仁爱版七年级英语上册教案 Unit 1 Making New Friends Topic 3 How old are you（共5课时）（含答案）

Unit 1 Making New Friends
Topic 3 How old are you?
教学内容分析及课时分配建议：
本话题以How old are you? 为指引，在前两个话题的基础上引入新内容的学习，包括询问年龄、年级、班级等个人基本情况的表达以及辨认物体、单词单复数、基数词11~20以及文具类词汇的学习。主要句型和语法：How old are you? What class/grade are you in? What’s this/that in English? How do you spell it? What are these/those? Are those/these...?等。本话题还设计了音标的专项学习，即元音字母i和辅音字母的读音规则，帮助学生逐步形成拼读和拼写的能力，为他们的自主学习打下良好的基础。
本话题建议用5课时完成：
第一课时：Section A-1a, 1b, 2a, 2b, 3
第二课时：Section B-1a, 1b, 1c Section A-4a, 4b
第三课时：Section B-2a, 2b, 3 Section C-3a, 3b
第四课时：Section C-1a, 1b, 2
第五课时：Section D-Grammar and Functions 1, 2, Project
第一课时 (Section A-1a, 1b, 2a, 2b, 3 )
教学设计思路：
本课时通过数字歌复习数字0-10，由此引入学习数字11-20。通过询问他人姓名、国籍、电话号码等目标语，在师生对话的过程中老师导入 How old are you? I am…years old. What class are you in? I am in Class…, Grade…, 等询问他人基本信息的话题。通过小组学习并操练目标语，完成1a,1b和2b，最后学生听并完成3并与同伴进行适当的操练。
Ⅰ. Teaching aims
Knowledge aims：
（1） 学习How old are you? I am…years old. What class are you in? I am in Class…, Grade…等句型。
（2） 能听懂、正确朗读词汇表中的黑体词如：year, old, class…　
（3） 学习数字11-20。
Skill aims:
（1）能够听懂询问年龄、班级、年级等的简短对话。
（2）能够用英语就他人年龄、班级、年级等话题进行简短的对话。
（3）能偶辨认、正确朗读11-20.
（4）能够用英文写出自己及他人的年龄、所在的班级和年级。
Emotional aims:
Culture awareness:
了解中西方询问个人信息的不同。
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions: year, old, class, grade…
（2）Sentences: How old are you?
I am…years old.
What class are you in?
I am in Class…, Grade…
Difficult points：
第三人称单数的正确运用。
Ⅲ. Learning strategies
1. 逐渐养成仔细观察、自我总结的学习习惯。
2. 认真听录音，积极大胆地模仿。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V．Teaching procedures
Stage 1(2mins)：Getting students ready for learning and revision
Step Teacher activity Student activity Designing purpose
1(Class activity) Greet and warm up.
T：Good morning, boys and girls!
T: First, let’s sing a number song together. Greet and warm up.
Ss: Good morning, Miss Li!
S1: Zero one two. 通过齐唱数字歌活跃课堂气氛并复习数字0-10。
Remark：趁着学生唱歌的热情，教育学生热爱学习，热爱英语。
Stage 2（10mins)： Learn numbers
Step Teacher activity Student activity Designing purpose

1 (Class activity)
Show some cards with numbers to students.
T: Here are some cards. I show these numbers one by one. You read them out.
T：How about this one?
T: How about this one?
T: eleven.
T: You can find eleven on your textbook. Look at the cards.
Ss: OK.
Ss: One.
Ss: Two.
Ss: Three.
…..
Ss: eleven. 通过游戏的形式从读音和形式两方面复习数字0-10。并导入学习11-20。

2.（Group work）
Show 2a to students.
T: Look at 2a carefully. Can you see the circles?
T: Good. The circles are in different colors. Try to find something according to the colors.
T: A careful boy. So, work in groups, try to work out the rules and fill in the blanks.
T: Have you finished it? Show me your answer!
T: Another group?
Look at 2a. Work out the rules in groups.
Ss: Yes.
S1: 13，14, 15 –teen
Group1:
sixteen seventeen
Group2:
eighteen nineteen. 通过自己观察规则并填空的形式培养学生自主学习的能力。

3.（Individual work） Play the record of 2a.
T: Look at 2a carefully. Listen and check your answers.
T: Listen again, try to follow the tape.
T: Can you read them?
T: OK. Look at my hands. Here are some pictures. It is eleven. Follow me.
T: Twelve
T:…
T: Read in groups then I will invite someone to read. Listen to the tape.
Ss: OK.
Ss: eleven twelve…
Ss: No.
Ss: Eleven.
Ss: Twelve.
Ss…
S1: eleven twelve thirteen fourteen fifteen… 通过听，模仿。看图，模仿老师发音的方式完成数字学习。
Remark：老师可以通过游戏、竞赛等方式让数字学习变得更加有趣。
Stage3（14mins)： Pre- listening
Step Teacher activity Student activity Designing purpose
1.(Class activity)
Ask students to take out their name cards.
T: Boys and girls, please answer my questions according to your name card.
T: What’s your name?
T: Where are you from?
T: What’s your telephone number?
T: How old are you?
T: Wow, sounds good.
I am twelve. (Write How old are you? I am… on the Bb.
T: How old are you?
T: I am twelve.
T: Now please ask and answer in pairs.
Take out name cards.
Ss: My name is…
Ss: I am from China.
Ss: My telephone number is…
S1,S2,S3: I am…
Ss: How old are you?
Ss: I am twelve.
S1: How old are you?
S2: I am twelve. 通过复习前面所学的询问个人信息的功能句导入学习
How old are you?
I am …
What class are you in?
I am in Class 4, Grade7.

T: What class are you in? (Write)
T: I am in Class 4, Grade 7.
T: Practice in pairs. S3: How old are you?
S4: I am twelve.
Ss: What class are you in?
Ss: I am in Class 4, Grade7.
S5: What class are you in?
S6: I am in Class 4, Grade7.
S7: What class are you in?
S8: I am in Class 4, Grade7.

2.(Group work) Guide students to practice.
T: Look at the Bb.
Ask and answer in pairs.
T: Good. Jimmy is eleven years old.
T: Eva is twelve years old. Practice in pairs.
Group1:
S1: How old are you?
S2: I am eleven.
S1: What class are you in?
S2: I am in Class 4, Grade 7.
Group2:
S3: How old are you?
S4: I am twelve.
S3: What class are you in?
S4: I am in Class 4, Grade7. 通过对话的形式操练功能句。
3.(Class activity)
Guide students to study new sentences. Invite the student who made dialogs just now to the platform.
T: Who is she?
T: Who is that?
T: That’s Eva.
T: How old is she?
T: What class is she in?
T: Who is that?
T: How old is he?
T: What class is he in?
Answer the teacher’s question and
Ss: She is Eva.
Ss: She is twelve years old.
Ss: She is in Class4, Grade 7.
Ss: That’s Jimmy.
Ss: He is eleven years old.
Ss: He is in Class4, Grade 7. 通过师生对话的形式学习3中的新句子.
4.（Class activity） Guide students to practice new structures
T: Let’s play a game. Boys PK girls. Boys ask, girls answer then change.
T: Quite well. Let’s change. Practice the new structures between boy and girl group.
Bs: How old are you?
Gs: I am … years old.
Bs: What class are you in?
Gs: I am in Class 4, Grade7.
Bs: Who is that?
Gs: That is Eva.
Bs: How old is she？
Gs: She is eleven. 通过比赛的形式练习新句子。
Remark：试着放手，让学生养成一定的自学习惯。
Stage 4（8mins)： While- listening
Step Teacher activity Student activity Designing purpose
1(Individual work) Play the record.
T: Let’s listen to 1a, try to understand the conversation.
T: Listen again and fill in the name card in 1b.
T: Good. Who can introduce Jane according to her name card?
T: Right. Let’s listen to 2b and match.
T: Look at 3. Listen and fill in the blanks. Listen to the tape and finish 1a, 1b, 2b, 3.
Ss: Jane, twelve, four, seven.
S1: She is Jane…
通过听录音训练学生的听力。
Remark：老师可以设计多种活动来复习巩固功能句。
Stage 5 (4mins): Post-listening
Step
Teacher activity
Student activity
Designing purpose
1.(Group work) Guide students to practice in pairs.
T: Work in groups. You can change one task to practice.
Interview your group members’ information. The sentences on the Bb may help you.
②. Look at the screen, here are 2 photos you can talk about them.
T: Fine. Group2?
Practice in pairs.
Group1:
S1：Hello, what’s your name?
S2: My name is Joy.
S1: Where are you from?
S2: I am from China.
S1: How old are you?
S2: I am twelve years old.
S1: What class are you in?
S2: I am in Class 4, Grade7.
Group2:
S1: Who’s that?
S2: That’s Nancy.
…
通过小组活动运用目标语。
Stage 6（2mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose
1（Class activity) Encourage the Ss to summarize the key points
T: Class will be over soon. Let’s summarize the key points now. Begin!
T: Sounds great! I hope you will remember them. Summarize the key points.
S1: How old are you?
S2: I am…years old.
S3: What class are you in?
S4: I am in Class…, Grade…
S5: Numbers: twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty
归纳总结本课的知识点。
2 (Class activity) Assign HMK.
T: For today’s HMK, I’d like you to
1. Write 11-20 on your exercise book.
2. Make a conversation about asking other’s personal information.
3. Preview Section B.

适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调及时预习、复习。
VI . Blackboard design
Unit 1 Making New Friends Topic 3 How old are you?
第一课时 (Section A-1a, 1b, 2a,2b, 3)
Group1:
Group2:
Group3:
Group4:
Group5:
第二课时 (Section B-1a,1b,1c Section A-4a, 4b)
教学设计思路：
本课时主要学习辨认物体的功能句及元音字母i和辅音字母f,v,m,n,s,z,h 的发音。本课时从师生对话复习询问学生基本信息入手，导入学习辨认物体的表达法即What’s this/that in English? How do you spell it? Can you spell it, please? 然后，通过听力巩固新句子的用法，最后通过学生自己编对话完成新句型的运用。语音方面将通过卡片自己拼读的方式进行学习。
Ⅰ. Teaching aims
Knowledge aims：
（1） 学习辨认物体及询问如何拼写单词的表达法。
（2） 学习新词 eraser, desk, pen, pencil等。
(3) 学习元音字母i的发音语音，即/a?/ /i/；辅音/f/ /v/ /m/ /n/ /s/ /z/ /h/。
Skill aims:
（1）能够听懂有关辨认物体及询问如何拼写单词的简单对话。
（2）能够就辨认物体及询问如何拼写单词的等话题进行简单的交流。
（3）能够辨认语音/f/ /v/ /m/ /n/ /s/ /z/ /h/ /a?//i/并能进行拼读。
Emotional aims:(optional)
培养自信心，乐于张口的习惯。
Culture awareness:
能够用得体的语言辨认物体。
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions : eraser, desk, pen, pencil
（2） Sentences: What’s this/that in English?
How do you spell it?
Can you spell it, please?
Difficult points：
不定冠词a/an的用法。
Ⅲ. Learning strategies
1. 认真听录音，并大胆模仿。
2. 要善于通过合作完成任务，并做到学以致用。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V． Teaching procedures
Stage 1(4mins)：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Group work) Greet and check the homework.
T: Good morning, boys and girls!
T: Yesterday I asked you to make a dialog with your partner. Now I want to invite you to perform it.
T: Great job! You can speak so many sentences now. English is easy. We can learn more if we study harder. Another group, please? Greet and act out dialogs.
Ss: Good morning, Miss Li!
Group1:
S1: Hello!
S2: Hello!
S1: What’s your name?
S2: My name is Susan. What’s your name?
S1: My name is Sue.
S2: Where are you from?
S1: I am from China.
S2: What’s your telephone number?
S1: My telephone number is...
S2: How old are you?
S1: I am thirteen years old.
S2: What class are you in?
S1: I am in Class3, Grade7.
Group2:
…
通过检查学生作业的方式帮助全体同学复习所学句子。
Remark：在检查作业的环节，老师尽量有针对性地检查那些学习习惯不怎么好的同学，给以压力。
Stage 2（10mins)： Pre - listening
Step Teacher activity Student activity Designing purpose
1.(Class activity) Present pictures of some objects and teach the new words.
T: This is a …
T: Right. A pen.
T: This is an…
T: This is a…
T: It is a…
T: Map.
T: eraser pencil desk map pen. Look at these objects and learn the new words.
S1: Pen.
Ss: Pen.
S2: Eraser.
Ss: Eraser.
S3: Pencil.
Ss: Pencil.
S4: Desk.
Ss: Desk.
Ss: Map.
Ss: eraser Pencil desk map pen. 通过实物学生从眼、耳、口等几方面学习单词。
2.(Class activity) Teach new sentences by asking and answering.
T: What’s this in English?
T: It’s an eraser.
T: What’s this in English?
T: What’s this in English?
T: What’s this in English?
T: What’s that in English?
T: What’s that in English?
T: Ask and answer in groups and show to us later.
T: Are you ready? Who wants to be the first group?
T: Right. It’s a desk. How do you spell it?
T: D-E-S-K, desk.
T: Right. And how do you spell it (point to a desk)?
T: How do you spell it (point to a pen)?
T: Can you spell it, please?
T: Yes, P-E-N-C-I-L, pencil.
T: Can you spell it, please?
T: Thanks.
T: That’s OK.
You are welcome.
T: Practice in pairs and show to us.
T: Quite well. Learn new sentences.
Ss: It’s an eraser.
Ss: It’s a map.
Ss: It is a pen.
Ss: It’s an eraser.
Ss: It’s a map.
Ss: It is a desk.
Ss: OK.
Group1:
S1: What’s this in English?
S2: It’s a map.
S1: What’s that in English?
S2: It’s a desk.
Group2:
…
Ss: T: D-E-S-K, desk.
Ss: E-R-A-S-E, eraser.
Ss: P-E-N, pen.
Ss: Yes, P-E-N-C-I-L, pencil.
Ss: Yes, D-E-S-K, desk.
Ss: That’s OK.
Ss: You are welcome.
Group1:
S1: What’s this in English?
S2: It’s a map.
S1: How do you spell it, please?
S2: M-A-P, map.
S1: What’s that in English?
S2: It’s a desk.
S1: Can you spell it, please?
S2: Yes, D-E-S-K, desk.
Group2:
… 通过师生对话的形式学习新句子，并通过小组练习进行巩固。
Remark：在学生讨论时，老师要四处走动，督促学生开口。
Stage 3（8mins)： While - listening
Step Teacher activity Student activity Designing purpose
1. ( Individual work) Play the tape recorder and finish 1b.
T: Listen to 1a. Try to get the main idea of the conversations.
T: Listen again and imitate.
T: Listen to 1a and fill in the blanks in 1b. Then check the answers.
T: Have you got the answer?
T: Well done. Ask and answer in pairs and show the conversations to us.
T: OK, time is up. Who wants to have a try?
Listen to the tape and finish some tasks.
Ss: OK.
Ss: Excuse me, what’s this in English?
…
Ss: Yes. this, a, pencil, You’re welcome, that, an, Can you spell it, Thanks.
Group1:
S1: Excuse me… 通过听力活动训练学生的听力。
Remark：在学生对话的过程中，可引导学生使用恰当的肢体语言。
Stage4（8mins)： Post - listening
Step Teacher activity Student activity Designing purpose
(Group work) Show these words on the screen: map, eraser, pen, pencil, desk, bike, kite and the pictures.
T: Make conversations with these words. The sentences in 1a may help you. I’ll ask some of you to act it out later.
T: Are you ready?
T: Beautiful. Another group, please?
T: Can you spell this word?
/ba?k/ Practice new sentences by making conversations.
Group1:
S1: Excuse me, what’s this in English?
S2: It is a desk.
S1: How do you spell it?
S2：D-E-S-K，desk.
S1: What’s that please?
S2: It’s a map.
S1: Can you spell it, please?
S2: Yes, M-A-P, map.
S1: Thank you.
S2: You’re welcome.
Group2:
…
Ss: /b/ /k/ 通过学生自己编对话练习新句子并懂得如何在实际中应用。
Remark：让学生展示对话的时候，尽量让每个同学都有展示的机会。
Stage 5（8mins)： Learn English Sounds
Step Teacher activity Student activity Designing purpose
1.(Group work) Show the cards of / p/ /b/ /t/ /d/ /k//g/，/e?/ /?//i:/ /e/. Guide students to spell words.
T: I will put three cards together. You try to spell it.
T: Good, How about this one?
/f ? t / Spell and read the words.
Ss: / p e t/
Ss: /b e? k /
Ss:/d ? t/. 通过卡片复习已学音标导入学习新音标。
2.(Class work) Show these sound cards to students and learn these sounds: /f/ /v/ /m/ /n/ /s/ /z/ /h/
T: I show you the picture and you try to read these sounds by yourselves.
/f/ five fine
T: /v/ five have
T:/m/ map Michael
T:/n/ nine nice
T:/s/ desk sit
T:/z/ zero his
T:/h/ he him
T: Well done. Now read after me and check your pronunciation.
T: Good. Now practice in pairs and check each other.
…
Ss:/f/ five fine
Ss:/v/ five have
Ss: /m/ map Michael
Ss:/n/ nine nice
Ss：/s/ desk sit
Ss:/z/ zero his
Ss:/h/ he him
Ss: …
Ss: /f/ /v/ /m/ /n/ /s/ /z/ /h/
… 根据卡片学习音标。
3.(Class work) Show Ii /a? / /i/ and some words on the Bb.
T: This letter is…
T: Yes, /a?/,/i/.
T: Try to spell these words:
bike kite side big dig kid
T: Good. Let’s listen to 4a and imitate.
T: Read the words in 4b and then listen and check.
Ss: Ii
Ss:/a?/,/i/.
S1: bike
S2: kite
S3: side
S4: big
S5: dig
S6: kid
通过模仿、听录音等形式学习音标。
Remark：语音的学习是本节课乃至七年级的重点也是难点，老师课堂上应调动学生学习的主动性，并把语音学习当做一项长期的学习任务。
Stage 6（4mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose
1（Class activity) Encourage the Ss to summarize the key points
T:Class will be over soon . We should summarize the key points now. Let’s begin !
T: Sounds great ! I hope you will remember them. Summarize the key points.
S1: What’s this/that in English?
S2: How do you spell it?
S3: Can you spell it, please?
S4: sounds: /f/ /v/ /m/ /n/ /s/ /z/ /h/ Ii /a? / /i/ 归纳总结本课的知识点。
2 (Class activity) Assign HMK.
T: For today’s HMK, I’d like you to 1. Read the words in 4a.
2. Make a conversation with the words: bike kite dog pen pencil eraser.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，别忘了口头作业。
VI . Blackboard design
Unit 1 Making New Friends Topic 3 How old are you?
第二课时 (Section B-1a,1b,1c Section A-4a, 4b)
Group1:
Group2:
Group3:
Group4:
Group5:

第三课时 (Section B-2a, 2b, 3 Section C-3a, 3b )
教学设计思路：
本节课继续学习辨认物体的功能句、通过复习已学音标拼写单词。本课时从师生对话复习辨认物体的表达法即What’s this/that in English? How do you spell it? Can you spell it, please? 导入学习Is this that a/an…的用法。然后，通过听力巩固新句子的用法，最后通过学生游戏的形式完成新句型的运用。
Ⅰ. Teaching aims
Knowledge aims：
（1） 学习用Is this/that a/an…询问辨认物体。
（2） 学习新单词 boy, wow, try, again。
(3) 注意区分句子中的大小写以及语音语调。
Skill aims:
（1）能够听懂有关辨认物体简单对话。
（2）能够就辨认物体的话题进行简单的交流。
（3）能区别简单句子的语音语调,并读准确。
Emotional aims:(optional)
克服羞于开口的心理。
Culture awareness:
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions : boy, wow, try, again
（2） Sentences: Is this/ that a/an…? It is…
Difficult points：
根据所学音标正确拼写单词。
Ⅲ. Learning strategies
借助实物记单词，能够更好更快地掌握单词 。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V． Teaching procedures
Stage 1(8mins)：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Greet and review.
T: Good morning, boys and girls!
T: Here are some cards about sounds. Try to read aloud when I show it to you.
T: This is…
T: This is...
T: This is...
T: How about this one?
T: What’s this？
T: Good. Now I will put some cards together. I hope you can spell them.
T: Can you spell this word? /f//a? /
/v/
T: Right. / p/ /?//g/
T: Nice. / p//e//g/
T: Great. Now turn to page 22, finish 3a by yourselves. And then work in pairs to check the answers; then I will invite you to share your answers.
T: Have you finished it?
T: Are they right?
T: Can you spell these words?
T: OK. Let’s spell them one by one.
T: OK. Pay more attention to the difference of /e?/ /?/ /e/. Greet and review.
Ss: Good morning, Miss Li!
Ss:/f/
Ss:/a? /
Ss: /v/
Ss: /m/
Ss: It is /n/
Ss: OK.
Ss: /fa?v/
Ss: / p?g/
Ss: / peg/
S1: name
S2: big
S3: sad
S4: seven
S5: nine
S6: ten
S7: five
S8:desk
S9:map
S10: ten
Ss: Yes.
Ss: Yes.
Ss: N-A-M-E, name.
B-I-G, big.
... 通过师生对话进行复习并通过音标复习完成3a。
Remark：初学语音阶段老师要仔细观察认真纠正学生的发音。
Stage 2（10mins)： Pre - listening
Step Teacher activity Student activity Designing purpose
1.(Class activity) Present pictures of some objects.
T: What’s this in English?
T: What’s this in English?
T: An eraser.
T: What’s this in English?
T: It is a toy.
T: What’s this in English? Look at these objects and learn.
S1: It is a pen.
S2: It is a eraser.
Ss: an Eraser.
Ss: It is a…
Ss: It is a toy.
Ss: It is a toy. 复习已学句型 What’s this/that in English? It is a/an…
2.(Class activity) Play a guessing game.
T: Here is something in my hands. Can you guess what they are?
T: No, it is not a pencil. You can use Is this/that a/an…
T: What’s this in English?
T: Yes, it is. What’s that in Max’s desk?
T: No, it isn’t. Try it again.
T: No, it isn’t. Try it again.
T: No, it isn’t. Try it again.
T: Yes, you’re clever. It is a toy. How do you spell it?
T: Great. Ask and answer in groups, then I will invite some students to make dialogs.
T: Are you ready? Who’d like to act out the dialogue?
T: Good. Another group, please?
T: Well done. But I hope everyone of your group can join in. Play
Ss: Pencil.
Ss: Is this/that a/an…
Ss: Is this/that a/an…
Ss: Is this/that a/an…
Ss: Is this a pen?
Ss: Is that a toy?
Ss: T-O-Y, toy.
Ss: OK.
Group1:
S1: What’s this in English?
S2: Is this a pen.
S1: Yes, it is.
Group2:
S1: What’s that in Miss Li’s desk?
S2: Is that a pen?
S1: No, it isn’t.
S2: Is that a book?
S1: Yes, It is. 通过师生对话的形式学习新句子，并通过小组练习进行巩固。
Remark：老师要强调讨论的时候每个同学都要参与其中。
Stage 3（8mins)： While - listening
Step Teacher activity Student activity Designing purpose
( Individual work) Play the tape recorder and finish 2a and 3b.
T: Listen to 2a. Try to fill in the blanks.
T: Listen again and check the answers.
T: Listen to 2a and read after the tape.
T: Who can act out the conversation?
T: You can read every word correctly. But I hope you can pay attention to the tone, the rising tone and the falling tone. Now let’s read Section C 3b in groups. And then listen to the tape carefully. Pay more attention to the tone. I will invite you to read.
T: OK. Volunteers, please?
T: Much better. Let’s read them together. Listen to the tape and finish some tasks.
Ss:…
Ss: pencil, toy, eraser.
Ss:…
S1: Is this a pencil?
S2: No, it isn’t. It is a toy.
S1: Is that a toy, too?
S2: No, it is an eraser.
S1: An eraser? Wow.
Ss:…
S1: I am Miss Wang.
He is fine.
I have nine bags.
Is his name Kangkang.
Is it a big bag?
通过听力活动训练学生的听力能力。
Remark：强调正确语音语调的重要性，并把语音语调的训练当做一项长期工作。
Stage4（10mins)： Post - listening
Step Teacher activity Student activity Designing purpose
1(Group work) Guide students to use the new sentences and practice the tone.
T: Practice in groups.
Each group prepares some objects such as pen, pencil, book, knife…
Guess these objects in English.
Pay attention to the tone.
If you have any questions, you can ask me.
T: You guess the object. It is a ball pen.
T: You set a good example.
T: You’ve done a good job. Now let’s look at 3. Write down the 4 sentences correctly and check the answers in groups. Please pay more attention to the use of capital letters.
T: Read 3 together. Pay attention to the tone. Play a game. Guess the objects by touching them.
Group1:
S1: What’s this in English?
S2: Is it a pencil?
S1: No, it isn’t. Guess again.
S2: Oh, I know. But I don’t know how to say it in English.
S2: It is a ball pen.
S1: Clever.
Group2:
S1: What’s this in English?
S2: Is it a toy?
S1: Yes, it is. Can you spell it please?
S2: Yes, T-O-Y, toy.
S1: Right.
Ss: … 完成2b，学生在游戏、小组合作交流中综合运用今天所学知识。
Remark：学生在完成3的句子书写时，可把书翻到P12,重新复习一下书写中哪些内容要大写的要领。
Stage 5（4mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose
1（Class activity) Encourage the Ss to summarize the key points
T: Class will be over soon. Let’s summarize the key points together now.
T: Sounds great ! I hope you will remember them. Summarize the key points.
S1: Is this/that a/an…
It is…
S2: Try it again.
S3: 陈述句用降调，一般疑问句用升调。 归纳总结本课的知识点。
2 (Class activity) Assign HMK.
T: For today’s HMK, I’d like you to 1. Preview section C.
2. Make a conversation about guessing objects and read your conversation with right tone.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，别忘了口头作业。
VI . Blackboard design
Unit 1 Making New Friends Topic 3 How old are you?
第三课时 (Section B-2a, 2b, 3, Section C-3a, 3b)
Group1:
Group2:
Group3:
Group4:
Group5:
第四课时 (Section C-1a, 1b, 2 )
教学设计思路：
本课时继续学习询问和辨认多个物体的功能句、学习可数名词单复数的变化。本课时从师生对话复习辨认物体的表达法即What’s this/that in English? How do you spell it? Can you spell it, please? 入手，在对话中借助图片和音标学习本课新单词book, egg, car, orange及功能句What are these/those? They are… Are these…? Yes, they are. /No they aren’t. 解决所有生词和功能句之后通过完成任务的形式完成相关学习内容。
Ⅰ. Teaching aims
Knowledge aims：
（1） 学会用What are these/those? They are… Are these…? Yes, they are. /No they aren’t. 询问、辨认物体。
（2） 学习新单词book, egg, car, orange，ruler，car, box 等。
(3) 学习可数名词单复数。
Skill aims:
（1）能够听懂有关询问、辨认多个物体的简单对话。
（2）能够就询问、辨认多个物体的话题进行简单的交流。
（3）能用英文写出所学实物以及辨认物体的简单句。
Emotional aims:
鼓励学生形成积极大胆善于观察和总结的良好学习习惯。
Culture awareness:
Ⅱ. The key points and difficult points
Key points:
（1）Words and expressions : book, egg, car, orange, ruler, car, box
（2）Sentences: What are these/those?
They are…
Are these…?
Yes, they are. /No they aren’t.
（3） 区分可数名词单复数形式的表达法。
Difficult points：
可数名词单复数形式及用法。
Ⅲ. Learning strategies
1. 借助图片和音标记忆单词。
2. 在阅读过程中善于根据图片推测大意。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V． Teaching procedures
Stage 1(8mins)：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet, review and check the homework.
T: Good morning, boys and girls!
T: What’s this in my hand? Can you guess?
T: No, it isn’t. Please try it again!
T: Clever. How do you spell it??
T: Yesterday I asked you to make a conversation like this. Who can share your homework with us? You can invite a partner.
T: Your tone is very good. Another group, please? Greet, review and check the homework.
Ss: Good morning, Miss Li!
Ss: Is that a pen?
Ss: Is that a toy?
Ss: T-O-Y, toy.
Group1:
S1: What’s that in English?
S2: Is that a pen?
S1: No, it isn’t.
S2: Is that a toy?
S1: Yes, It is.
Group2… 通过师生问候、对话进行复习。
2.(Class activity) Show the new words, pictures and phonetics on the screen.
T: What’s this in English?
T: Yes, it is an egg. What’s this in English?
T: book /b?k/. What’s this in English?
T: Yes, well down. What’s this?
T: /ru:l?/
T: What’s this?
T: /'?r?nd?/
T: Please read these words in groups. If you can’t you can ask others for help.
T: Now look at these pictures and answer my question. What’s this in English?
T: What’s this in English?
T… Try to read and learn new words.
Ss: /e/ /g/
Ss: /b/ /k/
Ss: /ka:/
Ss: ruler.
Ss: /ru:l?/
Ss: orange.
Ss: /'?r?nd?/
Ss: It is an egg.
Ss: It is an orange.
Ss:... 根据图片、音标自己拼写单词，学生能够更好地掌握新词。
Remark：老师鼓励学生大胆尝试，自己拼读单词，对于拼错的同学鼓励其多拼读。
Stage 2（10mins)： Pre - reading
Step Teacher activity Student activity Designing purpose
1.(Class activity) Show some eggs, cars, oranges, rulers, books on the screen.
T: What’s this in English?
T: Yes, it is a book. Look at here. They are…
T: How many?
T: Good, Picture 2.
T: Picture 3.
T: Picture 4.
T: Picture 5.
T: Great. But please remember: boxes we should add –es. What’s this in English?
T: What are these?
T: They are eggs. What are these?
T: What are those?
T: What are those?
T: Ask and answer in pairs with the words on the screen.
T: Which pair would like to act out your dialog?
T: Perfect! Another pair? Look at these objects and learn the plural form of nouns.
Ss: It is a book.
Ss: Books.
Ss: Five books.
Ss: Three oranges.
Ss: Eight eggs.
Ss: Four rulers.
Ss: Two boxes.
Ss: It’s an egg.
Ss: They are eggs.
Ss: They are cars.
Ss: They are toys.
Ss: They are oranges.
Group1:
S1: What are these?
S2: They are rulers.
S1: What are those?
S2: They are books.
Group 2:
… 通过图片的形式巩固所学新词复习可数名词的单复数。在对话过程中学习新句型What are these/ those? They are…
2.(Group work) Guide students to finish 2.
T: Look at 2 and fill in the blanks. Then we’ll check answers together.
T: Have you finished it?
Finish 2.
Ss: two, four, three, five, six, seven 通过上一步对可数名词单复数的引入及练习，及时完成2以巩固所学内容。
3.(Class activity) Play a game to practice more.
T: Boys and girls, let’s play a game.
T: Look at the screen, here are some pictures with words like rulers, toys, books. I will cover the picture and words. You choose one picture and guess what the picture is.
T: Picture 1. What are these?
T: Oh, no. Guess again. You can say: Are they…? E.g. Are they books?
T: Let’s have a look. Yes, they are.
T: Picture 2. Guess, please!
T: Look at picture 3. Are those oranges?
T: Picture 4.
T: Yes, they are. Practice in pairs and then perform it.
T: Are you ready? Which group would like to be the first?
T: Good job. Group2, please.
T: Now I believe most of you know how to ask objects. I give you 2 minuets to practice and check in groups. Make sure everyone of you can master them. Join in the game and practice more.
Ss: Wow.
Ss: OK.
Ss: They are books.
Ss: Are they toys?
Ss: Are they rulers?
Ss: Yes, they are.
Ss: Are those eggs?
Group1:
S1: Are they boxes?
S2: No, they aren’t. Are they cars?
S1: Yes, they are.
Group2:
S1: Are those oranges?
S2: Yes, they are.
Ss: … 通过猜物体的游戏学习新句型Are they/these/those…? Yes, they are. No, they aren’t.
Remark：老师在学生自主学习的时候多给予指导。
Stage 3（8mins)： While - reading
Step Teacher activity Student activity Designing purpose

1. ( Individual work) Show the pictures in 1a and finish 1a.
T: Look at Picture 1. Can you guess what Michael and Miss Wang are talking about?
T: Wow, different answers. Maybe you are right. Picture 2.
T: Sounds good. Picture 3.
T: Picture 4.
T: Now let’s read 1a and check your answers.
T: Read 1a again carefully and number the pictures. Then we’ll check the answer together.
T: Have you got the answer? Guess and predict the pictures.
Ss: What are they?
Ss: Are they…?
Ss: What are these?
Ss: Are these…?
Ss: They are…
Ss: What are those?
Ss: Are those…?
Ss:…
Ss: 2,1,4,3 通过预测活动培养学生的预测能力也让阅读的过程变得更加有趣。

2.(Group work) Get students to practice and act out the conversation in pairs.
T: Now please practice the conversation in pairs. You can choose 1, 2, 3 0r 4 pictures. But don’t look at your books when you are performing.
T: Time is up. Would you like to show your conversation to us?
T: Good. You chose picture 1. Go on, please!
T: You chose 2 pictures. Nice. Another group, please! Practice and act out the conversation in pairs.
Ss: …
Group1:
S1: Are these English books?
S2: No, they are maps.
Group2:
S1: Hi! Miss Wang! What are these?
S2: They are books.
S1: Are they English books?
S2: Yes, they are.
S1: Are these English books?
S2: No, they are maps.
Ss:… 通过排序并表演对话完成1a.
Remark：阅读课中，要注意培养学生的阅读策略，比如通过看图片预测阅读内容的方式。
Stage4（10mins)： Post - reading
Step Teacher activity Student activity Designing purpose

(Group work)
Guide students to finish 1b.
T: Fill in the blanks in 1b by yourselves and practice the conversation in pairs. Then I will invite some of you to check the answers
T: Are you ready?
T: You set a good example. Picture 2?
T: Your answers are good. I hope you can use your body language more like Group1.
T: Perfect. Go on, please!
T: Great. Finish 1b.
Group1:
S1: What are these?
S2: They are cars.
S1: Thank you.
S2: That’s OK.
Group2:
S1: Are those eggs?
S2: Yes, they are.
S1: Thank you.
S2: You are welcome.
Group3:
S1: What are these?
S2: They are books.
S1: Thanks.
S2: You are welcome.
Group4:
S1: Are those oranges?
S2: No, they aren’t.
S1: What are they?
S2: They are apples.
S1: Thanks.
S2: That’s OK.
完成1b，并与同伴练习。
Remark：操练过程中尽量让每个同学都有展示的机会。
Stage 5（4mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose
1（Class activity) Encourage the Ss to summarize the key points
T:Class will be over soon. Let’s summarize the key points together now.
T: Sounds great! I hope you will remember them. Summarize the key points.
Ss:
a book two books
a ruler four rulers
an eraser three erasers
an orange five oranges
a bus six buses
a box seven boxes
What are these/those?
They are…
Are these…?
Yes, they are. No they aren’t.
归纳总结本课的知识点。
2 (Class activity) Assign HMK.
T: For today’s HMK, I’d like you to 1. Preview section D.
2. Think about what you learned.
3.Write a conversation on your exercise book. You can use the structures in 2.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，别忘了口头作业。
VI . Blackboard design
Unit 1 Making New Friends Topic 3 How old are you?
第四课时 (Section C-1a, 1b, 2)
Group1:
Group2:
Group3:
Group4:
Group5:
第五课时 (Section D-Grammar and Functions, 1, 2, Project)
教学设计思路：
本课时为复习课。本节课将帮助学生综合复习整个单元询问他人信息、询问及辨认物体的表达方式，并通过设计阅读、填空等形式检测学生的学习情况。首先学生自我总结、小组合作总结出询问他人信息的句子并进行比赛。然后填空、分角色朗读Grammar and Functions中的句子。接着学生完成1,2 部分，最后通过一系列的复习要求学生完成书面表达的任务。
Ⅰ. Teaching aims
Knowledge aims：
（1） 复习了解他人基本信息、询问、辨认物体的句型。
（2） 复习指示代词 this/that/these/those。
Skill aims:
（1）能够听懂有关询问个人信息、辨认物体的简单对话。
（2）能够就询问个人信息、辨认物体的话题进行简单的交流。
（3）能读懂介绍个人基本信息的短文。
（4）能用书面的形式正确介绍个人信息。
Emotional aims:
培养学生喜欢英语、乐于用英语进行表达的习惯。
Culture awareness:
Ⅱ. The key points and difficult points
Key points:
（1）Words: now, school, his, same, but, friends, high
（2）Sentences: What’s your name?
What class are you in?
What grade are you in?
How do you spell it?
What are these/those?
Are these…?
Difficult points:
可数名词单复数及指示代词的正确运用。
Ⅲ. Learning strategies
1. 课后多用英语跟同学交流，培养口语的同时还能增强自信心。
2. 在阅读语篇的过程中，能够根据关键词复述课文。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V． Teaching procedures
Stage 1(10mins)：Getting students ready for learning
Step Teacher activity Student activity Designing purpose
(Group work) Greet and review.
T: Good morning, boys and girls!
T: Nice to see you again.
T: How are you?
T: I am fine, too.
T: Look at the screen. This boy is our new classmate. What do you want to know about him? Discuss in groups and put up your hands. The group which can ask more questions will win.
T: I will show you the answer. I hope you can help the boy to answer.
T: Wow, very good question. But I didn’t ask him. Sorry. I think he likes English? You can ask so many questions now. And all of you are good. Group 3 did best because they ask more questions. Greet and review.
Ss: Good morning, Miss Li!
Ss: Nice to see you, too.
Ss: I am fine, thank you. And you?
G1: What’s your name?
Ss: My name is Cason.
G2: How old are you?
Ss: I am12 years old.
G4: What class are you in?
Ss: I am in Class 4, Grade 7.
G6: Where are you from?
Ss: I am from Chengdu.
G3: What’s your Chinese name?
Ss: My name is Cheng Li.
G5: What’s your telephone number?
Ss: My telephone number is 13424567.
G3: What’s your ID number?
Ss: My ID number is…
G2: Do you like English? 常规课堂问候后，假设班上有一名新同学，通过小组讨论询问新同学信息的方式，学生积极主动复习询问他人基本信息的句型。
Remark：根据学生的实际水平，也可以采取分小组写句子的形式进行比赛。
Stage 2（10mins)： Grammar ﹠ Function
Step Teacher activity Student activity Designing purpose
1.(Individual work) Guide students to fill in the blanks.
T: Look at the sentences in Grammar and Functions carefully. Fill in the blanks carefully and then check the answers. Group3 did better just now. I hope you can catch up with them.
T: Are you ready? Let’s check the answer.
T: Yes, good. I know you can answer more questions. But I want to give other groups some chances.
T: It is… ? They are… ?
T: Good. There is only one blank.
T: Go on, please.
T: Good. Next one?
T: Thanks. The last one?
T: Great! You’ve done a good job. Fill in the blanks in Grammar and Functions.
G1: No, it isn’t. Yes, they are.
G4: It is an eraser/a map. They are books/ rulers and pencils
G4: It’s. They’re
G5: How old… What class…
G2: What grade… How…
G3: Thank you. You’re… 学生独立完成填空，并分小组抢答。检测学生的学习情况培养学生的集体主义感。
2.(Class activity) Guide students to read these sentences.
T: Please fill in the blanks and read these sentences by yourselves. Pay attention to the tone.
This____... These_____...
That_____... Those______...
T: Have you got the answer?
T: Yes. Read and remember these sentences.
Ss: This is These are
That is Those are 通过在组内读的形式复习巩固句型同时也为后面的男女生分角色朗读打下基础。
3.(Class activity) Present some pictures and practice the language points through a game.
T: Do you think boys are better or girls are better?
T: OK. We can play a game. Boys PK Girls. Boys read the questions and girls answer. If there is no question, you should read it together. E.g. Thank you.
T: Excuse me, all of you are from America when you are reading. Pay attention to the tone. Don’t be shy. Read aloud.
T: Who did better boys or girls?
T: I think when you are reading together the voice sounds perfect. So, all of you are good. And working together is the best. Describe the pictures and practice the language points.
B: Boys.
G: Girls.
B: Is this a pen?
G: Yes, it is.
B: Is this a pen?
G: Yes, it is.
B: Are these oranges?
G: Yes, they are.
…
B: Boys.
G: Girls.
通过比赛的方式巩固Grammar and Functions 同时训练学生的口语。
Remark：老师在表扬学生的同时多从语音语调方面给予指导。
Stage 3（7mins)： Finish Task 1
Step Teacher activity Student activity Designing purpose
1.(Individual work) Guide students to complete the table in 1.
T: Read 1 quickly and get the main idea.
T: What’s the passage about?
T: Yes, names, numbers, time can help us understand the passage. Read the passage and complete the table.
Ss:…
Ss: Jane and Huang Hua. 快速阅读文章，找出文章大意，训练学生快速阅读文章获取文章大意的能力。

2.(Individual work) Read the passage carefully and complete the table in 1.
T: Now please read the passage carefully and complete the table in 1.
T: Have you finished it? Let’s check the answer.
T: Good. How about Huang Hua.
T: Yes, fill your own information in the table. And share it in groups. Read the passage carefully and complete the table in 1.
Ss:…
S1: Canada, 12, 4, 7, 9267-6929.
S2: China, 12, 3, 7, 9252-5233.
Ss:… 阅读1并完成阅读任务。

3.（Group work） Guide students to retell the passage according to the table.
T: Boys and girls, look at the table and try to introduce Jane and Huang Hua. Practice in groups and then share it with us.
T: Are you ready? Who’d like to have a try?
T: From your introduction I know Jane. And she is in Beijing International School. Who can introduce Huang Hua?
T: Quite well. Thank you. Retell the passage according to the table.
S1: Jane is from Canada. She is 12. She is in Class 4, Grade 7. Her telephone number is 9267-6929.
S2: Huang Hua is from China. He is 12. He is in Class 3, Grade 7. His telephone number is 9252-5233. 根据表格中提供的信息复述文章。培养学生提取信息和运用语言的能力。
Remark：阅读语篇时，需注意培养学生的阅读策略，如快速阅读获取文章大意，根据表格复述课文的能力。
Stage4（3mins)： Finish Task 2
Step Teacher activity Student activity Designing purpose
(Group work) Ask students to finish 2.
T: Boys and girls, here is a name card. Read the name card and fill in the blanks.
T: Have you finished? Let’s check the answer together.
T: Read the passage and retell the passage according to the name card. Finish 2.
Ss: Heilongjiang English
12, Class Four, Grade Seven, 6298-6575, ID number
Ss:… 完成2。
Remark：完成该任务的过程中，要再次提醒学生注意英语中单词首字母大写的情况。
Stage 5（4mins)： Project
Step Teacher activity Student activity Designing purpose
1（Individual work) Guide students to make a name card and write a passage according to the name card.
T: Just now you read Lily’s name card. Can you make your own name card?
T: Who can share her name card with us?
T: Your name card is very beautiful. Can you write a passage according to your name card?
T: OK. I believe you can. Make name card and write a passage.
Ss: Yes.
S1: Name: Chen Lin
English name: Linda
Age: 12
From: Kaixian
Class: Four
Grade: Seven
Telephone number: 52123449
ID number: 500234200301114999
School: Nanya Junior High School
Ss: Yes. 将所学知识应用于实际生活，学以致用。
2 (Class activity) Assign HMK.
T: For today’s HMK, I’d like you to 1. Review Unit 1.
2. Make a name card for your mother or father.
3. Write a passage according to the name card.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：帮助学生树立认真对待口头作业的意识。
VI . Blackboard design
Unit 1 Making New Friends Topic 3 How old are you?
第五课时 (Section D-Grammar and Functions, 1, 2, Project)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6: