Unit
1
Making
New
Friends
How
old
are
you?
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
230123199712062261.
T:
What
school
is
she
in?
Ss:
She
is
in
Yuying
Junior
High
School.
2.
(让一名学生把上面问题的答案组成一小段文字，介绍Bai
Lili的情况，把这段文字板书在黑板上，呈现一篇介绍他人的短文。)
T:
S1,
please
write
a
short
passage
according
to
the
answers
above.
S1:
Her
name
is
Bai
Lili.
Her
English
name
is
Lily.
She
is
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
230123199712062261.
She’s
in
Yuying
Junior
High
School.
3.
(学生阅读3右边的短文，根据卡片内容填好空白，完成3。)
T:
Open
your
books.
Read
the
card
in
3
and
complete
the
passage.
(核对答案。让学生把填好的这个短文读几遍，教师适当地指导。)
T:
Read
the
passage
several
times,
please.
4.
(拿出制作好的几组卡片，每一组卡片的各张卡片上都有一个句子，每个句子字体的大小
以全班同学能看见为宜。玩一个对号入座的排队游戏，即问题与答语相匹配，目的是操练4a中的句型。)
(每组句子内容都是从4a中的句子扩充而来，句子的个数决定卡片的张数和学生的人数。把各组卡片的顺序打乱后发给某一组学生，然后叫他们上讲台，按卡片的意思，找到对应的问句或答语，并把卡片半举在胸前，让全班同学判断他们所站的位置是否正确。完成4a。)
T:
Let’s
play
a
game.
Match
the
questions
and
the
responses
on
the
cards
in
groups.
Example:
Team
1
S2:
Excuse
me.
Is
this
a
telephone?
S3:
No,
it
isn’t.
S4:
What’s
this?
S5:
It’s
a
toy.
S6:
Thank
you.
S7:
That’s
OK.
Team
2
S8:
Are
those
cars?
S9:
No,
they
aren’t.
S10:
What
are
those?
S11:
They
are
buses.
Team
3
S12:
What’s
this
in
English?
S13:
It’s
a
cake.
S14:
How
do
you
spell
it?
S15:
C-A-K-E,
cake.
Team
4
S16:
What
are
these?
S17:
They
are
books.
S18:
Thank
you.
S19:
That’s
OK.
5.
(1)(教师与一个学生对话，完成4b。)
T:
Hello,
S20!
How
old
are
you?
(请一名学生到讲台前。)
S20:
I’m
twelve.
T:
What
class
are
you
in?
S20:
I’m
in
Class
Four,
Grade
Seven.
T:
Sit
down,
please!
Boys
and
girls,
look!
Who’s
that?
(2)(教师出示Mary的信息卡片并与全班学生对话。)
Ss:
That’s
Mary.
T:
How
old
is
she?
Ss:
She
is
twelve,
too.
T:
What
class
is
she
in?
Ss:
She’s
in
Class
Eleven,
Grade
Seven.
T:
What’s
her
phone
number?
Ss:
It’s
62868266.
T:
Thank
you!
Ss:
That’s
OK./You’re
welcome.
6.(放录音跟读，进行人机对话，进一步巩固4a,
4b。)
T:
Please
listen
to
the
tape
and
repeat.
Then
talk
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作自我介绍，再用别人的卡片介绍他人。)
T:
Take
out
your
personal
information
cards,
please.
I’ll
ask
some
of
you
to
introduce
yourselves
first,
then
introduce
others
according
to
the
information
cards.
S1,
please.
S1:
I’m
a
boy.
My
name
is
S1.
I’m
thirteen.
I’m
in
No.3
Junior
High
School.
My
phone
number
is
…
My
ID
number
is
…
T:
Very
good!
Introduce
your
partner
S2,
please.
S1:
This
is
my
good
friend.
Her/His
name
is
S2.
She/He
is
thirteen,
too.
Her/His
phone
number
Is
…
Her/His
ID
number
is
…
T:
Well
done!
Sit
down,
please.
(让学生使用手中的卡片与搭档自由操练。)
T:
Practice
with
your
partner,
please.
2.
(玩游戏：传一传，不走样。)
(1)
游戏目的：巩固已学的音标，培养学生与他人合作的能力及团队精神。
(2)
游戏规则：把全班学生分成几个组，每组的人数基本相等。游戏开始前，教师给每
组的第一个学生1分钟时间看卡片上的内容。然后，教师收起所给的卡片。待教师发令后，由第一个学生把卡片上的内容，轻声地说给第二个学生听，依次传递，直到最后。最后的一名学生快速走到讲台前，找出自己所听到内容的卡片。
(3)
游戏过程：教师先准备一些标有音标的单词卡片，请学生复习一遍已学过的音标，
再进行游戏，最快且正确的一组获胜。
3.
(分组比赛。完成5。)
活动规则：①仿照所给的示例，在小组内讨论，列出更多的单词和问句。
Names:
Maria,
Jane
…
Countries:
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:
Mary
Age:
12
Class:
11
Grade:
7
Phone
number:
62868266
/?/Unit
1
Making
New
Friends
Topic
3
How
old
are
you?
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.
Name:
Sally
Age:
12
Class:
Four
Grade:
SevenUnit
1
Making
New
Friends
Topic
3
How
old
are
you?
Section
B
The
main
activities
are
1a
and
2a.
本课重点活动是1a和2a。
Ⅰ.
Teaching
aims
and
demands
教学目标
1.
(1)
Learn
some
new
words
about
school
things:
eraser,
pencil,
desk,
pen,
ruler,
book,
blackboard
(2)
Learn
other
new
words
and
a
phrase:
English,
in
English,
an,
a,
map,
spell,
can,
please,
apple,
double,
toy,
car,
orange,
egg
2.
Learn
some
useful
sentences:
(1)
—What’s
this/that
in
English?
—It’s
an
eraser./It’s
a
map./It’s
a
toy.
(2)
—How
do
you
spell
it?
—E-R-A-S-E-R,
eraser.
(3)
—Can
you
spell
it,
please?
—Yes.
M-A-P,
map.
(4)
—Thank
you./Thanks.
—That’s
OK./You’re
welcome.
(5)
—Is
this/that
a
ruler?
—Yes,
it
is./No,
it
isn’t.
3.
Identify
things.
Ⅱ.
Teaching
aids
教具
投影仪/小黑板/图片/挂图/录音机/字母卡片/实物(鸡蛋、橘子、汽车模型等)
Ⅲ.
Five-finger
Teaching
Plan
五指教学方案
Step
1
Review
第一步
复习(时间:7分钟)
通过做游戏，师生互动等形式，复习数词及交际用语，导入新课。
1.
(填词游戏。目的是复习英文数词0-20。)
(教师利用小黑板/投影仪展示一幅填词游戏的图片，说明只能填0-20的数词。)
T:
Now
let’s
play
a
filling
game.
You
can
only
fill
the
blanks
with
the
numbers
from
zero
to
twenty.
2.
(利用挂图，师生互动。复习上节课的对话，导入新课。)
T:
Excuse
me,
what’s
your
name?
S1:
My
name
is
Li
Jie.
T:
How
old
are
you?
S1:
I’m
twelve.
T:
What
class
are
you
in?
S1:
I’m
in
Class
Four,
Grade
Seven.
T:
Are
you
in
Class
Four,
too?(面向另一名学生。)
S2:
Yes,
I
am./No,
I’m
not.
I’m
in
Class
Seven.
T:
What
grade
are
you
in?
S2:
I’m
in
Grade
Seven.
T:
Are
you
in
Grade
Seven,
too?(面向另一名学生。)
S3:
Yes,
I
am.
T:
Who’s
that?(出示Section
A,
4a中的挂图。)
S3:
That’s
Nancy.
T:
How
old
is
she?
S3:
She’s
fourteen.
T:
What
class
is
she
in?
S3:
She’s
in
Class
Eleven,
Grade
Eight.
T:
Well
done!
Thank
you.
Sit
down,
please.
T:
Just
now
we
asked
and
answered
personal
information.
Now
I’ll
show
you
some
pictures
of
things.
Step
2
Presentation
第二步
呈现(时间:13分钟)
运用卡片或图片，通过师生问答的形式，初步呈现新单词和新句型，并进行简单的操练。
1.
(1)
(教师拿出写有eraser的卡片，再拿出橡皮擦的图片或实物提问。用此种方法教授生词和句型。)
T:
Look
at
this
picture.
Let’s
ask
and
answer.
What’s
this
in
English?(解释in
English汉语
意思。)
Ss:
It’s
an
eraser.
(启发引导学生回答。)
T:
How
clever!
It’s
an
eraser.
(2)
(教师出示一张地图继续提问。)
T:
What’s
this
in
English?
S1:
It’s
a
map.
(板书，教学新单词和词组，并要求掌握。)
—What’s
this
in
English?—It’s
an
eraser/a
map.
T:
How
do
you
spell
it?(解释spell汉语意思。)
S1:
M-A-P,
map.(启发引导学生回答。)
(板书，教学新单词，新句型，并要求学生掌握spell。)
—How
do
you
spell
it?—M-A-P,
map.
T:
Thank
you.
S1:
That’s
OK.(教师帮助回答。)
T:
You
can
also
say:
You’re
welcome.
(板书，教学感谢和应答的句型。)
—Thank
you.—That’s
OK./You’re
welcome.
(3)
(以同样的方式教学单词pencil,
apple,
ruler,
toy,
desk,
pen,
orange,
car,
egg,
blackboard,
book，让学生了解wow，并让学生两人一组互动操练句型。同时引导学生区别a/an，教师归纳a/an的用法。)
T:
We
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
pencil/car/pen/book
—E-R-A-S-E-R,
eraser.
an
egg/orange/apple
—Can
you
spell
it,
please?
3.
—Is
this/that
a
desk?
—Yes.
M-A-P,
map.
—Yes,
it
is./No,
it
isn’t.Unit
1
Making
New
Friends
Topic
3
How
old
are
you?
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.
