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仁爱版七年级上英语全册教案

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Unit 1 Making New Friends

Topic 1 Welcome to China!

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 Ⅱ. Teaching aids 教具

投影仪/教学挂图/录音机/字母卡片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Introduction 第一步介绍(时间:6分钟)

本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，提高学习效率。

Step 2 Presentation 第二步呈现(时间:9分钟)

呈现简单的打招呼用语，并进行听说练习，学以致用。 1. (运用真实情境，让学生学会如何与他人简单地打招呼。) (1)(教师向一学生做手势以示打招呼。) T: Hello! S1:Hello!(启发学生回答。)

(板书Hello!让学生猜测其意思并掌握。)

hello (师生互动操练Hello!) T: Hello! Ss:Hello!

(2)(用同样的方式教学Hi!板书并要求学生理解。)

—Hello! = —Hi!(非正式) —Hello! —Hi! (同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼。并让学生之间用真实姓名依次操练)

T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的

汉语提示。) T: Hi, Li Lei!

S2: Hi, Mr./Miss××. S3: Hi, Zhang Hua! S4: Hi, Chen Jun! S5: Hello, Zhou Jie! S6: Hello, Zheng Hua!

(3)(教师亲切地用手势跟同学们打招呼。) T: Good morning! (重复几遍后，启发学生回答。) Ss: Good morning!

(板书并要求学生掌握。)

Good morning! 1

(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)

(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!) S7: Hi! S8. S8: Hi! S7. S9: Hello! S10. S10:Hello! S9.

S11:Good morning! S12. S12:Good morning! S11. …

(对学生的表演给予掌声鼓励。)

2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢?)

Ss: Hi!/Hello!/Good morning!

(利用上面图片教学China，板书并要求学生掌握。)

China T: Good morning! Welcome to China! Ss: Good morning! Thank you./Thanks.(帮助学生回答。) (板书并教学，要求学生掌握。)

—Welcome to China! —Thank you./Thanks. (师生互动操练以上对话。)

3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)

T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.

4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane, Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)

Step 3 Consolidation 第三步巩固(时间:12分钟)

通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。 1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)

(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.) (板书并要求学生掌握。) —I’m … —Are you …? —Yes, I am./ No, I’m not. (教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并作自我介绍。) T: Hi!/Hello! I’m … (教师手指着自己，并引导学生作自我介绍。) S1: Hi!/Hello! I’m Wu San. (S1站起来。) S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。) S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)

(教师接着对刚刚作过自我介绍的学生进行提问，练习上面板书的另两个句式。) T: I’m … Are you Wei Hua?

S3: Yes, I am.(学生点头，这时教师引导学生作答。) T: I’m … Are you Li Feng?

S2: No, I’m not. I’m Wang Xiang. (让学生两人一组进行类似操练。)

(2)(再找来一名学生S4，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)

—Nice to meet you. —Nice to meet you, too. (教师示范表演。)

T: Hello! I’m … Are you Liu Siyang? S4: No, I’m not. I’m Wendy. T: Oh, nice to meet you, Wendy.

S4: Nice to meet you, too.(教师引导学生作答。)

(让学生互相问答，借此机会运用类似的对话认识同学。)

2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)

T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)

3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。) T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。) S1:Good morning! S2:Good morning! S1:I’m … Are you …? S2:Yes, I am.

S1:Nice to meet you. S2:Nice to meet you, too. S1:Welcome to China! S2:Thanks./Thank you.

4. (再让学生四人一组上台表演打招呼和作自我介绍。) T: Act out the dialog with your own names. S3: Hi! S4: Hi!

S3: I’m … Are you …? S4: Yes, I am.

S3: Hello! Are you …? S5: No, I’m not. I’m … S3: Nice to meet you. S5: Nice to meet you, too. S3: Hi! Are you …? S6: Yes, I am.

S3: Welcome to China! S6: Thanks./Thank you. 板书设计： Welcome to China! Section A 1.— Good morning! — Good morning! 2.— Hello! — Hello! 3.— Hi! — Hi! 4.— I’m Kangkang. Are you Michael? — Yes, I am. 5.— Are you Maria? — No, I’m not. I’m Jane. 6.— Nice to meet you. — Nice to meet you, too. 7.— Welcome to China. — Thanks./Thank you. 3

Section B

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 Ⅱ. Teaching aids 教具

小黑板/教学挂图/录音机/字母卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。 1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。) 2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起对话表演。)

T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me. S1:Good morning, Miss Wang! T: Good morning, S1!

S1:Miss Wang, this is S2. S2, this is Miss Wang. S2:Nice to meet you. T: Nice to meet you, too.

3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。) T: Please practice 1a in groups, then act it out.

4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)

T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过看、听、说，练习目标语言，培养学生综合运用语言的能力。

1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。) (板书并教学How do you do?的用法，要求学生掌握。)

—How do you do? —How do you do? 2. (让学生听3a录音，结合图片理解对话情境。)

3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)

T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape. 4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。) T: Please practice 3a in groups. Then act it out.

(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do?的用法。找几组同学表演所填的对话。)

T: Please complete the conversation in 3b. Then act it out. 5. (学生完成4。核对答案。)

T: Read the sentences in 4 and match them.

6. (根据4，学生两两对话，复习重点句型，巩固4。)

T: Practice some dialogs according to 4 in pairs. Please practice after the example. Example:

S1:How do you do? S2:How do you do?

S3:Welcome to Beijing! S4:Thank you.

S5:Nice to meet you. S6:Nice to meet you, too. S7:Are you Jane? S8:Yes, I am.

S9:Good morning! S10: Good morning! …

板书设计: Welcome to China! Section B 3. Mom, this is my teacher, Mr. Lee. 4. —How do you do? —How do you do? 1. This is Mr. … This is Miss … 2. —Nice to see you. —Nice to see you, too.

Section C

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

字母卡片/图片/录音机/字母表挂图/火柴 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:6分钟)

在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。 1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。) 2. (再次播放1a录音，让学生跟读并模仿语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 3. (让学生两人一组练习1a。)

T: Now, please read the dialogs in 1a in pairs.

Step 3 Consolidation 第三步巩固(时间:8分钟)

在真实情境中模仿对话，使学生最终掌握本课功能用语。

1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。) T: Good afternoon, Mr. Chen! S1: Good afternoon, Xiao Zeng! T: How are you?

S1: I’m fine, thank you. T: Goodbye, Mr. Chen. S1: Bye.

(出示1a挂图后两幅，让学生模仿表演。角色互换。) 2. (看挂图，创设情景，仿照1a对话。)

T: Well, look at the pictures, then imitate the dialogs. 3. (让学生用自己的真实姓名表演1a，完成1b。)

T: Practice the conversations in 1a with your partner using your own names. Then change the partners and practice

again. 板书设计： Welcome to China! Section C 1.—How are you? —I’m fine, thank you./Fine, thanks. And you? —I’m OK. 2.—Goodbye. —Bye. 3.—See you later. —See you. 4.—Good afternoon/evening! —Good afternoon/evening! 5. A, E, I, O, U

Section D

The main activities are 1 and 5. 本课重点活动是1和5。

Ⅱ. Teaching aids 教具

教学挂图/小黑板/字母卡片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案 …

Step 2 Presentation 第二步呈现(时间:8分钟)

利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。 1. (让学生听2录音，完成排序。)

T: Please listen and number the pictures in 2.

2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。) T: Let’s make a conversation and perform it. T: Good morning, Kangkang. S1:Good morning, Miss Wang. T: How are you? S1:Fine, thanks. T: Nice to see you. S1:Nice to see you, too. T: Goodbye, Kangkang. S1:Bye, Miss Wang.

(让学生两人一组练习2对话。)

3. (两人一组表演这个对话。对表演得非常流畅的学生给予掌声鼓励。)

(这是本话题的目标语言，正常情况下要求学生完成表演。如果学生不能流畅地表演，教师要给予适当指导。)

Step 3 Consolidation 第三步巩固(时间:12分钟)

复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。

1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。) T: Look at the blackboard. Let’s review the grammar focus. I’m Kangkang. Are you Maria? Miss Wang, this is Michael. I’m=I am Yes, I am./No, I’m not. (根据总结的规律，模仿句型造句。完成4a。)

2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。)

T: Let’s review these useful expressions. Good morning/afternoon/evening! Welcome to China! Hello!/Hi! Nice to meet/see you. How do you do? How are you ? Goodbye. See you later. Good morning/afternoon/evening! Thanks./Thank you. Hello!/Hi! Nice to meet/see you, too. How do you do? Fine, thanks./I’m fine, thank you. Bye. See you. (让学生分组练习这些有用表达，要求掌握。)

3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。)

T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example: S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)? S2: Yes, I am. Nice to meet you. S1: Nice to meet you, too. S2: Hi, Liu Bei. How are you? S3:I’m fine. Thank you. And you?

S2:I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu. S3: How do you do? S1: How do you do?

(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。) 板书设计： Welcome to China! Section D 3.Miss Wang, this is Michael. 4.—Good morning/afternoon! —Good morning/afternoon! 5.—Nice to meet/see you. —Nice to meet/see you, too. 6.—How are you? —I’m fine, thank you./ Fine, thanks. 1.Aa Hh Jj Kk Ee Bb Cc Dd Gg Pp Tt Vv Ii Yy Ff Ll Mm Nn Ss Xx Zz Uu Qq Ww Oo Rr 7

2.—Are you Maria? —Yes, I am./No, I’m not. 7.—See you later. —See you.

Topic 2 Where are you from?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具卡片/教学挂图/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。 1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。) T: Good morning, class!

Ss:Good morning, Miss Wang! T: Nice to see you.

Ss:Nice to see you, too. T: How are you today? Ss:Fine, thanks. And you? T: I’m OK.

(转向一名学生向他询问问题并示意他回答。) T: Hello, are you Xiao Ming? S1:Yes, I am.

T: Nice to meet you.

S1:Nice to meet you, too. T: This is Xiao Gang.

S1:How do you do? Xiao Gang. S2:How do you do?

(反复操练见面问候语，让学生充分复习第一话题所学内容。)

2. (拿出准备好的卡片进行问答，卡片上写有Canada, England, the U.S.A., Japan, Cuba, China国家名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。) T: Who is this?(教师解释并示意学生回答。) Ss:This is Jane.

T: Great, she is Jane, and she is from Canada. (板书并要求学生掌握。)

she, be from, Canada T: Who is this?(拿出Tony的图片。)

Ss:This is Tony.(帮助回答并领读Tony。) T: Great, he is Tony, and he is from England. 8

(板书并要求学生掌握。) he, England T: Excuse me, who is she?(拿出Sally的图片。) Ss:She is Sally.(帮助回答并领读Sally。)

T: Where is she from?(教师解释并领读此句。) Ss:She is from the U.S.A.(帮助回答。)

(板书并要求学生掌握excuse me和where；理解the U.S.A.。) excuse me, where, the U.S.A. T: Excuse me, what’s your name?(拿出Yukio的图片给其中的一个学生。) S3:My name is Yukio.(帮助学生回答。)

T: Where are you from?(老师解释并领读此句。) S3:I am from Japan.(帮助回答。) (板书并要求学生掌握。) What’s your name? Japan T: Excuse me, is he Kangkang?(拿出康康的图片。) Ss:Yes, he is.

T: Is he from Japan?

Ss:No, he isn’t.(帮助学生回答。) (板书并要求学生理解。) isn’t=is not T: Where is he from? Ss:He is from China.

T: Are we from China?(老师解释并做相应的手势表示“我们”。) Ss:Yes, we are.(帮助学生回答。) (板书并要求学生掌握。) we Step 2 Presentation 第二步呈现(时间:8分钟)

通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。

1. (出示1a教学挂图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)

T: Look at the picture. Guess what they are talking about. Now let’s listen to 1a and answer the following questions.

(1)Who are they?(教师翻译。) (2)Where are they from?(教师翻译。) (核对答案。)

2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)

T: Now let’s listen to 1a again and read after it. Pay attention to the pronunciation and intonation. 3. (让学生独自朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)

T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs. (板书) —Excuse me, are you …? —Yes. … What’s your name? —My name is … Where are you from? —I’m from … Are you from …? —No, … Step 3 Consolidation 第三步巩固(时间:8分钟)

通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交流的目的。 1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。) T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this: —Excuse me, are you …?

—Yes, I am. What’s your name? —My name is …

2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自己的真实的情况如所在区或村来表演。方式同上。)

T: I’ll give you another two minutes. Make similar dialogs like this : —Where are you from?

—I’m from … Are you from …? —No, … I’m from … Example:

S1: Where are you from?

S2: I’m from Zhongguancun. Are you from Zhongguancun? S1: No, I’m not. I’m from Bagoucun.

3. (将上述两步结合起来表演，完成1b。)

T: Now make your own conversations according to 1a. Finish 1b. Example:

S3: Excuse me, are you Wang Wei? S4: Yes, I am. What’s your name?

S3: My name is Li Lei. Where are you from? S4: I’m from Beijing. Are you from Beijing, too? S3: No, I’m not. I’m from Shanghai. 板书设计： Where are you from? Section A 1.—Excuse me, are you Jane? 3.—Where are you from? —Yes, I am. —I’m from Canada. 2.—What’s your name? 4.—Is he Li Ming? —My name is Sally. —Yes, he is./No, he isn’t. Section B

The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。 Ⅱ. Teaching aids 教具

图片/教学挂图/录音机/中外名人图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 S

Step 2 Presentation 第二步呈现(时间:15分钟)

通过两幅名人图片进一步学习如何表述个人信息，培养学生的学习兴趣。 1. (教师展示1a教学挂图，让学生回答他们是谁，并介绍他们的基本信息。) T: Look at the picture. Who is she?(指着第一张图片问。) Ss: She is Deng Yaping.

T: Where is she from? Ss: She is from China.

T: Who is he?(指着第二张图片问。)

Ss: He is Stephen Hawking.(教师领读Stephen Hawking。) T: Where is he from? Ss: He is from England.

2. (播放1a录音，让学生跟读并注意模仿其语音语调。要求学生注意听缩写词的发音。) T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation. (板书含有缩写词的句子并解释。)

She’s from China. He’s from England. She’s=She is He’s=He is 3. (再次播放1a录音，让学生重点注意语调，并找出升降调的规律。) T: Listen to 1a again. Find out the rules of the intonation, please. (板书重点句子。) —Who is he/she? —He/She is … —Where is he/she from? —He/She is from … Where’s=Where is 4. (要求学生两人一组互动操练1a。请几组学生根据挂图表演对话，完成1a。) 5. (出示2a教学挂图，播放2a录音，学生跟读，并标出升降调。) (板书并讲解重点句型。) —Are they from …? —No, they aren’t. —Where are they from? —… is from … and … is from … 6. (学生两人一组操练2a。然后请几组学生上台表演，完成2a。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

利用个人信息资料练习对话，巩固目标语言，培养学生语言表达能力。让学生了解主要英语国家的国旗及标志性建筑，扩大学生知识面。

1. (教师出示1b中的三幅图片，让学生两人一组操练，巩固1a中含第三人称单数Who is he/she?及Where is he/she from?两种句型的问答形式。同时让学生了解各国的国旗及标志性建筑。完成1b。) T: Look at the pictures in 1b. Work in pairs. Practice the dialogs according to 1a. Example: S1: Who is he? S2: He is Zhai Zhigang. S1: Where is he from? S2: He is from China. S3: Who is she? S4: She is J·K·Rowling. S3: Where is she from? S4: She is from England. …

2. (教师出示2b图片，让学生通过看图完成2b。然后两人一组进行对话练习以加深理解。找几组学生到台前表演。)

T: Look at the picture in 2b and complete the conversation. Then practice in pairs. I’ll ask some groups to act it out in

the front. 板书设计： Where are you from? Section B 1.—Who is he/she? 2.—Who are they? —He/She is … —They are … and … —Where’s he/she from? —Are they from …? —He/She is from … —No, they aren’t. —Where are they from? —… is from … and … is from …

Section C

The main activities are 1a, 2 and 3a. 本课重点活动是1a、2和3a。 Ⅱ. Teaching aids 教具

照片/图片/数字卡片/实物/教学挂图/录音机/球 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

通过学习0-10的数字，增强学生学习英语的兴趣，培养学生学习英语的语感。

1. (教师手持0-10的数字卡片，上面是阿拉伯数字，下面是英文单词。对折卡片，只出示阿拉伯数字，先示范每个数字的读音，要求学生先静听，再跟读。完成1a。)

T: Look at these numbers carefully, then listen to me and follow. (板书) zero, one, two, three, four, five, six, seven, eight, nine, ten 2. (教师连续朗读这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。目的是培养学生语感。)

T: Read the numbers from zero to ten, and then from ten to zero.

T: zero one two three four five six seven eight nine ten Ss: zero one two three four five six seven eight nine ten

3. (播放1a 录音，让学生模仿正确的语音语调。)

T: Listen to the tape. Pay attention to the pronunciation and intonation.

4. (双人活动。一个学生用中文说出数字，另一个学生用英文说出这个数字，从而使学生能够准确熟练地掌握数字0-10的英文说法。)

T: Work in pairs. One says the numbers in Chinese, and the other says the numbers in English. 5. (教师在黑板上写出一组数字(0468)7533-8593，让学生试着以最快的速度读出。) T: This is my telephone number. (0468)7533-8593. What’s your telephone number? S1: My telephone number/It is …(帮助学生回答。) T: What’s your telephone number? S2: … …

(让学生读出自己家的电话号码，练习数字的读法。) (板书)

—What’s your telephone number? —My telephone number/It is … Step 3 Consolidation 第三步巩固(时间:7分钟)

把数字融入实际生活，让学生会说英语数字，激发学生学习英语的兴趣，培养学生的观察能力。

1. (启发学生用英语数自己的手指，文具盒里的笔，书包里的书本，教室里的窗和灯等，把枯燥无味的数字融入现实的情境中进行学习，激发学生的学习兴趣。)

T: Count your fingers or school things in English numbers. 2. (教师出示1b教学挂图，完成1b。)

T: We can see the numbers everywhere. Now look and say the numbers in 1b. (采用抢答形式完成。) T: Picture 1. (车牌号) S1:Three two eight three. (再次强调语调。)

T: Picture 2. (信封邮编)

S2:Zero five two two six zero T:Picture 3. (QQ号码) S3:One five eight one four one zero two eight …

3. (教师在黑板上写出英文数字，让学生说出汉语。) T: Please read these numbers in Chinese.

4. (两人一组，一个同学用英语说出一串数字，先从位数少的说起，另一个同学用汉语说出来。) T: Let’s say some numbers. One speaks in English, and the other speaks in Chinese. 板书设计： Where are you from? Section C zero, one, two, three, four, five, six, seven, eight, nine, ten —What’s your telephone number? —My telephone number/It is … Section D

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅱ. Teaching aids 教具

单词卡片/自制名片/教学挂图/录音机/小黑板或投影仪/照片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

学习特殊电话号码的含义，丰富生活常识。练习元音字母a和e分别在开闭音节中的发音，培养学生的拼读能力。 1. (出示2图片，让学生观察并说出相应的电话号码，完成2。)

T: Boys and girls, what should we do when we meet the different troubles? Let’s look at the pictures in 2 and you’ll

know the answers.

2. (教师拿出准备好的卡片，a和e用不同颜色写出。) T: Can you read this word?(出示写有Jane的卡片。) Ss: Yes. /dЗein/.

T: Please read it.(出示写有name的卡片。) Ss: /neim/.

T: Please read it.(出示cake并让学生试读。) Ss: /keik/.(教师帮助回答。)

(让学生找出a的读音，并试发音/ei/。)

T: Do they have the same vowel?(教师翻译。) Ss: Yes, /ei/.

(教师教读/ei/，并让学生注意口型，然后让学生观察这三个单词的拼写规则，教师帮助归纳发音规则，并解释开音节。)

Ss: 元音字母+辅音字母+不发音的e. T: OK. How do you read this one then?(出示same的卡片。) Ss: /seim/.(帮助回答。)

T: This one?(出示take的卡片。) Ss: /teik/.

(用同样的方法教学字母a在闭音节中的读音。) T: You’re great, now let’s read again. (再让学生读/ei/, /æ/和相应单词。) (以同样的方法教学e的发音规律。)

3. (教师用投影仪或小黑板展示一些单词，让学生按开音节和闭音节归类，并试着拼读。)

grade, cake, same, she, desk, these, that, be, ten (教师更正读音，并领读。)

4. (播放1录音，让学生仔细听并跟读，完成1。)

Step 3 Consolidation 第三步巩固(时间:10分钟)

复习本单元所学知识和重点句型，培养学生综合运用语言的能力。

1. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找它们的搭档am, is, are。) T: Now let’s match the subject pronouns with am/is/are. I he she it is we you they are am 2. (让学生根据上表造句，要求使用肯定句、否定句、一般疑问句、肯定、否定回答及以who, where开头的特殊疑问句。) Example: ①I am Maria. ②I am not Maria. ③Are you Maria?

④Yes, I am./No, I’m not. ⑤Who is he? He is Tom.

⑥Where is he from? He is from …

3. (让学生看3a语法，教师归纳并领读。师生对话，掌握所给出的缩写词和问答句型，完成3a。) 4. (完成小黑板上的对话，让学生综合练习人称代词，be动词及以who，where开头的疑问句。)

(用适当的词填空完成对话。) A: Good morning. B: . A: you Jane? B: Yes, am.

A: Where are from? B: I from Canada. A: are they? B: are Tony and Sally. A: Tony from the U.S.A.? B: No, he . is from England. A: is Sally from? B: is from the U.S.A. A: Thanks, goodbye. B: . 板书设计： Where are you from? Section D 1. /ei/ Jane name cake (4)—Who are they? /æ/ hand bag map —They are Maria and Jane. /i:/ me she we (5)—Are you from Japan? /e/ egg pen dress —Yes, we are./No, we aren’t. 2.(1)—Is she Jane? (6)—Excuse me, are you Jane? —Yes, she is./No, she isn’t. —Yes, I am./No, I’m not. (2)—Is he Li Ming? (7)—What’s your name? —Yes, he is./No, he isn’t. —My name is Sally. (3)—Where are you from? (8)—What’s your telephone number? —I’m from Canada. —My telephone number/It is 6800-3553.

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。 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 class in grade How old are you? What class are you in? What grade are you in? 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 eighteen nineteen 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. 板书设计：

What class are you in? Section A 1.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 is 3.—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。 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 2 Presentation 第二步呈现(时间:13分钟)

运用卡片或图片，通过师生问答的形式，初步呈现新单词和新句型，并进行简单的操练。

1. (1) (教师拿出写有eraser的卡片，再拿出橡皮擦的图片或实物提问。用此种方法教授生词和句型。)

T: Look at this picture. Let’s ask and answer. What’s this in English?(解释in English汉语意思。)

Ss: It’s an eraser. (启发引导学生回答。) T: How clever! It’s an eraser. (2) (教师出示一张地图继续提问。)

T: What’s this in English? S1: It’s a map. (板书，教学新单词和词组，并要求掌握。)

—What’s this in English? —It’s an eraser/a map. T: How do you spell it?(解释spell汉语意思。) S1: M-A-P, map.(启发引导学生回答。)

(板书，教学新单词，新句型，并要求学生掌握spell。) —How do you spell it? —M-A-P, map. T: Thank you. S1: That’s OK.(教师帮助回答。)

T: You can also say: You’re welcome. (板书，教学感谢和应答的句型。)

—Thank you. —That’s OK./You’re welcome. (3) (以同样的方式教学单词pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，让学生了解wow，并让学生两人一组互动操练句型。同时引导学生区别a/an，教师归纳a/an的用法。)

T: We learnt so many new words. Do you know how to use “a” and “an”? Let’s sum up together. (引导学生仔细观察、发现规律，教师最后总结并板书。) a map/pen/pencil/car/desk…(用于辅音音标前。) an apple/orange/eraser/egg/English book…(用于元音音标前。) (4) (教师把实物卡片放在远处，师生对话练习that。) T: Now what’s that in English?

(教师指着远处的黑板问所有的学生。) Ss: It’s a blackboard.

T: How do you spell it, please? Ss: B-L-A-C-K-B-O-A-R-D, blackboard. T: Thanks.

Ss: You’re welcome./That’s OK.

(请一名学生到讲台前配合教师作示范。)

T: Excuse me, what’s that in English?(教师指着远处的苹果图片。) S2: It’s an apple.

T: Can you spell it, please? S2: Yes. A-P-P-L-E, apple.

T: You can also spell it like this: A-double P-L-E, apple. Thanks. S2: You’re welcome.

(板书，教学新单词和新句型，并要求掌握。)

Can you spell it, please? Yes. A-double P-L-E, apple. Step 3 Consolidation 第三步巩固(时间:7分钟)

利用实物、图片和投影仪等教具，进行师生和生生问答，使学生在运用中掌握新单词和新句型。 1. (1)(播放1a录音，让学生跟读，然后两人一组模仿1a进行对话。) T: Please listen to 1a and repeat. Then practice in pairs.

(2)(同桌之间用不同的实物，如pencil, desk, ruler, pen, book等练习1a。并到讲台前表演。) T: Please practice the dialog in pairs using different things and act it out. S1: Excuse me, what’s this in English? S2: It’s a pencil.

S1: How do you spell it? S2: P-E-N-C-I-L, pencil. S1: Thank you.

S2: You’re welcome.

(对于表演好的学生，给予表扬。) 2. (让学生完成1b练习，并核对答案。)

T: Please complete the conversations in 1b and then check the answers.

3. (1)(用投影仪或小黑板呈现一个苹果的图片，其下面是打乱了顺序的几句话，让学生给这些句子重新排序。) T: Boys and girls, put these sentences in the right order. S3, S4, you two, please. (两名学生把答案写在黑板上，并进行对话练习，然后师生一起核对。)

A: That’s OK. B: It’s an apple. C: A-P-P-L-E, apple. D: Thank you. E: How do you spell it? F: What’s this in English? (2)(拿出一幅电话的图片挂在较远处，让学生两人一组用that进行对话。然后，请一组学生到台前表演。) T: S5, S6, use“that”to make a conversation, please. S5: Excuse me, S6. What’s that in English? S6: It’s a telephone.

S5: How do you spell it?/Can you spell it? S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone. S5: Thank you.

S6: You’re welcome./That’s OK. 板书设计：

What class are you in? Section B 1.—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. Section C

The main activities are 1a and 2. 本课重点活动是1a和2。 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 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—boxes 2.指示代词及人称代词的单复数转换： this—these that—those it—they 3.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 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。)

“this” and “that”.

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. 板书设计：

What class are you in? Section C 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-boxes 2. 指示代词及代词的单复数转换： this—these that—those

it—they 3. —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。 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 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/ei/；在闭音节单词中读/æ/. S2: E e在开音节单词中读/i:/；在闭音节单词中读/e/.

(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 same these 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。) (板书并领读。) I i O o bike six go box knife kid nose dog nine pig phone 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: Age: Class: English name: From: 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. 板书设计：

What class are you in? Section D 1. Ii bike knife nine six kid pig Oo go nose phone box dog shop Uu Cuba student computer bus number up 2. 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.

Unit 2 Looking Different

Topic 1 I have a small nose.

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 Ⅱ. Teaching aids 教具

小黑板/影片的封面或图片/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:10分钟)

通过复习，培养学生根据图画和文字信息进行简单交流的能力。 (出示小黑板上的图画和文字信息，师生进行互动问答，然后让学生两人一组表演对话。复习描述人的基本情况。)

Name: Jane Age: 12 From: Canada School: Beijing Ren’ai International School Class: Four Grade: Seven Phone number: (010)9267-6929

(1)T: What’s her name? S1: Her name is Jane. T: How old is she? S2: She is twelve. T: Where is she from? S3: She is from Canada. T: What class is she in?

S4: She is in Class Four, Grade Seven. T: What’s her telephone number? S5: It’s (010)9267-6929.

(把全班学生分成两组就此对话进行表演。) (2)(根据图画导入新内容。)

T: Well done! Now we have learned something about Jane. Do you like her? Is she beautiful? Then how to describe her appearance? First, let’s learn some new words about parts of the body. Now let’s look at the picture.

Step 2 Presentation 第二步呈现(时间:12分钟)

利用图片，借助体态语，帮助学生学习语言，并培养他们的观察能力。

1. (教师利用Jane的图片教授2a中人体部位的名称，并在图片的相应位置板书单词，然后领学生拼读。注：教师应按照从上到下、从局部到整体的顺序讲授人体部位，以便帮助学生记忆。)

T: Please listen and follow me, then touch the parts of your body when you say them. Please go! (板书生词，要求学生掌握，并让学生注意拼读。) head face hair eye ear nose mouth neck 2. (利用2a的教学挂图，操练表示人体部位的名词。) T: Let’s look at this picture. What’s this?(手指画着头部的图片。) S1, please. S1:Head.

T: How do you spell it, please? S1:H-E-A-D, head.

(以同样方式操练其他表示人体部位的名词。)

3. (以做游戏的方式呈现新单词和短语，使学生易于理解和接受。具体方法如下：把全班学生分成四组，每组轮流选出一名学生在黑板上画人物头像。每个学生画一个身体部位。例如，第一个学生画的是一张圆脸，教师就帮助学生说a round face。板书并解释。其他身体部位以同样方式呈现。直到把所有本节课所涉及的描述性形容词都呈现出来为止。可以多画几幅图，完成后，每组学生轮流用短语描述人物外貌特征，说得准确流利者为胜。)

T: Nice work, boys and girls. Now let’s play a game. I’ll divide you into four groups. Each group chooses a student to

draw a part of the body. And you should describe it with a phrase. OK. Let’s begin! (板书boy和girl，并要求学生掌握。)

boy, girl S2: (画一个圆脸) A round face. (教师帮助学生说。) (板书并解释，要求学生掌握。)

round S3: (画一双小眼睛) Small eyes.(教师帮助学生说。) (板书并解释，要求学生掌握。)

small S4: (画一个大鼻子) A big nose.(教师帮助学生说。) (板书并解释，要求学生掌握。)

big … (以同样方式呈现a wide mouth, big ears, long hair，要求学生掌握。)

4. (出示3a的教学挂图，让学生观察图片中突出的外貌特征，巩固表示人体部位的名词和部分形容词。)

T: OK, now look at these pictures. Let’s talk about their different looks. Is this nose big?(教师指着图片1的鼻子，并借助手势问。)

Ss: Yes. It’s big.(引导学生说。)

T: Good. He has a big nose. Are they big, too?(教师指着图片②问。) Ss: No.

T: Very good. They are not big. They are small. They have small noses and small eyes.(教师指着图片2的鼻子和眼睛说。)

(以同样方式操练其他四幅图片。)

5. (在熟练掌握人体部位和描述人体部位形容词的基础上，结合3a的教学图片，让学生操练形容词+人体部位的短语，然后教授have和has的用法，进而过渡到完整的句子。)

(教师说出一个人称代词，让学生结合3a的教学挂图说出用have还是用has。)

T: Next, please practice the sentence patterns. I say personal pronouns, you complete the sentences. T: Look at Picture 1. “I …” Ss: I have.

T: The whole sentence.(“完整的句子”) Ss: I have a big nose. T: Picture 2. “We …” Ss: We have ...

(教师示意说完整的句子。) Ss: We have small eyes. T: Picture 3.“They …” Ss: They have …(教师帮助说) (教师示意说完整的句子。) Ss: They have round faces. …

6. (播放3a录音，让学生跟读并注意语音语调。)

T: Listen to 3a and repeat. Pay attention to the pronunciation and intonation. 7. (1) (总结have/has的用法并板书。)

T: Let’s sum up the usages of“have”and“has”.

① have: S(I/We/You/They) +have … ② has: S(He/ She/ It)+has … (2) (教师带领学生运用身边的实物，练习用have/has造句。) T: I have a book. She has a big pencil-box. He has a beautiful bag. …

Step 3 Consolidation 第三步巩固(时间:8分钟)

完成3b和4。通过小组竞赛，接龙游戏，替换练习等活动，进一步操练have，has的用法。

1. (小组竞赛。限定时间要求学生书面完成3b。核对答案，并让学生复述have/has的用法，最后让学生齐读这七个句子。)

T: Now, let’s P.K. Can you complete the sentences in 3b on Page 26 as quickly as you can? Then I’ll divide you into two teams. Boys must choose the sentences which they use “have”. Girls must choose the sentences which they use “has”. Please go.

2. (接龙游戏。教师根据自己的实际情况以第一人称说一个句子，学生模仿练习。)

T: Well done. Now let’s play a game in chains. You can say a sentence to describe yourself. Please use “I have” to make sentences, for example, I have a big nose. Begin! S1: I have a small nose. S2: I have a long face. S3: I have a big head. S4: … …

3. (根据学生的描述，有意识板书一些句型，运用肢体语言，引导学生进行替换练习。) T: Nice work. Huang Lin and Huang Hao, please. Huang Lin: I have a small nose. Huang Hao: I have a small nose.

T: You can say together like this: We have … Huang Lin and Huang Hao: We have small noses. T: And the whole class can say like this: They have … Ss: They have small noses. Huang Lin: I have a small nose. Huang Hao: I have a small nose. (引导他们用we来描述，注意单复数形式，其他同学用they转述。教师板书。) Huang Lin and Huang Hao: We have small noses. Ss: They have small noses. (引导其他同学来描述，教师板书。) Lin Ying(女): I have long hair. Ss: She has long hair. Chen Bin(男): I have big ears. Ss: He has big ears. 4. (请学生根据描述，完成4。)

T: Read the passages and draw pictures.

5. (两人一组，一位描述，另一位画，画完后同桌交流。评选出优胜小组并将其画贴在墙上，以资鼓励。)

T: Let’s draw a picture in pairs. One reads, the other draws. Are you ready? Ss: Yes.

T: Let’s begin.

S5: This girl has a round face, big eyes … S6: (根据S5的描述，画女孩的面部特征。) …

板书设计：

I have a small nose. Section A 1. I know. 2. You’re right. 3. (1)I have a big nose. 29 (2)We have small eyes. (3)They have round faces. (4)She has long hair. (5)He has a wide mouth. (6)It has big ears. I/We/You/They + have … He/She/It + has … Section B

The main activities are 1a, 3 and 4. 本课重点活动是1a、3和4。 Ⅱ. Teaching aids 教具

教学挂图/录音机/学生照片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

…

Step 2 Presentation 第二步呈现(时间:10分钟)

通过1a对话，使学生初步掌握动词have/has的一般疑问句及其肯定和否定回答，并学习新句型Who’s your favorite …?。

1. (教师在黑板上画一颗星星。) T: This is a star. (在星星下方板书star，引导学生推测出词义，并要求学生掌握。)

star (继续板书movie star。)

movie star T: 《赤壁》is a nice movie.《功夫熊猫》is a movie, too. Can you guess what’s the meaning of“movie”? Ss: 电影。

T: Nice work. What’s the meaning of “movie star”? Ss: 电影明星。

T: Good! Who is your favorite movie star? (板书并要求学生掌握。)

favorite (采访两三位学生，说出他们最喜爱的电影明星是谁，导入1a。) 2. (出示1a教学挂图。)

T: You all have your own favorite movie stars. Who is Michael’s? Do you want to know about him? (指着图片。) T: This is Michael’s favorite movie star. Can you guess who he is? S1, please. S1: Li Lianjie. T: No. Li Lianjie is my favorite movie star. Guess again. S2, please. S2: Bruce Lee.

T: No. He is from China. He is Chinese and has a big nose. OK. Now listen to 1a and guess again. Who’s Michael’s favorite movie star?

(板书Chinese和again，要求学生掌握。)

Chinese, again 3. (学生听录音猜测图片上的人物，教师鼓励他们谈论自己最喜爱的电影明星，可让同桌两人一组进行操练。) T: Who’s he? S3, please.

S3: He’s Cheng Long.

T: Yes. You’re right. Now practice the dialog in pairs like this: S4: Who is your favorite movie star?

S5: My favorite movie star is Li Lianjie./It’s Li Lianjie. He is tall and strong … …

4. (再播放1a录音，请学生跟读并注意语音语调。)

T: Listen again and repeat. Pay attention to your pronunciation and intonation.

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过听说读写的练习，强化动词have/has的用法及描述人的外貌特征的方法。 1. (让学生完成1b，巩固1a。)

T: OK, just now, you talked about your favorite movie star. Can you talk something about your favorite teacher with your partner? You can use the sentences: “Who is your favorite teacher?” “Guess, he’s …” “Does he have …?” “No. Guess again.”

2. (教师拿出准备好的学生照片说：“假定这位学生是你的朋友，请根据1a，表演对话。)

T: Suppose this is your good friend, Lin Wen. Make a similar conversation according to 1a, and act it out. S1: I have a good friend in my class. Guess who is my favorite friend? S2: Is your friend a girl?

S1: Yes, she is. She has a big nose. S2: Does she have long hair? S1: Yes, she does.

S2: Does she have small eyes?

S1: No, she doesn’t. Her eyes are big. S2: Is she Lin Wen? S1: Yes, you are right.

3. (看2部分，听录音填数字，要求学生使用has句型进行核对。做得好的给予掌声鼓励。完成2。)

T: Nice work. Now let’s look at the kids with masks on Page 27. They’re Maria, Michael, Wang Junfeng, Kangkang, Linda and Jane. Can you guess what they look like? Next, please listen to 2 and match the following phrases with the right numbers. Then describe the kids with the sentence patterns: Maria has a small mouth. She has a small mouth.（核对答案时教师可以有意识地用be动词来重复学生的答案，并板书。) T: OK. Let’s check your answers one by one. S3, please. S3: Kangkang has a big head. He has a big head. T: Yes. That’s right. His head is big. S4, please. S4: Jane has a small face. She has a small face. T: Right. Her face is small. S5, please.

S5: Wang Junfeng has small eyes. He has small eyes. T: Good. His eyes are small. S6, please. S6: Linda has long hair. She has long hair. T: Very good. Her hair is long. (板书句型，引导学生使用be动词来描述人物的外貌特征，并提醒学生注意人称代词主格和形容词性物主代词之间的替换。)

He has big eyes.→His eyes are big. She has long hair.→Her hair is long. T: Well. What about Kangkang? S7, please. S7: Kangkang has a big nose. He has a big nose. T: Is that right?

Ss: Yes. His nose is big.

T: Good. Now let’s practice the drills with your partner.

(根据黑板上的信息，让学生使用be动词描述2中人物的外貌特征。) Example:

I have a round face.→My face is round.

4. (教师利用简笔画或图片帮助学生完成3。教师可向学生说明描述人的外貌有多种方式并要求学生掌握。)

T: Look at me. My face is round./I have a round face. Now look at the picture in 3 on Page 28 and rewrite the sentences using have or has. Then make more sentences. Finish 3. 板书设计： I have a small nose. Section B 1.—Does he have long hair? 2. Who is your favorite movie star? —No, he doesn’t. It’s Bruce Lee. —Does he have a wide mouth? Guess again. —Yes, he does. 3.①Her hair is long. = She has long hair. ②His eyes are big. = He has big eyes. Section C

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅱ. Teaching aids 教具

小黑板/纸/录音机/实物/小刀/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:7分钟)

学习1a，培养学生的阅读理解能力。 1. (让学生听1a录音，然后回答问题。)

T: Listen to the tape carefully, and then answer the questions. (板书) (1) Is the boy a student? (2) How old is his sister? (核对答案)

T: Is he a student? Ss: Yes, he is.

T: Right. How old is his sister? Ss: Twelve.

T: Yes. You’re right. Now listen again and repeat. When you’re reading, you can underline the key words. 2. (根据短文里的关键词，完成1b，巩固1a所学知识。)

(找出正确图片后，让学生归纳描述人物外貌特征的关键词语并板书。) T: Please find the key phrases in 1a.

a round face. a round face. I have small eyes. She has big eyes. a big nose. a small nose. a small mouth. a small mouth.

(根据关键短语进行问答。)

T: Does he have a round face? Ss: Yes, he does.

Does he have a small nose? Ss: No, he doesn’t. He has a big one. Does he have a small mouth? Ss: Yes, he does.

Does he have big eyes? Ss: No, he doesn’t. He has small eyes. Does he have a sister? Ss: Yes, he does. What’s her name? Ss: Her name is Amy. Does she have a round face? Ss: Yes, she does.

Does she have a big nose? Ss: No, she doesn’t. She has a small one. …

Step 3 Consolidation 第三步巩固(时间:8分钟)

完成1c，并通过复述，巩固1a所学的重点词汇及短语。

1. (听1a录音，可在呈现新句子后按暂停键，让学生重复，找出关键词及疑难点，师生共同解决。) 2. (完成1c，核对答案。)

T: Now please read 1a again and mark True (T) or False (F) in 1c on Page 29. Check the answers together. 3. (根据1b中的图3和图6以及小黑板上的关键词，让学生复述1a。)

T: OK, now can you have a try to retell 1a according to the key words on the small blackboard? 板书设计：

I have a small nose. Section C 1. I come from England.=I am from England. 2. We are in the same school, but in different grades. 3.—Do you have short hair? —Yes, I do./No, I don’t. 4.—Do they have knives? —Yes, they do./No, they don’t. 5.—Does he have a ruler? —Yes, he does./No, he doesn’t. 6. come from=be from student(teacher) sister (brother) different(same) T: T: T: T: T: T: T: T:

Section D

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅱ. Teaching aids 教具

单词卡片/彩色粉笔/录音机/小黑板/图片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

通过已学单词的拼读，让学生学习六个辅音。

1. (利用事先准备的归类单词卡片，通过学生拼读方式来完成，注意突出读音。) T: OK. Boys and girls, attention please. Look at the word cards. Read and spell them. (教师依次出示pen, map, apple三张卡片。) Ss: Pen, P-E-N, pen. Ss: Map, M-A-P, map. Ss: Apple, A-P-P-L-E, apple. (板书单词与/p/，用彩色粉笔突出单词中的字母p，然后齐声朗读。)

/p/ pen map apple (用已学音标，启发学生读plane这个单词。)

T: Now look at the blackboard and read them together. (以同样的方式学习其余音标。) /b/ bus /t/ cat book not hand neck egg bag meet doctor can again /d/ desk /k/ cake /g/ girl 2. (听1录音并跟读，注意其发音，了解发音规律。)

T: Listen to 1 and repeat, and pay more attention to the pronunciation. Then learn about the regularities of the

pronunciation.

Step 3 Consolidation 第三步巩固(时间:7分钟)

让学生进一步了解六个辅音的发音规律，通过模仿录音，帮助学生养成良好的发音习惯。 1. (再听1录音，让学生跟读并为每个音标再找一个例词来补充，从而加深印象。) T: Now listen to 1 and repeat.

T: Who can find another word with /p/ sound? S1: Please.

T: Good. Thank you.

T: Who can find another word with /b/ sound? S2: Box.

T: Very good. Thank you. …

2. (教师出示小黑板，让学生按要求完成此题。把方框中的单词按音标归类。)

T: OK, now please look at the small blackboard, then fill in the blanks according to different sounds. teacher green do pencil boy neck guess two class please does bye ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 板书设计： I have a small nose. Section D apple 2.①Li Tao has big hands. black ②Tom’s arms are very long. bottle ③Peter has big feet. desk ④Kangkang has a big head. cup tiger 1. pen bus cat doctor milk girl plane book photo kid chicken glass

Topic 2 What color is it?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

实物/教学挂图/录音机/小黑板/调色盘/白纸/彩笔 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

师生对话，复习并导入新课。由具体实物引出生词，学习用英语描述人物特征。培养学生的观察能力。

1. (One by one练习，对Does she/he have …?句型进行复习。教师先引导，以班上具体的学生为例，尽可能多地让学生来操练。)

T: Does she have long hair?

S1: Yes, she does. Does he have short hair?

S2: No, he doesn’t. He has long hair. Does she have a big nose? S3: Yes, she does. Does she have big ears? S4: No, she doesn’t. Does …? S5: … …

2. (利用班上长相相似的两位学生来进行师生互动问答，复习表示外貌特征的句型，导出新句型。) (请一位同学到窗前，一位到黑板前，教师指着窗前的那位展开问答。) T: Wang Dan, please stand by the window. Huang Pin, come here, please. T: Excuse me! Huang Pin. Who is that girl? Huang Pin: She is Wang Dan. T: Is she your friend? Huang Pin: Yes, she is. T: Where is she from? Huang Pin: She is from Fuzhou.

(教师解释：be=am, is, are。为后面学习作铺垫。) (板书并解释。) be from=come from T: She comes from Fuzhou. (教师补充。) T: Does she have long hair? (有意识地就她与前一个学生相似的外貌特征向此学生发问。) Wang Dan: Yes, she does. T: Does she have big eyes? Wang Dan: Yes, she does. (教师端详这两位学生。) T: Wow. You both have long hair and big eyes. You look the same. (板书并要求学生掌握。) both 3. (1) (指着学生的衣服，通过师生互动来学习新句型和新单词。)

T: OK. Now look at their clothes. They have different colors. What color is it?(指着一位穿黑色上衣的同学，可帮助

学生理解句意。) Ss: 黑色。

T: Yes. It’s black. (板书并要求学生掌握。)

color black

(再次指着班上其他穿黑色的衣服的学生提问。) T: What color is it? Ss:It’s black.

(然后指着身穿蓝色衣服的学生。) T: Good. What color is it? Ss: 蓝色。

T: Yes. It’s blue. What color is it? Ss: It’s blue.

(板书并要求学生掌握。) What color is it? It’s blue. … (依照上述方法教授red, purple, brown, white, green, yellow，并要求学生掌握；教授并要求学生理解gray。) (板书新句型和所有新单词。并要求学生掌握：提问颜色用“what color”。教师领读，为教学呈现作铺垫。)

Step 2 Presentation 第二步呈现(时间:8分钟)

借助图片和录音，设置情景，呈现新课内容。使学生学以致用，从而提高兴趣，培养其语言表达能力。 1. (教师出示1a的教学挂图进行问答。)

T: Now look at the picture. Who is this boy? (指向Michael。) Ss: He is Michael. T: Where is he from? Ss: He’s from the U.S.A. T: Does he have long hair? Ss: No, he doesn’t.

(再次指着他的头发问。) T: What color is it?

Ss: It’s blond. (提示，帮助学生回答。) (板书并要求学生了解。)

blond T: Yes, he has blond hair. What color are his eyes? Ss: They are blue. (提示，帮助学生回答。并解释：在对话时，要用人称代词替代之前提到的人或物。) T: Good. Now please listen to the tape and answer my questions. 2. (播放1a录音，然后让学生回答问题。教师出示小黑板。)

(1) Who is that boy? (2) Where is he from? (3) Do Yukio and Kangkang look the same? (4) Do Michael and Kangkang have the same looks? (核对答案。)

T: Well done! Now look at the blackboard and pay attention to the sentences. That’s right. We both have black hair and black eyes. We don’t have the same looks. Step 3 Consolidation 第三步巩固(时间:7分钟)

听录音，进一步熟悉1a话题。表演对话，完成1b和1c，锻炼学生的听说读写能力。 1. (教师让学生听录音并跟读1a，然后两人一组表演对话。挑选两组学生上台表演。)

T: Listen to 1a and repeat, then act it out in pairs. I’ll ask two groups of you to act it out in front of the class. 2. (根据1a完成1b，核对答案。) T: Complete the table according to 1a.

(师生互动问答，巩固新句型和新单词。) T: Where is Yukio from? Ss: He’s from Japan. T: What color is his hair? Ss: It’s black.

T: What color are his eyes? Ss: They are black.

3. (完成1c。要求学生根据1b描述这三个男孩，并上台表演。)

T: Finish 1c. Describe the three boys according to 1b and act it out in the front. 板书设计： What color is it? Section A 1.Words: black blue pink red purple 3.(1)—What color is it? brown white gray green yellow —It is pink. 2. Sentences: (1) You look the same. (2)—What’s red and yellow? (2) That’s right. —It’s orange. (3) We both have black hair and black eyes. (4) I have blond hair and blue eyes. (5) We don’t have the same looks, but we are good friends. (6) It’s here.

Section B

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

彩笔/小黑板/图片/学生的书包/白色信封/录音机/实物 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

利用挂图和录音呈现新课内容，师生对话，教师讲解并用小黑板出示重点句子，培养学生的归纳总结能力。 1. (教师出示1a挂图，师生对话，继续呈现生词。)

T: Boys and girls, please look at the picture. There are three people in it. They are a man, a white girl and a black girl, Maria. Now let’s have a dialog. (板书并解释，要求学生掌握。)

man (pl. men) T: What does the man tell the white girl to do? (教师用汉语翻译。) S1:Give this letter to Maria. T: Does the white girl know her? S2:No, she doesn’t.

T: What does the girl say to the man?

S3:“Sorry, I don’t know her. What does she look like?” (板书并解释，要求学生掌握。) sorry T: What does Maria look like? Ss: (全体学生齐读。) She is tall like you, but she doesn’t have long hair. It’s short and brown.

T: At last what does the white girl say? S4:“Oh, I see. I’ll give it to her.”

(教师解释：I see=I know，并板书生词，要求学生掌握。) I see will I’ll=I will T: When someone says “thanks” to you, what should you say? Ss:(全体学生齐回答。) You are welcome. T: OK, well done. Let’s listen to 1a. 2. (学生听录音并跟读。)

3. (教师利用小黑板出示1a重点，并讲解。) give … to ... I’ll give it to her. Sorry, I don’t know her. —What does she look like? —She is tall like you … 4. (让学生分角色朗读。)

Step 3 Consolidation 第三步巩固(时间:10分钟)

人机对话，提高兴趣。师生互动，利用实物表演，体现“做中学”的原则，巩固知识。 1. (播放录音，注意语音语调。采用人机对话的方式练习1a。) T: Listen to 1a. Pay attention to the pronunciation and intonation. Make a conversation between you and the

recorder to practice 1a.

Recorder: Please give this letter to Maria. She is in Class Four, Grade Seven. Ss: Sorry, I don’t know her. What does she look like? Recorder: … Ss: …

(此方式可以增加学生学习的趣味性，达到巩固的目的。) 2. (让学生用实物来编对话并表演，完成1b。) T: Now please act it out. Use some real things.

S1: Please give this book to Chen Lin. He is in Class One, Grade Seven. S2: Sorry, I don’t know him. What does he look like?

S1: He is short. He has big black eyes. And his bag is yellow. S2: Oh, I see. I’ll give it to him.

3. (根据2的四幅图，师生互动问答，巩固新句型。) (1)T: Now look at Picture 3 in 2. What does he look like? Ss: He is short. He has black hair and big black eyes.

T: OK. Look at Picture 1. She is a woman. She is young. (重复。) What does she look like? (板书并解释，要求学生掌握。)

woman (pl. women) young Ss: She is young. She has short blond hair and a small nose. (以此类推，描述Picture 2和Picture 4。)

(2) (大声朗读1、2、3、4四个句子，把序号填在相应的图片上，完成2。)

板书设计：

What color is it? Section B 4.—What color is his/her hair? 38

1. give … to …

eg.Please give this letter to Maria. —It is … I’ll give it to her. 5.—What color are his/her eyes? 2. Sorry, I don’t know her. —They are … 3.—What does she look like? —She is tall like you, but she doesn’t have long hair. It’s short and brown. Section C

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅱ. Teaching aids 教具

服装图片/教学挂图/录音机/学生自行绘制的服装设计图片/小黑板/拍子/彩笔/相片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

用挂图呈现1a和2的内容，师生对话，找出关键句和目标语言，为交际积累语言素材，培养学生的综合运用语言能力。

1. (出示1a挂图，让学生听1a录音，跟读，并注意语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 2. (把全班学生分成两个小组完成1b，检查完成情况。) G1: What color is this skirt? G2: It’s yellow.

G1: What color is that dress? G2: It’s red.

G1: What color are these shoes? G2: They’re white.

G1: What color are those pants? G2: They’re blue.

(提醒学生注意名词的单复数形式和相应的人称代词单复数it/they形式。) (板书所学的关于衣服的全部单词并领读。) T-shirt, shoe, cap, coat, skirt, shirt, pants/trousers, dress (提醒学生注意shirt与skirt的写法区别，并解释pant或trouser常以复数形式出现。) 3. (请一名高大的男学生到黑板前，教师对其向其他学生进行问答，导入2的学习。) T: Who’s this boy? Ss: He is … T: Is he tall? Ss: Yes, he is.

T: Does he have short black hair? Ss: Yes, he does.

T: OK. What color is his coat? Ss: His coat is green.

T: Good. Let me describe him.

T: This is a boy. His name is … He is in Class One, Grade One. He is tall and strong. (肢体语言表示strong) He has short black hair. He is in a green coat. The boy in green is … (板书并要求学生掌握。)

strong 4. (利用2的相片来呈现主要内容，引出新词组。) T: Now look here. What’s this? Ss: It’s a photo. (帮助学生回答。) (板书并教授，要求学生掌握。)

photo (出示2的相片挂图。)

T: Look at this photo. There are four people in the photo. (板书并解释，要求学生掌握。) look at … (分别指向不同的人物问答。) T: Who is this? Ss: She is Maria.

T: Good. Who is this? Ss: She is Jane. …

(用同样方法引出Kangkang, Michael。) (分别描述这四个人，教师对其进行提问。) (教师指向Maria，向学生提问。)

T: Look at Maria. What does she look like? S1: She is tall.

S2: She has short hair.

S3: She has short brown hair. T: OK. What color is her dress? Ss: Her dress is yellow.

T: Very good. The girl in yellow is Maria. (然后指向Jane，进行同样的问答。)

T: Please look at Jane. What does she look like? S4: She has long hair. S5: Her hair is red.

S6: She has a wide mouth. S7: Her T-shirt is purple. S8: Her skirt is pink.

T: Very good. She is in a purple T-shirt and a pink skirt.

(以同样的方式向学生提问Michael和Kangkang的着装。) (教师总结并引导学生看书后关于“in”的注释。)

Step 3 Consolidation 第三步巩固(时间:9分钟)

借助图片，使学生能听懂并读懂课文。根据个人的简单信息，用英语表达简单的情感。培养学生的语感。 1. (听2录音，让学生跟读并在服装类名词下画线，圈出颜色类名词。核对答案。) 2. (学生读短文，判断句子的正(T)误(F)，并核对答案。巩固2。) (教师出示小黑板。) (1)The girl in yellow is Jane.( ) (2)Maria is tall. She has short black hair.( ) (3)Michael is strong. He is in a black cap and blue shoes.( ) (4)Kangkang is in a white T-shirt.( ) (5)The girl in a pink T-shirt and a purple skirt is Jane.( ) 3. (学生朗读短文后，看图复述。提醒学生抓住每个人物的特征，背诵课文。) (板书课文中四个人物的特征。)

Maria’s looks: in yellow, tall, short brown hair Michael’s looks: strong, a black cap and blue shoes, blond hair Jane’s looks: a purple T-shirt and a pink skirt, red hair Kangkang’s looks: a white T-shirt, blue pants (培养学生的分析与概括能力。)

4. (放录音，完成3。核对答案并根据学生的完成情况，可以适当增加播放录音的次数。) T: Listen to the tape and find the children in the picture, then complete the sentences. 板书设计：

What color is it? Section C 1.—What color is this/that T-shirt? —It’s red. 2.—What color are these/those shoes? —They’re green. 3.(1) Look at this photo. (2) The girl in yellow is Maria. (3) He is strong. He is in a black cap and blue shoes. T-shirt shoes cap coat skirt pants △ dress photo Section D

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅱ. Teaching aids 教具

小黑板/单词卡片/音标卡/录音机/图片/彩笔 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

利用音标卡教学音标，复习单词，重在发音准确，突出音标书写。 1. (利用事先归类好的单词卡片进行复习。)

T: Now look here. (呈现father单词卡片) Ss: Father. T: How do you spell it? Ss: F-A-T-H-E-R, father.

(板书father，用彩色粉笔突出f字母。)

(以同样的方式呈现photo, office单词卡片，板书音标/f/，然后跟读。) /f/ father photo office (引导学生用所学音标读这些单词。)

T: Now look at the blackboard and read them together. (以同样形式呈现音标/v/, /s/, /z/, /θ/和/ð/。) /v/ /s/ /z/ /θ/ /ð/ vegetables nurse zoo mouth mother driver face nose think clothes five glass eggs three those 2. (让学生再找一个例词来补充，加深印象。) T: Can you find another word with /f/ sound? S1: From. 41

T: Good. /v/. S2: Seven. T: Yes. /s/. S3: Nice. …

Step 3 Consolidation 第三步巩固(时间:10分钟)

复习音标，导入新课。利用图片，播放录音，完成2。并组织学生表演，加深巩固。 1. (利用音标卡，让发音好的学生领读，练习发音。) T: S1. Please. S1:/f/. Ss:/f/. …

2. (听1录音，让学生跟读并模仿语音语调，加深巩固。)

T: Listen to 1 and repeat. Pay attention to your pronunciation and intonation.

3. (1) (利用小黑板出示听力问题，结合2中的图片，学生听录音后回答问题。) ①Who is he? ②Where is he from? ③Which class is he in? ④How old is he? ⑤What does he look like? ⑥Is he cool? (板书，教师解释cool，并要求学生掌握。) cool T: Look at the photo and think about these six questions. Listen to 2, and then answer them. (核对答案。)

(2) (再听一遍录音，学生独自完成2，核对答案。)

(3) (小组活动。两人一组，一人读短文，一人给图片涂色，然后交换角色。) 板书设计：

What color is it? Section D 1. (1) a.You look the same. b. We don’t have the same looks, but we’re good friends. (2) a. Please give … to … b. I’ll give …to … 2.—What color is this T-shirt? —It’s red. 3.—What color are these shoes? —They’re green. 4. /f/ father photo office /v/ vegetables driver five /s/ nurse face glass /z/ zoo nose eggs /θ/ mouth think three /ð/ mother clothes those

Topic 3 Whose jacket is this?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

班上学生的衣服和文具等/录音机/图片/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)

通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。 1. (1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。) T: Hello, S1. What color is your hair? S1:Hello, Mr. Chen. My hair is black. (选择两位学生的同一颜色的笔进行问答。) T: What color are their pens? Ss:They’re red.

(指着一男生上衣提问) T: What color is his coat? Ss:It’s blue.

(指着一女生头发提问) T: Is her hair long? Ss:Yes, it is.

(对穿着同一颜色鞋的两个学生提问。)

T: S2&S3. Come here, please. What color are your shoes? S2&S3: Er ...

T: Our shoes are black. (帮助学生回答。让学生猜our词义并讲解。) (板书形容词性物主代词。) your, my, their, his, her, our (2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。) T: Ask and answer according to the words on the blackboard. S4:What color is your pen?

S5: It’s white. What color is his hair? S6:It’s black. What color are her shoes?

S7: They’re green. What color are their books? S8:They’re red. ... S9:Is our school big?

S10:Yes, it is./No, it’s small. …

2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。) (举起书包，提问) T: What’s this?

Ss: It’s a bag. (帮助学生回答。) (板书并要求学生掌握。)

bag T: What color is it, then? (板书并要求学生掌握。) then Ss: It’s yellow.

(请一位学生回答。)

T: S11, please. Is this your bag? S11:No, it isn’t.

(再请书包的主人来回答。) T: S12, please. Is this your bag? S12:Yes, it is.

T: This bag is yours. Here you are. (运用肢体语言。) S12:Thank you.

(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。) T: S13. Look, what’s this? S13: It’s a pen.

T: Whose pen is this? S13: It’s my pen. (帮助回答It’s mine.) T: Oh, the pen is yours. (强调) Here you are. (板书并要求学生掌握。) yours whose mine (重复问答)

T: Whose pen is this? S13: It’s my pen. It’s mine. T: Here you are. S13: Thank you.

(另外用一把女生的尺子进行问答，引出hers。) T: Whose ruler is this? S14: It’s my ruler. It’s mine.

T: OK. Sit down, please. S15, whose ruler is this? S15: It’s not my ruler. It’s her ruler. (帮助回答) T: Yes, it’s her ruler. It’s hers. (强调) …

(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。) hers, theirs, his, ours

Step 2 Presentation 第二步呈现(时间:6分钟)

让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。 1. (出示1a图片，让学生听录音，回答问题，导入1a。)

T: Look at the picture. Is the cap Jane’s? Please listen to 1a, then answer the question. (板书并讲解。) Is the cap Jane’s? 2. (听1a录音，学生跟读。注意语音语调，并回答问题。)

Whose cap is this?

T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation. And find out the answer to this question.(核对答案。)

3. (把全班学生分成两组，互换角色操练对话。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

运用目标语言，创设情境。操练和表演对话，进一步巩固目标语言。 1. (学生根据1a表演对话。)

T: I’ll ask some pairs to act it out. S1:Is this cap yours, S2? S2:No, it’s not mine. S1:Whose cap is it? S2:I think it’s S3’s. …

2. (利用学生的衣服或文具等进行模仿对话，巩固新内容并完成1b。) T: Practice the conversation with your clothes or school things. S3:Is this pencil yours, S4? S4: No, it’s not mine. S3:Whose pencil is it? S4: I think it’s S5’s. …

3. (用方框里的单词填空，核对答案后操练，完成3。)

T: OK, let’s look at the picture. Fill in the blanks with the words in the box. Then practice with your partner. (核对答案。)

T: Nice work. Boys and girls, look at this one. What’s this?(教师指着图片中的衬衫问。) Ss: It’s a shirt.(教师帮助学生回答。) (板书并要求学生掌握。) shirt (让学生两人一组进行对话练习，然后找两三组同学表演3对话。) …

板书设计： Whose jacket is this? Section A 1. Possessive pronouns: 3.—Whose bananas are these? your, my, their, his, her, our —They’re their bananas. yours, mine, theirs, his, hers, ours —They’re theirs. 2.—Whose bike is this? —It’s his bike. —It’s his. Section B

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

小黑板/幻灯片/教学挂图/录音机/多媒体/夹克 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

创设情境，针对本课目标语言进行听、读强化训练，培养学生的语感，形成正确的语音语调。 1. (出示1a图片，让学生看图听录音，回答问题。)

T: Look at the picture, listen to 1a and answer the questions. (1) What color is Kangkang’s jacket?

(2) Whose jacket is this? (再放1a录音，核对答案。) 2. (学生听1a录音并跟读，注意模仿语音语调。)

T: Please listen to 1a and repeat. Pay attention to the pronunciation and intonation. 3. (学生三人一组，应用1a所学，就cat, bag等物品进行替换练习。) T: Practice a conversation according to 1a in groups of three.

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过反复练习，让学生熟悉语言规则，提高学生运用语言的能力。 1. (让学生分组表演对话1a，挑选两组上台表演，并给予表扬和鼓励。) T: Please act out 1a, then I’ll ask two groups to act it out in front of the class. 2. (学生根据1a，完成1b。)

T: Complete the passage according to the conversation in 1a. (核对答案。)

3. (学生根据1a图片及关键词复述1b。)

Please retell 1b according to the picture in 1a. The key words may help you. jacket, mine, Michael, Kangkang, blue and white, whose, Li Ming 4. (教师出示写有练习题的幻灯片，要求学生根据对话内容填写所缺的单词，并核对答案。)

S1: Excuse me, whose bag is this? S2, is this bag yours? S2: No, it’s not mine. Mine is here. I think it’s S3’s. S1: S3, is this bag yours? S3: No, my bag is blue. This one is red. Please ask S4. S1: S4, what color is your bag? S4: It’s red.

S1: Is this bag yours? S4: Yes, it is mine. Thank you. S1: You are welcome.

(画线词为学生要填的词。) 板书设计： Whose jacket is this? Section B 1.—Whose jacket is this? —Mine is here. I think it’s … 2.This one is blue. I think it’s Li Ming’s. Section C

The main activities are 1a and 4. 本课重点活动是1a和4。 Ⅱ. Teaching aids 教具

自制卡片/书包/幻灯片/录音机/彩笔

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

通过大量的听读训练，培养学生语感，并形成正确的语音语调。

1. (教师播放两遍1a录音，让学生判断幻灯片呈现的句子的正(T)误(F)。)

(1) Kangkang’s new classmate comes from China. ( ) (2) They are in different clothes. ( ) (3) Kangkang’s pants are yellow. ( ) (再听1a录音并核对答案。)

2. (教师引导学生阅读1a，理解1a内容，并标出关键词。) T: Now read 1a carefully, and find out the key words. 3. (听1a录音，让学生跟读并注意模仿语音语调。)

T: Please listen to 1a and repeat. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过复述和编对话表演等活动，巩固1a目标语言，培养学生灵活运用所学语言点进行交际的能力和合作精神。 1. (让学生再读1a，完成1b表格，并根据表格内容把照片涂上颜色。) T: Read 1a again and fill out the table. Then color the picture. 2. (根据关键词或1b的表格和照片复述1a。)

T: Please retell 1a according to 1b or the key words.

3. (教师将1a编成一段对话，出示幻灯片让学生根据其内容完成对话。)

K: Hello, S1. S1:Hello, Kangkang. K: I have a new ① . S1:Where is he from?

K: He is from ② . S1:What does he look ③ ? K: He has ④ hair and ⑤ eyes. We look the same. S1:What color is his T-shirt?

K: It’s ⑥ . S1:And what color are his pants and shoes? K: His pants are ⑦ and his shoes are ⑧ . S1:I know him. His name is … (核对答案。)

4. (两人一组操练对话，然后挑优秀组进行表演。) 5. (小组活动。将学生分为四大组，每个学生在组内描述他/她的一个同班同学的基本情况，模仿1a，并有所发挥。) 活动规则：(1)包括以下内容：年龄、来自哪里、外貌和服装等。

(2)尽量运用物主代词。

活动形式：(1)每个学生先在组内描述，让其他组员猜Who is he/she?

(2)各小组再共同描述本班其他组的一个学生。

(3)教师请每一组的组长将组内有关Who is he/she?的描述向全班学生宣读，让其他组学生猜出Who is he/she?

板书设计： Whose jacket is this? Section C 1. I have a new classmate. 4. He is in a purple T-shirt. 2. We both have black hair and black eyes. 5. His pants are blue and mine are white. 3. We look the same, but we are in different clothes.

Section D

The main activities are 1, 2 and 5. 本课重点活动是1，2和5。 Ⅱ. Teaching aids 教具

白纸/实物/幻灯片/教学挂图/录音机/小黑板/彩笔 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

通过听和读，获取短文全面信息，然后运用所学功能用语进行问答复述，培养学生综合运用语言的能力。 1. (播放2录音，让学生完成小黑板给出的问题。) T: Listen to 2. Choose the right answers.

(1) Where is the man from? A.China. B.Canada. (2) How old is he? A.20. B.21. (3) What color is his hair? A.Red. B.Black. C.Japan. C.22. C.Brown. (再放2录音并核对答案。) 2. (让学生仔细阅读2，对文章内容有较详细了解，完成表格并核对答案。) T: Please read 2 carefully. Then fill out the table in 2. 3. (让学生听2录音并跟读，注意模仿语音语调。)

T: Please listen to 2 and repeat. Pay attention to the pronunciation and intonation.

4. (教师连续不断地根据2内容提问，学生用一句话回答每个问题，训练学生的反应速度。)

T: Where is the man from, S1? S1: He’s from Canada.

T: Is he twenty-one years old? S2: No, he isn’t. T: How old is he? S3: Twenty. T: Is he tall? S4: Yes, he is. T: What color is his hair? S5: ...

5. (让学生根据2中的表格复述短文。)

T: Please retell the passage according to the table in 2.

Step 3 Consolidation 第三步巩固(时间:6分钟)

通过讲解语音和训练学生的听力，培养其语感和归纳推理能力。

1. (利用幻灯片呈现1的例词，让学生注意画线部分的读音。学生听录音，体会画线字母的读音。)

shirt television China jacket shoes measure teacher message shelf pleasure chair orange (引导学生归纳总结。板书并鼓励学生尝试着给每组音标再举出一两个例子，巩固字母的发音规律。) sh /ſ/ s /s/ ch /tſ/ j /dз/ ge (让学生听1录音跟读，练习字母发音。) 2. (听3录音，完成练习。核对答案。)

T: Listen and match the things with the owners.

3. (学生两人一组，运用whose句型谈论3中四幅图画的内容。) S1: Whose pencils are these? S2: They are Michael’s. S1: Whose ruler is this? S2: It’s Peter’s.

S1: Whose knife is this? S2: It’s Jane’s. …

板书设计： Whose jacket is this?

Section D Important sentences: Useful expressions: 1. He is tall and he has brown hair. 5.—Whose cap is it? 2. He has small eyes, a big nose and a wide mouth. —It’s Sally’s. 3. He is in black clothes. 6.—Whose bananas are these? 4. Please help us find him. —They’re their bananas/theirs. 7. I think it’s Kangkang’s/Li Ming’s. 8.We look the same, but we are in different clothes.

Unit 3 Getting Together

Topic 1 Does he speak Chinese?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。

1. (教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。) T: Do you have big eyes? S1: Yes, I do.

T: Do you have long legs? S2: No, I don’t.

T: Do you have a round face? S3: Yes, I do./ No, I don’t.

T: Do you have a small mouth? …

(通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?) T: Do you have a pen pal, S4? (板书并要求学生了解。)

pen pal S4: No, I don’t.

T: Do you want a pen pal? S4: Yes, I do.

(板书并要求学生掌握。)

want 2. (教师通过询问学生个人信息，导入新知识。) T: Excuse me. What’s your name, please? S5: My name is … T: How old are you? S5: I’m …

T: Do you have an English name? S5: Yes, I do.

T: Could you please tell me your English name? S5: …

T: You can say “Sure. My English name is …”. …

(板书并要求学生掌握。) —Could you please tell me your …? —Sure. (教师示范)

T: Could you please tell me your age, S6? S6: Sure. I’m …

T: Could you please tell me your telephone number? S6: Sure. It’s …

(学生两人一组运用Could you please tell me …?句型询问个人信息。)

3. T: I’m an English teacher. I can speak English. Do you speak English after class, S7? S7: Yes, I do. (帮助学生回答。) (板书并要求学生掌握。)

speak T: Do you like it? (教师提示此处like作动词。)

S7: Yes, I do./ No, I don’t. (帮助学生回答)

(学生两人一组操练，运用Do you speak …?和Do you like …?句型及其肯定和否定回答。) 4. (教师请一个学生，用not good来引出poor一词。) T: Is your English good?

S8: No, it isn’t. I can speak some English, but my English isn’t very good. T: You can say “My English is poor.” (板书并要求学生掌握。)

some poor S8: My English is poor. Could you help me? T: No problem. I can help you with it after class. (板书并要求学生掌握。) No problem. help … with … T: S9, do you like English? S9: Yes, I do.

T: Do you often speak English after class? S9: Yes, I do. T: Good!

(板书并要求学生掌握。)

often (通过以上的活动导入1a。)

Step 2 Presentation 第二步呈现(时间:8分钟)

通过听力、教学挂图等形式呈现本课对话，让学生练习使用重要句型，培养学生的听、说能力。 1. (教师利用幻灯片展示问题。播放1a录音两遍。学生听录音并选择正确答案。)

(1) Where does Jane come from? A. Japan. B. Canada. C. China. (2) Does Jane speak English? A. No, she doesn’t. B. Yes, she does. C. We don’t know. (3) Whose Chinese is poor? A. Jane’s. B. The boy’s. C. Maria’s. (核对答案。)

2. (再次播放1a录音，学生听并且跟读，注意语音语调。) 3. (教师将全班学生分成两组，分角色朗读1a。)

4. (展示1a教学挂图，要求学生两人一组运用下列句型，可适当发挥，操练1a的对话，完成1b。) (1)Could you please …? (2)Sure.

(3)Do you like English? (4)Yes, I do./ No, I don’t.

(5)Could you help me with my …? (6)No problem.

(教师巡回作指导，然后挑出表现比较好的一组登台表演。)

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过复述对话、做游戏等活动，进一步巩固本课所学知识，培养学生合作精神，增强他们的集体荣誉感，培养学生综合运用语言的能力。

1. (教师利用幻灯片出示练习题，要求学生根据1a内容填空。以此展示复述范本。) The girl’s name is Jane. She comes from Canada. She speaks English. Jane likes Chinese but her Chinese is poor. Li Xiang can help her with her Chinese. (画线部分是要填的词)

2. (利用幻灯片，呈现1a中一些关键词，帮助学生学会从对话中提取重要信息，学会复述。要求至少用三句话来介绍Jane的情况。教师将学生分组，先在小组内进行，然后各小组选派代表向大家汇报。)

come from, speak English, like Chinese, poor, help … with … 3. (举行“小组对话大赛”，巩固所学句型。教师先做示范，然后各小组操练。评出优胜组。) T: Excuse me, could you please tell me your name? S1: Sure. My name is …

T: Do you come from the U.S.A.? S1: No, I don’t. I come from … T: Do you like English? S1: Yes, I do./ No, I don’t. …

4. (学生两人一组合作完成1c。核对答案后请两三组学生练习对话。) 5. (做游戏。) (方案一)

(1)(请四名学生上讲台，老师拿出四件物品给全班学生看，例如：铅笔、尺子、玩具猫和玩具狗。然后快速分给讲台上的四名学生，让他们把物品放在背后，注意不要让下面的学生看见谁拿到了什么。) (2)(老师问其中的一名学生：Do you have …?并故意问错，学生回答：No, I don’t.老师进而引导其他学生用Do you

have …?句型提问讲台上的学生，被问到的学生作出回答，直到台下有学生猜对。) (方案二)

(五个人一小组练习。四件物品摆在桌前。其中一人A看过物品后，蒙住眼睛，另外四个人则各拿其中一样物品，A解开蒙眼布，用Do you have …?句型猜四个人手中各拿什么物品。) 板书设计： Does he speak Chinese? Section A speak —Could you please tell me your …? No problem. —Sure. help … with … —Do you …? —Yes, I do./No, I don’t. Section B

The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅱ. Teaching aids 教具

图片/教学挂图/录音机/幻灯片/若干个装有信件的信封/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

根据1a的教学挂图回答问题，练习本课基本句型，引出对话内容。培养学生听说能力和阅读能力。 1. (教师呈现1a的教学挂图，与学生谈论。) T: Who are they? Ss: They are Jane and Kangkang.

T: Does Kangkang have a round face? Ss: Yes, he does.

T: Does Jane have long hair? Ss: Yes, she does.

T: Does Kangkang have a letter in his hand? Ss: Yes, he does.

T: Who is the letter from? Let’s listen to the tape and then find the answer. (教师播放1a录音，让学生听并回答Who is the letter from?) (板书) Who is the letter from? (核对答案。) 2. (教师再播放一遍1a录音，要求学生根据1a判断正(T)误(F)。) (幻灯片展示试题。) (1)Sam is Kangkang’s pen pal. ( ) (2)Sam speaks Chinese. ( ) (3)Sam says he wants to visit the Great Wall. ( ) (核对答案。) 3. (分角色朗读对话，进一步理解对话内容。教师板书重点句子和短语并解释，要求掌握。)

(1)speak+语言名称=say … in+语言名称 (2)live in … (3)in the letter

(4)—What does he say in the letter? —He wants to visit the Great Wall. 4. (根据1a内容，教师随机提问学生，并核对答案，完成1a。) T: Who is the letter from? S1: It’s from Sam.

T: Is Kangkang Sam’s pen pal? S2: Yes, he is.

T: Does Sam speak Chinese? S3: No, he doesn’t.

T: Does he live in England? S4: Yes, he does. …

5. (双人小组活动。学生独自完成1b，然后同桌分角色表演1b对话。)

Step 3 Consolidation 第三步巩固(时间:7分钟)

模仿1a，1b编对话，让学生学以致用，培养学生综合运用语言的能力。

1. (教师利用幻灯片呈现习题，要求学生根据对话内容填写所缺单词，每空一词。) S1: What’s that in English? S2: It’s a letter. S1: Is it yours? S2: Yes, it’s mine. S1: Who is it from? S2: It’s from my pen pal, Tom. S1: Does he speak Chinese? S2: No, he doesn’t. He speaks English. S1: What does he say in the letter? S2: He wants to visit China. (画线部分是要填的词。)

2. (教师把事先准备好的信封发给各小组，然后根据信封及信的内容两人一组进行对话练习。对话应包括以下句型：)

T: Let’s make a dialog in pairs with the following sentences. (1)—Who is the letter from? —It’s from …

(2)—Where does he/she come from? —He/She comes from …

(3)—What does he/she say in the letter? —He/She wants to …

(教师挑选两组学生表演，掌声鼓励。)

3. (双人活动。同桌对话，了解对方笔友的情况。要求运用以下幻灯片中的句型。) (1) Is it a boy or a girl? (2) It’s a boy/girl. (3) Does he/she come from …? (4) Yes, … does./No, … doesn’t. (5) Does he/she live in China? (6) Yes, … does./No, … doesn’t. (7) Does he/she like China? (8) Yes, … does./No, … doesn’t. 板书设计：

Does he speak Chinese? Section B say … in English —Who is the letter from? =speak English —It’s from … live in … —Does he speak Chinese? the Great Wall —Yes, he does./No, he doesn’t. want to visit … —What does he say in the letter? —He wants to visit the Great Wall. Section C

The main activities are 1a and 3a. 本课重点活动是1a和3a。 Ⅱ. Teaching aids 教具

录音机/幻灯片/小黑板/实物或图片/学生自制卡片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

通过听、说、读等形式多样的活动，培养学生口头交际能力、阅读能力及观察、分析问题的能力。 1. 教师让学生略读课文1a并回答问题： (1) Are Jane and I classmates? (2) Where does Jane come from?

(3) Do many students in our class like English? (4) Who often help me study English?

2. (学生再读1a，并画出文中的关键词，然后完成1b。核对答案。) 3. (播放1a录音，让学生跟读，注意语音语调。)

4. (教师利用幻灯片将文中的关键词展示出来，并简要讲解语言点。) friend, come from, speak, in the same class, many students, a lot, not … at all, poor, help, Chinese, help each other 5. (要求学生利用幻灯片上的关键词，试着复述课文。先在小组内进行，然后各小组推选一名学生向全班复述。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过练习喜好的表达，培养学生的口头表达能力和交际能力。

1. (播放3a录音，让学生听，然后操练喜欢和不喜欢的问句及其答语。) (教师用幻灯片或小黑板将下列内容呈现出来。)

(1)—Do you like …? —Yes, I like … a little/very much/a lot. (2)—Does he/she like …? —No, he/she doesn’t like … at all. (教师让两位学生S1和S2到台前。) T: S1, do you like English?

S1: Yes, I like it very much./ No, I don’t like it at all. T: S2, does S1 like English?

S2: Yes, he/she likes it a lot./ No, he/she doesn’t like it at all.

(学生三人一组，仿照上面对话进行操练。然后请几组学生表演，掌声鼓励。) 2. (做句型练习活动，操练very much/a lot, a little和not … at all。) 具体操作：

(1)教师利用幻灯片或小黑板展示苹果的图片，图片旁画有或图标；将全班同学分为两人组和三人组若

干。

(2)学生看见两个图标说very much/a lot，看见一个图标说a little,看见图标说not … at all。组内其他同学用前一个同学说出的词组各说一个相应的句子。 Example: (两人一组) S3: a little.

S4: I like apples a little. (三人一组)

S5: very much/ a lot.

S6: I like apples very much. S7: I like apples a lot. (三人一组) S8: not … at all.

S9: I don’t like apples at all.

S10: He/She doesn’t like apples at all.

(教师用同样的方法展示其他已学食物的图片供同学们练习。) 3. (教师播放3b录音两遍，让学生完成3b，并核对答案。) 板书设计： Does he speak Chinese? Section C like … a little like … very much/a lot don’t like … at all 主格：I, you, he, she, it, we, you, they 宾格：me, you, him, her, it, us, you, them I help her study Chinese. Do you like …? Yes, I like it a little/very much/a lot. No, I don’t like it at all. Does he/she like …? Yes, he/she likes it a little/very much/a lot. No, he/she doesn’t like it at all. Section D

The main activities are 1, 2a and 4. 本课重点活动是1, 2a和4。 Ⅱ. Teaching aids 教具

信/玩具/录音机/小黑板/幻灯片/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

听录音，做阅读理解，培养学生听、说、读的能力。

1. (播放2a录音，让学生回答问题：(1) Is Zhou Lan’s pet a dog? (2) Does she like her pet?) 2. (让学生阅读2a，回答小黑板上的问题。) (出示小黑板上的练习题。) (1)What pet do I have at home? A. A dog. B. A cat. (2)My pet’s name is . A. Meimei B. Kitty (3)How do I like Kitty? A. A little. B. Very much. (4)Zhou Lan’s pet is . C. None. C. Huanhuan C. Not … at all. 55

A. a dog B. a cat (5)Does Zhou Lan like Tommy? A. No, she doesn’t. B. Yes, she does. (核对答案。)

3. (学生朗读课文，判断正误，完成2a。)

C. a toy C. We don’t know. Step 3 Consolidation 第三步巩固(时间:10分钟)

听录音并跟读，掌握四个辅音音素的发音。模仿课文，练习写作，培养学生的书面表达能力。 1. (讨论宠物，完成2b。) T: Do you have a pet? S1:Yes, I do.

T: What is your pet? S1:It’s a dog.

T: What’s its name? S1:Its name is Linlin. T: What color is it? S1:It is white.

T: Does it have long legs? S1:Yes, it does.

T: Does it have long ears. S1:Yes, it does.

T: Does your friend Jack have a pet dog? S1:No, he doesn’t. He doesn’t like pets at all.

(教师要求学生根据对话内容改写成一段文章。) Example:

I have a pet dog. It is white. Its name is Linlin. I like it very much. It has four long legs. Its ears are long. My friend Jack doesn’t have pet dogs. He doesn’t like pets at all. 2. (三人一组讨论宠物，并把讨论内容转述出来。)

T: Now, please discuss your pets with your classmates and retell the result. (两分钟后挑几个学生讲述，鼓励优秀者。) 3. (学习/tr/和/dr/这一对音素。教师板书。) tree train trousers (让学生自己读、观察、体会并总结画线部分的读音。教师板书。) tr — /tr/ (教师在/tr/的基础上自然引出/dr/。板书。) /dr/ dress drink driver (以同样方法学习/ts/和/dz/这对音素。)

4. (教师用小黑板呈现出含有/tr/, /dr/, /ts/和/dz/四个音素的单词，检验学生的拼读能力。) 5. (教师播放1录音，让学生跟读。完成1。) 板书设计： tr—/tr/ dr—/dr/ ts /ts/ tes —/dz/ dsDoes he speak Chinese? Section D me he her you it we they him you it I us them she 56

Topic 2 What does your mother do?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/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)

通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。 1. (问答游戏。复习Do you like …?句型及答语。)

(1)把学生分成六人一组，每组准备七、八张名词卡片。 (2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.

或No, I don’t like it at all.来回答。

(3)小组内每个学生轮流问答一次后，游戏停止。 T: Boys and girls, let’s play a game: Ask and Guess.

2. (教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。)

T: Nice work! Now please look at these cards. Please use these words to make sentences one by one. Example: T: me

S1: He often helps me. T: they

S2: They are teachers. T: she

S3: She is my friend. …

(换成学生持卡片，教师造句子，导入新句型。) S4: you

T: What do you do? (教师讲解。) Ss: We are students. (帮助学生回答。) T: (指着一个男/女生) What does he/she do? Ss: He/She is a student. (板书学习新句型，并要求学生掌握。)

What does he/she do? He/She is a student. T: Do you want to know more jobs? Let’s come to the new lesson.(导入新课)

Step 2 Presentation 第二步呈现(时间:13分钟)

通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。 1. (出示3a图片，教授关于职业的新单词。) T: Look at Picture 1. What does he do?

Ss:He’s a driver. (教师帮助学生回答。) (板书并要求掌握。)

driver T: Look at Picture 2. What does he do? Ss:He’s a farmer. (教师帮助学生回答。) (板书并要求掌握。)

farmer (以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。)

2. (让学生听3a录音，跟读，并注意语音语调。)

T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation.

3. (学生两人一组，运用3a的图片，练习What does he/she do? He/She is a/an …句型，完成3a。) T: Please practice in pairs using the pictures in 3a. Then I’ll ask several pairs to act out in the front. 4. (师生问答，自然过渡到1a的教学。)

T: Nice work! Boys and girls, we learnt so many jobs just now. Do you want to know Kangkang’s families and their jobs? Ss:Yes.

T: Please follow Maria, Jane, Michael to Kangkang’s home. (呈现1a的教学挂图，向学生们介绍。)

T: Look at this picture. This is Kangkang’s mother. The four kids are Maria, Jane, Michael and Kangkang. (板书并要求学生掌握。)

mother, kid T: What does Kangkang’s mother say to the kids? Ss: Glad to meet you. T: Good! Then how do the kids reply? Ss: Glad to meet you, too. (板书，教学新单词及新句型，并要求学生掌握。)

glad —Glad to meet you. —Glad to meet you, too. T: These kids are standing at Kangkang’s home. Do you know how to say“就座”in English? Ss:Have a seat. (教师帮助学生回答。) (板书并要求学生掌握。)

seat, have a seat 5. (教师放1a录音，让学生跟读并注意语音语调。)

T: OK. Please listen to the tape and read after it. Pay attention to the pronunciation and

intonation.

6. (教师设置一个场景At Kangkang’s home.)

T: Suppose you are at Kangkang’s home. Let’s role-play.

(教师和四个学生合作，示范表演1a对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成1b。)

7. (根据1a的教学挂图，过渡到2a。)

T: Look at the picture. Kangkang’s mother welcomes the kids at Kangkang’s home. What do Kangkang’s parents do? Do you want to know?

(板书并讲授parent(s)的含义，引出father，要求学生掌握。) mom—mother dad—father mother or father—parent mother and father—parents

Step 3 Consolidation 第三步巩固(时间:7分钟)

通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。 1. (教师播放2a录音，要求学生根据录音回答问题。) T: Please listen to the tape and answer the question:

What do Kangkang’s parents do? (核对答案。) 2. (再放2a录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。) T: Listen to the tape again and fill in the blanks on the slide. —Kangkang, what does your do? —She is a . —And your father? —He is a . Michael, what do your do? —They are office workers. (核对答案后分角色朗读2a，然后四人一组操练。完成2a。) T: Read 2a in roles. Then practice in groups of four. 3. (让学生完成2b。)

T: Read 2a again and fill out the table in 2b. (核对答案。) 板书设计： What does your mother do? Section A an office worker —What do you do? Glad to meet you. —I’m a(an)… Please have a seat. —What does… do? They are both office workers. —He/She is a (an)… Section B

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

图片/教学挂图/小黑板/录音机/幻灯片/自制的转盘 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:12分钟)

运用图片及教学挂图，通过师生、生生问答的形式，引出并学习生词及新句型。 1.(教师出示一位医生在医院的图片。)

T: Very good. Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor.

T: Yes, he’s a doctor. He works in a hospital. (板书并要求学生掌握。)

work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital. (教师帮助学生回答。)

(板书并要求学生掌握句型。) Where does Kangkang’s father work? He works in a hospital. (教师解释in a hospital表示地点，用where提问。)

T: (出示一个农民在农场的图片。) Boys and girls, look at this picture. Where’s the farmer? Ss: He’s on a farm. (教师帮助学生回答，并强调“在农场”是“on a farm”。注意介词“on”的使用。) (板书并要求掌握。) on, farm, on a farm 2. (利用构词法教授新词drive，板书并要求学生掌握。) (出示小黑板) work（工作）——worker（工人） farm（务农）——farmer（农民） drive（开车）——driver（司机） teach（教学）——teacher（教师） T: Look at the small blackboard and guess the meaning of“drive”.

(先让学生仔细观察每组词的变化，再观察汉语意思，然后总结规律。在小组内讨论、探究，达成一致意见后，各小组长向全班汇报。)

(教师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词表示执行这个动词动作的人。教师可以利用学过的动词进行补充，让学生猜测其意。例如：think(思考)——thinker(思想家)；speak(说，讲) ——speaker(演讲者)；visit(参观) ——visitor(来访者)等等。) (学生大声朗读教师板书的词。) (导入1a。)

3. (教师出示1a教学挂图并谈论。)

T: Look at this picture. The man is a doctor. This is a hospital. He works in a hospital. (教师要求学生看图复述，可以增加更多的内容。)

4. (教师放1a录音，学生跟读，然后师生互动，先模仿，后操练。) T: Listen to the tape and repeat. Then practice 1a in pairs.

Step 3 Consolidation 第三步巩固(时间:10分钟) 通过对话、猜谜等形式，让学生进一步掌握重点句型及生词，完成1b和2。 1. (用幻灯片呈现1b中女教师上课的图片。) T: Look at this picture. What does she do, S1? S1: She is a teacher.

T: Where does she work, S2? S2: She works in a school. T: Well done!

(教师接着用幻灯片呈现农民干活的图片。) T: Look at this picture. What do the men do? S3: They are farmers. T: Where do they work? S4: They work on a farm.

(教师用幻灯片呈现机关人员工作的图片。) T: Look at the picture. What do they do, S5? S5: They are office workers. T: Where do they work? S5: They work in an office.

2. (学生看1b，两人一组依照范例操练对话，完成1b。然后找几组学生到前面表演。)

T: Practice in pairs according to the pictures in 1b after the example. Then I’ll ask several pairs to act out in the front. 3. (两人一组做“问答猜谜”活动，教师示范，完成2。)

T: Let’s ask and answer to guess riddles. Example:

T: My sister works in a hospital. But she isn’t a doctor. What does she do, S6? S6: I think she is a nurse.

4. (教师将Section A，3a中的图片呈现出来，依次和学生进行问答练习。) T: What does the boy do? S7: He is a student.

T: What does that man do? S8: He is an office worker. T: Where does he work? S9: He works in an office. T: What does the girl do? S10: She is a nurse.

T: Where does she work? S11: She works in a hospital. T: What does the man do? S12: He is a driver.

T: Where does he work? …

(然后鼓励学生在小组内自由问答，并表扬表现积极的小组。) 板书设计：

What does your mother do? Section B —What do/does … do? —He/She is a(an) … /They are …/I am… —Where does he/she work? —He/She works … in a hospital on a farm in a school in an office Section C

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

图片/照片/教学挂图/录音机/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:6分钟)

利用师生问答、听录音跟读、分角色朗读等形式，呈现1a内容，学习部分生词。 1. (教师展示1a教学挂图，通过问答形式，学习新单词，理清1a中的人物关系。) T: This is a photo of Kangkang’s family. (板书) a photo of … (师生问答，允许有不符合原文的回答，为后面的听力打基础。) T: Who’s the young woman in yellow? S1: She is Kangkang’s aunt.

T: Who’s the young man in green? S2: He is Kangkang’s uncle.

T: Who’s the young woman in red?

S3: She is Kangkang’s mother. T: Who’s the man in black? S4: He is Kangkang’s father.

T: (手指沙发) Who are they on the sofa? (板书并要求学生掌握。) sofa S5: They are Kangkang’s grandparents. T: Who is the little girl?

S6: She is Kangkang’s cousin. 2. (听1a录音，核对答案。)

3. (再听1a录音并跟读，模仿语音语调。)

T: Listen and repeat. Imitate the pronunciation and intonation. 4. (学生分角色朗读，完成1a。) T: Read 1a in roles.

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。

1. (学生自读1a，并找出关键词。教师板书关键词，让学生根据关键词表演1a对话。)

T: Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the

blackboard. (板书) a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— on the sofa —— big family 2. (学生再读1a。根据1a内容，完成1b。并互相核对答案。) T: Please read 1a again. Then fill in the blanks in 1b according to 1a. Then check the answers together. 3. (挑选几个学生，展示自己的全家福，并作简单介绍。)

T: Please show us photos of your family. Then introduce them to your classmates. S1, please. S1: This is my … He/She is a(an) … He/She works …

S2: There are three people in my family. They are my mother, father and I. My mother is a

teacher. … …

(对于介绍流利，发音准确的学生，给予表扬。) 板书设计： What does your mother do? Section C This is a photo of … on the sofa family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family Section D

The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。 Ⅱ. Teaching aids 教具

单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

运用卡片学习音标；听录音，做阅读理解，掌握目标语言。 1. (出示1中的单词卡，让学生认读单词。)

T: Boys and girls, we all know this word, right? (手持family单词卡。) Now I’ll show you more word cards. Please

read these words in turn. (手持nurse单词卡) S1: Nurse.

(手持apple单词卡) S2: Apple.

(手持map单词卡) S3: Map. …

T: (出示mouse, monkey的单词卡。) Well done! Now please look at the two words. Can you read them? The old

words can help you.

Ss: Mouse, monkey. (教师可帮助学生学会怎样用学过的单词拼读新单词。) 2. (让学生把单词卡片归类。教学音标/m/, /n/, /ŋ/, /l/.)

T: Good. You are very clever. Now please divide these words according to the pronunciation. (板书) /m/ /n/ /ŋ/ /l/ 3. (播放1录音，并让学生跟读，直到读准确为止，完成1。) T: Very good! Now please listen to the tape and repeat. 4. (由自己家的全家福照片，导入2a。)

T: You know about my family. Today we have a new friend, Peter. Here is a photo of Peter’s family. After listening to

the tape, you’ll know about his family. Do you want to know him? (1)(让学生听2a，然后回答小黑板上所列的问题，师生核对答案。) T: Please listen to the tape. Then answer the following questions. 1. How old is Peter? 2. Where is he from? 3. How old is his little sister? (2)(再播放2a录音，完成在小黑板上绘制的如下表格，训练学生的听力。) T: Listen to the tape again. And fill out the table on the small blackboard. Family member Peter Father Mother Job Workplace Step 3 Consolidation 第三步巩固(时间:6分钟)

通过复述短文和人物访谈，使学生进一步巩固目标语言。

1. (学生精读2a，完成2b，核对答案；并要求同桌之间进行对话。)

T: Read 2a again. Then answer the questions in 2b. Then check the answers with your deskmate.

2. (板书关键词，让学生复述2a。)

T: Please retell the passage according to the key words on the blackboard.

Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after (学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。) 3. (仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。) T: Imitate the passage in 2a and retell the information about your family orally. 4. (人物访谈：让两位学生表演，S1扮记者，S2扮外国明星。)

T: Let’s have an interview. Suppose S1 is a reporter, S2 is a famous foreign star. S1 interviews S2. OK, please! S1: Welcome to China, Mr./Miss … S2: Thank you.

S1: May I know your family? S2: Sure.

S1: What does your father/mother do? S2: My father/mother is a (an) … S1: Do you like China?

S2: Yes. I like China very much. S1: Thank you very much. S2: You’re welcome.

(让学生两人一组练习人物访谈对话。) 板书设计： What does your mother do? Section D live with us look after in red on the sofa a photo of my family 1. /m/, /n/,/ŋ/, /l/ 2. My grandparents live with us and look after Rose at home. 3. What do your parents do? 4. What does the man do?

Topic 3 What would you like to drink?

Section A

The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅱ. Teaching aids 教具

图片/实物/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:12分钟)

利用图片和实物，通过师生问答的形式，激活学生的英语思维，调动学生的积极性，并导入新课。 1. (教师出示图片，复习表示食物的单词。)

T: Hello, boys and girls. I know you learnt many words about food, now look at the pictures. What’s this in

English?(图片上为一红色苹果。) S1: It’s an apple.

T: Good. What color is it? S1: It’s red.

T: Do you like it? S1: Yes, I do./ No, I don’t. (教师以同样的方法，复习orange(s), banana(s), egg(s), cake(s)。)

2. (教师摆放几个水果，如：oranges, bananas, apples, 引起学生的兴趣。)

T: (教师拿一个苹果) I have an apple. T: (教师手捧几个苹果) I have some apples. T: (换成几个橘子) I have some oranges. T: (换成几个香蕉) I have some bananas. (教师引导学生说：I have some …) S2: I have some books. S3: I have some friends. S4: I have some pens. …

3. (教师手拿橘子，请一个学生进行如下对话。)

T: S5, do you like oranges? S5: Yes, I do. T: Do you want some oranges? S5: Yes, I do. T: (把橘子给S5) Here you are. S5: Thanks. 4. (学生积极性已被调动，教师趁热打铁。)

T: Do you want some oranges? Ss: Yes, I do. T: OK. Now, please look at the blackboard. (板书) Do you want some oranges?= T: We can say it like this: (在等号后面板书并领读。) Would you like some oranges? (师生交换角色，引出Would you like some …?的答语。)

T: S6, please say “would you like some …?” S6: OK. Would you like some oranges? T: Yes, please. S6: Would you like some cakes? T: No, thanks.

(教师表扬S6并给他/她一个橘子。)

T: Now, boys and girls. Do you understand? Ss: Yes.

T: OK. Let’s try. S7, would you like some oranges? S7: Yes, please./No, thanks. T: S8, would you like some apples? S8: Yes, please./No, thanks. (教师在Would you like some oranges?后面板书。) 肯定回答：Yes, please. 否定回答：No, thanks. (导入1a。)

Step 2 Presentation 第二步呈现(时间:13分钟)

利用图片、创设情境以及肢体语言等方式学习生词和新句型。引导学生运用观察、归纳和实践等方法学习语言知识，感悟语言功能。

1. (教师出示食物图片，并在食物下方写上英语。)

T: S1, would you like some chicken? (教师手持chicken图片。) S1: Yes, please./ No, thanks.

(教师把图片贴在黑板上，教学该单词，并要求学生掌握。) T: S2, would you like some rice? (教师手持rice图片。) S2: Yes, please./ No, thanks.

(把图片贴在黑板上，教学该单词，并要求学生掌握。)

(用同样的方法，教授fish, juice, milk, water, vegetable, bread, hamburger。) (板书) fish, chicken, rice, juice, milk, water, vegetable, bread, hamburger 2. (为学生创设情境，引出句型。)

T: S3, look! There are many kinds of foods here, are you hungry? (手拍腹部。) S3:Yes.

T: What do you want to have?(作吃东西状，提示该学生。) S3: I want some … (板书) What do you want to have?= I want some …= (教师继续提问。)

T: S4, there are many kinds of drinks here. Are you thirsty?(作喝水动作，提示该学生。) S4: Yes.

T: What do you want to drink? S4: I want some … (板书) drink What do you want to drink?= I want some …= 3. (让学生观察前面的Do you want some …?部分，引导学生说出以上句子的同义句，并板书。)

What do you want to have?=What would you like to have? I want some … =I would like some … What do you want to drink?=What would you like to drink? I want some … =I would like some … (师生互动操练板书的句型。) T: S5, what would you like to have? S5: I would like some …

(操练完毕，教师说明I would like通常写成I’d like，板书，领读，并要求学生掌握。) I would like=I’d like T: Can you say some sentence patterns like this: I’d like some apples. (学生模仿)

S6: I’d like some …

4. (待四个学生操练完毕，教师总结，提问，引出另一句型What about …?)

T: Different people like different foods and drinks, S6 would like …, S7 would like …, S8 would like …, S9 would

like …(教师叫S10) What about you, S10? S10:I’d like some …(教师帮助回答。) T: Would you like some …? S10:No, thanks.

T: What about some …?

S10:Good idea.(帮助学生回答。)

(教师板书，解释What about的用法。)

What about …? Good idea. 5. (看图猜句子，教师展示一幅用餐图片，图中主人正请客人用餐，在主人头上画一云状话语框，用纸片盖住Help yourselves。)

T: Guess, what will he say? S11: Do you want some rice? S12: Would you like some …? S13: What do you want to have? S14: What would you like to have? S15: What would you like to drink? …

(学生积极发言，教师最后掀开纸片露出Help yourselves。板书并要求学生掌握。)

Help yourself/yourselves. (先让学生猜意思，然后教师解释含义及用法。) (教师拿几个橘子，走到一个学生旁边。)

T: Help yourself to some oranges. (教师示意那个学生拿一个橘子。) S16: Thank you.

(做同样的活动，直到教师手里橘子被拿完。)

6. (播放1a录音，让学生找出所听到的表示食物或饮料的名词，并核对。)

T: OK. Listen to the tape and find out the words about food and drink you hear. Try, please. 7. (要求学生再听1a录音并跟读，注意语音语调。)

T: Good. Listen and repeat. Please pay attention to the pronunciation and intonation. (用英语解释部分生词并板书，要求学生掌握。)

all right=OK Milk for me.=I’d like some milk. Me, too.=I’d like some milk, too. Step 3 Consolidation 第三步巩固(时间:7分钟)

通过填表格、观察讨论等活动，培养学生观察力，巩固所学语言知识。 1. (读1a，填1b表格，核对答案，完成1b。)

T: Please read 1a again. Find out what Michael, Maria and Jane want to have. Then fill out the table.

2. (教师出示小黑板，黑板上写有食物和饮料的名称，并按可数名词和不可数名词归类。让学生观察小黑板并讨论，然后说出观察结果，引出可数名词与不可数名词。) Group A: Countable nouns some eggs some cakes some apples some hamburgers some vegetables some oranges some bananas Group B: Uncountable nouns some fish some rice some bread some chicken some apple juice some water some milk T: Now, let’s look at the blackboard together! Who can tell me the differences between Group A and Group B? Ss:There is an “s” in the words in Group A, but in Group B there isn’t the letter. T: Well done. But do you know why? Ss:Sorry. We don’t know. (教师稍作解释。)

3. (看图找物。教师展示一幅用餐图片，让学生找出所学的食物类名词。) T: Look at the picture. What kind of food can you see? S1: I can see some cakes. S2: I can see some vegetables. S3: … …

(教师提醒学生，注意使用正确形式。)

4. (播放3录音，让学生先配对，再按可数名词与不可数名词归类。完成3。)

T: Well done! Now, please listen to 3. Then match the food and drink with the words, next divide them into countable

nouns and uncountable nouns. (核对答案。) 板书设计： What would you like to drink? Section A

Help yourself/yourselves. What about …? I would like … =I’d like … Good idea. Do you want some oranges?=Would you like some oranges? Yes, please./ No, thanks. What do you want to have?= What would you like to have? I want some …=I would like some … What do you want to drink?= What would you like to drink? I want some …=I would like some … Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

图片/录音机/图钉/小黑板/彩色粉笔/实物/菜单 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:12分钟)

设置情境，引出新句型。

1. (教师戴上服务生的帽子和领结，手里拿着一支笔和一张菜单，通过对话引出新词汇。) T: Boys and girls, can you guess what I do? Ss: You are a cook.

T: No, I’m not a cook. I am a waiter/waitress.(教师解释waiter和waitress。) (然后教师展示一张饭店菜单。) T: What’s this in English?

S1: It’s an order.(教师帮助学生说出an order，板书并要求学生掌握。)

order 2. (情景表演：教师请三位同学扮演顾客，到讲台来。教师在课前将讲台桌装饰成餐桌，并在上面放一些食品，如鸡蛋、蛋糕、一杯牛奶、一杯苹果汁„„) T: S2, S3, S4, please come to the front. S2,3,4: OK.

T: S2, would you like some eggs? S2: Yes, please./No, thanks.

S3, what would you like to drink?

S3: A glass of apple juice, please.(学生可能会回答apple juice，帮助学生回答a glass of apple juice。解释glass，板书并要求学生掌握。) glass T: S4, would you like something to drink?(板书并解释something, 要求学生掌握。) something S4: A glass of milk. Thanks.

3. (教师另请两名男生，到讲台前。) T: S5, S6, please come to the front. S5,6:OK.

T: May I take your order, sir?(教学may, take, sir板书并要求学生掌握。)

may ,take, sir S5: Some eggs, please. S6: Some cakes, please.

T: Would you like something to drink? S5: A glass of apple juice, please.

S6: A glass of milk, please.

T: OK. Wait a moment, please.(教师讲解wait a moment，板书并要求学生掌握。) wait a moment 4. (播放2a录音，让学生判断说话者的身份，并指出录音中提到哪些食物和饮料。)

T: Well, now listen to the dialog, and guess what the woman does. And what the food and drink are mentioned in the

dialog.

5. (再放2a录音，让学生跟读，注意语音语调。)

T: Good! Now listen again and repeat. Pay attention to the pronunciation and intonation. 6. (学生两人一组根据2a对话，画出不懂之处。)

T: OK. Now practice the dialog with your partner. Then underline the sentences you don’t understand. 7. (教师解答学生疑问，完成2a。)

T: Do you know another way of saying“Would you like something to drink?” S7: What would you like to drink? S8: What do you want to drink? (教师板书) What would you like to drink? = What do you want to drink? =Would you like something to drink? (以同样方式让学生说出Would you like something to have?的同义句。)

T: Good. Can you tell me another way of saying“Would you like something to have?” Ss: What would you like to have?/What do you want to have?

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过表演，巩固2a，完成2b。培养学生听说读写的综合语言技能。 1. (角色表演：教师挑选几组表演2a对话。)

2. (情景剧表演：教师提供几个单词，学生自由发挥，但要运用所学句型。) (小黑板出示。) 场所：restaurant(餐馆) 人物：Michael, Jane, Kangkang, a waiter/waitress 必用词汇：may, would, chicken, milk, what about, something, wait T: Well done! Now look at the small blackboard. Suppose you are Michael, Jane, Kangkang and a waiter/waitress. You are at the restaurant. Please come to the front and act out. You can use the words on the blackboard and expressions about offering, accepting and refusing you have learnt, volunteers? (鼓励学生积极参与。) 3. (让学生自己先试着填写2b中的空格，画出不懂之处，然后教师解决学生所提疑问。) 4. (待学生完成后，核对答案，让学生两人一组表演2b。完成2b。)

T: Very good. Let’s check the answers now. Next, please go on acting with your partner. One acts the rabbit, and the

other acts the monkey.

(教师可以用英语解释Something to drink?=Would you like something to drink?用汉语解释What do you usually have for lunch?) 板书设计： What would you like to drink? Section B Wait a moment, please. What do you usually have for …? have breakfast It’s my favorite food. have lunch May/Can/Could I …? have supper Would you like something to drink? Yes. A glass of …, please.

Section C

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

录音机/图片/投影仪/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:14分钟)

通过创设情景，师生问答等形式，学习本课新单词及新句型。

1. (师生问答，谈论学生的日常饮食，复习有关句型，并引出本课新知识。) T: What do you usually have for breakfast? S1: I usually have … for breakfast. T: What about lunch? S1: I usually have …

T: Do you often eat Jiaozi for supper? S1: Yes. I like it very much. (板书并要求学生掌握。)

eat T: S2, would you like some Jiaozi? S2: Yes, please./No, thanks.

T: S3, would you like some vegetables? S3: Yes, please./No, thanks.

T: S4, would you like to have breakfast with me? S4: Yes, I’d like to.(帮助学生回答。) (板书并要求学生掌握。) —Would you like to do sth.? —Yes, I’d like to. (教师讲解其用法。师生操练。)

T: Would you like to have lunch with me? Ss: Yes, I’d like to.

T: Would you like to have dinner with me? Ss: Yes, I’d like to.

(板书并要求学生掌握。)

dinner, have dinner T: Where do you often have dinner? Ss: I often have dinner at home.

T: I often eat at home, too. But sometimes I eat out. (板书并要求学生掌握。) eat out T: S5, would you like to eat out with me? S5: Yes, I’d like to.

T: What would you like to eat? S5: I’d like some …

T: What about some chicken? S5: Good idea. T: I can also say“Why not have some chicken?” (板书并要求学生掌握。)

—Why not do sth.? —Good idea. (师生操练。)

T: S6, why not have some apple juice? S6: Good idea.

T: S7, why not have some fish? S7: Good idea.

T: Very good, sit down, please. S8, if you want to ask your classmates to eat apples here. What do you say? S8: Help yourself to some apples. Ss: Thank you./Thanks.

T: Good, but you should say: Help yourselves to some apples. (教师应加重语气，强调yourselves。) (然后教师拿起一个苹果递给一个学生说。) T: Here you are.

S9: Thank you./Thanks.

(板书并让学生猜测句子的意思，要求学生掌握。) Here you are. T: OK. Do you want to know where the children have dinner? Please listen to the tape and find out the answer. 2. (播放1a录音，学生听并找出答案。核对答案。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过角色表演，进一步巩固就餐用语。培养学生用所学语言进行交际的能力。 1. (重播1a录音，让学生听录音，完成下列问题。)

T: Listen to the tape again and complete the following questions. (1) Do they eat out? (2) What do they eat? (3) Do they have some drinks? 2. (再播1a，让学生跟读，注意语音语调，加深理解。)

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation.

3. (角色表演：学生三人一组，分角色表演1a。然后挑选几组上台表演，并给予鼓励。完成1b。)

T: OK. Now please practice the dialog in groups of three. Then I’ll ask some groups to come to the front and

role-play. 板书设计： What would you like to drink? Section C eat out have dinner/have supper Here you are. Thanks. —Would you like to do …? —Yes, I’d like/love to. —Why not have some fish and eggs? —Good idea. —What about some vegetables? —Good idea. Section D

The main activities are 1, 2a and 4. 本课重点活动是1，2a和4。 Ⅱ. Teaching aids 教具

录音机/单词卡片/多媒体课件/投影仪或小黑板/图片/信封

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

学习2a短文。帮助学生了解并掌握英文信件的书写格式，拓展他们的文化视野。

1. (教师用幻灯片出示各种形式的英文信件，让学生整体感知。也可以打印出来，让学生传阅, 了解英文写作的多样性。)

T: Look at these letters and see how English people write letters. 2. (教师用课件或黑板展示英文信件的基本框架。) Dear …, ××××××××××××××××××××××××××××××××××××××××××××××××××××××××× Yours, ××× (板书并要求学生掌握。) dear T: Do you know this word? Ss: Yes. 亲爱的。(随着大众媒体的传播，学生都知道它。) (教师解释。)

T: In English letters, we usually use (翻译该词) this word to start a letter, not only say it to young men or young women, but also to old people or kids. (教师举例。)

T: Dear … (用班上学生的姓名，有男也有女。) (教师提醒学生注意“Dear … ,”的标点符号。) Dear Sam, √ Dear Sam: × (教师指着小黑板/课件中信的正文部分。)

T: This is the body of a letter. Here you can write something that you want to tell the receiver. (用同样的方法，讲解信的结尾及签名。)

T: This part is the end of a letter. People usually use “Yours,” and the writer has to write his/her name here. (教师展示几封内容简短的英语信件，以增强学生印象，了解文化常识。)

3. (教师展示两幅图片，一幅是一个凶神恶煞的壮汉正对一个弱者大动干戈，另一幅是一个小朋友正给一个流浪汉食物。)

T: Do you like this man? (出示图片。) Ss:No. We don’t like him at all. T: Neither do I. Because he is not kind. What about the boy? (出示另一图片。) Ss:We like him very much. T: Good. The boy is very kind.

(板书让学生猜测词意，然后领读并要求学生掌握。) kind (然后教师用be kind to说出下列四句话，帮助学生加深对kind的理解，以此引出生词be。) 例如:

T: We should be(用汉语翻译该词) kind to other people. Teachers should be kind to students. We should be kind to our parents. We should be kind to each other.

(板书，解释，然后领读，要求学生掌握。) be (am, is, are) (教师用汉语解释be的用法，并举例。)

T: I’m glad to be here. I’m happy to be with you. Are you glad to be a student of mine? Do you want to be a teacher when you grow up?

(教师在叙述时，应重读be，突出be动词。) 4. (播放2a录音，学生跟读，并画出有用的短语。)

T: OK. Here’s a letter for Jack. Do you want to know who writes it? Please listen to the tape and repeat. Then

underline the useful phrases. (核对答案。)

T: Who is the letter from? Ss: Jane.

T: Right. We know the phrases in the letter are very important, such as be kind to, have dinner, be glad to be here. Can you remember them? Ss: Yes.

(教师板书such as让学生猜测其意，然后领读并要求学生掌握。)

such as Step 3 Consolidation 第三步巩固(时间:8分钟)

根据关键词，复述2a。完成2b并学习四个辅音。

1. (让学生再读短文，回答下面两个问题，加深对2a的理解。) T: Please read 2a again. Then answer the following questions. (1) Does Jane often have dinner with her friends? (2) What does she like to eat? (核对答案。)

2. (要求学生根据关键词复述信的内容，完成2a。) (小黑板出示关键词。) Dear, in China, many friends, kind, have dinner, like Chinese food, such as … , be nice, be very glad to be here, Yours, Jane 3. (让学生根据2a给自己的朋友写一封信。提醒学生注意格式。教师检查完毕，选几位学生大声朗读自己的信件，完成2b。)

4. (教师将1的例词写在黑板上，让学生读出单词，并注意画线部分辅音字母的读音。)

/h/ head hand have house /r/ red ruler sorry river /w/ welcome worker woman watch /j/ your young yellow year 5. (播放1录音，学生跟读。)

6. (小组活动。把全班同学分成四组，为上述音标补充单词，每一组同学就某个音标补充单词。)

T: OK, you do very well. Now let’s add other words to each phonetics. For example, Group 1 adds words to /h/.

Group 2 adds words to /r/. Group 3 adds words to /w/. Group 4 adds words to /j/. Do you understand? You can find the words in your books. Ss:Yes.

T: OK. Let’s begin. …

板书设计： What would you like to drink? Section D have… for… (三餐名称) They are all kind to me. be glad to be here I like Chinese food very much, such as … be kind to sb. I’m very glad to be here. have dinner with sb. something to eat/drink

Unit 4 Having Fun

Topic 1 What can I do for you?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具

图片/彩色粉笔/小黑板/价格标签/录音机/实物 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:5分钟)

由已学过的数字导入新数字，整合教学内容，完成2a。

1. (教师在黑板上贴一大张白纸，上面已事先画好一个动物，但线条很浅，在线条上分布0-20之间的数字，直到数字连接完毕，方可显现动物轮廓。) T: Who can help me? S1: I can.

T: Good, listen and match (运用肢体语言，让学生明白match意思是“连接”。) the numbers, OK? S1: OK.

T: Please match number“0”to“20”.

(学生连线，从0到20，完毕。教师面向大家。) T: What can you see now? Ss: A cat.

(教师要求学生齐声背诵0-20的数字，导入新课。) T: Now, please recite all the numbers from 0 to 20. Ss: …

T: You’re right. Let’s go on.(教师解释go on。)

2. (运用“What’s … and …?”句型来引入整十的数字。) T: What’s five and fifteen? S2: Twenty.

T: What’s fourteen and sixteen? S3: Thirty. (教师帮助学生回答。) …

T: What’s ten and eighty? S9: It’s ninety. (板书并要求学生掌握。) thirty, forty, fifty, …, ninety Step 2 Presentation 第二步呈现(时间:20分钟)

借助小黑板，突出呈现重点语言知识，培养学生的观察能力及自主归纳的能力。积极创设情境，运用实物教学，体现“学以致用”的原则，从而提高学生学习英语的兴趣，培养其语言表达能力。

1. (小黑板展示如下内容，让学生通过观察、比较，找出这两组数词在写法上的不同。注：用彩色来凸现-teen与-ty。) Group A Group B 12 twelve 20 twenty 13 thirteen 30 thirty

14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen 40 forty 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety T: Look at the small blackboard, then find some rules of the two groups. (让学生自主归纳、总结规律，教师最后补充说明。)

T: Very good. Let’s read Group A. (教师提醒学生注意teen的发音。)

(教师指着Group B的数词，让学生朗读。因为twenty已经学过，引导学生模仿它读出后面的数词。) T: Now look at Group B, and try to read them. S1: Twenty.

S2: Thirty.(教师指向thirty，若学生把重音读错，教师必须及时纠正。) …

(然后让学生齐声朗读，教师观察有没有读错或不会读的学生。待齐读完毕后，及时纠正学生读错或不会读的数词。)

(链式操练，纠正学生的读音。) T: Now, let’s read one by one. S3: Twenty. S4: Thirty.

(学生依次操练，若有个别学生读音不准，教师及时纠正。)

2. (播放2b录音，学生跟读，学习重音位置，练习读音，完成2b。)

T: Listen to the tape and follow it. And then finish 2b by talking about the word stress.

3. (让一个学号不是整十的同学用汉语说出自己的学号，导入2a。观察2a，学习几十几的读法和写法。) T: Boys and girls, whose school number is 28? S5: Mine is.

T: OK, can you say your number in English? S5: Sorry, I can’t. (教师面向学生。)

T: Who can do that — read 28 in English? (学生默不作声。)

T: Now look at 2a carefully, and find out how to read and write the numbers from 21 to 29. (引导学生总结：①写法：在十位和个位之间加连字符“-”。②读法：先读十位，再读个位。) 4. (播放2a录音到ninety，学生跟读。) T: Listen to 2a and read after the tape.

T: Now, listen to the next number. (继续播放2a，让学生听hundred的发音。) (教师提问全体学生。)

T: How to pronounce(教师解释：“发音”。) the number 100? Ss: One hundred. (板书并解释，要求学生掌握。)

hundred 100=one/a hundred 5. (请学生观察2a中的这四个数词，101，185，315，999，找出它们的读写规律。播放这四个数词的录音，学生跟读。)

T: What can you find?

Ss: (用汉语表达：在百位与十位之间加and。十位与个位按两位数读。) T: You are right.

6. (再次播放2a录音，注意语音语调。)

T: Listen to 2a again and read after the tape. Pay attention to the pronunciation and intonation. 7. (出示课前写在卡片上的价格标签，引入购物话题，导入1a。)

￥25.00 (教师解释：￥为人民币符号，读汉语拼音yuan。) T: S6, please read it. S6: Twenty-five yuan. T: Where can we see it?

Ss: …(学生不会表达shop/store/supermarket，可以用汉语。)

T: Right. We can see it in the supermarket like …(列举几个当地的超市名称，让学生感知supermarket的意思，因为后面要经常用到它。) Do you often buy anything in a supermarket? (板书、领读并解释，要求学生掌握。)

buy Ss: Yes.

T: What can you buy in a supermarket? S7: I can buy …

8. (让学生联系亲身购物的经历，进入购物话题。)

T: What does the salesperson(翻译成“销售员”)say to you? Ss: …(学生可以用汉语回答，然后教师教授新句型。) (板书并解释，要求学生掌握。)

What can I do for you? Can I help you? May I help you? (这三个句子均无生词，可让学生自己读，然后全班同学齐声读。) T: What do you say if(教师解释：“如果”) the salesperson(教师解释：“店员”) says “What can I do for you?” or “May I help you?” or “Can I help you?” to you?

(学生不会回答，会出现短暂的沉默，然后由教师陈述。)

T: You can say“Yes, please. I’d like …”or“I want some …”. If you don’t want to buy, you can say“No, thanks.” (板书并解释和领读I’d like …) —Yes, please. I’d like …/I want some … —No, thanks. 9. (师生操练。) Example:

T: What can I do for you? S8: I want to buy a pen. T: Can I help you?

S9: Yes, please. I’d like to buy a pencil. T: May I help you? S10: No, thanks.

T: (走向一女生)May I help you, S11? S11: Yes, please. I want some …

10. (教师通过购物用语，导入询问商品价格的方法。)

T: If you want to buy something, you’ll ask the salesperson: How much is it? (板书并解释，要求学生掌握。) S12: It’s one yuan. How much is it? It’s … (教师拿起学生的物品，反复发问，操练此句型，加深学生对询问价格句型的印象。) 11. (1)(教师直接解释madam，进入1a。)

(板书并要求学生掌握。)

madam (2)(听录音，同时画出短语。) (板书并解释，要求学生掌握。)

over there try on the coat try it on (教师引导学生看书本第110页中的注释。要求学生掌握try on的用法。) (3)(再听第一小段对话，回答问题。)

①What does the woman want to buy for her daughter? ②Where are the clothes?

(4)(再听第二小段对话，回答问题。) ①What color is the coat?

②What does Maria want to do? ③How much is the coat?

12. (播放1a录音，学生跟读，注意语音语调，并找出关键句。) (板书关键句，并要求四人一组操练1a对话。)

(1)What can I do for you? I want to buy … for … (2)May I help you? Yes, please. … Can I try it on? It looks very nice on you. How much is it? It’s … That’s fine. We’ll take it. Step 3 Consolidation 第三步巩固(时间:8分钟)

通过学生反复练习并应用1a对话，提高学生应用语言的能力。

1. (学生分组表演1a对话，挑选两组上台表演，并给予表扬和鼓励。) T: Please act out 1a, then I’ll ask two groups to act it out in front of the class. 2. (学生参考1a，完成1b。)

T: Complete the conversation in 1b according to 1a. (核对答案。)

3. (学生分组就1b进行替换练习。) T: Practice 1b in pairs. 板书设计： What can I do for you? Section A buy … for … (1)—What can I do for you? over there —I want some … try on (2)—Thanks a lot. twenty—ninety —Not at all. twenty-one—ninety-nine (3)—May I help you? one hundred —Yes, please. I’d like … —No, thanks. (4)—Can I try it on? —Sure. (5)—How much is it? —It’s … (6)That’s fine. We’ll take it. 77

Section B

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

自制卡片/图片/彩色粉笔/录音机/小黑板/学生自带玩具/小气槌 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:10分钟)

呈现1a，导出关键词句和目标语言，为交际积累材料。 1. (1)(播放1a中A部分的录音，并回答问题。)

Does the boy want to buy anything? (2)(播放1a中B部分的录音，并回答问题。)

①What does the boy want to buy? ②How does he like the pants? (3)(播放1a中 C部分的录音，并回答问题。) ①What do they want to buy? ②Does Jane like the green skirt? How about the blue one? ③Does Jane buy the blue skirt? (板书并解释，要求学生掌握。) How about …? = What about …? (核对答案。)

2. (再播放1a录音，学生跟读。注意语音语调。)

3. (学生自读1a，加深对课文的理解，同时可以让学生找出疑难点，教师讲解。)

Step 3 Consolidation 第三步巩固(时间:12分钟)

通过组织拍卖活动，角色表演，听力测试，培养学生对语言的感知能力。 1. (角色表演1a，完成1b。)

2. (播放2a录音，核对答案，完成2a。)

3. (拍卖会：教师叫同学们把带来的玩具拿出来进行拍卖，先由教师做示范，然后由学生当主持人，可以用真钱。钱和玩具课后物归原主。)

T: This pen is 2 yuan. It’s Li Yuchun’s pen. If you want it, how much do you want to give? S1:3 yuan. S2:5 yuan. S3:10 yuan.

(若再无学生加价，教师用小气槌打击桌面表示成交。) T: 10 yuan! 10 yuan! Any more?(翻译成“还有更高的吗?”，然后敲击桌面)。 OK. S3, come and take it! (S3给钱，拿走物品。)

(然后由学生当主持人，模仿刚才情景继续。)

板书设计：

What can I do for you? Section B a pair of I’m just looking. a pair of pants/glasses/shoes How do you like+n.? This pair of shoes is nice. What do you think of+n.? △ The shoes are nice. How about the blue one? △ Why not try on that pair? Well, I’ll think about it. Are you kidding? Thank you all the same. Section C

The main activities are 1a and 3a. 本课重点活动是1a和3a。 Ⅱ. Teaching aids 教具

实物/图片/录音机/小黑板/《猫和老鼠》画册/自制账单A、B卡 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:5分钟)

听录音感受英语。模仿语音语调复述课文，锻炼学生的口头表达能力。 1. (播放1a录音，回答小黑板上的问题。)

T: Listen to 1a, and answer the following questions. (1)How much salt do they need? (2)How many kilos of apples do they need? (3)Do they have any milk? (4)How many bottles of milk do they need? (核对答案。)

2.(再次播放1a录音，让学生跟读并注意语音语调。)

T: Listen to 1a again and read after the tape. Pay attention to the pronunciation and intonation. 3. (要求学生用自己的语言概括1a。)

T: Please sum up the dialog in your own words. You may begin like this:

Ben helps his father do some shopping. What do they need? They need …

Step 3 Consolidation 第三步巩固(时间:8分钟)

听力测试，锻炼听力。自编对话表演，讲练结合，营造轻松愉快的学习氛围。 1. (学生阅读1a，制作Ben的购物清单。核对答案。)

2. (学生根据1b购物清单自编对话。先两人一组操练，然后教师挑选几组上台表演，完成1b。)

3. (教师出示小黑板，让学生翻译下列词句，并请五或十位学生到黑板上板书他们的答案。核对答案，巩固本课重点知识。)

①三包大米 ③二十公斤鸡蛋 ⑤six bottles of milk ⑦I don’t have any milk. ⑨就这些? 4. (播放2录音，完成2。) 板书设计： What can I do for you? Section C

②三包盐 ④five kilos of oranges ⑥do some shopping ⑧我没有苹果。 ⑩I think so. do some shopping two kilos of apples three bags of salt six bottles of milk —Is that all? —Yes, I think so. Don’t worry. How much salt do we need? How many bottles (do we need)? any: Do you have any vegetables? some: I want to buy some bread. Section D

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅱ. Teaching aids 教具

音标卡片/单词卡片/录音机/多媒体课件/日用品/学习用品/小食品 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

学习音标，让学生领会英语单词的拼读规则。 (教师呈现音标卡片，要求学生试读，然后播放录音，要求学生听、模仿并跟读。板书音标在黑板上，并出示thirteen, purple, T-shirt, skirt的单词卡片，教师将这些卡片贴在下面，排成一列，同样方法完成其余音标。) thirteen purple T-shirt skirt teacher welcome later letter order fourteen forty tall thirty forty heavy worry

Step 3 Consolidation 第三步巩固(时间:6分钟)

通过听录音、做游戏的形式，让学生巩固英语单词的拼读规则。

1. (教师播放1录音，学生认真听并从单词中标出含有该音素的字母或字母组合。)

2. (让学生做游戏，在游戏中听读本课四个元音音素。准备一些单词卡片发给学生，让学生读出这个单词，然后将卡片粘在黑板上相应的音素下面，最后教师总结拼读规则，完成1。) shirt color worker dollar nurse letter thirty over 板书设计： What can I do for you? Section D Group Ⅰ Countable nouns and useful expressions: thirteen teacher order thirty a banana/a coat/an egg purple welcome fourteen forty a pair of pants/shoes T-shirt later forty heavy some vegetables/oranges skirt letter tall worry Group Ⅱ Uncountable nouns and useful expressions: a bottle of milk two bags of salt some bread/fish/rice/salt

forty ball four door fifty happy monkey eighty

Topic 2 Would you like to go for a picnic?

Section A

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

苹果/帽子/教学挂图/录音机/手机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:9分钟)

利用实物和教学挂图，通过师生问答等形式，使学生身临其境，创设轻松的学习氛围，充分调动学生学习的积极性。

1. (1)(教师出示两个苹果。)

T: Boys and girls, what are these? Ss: They are apples.

T: Would you like some apples?

Ss: Yes.

T: How many apples? Ss: Two.

T: Yes, there are only two. They are not enough(教师解释：“不够”。) for all of you.(学生笑„„) T: How much are they? Guess! Ss: They are 1/2/3 yuan.

(2)(教师请一位学生到讲台，并出示一顶帽子。) T: S1, come to the front. Try on the cap, please. …

T: How do you like this cap? S1: It looks very nice.

T: How much is it? Can you guess? S1: 10 yuan.

T: Oh, no. It’s only 8 yuan. Now, it’s a little cold. Give it to you, OK? S1: Thank you very much, Mr./Miss … 2. (师生对话，导入本课部分生词。) T: What does your father do, S2? S2: He is a teacher/a worker/an office worker … T: I think he is free on Sunday, right? (板书并要求学生掌握。) free be free Sunday S2: Yes./No. T: What does he often do on Sunday? S2: He often …

T: I often go fishing on Sunday. But this Sunday I want to go for a picnic. Boys and girls, would you like to go with me? Ss: Yes, we’d like to.

(告诉学生也可以用we’d love to回答。) (板书并要求学生掌握。)

go fishing picnic go for a picnic love T: OK. You can ask your friends to go with you. Oh, do you have Mr. Chen’s telephone number? S3: His telephone number is …

T: I’ll call him and ask him to bring a guitar. (板书并要求学生掌握。) call bring guitar (出示1a教学挂图。)

T: Now Kangkang is calling Jane. What are they talking about?

Step 2 Presentation 第二步呈现(时间:10分钟)

让学生两人一组练习并模仿，培养学生听说能力，使其熟练掌握电话约会的功能用语。 1. (播放1a录音，让学生回答问题。) (1) Where would they like to go? (2) What do they want to do? (再听1a录音，核对答案。) (板书并要求学生理解。) West Hill 2. (学生阅读1a，找出打电话用语和约会用语。要求学生观察打电话用语和日常用语的区别，师生共同总结归纳打电话和约会的句型。根据情境猜出What’s up?和forget的意思。)

T: OK, boys and girls, please read 1a and find out the expressions of making telephone calls and making

appointments. …

(教师解释:打电话时，表达“我是„„”，要用“This is …”而不能用“I am …”。) (板书并要求学生掌握。) Making telephone calls: —Hello! —Hello, Jane! This is … Making appointments: —Are you free this Sunday? —Yes. What’s up? (板书重点短语，解释并要求学生掌握。) forget to do … 3. (让学生听1a录音并跟读，注意模仿语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 4. (让学生两人一组练习1a对话。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过大量分层次练习，巩固本课功能用语“电话会话”，使目标语言得到强化训练。 1. (找两三组学生表演1a电话会话，并对出色表演者给予表扬。) T: Please act out the conversation in pairs. 2. (让学生根据1a对话，完成1b。)

T: Please complete the telephone conversation between Jane and Maria. (核对答案。)

3. (让学生两人一组练习1b对话，然后找一两组同学上台表演。)

T: Please practice 1b in pairs, then I will ask some groups to act it out in front of the class. 板书设计：

Would you like to go for a picnic? Section A be free This is …(电话用语) go for a picnic Are you free …? call sb. What’s up? Would you like to …? Don’t forget to … Section B

The main activities are 1a, 2a and 3. 本课重点活动是1a、2a和3。 Ⅱ. Teaching aids 教具

教学挂图/录音机/幻灯片/小黑板/课件/电话机 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:12分钟)

通过听录音，模仿语音语调，为学生的口语打下良好基础。用幻灯片呈现真实的生活场景，帮助学生在实际生活中运用目标语言。

1. (听1a录音，回答小黑板上的问题。)

T: It’s fun to be with them, isn’t it? Now please listen to 1a. Then answer the questions on the small blackboard. (1)What would Wang Junfeng like to do? (2)Who would like to fly a kite with Maria? (再听1a录音，核对答案。)

2. (教师引导学生关注回绝邀请的表达方法，呈现新功能句。)

T: Wang Junfeng would like to cook with Michael. What about Kangkang and Steve? Do they accept the

invitations(教师解释：“接受邀请”。)? Ss:No. T: Good!

(幻灯片展示两幅图片。一幅画着一个女孩正在放风筝，另一幅画着一个男孩正在提水。) T: Look at the pictures. The girl wants the boy to fly a kite with her. What should she say? Ss:Would you like to fly a kite with me?

T: Well done! But can the boy fly a kite with her? Ss:No.

T: Help the boy to respond.(教师解释：“回应”。) Ss:I’m sorry I can’t.(帮助学生回答，并重复几遍。) (板书，并要求学生理解。)

I’m sorry I can’t. T: But why?(教师指向幻灯图片中的水桶。) He has to carry water.(教师解释句义并重复该句子。) What should the boy say?

Ss:I’m sorry I can’t. I have to carry water.(引导并帮助学生回答。) (板书，领读并要求学生掌握。) I have to carry water. He has to (要求学生注意观察have to的词形变化，并归纳其用法。) (教学have to。)

T: The boy has to carry water. So he isn’t free. He has no time. (板书并要求学生掌握。) time T: Then the boy can say … (引导学生回答。) Ss:I’m sorry I can’t. I have no time.

T: Nice work! He can also say,“I’d like that, but I’m afraid I have no time.” (板书，解释句义并领读。要求学生掌握。) I’d like that, but I’m afraid I have no time. (提醒学生在回绝邀请时，语气一定要委婉。) 3. (听1a录音，跟读并注意模仿语音语调。)

T: Please listen to 1a and repeat. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步巩固(时间:6分钟)

通过反复练习表示邀请的目标语言，使学生熟悉语言规则，提高学生运用语言的能力。

1. (七人一组练习并表演对话。小组之间展开竞赛，看哪组表演得好，并给予掌声鼓励。完成1a和1b。) 2. (让学生阅读1c，根据1a用所给词的适当形式填空，完成1c，然后核对答案。)

T: Complete the passage with the correct forms of the words or phrases in the box according to 1a. 3. (让学生大声朗读1c，并标出关键词。) T: Read 1c aloud and mark the key words.

4. (出示写有关键词的小黑板，让学生根据关键词复述1c。) go out, take, Jane, sing, no time, cook, Wang Junfeng, help, carry, Maria, happy

板书设计： Would you like to go for a picnic? Section B sing some songs Would you like …? have to I’m sorry I can’t. has to Yes, I’d like/love to. fly a kite How about …?=What about …? be afraid I’d like that, but I’m afraid … have no time carry water speak to ask sb. to do sth. call … back

Section C

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

小黑板/图片/幻灯片/挂图/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:15分钟)

由两幅图片引出本课内容，集中呈现征求意见的表达方式及其回答。激发学生的学习兴趣。

1. (学习1a。教师出示两幅图片：一幅图中，只有一个人在荒岛上，他很难过；另一幅中，有许多动物在岛上野炊，他们都很快乐。)

What can you see in Picture 1?

Ss: We can see a man. T: Is he happy? Ss: No, he isn’t. T: Why?

Ss: Because he has no friends.

T: Yes, he has no friends. So he is not happy. Now, let’s look at the next picture.

(学生可能会对“next”产生疑问，教师可指着第二幅图，并解释“next”的意思。) T: Look at this picture. What can you see? S1: I can see many animals. S2: I can see some food. T: What do they do? Ss: They have a picnic. T: Are they happy?

Ss: Yes, they are.

2. (让学生翻开书，读1a。)

T: Now, open your books and read 1a. Then answer these questions.

(教师用幻灯片展示以下问题。) (1) Who is not happy? (2) What would they like to do? (3) What would they like to have? (4) Are they happy? (三分钟后，教师核对答案。) T: Who has the answers?

S1: Let me try. McDonald is not happy. T: Good! You are clever! Next. S2: They would like to have a picnic. T: Yes. You’re clever, too! The third one.

S3: They would like to have hamburgers, cakes, fish and bread. T: Yes! The last one, the whole class. Ss: Yes, they are.

3. (学生再读1a，回答1b的问题。) (核对答案。完成1b。)

4. (让学生听1a录音，注意语音和语调。)

Step 3 Consolidation 第三步巩固(时间:8分钟)

模仿1a编一个话剧并表演，培养学生的语言迁移能力，使学生能学以致用，最终达到灵活运用语言的目的。 1. (让学生看1a挂图，分角色朗读。)

2. (让学生根据1a的内容，表演一个类似的话剧，五人一组完成1c。)

(一个同学假装很孤单的样子，另一个同学邀请其他人与这位同学一块去野炊，并带上自己最喜欢的食物。) T: Now suppose one of your friends is not happy. You will invite other friends to have a picnic with him/her. You must take your favorite food. Let’s put on a short play about it. There are five students in one group. Do you understand? Ss: Yes, we do.

T: OK. Let’s begin. Then I’ll ask some of the groups to act it out in front of the class. Example:

S1:I’m not happy. I’d like to have a picnic with my friends. S2:Would you like to have a picnic with S1? S3:Yes, I’d love to.

S4:Thanks. That would be very nice. S2:What about having a picnic with S1? S5:I’d like that, thanks.

S3:I’d like to take some bread and eggs. S4:My favorite food is chicken. S5:I want to take some cakes. 3. (学生表演后，给予掌声鼓励。) T: Look! They are all very happy! 板书设计： Would you like to go for a picnic? Section C Would you like …? Yes, I’d like/love to. What/How about …? Thanks. That would be very nice. Good idea! All right. Section D

The main activities are 1 and 5. 本课重点活动是1和5。

Ⅱ. Teaching aids 教具

录音机/单词卡片/小黑板/课件

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

听1录音，跟读并模仿，培养学生拼读能力和观察能力。 1. (播放1录音，学生跟读。)

Listen to the tape and follow it.

2. (教师让学生自己朗读，然后请几位学生在班上朗读。)

T: Now, read the words by yourselves. Then I’ll ask some students to read them.

3. (教师板书音标。然后把准备好的单词卡片发给一些学生，让学生读出单词，并把该卡片贴在黑板上相应的音标下方。这些单词中有学过的，也有未学过的。)

T: Now I’ll ask the students with the cards to read their words and then put them on the blackboard. (卡片排列如下：) father car half ruler food shoes cook book foot mouse house flower 4. (鼓励学生应用发音规则读出这些单词。)

Step 3 Consolidation 第三步巩固(时间:7分钟)

做游戏，对四个元音音标进行拼读训练，培养学生的拼读能力。

1. (全班学生各手执一张单词卡片，卡片上列出含有一种发音的单词。教师读其中一个音标，持有含此音标的单词卡片的学生全站起来，把卡片举起来并读卡片上的单词，依此类推，做完四个音标训练。全班动员，人人参与。)

T: Everyone has a card. If I read, the students with the card stand up, raise it and read the word on the card. If I read, the students with the card stand up, raise it and read the word on the card. Do you understand?

2. (将卡片回收，打乱顺序后再发给学生。教师让任意一个学生读一个音标，持有该种发音的单词卡片的同学都站起来，做法与刚才的相同，依次训练。完成1。)

T: You do very well. Now I’ll ask one student to read one of the phonetics, others with the same sound card stand up, raise it and read the word on the card. 3. (根据拼读规则，读出小黑板上的单词。) noodle, zoo, out, blue, now, far, star, start 板书设计： Would you like to go for a picnic? Section D father ruler cook mouse car food book house half shoes foot flower

Topic 3 We want to go to the zoo.

Section A

The main activities are 1a and 3a. 本课重点活动是1a和3a。 Ⅱ. Teaching aids 教具

图片/幻灯片/课件/录音机/小黑板/时钟/塑料锤 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:8分钟)

开展自由交谈活动，复习邀请、应答及打电话用语，培养学生的交际能力。复习动物名称，引出新单词，为导入新课作准备。

1. (教师要求学生模拟电话会话，邀请他人参加活动，复习、巩固Topic 2所学知识。)

T: Please use these sentence patterns to talk freely. Then I’ll ask several pairs to act out their conversations in the

front. Example: S1: Hello!

S2: Hello! May I speak to S1?

S1: This is S1. Who’s this?

S2: Hi, S1. This is S2. Are you free tomorrow? S1: Yes. What’s up?

S2: Would you like to go shopping with me? S1: Yes, I’d love to. What would you like to buy? S2: How about buying some drinks? S1: Good idea. See you tomorrow. S2: See you.

2. (复习学过的动物英文名称，为导入新课作准备。)

T: Now let’s go over the names of animals we have learned. Please tell me one by one.

(教师拿出一些动物的图片，首先展示一张狗的图片，然后一一展示其他动物的图片让学生说出这些动物的英文名称，并引出关于动物的新单词。) S3: Dog. S4: Rabbit. S5: Mouse. S6: Fish. S7: Cat. …

T: Do you want to know more about the names of animals? Ss: Yes. (过渡到下一步。)

Step 2 Presentation 第二步呈现(时间:13分钟)

运用课件，直观引出新单词，并导入新课，呈现1a。

1. (教师利用课件展示一幅动物园的图片，动物园中有许多种动物。)

T: Hi, boys and girls. Now, we learn some more names of animals. Let’s look at this picture. What can you see in the picture?

(学生说不出动物的英文名称，教师帮助学生回答。)

T: We can see pandas, monkeys, lions, tigers and elephants. Where can we see them? Ss:In the zoo. (教师帮助学生回答。) (板书并要求学生掌握。) panda monkey lion tiger elephant zoo 2. (1)(导入1a。让学生听1a录音，并说出听到了几种动物以及这些动物的名称。)

T: Now let’s listen to the tape and speak out how many kinds of animals you hear and what they are. (2)(教师出示小黑板，让学生熟悉问题，再听1a录音，并回答问题。)

T: Nice work. Please look at the small blackboard and go through these questions. Then listen again and answer these questions. ①Where would Michael and Kangkang like to go? ②What animals can they see in the zoo? ③Do they want to meet at 9 o’clock? (3)(先让学生相互讨论，并给出答案，然后教师核对。一定要让学生在黑板上或笔记本上写出完整答案，培养学生的书面表达能力。) (参如下：)

①They would like to go to the zoo.

②They can see pandas, monkeys, lions, tigers and elephants. ③Yes, they do.

3. (让学生再读1a，并挑出本段对话的关键词，为下一步学生自由表演打下基础。)

T: OK, just now we heard the dialog and watched the pictures. Now, please find out the key words of the dialog. The faster, the better.

(教师用幻灯片呈现关键词。)

have time—go to the zoo Michael—see pandas Kangkang—see monkeys, lions, tigers and elephants meet at 9 o’clock Step 3 Consolidation 第三步巩固(时间:5分钟)

完成1a和1b。通过放录音跟读，表演对话的形式，使学生进一步巩固目标语言，并完成2的听力训练。 1. (教师再次播放1a录音，学生跟读。教师提醒学生注意语音和语调。)

T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation. 2. (学生两人一组，看关键词表演对话，完成1b。)

T: Act out the dialog according to the key words. Pair work. 3. (听关于动物的描述，完成2。)

T: Listen to the descriptions of the animals and number the pictures in 2. 板书设计： We want to go to the zoo. Section A Time: Useful expressions: o’clock What time is it? past =What’s the time? to It’s six o’clock. quarter It’s twenty past six. half It’s ten to nine. It’s a quarter past seven. It’s half past twelve. Animals: panda monkey lion tiger elephant Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅱ. Teaching aids 教具图片/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

呈现1a。让学生听录音、读短文和找关键词，初步学习目标语言。 1. (听1a录音，回答问题。)

T: Now, boys and girls, please listen to the tape. Then answer the question:

What are Kangkang’s favorite animals? (核对答案。)

2. (再听1a录音跟读并回答问题。教师出示小黑板，学生结合问题，获取有效信息。) (1)What time is it? (2)Where do they want to go? (3)How many kinds of animals are there in the dialog? What are they? (4)What are Jane’s favorite animals? (5)Why does she like them? (回答问题的过程中，一定要让学生写句子，培养书面表达能力。教师核对答案。) 3. (读1a，并让学生找出本段对话的关键词，为下一步学生自由表演打下基础。)

T: OK, just now we watched the pictures and listened to the dialog. You must know the meaning of the dialog. Please read 1a and find out the key words of the dialog. OK, let’s begin. The faster, the better.

(教师板书关键词，解释新词组go home, next time和新句型：It’s time to do sth.并要求学生掌握。)

favorite animals Kangkang—monkeys—so clever Michael—pandas—cute Jane—elephants—so kind—have long noses Maria—tigers—very strong half past eleven—It’s time to go home—next time Step 3 Consolidation 第三步巩固(时间:10分钟)

完成1b和1c。训练逐步加深，由易到难，灵活运用所学知识，强化操练目标语言。 1. (学生四人一组，不看书，根据黑板上的关键词，表演1a。)

T: Please act out the dialog according to the key words on the blackboard in groups of four. 2. (让学生再读1a，完成1b。)

T: Read 1a again. Match the children with their favorite animals. Then write down their reasons in 1b. 3. (仿照1a，四人一组表演一个相似的对话，完成1c。)

T: Well done, boys and girls. Now let’s read 1a again and put on a similar short play. (先让学生四人一组准备，然后请两三组同学表演。) Example:

(At S1’s home)

S1: What time is it? S2: It’s 10 o’clock. S1: Are we all here? S3 & S4: Yes, we are. S1: Let’s go. (On the farm)

S1: Look at those chickens. They are so cute. I like them very much.

S2: I like dogs. They can look after houses and they are clever. What are your favorite animals, Xiao Wu? S3: I like rabbits. They’re so kind and they have red eyes. What about you, Xiao Dan? S4: Cats. They are very cute. S3: Oh, what’s the time now?

S2: Mm. It’s a quarter to twelve. It’s time to go home. S3: Yes. We have to go now.

All: Goodbye, animal friends! See you next time.

板书设计： We want to go to the zoo. Section B Useful expressions: It’s time to… go home, next time get up, have breakfast Key words: animal, next, clever cute, kind, strong Section C

The main activity is 1a. 本课重点活动是1a。 Ⅱ. Teaching aids 教具

小黑板/钟/实物/录音机/谜语词条/钢笔/多媒体设备 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:8分钟)

通过学习1a，训练学生的阅读理解能力。

1. (教师提几个问题，让学生回答以明确课文大意，呈现课文场景。) T: Now please look at the text. What can you see? Ss: We can see Kangkang and some animals. T: What animals can you see?

Ss: Some monkeys, a tiger and a lion. T: Oh. How careful!

2. (让学生听1a录音，呈现目标语言。)

T: Let’s listen to the tape and answer the question: What’s wrong with Baby Monkey? (核对答案。) T: S1, please.

S1: He can’t find his way home.

3. (由学生整理出本段文章的关键词，找对一个奖励一分。)

T: How clever! Now let’s read again and find out the key words of the passage. Can you try? (教师板书关键词，学生核对答案。) What’s wrong—can’t find—my way home—Don’t worry—not my home—Mr. Tiger’s—Mr. Lion—here—kind Step 3 Consolidation 第三步巩固(时间:8分钟)

通过判断对错，表演对话等活动，使学生加深理解并进一步巩固1a。 1. (明确题意, 完成是非判断题，最后师生核对答案，完成1b。)

T: Now let’s look at the exercises on Page 98. Mark T for True or F for False. For example, look at the first question. Baby Monkey can’t find his way home, what will you mark? Ss:T.

T: Yes. Please read the passage again and finish 1b. …

2. (看第二步呈现在黑板上的关键词，五人一组表演1a，完成1c。)

T: Look at the key words on the blackboard and practice the dialog in groups of five. Then, I’ll ask some groups to come to the front and act out.

(找几组表演。学生互评，选出表演最好的小组。)

3. (让学生帮助2中的动物找到食物，师生核对答案。完成2。)

T: Nice work. Now please look at the picture on Page 98. There are some animals and their favorite food. Do you

know these animals? Write down their names and talk about their favorite food in groups. You can begin like this: Ithink meat is the tiger’s favorite food. I think the rabbit likes … (板书并要求学生掌握。) meat We want to go to the zoo. Section C Kangkang meets Baby Monkey on his way home in the afternoon. What’s wrong with you? I can’t find my way home. Don’t worry. Let me help you. Here we are. It’s very kind of you. Thank you for + n. / v.-ing.

Section D

The main activities are 1 and 5. 本课重点活动是1和5。 Ⅱ. Teaching aids 教具

橡皮骰子/音标卡片/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 2 Presentation 第二步呈现(时间:5分钟)

通过学习字母组合的发音，让学生了解单词的拼读规律，帮助学生学会根据读音拼写单词。 1. (1)(教师将1的例词写在黑板上，让学生读出单词，并注意画线部分字母组合的发音。)

ear deer theater there chair pear sure tour poor boy toy coin T: Nice work. Boys and girls, today let’s go on learning some phonetics. First, read these words together. Then tell me what they pronounce.

(2)(通过读单词来归类。教师出示音标卡片，并请学生按读音贴在每组单词前面。) (3)(听录音，学生跟读1。)

T: OK. Now listen to 1 and repeat.

Step 3 Consolidation 第三步巩固(时间:10分钟)

巩固音标并完成2。训练学生的听说能力。

1. (小组活动。把全班同学分成四组。为上述音标补充单词，可查词典。)

T: Well done. Now let’s add other words to each phonetic. You can look up the words in your dictionaries. Ss:Yes. T: OK.

(学生做准备) T: Are you ready? Ss:Yes.

T: OK, let’s begin.

(读一遍刚才学生补充的单词，并复习所有学过的含有相同音素的单词。完成1。) T: Now let’s read these words, please. 2. (1)(听录音，用阿拉伯数字写时间。) (明确题意，为学生做题作准备。)

T: Good! Now let’s listen to the tape and write down the time in the blanks. You can use Arabic numbers, such as: 1,

2,3 … Are you clear? (教师边说边示范。) Ss: Yes.

T: OK. Are you ready? Go!

(学生互相检查，发挥合作学习的优势。) T: Do you have your answers? Ss: Yes.

T: Please check your answers with your partners. Then listen and check your answers again. (师生核对答案。)

(2)(请学生口头描述Michael的日常生活，复习一般现在时的第三人称单数形式，并巩固时间表达法。) T: Now let’s say something about Michael’s daily activities.

Example:Michael gets up at half past six. He goes to school at … Do you understand? OK! Let’s begin! (教师表扬优秀，鼓励后进。)

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