Section D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetic alphabets:
//, //, //, //
2. Review some useful sentences:
(1)—Excuse me, are you Jane
—Yes, I am./No, I’m not.
(2)—What’s your name
—My name is Sally.
(3)—What’s your telephone number
—My telephone number/It is 6800-3553.
3. Review some personal pronouns:
I, we, you, he, she, it, they
4. Review the useful short forms:
isn’t=is not aren’t=are not she’s=she is he’s=he is
they’re=they are what’s=what is who’s=who is where’s=where is
5. Review questions and their answers with am/is/are:
(1)Where are you from I’m from Canada.
(2)Is she Jane Yes, she is./No, she isn’t.
(3)Is he Li Ming Yes, he is./No, he isn’t.
(4)Who are they They are Maria and Jane.
(5)Are you from Japan Yes, we are./No, we aren’t.
Ⅱ. Teaching aids 教具
单词卡片/自制名片/教学挂图/录音机/小黑板或投影仪/照片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
巩固数字的读法及升降调的用法，为导入新课做准备。
1. (让学生把家庭作业，即找到的固定电话号码、手机号码、门牌号码、车牌号码、邮编等都展示出来，两人一组互相提问。目的是巩固数字的读法。)
T: Read the numbers in pairs.
2. (教师出示句子让学生标升降调，检查学生语调的掌握情况。师生共同朗读，核对答案。)
T: Read the sentences and mark the intonation.
Example:
A: What’s your name ( )
B: My name is Kangkang. ( )
A: Are you from China ( )
B: Yes, I am. ( )
A: What’s your telephone number ( )
B: My telephone number is (010)6267-6790. ( )
3. (利用学生自制的名片，师生互动，进行综合能力考查。目的是及时发现学生的知识弱点，并给予指导。先师生问答，后学生与学生之间操练。)
T: What’s your name
S1: My name is …
T: Where are you from
S1: I’m from …
T: What’s your telephone number
S1: My telephone number is …
Step 2 Presentation 第二步 呈现(时间:8分钟)
学习特殊电话号码的含义，丰富生活常识。练习元音字母a和e分别在开闭音节中的发音，培养学生的拼读能力。
1. (出示2图片，让学生观察并说出相应的电话号码，完成2。)
T: Boys and girls, what should we do when we meet the different troubles Let’s look at the pictures in 2 and you’ll know the answers.
2. (教师拿出准备好的卡片，a和e用不同颜色写出。)
T: Can you read this word (出示写有Jane的卡片。)
Ss: Yes. //.
T: Please read it.(出示写有name的卡片。)
Ss: //.
T: Please read it.(出示cake并让学生试读。)
Ss: //.(教师帮助回答。)
(让学生找出a的读音，并试发音//。)
T: Do they have the same vowel (教师翻译。)
Ss: Yes, //.
(教师教读//，并让学生注意口型，然后让学生观察这三个单词的拼写规则，教师帮助归纳发音规则，并解释开音节。)
Ss: 元音字母+辅音字母+不发音的e.
T: OK. How do you read this one then (出示same的卡片。)
Ss: //.(帮助回答。)
T: This one (出示take的卡片。)
Ss: //.
(用同样的方法教学字母a在闭音节中的读音。)
T: You’re great, now let’s read again.
(再让学生读//, //和相应单词。)
(以同样的方法教学e的发音规律。)
3. (教师用投影仪或小黑板展示一些单词，让学生按开音节和闭音节归类，并试着拼读。)
grade, cake, same, she, desk, these, that, be, ten
(教师更正读音，并领读。)
4. (播放1录音，让学生仔细听并跟读，完成1。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
复习本单元所学知识和重点句型，培养学生综合运用语言的能力。
1. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找它们的搭档am, is, are。)
T: Now let’s match the subject pronouns with am/is/are.
I hesheit weyouthey
am is are
2. (让学生根据上表造句，要求使用肯定句、否定句、一般疑问句、肯定、否定回答及以who, where开头的特殊疑问句。)
Example:
①I am Maria.
②I am not Maria.
③Are you Maria
④Yes, I am./No, I’m not.
⑤Who is he He is Tom.
⑥Where is he from He is from …
3. (让学生看3a语法，教师归纳并领读。师生对话，掌握所给出的缩写词和问答句型，完成3a。)
4. (完成小黑板上的对话，让学生综合练习人称代词，be动词及以who，where开头的疑问句。)
(用适当的词填空完成对话。)A: Good morning.B: .A: you Jane B: Yes, am.A: Where are from B: I from Canada.A: are they B: are Tony and Sally.A: Tony from the U.S.A. B: No, he . is from England.A: is Sally from B: is from the U.S.A.A: Thanks, goodbye.B: .
Step 4 Practice 第四步 练习(时间:10分钟)
让学生总结本单元重点句子，并操练。让学生学习chant，增强学生学习的积极性。
1. (让学生自主总结重点句子，教师补充并核对。)
T: Find out the useful expressions by yourselves. Then we’ll check the answers together.
2. (师生互动操练重点句子。完成3b。)
T: Excuse me, are you Jane
S1: No, I’m not. I’m Wang Wei.
T: What’s your name
S2: My name is Sally.
T: What’s your telephone number
S3: My telephone number/It is 6800-3553.
(板书重点句子，学生自由练习，然后请学生到台前表演。目的是培养学生的口语表达能力及合作精神。)
3. (播放4录音。师生互动，活跃课堂气氛。进一步复习五个元音字母，完成4。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏活动巩固所学知识，培养学生学习兴趣。
1. (进行音标// // // //认读游戏。)
(1)游戏规则：要求学生集中注意力看教师的口型，教师读音标但不发出声音，让学生举手说出是哪一个音标。教师也可以让举手最快的学生来回答，如果正确则给予表扬。
(2)游戏之前，教师要强调这四个音标的发音口型，并让学生齐读几遍。
T: OK. Boys and girls, let’s play a game. First let’s review the phonetic alphabets.
Ss: OK.
T: Let’s begin our game. Look at my mouth carefully.(做发“//”音口型。)
S1: //.
T: Oh, no. Look at my mouth again.
S2: //.
T: Good, you’re right…
…
2. (完成5。)
(1)(把自己制作的名片拿出来，和伙伴一起对话。)
T: Make a dialog with your own name cards.
S1: What’s your name
S2: My name is …
S1: Where are you from
S2: I’m from …
S1: What’s your telephone number
S2: My telephone number is …
(2)(根据自己制作的名片，在讲台前做自我介绍。目的是培养学生的语言理解能力和表达能力。)
T: Please introduce yourself.
Example:
Hello! My name is … I’m from … My telephone number is …
3. Homework:
(1)仿照5制作三～五个好朋友的个人信息卡。
(2)假设你是一名记者，你的搭档是个名人，对他做一个采访，写一份对话形式的调查报告。
(3)写一篇关于自己的短文。
板书设计：
Where are you from Section D1. // Jane name cake (4)—Who are they // hand bag map —They are Maria and Jane.// me she we (5)—Are you from Japan // egg pen dress —Yes, we are./No, we aren’t.2.(1)—Is she Jane (6)—Excuse me, are you Jane —Yes, she is./No, she isn’t. —Yes, I am./No, I’m not. (2)—Is he Li Ming (7)—What’s your name —Yes, he is./No, he isn’t. —My name is Sally. (3)—Where are you from (8)—What’s your telephone number —I’m from Canada. —My telephone number/It is 6800-3553.Section C
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1.(1) Learn the letters Oo-Zz.
(2) Learn some new words:
afternoon, fine, goodbye, bye, evening, and, OK
2.Learn about greetings and farewells:
(1)—Good afternoon/evening, Miss Wang!
—Good afternoon/evening, Mr. Lee!
(2)—How are you
—I’m fine. Thank you. / Fine, thanks. And you
—I’m OK.
(3)—Goodbye, Mr. Chen.
—Bye.
(4)—See you later, Mr. Lee.
—See you.
Ⅱ. Teaching aids 教具
字母卡片/图片/录音机/字母表挂图/火柴
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
复习上节课所学字母和功能用语，导入本课的功能用语，创设出宽松自由的课堂氛围。
1. (利用字母卡片，复习字母Aa-Nn。)
T: Let’s review the letters from Aa to Nn with some letter cards.
2. (利用形体表演字母，增加趣味性。)
T: Let’s play a guessing game. First I’ll ask one student to act a letter. Then let the others guess what letter it is.
3. (做字母接龙游戏，使学生熟悉字母顺序。)
T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK
4. (师生复习打招呼用语和介绍用语。)
T: Good morning, S1.
S1: Good morning, Mr./Miss××.
T: Nice to see you.
S1: Nice to see you, too.
T: S1, this is S2. S2, this is S1.
S1: Nice to meet you.
S2: Nice to meet you, too.
(三人一组进行同样的活动，鼓励学生灵活运用所学的知识。)
5. (头脑风暴。教师快速说出已学过的打招呼用语，学生迅速作出反应，导入How are you 的用法。)
T: Hello!/Hi!
Ss: Hello!/Hi!
T: Good morning!
Ss: Good morning!
(教师利用指针指向下午两点的时钟的简笔画，教学Good afternoon!)
T: It’s 2:00 p.m. now. Good afternoon, class!
Ss: Good afternoon, Miss Wang!
(板书并要求学生掌握。)
Good afternoon!
(用同样方法教学Good evening！)
(板书并要求学生掌握。)
Good evening！
T: Nice to meet you.
Ss: Nice to meet you, too.
T: How are you
Ss: I’m fine, thank you.(帮助学生回答。)
(板书并要求学生掌握。)
How are you I’m fine, thank you.
(教师解释How are you 的意思和用法。链式操练，熟悉该用语。)
(教师面向S3提问。)
T: How are you
S3: I’m fine, thank you.
(S3面向S4提问。)
S3: How are you
S4: I’m fine, thank you.(面向S5) How are you
S5: I’m fine, thank you.(面向S6) How are you
S6: …
…
(教师引导学生用另一种说法来完成该对话。)
T: How are you
S7: Fine, thanks. And you (帮助学生回答。)
T: I’m OK.
(板书并要求学生掌握。)
and, OK
(链式操练该对话。)
6. (教师运用肢体语言。让学生使用英语表达他们所熟悉的情景。)
T: I’ll do some actions, then you say their meanings.
Ss: Good! (教师竖起大拇指。)
Ss: OK! (教师做OK手势。)
Ss: Nice to meet you./How do you do (教师握住学生的手。)
Ss: Goodbye./Bye./See you later./See you. (教师做再见手势，帮助学生回答。)
(板书并要求学生掌握。)
Goodbye.Bye.See you later.See you.
7. (教师向不同的学生说Goodbye./See you later.，并做相应手势，让学生作相应回答。导入1a。)
T: Now let’s look at the pictures. How do they greet
Step 2 Presentation 第二步 呈现(时间:6分钟)
在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。
1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。)
2. (再次播放1a录音，让学生跟读并模仿语音语调。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.
3. (让学生两人一组练习1a。)
T: Now, please read the dialogs in 1a in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
在真实情境中模仿对话，使学生最终掌握本课功能用语。
1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。)
T: Good afternoon, Mr. Chen!
S1: Good afternoon, Xiao Zeng!
T: How are you
S1: I’m fine, thank you.
T: Goodbye, Mr. Chen.
S1: Bye.
(出示1a挂图后两幅，让学生模仿表演。角色互换。)
2. (看挂图，创设情景，仿照1a对话。)
T: Well, look at the pictures, then imitate the dialogs.
3. (让学生用自己的真实姓名表演1a，完成1b。)
T: Practice the conversations in 1a with your partner using your own names. Then change the partners and practice again.
Step 4 Practice 第四步 练习(时间:8分钟)
教学字母Oo-Zz，以游戏方式进行巩固，培养学生的观察力、想象力和合作精神。
1. (教学字母Oo-Zz。完成2a。)
T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together.
(1)(播放2a录音，让学生看2a字母并跟读，学习Oo-Zz的发音，多听并模仿，直到学生读得准确，自主练习后齐声读。)
(2)(板书字母Oo-Zz，教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
(3)(教师出示一些与Oo-Zz相像的图案，让学生读相应字母，增加感性认识。)
(4)(让学生发挥想象，说出生活中与Oo-Zz字母相像的物体。如：圆圆的月亮像O，高高的T形广告牌像T等。)
T: Can you say something like the letters For example: the round moon looks like “O”, the advertisement board is like “T”. Can you say some other ones
2. (巩固英语字母。)
活动步骤：
(1)(把字母表的挂图展示给学生，并特别指出彩色的五个元音字母, 让学生读出来。教师板书A、E、I、O、U，并说明它们是元音字母及其在英语单词中的重要地位。然后让学生一起大声朗读这些字母。)
(2)(每个同学准备好纸笔，听到教师的号令后，立即写出26个字母的大小写，并把元音字母作上标记，把又快又对者评为“当日英语之星”。)
3. (播放2b录音，完成2b。)
T: Now please listen and circle the letters in 2b.
4. (小组活动。四人一个小组，利用课前准备好的火柴摆字母，看哪组摆得最多，评出获胜组。完成3。)
T: Please make some letters with your matches after the models in 3 and then read them out.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏、简笔画和英文歌曲等形式巩固所学内容，让学生在玩中学，从而激发他们的学习兴趣。
1. (字母游戏：教师把字母卡片分发给每个学生，每个字母的卡片数量相同。教师随意说出某个字母，所有持该字母卡片的学生均须高举卡片，并大声读该字母。)
2. (找邻居：教师在黑板上画三个以上的小方框，在中间一个方框内填上字母，让学生填出与它相邻的字母。)
3. (这个小丑是由26个英文字母组成的，让我们一起找找看，看谁找得又准又快！)
4. (用简笔画画出人物之间打招呼的不同姿势，让学生观察简笔画，写出相应的招呼用语。)
5. (播放4录音，学唱ABC歌。)
6. Homework:
(1)练习字母Oo-Zz的写法，每个写五遍。
(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：
如：写在第二格的有： 写在第一、二格的有： 写在第二、三格的有：
写在第一、二、三格的有：
板书设计：
Welcome to China!Section C1.—How are you 3.—See you later. —I’m fine, thank you./Fine, thanks. And you —See you.—I’m OK. 4.—Good afternoon/evening!2.—Goodbye. —Good afternoon/evening! —Bye. 5. A, E, I, O, USection B
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the letters Hh-Nn.
(2) Learn some new words:
Miss, this, is, Mr.=mister, see, my, mom, teacher, how, do
2. Learn about greetings and introductions:
①Miss Wang, this is Michael. Michael, this is Miss Wang.
②—Nice to see you.
—Nice to see you, too.
③—How do you do
—How do you do
Ⅱ. Teaching aids 教具
小黑板/教学挂图/录音机/字母卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习字母Aa-Gg和上节课所学功能用语，导入本节课主要功能用语。
1. (让学生做上节课的字母接力游戏，复习字母Aa-Gg。也可以让两位学生在黑板上听写，要求遵守四线格上书写的规则。特别强调学生在书写时要用手写体。)
2. (教师用小黑板展示上节课所学功能用语，让学生配对。)
T: Match the sentences in Column A with those in Column B.
(教师给以适当汉语提示。)
A B1.Hello! a.Thanks.2.Welcome to China! b.Nice to meet you, too.3.Good morning! c.No, I’m not. I’m Wei Hua.4.Nice to meet you. d.Hello!5.Are you Kangkang e.Good morning!
(核对答案，教师讲解并让学生两人一组练习所学功能用语。)
3. (师生对话，导出新词。)
T: Good morning, S1!
S1: Good morning, …
T: Oh. I’m …, you can call me Mr./Miss … (教师给以汉语提示。)
(教师板书并教学Mr./Miss，要求学生掌握。)
Mr. = misterMiss
T: Good morning, boys and girls.
Ss: Good morning, Mr./Miss …
T: Hi, S2! Nice to see you.
S2: Hi, Mr./Miss … Nice to see you, too. (如果学生答错或答不出来，教师给以帮助。)
(板书并教学see，要求学生掌握，并能熟练运用问候语。)
see—Nice to see you.—Nice to see you, too.
4. (教师用多媒体出示其他老师的照片作介绍，引出This is … 这一句型。)
T: This is Mr. …/This is Miss …
(板书并教学，要求学生掌握。)
This is …
5. (出示1a教学挂图，导入新课。)
T: Now Kangkang, Michael and Miss Wang meet at the school gate. What are they saying Do you want to know Let’s come to 1a together. (教师给以汉语提示。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。
1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。)
2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起对话表演。)
T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me.
S1: Good morning, Miss Wang!
T: Good morning, S1!
S1: Miss Wang, this is S2. S2, this is Miss Wang.
S2: Nice to meet you.
T: Nice to meet you, too.
3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。)
T: Please practice 1a in groups, then act it out.
4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)
T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过看、听、说，练习目标语言，培养学生综合运用语言的能力。
1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do 的意思。)
(板书并教学How do you do 的用法，要求学生掌握。)
—How do you do —How do you do
2. (让学生听3a录音，结合图片理解对话情境。)
3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)
T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.
4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。)
T: Please practice 3a in groups. Then act it out.
(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do 的用法。找几组同学表演所填的对话。)
T: Please complete the conversation in 3b. Then act it out.
5. (学生独立完成4。核对答案。)
T: Read the sentences in 4 and match them.
6. (根据4，学生两两对话，复习重点句型，巩固4。)
T: Practice some dialogs according to 4 in pairs. Please practice after the example.
Example:
S1: How do you do
S2: How do you do
S3: Welcome to Beijing!
S4: Thank you.
S5: Nice to meet you.
S6: Nice to meet you, too.
S7: Are you Jane
S8: Yes, I am.
S9: Good morning!
S10: Good morning!
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过听、说、读、写等方式教学字母Hh-Nn，做游戏进行巩固，培养学生的合作精神。
1. (做Which one is missing 游戏，复习字母Aa-Gg。)
游戏规则：以小组为单位，人人参与。打乱字母卡片Aa-Gg，并把它们贴在黑板上。每一次故意拿掉一张字母卡片，让学生以最快的速度找出来。给最快的小组加分，直到巩固完Aa-Gg卡片，评出优胜组。
T: Now, let’s play a game together: Which one is missing
…
2. (教学字母Hh-Nn，让学生掌握字母大小写的笔画顺序，完成2a。)
(1)(播放录音，让学生看2a并逐个跟读字母，学习Hh-Nn的发音，直到学生非常熟悉为止。停止播放录音，学生齐读字母Hh-Nn。)
T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves.
(2)(板书字母Hh-Nn, 教学字母的写法。可参见Section A中教学Aa-Gg的方法。)
T: Please look at the blackboard, let’s learn how to write these letters.
(3)(利用英文字母卡片，做字母抢答游戏，激发学生学习字母的兴趣。)
(教师举起一张字母卡片Kk；学生迅速说出Kk前面和后面的字母；最先答对的获胜。)
T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the right letters first is the winner.
3. (写出大写字母的小写形式和小写字母的大写形式，让学生完成2c。)
T: Please rewrite the words using small or big letters in 2c.
4. (听录音，完成2b。)
T: Listen and circle the letters you hear in 2b.
5. (播放5录音，让学生跟读，鼓励学生说出其中文含义，教师给以适当帮助和补充，完成5。)
T: Listen to the tape and repeat. Then tell me their meanings in Chinese, please.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏，培养学生的想象力和合作学习的能力。
1. (明星会：把班里同学分成若干组，每组十人左右，请每位同学各自模仿一位“明星”，开一个聚会，在聚会上，明星相互介绍、问候、交朋友。)
Example:
A: Good morning. I’m Liu Xiang. Are you Yao Ming
B: Yes, I am. Nice to meet you.
A: Nice to meet you, too.
A: Hi, Li Yong! This is Yao Ming. Yao Ming, this is Li Yong.
…
2. (鼓励学生在各学科教材上找出著名人物，如历史人物、天文学家、地理学家、化学家等，用This is …句型把他们介绍给同学。)
T: Please find out the famous people and introduce them to us.
3. (做字母找朋友游戏。)
(1)教师拿出英语字母卡片，每张卡片上有一个大写字母或小写字母，大小写字母每套十四张。将十四张大写字母的卡片贴在黑板的左边，十四张小写字母的卡片贴在黑板的右边。但把大写字母和小写字母的顺序打乱。
(2)将学生分成两组，每组选派一个代表到黑板前，把打乱了的英文字母按正确的顺序排列起来，最先正确完成的一组为获胜者。要求学生通过游戏提高辨认字母，熟悉字母顺序的能力。
T: Let’s play another game. Please put the letters in the right order.
4. Homework:
(1)让学生利用一切资源收集缩写字母的含义，并与其他同学一起在课后分享。
(2)把字母Hh-Nn写到练习本上，每个写五遍。
(3)三人一组操练1a、3a对话。
板书设计:
Welcome to China!Section B1. This is Mr. … 3. Mom, this is my teacher, Mr. Lee.This is Miss … 4. —How do you do 2. —Nice to see you. —How do you do —Nice to see you, too.Topic 3 What class are you in
Section A
The main activities are 1, 2a and 4a. 本课重点活动是1, 2a和4a。
Ⅰ.Teaching aims and demands 教学目标
1. (1)Learn some numeral words:
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
(2)Learn other new words and phrases:
year, old, year(s) old, How old … , class, in, grade, that
2. Master the following special questions:
(1)—How old are you
—I’m twelve.
(2)—What class are you in
—I’m in Class Four, Grade Seven.
(3)—What grade are you in
—I’m in Grade Seven.
3. Talk about someone’s age, class and grade.
Ⅱ. Teaching aids 教具
数字卡片/教学挂图/录音机/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做游戏，师生对话，复习上节课的数词及重点句型，并导入新课。
1. (做游戏，复习数词0-10。)
(游戏规则：把学生分成十一人一组，每组第一名学生从zero开始报数，其后面的学生按顺序快速报数。每逢三或三的倍数时，学生不说出该数，只是站起来后迅速坐下，然后下一个学生接着说下一个数。出现失误的学生退出活动，下一位同学从zero开始重新报数。失误最少的小组为优胜组，并给予奖励。)
T: Let’s play a game.
Example:
S1: zero
S2: one
S3: two
S4: (站起之后迅速坐下)
S5: four
S6: five
S7: (站起之后迅速坐下)
S8: …
…
2. (教师请一名学生到讲台前配合示范，复习上节课的重点内容，导入新课。)
T: What’s your name
S9: My name is S9.
T: Where are you from
S9: I’m from Yangzhou.
T: What’s your telephone number
S9: My telephone number is (0517)783-1234.
T: Now we want to know more personal information about our classmates, such as age, class, grade, how should we ask
S9: How old are you
S10: What class are you in
S11: What grade are you in
(教师帮助学生回答。)
(板书并要求学生掌握。)
old How old are you class What class are you in in What grade are you in grade
T: How old are you
S12: 13.(汉语)
T: You can answer like this: I’m 13/ thirteen years old.(教师教学数词十三。)
S12: I’m thirteen.
T: What class are you in
S13: 11班/I’m in Class Eleven.(教师帮助学生回答，教学数词十一。)
T: What grade are you in
S14: I’m in Grade 7.
(板书并要求学生掌握。)
year, year(s) old, thirteen, eleven
T: Good. First let’s learn how to count the numbers from 11 to 20.
(由年龄、班级所涉及的数词，导入1。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用卡片、教学挂图和做游戏等形式，呈现本课的教学内容。
1. (教师出示11-20的数字卡片，正面是英语单词，反面是阿拉伯数字。依次示范每个数词的读音。然后播放1录音，让学生跟着录音模仿数词11到20的读音，完成1。)
(板书，教学数词11-20，并要求掌握。)
eleven twelve thirteen fourteen fifteen sixteen seventeen eighteennineteen twenty
2. (让学生翻开书，朗读数词11-20，并找出这些数词的拼写规律。特殊记忆11、12、13、15、20这五个数词。通过相似联想，巩固数词13-19的记忆。)
T: Now turn to Page 17. Read 1 by yourselves and find out the rules of spelling.
3. (做数字加减游戏，练习数词0-20。)
T: Now let’s play a number game.
Example:
T: Take a number.
S1: Two.
T: And ten.
S2: Twelve.
T: Plus eight. (可用手势帮助学生理解。)
S3: Twenty.
T: Minus fifteen. (可用手势帮助学生理解。)
S4: Five.
(游戏分两组，进行小组竞赛，算得又快又准确的组为获胜组。)
4. (将数词与句型结合起来，创设情景，链式操练本课新句型，巩固新知识。)
(1)T: Li Lei is 13 years old. How old are you
S5: I am 14 years old. How old are you
S6: I am 14 years old, too. How old are you
S7: I’m 13 years old. …
…
(2)T: Li Lei is in Class 5. What class are you in
S8: I am in Class 6, Grade 7. What class are you in
S9: I am in Class 7, Grade 7. What class are you in
S10: …
(允许学生用学过的数词来替换对话中的数词。)
5. (1)(教师出示2a挂图，展示Li Ming和Sally两人正在对话的情景，听2a录音，回答问题。)
T: Look at the picture. Do you want to know what class Li Ming and Sally are in Let’s listen to the tape and answer the questions.
(用投影仪或小黑板出示两个问题。)
(2)(核对答案。再次播放录音，让学生听并跟读。同时教师讲解class与grade后加数词，首字母改为大写的用法。)
T: Listen to the tape and repeat.
(3)(教师找两名学生示范对话。)
T: Excuse me, what’s your name
S11: My name is ...
T: How old are you
S11: I’m twelve.
T: What class are you in
S11: I’m in Class Four, Grade Seven.
T: Are you in Class Four, too (教师转身问另一名学生。)
S12: No, I’m not. I’m in Class Five.
(4) (学生两人一组操练。完成2a。)
T: Practice the dialog in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过读对话、听录音和连线等形式，巩固本课的重点知识。
1. (让学生自读2a，完成2b。)
T: Now read 2a by yourselves, then work in pairs and help Li Ming complete Sally’s name card. Finish 2b.
2. (播放3录音，完成3的听力训练。)
T: Listen to 3 and match.
(再放录音，核对答案。)
3. (根据3的连线，两人一组操练How old … What class … in What grade … in 这三个句型，同时巩固练习数词11-20。)
T: Please practice the sentence patterns: How old… What class/grade…in according to 3 in pairs.
Step 4 Practice 第四步 练习(时间:10分钟)
运用教学挂图和图片，通过师生、生生互动交流等形式，使学生熟练运用本课的重点句型。
1. (1)(教师用教学挂图出示4a第二小段对话情景，请一名学生和教师示范对话。)
T: Hello! Who’s that (教师解释此句含义。)
S1: That’s Nancy.(教师帮助回答。)
T: How old is she
S1: She is fourteen.
T: What class is she in
S1: She is in Class Eleven, Grade Eight.
(用投影仪或小黑板出示对话内容，教学重点句型。并要求学生掌握that。)
—Who’s that —That’s Nancy.—How old is she —She is fourteen.—What class is she in —She’s in Class Eleven, Grade Eight.she’s=she is that’s=that is who’s=who is
(2)(学生之间互动操练，增强学生的口语表达能力。)
T: Practice the dialog in pairs.
(3)(播放4a录音，让学生听并跟读，模仿语音语调。然后让学生两人一组操练。完成4a。)
T: Now listen to the tape and repeat. I’ll ask some students to act out the dialogs.
2. (出示写有姓名、年龄、班级、年级的人物图片。教师带领学生操练第三人称单数的重点句型。)
T: Look at this picture. Excuse me, who is that
Ss: That’s Sally.
T: How old is she
Ss: She’s twelve.
T: What class is she in
Ss: She’s in Class Four, Grade Seven. Are you in Class Four, too
T: No, I’m not. I’m in Class Five.
3. (让学生根据自己的真实情况表演对话，互动操练。)
(1) S2: Hi, S3! What grade are you in
S3: I’m in Grade Seven. Are you in Grade Seven, too
S2: No, I’m not. I’m in Grade Eight.
(2) S4: Hello, S5! What class are you in
S5: I’m in Class 4, Grade 7. Are you in Class 4, too
S4: No, I’m not. I’m in Class 7.
(3) S6: Who’s that
S7: That’s Li Ming.
S6: How old is he
S7: He’s thirteen.
S6: What class is he in
S7: He’s in Class Nine, Grade Eight.
(请几组学生到台前表演，并给予掌声鼓励。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过做游戏，调查填表格和写作文等形式，培养学生听、说和写的技能。
1. (做宾戈游戏。完成5。)
T: Now let’s play a BINGO game.
(1)(从1-20中选9个数字填入制作好的九个方格内，用投影仪展示。)
T: Choose nine numbers from 1-20 and put them into your form like this:
(2)(听教师读数字，每次九个一组，当学生听到教师读到的数字在自己表格中出现的时候，
就在数字上打“×”，表格上没有的不打“×”。)
T: Listen to me and cross out (×) the numbers you hear.
(3)(告诉学生，当他们打叉的数字横、竖或斜成一条直线时，就大声说“BINGO”，意思
是他/她赢了。)
T: Say“BINGO”, when you finish any three numbers in a line, like those in the picture.
2. (用投影仪出示下列表格，让学生互相调查，然后完成这个表格。)
T: Boys and girls, let’s make a survey. Ask your friends these questions, then fill in the form.
What’s your English name
How old are you
Where are you from
What’s your telephone number
What class/grade are you in
Example:
T: Have you finished, boys and girls S1, what’s your friend’s English name
S1: His/Her English name is …
T: How old is he/she
S1: He/She is …
T: Where is he/she from
S1: He/She is from …
T: What is his/her telephone number
S1: His/Her telephone number is …
T: What class is he/she in
S1: He/She is in Class …, Grade …
(让学生两人一组进行问答，多调查几位同学，加深理解，熟练表达。)
3. Homework:
写一篇自我介绍的作文。(包括：姓名、英文名字、年龄、班级、年级、电话号码等
信息。)
板书设计：
What class are you in Section A1.Numeral words: 4.—Who’s that eleven, twelve, thirteen, fourteen, fifteen —That’s Nancy.sixteen, seventeen, eighteen, nineteen, twenty —How old is she 2.—How old are you —She is fourteen.—I’m twelve. —What class is she in —What class are you in —She’s in Class Eleven, Grade Eight.—I’m in Class Four, Grade Seven. she’s=she is that’s=that is who’s=who is3.—What grade are you in —I’m in Grade Seven.
Name: Sally
Age: 12
Class: Four
Grade: SevenSection D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Review greetings:
①Good morning/afternoon/evening!
②Hi!/Hello!
③—How are you
—I’m fine, thank you./Fine, thanks. And you
④—How do you do
—How do you do
⑤—Nice to meet/see you.
—Nice to meet/see you, too.
⑥—Welcome to China!
—Thanks./Thank you.
(2)Review introductions:
①—I’m … Are you …
—Yes, I am. / No, I’m not. I’m …
②This is …
(3)Review farewells:
①—See you later.
—See you.
②—Goodbye.
—Bye.
2. Review the letters Aa-Zz.
Ⅱ. Teaching aids 教具
教学挂图/小黑板/字母卡片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
通过复习上节课所学功能用语，创设情境导入新课。
1. (师生互动和生生互动复习上节课所学问候语及告别语，巩固问候语及告别语的英文表达法。)
T: Let’s review greetings and farewells.
T: Hi, class!(教师作挥手打招呼状。)
Ss: Hi, Mr. …/Miss …
T: Nice to meet/see you.(教师作握手状。)
Ss: Nice to meet/see you, too.
T: How are you
Ss: I’m fine, thank you.
T: See you later./Goodbye.(教师作挥手告别状。)
Ss: See you./Bye.
(让学生两人一组练习问候语和告别语。)
2. (教师出示2中的挂图，让学生观察这几幅图中的情境，并根据情境两人一组做对话练习。)
T: Look at the pictures. Find out how Kangkang greets his teacher, Miss Wang. Then practice the dialog in pairs.
S1: How are you
S2: I’m fine, thanks.
…
Step 2 Presentation 第二步 呈现(时间:8分钟)
利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。
1. (让学生听2录音，完成排序。)
T: Please listen and number the pictures in 2.
2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。)
T: Let’s make a conversation and perform it.
T: Good morning, Kangkang.
S1: Good morning, Miss Wang.
T: How are you
S1: Fine, thanks.
T: Nice to see you.
S1: Nice to see you, too.
T: Goodbye, Kangkang.
S1: Bye, Miss Wang.
(让学生两人一组练习2对话。)
3. (两人一组表演这个对话。对表演得非常流畅的学生给予掌声鼓励。)
(这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。
1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。)
T: Look at the blackboard. Let’s review the grammar focus.
I’m Kangkang. I’m=I amAre you Maria Yes, I am./No, I’m not.Miss Wang, this is Michael.
(根据总结的规律，模仿句型造句。完成4a。)
2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。)
T: Let’s review these useful expressions.
Good morning/afternoon/evening! Good morning/afternoon/evening!Welcome to China! Thanks./Thank you.Hello!/Hi! Hello!/Hi!Nice to meet/see you. Nice to meet/see you, too.How do you do How do you do How are you Fine, thanks./I’m fine, thank you.Goodbye. Bye.See you later. See you.
(让学生分组练习这些有用表达，要求掌握。)
3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。)
T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example:
S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)
S2: Yes, I am. Nice to meet you.
S1: Nice to meet you, too.
S2: Hi, Liu Bei. How are you
S3: I’m fine. Thank you. And you
S2: I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu.
S3: How do you do
S1: How do you do
(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。)
Step 4 Practice 第四步 练习(时间:10分钟)
复习26个字母，并按发音进行分类，培养学生的归纳能力和合作精神。
1. (复习字母Aa-Zz。)
T: Let’s recite English letters together. OK
Ss: OK.
T: One, two, three, go!
Ss: Aa Bb Cc … Zz
2. (让学生将字母按相同音素分类。教师板书归类后的字母，并要求掌握。)
T: Well done! Now can you find out the letters with the same vowel phoneme
Aa Hh Jj KkEe Bb Cc Dd Gg Pp Tt VvIi YyFf Ll Mm Nn Ss Xx ZzUu Qq WwOoRr
(教师引导学生找出这些字母之间潜在的发音规律。注意Oo和Rr是单个的。)
3. (教师先让学生理解教材1中的图片，然后播放录音，完成1。)
T: Listen to the tape and finish 1.
4. (让学生看3中的缩写词，尽可能多地说出中文意思，说不出的教师补充。放3的录音，学生跟读。让学生小组讨论他们还知道哪些缩写词，和同学一起分享。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过游戏和制作名片进行操练，复习巩固本话题所学要点，培养学生综合运用所学语言的能力和合作精神。
1. (组织学生做下列字母游戏，检查学生对字母的掌握情况。)
T: Let’s play a game with the English letter cards.
(1)拿出字母卡片，大写一套，小写一套，男女学生各派一名代表上讲台，教师给男生大写字母卡片，给女生小写字母卡片，然后发出下列号令，最先完成的为获胜者，另一方应为获胜者鼓掌。本游戏男女生可轮换进行，每轮评比一次。
①把字母表中的五个元音字母按顺序贴在黑板上。
②把字母表中的第十二，十三个字母贴在黑板上。
③把Gg和Qq两个字母后面的第三个字母贴在黑板上。
(2)拿出字母卡片，按发音规律给二十六个字母归类。男女学生各两名，黑板中间画竖线,一分为二，男左女右。教师做出如下提示：①// ②// ③// ④// ⑤// ⑥Don’t forget // and //。学生按教师的提示把手中的字母按顺序贴在黑板上，最先完成的为获胜者。
2. (教会学生制作英文名字的名片，完成5。)
T: Let’s learn how to make an English name card.
(1)检查学生是否都有英文名字，没有的，帮助他们起一个，挑选几个英文名字，告诉学生英文名字的含义。
(2)教学生动手做名片，一面写中文名字，一面写英文名字。
(3)学生拿着名片在同学间穿梭，交朋友，互换名片。
(4)学生把所交换的名片按字母顺序排列。
(5)学生把所交换的名片分成两组：男生名字和女生名字。
(6)教师画简笔画，让学生模仿此情景，进行对话，一边握手，一边交换名片，用所复习的句型设计对话内容。可三人一组进行操练。
T: Act out a conversation according to the information on your card.
Example:
S1=Kangkang S2=Jane S3=Li Ming
S1: Hello! I’m Kangkang. Are you Jane
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.
S2: How do you do
S3: How do you do
S1& S3: Welcome to China!
S2: Thank you.
S1& S3: Goodbye, Jane.
S2: Bye.
3. Homework:
(1)默写26个英文字母(大小写)。
(2)设计一个问候和告别的对话。
(3)让学生自带照片，以备下节课使用。
板书设计：
Welcome to China!Section D1.Aa Hh Jj Kk 3.Miss Wang, this is Michael.Ee Bb Cc Dd Gg Pp Tt Vv 4.—Good morning/afternoon!Ii Yy —Good morning/afternoon! Ff Ll Mm Nn Ss Xx Zz 5.—Nice to meet/see you.Uu Qq Ww —Nice to meet/see you, too.Oo 6.—How are you Rr —I’m fine, thank you./ Fine, thanks.2.—Are you Maria 7.—See you later.—Yes, I am./No, I’m not. —See you.Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn some new words about school things:
eraser, pencil, desk, pen, ruler, book, blackboard
(2) Learn other new words and a phrase:
English, in English, an, a, map, spell, can, please, apple, double, toy, car, orange, egg
2. Learn some useful sentences:
(1) —What’s this/that in English
—It’s an eraser./It’s a map./It’s a toy.
(2) —How do you spell it
—E-R-A-S-E-R, eraser.
(3) —Can you spell it, please
—Yes. M-A-P, map.
(4) —Thank you./Thanks.
—That’s OK./You’re welcome.
(5) —Is this/that a ruler
—Yes, it is./No, it isn’t.
3. Identify things.
Ⅱ. Teaching aids 教具
投影仪/小黑板/图片/挂图/录音机/字母卡片/实物(鸡蛋、橘子、汽车模型等)
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做游戏，师生互动等形式，复习数词及交际用语，导入新课。
1. (填词游戏。目的是复习英文数词0-20。)
(教师利用小黑板/投影仪展示一幅填词游戏的图片，说明只能填0-20的数词。)
T: Now let’s play a filling game. You can only fill the blanks with the numbers from zero to twenty.
2. (利用挂图，师生互动。复习上节课的对话，导入新课。)
T: Excuse me, what’s your name
S1: My name is Li Jie.
T: How old are you
S1: I’m twelve.
T: What class are you in
S1: I’m in Class Four, Grade Seven.
T: Are you in Class Four, too (面向另一名学生。)
S2: Yes, I am./No, I’m not. I’m in Class Seven.
T: What grade are you in
S2: I’m in Grade Seven.
T: Are you in Grade Seven, too (面向另一名学生。)
S3: Yes, I am.
T: Who’s that (出示Section A, 4a中的挂图。)
S3: That’s Nancy.
T: How old is she
S3: She’s fourteen.
T: What class is she in
S3: She’s in Class Eleven, Grade Eight.
T: Well done! Thank you. Sit down, please.
T: Just now we asked and answered personal information. Now I’ll show you some pictures of things.
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用卡片或图片，通过师生问答的形式，初步呈现新单词和新句型，并进行简单的操练。
1. (1) (教师拿出写有eraser的卡片，再拿出橡皮擦的图片或实物提问。用此种方法教授生词和句型。)
T: Look at this picture. Let’s ask and answer. What’s this in English (解释in English汉语
意思。)
Ss: It’s an eraser. (启发引导学生回答。)
T: How clever! It’s an eraser.
(2) (教师出示一张地图继续提问。)
T: What’s this in English
S1: It’s a map.
(板书，教学新单词和词组，并要求掌握。)
—What’s this in English —It’s an eraser/a map.
T: How do you spell it (解释spell汉语意思。)
S1: M-A-P, map.(启发引导学生回答。)
(板书，教学新单词，新句型，并要求学生掌握spell。)
—How do you spell it —M-A-P, map.
T: Thank you.
S1: That’s OK.(教师帮助回答。)
T: You can also say: You’re welcome.
(板书，教学感谢和应答的句型。)
—Thank you.—That’s OK./You’re welcome.
(3) (以同样的方式教学单词pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，让学生了解wow，并让学生两人一组互动操练句型。同时引导学生区别a/an，教师归纳a/an的用法。)
T: We learnt so many new words. Do you know how to use “a” and “an” Let’s sum up together.
(引导学生仔细观察、发现规律，教师最后总结并板书。)
a map/pen/pencil/car/desk…(用于辅音音标前。)an apple/orange/eraser/egg/English book…(用于元音音标前。)
(4) (教师把实物卡片放在远处，师生对话练习that。)
T: Now what’s that in English
(教师指着远处的黑板问所有的学生。)
Ss: It’s a blackboard.
T: How do you spell it, please
Ss: B-L-A-C-K-B-O-A-R-D, blackboard.
T: Thanks.
Ss: You’re welcome./That’s OK.
(请一名学生到讲台前配合教师作示范。)
T: Excuse me, what’s that in English (教师指着远处的苹果图片。)
S2: It’s an apple.
T: Can you spell it, please
S2: Yes. A-P-P-L-E, apple.
T: You can also spell it like this: A-double P-L-E, apple. Thanks.
S2: You’re welcome.
(板书，教学新单词和新句型，并要求掌握。)
Can you spell it, please Yes. A-double P-L-E, apple.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
利用实物、图片和投影仪等教具，进行师生和生生问答，使学生在运用中掌握新单词和新句型。
1. (1)(播放1a录音，让学生跟读，然后两人一组模仿1a进行对话。)
T: Please listen to 1a and repeat. Then practice in pairs.
(2)(同桌之间用不同的实物，如pencil, desk, ruler, pen, book等练习1a。并到讲台前表演。)
T: Please practice the dialog in pairs using different things and act it out.
S1: Excuse me, what’s this in English
S2: It’s a pencil.
S1: How do you spell it
S2: P-E-N-C-I-L, pencil.
S1: Thank you.
S2: You’re welcome.
(对于表演好的学生，给予表扬。)
2. (让学生完成1b练习，并核对答案。)
T: Please complete the conversations in 1b and then check the answers.
3. (1)(用投影仪或小黑板呈现一个苹果的图片，其下面是打乱了顺序的几句话，让学生给这些句子重新排序。)
T: Boys and girls, put these sentences in the right order. S3, S4, you two, please.
(两名学生把答案写在黑板上，并进行对话练习，然后师生一起核对。)
A: That’s OK.B: It’s an apple.C: A-P-P-L-E, apple.D: Thank you.E: How do you spell it F: What’s this in English
(2)(拿出一幅电话的图片挂在较远处，让学生两人一组用that进行对话。然后，请一组学生到台前表演。)
T: S5, S6, use“that”to make a conversation, please.
S5: Excuse me, S6. What’s that in English
S6: It’s a telephone.
S5: How do you spell it /Can you spell it
S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone.
S5: Thank you.
S6: You’re welcome./That’s OK.
Step 4 Practice 第四步 练习(时间:13分钟)
利用图片和实物进行对话、做游戏，使学生熟练掌握this/that和a/an的用法。完成2a。
1. (1) (教师出示电话图片，教授Is this/that a/an … 句型。)
T: Is this a telephone
Ss: Yes, it is./No, it isn’t.(启发学生回答。)
(向学生说明this和that的一般疑问句的肯/否定回答，用it代替this/that。另外指出：this→近指，that→远指。)
(2) (师生用不同的物品反复操练Is this a/an … /Is that a/an … 句型。)
T: Is this an orange (教师指着近处的实物或图片问。)
Ss: Yes, it is.
T: Is that a desk (教师指着远处的黑板问。)
Ss: No, it isn’t. It’s a blackboard.
…
(板书，学习Is this/that a/an… 句型。)
— Is this/that a desk — Yes, it is./No, it isn’t.
2. (播放2a录音，让学生跟读，然后两人一组，用不同的学习用品，自编对话，复习巩固this/that和a/an的用法。完成2a。)
T: Listen to the tape and repeat, then make conversations using your school things.
S1: Is this a ruler (拿一把尺子问S2。)
S2: Yes, it is.
S1: Is that a ruler (拿一块橡皮放在较远处后指着问。)
S2: No, it isn’t. It’s an eraser.
3. (做你问我答游戏。一名学生上讲台，手拿一件学习用品放在背后，让其余学生猜。猜对时，要展示给学生看。换另一件学习用品继续游戏。)
T: S3, come to the blackboard, please. The other students ask and you answer.
(S3手里拿的东西不能更换，直到猜对。)
Ss: Is this a ruler (走近时用this。)
S3: Yes, it is.(展示给学生们看。)
Ss: Is that an eraser (走远时用that。)
S3: No, it isn’t.
Ss: Is this a book
S3: No, it isn’t.
Ss: Is this a pen
S3: Yes, it is.
4. (拿出准备好的小黑板，让学生先浏览题目，再试着填空。并核对答案。同桌之间互动操练。)
T: Look at the small blackboard, and complete the conversation. Then practice with your partner.
(小黑板的板书设计如下：)
A: Excuse me, what’s this/that English B: pencil.A: do you B: , .A: Thank you.B: That’s ./You .
5. (练习a/an。利用前面总结好的板书，擦掉a/an让学生再填一遍，加深对a/an的记忆。)
T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then you complete by yourselves.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
依照2b中范例做游戏，再以师生问答、总结和编对话等形式进行探究，培养学生综合运用本课目标语言的能力。完成2b。
1. (拿鸡蛋、橘子、汽车模型等实物或图片，进行师生问答练习，熟悉物品名词。)
T: What’s this in English
Ss: It’s a pen/ruler/book/car/blackboard/desk.或It’s an egg/orange/apple.
(待学生熟悉了物品后，叫两位同学上讲台，一位同学展示物品，另一位同学蒙上眼睛猜展示的物品。猜对的给予鼓励。通过更换物品，让学生轮流做这个游戏。完成2b。)
S1: What’s this in English
S2: Is it a book
S1: No, it isn’t.
S2: Is it a pencil
S1: No, it isn’t.
S2: Is it a pen
S1: Yes, it is. You’re right.
…
2. Homework:
(1)总结：在学过的物品名词中，哪些前面用a，哪些前面用an。
(2)依照1a，自编两则对话，写在作业本上。
板书设计：
What class are you in Section B1.—What’s this/that in English —Thank you./Thanks. —It’s an eraser/a map. —That’s OK./You’re welcome. —How do you spell it 2. a pencil/car/pen/book —E-R-A-S-E-R, eraser. an egg/orange/apple —Can you spell it, please 3. —Is this/that a desk —Yes. M-A-P, map. —Yes, it is./No, it isn’t.Unit 1 Making New Friends
Topic 1 Welcome to China!
Section A
The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the letters Aa-Gg.
(2)Learn some new words:
good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too
2. Learn about greetings and introductions:
(1)—Good morning.
—Good morning.
(2)—Welcome to China!
—Thank you./Thanks.
(3)—Hello/Hi!
—Hello/Hi!
(4)—I’m … Are you …
—Yes, I am./No, I’m not. I’m …
(5)—Nice to meet you.
—Nice to meet you, too.
Ⅱ. Teaching aids 教具
投影仪/教学挂图/录音机/字母卡片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Introduction 第一步 介绍(时间:6分钟)
本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，提高学习效率。
Step 2 Presentation 第二步 呈现(时间:9分钟)
呈现简单的打招呼用语，并进行听说练习，学以致用。
1. (运用真实情境，让学生学会如何与他人简单地打招呼。)
(1)(教师向一学生做手势以示打招呼。)
T: Hello!
S1: Hello!(启发学生回答。)
(板书Hello!让学生猜测其意思并掌握。)
hello
(师生互动操练Hello!)
T: Hello!
Ss: Hello!
(2)(用同样的方式教学Hi!板书并要求学生理解。)
—Hello! = —Hi!(非正式)—Hello! —Hi!
(同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼。并让学生之间用真实姓名依次操练)
T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)
T: Hi, Li Lei!
S2: Hi, Mr./Miss××.
S3: Hi, Zhang Hua!
S4: Hi, Chen Jun!
S5: Hello, Zhou Jie!
S6: Hello, Zheng Hua!
(3)(教师亲切地用手势跟同学们打招呼。)
T: Good morning!
(重复几遍后，启发学生回答。)
Ss: Good morning!
(板书并要求学生掌握。)
Good morning!
(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)
(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)
S7: Hi! S8.
S8: Hi! S7.
S9: Hello! S10.
S10:Hello! S9.
S11:Good morning! S12.
S12:Good morning! S11.
…
(对学生的表演给予掌声鼓励。)
2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢 )
Ss: Hi!/Hello!/Good morning!
(利用上面图片教学China，板书并要求学生掌握。)
China
T: Good morning! Welcome to China!
Ss: Good morning! Thank you./Thanks.(帮助学生回答。)
(板书并教学，要求学生掌握。)
—Welcome to China!—Thank you./Thanks.
(师生互动操练以上对话。)
3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)
T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.
4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane,
Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。
1. (1)(教学I’m … Are you … Yes, I am./No, I’m not.)
(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you … Yes, I am./ No, I am not.)
(板书并要求学生掌握。)
—I’m …—Are you … —Yes, I am./ No, I’m not.
(教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并作自我介绍。)
T: Hi!/Hello! I’m … (教师手指着自己，并引导学生作自我介绍。)
S1: Hi!/Hello! I’m Wu San. (S1站起来。)
S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)
S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)
(教师接着对刚刚作过自我介绍的学生进行提问，练习上面板书的另两个句式。)
T: I’m … Are you Wei Hua
S3: Yes, I am.(学生点头，这时教师引导学生作答。)
T: I’m … Are you Li Feng
S2: No, I’m not. I’m Wang Xiang.
(让学生两人一组进行类似操练。)
(2)(再找来一名学生S4，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)
—Nice to meet you.—Nice to meet you, too.
(教师示范表演。)
T: Hello! I’m … Are you Liu Siyang
S4: No, I’m not. I’m Wendy.
T: Oh, nice to meet you, Wendy.
S4: Nice to meet you, too.(教师引导学生作答。)
(让学生互相问答，借此机会运用类似的对话认识同学。)
2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)
T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)
3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。)
T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)
S1: Good morning!
S2: Good morning!
S1: I’m … Are you …
S2: Yes, I am.
S1: Nice to meet you.
S2: Nice to meet you, too.
S1: Welcome to China!
S2: Thanks./Thank you.
4. (再让学生四人一组上台表演打招呼和作自我介绍。)
T: Act out the dialog with your own names.
S3: Hi!
S4: Hi!
S3: I’m … Are you …
S4: Yes, I am.
S3: Hello! Are you …
S5: No, I’m not. I’m …
S3: Nice to meet you.
S5: Nice to meet you, too.
S3: Hi! Are you …
S6: Yes, I am.
S3: Welcome to China!
S6: Thanks./Thank you.
Step 4 Practice 第四步 练习(时间:10分钟)
通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。
1. (学习字母Aa-Gg。)
(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)
T: Listen to me and read the letters after me. Learn Aa-Gg by heart.
(教师先教学字母Aa-Gg，然后全体学生跟读Aa，Bb, Cc, Dd, Ee, Ff, Gg。)
T: Aa Bb Cc Dd Ee Ff Gg
Ss: Aa Bb Cc Dd Ee Ff Gg
(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)
T: Now let’s learn how to write the letters.
2. (1)(英语字母接力游戏。)
T: Now let’s play a game.
(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……)
T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B … one by one. (教师给以汉语提示。)
(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……以此类推，直到全班同学都参与进去。)
T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)
(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)
T: Pair work. Form the capital letters with your bodies and read them aloud.
3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)
T: Now let’s listen and circle the letters you hear.
Aa Bb Cc Dd Ee Ff Gg
4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)
T: Match and write down the letters on the line.
Aa Bb Cc Dd Ee Ff Gg
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。
1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月像C、D等。)
T: Can you imagine and list some objects which have the same shapes with English letters For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)
2. (做游戏:字母配对)(Letter Matching)
(1)活动目的：辨别字母的印刷体、书写体及大小写。
(2)活动过程:
①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写的印刷体和书写体，并分别写在四张卡片上。
②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，各人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。
(3)有关说明：
①活动前需向学生展示四种卡片，以便活动时辨认。
②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。
③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。
3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼和问候语进行对话。)
T: Group work. A group of seven students act as Aa-Gg, greeting each other.
Example:
SA: Hello!
SB: Hello!
SA: Are you Cc
SB: No, I’m not. I’m Bb.
SA: Nice to meet you.
SB: Nice to meet you, too.
…
4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)
T: Match the sentences in Column A with those in Column B.
A B(1)Hi! a.Thanks./Thank you.(2)Welcome to China! b.Hello!(3)Nice to meet you. c.Nice to meet you, too.(4)Good morning! d.Good morning!(5)Hello! e.Yes, I am.(6)I’m Kangkang. Are you Michael f. Hi!
5. Homework:
(1)练习字母Aa-Gg的写法，每个字母写五遍。
(2)练习字母Aa-Gg的读音及本节课所学的问候语。
(3)下课后，给自己取一个英文名字。
板书设计：
Welcome to China!Section A1.— Good morning! 5.— Are you Maria — Good morning! — No, I’m not. I’m Jane.2.— Hello! 6.— Nice to meet you.— Hello! — Nice to meet you, too.3.— Hi! 7.— Welcome to China.— Hi! — Thanks./Thank you.4.— I’m Kangkang. Are you Michael — Yes, I am.Topic 2 Where are you from
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some personal pronouns and possessive pronouns:
me, your, she, he, we
2. Learn some country names:
Canada, Japan, England
3. Learn other new words and phrases:
excuse, excuse me, what, name, where, from, be from, the
4. Talk about people’s names and where they are from:
(1)—Excuse me, are you Jane
—Yes, I am.
(2)—What’s your name
—My name is Sally.
(3)—Where are you from
—I’m from Canada.
(4)—Are you from Canada, too
—No, I’m not.
(5)—Is he/she …
—Yes, he/she is./No, he/she isn’t.
(6)—Where is he/she from
—He/She is from …
Ⅱ. Teaching aids 教具
卡片/教学挂图/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。
1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。)
T: Good morning, class!
Ss: Good morning, Miss Wang!
T: Nice to see you.
Ss: Nice to see you, too.
T: How are you today
Ss: Fine, thanks. And you
T: I’m OK.
(转向一名学生向他询问问题并示意他回答。)
T: Hello, are you Xiao Ming
S1: Yes, I am.
T: Nice to meet you.
S1: Nice to meet you, too.
T: This is Xiao Gang.
S1: How do you do Xiao Gang.
S2: How do you do
(反复操练见面问候语，让学生充分复习第一话题所学内容。)
2. (拿出准备好的卡片进行问答，卡片上写有Canada, England, the U.S.A., Japan, Cuba, China国家名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。)
T: Who is this (教师解释并示意学生回答。)
Ss: This is Jane.
T: Great, she is Jane, and she is from Canada.
(板书并要求学生掌握。)
she, be from, Canada
T: Who is this (拿出Tony的图片。)
Ss: This is Tony.(帮助回答并领读Tony。)
T: Great, he is Tony, and he is from England.
(板书并要求学生掌握。)
he, England
T: Excuse me, who is she (拿出Sally的图片。)
Ss: She is Sally.(帮助回答并领读Sally。)
T: Where is she from (教师解释并领读此句。)
Ss: She is from the U.S.A.(帮助回答。)
(板书并要求学生掌握excuse me和where；理解the U.S.A.。)
excuse me, where, the U.S.A.
T: Excuse me, what’s your name (拿出Yukio的图片给其中的一个学生。)
S3: My name is Yukio.(帮助学生回答。)
T: Where are you from (老师解释并领读此句。)
S3: I am from Japan.(帮助回答。)
(板书并要求学生掌握。)
What’s your name Japan
T: Excuse me, is he Kangkang (拿出康康的图片。)
Ss: Yes, he is.
T: Is he from Japan
Ss: No, he isn’t.(帮助学生回答。)
(板书并要求学生理解。)
isn’t=is not
T: Where is he from
Ss: He is from China.
T: Are we from China (老师解释并做相应的手势表示“我们”。)
Ss: Yes, we are.(帮助学生回答。)
(板书并要求学生掌握。)
we
Step 2 Presentation 第二步 呈现(时间:8分钟)
通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。
1. (出示1a教学挂图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)
T: Look at the picture. Guess what they are talking about. Now let’s listen to 1a and answer the following questions.
(1)Who are they (教师翻译。)(2)Where are they from (教师翻译。)
(核对答案。)
2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)
T: Now let’s listen to 1a again and read after it. Pay attention to the pronunciation and intonation.
3. (让学生独自朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)
T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs.
(板书)
—Excuse me, are you … —Yes. … What’s your name —My name is … Where are you from —I’m from … Are you from … —No, …
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交流的目的。
1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。)
T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this:
—Excuse me, are you …
—Yes, I am. What’s your name
—My name is …
2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自己的真实的情况如所在区或村来表演。方式同上。)
T: I’ll give you another two minutes. Make similar dialogs like this :
—Where are you from
—I’m from … Are you from …
—No, … I’m from …
Example:
S1: Where are you from
S2: I’m from Zhongguancun. Are you from Zhongguancun
S1: No, I’m not. I’m from Bagoucun.
3. (将上述两步结合起来表演，完成1b。)
T: Now make your own conversations according to 1a. Finish 1b.
Example:
S3: Excuse me, are you Wang Wei
S4: Yes, I am. What’s your name
S3: My name is Li Lei. Where are you from
S4: I’m from Beijing. Are you from Beijing, too
S3: No, I’m not. I’m from Shanghai.
Step 4 Practice 第四步 练习(时间:12分钟)
学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们学习英语的积极性。
1. (出示2a教学挂图，让学生特别注意图片中远处的人，帮助学生学会知识的迁移，即由第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型造句。)
T: Look at the pictures, who is she/he Where is she/he from You can make the sentences like this:
—Is she/he …
—Yes, she/he is. / No, she/he isn’t. She/He is …
—Where is she/he from
—She/He is from …
2. (播放2a录音，核查学生自主造句的正误。)
T: Listen to 2a and check your answers.
3. (两人一组操练对话。完成2b。)
T: Practice the conversations with your partner. Act out your conversations.
4. (分组活动。两人一组合作完成3。最后师生共同核对答案。)
T: Let’s finish 3 in pairs.
5. (挑几组学生朗读3，注意语音语调。)
6. (出示4的图片，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，完成4。师生共同核对答案。)
T: Now please listen and number the pictures. Then listen again and match the names with the right countries.
7. (让学生自主完成5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号的使用情况。)
T: Please copy the sentences in 5. Pay attention to the underlined parts.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过找字母游戏和名人会活动，帮助学生记忆单词并培养学生熟练运用英语交流信息的技能，培养学生学习英语的兴趣。
1. (找字母游戏：把Section A的单词字母杂乱地写在黑板上，让学生挑选字母组成单词。选出一个字母，就把相应的字母擦掉，直到字母全部被擦掉为止。每组派两名代表搭配，哪组最快最准，哪组就取胜。)
2. (名人会：每个学生设计一张名人卡片，并充当卡片上的名人。让学生们运用前一话题及此课所学的知识互相交朋友。)
A: Excuse me. My name is Zhao Benshan. What’s your name
B: My name is Gong Li. Nice to meet you.
A: Nice to meet you, too. Where are you from
B: I’m from Shandong. Are you from Heilongjiang
A: No, I’m not. I’m from Liaoning.
B: How are you
A: I’m fine, thank you. Is she Song Zuying
B: Yes, she is.
…
3. Homework:
(1)三人一组，根据1a和2a编一个对话，相互询问姓名和国籍。
(2)预习Section B的生词。
(3)每个学生带一张自己最喜欢的体育明星或电影明星的照片，最好再准备他/她国家的国旗和著名建筑或自然风光的图片，以备下节课使用。
板书设计：
Where are you from Section A1.—Excuse me, are you Jane 3.—Where are you from —Yes, I am. —I’m from Canada. 2.—What’s your name 4.—Is he Li Ming —My name is Sally. —Yes, he is./No, he isn’t.Section B
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
who, they
2. Learn about personal information:
(1)—Who is she
—She is Deng Yaping.
(2)—Where’s she from
—She’s from China.
(3)—Are they from England
—No, they aren’t.
(4)—Where are they from
—Maria is from Cuba and Jane is from Canada.
3. Learn about the intonation.
Ⅱ. Teaching aids 教具
图片/教学挂图/录音机/中外名人图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
利用图片，师生对话，导入本课新单词。
1. (出示图片，复习旧知识引出新知识。)
T: Who is he (出示Tony图片。)
Ss: He is Tony.
T: Where is he from
Ss: He is from England.
(板书并要求学生掌握。)
who
T: Who is she (出示Jane的图片。)
Ss: She is Jane.
T: Where is she from
Ss: She is from Canada.
T: What’s your name (把Sally的图片给一个学生并问。)
S1: My name is Sally.
T: Are you from the U.S.A.
S1: Yes, I am.
T: Is he Kangkang (把Yukio的图片给一个学生并向全班同学提问。)
Ss: No, he isn’t.
T: Who’s he
Ss: He’s Yukio.
T: Is he from Cuba
Ss: No, he isn’t. He is from Japan.
(板书并要求学生了解。)
Cuba
T: Who’s from Cuba (出示Maria图片。)
Ss: Maria is.
T: Is Kangkang from China (出示Kangkang图片。)
Ss: Yes, he is.
T: Are they from China (出示Kangkang和Yukio的图片。)
Ss: No, they aren’t.(帮助学生回答。)
(板书并要求学生掌握they，解释aren’t=are not。)
they, aren’t=are not
T: Are we from China
Ss: Yes, we are.
2. (把全班学生分为六人一组，每组分得一张刚才用的图片。每组依次上台表演对话。方式：每组由一名学生问，其他五名学生回答。目的：激发学生学习热情，既复习刚学到的新单词，又对下一步呈现起铺垫作用。)
T: Now work in groups of six. In turn, every group practices a dialog after the example. One makes questions, the other five answer them.
Example:
S2: Who’s this
G1: She is Jane.
S2: Where is she from
G1: She is from Canada.
…
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过两幅名人图片进一步学习如何表述个人信息，培养学生的学习兴趣。
1. (教师展示1a教学挂图，让学生回答他们是谁，并介绍他们的基本信息。)
T: Look at the picture. Who is she (指着第一张图片问。)
Ss: She is Deng Yaping.
T: Where is she from
Ss: She is from China.
T: Who is he (指着第二张图片问。)
Ss: He is Stephen Hawking.(教师领读Stephen Hawking。)
T: Where is he from
Ss: He is from England.
2. (播放1a录音，让学生跟读并注意模仿其语音语调。要求学生注意听缩写词的发音。)
T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation.
(板书含有缩写词的句子并解释。)
She’s from China.He’s from England.She’s=She isHe’s=He is
3. (再次播放1a录音，让学生重点注意语调，并找出升降调的规律。)
T: Listen to 1a again. Find out the rules of the intonation, please.
(板书重点句子。)
—Who is he/she —He/She is …—Where is he/she from —He/She is from …Where’s=Where is
4. (要求学生两人一组互动操练1a。请几组学生根据挂图表演对话，完成1a。)
5. (出示2a教学挂图，播放2a录音，学生跟读，并标出升降调。)
(板书并讲解重点句型。)
—Are they from … —No, they aren’t.—Where are they from —… is from … and … is from …
6. (学生两人一组操练2a。然后请几组学生上台表演，完成2a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
利用个人信息资料练习对话，巩固目标语言，培养学生语言表达能力。让学生了解主要英语国家的国旗及标志性建筑，扩大学生知识面。
1. (教师出示1b中的三幅图片，让学生两人一组操练，巩固1a中含第三人称单数Who is he/she 及Where is he/she from 两种句型的问答形式。同时让学生了解各国的国旗及标志性建筑。完成1b。)
T: Look at the pictures in 1b. Work in pairs. Practice the dialogs according to 1a.
Example:
S1: Who is he
S2: He is Zhai Zhigang.
S1: Where is he from
S2: He is from China.
S3: Who is she
S4: She is J·K·Rowling.
S3: Where is she from
S4: She is from England.
…
2. (教师出示2b图片，让学生通过看图独立完成2b。然后两人一组进行对话练习以加深理解。找几组学生到台前表演。)
T: Look at the picture in 2b and complete the conversation. Then practice in pairs. I’ll ask some groups to act it out in the front.
Step 4 Practice 第四步 练习(时间:10分钟)
通过操练询问人名和来自的地方的句型，培养学生积极与他人合作、共同完成学习任务的能力。
1. (让学生拿出事先准备好的自己喜欢的名人或明星的图片，要求学生到讲台上向大家作介绍，内容要包含：①他/她是谁？②他/她来自哪个国家？目的是巩固前面所学知识。)
T: Now take out the photo of your favorite person. Who can come to the front and introduce him/her to us
Example:
S1: She is Kelly. She is from the U.S.A.
S2: They are Chen Yufan and Hu Haiquan. They are from Liaoning.
2. (运用1c的句型，两人一组相互问答，完成1c。)
Example:
S3: Who’s she
S4: She is Kelly.
S3: Where’s she from
S4: She is from the U.S.A.
S4: Who are they
S3: They are …
S4: Where are they from
S3: They are from …
3. (1)(先让学生自己朗读3，并注意语调。)
T: First read 3 by yourselves, and pay attention to the intonation.
(2)(播放3录音，跟读并核对自己的读音，标出正确的语调，完成3。)
T: Listen to the tape and imitate the intonation. Mark the correct intonation.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过把所学知识灵活运用于实际交际中，培养学生学习英语的兴趣，增强学生学习英语的自信心。
1. (教师拿出课前准备好的两幅歌星的图片，让学生根据图片，运用重点句型，写出两组对话。并标出语调。)
Example:
S1: Who is he
S2: He is Jay Chou.
S1: Where is he from
S2: He is from Taiwan.
S1: Excuse me, who are they
S2: They are Cai Zhuoyan and Zhong Xintong.
S1: Are they from Hong Kong
S2: Yes, they are.
2. (创设合适的语境，结合本话题所学内容编写对话。)
For example:
A: Good morning.
B: Good morning.
A: Are you Xiao Fang
B: Yes, I am.
A: Where are you from
B: I’m from Chongqing.
A: Who is she
B: She is Xiao Feng.
A: Where is she from
B: She is from Guangdong.
A: Thank you, goodbye.
B: Goodbye.
3. Homework:
(1)采用对话的形式介绍你熟悉的人(如：姓名，出生地)。
(2)模仿2a，写一篇小对话。
板书设计：
Where are you from Section B1.—Who is he/she 2.—Who are they —He/She is … —They are … and …—Where’s he/she from —Are they from … —He/She is from … —No, they aren’t. —Where are they from —… is from … and … is from …Section D
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the vowels:
//, //, //, /?/, /j/, //
2. Learn some new words and phrases:
now, school, her, phone, his, same, but, friend, high, junior high school
3. Review some useful expressions:
(1) —How old are you
—I’m twelve, too.
(2) —What class are you in
—I’m in Class Four, Grade Seven.
(3) —How do you spell it
—E-R-A-S-E-R, eraser.
(4) —Can you spell it, please
—Yes. M-A-P, map.
(5) —Thank you./Thanks.
—That’s OK./You’re welcome.
4. Review some interrogative sentences and the answers:
(1) —Is this/that a cake
—Yes, it is./No, it isn’t.
—Are these/those oranges
—Yes, they are./No, they aren’t.
(2) —What’s this/that in English
—It’s an eraser/a map.
—What are these/those
—They’re books/apples.
Ⅱ. Teaching aids 教具
录音机/图片/卡片/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
运用图片，通过师生、生生问答的形式，复习本话题的重点内容；通过说唱，导入新课。
1. (师生对话，复习日常用语，组织课堂教学。)
T: Let’s begin our class.
Monitor: Stand up, please!
T: Good morning/afternoon, class!
Ss: Good morning/afternoon, Mr. …/Miss …!
T: Sit down, please!
Ss: Thank you.
T: Hello! What’s your name
S1: My name is S1.
T: How old are you
S1: I’m twelve.
T: What class are you in
S1: I’m in Class One, Grade Seven.
T: What’s your telephone number
S1: It’s (010)6800-3553.
T: Very good. Thank you.
(让S1把上面的几个问题的答案串联起来，组成一段自我介绍的短文，练习写作。)
T: Now S1, put your answers together, then make a short passage to introduce yourself.
S1: My name is S1. I’m from Beijing. I’m twelve years old. I’m in Class One, Grade Seven.
My telephone number is (010)6800-3553. Thank you.
(教师帮助。)
2. (出示图片，复习a/an及名词单复数。教师展示一本书、一个鸡蛋及多件物品的图片。选出两组学生，一问一答，问的同学要用误导式的问句，而答的同学要给出正确答语。看哪组进行得流利、准确，给予表扬。)
T: Now, I need(需要) four students to form two groups. The first group, S2, look at the book, then you ask S3 “A book” or “an book”. S3 gives us your right answer. (S2进行误导式发问，但S3需给出正确答案。)
S2: Look!“A book”or“an book” (指着书的图片发问。)
S3: A book.
S2: Good!“an egg”or“a egg” (指着鸡蛋的图片发问。)
S3: An egg.
S2: “Three bus” or “three buses” (指着公共汽车的图片发问。)
S3: Three buses.
T: Very good! Thank you! S4, S5, you two, please!
S4:“A pencils”or“three pencils” (指着铅笔的图片发问。)
S5: Three pencils.
S4:“Two box”or“two boxes” (指着盒子的图片发问。)
S5: Two boxes.
S4:“A orange”or“an orange” (指着橘子的图片发问。)
S5: An orange.
T: Well done, boys and girls.
3. (出示地图和小汽车的图片，让学生两人一组问答，复习What’s this/that in English 。出示一些公共汽车和橘子的图片，复习What are these/those 句型。)
T: Look at this picture, boys and girls. Please ask and answer in pairs. S6, S7, you two, please act out in the front.
S6: What’s this in English
S7: It’s a car.
S6: How do you spell it
S7: C-A-R, car.
S6: Thank you.
S7: That’s OK.
S6: Look! What’s that in English
S7: It’s a map.
S6: Can you spell it
S7: Yes, M-A-P, map.
S6: Thank you.
S7: You’re welcome.
(出示多幅图片，复习指示代词、可数名词的复数表达。)
T: Please look at these pictures, S8, S9, you two, please.
S8: What are these
S9: They’re buses.
S8: What are those
S9: They’re pencils.
S8: Are those apples
S9: No, they aren’t. They’re oranges.
T: Thank you very much. You are all great.
4. (教师带领学生说唱，导入新课。)
T: Let’s chant together.
A, A, A. Go and play.
E, E, E. Come with me.
I, I, I. Don’t be shy.
O, O, O. Let us go.
U, U, U. You look cute.
Step 2 Presentation 第二步 呈现(时间:13分钟)
学习1和2。运用卡片，学习音标；通过师生问答，读短文回答问题，制作个人信息卡等形式，初步学习本课的新句型。
1. (1) (根据刚才的chant，教师带领学生们回想已学过的元音音标。从而引入新知识。)
T: What do you know about the sounds of the vowel letters according to the chant
S1: A a在开音节单词中读//；在闭音节单词中读//.
S2: E e在开音节单词中读//；在闭音节单词中读//.
(教师用投影仪或小黑板展示一些单词，让学生按开音节、闭音节归类，看谁挑得快。归类后举手示意。)
name cake zero grade that an map can she desk pen egg samethese ten we
(核对答案。)
(2) (教师出示一些单词卡片，读单词，让学生听并模仿。)
T: I’ll read some words. Please listen and imitate.
(教师板书，学生归纳这三个单词的共同读音。)
bike knife nine
T: Do they have the same vowel
Ss: Yes, //.
(以同样的方法，教师读另一组单词。)
six kid pig
(学生归纳这些单词都含字母i，在开音节单词中读//，在闭音节中读//，学生如有
困难教师可帮助归纳，并告诉学生注意这两个音标的发音口型。)
(教师让学生想还有哪些单词有这样的发音特点。)
T: Other words
S3: “It” sounds //.
S4: “Nice” sounds //.
(3) (教师以同样的方法教学O o的发音规律。)
(教师先读一组单词，让学生听并模仿。)
T: I’ll read other words. Please listen and imitate.
(教师板书，学生归纳这三个单词的共同读音。)
go nose phone
(以同样的方法，教师读另一组单词。)
box dog shop
(学生归纳这两组的读音特点，含有字母o，在开音节单词中读//，在闭音节中读 。教师解释这两个音标的发音口型，并让学生试着发音。)
(板书并领读。)
I i // bike knife nine
// six kid pig
O o // go nose phone
box dog shop
T: Other words
S5: Orange sounds .
S6: Old sounds //.
(4) (教师以同样的方法教学u的发音规律。)
…
(5) (学生两人之间练习发音，一人用口型，但不发音，另一人猜对方发的是哪个音。教
师先找学生到讲台前示范，然后学生之间互相操练。)
T: Practice the vowels in pairs.
(6)(播放1录音，学生听并跟读。完成1。)
T: Listen to the tape and repeat. Pay attention to the sounds of the vowel letters.
2. (1)(教师总结以上所学内容，转入对学生情况的问答，为学习2作准备。)
T: Boys and girls, just now we learned some vowels. You did very well. Now I want to talk with you. Do you know which school are you in
(板书，教学新单词，并要求学生掌握。)
now, school
Ss: We are in No.3 Junior High School.(教师帮助学生回答。)
(板书，教学新单词及词组，并要求学生掌握high, junior high school; 理解junior。)
junior, high, junior high school
T: OK. S7, which school are you in
S7: I’m in No.3 Junior High School.
T: Very good. How old are you now
S7: I’m twelve years old.
T: What’s your ID number
(板书，教学新词组，并要求掌握。)
ID number
S7: It’s…
T: What class are you in
S7: I’m in Class Two, Grade Seven.
T: Then what class is your friend in
(板书，教学新单词，并要求掌握。)
friend
S7: He is in Class Four.
T: Oh, you aren’t in the same class, but you are good friends.
(板书，教学新单词，并要求掌握。)
same, but
S7: Yes.
T: Then what’s his phone number
S7: It’s (010) 8525-6970
(板书，教学新单词，并要求学生掌握。)
his, phone
T: Thank you, S7. You are very clever. Now let’s get to know two students from Beijing Ren’ai International School.
(板书，教学新词组，并要求学生理解。)
Beijing Ren’ai International School
(2)(播放2录音，让学生听录音，回答问题。)
T: Please listen to the tape. Then answer the question: What are their names
(核对答案。)
(3)(学生阅读2，回答问题。)
T: Read the passage together. Then answer the following questions. (用小黑板或投影仪展示问题。)
(1) How old are they (2) Where are they from
(核对答案。)
(4)(全班同学朗读短文后，教师解释疑难词汇和句子，并板书、领读。要求学生注意介词in的使用。)
She is twelve years old.Now she is in Beijing Ren’ai International School.Her phone number is (010)9267-6929.They are not in the same class, but they are good friends.
(让学生根据短文做Jane和黄华的个人信息卡。)
Name: English name:Age: From:Class: Grade:Phone number:School:
(检查卡片并给予指点，以备巩固时用。完成2。)
Step 3 Consolidation 第三步 巩固(时间:7分钟)
通过制作个人信息卡，编对话，介绍他人等形式，使学生在运用中掌握本课的目标知识。
1. (把自己制作的关于Jane和黄华的个人信息卡拿出来，和同伴一起编对话。)
T: Make a dialog with your partner according to the cards.
Example:
S1: Who is she
S2: She is Jane.
S1: Where is she from
S2: She’s from Canada.
S1: How old is she
S2: She is twelve.
S1: What class is she in
S2: She is in Class Four, Grade Seven.
S1: What’s her phone number
S2: Her phone number is (010)9267-6929.
S1: What school is she in
S2: She is in Beijing Ren’ai International School.
2. (请同学根据信息卡到讲台前介绍Jane和黄华。从而复述课文，培养英语表达能力。)
T: Please introduce Jane and Huang Hua.
Step 4 Practice 第四步 练习(时间:10分钟)
完成3，4a和4b。运用编对话，写短文，做游戏，师生问答等形式，使学生进一步掌握本话题的重点知识。
1. (学生阅读3中的卡片内容，针对Bai Lili的个人情况，师生进行对话。)
T: Look at the card. Let’s ask and answer according to the information about Bai Lili. OK
Ss: OK!
T: Who is she What’s her English name
Ss: She is Bai Lili. Her English name is Lily.
T: How old is she
Ss: She is twelve.
T: Where is she from
Ss: She is from Beijing.
T: What class is she in
Ss: She is in Class Four, Grade Seven.
T: What’s her phone number
Ss: Her phone number is (010)6298-6575.
T: What’s her ID number
Ss: Her ID number is 230123199712062261.
T: What school is she in
Ss: She is in Yuying Junior High School.
2. (让一名学生把上面问题的答案组成一小段文字，介绍Bai Lili的情况，把这段文字板书在黑板上，呈现一篇介绍他人的短文。)
T: S1, please write a short passage according to the answers above.
S1: Her name is Bai Lili. Her English name is Lily. She is twelve, and she is from Beijing. She is in Class Four, Grade Seven. Her phone number is (010)6298-6575 and her ID number is 230123199712062261. She’s in Yuying Junior High School.
3. (学生阅读3右边的短文，根据卡片内容填好空白，完成3。)
T: Open your books. Read the card in 3 and complete the passage.
(核对答案。让学生把填好的这个短文读几遍，教师适当地指导。)
T: Read the passage several times, please.
4. (拿出制作好的几组卡片，每一组卡片的各张卡片上都有一个句子，每个句子字体的大小
以全班同学能看见为宜。玩一个对号入座的排队游戏，即问题与答语相匹配，目的是操练4a中的句型。)
(每组句子内容都是从4a中的句子扩充而来，句子的个数决定卡片的张数和学生的人数。把各组卡片的顺序打乱后发给某一组学生，然后叫他们上讲台，按卡片的意思，找到对应的问句或答语，并把卡片半举在胸前，让全班同学判断他们所站的位置是否正确。完成4a。)
T: Let’s play a game. Match the questions and the responses on the cards in groups.
Example:
Team 1
S2: Excuse me. Is this a telephone
S3: No, it isn’t.
S4: What’s this
S5: It’s a toy.
S6: Thank you.
S7: That’s OK.
Team 2
S8: Are those cars
S9: No, they aren’t.
S10: What are those
S11: They are buses.
Team 3
S12: What’s this in English
S13: It’s a cake.
S14: How do you spell it
S15: C-A-K-E, cake.
Team 4
S16: What are these
S17: They are books.
S18: Thank you.
S19: That’s OK.
5. (1)(教师与一个学生对话，完成4b。)
T: Hello, S20! How old are you (请一名学生到讲台前。)
S20: I’m twelve.
T: What class are you in
S20: I’m in Class Four, Grade Seven.
T: Sit down, please! Boys and girls, look! Who’s that
(2)(教师出示Mary的信息卡片并与全班学生对话。)
Ss: That’s Mary.
T: How old is she
Ss: She is twelve, too.
T: What class is she in
Ss: She’s in Class Eleven, Grade Seven.
T: What’s her phone number
Ss: It’s 62868266.
T: Thank you!
Ss: That’s OK./You’re welcome.
6.(放录音跟读，进行人机对话，进一步巩固4a, 4b)
T: Please listen to the tape and repeat. Then talk with the tape.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过做游戏，分组比赛，介绍他人等形式，完成5。培养学生综合运用本话题语言知识的能力。
1. (让学生拿出个人信息卡作自我介绍，再用别人的卡片介绍他人。)
T: Take out your personal information cards, please. I’ll ask some of you to introduce yourselves first, then introduce others according to the information cards. S1, please.
S1: I’m a boy. My name is S1. I’m thirteen. I’m in No.3 Junior High School. My phone number
is… My ID number is…
T: Very good! Introduce your partner S2, please.
S1: This is my good friend. Her/His name is S2. She/He is thirteen, too. Her/His phone number
is… Her/His ID number is…
T: Well done! Sit down, please.
(让学生使用手中的卡片与搭档自由操练。)
T: Practice with your partner, please.
2. (玩游戏：传一传，不走样。)
(1) 游戏目的：巩固已学的音标，培养学生与他人合作的能力及团队精神。
(2) 游戏规则：把全班学生分成几个组，每组的人数基本相等。游戏开始前，教师给每
组的第一个学生1分钟时间看卡片上的内容。然后，教师收起所给的卡片。待教师发令后，由第一个学生把卡片上的内容，轻声地说给第二个学生听，依次传递，直到最后。最后的一名学生快速走到讲台前，找出自己所听到内容的卡片。
(3) 游戏过程：教师先准备一些标有音标的单词卡片，请学生复习一遍已学过的音标，
再进行游戏，最快且正确的一组获胜。
3. (分组比赛。完成5。)
活动规则：①仿照所给的示例，在小组内讨论，列出更多的单词和问句。
Names: Maria, Jane …
Countries: China, the U.S.A. …
…
What’s your name
Where are you from
②比较列出的单词和问句，选出最佳的一组，并给予奖励。
4. Homework:
采访两个学生，写一篇有关他们姓名、年龄、班级、学校、电话号码、出生地等情况的介绍。
板书设计：
What class are you in Section D1. Ii // bike knife nine // six kid pigOo // go nose phone box dog shopUu // Cuba student computer// bus number up2. She is twelve years old. Now she is in Beijing Ren’ai International School. Her phone number is (010)9267-6929. They are not in the same class, but they are good friends.
/?/
/?/
/?/
Name: Mary
Age: 12
Class: 11
Grade: 7
Phone number: 62868266
/?/Section C
The main activities are 1a, 2 and 3a. 本课重点活动是1a、2和3a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some numbers:
zero, one, two, three, four, five, six, seven, eight, nine, ten
(2)Learn other new words:
telephone, number, it
2. Talk about personal information:
—What’s your telephone number
—My telephone number/It is 6800-3553.
Ⅱ. Teaching aids 教具
照片/图片/数字卡片/实物/教学挂图/录音机/球
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习询问个人信息及出生地的句型，导入本课新单词。
1. (师生问候。出示事先准备好的两张本班学生的照片，进行问答练习。)
T: Look at the pictures, who are they Now look at the first one.
T: Who is she
Ss: She is S1.
T: Where is she from
Ss: She is from …
T: Who is he
Ss: He is S2.
T: Where is he from
Ss: He is from …
T: Where are they from
Ss: He is from … and she is from …
2. (找出来自不同地方的两个学生，就这两个学生向学生们提问。)
T: Are they from Henan
S1: No, they aren’t.
T: Where are they from
S2: He is from Fujian and she is from Jiangsu.
(然后再带领学生复习Is he/she from … 等句型。)
3. (出示各个国家的国旗及其标志性建筑物或景观的图片，复习国家名称。)
T: Which country is it
Ss: Japan.
Ss: The U.S.A.
Ss: England.
Ss: China.
Ss: Canada.
Ss: Cuba.
T: If you go abroad someday, how can I contact you (教师解释go abroad和contact。)
Ss: 用电话。
T: S1, can you tell me your telephone number
S1: Yes, I can. 138…
T: It is 138 …
(板书并要求学生掌握。)
telephone, number, it
T: But how to say it in English Let’s begin to learn numbers.
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过学习0-10的数字，增强学生学习英语的兴趣，培养学生学习英语的语感。
1. (教师手持0-10的数字卡片，上面是阿拉伯数字，下面是英文单词。对折卡片，只出示阿拉伯数字，先示范每个数字的读音，要求学生先静听，再跟读。完成1a。)
T: Look at these numbers carefully, then listen to me and follow.
(板书)
zero, one, two, three, four, five, six, seven, eight, nine, ten
2. (教师连续朗读这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。目的是培养学生语感。)
T: Read the numbers from zero to ten, and then from ten to zero.
T: zero one two three four five six seven eight nine ten
Ss: zero one two three four five six seven eight nine ten
3. (播放1a 录音，让学生模仿正确的语音语调。)
T: Listen to the tape. Pay attention to the pronunciation and intonation.
4. (双人活动。一个学生用中文说出数字，另一个学生用英文说出这个数字，从而使学生能够准确熟练地掌握数字0-10的英文说法。)
T: Work in pairs. One says the numbers in Chinese, and the other says the numbers in English.
5. (教师在黑板上写出一组数字(0468)7533-8593，让学生试着以最快的速度读出。)
T: This is my telephone number. (0468)7533-8593. What’s your telephone number
S1: My telephone number/It is …(帮助学生回答。)
T: What’s your telephone number
S2: …
…
(让学生读出自己家的电话号码，练习数字的读法。)
(板书)
—What’s your telephone number —My telephone number/It is …
Step 3 Consolidation 第三步 巩固(时间:7分钟)
把数字融入实际生活，让学生会说英语数字，激发学生学习英语的兴趣，培养学生的观察能力。
1. (启发学生用英语数自己的手指，文具盒里的笔，书包里的书本，教室里的窗和灯等，把枯燥无味的数字融入现实的情境中进行学习，激发学生的学习兴趣。)
T: Count your fingers or school things in English numbers.
2. (教师出示1b教学挂图，完成1b。)
T: We can see the numbers everywhere. Now look and say the numbers in 1b.
(采用抢答形式完成。)
T: Picture 1. (车牌号)
S1: Three two eight three.
(再次强调语调。)
T: Picture 2. (信封邮编)
S2: Zero five two two six zero
T: Picture 3. (QQ号码)
S3: One five eight one four one zero two eight
…
3. (教师在黑板上写出英文数字，让学生说出汉语。)
T: Please read these numbers in Chinese.
4. (两人一组，一个同学用英语说出一串数字，先从位数少的说起，另一个同学用汉语说出来。)
T: Let’s say some numbers. One speaks in English, and the other speaks in Chinese.
Step 4 Practice 第四步 练习(时间:10分钟)
通过询问电话号码，培养学生简单的英语交际能力。
1. (教师出示3a教学挂图，进行问答练习。)
T: Now look at the picture, what’s the telephone number
Ss: It is 6800-3553.
2. (播放3a录音，学生跟读并模仿其语音语调。)
T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation.
3. (同桌之间互相操练。完成3a。)
4. (学生用真实信息互动操练，并表演。完成3b。)
5. (播放2，并完成2。提醒学生注意单词的重音及音节。)
T: Number the countries you hear. Then pay attention to the stress and syllables.
(核对答案。)
6. (师生共唱Where are you from 这首歌。完成4。)
T: Let’s sing this song Where are you from .
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过制作名片和玩数字游戏，练习英文数字，激发学生学习英语的兴趣，帮助学生记忆单词。
1. (两人一组相互提问，交换信息。仿照3b中的名片，帮你同伴制作名片。)
2. (顺风耳——数字单词记忆比赛。)
(1)教师请学生闭上眼睛，听老师拍球的次数，随后快速抢答，说出对应的数字和该数字的拼写。
(2)几轮之后由学生拍球，指名回答。
(3)可加大难度，快拍与慢拍相结合让学生猜。
3. (数字读写。)
(1)学生六人一组。
(2)教师事先准备好卡片，卡片上有几组数字。
(3)各组轮流选两名学生，一名读数字，另一名把所听的数字写在黑板上。在规定时间内停止。换下一组，最后写得又快又正确的组获胜。
4. Homework:
(1)帮自己的父母制作卡片。内容包括：姓名、国籍和电话号码。
(2)收集各类号码，认读并用英文书写在作业本上。
板书设计：
Where are you from Section Czero, one, two, three, four, five, six, seven, eight, nine, ten—What’s your telephone number —My telephone number/It is …Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words:
these, those, schoolbag, cake, bus, box
2.Learn the plural forms of the countable nouns and the plural forms of the demonstrative pronouns:
(1) three pencils four rulers five oranges
(2) this→these
that→those
3.Identify things:
(1) —What are these/those
—They’re books.
(2) —Are these/those oranges
—Yes, they are./No, they aren’t.
Ⅱ. Teaching aids 教具
小黑板/实物/名词卡片/图片/教学挂图/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做练习，学生之间进行对话，复习上节课的重点内容，并导入新课。
1. (出示小黑板。要求学生完成板书练习，复习a/an的用法，并核对答案。)
T: Now, look at the small blackboard, and fill in the blanks with“a”or“an”. Then let’s check answers together.
desk apple book orange egg
2. (方案一) (检查家庭作业。出示实物，学生互动问答复习上节课的重点内容。)
T: Look at this apple. S1, S2, you two, please make up a dialog.(拿出一个苹果。)
S1: What’s this in English
S2: It’s an apple.
S1: How do you spell it
S2: A-double P-L-E, apple.
S1: Thank you.
S2: That’s OK.
T: Great, look at that pencil.
(教师指着远处的铅笔，让S3，S4进行互动问答，复习巩固that的用法。)
T: S3, S4, you two, please make up a dialog.
S3: What’s that in English
S4: It’s a pencil.
S3: Can you spell it, please
S4: Yes, P-E-N-C-I-L, pencil.
S3: Thanks.
S4: You’re welcome.
T: Very good.
(方案二)(做猜一猜游戏：把学生分为十人一组，每组准备十张名词卡片然后将本组的卡片收集上来，背面朝上，打乱顺序整理好备用。组员轮流上台抽取一张单词卡片，背面朝向自己，开始和其他组员一起互动猜词并拼写单词。最快把所有卡片猜对的小组为获胜者。)
T: Let’s play a guessing game. S5, come here, please.
For example:
Ss: What’s this/that in English
S5: Is it a book
Ss: No, it isn’t.
S5: Is it a map
Ss: Yes, it is. How do you spell it
S5: M-A-P, map.
Ss: Thank you.
S5: That’s OK./You’re welcome.
T: You did a good job. Now we’ll begin our new lesson.
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用教学挂图，通过师生、生生的互动问答等形式，初步学习本课的新单词、新句型及新语法。
1. (展示2教学挂图，进行师生问答。)
T: Look at this picture. What’s this (教师指着近距离图上的一本书。)
Ss: It’s a book.
T: What’s that (教师指着远距离图上的一个橘子问。)
Ss: It’s an orange.
(教师出示2中复数物品的图片，让学生学会表达可数名词的复数形式。)
T: (出示三支铅笔的图片，让学生试着读出名词复数的发音。) What are these
Ss: They’re three pencils.
T: Picture 4. What are those
Ss: They’re five oranges.
T: Picture 12. What are those
Ss: They’re seven boxes.(教师板书并提醒学生注意词尾变化。)
(教师请学生单独作答。)
T: Picture 2. What are these
S1: They’re two books.
T: Picture 10. What are these
S2: They’re four rulers.
T: Picture 8. What are these
S3: They’re six buses.(教师板书并提醒学生注意词尾变化。)
(教师板书，教学新单词，新句型，并要求学生掌握。同时提醒学生注意名词单数变复数时的词尾变化及读音。)
(让学生归纳可数名词变复数的规则，教师补充，并作总结。)
1.可数名词变复数规则：(1)一般在可数名词的末尾加-s。如：pen—pens, book—books(2)以s, x, ch, sh结尾的名词末尾加-es。如：bus—buses, box—boxes2.指示代词及人称代词的单复数转换：this—thesethat—thoseit—they3.单复数句型的对比：What’s this/that It’s a/an…What are these/those They’re…
2. (播放2录音，让学生跟读。并让学生两人一组表演2的对话。完成2。)
T: Let’s listen to the tape and repeat. Then perform dialogs in pairs.
3. (利用实物，由What are these/those … 导入Are these/those … 句型教学。学习1a。)
T: Look at the things and answer my questions, please. Pay attention to the plural forms of “this” and “that”.
T: What’s this (教师指着一本书。)
Ss: It’s a book.
T: What are these (教师指着近处的一些书。)
Ss: They’re books.
T: Are these English books
Ss: Yes, they are. (教师引导学生回答。)
T: Are those books, too (教师指着远处的一些苹果。)
Ss: No, they aren’t. (教师引导学生回答。)
T: What are those
Ss: They’re apples.
(出示实物，找一名学生到讲台前和教师示范。)
T: Is this a book (教师指着一本书。)
S4: Yes, it is.
T: Are these books (教师指着一些书。)
S4: Yes, they are.
T: Is that an apple (教师指着远处一个苹果。)
S4: Yes, it is.
T: Are those oranges (教师指着远处一些苹果。)
S4: No, they aren’t.(教师引导学生回答。)
T: What are those
S4: They are apples.
(学生互动操练。教师板书，并要求学生掌握。)
Are these/those oranges Yes, they are./No, they aren’t.What are these/those They are books/apples.
4. (播放1a录音，让学生听并跟读。然后学生两人一组表演1a的对话。)
T: Listen to the tape and repeat. Then practice the dialogs in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
运用图片、实物和教学挂图等进行对话操练，使学生在运用中掌握本课的新句型及语法。
1. (教师出示一些图片，让学生应用本课所学的句型，分组进行操练。)
T: Please look at the pictures and practice the dialogs in groups according to 1a.
2. (用实物呈现并学习新单词schoolbag, cake，然后让学生完成1b。)
(老师走到S1面前，指着他/她的书包。)
T: S1, what’s this
S1: 书包。
T: What’s this in English
S1: It’s a schoolbag.(帮助学生回答。)
(板书，教学新单词，并要求学生掌握。)
schoolbag—schoolbags
T: The bag we use in the school is called schoolbag. Now, boys and girls, are you hungry (拿出蛋糕) Look here, please. What is this
Ss: 蛋糕。
T: What’s this in English
Ss: It’s a cake.(帮助学生回答。)
(板书，教学新单词并要求学生掌握。)
cake—cakes
3. (学生完成1b，并核对答案。)
T: Please complete the conversations in 1b. Then check the answers.
4. (根据1b图片两人一组操练对话，并让学生到讲台前表演，给予掌声鼓励。)
T: Please practice the dialogs in pairs according to the pictures in 1b. Then I’ll ask some students to act them out in the front.
Step 4 Practice 第四步 练习(时间:12分钟)
通过做游戏、操练对话和听录音填词等形式，培养学生听、说和写的能力。
1. (做一个“找单词，造句子”的游戏，练习Is this/that … Are these/those … 句型。)
T: Let’s play a game to make sentences.
(1)教师事先制作一些卡片，每张卡片上写一个单词。
(2)在教室前面的墙上拉一根长绳子，绳子上挂上一些小铁钩。教师抽出一组卡片，每
张卡片用铁夹子夹住并连同夹子一起挂在铁钩上，见下图。
(3)让学生在有限的时间内，通过不断调换卡片的位置，尽可能多地造出不同的句子。若造出一般疑问句时，其他学生要做肯定/否定回答。
2. (出示图片，操练What’s this/that in English What are these/those in English 。)
(请一名学生和教师对话作示范。)
T: Look at these pictures. Let’s ask and answer. What’s this/that in English (指着书包/蛋糕/书/橘子的图片。)
S1: It’s a schoolbag/cake/book/an orange.
T: What are these/those in English
S1: They’re schoolbags/cakes/books/oranges.
T: Thank you.
S1: You’re welcome.
(让学生两人一组练习并邀请志愿者到台前表演。)
3. (听3录音，完成3。)
T: Please listen to the tape of 3. First draw lines between the numbers you hear. Then listen again and fill in the blanks.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过贴尾巴游戏和猜物游戏以及编对话等形式，训练学生综合运用本课目标语言的能力。
1. (贴尾巴游戏。)
(1)游戏准备：教师准备一些动物的卡片，将身体与尾巴分离，然后准备一些学过的可数名词，做成单词卡片粘在动物的身上。在尾巴上则粘一些常用的复数形式的标记。如-s或-es。
(2)游戏规则：将全班学生和卡片分组，让每组第一名学生同时上来参加比赛。第一名学生上来找到第一个单词的“尾巴”后，第二名学生才能上来找第二个单词的尾巴，直至轮到小组的最后一名学生完成任务为止。正确率最高并且速度最快的小组为获胜组。
T: Let’s play a game. Help the animals find the tails.
2. (猜物游戏。)
(游戏说明：教师准备一个篮子，里面装一些学习用品或鸡蛋、小汽车模型之类的物品，上面用一块布盖上，让学生用本课中学过的句型猜里面是什么。把全班学生分成四组，每组选两名学生，一名学生在布下面拿起一些东西，另一名学生猜拿的是什么，看哪组学生句型运用得最流利最准确。)
(教师找一名学生先作示范，然后再分组进行游戏。)
Example:
T: Are these cars
S1: No, they aren’t.
T: What are these
S1: They are books.
T: Thanks.
S1: You’re welcome.
3. Homework:
用本课所学句型编两则对话。
板书设计：
What class are you in Section C1. 可数名词变复数规则： (1)一般在可数名词的末尾加-s。如：pen-pens, book-books (2)以s, x, ch, sh结尾的名词末尾加-es。如：bus-buses, box-boxes2. 指示代词及代词的单复数转换：this—thesethat—thoseit—they3. —Are these/those oranges —Yes, they are./ No, they aren’t.4. —What are these/those —They are books/apples.
