仁爱英语七年级上Unit 1 Getting to know you 全单元教案[上学期]
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| 名称 | 仁爱英语七年级上Unit 1 Getting to know you 全单元教案[上学期] |  | |
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| 更新时间 | 2008-04-25 17:18:00 | ||
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新湘版英语七年级上Unit 1 Getting to know you单元教案
Topic 1 Welcome to China!
I. 教学目标
技能目标 Greet each otherIntroduce one person to anotherListen, say and write alphabet A to ZLearn the use of present tense to be
语言目标 功能句式 Greetings Good morning.Good afternoon.Hi!Hello!How are you IntroductionI am …This is …
词汇 1. 四会词汇good, morning, hi, hello, I, am, are, yes, nice, to, meet, too, welcome, China, see, let, us, begin, stand, up, class, sit, down, please, thank, this, is, my, Mr., mom, teacher, how, do, fine, and, OK, good-bye, bye, afternoon 2. 认读词汇 bye-bye3. 短语 stand up, sit down, good morning, good afternoon, how do you do, thank you, see you later, see you
语法 Present tense to beI am …Are you …This is …
II. 教材分析
本单元是学生进入初中的第一个单元，第一个话题是“Welcome to China!”，目的是帮助学生进一步巩固26个字母的拼写和读法，并学习初次见面的问候语、自我介绍、介绍他人等简单的功能语言。另外学生还将学习be动词的简单用法。
Section A 1a主要练习几种简单的见面问候语；1b通过听力练习帮助学生了解一些常用的英文名；2a和2b复习字母A-G的写法、读法，形式为听、说、写；3是听说练习，目标语言是见面的问候和相互介绍，学生先听录音，然后进行口头替换练习；4是自主练习，辨别七个字母的大小写。
Section B 1以教室为情境设计了两组对话，练习老师和学生在课堂上的问候语；2a和2b主要巩固字母H-N的读法和写法；3a和3b主要练习介绍他人的功能语言，学生先听再模仿，然后补充对话；4是一个班级游戏活动，练习祈使句Stand up!和 Sit down!。
Section C 1是听说活动，内容是师生之间的见面问候语和告别语；2a、2b和2c巩固剩余字母的读法和写法；3让学生在做中学，用笔搭出16个大写字母，在趣味活动中复习字母；4是一个班级活动，学唱字母歌。
Section D 1让学生看图根据发音补充字母，检验学生对26个字母的掌握程度；2让学生听录音给几个图排序，从而巩固前几个部分所学习的功能语言；3a是语法总结，帮助学生了解几个基本的句型结构：be动词的用法和指示代词的用法；3b总结本话题中学过的表达方式；4是一个课题，让学生给自己制作一些英文名片，然后和别人交换，一方面灵活运用所学语言，另一方面也能结识更多的朋友。
III. 分课时教案
Section A
Target language
a. Key words and phrases
good, morning, hi, hello, I, am, are, you, yes, nice, to, meet, too, welcome, China, thanks, good morning
b. Key sentences
I am …
Are you …
Yes, I am.
Nice to meet you.
Welcome to China!
Ability goals
Enable students to greet each other and introduce one person to another.
Review alphabet A to G.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Greetings
Walk into the classroom and greet the whole class. Then ask students to use different expressions to greet the teacher.
T: Good morning, everyone!
Students may say “Good morning” too.
T: Hi, everyone!
Ss: …
T: Hello, everyone!
Ss: …
Help students to learn that there are many ways to greet each other. Demonstrate the following ways with students.
1. – Good morning/afternoon!
– Good morning/afternoon!
2. – What’s up
– What’s up
3. – How’s it going
– How’s it going
4. – How are you
– Fine, thanks.
5. – How do you do
– How do you do
If possible, record some conversations with greetings and play them to students.
T: Just like “Good morning”, we also have “Good afternoon” and “Good evening”. Read after me please: morning, good morning, afternoon, good afternoon, evening, good evening.
Enable students to read in proper tone.
Step II Personal names
Help students to learn some commonly used personal names.
T: Look at the children in the picture. What are their names Do you know how to say their names
Ask a student to read the four names. Correct his/her pronunciation.
Then play the tape, let students listen and number the names they hear in activity 1b.
Play the tape again and check the answers.
T: Can you give me more personal names Think about the names in English movies or books.
Ss: Mary, John, Jack, Tom, Joe, Mike, Anne, Jane …
Step III Review alphabet A-G
Review alphabet A to G. Ask a student to write the seven letters on the Bb. Let other students watch if he/she writes them in the right way.
Then demonstrate the correct way of writing each letter.
T: Who can read the letters
Ask a student to read the letters. Correct any pronunciation mistakes.
T: Can you give me a word begins with each of the letters
Ss: apple, bus, car, dad, egg, friend, girl.
Then deal with activity 2b. Play the tape, students listen and circle the letters they hear.
Play the tape again, let students repeat after it.
T: Now turn to page 2. Look at activity 4. Work alone and put the letters on the signs beside the letters on the line.
While they are work on their own, walk around and check their answers.
Step IV Making conversations
In this step, students will make conversations to practice greetings.
T: Now look at the conversation in activity 3. There are three conversations. Work in pairs and read them.
Ask three pairs to read the conversations to the class.
Then do some practice with present tense to be.
Show the following on the screen.
be – am, is, are
I am …
You are … (General question: Are you … )
He/she is …
—Are you …
—Yes, I am. (Yes, I’m.)
Demonstrate the following conversation with several students.
T: Are you Wang Han
S: Yes, I am.
T: Are you Liu Fei
S: Yes, I am.
Then let students use their own names to practice making conversations with their partners.
Let several pairs present their conversation to the whole class.
Step V Summary and Homework
Summarize the content of this period by making casual conversations with some students. For example,
T: Hello! I’m Chen, are you Cai Fang
S: Yes, I am.
T: Nice to meet you.
S: Nice to meet you, too.
Homework: Write seven words witch containing one of the 7 letters from a to g.
Section B
Target language
a. Key words and phrases
Miss, see, let, us, begin, stand, up, stand up, class, sit, down, please, thank, this, is, my, Mr, mom, teacher, how, do
b. Key sentences
Stand up/Sit down, please!
This is …
Ability goals
Enable students to introduce one person to another.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision and lead-in
Review the content of last period by greeting students in different ways.
T: Good morning, boys and girls!
Ss: Good morning!
T: Nice to see you.
Ss: Nice to see you, too.
T: My family name is Zhang, so you can say “Good morning, Miss Zhang”.
Introduce the new words “Miss”, “Mr.=mister”, (Mrs, Ms) to students.
Note:
Miss: used in front of the family name of a woman who is not married
Ms: used before a woman’s family name when you do not know whether she is married or not
Mr: used before a man’s family name
Mrs: used before a married woman’s family name
Then check the words students have written for homework. Let several students spell the words they wrote.
Then practice the conversation in 1-B with students. And explain that “let’s” is short for “let us”. More expressions: Let’s go! Let’s play! …
Step II Alphabet review
Review alphabet h to n.
T: In the last period, we learned how to write a to g. Who’d like to write them on the Bb.
Ask a student to write letters a to g on the Bb. Check if he/she writes in the correct way.
Then help students learn the correct ways of writing letters h to n.
Let two students write the letters on the Bb, one writes the capital letters, the other small letters.
Correct any mistakes.
T: How to pronounce these letters
Make sure students can pronounce these letters correctly.
Then do some listening practice with the letters.
T: Now listen and circle the letters you hear in activity 2b.
Play the tape again and check the answers. Then let students repeat after the tape.
Step III New function
In this step, students will learn how to introduce one person to another one.
T: We’ve learned how to introduce ourselves to others. What do we say
Ss: I am …
T: Exactly! Then how do we introduce one person to another person For example, your teacher and your mother meet for the first time. How do you introduce them to each other Now turn to page 4, activity 3a. Read the conversation to see how Maria introduces her teacher to her mom.
Ask three students to read the conversation.
T: How does Maria introduce Mr. Lee to her mom
S: Mom, this is my teacher, Mr. Lee.
T: Good. In the same way, she can introduce her mom to Mr. Lee. What is it
S: Mr. Lee, this is my mom.
Write the structure “This is …” on the Bb and say,
T: This is the structure we use to introduce one person to another one. Look at the dialogue, how do Maria and Mr. Lee greet each other
S: Hello.
T: Then how do Mr. Lee and Mom greet each other
S: How do you do
T: Right! “How do you do ” is a formal way of saying “Hi” or “Hello”.
Help students review other ways of greeting.
Then move on to activity 3b. Let students work in groups of three and finish the dialog by using their own names. Finally, ask some groups to act out their dialogs before the whole class.
Section C
Target language
a. Key words and phrases
fine, and, OK, good-bye, bye, afternoon, later, how are you, good afternoon, see you later, see you
b. Key sentences
How are you
I’m fine./Fine, thank you.
Good-bye./See you (later).
Ability goals
Review alphabet O to Z.
Learn expressions of greetings and farewell.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I New function (1)
Students will learn another way to greet each other and expressions of farewell.
T: We have learned many ways to greet each other. What are they
S: Hi!
S: Hello!
S: How do you do
S: Good morning/Good afternoon!
S: What’s up
S: How is it going
T: Very good! Today I will tell you another way.
Walk to a student and say,
T: How are you
S: I’m fine, thank you.
T: We can also say: Fine, thank you. And you
More expressions:
1. – How are you
– How are you
2. – How are you
– (I’m) Fine, thank you. And you
– I’m fine/OK.
3. – How are you
– Good./Not bad.
Then practice the conversation with more students.
Next, help students to learn different expressions of farewell.
T: I believe all of you know the meaning of “Good-bye” or “Bye”. We say it when we leave each other. “Bye” is informal. Do you know other expressions
Tell students the following expressions have the same meaning as “Good-bye”.
See you (later).
So long.
Catch you later.
See you soon.
Step II Alphabet review (2a, 2b, 2c)
In this step, students will review letters O to Z.
First check if they can write and pronounce the letters correctly.
Then play the tape (2a, 2b), let students repeat after the tape. Make sure every student can
pronounce the letters correctly.
Finally, play the tape (2c), let students circle the letters they hear. Check the answer.
Step Game and activity (3, 4)
First let students play a game with letters.
T: We have reviewed all the 26 letters. Now take out your pens, ballpens and pencils. See how many capital letters you can make with them.
Ask some students to demonstrate the letters. Each one shows a different letter. Let them
pronounce the letters while showing them to the class.
T: Have you learned the ABC Song Who can sing it to us
Ask a volunteer to sing the song. Then let the whole class sing it together.
Another version of the ABC Song:
A B C D E F G H I J K L M N O P Q R S T U and V W X Y and Z. Now I’ve learned my ABCs. Tell me what you think of me!
Alphabet Chant
(Students repeat each line)
A B C D E F G
A B C D E F G
School is so much fun to me.
School is so much fun to me.
H I J K L M N
H I J K L M N
Learn and play with all my friends.
Learn and play with all my friends.
O P Q R S and T
O P Q R S and T
We’re the best as you can see.
We’re the best as you can see.
U V W X Y Z
U V W X Y Z
Now it’s time to stop and FREEZE!
Now it’s time to stop and FREEZE!
Step IV Homework
T: Write 26 words you have learned beginning with each of the letters. For example,
A – apple B – boy C – car D – dog
Section D
Target language
a. Grammar focus
— Are you …
—Yes, I am. (I am=I’m)
This is …
b. Useful expressions
Welcome to China!
How do you do
Nice to meet/see you.
Good morning/afternoon.
How are you Fine, thanks.
See you (later).
Good-bye./Bye-bye.
Ability goals
Enable students to review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder, some cards.
Teaching procedures and ways
Step I Revision (1)
Check the homework. Ask some students to read the words they have written with the 26 letters.
Then deal with activity 1 on page 7.
T: We know there are capital letters and small letters. Here I have a question: When do we use capital letters
Help students to summarize that capital letters are used in the following situations:
1. We always use a capital letter at the start of a sentence.
2. We always use a capital letter for the names of places, people and titles (proper nouns专有名词).
3. We always use a capital I for talking about yourself.
4. Use a capital letter for days of the week, months of the year, holidays:
Monday, Tuesday
January, February
Christmas
T: From A to Z, some letters include the same sound, for example, A and H, M and N. Now turn to page 7, activity 1. Add the missing letters. Each line includes the same sound.
After students have finished, check the answers. Then let them practice reading each group of
letters for a few minutes.
Step II Function review (2)
Deal with activity 2. Help students to review the expressions about greetings and introduction and
practice them as a whole.
T: There are four pictures in activity 2. Listen and number them.
Play the tape twice. Then check the answer.
Then let students work in pairs and practice the whole conversation.
T Now suppose you meet one of classmates in the afternoon, work with your partner and make a similar conversation.
Sample conversation:
S1: Good afternoon, Fei Fei!
S2: Good afternoon, Wang Lin!
S1: Nice to see you.
S2: Nice to see you, too.
S1: How are you
S2: Fine, thanks.
S1: Good-bye, Fei Fei.
S2: Bye-bye.
Step III Project
Help students to make name cards of their own and get to know more friends.
T: Now you are in a new school. Do you want to make some new friends
Ss: Yes.
T: Before you make some friends, you should get to know each other, right Now let’s learn to make English name card. What information should be included in the name card
S: Name and age.
S: Address.
S: Telephone number.
S: Class and grade.
T: Good! I think all these information can be included in a name card. Now I will give each of you an empty card. Make your own name card with the information we mentioned.
Walk around to help students make their name cards. If they don’t have English names, help them
get one.
T: OK. Now you all have your own English name cards. Now walk around and exchange your name cards with some one you like. Use the conversation in activity 4 as a model.
Teacher can demonstrate the conversation with a student.
Then encourage students to make similar conversation and get to know more friends.
Topic 2 Where are you from
I. 教学目标
技能目标 Talk about peopleTalk about where people are fromListen to people and their countries Learn the meanings of some abbreviations Learn how to say phone numbers
语言目标 功能句式 Talk about where people are fromWhere are you from I am from …Are you from … Yes, I am.No, I am not. I’m from … Where is he/she from He/She is from …Is he/she … Yes, he/she is. No, he/she isn’t. Talk about phone numbersWhat’s his/her phone number What’s your phone number (It’s) …
词汇 1. 四会词汇 excuse, me, what, name, where, from, Canada, the, no, not, he, Japan, she, his, her, England, they, zero, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number, evening 2. 认读词汇 the USA, Washington, New York, Cuba, cheers 3. 短语 excuse me, be from, good evening
语法 Questions and answers with am/is/arePossessives my/your/his/her
II. 教材分析
Section A: 1对Where are you from 和Are you from… 句型展开听说练习；2对Where is she/he from 句型展开听说练习；3进一步巩固以上句型，让学生对问句及回答进行配对练习；4听力和连线练习，学生在练习听力的同时，学习几个国家的名称；5让学生了解一些字母缩写所代表的意义。
Section B: 1围绕两个体育明星的名字和国籍展开听说训练；2a和2b继续就What’s his/her name 和Where is he/she from 两个句型展开会话训练；3a和3b主要就特殊疑问句和一般疑问句的语调展开听力练习，学生先模仿，然后听录音判断；4继续就Are they from… 和Where are they from 的句型展开听说训练；5帮助学生了解一些常用的字母缩写的意思。
Section C: 1、2和3练习从0到10这几个数字的读法和写法，并了解数字在生活中的运用；4a让学生模仿例子用所学句型描述名片内容，包括姓名、国家和电话号码；4b要求学生结对对上面名片中的内容进行会话，练习三种目标句型的问答；5是一个班级活动，学生学唱一首和话题相关的英语歌曲。
Section D: 1是对本话题涉及到的句型和功能的总结，让学生通过会话和表演进行复习和巩固；2帮助学生了解一些急用及通信业务电话号码的含义并做连线练习；3a 和3b总结了本话题的语法和一些表达方式；4通过吟唱一首小诗，练习五个元音字母的发音；5是一个课题，要求学生根据所学句型结对做一个采访活动，采访一位名人的个人信息，是对学生语言知识的综合运用能力的检验。
III. 分课时教案
Section A
Target language
a. Words and expressions
excuse, me, what, name, where, from, be from, Canada, the, the USA, oh, no, not, New York, he, Japan, she
b. Key sentences
Are you …
Is he/she …
What’s your name
Where are you from
Where is he/she from
I am from …
He/She is from …
Ability goals
Learn the names of some countries.
Talk about where people are from.
Teaching aids
Tape recorder and projector.
Teaching procedures and ways
Step I Lead-in (1)
Ask about some students’ names. Walk to a student,
T: Are you Jingjing
S1: Yes, I am.
T: Are you Wangbin
S2: Yes, I am.
T: thank you. If you don’t know a person’s name, what will you say How many ways can we use to ask about a person’s name
S: What’s your name
T: Good! What else
S: May I have your name please
T: Right! This sentence sounds more polite.
Then deal with activity 1 on page 9. Play the tape, students listen and repeat.
Show the following sentences on the screen.
Are you …
What’s your name
Where are you from
Are you from …
Let students make their own conversations with their partner.
Step II Function practice (2)
Practice the structures “Is he/she … ” and “Where is he/she from ” Walk to a student, pointing at another student,
T: Is she Zhou Min
S: …
T: Is he Zhao Ping
S: …
T: Now, let’s talk about he and she. (Write he and she on the Bb.)
Play the tape, let students listen and repeat after the tape.
Then show the following on the screen.
Is he/she …
Yes, he/she is.
No, he/she isn’t.
Where is he/she from
He/she is from …
Help students learn the names of some countries:
USA (American): Washington D.C.- capital; New York-the biggest city and economic center
Japan (Japanese)
Canada (Canadian)
China (Chinese)
Then let students work in pairs and practice the conversation.
Step III Match (3, 4)
Deal with activity 3 on page 10.
T: Now read the questions and the answers. Then match the questions with their answers.
Then check the answers.
Then deal with activity 4.
T: You will hear about four people, Zhou Jun, Kumiko, Jim and Jack. Where are they come from Canada The U.S.A. China Or Japan Now listen and match the countries with the names.
Play the recording. Check the answers.
Then let students work in pairs and make conversations about these people and their countries.
For example,
S1: Where is Zhou Jun from
S2: She is from China.
Step IV Abbreviations
Helps students learn the meanings of some abbreviations.
ABC=American Broadcasting Corporation美国广播公司
BBC=British Broadcasting Company英国广播公司
CD=Compact Disc光盘
CBA=China Basketball Association 中国篮球协会
IBM=美国国际商用机器公司
ID= identification, identity身分，身份
ie=for example 例如
kg=Kilogram 公斤
ml=Mali 马里
mm=millimeter 毫米
Step V Homework
Write down the names of at least five other countries.
Section B
Target language
a. Words and expressions
his, her, England, they, aren’t
b. Key sentences
What’s his/her name
Where is he/she from
Ability goals
Ask and answer about people’s name and where they are from.
Teaching aids
Tape recorder, pictures, photos of some famous persons.
Teaching procedures and ways
Step I Revision
Check the homework. Let some students write the names of the countries on the Bb.
Then help them review the names of the countries they learned in the last period.
Show some images or pictures of tourist attractions and let students say which country they are in.
For example, show a picture of Statue of Liberty , and students say “the U.S.A.”.
Show more pictures.
Step II Listening and speaking (1)
In this step, students will do some practice about asking and answering the questions “What’s his/her name ” and “Where is he/she from ”
First talk about the two pictures in activity 1 on page 11.
T: Look at the first picture. Is he Liu Xiang
Ss: Yes, he is.
T: Yes, his name is Liu Xiang.
Write the sentence “His name is Liu Xiang.” on the Bb.
Write the question “What’s his name ” beside it.
T: That’s how we ask about a third person’s name. Look at the second picture. Is she Marion Jones
Ss: Yes, she is.
T: What’s her name (Write the sentence on the Bb)
S: Her name is Marion Jones. (Write the sentence on the Bb)
T: Where is she from
S: She is from the USA.
T: Can anyone say something about her
S: …
About Marion Jones:
Sprinter and long jumper; born on October 12, 1975 in Los Angeles; the fastest woman on Earth, and the best female athlete in the world; American sprinter who won 3 golds (100, 200, 4x100) at Sydney Games in 2000.
Step II Asking and answering (2a, 2b)
Talk about the pictures in activity 2a.
T: Now look at the people in the pictures. They are all famous athletes. Work with your partner, ask and answer the two questions above.
Then ask three pairs to present their dialogues to the class.
T: Good job! Look at the first picture, what’s building called It’s a symbol of England.
S: Big Ben (大本钟).
T: What about the other two images in the second and third picture
S: The Great Wall and Statue of Liberty.
Then deal with activity 2b. Show some photos of famous persons to students.
Ask some students to answer about his/her.
Step III Listening (3a, 3b, 4)
In this step, students will learn how to say the questions and answers in proper intonation.
T: Look at the four sentences in activity 3a. They are marked with either falling intonation or rising intonation. Can you read them properly Who’d like to have a try
Ask a student to read the sentences.
T: Does he read in the proper intonation Let’s listen to tape and find out.
Then play the tape and let students read after it.
Summarize that: Generally, we use falling intonation in special questions (WH-questions), in declarative sentences and short answers. While we use rising intonation in Yes/No questions.
T: Now look at the sentences in activity 3b, can you mark the sentences with proper intonation
according to the rule
Let students work alone and mark the sentences.
Then play the tape and let students check their answers.
Play the tape again and let students read after it.
Then let students practice the dialogue in activity 4.
Step IV Abbreviations (5)
Learn the meanings of the abbreviations.
First let students pick out the ones they are familiar with and tell their meanings to the class. Then tell them the meanings of those they don’t know.
PRC=People’s republic of China 中华人民共和国
IQ=Intelligence quotient 智商
EQ= =Educational Quotient 情商
PC=personal computer 个人电脑
PE= physical education 体育课
IOC= International Olympic Committee 国际奥林匹克委员会
SOS=紧急求救
CEO=Chief Executive Officer 首席执行官
UFO=Unidentified flying object 不明飞行物
UK=United Kingdom 英国
UN=United Nations 联合国
VIP=very important person 贵宾
WTO=World Trade Organization 世界贸易组织
DIY=do it yourself 自己动手做
Note: Some may have more than one meaning. WTO is also short for World Tourism Organization.
Step V Homework
Find some information about your favorite film star or sportsman and bring a photo of his/her to the class.
Section C
Target language
a. Words and expressions
zero, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number
b. Key sentences
This is …
He/She is from …
His/Her telephone number is …
Ability goals
Enable students to describe a person according to his/her name card.
Teaching aids
Tape recorder.
Teaching procedures and ways
Step I Revision
Let students take out the photos they have taken to the class. Then let them work in pairs, ask about the photo their partner has. Their conversation should include the questions:
Is he/she …
What’s his/her name
Is he/she from …
Where is he/she from
Step II Learning to count (1, 2)
First play The Number Song to students.
The Number Song
Singer
Zero one two three four five six seven
Eight nine ten begin again
Zero one two three four five six seven
Eight nine ten
That's the end
Then let students say the numbers to see if they can pronounce them correctly.
The teacher can also play the Bingo game with students to help them learn the numbers.
T: Now tell me where you can find numbers in your life
S: Telephone number, ID number, car number …
Students may give various answers.
T: Now look at the pictures in activity 2. Can you read these numbers First practice reading them with your partner. Then I’ll ask some of you to read them to us.
About two minutes later, ask several students to read the numbers.
Then have a free talk with students. Ask questions like:
Do you have QQ What’s your QQ number
What’s the post code of your city
Can you tell me your telephone number
…
Step III Listening (3)
T: Look at activity 3. You can see six people. They come from six different countries. Listen and number the countries you hear.
Play the tape. Check the answers.
Step IV Practice with name cards (4a, 4b)
In this step, students will learn to describe a person according to his/her name card, and then make
dialogues with the information in the name cards.
T: We use name cards to introduce ourselves and make new friends. Look at the names cards in activity 4a. What information does each name card include
S: Name, country and telephone number.
T: Good! Look at the first name card.
What’s his name (Write it on the Bb)
S: His name is Kangkang.
T: Where is he from (Write it on the Bb)
S: He is from China.
T: What’s his telephone number (Write it on the Bb)
S: His telephone number is 6237711.
T: Now can you describe Kangkang according to his name card Who can read the example
Ask a student to read the example.
Then let students describe other name cards in the same way. Call several students to demonstrate their descriptions before the class.
Then call students’ attention to the three questions on the Bb.
T: Now work in pairs and make dialogues with these questions and the information from the cards above.
Finally, ask some pairs to present their dialogues to the class.
Step V Class activity (5)
Before the class is over, play the song Where’re You From to students. Let students sing it after the tape.
T: Do you know anything about Cuba After class, please find some information about this country. For example, what’s the symbol of it So much for this period, bye-bye!
Section D
Target language
a. Words and expressions
cheers, evening, good evening
b. Grammar and expressions
Questions and answers with am/is/are
Excuse me. What’s your name
My name is …
Good evening!
Ability goals
Learn the meanings of some emergency phone numbers.
Review the grammar and useful expressions in this topic.
Teaching aids
Projector and slides.
Teaching procedures and ways
Step I Revision
Check the homework. Let students say something about Cuba.
T: Yesterday, we got to know Maria. She is from Cuba, right Where is Cuba
S: South America.
T: What else do you know about it
S: It is a beautiful country. It has many beautiful beaches. It’s capital is Havana. The royal palm is the Cuba National Tree and also the symbol of Cuba.
S: …
Step II Function practice (1)
Let students practice the conversations in activity 1 and act them out.
T: Look at the picture in activity 1. There are five groups of conversations. Pick them out and make conversations in pairs.
Talk about the expression “Cheers” and “Good evening”.
T: “Cheers” is used when you lift a glass of alcohol before you drink it, in order to say that you hope the people you are drinking with will be happy and have good health.
Teacher can explain it in Chinese.
T: Like “Good morning” and “Good afternoon”, “Good evening” is another way of greeting. It is used when you meet someone in the evening. Evening means the time between the end of the day and the time you go to bed.
Then let some students act the conversations out.
Step II Learn the meanings of numbers (2)
T: There are some very important numbers that we should know in our life. Look at the numbers in activity 2. What does each one mean Discuss their meanings and match them with the pictures.
Then check the answers.
Then ask students other frequently used phone numbers.
Show the following on the screen.
Police – 110
Fire – 119
Hospital – 120
Yellow Page – 114
Weather report – 121
Traffic accident – 122
Then give students some situations (in Chinese) and let them tell which number to call.
Step III Grammar and expressions review (3a, 3b)
Help students review the grammar points in this topic.
First let students read the sentences in the grammar box. Then make the following summary (on the screen):
1. Be has three forms: am, is and are.
be am is are
subject I he/she/it we/they/you
2. Pay attention to the order of the special questions and yes/no questions.
In a special question: 疑问词+be动词+主语+其它成分
In an yes/no question: be动词+主语+其它成分
3. The negative form of be:
be + not √ not + be ×
not可与is, are构成缩略式：isn’t, aren’t
Then help students summarize the useful expressions.
Expressions to ask about name:
Are you …
Excuse me. What’s your name
May I have your name please
Answers:
I am …
My name is …
Step IV Class activity (4)
T: We’ve learned the English alphabet. Among the 26 letters, which are vowel letters
S: A, E, I, O, U.
T: Let’s practice the pronunciations of these letters. Look at the activity 4. Pay attention to the word at the end of each line. Read after me please.
A-play E-me I-shy O-go U-cute
Then let students chant.
Step V Project (5)
T: Now suppose you are a reporter. Your partner is a famous person. Work in pairs and do an interview. Your interview should include the following:
★ greetings
★ asking and answering
★ thanks and farewell
Sample interview: (R=reporter F=famous person)
R: Good evening!
F: Good evening!
R: What’s your name
F: My name is Zhao Benshan.
R: Nice to meet you.
F: Nice to meet you, too.
R: Where are you from
F: I’m from Tieling, Shenyang.
R: What’s your telephone number
F: …
R: Thank you very much.
F: Good-bye!
R: Good-bye!
Topic 3 What class are you in
I. 教学目标
技能目标 Learn numbers 11 to 20Talk about age, class and gradeListen to name, age and phone number.Learn to identify things with this/that/these/those
语言目标 功能句式 Talk about age, grade and classHow old are you I’m …What grade/class are you in I’m in Class …, Grade …Are you in Class/Grade …, too What class is he/she in He/she is in …Identify thingsWhat’s this/that in English What are these/those in English Is this/that a/an … Are these/those …
词汇 1. 四会词汇eleven, twelve thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, old, phone, in, grade, who, that, English, an, orange, spell, a, car, apple, double, eraser, pen, pencil, ruler, desk, book, blackboard, year, now, high, school, same, but, friend, these, egg, those, bus, box, cake, bag, schoolbag, age 2. 认读词汇 pencil-box3. 短语 how old …, in English, high school, year old
语法 Demonstratives this/that/these/thoseIs this/that a … Are these/those … What’s this/that in English What are these/those in English What and How questionsWhat’s this/that in English What are these/those in English How do you spell it
II. 教材分析
Section A: 1 主要练习从11到20这几个数字的读法和写法；2让学生听、读对话，学习如关于姓名、年龄和电话号码的问答以及年级和班级的问答；3是听力连线题，要求学生将姓名及其相对应的班级和电话号码连接起来；4a是关于年级的听说练习，包括了第三人称的问答；4b是一个小组调查活动，要求学生综合运用所学的句型在班内进行一个小调查，调查内容包括姓名、年龄、电话号码、班级等。
Section B: 1a和1b练习用指示代词this/that谈论事物的英语名称和拼法；2a 和2b继续就this/that的用法展开听说训练，并设计了一个班级活动；
Section C: 1要求学生根据文章内容完成表格，培养学生的阅读理解能力和获取信息的能力；2是针对指示代词these/those的读、说训练；3结合图片，帮助学生了解名词的单、复数形式；4要求学生根绝所学句型完成对话，并结对做口头练习。
Section D: 1是听力练习，学生听录音完成一个名片内容，培养学生从听力内容中获取信息的能力；2是一个写的练习，要求学生根据表格内容补充一段文章，培养学生处理信息、转换信息的能力；3a 和3b是对本话题语法点和一些表达法的总结复习；4是一个BINGO游戏，学生在游戏活动中巩固并应用本单元的几个重要句型。
III. 分课时教案
Section A
Target language
a. Words and expressions
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, old, how old, phone, in, grade, who, that, English, in English
b. Key sentences
How old are you
How old is he/she
What class are you in
I’m in Class …, Grade …
Are you in Class/Grade …
What class is he/she in
He/she is in …
Ability goals
Learn numbers 11 to 20.
Talk about age, class and grade.
Teaching aids
Tape recorder, projector and cards.
Teaching procedures and ways
Step I Learn to count (1)
Learn numbers from eleven to twenty. First review numbers zero to ten. Make eleven cards with numbers 0 to 10 on them. Show the cards randomly to students and let them say the numbers immediately.
Then show 10 more cards with number 11 to 20 on them.
T: Look, how do you say these numbers in English
Ask some volunteers to have a try.
Then play the tape of activity 1 and let students repeat after it.
Let students pay attention to the pronunciation of “-teen” and “-ty”.
Step II New function (2)
T: Look at the picture below in activity 2. We can see a policeman and a little boy. What are they talking about I’d like two of you to read the conversation on the left. Any volunteer
Ask two students to read the conversation.
T: Good! What can you learn from the conversation What happened to the little boy
S: I think the boy lost his way and couldn’t find the way home. (Chinese is OK.)
T: I think so too. And the policeman asks about his name, age and phone number. Now work in pair. Suppose one of you is the boy and the other the policeman. Make your own conversations.
Note:
There are two ways to answer the question “How old are you ”
- I’m 11 years old.
- I’m 11.
Then deal with the second conversation.
Write the two words “class” and “grade” on the Bb.
T: Look at the two words on the Bb. We are in Class 3, Grade 7. (Write the sentence on the Bb)
Repeat after me please.
Show the following structures to students.
S + be + in + Class …, Grade …
Be + S + in + Class …, Grade …
What class/grade + be + S + in
T: Pay attention that when “class/grade” is followed by numbers, the first letter should be capital letter. Are you clear
Ask two students to read the conversation.
Then ask some students the following questions:
Are you in Class 1
Are you in Grade 8
What class are you in
Step III Listening (3)
Students will do some listening practice with class and grade in this step.
First, call students’ attention to the three columns in activity 3.
T: Now listen and match the persons with their class/grade and phone numbers.
Play the tape. Students listen and match.
Play the tape again. Then check the answers by asking the questions:
What class is Mary/Jim/Steve/Wang Yu in
What’s her/his phone number
Step IV Listening and speaking (4a)
In this step, students will do some listening and oral practice with the target language.
First play the tape. Call students’ attention to the second part of the conversation.
Walk to S1, point at S2 and ask:
T: Who’s that
Help S1 to answer:
S1: That’s S2
T: How old is he
S1: He is 12.
T: Good! Now practice the whole conversation with your partners. Use your own names.
About three minutes later, ask several pairs to present their conversations to the class.
Step V Homework (4b)
T: We’ve learned how to ask about a person’s name, age, country or city, phone number and class and grade, right Look at the chart in activity 4b. After class, please make a survey. Ask at least four friends these questions and fill in the chart. Next period, I’ll ask some of you to report your survey results.
Section B
Target language
a. Words and expressions
an, orange, spell, a, car, pencil-box, apple, double, eraser, pen, pencil, ruler, desk, book, blackboard
b. Key sentences
What’s this/that in English
It’s a/an …
How do you spell it
Is this/that a/an …
Yes, it is. / No, it isn’t.
Ability goals
Ask and answer about the English name of an object and how to spell it.
Teaching aids
Tape recorder and a piece of cloth.
Teaching procedures and ways
Step I Revision
Check the homework. Ask some students to report their survey results.
For example,
Li Ping is my friend. She is 13 years old. She is from Hebei. Her phone number is xxxxxx. She is in Class 4, Grade 8.
Step II New function introduction (1a, 1b)
Write the following two structures on the Bb:
What this/that in English
How do you spell it
T: Now I’ll tell you two very important expressions. We use them when we don’t know how to say something in English and how to spell it. Look at the Bb. Read after me please.
Then take out some objects such as a book, a watch or anything else.
Hold the book in hand and say:
What’s this in English
Point at the watch on the desk and say:
What’s that in English
Then let two students read the conversations in activity 1a.
T: Pay attention that: A is used before a word beginning with a consonant sound; while an is used before a word beginning with a vowel sound. For example,
an (apple, egg, eye, adult, old man)
a (car, bus, book, pen, boy, student …)
Then deal with activity 1b.
T: Now look at activity plete the conversations alone.
After students have finished, check the answers.
T: What does “double” in the conversation mean
S: Two.
T: Yes! “Double P” means PP here. For example, S-P-E-double L, spell. OK, now practice the conversations with your partner.
Help students with the pronunciations of the new words.
Step III Listening and speaking (2a, 2b)
This procedure provides more listening and oral practice with the target language.
First play the tape of activity 2a. Students listen and repeat.
Then let students practice it in pairs.
Then play the activity in 2b. Collect as many objects as possible on teacher’s desk.
T: Now, let’s play a game. Any volunteer
Instructions:
1. Ask a student to the front.
2. Cover his/her eye with a piece of cloth.
3. Let his/her pick out an object from the desk and guess what it is by asking question “Is this a/an … ”
4. Other students answer his/her question with yes or no answer.
5. Repeat the above with more students.
Step IV Homework
T: After class, please review the new words you have learned in this period, and find out which are used with “an” and which are used with “a”.
Section C
Target language
a. Words and expressions
year, now, high, school, high school, same, but, friend, these, egg, those, bus
b. Key sentences
They are not in the same class, but they are good friends.
Are these/those …
Yes, they are. / No, they aren’t.
What are these/those in English
Ability goals
Read a passage and pick out the key information.
Learn the plural forms of some nouns.
Teaching aids
Tape recorder and projector.
Teaching procedures and ways
Step I Reading (1)
First help review the structures they have learned in last period. The teacher can bring some small things (as prize) to the class. Then let students have a competition by answering the questions:
What this in English
How do you spell
The ones who first give the correct answers will get the things as a prize.
For example, hold a pencil in hand and ask,
T: What’s this in English And how do you spell it
S: It’s pencil. P-E-N-C-I-L, pencil.
T: Correct! Now the pencil is yours.
Then let students read the passage on page 21.
T: Next, we’ll get to know two friends. Look at activity 1 on page 21. Read the passage and then complete the chart below.
After students have finished, check the answers.
Step II Single and plural (3)
Help students learn the single and plural forms of some nouns.
T: In English, there are countable nouns and uncountable nouns. A countable noun has both the single form and the plural form. For example, a pen, two pens. Pen is the single form and pens is the plural form. Usually we add an “s” to the single form to get its plural form. For some words, we add an “es”. Now turn to page 22, look at activity 3.
Let students read the words under each picture. Then let them have a summary:
We add an “s” to words: pencil, apple, cake, book
We add an “es” to words: box, bus
Then show the following rules on the screen.
The plural form of most nouns is created simply by adding the letter s.
more than one student = students
more than one car = cars
Words that end in -ch, x, s or s-like sounds, however, will require an -es for the plural:
more than one box = boxes
more than one gas = gases
more than one bus = buses
more than one kiss = kisses
There are several nouns that have irregular plural forms.
more than one child = children
more than one woman = women
more than one man = men
more than one person = people
more than one goose = geese
more than one mouse = mice
more than one deer = deer
Step III Function practice (2, 4)
This procedure provides practice with these and those.
Put a pencil and a book on the desk.
T: We learned about the use of this and that. Look, this is a pencil, and that is a book.
Take out more pencils and books.
T: Look, these are pencils, and those are books.
Write these and those on the Bb.
Then introduce the structures:
These/those are …
Are these/those …
Yes, they are. No, they aren’t.
What are these/those in English
Then let students read and practice the conversations in activity 2.
T: Now, look at the conversations in activity 4. Complete them according to the pictures.
After students have finished, check the answers.
Then let them practice them with their partners.
Step V Summary and homework
T: Today, we learned the use of these and those. You should always remember that the demonstrative pronouns this and that go with is, while these and those go with are. Homework:
Write down the plural forms of the following words:
class, teacher, name, number, grade, English, pencil-box, eraser, desk, year, school, friend
Section D
Target language
a. Grammar focus
Demonstrative pronouns: this/that/these/those
b. Useful expressions
What class/grade are you in
I’m in Class …, Grade …
How old are you
I’m … (years old).
How do you spell it
Ability goals
Enable students to complete a passage according to the form given.
Review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder.
Teaching procedures and ways
Step I Revision
Check the homework. Let two students write the plural forms of the words on the Bb. Correct the mistakes, and help them review the rules they have learned in the last period.
Answer:
class→classes, teacher→teachers, name→names, number→numbers, grade→grades,
English→Englishes, pencil-box→pencil-boxes, eraser→erasers, desk→desks, year→years,
school→schools, friend→friends
Step II Listening and writing (1, 2)
This procedure provides listening and writing practice with the target language of this topic.
T: Look at the form in activity 1. You will hear about a person’s information. Listen and fill in it with name, age and phone number.
Play the tape twice. Then check the answers.
Then let students work in pairs, asking and answering about them. For example,
S1: What his/her name
S2: …
S1: How old is he/she
S2: …
S1: What’s his/her phone number
S2: …
Then deal with activity 2.
T: Now read the form about Bai Lili in activity 2 and then complete the passage on the right.
After students have finished, check the answer.
For this activity, teacher can also show the form on the screen and let students retell the passage orally according to it.
Step III Grammar and expressions review (3a, 3b)
We use “this” for one object (singular) which is here (near to us).
We use “that” for one object (singular) which is there.
We use “these” for more than one object (plural) which are here (near to us).
We use “those” for more than one object (plural) which are there.
singular this that
plural these those
close to the speaker more distant to the speaker (in space or time)
Step IV Project (4)
In this step, students will play a game by using some expressions they have learned in this topic.
First write the three questions on the Bb.
Then let each student interview nice classmates using these questions and fill in the form.
Then say some students’ names (For example, Who has Wang Jun ). Students listen and cross out the names they hear.
The student who finishes any three names in a line should say “BINGO finished!” at once.
If time allow, the teacher can tell students something about Bingo game such as its history and how to play Bingo.
Note:
More information about Bingo game could be found in the following website:
http://www./bingo.html
教学资源库
I. 重难点解析
1. Welcome to…意为“欢迎到……”，后接地点名词。例如，Welcome to Beijing! Welcome to our school! Welcome也可以单独用，表示一种亲切的招呼。
2. please意为“请”，可放在句首或句末。放在句末时要用逗号与前面隔开。例如，Come in, please!=Please come in!
3. 在介绍他人的时候，我们说“This/That is…”而不说“He/She is…”。如果介绍的是两个或两个以上时，用These/Those are …。其它介绍别人的方法还有：I’d like you to meet … 或 May I introduce … 这种句型比较正式、比较谦恭些。熟人之间一般不会这么用，因为显得生疏。一般是要把一位长辈或者大人物介绍给别人时要用这种正式的句型。当把家人介绍给别人时，一般遵循由长辈到同辈到晚辈的顺序，而不会以职位高低为顺序，当然在英国这个仍然保持贵族传统的国家，如果对方介绍家人时以社会地位的高低为顺序也不足为奇。社交礼仪中有一条黄金原则：介绍朋友时，应该集中精力去记住人家的名字。在以后的交往中，一见面就能叫出对方的名字，别人会认为你很热情，很友好。
4. Stand up, please! 和Sit down, please! 是祈使句。祈使句可表命令、请求、叮嘱、号召等意义。在此表委婉的命令语气。Let’s begin! 也是祈使句，let’s 表示“建议”。
5. too表示“也……”，通常用在句尾，前面用逗号隔开。
例如：- I’m from Canada.
- I’m from Canada, too.
6. am, is和are 的用法
这三个词都是“是”的含义，但用法比中文中的“是”要复杂，英语中的am，is 和are都是be 的变化形式，根据不同的主语选用不同的动词，主语I 用am，表示复数的主语和单数“you”则要用are，其它则用is。
I am a teacher.我是教师。
You are a worker.你是一个工人。
You are students.你们是学生。
She is Miss Gao. 她是高小姐。
7. Excuse me 的用法
这是用于向某人询问一件事或提出请求而打扰某人时的用语。意思是“对不起”，“请问”。例如：
Excuse me! Are you Teacher Wang 对不起，请问你是王老师吗？
【Sorry和Excuse me的区别】：
Sorry 和Excuse me都是“对不起”的含义，sorry 用于自己不能替对方做某事或回答某问题而表示歉意，也可说成“I'm sorry.”。Excuse me则是向某人提出询问，请求或打扰某人时的用语。例如：
Excuse me. What's the time, please
对不起。请问几点钟了？
Sorry, I don't know.
对不起，我不知道。
8.不定冠词a和an
这两个词都是冠词，表示“一（个，只，枝，本等）”，不强调数量而是强调类别，用在后面是以辅音音素开头的单数可数名词之前，而 an 则用在后面以元音音素开头的单数可数名词之前，例如：
a book a pencil an apple an egg
9. this, that, these 和those 的用法
this, that, these 和those 都是指示代词，this的复数形式是these，that的复数形式是those，其中this 和these指身边或距离较近的人或事物，that 和those指说话人较远的人或事物。
10.复数名词中的-s 或-es 的发音
字母s在清辅音[p],[k]等后面发清辅音[s]，如books。字母s在浊辅音[l ],[n ],[g ]等后面发清辅音[z]，如apples, bags。
在某些单词中如：cats, birds等中，字母t 和s 一起发[ts]，字母d 和s 一起发[dz].
以s, ss, x, ch 等结尾的名词在后面加-es 构成复数，-es 读作[iz]。
例如：buses, classes, boxes
11. Numbers in English
数字在日常生活中应用十分广泛，例如：电话号码、门牌号码、身份证号、信用卡号、各种密码等，可以说如今的世界真是一个数码世界。我们把one，two，three等表示数目多少的词称为基数词。它可以表示事物编号、年代、时间，还可以表示加减乘除运算，有的基数词还可以构成固定词组。
a. 数字表示编号
Lesson Four 第四课
Room 208 第208号房间
No. 2 Middle School 第二中学
Tel 55587720 电话：55587720
b. 英文电话号码的读法
把号码中的阿拉伯数字，用英语依次读出即可：如86753281，读成eight, six, seven, five, three, two, eight, one。
如果号码中有0，就读成字母O。如86084035读成：eight, six, O, eight, four, O, three, five
如果有两个相同的数字在一起读作double__。如87508821读成eight, seven, five, O, double eight, two, one。
II. 背景知识
American’s greeting and introduction
Americans often greet each other simply with Hello! or Hi! They think such an informal greeting usually implies a close and friendly relationship. To Americans, a friendly and informal relationship is important.
Americans’ introductions are usually very simple. In the United States, most people don’t like using Mr, Mrs or Miss in introductions. They think these words too formal. They prefer first names to formal titles in most cases. For example, a man may say, “Glad to meet you. I’m Paul Miller. But call me Paul, please.” A woman may say, “Don’t call me Mrs Smith, please. Just call me Sally.” So when American friends call you by your first name, don’t feel they are impolite. They only want to show friendliness.
To ask or not to ask
In North America when people meet each other for the first time, they talk about things like their families, work, school or sports. They ask questions as follows:
★ Do you have any brothers or sisters
★ Where do you work
★ Which school do you go to
★ Do you like sports
These are polite questions. They are not personal or private. But some things are personal or private, and questions about them are not polite. For example:
★ Questions about a person’s salary.
★ Questions about how much someone pays for something.
★ Questions about politics or religion.
★ Questions like “Why are you single ” or “Why don’t you have any children ”
Topic 1 Welcome to China!
I. 教学目标
技能目标 Greet each otherIntroduce one person to anotherListen, say and write alphabet A to ZLearn the use of present tense to be
语言目标 功能句式 Greetings Good morning.Good afternoon.Hi!Hello!How are you IntroductionI am …This is …
词汇 1. 四会词汇good, morning, hi, hello, I, am, are, yes, nice, to, meet, too, welcome, China, see, let, us, begin, stand, up, class, sit, down, please, thank, this, is, my, Mr., mom, teacher, how, do, fine, and, OK, good-bye, bye, afternoon 2. 认读词汇 bye-bye3. 短语 stand up, sit down, good morning, good afternoon, how do you do, thank you, see you later, see you
语法 Present tense to beI am …Are you …This is …
II. 教材分析
本单元是学生进入初中的第一个单元，第一个话题是“Welcome to China!”，目的是帮助学生进一步巩固26个字母的拼写和读法，并学习初次见面的问候语、自我介绍、介绍他人等简单的功能语言。另外学生还将学习be动词的简单用法。
Section A 1a主要练习几种简单的见面问候语；1b通过听力练习帮助学生了解一些常用的英文名；2a和2b复习字母A-G的写法、读法，形式为听、说、写；3是听说练习，目标语言是见面的问候和相互介绍，学生先听录音，然后进行口头替换练习；4是自主练习，辨别七个字母的大小写。
Section B 1以教室为情境设计了两组对话，练习老师和学生在课堂上的问候语；2a和2b主要巩固字母H-N的读法和写法；3a和3b主要练习介绍他人的功能语言，学生先听再模仿，然后补充对话；4是一个班级游戏活动，练习祈使句Stand up!和 Sit down!。
Section C 1是听说活动，内容是师生之间的见面问候语和告别语；2a、2b和2c巩固剩余字母的读法和写法；3让学生在做中学，用笔搭出16个大写字母，在趣味活动中复习字母；4是一个班级活动，学唱字母歌。
Section D 1让学生看图根据发音补充字母，检验学生对26个字母的掌握程度；2让学生听录音给几个图排序，从而巩固前几个部分所学习的功能语言；3a是语法总结，帮助学生了解几个基本的句型结构：be动词的用法和指示代词的用法；3b总结本话题中学过的表达方式；4是一个课题，让学生给自己制作一些英文名片，然后和别人交换，一方面灵活运用所学语言，另一方面也能结识更多的朋友。
III. 分课时教案
Section A
Target language
a. Key words and phrases
good, morning, hi, hello, I, am, are, you, yes, nice, to, meet, too, welcome, China, thanks, good morning
b. Key sentences
I am …
Are you …
Yes, I am.
Nice to meet you.
Welcome to China!
Ability goals
Enable students to greet each other and introduce one person to another.
Review alphabet A to G.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Greetings
Walk into the classroom and greet the whole class. Then ask students to use different expressions to greet the teacher.
T: Good morning, everyone!
Students may say “Good morning” too.
T: Hi, everyone!
Ss: …
T: Hello, everyone!
Ss: …
Help students to learn that there are many ways to greet each other. Demonstrate the following ways with students.
1. – Good morning/afternoon!
– Good morning/afternoon!
2. – What’s up
– What’s up
3. – How’s it going
– How’s it going
4. – How are you
– Fine, thanks.
5. – How do you do
– How do you do
If possible, record some conversations with greetings and play them to students.
T: Just like “Good morning”, we also have “Good afternoon” and “Good evening”. Read after me please: morning, good morning, afternoon, good afternoon, evening, good evening.
Enable students to read in proper tone.
Step II Personal names
Help students to learn some commonly used personal names.
T: Look at the children in the picture. What are their names Do you know how to say their names
Ask a student to read the four names. Correct his/her pronunciation.
Then play the tape, let students listen and number the names they hear in activity 1b.
Play the tape again and check the answers.
T: Can you give me more personal names Think about the names in English movies or books.
Ss: Mary, John, Jack, Tom, Joe, Mike, Anne, Jane …
Step III Review alphabet A-G
Review alphabet A to G. Ask a student to write the seven letters on the Bb. Let other students watch if he/she writes them in the right way.
Then demonstrate the correct way of writing each letter.
T: Who can read the letters
Ask a student to read the letters. Correct any pronunciation mistakes.
T: Can you give me a word begins with each of the letters
Ss: apple, bus, car, dad, egg, friend, girl.
Then deal with activity 2b. Play the tape, students listen and circle the letters they hear.
Play the tape again, let students repeat after it.
T: Now turn to page 2. Look at activity 4. Work alone and put the letters on the signs beside the letters on the line.
While they are work on their own, walk around and check their answers.
Step IV Making conversations
In this step, students will make conversations to practice greetings.
T: Now look at the conversation in activity 3. There are three conversations. Work in pairs and read them.
Ask three pairs to read the conversations to the class.
Then do some practice with present tense to be.
Show the following on the screen.
be – am, is, are
I am …
You are … (General question: Are you … )
He/she is …
—Are you …
—Yes, I am. (Yes, I’m.)
Demonstrate the following conversation with several students.
T: Are you Wang Han
S: Yes, I am.
T: Are you Liu Fei
S: Yes, I am.
Then let students use their own names to practice making conversations with their partners.
Let several pairs present their conversation to the whole class.
Step V Summary and Homework
Summarize the content of this period by making casual conversations with some students. For example,
T: Hello! I’m Chen, are you Cai Fang
S: Yes, I am.
T: Nice to meet you.
S: Nice to meet you, too.
Homework: Write seven words witch containing one of the 7 letters from a to g.
Section B
Target language
a. Key words and phrases
Miss, see, let, us, begin, stand, up, stand up, class, sit, down, please, thank, this, is, my, Mr, mom, teacher, how, do
b. Key sentences
Stand up/Sit down, please!
This is …
Ability goals
Enable students to introduce one person to another.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I Revision and lead-in
Review the content of last period by greeting students in different ways.
T: Good morning, boys and girls!
Ss: Good morning!
T: Nice to see you.
Ss: Nice to see you, too.
T: My family name is Zhang, so you can say “Good morning, Miss Zhang”.
Introduce the new words “Miss”, “Mr.=mister”, (Mrs, Ms) to students.
Note:
Miss: used in front of the family name of a woman who is not married
Ms: used before a woman’s family name when you do not know whether she is married or not
Mr: used before a man’s family name
Mrs: used before a married woman’s family name
Then check the words students have written for homework. Let several students spell the words they wrote.
Then practice the conversation in 1-B with students. And explain that “let’s” is short for “let us”. More expressions: Let’s go! Let’s play! …
Step II Alphabet review
Review alphabet h to n.
T: In the last period, we learned how to write a to g. Who’d like to write them on the Bb.
Ask a student to write letters a to g on the Bb. Check if he/she writes in the correct way.
Then help students learn the correct ways of writing letters h to n.
Let two students write the letters on the Bb, one writes the capital letters, the other small letters.
Correct any mistakes.
T: How to pronounce these letters
Make sure students can pronounce these letters correctly.
Then do some listening practice with the letters.
T: Now listen and circle the letters you hear in activity 2b.
Play the tape again and check the answers. Then let students repeat after the tape.
Step III New function
In this step, students will learn how to introduce one person to another one.
T: We’ve learned how to introduce ourselves to others. What do we say
Ss: I am …
T: Exactly! Then how do we introduce one person to another person For example, your teacher and your mother meet for the first time. How do you introduce them to each other Now turn to page 4, activity 3a. Read the conversation to see how Maria introduces her teacher to her mom.
Ask three students to read the conversation.
T: How does Maria introduce Mr. Lee to her mom
S: Mom, this is my teacher, Mr. Lee.
T: Good. In the same way, she can introduce her mom to Mr. Lee. What is it
S: Mr. Lee, this is my mom.
Write the structure “This is …” on the Bb and say,
T: This is the structure we use to introduce one person to another one. Look at the dialogue, how do Maria and Mr. Lee greet each other
S: Hello.
T: Then how do Mr. Lee and Mom greet each other
S: How do you do
T: Right! “How do you do ” is a formal way of saying “Hi” or “Hello”.
Help students review other ways of greeting.
Then move on to activity 3b. Let students work in groups of three and finish the dialog by using their own names. Finally, ask some groups to act out their dialogs before the whole class.
Section C
Target language
a. Key words and phrases
fine, and, OK, good-bye, bye, afternoon, later, how are you, good afternoon, see you later, see you
b. Key sentences
How are you
I’m fine./Fine, thank you.
Good-bye./See you (later).
Ability goals
Review alphabet O to Z.
Learn expressions of greetings and farewell.
Teaching aids
Tape recorder, projector and slide.
Teaching procedures and ways
Step I New function (1)
Students will learn another way to greet each other and expressions of farewell.
T: We have learned many ways to greet each other. What are they
S: Hi!
S: Hello!
S: How do you do
S: Good morning/Good afternoon!
S: What’s up
S: How is it going
T: Very good! Today I will tell you another way.
Walk to a student and say,
T: How are you
S: I’m fine, thank you.
T: We can also say: Fine, thank you. And you
More expressions:
1. – How are you
– How are you
2. – How are you
– (I’m) Fine, thank you. And you
– I’m fine/OK.
3. – How are you
– Good./Not bad.
Then practice the conversation with more students.
Next, help students to learn different expressions of farewell.
T: I believe all of you know the meaning of “Good-bye” or “Bye”. We say it when we leave each other. “Bye” is informal. Do you know other expressions
Tell students the following expressions have the same meaning as “Good-bye”.
See you (later).
So long.
Catch you later.
See you soon.
Step II Alphabet review (2a, 2b, 2c)
In this step, students will review letters O to Z.
First check if they can write and pronounce the letters correctly.
Then play the tape (2a, 2b), let students repeat after the tape. Make sure every student can
pronounce the letters correctly.
Finally, play the tape (2c), let students circle the letters they hear. Check the answer.
Step Game and activity (3, 4)
First let students play a game with letters.
T: We have reviewed all the 26 letters. Now take out your pens, ballpens and pencils. See how many capital letters you can make with them.
Ask some students to demonstrate the letters. Each one shows a different letter. Let them
pronounce the letters while showing them to the class.
T: Have you learned the ABC Song Who can sing it to us
Ask a volunteer to sing the song. Then let the whole class sing it together.
Another version of the ABC Song:
A B C D E F G H I J K L M N O P Q R S T U and V W X Y and Z. Now I’ve learned my ABCs. Tell me what you think of me!
Alphabet Chant
(Students repeat each line)
A B C D E F G
A B C D E F G
School is so much fun to me.
School is so much fun to me.
H I J K L M N
H I J K L M N
Learn and play with all my friends.
Learn and play with all my friends.
O P Q R S and T
O P Q R S and T
We’re the best as you can see.
We’re the best as you can see.
U V W X Y Z
U V W X Y Z
Now it’s time to stop and FREEZE!
Now it’s time to stop and FREEZE!
Step IV Homework
T: Write 26 words you have learned beginning with each of the letters. For example,
A – apple B – boy C – car D – dog
Section D
Target language
a. Grammar focus
— Are you …
—Yes, I am. (I am=I’m)
This is …
b. Useful expressions
Welcome to China!
How do you do
Nice to meet/see you.
Good morning/afternoon.
How are you Fine, thanks.
See you (later).
Good-bye./Bye-bye.
Ability goals
Enable students to review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder, some cards.
Teaching procedures and ways
Step I Revision (1)
Check the homework. Ask some students to read the words they have written with the 26 letters.
Then deal with activity 1 on page 7.
T: We know there are capital letters and small letters. Here I have a question: When do we use capital letters
Help students to summarize that capital letters are used in the following situations:
1. We always use a capital letter at the start of a sentence.
2. We always use a capital letter for the names of places, people and titles (proper nouns专有名词).
3. We always use a capital I for talking about yourself.
4. Use a capital letter for days of the week, months of the year, holidays:
Monday, Tuesday
January, February
Christmas
T: From A to Z, some letters include the same sound, for example, A and H, M and N. Now turn to page 7, activity 1. Add the missing letters. Each line includes the same sound.
After students have finished, check the answers. Then let them practice reading each group of
letters for a few minutes.
Step II Function review (2)
Deal with activity 2. Help students to review the expressions about greetings and introduction and
practice them as a whole.
T: There are four pictures in activity 2. Listen and number them.
Play the tape twice. Then check the answer.
Then let students work in pairs and practice the whole conversation.
T Now suppose you meet one of classmates in the afternoon, work with your partner and make a similar conversation.
Sample conversation:
S1: Good afternoon, Fei Fei!
S2: Good afternoon, Wang Lin!
S1: Nice to see you.
S2: Nice to see you, too.
S1: How are you
S2: Fine, thanks.
S1: Good-bye, Fei Fei.
S2: Bye-bye.
Step III Project
Help students to make name cards of their own and get to know more friends.
T: Now you are in a new school. Do you want to make some new friends
Ss: Yes.
T: Before you make some friends, you should get to know each other, right Now let’s learn to make English name card. What information should be included in the name card
S: Name and age.
S: Address.
S: Telephone number.
S: Class and grade.
T: Good! I think all these information can be included in a name card. Now I will give each of you an empty card. Make your own name card with the information we mentioned.
Walk around to help students make their name cards. If they don’t have English names, help them
get one.
T: OK. Now you all have your own English name cards. Now walk around and exchange your name cards with some one you like. Use the conversation in activity 4 as a model.
Teacher can demonstrate the conversation with a student.
Then encourage students to make similar conversation and get to know more friends.
Topic 2 Where are you from
I. 教学目标
技能目标 Talk about peopleTalk about where people are fromListen to people and their countries Learn the meanings of some abbreviations Learn how to say phone numbers
语言目标 功能句式 Talk about where people are fromWhere are you from I am from …Are you from … Yes, I am.No, I am not. I’m from … Where is he/she from He/She is from …Is he/she … Yes, he/she is. No, he/she isn’t. Talk about phone numbersWhat’s his/her phone number What’s your phone number (It’s) …
词汇 1. 四会词汇 excuse, me, what, name, where, from, Canada, the, no, not, he, Japan, she, his, her, England, they, zero, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number, evening 2. 认读词汇 the USA, Washington, New York, Cuba, cheers 3. 短语 excuse me, be from, good evening
语法 Questions and answers with am/is/arePossessives my/your/his/her
II. 教材分析
Section A: 1对Where are you from 和Are you from… 句型展开听说练习；2对Where is she/he from 句型展开听说练习；3进一步巩固以上句型，让学生对问句及回答进行配对练习；4听力和连线练习，学生在练习听力的同时，学习几个国家的名称；5让学生了解一些字母缩写所代表的意义。
Section B: 1围绕两个体育明星的名字和国籍展开听说训练；2a和2b继续就What’s his/her name 和Where is he/she from 两个句型展开会话训练；3a和3b主要就特殊疑问句和一般疑问句的语调展开听力练习，学生先模仿，然后听录音判断；4继续就Are they from… 和Where are they from 的句型展开听说训练；5帮助学生了解一些常用的字母缩写的意思。
Section C: 1、2和3练习从0到10这几个数字的读法和写法，并了解数字在生活中的运用；4a让学生模仿例子用所学句型描述名片内容，包括姓名、国家和电话号码；4b要求学生结对对上面名片中的内容进行会话，练习三种目标句型的问答；5是一个班级活动，学生学唱一首和话题相关的英语歌曲。
Section D: 1是对本话题涉及到的句型和功能的总结，让学生通过会话和表演进行复习和巩固；2帮助学生了解一些急用及通信业务电话号码的含义并做连线练习；3a 和3b总结了本话题的语法和一些表达方式；4通过吟唱一首小诗，练习五个元音字母的发音；5是一个课题，要求学生根据所学句型结对做一个采访活动，采访一位名人的个人信息，是对学生语言知识的综合运用能力的检验。
III. 分课时教案
Section A
Target language
a. Words and expressions
excuse, me, what, name, where, from, be from, Canada, the, the USA, oh, no, not, New York, he, Japan, she
b. Key sentences
Are you …
Is he/she …
What’s your name
Where are you from
Where is he/she from
I am from …
He/She is from …
Ability goals
Learn the names of some countries.
Talk about where people are from.
Teaching aids
Tape recorder and projector.
Teaching procedures and ways
Step I Lead-in (1)
Ask about some students’ names. Walk to a student,
T: Are you Jingjing
S1: Yes, I am.
T: Are you Wangbin
S2: Yes, I am.
T: thank you. If you don’t know a person’s name, what will you say How many ways can we use to ask about a person’s name
S: What’s your name
T: Good! What else
S: May I have your name please
T: Right! This sentence sounds more polite.
Then deal with activity 1 on page 9. Play the tape, students listen and repeat.
Show the following sentences on the screen.
Are you …
What’s your name
Where are you from
Are you from …
Let students make their own conversations with their partner.
Step II Function practice (2)
Practice the structures “Is he/she … ” and “Where is he/she from ” Walk to a student, pointing at another student,
T: Is she Zhou Min
S: …
T: Is he Zhao Ping
S: …
T: Now, let’s talk about he and she. (Write he and she on the Bb.)
Play the tape, let students listen and repeat after the tape.
Then show the following on the screen.
Is he/she …
Yes, he/she is.
No, he/she isn’t.
Where is he/she from
He/she is from …
Help students learn the names of some countries:
USA (American): Washington D.C.- capital; New York-the biggest city and economic center
Japan (Japanese)
Canada (Canadian)
China (Chinese)
Then let students work in pairs and practice the conversation.
Step III Match (3, 4)
Deal with activity 3 on page 10.
T: Now read the questions and the answers. Then match the questions with their answers.
Then check the answers.
Then deal with activity 4.
T: You will hear about four people, Zhou Jun, Kumiko, Jim and Jack. Where are they come from Canada The U.S.A. China Or Japan Now listen and match the countries with the names.
Play the recording. Check the answers.
Then let students work in pairs and make conversations about these people and their countries.
For example,
S1: Where is Zhou Jun from
S2: She is from China.
Step IV Abbreviations
Helps students learn the meanings of some abbreviations.
ABC=American Broadcasting Corporation美国广播公司
BBC=British Broadcasting Company英国广播公司
CD=Compact Disc光盘
CBA=China Basketball Association 中国篮球协会
IBM=美国国际商用机器公司
ID= identification, identity身分，身份
ie=for example 例如
kg=Kilogram 公斤
ml=Mali 马里
mm=millimeter 毫米
Step V Homework
Write down the names of at least five other countries.
Section B
Target language
a. Words and expressions
his, her, England, they, aren’t
b. Key sentences
What’s his/her name
Where is he/she from
Ability goals
Ask and answer about people’s name and where they are from.
Teaching aids
Tape recorder, pictures, photos of some famous persons.
Teaching procedures and ways
Step I Revision
Check the homework. Let some students write the names of the countries on the Bb.
Then help them review the names of the countries they learned in the last period.
Show some images or pictures of tourist attractions and let students say which country they are in.
For example, show a picture of Statue of Liberty , and students say “the U.S.A.”.
Show more pictures.
Step II Listening and speaking (1)
In this step, students will do some practice about asking and answering the questions “What’s his/her name ” and “Where is he/she from ”
First talk about the two pictures in activity 1 on page 11.
T: Look at the first picture. Is he Liu Xiang
Ss: Yes, he is.
T: Yes, his name is Liu Xiang.
Write the sentence “His name is Liu Xiang.” on the Bb.
Write the question “What’s his name ” beside it.
T: That’s how we ask about a third person’s name. Look at the second picture. Is she Marion Jones
Ss: Yes, she is.
T: What’s her name (Write the sentence on the Bb)
S: Her name is Marion Jones. (Write the sentence on the Bb)
T: Where is she from
S: She is from the USA.
T: Can anyone say something about her
S: …
About Marion Jones:
Sprinter and long jumper; born on October 12, 1975 in Los Angeles; the fastest woman on Earth, and the best female athlete in the world; American sprinter who won 3 golds (100, 200, 4x100) at Sydney Games in 2000.
Step II Asking and answering (2a, 2b)
Talk about the pictures in activity 2a.
T: Now look at the people in the pictures. They are all famous athletes. Work with your partner, ask and answer the two questions above.
Then ask three pairs to present their dialogues to the class.
T: Good job! Look at the first picture, what’s building called It’s a symbol of England.
S: Big Ben (大本钟).
T: What about the other two images in the second and third picture
S: The Great Wall and Statue of Liberty.
Then deal with activity 2b. Show some photos of famous persons to students.
Ask some students to answer about his/her.
Step III Listening (3a, 3b, 4)
In this step, students will learn how to say the questions and answers in proper intonation.
T: Look at the four sentences in activity 3a. They are marked with either falling intonation or rising intonation. Can you read them properly Who’d like to have a try
Ask a student to read the sentences.
T: Does he read in the proper intonation Let’s listen to tape and find out.
Then play the tape and let students read after it.
Summarize that: Generally, we use falling intonation in special questions (WH-questions), in declarative sentences and short answers. While we use rising intonation in Yes/No questions.
T: Now look at the sentences in activity 3b, can you mark the sentences with proper intonation
according to the rule
Let students work alone and mark the sentences.
Then play the tape and let students check their answers.
Play the tape again and let students read after it.
Then let students practice the dialogue in activity 4.
Step IV Abbreviations (5)
Learn the meanings of the abbreviations.
First let students pick out the ones they are familiar with and tell their meanings to the class. Then tell them the meanings of those they don’t know.
PRC=People’s republic of China 中华人民共和国
IQ=Intelligence quotient 智商
EQ= =Educational Quotient 情商
PC=personal computer 个人电脑
PE= physical education 体育课
IOC= International Olympic Committee 国际奥林匹克委员会
SOS=紧急求救
CEO=Chief Executive Officer 首席执行官
UFO=Unidentified flying object 不明飞行物
UK=United Kingdom 英国
UN=United Nations 联合国
VIP=very important person 贵宾
WTO=World Trade Organization 世界贸易组织
DIY=do it yourself 自己动手做
Note: Some may have more than one meaning. WTO is also short for World Tourism Organization.
Step V Homework
Find some information about your favorite film star or sportsman and bring a photo of his/her to the class.
Section C
Target language
a. Words and expressions
zero, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number
b. Key sentences
This is …
He/She is from …
His/Her telephone number is …
Ability goals
Enable students to describe a person according to his/her name card.
Teaching aids
Tape recorder.
Teaching procedures and ways
Step I Revision
Let students take out the photos they have taken to the class. Then let them work in pairs, ask about the photo their partner has. Their conversation should include the questions:
Is he/she …
What’s his/her name
Is he/she from …
Where is he/she from
Step II Learning to count (1, 2)
First play The Number Song to students.
The Number Song
Singer
Zero one two three four five six seven
Eight nine ten begin again
Zero one two three four five six seven
Eight nine ten
That's the end
Then let students say the numbers to see if they can pronounce them correctly.
The teacher can also play the Bingo game with students to help them learn the numbers.
T: Now tell me where you can find numbers in your life
S: Telephone number, ID number, car number …
Students may give various answers.
T: Now look at the pictures in activity 2. Can you read these numbers First practice reading them with your partner. Then I’ll ask some of you to read them to us.
About two minutes later, ask several students to read the numbers.
Then have a free talk with students. Ask questions like:
Do you have QQ What’s your QQ number
What’s the post code of your city
Can you tell me your telephone number
…
Step III Listening (3)
T: Look at activity 3. You can see six people. They come from six different countries. Listen and number the countries you hear.
Play the tape. Check the answers.
Step IV Practice with name cards (4a, 4b)
In this step, students will learn to describe a person according to his/her name card, and then make
dialogues with the information in the name cards.
T: We use name cards to introduce ourselves and make new friends. Look at the names cards in activity 4a. What information does each name card include
S: Name, country and telephone number.
T: Good! Look at the first name card.
What’s his name (Write it on the Bb)
S: His name is Kangkang.
T: Where is he from (Write it on the Bb)
S: He is from China.
T: What’s his telephone number (Write it on the Bb)
S: His telephone number is 6237711.
T: Now can you describe Kangkang according to his name card Who can read the example
Ask a student to read the example.
Then let students describe other name cards in the same way. Call several students to demonstrate their descriptions before the class.
Then call students’ attention to the three questions on the Bb.
T: Now work in pairs and make dialogues with these questions and the information from the cards above.
Finally, ask some pairs to present their dialogues to the class.
Step V Class activity (5)
Before the class is over, play the song Where’re You From to students. Let students sing it after the tape.
T: Do you know anything about Cuba After class, please find some information about this country. For example, what’s the symbol of it So much for this period, bye-bye!
Section D
Target language
a. Words and expressions
cheers, evening, good evening
b. Grammar and expressions
Questions and answers with am/is/are
Excuse me. What’s your name
My name is …
Good evening!
Ability goals
Learn the meanings of some emergency phone numbers.
Review the grammar and useful expressions in this topic.
Teaching aids
Projector and slides.
Teaching procedures and ways
Step I Revision
Check the homework. Let students say something about Cuba.
T: Yesterday, we got to know Maria. She is from Cuba, right Where is Cuba
S: South America.
T: What else do you know about it
S: It is a beautiful country. It has many beautiful beaches. It’s capital is Havana. The royal palm is the Cuba National Tree and also the symbol of Cuba.
S: …
Step II Function practice (1)
Let students practice the conversations in activity 1 and act them out.
T: Look at the picture in activity 1. There are five groups of conversations. Pick them out and make conversations in pairs.
Talk about the expression “Cheers” and “Good evening”.
T: “Cheers” is used when you lift a glass of alcohol before you drink it, in order to say that you hope the people you are drinking with will be happy and have good health.
Teacher can explain it in Chinese.
T: Like “Good morning” and “Good afternoon”, “Good evening” is another way of greeting. It is used when you meet someone in the evening. Evening means the time between the end of the day and the time you go to bed.
Then let some students act the conversations out.
Step II Learn the meanings of numbers (2)
T: There are some very important numbers that we should know in our life. Look at the numbers in activity 2. What does each one mean Discuss their meanings and match them with the pictures.
Then check the answers.
Then ask students other frequently used phone numbers.
Show the following on the screen.
Police – 110
Fire – 119
Hospital – 120
Yellow Page – 114
Weather report – 121
Traffic accident – 122
Then give students some situations (in Chinese) and let them tell which number to call.
Step III Grammar and expressions review (3a, 3b)
Help students review the grammar points in this topic.
First let students read the sentences in the grammar box. Then make the following summary (on the screen):
1. Be has three forms: am, is and are.
be am is are
subject I he/she/it we/they/you
2. Pay attention to the order of the special questions and yes/no questions.
In a special question: 疑问词+be动词+主语+其它成分
In an yes/no question: be动词+主语+其它成分
3. The negative form of be:
be + not √ not + be ×
not可与is, are构成缩略式：isn’t, aren’t
Then help students summarize the useful expressions.
Expressions to ask about name:
Are you …
Excuse me. What’s your name
May I have your name please
Answers:
I am …
My name is …
Step IV Class activity (4)
T: We’ve learned the English alphabet. Among the 26 letters, which are vowel letters
S: A, E, I, O, U.
T: Let’s practice the pronunciations of these letters. Look at the activity 4. Pay attention to the word at the end of each line. Read after me please.
A-play E-me I-shy O-go U-cute
Then let students chant.
Step V Project (5)
T: Now suppose you are a reporter. Your partner is a famous person. Work in pairs and do an interview. Your interview should include the following:
★ greetings
★ asking and answering
★ thanks and farewell
Sample interview: (R=reporter F=famous person)
R: Good evening!
F: Good evening!
R: What’s your name
F: My name is Zhao Benshan.
R: Nice to meet you.
F: Nice to meet you, too.
R: Where are you from
F: I’m from Tieling, Shenyang.
R: What’s your telephone number
F: …
R: Thank you very much.
F: Good-bye!
R: Good-bye!
Topic 3 What class are you in
I. 教学目标
技能目标 Learn numbers 11 to 20Talk about age, class and gradeListen to name, age and phone number.Learn to identify things with this/that/these/those
语言目标 功能句式 Talk about age, grade and classHow old are you I’m …What grade/class are you in I’m in Class …, Grade …Are you in Class/Grade …, too What class is he/she in He/she is in …Identify thingsWhat’s this/that in English What are these/those in English Is this/that a/an … Are these/those …
词汇 1. 四会词汇eleven, twelve thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, old, phone, in, grade, who, that, English, an, orange, spell, a, car, apple, double, eraser, pen, pencil, ruler, desk, book, blackboard, year, now, high, school, same, but, friend, these, egg, those, bus, box, cake, bag, schoolbag, age 2. 认读词汇 pencil-box3. 短语 how old …, in English, high school, year old
语法 Demonstratives this/that/these/thoseIs this/that a … Are these/those … What’s this/that in English What are these/those in English What and How questionsWhat’s this/that in English What are these/those in English How do you spell it
II. 教材分析
Section A: 1 主要练习从11到20这几个数字的读法和写法；2让学生听、读对话，学习如关于姓名、年龄和电话号码的问答以及年级和班级的问答；3是听力连线题，要求学生将姓名及其相对应的班级和电话号码连接起来；4a是关于年级的听说练习，包括了第三人称的问答；4b是一个小组调查活动，要求学生综合运用所学的句型在班内进行一个小调查，调查内容包括姓名、年龄、电话号码、班级等。
Section B: 1a和1b练习用指示代词this/that谈论事物的英语名称和拼法；2a 和2b继续就this/that的用法展开听说训练，并设计了一个班级活动；
Section C: 1要求学生根据文章内容完成表格，培养学生的阅读理解能力和获取信息的能力；2是针对指示代词these/those的读、说训练；3结合图片，帮助学生了解名词的单、复数形式；4要求学生根绝所学句型完成对话，并结对做口头练习。
Section D: 1是听力练习，学生听录音完成一个名片内容，培养学生从听力内容中获取信息的能力；2是一个写的练习，要求学生根据表格内容补充一段文章，培养学生处理信息、转换信息的能力；3a 和3b是对本话题语法点和一些表达法的总结复习；4是一个BINGO游戏，学生在游戏活动中巩固并应用本单元的几个重要句型。
III. 分课时教案
Section A
Target language
a. Words and expressions
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, old, how old, phone, in, grade, who, that, English, in English
b. Key sentences
How old are you
How old is he/she
What class are you in
I’m in Class …, Grade …
Are you in Class/Grade …
What class is he/she in
He/she is in …
Ability goals
Learn numbers 11 to 20.
Talk about age, class and grade.
Teaching aids
Tape recorder, projector and cards.
Teaching procedures and ways
Step I Learn to count (1)
Learn numbers from eleven to twenty. First review numbers zero to ten. Make eleven cards with numbers 0 to 10 on them. Show the cards randomly to students and let them say the numbers immediately.
Then show 10 more cards with number 11 to 20 on them.
T: Look, how do you say these numbers in English
Ask some volunteers to have a try.
Then play the tape of activity 1 and let students repeat after it.
Let students pay attention to the pronunciation of “-teen” and “-ty”.
Step II New function (2)
T: Look at the picture below in activity 2. We can see a policeman and a little boy. What are they talking about I’d like two of you to read the conversation on the left. Any volunteer
Ask two students to read the conversation.
T: Good! What can you learn from the conversation What happened to the little boy
S: I think the boy lost his way and couldn’t find the way home. (Chinese is OK.)
T: I think so too. And the policeman asks about his name, age and phone number. Now work in pair. Suppose one of you is the boy and the other the policeman. Make your own conversations.
Note:
There are two ways to answer the question “How old are you ”
- I’m 11 years old.
- I’m 11.
Then deal with the second conversation.
Write the two words “class” and “grade” on the Bb.
T: Look at the two words on the Bb. We are in Class 3, Grade 7. (Write the sentence on the Bb)
Repeat after me please.
Show the following structures to students.
S + be + in + Class …, Grade …
Be + S + in + Class …, Grade …
What class/grade + be + S + in
T: Pay attention that when “class/grade” is followed by numbers, the first letter should be capital letter. Are you clear
Ask two students to read the conversation.
Then ask some students the following questions:
Are you in Class 1
Are you in Grade 8
What class are you in
Step III Listening (3)
Students will do some listening practice with class and grade in this step.
First, call students’ attention to the three columns in activity 3.
T: Now listen and match the persons with their class/grade and phone numbers.
Play the tape. Students listen and match.
Play the tape again. Then check the answers by asking the questions:
What class is Mary/Jim/Steve/Wang Yu in
What’s her/his phone number
Step IV Listening and speaking (4a)
In this step, students will do some listening and oral practice with the target language.
First play the tape. Call students’ attention to the second part of the conversation.
Walk to S1, point at S2 and ask:
T: Who’s that
Help S1 to answer:
S1: That’s S2
T: How old is he
S1: He is 12.
T: Good! Now practice the whole conversation with your partners. Use your own names.
About three minutes later, ask several pairs to present their conversations to the class.
Step V Homework (4b)
T: We’ve learned how to ask about a person’s name, age, country or city, phone number and class and grade, right Look at the chart in activity 4b. After class, please make a survey. Ask at least four friends these questions and fill in the chart. Next period, I’ll ask some of you to report your survey results.
Section B
Target language
a. Words and expressions
an, orange, spell, a, car, pencil-box, apple, double, eraser, pen, pencil, ruler, desk, book, blackboard
b. Key sentences
What’s this/that in English
It’s a/an …
How do you spell it
Is this/that a/an …
Yes, it is. / No, it isn’t.
Ability goals
Ask and answer about the English name of an object and how to spell it.
Teaching aids
Tape recorder and a piece of cloth.
Teaching procedures and ways
Step I Revision
Check the homework. Ask some students to report their survey results.
For example,
Li Ping is my friend. She is 13 years old. She is from Hebei. Her phone number is xxxxxx. She is in Class 4, Grade 8.
Step II New function introduction (1a, 1b)
Write the following two structures on the Bb:
What this/that in English
How do you spell it
T: Now I’ll tell you two very important expressions. We use them when we don’t know how to say something in English and how to spell it. Look at the Bb. Read after me please.
Then take out some objects such as a book, a watch or anything else.
Hold the book in hand and say:
What’s this in English
Point at the watch on the desk and say:
What’s that in English
Then let two students read the conversations in activity 1a.
T: Pay attention that: A is used before a word beginning with a consonant sound; while an is used before a word beginning with a vowel sound. For example,
an (apple, egg, eye, adult, old man)
a (car, bus, book, pen, boy, student …)
Then deal with activity 1b.
T: Now look at activity plete the conversations alone.
After students have finished, check the answers.
T: What does “double” in the conversation mean
S: Two.
T: Yes! “Double P” means PP here. For example, S-P-E-double L, spell. OK, now practice the conversations with your partner.
Help students with the pronunciations of the new words.
Step III Listening and speaking (2a, 2b)
This procedure provides more listening and oral practice with the target language.
First play the tape of activity 2a. Students listen and repeat.
Then let students practice it in pairs.
Then play the activity in 2b. Collect as many objects as possible on teacher’s desk.
T: Now, let’s play a game. Any volunteer
Instructions:
1. Ask a student to the front.
2. Cover his/her eye with a piece of cloth.
3. Let his/her pick out an object from the desk and guess what it is by asking question “Is this a/an … ”
4. Other students answer his/her question with yes or no answer.
5. Repeat the above with more students.
Step IV Homework
T: After class, please review the new words you have learned in this period, and find out which are used with “an” and which are used with “a”.
Section C
Target language
a. Words and expressions
year, now, high, school, high school, same, but, friend, these, egg, those, bus
b. Key sentences
They are not in the same class, but they are good friends.
Are these/those …
Yes, they are. / No, they aren’t.
What are these/those in English
Ability goals
Read a passage and pick out the key information.
Learn the plural forms of some nouns.
Teaching aids
Tape recorder and projector.
Teaching procedures and ways
Step I Reading (1)
First help review the structures they have learned in last period. The teacher can bring some small things (as prize) to the class. Then let students have a competition by answering the questions:
What this in English
How do you spell
The ones who first give the correct answers will get the things as a prize.
For example, hold a pencil in hand and ask,
T: What’s this in English And how do you spell it
S: It’s pencil. P-E-N-C-I-L, pencil.
T: Correct! Now the pencil is yours.
Then let students read the passage on page 21.
T: Next, we’ll get to know two friends. Look at activity 1 on page 21. Read the passage and then complete the chart below.
After students have finished, check the answers.
Step II Single and plural (3)
Help students learn the single and plural forms of some nouns.
T: In English, there are countable nouns and uncountable nouns. A countable noun has both the single form and the plural form. For example, a pen, two pens. Pen is the single form and pens is the plural form. Usually we add an “s” to the single form to get its plural form. For some words, we add an “es”. Now turn to page 22, look at activity 3.
Let students read the words under each picture. Then let them have a summary:
We add an “s” to words: pencil, apple, cake, book
We add an “es” to words: box, bus
Then show the following rules on the screen.
The plural form of most nouns is created simply by adding the letter s.
more than one student = students
more than one car = cars
Words that end in -ch, x, s or s-like sounds, however, will require an -es for the plural:
more than one box = boxes
more than one gas = gases
more than one bus = buses
more than one kiss = kisses
There are several nouns that have irregular plural forms.
more than one child = children
more than one woman = women
more than one man = men
more than one person = people
more than one goose = geese
more than one mouse = mice
more than one deer = deer
Step III Function practice (2, 4)
This procedure provides practice with these and those.
Put a pencil and a book on the desk.
T: We learned about the use of this and that. Look, this is a pencil, and that is a book.
Take out more pencils and books.
T: Look, these are pencils, and those are books.
Write these and those on the Bb.
Then introduce the structures:
These/those are …
Are these/those …
Yes, they are. No, they aren’t.
What are these/those in English
Then let students read and practice the conversations in activity 2.
T: Now, look at the conversations in activity 4. Complete them according to the pictures.
After students have finished, check the answers.
Then let them practice them with their partners.
Step V Summary and homework
T: Today, we learned the use of these and those. You should always remember that the demonstrative pronouns this and that go with is, while these and those go with are. Homework:
Write down the plural forms of the following words:
class, teacher, name, number, grade, English, pencil-box, eraser, desk, year, school, friend
Section D
Target language
a. Grammar focus
Demonstrative pronouns: this/that/these/those
b. Useful expressions
What class/grade are you in
I’m in Class …, Grade …
How old are you
I’m … (years old).
How do you spell it
Ability goals
Enable students to complete a passage according to the form given.
Review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder.
Teaching procedures and ways
Step I Revision
Check the homework. Let two students write the plural forms of the words on the Bb. Correct the mistakes, and help them review the rules they have learned in the last period.
Answer:
class→classes, teacher→teachers, name→names, number→numbers, grade→grades,
English→Englishes, pencil-box→pencil-boxes, eraser→erasers, desk→desks, year→years,
school→schools, friend→friends
Step II Listening and writing (1, 2)
This procedure provides listening and writing practice with the target language of this topic.
T: Look at the form in activity 1. You will hear about a person’s information. Listen and fill in it with name, age and phone number.
Play the tape twice. Then check the answers.
Then let students work in pairs, asking and answering about them. For example,
S1: What his/her name
S2: …
S1: How old is he/she
S2: …
S1: What’s his/her phone number
S2: …
Then deal with activity 2.
T: Now read the form about Bai Lili in activity 2 and then complete the passage on the right.
After students have finished, check the answer.
For this activity, teacher can also show the form on the screen and let students retell the passage orally according to it.
Step III Grammar and expressions review (3a, 3b)
We use “this” for one object (singular) which is here (near to us).
We use “that” for one object (singular) which is there.
We use “these” for more than one object (plural) which are here (near to us).
We use “those” for more than one object (plural) which are there.
singular this that
plural these those
close to the speaker more distant to the speaker (in space or time)
Step IV Project (4)
In this step, students will play a game by using some expressions they have learned in this topic.
First write the three questions on the Bb.
Then let each student interview nice classmates using these questions and fill in the form.
Then say some students’ names (For example, Who has Wang Jun ). Students listen and cross out the names they hear.
The student who finishes any three names in a line should say “BINGO finished!” at once.
If time allow, the teacher can tell students something about Bingo game such as its history and how to play Bingo.
Note:
More information about Bingo game could be found in the following website:
http://www./bingo.html
教学资源库
I. 重难点解析
1. Welcome to…意为“欢迎到……”，后接地点名词。例如，Welcome to Beijing! Welcome to our school! Welcome也可以单独用，表示一种亲切的招呼。
2. please意为“请”，可放在句首或句末。放在句末时要用逗号与前面隔开。例如，Come in, please!=Please come in!
3. 在介绍他人的时候，我们说“This/That is…”而不说“He/She is…”。如果介绍的是两个或两个以上时，用These/Those are …。其它介绍别人的方法还有：I’d like you to meet … 或 May I introduce … 这种句型比较正式、比较谦恭些。熟人之间一般不会这么用，因为显得生疏。一般是要把一位长辈或者大人物介绍给别人时要用这种正式的句型。当把家人介绍给别人时，一般遵循由长辈到同辈到晚辈的顺序，而不会以职位高低为顺序，当然在英国这个仍然保持贵族传统的国家，如果对方介绍家人时以社会地位的高低为顺序也不足为奇。社交礼仪中有一条黄金原则：介绍朋友时，应该集中精力去记住人家的名字。在以后的交往中，一见面就能叫出对方的名字，别人会认为你很热情，很友好。
4. Stand up, please! 和Sit down, please! 是祈使句。祈使句可表命令、请求、叮嘱、号召等意义。在此表委婉的命令语气。Let’s begin! 也是祈使句，let’s 表示“建议”。
5. too表示“也……”，通常用在句尾，前面用逗号隔开。
例如：- I’m from Canada.
- I’m from Canada, too.
6. am, is和are 的用法
这三个词都是“是”的含义，但用法比中文中的“是”要复杂，英语中的am，is 和are都是be 的变化形式，根据不同的主语选用不同的动词，主语I 用am，表示复数的主语和单数“you”则要用are，其它则用is。
I am a teacher.我是教师。
You are a worker.你是一个工人。
You are students.你们是学生。
She is Miss Gao. 她是高小姐。
7. Excuse me 的用法
这是用于向某人询问一件事或提出请求而打扰某人时的用语。意思是“对不起”，“请问”。例如：
Excuse me! Are you Teacher Wang 对不起，请问你是王老师吗？
【Sorry和Excuse me的区别】：
Sorry 和Excuse me都是“对不起”的含义，sorry 用于自己不能替对方做某事或回答某问题而表示歉意，也可说成“I'm sorry.”。Excuse me则是向某人提出询问，请求或打扰某人时的用语。例如：
Excuse me. What's the time, please
对不起。请问几点钟了？
Sorry, I don't know.
对不起，我不知道。
8.不定冠词a和an
这两个词都是冠词，表示“一（个，只，枝，本等）”，不强调数量而是强调类别，用在后面是以辅音音素开头的单数可数名词之前，而 an 则用在后面以元音音素开头的单数可数名词之前，例如：
a book a pencil an apple an egg
9. this, that, these 和those 的用法
this, that, these 和those 都是指示代词，this的复数形式是these，that的复数形式是those，其中this 和these指身边或距离较近的人或事物，that 和those指说话人较远的人或事物。
10.复数名词中的-s 或-es 的发音
字母s在清辅音[p],[k]等后面发清辅音[s]，如books。字母s在浊辅音[l ],[n ],[g ]等后面发清辅音[z]，如apples, bags。
在某些单词中如：cats, birds等中，字母t 和s 一起发[ts]，字母d 和s 一起发[dz].
以s, ss, x, ch 等结尾的名词在后面加-es 构成复数，-es 读作[iz]。
例如：buses, classes, boxes
11. Numbers in English
数字在日常生活中应用十分广泛，例如：电话号码、门牌号码、身份证号、信用卡号、各种密码等，可以说如今的世界真是一个数码世界。我们把one，two，three等表示数目多少的词称为基数词。它可以表示事物编号、年代、时间，还可以表示加减乘除运算，有的基数词还可以构成固定词组。
a. 数字表示编号
Lesson Four 第四课
Room 208 第208号房间
No. 2 Middle School 第二中学
Tel 55587720 电话：55587720
b. 英文电话号码的读法
把号码中的阿拉伯数字，用英语依次读出即可：如86753281，读成eight, six, seven, five, three, two, eight, one。
如果号码中有0，就读成字母O。如86084035读成：eight, six, O, eight, four, O, three, five
如果有两个相同的数字在一起读作double__。如87508821读成eight, seven, five, O, double eight, two, one。
II. 背景知识
American’s greeting and introduction
Americans often greet each other simply with Hello! or Hi! They think such an informal greeting usually implies a close and friendly relationship. To Americans, a friendly and informal relationship is important.
Americans’ introductions are usually very simple. In the United States, most people don’t like using Mr, Mrs or Miss in introductions. They think these words too formal. They prefer first names to formal titles in most cases. For example, a man may say, “Glad to meet you. I’m Paul Miller. But call me Paul, please.” A woman may say, “Don’t call me Mrs Smith, please. Just call me Sally.” So when American friends call you by your first name, don’t feel they are impolite. They only want to show friendliness.
To ask or not to ask
In North America when people meet each other for the first time, they talk about things like their families, work, school or sports. They ask questions as follows:
★ Do you have any brothers or sisters
★ Where do you work
★ Which school do you go to
★ Do you like sports
These are polite questions. They are not personal or private. But some things are personal or private, and questions about them are not polite. For example:
★ Questions about a person’s salary.
★ Questions about how much someone pays for something.
★ Questions about politics or religion.
★ Questions like “Why are you single ” or “Why don’t you have any children ”
同课章节目录
- Unit 1 Making new friends
- Topic 1 Welcome to China!
- Topic 2 Where are you from?
- Topic 3 How old are you?
- Unit 2 Looking different
- Topic 1 I have a small nose
- Topic 2 What does she look like?
- Topic 3 Whose jacket is this?
- Unit 3 Getting togethe
- Topic 1 Does he speak Chinese?
- Topic 2 What do your parents do?
- Topic 3 What would you like to drink?
- Unit 4 Having fun
- Topic 1 What can I do for you?
- Topic 2 Would you like to cook with us?
- Topic 3 What time is it now?