Unit 1 Making New Friends.Topic 3 What class are you in?

Topic 3 What class are you in
Section A
The main activities are 1, 2a and 4a. 本课重点活动是1, 2a和4a。
Ⅰ.Teaching aims and demands 教学目标
1. (1)Learn some numeral words:
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
(2)Learn other new words and phrases:
year, old, year(s) old, How old … , class, in, grade, age, that
2. Master the following special questions:
(1)—How old are you
—I’m twelve.
(2)—What class are you in
—I’m in Class Four, Grade Seven.
(3)—What grade are you in
—I’m in Grade Seven.
3. Talk about someone’s age, class and grade.
Ⅱ. Teaching aids 教具
数字卡片/教学挂图/录音机/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做游戏，师生对话，复习上节课的数词及重点句型，并导入新课。
1. (做游戏，复习数词0-10。)
(游戏规则：把学生分成十一人一组，每组第一名学生从zero开始报数，其后面的学生按顺序快速报数。每逢三或三的倍数时，学生不说出该数，只是站起来后迅速坐下，然后下一个学生接着说下一个数。出现失误的学生退出活动，下一位同学从zero开始重新报数。失误最少的小组为优胜组，并给予奖励。)
T: Let’s play a game.
Example:
S1: zero
S2: one
S3: two
S4: (站起之后迅速坐下)
S5: four
S6: five
S7: (站起之后迅速坐下)
S8: …
…
2. (教师请一名学生到讲台前配合示范，复习上节课的重点内容，导入新课。)
T: What’s your name
S9: My name is S9.
T: Where are you from
S9: I’m from Yangzhou.
T: What’s your telephone number
S9: My telephone number is (0517)783-1234.
T: Now we want to know more personal information about our classmates, such as age, class, grade, how should we ask
S9: How old are you
S10: What class are you in
S11: What grade are you in
(教师帮助学生回答。)
(板书并要求学生掌握。)
old How old are you class What class are you in in What grade are you in grade
T: How old are you
S12: 13.(汉语)
T: You can answer like this: I’m 13/ thirteen years old.(教师教学数词十三。)
S12: I’m thirteen.
T: What class are you in
S13: 11班/I’m in Class Eleven.(教师帮助学生回答，教学数词十一。)
T: What grade are you in
S14: I’m in Grade 7.
(板书并要求学生掌握。)
year, year(s) old, thirteen, eleven
T: Good. First let’s learn how to count the numbers from 11 to 20.
(由年龄、班级所涉及的数词，导入1。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用卡片、教学挂图和做游戏等形式，呈现本课的教学内容。
1. (教师出示11-20的数字卡片，正面是英语单词，反面是阿拉伯数字。依次示范每个数词的读音。然后播放1录音，让学生跟着录音模仿数词11到20的读音，完成1。)
(板书，教学数词11-20，并要求掌握。)
eleven twelve thirteen fourteen fifteen sixteen seventeen eighteennineteen twenty
2. (让学生翻开书，朗读数词11-20，并找出这些数词的拼写规律。特殊记忆11、12、13、15、20这五个数词。通过相似联想，巩固数词13-19的记忆。)
T: Now turn to Page 17. Read 1 by yourselves and find out the rules of spelling.
3. (做数字加减游戏，练习数词0-20。)
T: Now let’s play a number game.
Example:
T: Take a number.
S1: Two.
T: And ten.
S2: Twelve.
T: Plus eight. (可用手势帮助学生理解。)
S3: Twenty.
T: Minus fifteen. (可用手势帮助学生理解。)
S4: Five.
(游戏分两组，进行小组竞赛，算得又快又准确的组为获胜组。)
4. (将数词与句型结合起来，创设情景，链式操练本课新句型，巩固新知识。)
(1)T: Li Lei is 13 years old. How old are you
S5: I am 14 years old. How old are you
S6: I am 14 years old, too. How old are you
S7: I’m 13 years old. …
…
(2)T: Li Lei is in Class 5. What class are you in
S8: I am in Class 6, Grade 7. What class are you in
S9: I am in Class 7, Grade 7. What class are you in
S10: …
(允许学生用学过的数词来替换对话中的数词。)
5. (1)(教师出示2a挂图，展示Li Ming和Sally两人正在对话的情景，听2a录音，回答问题。)
T: Look at the picture. Do you want to know what class Li Ming and Sally are in Let’s listen to the tape and answer the questions.
(用投影仪或小黑板出示两个问题。)
(2)(核对答案。再次播放录音，让学生听并跟读。同时教师讲解class与grade后加数词，首字母改为大写的用法。)
T: Listen to the tape and repeat.
(3)(教师找两名学生示范对话。)
T: Excuse me, what’s your name
S11: My name is ...
T: How old are you
S11: I’m twelve.
T: What class are you in
S11: I’m in Class Four, Grade Seven.
T: Are you in Class Four, too (教师转身问另一名学生。)
S12: No, I’m not. I’m in Class Five.
(4) (学生两人一组操练。完成2a。)
T: Practice the dialog in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
通过读对话、听录音和连线等形式，巩固本课的重点知识。
1. (让学生自读2a，完成2b。)
T: Now read 2a by yourselves, then work in pairs and help Li Ming complete Sally’s name card. Finish 2b.
2. (播放3录音，完成3的听力训练。)
T: Listen to 3 and match.
(再放录音，核对答案。)
3. (根据3的连线，两人一组操练How old … What class … in What grade … in 这三个句型，同时巩固练习数词11-20。)
T: Please practice the sentence patterns: How old … What class/grade … in according to 3 in pairs.
Step 4 Practice 第四步 练习(时间:10分钟)
运用教学挂图和图片，通过师生、生生互动交流等形式，使学生熟练运用本课的重点句型。
1. (1)(教师用教学挂图出示4a第二小段对话情景，请一名学生和教师示范对话。)
T: Hello! Who’s that (教师解释此句含义。)
S1: That’s Nancy.(教师帮助回答。)
T: How old is she
S1: She is fourteen.
T: What class is she in
S1: She is in Class Eleven, Grade Eight.
(用投影仪或小黑板出示对话内容，教学重点句型，并要求学生掌握that。)
—Who’s that —That’s Nancy.—How old is she —She is fourteen.—What class is she in —She’s in Class Eleven, Grade Eight.she’s=she is that’s=that is who’s=who is
(2)(学生之间互动操练，增强学生的口语表达能力。)
T: Practice the dialog in pairs.
(3)(播放4a录音，让学生听并跟读，模仿语音语调。然后让学生两人一组操练。完成4a。)
T: Now listen to the tape and repeat. I’ll ask some students to act out the dialogs.
2. (出示写有姓名、年龄、班级、年级的人物图片。教师带领学生操练第三人称单数的重点句型。)
T: Look at this picture. Excuse me, who is that
Ss: That’s Sally.
T: How old is she
Ss: She’s twelve.
T: What class is she in
Ss: She’s in Class Four, Grade Seven. Are you in Class Four, too
T: No, I’m not. I’m in Class Five.
3. (让学生根据自己的真实情况表演对话，互动操练。)
(1) S2: Hi, S3! What grade are you in
S3: I’m in Grade Seven. Are you in Grade Seven, too
S2: No, I’m not. I’m in Grade Eight.
(2) S4: Hello, S5! What class are you in
S5: I’m in Class 4, Grade 7. Are you in Class 4, too
S4: No, I’m not. I’m in Class 7.
(3) S6: Who’s that
S7: That’s Li Ming.
S6: How old is he
S7: He’s thirteen.
S6: What class is he in
S7: He’s in Class Nine, Grade Eight.
(请几组学生到台前表演，并给予掌声鼓励。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过做游戏，调查填表格和写作文等形式，培养学生听、说和写的技能。
1. (做宾戈游戏，完成5。)
T: Now let’s play a bingo game.
(1)(从1-20中选9个数字填入制作好的九个方格内，用投影仪展示。)
T: Choose nine numbers from 1 to 20 and put them into a table like this:
(2)(听教师读数字，每次九个一组，当学生听到教师读到的数字在自己表格中出现的时候，
就在数字上打“×”，表格上没有的不打“×”。)
T: Listen to me and cross out (×) the numbers you hear.
(3)(告诉学生，当他们打叉的数字横、竖或斜成一条直线时，就大声说“Bingo”，意思
是他/她赢了。)
T: Say“Bingo!” when you finish any three numbers in a line, like those in the picture.
2. (用投影仪出示下列表格，让学生互相调查，然后完成这个表格。)
T: Boys and girls, let’s make a survey. Ask your friends these questions, then fill in the form.
What’s your English name
How old are you
Where are you from
What’s your telephone number
What class/grade are you in
Example:
T: Have you finished, boys and girls S1, what’s your friend’s English name
S1: His/Her English name is …
T: How old is he/she
S1: He/She is …
T: Where is he/she from
S1: He/She is from …
T: What is his/her telephone number
S1: His/Her telephone number is …
T: What class is he/she in
S1: He/She is in Class …, Grade …
(让学生两人一组进行问答，多调查几位同学，加深理解，熟练表达。)
3. Homework:
写一篇自我介绍的作文。(包括：姓名、英文名字、年龄、班级、年级、电话号码等
信息。)
板书设计：
What class are you in Section A1.Numeral words: 4.—Who’s that eleven, twelve, thirteen, fourteen, fifteen —That’s Nancy.sixteen, seventeen, eighteen, nineteen, twenty —How old is she 2.—How old are you —She is fourteen.—I’m twelve. —What class is she in —What class are you in —She’s in Class Eleven, Grade Eight.—I’m in Class Four, Grade Seven. she’s=she is that’s=that is who’s=who is3.—What grade are you in —I’m in Grade Seven.
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn some new words about school things:
eraser, pencil, desk, pen, ruler, book, blackboard
(2) Learn other new words and a phrase:
English, in English, an, a, map, spell, can, please, apple, double, toy, car, orange, egg
2. Learn some useful sentences:
(1) —What’s this/that in English
—It’s an eraser./It’s a map./It’s a toy.
(2) —How do you spell it
—E-R-A-S-E-R, eraser.
(3) —Can you spell it, please
—Yes. M-A-P, map.
(4) —Thank you./Thanks.
—That’s OK./You’re welcome.
(5) —Is this/that a ruler
—Yes, it is./No, it isn’t.
3. Identify things.
Ⅱ. Teaching aids 教具
投影仪/小黑板/图片/挂图/录音机/字母卡片/实物(鸡蛋、橘子、汽车模型等)
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做游戏，师生互动等形式，复习数词及交际用语，导入新课。
1. (填词游戏。目的是复习英文数词0-20。)
(教师利用小黑板/投影仪展示一幅填词游戏的图片，说明只能填0-20的数词。)
T: Now let’s play a filling game. You can only fill in the blanks with the numbers from zero to twenty.
2. (利用挂图，师生互动。复习上节课的对话，导入新课。)
T: Excuse me, what’s your name
S1: My name is Li Jie.
T: How old are you
S1: I’m twelve.
T: What class are you in
S1: I’m in Class Four, Grade Seven.
T: Are you in Class Four, too (面向另一名学生。)
S2: Yes, I am./No, I’m not. I’m in Class Seven.
T: What grade are you in
S2: I’m in Grade Seven.
T: Are you in Grade Seven, too (面向另一名学生。)
S3: Yes, I am.
T: Who’s that (出示Section A, 4a中的挂图。)
S3: That’s Nancy.
T: How old is she
S3: She’s fourteen.
T: What class is she in
S3: She’s in Class Eleven, Grade Eight.
T: Well done! Thank you. Sit down, please.
T: Just now we asked and answered personal information. Now I’ll show you some pictures of things.
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用卡片或图片，通过师生问答的形式，初步呈现新单词和新句型，并进行简单的操练。
1. (1) (教师拿出写有eraser的卡片，再拿出橡皮擦的图片或实物提问。用此种方法教授生词和句型。)
T: Look at this picture. Let’s ask and answer. What’s this in English (解释in English汉语
意思。)
Ss: It’s an eraser. (启发引导学生回答。)
T: How clever! It’s an eraser.
(2) (教师出示一张地图继续提问。)
T: What’s this in English
S1: It’s a map.
(板书，教学新单词和词组，并要求掌握。)
—What’s this in English —It’s an eraser/a map.
T: How do you spell it (解释spell汉语意思。)
S1: M-A-P, map.(启发引导学生回答。)
(板书，教学新单词，新句型，并要求学生掌握spell。)
—How do you spell it —M-A-P, map.
T: Thank you.
S1: That’s OK.(教师帮助回答。)
T: You can also say: You’re welcome.
(板书，教学感谢和应答的句型。)
—Thank you.—That’s OK./You’re welcome.
(3) (以同样的方式教学单词pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，让学生了解wow，并让学生两人一组互动操练句型。同时引导学生区别a/an，教师归纳a/an的用法。)
T: We have learnt so many new words. Do you know how to use “a” and “an” Let’s sum up together.
(引导学生仔细观察、发现规律，教师最后总结并板书。)
a map/pen/pencil/car/desk…(用于辅音音标前。)an apple/orange/eraser/egg/English book…(用于元音音标前。)
(4) (教师把实物卡片放在远处，师生对话练习that。)
T: Now what’s that in English
(教师指着远处的黑板问所有的学生。)
Ss: It’s a blackboard.
T: How do you spell it, please
Ss: B-L-A-C-K-B-O-A-R-D, blackboard.
T: Thanks.
Ss: You’re welcome./That’s OK.
(请一名学生到讲台前配合教师作示范。)
T: Excuse me, what’s that in English (教师指着远处的苹果图片。)
S2: It’s an apple.
T: Can you spell it, please
S2: Yes. A-P-P-L-E, apple.
T: You can also spell it like this: A-double P-L-E, apple. Thanks.
S2: You’re welcome.
(板书，教学新单词和新句型，并要求掌握。)
Can you spell it, please Yes. A-double P-L-E, apple.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
利用实物、图片和投影仪等教具，进行师生和生生问答，使学生在运用中掌握新单词和新句型。
1. (1)(播放1a录音，让学生跟读，然后两人一组模仿1a进行对话。)
T: Please listen to 1a and repeat. Then practice in pairs.
(2)(同桌之间用不同的实物，如pencil, desk, ruler, pen, book等练习1a，并到讲台前表演。)
T: Please practice the dialog in pairs using different things and act it out.
S1: Excuse me, what’s this in English
S2: It’s a pencil.
S1: How do you spell it
S2: P-E-N-C-I-L, pencil.
S1: Thank you.
S2: You’re welcome.
(对于表演好的学生，给予表扬。)
2. (让学生完成1b练习，并核对答案。)
T: Please complete the conversations in 1b and then check the answers.
3. (1)(用投影仪或小黑板呈现一个苹果的图片，下面是打乱了顺序的几句话，让学生给这些句子重新排序。)
T: Boys and girls, put these sentences in the right order. S3, S4, you two, please.
(两名学生把答案写在黑板上，并进行对话练习，然后师生一起核对。)
A: That’s OK.B: It’s an apple.C: A-P-P-L-E, apple.D: Thank you.E: How do you spell it F: What’s this in English
(2)(拿出一幅电话的图片挂在较远处，让学生两人一组用that进行对话。然后，请一组学生到台前表演。)
T: S5, S6, use“that”to make a conversation, please.
S5: Excuse me, S6. What’s that in English
S6: It’s a telephone.
S5: How do you spell it /Can you spell it
S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone.
S5: Thank you.
S6: You’re welcome./That’s OK.
Step 4 Practice 第四步 练习(时间:13分钟)
利用图片和实物进行对话、做游戏，使学生熟练掌握this/that和a/an的用法。完成2a。
1. (1) (教师出示电话图片，教授Is this/that a/an … 句型。)
T: Is this a telephone
Ss: Yes, it is./No, it isn’t.(启发学生回答。)
(向学生说明this和that的一般疑问句的肯/否定回答，用it代替this/that。另外指出：this→近指，that→远指。)
(2) (师生用不同的物品反复操练Is this a/an … /Is that a/an … 句型。)
T: Is this an orange (教师指着近处的实物或图片问。)
Ss: Yes, it is.
T: Is that a desk (教师指着远处的黑板问。)
Ss: No, it isn’t. It’s a blackboard.
…
(板书，学习Is this/that a/an … 句型。)
— Is this/that a desk — Yes, it is./No, it isn’t.
2. (播放2a录音，让学生跟读，然后两人一组，用不同的学习用品，自编对话，复习巩固this/that和a/an的用法。完成2a。)
T: Listen to the tape and repeat, then make conversations using your school things.
S1: Is this a ruler (拿一把尺子问S2。)
S2: Yes, it is.
S1: Is that a ruler (拿一块橡皮放在较远处后指着问。)
S2: No, it isn’t. It’s an eraser.
3. (做你问我答游戏。一名学生上讲台，手拿一件学习用品放在背后，让其余学生猜。猜对时，要展示给学生看。换另一件学习用品继续游戏。)
T: S3, come to the blackboard, please. The other students ask and you answer.
(S3手里拿的东西不能更换，直到猜对。)
Ss: Is this a ruler (走近时用this。)
S3: Yes, it is.(展示给学生们看。)
Ss: Is that an eraser (走远时用that。)
S3: No, it isn’t.
Ss: Is this a book
S3: No, it isn’t.
Ss: Is this a pen
S3: Yes, it is.
4. (拿出准备好的小黑板，让学生先浏览题目，再试着填空，并核对答案。同桌之间互动操练。)
T: Look at the small blackboard, and complete the conversation. Then practice with your partner.
(小黑板的板书设计如下：)
A: Excuse me, what’s this/that English B: pencil.A: do you B: , .A: Thank you.B: That’s ./You .
5. (练习a/an。利用前面总结好的板书，擦掉a/an让学生再填一遍，加深对a/an的记忆。)
T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then you complete by yourselves.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
依照2b中范例做游戏，再以师生问答、总结和编对话等形式进行探究，培养学生综合运用本课目标语言的能力。完成2b。
1. (拿鸡蛋、橘子、汽车模型等实物或图片，进行师生问答练习，熟悉物品名词。)
T: What’s this in English
Ss: It’s a pen/ruler/book/toy car/blackboard/desk.或It’s an egg/orange/apple.
(待学生熟悉了物品后，叫两位同学上讲台，一位同学展示物品，另一位同学蒙上眼睛猜展示的物品。猜对的给予鼓励。通过更换物品，让学生轮流做这个游戏。完成2b。)
S1: What’s this in English
S2: Is it a book
S1: No, it isn’t.
S2: Is it a pencil
S1: No, it isn’t.
S2: Is it a pen
S1: Yes, it is. You’re right.
…
2. Homework:
(1)总结：在学过的物品名词中，哪些前面用a，哪些前面用an。
(2)依照1a，自编两则对话，写在作业本上。
板书设计：
What class are you in Section B1.—What’s this/that in English —Thank you./Thanks. —It’s an eraser/a map. —That’s OK./You’re welcome. —How do you spell it 2. a toy/pencil/car/pen/book —E-R-A-S-E-R, eraser. an egg/orange/apple —Can you spell it, please 3. —Is this/that a desk —Yes. M-A-P, map. —Yes, it is./No, it isn’t.
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words:
these, those, schoolbag, cake, bus, box
2.Learn the plural forms of the countable nouns and the plural forms of the demonstrative pronouns:
(1) three pencils four rulers five oranges
(2) this→these
that→those
3.Identify things:
(1) —What are these/those
—They’re books.
(2) —Are these/those oranges
—Yes, they are./No, they aren’t.
Ⅱ. Teaching aids 教具
小黑板/实物/名词卡片/图片/教学挂图/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做练习，学生之间进行对话，复习上节课的重点内容，并导入新课。
1. (出示小黑板。要求学生完成板书练习，复习a/an的用法，并核对答案。)
T: Now, look at the small blackboard, and fill in the blanks with“a”or“an”. Then let’s check answers together.
desk apple book orange egg
2. (方案一) (检查家庭作业。出示实物，学生互动问答复习上节课的重点内容。)
T: Look at this apple. S1, S2, you two, please make up a dialog.(拿出一个苹果。)
S1: What’s this in English
S2: It’s an apple.
S1: How do you spell it
S2: A-double P-L-E, apple.
S1: Thank you.
S2: That’s OK.
T: Great, look at that pencil.
(教师指着远处的铅笔，让S3，S4进行互动问答，复习巩固that的用法。)
T: S3, S4, you two, please make up a dialog.
S3: What’s that in English
S4: It’s a pencil.
S3: Can you spell it, please
S4: Yes, P-E-N-C-I-L, pencil.
S3: Thanks.
S4: You’re welcome.
T: Very good.
(方案二)(做猜一猜游戏：把学生分为十人一组，每组准备十张名词卡片然后将本组的卡片收集上来，背面朝上，打乱顺序整理好备用。组员轮流上台抽取一张单词卡片，背面朝向自己，开始和其他组员一起互动猜词并拼写单词。最快把所有卡片猜对的小组为获胜者。)
T: Let’s play a guessing game. S5, come here, please.
For example:
Ss: What’s this/that in English
S5: Is it a book
Ss: No, it isn’t.
S5: Is it a map
Ss: Yes, it is. How do you spell it
S5: M-A-P, map.
Ss: Thank you.
S5: That’s OK./You’re welcome.
T: You did a good job. Now we’ll begin our new lesson.
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用教学挂图，通过师生、生生的互动问答等形式，初步学习本课的新单词、新句型及新语法。
1. (展示2教学挂图，进行师生问答。)
T: Look at this picture. What’s this (教师指着近距离图上的一本书。)
Ss: It’s a book.
T: What’s that (教师指着远距离图上的一个橘子问。)
Ss: It’s an orange.
(教师出示2中复数物品的图片，让学生学会表达可数名词的复数形式。)
T: (出示三支铅笔的图片，让学生试着读出名词复数的发音。) What are these
Ss: They’re three pencils.
T: Picture 4. What are those
Ss: They’re five oranges.
T: Picture 12. What are those
Ss: They’re seven boxes.(教师板书并提醒学生注意词尾变化。)
(教师请学生单独作答。)
T: Picture 2. What are these
S1: They’re two books.
T: Picture 10. What are these
S2: They’re four rulers.
T: Picture 8. What are these
S3: They’re six buses.(教师板书并提醒学生注意词尾变化。)
(教师板书，教学新单词，新句型，并要求学生掌握。同时提醒学生注意名词单数变复数时的词尾变化及读音。)
(让学生归纳可数名词变复数的规则，教师补充，并作总结。)
1.可数名词变复数规则：(1)一般在可数名词的末尾加-s。如：pen—pens, book—books(2)以s, x, ch, sh结尾的名词末尾加-es。如：bus—buses, box—boxes2.指示代词及人称代词的单复数转换：this—thesethat—thoseit—they3.单复数句型的对比：What’s this/that It’s a/an …What are these/those They’re …
2. (播放2录音，让学生跟读，并让学生两人一组表演2的对话。完成2。)
T: Let’s listen to the tape and repeat. Then perform dialogs in pairs.
3. (利用实物，由What are these/those … 导入Are these/those … 句型教学。学习1a。)
T: Look at the things and answer my questions, please. Pay attention to the plural forms of “this” and “that”.
T: What’s this (教师指着一本书。)
Ss: It’s a book.
T: What are these (教师指着近处的一些书。)
Ss: They’re books.
T: Are these English books
Ss: Yes, they are. (教师引导学生回答。)
T: Are those books, too (教师指着远处的一些苹果。)
Ss: No, they aren’t. (教师引导学生回答。)
T: What are those
Ss: They’re apples.
(出示实物，找一名学生到讲台前和教师示范。)
T: Is this a book (教师指着一本书。)
S4: Yes, it is.
T: Are these books (教师指着一些书。)
S4: Yes, they are.
T: Is that an apple (教师指着远处一个苹果。)
S4: Yes, it is.
T: Are those oranges (教师指着远处一些苹果。)
S4: No, they aren’t.(教师引导学生回答。)
T: What are those
S4: They are apples.
(学生互动操练。教师板书，并要求学生掌握。)
Are these/those oranges Yes, they are./No, they aren’t.What are these/those They are books/apples.
4. (播放1a录音，让学生听并跟读。然后学生两人一组表演1a的对话。)
T: Listen to the tape and repeat. Then practice the dialogs in pairs.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
运用图片、实物和教学挂图等进行对话操练，使学生在运用中掌握本课的新句型及语法。
1. (教师出示一些图片，让学生应用本课所学的句型，分组进行操练。)
T: Please look at the pictures and practice the dialogs in groups according to 1a.
2. (用实物呈现并学习新单词schoolbag, cake，然后让学生完成1b。)
(老师走到S1面前，指着他/她的书包。)
T: S1, what’s this
S1: 书包。
T: What’s this in English
S1: It’s a schoolbag.(帮助学生回答。)
(板书，教学新单词，并要求学生掌握。)
schoolbag—schoolbags
T: The bag we use in the school is called schoolbag. Now, boys and girls, are you hungry (拿出蛋糕) Look here, please. What is this
Ss: 蛋糕。
T: What’s this in English
Ss: It’s a cake.(帮助学生回答。)
(板书，教学新单词并要求学生掌握。)
cake—cakes
3. (学生完成1b，并核对答案。)
T: Please complete the conversations in 1b. Then check the answers.
4. (根据1b图片两人一组操练对话，并让学生到讲台前表演，给予掌声鼓励。)
T: Please practice the dialogs in pairs according to the pictures in 1b. Then I’ll ask some students to act them out in the front.
Step 4 Practice 第四步 练习(时间:12分钟)
通过做游戏、操练对话和听录音填词等形式，培养学生听、说和写的能力。
1. (做一个“找单词，造句子”的游戏，练习Is this/that … Are these/those … 句型。)
T: Let’s play a game to make sentences.
(1)教师事先制作一些卡片，每张卡片上写一个单词。
(2)在教室前面的墙上拉一根长绳子，绳子上挂上一些小铁钩。教师抽出一组卡片，每
张卡片用铁夹子夹住并连同夹子一起挂在铁钩上，见下图。
(3)让学生在有限的时间内，通过不断调换卡片的位置，尽可能多地造出不同的句子。若造出一般疑问句时，其他学生要做肯定/否定回答。
2. (出示图片，操练What’s this/that in English What are these/those in English 。)
(请一名学生和教师对话作示范。)
T: Look at these pictures. Let’s ask and answer. What’s this/that in English (指着书包/蛋糕/书/橘子的图片。)
S1: It’s a schoolbag/cake/book/an orange.
T: What are these/those in English
S1: They’re schoolbags/cakes/books/oranges.
T: Thank you.
S1: You’re welcome.
(让学生两人一组练习并邀请志愿者到台前表演。)
3. (听3录音，完成3。)
T: Please listen to the tape of 3. First draw lines between the numbers you hear. Then listen again and fill in the blanks.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过贴尾巴游戏和猜物游戏以及编对话等形式，训练学生综合运用本课目标语言的能力。
1. (贴尾巴游戏。)
(1)游戏准备：教师准备一些动物的卡片，将身体与尾巴分离，然后准备一些学过的可数名词，做成单词卡片粘在动物的身上。在尾巴上则粘一些常用的复数形式的标记。如-s或-es。
(2)游戏规则：将全班学生和卡片分组，让每组第一名学生同时上来参加比赛。第一名学生上来找到第一个单词的“尾巴”后，第二名学生才能上来找第二个单词的尾巴，直至轮到小组的最后一名学生完成任务为止。正确率最高并且速度最快的小组为获胜组。
T: Let’s play a game. Help the animals find the tails.
2. (猜物游戏。)
(游戏说明：教师准备一个篮子，里面装一些学习用品或鸡蛋、小汽车模型之类的物品，上面用一块布盖上，让学生用本课中学过的句型猜里面是什么。把全班学生分成四组，每组选两名学生，一名学生在布下面拿起一些东西，另一名学生猜拿的是什么，看哪组学生句型运用得最流利最准确。)
(教师找一名学生先作示范，然后再分组进行游戏。)
Example:
T: Are these cars
S1: No, they aren’t.
T: What are these
S1: They are books.
T: Thanks.
S1: You’re welcome.
3. Homework:
用本课所学句型编两则对话。
板书设计：
What class are you in Section C1. 可数名词变复数规则： (1)一般在可数名词的末尾加-s。如：pen-pens, book-books (2)以s, x, ch, sh结尾的名词末尾加-es。如：bus-buses, box-boxes2. 指示代词及代词的单复数转换：this—thesethat—thoseit—they3. —Are these/those oranges —Yes, they are./ No, they aren’t.4. —What are these/those —They are books/apples.
Section D
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the vowels:
//, //, //, /?/, /j/, //
2. Learn some new words and phrases:
now, school, her, phone, his, same, but, friend, high, junior high school
3. Review some useful expressions:
(1) —How old are you
—I’m twelve, too.
(2) —What class are you in
—I’m in Class Four, Grade Seven.
(3) —How do you spell it
—E-R-A-S-E-R, eraser.
(4) —Can you spell it, please
—Yes. M-A-P, map.
(5) —Thank you./Thanks.
—That’s OK./You’re welcome.
4. Review some interrogative sentences and the answers:
(1) —Is this/that a cake
—Yes, it is./No, it isn’t.
—Are these/those oranges
—Yes, they are./No, they aren’t.
(2) —What’s this/that in English
—It’s an eraser/a map.
—What are these/those
—They’re books/apples.
Ⅱ. Teaching aids 教具
录音机/图片/卡片/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
运用图片，通过师生、生生问答的形式，复习本话题的重点内容；通过说唱，导入新课。
1. (师生对话，复习日常用语，组织课堂教学。)
T: Let’s begin our class.
Monitor: Stand up, please!
T: Good morning/afternoon, class!
Ss: Good morning/afternoon, Mr. …/Miss …!
T: Sit down, please!
Ss: Thank you.
T: Hello! What’s your name
S1: My name is S1.
T: How old are you
S1: I’m twelve.
T: What class are you in
S1: I’m in Class One, Grade Seven.
T: What’s your telephone number
S1: It’s (010)6800-3553.
T: Very good. Thank you.
(让S1把上面的几个问题的答案串联起来，组成一段自我介绍的短文，练习写作。)
T: Now S1, put your answers together, then make a short passage to introduce yourself.
S1: My name is S1. I’m from Beijing. I’m twelve years old. I’m in Class One, Grade Seven.
My telephone number is (010)6800-3553. Thank you.
(教师帮助。)
2. (出示图片，复习a/an及名词单复数。教师展示一本书、一个鸡蛋及多件物品的图片。选出两组学生，一问一答，问的同学要用误导式的问句，而答的同学要给出正确答语。看哪组进行得流利、准确，给予表扬。)
T: Now, I need(需要) four students to form two groups. The first group, S2, look at the book, then you ask S3 “A book” or “an book”. S3 gives us your right answer. (S2进行误导式发问，但S3需给出正确答案。)
S2: Look!“A book”or“an book” (指着书的图片发问。)
S3: A book.
S2: Good!“an egg”or“a egg” (指着鸡蛋的图片发问。)
S3: An egg.
S2: “Three bus” or “three buses” (指着公共汽车的图片发问。)
S3: Three buses.
T: Very good! Thank you! S4, S5, you two, please!
S4:“A pencils”or“three pencils” (指着铅笔的图片发问。)
S5: Three pencils.
S4:“Two box”or“two boxes” (指着盒子的图片发问。)
S5: Two boxes.
S4:“A orange”or“an orange” (指着橘子的图片发问。)
S5: An orange.
T: Well done, boys and girls.
3. (出示地图和小汽车的图片，让学生两人一组问答，复习What’s this/that in English 。出示一些公共汽车和橘子的图片，复习What are these/those 句型。)
T: Look at this picture, boys and girls. Please ask and answer in pairs. S6, S7, you two, please act out in the front.
S6: What’s this in English
S7: It’s a car.
S6: How do you spell it
S7: C-A-R, car.
S6: Thank you.
S7: That’s OK.
S6: Look! What’s that in English
S7: It’s a map.
S6: Can you spell it
S7: Yes, M-A-P, map.
S6: Thank you.
S7: You’re welcome.
(出示多幅图片，复习指示代词、可数名词的复数表达。)
T: Please look at these pictures, S8, S9, you two, please.
S8: What are these
S9: They’re buses.
S8: What are those
S9: They’re pencils.
S8: Are those apples
S9: No, they aren’t. They’re oranges.
T: Thank you very much. You are all great.
4. (教师带领学生说唱，导入新课。)
T: Let’s chant together.
A, A, A. Go and play.
E, E, E. Come with me.
I, I, I. Don’t be shy.
O, O, O. Let us go.
U, U, U. You look cute.
Step 2 Presentation 第二步 呈现(时间:13分钟)
学习1和2。运用卡片，学习音标；通过师生问答，读短文回答问题，制作个人信息卡等形式，初步学习本课的新句型。
1. (1) (根据刚才的chant，教师带领学生们回想已学过的元音音标。从而引入新知识。)
T: What do you know about the sounds of the vowel letters according to the chant
S1: A a在开音节单词中读//；在闭音节单词中读//。
S2: E e在开音节单词中读//；在闭音节单词中读//。
(教师用投影仪或小黑板展示一些单词，让学生按开音节、闭音节归类，看谁挑得快。归类后举手示意。)
name cake zero grade that an map can she desk pen egg samethese ten we
(核对答案。)
(2) (教师出示一些单词卡片，读单词，让学生听并模仿。)
T: I’ll read some words. Please listen and imitate.
(教师板书，学生归纳这三个单词的共同读音。)
bike knife nine
T: Do they have the same vowel
Ss: Yes, //.
(以同样的方法，教师读另一组单词。)
six kid pig
(学生归纳这些单词都含字母i，在开音节单词中读//，在闭音节中读//，学生如有
困难教师可帮助归纳，并告诉学生注意这两个音标的发音口型。)
(教师让学生想还有哪些单词有这样的发音特点。)
T: Other words
S3: “It” sounds //.
S4: “Nice” sounds //.
(3) (教师以同样的方法教学O o的发音规律。)
(教师先读一组单词，让学生听并模仿。)
T: I’ll read other words. Please listen and imitate.
(教师板书，学生归纳这三个单词的共同读音。)
go nose phone
(以同样的方法，教师读另一组单词。)
box dog shop
(学生归纳这两组的读音特点，含有字母o，在开音节单词中读//，在闭音节中读 。教师解释这两个音标的发音口型，并让学生试着发音。)
(板书并领读。)
I i // bike knife nine
// six kid pig
O o // go nose phone
box dog shop
T: Other words
S5: Orange sounds .
S6: Old sounds //.
(4) (教师以同样的方法教学u的发音规律。)
…
(5) (学生两人之间练习发音，一人用口型，但不发音，另一人猜对方发的是哪个音。教
师先找学生到讲台前示范，然后学生之间互相操练。)
T: Practice the vowels in pairs.
(6)(播放1录音，学生听并跟读。完成1。)
T: Listen to the tape and repeat. Pay attention to the sounds of the vowel letters.
2. (1)(教师总结以上所学内容，转入对学生情况的问答，为学习2作准备。)
T: Boys and girls, just now we learned some vowels. You did very well. Now I want to talk with you. Do you know which school are you in
(板书，教学新单词，并要求学生掌握。)
now, school
Ss: We are in No.3 Junior High School.(教师帮助学生回答。)
(板书，教学新单词及词组，并要求学生掌握high, junior high school; 理解junior。)
junior, high, junior high school
T: OK. S7, which school are you in
S7: I’m in No.3 Junior High School.
T: Very good. How old are you now
S7: I’m twelve years old.
T: What’s your ID number
(板书，教学新词组，并要求掌握。)
ID number
S7: It’s …
T: What class are you in
S7: I’m in Class Two, Grade Seven.
T: Then what class is your friend in
(板书，教学新单词，并要求掌握。)
friend
S7: He is in Class Four.
T: Oh, you aren’t in the same class, but you are good friends.
(板书，教学新单词，并要求掌握。)
same, but
S7: Yes.
T: Then what’s his phone number
S7: It’s (010) 8525-6970.
(板书，教学新单词，并要求学生掌握。)
his, phone
T: Thank you, S7. You are very clever. Now let’s get to know two students from Beijing Ren’ai International School.
(板书，教学新词组，并要求学生理解。)
Beijing Ren’ai International School
(2)(播放2录音，让学生听录音，回答问题。)
T: Please listen to the tape. Then answer the question: What are their names
(核对答案。)
(3)(学生阅读2，回答问题。)
T: Read the passage together. Then answer the following questions. (用小黑板或投影仪展示问题。)
(1) How old are they (2) Where are they from
(核对答案。)
(4)(全班同学朗读短文后，教师解释疑难词汇和句子，并板书、领读。要求学生注意介词in的使用。)
She is twelve years old.Now she is in Beijing Ren’ai International School.Her phone number is (010)9267-6929.They are not in the same class, but they are good friends.
(让学生根据短文做Jane和黄华的个人信息卡。)
Name: English name:Age: From:Class: Grade:Phone number:School:
(检查卡片并给予指点，以备巩固时用。完成2。)
Step 3 Consolidation 第三步 巩固(时间:7分钟)
通过制作个人信息卡，编对话，介绍他人等形式，使学生在运用中掌握本课的目标知识。
1. (把自己制作的关于Jane和黄华的个人信息卡拿出来，和同伴一起编对话。)
T: Make a dialog with your partner according to the cards.
Example:
S1: Who is she
S2: She is Jane.
S1: Where is she from
S2: She’s from Canada.
S1: How old is she
S2: She is twelve.
S1: What class is she in
S2: She is in Class Four, Grade Seven.
S1: What’s her phone number
S2: Her phone number is (010)9267-6929.
S1: What school is she in
S2: She is in Beijing Ren’ai International School.
2. (请同学根据信息卡到讲台前介绍Jane和黄华。从而复述课文，培养英语表达能力。)
T: Please introduce Jane and Huang Hua.
Step 4 Practice 第四步 练习(时间:10分钟)
完成3，4a和4b。运用编对话，写短文，做游戏，师生问答等形式，使学生进一步掌握本话题的重点知识。
1. (学生阅读3中的卡片内容，针对Bai Lili的个人情况，师生进行对话。)
T: Look at the card. Let’s ask and answer according to the information about Bai Lili. OK
Ss: OK!
T: Who is she What’s her English name
Ss: She is Bai Lili. Her English name is Lily.
T: How old is she
Ss: She is thirteen.
T: Where is she from
Ss: She is from Beijing.
T: What class is she in
Ss: She is in Class Four, Grade Seven.
T: What’s her phone number
Ss: Her phone number is (010)6298-6575.
T: What’s her ID number
Ss: Her ID number is 230123199812062261.
T: What school is she in
Ss: She is in Yuying Junior High School.
2. (让一名学生把上面问题的答案组成一小段文字，介绍Bai Lili的情况，把这段文字板书在黑板上，呈现一篇介绍他人的短文。)
T: S1, please write a short passage according to the answers above.
S1: Her name is Bai Lili. Her English name is Lily. She is thirteen, and she is from Beijing. She is in Class Four, Grade Seven. Her phone number is (010)6298-6575 and her ID number is 230123199812062261. She’s in Yuying Junior High School.
3. (学生阅读3右边的短文，根据卡片内容填好空白，完成3。)
T: Open your books. Read the card in 3 and complete the passage.
(核对答案。让学生把填好的这个短文读几遍，教师适当地指导。)
T: Read the passage several times, please.
4. (拿出制作好的几组卡片，每一组卡片的各张卡片上都有一个句子，每个句子字体的大小
以全班同学能看见为宜。玩一个对号入座的排队游戏，即问题与答语相匹配，目的是操练4a中的句型。)
(每组句子内容都是从4a中的句子扩充而来，句子的个数决定卡片的张数和学生的人数。把各组卡片的顺序打乱后发给某一组学生，然后叫他们上讲台，按卡片的意思，找到对应的问句或答语，并把卡片半举在胸前，让全班同学判断他们所站的位置是否正确。完成4a。)
T: Let’s play a game. Match the questions and the responses on the cards in groups.
Example:
Team 1
S2: Excuse me. Is this a telephone
S3: No, it isn’t.
S4: What’s this
S5: It’s a toy.
S6: Thank you.
S7: That’s OK.
Team 2
S8: Are those cars
S9: No, they aren’t.
S10: What are those
S11: They are buses.
Team 3
S12: What’s this in English
S13: It’s a cake.
S14: How do you spell it
S15: C-A-K-E, cake.
Team 4
S16: What are these
S17: They are books.
S18: Thank you.
S19: That’s OK.
5. (1)(教师与一个学生对话，完成4b。)
T: Hello, S20! How old are you (请一名学生到讲台前。)
S20: I’m twelve.
T: What class are you in
S20: I’m in Class Four, Grade Seven.
T: Sit down, please! Boys and girls, look! Who’s that
(2)(教师出示Mary的信息卡片并与全班学生对话。)
Ss: That’s Mary.
T: How old is she
Ss: She is twelve, too.
T: What class is she in
Ss: She’s in Class Eleven, Grade Seven.
T: What’s her phone number
Ss: It’s 62868266.
T: Thank you!
Ss: That’s OK./You’re welcome.
6.(放录音跟读，进行人机对话，进一步巩固4a, 4b。)
T: Please listen to the tape and repeat. Then talk to the tape.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过做游戏，分组比赛，介绍他人等形式，完成5。培养学生综合运用本话题语言知识的能力。
1. (让学生拿出个人信息卡做自我介绍，再用别人的卡片介绍他人。)
T: Take out your personal information cards, please. I’ll ask some of you to introduce yourselves first, then introduce others according to their information cards. S1, please.
S1: I’m a boy. My name is S1. I’m thirteen. I’m in No.3 Junior High School. My phone number
is … My ID number is …
T: Very good! Introduce your partner S2, please.
S1: This is my good friend. Her/His name is S2. She/He is thirteen, too. Her/His phone number
Is … Her/His ID number is …
T: Well done! Sit down, please.
(让学生使用手中的卡片与搭档自由操练。)
T: Practice with your partner, please.
2. (玩游戏：传一传，不走样。)
(1) 游戏目的：巩固已学的音标，培养学生与他人合作的能力及团队精神。
(2) 游戏规则：把全班学生分成几个组，每组的人数基本相等。游戏开始前，教师给每
组的第一个学生1分钟时间看卡片上的内容。然后，教师收起所给的卡片。待教师发令后，由第一个学生把卡片上的内容，轻声地说给第二个学生听，依次传递，直到最后。最后的一名学生快速走到讲台前，找出自己所听到内容的卡片。
(3) 游戏过程：教师先准备一些标有音标的单词卡片，请学生复习一遍已学过的音标，
再进行游戏，最快且正确的一组获胜。
3. (分组比赛。完成5。)
活动规则：①仿照所给的示例，在小组内讨论，列出更多的单词和问句。
Names: Maria, Jane …
Countries: Cuba, Canada …
…
What’s your name
Where are you from
②比较列出的单词和问句，选出最佳的一组，并给予奖励。
4. Homework:
采访两个学生，写一篇有关他们姓名、年龄、班级、学校、电话号码、出生地等情况的介绍。
板书设计：
What class are you in Section D1. Ii // bike knife nine // six kid pigOo // go nose phone box dog shopUu // Cuba student computer// bus number up2. She is twelve years old. Now she is in Beijing Ren’ai International School. Her phone number is (010)9267-6929. They are not in the same class, but they are good friends.
Name: Sally
Age: 12
Class: Four
Grade: Seven
/?/
/?/
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Name: Mary
Age: 12
Class: 11
Grade: 7
Phone number: 62868266
/?/