仁爱科普版七年级上册Unit 1 Making new friends综合与测试教案

这是一份仁爱科普版七年级上册Unit 1 Making new friends综合与测试教案，共31页。教案主要包含了知识目标，能力目标，情感目标，学习课时等内容，欢迎下载使用。
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。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn the letters Aa-Gg.
(2)Learn some new words:
good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too
2. Learn about greetings and introductions:
(1)—Good morning.
—Good morning.
(2)—Welcome to China!
—Thank you./Thanks.
(3)—Hello/Hi!
—Hello/Hi!
(4)—I’m … Are you …?
—Yes, I am./No, I’m not. I’m …
(5)—Nice to meet you.
—Nice to meet you, too.
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!
(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.
Step 4 Practice 第四步 练习(时间:10分钟)
通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。
(学习字母Aa-Gg。)
(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)
T: Listen to me and read the letters after me. Learn Aa-Gg by heart.
(教师先教学字母Aa-Gg，然后全体学生跟读Aa，Bb, Cc, Dd, Ee, Ff, Gg。)
T: Aa Bb Cc Dd Ee Ff Gg
Ss: Aa Bb Cc Dd Ee Ff Gg
(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)
T: Now let’s learn how to write the letters.

SB: Nice to meet you, too.
…
(教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)
T: Match the sentences in Column A with those in Column B.
A B
(1)Hi! a.Thanks./Thank you.
(2)Welcome to China! b.Hello!
(3)Nice to meet you. c.Nice to meet you, too.
(4)Good morning! d.Good morning!
(5)Hello! e.Yes, I am.
(6)I’m Kangkang. Are you Michael? f. Hi!
Teaching reflection:
本节课通过利用教学挂图、班级活动、小组活动、结对活动等多种教学方式，充分调动学生的积极性和主动性，整个教学过程符合学生的认知规律，能够做到重点突出，难点突破。但是学生练的时间不够充分，在以后的教学中，应注重学生的活动。

Section B
课堂目标导航
【知识目标】
1.重点单词：see, this, my, teacher, how, Mr., Miss, Ms..
2.重点句型：1)This is… 2）How do you do? 3) Nice to see you.
3.复习字母H-N。
【能力目标】学习介绍第三方的日常用语、陌生人之间互相打招呼的用语。
【情感目标】了解国外文化。
【学习课时】2课时
自主学习方案（预习与交流）
1.拼读并记住SectionB 中所有新单词及其意思。
2.跟着录音读1a中的对话,了解其意思和用法（参照课本P109页课文注释）。
知识点击：
1）Good morning,Miss Wang. 上午好，王老师！
英语中称呼要放在问候语之后，并用逗号与前面的问候语隔开
Miss 女士、小姐 Mr.先生
2)Mom, this is my teacher,Mr Lee！
This is …… 向别人介绍第三方时通常用This is……
3）How do you do！ 你好！
此句是初次见面时的正式问候语，其答语仍用How do you do？。
3.根据1a，试着完成1d和2
复习字母H-N 在下列空白处，默写字母H-N（大小写）。

4.完成3a和3c.
课堂导学方案（合作与探究）
一、检测预习：
1.听写新单词
2.检查3a,3c完成情况，并完成3b.
3. 表演sectionA中的对话。
二、走入新课：
1.听1a录音，模仿并跟读。
2.理解 1a 大意：
1）Mr是学生对___教师的称呼;_______是对女教师的称呼。通常放在姓的___（前/ 后）面。
2）初次见面，介绍别人时用________________________
3) Nice to see you通常是__________之间见面时的礼貌用语。回答时用______________________.
4) How do you do ?是__________见面时___________的问候语。其回答是_______________________
3.完成1d, 在横线上填上适当的单词或句子。
4.完成2，连线。
5.完成1b.
1) 听1b录音，排序。
2）再听录音，完成下列对话:
A: Mr. Brown, this is my mom. Mom, _____ my teacher, Mr. Brown.
B: How do you do?
A:_____________?

A: Lily, ________my teacher, Miss Wang.
B: ________________, Miss Wang.
A: Nice to meet you, too.

A: Jane, this is my dad. Dad, ________Jane.
B: Nice to see you.
A: ________________.
6.完成1c.仿照1a，用所给单词编相似的对话。（展示）
当堂评价方案
Ⅰ.变一变：
1、Are you Fangfang?（做否定回答）
， .
2、Are you Helen? （做肯定回答）
， .
3、How do you do？（作出回答）
？
4、 my； Mr.Li; is; this; teacher.(连词成句)
教学后记：
1、Section B 你学到了哪些内容？你还有哪些疑问 ？______________________
2、朗读并背诵1a 3、完成《同步练习册》SectionB 4、表演1c对话
老师对学生的评价 ：

教学反思
本节课采用多媒体教学，能够增强学生的学习兴趣；通过做游戏和表演情景剧，能够调动学生学习的积极性和参与课堂的意识。同时，通过表演对话，老师可以检测学生对知识的掌握情况，在教学过程中不断做好形成性评价，可随时掌控学生的学习效果，对今后的教学起到重要的作用。但是，对于初学者，老师一定要把培养孩子的学习兴趣放在首位，因此，要让学生积极参与课堂活动，调动他们的积极性。
Section C
Teaching times: 1
The main activities are 1a and 2a.
Ⅰ. Teaching aims and demands
1.(1) Learn the letters Oo-Zz.
(2) Learn some useful words and expressions:
fine, goodbye, bye, afternoon, and, OK
2.Talk about greetings and farewells:
(1)—Good afternoon, Miss Wang!
—Good afternoon, Mr. Lee!
(2)—How are you?
—I’m fine. Thank you. / Fine, thanks. And you?
—I’m OK.
(3)—Goodbye, Mr. Chen.
—Bye.
(4)—See you later, Mr. Lee.
—See you.
Ⅱ. Teaching aids
字母卡片/图片/录音机/字母表挂图
Ⅲ. Teaching Plan
Step 1 Review
1. T: Let’s review the letters from Aa to Nn with some letter cards.
2. T: Let’s play a guessing game. First I’ll ask one student to act letters. Then let the others guess what letter it is.
3. T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?
4.T:Good morning, S1.
S1: Good morning, Mr./Miss××.
T: Nice to meet you.
S1: Nice to meet you, too.
T: S1, this is S2. S2, this is S1.
Step 2 Presentation
1. T: Look at the pictures carefully, who are they? Where are they? What do they say? Now listen to the tape.
2. T: Good morning, Mr. Chen!
S: Good morning, Xiao Zeng!
T: How are you?
S: I’m fine. Thank you.
T: Goodbye, Mr. Chen.
S: Bye.
3. T:It’s 2:00 p.m. now. Good afternoon, class!
Ss: Good afternoon, Miss Wang!
Good afternoon!
4. Boys: Good afternoon, Miss Wang.
Girls: Good afternoon, Mr. Lee.
Step 3 Consolidation
1.T: Listen to 1a and repeat, pay attention to the pronunciation and intonation.
2.T: Now, please read the dialogs in 1a in pairs.
3. T: Well, look at the pictures, imitate the dialogs.
4. T: Practice the conversation in 1a using your own names.
Step 4 Practice
1. T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together.


2.T: Now please listen and circle the letters in 2b.
5. T: Please make some letters with your matches after the models in 3 and then read them out.

课后反思：
本节课学生在做2b部分时，遇到了问题，对于相同音素掌握不牢，找不准确，在以后的语音学习中老师应多加强学生这方面的训练。
Section D
Teaching times: 1
The main activities are 1 and 5.
Ⅰ. Teaching aims and demands
1. (1)Review greetings:
①Hi!/Hello!
②Good morning/afternoon! / Good morning/afternoon!
③How are you? / I’m fine, thank you./Fine, thanks. And you?
④How do you do? / How do you do?
⑤Nice to meet/see you. / Nice to meet/see you, too.
⑥Welcome to China!/Thanks./Thank you.
(2)Review introductions:
①—I’m … Are you …?
—Yes, I am. / No, I’m not. I’m …
②This is …
(3)Review farewells:
①—See you later.
—See you.
②—Goodbye.
—Bye.
2. Review the letters Aa-Zz.
Ⅱ. Teaching aids
录音机/字母卡片/小黑板
Ⅲ. Teaching Plan
Step 1 Review
1.T: Let’s review greetings and farewells.
(1)T: Hi! Class.Ss: Hello! Mr. …/Miss …
T: Nice to meet/see you. Ss: Nice to meet/see you, too.
T: How do you do?Ss: How do you do?
(2)T: Good morning, class!Ss: Good morning, Mr. …/Miss …
T: Good afternoon, class!Ss: Good afternoon, Miss …
T: How are you? Ss: fine, thank you.
T: See you later. Ss:see you
2. (1)T:I’m …Are you S1?
S1: Yes, I am.
T: Welcome to China!/Welcome to our class.
S1: Thank you./Thanks.
Step 2 Presentation
1. T: Listen to the tape and finish 1.
2. T: Let’s recite English letters together. OK?
Ss: OK.
T: One, two, three, go!
Ss: Aa Bb Cc … Zz
(T: Well done! Now can you find out the letters with the same phonemes?
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
①教师引导启发学生找出这些字母之间潜在的发音规律。
②注意Oo和Rr是单个的。
Step 3 Consolidation
1. T: Let’s play a game with the English letter cards.
2. T: Let’s listen to 3 and repeat, then guess the meanings.
Step 4 Practice
1. T: Please listen and number the pictures in 2.
3.T: Look at the blackboard. Let’s review Grammar focus.
I’m Kangkang.
Are you Maria? Yes, I am./No, I’m not.
Miss Wang, this is Michael. I’m=I am
Step 5 Project
1.T:Act out a conversation according to the information on your card.
Example:
S1=Kangkang S2=Jane S3=Li Ming
S1: Hello! I’m Kangkang. Are you Jane? Ss:Yes,I am.
S1: Nice to meet you.S2:Nice to meet you, too.
S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.
S2: How do you do?S3:How do you do?
S1& S3: Welcome to China!S2:Thank you.
S1& S3: Goodbye, Jane.S2: Bye.

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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some personal pronouns and possessive pronouns:
me, your, she, he, we
2. Learn some country names:
Canada, Japan, England
3. Learn other new words and phrases:
excuse, excuse me, what, name, where, from, be from, the
4. Talk about people’s names and where they are from:
(1)—Excuse me, are you Jane?
—Yes, I am.
(2)—What’s your name?
—My name is Sally.
(3)—Where are you from?
—I’m from Canada.
(4)—Are you from Canada, too?
—No, I’m not.
(5)—Is he/she …?
—Yes, he/she is./No, he/she isn’t.
(6)—Where is he/she from?
—He/She is from …
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.
(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.
Step 4 Practice 第四步 练习(时间:12分钟)
学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们学习英语的积极性。
1. (出示2a教学挂图，让学生特别注意图片中远处的人，帮助学生学会知识的迁移，即由第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型造句。)
T: Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:
—Is she/he …?
—Yes, she/he is. / No, she/he isn’t. She/He is …
—Where is she/he from?
—She/He is from …
2. (播放2a录音，核查学生自主造句的正误。)
T: Listen to 2a and check your answers.
3. (两人一组操练对话。完成2b。)
T: Practice the conversations with your partner. Act out your conversations.
4. (分组活动。两人一组合作完成3。最后师生共同核对答案。)
T: Let’s finish 3 in pairs.
5. (挑几组学生朗读3，注意语音语调。)
6. (出示4的图片，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，完成4。师生共同核对答案。)
T: Now please listen and number the pictures. Then listen again and match the names with the right countries.
7. (让学生自主完成5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号的使用情况。)
T: Please copy the sentences in 5. Pay attention to the underlined parts.
Teaching reflection:
本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型I’m from…向复数句型They’ re from…转换时学生出现了问题, 此外，要加强be动词的应用；由于本课内容较多，为了减轻学生的负担，把3b的教学内容调整到Section B中学习。

Section B
Ⅰ. Material analysis
本节课是在Section A的基础上拓展学习新知识，主要活动是1a和2a。通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Who is she/he ?”，“She/He is …”，“Where is she/he from?”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。
Ⅱ. Teaching aims
1. Knowledge aims
能够掌握并应用新学习的单词:look；
能够正确使用be动词am, is are的一般现在时在不同情况下形式上的不同变化；
能够正确使用人称代词：she, he；
能够用英语熟练表达询问姓名、国籍的方式：Who is she/he ? She/He is ….
Where is she/he from? She/He is from…Is she/he from…? Yes, she/he is./ No, she/he isn’t.
能够正确运用特殊疑问词where, who引导的特殊疑问句。
2. Skill aims
能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；
能运用图文就表示询问姓名、国籍等基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确使用英文句子的书写格式和单词的大写规则。
3. Emotional aims
能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
能有兴趣用所学的功能句进行口头对话；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问姓名、国籍等的表达方法；
正确使用人称代词：she, he
掌握be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式 Who’s = Who is ; Where’s = Where is
2. Difficult points
特殊疑问词where, who引导的特殊疑问句；
Be动词am, is, are的应用；
单数句型和复数句型的互换。
Ⅳ. Learning strategies
通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。
Ⅴ. Teaching aids
多媒体课件
Ⅵ. Teaching procedures
Step 1 Pre-task
1. The whole class work. Respond the teacher.
T:“Hello! Good morning, Nice to meet you.”
Ss: “Hi, Good morning. Nice to meet you, too.”
2. Individual work.
T: “Excuse me, are you …” S1: “Yes, I am.”
The teacher walks to next student.
T:“Excuse me, are you …” S2:“No, I’m not. I am…”;
The teacher asks, ”Who are they?”
The student answers, “They are … and…”;
3. Students read the words on the multi-media one by one.
Step 2 While-task
Task One 2a, 1a
1.Show the first picture of 2a and say; “Look! Who is she?”(老师解释：Look!意为“看”为了引起对方的注意; is可缩为’s ) Write down the sentence on the blackboard (Who is she? =Who’s she？);
Ask the next question: “Where is she from?’(老师解释：Where is she from? = Where’s she from?). The teacher writes down the sentence on the blackboard.
Show the second picture of 2a;
Show the last picture of 2a and give students 1 minute to make up a new conversation using the key sentences: “Who’s she/he? Where’s she/he/ from? Is she/he from…?”;
Choose one pair to share their conversation to the whole class.
2. Show the first picture of 1a to them , and in the same way show the second picture to students , then let students listen to the tape carefully;
Give students 1 minute to mark T or F in 1a.
Listen to 1a again and let students check the answers, pay attention to the key sentences.
Task Two 1b, 2b
1. Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Deng Yaping and choose one student to describe Deng Yaping.
2. Let students use the key information to make a name card and then draw a name card on the blackboard;
3. Show a picture of Stephen Hawking, and let one student make a complete name card on the blackboard and the others do it by themselves in their books;
4. Check the answers and let students observe the differences between the two name cards, and then present“full name, family name and given name”.
5. Let students talk about it in pairs and choose some students to tell the rules of usages of these names;
Task There 3, 4
1. Give students some time to read 3 by themselves first and then play the tape. After that, let students pay attention to the capital letters and discuss them in pairs;
Then choose some students to make a summary about the capital letters.（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）
Give a summary about the capital letters.
2. Let students listen to the tape, sing the song together and circle the name of each country.
1.Give students 1 minute to make his/her name card;
Choose one student to make an introduction. (老师可选择几组同学到讲台上做介绍)
Step 3 Post-task
1、Review the key words and expressions;
Use “Who’s she/he? Where’s she/he from? Is she/he from…?” to make up a short dialog;
2、Ask students to make his/her name card, they will be chosen to make an introduction next period.
3、Preview the words and Section C.
Teaching reflection:
本节课继续学习由特殊疑问词Where, Who引导的特殊疑问句，老师由Section A 的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为Section A部分已经学习过字母的读音规则，在拼读单词时就相对简单，因此，没必要花太多时间。

Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some numbers:
zero, one, two, three, four, five, six, seven, eight, nine, ten
(2)Learn other new words:
telephone, number, it
2. Talk about personal information:
—What’s your telephone number?
—My telephone number/It is 6800-3553.
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 教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习询问个人信息及出生地的句型，导入本课新单词。
1. (师生问候。出示事先准备好的两张本班学生的照片，进行问答练习。)
T: Look at the pictures, who are they? Now look at the first one.
T: Who is she?
Ss: She is S1.
T: Where is she from?
Ss: She is from …
T: Who is he?
Ss: He is S2.
T: Where is he from?
Ss: He is from …
T: Where are they from?
Ss: He is from … and she is from …
2. (找出来自不同地方的两个学生，就这两个学生向学生们提问。)
T: Are they from Henan?
S1: No, they aren’t.
T: Where are they from?
S2: He is from Fujian and she is from Jiangsu.
(然后再带领学生复习Is he/she from …?等句型。)
3. (出示各个国家的国旗及其标志性建筑物或景观的图片，复习国家名称。)
T: Which country is it?
Ss: Japan.
Ss: The U.S.A.
Ss: England.
Ss: China.
Ss: Canada.
Ss: Cuba.
T: If you go abroad someday, how can I contact you?(教师解释go abroad和contact。)
Ss: 用电话。
T: S1, can you tell me your telephone number?
S1: Yes, I can. 138…
T: It is 138 …
(板书并要求学生掌握。)
telephone, number, it
T: But how to say it in English? Let’s begin to learn numbers.
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.
Step 4 Practice 第四步 练习(时间:10分钟)
通过询问电话号码，培养学生简单的英语交际能力。
1. (教师出示3a教学挂图，进行问答练习。)
T: Now look at the picture, what’s the telephone number?
Ss: It is 6800-3553.
2. (播放3a录音，学生跟读并模仿其语音语调。)
T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation.
3. (同桌之间互相操练。完成3a。)
4. (学生用真实信息互动操练，并表演。完成3b。)
5. (播放2，并完成2。提醒学生注意单词的重音及音节。)
T: Number the countries you hear. Then pay attention to the stress and syllables.
(核对答案。)
6. (师生共唱Where are you from?这首歌。完成4。)
T: Let’s sing this song Where are you from?.
Teaching reflection:
本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词 “her”的引入也是一个难点，老师可以对应着 “my, your”来讲解，可根据学生的水平决定是感知还是深度学习。
Section D
The main activities are 1 and 5. 本课重点活动是1和5。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetic alphabets:
/eI/, /A/, /i:/, /e/
2. Review some useful sentences:
(1)—Excuse me, are you Jane?
—Yes, I am./No, I’m not.
(2)—What’s your name?
—My name is Sally.
(3)—What’s your telephone number?
—My telephone number/It is 6800-3553.
3. Review some personal pronouns:
I, we, you, he, she, it, they
4. Review the useful short forms:
isn’t=is not aren’t=are not she’s=she is he’s=he is
they’re=they are what’s=what is who’s=who is where’s=where is
5. Review questions and their answers with am/is/are:
(1)Where are you from? I’m from Canada.
(2)Is she Jane? Yes, she is./No, she isn’t.
(3)Is he Li Ming? Yes, he is./No, he isn’t.
(4)Who are they? They are Maria and Jane.
(5)Are you from Japan? Yes, we are./No, we aren’t.
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 教学方案
Step 1 Review 第一步 复习(时间:10分钟)
巩固数字的读法及升降调的用法，为导入新课做准备。
1. (让学生把家庭作业，即找到的固定电话号码、手机号码、门牌号码、车牌号码、邮编等都展示出来，两人一组互相提问。目的是巩固数字的读法。)
T: Read the numbers in pairs.
2. (教师出示句子让学生标升降调，检查学生语调的掌握情况。师生共同朗读，核对答案。)
T: Read the sentences and mark the intonation.
Example:
A: What’s your name? ( )
B: My name is Kangkang. ( )
A: Are you from China? ( )
B: Yes, I am. ( )
A: What’s your telephone number? ( )
B: My telephone number is (010)6267-6790. ( )
3. (利用学生自制的名片，师生互动，进行综合能力考查。目的是及时发现学生的知识弱点，并给予指导。先师生问答，后学生与学生之间操练。)
T: What’s your name?
S1: My name is …
T: Where are you from?
S1: I’m from …
T: What’s your telephone number?
S1: My telephone number is …
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. /dVeIn/.
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/, /A/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
we
you
they
am
is
are
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: .
Step 4 Practice 第四步 练习(时间:10分钟)
让学生总结本单元重点句子，并操练。让学生学习chant，增强学生学习的积极性。
1. (让学生自主总结重点句子，教师补充并核对。)
T: Find out the useful expressions by yourselves. Then we’ll check the answers together.
2. (师生互动操练重点句子。完成3b。)
T: Excuse me, are you Jane?
S1: No, I’m not. I’m Wang Wei.
T: What’s your name?
S2: My name is Sally.
T: What’s your telephone number?
S3: My telephone number/It is 6800-3553.
(板书重点句子，学生自由练习，然后请学生到台前表演。目的是培养学生的口语表达能力及合作精神。)
3. (播放4录音。师生互动，活跃课堂气氛。进一步复习五个元音字母，完成4。)
Teaching reflection:
本节课中学生在做单复数句型转换时，对be动词的选择有些问题，在今后的学习中要注重单复数的应用问题，加强练习。

Topic 3 How old are you?
SectionA
Ⅰ. Material analysis
本节课是Topic 3的第一节课，主要活动是1a，2a和4a。通过李明和简在学校大门口互相问候及询问对方有关年龄、年级和班级等个人信息的对话，并在复习前两个话题所学内容的基础上展开新课的学习。学生在本课将学习有关询问年龄、年级和班级等个人信息的基本表达，基数词11～20及元音字母i和辅音字母f, v, m, n, s, z, h的读音规则。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够根据已学语音及发音规则，正确朗读并运用下列词汇: twelve, year, old, class, grade, in, eleven, fourteen, fifteen, sixteen 等;
能够熟练读写数字：11～20;
能够用谈论年龄、年级和班级等个人信息的基本表达形式交流: How old are you? I’m … How old is she? She/He is … What class/grade are you in? I’m in Class/Grade ...
Who’s that? That’s …
能够掌握元音字母i及辅音字母f, v, m, n, s, z的读音规则并根据读音规则拼读含有以上字母发音的单词。
⒉ Skill aims
能听懂有关询问年龄、年级和班级等个人信息的句型和对话，并能做出正确反应；
能在课堂活动中交流年龄、年级和班级等个人基本信息；
能正确地朗读对话，并能注意语音语调；
能正确书写和使用基数词11~20；
能模仿课文，编写询问年龄、班级和年级的对话。
⒊ Emotional aims
培养学生学习英语的信心，鼓励学生积极大胆开口说英语，敢于模仿。
Ⅲ. The key points and difficult points
⒈ Key points
正确运用表示谈论年龄、年级和班级等个人信息的表达方法进行交流；
正确书写和掌握基数词11～20。
⒉ Difficult points
班级，年级的书写方式及顺序；
复数句型和单数句型的转换：How old are you? How old is she?
能够掌握元音字母i及辅音字母f, v, m, n, s, z, h的读音规则。
Ⅳ. Learning strategies
1. 学生认真听录音和老师的发音，大胆开口，反复模仿。
2. 培养学生主动学习的好习惯有利于他们学会知识，掌握知识。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡和黑板。
Introduction
1.The teacher greets with students “Hello! Good morning. Nice to meet you.”
2.Show the flashcards with numbers (0～10) on them and let students read the number one by one;
Choose three students to come to the blackboard and have a competition: One of the rest students asks them to spell the number, the three students spell the word quickly. The one who does it most quickly is the winner (do five times);
Let students read the numbers from 0 to 10 and asks what’s the next number? Then teach the number 11.
1.Students answer, “Hi! Good morning. Nice to meet you, too.”
2.Read the number in English one by one;
One student says the number. The other three students spell the number;
Students read the numbers from 0 to 10 in order and follow the teacher to read the number 11.
Presentation
1.Do 2a. Find the rule and fill in the blanks in pairs. The students who can finish it correctly will win;
Then listen to the tape. Imitate and repeat.
2.Do 1a. The student follows the teacher and answers the teacher’s question:
T: How old are you?
S: I’m eleven.
Students answer teacher’s question:
T: How old is she?
S: She is twelve.
Students listen to the tape carefully and pay attention to the two questions: “How old is Jane? How old is Li Ming?”
Then answer the questions:
T: How old is Jane?
S1: Jane is twelve.
T: How old is Li Ming?
S2: Li Ming is twelve, too;
Students listen and follow the tape carefully.
Students look at the blackboard carefully and one student answers the question:
T: What class are you in?
S: I am in ….
Students listen and follow the conversation of 1a.
Practice
1.Do 3. Answer the teacher’s question.
T: “Hello! What grade are you in?”
S1: I am in Grade Seven.
T: “Are you in Grade Seven, too? ”
S2: “Yes, I am.”;
Students listen and complete the Conversations.
Then practice the conversations with their partners;
Two pairs show their conversations.
1.Help students make a conversation. Then choose one student to answer the question;
Play the tape and check the answers, and then let students practice the conversations with their partners;
Choose two pairs to show their conversations.
Teaching reflection:
本节课中学生对班级和年级的表达顺序掌握的不太好，容易把顺序弄混，老师在授课过程中要重点把握它们的表达顺序。
SectionB
Ⅰ. Material analysis
本节课主要活动是1a, 2a和3。通过王俊峰和简在教室里谈论学习用品，借助图片和实物，引导学生掌握识别物体和询问并回答单词拼写的表达方式，如：“What’s this/that in English? It’s a/ an… How do you spell it? Can you spell it, please? 以及学习指示代词this/that，冠词a/an的区别以及表示请求表达法的对话。此外，本课还提供了针对英语句中大写字母和标点符号等书写规则的练习。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的文具类单词: eraser, map, pen, desk, spell等
能够用英语熟练表达辨认物体，表示感谢和回谢的方式：What’s this in English? What’s that in English? It’s a/ an … Is this a/an…?That’s OK. You’re welcome.
能够正确运用特殊疑问词what引导的特殊疑问句；
能够应用交际用语：How do you spell it? Can you spell it, please?
⒉ Skill aims
能听懂有关辨认物体、感谢和回谢等基本情况的简单句对话或叙述；
能听懂本课所学新单词，并能根据听到的词语识别或指认图片或实物；
能运用图文就表示辨认物体、感谢和回谢等的基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辩认物体的简单句；
能正确使用标点符号，大写句子中的首字母和人名首字母。
⒊ Emotional aims
培养学生学习英语的兴趣，采用游戏、小表演等形式激发学生的好奇心和求知欲；
使学生乐于接触并了解异国文化。
Ⅲ. The key points and difficult points
⒈ Key points
正确使用表示有关辨认物体、感谢和回谢等的表达方法；
正确使用指示代词：this, that。
⒉ Difficult points
特殊疑问词what引导的特殊疑问句;
理解不定冠词a和an 的用法，并能正确使用；
Ⅳ. Learning strategies
运用实物教学能帮助学生理解和掌握教学内容。
Ⅴ. Teaching aids
录音机、教学挂图、闪卡、图片

Ⅵ. Teaching procedures
Introduction
Some students read the numbers and the teacher points one by one.
1.The teacher greets with students “Hello! Good morning. Nice to meet you.”
2.Let students read the numbers from 0 to 20 in English one by one;
Point out some numbers and let some students read them in English.
Presentation
1.Do 1a. Listen and read the word out according to the sound. Then follow the teacher;
Listen and follow the teacher;
Follow the teacher;
Listen and follow the teacher for several times;
Follow the teacher for several times;
Listen and judge. Then find out its pronunciation.
T:What’s this?
Ss:橡皮。
T:Listen! Pen, desk eraser.（重读eraser）
Ss:Eraser.
T:What’s this in English?
Ss:It’s an eraser.
Talk about the question in pairs.
A: Thank you./Thanks.
B: That’s OK./
You’re welcome.
Then one student shows his/her idea;
Students listen to the tape and follow the tape for the first time
1.Point a desk to students and say: “What’s this in English?”（老师解释：用英语说这是什么？), present /desk/ and teach the word for several times;
Then ask, “How do you spell it?”（ 老师解释：怎样拼写它？）Teach the sentence for several times;
Spell it, “D-E-S-K, desk” and let students follow the teacher one time;
Point to a pen over there and asks: “What’s that in English?” (老师解释this指位置相对近的物体或人；that指位置相对远的物体或人)Then let students listen and follow the teacher for several times;
Ask,“Can you spell it, please?” （老师解释：请你能拼写一下好吗？）Then teach the sentence for several times;
Show an earser and ask.
(老师解释：不定冠词a 用在以辅音音素开头前；an用在以元音音素开头前)
Ask,“What will you say if someone helps you? What will you response if someone thank you for your help?” Let students talk about the question in pairs and choose one student to show his/her idea;
Let students listen to the tape and pay attention to the key sentences.
What’s this / that in English?
How do you spell it?
Can you spell it, please?
Thanks. You’re welcome.
Then follow the tape for the first time.
Practice
1.Do 2a. Students answer together, “Yes, it is.”
Students answer together, “No, it isn’t. It’s a pen.”
Students answer the teacher’s questions according to the objects.
2.Do 3. Four students come to the blackboard and write the sentences;
Look at the sentences carefully and some students correct the mistakes;
Listen to the teacher carefully.
1.Show a pen and ask, “Is this a pen?” Help students answer, “Yes, it is.”
Then show a pencil and ask, “Is this a pen?” Help students answer, “No, it isn’t.” Then point some other objects e.g. toy, map, telephone, and then ask and answer with students.
2.Choose four students to come to the blackboard and write four sentences in 3;
Let students look at the sentences carefully and find out the mistakes,then choose some students to correct the mistakes;Make a summary about the use of capital letters and punctuation.
Teaching reflection:
本节课中学生对于冠词a/ an的掌握有些难度，教师在教学过程中要总结一些帮助学生记忆的顺口溜，如：冠词a/ an两顶帽，许多名词都需要，单词开头元音素，只能用an，不用a。
SectionC

Ⅰ. Material analysis
本节课是Section B部分所学内容的继续，主要活动是1a, 2和3a。在复习辨认物体的表达法的同时引入these和those的用法以及规则可数名词的复数变化规则。此外，语音板块要求学生进行单词读写的训练以及让学生掌握一般疑问句和陈述句的语调变化。
Ⅱ. Teaching aims
1. Knowledge aims
能够掌握并正确运用新学习的单词:those, these, book, let, help, ruler等；
能够熟练掌握和应用可数名词单复数的变化规则：一般在名词后加s; 以s/x结尾加es；
能够用英语熟练表达辨认物体的表达方式：What are these? What are those?
They are … Are these/those…? Yes, they are. No, they aren’t.
2. Skill aims
能听懂有关辨认物体的表达方式；
能识别出不同的语调，如陈述句和疑问句等；
能运用表示辨认物体的表达方式进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能写出辨认物体的简单句。
3. Emotional aims
鼓励学生积极合作，参与课堂活动，大胆实践；
培养学生学好英语的信心，鼓励学生积极大胆地开口讲英语。
Ⅲ. The key points and difficult points
1.Key points
正确使用表示辨认物体的表达方法；
正确书写所学的单词；
正确应用单数名词变复数的规律。
2. Difficult points
单数名词变复数的规律：一般在名词后加s; 以s/x结尾加es；
单数句型和复数句型的转换：What’s this/that? It’s a/an…
What are these/ those? They are…
Ⅳ. Learning strategies
采用实物教学是学习英语的一种好方法。
Ⅴ. Teaching aids
录音机、多媒体、闪卡和黑板。
Ⅵ. Teaching procedures
Introduction
1.The teacher greets with students “Hello! Good morning. Nice to meet you.”
2.Help students revise the expressions in Section B.
1.Students answer, “Hi! Good morning. Nice to meet you, too.”
2. Do duty report.
老师指着一支铅笔）
T: What’s this?
Ss: It’s a pencil.
（老师指着一块橡皮）
T: What’s this in English?
Ss: It’s an eraser.（老师让一名学生举起他/她的钢笔）
T: What’s that?
Ss: It’s a pen.
Presentation
1.Show a book and ask, “What’s this?” Help students answer, “It’s a book.” Read the word for several times.
2.Show two books to students and ask, “What are these?” Help students say, “They are books.”
3.Point “a book (意为：一本书，two books意为：两本书。表示两个或两个以上的人或物要把该名词变复数即: + s)”
Then Point some pens, pencils, erasers and ask, “What are these?” Let students answer, “They are…”
4.Point to the objects on students’ desks and ask, “What are those?” Let students answer, “They are…”
5.Show some objects and ask, “Are they … ?” Help students answer, “Yes, they are./No, they aren’t.”
6.Show the pictures of 1a on the screen and let students look at the pictures, then read the conversations by themselves first.
7.Give students 1 minute to guess the order of the four pictures in pairs, then choose some students to number the pictures.
8.Check the answers on the screen and play the tape, and let students read after the tape first.
9.Play the tape and let students listen and follow the tape again.
1.Do 1a. Students answer, “It’s a book.”.Students say, “They are books.” .Students answer, “They are…”
4.Students answer: “They are…”
5.Students answer the questions: “Yes, they are. / No, they aren’t”.
6.Students look at the pictures and read the conversations by themselves first.
7.Students guess the order of the four pictures in pairs, then some students tell their ideas about the order of the pictures.
8.Students check the answers and follow the tape first.
Students listen and follow the tape again.
Practice
1.Show the first group pictures of 2 on screen, then let students make short conversations with the sentences in pairs.
2.Choose two pairs to show the conversations, Then show the next two group pictures of 2, and then give students some time to make up new conversations with the pictures.
3.Write down the key sentences on the blackboard and ask students to pay attention the words.
4.Show the word cards and let students try to read the words together;
Then choose some students to read the words and ask students to write the words in their books.
5.Let students read 3b aloud by themselves and pay attention to the rising tone and the falling tone;Then play the tape and let students read after the tape.
1.Do 2. Make short conversations in groups;
“A: What’s this/that?
B: It’s a/an…
A:What are these/ those?
B:They are…”
2.Two pairs show their conversations, and some pairs show the next conversations;
3.Look at the blackboard carefully.
“book books, ruler, rulers, eraser, erasers, bus, buses, box, boxes…”
4.Do 3a. Read the words by themselves;
Then some of them read the words, write the words by themselves and check the answers.
5.Do 3b. First read the sentences in 3b by themselves;
Then read after the tape and pay attention to the rising tone and the falling tone.
Teaching reflection:
本节课由单数句型向复数句型的转换，学生会出现问题，因此，教师在教授过程中，要注意句型转换时词形的变化。