字的表达导致不能正确的表达时间，因此教师应在教学和操练时间表达的同时，复习数字的表达。有的学生害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。
VII．Blackboard design
What time is it now Section ASounds： 1.Do you have any time tomorrow panda a+th/n/f: /3/2.Let’s meet at 9 o’clock at my home. monkey w+a: /D/3.—What’s the time, please lion ch: /C/—It’s ... tiger tch: /C/ elephant b: /b/ o’clock mb/bt: silent “b” past quarter half a.m.Section B
Ⅰ. Material analysis
本节课主要活动是1a, 2a和3。通过王俊峰和简在教室里谈论学习用品，借助图片和实物，引导学生掌握识别物体和询问并回答单词拼写的表达方式，如：“What’s this/that in English It’s a/ an… How do you spell it Can you spell it, please 以及学习指示代词this/that，冠词a/an的区别以及表示请求表达法的对话。此外，本课还提供了针对英语句中大写字母和标点符号等书写规则的练习。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的文具类单词: eraser, map, pen, desk, spell等
能够用英语熟练表达辨认物体，表示感谢和回谢的方式：What’s this in English What’s that in English It’s a/ an … Is this a/an… That’s OK. You’re welcome.
能够正确运用特殊疑问词what引导的特殊疑问句；
能够应用交际用语：How do you spell it Can you spell it, please
⒉ Skill aims
能听懂有关辨认物体、感谢和回谢等基本情况的简单句对话或叙述；
能听懂本课所学新单词，并能根据听到的词语识别或指认图片或实物；
能运用图文就表示辨认物体、感谢和回谢等的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辩认物体的简单句；
能正确使用标点符号，大写句子中的首字母和人名首字母。
⒊ Emotional aims
培养学生学习英语的兴趣，采用游戏、小表演等形式激发学生的好奇心和求知欲；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示有关辨认物体、感谢和回谢等的表达方法；
正确使用指示代词：this, that。
⒉ Difficult points
特殊疑问词what引导的特殊疑问句;
理解不定冠词a和an 的用法，并能正确使用；
Ⅳ. Learning strategies
运用实物教学能帮助学生理解和掌握教学内容。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡、图片。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1. The whole class work. 2. The whole class work and individual work. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2. Read the numbers from 0 to 20 in English one by one;Some students read the numbers and the teacher points one by one. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Let students read the numbers from 0 to 20 in English one by one;Point out some numbers and let some students read them in English.
Presentation(13minutes) 1.The whole class work and pair work. 1.Do 1a. Listen and read the word out according to the sound. Then follow the teacher;Listen and follow the teacher;Follow the teacher;Listen and follow the teacher for several times; Follow the teacher for several times;Listen and judge. Then find out its pronunciation.T:What’s this Ss:橡皮。T:Listen! Pen, desk eraser.（重读eraser）Ss:Eraser.T:What’s this in English Ss:It’s an eraser.Talk about the question in pairs.A: Thank you./Thanks.B: That’s OK./You’re welcome.Then one student shows his/her idea;Students listen to the tape and follow the tape for the first time. 1.Point a desk to students and say: “What’s this in English ”（老师解释：用英语说这是什么？), present /desk/ and teach the word for several times;Then ask, “How do you spell it ”（ 老师解释：怎样拼写它？）Teach the sentence for several times; Spell it, “D-E-S-K, desk” and let students follow the teacher one time;Point to a pen over there and asks: “What’s that in English ” (老师解释this指位置相对近的物体或人；that指位置相对远的物体或人)Then let students listen and follow the teacher for several times;Ask,“Can you spell it, please ” （老师解释：请你能拼写一下好吗？）Then teach the sentence for several times;Show an earser and ask. (老师解释：不定冠词a 用在以辅音音素开头前；an用在以元音音素开头前)Ask,“What will you say if someone helps you What will you response if someone thank you for your help ” Let students talk about the question in pairs and choose one student to show his/her idea;Let students listen to the tape and pay attention to the key sentences. What’s this / that in English How do you spell it Can you spell it, please Thanks. You’re welcome.Then follow the tape for the first time.
Consolidation（10minutes） 1.The whole class work and pair work.2.Individual work.3.Pair work. 1.Listen to and follow the tape for the second time; Then practice the two conversations in pairs; And two pairs show the conversations.2.Do 1b. Listen and complete the conversations and then check the answers.3.Do 1c. Make up new conversations in pairs and show the new conversations. 1.Let students listen to the tape and follow it for the second time; Give students 1 minute to practice the two conversations in pairs;Choose two pairs to show the conversations.2.Play the tape and choose two students to check the answers.3.Show some pictures about map, eraser, pen, pencil and desk to students, then let them make up new conversations with them and do it in pairs, then choose two pairs to show the conversations.
Practice(12minutes) 1.The whole class work.2.Individual work. 1.Do 2a. Students answer together, “Yes, it is.”Students answer together, “No, it isn’t. It’s a pen.”Students answer the teacher’s questions according to the objects.2.Do 3. Four students come to the blackboard and write the sentences;Look at the sentences carefully and some students correct the mistakes;Listen to the teacher carefully. 1.Show a pen and ask, “Is this a pen ” Help students answer, “Yes, it is.”Then show a pencil and ask, “Is this a pen ” Help students answer, “No, it isn’t.” Then point some other objects e.g. toy, map, telephone, and then ask and answer with students.2.Choose four students to come to the blackboard and write four sentences in 3;Let students look at the sentences carefully and find out the mistakes,then choose some students to correct the mistakes;Make a summary about the use of capital letters and punctuation.
Production(5minutes) 1. Group work. 1.Students come and play the game;A:What’s this in English B:Is it a/an… A:Yes, it is. How do you spell it /No it isn’t.Please try again.A:…Students listen to the teacher carefully. 1.Play a game—Guess the objects by touching them.Prepare some objects on the desk, then choose one student of each group to come and find the objects without seeing them in two minutes. The one who guesses the more objects is the winner.Make a summary about the game.2. Assign homework:Review the key sentences;Make a short dialogue orally; Copy the new words in workbook; Preview the new words and 1a in Section C.
Teaching reflection:本节课中学生对于冠词a/ an的掌握有些难度，教师在教学过程中要总结一些帮助学生记忆的顺口溜，如：冠词a/ an两顶帽，许多名词都需要，单词开头元音素，只能用an，不用a。
Ⅶ. Blackboard design
What class are you in？Section B 1. —What’s this/that in English 3.How do you spell it —It’s a/ an… 4.Can you spell it, please 2. —Is this a/an… 5.That’s OK. / You’re welcome.—Yes, it is. / No, it isn’t. It’s a/an…Section A
I. Material analysis
该部分是第四单元的第二个话题，主要活动是1a和4a。通过Kangkang打电话邀请Jane和Maria参加野炊活动的场景，呈现主要教学内容，学习新单词以及打电话邀请及其肯定回答的基本表达，同时复习一般现在时表示主观意愿的用法。此外，本课还将通过听音、朗读，初步了解字母组合air,are,augh,aw,a+ble和a+nge的读音规则。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
free, up, West Hill, picnic, call, when, tomorrow
学生在小组合作活动中，能尝试自行总结字母组合air,are,augh,aw,a+ble和a+nge的读音规则，同时能根据所学音标进行单词的辨音和拼写，如：
air, are: / /
augh, aw: /5/
a+ble, a+nge: /V/
能够恰当使用不同人称引导的一般现在时（肯定/否定）表达自己的想法和意见，如：Linda wants to buy a toy car for her cousin.
Lucy doesn’t want to go shopping with Linda.
能就打电话、表达邀请等基本表达法进行交流与对话操练，如：
Are you free this Sunday
Yes. What’s up
Would you like to go to the West Hill for a picnic
Oh, I’d love to.
Hello, Jane! This is Kangkang.
2. Skill aims
能识别出不同的音标；
能识别句子的连读，如：“What’s up ”，“Would you like to...”；
能听懂打电话、邀请及其肯定回答的简单用语；
能从打电话的听力材料中迅速获取、加工所需信息；
能读准所学的音标，并能借助音标拼读一些新单词；
能运用所学表达来打电话、邀请并作出恰当回答；
能正确朗读对话，注意语音语调，并进行角色扮演；
能正确朗读打电话的对话，注意语音语调；
能运用所学知识编写简单的打电话对话。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真、规范音标的发音。
III. The key points and difficult points
1.学生能结合已学单词，了解字母组合air,are,augh,aw,a+ble和a+nge的读
音规则，并能根据发音规则进行单词的拼读和拼写。
2.能在情景中用打电话、邀请等表达法进行交流。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.能够将所学的内容运用到实际的日常生活中。
V. Teaching aids
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Group work, individual work and the whole class work. 1.Focus their attention on the teacher.2.Do duty report. Some groups act out the conversations aboutshopping in Topic 1. Then the other students answer the teacher’s questions according to the conversations.e.g.A:Can I help you B:I want to buy some rice.A:How much rice do you need B:Three bags. And I also need ten oranges.A: OK. B:How heavy are the oranges A: Three kilos. B: How much is it A: 135 yuan in total.B: OK. Here you are!...T:How much rice does B need Ss: Three bags.T:How heavy are ten oranges Ss:Three kilos.T:How much should B pay in total Ss:135 yuan.T:I want to buy some things. So now I will make a phone call to one of you.Hello, John. This is ××× speaking.John: Hello, ×××.T:Are you free this Sunday john: Yes. What’s up T:Would you like to go shopping with me I want to buy some food and drinks.John: Yes, I’d love to.T: OK. See you then.John: See you.... 1.Greet studentsready for learning.2.Help the students to revise the words andexpressions inTopic 1. Then lead the students to learn the words and expressions of making a phone call to invite somebody.
Presentation (10 minutes) 1.The whole class work and individual work.2.Individual work and pair work. 1.Learn some newwords by answering the teacher’s questions.T: OK, class. We have bought lots of food and drinks now. It will be sunny this Sunday. So we can go out for a picnic. S1: Are you free this Sunday S1: Yes. What’s up T: Would you like to go for a picnic S1: Yes, I’d love to.T: S2, would you like to go for a picnic with us S2: Yes, I’d love to.T: Let’s suppose S3 is not here today. S4, would you please make a phone call to S3 to invite him to go for a picnic with us S4: Sure! Hello. This is S4.S3: Hello, S4. This is S3.S4: Are you free this Sunday ...2.Do 1a. Look at the picture in 1a. Guess what Kangkang and Jane are talking about. Read the following questions and then listen to the tape to find the answers.(1)When does Kangkang want to go for a picnic (2)Is Jane free this Sunday (3)Where will Kangkang and his friends go for a picnic (4) Who will tell Maria about the picnic Check the answers with your partner. Then ask and answer the four questions in pairs. 1.Ask the students some questions to present the expressions of making a phone call to invite somebody and some new words, e.g. picnic, up, free, call, this is..., would you like to...2.Prepare four questions before listening to help the students guess what the conversation may be. Play the tape recorder.
Consolidation (5 minutes) 1.Individual work, pair work and the whole class work.2.Pair work. 1.Do 1b. Read 1a again and fill in the blanks in 1b individually. Check the answers with your partner. Then the whole class check the answers together.2.Read 1a after the tape. Pay attention to the liaison of “What’s up ” and “Would you like to... ”. Then practice the conversations in pairs. Some pairs act out the conversations. 1.Check the answers.2. Play the tape recorder.
Practice(10 minutes) 1. Individual work and pair work.2.Group work, pair work and the whole class work.3.Group work and the whole class work.Pair work. 1.Do 1c. Complete the following telephone conversation in 1c individually. Then check the answers with your partner. Practice the conversation in pairs. Then some pairs act out the conversations.2.Do 2. Read the statements in 2 before listening. Predict what the conversation in 2 may be. Then listen to the tape and mark T or F. Listen again and check the answers with your partner. Then the whole class check the answers together.3.Do 4a. Divide the class into six groups. Every group reads one group of words in 4a. Discuss in groups and try to find the rules of sounds about the letters “air”, “are”, “a+ble”, “a+nge” “augh”, “aw” by themselves. Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. Read the sounds and words aloud after the tape.air, are: / /augh, aw: /5/a+ble, a+nge: /V /4.Do 4b. Circle the letters with different sounds in each pair with your partner. Then listen and check the answers. Repeat after the tape.Put the following words into different groups according to different sounds.draw, table, care, fable, danger, hair, saw, strange, fair, taught, law, able, change, air, daughter, dare, caught/ /:________________/5/:________________/V/:________________ 1.Help the students check the answers in 1c.2.Play the tape recorder. Check the answers.3.Play the tape recorder. Check the answers. Let the students find the rules of the letters by themselves.4.Play the tape recorder and help the students check the sounds. Correct their sounds while they are reading. Check the answers.
Production (10 minutes) 1.Group work. 1.Sit in groups. Suppose your class will have a picnic. Discuss in groups and make a picnic plan. Then share it with others. After that, make a conversation to call somebody to invite him/her to have a picnic with you. 1.Help the students revise and consolidate the words and expressions about making a phone call to invite somebody in this section.2. Assign homework:Read 1a fluently and practice it with your partner;Review the words, expressions and sounds in this section;Preview Section B-1a.
Teaching reflection： 这节课是本话题的第一个课时，在活动中，有的学生因为害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。此外，这节课刚学习字母组合air, are, augh, aw, a+ble和a+nge等的发音，部分学生可能无法当堂识记和掌握这些音标，因此教师应引导学生在平时养成读准每一个音素的习惯。
VII. Blackboard design
Would you like to cook with us Section A Sounds:1. Hello, Jane! This is Kangkang. free air, are: / /2. —Are you free this Sunday up augh, aw: /5/—Yes. What’s up West Hill a+ble, a+nge: /V/3. —Would you like to ... picnic—Oh, I’d love to. call when tomorrowSection B
Ⅰ. Material analysis
通过上节课的学习，学生们已经初步了解了一些英语知识。本课主要活动是1a和3a.通过Maria和妈妈购物时偶遇Mr. Brown，并向他们互相介绍展开学习，同时，掌握有关问候和介绍他人的表达方式：“Nice to see you!”,“How do you do ”,“This is…”。同学们继续学习字母Hh～Nn.老师采用多媒体及游戏的教学方式展开本节课的教学活动，把课堂交给学生，使学生真正成为课堂的主人。
Ⅱ. Teaching aims
1. Knowledge aims
能够正确朗读并运用下列词汇: see, this, is, my, teacher, how, do, mom, dad, Miss；
能够熟练读写字母Hh～Nn，并认识到字母有印刷体和书写体、大写和小写之分；
能够用英语熟练表达问候和介绍他人：Nice to see you! How do you do This is…
2. Skill aims
能听懂有关问候、介绍、辨认他人的表达方式；
能运用表示问候、介绍、辨认他人的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用大小写字母。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真，规范书写英文字母和单词；
能够有兴趣了解中外有关称谓的知识，并能在现实生活中积极实践。
Ⅲ. The key points and difficult points
1.Key points
正确使用表示问候、介绍他人的表达方法；
正确书写Hh～Nn大小写字母。
2. Difficult points
Be动词am, is, are的应用；
称呼语Miss, Mr, Ms的区别和使用；
大小写字母的转化。
Ⅳ. Learning strategies
做游戏是学习英语的一种好方法。
Ⅴ. Teaching aids
录音机、多媒体、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The wholeclass work. 2.Pair work.3. Pair work. 1.The students answer, “Hello! Good morning.”2.Greet teachers.e.g.T: Are you … S: Yes, I am.T: Nice to meet you.S: Nice to meet you, too.3.Two students to come to the blackboard and both of them have one swatter. One student says one of the letters in Aa～Gg that they have learnt one by one. When the other student hear the letter, He/She uses the swatter to slap the letter quickly. Then change the role. The student who gets more letters correctly is the winner. 1.The teacher says, “Hello! Good morning.”2.Walk to one student torevise the greetings.3.Play a game—Flyingswatters. Help the students revise the letters Aa～Gg.
Presentation(15minutes) 1. The wholeclass work and group work. 1. Do 1a. Follow the teacher and say “This is…” Then students practice the structure: “This is Mr./Miss/ Ms…” One student introduces the other student to the teacher using the sentence : “This is Miss... How do you do ” 1.Introduce several students to other students one by one, present the new structure: “This is…” Then show some famous people on the screen who are familiar to students and say: “This is Mr./Ms./Miss…” Tell students the difference among Mr., Ms and Miss. At last, create a scene with two students in front of the class.
Consolidation(10minutes) 1.Group work.2.Individualwork.3.Individualwork andgroup work. 1.Do 1c. Make up a new conversation with the words in the box in groups. Then make new conversations in front of the class.2.Do 1b. Listen to the conversations and number the pictures.3.Do plete the conversation individually and check the answers in groups with your group members. Two groups show the conversations to the class. 1.Show the word box on the screen. Teach the word “dad” by showing a picture of a family. Let students make up a new conversation in groups. And choose two groups to act out the conversation.2.Play the tape and check the answer.3.Choose two groups to act out the conversation and check the answer.
Practice(10minutes) 1. The whole class work.2. Individualwork.3. Individualwork. 1.Do 3a. Listen to the teacher carefully, observing the teacher’s mouth. And imitate the pronunciation. Then try to write down the letters with correct stroke order with book closed. Open the books and self-check their own spellings. After that, students follow the teacher to trace the letters in the air with their hands and read them.2.Do 3b. Listen and number the following letters, then circle the letters with the same sound as Aa. 3.Do 3c. Change them into big or small letters. 1.Show the letters from Hh to Nn one by one and read them with rising and falling tones. Ask students to write them down with correct stroke order. Walk around the classroom and check. Then write down the letters one by one with correct stroke order while reading them aloud. 2. Play the tape.3. Check the answers.
Production(5minutes) 1. Individualwork and group work. 1.Do 2. Answer the questions one by one.Then make up a new dialogue in groups. Two groups show the conversations to the class. 1. Play a game. Show the questions on the flashcards one by one. Then choose students to answer the questions one by one. Stick the flashcards with the questions；“How do you do Nice to see you. Good morning.”on the blackboard and add one expression “This is…” Let the students make up a new dialogue in group to introduce others. Choose two groups to show the conversations to the class.2. Assign homework：Review the key words and expressions; Make short dialogues orally; Copy the new words for five times; Preview Section C-1a.
Teaching reflection:本节课采用多媒体教学，能够增强学生的学习兴趣；通过做游戏和表演情景剧，能够调动学生学习的积极性和参与课堂的意识。同时，通过表演对话，老师可以检测学生对知识的掌握情况，在教学过程中不断做好形成性评价，可随时掌控学生的学习效果，对今后的教学起到重要的作用。但是，对于初学者，老师一定要把培养孩子的学习兴趣放在首位，因此，要让学生积极参与课堂活动，调动他们的积极性。
Ⅶ. Blackboard design
Welcome to China!Section B1. This is… see my2. —Nice to meet see you. mom dad—Nice to meet see you, too. teacher3. —How do you do Mr. Miss Ms.—How do you do Section A
Ⅰ. Material analysis
本节课是第三话题的第一节课，主要活动是1a，2和4a。通过询问物品所属的情境呈现教学内容，主要学习询问物品所属的表达方式“Whose cap is it ”，“It’s Sally’s.”，“Is this your cap ”，“No, it’s not mine. ”，“Is this cap yours ”同时还将学习形容词性物主代词，名词性物主代词和名词所有格；此外，语音板块将学习字母组合ar，or，oor的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够初步了解字母组合ar /or /oor的读音规则，并能根据发音规则进行单词的拼读。
能够掌握并应用新学习的单词: mine, whose, yours, hers, ours, their, bike, then等；
能够运用询问物品所属的表达法进行交流，如：What color is it
能够正确运用特殊疑问词whose引导的特殊疑问句来询问物品所属，如：whose cap is it
能够正确使用名词性物主代词和形容词性物主代词：mine, yours, hers, ours, his, theirs, their等。
⒉ Skill aims
能听懂有关询问物品所属的简单的对话或叙述；
能运用物主代词描述物品所属；
能运用所学的单词和句型来谈论物品所属；
能正确地朗读对话，并能注意语音语调；
能根据已学音标的初步知识拼读单词；
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真并坚持进行单词的拼读练习；
能有兴趣用所学的功能句进行口头对话；
引导学生关注生活中人物的细节。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示询问物品所属的表达方式；
正确使用特殊疑问词whose引导的特殊疑问句来询问物品所属；
掌握字母组合ar /or /oor的读音规则。
⒉ Difficult points
特殊疑问词whose引导的特殊疑问句来询问物品所属;
能够正确运用名词性物主代词和形容词性物主代词：mine, yours, hers, ours, his, theirs等；
字母组合ar /or /oor的读音规则。
Ⅳ. Learning strategies
培养学生善于发现的习惯有利于学生的学习。
Ⅴ. Teaching aids
录音机、教学挂图、学生的文具、黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.Individual work.3.The whole classWork.4.The whole classWork. 1.Students reply to students: Good morning, Miss Chen!2.The student answers the question: Yes, It is.3.Follow the teacher for several times.4.Students follow the teacher for several times. 1.The teacher greets with students: Good morning, class!2.Walk to one student （a girl）and point out her pen, then ask: Is this your pen 3.Hold her pen and say: This is her pen. Also I can say: This pen is hers. Then teach the word “hers” for several times and students follow the teacher.4.Point out the pen and ask the girl: Is this your pen Also I can ask: Is this pen yours Teach the word “yours” for several times. The teacher can help the girl answer: Yes, it’s mine. Then teach the word “mine” for several times.
Presentation(12minutes) 1.Individual work.2.The wholeclass.3.Pair work.4.The whole classwork.5.The whole class work.6.The whole classwork and group work. 1.Do 1a. Students use some objects to make sentences one by one;2.Students answer the teacher’s question: It’s xxx’s. 3.Practice the sentences in pairs;Two pairs share their dialogues.4.Listen to the tape carefully andone student answers the question: It’s Sally’s.5.Students listen and follow the tape again.6.Students listen to the teacher carefullyand then read the dialogue in groups; At last, some groups act out the dialogue. 1.Let students make sentences with the words: yours, hers, mine one by one.2.Point out one student’s book and ask: Whose book is this (老师解释：这是谁的书？) Then help students answer: It’s xxx’s. (老师解释：xxx’s 表示 … 的) Point out some students’ objects and ask the question: Whose … is this Let students answer: It’s xxx’s.3.Give students 2 minutes to practice the sentences in pairs using the objects they have;Then choose two pairs to show their dialogues.4.Play the tape of 1a and ask the question: Whose cap is this 5.Write down the words: Sally’s, mine, yours, and play the tape, and then let students listen and follow the tape again.6.Point out the sentence: Is this your cap = Is this cap yours Give students 1 minute to read the dialogue in roles in groups; Then choose some groups to act out the dialogue.
Consolidation (10minutes) 1.The whole classwork.2.The wholeclass work.3.The wholeclass work.4.Individual work, the whole class work and pair work. 1.Do 2. Students answer the question: It is his ruler;Read the sentence for three times.2.Read the word after the teacher for several times.3.Response the teacher and read after the teacher.4.Students do it by themselves; Then check the answers; and read the phrases and words together; Then students talk about the character of the words and phrases in pairs; Finally, Students listen to the teacher carefully. 1.Point out one boy’s ruler and ask: Whose ruler is this Let students answer the question; Repeat: It is his ruler. It’s his. Let students read the sentence for three times.2.Say: This is our classroom. This classroom is ours; Then teach the word“ours”for several times.3.Point at one desk and ask: Whose desk is this Help students response the teacher: It’s theirs. Then teach the word“theirs”for several times.4.Point at the pictures of 2, and let students complete the sentences with the given words in the box; Choose five students to check the answers in 2; Then write down the phrases and words on the blackboard, let students read them together;Give students some time to make a summary about the words and phrases; Finally, the teacher makes a summary about it. (老师可用汉语总结名词性物主代词和形容词性物主代词的区别)
Practice (12minutes) 1.Individual work.2.Pair work.3.Individual work and pair work.4.The whole class work.5.Individual workand the whole class work.6.Individual work. 1. Do 1b. Students listen and number the pictures bythemselves; Some students check the answers in 1b.2.Do 1c. Make up new conversations in pairs; Some pairs share their conversations with the whole class.3.Do 3. Students do it by themselves; Two students check the answer.4.Do 4a. Read the word together.5.Read the words one by one; Then read the words together; Finally, listen to the tape and read after the tape in 4a.6.Do 4b. Students read the words. first by themselves then read after the tape. 1.Let students look at the pictures in 1b, then listen and number the pictures; Play the tape; Then Choose some students to check the answers.2.Let students make up new conversations use the sentence patterns: Whose… is this Is this… Let students work in pairs; Choose some students to show their conversations to the whole class.3.Show the picture of 3 and let students do it by themselves; Choose two students to check the answer.4.Show a flashcard with the word: car on it, then let students read it together.5.Point out the next flashcards: arm, hard, park, let students try to read the words one by one; Then let students read the words together;(老师可采用同样的方法教学字母组合or/ oor的读音规则)Then show the table of 4a to students and let students listen to the tape, then read after the tape.6.Let students read the words from park to fork by themselves, then choose some students to read the words. After that, play the tape and let students read after the tape.
Production(5minutes) 1.Group work. 1.Play the game in groups; Some groups share the game with the whole class. 1.Ask students to work in groups. Everyone in the group provide one object, then put them together, and let one student guess: Whose … is it The student only has two chances; choose some groups to show the game in front of the class. Make a summary about the game.2. Assign homework:Review the words and expressions in Section A; Review the sounds learned in SA and practice them; Preview the new words and 1a in Section B.
Teaching reflection:本节课中的难点是让学生初步掌握名词性物主代词，学生理解起来有些问题，还需在今后的教学中不断渗透和应用，才能达到熟练掌握。
Ⅶ. Blackboard design
Whose jacket is this Section A Sounds: 1.Is this your cap = Is this cap yours hers / her /3/2.Whose cap is it, then yours / your /5/ 3.It’s Sally’s. mine / my his / his ours / our theirs / theirSection C
Ⅰ. Material analysis
本节课主要活动是1a和2a。通过看图、阅读对话引入衣衫鞋帽的新单词，同时学习询问衣物颜色及辨认事物的表达方式“What color is that T-shirt ”，“It’s…”，“What color are those shorts ”，“They are …”，“What’s this/that ”，“It’s a/an …”，“What are these/those ”，“They are …”; 以及介词in 引导的表示穿着或穿戴的用法“The girl in a yellow dress is Maria.”，“He is in a black cap and blue shoes.”，表示想要购买某物的句型：“I want to buy … ”此外，语音板块培养学生根据音标及图片拼写单词的能力，通过本课的学习学生应该初步具有拼读单词的能力。
Ⅱ. Teaching aims
1. Knowledge aims
能够掌握并应用新学习的表衣物的单词: want, buy, cap, pair, shoe, coat, dress, skirt等;
能够用颜色谈论人的外貌和穿戴: What color is … It’s…What color are… They are…What’s this/that It’s a/an…What are these/those They are…
能够掌握陈述句、一般疑问句及特殊疑问句的语调；
能掌握介词in引导的表示穿着或穿戴的用法：in a+颜色+服装。
2. Skill aims
能听懂有关询问衣物颜色、穿戴及辨认事物的表达方式；
能运用表示询问衣物颜色、穿戴及辨认事物表达方式进行简单的交流；
能读懂简短的段落，并能掌握主要信息；
能模仿课文，编写询问他人穿戴颜色的对话；
能根据图片及音标拼读单词。
3. Emotional aims
培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问衣物颜色及辨认事物的表达方法：What color is … It’s…What color are… They are…What’s this/that It’s a/an…What are these/those They are…
正确使用be动词：is, are
掌握介词in 引导的表示穿着或穿戴的表达方式;
能够掌握拼读单词的规律。
2. Difficult points
正确使用be动词：is, are
能够辨认名词的单复数；
能够掌握介词in 引导的表示穿着或穿戴的表达方式；
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
分类记忆单词是记单词的好方法。
Ⅴ. Teaching aids
录音机、教学挂图和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.The whole classwork.3.The whole class work.4.The whole classwork. 1.Students reply: Good morning, Miss Chen.2.Revise theidentification of things.3.Read the word for several times and answer the question: It’s a coat; Then read the word after the teacher again.4.Read the word for several times and the question: They are pants;Then read after the teacher.Look at the blackboard and learn the word. 1.The teacher greets with students: Class begins. Good morning class.2.Point a desk and some pens and ask students some questions to revise identifying things.3.Walk to one student and point at his coat, then ask the question: What’s this Try to help students answer: It’s a coat; Repeat the word for several times. Then draw a picture of a coat on the blackboard and teach the word again.4.Point her pants and ask: What are these Try to help students answer: They are pants. Repeat the word for several times; Then draw a picture of pants on the blackboard and teach the word again.(老师可用同样的方式教授T-shirt, shoe, dress, skirt, glove)
Presentation(13minutes) 1.The whole classwork.2.Individual work.3.The whole classwork.4.Individual work.5.Individual work.6.The whole classwork and pair work.7. Pair work. 1.Follow the teacher for several times.2.The student answers the question: It’s …3.Answer the question: They are blue.4.Answer the teacher’s questions one by one with the sentences: It’s … They are …5.Do 1a. Look at the picture and think about the two questions; Then one student answers the questions: That cap is yellow. Those shoes are green.6.Follow the tape; Read it in pairs; Then two pairs act out the dialogue.7.Do 1b. Work in pairs and make up new conversations with the pictures on the blackboard;Two pairs share their new conversations with the whole class. 1.Teach the new words with the pictures on the blackboard, paying attention to “a pair of shoes”. Let students read the words for several times.2.Color the pictures in different colors and ask the question: What color is the coat Let one student answer the question: It’s…3. Color the pants blue, then ask the question: What color are the pants Help students answer the question: They are blue.4.Point out any picture and ask the questions: What color is … What color are … Then write down the sentence patterns on the blackboard.5.Show the picture of 1a and ask students to listen to the tape and pay attention to two questions:①What color is that cap ②What color are those shoes Then play the tape for the first time; The teacher asks one student to find the answers to the two questions.6.Point out the phrase: want to …(老师解释: 想要做…) Then play the tape again and let students follow the tape; Give students 1 minute to read the dialogue in pairs; And choose two pairs to act out the dialogue in role.7.Give students 2 minutes to work in pairs and make up a new conversation with the pictures on the blackboard; Then choose two pairs to show their new conversations to the whole class.
Consolidation (12minutes) 1. Pair work.2.The whole classindividual work.3.Individual workand the whole class work.4.Individual work. 1.Do 2a. Talk about the picture in pairs freely; Two pairs share their dialogues with the whole class.2.Students do it by themselves; Some students check the answers;Students read after the tape.3.The student who has any question stands up and asks: What’s the meaning of “The girl in a yellow dress is Maria.”(此句学生可用汉语提问) Students listen to the explanation carefully;One student replies to the teacher: The girl in a red coat is xxx.4.Do 2b. Students fill in the table by themselves; Two students check the answers. 1.Show the picture of 2a and say: Look at the picture.(老师解释：看这幅图片look at…意为：看…) Let students talk about the colors of the four kids’ clothes using the sentences: What color is Kangkang’s cap What color are Kangkang’s pants？; Choose two pairs to show their short dialogues to the whole class.2.Give students 2 minutes to read 2a, then underline the children’s clothes and circle the words of colors; Choose some students to check the answers; Play the tape and let students follow the tape.3.Give students some time and explain the passage by themselves, then ask students: Do you have any questions After the student asking the question, the teacher explains the use of “in”. (老师解释in的用法) Then point at one girl and ask the question: Who is xxx Choose one student to response the teacher.4.Give students 1 minute to fill in the table by themselves; Choose two students to check the answers.
Practice(10minutes) 1.Individual workand pair work.2.The whole classwork. 3.The wholeclass work. 1.Do 1c. Complete the conversations by themselves; Share their answers with the whole class; Read the conversation and some pairs show their conversations.2.Do 3a. The students try to read the word according to its pronunciation; Then write the word in the air.3.Do 3b. Read the sentences by themselves first; Some students who read well teach the others to read;Then all students listen to the tape and repeat; Finally, Students listen to the teacher carefully. 1.Give students 2 minutes to complete the conversations by themselves; Choose some students to check the answers;Let students read the conversations in pairs, then choose some pairs to practice the conversations.2.Show the first picture of 3a and let one student try to read the word according to the pronunciation; Then let students try to write the word together.(以下四个单词可采用此方法教授)3.Let students read the sentences in 3b and pay attention to the rising tone and the falling tone by themselves first; Choose some students to read them to correct other students; Play the tape and let students listen and repeat;Finally, make a summary of the rule of intonation.
Production(4minutes) 1.Group work. 1.Students do it in groups; Some groups describe the students in the class; The group that students guess correctly is the winner. 1.Give students 2 minutes to describe one student in the class in groups;Choose some groups to describe the student in front of the class and let students guess who it is.2.Assign homework:Review the words and expressions in Section C; Write a passage about a person with the word “in”; Preview the words in Section D.
Teaching reflection: 本节课中，介词in的用法对于学生来说掌握有些难度，还要通过应用来巩固它的用法。
Ⅶ. Blackboard design
What does she look like Section C 1. —What color is … want to —It’s… a pair of2. —What color are… look at —They are… 3.The girl in a yellow dress is Maria.Section D
Ⅰ. Material analysis:
本节课是本话题的最后一课。主要活动是Grammar和Functions。Grammar部分引导学生总结由what引导的询问人物外貌特征及衣着特征的特殊疑问句及其答语；Functions引导学生总结Sections A~C所学的描述人物衣着特征等表达及部分交际用语。另外，还将通过阅读、写作等综合性的活动复习描述人物外貌特征和衣着特征的表达。最后，Project板块的活动提供相对真实的语境和任务，使学生能生动有趣的综合本话题所学知识和技能有效完成任务，鼓励学生综合运用所学知识用英语进行简单的日常交流。
Ⅱ. Teaching aims
1. Knowledge aims
引导学生复习本话题所学习的单词；
引导学生复习用英语询问人物外貌特征及颜色的表达方法: She is tall and she has short brown hair. What color is … It’s … What color are … They are …
引导学生复习介词in 引导的表示穿着或穿戴的表达：The girl in a yellow dress is Maria. He is in a black cap and blue shoes.
2. Skill aims
能听懂有关询问人物外貌特征及颜色的表达方式；
能运用表示询问人物外貌特征及颜色的表达方式进行简单的交流；
能根据所听到的课堂用语做出适当的反应；
能在老师的指导下进行简单的角色表演；
能正确地朗读对话，并能注意语音语调；
能运用所学描述人物外貌特征的词语、颜色词和表示衣物的单词写一小段落描述自己的好朋友。
3. Emotional aims
培养学生与同学积极合作，参与课堂活动，大胆实践的精神；
培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
1. Key points
引导学生复习、巩固描述人物外貌特征及颜色的表达方法。
2. Difficult points
能够熟练应用介词in 引导的表示穿着或穿戴的表达；
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
找关键词有助于学生理解文章大意。
Ⅴ. Teaching aids
录音机、教学挂图、多媒体和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.Individual work.3.Pair work. 1.Students reply to the teacher: Hi! Miss, Chen. Nice to meet you, too.2.Do Grammar. Students describe the student one by one;e.g. She is tall. She has a round face…One student responses the question: She has a …Then fill in the blanks of Grammar by themselves.3.Do Functions. Students make up short conversations in pairs; Some pairs show their conversations. 1.The teacher greets with students: Hello! Everyone. Nice to meet you.2.Choose one student to come to the blackboard and let students describe the student;Walk to the other student and ask students the question: What does she look like Then choose one student to answer the question;(老师可询问至少三个问题)Finally, let students do Grammar by themselves.3.Let students make up short conversations with the sentences in Functions in pairs; Choose some pairs to make dialogues.
Presentation(12minutes) 1.Individual work.2.Individual workand the whole class work. 1.Do 1-A. Students guess who is Helen, who is Lisa, who is Bill，who is Peter first; Then listen to the tape and find out the children in the picture; Two students check the answer of 1.2.Do 1-B. Listen and complete the sentences;One student checks the answer; Then all students read after the tape; Seven students describe the students being chosen. 1.Show the picture of 1, and then let students look at the picture carefully and have a guess;Then play the tape and let students listen to the conversations and find out the children in the picture; Finally, choose two students to check the answer of 1-A.2.Play the tape again and let students complete the sentences by themselves; Choose one student to check the answer of 1-B;Play the tape and let all students follow the tape; Then let students describe the seven students by themselves first, then choose seven students to describe the students separately.
Consolidation(12minutes) 1.Individual work and group work.2.Individual work. 1.Do 2. Students read the passage by themselves;Students listen to the teacher carefully;Students make a table about Kangkang. Five students make the table on the blackboard;Then Students check the task.2.Students color Michael by themselves; Some students describe Michael;e.g. He is from America. He has big blue eyes and a wide mouth…Then listen to the teacher carefully; At last, read the passage by themselves. 1.Give students 2 minutes to read the passage of 2;Point the phrase “next to” to students and explain it in Chinese在…的近旁；Let students make a table in five groups to describe Kangkang. The table contains: name, country, age, Class, Grade, clothes; Choose one student in every group to come to the blackboard and make the table; Check the task with students;2.Let students read the passage again and color Michael by themselves; Choose some students to describe Michael and check the answer.Then point out the sentence: Isn’t he cool （老师解释：此句式否定疑问句，学生知道即可)Finally, let students read the passage again.
Practice(8minutes) 1.Individual workand the whole class work. 1.Do 3. Say the sentence one by one; Then look at the passage together and correct the mistakes in the passage;Then copy the passage in their notebooks. 1.Point out the table of 3 and let every student say one sentence, then make a complete passage; Write down the passage on the blackboard; Let students look at the passage carefully and find out if there are some mistakes in the passage.
Production(7minutes) 1.Group work.2.Individual work and group work.3.Individual work. 1.Do Project. Students make their favorite cartoon characters.2.The other students in the group describe the mask. Then ask the student wearing the mask to guess the character.3.Choose one student in each group to guess the character. 1.Let students make one mask of their favorite cartoon characters. Then collect all the masks in the groups.2.Ask one student in their group to wear the mask, but don’t let him/her see it. 3.Give each group member only one chance to wear a mask and guess. The student who can guess correctly is the “Guessing Star”.4.Assign homework:Review the words and expressions in the whole topic; Make a passage according to the table in 3; Preview the words and 1a, 2 in Topic 3, Section A.
Teaching reflection:通过本课的复习相信同学们对本话题所要掌握的语言点及重要的表达方式已经掌握，同学们需要在课后把本话题的单词记牢。
Ⅶ. Blackboard design
What does she look like Section D1.—What does she look like —She is tall. give sth. to sb.2.—What color is … —It’s … next to3.—What color are … —They are … look at4.Isn’t he cool Section C
Ⅰ. Material analysis
本节课主要活动是1a和1b, 通过李杰和妈妈去购物，李杰在购物时走失，最终在警察的帮助下找到妈妈的故事展开教学。主要学习有关询问和告知电话号码的表达方式以及表示感谢的另外一种表达法“Thank you very much.”。同时综合复习前面所学内容。此外，要求学生学习基数词0～10并结合日常生活，练习数字的表达。教师通过教学挂图、数字游戏、做名片等活动逐步呈现教学活动。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: telephone, number, it, very, much, that, family等；
能够正确使用be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
能够正确使用人称代词：it;
能够正确运用特殊疑问词what引导的特殊疑问句询问电话号码: What’s your telephone number
能够熟练掌握基数词0～10及拼写；
能够正确使用表达感谢和回谢的功能句：—Thank you very much. —That’s ok.
⒉ Skill aims
能听懂有关询问电话号码的简单对话或叙述；
能运用图文就表示询问电话号码的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出自己的基本情况，如姓名、国籍、电话号码等。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
培养友好互助的精神。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问电话号码和告知电话号码的表达方法：
—What’s your telephone number
—It is / It’s …
正确使用人称代词it;
正确读、写基数词0～10。
2. Difficult points
能正确运用介绍和询问姓名、电话号码等交际功能的基本表达法进行交流。
正确读写基数词0～10。
Ⅳ. Learning strategies
利用日常生活中常见的数字是帮助学生学习数字的一种好方法。
Ⅴ. Teaching aids
教学挂图、录音机、多媒体和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The wholeclass work.2.Individual work and the whole class work. 1.Students answer, “Hi! Good morning.”2.Response to the teacher.T: “Who’s she ”S1: “She is …”The teacher walk to the second student, pointing to a boy.T: “Who’s he ”S2: “He is …”;Students sing the song together. 1.The teacher greets with students, “Hello! Good morning.”2.Walk to one student, point to a girl and ask: “Who’s she ”The teacher walks to the second student, points to a boy and asks, “Who’s he ”The teacher says, “Let’s sing the song Where Are You From together.” Then the teacher plays the tape.
Presentation（15minutes） 1.The whole class work.2.The wholeclass work.3.The whole class work. 4.The whole class work. 5.Individual work.6.The wholeclass work.7.Individual work and pair work. 1.Guess, follow and read the words for several times.2.Students read thesentence for three times.3.Do 1b–A. Listen first, and follow it for several times.4.Follow the teacher and count the numbers one by one.5.The student reads it quickly.6.Do 1a. Listen to the tape carefully for the first time and guess the meaning of the picture;Students follow the tape.7.Do 1c. Read 1a again and do 1c by themselves;One student checks the answer;Ask and answer in pairs.A: “What’s your telephone number ”B: “My telephone number is It is/It’s …”A:Thank you very much.B:That’s OK. 1.Point out a telephone and say the words“telephone”,“number”. Then ask students to guess the words’ meanings. 2.Write the words on the blackboard and read them out.The teacher says: “My telephone number is …”(老师解释：“我的电话号码是…”) Then let students read the sentence for three times.3.Point out a card with “0” and “zero”on it （上面是阿拉伯数字，下面是英文单词）and read it for several times.(老师可采用同样的方法教授其余基数词)4.Show his/her one hand and count the numbers with it, let students follow the teacher.5.Show the number cards one by one（遮住下面的英文单词）and let students read it quickly.6.Show the picture of 1a, play the tape and let students listen to it carefully for the first time;Play the tape again and let students follow it.7.Give students 1 minute to read 1a again and do 1c by themselves;Choose one student to check the answer;Let students find out how to ask and answer somebody else’s telephone number and how the policeman responses to Li Jie’s mother’s thanks.
Consolidation(10minutes) 1.Group work. 2.The whole class work and individual work. 1.Act out the dialogue of 1a in groups;Two groups come to the blackboard and show their dialogues to the whole class.2.Do 1b-B. Read the numbers one by one;Two students come to the blackboard and do it. The one who does it more quickly and faster is the winner;Students listen to the teacher carefully. 1.Remind the students to pay attention to the key sentences. Then let students act out the dialogue in the groups;Choose two groups to show their dialogues.2.Show the pictures of 1b to students, and then let students look at the pictures and read the numbers one by one;Play a game—find friends. Stick the numbers and English number words on the blackboard disorderedly. Then choose two students to come to the blackboard and help the numbers find the English number words; The teacher makes a summary about the competition.
Practice(8minutes) 1.Pair work. 2.The wholeclass work. 1.Do 2. Ask and answer in pairs and then practice it.2.Do 3. Complete the passage together;Check the answers in the books. 1.Give students two minutes to ask the questions in pairs: “Hello! What’s your name Where are you from What’s your telephone number ” and then make up a conversation using the key sentences.2.Show Miss Wang’s name card and let students complete the passage together;Point out the word; “her”(老师解释：意为“她的”)Then check the answers together.
Production(7minutes) 1.Group work. 1.The students do it by themselves;Two students report the survey results using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is from … And his/her telephone number is…” 1.Give students two minutes to interview three students and fill in the blanks. It contents: name, from and telephone number;Choose two students to report the result.2. Assign homework:Review the key sentences we have learnt; Make a name card for his/her mother or father; Practice the number using your hand; Preview Section D—Grammar and Functions.
Teaching reflection:本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词 “her”的引入也是一个难点，老师可以对应着 “my, your”来讲解，可根据学生的水平决定是感知还是深度学习。
Ⅶ. Blackboard design
Where are you from Section C1. —What’s your telephone number zero six —It is … one seven 2. —Thank you very much. two eight —That’s OK. three nine 3.Wang is her family name. four ten fiveSection D
I. Material analysis
本课是第三话题的最后一个课时，主要活动是Grammar, Functions和1。通过让学生自行复习Sections A-C的名词并按照可数与不可数进行归类，再现和巩固本话题所学过的关于食物与饮料的名词；此外，通过情景对话表演，学生再次操练和巩固本话题所学过的关于饮食习惯、一日三餐、饭店点餐、用餐、表达建议等的用法，同时锻炼和提高学生的口语水平。在本课的任务设计中，学生将通过阅读Jane写给Jack的信件，了解并学习英文书信的书写格式，拓展他们的文化视野，并尝试用英语给自己的朋友写信，锻炼学生的写作能力和语言的综合运用输出能力。综合探究活动将通过小组调查与情景表演的形式，让学生积极运用本话题所学过的知识，学会用英语做事，培养学生的综合语言运用能力。
II. Teaching aims
1.Knowledge aims
引导学生复习Section A~C所学的饮食名称的相关词汇，如蔬菜、饮料等，并正确朗读下列词汇并在实际的情景对话操练中加以应用：dear, kind, be;
引导学生在情景对话及小组表演中复习、归纳“点餐”、“用餐”、“饮食习惯”以及“表达建议”的用法并进行交流，如：
Would you like something to ...
What would you like to eat/drink
Why not have some ...
What do you usually have for ...
Help yourself/yourselves to some ...
Here you are.
在教师的帮助与指引下，结合已学知识，能区分并辨别可数名词和不可数名词，并掌握其一般用法；
能结合课堂活动，掌握含有would like表达就餐意愿的表达法。
2.Skill aims
能听懂课堂上简单的课堂用语并做出适当的反应；
能就饮食习惯进行交流并会使用常用的就餐用语；能在口头表达中做到发音清晰，语音语调准确；
能正确朗读对话，注意语音语调；能阅读书信内容并完成填空；
能写出食物和饮料名词并按可数与不可数进行分类；能根据图文编写有关就餐的对话与文章。
3.Emotional aims
在学习过程中，创设真实的情景，并采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的 学习精神；
鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心；
使学生乐于接触并了解中西方餐饮习惯的差别，同时培养对中国饮食的感情，增强民族自豪感。
III. The key points and difficult points
1.学生能能熟练运用点餐、就餐、饮食习惯及表达建议等的表达法进行对话编写与表演。
2.学生能结合英文信件的书写格式，尝试用英文写信给朋友。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能够逐渐养成进行预习和复习的好习惯。
3.能够结合课文篇章进行仿写。
V. Teaching aids
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (10 minutes) 1. The whole classwork.2. Group work.3.Group work. 1.Focus their attention on the teacher.2.Sit in groups to have a group competition. Look at the pictures of food and drinks on the screen. Write down the words of food and drinks as many as you can on the blackboard. The group which can write the most words correctly is the winner in the group competition. Then discuss in groups about the plural forms of the nouns on the blackboard. Then add “s” or “es” at the end of the words on the blackboard to make them into plural forms.e.g. apple(s) pear(s) vegetable(s) juice hamburger(s) water egg(s)3.Do duty report. Make a conversation about ordering and having meals in a restaurant in groups. Then act it out to the whole class. 1.Greet students ready for learning.2.Help the students to revise the words of food and drinks they have learned in this topic. Make preparation for the next teaching activities.3.Help the students to revise the expressions about ordering and having meals in Section C.
Presentation (5 minutes) 1.Individual work and pair work. 1.Fill in the blanks in “Grammar” individually about the countable nouns and uncountable nouns. Then check the answers with your partner. Try to remember the countable nouns and uncountable nouns clearly. 1.Let the students remember countable nouns and uncountable nouns by themselves.
Consolidation (5 minutes) 1.Individual work and group work. 1.Fill in the blanks in “Functions” individually. Then check the answers in your groups. Separate the class into two groups, girls and boys. One boy/girl asks a question about eating habits, ordering meals, having meals with friends, or giving suggestions, and one girl/boy from the other group tries to answer the question correctly. The student who can ask or answer correctly, their group thus can get one point. The group which can ask or answer the most questions is the winner in this group competition.e.g. girl 1：What do you usually have for breakfast girl 2：I usually have milk and bread for breakfast.boy：May I take your order, sir girl：Fish with vegetables and rice, please.Boy 1:Would you like something to drink Boy 2:Yes. A glass of apple juice, please./No, thanks.... 1.Organize a group competition to revise the expressions about eating habits, ordering and having meals, giving suggestions in this topic, and arouse students’ interest in taking part in the activities as well.
Practice(10 minutes) 1.Individual work and pair work.2.Individual work and pair work. 1.Do task 1. Read the letter from Jane in Task 1. Then complete the sentences on the next page. Check the answers with your partner. Discuss with your partner about how to write an English letter.Dear ×××, ……………………………………………………………………………………………………………………………………………………………………………………………………………… Yours, ×××2.Write a letter to your friend, paying attention to its form. The letter in 1 may help you.________I’m in American now. ____________________________________________________________________________________________________________________________________ Would you like to visit me __________ __________Then check the letter you write with your partner. Try to find the mistakes about words spelling, grammar, phrases, capital letters, and so on and correct them. Some students read the letters you wrote to the class. 1.Make the students know (by themselves) how to write an English letter while they are reading the passage.2.Make the students learn to imitate to write an English letter. Help them to find and correct the mistakes in the letter by themselves.
Production (5 minutes) 1.Group work. 1.Sit in groups. Survey the students in your group about their favorite food, and write the food on cards. Work in groups and have a party. Use the cards as real food. One student acts as the host, and the others act as guests.Make up a conversation. The following sentences may help you.(1)Would you like something to ... (2)What would you like to ... (3)Why not have some ... (4) What do you usually have for... (5)You’re your self / your selves to some ... ... 1.Give the students help whenever they have difficulties. Make sure they speak English while practicing the conversations.2.Assign homework:Review the words and expressions in this topic;Write an English letter to your friend to introduce your eating habits;Preview “Review of Unit 3” and do the exercises in it.
Teaching reflection： 学生通过个体活动、小组竞赛、互改作文、参加排队等活动复习在饭店点餐、用餐、饮食习惯以及如何提建议的用法。在综合活动中，有些学生害怕自己的语音不够标准，或者性格内向，怯于到台前参与角色对话表演，教师应鼓励其大胆、积极地参与课堂活动，同时在其表演结束后，给予适当的肯定，给其继续参与的信心！在写作过程中，有些学生因为单词和语法积累有限，因此笔尖见拙，教师也应及时发现并给予帮助和鼓励。
VII. Blackboard design
What would you like to drink Section D1. —Would you like to something to... dear —Yes, I’d like to. kind 2. —What would you like to eat be —Let me see. 3. —Why not have some fish and eggs —Good idea! 4. —Help yourself to some fish. —Here you are.—Thanks. 5. —What do you usually have for breakfast —I usually have ... for breakfast. 6. —May I take you order, sir —..., please.Section D
Ⅰ. Material analysis
本节课是本话题的最后一课。主要活动是Grammar和Functions。Grammar部分复习描述询问人物外貌特征、物品所属的表达；Functions引导学生总结Sections A-C所学的询问姓名、介词国籍等个人信息的表达；另外通过看图、填空、阅读、作画等多种形式让学生在做中学习英语；最后Project板块的活动Describing a Person通过倾听同伴描述，填写表格，并将表格信息写成一段小文章来综合运用本话题所学的知识使语言学习做到学以致用。
Ⅱ. Teaching aims
1. Knowledge aims
引导学生复习巩固本话题所学习的单词；
引导学生复习巩固用英语熟练表达询问人物外貌特征及所属关系的表达方法: I/we/they have…She/He/It has…Do you/they/ have… Yes, I/We/They do. No, I/We/They don’t. . Does he /she have … Yes, he/she does. No, he/she doesn’t.
引导学生复习巩固助动词do/does的用法。
⒉ Skill aims
能听懂有关询问人物外貌特征及所属关系的表达方式；
能运用表示询问人物外貌特征及所属关系的表达方式进行简单的交流；
能根据所听到的课堂用语做出适当的反应；
能在老师的指导下进行简单的角色表演；
能大声、准确地朗读英文小诗；
能正确书写和使用新学习的单词；
能根据图片及音标拼读单词；
能运用所学表达进行段落写作，描述人物外貌特征。
⒊ Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践。
培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
1. 复习、巩固表示询问人物外貌特征及所属关系的表达方法：Do you/they/ have… Yes, I/We/They do. No, I/We/They don’t ... Does he/she have… Yes, he/she does. No, he/she doesn’t.
2. 复习、巩固实义动词have /has的用法。
Ⅳ. Learning strategies
学唱chant能增强学生学习英语的兴趣。
Ⅴ. Teaching aids
录音机、教学挂图、多媒体和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.The whole classwork.3.Individual workand pair work. 1.Students reply to the teacher, “Hi! Good morning. Nice to meet you, too.”2.Students point out the parts quickly together.3.Do Grammar. The student answers the question, “Yes, I do./ No, I don’t.” Then practice them in pairs. And some pairs share their dialogues with the whole class. 1.The teacher greets with students, “Hello! Boys and girls. Good morning. Nice to meet you.”2.Play the game—Bobby Says. Say some parts one by one, and let students point out the parts quickly.3.The teacher asks one of the students to answer the question “Do you have… ” (at least choose three students) Let students practice the key sentences: Do you/they/have … Does he/she have… in pairs; Choose some pairs to show their dialogues with the whole class.
Presentation(12minutes) 1.The whole class work and individual work. 2.Individual work. 1.Do Functions. Students can’t see the face clearly and can only see the mouth and some students guess who is the teacher’s favorite actor.Then Students can guess the person.2.Students do it orally and three students describe the person one by one; Some students guess who it is. 1.Show a picture of the actor on the screen, but students can’t see the face clearly; And say, “He has a wide mouth.” Then show the mouth. Let students guess: Who is my favorite actor Then the teacher shows the nose—he has a big nose and let students guess again;Finally show the complete picture step by step, at last let students guess the actor.2.Give students some time to describe one student in class orally by themselves and then choose three students to describe the person one by one;Let students guess who it is.
Consolidation (10minutes) 1.The whole classwork and individual work. 1.Do 1. Students look at the picture and talk about the four boys; Four students describe the four players one by one;Then listen to the tape carefully to check it; Students listen again and number the players; One student checks the answers. 1.Show the picture of 1, let students look at the picture carefully and talk about the four boys by themselves; Choose four students to describe the four players one by one; Then play the tape and let students listen to the tape carefully;Play the tape again and let students number the players; Finally choose one student to check the answers.
Practice(10minutes) 1.Group work and individual work.2.Individual work and the whole class work.3.The whole class work. 1.Do 2-A. Students look at the picture and talk about the boy in groups;One student describe the boy; Students fill in the blanks by themselves; One student checks the answers of 2a.2.Do 2-B. Students read the passage of 2-B by themselves; One student comes to the blackboard and the others read the passage; After the student’s drawing, the other students look at the blackboard and listen to the teacher.3.Students listen and chant. 1.Draw a boy on the blackboard, and let students talk about the picture with the sentences: He has…Then choose one student to describe the boy; Show the passage to students and let students fill in the blanks by themselves;Then choose one student to check the answers of 2a.2.Give students 1 minute to read the passage of 2-B; Let one student come to the blackboard and draw a girl according to the passage in 2-B, the others read the passage; Then the teacher make a summary about the drawing.3.Let students relax, play the tape of 3 and chant for two times.
Production(7 minutes) 1.Group work. 1.One student describes a person, the second student fill in the blanks, the third student write a passage according to the table, the last one reads the passage;Two groups read the passages; Students listen to the teacher. 1.Give students 3 minutes to do a group work to describe a person; Choose two groups to read the passages;Make a summary about the two groups.2.Assign homework:Review the words and key sentences in the topic; Preview the words and 1a in Topic 2, Section A.
Teaching reflection:本节课是本话题的最后一课，复习的内容较多。学生对本话题的掌握情况整体不错，但在复习过程中发现，学生在可数名词和不可数名词的应用方面存在问题，因此，在今后的教学中要注意名词的应用。
Ⅶ. Blackboard design
I have a small nose.Section D1.I/We/They have…2.She/He/It has…3.Do you/they/ have… 4.Yes, I/We/They do. No, I/We/They don’t.5.Does he/she have… 6.Yes, he/she does. No, he/she doesn’t.Section B
Ⅰ. Material analysis
本节课主要活动是1a和4，将继续学习由实义动词have/ has引导的表示所属关系的表达方式；通过康康和迈克尔之间关于猜测明星的对话，进一步拓展询问姓名以及询问和回应姓名和外貌特征的表达“Who is your favorite actor ”，“It’s …”，“Does he /she have … ”， “Yes, he/she does.”，“No, he/she doesn’t.”同时将学习同义句：“My face is round. = I have a round face. His hair is short. = He has short hair.”由形容词性物主代词转化为have/has引导的同义句还复习了相关的形容词性物主代词my, your, his, her的用法；此外，学生还将学习元音字母u辅音字母r，y及组合ng的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: actor, Chinese, does, arm, hand, leg, foot, short 等;
能够用英语熟练表达询问人物外貌、体格特征及所属关系的表达方法: She/He/It has…
Does he/she have…
能够掌握元音字母u，辅音字母r, y及组合ng的读音规则。
⒉ Skill aims
能听懂有关询问人物外貌特征及所属关系的表达方式；
能运用表示询问人物外貌特征及所属关系的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用新学习的单词。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真，规范书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示描述和询问人物外貌特征的表达方法：She/He/It has… Does he/she
have…
正确使用实义动词：have /has;
正确使用助动词do/does：Do you have… Does he have …？
能够掌握元音字母u辅音字母r，y及组合ng的读音规则。
⒉ Difficult points
正确使用使役动词have /has;
助动词do/does的应用；
能够掌握由形容词性物主代词转化为have/has引导的同义句；
Ⅳ. Learning strategies:
做游戏能增强学生学习英语的兴趣。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(8minutes) 1.The whole class work.2.Individual work.3.Individual work.4.The whole class work. 1.Students follow the teacher and review the words.2.Students say the word one by one quickly.3.One student answers, “Yes, I do./ No, I don’t”; Then one by one.4.Students guess who it is together. 1.Draw a picture of a girl on the blackboard, and then describe it, using the sentences, “This is a nose. This is a mouth. These are eyes…” Let students follow the teacher and review the new words they have learnt.2.Point out any part of the picture and let students say the word one by one quickly.3.Walk to one student and ask, “Do you have… ” Let student answers, “Yes, I do. / No, I don’t”; Then one by one.4.Check students’ homework (Draw a picture of themselves, then write a short passage about themselves); Select three pictures and read the passages, then let students guess who it is.
Presentation(12minutes) 1.The whole class work.2.Pair work.3.The whole classwork.4.The whole class work and individual work. 1.Do 1a. Students follow the teacher for several time.2.Students talk about the question in pairs, “… is my favorite actor. Who is your favorite actor My favorite actor is…” Two pairs show their conversations.3.Students answer the questions together;4.Students listen to the tape and try to get the answer; One student answer the question: “He is Jackie Chan”. Then all students follow the tape. 1.Show an actor’s picture and say: “He is an actor.”(老师解释：actor意为 演员尤其指男演员，一位男演员：an actor.) Let student read the word for several times.2.Then say, “He is my favorite actor. Who is your favorite actor ”(老师解释：favorite意为最喜爱的 ) Give students 1 minute to talk about the question in pairs; Then choose two pairs to show their conversations to the whole class.3.Show a picture of Jackie Chan and ask the questions: “Who is he Does he have… ”Let student try to answer the questions in English.4.Play the tape. Let students listen to the tape and answer the question：“Who is it ”;Then choose one student to answer the question（老师可补充另一种答案It’s Jackie Chan）; At last, play the tape again and let students follow the tape.
Consolidation (12minutes) 1.Pair work. 2.The whole class work. 3.Individual work.4. Pair work. 5.Individual work. 1.Two pairs act out the dialogue.2. The student answers the teacher’s question.Ss:Does he/shehave … T: Yes, he/she does./No, he/she doesn’t.3.Do 1b. Students listen and fill in the blanks in 1b; One student check the answer;4. Do 1c. Two pairs show their new Conversations.5.Do 2. Students look at the picture carefully, and then listen and check the number; Some students tell their answer. 1.Let students practice and act 1a out the dialogue in pairs, then choose two pairs to act out the dialogue.2.Walk to any student and ask the other students question.3.Play the tape for the third time and let students listen and fill in the blanks in 1b; Choose one student to check the answer of 1b.4.Give students 2 minutes to talk about their favorite people, then make up new conversations in pairs.5.Let students look at the picture of 2 carefully and guess “Who is Mr. Wang ” Play the tape and check the number; Let some students tell their answer.
Practice(10minutes） 1.Individual workand the whole class work.2.The whole class work.3.The whole classwork.4.Group work and the whole class work.5.The whole class work.6.Pair work, individual work and the whole class work. 1.Do 3. All students write the name of each part by themselves; Then read the words by themselves;Some students try to read the words;Then all Students follow the teacher for several times.2.Do 4. Students look at the flashcard and read after the teacher for two times; Then students change the sentence to “You have a long face”.3.Do Section A-u, r, y, ng. Students read the letter together.4.Students read the words one group by one group; Then students listen to the teacher carefully.5.Find the sound according to the teacher’s pronunciation. Listen to the tape and repeat the words.6.Do Section-A3b. Students read the words in 3b in pairs first;Some students read the words; All Students read after the tape and check. 1.Show a picture of 3. Let students write the name of each part first;Point out some cards with new words “arm, hand, leg, foot” and their pronunciations. Let all students try to read the words by themselves; Choose some students to try to read the words; Teach the new words while pointing the part for several times.2.Show a flashcard with the sentence “My face is round.” on one side, then points the other side with the sentence “I have a round face.” (Write the two sentences on the blackboard.) teach the sentences twice; Show the second flashcard with “Your face is long.” on it, and let students try to change the sentence to “You have a long face.” together.(以下句型转换老师可以让单人变换句型)3.Say,“Let’s play a game.” Show the letter u, and let students read it together（老师告诉学生此处u发的是字母音）. Divide the students into five groups, each group should read the word correctly.4.Let students read the word: excuse, Cuba, pupil, unit, use;Make a summary about the game.5.Show the cards with“red, rice, rose”on them, and read them. Then let students find the same sound in these three words. Write the sound on the blackboard and ask students to connect and practice the sound and the letter. Play the sound and the tape.（其他辅音音素以同样方式教授）6.The teacher gives students 1 minute to read the words in 3b in pairs.Then choose some students to read the words; Play the tape and let students check and repeat.
Production(3minutes) 1.Group work. 1.Do 5. Five students come to the blackboard and play the game; Students listen to the teacher carefully. 1.Let students play a game—Bobby Says. Choose five students to come to the blackboard and play the game. When the teacher says, “Touch your head.” the five students do it , the one who can’t touch the part quickly will go to back the seat. The last one is the winner; Make a summary about the game.2.Assign homework：Draw a picture of your favorite teacher. Then write a short passage about him/her; Review the words we have learnt; Preview the words and 1a,4a in Section C.
Teaching reflection:本节课学生在学习第四部分同义句转换时，容易出现错误。老师在教授过程中可采用不同形式，让全班、小组、结对、个人等变换句型，检测学生的掌握情况。
Ⅶ. Blackboard design
I have a small nose.Section B1. —Does he/she have….. actor arm—Yes, he/she does. No, he/she doesn’t favorite hand2.My face is round.= I have a round face. Chinese short 3.Your face is long. = You have a long face. leg footSection C
I. Material analysis
本节课是本话题的第三课时，主要活动是1a和2a。通过介绍“我”的两个同学Jane和Sally，进一步学习和巩固表示喜好的表达法、实义动词第三人称单数的一般现在时的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。同时，通过匹配图片和音标，帮助理解单词意义，并根据音标拼写单词，再现和巩固了Section A中的音标教学，巩固了字母和字母组合ar,er,ir,o,ee,ch,sh等在单词中的发音规律，帮助学生尝试结合发音规律拼读新单词。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并运用于情景对话中： many, little, a little, so, them, each, each other, all, not ... at all；
能在Section A的语法基础上正确运用come, speak, like, help等实义动词第三人称单数的一般现在时的陈述句、特殊疑问句、一般疑问句及其肯定否定回答，同时巩固人称代词的主格和宾格的用法；
能在Section A已学的语音基础上结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词；
ar /3/ : march, farmer er / /: farmer, sister
ir /8/ : first, bird, shirt o /4/ / K/: go, orange
ee /1/ : see ch /C/ : China, Chinese
sh /H/ : fish, shirt, ship
能结合话题，运用“谈论喜好、朋友”等交际功能的基本表达形式，进行口头和笔头的信息输出，如：
Where does he come from
Does he like Chinese
2. Skill aims
能听懂有关表达谈论喜好的叙述与对话；
能根据图文就谈论喜好等话题进行交流，能结合字母及字母组合的音标规律拼读新单词；
能在阅读训练中进行读前猜测、读中验证的活动；
能理解并执行有关“谈论笔友”的书面指令并形成短文。
3. Emotional aims:
在学习过程中，结合小组竞赛、同伴互助等活动，培养互相帮助、共同进步的合作精神。
III. The key points and difficult points
1.学生在Section A已学的语音基础上，能结合图片和音标拼写单词，并能尝试结合语音发音规律拼读新单词。
2.培养在阅读训练中进行读前猜测、读中验证的阅读能力。
3.结合谈论笔友进行口头和笔头的信息输出。
IV. Learning strategies
1.根据背景知识预测文章内容。
2.在学习过程中与同伴合作，互相帮助。
3.培养学生在学习过程中能善于发现规律并运用规律。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures:
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Individual work.3.Pair work and individual work. 1.Focus their attention on the teacher.2.Do duty report. Talk about something related to the topic in this section.e.g. I have a good friend. His name is ... He speaks English. But he knows a lot about China. He lives in England now. He says he wants to visit me some day. I think he can help me learn English and I can help him learn Chinese. We can help each other.3.Take out the homework. Some students read the reports about your pen pals. Then the other students answer the teacher’s questions:e.g.T:Does he like English S: Yes, he does. He likes it a lot/a little./No, he doesn’t like it at all.T: Can he speak English S: Yes, he can speak a little English./No, he can’t speak English at all.T: So let’s help him with his English. We should help each other. 1.Greet students ready for learning.2.Help the students to express correctly.3.Ask the students some questions about their description of pen pal. Present the expressions of likes and dislikes, and some new words as well: little, a little, not...at all, so, each other.
Presentation (10 minutes) 1.Individual work.2. Pair work. Do 1a. Read the statements before the passage. Guess, “Why are Jane, Sally and I good friends ” Check(√) the reason(s) before reading.2.Do 1b. Read 1a and circle True or False in 1b. Then discuss in pairs. Check the answers with your partner. Then try to correct the false sentences. 1.Lead the students try to guess before reading. It will help the students understand the reading material.2.Tell the students they can find the right answers in the passage. Make them check and help each other in pair work. Revise the Personal Pronouns.e.g. I help them.Jane and Sally often help me with it.
Consolidation(10 minutes) 1.The whole class work.2.Individual work. 1.Read after the tape sentence by sentence. Then read while listening to the the tape.2.Try to retell the passage in your own words. Then report it to the class. 1. Play the tape of 1a. Correct their pronunciation, sentence stress and liaison.2.Give the students some key words to help them retell the passage. Encourage them to open their mouths to speak English.
Practice (10 minutes) 1.Group work.2.Pair work.3.Group work. 4.The whole class work and individual work. 1.Do 2a. Sit in groups of four, A, B, C, D. Present 2a. Practice the dialogues in groups. Then look at the pictures of some famous stars. Practice the following dialogues in groups:e.g.A: B, do you like... B:Yes, I like her very much.A: What about ... B:No, I don’t like him at all.C: Does B like... D: Yes, she likes her very much.C: What about ... D: No, she doesn’t like him at all.2.Do 2b. Read the table in 2b. Then ask and answer questions with your partner about how these students like English and Chinese.e.g. A: Does Li Xiang like English B: Yes, he likes it a little.A: Does Yukio like English B: Yes, he likes it.A:Does Wang Junfeng like English B: No, he doesn’t like it at all.…Do 4a. Read the sounds. Match the pictures with the sounds. Then write each word on the line. Check the sounds, pictures and the words in your group. Then try to read the sounds on the teacher’s cards and spell the words correctly. The group which can read the sounds and spell the words the most quickly can get 10 points. And the group which gets the most points at last is the winner in this competition.Look at the pictures in 4b. Guess what kind of words may be used to describe the pictures, such as farmer, ship, China, sister, see, bird and so on. Then open your books to check. Pay attention to the sounds of the underlined letters. Try to understand the meanings of the sentences with the help of the pictures. Then the whole class listen to the tape and read after the tape. After that, some students read the sentences individually.e.g.In March, the farmer will go to China by ship.My sister is the first to see the Chinese bird. 1.Show some pictures of famous stars. Make sure the students know how to express likes and dislikes, and speak in English while practicing.2.Give the students some help while they are practicing spoken English.3.Give them some help while they are pronouncing and writing down the words. Show some cards with sounds on them to make a group competition.4.Help the students to think about some words related to the pictures before learning the sentences. Play the tape.
Production (10 minutes) 1.Pair work and group work. 1.Do 3 in P60. Ask and answer the questions in 3 with your partner orally. Then write down your answers first and write a passage about your pen pal. Read the passage to your group members and let them check and correct your mistake(s) in the passage. 1.Help students check their passages. 2. Assign homework:Read 1a aloud and fluently;Review the words and expressions in this section;Preview Section D Grammar & Functions.
Teaching reflection： 本节课活动量较大，容量较多，有阅读活动、两两操练、语音探究等活动，因此，由于时间的关系有的教学步骤可能无法在一个课时完成，老师们可以自行按照教学实际安排进度。
VII. Blackboard design
Does he speak Chinese Section C1. Many students in our class like English a lot, many but I like it a little. a little2. But their Chinese is not good, so I help them. them3. —Does Jane like Chinese so —Yes, she likes it a lot. each other —Does Sam like Chinese not...at all —No, he doesn’t like it at all.Section D
I. Material analysis
本节课是本话题的最后一个课时。主要活动是grammar, functions和2。通过填空、选词、图文匹配等活动引导学生总结谈论喜好、询问、请求等功能的表达法、实义动词一般现在时第三人称单数的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。最后还设计了Project环节，让学生通过漂流瓶交朋友，进一步巩固一般现在时的用法，尤其是有关喜好的表达，训练学生的实际运用能力。在本课中，教师应避免让学生机械记忆，通过引导学生自行总结，在理解中熟练应用并掌握所学语法和功能。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的文段陈述中加以应用：read, people, every, day；
能总结实义动词一般现在时第三人称单数的陈述句、一般疑问句及其肯定和否定回答，以及人称代词的主格和宾格的用法；
能结合话题，运用“表达询问、请求和谈论喜好”等交际功能意义的表达，进行对话操练并加以总结。
2. Skill aims
能听懂有关表达询问、请求和谈论喜好的叙述与对话；
能在两两对话、文段陈述中发音清晰，注意重音和连读；
能将图文匹配并进行人称的替换活动；
能准确写出本话题中黑体词汇和词组，以及表达询问、请求和谈论喜好的简单句子。
3. Emotional aims
在学习过程中，结合小组竞赛、同伴互助等活动，培养学习英语的兴趣，以及互相帮助、共同进步的合作精神。
III. The key points and difficult points
1.学生在Sections A-C已学的基础上，能自行总结谈论喜好、询问、请求等功能的表达法、实义动词一般现在时第三人称单数的陈述句、一般疑问句及肯定、否定回答以及人称代词的主格和宾格的用法。
2.能在口语操练活动中自如地将文段陈述进行人称的转换和知识的提炼。
IV. Learning strategies
1.以自行总结和发现规律代替机械记忆。
2.在理解中将语法和功能等知识进行实际运用。
3.在学习过程向老师和同学寻求帮助。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Individual work and the whole class work. 1.Focus their attention on the teacher.2.Do duty report. Talk about your pen pal. The whole class answer the teacher’s questions about your pen pal.e.g. T: Where does he/she come from S:He/She comes from...T:Does he/she like Chinese S: Yes, he likes it a lot./No, he doesn’t like it at all. 1.Greet students ready for learning.2.Help the students to express correctly. Ask the students some questions about their pen pal to train their spoken English and listening.
Presentation (10 minutes) 1.Group work. 1. Read through Sections A-C and fill in the blanks with the correct words in “Grammar”-Present Simple, in P61. Then check the answers with your group members. Try to answer as quickly as you can. The group which can answer correctly and the most quickly can get 10 points. The group which gets the most points will be the winner in this activity. 1.Act as a leader and helper in this activity of group competition.
Consolidation(10 minutes) 1.Group work and individual work. 1.Find out the expressions about asking, requests, likes and dislikes in this topic. Then fill in the forms in “Functions’ individually and check the answers with your group members. Then make a new conversation, using the expressions you learned in this topic. Report it to the whole class. Each group can get different points according to their pronunciation, sentence stress and liaison.e.g.A: Excuse me, could you please tell me your name B: Sure. My name is ...A: Do you like Chinese B: Yes, I like it very much.A: Do you speak English B: Yes, I do.A:My English is not good. Could you help me with it B: No problem. 1.Make the students themselves revise and master the functions, sounds, sentence stress and liaison in this topic by making their own conversations.
Practice (10 minutes) 1.Individual work and pair work.2.Individual work and the whole class work.3.Group work.4.Pair work. 1.Do task 1. Fill in the blanks with the correct form of each given words. Check with your partner and then practice with your partner.2.Do task 2. Read the following sentences and match them with the pictures. The whole class check the answers together.3.Find the Personal Pronouns in the sentences of task 2. Then discuss with your group members and try to find out the usage of Personal Pronouns.e.g. I often read them.Some of them have blond hair and blue eyes.4.Underline the verbs in the sentences of task 2. Then one student reads the sentence in Task 2 and the other student changes “I’ into “He” or “She”. Use the form of the verbs correctly.e.g.A: I like English very much.B:He likes English very much.A:Every day I read many letters from my pen pals.B:Every day she reads many letters from her pen pals.... 1.The teacher is a helper and a leader in checking the answers.2.Help the students check the answers.3.Help the students find out the usage of Personal Pronouns.4.Make sure the students use the verb form correctly while changing the subject.
Production (10 minutes) 1.The whole class work. 1.Do Project. Write a short passage to introduce yourself, including your likes and dislikes. Put the passage in a bottle and pass it to a classmate. When you get a bottle, read the passage and decide if you want him/her to be your friend. If yes, keep the bottle and be his/her pen pal. Otherwise, keep the bottle drifting. Finally check who finds his/her friend(s) through the “drift bottle”. e.g.Hello! My name is ... Nice to meet you! I am a boy/ a girl. I like English. And I am good at English. I can help you learn English. But I don’t like math. Could you help me with my math What do you like Would you like to be my pen pal Can we make friends 1.Introduce the game rules. To be the class controller while the bottle is drifting.2.Assign homework:Revise the words and expressions in this Section. Complete the Exercise Book;Do a survey. Ask some of your friends some questions about their likes and dislikes. Write down the answers and combine the answers into a passage;Finish Review of Unit 3; Preview Topic 2, Section A.
Teaching reflection： 本课讲练结合，因此设计了小组抢答竞赛，学生的学习兴趣和参与热情被调动起来，同时还学会自行总结所学语法，学会与他人合作互助，学会结合所学语法和功能在同学中找朋友。
VII. Blackboard design
Does he speak Chinese Section D1. I like... read2. He likes... people3. —Could you... every—Sure! No problem! day4. —Do you like ... —Yes, I like it very much/ a lot/a little./No, I don’ t like it at all. Subject Pronouns: I, you, he, she, it, we, you, theyObject Pronouns: me, you, him, her, it, us, you, themSection C
Ⅰ. Material analysis
本节课是Section B部分所学内容的继续，主要活动是1a, 2和3a。在复习辨认物体的表达法的同时引入these和those的用法以及规则可数名词的复数变化规则。此外，语音板块要求学生进行单词读写的训练以及让学生掌握一般疑问句和陈述句的语调变化。
Ⅱ. Teaching aims
1. Knowledge aims
能够掌握并正确运用新学习的单词:those, these, book, let, help, ruler等；
能够熟练掌握和应用可数名词单复数的变化规则：一般在名词后加s; 以s/x结尾加es；
能够用英语熟练表达辨认物体的表达方式：What are these What are those
They are … Are these/those… Yes, they are. No, they aren’t.
2. Skill aims
能听懂有关辨认物体的表达方式；
能识别出不同的语调，如陈述句和疑问句等；
能运用表示辨认物体的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辨认物体的简单句。
3. Emotional aims
鼓励学生积极合作，参与课堂活动，大胆实践；
培养学生学好英语的信心，鼓励学生积极大胆地开口讲英语。
Ⅲ. The key points and difficult points
1.Key points
正确使用表示辨认物体的表达方法；
正确书写所学的单词；
正确应用单数名词变复数的规律。
2. Difficult points
单数名词变复数的规律：一般在名词后加s;
以s/x结尾加es；
单数句型和复数句型的转换：What’s this/that It’s a/an…
What are these/ those They are…
Ⅳ. Learning strategies
采用实物教学是学习英语的一种好方法。
Ⅴ. Teaching aids
录音机、多媒体、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The whole classwork.2.The whole classwork. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2. Do duty report.（老师指着一支铅笔）T: What’s this Ss: It’s a pencil.（老师指着一块橡皮）T: What’s this inEnglish Ss: It’s an eraser.（老师让一名学生举起他/她的钢笔）T: What’s that Ss: It’s a pen. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Help students revise the expressions in Section B.
Presentation(12minutes) 1.The whole class work.2.The whole class work.3.The whole class work.4.The whole class work.5.The whole class work.6.The whole class work.7.The whole class work.8.The whole class work.9.The whole class work. 1.Do 1a. Students answer, “It’s a book.”2.Students say, “They are books.” 3.Students answer, “They are…”4.Students answer: “They are…”5.Students answer the questions: “Yes, they are. / No, they aren’t”.6.Students look at the pictures and read the conversations by themselves first.7.Students guess the order of the four pictures in pairs, then some students tell their ideas about the order of the pictures.8.Students check the answers and follow the tape first.9.Students listen and follow the tape again. 1.Show a book and ask, “What’s this ” Help students answer, “It’s a book.” Read the word for several times.2.Show two books to students and ask, “What are these ” Help students say, “They are books.”3.Point “a book (意为：一本书，two books意为：两本书。表示两个或两个以上的人或物要把该名词变复数即: + s)” Then Point some pens, pencils, erasers and ask, “What are these ” Let students answer, “They are…”4.Point to the objects on students’ desks and ask, “What are those ” Let students answer, “They are…”5.Show some objects and ask, “Are they … ” Help students answer, “Yes, they are./No, they aren’t.”6.Show the pictures of 1a on the screen and let students look at the pictures, then read the conversations by themselves first.7.Give students 1 minute to guess the order of the four pictures in pairs, then choose some students to number the pictures.8.Check the answers on the screen and play the tape, and let students read after the tape first.9.Play the tape and let students listen and follow the tape again.
Consolidation(10minutes) 1.Pair work. 1. Do plete the conversations in pairs and four pairs check the answer;Use their objects to practice the sentences in pairs and some pairs show their conversations. 1.Show the pictures of 1b on the screen and give students two minutes to complete the conversations，then choose four pairs to check the answers; Let students use their objects to practice the sentences in pairs and choose some pairs to show their conversations.
Practice(12minutes) 1.Group work and pair work.2.Pair work.3. The whole class work.4.Individual work.5.The whole class work. 1.Do 2. Make short conversations in groups;“A: What’s this/that B: It’s a/an…A:What are these/ those B:They are…”2.Two pairs show their conversations, and some pairs show the next conversations;3.Look at the blackboard carefully.“book books, ruler, rulers, eraser, erasers, bus, buses, box, boxes…”4.Do 3a. Read the words by themselves; Then some of them read the words, write the words by themselves and check the answers.5.Do 3b. First read the sentences in 3b by themselves; Then read after the tape and pay attention to the rising tone and the falling tone. 1.Show the first group pictures of 2 on screen, then let students make short conversations with the sentences in pairs.2.Choose two pairs to show the conversations, Then show the next two group pictures of 2, and then give students some time to make up new conversations with the pictures.3.Write down the key sentences on the blackboard and ask students to pay attention the words. 4.Show the word cards and let students try to read the words together; Then choose some students to read the words and ask students to write the words in their books.5.Let students read 3b aloud by themselves and pay attention to the rising tone and the falling tone;Then play the tape and let students read after the tape.
Production(4minutes) 1.Group work. 1.Come to the blackboard and make up more conversations; At last, the students listen to the teacher carefully. 1.Put some objects on the desk. Then choose some students to come to the blackboard and make up conversations with them in two minutes, the student who makes more conversations is the winner;Then make a summary about the game.2. Assign homework:Review the key sentences;Make a short dialogue orally; Copy the new words one line; Preview Section D—Grammar and Functions.
Teaching reflection:本节课由单数句型向复数句型的转换，学生会出现问题，因此，教师在教授过程中，要注意句型转换时词形的变化。
Ⅶ. Blackboard design
What class are you in Section C1.—What’ s this —It’s a… 名词单数变复数的规则：2.—What’s that —It’s an… 1. 一般名词加s;3.—What are these —They are… 2. 以s 或 x 结尾加es.4.—What are those —They are…5.—Are they … —Yes, they are./ —No, they aren’t.Section A
Ⅰ. Material analysis
本节课是一节听说课，主要活动是1a, 2a和3a。通过人物对话学习有关询问姓名、国籍的表达方式，训练学生的听说能力，并能正确使用人称代词：you, they；形容词性物主代词：my, your；Be动词am, is are的一般现在时在不同情况下形式上的不同变化；特殊疑问词what, where, who引导的特殊疑问句以及缩写形式；初步了解元音字母a，e和辅音字母p, b, t, d, k和g的读音规则并能够根据已学音标进行单词的拼读和拼写。另外，在本课学生还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。
II. Teaching aims
⒈ Knowledge aims
能够听懂、正确朗读并应用新学习的单词: excuse, me, name, America, Japan等；
能够正确使用be动词am, is, are的一般现在时在不同情况下形式上的不同变化及缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not。
能够用英语熟练表达询问姓名，国籍的方式What’s your name Where are you from
能够正确运用特殊疑问词what, where, who引导的特殊疑问句。
⒉ Skill aims
能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；
能运用图文就表示询问姓名、国籍等的基本情况的话题进行简单的交流；
能根据已学音标的初步知识拼读单词；
能正确地朗读对话，并能注意语音语调；
能写询问对方基本情况的简单句。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
能有兴趣用所学的功能句进行口头对话；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示询问姓名、国籍等的表达方式；
正确使用人称代词：you, they, 形容词性物主代词：my, your；
正确使用Be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
掌握元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
⒉ Difficult points
特殊疑问词what, where, who引导的特殊疑问句及缩写形式；
Be动词am, is, are的应用；
元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
Ⅳ. Learning strategies
运用图片教学能帮助学生理解和掌握教学内容。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡、黑板和多媒体。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(2minutes) 1.The whole class work and individual work. 1.The students replythe teacher.T: Hello! Goodmorning.Ss: Hello! Goodmorning.The teacher walks to one student.T: Hello! Areyou … S1: Yes. I am. 1.The teacher greets with students.
Presentation(13minutes) 1. Individual workand the whole class work.2.Individual work.3.Individual work and the whole class work.4.The whole class work.5.Individual work. 1.Do 1a. (学生迷惑) The student answers the teacher “No, I’m not. I’m …” students look and listen to the teacher carefully;Students make sentences using it one by one.2.The student answers “My name is …”3.The student answers “I’m from Canada.”The whole class read the new word for several times.4. The third student answers “No, I’m not. I’m from America. ”The whole class read the new word for several times. 5.Students look at the picture and listen to the tape carefully;Follow the tape to read 1a for two times. 1.Walk to next student and say “Excuse me, are you… ”(老师将解释Excuse me,常用于口语中，意为“劳驾，打扰一下。”) Repeat it for several times;Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, I’m not”.（是否定回答，注意：肯定回答时I am.不能缩写，否定回答时，I am缩写）And say “I’m Denny. My name is Denny.” Write down on the blackboard: “I’mDenny.= My name is Denny.” Let students use “My name is…”to make sentence one by one.2.Walk to one student and say “My name is Denny. What’s your name ”(老师解释 你叫什么名字？What’s = What is) (Write down on the blackboard).3.Walk to another student and say “I’m from China,”老师解释 我来自中国) “Where are you from ” (你来自哪儿？) and show a picture of Canada （如加拿大的电视塔）; Then teach the new word “Canada”for several times.4.Walk to the third student and asks “Are you from Canada, too ” and shows a picture of America（如美国的自由女神像）; Then teach the new word “America”for several times.5.Show the teaching picture of 1a, then let students look at the picture and listen to the tape carefully for the first time;Then play the tape again and let students follow it for two times.
Consolidation(12minutes) 1.The whole class work and pair work.2.The whole classwork and individual work. 1.Do 1c. Read the word after the teacher for three times;Work in pairs and make up new conversations with the country names. Then two pairs show their conversations to the students.2.Do 1b. Students guess, listen and number the pictures;Then listen to the tape again and match the names with the countries, one student checks the answers; Then Read after the tape. 1.Show the picture of Japan （如日本富士山图）and teach the word “Japan” for three times;Point out other country names（eg. China, the USA, the UK）, then let students work in pairs and make up new conversations with the country names for 1 minute.2.Show the pictures of 1b and explain the cultural background of these pictures;Play the tape again and choose one student to check the answers; Then show the listening material and play the tape.
Practice(12minutes) 1.The whole class individual work and pair work.2.Pair work.3.The whole class work and group work. 1.Do 2a. Follow the teacher “They are Maria and Jane.”Then listen and complete the conversation by themselves;Students read A, and then practice the conversation in pairs.Then two students share the conversation with the whole class.2.Do plete the conversation in pairs and two students show their answers.3.Do 3a. Listen and read “Japan” together；Read after the teacher together and imitate the teacher;Read the word together; Discuss the pronunciation in groups;Two groups try to read the words;Some students make a summary about the the pronunciation of 3a. In the same way, they summarize the pronunciation of e;Listen to the words of 3a and repeat. 1.Point out the picture of 2a and say “Who are they ’(老师手指Maria and Jane. 她们是谁？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard);Let students open their books, and then listen and complete the conversation of 2a;Read the conversation in roles. The teacher reads B and then give students 1 minute to practice the conversation in pairs and chooses one pair to show the conversation.2.Give students 1 minute to complete the conversation in pairs and choose two students to show their answers.3.Point out a card with a word “Japan” on it and read it out;Show the next cards with “gap, pat, pet” on them and read them out;Explain “p是清辅音也是爆破音”（老师可用一张纸做演示，让学生直观感触p的发音特点）(老师可用同样的方法教授b, t, d, k, g的读音)Show a card with “name” on it and let students read the word;Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups;Choose two groups to read the words;Let students make a summary about the pronunciation of a.(In the way, teach /2/ /i:/ /e/ ) (老师可分别用学过的单词如am, see, welcome);Then play the tape.
Production(5minutes) 1.Group work andthe whole class work. 1. Students make up a short conversation in groups and two groups show their conversations;Students listen to the teacher. 1.Let students use the sentences “What’s your name Where are you from Are you… Who are they They’re … Where are they from They are from …” to make up a short conversation in groups (1min) and choose two groups to show their conversations;Make a summary about the show.2. Assign homework:Review the key sentences we have learnt; Read and recite 1a;Copy every word one line; Preview the new words and 1a of Section B.
Teaching reflection:本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型I’m from…向复数句型They’ re from…转换时学生出现了问题, 此外，要加强be动词的应用；由于本课内容较多，为了减轻学生的负担，把3b的教学内容调整到Section B中学习。
Ⅶ. Blackboard design
Where are you from Section A1.What’s your name Canada Sounds：2.Where are you from Japan /V/ /2/ /1/ /e/3.Are you from Canada, too America /p/ /b/ /t/ /d/ /k/ /G /4. —Excuse me, are you… England—Yes, I am./ No, I’m not. 5. —Who are they —They are Maria and Jane. 6.they are = they’reSection C
Ⅰ. Material analysis
本节课的主要活动是1a, 4a。借助三组图画对文章内容进行预测，并通过阅读检查、预测和复习Unit 1有关介绍个人信息的表达“I’m …”，“I’m thirteen years old”等。同时进一步拓展学习介绍自我和他人的表达“I come from England.”另外，本课将继续让学生巩固描述人物外貌特点的表达方式。本节课是一节读写课，重点应放在培养学生的读写能力上。因此，教师在教学中要尽力把课堂交给学生，教师起到导游的作用；此外，语音板块通过练习活动巩固字母o, u, r, y和字母组合ng的发音，培养学生根据音标及图片拼写单词的能力。本节课老师主要采用任务型教学法展开本课的学习。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: boy, come, sister, different, knife等;
能够运用基本的形容词描述、询问人物外貌特征及所属关系的表达方式；
能够掌握陈述句及一般疑问句的语调。
⒉ Skill aims
能听懂有关询问人物外貌特征及所属关系的表达方式；
能运用表示询问人物外貌特征及所属关系的表达方式进行简单的交流；
能识别不同的语调，如陈述句和一般疑问句等；
能够在图画等的帮助下预测文章大意；
能运用所学表达进行段落写作，描述人物外貌特点；
能根据图片及音标拼读单词。
⒊ Emotional aims
能够养成借助图片帮助听说和阅读理解的习惯；
能够认真，规范书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问人物外貌特征的形容词和表达方式，并利用这些形容词和表达方式描述自己和他人。
正确使用实义动词have /has引导的表示所属关系的一般疑问句的表达。
正确使用助动词do/does。
2. Difficult points
正确使用实义动词have /has引导的表示所属关于的一般疑问句的表达。
助动词do/does的应用。
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
提供关键词是培养学生写作能力的一种好方法。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The whole class work.2.Individual work.3.Individual work.4.Individual work.5.Individual work. 1.Students answer “Hi! Good morning. Nice to meet you, too.”2.Some students describe the girl using the sentence like “She has …”3.Some students answer the questions.4.Students answer the teacher’s questions with, “Yes, I do. / No, I don’t”.5.Students have chain questions. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Draw a picture of a girl on the blackboard, then let some students describe the girl using “have/ has”.Give an example,“She has a small mouth.”3.Point at some part of the girl and ask, “Does she have… ” Choose some students to answer the questions.4.Walk to some students and ask the question, “Do you have… ”5.Chain questions-Ask one student the question, “Do you have… ” Make an answer with“Yes…/ No…”Then ask the next student one question and go on, at least let five students do it.
Presentation(13minutes) 1.The whole class work.2.Pair work.3. Individual work.4.Individual work and the whole class work. 1.Do 3a. The students answer the question, “Yes, he does.”Then students answer the question, “No, we don’t.”2.Students do it in pairs.One pair share their dialogue to the whole class.3.Students do it by themselves; Students check the answers.4.Do 1a. Some students guess them;Then all students read the passage and find out the new words; Some students read the sentence one by one; Students listen to the teacher carefully. 1.Show the first picture of 3a to students and ask the whole class, “Does he have a knife ” （老师指着小刀反复读“knife”） Let students answer the question;Then the teacher asks, “Do you have a knife ”2.Show the second picture in 3a, then let students make a question with the picture, they discuss it in pairs for 1 minute and try to make a short dialogue; The teacher chooses one pair to show their dialogue;(以同样的方式呈现剩余两幅图)3.Give students 1 minute to match the pictures with the conversations by themselves; Check the answers of 3a.4.Show the pictures of 1a, then let students guess who is the boy and who is his sister, Amy; Let students read the passage first and find out the new words in the passage; Write down the new words and important phrases, and then choose some students to read the passage one by one;Point out the important expressions: come from = be from, in the same school, but in different grades, then explain them to students.
Consolidati on(10minutes) 1.The whole class work. 2.Individual work.3.The whole class work and individual work. 1.Students read the passage by themselves.2.Do 1b. Five students check the answers.3.Do 1c. Students read the passage and circle the adjectives in the passage; Then fill in the table on the blackboard, the others do it by themselves; Finally, two students share their passage with the whole class. 1.Give students 1 minute to read the passage again and pay attention to the important words and expressions.2.Let students do 1b by themselves, then choose five students to check the answers.3.Give students 1 minute to read the passage and find out the adjectives in the passage;Show a small blackboard and draw a table on it, and then choose one student to fill in the table and let the other students do it by themselves; Give students 2 minutes to make a passage about the table, and then choose two students to show their passages.
Practice(12minutes) 1.Group work.2.The whole class work.3.The whole class work and individual work. 1.Do 2. Students describe their partners’ look orally;Three students describe their partners’ look in front of the whole class; All Students listen to the teacher carefully.2.Do 4a. Students read the threes letters; Then read after the teacher; Students look at the picture and guess the meaning of red.3.Do 4b. Students read the sentences; Some students read the sentences; Then all Students read after the tape carefully and pay attention to the rising tone and the falling tone. 1.Give students 2 minutes to describe their partners’ look orally; Choose three students to describe their partners’ look in front of the whole class; Make a summary about the three students.2.Show three cards with r, e, d to students and let them try to read the three letters; Put the three letters together and read it /red/ for three times; Show the first picture of 4a and say, “The meaning of /red/ is …” Let students guess the meaning of “red”.(老师可采用同样的方式学习以下单词)3.Give students 1 minute to read the sentences in 4b first;Choose some students to read the sentences; Play the tape and let students read after the tape carefully.
Production(5minutes) 1. Group work. 1.Students make up their passages in groups first and two groups show their short passages; All students listen to the teacher carefully. 1.Show six nouns: head, face, nose, mouth, eye and hair, then let students make up short passages with them in groups, give students 2 minutes; Choose two groups to show their short passages to the whole class; Make a summary about the two groups:2. Assign homework：Review the words and expressions; Write a passage about your partner; Preview Section D.
Teaching reflection:本节课整个教学过程很顺利，在引导学生拼读单词时遇到一些问题：学生能正确读出字母，但把字母放在一起，学生就很难正确读出该单词的读音，在教学中要不断地渗透音标教学。
Ⅶ. Blackboard design
I have a small nose.Section C1. —Do you/they/ have….. knife—Yes, I/We/They do. No, I/We/They don’t. boy2. —Does he/she have….. sister —Yes, he/she does. No, he/she doesn’t; come from3.We are in the same school, but in different grades. be fromSection B
I. Material analysis
本节课是本话题的第二课时，主要活动是1a。通过Jane和Kangkang谈论笔友的对话场景，学习实义动词live/say/visit在第三人称单数一般现在时中的陈述句、一般疑问句及肯定和否定回答等，同时也进一步巩固人称代词的主格和宾格的用法。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读和拼写下列词汇并运用于情景对话中：lot, a lot, about, live, say,visit；
能在Section A的语法基础上，正确运用speak, live, say, want等实义动词第三人称单数的一般现在时的陈述句、一般疑问句及其肯定和否定回答，同时巩固人称代词的主格和宾格的用法；
能在情景对话与人物汇报中，运用“表达询问、谈论喜好、结交笔友”等交际功能的基本表达形式，如：
（1）—Does he speak Chinese —No, he doesn’t.
（2）—Does he live in England —Yes, he does.
（3）—Does Lucy like China —Yes, she does.
2. Skill aims
能听懂有关表达询问、请求、谈论喜好的简单对话或叙述；
能根据图片就表达询问、请求、谈论喜好等的话题进行交流、陈述或问答训练；
能正确地朗读对话，并根据图文理解相关话题，抓住大意，并根据要求进行学习活动；
能写出表达询问、请求和谈论喜好的简单句子，能用第三人称单数写出一篇介绍人物的短文。
3. Emotional aims
在对话、汇报、问答等课堂活动中，提高学习英语的兴趣，并敢于开口说英语，积极参与课堂活动。
III. The key points and difficult points
在对话操练、短文汇报呈现、两两问答等活动中，能够熟练运用实义动词live/visit的第三人称单数的一般现在时陈述句、一般疑问句及其肯定、否定回答以及人称单词的主格和宾格的用法。
IV. Learning strategies
1.学生能够清楚、大声地朗读课文对话。
2.在学习过程中向老师和同学寻求帮助。
3.培养学生借助教学挂图、表格等非文字信息帮助理解的习惯。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (10 minutes) 1.The whole class work.2.Individual work.3.The whole class work and individual work.4.Pair work. 1.Focus their attention on the teacher.2.Do duty report. Talk about something related to the topic in this section. 3.Play “bingo” game. Make a table with nine grids. Score out the words which you hear. When the words are in line of three, stand up and say “bingo” loudly.4.Practice the dialogues and expressions in Section A in pairs. Then report to the class. 1.Greet students ready for learning.2.Help the students to express correctly.3.Read the words of Section A: could, tell, sure, pen pal, some, with, problem, well, often. Help the students to revise them.4.Check their pronunciation, the sentence stress and liaison while they are practicing.
Presentation (10 minutes) Pair work.Individual work, pair work and the whole class work. Do 1a. Student A takes out the passage he/she wrote in last class and changes it with his/her friend, student B, whom he/she found in last class. student B reads the passage to C student. C asks some questions about A.e.g. “Who is the letter from ”, “Does he speak English ”, “Does he live in England ” B answers the questions according to A’s passage.After that, B and C fill in the blanks in the following short passage together:The passage is from A. He is B’s ___. In the letter, he says he ____ in China now. He ____ a little English. He ___ to find a friend to ___ him ____ his English.Then one student reads the passage you have finished to the class.2.Look at the teaching pictures of 1a and the table in 1b. Try to know some backgrounds and get the main idea of the conversation. Then listen to the tape with 1a plete the table in 1b. Check the answers with your partner. Then listen again and the whole class check the answers. Look at 1a and read after the tape sentence by sentence. 1.Remind the students to use correct forms of the verbs and personal pronouns while asking and answering. Present some new words in this section: live, say, lot, a lot, about.2.Show the teaching pictures of 1a. Lead the students to guess before listening. Play the tape.
Consolidation (5 minutes) 1.Group work and pair work.2.Individual work and pair work 1.Do 1c. Read 1a in groups and then practice the conversation in pairs. After that, make up a new one and act it out with your partner.2.Do plete the passage based on 1b individually. Then discuss the answers with your partner and report it to the class. 1.Correct the students’ pronunciation, sentence stress, and liaison.2.Check the answers. Make sure the students use the form of the verbs correctly.
Practice(10 minutes) 1.Individual work.2. Pair work. 1.Do 2a. Read the four questions in 2a. Guess the main idea of the listening material and write down the answers you think. Then listen to 2a and write down the key words. Report the answers to the class. Pay attention to the correct form of the verbs come, live, like, speak.2.Do 2b. Make a short report with the information in 2a, using the words and expressions in the box in 2b. Check with your partner. Then report to the class. 1.Lead the students to learn to guess the main idea by reading the questions before listening. Play the tape and check the answers after listening. 2.Lead the students to correct the mistakes each other. It will make them feel more confident before reporting in front of the class.
Production (10 minutes) 1.Group work. Sit in groups of eight. Ask and answer some questions one by one with the verbs in the box, using the correct form of the verbs.e.g. A:Do you have a knife B:Yes, I do. Does he want a knife C: Yes, he does. Does Kangkang know a lot about English D: No, he doesn’t. 1.Check out if the students use the correct forms of the verbs. 2.Assign homework:Review the words and practice the conversations in Section B with your partner;Practice 1a with your partner;Write a short passage about your pen pal, using the verbs: like/speak/want/live;Preview the words in Section C.
Teaching reflection：谈论笔友的话题贴近学生实际生活，但是由于语言习惯的不同，学生在对实义动词的第三人称单数一般现在时以及由此引出的一般疑问句中助动词does的用法有一定的障碍和困难。因此教师应该引导学生在课堂的听、说、练的活动中，反复操练进而熟练掌握实义动词的第三人称单数一般现在时的一般疑问句、肯定和否定回答。
VII. Blackboard design
Does he speak Chinese Section B1. —Does he speak Chinese lot —No, he doesn’t. a lot2. He speaks English. But he knows a lot about China. about3. —Does he live in England live —Yes, he does. say4. He wants to visit Beijing. visitSection C
I. Material analysis
本课是第三话题的第三课时，主要活动是1a和2通过Kangkang和Baby Monkey之间的对话，学习表达焦虑和感谢他人帮助的句型；通过写动物名称，检测学生是否掌握所学动物名称的单词，之后讨论它们最喜爱的食物，完成口头报告，培养学生总结汇报的能力。另外根据表格信息写一段介绍自己最喜爱的动物的小短文，培养学生的信息转换能力。语音板块通过读音、写字母和改写单词，学生将掌握记忆单词的方法，选词完成句子并朗读单词和句子，培养学生辨析单词的能力。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
meat, rabbit
能就表达焦虑询问他人是否发生什么事情、提供和感谢他人帮助、表达自己观点等话题进行交流与对话操练，如：
What’s up
I can’t find my way home.
It’s very kind of you.
Thank you for your help.
Here we are!
I think the rabbit likes vegetables.
2. Skill aims
能听懂简单的课堂用语并做出适当的反应；
能在教师的指导下进行简单的角色表演、仿编对话等；
能用英语谈论自己喜爱的动物；
能在口头表达中做到发音清晰，语音语调准确；
能够在图画的帮助下进行阅读，理解大意，并按要求进行语言活动；
能理解并执行有关学习活动的简单书面指令；
能正确书写单词，并能正确使用单词造句；
能够运用本话题的句型进行日常活动时间安排的短文写作。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。
III. The key points and difficult points
1.在情景对话中，能继续使用 “What’s up ”, “I can’t find my way home”, “It’s very kind
of you.” 和 “Thank you for your help.”来表达焦虑和感谢他人帮助，能用“I think...”来表达自己的观点。
2.能够将表格信息转化为篇章输出。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.能在词语和相应事物之间建立联系。
3.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
VI. Teaching procedures:
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Group work.3. Pair work. 1.Focus their attention on the teacher.2.Group competition. Discuss and revise the expressions of time in group first. Then look at the paper clock. Try to answer the teacher’s questions. e.g.(1)6:30T: What time is it now Ss: It’s half past six.It’s time to...T: What do you usually do at this time A: I usually ...(2) 12:00T: What time is it now Ss: It’s twelve o’clock.It’s time to...T: What do you usually do at this time Ss: I usually ......3.Talk about your favorite animal and why do you like it with your partner. Then some pairs act out your conversation to the class.e.g.A:What’s your favorite animal B:My favorite animal is pandas.A:Why do you like pandas best B:Because they are cute. What about you Which animal do you like best A: I like tigers best.B: Why A:Because they are brave.... 1.Greet students ready for learning.2.Show the paper clock to the students to revise the expressions of times and “It’s time to...”.3.Help the students to revise the words and expressions about likes in Section B.
Presentation (10 minutes) 1.The whole classwork and individual work.2. Individual work and pair work. 1.Do 1a. T: What’s Kangkang’sfavorite animal S: Monkeys.T: Here is a conversation betweenKangkang and a Baby Monkey. What happened to the Baby Monkey Look at the pictures in 1a. Answer thefollowing questions. Try to guess what happened to the Baby Monkey, using your own words.(1) What can you see (2)What animals can you see (3)What happens to Baby Monkey (4) How does Kangkang help him (5) What’s the end of the story 2.Read the six conversations individually. Check the answers to the pre-reading questions with your partner. Then try to underline the key words of each conversation. What’s up —can’t find—my way home—Don’t worry—not my home—Mr. Tiger’s—Mr. Lion—here—kind... 1.Make the students predictwhat the conversation may be about in 1a by looking at the pictures beforereading.2.Check the answers to the pre-reading questions. Help the students find out the key words.
Consolidation (5 minutes) 1.Group work, and the whole class work. 1.Work in groups and retell the conversation with the help of the key words. Act out the story. Then make up a new one.e.g.(A little girl is crying.)A: What’s up, little girl B: I can’t find my mother.A:Don’t worry. Let me help you find your mother.B: Thank you.A:Is that woman in white your mother B: No, she isn’tA: Is the woman in red your mother B: Ah, yes. Mum!C: It’s very kind of you, boy. Thank you for your help.A: You’re welcome.... 1.Make the students consolidate the expressions in 1a.
Practice(10 minutes) 1.The whole class work and individual work.2.Individual work and pair work.3.Individual work, pair work and the whole class work. 1.Do 2. Look at the picture in 2. Write down the words for animals in the picture. The whole class check the answers together. Then retell the teacher’s sentences, using “I think...”.T: Hi, I am a tiger. I like meat very much.S1: I think meat is the tiger’s favorite food.T: I am a rabbit. I like grass very much.S2: I think grass is the rabbit’s favorite food.T: I am a panda. I like bamboo very much.S3: I think bamboo is the panda’s favorite food....2.Do 4a. Read the consonants on the screen. Revise them orally./h/, /p/, /t/, /b/, /f/, /s/, /k/Listen to the tape. Write down the consonants in the blanks to change one word into another by changing the consonants or adding a consonant. Check the answers with your partner. Then the whole class check the answers together. Read the words aloud together. 3.Do 4b. Read the words in the brackets. Pay attention to the meanings of the words. Then read and complete each sentences in 4b with the correct word. Check the answers with your partner. Then listen, check and repeat. 1.Check the answers. Then set an example for the students to retell the sentences, let students learn to express their own ideas by using “I think...”.2. Help the students revise the consonants first. Then play the tape recorder. Check the answers. Check the students’ pronunciation while they are reading.3. Help the students to know the words in context.
Production (10 minutes) 1.Individual work and pair work. 1.Do 3. Read the information in the table. What can you prepare before writing You can write down some words and sentences. So before writing a passage about one of your favorite animals, you can write down the information about what the animal is, what color it is, what size it is, what kind of food it likes, why you like it and so on. Then organize the words and sentences into a whole passage. After writing the passage, read it to your partner. Let him/her guess what your favorite animal is. You can also check the grammar mistakes each other. 1.Help the students revise and consolidate the words, phrases and expressions about animals and likes in Section C. Improve the students’ written ability.2. Assign homework:Read 1a fluently and practice it in groups;Review the words, expressions and sounds in this section;Preview Section D.Go on writing the passage in 3. Report it to the whole class the next day.
Teaching reflection： 这节课是本话题的第三个课时。在书面表达活动中，学生写完文章后，教师引导学生进行互猜和互评，找出彼此的语法错误并更正，但是有的学生英语基础不好，因此未能很好地完成此项学习任务，因此教师应该对这些弱势群体多予以关注和帮助。有的学生害怕发音错误或者天生胆小，而不敢开口说英语或者上台表演对话，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。
VII. Blackboard design
What time is it now Section C1. —What’s up meat—I can’t find my way home. rabbit2. Here we are. 3. It’s very kind of you. 4. Thank you for your help. 5. It’s time to get up.Section A
Ⅰ. Material analysis
本节课是Topic 3的第一节课，主要活动是1a，2a和4a。通过李明和简在学校大门口互相问候及询问对方有关年龄、年级和班级等个人信息的对话，并在复习前两个话题所学内容的基础上展开新课的学习。学生在本课将学习有关询问年龄、年级和班级等个人信息的基本表达，基数词11～20及元音字母i和辅音字母f, v, m, n, s, z, h的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够根据已学语音及发音规则，正确朗读并运用下列词汇: twelve, year, old, class, grade, in, eleven, fourteen, fifteen, sixteen 等;
能够熟练读写数字：11～20;
能够用谈论年龄、年级和班级等个人信息的基本表达形式交流: How old are you I’m … How old is she She/He is … What class/grade are you in I’m in Class/Grade ...
Who’s that That’s …
能够掌握元音字母i及辅音字母f, v, m, n, s, z的读音规则并根据读音规则拼读含有以上字母发音的单词。
⒉ Skill aims
能听懂有关询问年龄、年级和班级等个人信息的句型和对话，并能做出正确反应；
能在课堂活动中交流年龄、年级和班级等个人基本信息；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用基数词11~20；
能模仿课文，编写询问年龄、班级和年级的对话。
⒊ Emotional aims
培养学生学习英语的信心，鼓励学生积极大胆开口说英语，敢于模仿。
Ⅲ. The key points and difficult points
⒈ Key points
正确运用表示谈论年龄、年级和班级等个人信息的表达方法进行交流；
正确书写和掌握基数词11～20。
⒉ Difficult points
班级，年级的书写方式及顺序；
复数句型和单数句型的转换：How old are you How old is she
能够掌握元音字母i及辅音字母f, v, m, n, s, z, h的读音规则。
Ⅳ. Learning strategies
1. 学生认真听录音和老师的发音，大胆开口，反复模仿。
2. 培养学生主动学习的好习惯有利于他们学会知识，掌握知识。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole class work.2.The whole class work and group work. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2.Read the number in English one by one;One student says the number. The other three students spell the number;Students read the numbers from 0 to 10 in order and follow the teacher to read the number 11. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Show the flashcards with numbers (0～10) on them and let students read the number one by one;Choose three students to come to the blackboard and have a competition: One of the rest students asks them to spell the number, the three students spell the word quickly. The one who does it most quickly is the winner (do five times);Let students read the numbers from 0 to 10 and asks what’s the next number Then teach the number 11. (show the flashcard 11)
Presentation(12minutes) 1.Pair work andthe whole class work.2.Individual workthe whole class work. 1.Do 2a. Find the rule and fill in the blanks in pairs. The students who can finish it correctly will win;Then listen to the tape. Imitate and repeat.2.Do 1a. The student follows the teacher and answers the teacher’s question:T: How old are you S: I’m eleven.Students answer teacher’s question:T: How old is she S: She is twelve.Students listen to the tape carefully and pay attention to the two questions: “How old is Jane How old is Li Ming ”Then answer the questions: T: How old is Jane S1: Jane is twelve. T: How old is Li Ming S2: Li Ming is twelve, too;Students listen and follow the tape carefully.Students look at the blackboard carefully and one student answers the question:T: What class are you in S: I am in ….Students listen and follow the conversation of 1a. 1.Lead students work in pairs to find the rule of 11～12, 13～19 and 20 according to the three different colors. Then fill in the blanks; Then play the tape. 2.Walk to one student and ask his/her age. (老师解释：你多大了？) Help students answer the question: “I am eleven”;Show a picture of Jane and ask her age. Help students “She is twelve.”Let students listen to the tape carefully and pay attention to “How old is Jane How old is Li Ming ” Play the tape for the first time;Choose two students to answer the questions;Play the tape again and let students listen and follow it;Point out the sentences: “What class are you in ”(老师解释：你在哪班？) “I am in Class Four, Grade Seven” (老师解释：我在七年级四班。) Then write down the sentences on the blackboard.The teacher plays the tape.
Consolidation(10minutes) 1.The whole classwork and individual work.2.Individual work and pair work. 1.Do plete the name card orally;Then finish the name card. After that, two students introduce Jane to the whole class.2.Do 2b. Listen to the tape and match them. Then check the answers and listen again and practice. 1.Show the name card of Jane and let students complete the name card orally; Then let students open the book and complete the name card by themselves. Then choose two students to introduce Jane to the whole class.2.Play the tape and ask students to check the answers in pairs.
Practice(12minutes) 1.Individual workand pair work.2.The whole class work and individual work.3.Individual work and group work. 1.Do 3. Answer the teacher’s question.T: “Hello! What grade are you in ”S1: I am in Grade Seven.T: “Are you in Grade Seven, too ”S2: “Yes, I am.”;Students listen and complete the Conversations.Then practice the conversations with their partners;Two pairs show their conversations.2.Do 4a. Read the word “nice” first, then “bike, kite, side”；Read the word “in”; then “big, dig, kid”;Talk about the rule and show his/her idea;Read the word “fine”together;Some students try to read the words“fan, fat, gift.”3.Do 4b. Read the words by themselves; Then listen, check and repeat; Work in groups and read the words in 4b. 1.Help students make a conversation. Then choose one student to answer the question;Play the tape and check the answers, and then let students practice the conversations with their partners;Choose two pairs to show their conversations.2.Show a card with the word “nice” then let students read the word then show other cards with “bike kite side ” on them, and let students try to read the words;Then show a card with the word “in” on it, and then let students read the word and show other cards with “big dig kid” on them, let students try to read the words;Give students 1 minute to talk about the rules of pronunciation “/I/ /aI/” Then choose one student to show his/her idea;Write the word “fine” on the blackboard and let students read it together;Write down other words “fan fat gift” and let students try to read the words by themselves, choose some students to read the words;(老师可采用相同的方法教授本课其他辅音字母的读音规则)3.Let students read the words by themselves；Then listen to the tape, check and repeat;Divide the students into four groups; Every group should read one group of words. The group which reads most correctly will be praised.
Production(5minutes) 1.Individual workand group work. 1.Make their name cards first, including name, age, class and grade. One student reports his/her name card and others’ name cards in the group. 1.Let students make their name cards first;Then choose some students to report his/her name card and others’ name cards in the group.2. Assign homework： Review the key sentences in Section A; Make a short dialogue orally; Copy the new words in workbook; Preview the new words of 1a in Section B.
Teaching reflection:本节课中学生对班级和年级的表达顺序掌握的不太好，容易把顺序弄混，老师在授课过程中要重点把握它们的表达顺序。
Ⅶ. Blackboard design
What class are you in Section A Sounds: 1.—How old are you —I am eleven. eleven sixteen /}/ /Ι/ 2.—How old is she —She is twelve. twelve seventeen / f / / v / 3. —What class are you in thirteen eighteen / m / / n /—I’m in Class Four, Grade Seven. fourteen nineteen / s / / z / 4.What grade are you in fifteen twenty / h /Section D
Ⅰ. Material analysis
本节课是一节复习课，主要活动是grammar, functions 和1部分的短文。Grammar引导学生总结指示代词this/that/these/those的区别和用法。Functions指引学生总结Sections A~C所学的询问年龄、班级、年级以及识别物体和表示感谢的表达法。另外，还将复习介绍他人基本信息的表达法。最后，通过Project的活动要求学生运用所学知识与同伴交流个人基本信息，并能对所了解的信息进行记录。
II. Teaching aims
⒈ Knowledge aims
引导学生掌握并应用本话题所学习的黑体词汇并能正确朗读白体词并知其大意，如junior, junior high school等；
引导学生用英语熟练表达询问有关年龄、年级和班级等个人信息、辨认物体、感谢和回谢的方式：How old are you How old is she What class are you in I’m in Class four, Grade Seven. What grade are you in Who’s that What’s this in English What’s that in English It’s a/ an … Is this /that a/an … That’s OK. You’re welcome. What are these What are those
They are … Are these/those … Yes, they are. No, they aren’t.
引导学生正确运用特殊疑问词what, where, who引导的特殊疑问句。
⒉ Skill aims
能听懂有关询问年龄、年级和班级等个人信息、辨认物体、感谢和回谢的简单句对话或叙述；
能运用图文就表示询问有关年龄和班级个人信息、辨认物体、感谢和回谢的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出自己或他人的基本情况，如姓名、年龄、年级、班级、电话号码等。
⒊ Emotional aims
使学生积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
引导学生正确使用表示询问有关年龄和班级等个人信息、辨认物体、感谢和回谢等的表达方法。
Ⅳ. Learning strategies
运用表格能帮助学生分析、理解和掌握教学内容。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1. The whole class work.2.The whole classwork, pair work and individual work. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2.Do Grammar. Answer the question, “It’s a book.” together;Students answer the question, “That’s an eraser.”；Students answer the question, “They are pens.”；Some students ask and answer in pairs using the objects on the desk;Do Grammar by themselves. Then check the answers in Grammar. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Show a book and ask, “What’s this in English ” Let students answer the question;Point to an eraser on the desk and ask, “What’s that in English ” Let students answer the question;Show some pens to students and ask, “What are these ”;Show some objects on the desk, then let some students come to the blackboard and ask and answer in pairs; Let students do Grammar by themselves.
Presentation(13minutes) 1.The whole class work and individual work.2.Pair work and the whole class work. 1.Do 1. Listen to the teacher carefully and try to get the main idea of the passage; Then read the passage by themselves;One student come to the blackboard and fill in the table, while others do it in their books; Students read the passage and try to check the answers in the table.2.Do Functions. Answer the questions in pairs; Look at the blackboard and follow the teacher to review the key sentences. 1.Show a picture of a student and introduce him to the whole class using the sentences: “He is my good friend. He is … He is from China. He is twelve years old. He is in Class Four, Grade Seven. His telephone number is …”（老师解释：friend 意为朋友）；Then give students 2 minutes to read the passage in 1 carefully;Draw a table, and let one student fill in the table; Then let students read the passage again and try to check the answers in the table;At last, show the answers to the whole class.2.Let students look at the blackboard and ask the questions according to the table in pairs; Write down the key sentences on the blackboard, then review the key sentences together.
Consolidation(10minutes) 1.Group workand pair work. 1.One student interviews other three students in groups and make a table about the information; Then students ask and answer in pairs; Three pairs show their dialogues to the whole class. 1.Give students two minutes to interview three students: Where is he/she from How old is he/her What class is he/she in What’s his/her telephone number Then make a table about the information; Then let students ask and answer in pairs with the information;After that, choose three pairs to show the short dialogues to the whole class.
Practice(11minutes) 1.Individual workand the whole class work. 1.Do 2. Make a short passage about themselves;One student comes to the blackboard and writes the passage on the blackboard;Look at the blackboard carefully; Then check their own passages;Look at the name card and fill in the blanks by themselves;One student checks the answers; Listen to the teacher carefully. 1.Let students look at their own information, then make a short passage about himself/herself; Choose one student to come to the blackboard and write the passage on the blackboard; Check the passage on the blackboard and point out the mistakes;Give students 1 minute to look at the name card in 2 and try to fill in the blanks;Choose one student to check the answers;Then let students pay attention to the use of capital letters.
Production(5minutes) 1.Pair work and group work. 1.Do Project. Students do it by themselves.How old are you What’s your telephone number What’s your name Where are you from What class are you in ;One student from every group shows the result. 1.Give students three minutes to ask his/her partner five questions that they have learnt freely; The teacher lets students interview their group members（3人一组）, then choose one student from every group to show the result .2. Assign homework:Review the keyexpressions andsentences;Make a short dialogueorally;Review the words in the topic; Finish review of Unit 1; Preview the new words in Unit 2 Topic 1-Section A.
Teaching reflection:本节课是一节复习课，学生在阅读短文时，虽然单词都认识，但在翻译时总会出现错误，因此，在日常教学过程中要逐步培养学生分析理解的能力。
Ⅶ. Blackboard design
What class are you in Section D1.—What’s this/that in English —It’s a/ an…2.—Is this/that a/an… —Yes, it is. / No, it isn’t.3.—What are these/ those —They are…4.—Are these/those… —Yes, they are. / No, they aren’t.5.What class / grade are you in 6.How old are you How old is she Section B
I. Material analysis
本课是第三话题的第二个课时，主要活动是1a和3a。通过Kangkang和他的同学们相约去动物园的情景呈现生词与句型，为后面的听力练习做准备。另外通过听音搭配的活动，培养学生在语境中辨认表示动物的单词的能力，并复习问答时间和最喜爱的动物的表达法。还通过听短文完成填空练习，训练学生从听力材料中获取有关时刻的具体信息，巩固时间的表达法。最后通过创设康康一天的作息时间的情境进一步训练学生对时间的询问和表达以及重点词组的交际应用，同时将对话转化为小短文，培养学生信息转换的能力，同时通过写的方式进一步巩固时间的表达法。英语的写作一直是很多学生最头疼的问题，因此教师应在写作前引导学生做一些词汇、句型、逻辑等方面的准备，减少写作的难度，树立学生英语写作的信心。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：clever, animal, hour, later, today, get up
能继续正确使用wh-questions来询问时间，并能流利表达时间，能用“like, favorite”等来表达对某事物的喜爱，能用“It’s time to...”句型来表达是该做某事的时候了，如：
What time is it now
What’s the time now
It’s time to go to the zoo.
I like them very much.
What’s your favorite animals, Jane
2. Skill aims
能听懂描述及询问时间的表达，能听懂简单的课堂用语并做出适当的反应；
能使用问答时间的句型进行简单的交流；
能在教师的指导下进行简单的角色表演、仿编对话等；
能用英语谈论自己喜爱的动物；并注意语音语调；
能够在图画的帮助下进行阅读，理解大意，并按要求进行语言活动；
能正确书写单词，并能正确使用单词造句。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。
III. The key points and difficult points
1.在情景对话中，能继续学会用wh-questions来询问时间，能流利表达时间，能用“like, favorite”等来表达对某事物的喜爱，能用“It’s time to...”句型来表达是该做某事的时候了。
2.能够将对话信息转化为篇章输出。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.能在词语和相应事物之间建立联系。
3.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1. The whole classwork.2. Group work.3. Group work. 1.Focus their attention on the teacher.2.Group competition. Discuss and revise the expressions of time in group first. Then look at the pictures of different time on the screen. Try to say the times quickly and correctly. The group which can say words the most correctly will be the winner in this group competition.3.Do duty report. Some groups act out the conversations about your group’s plan, using the words and expressions in Section A.e.g.A: Do you have any time this Sunday B: Yes. What’s up A:We plan to go to the zoo. Would you like to go with us B:Good idea. What can we see there A:We can see pandas, tigers, elephants, lions monkeys and so on.B:Sounds great. When and where shall we meet A: Let’s meet at half past eight at the school gate.B: OK. See you then!A: See you!...T:Good job. Can you tell me what time it is now Ss: It’s twenty to nine.T: So it’s time to have a class. (Point to the picture of 12:00) What time is it Ss: It’s twelve o’clock.T: So it’s time to ...Ss: Have lunch.T: Good! (Point to the picture of 6:30 a.m.) What time is it Ss: It’s half past six.T:Yes. And “a.m.” means in the morning. So...Ss: It’s time to havebreakfast./ It’s time to get up.... 1.Greet students ready for learning.2.Show some pictures of time on the screen. Make a group competition to revise the expressions of time.3.Help the students to revise the words and expressions in Section A. Lead to the sentence structure, “It’s time to ...”.
Presentation (10 minutes) 1.The whole class work and individual work.2.Individual work, the whole class work and pair work. 1.Do 1a. Look at the pictures of animals on the screen. Say the names of them. Then answer the teacher’s questions.T: Which animal do you like best, A S1: I like... best.T: What’s your favorite animal, B S2: My favorite animal is ......T: The four students in Beijing International School also like different animals. What kind of animal do they like 2.Do 1b. Listen to the tape and match the children with their favorite animals in 1b. Then listen again and write down their reasons. Check the answers with your partner then the whole class check the answers together. 1.Show somepictures of animals to not only revise the words of animals but also lead to the expressions of likes.2.Play the tape recorder and check the answers.
Consolidation (5 minutes) 1.Individual work. 1.Make sentences with the words in 1b. e.g.Kangkang likes monkeys best because he thinks they are clever.Michael’s favorite animal is pandas. He thinks they are cute.... 1.Make the students consolidate the expressions of likes.
Practice(10 minutes) 1.The whole class work and group work.2. Pair work.3.Individual work and pair work.4. Individual work and pair work. 1.Read 1a after the tape. Then work in groups. Read 1a and practice the conversation in different roles. Then make up new ones. Some groups act out the conversations to the class.2.Look at the pictures of different daily activities with time on it. Ask and answer questions with each other.e.g.Picture 1-get up, 6:30A: What time is it now B:It’s half past six. It’s time to get up.Picture 2- havebreakfast, 7:10A: What’s the time now B: It’s ten past seven. It’s time to have breakfast. ...3.Do 2. Listen to the passage and fill in the blanks in 2 individually. Then check the answers with your partner. After that, try to retell the passage with the help of the key words on the screen. Sunday, get up, 7:30, have breakfast, 8:00, read English, 9:00, help...cook, 10:45, lunch, 12:10,...4. Do 3a, Look at the pictures in 3a. Then match the phrases with the pictures. Then make up conversations in pairs. Learn to use the phrases in conversations, such as, have breakfast, go home...A: Excuse me, what time is it, please B: It’s a quarter past six.A: It’s time to get up.... 1.Help the students to practice the expressions in 1a orally.2.Show some pictures of different daily activities with time on it to the students to learn some phrases and practice the expressions of time. Get ready for 2.3.Play the tape recorder. Check the answers. Show some key words of the passage on the screen to help the students retell the passage. Get ready for the written work later.4.Let students make up and practice the conversations about asking and expressions of time.
Production (10 minutes) 1.Individual work and group work. 1.After practicing the conversations in 3a, write down Kangkang’s day with the information in 3a, using the expressions of time.e.g.Kangkang gets up at a quarter past six in the morning. He has breakfast at a quarter to seven with his mother. He meets his friends at home at half past eight. At nine o’clock, the four children go to the zoo on foot. They see the animals at ten o’clock. And the go home at half past eleven. They have a happy day....Then change your passage with your group members to correct it. 1.Help the students revise and consolidate the words, phrases and expressions about animals and time in Section B. Improve the students’ written ability.2.Assign homework: Read 1a fluently and practice it with your partner;Review the words, expressions in this section;Preview Section C—new words.
Teaching reflection： 这节课是本话题的第二个课时。在活动中，学生口头操练时间表达法之后，学习将信息转化为书面的小短文写作。教师在学生写完之后，可以引导学生两两互改，找出彼此的错误，从而共同进步。有的学生害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。
VII. Blackboard design
What time is it now Section A1. What time is it now clever2. What’s the time now animal3. It’s time to go to the zoo. hour4. I like them very much. later5. What are your favorite animals today6. It’s time to get up. get upSection C
I. Material analysis
本课是第二话题的第三课，主要活动是1a和3a。通过对话的方式，呈现Kangkang的家庭照片，学习有关家庭成员的词汇和“询问与介绍家庭成员”的表达，最后以文段的形式进行信息输出的汇报。同时在本课中，还将复习和再现学生在Section A中所学的音标/aK/，/II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练以及文段的信息输出中加以应用：aunt, uncle, brother, sofa, grandparent, cousin, daughter, tree, family tree, son;
能根据已学音标知识，在复习所学音标/#/，/能在对话操练中，进一步学习和巩固实义动词第三人称的特殊疑问句，并能正确运用。
能在对话操练中，能运用介绍家庭成员的表达法进行交流，如：
—Who is the young woman in yellow
—She’s my aunt.
2. Skill aims
能听懂有关家庭成员的对话或叙述并完成相应的任务；
能根据图文就询问家庭成员的话题进行交流；
能正确朗读对话，注意语音语调；能结合字母组合的发音规则，拼读和拼写单词；
能在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；
能结合家庭成员、职业及工作场所的单词或词组写出一篇介绍家庭成员工作情况的短文。
3. Emotional aims
在学习过程中，通过谈论家庭成员及工作情况，使学生更加热爱生活、热爱家人；
采用画家庭树等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学英语的兴趣和积极主动的学习精神。
III. The key points and difficult points
1.能就家庭成员及其职业、工作场所等信息进行对话操练和文段输出。
2.能结合字母组合的发音规则，进行单词拼读和拼写。
IV. Learning strategies
1.能借助课文的插图和读前问题的设置来预测文章大意。
2.培养借助图片帮助听说和阅读理解的习惯。
3.逐渐养成预习和复习的好习惯。
V. Teaching aids
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Individual work. 1.Focus their attention on the teacher.2.Do duty report. Some students report their homework to the class. Talk something about your family members’ occupations and workplaces.e.g. In my family, there are five people, my grandfather, my grandmother, my father, my mother and I. My father works in a hospital. He is a doctor. My mother works in a school. She is a teacher... 1.Greet students ready for learning.Help the students to revise the words and expressions in Section B.
Presentation (10 minutes) 1.The whole classwork.2.Individual work.3.Individual work and pair work. 1.Look at the photo of the teacher’s family. Try to guess who the family members are in the photo.e.g.T: Who is the girl in a red skirt Ss: Is that you T: Yes, you are right.Who is the man in a black coat Ss: Is that your father T: No, it’s my uncle. He is my father’s brother....2.Look at the pictures and read the pre-reading questions in 1a. Predict the main idea of the passage. Guess who the boy in the photo is and circle his mom and dad.3.Skim the dialogues in 1a. Check whether the answers you guess are right or wrong. Read the dialogues then ask and answer in pairs.e.g.A: Who is the young woman in yellow B: She is Kangkang’s aunt.A: Who is the man in a green T-shirt B: He is Kangkang’s uncle.A: Is the young woman in red Kangkang’s mother B: Yes, she is.... 1.Show a photo of the family. Make the students look at the photo and guess who the family members are in the photo. Help them to use the new sentence pattern, “Who is the ... in ... ”2.Let the students do some tasks before reading.3.Make sure the students know how to ask and answer answers about family members.
Consolidation (5 minutes) 1.Individual work and the whole class work.2.Individual work.3.Individual work and pair work. 1.Read 1a again and complete the passage in 1b individually. Then the whole class check the answers together.2.Try to retell 1b with the help of the picture in 1a.e.g.This is a photo of Kk’s family. The young man in a green T-shirt is his uncle. The young woman in yellow is his aunt. They have a daughter and she is in pink ...This is a photo of ________. The young man in _________ is his uncle. The young woman in ______ is his aunt. They have a _____ and she is in ____. ...This is a ______. The young man _______ is his uncle. The woman ____ is his aunt. They have ____ and she is _____....3.Do 1c. Complete Kangkang’s family tree individually. Then ask and answer questions with your partner.e.g.A: Who is the man in black B: He is Kk’s father.A: Who is the woman in yellow B: She is Kk’s aunt.... 1. Check the answers.2.Help the students learn to retell the passage. Show the passage with some words missing. It can not only help them consolidate the dialogues in 1a but also improve their spoken English.3.To be a good listener and helper while the students make their conversations.
Practice(5 minutes) 1.Group work.Individual work.3.Individual work. 1.Revise the sounds /aK/，/Production (10 minutes) 1.Individual work and pair work. 1.Draw your family tree. Then fill in the form.whojobworkplaceIAfter that, ask and answer questions in pairs with the help of your family tree and the form above.e.g.A: Who is the women in red B: She is my mother.A: What does she do B: She is a teacher.A: Where does she work B: She works in No.1 Middle School.A: Who is the man in blue B: He is my uncle.A: What does he do B: He is an officer worker.A: Where does he work B: He works in an office near here.A: How old is he B: He is 35 years old.... 1.Make sure thestudents know how to ask and answer the questions about family members, their jobs and the workplaces.2. Assign homework:Write a passage about your family members according to your family tree, including your family members, their jobs and the workplaces. Then check with your partners;Practice the dialogues in Section C-1a fluently. Try to retell it in your own words;Preview Section D—Grammar and Functions.Prepare a photo of your family members.
Teaching reflection： 在本课中，学生将在已学的词汇基础上，学习更多的关于家庭成员的词汇表达，但是对于大多数独生子女家庭来说，有些家庭称谓的词汇显得有点生疏。因此在绘制家庭树的时候，很多学生可能只会画出最多五个人的家庭成员，甚至于有的学生可能只会画出三口之家。此外，学生可能能看懂音标，但是在拼读单词中可能会出现元音字母组合的记忆混乱。因此教师在教学的过程中，应该引导学生在单词拼读过程中发现并总结字母组合的发音规律；同时，教师应该创设情景，让学生在情景中自然感知家庭成员及其称谓的用法。
VII. Blackboard design
What do your parents do Section C 1. —Who is the young woman in yellow aunt —She’s my aunt. uncle2. —Who is the man in black brother —He is Kangkang’s father. sofa grandparent cousin daughter tree family tree sonSection A
Ⅰ. Material analysis
本节课是这一话题的第一节课，主要活动是1a和3a。通过对话学习描述及询问人物外貌特征及have/has引导的表示所属关系的表达方式，“I/we/they have…”，“She/He/It has…”，“Do you/they/ have… ”同时还学习身体部位名称的单词和描述人物外貌特征的基本形容词，ear, head, hair, face, small, big, round, long等。本课还将会复习Unit 1的名词单复数，此外，语音板块将学习元音字母o的读音规则，帮助学生逐步形成根据所学音标进行单词的拼读和拼写的能力。本节课建议老师采用简笔画展开教学。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: guess, have, small, nose, has, big, eye, know, right等;
能够用英语熟练表达询问人物外貌特征及have/has引导的表示所属关系的表达方法: I/We/They have… She/He/It has…Do you/they/ have…
能够使用语言交际：—Oh, I know. You are Kangkang.
—Yes, you’re right.
能够掌握元音字母o的读音规则。
⒉ Skill aims
能听懂有关询问人物外貌特征及所属关系的表达方式；
能运用表示描述及询问人物外貌特征及所属关系的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音，语调；
能正确书写和使用新学习的单词。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真规范音标的发音。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示描述和询问人物外貌特征的表达方法；
正确使用实义动词have /has在不同人称代词引导下的变化形式;
正确使用名词的单复数；
⒉ Difficult points
正确使用使役动词have /has;
助动词do/does的应用；
能够掌握元音字母o的读音规则。
Ⅳ. Learning strategies
利用简笔画教学有助于学生理解和掌握所学内容。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(8minutes) 1.The whole class work.2.The whole classwork. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2.Do duty report.Students answer, “They are pens”;The students follow the teacher; Students answer the question, “It’s a nose”;Students try to answer the question;Students answer, “They are eyes.”;Students play the game together. 1.The teacher greets with students “Hello! Good morning. Nice to meet you.”2.Point out a book and ask the students, “What’ s this in English ”Show two pens and ask, “What are these ”Point at his/her nose and ask, “What’ s this in English It’s a nose.” Teach the word for several times and let students follow;Let students answer the question, “It’s a nose.” (老师可用同样的方法教学其他表示人体器官的词。)Point at his/her eyes and ask, “What are these ”;Play a game: When the teacher points at the part, students say the English word quickly.
Presentation(13minutes) 1.The whole class work.2.The whole class work.3.Individual work， the whole class work and pair work. 1.Students read and follow the teacher for two times;Students read and follow the teacher for two times;Students follow the teacher for two times;Students follow the teacher for two times.2.Do 1a. Students look at 1b first and pay attention to the four sentences, then listen to the tape carefully.3.Do 1b. One student checks the answers;All students listen and follow the tape; Read the passage in pairs. Then two pairs show their dialogues. 1.Point at the nose and say, “nose, a nose, a big nose, I have a big nose.” (老师解释：big意为：大的；have意为：有) Say the sentence again and let students follow it for two times;Point at his/her eyes and say, “eye, two eyes, two small eyes, I have two small eyes.” (老师解释：small意为：小的) Then let students follow it for two times;Draw a boy on the blackboard and point at the face: “He has a round face.” (老师解释：round 意为：圆的) Teacher point at the mouth and say: “He has a wide mouth”;Draw a girl with long hair and say: “She has long hair.”(老师解释：hair 是不可数名词，因此不能用a/an 修饰)2.Let students look at 1b first and pay attention to the four sentences, then play the tape and let students listen to the tape carefully.3.Let students check the answers in 1b by themselves, then choose one student to check the answers; Play the tape again and let students follow it, pay attention to the sentence: “Do you have big eyes ”（老师解释：该句是由助动词do引导的一般疑问句）; Give students 1 minute to read the passage in pairs and choose two pairs to show their dialogues.
Consolidation（10minutes） 1.Individual work.2.The whole class work and individual work. 1.Do 2a. Students look at the picture of 2a carefully, and then try to complete the sentences by themselves; Some students check the answers.2.The teacher and students play the game together. Students read the key sentence for two times.T: I have a big nose.S1: Do you have a big nose T: Yes, I have. S1: I have a round face S2: Do you have a round face (同样的方式至少选择四组同学练习) 1.Let students look at the picture of 2a carefully, then play the tape and try to complete the sentences by themselves; Then choose some students to check the answers.2.Play a game—Change sentences. Write down the key sentence “Do you/they have … ” on the blackboard, then let students read the key sentence for two times.
Practice(8minutes) 1.The whole class work.2.The whole class work. 1.Do 2b. Some students fill in the blanks orally; Then listen to the teacher carefully.2. Do 3a. Students listen and read the word together;Students read the words and match;Read the sentences and pay attention to the words including /9K / and /D/.e.g.Oh, I don’t go home. I am not at home. I have a big dog. 1.Show the flashcards of 2b, then choose some students to fill in the blanks orally; Then check the answers one by one and points out the use of have/has.(老师总结：当主语是第三人称单数时谓语动词用has，其余用have)2.Point out a card with the word “hello” on it, then read the word;Show the sounds /G9K/, /h9Km/ , /n9Kt/ and let students try to read the words and match the sounds with the words /G9K/, /h9Km/, /n9Kt/, note，go, home;(老师可采用同样的方式教字母o在闭音节中的读音规则)Ask students to play a game and read the sentences including /9K / and /D/.
Production（6minutes） 1.Group work 1.Some students make the riddle about the students in the groups and describe the student like this: “She has a round …a big …a wide…and long…Who is she ” Then Four students do the game. 1.Give students two minutes to describe the students in groups, then choose some students to make a riddle about one of the students in the groups; Finally, choose four students to do the game.2.Assign homework: Draw a picture of yourselves, then write a short passage about yourselves; Review the words we have learnt; Preview the words and 1a in Section B.
Teaching reflection:本节课所学的表示人体五官的单词较多，学生记忆这些单词较难，因此，建议学生课下利用自己或他人及图片多种方式复习和巩固这些单词，加强记忆。
Ⅶ. Blackboard design
I have a small nose.Section A Sounds:1.I /We/You /They have a big nose. nose neck /9K/2.He /She/It has …… eye big /D/3.Do you/they have….. mouth small 4.Yes, I/ we/they do. hair long 5.No, I/ we/they don’t. ear wide head round face guessSection B
I. Material analysis
本课是话题二的第二课时，主要活动是1a和2a。通过Kangkang，Jane，Maria，Wang Junfeng和Bobby等参加户外野炊活动，进一步学习有关邀请和建议及其委婉回绝的表达，同时通过听音、选句填空的活动，进一步学习有关打电话的表达。此外，在本课中学生还将通过听对话，完成电话留言，检测学生对听力对话的理解并学习电话留言的格式。为了贴近真实生活，教师应引导学生在学习接受邀请的同时，也正面的学习委婉回绝的表达，并在对话中进行操练。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
sing, song, fly, kite, time, way, on one’s way home
能够恰当使用不同人称引导的一般现在时（肯定/否定）表达自己的想法和意见。如：I have to cook/get some water. He has to cook.
能就打电话、表达建议和邀请、委婉回绝、电话留言等话题进行交流与对话操练，如：
May I speak to...
Would you like to sing some songs with me, Kangkang
I am sorry I can’t. I have to cook.
How about flying a kite with me
I’d like that, but I am sorry I have no time.
2. Skill aims
能听懂打电话、邀请及其肯定回答的简单用语；
能从打电话的听力材料中迅速获取、加工所需信息；
能运用所学表达来打电话、邀请并作出恰当回答；
能正确朗读对话，注意语音语调，并进行角色扮演；
能正确朗读打电话的对话，注意语音语调；
能运用所学知识编写简单的打电话对话；
能够书写简单的电话留言条。
3. Emotional aims:
能够积极与同学合作，参与课堂活动，大胆实践；
乐于接触并了解异国文化。
III. The key points and difficult points
1.能在情景中用打电话邀请、建议及其委婉回绝等表达法进行交流。
2.能学会完成电话留言，并了解其格式。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.能够将所学的内容运用到实际的日常生活中。
3.能够自己制定预习和复习计划，监控和评价自己的学习。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Group work andindividual work. 1.Focus their attention on the teacher.2.Do duty report. Some groups act out the conversations about calling sb. in Section A. Then the other students answer the teacher’s questions according to the conversations.e.g.(1) A: Hello!B: Hello, A! This is B.A: Hi, B.B: Are you free thisSaturday A: Yes. What’s up B: Would you like to go to the Qingyuan Mountain with us A: Oh, I’d love to. B: Please tell C about it.A:Sure. I’ll callher/him..B: See you then!A: See you!(2) C: Hello!A: Hello, C. This is A....(3) T: Where will they go this Saturday Ss: Qingyuan Mountain.T: Is A free thisSaturday Ss: Yes, she/he is.T:Would she/he like to go to QingyuanMountain with B Ss: Yes, she’d love to.... 1.Greet studentsready for learning.2.Help the students to revise the words and expressions about calling sb. in Section A .
Presentation (10 minutes) 1.The whole class work and individual work.2.Individual work, pair work and the whole class work. 1.Do 1a. Look at the picture in 1a. Answer the question, “What can the students do when they go out for a picnic ” Learn some new words while answer the questions, such as, sing, song, fly, kite, cook.e.g.T: What is Jane doing S1: 唱歌。T:Yes, she is singing songs. I like singing songs. Do you like singing songs S1:Yes, I do. Would you like to sing with us, Ms. Huang T: I’d like that, but I am sorry I have no time now. I have to work now....T:What is Kangkang doing in the picture S2: 做饭。T: Yes, he is cooking. Can you cook Do you help your mother cook at home S2: Yes, I can. Isometimes help my mother cook.T: Would you like tocook with me now S2: I’m sorry I can’t. I have to study now....2.Look at the picture in 1a again. Guess the following statements true or false.(1)Kangkang wants to sing some songs with Jane.(2)Wang Junfeng would like to cook with Maria.(3) Michael doesn’t want to fly a kite with Steve.(4)Michael has to get some water.(Key: F T F T)Then listen to the tape and write what the children do in 1b. Check the answers with your partner. Then the whole class check the answers together.Listen to 1a again and underline the expressions of giving suggestions and refusing someone’s invitation. 1.Present the new words according to the picture in 1a. And present how to refuse someone’s invitation politely in asking and answering the questions between the teacher and the students.2.Prepare some questions before listening for the students to predict the conversation in 1a. Play the tape recorder. Check the answers. Make the students payattention to the expressions ofgiving suggestions and refusingsomeone’s invitation.
Consolidation (5 minutes) 1.The whole class work and group work.2.Individual work, pair work and the whole class work.3.Individual work. 1.Read 1a after the tape. Then act out the conversation in groups.Some groups act out the conversation to the class.2.Do 1c. Complete the passage with the correct form of each word or phrase in the box in 1c individually. Then check the answers with your partner. Then the whole class check the answers together.3.Try to retell the conversation in 1a with your own words, using the given words, Sunday, go our for a picnic, food, Jane, want, sing some songs, but, have to, cook, help, Michael, get some water, Steve, fly a kite, happy. 1.Play the tape recorder. 2.Check the answers.3.Help the students to consolidate the conversation in 1a orally.
Practice(10 minutes) 1.Individual work and pair work.2.Individual work and pair work. 1.Look at the picture in 2a. Read the sentences in the box. Predict the conversation in 2a. Then listen to the plete the conversation with the sentences in the box individually. Check the answers with your partner. Then the whole class check the answers. Listen again and circle the expressions of making a phone call.e.g.May I speak to Maria Who’s this, please Maria isn’t in now.Could you ask her to call me back this evening After that, practice the conversation in pairs. Some pairs act out the conversation.2.Do 2b. Look at the telephone message in 2b. Get the main points of the telephone message, “From”, “To” and “Message”.Then read 2a again and complete the telephone message individually. Then check the answers with your partner. The whole class check the answers. 1.Play the tape recorder. Check the answers. Make the students know the new expressions about making a phone call. 2.Make the students know the main points of the telephone message. Get ready for 3. Check the answers.
Production (10 minutes) 1.Group work andpair work. 1.Scan the telephone message in 3. Work in groups. Guess the meaning of “on the way home”. Then complete the telephone message and make up a telephone conversation in pairs. Some pairs act the telephone conversations to the class. Change roles with your group members. Help the students revise and consolidate the new words and expressions about making a phone call and leaving a telephone message.2. Assign homework:Read 1a fluently and practice it with your partner;Review the words and expressions in this section; Preview Section C;Make a telephone call to one of your friends or classmates, using the expressions you have learned in Section A and Section B.
Teaching reflection： 这节课是本话题的第二个课时，在活动中，有的学生因为害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢站起来，从简单的对话操练开始，不断练习和提高口语水平。本节课还学习了电话留言条的表达法，因此教师应鼓励学生在课后结合真实的场景进行电话对话的操练。
VII．Blackboard design
Would you like to cook with us Section B1.Would you like to sing some songs with me sing 2.I am sorry I can’t. I have to cook. song 3.How about flying a kite with me have to 4.I’d like that, but I’m sorry I have no time. fly5.May I speak to Maria kite6.Could you ask her to call me back this evening time Bow-wow ask back evening waySection B
Ⅰ. Material analysis
本节课是在Section A所学知识的基础上拓展学习新知识，主要活动是1a和2a。通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Who is she/he ”，“She/He is …”，“Where is she/he from ”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词:look；
能够正确使用be动词am, is are的一般现在时在不同情况下形式上的不同变化；
能够正确使用人称代词：she, he；
能够用英语熟练表达询问姓名、国籍的方式：Who is she/he She/He is ….
Where is she/he from She/He is from….Is she/he from…. Yes, she/he is. No, she/he isn’t.
能够正确运用特殊疑问词where, who引导的特殊疑问句。
⒉ Skill aims
能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；
能运用图文就表示询问姓名、国籍等基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确使用英文句子的书写格式和单词的大写规则。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
能有兴趣用所学的功能句进行口头对话；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问姓名、国籍等的表达方法；
正确使用人称代词：she, he
掌握Be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式 Who’s = Who is ; Where’s = Where is
2. Difficult points
特殊疑问词where, who引导的特殊疑问句；
Be动词am, is, are的应用；
单数句型和复数句型的互换。
Ⅳ. Learning strategies
通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。
Ⅴ. Teaching aids
多媒体、黑板、教学挂图和录音机。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The whole class work.2.Individual work. 1.Response the teacher.T:“Hello! Goodmorning, Nice to meet you.”Ss: “Hi, Good morning. Nice to meet you, too.”2.T: “Excuse me, are you …”S1:“Yes, I am.”The teacher walks to next student.T:“Excuse me, are you …”S2:“No, I’m not. I am…”;The student answers; “They are … and…”;Students read the word cards one by one. 1.Greet with students. 2.Walk to one student and greet with them;Point to two students and ask one student: “Who are they ”;Show some word cards. (含有元音字母a, e以及辅音p, b, t, d, k, g) Let students try to read them one by one.
Presentation(15minutes) 1.The whole class work, pair work andindividual work.2.The whole class work. 1.Do 2a. The students answer, “She is Deng Yaping = She’s Deng Yaping”;The students answer, “She is from China.= She’s from China.”;Students make up their conversations in pairs;T: “Look! Who is he （choose one toanswer）”S1: “He is Stephen Hawking.（Heis=He’s）”T:“Is he from China, too ”Ss: “No, he isn’t.”T:“Where is he from ”(choose one to answer)S2:“He is from England.”; Students make up their conversations in pairs.2.Do 1a. Students look at the picture, then listen and follow it;Mark T or F in 1a;Listen to the tape again and check the answers. 1.Show the first picture of 2a and say: “Look! Who is she ”(老师解释：Look!意为“看”为了引起对方的注意; is可缩为’s ) Write down the sentence on the blackboard (Who is she =Who’s she？);Ask the next question: “Where is she from ’(老师解释：Where is she from = Where’s she from ). The teacher writes down the sentence on the blackboard.Show the second picture of 2a;Show the last picture of 2a and gives students 1 minute to make up a newconversation using the key sentences: “Who’s she/he Where’s she/he/ Is she/he from… ”;Choose one pair to share their conversation to the whole class.2. Show the first picture of 1a to them and let students listen to the tape carefully. And in the same way show the second picture to students and let students listen to the tape carefully; Give students 1 minute to mark T or F in 1a.Play the tape of 1a again and let students check the answers, paying attention to the key sentences.
Consolidation(10minutes) 1.Pair work and individual work.2.The whole class work and individual work. 1.Do 1b. Two pairs share their conversations with the whole class;One student describes Deng Yaping.2.Do 2b. Students use the key information to make a complete name card orally;One student comes to the blackboard to make a complete name card, the others do it in their books;Some students compare the difference between Chinese and English names. Then talk about their ideas;Listen to the teacher carefully. 1. Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Deng Yaping and choose one student to describe Deng Yaping.2.Let students use the key information to make a name card and then draw a name card on the blackboard;Show a picture of Stephen Hawking, and let one student make a complete name card on the blackboard and the others do it by themselves in their books;Check the answers and let students observe the differences between the two name cards, and then present“full name, family name, given name.”Let students talk about it in pairs then choose some students to tell the rules of usages of these names;Make a summary about the differences between the two name cards.
Practice(10minutes) 1.Individual work.2.The whole class work and individual work.3.Individual work, pair work and the whole class work.4.The whold classwork. 1.The students do the name cards and one student reports his/her passage.2.Do Section A-3b. Read the words by themselves;Some students read the words one by one;Listen and check the words in 3b;Listen and repeat the words.3.Do 3. Read the sentences by themselves, imitate the tape and discuss the use of capital letters; Some students share their ideas with the whole class.4.Do 4. Listen and sing the song together. Then listen again and sing the song and circle the name of each country. 1.Let studentsmake two short passages according to the two name cards for 1 minute. Then choose one student to report his/her passage.2.Show some word cards to students and let students read them by themselves;Choose some students to read the words one by one;Play the tape and let students listen and check the words;Play the tape again and let students listen and repeat the words.3.Give students some time to read 3 by themselves first and then play the tape. After that, let students pay attention to the capital letters and discuss them in pairs;Then choose some students to make a summary about the capital letters（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）;Give a summary about the capital letters. 4. Let students listen to the tape, sing the song together and circle the name of each country.
Production(5minutes) 1.Individual work and group work. 1.Make their name cards by themselves;One student introduces the other students in the group to the teacher using the key sentences “She/He is… Family name is … Given name is … She/He is from …” 1.Give students 1minute to make his/her name card;Choose one student to make an introduction. (老师可选择几组同学到讲台上做介绍)2. Assign homework:Review the key words and expressions; Use “Who’s she/he Where’s she/he from Is she/he from … ”to make up a short song; Preview the words and 1a in Section C.
Teaching reflection:本节课继续学习由特殊疑问词Where, Who引导的特殊疑问句，老师由Section A 的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为Section A部分已经学习过字母的读音规则，在拼读单词时就相对简单，因此，没必要花太多时间。
Ⅶ. Blackboard design
Where are you from Section BDeng Yaping 1.Look! Who is he∕she =Who’s he/she？ Stephen Hawking 2.She/He is … = She’s/He’s … 3.Where is she/he from = Where’s she/he from 4.Is she/he from … Yes, she/he is. /No, she/he isn’t.Section D
Ⅰ. Material analysis
本节课是一节复习课，主要活动是grammar, functions 及数字的应用。Grammar部分通过练习的方式引导学生总结主格人称代词的用法。be动词is, are和疑问代词what/who/where引导的疑问句及缩略形式。Functions部分通过引导学生复习Sections A~C，总结本话题所学的询问姓名、电话号码和国籍等功能的表达法。另外，通过综合练习活动，拓展学生的知识面，巩固数字、询问姓名和国籍等基本情况的表达。最后，老师通过Project活动让学生根据要求完成自己的名片设计，培养学生灵活运用所学语言的能力。
Ⅱ. Teaching aims
1. Knowledge aims
引导学生自主总结be动词am, is, are的一般现在时在不同情况下形式上的变化及缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
引导学生复习用英语表达询问姓名、国籍、电话号码的方式：What’s your name Where are you from What’s your telephone number
引导学生总结本话题特殊疑问词what, where, who引导的特殊疑问句及缩写形式。
2. Skill aims
能听懂有关询问姓名、国籍、电话号码等基本情况的简单对话或叙述；
能运用图文就表示询问姓名、国籍、电话号码等的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能根据已学音标尝试拼读单词；
能够初步了解元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
能有兴趣用所学的功能句进行口头对话；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
1. Key points
引导学生复习询问姓名、国籍、电话号码等的表达方法；
引导学生复习人称代词：I, you, they, we, she, he , it; 物主代词：my, your, her；
引导学生复习Be动词am, is, are的一般现在时在不同情况下形式上的变化；
引导学生复习缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
引导学生掌握元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
2. Difficult points
正确使用特殊疑问词what, where, who引导的特殊疑问句；
正确使用Be动词am, is, are；
正确使用元音字母a, e及辅音字母p, b, t, d, k, g的读音规则并能根据发音规则拼读含有以上字母发音的单词。
Ⅳ. Learning strategies
1. 培养学生借助图片听、说、读、写的习惯；
2. 能够逐渐养成进行预习和复习的好习惯。
Ⅴ. Teaching aids
录音机、多媒体、黑板和闪卡。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(5minutes) 1.The whole classwork.2.Individual work.3.Individual work.4.Individual work.5.The whole classwork. 1.Students answer, “Hi! Good morning. Nice to meet you, too.”2.Do Functions. Students answer it one by one.3.Then write them down by themselves.4.Count the numbers 0~10 after the the teacher.5.Play the game and count the numbers in order. 1.Greet with students “Hello! Good morning. Nice to meet you.”2.Show the flashcards with the function sentences on them. Then let students answer it one by one;3.Let students open their books at page15 and do it by themselves.4.Show his/her hand and count the numbers from 0～10 in English quickly and then let students do it in English and imitate the teacher.5.Play a game—Count the numbers. Let students count the numbers from 0—10 one by one in order.
Presentation(15minutes) 1.Individual work.2.Individual work and the whole class work.3.Individual work and the whole class work. 1.Do 1. Match the numbers with the pictures orally and one student checks the answer.2.Do 2. Listen to the conversation and match each number with the name; Then listen again and match the people with their national flags; then check their answer.3.Do Grammar. Three students make the sentences: He/She is… They are…;The other three students make the sentences: Is she/he…. Are they/you… The next three students give the answers: Yes, he/she is. / No, he/she isn’t. Yes, they/we are. / No, they/we aren’t. Yes, I am. / No, I’m not.All Students look at the screen carefully. 1.Show the PPT of 1 and let students match the numbers with the pictures orally. Then choose one student to check the answer.2.Show the PPT of 2. Play the tape for two times.3.Choose four students to come to the blackboard and let other students make sentences using: He/She is…. They are…;Let other three students change the sentences into negative sentences;Choose next three students to give the answers;(老师解释：we意为“我们”是人称代词；you意为“你，你们”)Make a summary about am, is, are. Then show it on the screen.
Consolidation(8minutes) 1.Individual work and the whole class work. 1.Do Functions. Make their name cards by themselves freely;Some students answer the questions with the sentences: She/He is… Her name is…It is … They are…;Students look at the screen carefully.Students read the sentences on the screen together. 1.Let students make their name cards freely. Then collect three name cards;Show one name card and ask the questions: Who’s she/he/ What’s her name What’s her telephone number Who are they Choose some students to answer the questions;Show the key sentences on the screen.Let students read the sentences together.
Practice (12minutes) 1.Group work.2.The whole class work.3.Individual work and the whole class work. 1.Make short dialogues in pairs and three groups show their dialogues to the whole class.2.Do Section C-4a. Read aloud and match them;Students listen to the tape and check the answers and listen again and repeat.3.Do 4b. Read after the teacher;Then write down the words by themselves and two students come to the blackboard and write down the words on the blackboard;Check their answers; Learn the meaning of these words with the help of the pictures. 1.Let students use the key sentences to make short dialogues in pairs. Then choose three groups to show their dialogues.2.Ask students to read and match the sounds and words;Play the tape and let students check it.3.Show 4b on the screen. Then read the sounds aloud and let students follow him/her; And choose two students to come to the blackboard and write down the words. The others do it in their books;Check the answers;Give students 2 minutes to know about the words.
Production (5minutes) 1.Individual work and group work. 1.Students first do it by themselves. Then two students use their name cards to do it;Finally introduce other students in the groups. 1.Give students one minute to make their partner’s name card and introduce himself / herself to the class; Choose two groups to come to the blackboard and introduce other students in his/her groups to the whole class with the name cards.2.Assign homework: Make new dialogues with the function sentences; Preview the new words in Topic 3 Section A and 1a.
Teaching reflection:本节课中学生们在做单复数句型转换时，对be动词的选择有些问题，在今后的学习中要注重单复数的应用问题，加强练习。
Ⅶ. Blackboard design
Where are you from Section D1.Who’s she/he / Who are they 0 zero 5 five am is are2.What’s her/ your name 1 one 6 six 3.What’s her telephone number 2 two 7 seven 4.Where is he/ she from 3 three 8 eight 5.Where are you/they from 4 four 9 nine 10 tenSection C
Ⅰ. Material analysis
本节课通过四组图画和对话呈现教学，主要活动是1a和2a。学生将在本课中进一步学习表示问候、道别、感谢的表达方式“Good afternoon.”，“How are you ”及其答语“Fine, thanks. I’m OK.”此外，还将完成26个英文字母的学习。本节课是一节读写课，教师在教学过程中，应该把重心放在对学生读写能力的培养上，加强学生语言运用能力的培养。
Ⅱ. Teaching aims
1. Knowledge aims
能够正确朗读并运用下列词汇: afternoon, goodbye, fine, and, here
能熟练读写字母 Oo～Zz并认识到字母有印刷体和书写体，大写和小写之分；
能用英语表达有关问候和告别: How are you Fine, thanks. And you I’m OK.
Goodbye. Here you are. Thank you.
⒉ Skill aims
能听懂有关问候、道别、感谢等的表达方式；
能运用表示问候、道别、感谢等的表达方式进行简单的交流；
能在教师的指导下进行简单的角色表演；
能正确地朗读对话，并能注意语音语调；
能大声、准确地演唱英文字母歌；
能正确书写和使用大小写字母。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范书写字母和单词；
能体会到学习英语的兴趣，培养学生良好的学习习惯。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示问候、道别、感谢等的表达方式；
正确书写字母Oo～Zz和辨音。
2. Difficult points
Be动词am, is, are的应用；
大小写字母的转化；
含有相同音节的字母归类。
Ⅳ. Learning strategies
唱英语歌曲是学习英语的一种好方法。
Ⅴ. Teaching aids
录音机、多媒体、黑板和闪卡。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(8minutes) 1.The whole classwork.2.The whole classwork.3.Individual work.4.The whole classwork. 1.Students reply to the teacher “ Hi! Goodmorning！”2. Response the teacher’squestions one by one.T: How do you do S: How do you do!T: Welcome to …!S: Thanks.T: Nice to meet you.S: Nice to meet you, too.3.Read the letters one byone. The student who can’t read it correctly should sing a song.4. Do 3. Follow thesong and sing it twice. 1.Greets with studentsusing the Expressions “Hello! Goodmorning!”2.Point out someflashcards using the key sentences in Sections A&B and make conversations with students.3.Play a game. Theteacher shows the letter cards (the letters from Aa～Nn) one by one and choose students to read it one by one.4.Play the tape and letstudents sing the song for two times.
Presentation(15minutes) 1. Individual work and the whole class work.2.Individual work and pair work. 1.The student gives the answer “How do you do ” and “Thank you./ Thanks.”; The student responses: “Fine, thanks. And you ” The student follows the teacher and asks the teacher “How are you ”; The student answers: “I’m OK.”2.Do 1a. Students first look at the pictures and guess what the pictures are about, and then discuss the meanings of the pictures in pairs; Four pairs share their ideas about the pictures with the whole class; The students match the conversations with the pictures and check the answers. 1.Show a flashcardwith the sentence “How do you do ” to a student and ask him/her to give the answer. Give the student who can give the answer correctly the card and say: “Here you are.” Walk to one student and say: “Hello! How are you ” Help the student response, “Fine, thanks. And you ” and continue to say “I’m OK.” Show the flashcard with “How are you ” on it and let students follow it twice; Walk to one student and let him/her to ask the teacher “How are you ” and answer: “Fine, thanks. And you ”2. Show the fourpictures to students. Let students guess and discuss the meaning of the pictures in pairs;Choose four pairs to talk about the four pictures; Write down the short conversations on the blackboard.
Consolidation(10minutes) 1.Pair work. 1.Do 1b. Read 1a in pairs and two pairs act out the conversations in pairs; Make up new conversations in pairs;Share their conversations with the whole class. 1.Give students one minute to read 1a in pairs and choose two pairs to act it out; Let students make up a new conversation with the expressions in 1a in pairs, if necessary, they can use the expressions they’ve learned in Sections A & B; Choose two pairs to show their new conversations.
Practice(10minutes) 1.The whole class work.2.Individual work.3.Individual work.4.The whole classwork. 1.Do 2a. Listen to the teacher carefully, observe the teacher’s mouth and imitate the pronunciation;Try to write down the letters with correct stroke order with book closed; Then open the books and self-check their own spellings. Follow the teacher to trace the letters in the air with their hands and read.2.Do 2b. Read the letters aloud and do 2b by themselves; Listen and check the answer.3.Do 2c. Write down the big or the small letters.4.Do 3. Students sing the song and fill in the blanks. Then sing the song again together. 1.Show the letter cards from Oo to Zz one by one and read them with rising and falling tones;Ask students to write them down with correct stroke order;Walk around the classroom and check; Then write down the letters one by one with correct stroke order while reading them aloud. 2.Let students do 2b first by themselves; Play the tape and let students check the answer of 2b.3.Show some words we have learnt to students and write them down on the blackboard. 4.Play the ABC song and check the answer.
Production（5minutes） 1.The whole class work and group work. 1.Sing the song andfollow the tape. Three students come to the blackboard and write down the 26 letters in order. The student who writes most quickly and best is the winner. 1.Play the ABC song. Have a letter competition: Choose three students to come to the blackboard and write down the 26 letters in order. 2. Assign homework:Review the words and expressions in Section C; Make up a new conversation orally; Write the letters Aa~Zz on four-line grid; Copy the new words for five times; Sing the letters song; Preview SectionD-Grammar andFunctions.
Teaching reflection:本节课学生在做2b部分时，遇到了问题，对于相同音素掌握不牢，找不准确，这一点确实是一个难点，在以后的语音学习中要加强这方面的训练。
Ⅶ. Blackboard design
Welcome to China!Section C1. —Here you are. 3. —Good afternoon.—Thank you./ Thanks. —Good afternoon.2. —How are you 4. —Goodbye.—Fine, thanks. And you —Bye.—I’m OK.Section C
I．Material analysis
本课是话题一的第三课时，主要活动是1a和2。通过对话呈现Ben帮助爸爸购物的场景，学习表达需求的表达“we need...”，询问数量的表达“How much... ”和“How many... ”，并学习可数名词和不可数名词量的表达法，同时，还通过看图完成对话，培养学生借助图片理解对话以及进行信息转换的能力，进一步巩固所学的关于购物的表达，并学习询问重量的表达“How heavy... ”。此外，本课通过听音复习学过的辅音，训练学生辨别不同辅音的能力，并通过连线配对，培养学生联想实物进行单词记忆的能力。最后通过唱读的方式，继续学习句子的重音。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的情景对话操练中加以应用：
kilo, kilogram, bag, loaf, bar, bottle, tin, save, chocolate, Coke, do some shopping, any, heavy
能够理解名词的数这一概念并能正确描述可数名词和不可数名词的量；
能够正确使用some和any;
能在购物的情景对话中就“表达需求、询问价格、数量重量”等进行交流，如：
Could you help me do some shopping, Ben
We need two kilos of apples and some rice.
How much rich do we need
One bag of rice.
How many bottles
How heavy is it
2. Skill aims
能听懂表示愿望、询问价格、数量和重量等购物交际用语；
能清楚地为他人提供购物帮助、询问价格数量和重量等；
能够正确地询问价格、数量和重量，完成购物；
能够理解和概括大意，并在图画的帮助下预测和理解具体信息，能按要求进行语言活动；
能编写简单的购物对话，表达连贯准确。
3. Emotional aims
在学习过程中，创设真实的情景，并采用小对话等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神；
鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心；
培养学生形成合理的消费观。
III. The key points and difficult points
学生能在情景对话中，熟练运用表达购物需求、询问数量、重量等表达方式。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能听懂关于购物的听力材料并获取关键信息。
V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2. Group work.3.Group work. 1.Focus their attention on the teacher.2. Play the number game in 3, Section B. Revise and consolidate the numbers in games.3.Do duty report. Some students act out the conversations aboutshopping, askingsomeone’s feelings or just looking. （S=saleswoman）(1) S: Can I help you A: I am just looking, thanks.(2) S: What can I do for you B: I want to buy a skirt for my daughter.S: What do you think of the blue skirt B: She likes pink.S: How about this one B: It looks nice.How much is it S: 350 yuan.B:350 yuan. Are you kidding I’ll think about it.Thank you all the same.... 1.Greet students ready for learning.2.Help the students to revise the numbers.3.The teacher is the leader and controller of this activity.
Presentation (10 minutes) 1.Individual work and the whole class work.2.The whole class work.3.Individual work, pair work and the whole class work.4.Individual work, pair work and the whole class work. 1.Answer the teacher’s questions to learn the differences between “some” and “any”. T:Class, I need some English books. Do you have any S1: Yes.T: I need some pens. Do you have any S2: Yes. Here you are....T: I need some water. Do you have any S5: Yes. Here you are.T: I need some rice. Do you have any S6: Sorry. We don’t have any....T:Look, class. I have some books. I don’t have any rice. 2.Look at the pictures which are given by the teacher. Answer the teacher’s questions to know the sentence pattern, “How many... ” and “How much... ”Picture 1 (5 English books)T: How many books do I have Ss:Five.Picture 2 (4 pens)T: How many pens do I have Ss: Four.Picture 3 (2 kilos of apples)T: How many kilos of apples do I have Ss: Two kilos of apples.Picture 4 (3 bottles of milk)T: How many bottles of milk do I have Ss: Three bottles of milk.Picture 5 (2 bags of rice)T: How much rice do I need Ss: Two bags of rice.Know that “How many+countable nouns” and “Howmuch+uncountable nouns”.3.Do 1a. Guess the meaning of “Big Sale! Buy more and save more!” Look at Picture 1 in 1a. Choose correct word for each item. Check the answers with your partner. Then the whole class check the answer. Guess the meaning of “Buy ten for 28.00” from your daily life experience. 4.Look at Picture 2 in 1a. Guess what they are talking about. Then read 1a and fill in the blanks in 1b. Check the answers with your partner. Then the whole class check the answers. 1.Ask the students some questions to present “some” and “any”.2. Show somepictures and ask the students some questions to lead the students know the different usage of “How much... ” and “How many... ”.3.Check the answers. 4. Check the answers.
Consolidation (5 minutes) 1.The whole classwork and pair work.2. Pair work. 1.The whole class read after the tape. Then practice the conversation in pairs. Some pairs act out the conversation.2.Do 1c. Make ashopping list according to 1a with your partner. 1. Play the taperecorder of 1a. 2.Make sure all students take part in the activity.
Practice(10 minutes) 1.Individual work, pair work and the whole class work.2.Individual work,pair work and group work.3.Individual work and the whole class work. 1.Do 2. Look at the picture in 2. Guess “How heavy is the rice ” “How heavy is the bread ” Then complete the conversation in 2. Check the answers with your partner. Then the whole class check the answers. Practice the conversation in pairs. Some pairs act out the conversation.Do 3a. Revise the consonant first. Listen to the tape. Write down the consonants and match the words with the pictures. Check the answers with your partner. Then the whole class check the answers. Read loudly after the tape first, and then read the words in groups. Do 3b. Understand the sentences with the help of the picture in 3b. Read the sentences. Then listen to the teacher and read after him/her. Some students read the sentences individually. Choose the best one to lead the whole class to read the sentences. 1.Present the expression “How heavy …”. Check the answers.2. Check theanswers and play the tape recorder.3.Read the sentences in 3b as examples. Correct the students’ stress of sentences while they are reading the sentences.
Production (10 minutes) 1. Pair work. 1.Work in pairs. Make a new conversation about shopping in pairs, including asking the price, the quantity, the heavy and so on. e.g.A: Can I help you B: I want to buy some rice.A: How much rice doyou need B: Three bags. And Ialso need ten oranges.A: OK. B: How heavy are theoranges A: Three kilos. B: How much is it A: 135 yuan in total.B: OK. Here you are!... 1. Help the students revise and consolidate the expressions in this section. Encourage the students to speak English loudly and bravely.2. Assign homework:Read 1a, 3a and 3b fluently ;Review the words and expressions in this section;Preview Section D—Grammar and Functions.
Teaching reflection： 学生在对话操练中，对于不可数名词的数量的提问存在比较多的错误，因此，教师应引导学生总结不可数名词带量词和不带量词时提问数量的不同表达法。此外，有的学生因为害怕发音错误，而不敢开口说英语，教师应鼓励其勇敢地站起来，从简单的对话操练开始，不断练习和提高口语水平。
VII．Blackboard design
What can I do for you？Section C1. Buy ten for 28.00. loaf 2. What do we need bar3. How much rice do we need bottle4. We don’t have any milk. tin5. How many bottles save6. Is that all chocolate Coke do some shopping any heavySection A
Ⅰ. Material analysis:
本节课是本话题的第一课，主要活动是1a和2a。通过迈克尔和康康的对话，在复习询问国籍和描述外貌特征的基础上，引入颜色类单词，还继续学习描述人物外貌特征的表达法 “We have black hair and black eyes.”同时向学生介绍“look the same”和“We don’t look the same.”在语言交际中的用法。另外，还将学习what引导的询问颜色的表达“What color is it ”及其回答“It’s …”。学生还将学习并列连词and和转折连词but的应用。语音板块将学习元音字母u的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够初步了解元音字母u在单词中的发音规则；
能够掌握并应用新学习的表颜色的单词:black, color, blue, pink, red, purple等；
能够正确使用并列连词and和转折连词but；
能够用颜色词谈论人物的外貌特征并进行简单的日常交流；
能够正确运用特殊疑问词what引导的询问人物外貌特征及颜色的特殊疑问句。
⒉ Skill aims
能听懂有关询问颜色及人物外貌特征等基本情况的简单的对话或叙述；
能运用图文、实物说出简单的单词或短句；
能正确地朗读对话，并能注意语音语调；
能根据已学音标的初步知识拼读单词。
⒊ Emotional aims
鼓励学生把课堂上所学知识与自身生活实际相联系，培养学生热爱学习、热爱生活的情感态度。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示询问颜色及描述人物外貌特征等的表达方法；
正确使用并列连词and和转折连词but；
正确使用特殊疑问词what引导的询问人物外貌特征及颜色的特殊疑问句；
掌握元音字母u的读音规则。
⒉ Difficult points
特殊疑问词what引导的特殊疑问句;
并列连词and和转折连词but的应用；
元音字母u的读音规则。
Ⅳ. Learning strategies
1. 能通过分类聚词记忆词汇。
2. 运用实物教学能帮助学生理解和掌握教学内容。
Ⅴ. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6 minutes) 1.The whole classwork.2. The whole classwork.3.Individual work.4. The whole classwork and individual work. 1.Students greet with the teacher, “Good morning, Miss Chen.”2.T: Does she has long hair Ss: Yes, she does.T: What color is it Ss: It’s black.3.The student answers, “ It’s black.”Another student answers the question, “It’s blond.”4.Students answer the question, “It’s blue.” Then students answer the question one by one. 1.The teacher greets with students, “Good morning, boys and girls.”2.（老师以旧带新，由描述人物引入2a词汇学习。）Draw a picture of a girl and ask students: Does she have long hair Let students answer the question;(老师然后指着自己的头发)The teacher points another question: What color is it (老师解释：color意为：颜色，What color is it 对颜色提问)Help students answer the question.3.Walk to one student, then point at the student’s hair and ask: What color is it Choose one student to answer the question; Change the black hair into blond hair and ask the question: What color is it Help another student answer the question: It’s blond. (老师解释：blond意为金色的)4.Point out a piece of blue chalk and ask, “What color is it ” Help students answer the question,” It’s blue.” (老师解释：blue意为蓝色的);Then point at the hair and the chalk to practice the three colors with the question: What color is it Choose students to answer the question one by one.
Presentation(13minutes) 1. The whole classwork and individual work.2. The whole classwork and individual work.3.Pair work.4.Individual work.5.Individual work 1.Do 1a. Students look at the picture and listen to the tape carefully; Then answer the question: He is Yukio, Kangkang’s friend.2.Students listen to the tape again and try to find the answer; One student answers the question: It’s black.3.Students read the dialogue in pairs; And then two pairs read it in role.4.Students listen to the teacher carefully;Some students make sentences orally.5.Do 1b. Students read 1a and do 1b; One student checks the answer. 1.Show the picture of 1a and let students look at the picture, then listen to the tape; Ask the question: Who is that boy Let students answer the question.2.Play the tape again and point out one question: What color is Yukio’s hair Choose one student to answer the question.3.Give students 1 minute to read the dialogue in pairs; And choose two pairs to read the dialogue in role.4.Point out the sentences: We have black hair and eyes. I have blond hair and blue eyes. We don’t look the same, but we’re…(老师解释：and 是并列连词，意为：并且; but是转折连词，意为：但是，并呈现短语look the same及否定表达；老师可给出几个汉语句子让学生练习 but) Choose some students to make sentences with and / but.5.Give students 1 minute to read 1a, and then do 1b by themselves; Choose one student to check the answer in 1b.
Consolidation (8minutes) 1.Pair work.2.The whole classwork.3.Individual work. 1.Do 2b. Students talk about the colors in the picture in pairs.2.Students follow the teacher for three times.3.The student answers the question one by one.（学生可与老师互换角色，学生问，老师答） 1.Show the picture of 2b and let students talk about the colors in the picture; 2.Teach the colors in the picture one by one. Point at the color and teach the word for three times.3.Use the colors around him/her in the class: What color is it (老师可指着任何有颜色的实物) Let one student answer the question one by one.
Practice(12minutes) 1.Group work and individual work.2.The whole classwork. 1.Do 3. Students guess the colors in groups and one student in every group give their results; Students listen and check their results.The group that guesses right is the winner.2.Do 4a. Students read the words together; Then listen to the teacher and learn the sound /7/. Read and practice. 1.Divide the whole class into five groups: the first group guesses the color of the first picture, the second guesses the color of the second picture, then the next and let students say their guessing results. Play the tape and let students check their results.2.List the words include the sound /ju/ and ask students to read: unit, use;Point out the word cards: bus, must, sun, read the words and then let students listen and find more words with the sound /7/.
Production(6minutes) 1.Group work. 1.Do 1c. Students do it in groups; And three group share their passages with the whole class; Then all students listen to the teacher carefully. 1.Let students work in groups and introduce the three boys based on 1b for 2 minutes; Choose three groups to show their passages to the whole class; Then make a summary about the group work.2. Assign homework:Review the color words and expressions in Section A; Make dialogues with the sentence“What color is it ” orally; Preview the words and 1a in Section B.
Teaching reflection:本节课介绍的表示颜色的单词较多，学生对红色，黑色，白色掌握的较好，但对于不常用的表示颜色的词掌握的不太好。因此，学生在课后需要用表示颜色的词多做口头对话。
Ⅶ. Blackboard design
What does she look like Section A 1. —What color is it Sounds:—It’s black / blond / blue / red / yellow / greenpink / orange / purple / brown / gray / white. /7/2.We have black hair and black eyes. u: / u: /3.I have blond hair and blue eyes. / K /4.We don’t look the same, but we’re good friends, too.Section C
I．Material analysis
本课是话题三的第三课时，主要活动是1a，2和4a。通过读前看图片讨论问题，预测文章对话内容；再通过阅读，检查预测并进一步学习邀请和建议的表达。同时，本课还将通过看图、匹配对话，复习表示邀请和建议及其回答的表达法。此外，本课通过看图、猜单词，并根据音标拼读和拼写单词，巩固air, are, augh, aw, a+ble和a+nge的读音规则。本课结合“野炊”这个话题，在培养学生阅读能力的同时，锻炼学生语言产出，也就是“编写小故事”并进行口头表达以及书写一篇表达自己主观意愿的小文章，培养学生“说”和“写”的能力。教师在教学中，应注意引导学生听、说、读、写互相结合，互相渗透，充分利用教学资料，提高学生的语言综合运用能力。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
homework
能就表达主观意愿邀请和建议及其回答的表达法等话题进行交流与对话操练，如：
Would you like to have a picnic with Mr. Cooper
Thanks. That would be very nice.
What about having a picnic with Mr. Cooper
I’d like that, thanks.
I’d like to take some hamburgers and bananas.
I want to take some bread.
2. Skill aims
能听懂邀请、建议及其肯定回答的简单用语；
能正确朗读对话，注意语音语调，并进行角色扮演；
能读准所学的音标，并能借助音标拼读一些新单词；
能正确朗读打电话的对话，注意语音语调；
能够在图画的帮助下读懂故事，进行信息的加工、转化；
能理解并执行有关学习活动中简单的书面指令；
能根据音标拼写单词；
能运用简单的词汇和句型进行写作，描述课外活动的计划。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
乐于接触并了解异国文化。
III. The key points and difficult points
1.能在情景中用“表示邀请、建议、表达主观意愿”等话题进行交流。
2.能读准所学的音标，并能借助音标拼读一些新单词。
IV. Learning strategies
1.能够清楚、大声地进行朗读，培养语感和自信心。
2.培养借助图片来理解故事大意的习惯，提高阅读理解的技能。
3.培养学生对阅读材料进行寻读的技能。
4.能够自己制定预习和复习计划，监控和评价自己的学习。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Group work and individual work. 1.Focus their attention on the teacher.2.Do duty report. Some groups act out the conversations about making a phone call to invite sb. The answers should include how to accept and refuse the invitation. Then the other students answer the teacher’s questions according to the conversations.e.g.(1) A: Hello!B: Hello, A! This is B.A: Hi, B.B:Are you free this Saturday A: Yes. What’s up B: Would you like to go to the West Lake with us A: Oh, I’d love to. B: Please tell C about it.A:Sure.I’ll call her/him.B: See you then!A: See you!(2) C: Hello!A: Hello, C. This is A.C: Hi, A.A:Are you free this Saturday Would you like to go to the West Lake with us C:I am sorry I can’t. My parents will visit my grandparents this Saturday. So I have to look after my little sister at home.A: That’s OK. Bye!C: Bye!...T: Where will they go this this Saturday Ss: The West Lake.T: Is A free this Saturday Ss: Yes, she/he is.T: Would she/he like to go to the West Lake with B Ss: Yes, she/he’d love to.T: Is C free this Saturday Ss: No,she/he isn’t.T: What will he/she do this Saturday Ss: He/She will have to look after his/her little sister at home.... 1.Greet students ready for learning.2.Help the students to revise the words and expressions about making a phone call and how to accept and refuse someone’s invitation.
Presentation (10 minutes) 1.The whole class work, pair work and individual work. Do 1a. Look at the pictures in 1a. Answer the questions.T:What can you see in Picture 1 Ss:An old man.T:How does he feel in Picture 1 Ss:He looks sad. Because he seems to cry.T:Can you see a bird in Picture 1 It finds that the old man is sad. And then What does it do in Picture 2 Ss:It invites some animals to have a picnic with the old man.T:Do the animals accept its invitation Can you guess from the picture Ss:They may accept its invitation because they take some food with them in Picture 4, 5, 6 and 7.Read and discuss the questions in 1a before reading. Try to guess the answers. Then read the story and check with your partner. 1.Lead the students to look at the pictures and read the questions in 1a to predict the conversation before reading.
Consolidation (5 minutes) 1.Individual work, pair work and the whole class work. 1.Do 1b. Read 1a again. Underline the new expressions about giving suggestions and answers in 1a. Then complete the passage in 1b. Check the answers with your partner. Then the whole class check the answers. 1.Check the answers in 1b.
Practice(10 minutes) 1.Group work.2.Individual work and pair work.3.Individual work, pair work and the whole class work.4.Pair work and individual work. 1.Do 1c. Practice the conversation of 1a in groups. Act as different roles. Then some groups act out the conversation to the class. Make up a new story in groups. Practice it in groups. Then some groups report it to the class.2.Do 2. Look at the pictures in 2. Guess what the students want to do in the pictures. Read the conversations in 2. Find out the expressions about how to give suggestions and refuse someone’s invitation. Match the conversations with the pictures. Then discuss the answers with your partner. Practice the conversations in pairs. 3.Do 4a. Read the sounds and write the words in 4a individually. Then match them with the pictures. Check the answers with your partner. Then the whole class read the words together. 4.Do 4b. Read the sentences in 4b aloud and match the sentences with the pictures. Check the answers with your partner. Read the sentences in the following individually to practice your pronunciation.e.g.“I saw the hare flying in the air.”in the airflying in the airhare flying in the airthe hare flying in the airsaw the hare flying in the airI saw the hare flying in the air.... 1.Encourage the students to act the conversation and make their new conversation in groups. 2. Check the answers in 2.3.Help the students learn to read the sounds and write the words according to the sounds.4.Check the answers. Help the students learn to read the sentences.
Production (10 minutes) 1.Group work and individual work. 1.Talk about the questions in 3. Make a survey in your group. Then write down the result of your group survey. StudentQ1Q2Q3Q4S1S2S3S4Choose one student from each group to be the reporter. Then some groups report your survey result.Write down a short passage about your own picnic plan individually. Then check your passage with your partner. 1.Let the students talk about the questions in 3, getting ready for the written work later.2. Assign homework:Read 1a fluently and practice it with your partner;Review the words andexpressions in this section; Preview Section D;Go on writing a passage about your picnic plan. Report it to the class next class.
Teaching reflection： 这节课是阅读课。教师应引导学生在阅读前仔细观察教学挂图，以此来预测文章大意，了解故事梗概，从而达到帮助学生阅读的目的。
VII．Blackboard design
Would you like to cook with us Section C1. —Would you like to have a picnic —With Mr. Cooper —Thanks. That would be nice. 2. —What about having a picnic with Mr. Cooper —I’d like that, thanks. 3. I’d like to take some... 4. I want to take some...Section A
I. Material analysis
本课是第三话题的第一课，主要活动是1a，3和4a。通过康康邀请同学在家就餐的情景呈现主要教学内容，学习有关询问吃什么喝什么的表达以及常用的就餐用语，同时借助图片学习食物名词的表达，并初步了解可数名词和不可数名词的用法和区别。语音板块将学习字母a及其组合a+ss/st/sk/sp,ar,ai,ay的读音规则，并能根据发音规则进行单词的拼读和拼写。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
would, yourself, fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger, idea；
能借助图片学习食物的表达，并初步了解可数名词与不可数名词的用法并掌握其一般用法；
能掌握含有would like表达就餐意愿的表达法，
如：—What would you like to have
—I’d like …
在教师的帮助与指引下，通过对话操练、听力训练等活动学习、操练并巩固就餐用语，如：
（1）—What would you like to drink —Apple juice, please.
（2）—Would you like some eggs, Maria —No, thanks.
（3）—Help yourselves! —Thank you.
（4）—What about some... —Good idea!
（5）—I would like an egg and some fish.
结合已学单词，了解字母a及其组合a+ss/st/sk/sp,ar,ai,ay的读音规则，并能根据发音规则进行单词的拼读和拼写。
2. Skill aims
能听懂有关饮食、就餐等的简单对话；
能就饮食进行交流并会使用常用的就餐用语；
能正确朗读对话，注意语音语调；
能写出食物名词和常用的就餐用语。
3. Emotional aims
在学习过程中，创设真实的情景，并采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神；
鼓励学生积极大胆，敢于模仿，增强学生学好英语的信心；
培养学生养成有礼貌地待人接物的习惯和素养。
III. The key points and difficult points
1.学生能结合已学单词，了解字母a及其组合a+ss/st/sk/sp,ar,ai,ay的读音规则，并能根据发音规则进行单词的拼读和拼写。
2.能在情景中用“就餐”这个话题进行对话训练与交流。
3.能初步了解可数名词与不可数名词的用法。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole class work.2.Individual work. 1.Focus their attention on the teacher.2.Do duty report. Take out your family photo or your family tree. Show them to the class and talk something about your family members, their jobs, workplaces and so on. e.g. This is my family. I have a big family, my grandparents, my parents, my uncle, my aunt, my cousins, my brother and I. My father is a doctor. He works in a hospital. My mother is a nurse. She works in a hospital, too. My uncle is an office worker. He works in an office.... 1.Greet students ready for learning.2.Help the students to express correctly. Revise the expressions and functions in Topic 2.
Presentation (10 minutes) 1.The whole class work, individual work and pair work.2. Group work.3. Individual work and pair work.The whole class work. 5. Individual work and pair work. 1.Look at the pictures of food and drinks and learn to read the new words by yourself. Then check yourpronunciation with your partner. Read the new words to the whole class to check the pronunciation.2.Sit in groups. Discuss in groups. Think of the words about food and drinks you have learned (new words are also OK) and write them down on the paper. Then the students from each group come to the blackboard to write down the words. The group which can write down the most words is the winner in this group competition.apple, pear, banana, orange, rice, water, vegetables, eggs, bread, cake, hamburgers, milk, chicken, fish, juice, watermelons ...3.Do 3. Look at the pictures in 3. Match the words with the pictures individually. Check the answers with your partner. Then divide the words into countable nouns and uncountable nouns with your partner. Try to find the rules of countable nouns and uncountable nouns.Countable nouns: bananas, vegetables, eggs, hamburgers, bananasUncountable nouns: water, milk, juice, rice, bread, chicken, fish4.Look at the pictures of food and drinks. Answer the teacher’s questions about having a meal.e.g.T: Would you like some eggs Ss: Yes, please.T: What would you like to eat/drink Ss: I would like some rice/a glass of water, please.5.Do 1a. Look at the picture in 1a. Try to predict what the conversation is about.Listen to the conversation and complete the table in 1b. Check the answers with your partner. Then read 1a after the tape. 1.Show somepictures of food and drinks. Help the students to check their pronunciation.2.Help the students to think of the words about food and drinks. Check the spelling on the blackboard in the group competition.3.Check the answers in 3 and help students to summarize the countable nouns and uncountable nouns. 4.Use body language to demonstrate how to ask and answer the questions about having a meal.5.Play the tape. Check the answers in 1b. Correct their intonation and pronunciation.
Consolidation (5 minutes) 1.Group work. 1.Do 1c. Sit in groups. Do a survey about what kinds of food and drinks your group members would like to eat or drink. Fill in the table first and then make up a new conversation in your group. Some groups act out the conversations to the class.ABCDFoodDrinke.g.A: What would you like to eat, B B: I would like to eat some rice.A: Would you like to drink some juice, C C: Yes, please.A: What about you, D D:Some chicken, please!(Don’t forget to use “please” and “thank you” in your conversations.) 1.Help the students when they do a survey and make up their own conversations.
Practice(10 minutes) 1.Individual work and pair work.2.Group work and the whole class work.3.Pair work. 1.Do 2. Look at the picture in 2. Try to guess the missing words in the conversation before listening. Then listen and check the answers. Read after the tape. Practice the conversation in pairs. Learn more about asking and answering the questions about having a meal.A: What about some ... B: Good idea!2.Do 4a. Divide the class into six groups. Every group reads one group of words in 4a. Discuss in groups and try to find the rules of sounds about the letter(s) “a”, “ar”, “ai”, “ay” by themselves. Then one student in each group reads out the sounds and teaches the sounds to the whole class. Then the whole class listen to the tape and check the sounds. Read the sounds and words aloud after the tape.“a”: /V/, /2/“a+ss/st/sk/sp”: /3/“ar”: /3/“ai”, “ay”: /V/3.Do 4b. Read the words and circle the words with different sounds in each group. Then check the answer with your partner. The whole class check the answers together. 1.Let the students predict the answers by looking at the picture before listening. Play the tape.2.Play the tape and help the students check the sounds. Correct their sounds while they are reading.3.Give the students help when they have difficulties in reading the words.
Production (10 minutes) 1.Group work. 2.Group work. 1.Do brainstorming. Sit in groups. Say the words about food and drinks as many as you can. e.g.Food: egg, rice, noodle, apple, pear, banana, vegetable, bread, fish, chicken, hamburger, dumpling...Drink: apple juice, pear juice, water, coke, coffee, milk... Make up new conversations with the given information in the table, using the expressions about asking and answering the questions about having a meal. Then practice in groups and some groups report to the class.ABCDfooddrink 1.Help the students revise and consolidate the words about food and drinks in this section.2.Help the students when they need. Make sure they speak in English and use the countable nouns and uncountable nouns correctly.3. Assign homework:Read 1a fluently and recite it;Review the words and expressions in this section;Collect more words about food and drinks from books, newspaper, magazines, or the Internet；Preview Section B-1a.
Teaching reflection： 这节课是本话题的第一个课时，学生刚接触大量的关于食物与饮料的名词，可数名词和不可数名词，因此学生在区别可数和不可数时还存在困难，教师应予以适时的帮助和引导。同时，学生在教学活动中想出了更多的关于食物与饮料的名词，可是却未能用英语进行顺畅的表达，教师在予以学生鼓励和肯定的同时，也应给予学生帮助。最后，在语音板块中，学生在小组中找出不同发音的单词时，受到知识积累的限制，个别单词的发音，尤其是/ V /和/2/，容易产生混淆，因此教师应引导学生在平时养成读准每一个元音音素和辅音音素的习惯。
VII. Blackboard design
What would you like to drink Section A Sounds:1. —Help yourselves! yourself “a”: /V/, /2/, /3/ —Thank you! would “ar”: /3/2. —Would you like some eggs, Maria fish “ai”, “ay”: /V/ —No, thanks. chicken3. —What would you like to drink rice —Apple juice, please. drink 4. —What about some ... juice —Good idea. milk idea water vegetable bread hamburgerSection D
I. Material analysis
本课是话题三的第四课时，主要活动是Grammar和Functions。Grammar部分通过教师引导学生自主总结由what引导的询问时间的特殊疑问句和时间的不同表达方式；Functions旨在引导学生总结Sections A-C所学的表达提议做某事、表达焦虑、动物特征描述、寻求帮助、感谢他人帮助等功能的表达法。另外，通过听音、填空的活动，巩固关于时间的表达法，并能在时间的不同表达方式进行转换；还将通过听英文歌曲选择标题，理解歌曲的大意。培养学生通过标题获取文章大意的能力，并在此基础上让学生学唱歌曲，享受学习英语的快乐。综合探究活动中，通过画出加菲猫的日常安排并用此描述它的日常活动，巩固本话题所学的表达时间和描述日常活动安排的词语与句型，培养学生在真实情景中综合运用本话题所学知识的能力。
II. Teaching aims
1. Knowledge aims
引导学生巩固和总结由what引导的询问时间的特殊疑问句和时间的不同表达方式；
能就表达提议做某事、表达焦虑、动物特征描述、寻求帮助、感谢他人帮助等功能的表达法进行交流与对话操练，如：
Do you have any time tomorrow
Let’s meet at 9 o’clock at my home.
They are cute/strong/clever.
They are so kind and they have long noses.
What’s up, Baby Monkey
I can’t find my way home.
It’s very kind of you.
Thank you for your help.
2. Skill aims
能听懂简单的课堂用语并做出适当的反应；
能听懂描述及询问时间的表达；
能使用问答时间的句型进行简单的交流；
能在教师的指导下进行简单的角色表演、仿编对话等；
能在口头表达中做到发音清晰，语音语调准确；
能大声、准确地朗读课文、演唱歌曲等；
能理解并执行有关学习活动的简单书面指令；
能正确书写单词，并能正确使用单词造句；
能够运用本话题的句型进行日常活动时间安排的短文写作。
3. Emotional aims
能够积极与同学合作，参与课堂活动，大胆实践；
能够认真学习、规范单词、句子等；
能够养成保护动物、和大自然和谐相处的意识，并能在现实生活中积极实践。
III. The key points and difficult points
1.巩固和总结由what引导的询问时间的特殊疑问句和时间的不同表达方式。
2.能就表达提议做某事、表达焦虑、动物特征描述、寻求帮助、感谢他人帮助等功能的表达法进行交流与对话操练。
IV. Learning strategies
1.能够清楚、大声地进行朗读单词和课文，培养语感和自信心。
2.能够逐渐养成进行预习和复习的好习惯。
V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1. The whole class work.2.Group work andindividual work. 1.Focus their attention on the teacher.2.Do duty report. Some students read your passage about your favorite animal to the whole class. Then the other students answer the teacher’s questions.S1: Hello, everyone! It’s my honor to share my favorite animal with you here. It’s white. It’s not big. It has two long ears and a short tail. It likes grass and carrot. I like it very much because it is lovely and cute. Can you guess what my favorite animal is T: What’s his/herfavorite animal Can you guess Ss: Rabbit. T: What color is it Ss: White.T: What size is it Ss: Not very big/Small.T:What’s its favorite food Ss: Grass and carrot.T: Why does he/she like it very much Ss:Because it is very cute and lovely.... 1.Greet students ready for learning.2.Ask the students to talk about their favorite animal. Help them revise how to describe the animals. Practice the students’ spoken English.
Presentation (5 minutes) 1.Group work.2.Pair work and individual work. 1.Read the expressions of different times on the screen. Discuss in groups and try to find out the rules of expressions of time.2.Do Grammar individually. Fill in the blanks. Check the answers with your partner. 1.Help the students to find out the rules of expressions of time by themselves2.Make the students learn to summarize the Grammar in this topic by themselves.
Consolidation (5 minutes) 1.Group work. 1.Have a group competition. Look at the clock on the screen. Try to express the time in different ways. The group which can say the expressions most quickly and correctly will be the winner in this group competition. 1.Make the students learn to use the expressions of time in different ways.
Practice(10 minutes) 1.Pair work.2.Group work.3.Individual work， the whole class work and pair work.4.Individual work and pair work.5. Individual work and the whole class work. 1.Make up new conversations with your partner, using the expressions of time.A:What time is it, please B:It’s half past nine./ It’s nine thirty.A:It’s time to go to the zoo.B: OK. Let’s go. Can we see pandas there A:Yes. We can see monkeys, lions, tigers and elephants, too. What’s your favorite animal B: Tigers.A: Why B:Because they are strong.... 2.Sit in groups. Make up a new conversation, using the sentences in “Functions”. Practice the conversation in groups. Then each group acts out the conversation. The whole class evaluate the group work. Try to find out which group is the best one.3.Do task 1a. Know what Michael’s daily activities are before listening. Then listen to the passage and write down the time of Michael’s daily activities. Check the answers with your partner. Then the whole class check the answers together.4.Do task 1b. Listen to 1a again. Try to write down the whole passage.The first time: get the main idea and key words;The second time: the structures, the subjects ,the objects;The third time: other words.The fourth time: check the whole passage.5. Listen to the song in 2. Choose the title of it. Get the main idea of the song. Then listen to the tape and learn to sing the song. Then practice singing the song in groups. The groups take turns to sing the song to the whole class to find out which group sings best and the most loudly. 1.Help the students to revise theexpressions of time and the description of animals.2.Help the students revise “Functions” in conversations.3. Help the students learn to get some key information while listening.4.Help the students learn to listen and write down the passage step by step.5.Play the tape recorder to help the students learn to sing the song and enjoy the English song.
Production (10 minutes) 1.Group work, individual work and pair work. 1.Do Project. Sit in groups. Look at the time in 1. Try to express the time in different ways in groups. Then guess Garfield’s activities in Pictures 2 and 5, draw them. In groups, take turns to say a sentence according to Garfield’s activities.e.g. S1:At seven o’clock, Garfield gets up.S2: Then he brushes his teeth and washes his face. He has breakfast at half past seven.S3: ... Then look at the pictures again and make up a story. Write down your story in passage. Share it with your partner. You can check the passage each other. Then some students read out your passage to the whole class. 1.Make the students talk about Garfield’s daily activities to revise the expressions of time and talking about daily life. Encourage the students to check the passage with each other.2. Assign homework:Review the words and expressions in this topic; Preview “Review of Units 3-4”.
Teaching reflection： 这节课是本话题的最后一个课时，教师应引导学生自行总结本话题的关于时间的询问和表达、提议做某事、表达焦虑、感谢他人帮助等的表达法，再通过任务和综合探究活动进行巩固和操练。有的学生性格比较内向，因此在小组活动中比较被动，教师应鼓励同组同学多创造机会与他/她进行简单的问答对话，鼓励其积极参与课堂活动，并在他/她的每一次表演之后给予适当的肯定和评价。
VII. Blackboard design
What time is it now Section D1. Do you have any time tomorrow 2. Let’s meet at 9 o’clock at my home. 3. They are cute/strong/clever. 4. They are so kind and they have long noses. 5. What’s up, Baby Monkey 6. I can’t find my way home. 7. It’s very kind of you. 8. Thank you for your help.Section B
Ⅰ. Material analysis
本节课主要活动是1a, 2b 和4。在Section A的基础上，进一步学习物品所属的表达法，并结合之前学过的颜色词语描述物品以及学会使用“I think it’s sb’s”来推测物品的所属者；还将学习同义句的转换，“Those are our bikes. = Those bikes are ours.”，“That is his schoolbag. = That schoolbag is his.”此外，语音板块将学习th/ ts/ ds字母组合的读音规则，并尝试拼读新单词。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: jacket, think, schoolbag, baby;
能够运用询问物品所属的表达法进行交流: Whose … is this/ that It’s…
Whose … are these/ those They are…
初步了解辅音字母组合th/ ts/ ds 的读音规则并能较熟练地根据发音规则进行单词的拼读和拼写；
掌握指示代词this/that/these/those的用法。
⒉ Skill aims
能听懂有关询问物品所属的表达方式；
能运用表示询问物品所属的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能根据图文正确书写和使用新学习的单词。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范地书写单词；
培养借助图片帮助听说和阅读理解的习惯。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用描述物品所属的表达法进行推测：I think it’s …;
正确使用表示询问物品所属的表达法： Whose … is this/ that It’s…
Whose … are these/ those They are…
掌握并应用同义句: Those are our bikes. = Those bikes are ours.
That is his schoolbag. = That schoolbag is his.
⒉ Difficult points
能够掌握由Whose引导的询问人物外貌特征的表达法；
同义句的转换: Those are our bikes. = Those bikes are ours.
That is his schoolbag. = That schoolbag is his.
辅音字母组合th/ ts/ ds的读音规则。
Ⅳ. Learning strategies
多做挖空练习能培养学生的逻辑思维能力。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interactionpatterns Student activity Teacher activity
Introduction(5 minutes) 1.The whole class work.2.Individual work.3.The whole classwork. 1.Students reply to students: Good morning, Miss Chen!2.Answer the teacher’s question: T:Is this your book S1:Yes, it’s mine.T:Whose book is this S2:No, it’s not mine. It’s xxx’s.3.Students answer: It’s xxx’s; Then follow the teacher to read the word jacket for several times. 1The teacher greets with students: Good morning, class!2.Walk to one student, and point his book and ask: Is this your book Then walk to another student and ask: Is this your book 3.Point the book and ask the whole class: Whose book is this Then draw a blue jacket on the blackboard and ask: What’s this Help students answer: It’s a jacket. Then teach the word for several times.
Presentation(12minutes) 1.The whole classwork and individual work.2.The whole classwork and group work.3.Individual work. 1.Do 1a. Students listen to the tape and try to find the answer to the question; One student says the answer.2.Follow the tape; Then read the dialogue in roles; Some groups act out the dialogue;Students listen to the teacher carefully and remember “I think …”3.Do 1b. Students do 1b by themselves; check the answer. 1.The teacher asks: Whose jacket is this Do you know Then let students listen to the tape and find the owner; choose one student to find the answer.2.Let students listen to the tape again and follow the tape; Give students 1 minute to read the dialogue in roles; Choose some groups to act out the dialogue; Point out the sentence: I think it’s Kangkang’s. Let students pay attention to the sentence.3.Let students listen to the tape again and do 1b by themselves; Then check the answer in 1b.
Consolidation (12minutes) 1.Individual work.2.Pair work.3.Individual work. 1.Do 2a. Look at the pictures, listen and match the clothes with the people;Then check the answer and read after the tape.2. Do 2b. Make short dialogues with the sentences in pairs;A: Whose…is this/that B: It’s …A: Whose…are these/those B: They are…Some pairs make new dialogues.3.Do 4. Read the sentences by themselves; Rewrite the sentences by themselves; And One student checks the answer. 1.Let students look at the pictures, then listen and match the clothes with the people; Play the tape and let students follow the tape.2.Let students make short dialogues with the sentences in pairs; Then choose some pairs to make new dialogues.3.Show the first pictures in 4, and let students read the sentences by themselves; Then show the picture with dogs in it and let students change the sentence pattern; Choose one student to check the answer. (老师可采用相同的方式进行同义句转换)
Practice(11minutes) 1.Pair work and group work.2.The whole class work and individual work.3.The whole class work and individual work. 1.Do 3. Do 3 by themselves in pairs;Some pairs check the answers; Then boys ask and girls answer and read the dialogues.2.Do Section A-4a. Read the word together. Then read the words one by one and find the rule of the pronunciation of “th”;Finally, students read after the tape together;3.Do Section A - 4b. Read the words by themselves; Some students read the words; All students read after the tape. 1.Let students do 3 by themselves in pairs; Choose some pairs to practice the passages and check the answers Divide students into two groups: boys and girls and let them read the dialogues in roles.2.Point out the flashcard with the word thank on it and let students read it together; Then point out the other three flashcards with three, thing, think and let students try to read the words one by one;(老师可采用相同的方式教授其余字母组合的读音规则) Finally, show the table and let students read after the tape.3.Let students read the words from thank to cats by themselves; Choose some students to read the words;Play the tape and let students read the words after the tape.
Production(5minutes) 1.Individual work and group work. 1.Do 5 by themselves; Make up short dialogues in groups; Some groups share their dialogues with the whole class. 1.Let students do 5 by themselves; Divide students into five groups then let them make up short dialogues; Choose some groups to show their dialogues in front of the class.2.Assign homework:Review the words and expressions in Section A; Preview the new words and 1a in Section C.
Teaching reflection: 本节课学生在做挖空题时，不能正确使用代词的适当形式，尤其是形容词性物主代词和名词性物主代词还存在混淆现象，今后在做题中逐步提高学生应用的能力。
Ⅶ. Blackboard design
Whose jacket is this Section B Sounds:1.—Whose jacket is this —I think it’s Kangkang’s. /F/; /N/2.—A: Whose …is this/ that —It’s… /ts/; /dz/3.—A: Whose …are these/ those —They are…4.Those are our bikes. = Those bikes are ours.5.That is his schoolbag. = That schoolbag is his.Section C
I. Material analysis
本课是第三单元话题三的第三课时，主要活动是1a和4a。通过两个朋友到餐馆用餐的对话、句子排序、句子匹配等活动，继续学习和巩固就餐时的常用表达，同时训练学生的逻辑思维和口语应用能力、听和说的能力以及借助图片猜测大意的能力。此外，本课还将通过朗读音标和补全单词复习字母a及其组合a+ss/st/sk/sp, ar, ai, ay的读音。最后通过朗读完成小诗，复习五个元音字母的发音，激发学生学习音标的兴趣。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的情景对话操练中加以应用：eat, out, why；
能在情景对话及其他课堂活动中就“在饭店点餐”、“用餐与服务员对话”、以及“用餐时表达建议”的用法进行交流，如：
（1）—Would you like to have dinner with me
—Yes, I’d like to.
（2）—What would you like to eat
—Let me see.
（3）—Why not have some fish and eggs
—Good idea!
（4）—Help yourself to some fish.
—Thanks.
（5）Here you are.
能在教师的帮助与指引下通过对话操练、听力训练、句子排序、句子匹配等活动，掌握点餐、用餐、表达建议的用法；
结合已学单词，了解字母a及其组合a+ss/st/sk/sp,ar,ai,ay的读音规则，并能根据发音规则进行单词的拼读和拼写。
“a”: /V/, /2/
“a+ss/st/sk/sp”：/3/
“ar”: /3/
“ai”, “ay”: /V/
2. Skill aims
能听懂有关点餐、用餐、及表达建议等的简单对话；
能就点餐、用餐、表达建议等话题进行交流并会使用常用的就餐用语；
能正确朗读对话，注意语音语调；能根据图文理解有关点餐、就餐的对话，并根据要求进行学习活动；
能写出食物名词和常用的就餐用语；
能根据音标尝试着拼写单词。
3. Emotional aims
在学习过程中，创设真实的情景，并采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神；
鼓励学生积极大胆，敢于模仿，培养学生学好英语的信心；
使学生乐于接触并了解中西方餐饮习惯的差别，同时养成健康的饮食习惯。
III. The key points and difficult points
1.学生能在情景对话中，熟练运用点餐、就餐及表达建议的表达法。
2.学生能结合已学单词，根据音标尝试着拼写单词。
IV. Learning strategies
1.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿。
2.能够逐渐养成进行预习和复习的好习惯。
3.培养借助图片帮助听说和阅读理解的习惯。
V. Teaching aids:
录音机、多媒体、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (10 minutes) 1.The whole class work.2.Group work.3.Individual work and pair work.4.The whole class work and pair work. 1.Focus their attention on the teacher.2.Sit in groups to have a group competition. Look at the pictures of food and drinks on the screen. Put up your hands and say the words of food and drinks as quickly as you can. The group which can say the most words quickly and correctly is the winner in this group competition.3. Do duty report. Take out your homework about the survey of what your family members usually have for breakfast, lunch and dinner. Report it to the class like this,Good morning, everyone! I have a small family, my father, my mother, my brother and I. My father usually has rice for breakfast, chicken and soup for lunch and noodles for dinner. He likes noodles a lot. My mother and I usually have milk and bread for breakfast, rice and fish for lunch and jiaozi for dinner. My brother usually has bread for breakfast. He doesn’t like milk at all. He usually has rice and vegetables for lunch and noodles for dinner. He also likes noodles a lot like my father. This is my family’s eating habit. What about yours Then change your homework with your partner. Report your partner’s family’s eating habits to the class.4.Answer the teacher’s questions about eating habits for three meals. Learn some new words in the conversation as well.e.g.(1)T: What do you usually have for breakfast S1: I usually have ... for breakfast.T: What about lunch S1: I usually have...T: Do you often eat jiaozi for dinner S1: Yes.(2) T: Would you like to eat some jiaozi S2: Yes, I’d like to. I like it very much.(3) T: Would you like to eat out this evening S2: Yes, I’d like to.T: What would you like to eat S2: Chicken and rice.T: Why not eat some jiaozi S2: Good idea!(4) At teacher’s home.T: Welcome to my home! Help yourselves to some apples. Here you are.Ss: Thank you. 1.Greet studentsready for learning.2.Help the students to revise the words.3.Help the students to revise the expressions in Section A and B. Make sure they use the verb form correctly. 4.Ask the students some questions about their eating habits to revise the expressions and use body languages to present the new words, phrases and expressions：eat, eat out, What would you like to eat Why not... Good idea!Help yourself to some ...Here you are!
Presentation (5 minutes) 1.Individual work. 1.Do 1a. Look at the pictures in 1a and guess the title of the passage. Then read the conversation and check the answer. 1.Lead the students to look at the pictures to predict what the conversation is about before reading.
Consolidation (5 minutes) 1.Individual work and pair work. 1.Do 1b. Read 1a again and mark T (True) or F (False) in 1b. Then check the answers with your partner. 1.Let the students learn to cooperate with their partner.
Practice(20 minutes) 1.Group work.2.Individual work and pair work.3.Individual work, pair work and group work.4. Individual work and pair work.Pair work and the whole class work 1.Do 1c. Sit in groups.Act out the conversation in 1a. Two students act as the customers and one student acts as the waiter. Then some groups act it out in front of the whole class.2.Do 2. Look at the picture in 2. Predict what the conversation is about. Put the sentences in the correct order. Then check the answers with your partner. After that, practice the conversation in pairs. One acts as the waiter and the other acts as the customer. Then change the roles.3.Do 3. Choose the correct answer(s) for each question individually. Check the answers with your partner. Then ask and answer the questions with your partner. Do a group competition. The teacher reads the questions in 3, the students from different group try to answer the questions as quickly as they can. The groups which can answer the most questions the most quickly and correctly is the winner in this group competition.4.Do 4a. Read the given words and separate them into different groups according to their sounds. Write down the sounds in the blank.grade, ant, pass, art, rain, sale, ask, train, day, rabbit, farmer, wait(1)grade, sale, rain, train, day, wait: /V/(2)ant, rabbit: /2/(3)art, farmer, pass, ask: /3/Then read the sounds in 4a and fill in the missing letters. Check the answers with your partner. Read the words aloud.5.Do 4b. Read the words in the circle: go, shy, play, cute and me. Pay attention to the vowels. Read and complete the chant, using the word with the same sound as the letter in each line. Then check with your partner. Read the chant to your partner. Then the whole class read the chant together. 1.Create a real situation for the students to practice the conversation.2.Check the answers. Correct students’ pronunciation, stress and intonation.3.Check the answers. Organize a group competition to revise the expressions and arouse students’ interest in learning English and taking part in the class activities. 4.Give the students some words to read and separate them into different groups according to their sounds. Check the answers in 4a.5.Help the students to read the vowels in every word correctly. Check the answers.
Production (5 minutes) 1.Group work. 1.Sit in groups. Make up a new conversation about ordering and having meals in the restaurant, using the expressions in this section. To act as a waiter and customer, you can prepare some dishes, bowls, spoons and a menu.（w=waiter）A: Would you like to have dinner with me B: Yes, I’d like to.W: May I help you, sir A: Yes. What would you like to eat B: Let me see.A: Why not have some ... and ... B: Good idea.W:Help yourself to some ... Here you are!A&B: Thanks.A:Would you like something to drink B:Yes, a glass of apple juice, please.... 1.Give the students help whenever they have difficulties. Make sure they speak English while practicing the conversations.2. Assign homework:Review the words and expressions in this section; Practice the conversations in 1a, 2 and 3 with your partner. Try to speak fluently and accurately; Preview Section D- Grammar& Functions.
Teaching reflection： 在综合活动中，有些学生害怕自己的语音不够标准，或者性格内向，怯于到台前参与角色对话表演，教师应鼓励其大胆、积极地参与课堂活动，同时在其表演结束后，给予适当的肯定，给其继续参与的信心。
VII. Blackboard design
What would you like to drink Section C1. —Would you like to have dinner with me eat —Yes, I’d like to. out 2. —What would you like to eat why —Let me see. 3. —Why not have some fish and eggs —Good idea! 4. —Here you are. —Help yourself to some fish. —Thanks.Section B
I. Material analysis
该部分是第二个话题的第二课时。主要活动是1a和2。通过Kangkang和Maria的对话，呈现了表达工作场所的新句型：“Where does he/she work He/She works in ...”,同时复习巩固有关职业的表达“What does he/she do He/She is a ...”。此外，本课还将学习构词法，了解动词变相应名词的基本规则，扩大学生词汇量，降低词汇学习的难度。学生在Section A中已经学习了有关询问职业的表达法，因此，在Section B中进一步学习关于询问工作场所的表达法应该难度不大，但是有一些工作场所的英语单词表达，可能学生还不是很熟悉，因此教师应该在对话操练中给予学生适时的帮助，帮助他们顺利完成对话操练。同时在学生总结动词变名词的构词法时，应给予适当的指引和补充，帮助学生更好地了解构词法。
II. Teaching aims
1. Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：show, work, hospital, restaurant, on, farm, teach, act, drive;
能根据已学单词，了解动词变相应名词的基本规则，并借助构词法，扩大词汇量，降低词汇学习的难度，如：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；
能在对话操练中，正确运用实义动词第三人称单数的特殊疑问句及其回答；
在教师的帮助与指引下，能就有关询问工作场所、询问工作等信息的表达方式进行交流。
2. Skill aims
能听懂有关询问工作场所的简单对话或叙述并完成相应的任务；
能根据图文就询问职业以及询问工作场所的话题进行交流；
能正确朗读对话，注意语音语调；
能写出职业及工作场所的单词或词组；能借助构词法，写出动词相应的名词。
3. Emotional aims
在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活的关心他人；采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神。
III. The key points and difficult points
1.能就询问职业和询问工作场所等信息进行对话操练和小组调查活动。
2.结合构词法，写出动词相应的名词。
IV. Learning strategies
1.以自行总结和发现规律代替机械记忆。
2.能够使用构词法帮助学习英语词汇。
3.能够借助图片预测对话大意。
V. Teaching aids
录音机、教学挂图和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1.The whole classwork.2.Individual work. 1.Focus their attention on the teacher.2.Do duty report. Some students report their family members’ occupations.Hello, everyone! Now I will tell you something about my family. My father is a doctor. My mother is a teacher. My brother is a student. I am a student, too. What about your family 1.Greet students ready for learning.2.Help the students to revise the words of occupations in Section A.
Presentation (5 minutes) 1.The whole classwork.2.Individual work.3.Pair work and the whole class work. Answer the teacher’s questions and learn how to ask the occupations and workplaces.e.g.T: What do I do Ss: You are a teacher.T: Where do I work Ss: You work in a school.(The teacher shows a picture of a nurse.)e.g.T: What does she do Ss: She is a nurse.T: Where does shework Ss: She works in ahospital....2. Look at the picture in 1a. Guess what Maria and Kangkang may talk about in the conversation. Then listen to the tape and check. 3.Do 1b. Match the pictures in 1b with Maria’s parents’ jobs and workplaces while listening. Check with your partner and then the whole class check the answers together. 1. Show some pictures of different occupations. Let the students know how to ask the occupations and workplaces. Then present some new words.2.Let students guess the meaning of the conversation with the help of the pictures on the textbook before listening. Play the tape. Check the answers.3.Play the tape of 1a. Check the answers together.
Consolidation(5 minutes) 1.Group work.2.The whole class work. 1.Ask and answer questions about Maria’s parents’ jobs according to 1b.e.g.Girls: What does Maria’s father do Boys: He is a ...Girls: Where does he work Boys: He works in a restaurant.Girls: What does her mother do Boys: She is a nurse.Girls: Where does she work Boys: She works in a hospital....2.Read after the tape sentence by sentence. 1.Be a good listener and helper.2.Play the tape.
Practice (15 minutes) 1.Pair work.2.Individual work, the whole class work and pair work.3. Individual work and pair work.4.The whole class work and individual work. 1.Do 1c. Work in pairs. Make up new conversations with the following information in 1c, using the expression of asking workplaces.e.g.A: What does your... do B: He/She is a ...A: Where does he/she work B: He/She works in... 2.Do 2. Look at the pictures about occupations and answer the teacher’s questions, e.g.T:What does he/she do S1: He/She is a teacher.T: Where does he/she work S2: He/She works in a school.T: So he/she teaches in a school. He/She is a plete individually the sentences with correct forms after the example in 2. Check with your partner. Then the whole class check the answers together.Know to add “er/or” at the end of the root words to change the verbs into nouns.3.Do 3. Read the information in 3. Get the main idea from the information before listening. Listen and match the people’s names with the cities first. Then listen again and write down their jobs. Check the answers with your partner. Then the whole class check the answers together. 4.Listen to the tape the third time. Read the sentences after the tape. Then retell the passage to the whole class, using your own words.e.g. David is a cook. He works in Beijing. Lisa is a ... 1.Make the students practice the expression about how to ask the workplaces.2.In this activity, the teacher is a leader, a helper and a cooperator. Make an example to demonstrate how to change the verb into a noun. Check the answers. Play the tape. Check the answers.3.Play the tape and help students to check the answer.4.Play the tape. Make sure the students use the form of verbs correctly when they retell the passage.
Production (10 minutes) Group work and individual work. 1.Do 4. Work in groups. Survey your classmates about their parents’ jobs and plete the table in 4.e.g. A: What does your father do, Li Li B: He is a doctor.A: Where does he work B: He works in a hospital.After the survey, report the result to the class individually.e.g. Li Li’s father is a doctor. He works in a hospital. Her mother is a ... 1.Make sure the students speak English while doing the survey. Assign homework:Read 1a fluently;Write a short passage to introduce your family members’ jobs and workplaces, using the word formation;e.g. My father teaches in a school. He is a teacher. My mother...Preview Section C-1a.
Teaching reflection： 在这节课中，学生通过Maria和Kangkang的对话，在已学询问工作的基础上，进一步学习询问工作场所的表达，同时在听力、对话、小组调查汇报等活动中进行再现、操练和巩固。此外，本课学生还学习了构词法——将动词变成相应的名词。在学习掌握此变化规则的过程中有的学生对加er还是or有疑惑，老师应给予正确引导。
VII. Blackboard design
What do your parents do Section B1. —Where does she work show teach-teacher—She works in a hospital. work farm-farmer hospital act-actor restaurant drive-driver on work-worker farm teach act driveSection A
I. Material analysis
本课是第四单元第一个话题的第一课，主要活动是1a, 2a和3a。主要学习与购物相关的表达，包括提供购物帮助的表达“What can I do for you ”，“May/Can I help you ”；询问价格的表达“How much... ”，同时还学习了1000以内的基数词的英语表达法。此外，学生还将通过小组活动学习和总结辅音字母c和字母组合al, au, ck等的发音规律，能根据所学音标进行单词的拼读和拼写，并在读句子中学会使用句子的重音。学生在平时的朗读过程中，往往忽视了句子的重音，因此在本课中，教师应引导学生正确使用句子的重音，并在今后的朗读中注意句子的重音。
II. Teaching aims
1.Knowledge aims
能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：
shop, madam, try on, seventy, thirty, forty, fifty, sixty, eighty, ninety, hundred
能用英语正确表达1000以内的数字；
初步了解字母c和字母组合al, au, ck等的发音规律，同时能根据所学音标进行单词的拼读和拼写；
能在朗读句子的过程中学会注意并正确使用句子的重音；
能就购物、询问价钱等进行交流与对话操练并掌握以下表达法：
（1）提供和请求帮助，如：
What can I do for you
May I help you
（2）表示购物愿望和需求的表达法，如：
I want to buy...
（3）询问价格，如：
How much is it
We’ll take it.
2.Skill aims
能听懂表示愿望、建议的表达和提供帮助、询问价格等购物交际用语；
能清楚地为他人提供购物帮助、表达自己的购物愿望、征询意见以及询问价格；
能正确朗读句子和对话，注意语音语调；
能编写简单的购物对话，表达连贯准确。
3.Emotional aims
在学习过程中，创设真实的情景，并采用对话、表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学习英语的兴趣和积极主动的学习精神；
能够积极与同学合作，参与课堂活动，大胆实践；
培养学生合理的消费观。
III. The key points and difficult points
1.能结合已学单词，了解字母c和字母组合al, au, c+e,i,y, ck等的发音规律，并能根据发音规则进行单词的拼读和拼写。
2.能在情景中用“购物”这个话题进行对话训练与交流。
3.能初步了解数词的表达法。
IV. Learning strategies
1.能够根据已学知识进行基数词的学习。
2.能够从同伴处获取反馈，修改自己编写的购物对话。
V. Teaching aids
录音机、图片、教学挂图、多媒体和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (5 minutes) 1. The whole classwork.2.Group work. 1.Focus their attention on the teacher.2.Do duty report. Prepare some conversations about ordering and having meals in the restaurant or at a friend’s home in groups. Then some groups act out the conversations.（S=saleswoman）A:Would you like to have dinner with me B: Yes, I’d like to.S: May I help you, sir A: Yes. What would you like to eat B: Let me see.A: Why not have some ... and ... B: Good idea.S: Help yourself tosome ... Here you are!A&B: Thanks.A: Would you likesomething to drink B: Yes, a glass of apple juice, please.... 1.Greet students ready for learning.2.Help the students to revise the words and expressions in Unit 3.
Presentation (10 minutes) 1.Individual work.2.The whole class work and pair work.3.The whole class work. 1. Play a game like this:T: In the shop, I want to buy a skirt. It’s for my daughter. So I can say, “I want to buy a skirt for my daughter.” Now, please choose the words from the following columns to make new sentences.e.g. “I want to buy... for ...” Column 1a capa coata dressa skirta pair of shoesa pair of glovesColumn 2my friendmy mommy fathermy auntmy cousinLily2. Look at the pictures about clothes with price on it. Answer the teacher’s questions:T:How much is this dress Ss: It’s ... yuan.T:How much is this coat Ss: It’s ... yuan.Then ask and answer the questions about the price in pairs according to the pictures.3.Do 1a. Look at the pictures of Section A, 1a and have a guess：T:“Where are Maria and her mother ” Ss:“They are in the shop.”T: What do they want to buy Ss:They want to buy some clothes.Listen to the tape and check your answer. 1.Present the new expression about wishing, “I want to buy... for...”2. Show somepictures of clothes with price on it. Help the students learn the expressions of shopping and asking the price.3.Lead the students to predict the conversation by looking at the pictures in 1a before listening. Play the tape.
Consolidation (5 minutes) 1.Individual work, pair work and the whole class work.2.The whole class work and group work. 1.Read the sentences in 1b. Guess the answers from the pictures in 1a. Then listen to the tape and check the answers in 1b. Check the answers with your partner. Then the whole class check the answers.2. Read after the tape. Try to act out the conversation in groups. Then some groups act out the conversation. 1.Play the tape.Check the answers.2.Play the tape again.
Practice(10 minutes) 1.Individual work and pair work.2.Group work and the whole class work.3.Individual work and pair work.4.Group work and the whole class work.5.The whole class work and individual work. 1.Do 1c. Complete the following conversation in 1c individually. Then check the answers with your partner. Practice the conversation in pairs. Then some pairs act out the conversations.2.Do 2a. Revise the words of numbers from 1 to 20, which the students have learned before. Find the rules of word formation, twenty, thirty.... Then try to fill in the blanks in 2a. Check the answers in groups. Then the whole class check the answers. Play a number game,... 5 ... 10 ... 15...... 7 ... 14 ... 213.Look at the pictures in 2b. Guess the price of the different clothes. Then listen to the tape and check the answers. The whole class check the answers together.Ask and answerquestions about price in 2b in pairs.A:How much is the skirt B: It’s 80 yuan....4.Do 3a. Divide the class into seven groups. Every group reads one group of words in 3a. Discuss in groups and try to find the rules of sounds about the letter(s) “al”, “au”, “c+e,i,y”, “c”, “ck” by themselves. Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. Read the sounds and words aloud after the tape.“al”: /5/, /5l/“au”: /3/, /5/“c+e/i/y”:/s/“c”,”ck”: /k/Find different sounds from the words group.e.g. can cake center cat: centeraunt, august, because, autumn: aunt5.Do 3b. The teacher reads the chant as example. The students read the chant after the teacher and then read by themselves. Pay attention to the stress in the sentences. 1.Ask students to finish 1c and help them check the answers.2.Help the students find the rules of word formation. Organize a game to practice the numbers.3.Play the tape recorder. Check the answers. Make the students payattention to the sounds of “ty” and “teen”.4.Play the tape recorder and help the students check the sounds. Correct their sounds while they are reading.5.Read the chant in 3b as example. Correct thestudents’ sentence stress while they are reading.
Production (10 minutes) 1.Group work. 1.Sit in groups. Suppose you are shopping now. Make new conversations about shopping in groups and practice the conversations. Then some groups act out the conversations. Remember to use the expressions of asking and giving help, asking the price and so on. 1.Help the students revise and consolidate the words and expressions about shopping in this section.2. Assign homework:Read 1a fluently and practice it with your partner;Review the words, expressions and sounds in this section;Preview Section B-new words.
Teaching reflection： 这节课是本话题的第一个课时，学生刚接触关于购物和询问价格的对话，有些学生对于服装和鞋帽的词汇可能出现遗忘，因此在对话操练中会出现障碍。此外，这节课刚学习字母c和字母组合al, au, ck等发音，部分学生可能无法当堂识记和掌握这些音标，因此教师应引导学生在平时养成读准每一个音素的习惯。
VII．Blackboard design
What can I do for you Section A1. —What can I do for you, madam shop “al”: /5/, /5l/ —I want to buy ... for ... madam “au”: /3/, /5/2. —May I help you try on “c+e/i/y”:/s/ —Yes, please. seventy “c”,”ck”: /k/3. —Can I try it on thirty —Sure. forty 4. —How much is it fifty —It’s seventy yuan, madam. sixty eighty ninety hundredSection B
Ⅰ. Material analysis
本节课主要活动是1a和2。进一步学习询问人物外貌特征的表达方法“What does he/she look like ”同时学习把某物给某人“give sth. to sb.= give sb. sth.”; 交际语言: Sorry, I don’t know her. Oh, I see. I’ll give it to her.等；另外，还将综合复习颜色、身体部位类单词以及询问国籍和描述他人外貌特征的表达法。语音板块将学习字母l, w和组合wh的发音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: give, letter, sorry, like, tall, will, young等;
能够用英语询问和描述人物外貌特征的表达方法: She is tall and she has short brown hair;
能够用英语询问人物外貌特征的表达方法：What does she look like
初步了解辅音字母l/ w/ wh 的读音规则。
⒉ Skill aims
能听懂有关询问人物外貌特征的表达方式；
能运用表示询问人物外貌特征的表达方式进行简单的交流；
能根据图片内容口头做对话；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用新学习的单词。
⒊ Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真、规范地书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用英语描述人物外貌特征的表达法：She is tall and she has short brown hair;
正确使用表示询问人物外貌特征的表达方法：What does she look like
. 正确使用实义动词：have /has及其否定形式don’t/doesn’t have。
正确使用助动词：do/does。
⒉ Difficult points
正确使用实义动词：have /has，特别是have的第三人称单数否定形式;
助动词do/does的应用；
能够掌握由What引导的询问人物外貌特征的表达法；
辅音字母l/ w/ wh 的读音规则。
Ⅳ. Learning strategies
能培养借助图片听说的习惯。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(6minutes) 1.The whole classwork.2.Individual work.3.The whole class work.4.Individual work. 1.Students greet with the teacher: Good morning, Miss Chen.2.Do 3. Students answer the question one by one: It’s red. It’s white. It’s blue.3.Students answer the question: He is from Cuba.4.The student describes: He has brown hair and black eyes. 1.The teacher greets with students: Good morning, boys and girls.2.Show the first picture of 3, then ask the question: What color is it Point at the flag and ask students to answer the question one by one.3.Ask the next question: Where is he from 4.Ask: What does he look like （老师解释：他长什么样？）Let one student describe the boy.(老师以相同的方式呈现以下三幅图片)
Presentation(12minutes) 1.Pair work.2.The whole classwork and individual work.3.The whole classwork and individual work.4.Pair work. 1.Do 1a. Students ask and answer in pairs：A:What does she look like B: She has…2.Read the word after the teacher; Some students make some examples with: give sth. to sb./ give sb sth. 3.Students listen to the tape and pay attention to the question; One student answers the question: To Maria;Then all students follow the tape.4.Students read the dialogue in pairs;And two pairs act out the dialogue. 1.Show a picture of Maria, then let students describe the picture in pairs.2.Show a letter to students and says:“Here is a letter for Maria.” Then teach the word “letter” for several times; The teacher then says: “Please give the letter to her.” (老师做出相应的动作并解释give sth. to sb.= give sb sth) Let students make some examples.3.Play the tape and ask students to pay attention to the question: Whom is the letter to Play the tape; Then choose one student to answer the question; Then the teacher let students listen and follow the tape. Pay attention to “Sorry, I don’t know her. Oh, I see.”4.Give students 2 minutes to read the dialogue in pairs;Choose two pairs to act out the dialogue.
Consolidation (10minutes) 1. Individual work.2.Pair work.3.Group work, individual work and pair work. 1.Do 1b. Students read and fill in the blanks and one student checks the answer.2.Do 1c. Read 1a and make up a new conversation in pairs; Two pairs share their conversations.3.Do 2. Learn the new words and describe the pictures in groups; Then match the descriptions with the pictures; With the help of teacher, students check the number;Then ask and answer in pairs.A:What does the young woman/old man/boy/girl look like B: … 1.Let student read the dialogue and fill in the blanks by themselves. Choose one student to check the answer.2.Let students read 1a again and make up a new conversation in pairs; Choose two pairs to show their conversations.3.Teach the new words: young, man, women; Then show the pictures of 2 and let students match the descriptions with the pictures one by one（注意提醒have的第三人称单数否定形式）; Check the the answer;Give students some time to ask and answer in pairs.
Practice (11minutes) 1.The whole classwork and individual work.2.The whole classwork and group work.3.Individual work and the whole class work. 1.Do 4. Read after the teacher for several times; Read the four questions and try to answer them;Listen and write down answers to the four questions;Listen again and check the answers by themselves;At last, students color the picture by themselves.2. Do SectionA—4a.Students read the word letter together and read the other words after the teacher; Work in groups and make a summary about the pronunciation of l.3.Do Section A—4b. Read them by themselves; And some students read the phrases; Then listen, check and repeat after the tape. 1.Show the picture of a snowman, then use the picture to teach the word for several times（提醒注意复数snowmen）; Let students look at the questions on the left and try to answer the questions; Play the tape and let students answer the questions; Play the tape again and check the answers with the students;At last, give students 1 minute to color the picture.2.Show a card with the word letter, and let students read the word, then show the other cards: lake, like, long, then teach students to read the words; Let students make a summary about the pronunciation of l.(老师可用同样的方式呈现l和w/w的读音规则)3.Give students 1 minute to read the phrases by themselves;Choose some students to read the phrases; Play the tape, then let students listen, check and repeat.
Production(6minutes) 1.Group work. 1.Do 5. Play the game between boys and girls:Boy 1: I have big eyes.Girl 1: I don’t have big eyes.Girl 2:××× has a red ruler.Boy 2: ××× don’t have a red ruler.Boy 3: …Girl 3: … 1.The teacher divides the whole class into two groups: one is boys and the other is girls. Boys say one sentence, girls change the sentence patterns.Let students do it at least five turns.2.Assign homework: Review the new words and expressions in Section B; Make dialogues with the sentence: What does she/he look like Preview the words and 1a in Section C.
Teaching reflection:本节课在教学过程中进展顺利，但是在做第四部分听力时学生容易出现错误，第3题Does he have short arms 听力稿中没有直接呈现答案，而是He has two short arms. 学生要想作对此题，必须分析听力内容。因此，通过多做听力题，才能不断总结做题技巧，培养学生的听力能力。
Ⅶ. Blackboard design
What does she look like Section B Sounds:1.What color is it It’s… gives th. to sb. /l/; /w/2.Where is he from He is from… gives sb. sth. 3.What does she/he look like Section C
Ⅰ. Material analysis
本节课是一节读写课，主要活动是1a, 2和5a。借助图画和表格对文章进行预测，并学习运用所学词汇描述本课人物和他人的外貌特征，如：He has black hair and black eyes. Is this /Are these … Yes. It’s /They’re … No. It’s /They are… ; Whose … is this/ are these I think it’s/ they are…；语音板块培养学生根据音标及图片拼读和拼写单词的能力；此外，为了丰富学生的课余活动，本课安排了一个chant内容，通过英语小诗训练学生的朗读技巧，同时复习、巩固颜色类单词。
Ⅱ. Teaching aims
1. Knowledge aims
能够掌握并应用新学习的单词: new, classmate, clothes;
能够用英语熟练描述人物外貌特征及询问物品所属：He has black hair and black eyes. Is this /Are these… Yes. It’s /They’re…No. It’s /They are…; Whose …is this/ are these I think it’s/ they are…
能够掌握由whose引导的特殊疑问句来询问物品所属；
能够根据图片及音标拼写单词。
2. Skill aims
能听懂有关描述人物外貌特征及询问物品所属的表达方式；
能运用表示有关描述人物外貌特征及询问物品所属的表达方式进行简单的交流；
能够在图画和问题的帮助下预测阅读内容，提高略读、理解图表等能力；
能理解阅读文章进行信息的加工、转化；
能运用简单的词汇来描述人的外貌、穿着特征。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践；
能够认真，规范书写单词；
能够培养学生善于观察周围人或物的能力。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示描述人物外貌特征及询问物品所属的表达方法：He has black hair and black eyes. Is this /Are these… Yes. It’s /They’re…No. It’s /They are…; Whose …is this/ are these I think it’s/ they are…；
正确使用be动词：is, are;
能够掌握拼读单词的规律。
2. Difficult points
正确使用be动词：is, are;
能够辨认名词的单复数；
能够根据所提供的内容编写短文。
Ⅳ. Learning strategies
学唱chant能帮助学生学好英语。
Ⅴ. Teaching aids
录音机、教学挂图和黑板。
Ⅵ. Teaching procedures
Step Interaction patterns Student activity Teacher activity
Introduction(7minutes) 1.The whole classWork.2.Individual work.3.The whole class work.4.The whole class work. 1.Students greet with the teacher: Hello! Miss Chen. Nice to meet you, too.2.The student responses the teacher:T: Is this your pen S1: Yes, it is.The student answers: T: Is this your pen S2: No, it isn’t. I think it’s xxx’s.3.Students answer: It’s xxx’s; Then students answer the question:They are xxx’s.4.Do 4. Follow the tape; And do the actions according to the chant. 1.The teacher greets with students: Hello! Boys and girls. Nice to meet you.2.Walk to one student and ask: Is this your pen Let the student answer the question;Then walk to next student and point out the same pen, then ask: Is this your pen 3.Point out one student’s object and ask: Whose … is this Let students answer the question; Then point out some objects of one student and ask: Whose … are these Let students answer the question.4.Play the tape of the chant and ask students to try to sing it; play the tape again and let students do the actions according to the chant.
Presentation(12minutes) 1.Pair work and individual work.2.The whole classwork and individual work.3.Individual work. 1.Do 1a. Students try to describe the two boys in pairs; and some students describe the two boys.2.Read the passage of 1a and explain the passage. Then point out the new words in the passage and underline them by themselves; Some students point out the words.3.Color the two pictures and read the passage by themselves. 1.Show the picture of 1b and give students 1 minute to try to describe the two boys first in pairs; Choose some students to describe the two boys.2.Let students read the passage of 1a by themselves;Give students some time to explain the passage by themselves, then let students point out the new words in the passage; Then ask students to underline the description words in the passage; Choose some students to point out the words.3.Let students color the two boys according to the passage; Then read the passage again by themselves.
Consolidation (10minutes) 1.Individual workand pair work.2.Individual work. 1.Do 1b. Fill in the table by themselves;One student share the answer with the whole class; Then make short dialogues with the sentences: What color is… What color are … according to the table in pairs; Some pairs share their dialogues with the whole class.2.Do 1c. Describe Kangkang and his classmate by themselves in their notebook; Some students read their description out. 1.Show the table of 1b, then let students fill in the table according to the passage of 1a; Choose one students to show the answers;Then Give students 1 minute to make short dialogues according to the table; Choose some pairs to show their dialogues.2.Let students describe Kangkang and his classmate based on 1b by themselves; choose some students to describe them.
Practice(11minutes) 1.Individual workand pair work.2.Individual work and the whole class work.3.Individual workand the whole class work. 1.Do 2. Students describe the two boys themselves;And check it in pairs.2.Do 5a. Try to read the sounds and fill in the blank; Check the answers in pairs. Follow the teacher to read the word.3.Do 5b. Try to read the sentences by themselves; Some students read the sentences; Then read after the tape and pay attention to the underlined parts. 1.Show the pictures of Tom and Dick, then let students describe the two boys orally;Then ask students to correct the mistakes they make.2.Let students fill in the blanks and help check the answer. Read all the words.3.Give students 1 minute to read the sentences in 5b and pay attention to the underlined parts; choose some students to read the sentences and then play the tape and let students listen and repeat.
Production(5minutes) 1.Group work. 1.Work in groups. Mix things together and find out the owners. Using the following expressions.S1: Is this / Are these … S1: Yes. It’s / They’re … / No. It’s / They’re …S2: Whose … is this / are these S2: I think it’s / they’re ...Some groups share the game with the whole class. 1.Let students mix the things together and find out the owners within 2 minutes. Choose some groups to show in front of the whole class.2. Assign homework:Review the words and expressions in Section C; Write a passage about Tom and Dick; Preview Section D—Grammar and Functions;
Teaching reflection:语音的学习和应用是一个循序渐进的过程，学生们只有靠平时的积累和应用才能掌握读音规则，因此，同学们要善于总结和积累知识，才能把它学好。
Ⅶ. Blackboard design
Whose jacket is this Section C 1. —A: Is this / Are these… new—B: Yes. It’s / They’re… No. It’s /They are… classmate2. —A: Whose … is this/ are these clothes—B: I think it’s/ they are…
