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。
Ⅰ.Teaching aims and demands 教学目标
1.Learn some new words:
(1)Learn words about parts of the body:
nose, eye, head, face, hair, ear, mouth, neck
(2)Learn some other new words:
guess, have, small, has, big, know, right, round, long, wide, girl, boy, short
2. Learn some useful sentences:
(1)Oh, I know.
(2)Yes, you’re right.
3. Learn the simple present tense with“have/has”and adjectives of description:
(1)I have a big nose.
(2)They have round faces.
(3)She has long hair.
(4)It has big ears.
4. Learn how to describe people’s appearances.
Ⅱ. Teaching aids 教具en.12999.com
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。)
…
Step 4 Practice 第四步 练习(时间:8分钟)
完成1a，1b，2a和2b，进一步帮助学生巩固本课的功能项目，培养学生的听说能力。
1. (用学生画得较好的图片进行问答，问答过程中教师板书新内容，并进行简单解释。)
T: Nice work. Do you know the boy? He has a round face, big eyes, a small nose, a wide mouth and small ears. His hair is short. He is a boy in Group Three. Can you guess?
Ss: Cheng Long.
T: Yes, you’re right.
(板书，并要求学生掌握。)
guess
know
I know.
right
You’re right.
2. (播放1a录音，请学生跟读并注意语音语调，然后判断下列问题的正（T）误（F）。)
T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. Then mark the following sentences True (T) or False (F).
(1)Michael has a big nose. ( )
(2)Kangkang has a small nose. ( )
3. (让学生戴上面具两人一组表演，完成1b。)
T: Now practice the dialog and then I’ll ask two students to act it out.
4. (看2a部分，用适当的形容词描述人体部位的特征。)
5. (学生两人一组进行表演，完成2b。)
T: Listen to your partner and touch the parts of your body he/she says.
S1: Touch your nose.
S2: (按S1指令做出相应动作。)
…
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过综合探究活动，使学生能够在真实的语境中锻炼口头表达的能力。同时启发学生的思维，培养他们的观察力。
1. (教师分别请一男生、一女生到黑板前，请下面的学生描述他们的外貌，教师先示范，然后以滚雪球的方式继续活动。)
(1) T: This boy has a round face.
S1: He has a round face and small eyes.
S2: He has a round face, small eyes and a big nose.
S3: …
(2) T: This girl has long hair.
S4: She has long hair and a big nose.
S5: She has long hair, a big nose and a small mouth.
S6: …
2. (听音辨人。从所听语段中获取相关信息，并作出判断。)
T: Let’s play a guessing game. Listen carefully. He is a boy in Group Five. He has big eyes and big ears. He has a wide mouth and a big head. He has a small nose and long hair. Who is he?
S7: Lin Wen.
T: No.
S8: Lin Fen.
T: Yes, you’re right.
(掌声鼓励。)
(分组进行听音辨人游戏。)
T: Now I’ll divide our class into four groups. Do as I do, please.
…
3. Homework:
(1)复习Section A。
(2)预习Section B生词。
(3)描述一位朋友的外貌。
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.
(2)We have small eyes.
(3)They have round faces. I/We/You/They + have …
(4)She has long hair. He/She/It + has …
(5)He has a wide mouth.
(6)It has big ears.
Section B
The main activities are 1a, 3 and 4. 本课重点活动是1a、3和4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
favorite, movie, star, Chinese, again, look, arm, hand, leg, foot
2. Learn some useful sentences:
(1)—Who is your favorite movie star?
—It’s Bruce Lee.
(2)Guess again.
3. Continue to learn the description of people’s appearances:
(1)Her eyes are small.
(2)She has a small face, big eyes and a small nose.
4. Continue to learn the simple present tense with have/has:
(1)—Does he have long hair?
—No, he doesn’t.
(2)—Does he have a wide mouth?
—Yes, he does.
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 1 Review 第一步 复习(时间:9分钟)
通过复习上节课的目标语言，引出并学习本节课新句型。训练学生的口头表达能力。
1. (检查上节课布置的课外作业。教师把学生分成十二个小组，让学生在小组内描述他的一个朋友，然后请两个学生向全班同学描述。教师要及时给予表扬。)
T: Hello, boys and girls. From last period, we learnt how to describe someone’s appearance. Now I’ll divide our class into twelve groups. Then you talk about your friend’s looks in groups. You can begin like this: I have a friend. He is a boy. He has … And then I will choose two of you to report it in the front.
2. (教师出示28页5a的教学挂图，请八名学生依次到黑板前，按教师指令，触摸玩具的身体部位，并要求学生在黑板上写出相对应的单词。)
T: Very good! Next, look at the doll. I’ll ask eight students to come to the blackboard one by one. Please touch and write down the names of the parts of the body on the blackboard. Do you understand?
Ss: Yes.
T: Touch her hair.
Touch her face.
…
(复习学过的身体部位的名词后，教师指着图片教授并板书新单词arm, hand, leg, foot, 同时强调foot的复数形式是feet。在学生会读并理解词义后，教师继续发出指令，让所有学生做相应的动作。)
T: Great! Let’s go on learning other parts of the body. When I read, please touch the parts of your body. Please go!
T: Touch your arm.
Touch your hand.
Touch your leg.
Touch your foot.
(教师板书并要求学生掌握。)
arm, hand, leg, foot, feet
3. (教师利用5a的教学挂图继续问答，导入本课新句型。)
T: Look at the doll. Does she have long hair? (教师引导学生回答。)
Ss: Yes, she does.
T: Does she have small eyes? (教师引导学生回答。)
Ss: No, she doesn’t.
(板书并要求学生理解。)
does Does she have …
Yes, she does.
doesn’t No, she doesn’t.
(教师示范后，请学生用上面的句型就其他身体部位进行问答练习。)
T: Well, now practice the drills above one by one. One asks, the other answers. Please go!
S1: Does she have big ears?
S2: No, she doesn’t.
S3: Does she have a small mouth?
S4: Yes, she does.
…
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.
Step 4 Practice 第四步 练习(时间:8分钟)
让学生听录音，模仿语音语调，为学生的口语交际打下良好的语音基础，完成4。完成5a，5b，进一步巩固身体部位的名称，通过游戏活跃课堂气氛，激发学生学习英语的兴趣。
1. (听4录音，教师要求学生学会判断和标注升降调。完成4。)
T: Listen to 4 and learn how to judge and mark the intonation.
A: Who’s that girl?
B: She’s my friend, Mary.
A: Look, she has a small face, big eyes and a small nose.
B: That’s right.
(板书look，要求学生掌握。)
look
2. (听1a，标出升降调。练习语音语调。然后核对答案。)
T: Listen to 1a and mark the intonation.
3. (完成5b，巩固5a。教师说明游戏规则：当听到Bobby says时才能做动作。把学生分成四大组，先小组操练后每组选出一名代表上讲台，由教师发出指令，四名学生做动作，做错的淘汰，选出最终获胜者，教师给予奖励。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过真实的任务，帮助学生熟练运用本课所学的目标语言。
1. (做猜谜游戏。)
(这个游戏是通过问与答来猜测对方的要好朋友。游戏内容：一位同学事先在纸上写下同班中要好同学的姓名，折好交给另一个同学，让这位同学猜测到底是谁，允许这位同学提三个有关外表的问题，然后通过回答判断，最后打开纸张看是否猜对。)
T: OK. Let’s begin.
S1: I have a good friend in our class. He is a boy. Guess! Who?
S2: Does he have a big head?
S1: Yes, he does.
S2: Does he have small eyes?
S1: No, he doesn’t.
S2: Does he have a round face?
S1: Yes, he does.
S2: He is Lin Jing.
S1: Yes, you’re right. Great!
(如果回答为No，就打开纸张核对。然后同桌间继续进行猜谜游戏。)
2. (以My favorite teacher/classmate/friend/…为题，要求学生试用3中的不同句式描述人物的外貌特征。)
3. Homework:
(1)与同伴练习会话1a。
(2)复习Section A和Section B的单词。
(3)预习Section C单词。
(4)根据1a及3中的句式编对话。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
come, come from, student, sister, different, knife, don’t=do not
2. Continue to learn the simple present tense with“have/has”:
(1)Do you have a knife?
Yes, I do.
(2)Do they have long legs?
No, they don’t. They have short legs.
(3)Does he have a ruler?
Yes, he does.
3.(1)Talk about the introduction and review the description of people’s appearances:
①I come from England.
②I’m a student.
③I have a sister.
④She has a round face, big eyes, a small nose and a small mouth.
(2)Talk about the similarity and differences:
We are in the same school, but in different grades.
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 1 Review 第一步 复习(时间:10分钟)
通过复习，巩固表示人体部位的单词，提高学生的表达能力。
1.(教师出示一块小黑板，同时叫学生拿出预先准备好的纸和笔，先看示范，然后在纸上作图：head, hair, nose, mouth, ears, eyes, legs, arms, feet。注:可以画出不同的姿势，学生边画边用英语说出所画部位，教师巡视并督促学生大声说出单词，然后在全班范围内对所画的图进行介绍，如big eyes, a small nose, a wide mouth等。)
T: Let’s draw a picture of the people. Take out your paper and pens, and follow me. Begin! Head.
Ss: Head.(让学生边画边说。)
T: Hair.
Ss: Hair.
(复习巩固表示人体部位的单词，最后展示画得最好的，并给予鼓励。)
2. (1)(教师让两个学生以“Who is your favorite friend in your class?”为话题，根据Section B中的1a
编对话并表演。)
T: Make a conversation to talk about“Who is your favorite friend in your class?”. Please go.
S1: Oh, I have a good friend in our class.
S2: A boy?
S1: No. She is a girl. She has a big nose.
S2: Does she have long hair?
S1: No, she doesn’t. She has short hair.
S2: Does she have small eyes?
S1: No, she doesn’t. Her eyes are big.
S2: Is she Hu Xue?
S1: Yes, you’re right.
(2)(利用学生的表演内容，师生互动问答，导入新句型。)
T: Come to the front, please, Hu Xue.
Hu Xue: OK!
T: Can you introduce yourself including your appearances?
Hu Xue: OK! My name is Hu Xue. I’m a girl. I’m thirteen years old. I’m from China. I have a big nose and big eyes. My hair is short.
T: Great. Are you a Chinese teacher?
Hu Xue: No. I’m not a teacher, but I’m a …
T: Good. You’re not a teacher. You’re a student. Do you have a big nose?
Hu Xue: Yes, I do.(教师帮助学生回答“I do”)
T: Do you have small eyes?
Hu Xue: No, I don’t.(教师帮助学生回答don’t，并说明don’t=do not。)
T: Do you have a sister?
Hu Xue: Yes, I do.
T: Are you in the same school?
Hu Xue: No, we’re not in the same school.
T: Good. You can also say “we’re in different schools”. Do you come from China?
Hu Xue: Yes, I do.
T: Thank you. Go back to your seat and sit down.
(板书生词，分析并强调相近或相反的词、词组，加快记忆。然后带领学生朗读并要求掌握，板书新句型。)
student (teacher) Do you have …?
sister (brother) Yes, I do.
different (same) Do you have small eyes?
come from=be from No, I don’t.
do/don’t（=do not）
3. (教师通过介绍，导入1a，并设置听力任务。)
T: I know a boy. He has a sister. Do you want to know what the boy and his sister look like? Now listen to 1a.
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.
I have small eyes.
a big nose.
a small mouth.
a round face.
She has big eyes.
a small nose.
a small mouth.
(根据关键短语进行问答。)
T: Does he have a round face? Ss: Yes, he does.
T: Does he have a small nose? Ss: No, he doesn’t. He has a big one.
T: Does he have a small mouth? Ss: Yes, he does.
T: Does he have big eyes? Ss: No, he doesn’t. He has small eyes.
T: Does he have a sister? Ss: Yes, he does.
T: What’s her name? Ss: Her name is Amy.
T: Does she have a round face? Ss: Yes, she does.
T: Does she have a big nose? Ss: No, she doesn’t. She has a small one.
T: …
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?
Step 4 Practice 第四步 练习(时间:10分钟)
完成3和2。帮助学生学习和运用have/has的一般疑问句。
1. (利用1a的内容，师生互动问答。过渡到操练Do you have …? Does he/she have …?句型，完成3。)
T: Nice work. We know the boy has a sister. Do you have a sister, too? S1: Yes, I do.
T: And you? S2, please. Do you have a sister? S2: No, I don’t.
T: Good. Now let’s do chain drills by using “Do you have …?” You can use the words we have learnt, especially the parts of the body and the adjectives. Do you understand?
Ss: Yes.
T: OK. Let’s begin. Do you have a big mouth? S3, please.
S3: No, I don’t. Do you have a small nose? S4, please.
S4: Yes, I do. Do you have …?
…
(教师转向个别学生。)
T: Stop! Well done. Do you have a pen?
S5: Yes, I do.
T: Do you have a knife?
(教师出示一把小刀。)
S5: No, I don’t.
(教师用一把小刀和多把小刀对比，教学小刀单复数形式并板书。)
(板书)
knife knives
(接着利用身边的实物，运用Do you have …?句型继续操练。)
T: Do you have a book?
S6: Yes, I do.
…
(根据学生相同的回答，呈现新句型。)
T: Excuse me! S7, do they have pens?
S7: Yes, they do.(帮助学生回答。)
T: Do they have rulers?
S7: No, they don’t.(帮助学生回答。)
(板书新句型。)
—Do they have pens?
—Yes, they do.
—Do they have rulers?
—No, they don’t.
(教师走近一个学生用Does he/she have …?句型问他/她的同桌是否有什么东西，然后让学生间相互问答。)
T: Does your deskmate have a ruler?
S8: Yes, he does. S9, does your deskmate have a pen?
S9: No, she doesn’t. S10, does your …?
…
2. (1)(让学生先观察2部分的四幅图，然后根据图片选对话。完成2。)
T: First, please look at the four pictures. Then match the pictures with the right conversations.
(2)(听教师朗读一遍对话，给每个句子标上语调。)
T: Listen to me carefully and mark the intonation.
(核对答案)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过让学生介绍自己、朋友和家人，培养学生综合运用本课目标语言的能力。
1. (让学生学会自我介绍，并介绍自己的好朋友。)
T: Try to introduce yourself.
(1) (请两三个学生做自我介绍，不少于十句话。)
Example: I am a girl. My name is Huang Lili. I come from Fuzhou. I’m twelve years old. I’m a student in Xiwang Junior High School. I am in Class One, Grade Seven. My telephone number is (0591)2873-7598. I have a round face, big eyes, a small nose and long hair. I have a good friend in my class. Her name is Huang Xiang.
(2) (让学生加入好朋友的信息并进行示范。)
T: Then I’ll ask you to introduce yourself and your good friends. S1: I am …
2. (让学生听录音跟唱，完成4。)
T: Let’s chant together! Are you ready?
3. Homework:
(1)根据关键词复述课文1a。 (2)预习Section D中1和3a。 (3)试着描写自己的母亲。
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)
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
2. Review the simple present tense with“have/has”and adjectives of description:
(1)They have round faces.
(2)He has big ears.
(3)—Do you have a knife?
—Yes, I do./No, I don’t.
(4)—Does she have small hands?
—Yes, she does./No, she doesn’t.
3. Review the description of people’s appearances:
(1)I have a small nose.
(2)My face is round.
(3)She has a small face, big eyes and a small nose.
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 1 Review 第一步 复习(时间:12分钟)
通过竞赛、师生互动问答等活动，激发学生学习英语的兴趣，进一步巩固本话题的单词和主要句型。
1. (通过小组竞赛积分的形式，让学生复习本话题的单词和主要句型。)
(1) (利用单词卡片进行集体认读单词活动，事先把单词进行归类，如身体部位类、形容词类等。在卡片的正面写上英语单词，卡片的背面写上相应的中文。)
(2) (小组活动。把单词卡片打乱，展示中文意思的一面，以必答的形式让学生拼读单词，每组十二个单词，答对一个得一分。)
T: Hello, boys and girls. Let’s review the words about parts of the body and adjectives of description. First read the words on the cards together. Then we have a competition. I’ll divide you into some groups and show you the Chinese meanings of the words. You should spell them one by one quickly. OK?
Ss: Yes.
T: OK. Group One. Let’s begin.
(教师出示单词卡。)
S1: N-O-S-E, nose.
T: Good. Next.
S2: L-O-N-G, long.
T: Good. Next one.
S3: H-A-V-E, have.
T: Next.
S4: Er ...
T: Next one.
S5: R-I-G-H-T, right.
T: …
(如果这个学生没法回答，由下一位学生来回答，结束后在表中填上得分。)
(3)(找两位学生，一位背朝黑板，另一位根据老师出示的单词卡片表演动作或用文具等进行提示，让自己的搭档造一个含有此单词的句子。)
T: Now. I’ll show you some words. One of you acts them out and the other makes a sentence. S6、S7, please come to the front. S6, turn back, please.(教师出示has单词卡片。)
S7: (运用肢体语言表演。)
S6: I have a pencil.
T: No. Try again.
S6: He has a pencil.
T: Good, “has”.
(另请两位学生来表演，这时可多出示些单词卡片。)
T: (出示long单词卡。)
S8: (表演)
S9: I have long hair.
T: Good, “long”. Next.(再出示short单词卡。)
S9: He is short.
S10: …
…
(在学生表演的过程中教师应多给予肯定评价，以此来激励学生，活跃课堂气氛。)
(积分表可在课前画在黑板右方)
Group 1
Group 2
Group 3
Group 4
…
Word
Sentence
2. (学生快速一个接着一个的进行Do you have …?句型的问答复习，教师可以先开个头。)
T: Well done. Next, can you ask and answer quickly one by one? You can begin like this: Do you have big ears? S11, please.
S11: Yes, I do.
T: Do you have a big nose? S12, please.
S12: No, I don’t.
T: Do you …?
S13: No, I don’t. Do you have small ears?
S14: Yes, I do. Do you have long hair?
S15: Yes, I do. Do you … ?
S16: …
…
3. (根据上一节课布置的作业，每组各选一位学生描述自己母亲的外貌，教师鼓励学生主动参与描述。)
T: Very good. Now describe your mothers using the words on the cards. Zhong Bin, please.
Zhong Bin: My mother has short hair, big ears and a small mouth.
T: Great. Another one.
S17: …
…
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 book bag
/t/ cat not meet
/d/ desk hand doctor
/k/ cake neck can
/g/ girl egg again
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
____ ____ ____ ____ ____ ____
____ ____ ____ ____ ____ ____
Step 4 Practice 第四步 练习(时间:8分钟)
通过师生互动问答、听录音写句子等活动，培养学生听、说、读、写的能力。
1. (1)(利用书中Kangkang的图片进行师生互动问答，复习有关描述外貌的句型，可以降低2中的听力难度。)
T: Who is this boy?
Ss: He is Kangkang.
T: Does he have a big head?
Ss: Yes, he does.
T: Does he have big hands?
Ss: No, he doesn’t.
T: Does …?
Ss: …
…
(再呈现一张Amy的图片, 进行类似上面的练习。)
T: Who is this girl?
Ss: She is Amy.
T: Does she have long arms?
Ss: Yes, she does.
T: Does she have big feet?
Ss: No, she doesn’t.
…
(2)(根据班上学生的外貌特征，让学生表演类似的对话。)
S1: Hello, S2! Who is this girl?
S2: Hello! She is Li Mei.
S1: Does she have long hair?
S2: Yes, she does.
…
(3)(让学生完整地描述老师的外貌。)
S3: This is my teacher, Mr. Chen. He has short hair. He has a small nose. … I like him.
T: Well done! Thank you.
2. (1) (听2录音，给“运动员”标上序号。完成2。)
T: Look at the picture in 2. We can see Kangkang and some other boys. They are playing soccer. Do you want to know who they are? Now listen to the tape and number the players in the order you hear.
(2) (核对答案，再听一遍，让学生写出所听到的句子，可利用暂停键操作。)
T: Listen to the tape again and try to complete the following sentences.
① Li Tao .
② Tom’s arms .
③ Peter .
④ Kangkang .
3. (师生一起总结归纳本话题的目标语言，然后放3a和3b录音，学生跟读。完成3a和3b。)
T: OK. Boys and girls. Just now you wrote down some sentences about describing Kangkang’s and his classmates’ appearances. Can you summarize other key sentences in the topic quickly? Then write them down.
Ss:Yes.
S4: I have a small nose.
S5: We have round faces.
S6: My hair is long.
S7: It has big ears.
S8: Do you have a knife?
S9: Does she have small hands?
T: Well done. Now listen to 3a, 3b and repeat. Then check the sentences you write down. At last read together.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
要求学生运用本话题所学的目标语言，进行交流并获取信息。通过完成表格、写作、唱歌等活动，培养学生听说读写的综合语言技能。
1. (教师让学生两人一组，通过相互问答的方式获取有用信息，完成5中1的表格。活动前教师可为学生提供一些有用的句型。)
T: Now work in pairs. Ask your partner some questions about his/her teacher/friend. You can use the sentence patterns in 3a and the useful expressions in 3b. Then fill out the table according to his/her answers.
S1: Who is your favorite teacher?
S2: Miss Li.
S1: Does she have a round face?
S2: Yes, she does.
S1: Is her mouth wide?
S2: No, it isn’t. Her mouth is small.
…
(S1依次询问S2的教师或朋友的外貌特征，并依据S2的回答完成表格，然后两人交换角色继续问答。)
2. (让学生根据完成后的表格所提供的信息，描述同伴的教师或朋友的外貌，完成5中的2。)
T: Describe your partner’s teacher/friend according to the table. Then write a passage.
3. (教唱歌曲，完成4。)
T: Sing this song. Touch the parts of your body while you are singing.
4. Homework:
(1)复习Unit 2, Topic 1的主要句型。
(2)写一篇关于你的兄弟姐妹或朋友的外貌特征的短文。
(3)带彩色笔准备下节课用。
板书设计：
I have a small nose.
Section D
1. pen plane apple 2.①Li Tao has big hands.
bus book black ②Tom’s arms are very long.
cat photo bottle ③Peter has big feet.
doctor kid desk ④Kangkang has a big head.
milk chicken cup
girl glass tiger
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。
Ⅰ. Teaching aims and demands 教学目标
1.(1) Learn some new words about the colors:
black, blue, pink, red, purple, brown, white, gray, green, yellow
(2) Learn some other new words:
both, color, here
2. Learn some useful sentences:
(1)You look the same.
(2)That’s right.
(3)We are good friends.
(4)It’s here.
3. (1)Continue to talk about people’s appearances:
①We both have black hair and black eyes.
②I have blond hair and blue eyes.
③We don’t have the same looks.
(2)Identify colors:
①—What color is it?
—It is pink.
②—What’s red and yellow?
—It’s orange.
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.
Step 4 Practice 第四步 练习(时间:10分钟)
教师运用学生学过的句型，通过对话，继续呈现新单词。通过小组活动，培养学生的合作精神。
1. (小组活动。)
(教师出示2a中的调色盘，以对话的形式教学新单词。然后请学生两人一组依照对话操练句型，完成2a。要求学生掌握表示颜色的黑体词。)
T: Work in pairs. Talk about the colors with your partner like this:
A: What color is it?
B: It is pink.
(板书并要求学生掌握。)
pink
...
2. (看图片，完成2b。)
(为了活跃课堂气氛，提高学生学习兴趣，巩固新单词，教师可采取课堂看图抢答形式，找到颜色最多者获胜。)
3. (小组活动，完成3。)
(1) (教师出示3中左半部分动物图片，并就其中一幅演示句型，板书。)
T: What’s red and yellow?
Ss: It’s …(让学生推测颜色。)
T: It’s orange.
T: Where is it?
Ss: It’s here. (帮助学生回答。)
(板书并要求学生掌握。)
here
(让学生仿照上述句型，自己调色，依次问答其他三幅图片。)
(2) (出示右半部分房子图片，帮动物找家，完成3。)
T: OK. Let’s help the animals find their homes.
(核对答案。)
(3) (学生两人一组操练此句型。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过游戏，锻炼学生的探究能力，体现学以致用的原则；并培养学生的想象力和创新能力。
1. (发给学生每人一张白纸。让学生把它撕成十小份。让他们在每一小份纸上分别画一样物品如book, pen, bus, pencil等。画好后，给每种物品涂上一种颜色，并在本子上写下物品名称及颜色。如：a red book a yellow pen…)
(把学生分成四人一组。把他们画好的图打乱顺序，背面朝上放在桌子上。然后每人从桌子上拿十张。请学生用以下对话互相询问，拿回自己的图。最先拿回的学生是获胜者，给予掌声鼓励。如：)
S1: Do you have a blue pencil?
S2: Yes, I do. (把图给S1。)
(学生每拿回一张自己的图，就在本子上划掉该物品。)
2. Homework:
(1) 复习关于颜色的单词。
(2) 仿照Section A中的1a，编一个对话。
(3) 观察家中卧室里的物品有些什么颜色并写在作业本上。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
give, give … to …, letter, sorry, like, look like, tall, will, I’ll=I will, young, man, men, woman, women
2. Learn some useful sentences:
(1)Sorry, I don’t know her.
(2)I’ll give it to her.
3. (1)Continue to talk about people’s appearances:
—What does she look like?
—She is tall like you, but she doesn’t have long hair. It’s short and brown.
(2)Continue to talk about colors:
①What color is his/her hair? It is …
②What color are his/her eyes? They are …
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 1 Review 第一步 复习(时间:10分钟)
采用直观教具，师生对话进行复习并导入新课，体现新课标精神，改变学生学习方式，培养语言运用能力。
1. (1) (利用彩笔来复习询问颜色的句式和表示颜色的单词。)
T: Look! What color is it? Ss: It’s red.
T: How do you spell it? Ss: R-E-D, red.
…
(把学过的所有表示颜色的单词复习一遍。)
(2) (在教室内找颜色。)
T: What colors can you find in our classroom? Please point them out, and then work in pairs.
2. (出示小黑板，根据小黑板上的信息和图片进行互动问答，复习描述人物的句型。)
Name: Yao Ming Name: Pan Changjiang
From: Shanghai From: Liaoning
T: Now, please look at the small blackboard and talk about it.
(指着姚明的图片进行问答。)
T: Who is he? Ss: He is Yao Ming.
T: Where is he from? Ss: He is from Shanghai.
T: Does he have long hair? Ss: No, he doesn’t. He has short hair.
T: What color is his hair? Ss: It’s black.
T: Is he short? (教师辅以手势。) Ss: No, he isn’t.
T: Good. He is tall. (教师辅以手势。)
T: So what does Yao Ming look like?
(板书并要求学生掌握。)
tall
look like
Ss: He is tall. He has short black hair. (引导学生一起说。)
(让学生根据潘长江的图片进行对话，然后总结。)
S1: Who is he?
S2: He is Pan Changjiang.
S1: Where is he from?
S2: He is from Liaoning.
S1: Does he have big eyes?
S2: Yes, he does.
S1: What color are his eyes?
S2: They are black.
S1: Is he short?
S2: Yes, he is.
T: So what does Pan Changjiang look like?
Ss:He is short. He has big black eyes.
3. (拿出事先准备好的一位学生的书包进行问答。)
T: What’s this? Ss: It’s a bag.
T: What color is it? Ss: It’s blue.
T: Yes. It’s a blue bag. It’s very nice. But it’s not mine. (运用摇头或摆手等肢体语言。)
It’s Huang Xin’s.
(然后请第一排的一位学生把书包往后传递，最后递给Huang Xin。导入新课。)
T: Huang Yao, please give this bag to Huang Xin. (运用手势提示。)
(板书并要求学生掌握。)
give
give … to …
Http://en.12999.com (学生之间进行实物传递，操练该句式。)
S1: S2. Please give this pen to S3.
S2: S3. Please give this book to S4.
S3: S4. Please give this ruler to S5.
…
(操练完毕，教师归纳总结。)
(板书并要求学生掌握。)
give sb. sth.
give sth. to sb.
4. (教师出示一个信封，导出生词。)
T: What’s this?
Ss:It’s a letter. (老师帮助学生回答。)
(板书并要求学生掌握。)
letter
T: It’s Maria’s letter. I want to give it to her. But I don’t know her. What does she look like?
(导入1a。)
(板书并要求学生掌握。)
give it to her
give it to sb.
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. en.12999.com
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。)
Step 4 Practice 第四步 练习(时间:10分钟)
利用图片进行师生对话。以做游戏的形式和在不同情景中练习目标语言，达到学以致用的目的。
1. (1) (出示3中第一幅图进行师生问答，并板书重点句型。)
T: Where is he from?
What color is his hair?
It’s brown.
Ss: He is from Cuba.
What color are his eyes?
They are black.
T: What color is Cuba’s national flag?
Ss: Red, white and blue.
(2) (接着出示第二幅图，让学生模仿(1)继续操练。)
(3) (教师让学生两人一组就图3、图4进行问答。)
(4) (写出每幅图中国旗的颜色，完成3。)
2. (听4录音，回答问题，并给雪人涂上相应的颜色。完成4。)
T: First, look at the questions carefully. Then listen to the tape and color the snowman, and write down the answers.
(板书并解释，要求学生理解。)
snowman (pl. snowmen)
(听两遍录音，核对答案。)
3. (做游戏。把班级学生分成两组，依据书中5的示例进行练习，巩固have/has, don’t/doesn’t have的用法，完成5。)
4. (小黑板出示练习题。让一位学生上黑板前来做。其他学生在练习本上做。)
(按要求进行句型转换。)
(1) She has big hands. (变否定句。)
She _____ _____ big hands.
(2) Does Jane have small eyes? (做肯定、否定回答。)
_____, _____ _____.
_____, _____ _____. Her eyes _____ big.
(3) I have long hair. (变一般疑问句和否定句。)
_____ you _____ long hair?
I _____ _____ long hair.
(4) He has a round face. (变同义句。)
_____ face is _____.
(师生核对答案。教师讲解并总结。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
设置活动，让学生在运用旧知识、体验成功的基础上，愉快地学习新知识，从而达到探究的目的，锻炼学生的综合运用能力。
1. (画出自己的好朋友，突出他的特点并涂上颜色。然后根据图画两人一组编对话。)
T: Now please draw a picture of your good friend, then color it and talk about the picture.
S1: Who is this girl?
S2: She is my friend.
S1: Is she tall?
S2: Yes, she is.
S1: Does she have long hair?
S2: No, she doesn’t. She has short hair.
S1: What color is her hair?
S2: It’s black.
S1: What color are her eyes?
S2: They are yellow.
S1: What does she look like?
S2: She is tall. She has short black hair and her eyes are yellow.
2. Homework:
(1)掌握1a对话。
(2)画一画并写一写自己的外貌特征。
(3)写一篇短文，描述自己喜欢的人，要用到表示颜色的单词。
(4)自己设计一套服装，涂上颜色，并带上彩笔准备下一节课用。
板书设计：
What color is it?
Section B
1. give … to … 4.—What color is his/her hair?
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。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some new words about clothes:
T-shirt, shoe, cap, coat, skirt, dress
(2)Learn other new words and a phrase:
at, look at, photo, strong
2. Learn some useful sentences:
(1)Look at this photo.
(2)Michael is strong.
(3)They look different, but they are good friends.
3. Review people’s appearances:
(1)She has short brown hair.
(2)He has blond hair.
(3)Her hair is red.
4. Describe people’s clothes:
(1)—What color is this/that T-shirt?
—It’s red.
(2)—What color are these/those shoes?
—They’re green.
(3)The girl in yellow is Maria.
(4)He is in a black cap and blue shoes.
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 1 Review 第一步 复习(时间:8分钟)
借助实物展示，运用所学句型进行师生对话，复习并导入新课，培养学生的口语表达能力。
1. (利用实物进行师生互动问答。复习各种颜色的词。)
T: What’s this?
Ss: It’s a pen.
T: What color is it?
Ss: It’s yellow.
(展示同样颜色的两支笔。)
T: What are these?
Ss: They are pens.
T: What color are they?
Ss: They’re yellow.
(可以利用学生书桌上的书、笔等进行提问。全面复习有关颜色表达方式的句型。)
(由物转向人的外貌特征。)
T: S1. What color is your hair?
S1: It is black.
T: S2. What color are your eyes?
S2: My eyes are black.
2. (利用服装图片和颜色引出生词。导入1a。)
(展示帽子的图片。)
T: What’s this?
Ss: 帽子。
T: It’s a cap. What color is this cap?
(板书并要求学生掌握。)
cap
Ss: It’s green.
(展示鞋的图片。)
T: What are these?
Ss: 鞋。
T: They’re shoes. What color are these shoes?
(板书并要求学生掌握。)
shoe
(说明：shoe常以复数形式出现。)
Ss: They’re white.
(提问一个学生。)
T: S3. What color are your shoes?
S3: They’re …
(用同样方式导出文中其他生词，板书并要求学生掌握dress, coat, skirt, T-shirt，了解pants。把全班学生分成两个小组，由他们自己进行对话操练。)
What color is …?
What color are …?
dress, pants, coat
skirt, T-shirt
G1: What is this?
G2: It’s a coat/skirt/T-shirt.
G1: What color is it?
G2: It’s brown.
T: Good. Exchange. (可用汉语给学生提示。)
G2: What are these?
G1: They are shoes.
G2: What color are they?
G1: They are white.
…
(引导学生用that/those和it/they进行问答。)
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.
Step 4 Practice 第四步 练习(时间:10分钟)
设置游戏，活跃课堂气氛，培养学生的竞争与合作精神。限定时间、角色，并使学生抛开课本进行对话，培养其语言表达能力。
1. (设计一个小游戏，以小组为单位，每组推荐一名学生到讲台前参加活动。首先教师把黄色短裙、白色鞋子、蓝色裤子和橘黄色长裙的图片(各一幅)贴在黑板上，然后给每个学生一个拍子。这时教师用1a中的句型发指令，学生们在抢答的同时要拍到这幅图片上。先拍到，并回答正确者为胜，为小组争取到一颗星。通过游戏可培养学生的竞争意识，又能使学生在轻松愉快的气氛中巩固本节课所学习的新知识。游戏后，要求学生看图完成作业，把答案填在书中的空白处。完成1c。核对答案。)
2. (学生对自己的服装进行对话操练，先师生问答，然后学生间进行类似的问答，完成1a。)
T: Hello, S1. What color is your shirt?
S1: My shirt is red. S2, what color is your coat?
S2: My coat is blue. S3, what color is your skirt?
S3: My skirt is pink. S4 …
…
Step 5 Project 第五步 综合探究活动(时间:8分钟)
组织学生分组讨论。让学生在实践、合作、交流与探究中达到运用语言技能的目的。
1. (小组活动。六人一组，各自描述自己课前所设计的服装，评选出最佳设计，然后全组共同完成最佳设计的文字说明，派该设计者在班上作汇报，并在板报上展出该生的设计及该组的文字说明。)
(教师指导学生写设计说明。)
T: You can begin like this: These are my favorite clothes. The cap is blue. The jacket is blue and white. The pants are … And you can end like this: Are they cool? Or do you like them? Are you clear?
Ss:Yes.
…
2. (班级活动，完成4。教师可以引导学生进行有节奏的拍手练习，活跃气氛。)
T: Let’s chant.
3. Homework:
(1)模仿2，写一篇关于自己和朋友的短文。
(2)复习Section A、B、C的单词。
(3)描述自己房间中物品的颜色。
板书设计：
What color is it?
Section C
T-shirt 1.—What color is this/that T-shirt?
shoes —It’s red.
cap 2.—What color are these/those shoes?
coat —They’re green.
skirt 3.(1) Look at this photo.
△
pants (2) The girl in yellow is Maria.
dress (3) He is strong. He is in a black cap and blue shoes.
photo
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. (1) Learn the consonants:
(2) Learn a new word:
cool
2. Review some useful sentences:
(1)But you look the same.
(2)Please give this letter to Maria.
(3)Oh, I see.
(4)I’ll give it to her.
(5)The girl in yellow is Maria.
(6)He’s in a black cap and blue shoes.
3. Review wh-questions:
(1)—What does she look like?
—She is tall like you.
(2)—What color is this T-shirt?
—It is red.
(3)—What color are these shoes?
—They are green.
4. Review some words about clothes and colors:
(1)T-shirt, pants, shoes, etc.
(2)yellow, blue, brown, etc.
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 1 Review 第一步 复习(时间:12分钟)
利用小黑板上的信息，整合教学内容，师生互动，巧妙导入新课。
1. (1) (出示小黑板，归类单词，让学生根据提示，填写已经学过的单词，调动学生的积极性。)
Parts of the body: face, hair
Adjectives: long, short
Colors: yellow, red
Clothes: T-shirt, shoes
T: Look at the small blackboard. Try to say more words according to the examples.
S1: Eyes.
T: How do you spell “eyes”?
S1: E-Y-E-S, eyes.
(然后补充在小黑板上，以同样的方式补充其他各类的单词。)
(2) (利用小黑板上的信息组成词组。)
T: Make some phrases, please.
S2: A round face.
S3: A yellow shirt.
S4: Long hair.
S5: Black hair.
…
(3)(根据小黑板上的信息，写一篇短文描述你的朋友，然后选几位学生上台汇报。)
T: Describe one of your friends with the information on the blackboard. Then make a report.
You may begin like this:
This is my friend. His name is Li Xinxin. He is tall. He has a long face. …
S6: This is my friend. Her name is Wu Xuewen. She is short. She has long hair. ...
…
2. (教师请三名学生上台，其中一名介绍自己所穿的衣服及颜色，另两名就其内容进行问答。复习what问句。完成3a。)
T: Well done! S7、S8 and S9, come to the front. S7, please describe your clothes.
S7: OK. My shirt is white. My pants are black. My shoes are yellow.
T: Very good! S8、S9, please make a conversation about S7’s clothes.
S8: What color is his/her shirt?
S9: It’s white.
S8: What color are his/her shoes?
S9: They’re yellow.
S8: What color are his/her pants?
S9: They are black.
3. (出示小黑板另一面，呈现3b的Useful expressions, 学生用上面的关键词组编三个对话，教师挑选三组学生上台表演。)
(1)a. Please give … to …
b. I’ll give … to …
(2)a. You look the same.
b. We don’t have the same looks, but we are good friends.
(3)a. The boy in … is …
b. … is in …
T: Make three dialogs according to the useful expressions on the blackboard. Then act them
out.
(请两个女生用(1)中句式表演对话。)
SA: SB, please give this pencil to Wang Xin.
SB: Sorry, I don’t know her. What does she look like?
SA: She is short. She has long black hair. And her shoes are red.
SB: Oh! I see! I’ll give it to her.
(请另两个女生用(2)中句式表演对话。)
SC: Hello, SD! Who is that girl? (指着后排的女生)
SD: Oh, she is Wang Xin.
SC: Where is she from?
SD: She is from Taiyuan.
SC: But you look the same.
SD: Yes. We are both tall and have long black hair.
SC: I have short black hair.
SD: We don’t have the same looks, but we are good friends.
(再请两个男生用(3)中句式表演对话。)
SE: Hello, SF! I have a good friend in our class.
SF: Who?
SE: Guess! He is a boy. He is in a blue shirt and black pants.
SF: Oh, I see. The boy in yellow shoes is your friend, Hu Bin.
SE: Yes, you’re right.
4. (教师引导学生归类以look开头的短语，并解释。)
(板书，并要求学生掌握。)
①look the same
②look different
③look like …
④look at …
…
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/ vegetables driver five
/s/ nurse face glass
/z/ zoo nose eggs
/θ/ mouth think three
/ð/ mother clothes 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.
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。)
Step 4 Practice 第四步 练习(时间:10分钟)
练习3a、3b的句型，并完成4。培养学生综合运用语言的能力。
1. (学生模仿2，上台描述自己的朋友。提醒学生注意人称变化。)
T: I’ll ask some students to come to the front and describe their friends like 2. S1, come here, please.
S1:Huang Xin is my friend. He is from …
S2: …
T: Well done! Take out a piece of paper and try to describe one of your friends. You can use the information in the table of 4 to help you.
2. (教师播放3a、3b录音，学生跟读，注意语音语调。)
3. (用教室里的物品进行对话，链式问答练习“What color is/are …?”)
T: What color is this book?
S3: It’s red. What color is your knife?
S4: My knife is black. What color are these pens?
S5: They are blue. What color …?
S6: …
…
(板书练习句型。)
—What color is this T-shirt?
—It’s red.
—What color are these shoes?
—They are green.
(小黑板出示练习题，并讲解。)
(句型转换：对下列句子的画线部分提问。)
(1)My T-shirt is yellow.
_____ _____ is your T-shirt?
(2)He is tall with blond hair.
_____ does he _____ _____?
(3)Xiaoming’s pants are gray.
What color _____ Xiaoming’s _____?
(4)The girl in purple is Maria.
_____ _____ the girl in purple?
(5)Jane is in a blue dress.
_____ _____ is Jane _____?
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过描述人物，让学生在实践中学习和体验。组织学生做“捉拿通缉犯”游戏，培养学生的想象力及综合探究能力。
1. (在黑板上贴一张“通缉犯”的图片，并在图旁写上一些单词。)
tall, long, round, small, wide, gray, black, blue
(请学生根据黑板上的信息，描述“通缉犯”的相貌并填表。)
The police are looking for a man.
Height(身高)
Hair
Face
Eyes
Nose
Clothes
Anyone who sees the man should call 110.
(完成表格后，请学生口述该“通缉犯”的外貌特征。如：The man is tall! …)
2. (小组活动，完成5。)
(1)让学生画一张自己最喜爱的卡通人物。
(2)用图片制作一副面具。
(3)戴上面具描述卡通人物。
(4)最佳描述者获胜。
3. Homework:
(1)把自我介绍以及介绍朋友的短文写在作业本上。
(2)复习Topic 2中的单词。
(3)预习下一课的内容。
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。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some possessive pronouns:
mine, whose, hers, our, ours, their, theirs, yours
(2)Learn other new words:
then, bike, cat, banana, baby, bag, shirt
2. Talk about possessions:
(1)—Is this your cap?
—No, it’s not mine.
—Whose cap is it, then?
—It’s Sally’s.
(2)—Whose shoes are those?
—They’re our shoes. They’re ours.
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。)
…
Step 4 Practice 第四步 练习(时间:13分钟)
通过对2a的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知识的同时，培养学生的归纳能力。
1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。)
(教师出示自行车的图片，指着自行车问。)
T: Look at the picture. What’s this?
Ss: 自行车。
T: Right. It’s a bike. OK. S1, here you are. Now it’s yours.
(用同样方法教学cat, banana。)
(板书并要求学生掌握。)
bike, cat, banana
(利用图片进行师生问答。)
T: S1, whose bike is this?
S1: It’s mine.
T: Whose bike is that?
Ss: It’s hers.
T: Oh. It’s her bike.
(板书并讲解。)
It’s her bike.
It’s hers.
…
2. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)
T: Listen to 2a and repeat. Pay attention to the pronunciation and intonation.
3. (让学生利用实物模仿2a进行对话。)
S2: Whose pen is this?
S3: It’s my pen. It’s mine.
4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)
(1)This is (我的) pen. That is (你的).
(2)Whose bag is this? It’s (他的).
(3)This isn’t (我的) book. (我的) is red. I think it is (她的).
(4)This is (我们的) teacher. That is (他们的).
(5) (你们的) bags are white. (我们的) are green.
5. (教师利用图片讲解2b中出现的生词baby及其复数形式babies，让学生模仿例句造句，完成2b，核对答案。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。
1. (设计小组活动，谈论自己的文具。)
(1)教师把学生分成六个小组，把每组同学的文具放在一起。
(2)让学生谈论自己拿到的文具。
(3)尽可能地使用所学过的主要句式。如：
①This is my/his/your pen/ruler/book …
②The pen/ruler/book … is mine/his/yours.
③Mine is big/blue/long …
S1: Is this your ruler, S2?
S2: No, it’s not mine. Mine is long.
S1: Whose ruler is this?
S2: It is her ruler. It is hers.
…
2. Homework:
(1)让学生模仿1a编对话写在作业本上。
(2)复习物主代词。
(3)预习下一课Section B的内容。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn two new words:
jacket, think
2. Talk about possessions:
(1)Whose jacket is this?
(2)Is this jacket yours?
(3)No, it’s not mine. Mine is here.
3. Learn the possessives:
I think it’s Kangkang’s/Li Ming’s.
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 1 Review 第一步 复习(时间:10分钟)
通过练习或竞赛及游戏的形式，复习上节课所学重难点，自然导入本课生词和句型。
1. (方案1) (出示小黑板，让学生快速完成“填写形容词性物主代词和名词性物主代词”的表格。)
my
②
her
his
⑤
⑥
their
①
yours
③
④
ours
yours
⑦
(核对答案。)
(方案2) (教师也可利用竞赛的形式来帮助学生复习形容词性物主代词和名词性物主代词。具体方法：学生代表S1到台前随便说一个形容词性物主代词或名词性物主代词，学生们抢答其相应的名词性物主代词或形容词性物主代词。)
S1: my
S2: mine
S1: yours
S3: your
…
2. (做猜谜游戏。)
(用幻灯片依次展示“a bike”,“apples”,“a shirt”和“knives”的图片。请四个学生上台，面向全班学生，手背到身后握紧。教师在其中一个学生手里放一个糖果，这个学生就被假定为图片中物品的主人。其他学生则通过不断提问把物品的主人找出来。然后换一幅图片，另请四个学生上台，继续游戏。)
T: Now it’s time to play a guessing game. Look at the picture. What’s that? Ss: It’s a bike.
T: Whose bike is that? We don’t know now. I need four of you to the front. They should stand in a row facing to the class and put their hands behind themselves. I’ll put a candy in someone’s hand. This one who gets the candy will be the owner of the bike. What you should do is to guess who has the candy and find the owner as soon as possible.
(板书句型，并提醒学生注意单、复数的不同以及形容词性物主代词和名词性物主代词的用法。)
Is this/that your …? = Is this/that … yours?
Are these/those your …? = Are these/those … yours?
Whose … is this/that then? = Whose is this/that … then?
Whose … are these/those then? = Whose are these/those … then?
(以同样的方式猜测并找出苹果、衬衣及小刀的主人。)
(适时帮助学生用I think it’s/they’re … 回答提问。)
3. (教师事先准备好一个学生的夹克。)
T: What’s this in English? Oh, it’s a jacket. S4, is this jacket yours? S4: No, it isn’t. Mine is here.
T: Is this jacket yours, S5? I think it’s yours. S5: No, it isn’t. I think it’s S6’s.
…
(板书并要求学生掌握重点句型及生词。导入新课。)
—Whose jacket is this?
—Mine is here. I think it’s …
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。)
Step 4 Practice 第四步 练习(时间:10分钟)
通过大量的分层次练习，达到“学中用，用中学”的目的，同时提高学生的听，说，读的能力。
1. (学生听2录音，标出正确顺序。核对答案。完成2。)
T: Listen to the conversations in 2 and number the pictures. We’ll check the answers together.
2. (看图完成3中的对话，然后分组练习。)
T: Fill in the blanks. Then practice with your partner.
3. (做“物归原主”游戏。)
方法：教师从学生那儿借来一些物品，并使用下列语句：May I have your …? Please give me … 然后把这些物品交给其他若干学生，要求他们在规定的时间内找到物品的主人。在游戏过程中使用Is this your …? Whose … is this? It’s …等句式问答。最快找到物品主人的学生为获胜者。
4. (教师设计一个抢答训练，并记分。完成4。具体操作：教师利用幻灯片依次将鞋、T恤衫、裤子和帽子展示给学生。学生说对一句得两分，得分最高者为“今日英语之星”。)
T: Look, whose shoes are these? S1: I think they are Maria’s.
(让学生两人一组练习，并表演对话。)
5. (学生独立完成5，核对答案。两人一组，操练5。)
T: Match the questions with the right answers in 5. Then practice in pairs.
6. (教师出示幻灯片，让学生做选择填空练习。)
T: Please look at these exercises and choose the best answers.
(1)—Is this jacket , Jim?
—No, mine is here.
A.your B.yours C.you
(2)—
—They are pink.
A.What color is your shirt?
B.What does he look like?
C.What color are their pants?
(3)— bag is this?
—I think it’s Li Hong’s.
A.Who B.Who’s C.Whose
(4)—What does she look like?
—
A.She has a bag.
B.She’s short and she has blond hair.
C.She’s twelve.
(核对答案。然后学生两人一组互相问答。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过编演课本剧“寻找失主”，培养学生综合运用语言的能力、创造力及小组合作精神。
1. (编排一个短小的课本剧，以“寻找失主”为主题。剧中人物可以是三至五人。)
要求运用下列句式：
Whose … is this?
Is it yours …?
Mine is here.
I think it’s …
What color is …? This one is …
What does … look like?
He/She has …
…
(教师在教室内巡回指导，待学生准备充分之后挑选两组表演出色的学生上台表演，并给予掌声鼓励。)
2. Homework:
(1)每人按要求制作一幅“物主代词卡”。
要求：
①规格：10cm×5cm
②正面写上形容词性物主代词，反面写上相应的名词性物主代词。
③两人一组互相看卡片，说出其汉语及其背面的那个物主代词并拼读。
(2)三人一组，利用自己的物品，用1a中的物主代词表演对话。
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。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words:
new, classmate, clothes
2. Describe people’s appearances and clothes:
(1)We both have black hair and black eyes.
(2)We look the same, but we are in different clothes.
(3)He is in a purple T-shirt.
(4)His pants are blue and mine are white.
3. Review the possessives.
4. Know about some incomplete plosives:
(1)I don’t know the boy.
(2)He has a big head.
(3)Does she have a round face?
(4)He has short black hair.
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 1 Review 第一步 复习(时间:10分钟)
通过学生表演和师生对话，复习上节课所学主要知识点，导入本课生词，以旧带新，有利于调动学生的学习积极性。
1. (教师请一名学生到台前领大家复习形容词性物主代词和名词性物主代词的形式及用法。具体方法：这个学生利用课外自己制作的小卡片，任意抽取一张向大家展示。指定一名学生说出这个词是哪类物主代词，并说出与之相对应的物主代词，然后用这两个物主代词造句。例如，抽到的是my，先说出对应的名词性物主代词mine，然后造句：This is my bag. This bag is mine. 依次进行连锁操练。)
T: Hello, boys and girls. Let’s review the possessives. I’ll ask a student to the front. Show the cards made by himself/herself. You should say the words correctly and then make sentences.
Ss: Yes.
T: OK. Let’s begin. S1, come here, please.
S1: S2, please.(抽出写有my的卡片。)
S2: My，形容词性物主代词，对应的名词性物主代词mine。This is my bag. This bag is mine.
S1: S3, please.
S3: …
2. (教师请三人表演Section B的1a。)
3. (教师从学生的物品中找一个旧书包和一个新书包。)
T: Whose bag is this?(教师指着旧书包问。) Ss: It’s …
T: What color is it? Ss: It’s ...
T: Is it old? Ss: Yes, it is.
T: Yes, you’re right. It’s old, not new. This is a new one.(教师指着新书包说。)
(板书并要求学生掌握。)
old—new
(鼓励学生利用身边的新旧物品与同伴对话。)
4. (教师叫一个学生到前面来。)
T: S4, do you have a good friend in our class? S4: Yes, I do.
T: What’s his or her name? S4: His/Her name is …
T: Oh, I see. He/She is your good friend. He/She is your classmate, too.
(板书并要求学生掌握。)
classmate
(引导学生说出We’re classmates. 帮助学生记忆classmate，即class+mate→classmate。)
5. (教师呈现有许多衣物的幻灯片，包括上衣、裙子、鞋、裤子等，下面写clothes，引入新的知识点，导入新课。)
T: What are these? They are clothes. Whose are they? Guess, please.
Ss: We think they are Kangkang’s.
(板书并要求学生掌握。)
clothes
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?
Step 4 Practice 第四步 练习(时间:7分钟)
通过大量听音、模仿和实践，教学六个爆破音在不完全爆破情况下的发音，帮助学生养成良好的发音习惯。
1. (放录音，要求学生完成2，核对答案。)
T: Listen and match the things with the right people in 2。
2. (教师利用幻灯片呈现六个爆破音并领读。)
(再用幻灯片，呈现几个含有不完全爆破现象的单词和短语，让学生跟读并体会其发音。)
blackboard
sit down
doctor
that book
a red car
(教师讲解不完全爆破需要注意的情况。)
3. (教师放4录音，要求学生认真听，注意单词下面画线字母的不完全爆破情况。再听录音，跟读。)
T: Listen to 4 carefully. Pay attention to the pronunciation of the underlined letters. Then listen again and follow.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过游戏，在虚拟情境中运用目标语言，培养学生综合运用语言的能力。在轻松愉快的气氛中结束本课，有利于激发学生的学习兴趣。
1. (做游戏。设计小组活动：谈论自己的文具。完成3。)
活动形式：
(1)教师把全班学生分成几组，把每组同学的文具放在一起。
(2)拿出自己的文具，或由小组长挑出发给组员。
(3)谈论文具，尽量运用下列句式：
①This is my … It isn’t yours.
②Is this/Are these …?
Yes. It’s/They’re …/No. It’s/They’re …
③Whose … is this/are these?
I think it’s/they’re …
④The pen/ruler … is mine/yours …
⑤Mine/Yours is big/long …
(教师及时给予鼓励、表扬。)
2. (做“失物招领”小游戏。)
操作方法：
老师从第一个游戏中借一些文具或其他物品，逐一拿起物品询问，如：Whose … is this? Is it yours, S1? 要求学生尽量用mine, yours等物主代词作答，直到“失物”领完为止。
3. (听录音，学唱歌曲，完成5。)
4. Homework:
(1)熟读并复述1a。
(2)完成一篇介绍同班同学基本情况的短文，五十个单词左右。
(3)准备绘画工具：彩笔、白纸。(下节课用)
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。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn the consonants:
(2)Learn some new words:
find, help, us, him
2. Review how to describe a person:
(1)He is tall and he has brown hair.
(2)He has small eyes, a big nose and a wide mouth.
(3)He is in black clothes.
3. Review the possessive pronouns:
(1)—Whose cap is it?
—It’s Sally’s.
(2)—Whose bananas are these?
—They’re their bananas/theirs.
4. Review some useful expressions:
(1)I think it’s Kangkang’s/Li Ming’s.
(2)We look the same, but we are in different clothes.
(3)Please help us find him.
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 1 Review 第一步 复习(时间:9分钟)
通过游戏表演，复习上节课所学语言点，创设情境，以师生对话形式导入本课生词和话题。激发学生的学习兴趣。
1. (做“物主代词大接龙”游戏。学生六人一组，每组发一张白纸。每名学生用上一个物主代词造句并和组员审定，句子说对了，就请这个学生把句子写在白纸上。后面的学生依次轮流造句和记录，要求后面学生说的物品和物主代词都不能与前面学生说的一致。五分钟内记录正确句子最多的小组获胜。发糖果给予奖励。)
2. (利用课前从学生那里借来的服装和学习用品等，通过师生互动，复习whose句式和物主代词以及名词所有格。)
(教师拿出一顶帽子。)
T: What’s this?
Ss: It’s a cap.
T: What color is it?
Ss: It’s yellow.
(接下去询问个别学生。)
T: Is this your cap, S1?
S1: No, it’s not mine.
T: Is this yours, S2?
S2: Yes, it’s mine.
T: Here you are.
S2: Thanks.
(以类似的方式复习其他物品的询问，速度要快，物主代词复习面要广，同时也需要学生积极广泛参与。)
3. (1) (利用幻灯片展示一个画面：一个男孩在水中大喊“Help! …”。让学生猜其含义，然后教师给予相关的解释。)
(板书并要求学生掌握。)
help
T: I think we can help him. And later he will help us, too.
(板书并要求学生掌握。)
him, us
(2) (教师事先把自己的钢笔夹在书里，然后假装找东西，让学生体会find的含义。)
T: Oh, where is my pen? I can’t find it. Can you help me?
(板书并要求学生掌握。)
find
Ss: Yes. Is it in your desk?
T: No.
Ss: Is it in your jacket?
T: No. Oh, it’s here. It’s in my book. Thank you all the same.
(3) (出示2图片，师生对话导入新课。)
T: Look at the picture in 2. The policeman can’t find the man in the picture. Can you help him?
Ss: Yes.
T: Good. Thank you. Now, let’s learn more information about the man.
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. C.Japan.
(2) How old is he?
A.20. B.21. C.22.
(3) What color is his hair?
A.Red. B.Black. 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 shoes shelf
television measure pleasure
China teacher chair
jacket message 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/
/dз/
j
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.
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过总结本话题的语法和功能用语，使目标语言得以强化，同时培养学生的归纳能力。
1. (听3录音，跟读并模仿。四人一组，用自己的实物进行对话操练。)
S1: Excuse me, S2. Is this your book?
S2: No, it isn’t mine.
S1: Whose book is this?
S2: I think it’s S3’s.
S1: Excuse me, S3. Is this book yours?
S3: Yes, it’s mine.
S1: Here you are.
S3: Thank you. Whose pen is this? Is it yours, S4?
S4: No, I think it’s S1’s.
S3: Excuse me, S1. Is it yours?
…
(请操练过程中表现较好的学生到讲台前表演对话。)
2. (放4a录音，并让学生跟读，然后用幻灯片出示练习。完成4a。)
用适当的物主代词填空。
(1)—Excuse me, Tom. Is this ① cap?
—No. ② is blue. I think it’s ③ .
—Kangkang, is this yellow cap ④ ?
—Yes, it’s ⑤ cap.
(2)—Whose bags are these?
—I think they are ⑥ .
—Excuse me. Are these bags ⑦ ?
—Yes, they are ⑧ . The black one is Lucy’s. The brown one is ⑨ .
(核对答案。)
3. (完成4b，放录音跟读，注意模仿语音语调。然后教师用幻灯片出示练习。)
从Ⅱ栏中找出Ⅰ栏问句的答语。
Ⅰ Ⅱ
(1)Is this cap yours? a. They are ours.
(2)Whose eraser is this? b. Yes, it’s mine.
(3)What color is this jacket? c. No, they aren’t.
(4)What does he look like? d. I think it is Kangkang’s.
(5)Are these her apples? e. It’s black.
(6)Whose apples are these? f. He has a round face.
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过游戏和造句，练习本话题所学的目标语言，提高学生综合运用语言的能力。
1. (让学生拿出上节课布置要带的画画工具，按要求做：(1)在白纸上画出一个你喜欢的人的简笔画，最好是全身像，然后涂上颜色；(2)三分钟内完成作品，然后四人一小组，谈论
你所画的人以及这个人的服装和长相；(3)小组谈论之后，每组选出一幅图画贴在黑板上，学生通过和教师或彼此之间的对话，拿回自己的作品。完成5。)
Example:
T: Is he/she your classmate? S1: Yes, he/she is.
T: Does he/she have a round face/long hair? S1: Yes, he/she does.
T: What color are his/her pants/shoes? S1: They are ...
T: Oh. Is this picture yours? S1: Yes, it’s mine.
T: Oh, it’s very beautiful. You’re clever. S1: Thanks.
2. (设计活动，听词造句比赛。操作形式：(1)以组为单位；(2)链条式进行，各组竖排第一位学生，各组竖排第二位学生，……依次轮流；(3)教师给出一个词，要求学生在二十秒钟之内完成一个句子，在规定时间内完成的学生坐下；(4)哪一个组坐下的人多，哪一组获胜。通过竞赛活动，使学生进一步巩固本单元的词汇及句式，融入竞争意识，调动其学习情绪，培养他们捕捉信息、拓展思维的能力。)
T: OK, class. Are you ready? Now begin!
T: Jacket. (从第一组竖排第一位学生开始。) S2: My jacket is blue. / This jacket is mine.
T: Yours. (第二组竖排第一位学生。) S3: Is this pen yours?
T: Whose. (第三组竖排第一位学生。) S4: Whose book is this?
T: Tall. (第四组竖排第一位学生。) S5: Is he tall? / I’m tall.
T: His. (第一组竖排第二位学生。) S6: His bike is white.
T: … S7: ...
3. Homework:
(1)进行1的发音练习。
(2)仿照2写一篇“寻人启事”。
(3)复习4a和4b。
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。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want
2. Learn Present Simple to do:
(1)—Do you come from the U.S.A.?
—No, I don’t.
(2)—Do you like Chinese?
—Yes, I do.
3. Ask for permission and make requests:
(1)—Excuse me, could you please tell me your name?
—Sure.
(2)—Could you help me with it?
—No problem.
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。)
Step 4 Practice 第四步 练习(时间:10分钟)
通过练习找笔友，激发学生学习兴趣，提高学生综合运用语言的能力。
1. (做“问答接龙”游戏。从教师开始问第一排第一个学生，第一个学生回答后再问第二个学生，第二个学生回答后再问第三个学生，以此类推。)
T: Do you like English?
S1: Yes, I do./ No, I don’t.
(转身) Do you have a …?
S2: Yes, I do./ No, I don’t.
(转身) Do you help …?
S3: Yes, I do./ No, I don’t.
(转身) Do you …?
…
2. (根据自己的情况回答2a的问题，看谁可以做李伟的笔友。)
(两分钟后询问几个学生的答案，看他们是否能成为李伟的笔友。)
T: Do you like pets?
(板书并要求学生掌握。)
pet
S4: Yes, I do.
T: Do you like English?
S4: Yes, I do.
T: Do you speak English after class?
S4: Yes, I do.
…
T: Could you please tell Li Wei your telephone number?
S4: Sure, 138 …
T: Great, you’re Li Wei’s pen pal.
3. (三人一组帮助李伟找笔友，一同学分别询问另两名同学，另两名同学回答。)
4. (自己找笔友，三人一组，一同学向另外两名同学发问，看他们是否可以成为学习上的笔友。完成2b。)
For example:
S5: Do you like English?
S6: Yes, I do.
S5: Is your English good?
S6: Yes.
…
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过编对话让学生学以致用，通过诗歌吟唱活动培养学生学习兴趣，使他们能积极主动地参与学习活动，提高合作意识和探究精神。
1. (假设你的英语成绩不好，你想找一个网友帮助你，两人一组编对话。然后抽几组进行表演。)
For example:
A: Excuse me, could you please tell me your name?
B: Sure, my name is …
A: Do you come from …
B: Yes, I do.
A: Do you like English?
B: Yes, I do.
…
2. (教师帮助学生完成3。教师打节拍，或者放录音，让学生有节奏地跟读。)
3. Homework:
自编一个对话，运用下面句型：
(1)Could you please …?
(2)Sure.
(3)Do you …?
Yes, I do./No, I don’t.
(4)No problem.
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
live, say, visit, great, wall
2. Learn some questions and answers with does:
(1)—Does he speak Chinese?
—Yes, he does./ No, he doesn’t. He speaks English. http://en.12999.com
(2)—What does he say in the letter?
—He wants to visit the Great Wall.
3. Learn some useful sentences:
(1)—Who is the letter from?
—It’s from my pen pal, Sam.
(2)—Is the letter in English?
—Yes, it is.
(3)—Where does he live?
—He lives in England.
(4)Kangkang knows me.
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 1 Review 第一步 复习(时间:10分钟)
以问题为线索，引出单词和话题，培养学生的语言表达能力。
1. (检查作业。教师请学生登台表演上节课的家庭作业。)
T: Now, I’ll check your homework. S1、S2, please, come to the front and perform your dialog.
2. (师生对话。引入并运用China和Chinese。)
T: I come from China. I am Chinese.
Ss: We come from China. We’re Chinese.
(教师提问一名学生。)
T: Where do you come from, S3?
S3: I come from China.
T: Do you speak Chinese?
S3: Yes, I do.
(学生两人一组互相问答。)
(教师可以穿插讲解“吉鸿昌爱国”的故事，培养学生的爱国主义情感，增强“爱国意识”。解放前，外国人都看不起我们中国人，说我们是“东亚病夫”。当时在国外，有的中国人都不敢承认自己是中国人，但吉鸿昌到国外后，勇敢地对外国人说自己是中国人，并且自制了一个纸牌挂在胸前，上面用英语写道：I am Chinese!)
3. (教师出示一幅长城的图片。)
T: Can you say it in English?
S4: Yes, the Great Wall. (教师帮助回答。)
T: Where is it?
S4: It’s in China.
T: Do you live in China?
S4: Yes, I do. (教师帮助回答。)
T: Is China great?
S4: Yes, it is.
(板书并要求学生掌握say, wall, live, great；理解the Great Wall。)
say, wall, the Great Wall, live, great
4. (教师接着出示第二幅图片。)
T: Do you like the Great Wall?
S5:Yes, I do.
T: Do you want to visit the Great Wall?
S5:Yes, I do.
(板书并要求学生掌握。)
visit
(教师让学生两人一组，运用所呈现的生词编对话。)
5. (教师介绍S5的情况，然后让学生根据介绍回答问题。)
T: S5 lives in China. He/She likes the Great Wall. He/She wants to visit the Great Wall.
(教师请另一位学生，根据这段话回答问题。)
T: Where does S5 live?
S6: He/She lives in China.
T: Does he/she like the Great Wall?
S6: Yes, he/she does.
T: Does he/she want to visit the Great Wall?
S6: Yes, he/she does.
(通过以上活动导入1a。)
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.
Step 4 Practice 第四步 练习(时间:10分钟)
在不同情景中练习目标语言，展开任务型活动，学以致用，锻炼学生合作能力。
1. (教师播放2录音，学生听后回答问题，完成2，核对答案。)
T: Listen to the tape of 2 and answer the following questions. Then check the answers.
2. (教师将2的听力材料用幻灯片或小黑板展示出来，然后让学生两人一组根据内容编对话。)
T: Please work in pairs to make a dialog according to the sentences on the blackboard. And then act it out.
Example:
S1: Do you have a good friend?
S2: Yes, I do.
S1: Could you please tell me her name?
S2: Sure. Her name is Lucy.
S1: Where does she come from?
S2: She comes from England.
S1: Where does she live now?
S2: She lives in China.
S1: Does she like China?
S2: Yes, she does. She likes China very much.
S1: Does she speak Chinese?
S2: No, she doesn’t. She speaks English.
…
3. (教师引导学生观察3中的句子，并归纳句子的规律——当主语是第三人称单数时，谓语动词原形后加(e)s。)
T: Please observe the sentences in 3 and find out the rules of verbs changing in the third single personal pronouns.
(板书下列内容并解释。)
Kangkang→knows
He→lives/helps/wants
She→speaks
…
4. (教师播放3录音，让学生跟读，练习(e)s的读音。完成3。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过练习动词第三人称单数的读音规则及其一般疑问句的问答，培养学生观察探究能力。
1. (教师鼓励学生探究“动词第三人称单数的读音”，并总结。)
(小黑板展示下列内容。)
lives, speaks, spells, phones, knows, does, hands, comes, looks, gives, likes, dresses,
thinks, guesses, finds, helps, tells, meets, wants, visits
(教师先领着学生读一遍，要求学生边读边注意词尾s的发音。接着，教师将学生分组，并为各小组命名，如先锋队、雄鹰队、立志队等，引发学生的兴趣。然后，为各小组明确共同目标，即归纳出-s在动词后的读音规律。每个成员针对词尾s的不同读音进行观察，发现规律并进行归纳总结。接下来，组内成员互相补充，力图达到全面、准确。各组选出小组发言人进行汇报，其他各组学生均可补充发言。最后由教师总结，再按读音将幻灯片上的词分类。)
2. (问答接龙。参照4，教师让学生八人一组，第一位同学用Do you …?向第二位同学提问，第二位同学用Yes, I do./No, I don’t.回答，并用Does he/she …?向第三位同学提问，而第三位同学又用Yes, he/she does./No, he/she doesn’t.回答并向第四位同学提问。以此类推，每位同学提问时要用到盒子里不同动词，完成4。)
Example:
S1: Do you have a ruler?
S2: Yes, I do./No, I don’t. Does your friend like China?
S3: Yes, … does./No, … doesn’t. Does … want …?
…
3. Homework:
(1)根据1a内容写一段话。(四十个单词左右)
Example:
This is a letter in English. It’s from Sam. Sam is Kangkang’s pen pal. Kangkang lives in China. Sam lives in England. In Sam’s letter, he says he wants to visit the Great Wall.
(2)制作卡片，把人称代词的主格宾格分别写在卡片上。
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。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and phrases:
many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much
2.Review personal pronouns.
3.Go on learning some questions and answers with do/does.
4.Express preferences:
(1)—Do you like …?
—Yes, I like it a little/very much/a lot.
—No, I don’t like it at all.
(2)—Does he/she like …?
—Yes, he/she likes it a little/very much/a lot.
—No, he/she doesn’t like it at all.
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 1 Review 第一步 复习(时间:10分钟)
通过调查学生对英语和语文的喜欢程度，引出本课新单词，培养学生的语言表达能力。
1. (让几名学生朗读上节课布置的家庭作业：根据1a内容改编的短文。)
2. (做调查，引出本课新单词，教师在黑板上画出三幅图。)
like …
very much
like … a little don’t like … at all
a lot
(板书并要求学生掌握。)
a little, very much, a lot, not … at all
T: Do you like English, S1?
S1:Yes, I like it very much.
T: Do you like Chinese?
S1:No, I don’t like it at all.
T: Do you like English, S2?
S2:No, I don’t like it at all.
T: Do you like Chinese?
S2:Yes, I like it a little.
T: Do you like English, S3?
S3:No, I don’t like it at all.
T: Do you like Chinese?
S3:Yes, I like it a lot.
T: Can you often help them study Chinese? (指向S1和S2。)
S3:Yes, I can.
T: Can you often help them study English, S1?
S1:Yes, I can.
(板书并要求学生掌握。)
them, study
T: We have many good friends, so we should help each other.
(板书并要求学生掌握。)
many, so, each other
T: I have a good friend. Her name is Jane. Do you want to know something about her? Please follow me.
(导入1a的学习。)
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。)
Step 4 Practice 第四步 练习(时间:7分钟)
讲解人称代词主格和宾格的用法，完成作业，使目标语言得到强化操练。
1. (教师挑选含有人称代词主格和宾格的句子，板书并作简单讲解。要求学生掌握画线部分代词的用法。)
She often helps me with it.
I help her study Chinese.
He wants to visit the Great Wall.
Could you help me with it?
2. (两人一组，A说人称代词的主格，B说宾格，轮流进行，然后让学生做2。核对答案，完成2。)
3. (学生两人一组朗读2中对话。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过做游戏，巩固人称代词主格和宾格的用法，培养学生合作精神，激发学生的学习兴趣。
1. (教师播放4录音，师生共唱歌曲“The more we get together.”完成4。)
2. (做游戏：找朋友，学生拿出准备好的人称代词卡片。)
(1)(教师说“主格”，学生把所有人称代词的主格拿出来。)
(2)(教师说出一个人称代词，学生找出这个人称代词和它的主格或宾格形式。)
(3)(教师指定学生拿出相应的人称代词站在黑板前，按要求找朋友。)
For example:
①(“第一人称主格”，手拿第一人称主格的就出列。)
②(“第三人称主格和宾格”，手拿第三人称主格和宾格的就出列。)
(4)(教师在黑板上写出一些动词，让学生用手中的卡片完成句子，并翻译。)
For example:
They help me with English. (他们在英语方面帮助我。)
He gives you some books. (他给你一些书。)
3. Homework：
根据1a内容写一篇短文介绍自己的朋友，题目是My friend，词数在四十个左右。
板书设计：
Does he speak Chinese?
Section C
like … a little I help her study Chinese.
like … very much/a lot Do you like …?
don’t like … at all Yes, I like it a little/very much/a lot.
No, I don’t like it at all.
主格：I, you, he, she, it, we, you, they Does he/she like …?
宾格：me, you, him, her, it, us, you, them 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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetics:
/tr/, /dr/, /ts/, /dz/
2. Learn some new words and a phrase:
home, at home, its, dog, any, of
3. (1)Review questions and answers with do/does:
①—Do you want a pen pal?
—Yes, I do./ No, I don’t.
②—Does he speak Chinese?
—Yes, he does./ No, he doesn’t.
(2)Review the personal pronouns, including subject pronouns and object pronouns.
4. Review the useful expressions:
(1)—Excuse me, could you please tell me your name?
—Sure. My name is Jane.
(2)—Could you help me with it?
—No problem.
(3)—Do you like English?
—Yes, I like it very much/a lot/a little.
—No, I don’t like it at all.
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 1 Review 第一步 复习(时间:7分钟)
复习表达喜欢与不喜欢，导入本课新词，培养学生口头表达能力。
1. (师生对话，复习本单元主要句型。)
T: Excuse me, could you please tell me your name?
S1:Sure. My name is …
T: Do you come from Shandong?
S1:No, I don’t. I come from Chongqing.
T: Who’s the letter from?(学生手里有一封信。)
S1:It’s from my pen pal, Sam.
T: Where’s Sam from?
S1:He’s from England.
T: Does he like Chinese?
S1:Yes, he does. But his Chinese is poor.
T: Is the letter in English?
S1:Yes, it is.
T: Do you like English?
S1:Yes, I do. But my English is poor.
T: Could you help him with his Chinese?
S1: No problem. He helps me study English and I help him study Chinese. We can help each other.
T: Then what does he say in the letter?
S1:He says he likes China very much and he wants to visit the Great Wall.
T: Oh, that’s good. We are glad to have him here.
2. (教师拿出一个玩具狗，引出本课新单词。)
T: What’s this?
S2:It’s a dog. (帮助学生回答。)
(板书并要求学生掌握。)
dog
T: Do you like a dog?
S2:Yes, I like dogs very much.
T: Do you have a dog?
S2:Yes, I do.
T: What is the name of your dog?
S2:Its name is Huanhuan.
(板书并解释its与it’s的含义与写法，要求学生掌握。)
of, its
T: I have a pet cat at home. Its name is Mimi. Do you have any cats at home?
S2:No, I don’t. I don’t like cats at all.
(板书并要求学生掌握。)
at home, any
T: S2 has a pet dog. Its name is Huanhuan. He likes it very much. He doesn’t like cats at all, so he doesn’t have a pet cat. Is Zhou Lan’s pet a dog? Does she like her pet? Now, please follow me.
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. C. None.
(2)My pet’s name is .
A. Meimei B. Kitty C. Huanhuan
(3)How do I like Kitty?
A. A little. B. Very much. C. Not … at all.
(4)Zhou Lan’s pet is .
A. a dog B. a cat C. a toy
(5)Does Zhou Lan like Tommy?
A. No, she doesn’t. B. Yes, she does. C. We don’t know.
(核对答案。)
3. (学生朗读课文，判断正误，完成2a。)
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。)
Step 4 Practice 第四步 练习(时间:11分钟)
复习人称代词主格和宾格及本话题重点句型，培养学生综合运用语言知识的能力。
1. (教师将人称代词的主格和宾格利用幻灯片呈现出来。领读并简单说明主格与宾格的用法和区别。)
I—me; you—you; he—him; she—her; it—it; we—us; you—you; they—them
(然后两人一组，一个学生说主格或宾格，另一个学生说其相应的宾格或主格。)
2. (教师将所有人称代词主格、宾格的顺序打乱并将其板书在黑板上，让学生“找朋友”。)
Find friends: me he her you it we they
him you it I us them she
(让一个学生在黑板上连线。核对答案。)
3. (教师用小黑板出示下边的练习，要求学生根据括号内的汉语写出英文，完成句子。填对一个词，该同学加一分。)
(1) My English is poor, so (她). often helps (我).
(2) Where do (你们) live? (我们) live in Beijing.
(3) I don’t know (他们).
(4) He wants (我们) to go to his home.
(5) What is (它)? (它) is a jacket.
(核对答案后，让学生齐读练习并奖励得分高的学生。)
4. (出示幻灯片，要求学生根据范例口头做句型转换。改对一个句子加两分。)
Change the following sentences according to the example.
Example:
He speaks Chinese.→Does he speak Chinese?
Yes, he does./No, he doesn’t.
→He doesn’t speak Chinese.
(1) I have a pen pal.
(2) Li Hong likes oranges a lot.
(3) They often help Wang Fei.
(4) Jane wants to visit China.
(5) Your pet has blue eyes.
(练习完毕，教师点评并奖励得分高的学生。)
5. (教师播放3a录音，学生跟读，并模仿语音语调，完成3a。)
6. (播放3b录音，让学生跟读，然后教师用小黑板呈现下面的内容。)
Complete the dialog:
—Excuse me, could you please tell me your name?
—Sure. My name is Zhang Lan.
—Where do you come from?/Where are you from?
—I come from Shanghai./I’m from Shanghai.
—Do you like English?
—Yes, I like it very much. And you?
—No, I don’t like it at all, so my English is poor.
—You should(应该) learn(学习) English well.
—Yes, you’re right. Could you please help me with my English?
—No problem.
(以上画线句子是学生要填的句子。学生两人一组操练上面的对话。完成3b。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
组织“英语角”活动，做调查报告和命题作文，锻炼学生综合运用能力和探究能力，体现学以致用原则。
1. (教师用图片展示一个关于英语角的通知，让学生根据通知内容展开讨论。)
Welcome to English Corner
Time: 6:00 p.m.
Place: Playground(操场)
Topic(话题): Like English or not
Host: Class 2, Grade 7
(要求：在活动中充分练习本话题中所学的重点句式及语言点。)
Example:
T: Excuse me, could you please tell me your English name?
S1: Sure. …
T: Do you like English?
S1: Yes, I like it very much.
T: My English is poor. Could you help me?
S1: No problem.
…
(教师示范后，将每个英语小组设置为English Corner，进行操练。完成4（1）。)
2. (做一个调查活动，以表格形式体现，至少要采访五名同学。)
Name
Question
/ /
Do you like English?
运用下面的提示：
(1)Do you like the English Corner?
(2)Do you often come here?
(3)Does your friend like it?
(4)Does your friend speak English at the English Corner?
…
(做完调查活动之后，以“谈论自己”为话题，先在小组内汇报，然后各小组推选一名同学向全班同学汇报。完成4（2）。)
3. Homework:
Write a passage about one of the topics in 4(2). Finish 4(3).
板书设计：
Does he speak Chinese?
Section D
me he her you it we they
him you it I us them she
/ts/
tr—/tr/
dr—/dr/
ts
tes
ds—/dz/
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。
Ⅰ. Teaching aims and demands 教学目标
1.(1) Learn some words about jobs:
doctor, worker, driver, farmer, cook, nurse
(2) Learn some other new words and a phrase:
kid, glad, seat, have a seat, mother, father, parent, office
2. (1)Talk about jobs:
①—What does your mother do?
—She is a teacher.
②—What do your parents do?
—They are both office workers.
(2)Talk about greetings and introductions:
①—Glad to meet you.
—Glad to meet you, too.
②Maria, this is my mom.
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. (让学生独立完成2b。)
T: Read 2a again and fill out the table in 2b.
(核对答案。)
Step 4 Practice 第四步 练习(时间:8分钟)
通过“职业竞猜”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。
1. (做“职业竞猜”游戏，使学生在表演中熟悉职业名称。)
T: Let’s play a guessing game.
(1)(活动过程：)
①(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver等。)
②(活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用Yes或No作答。)例如：
S1: Are you a doctor?
T: No.
S2: Are you a teacher?
T: Yes.
③(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)
(2)(有关说明：)
①(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)
②(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)
2. (教师出示各种职业人士的图片和学生进行对话练习，操练What do/does … do?)
T: What do you do?
Ss: We’re students.
(教师按照图片依次问学生。)
T: What does the man do?
S3: He is a driver.
T: What does she do?
S4: She is a doctor.
T: What does the man do?
S5: He is an office worker.
(教师应提醒学生注意此句中an的用法并板书。)
He is an office worker.
3. (教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。)
T: Please ask and answer in groups using these pictures.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过作调查、填表格和写短文等形式，培养学生综合运用本课目标语言的能力。
1. (出示小黑板，学生两人一组，运用3b中的例子，对同伴的家庭成员情况作调查，并填表格。完成3b。)
T: Make a survey about your partner’s family after the example in 3b. Then fill out the table.
×××’s Family
Family member(家庭成员)
Job(职业)
Mother
Father
…
2. (根据表格信息，写一篇小短文对调查结果进行汇报。)
T: Please report your partner’s family.
3. Homework:
(1)学生采访自己的爸爸或妈妈，然后写一篇短文介绍他们工作的具体情况。鼓励学生在作业纸上画一张父亲(母亲)的画或贴一张父亲(母亲)的照片。下节课向全班宣读。
(2)准备一个硬纸板，剪成圆形的，直径10cm，制成一个转盘，下节课用。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
work, hospital, on, farm, on a farm, drive
2. Talk about jobs and workplaces:
(1)—What does the man do?
—He’s a doctor.
(2)—Where does he work?
—He works in a hospital.
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 1 Review 第一步 复习(时间:6分钟)
通过检查家庭作业，问答接龙等形式，复习重点知识，导入新课。
1. (师生应用Glad to meet you.相互问候，全体起立。)
T: Good morning/afternoon, class. Glad to meet you again.
Ss: Glad to meet you, too. Miss/Mr. …
T: Please have a seat.
Ss: Thank you.
2. (将学生分为五人一组。学生先在小组内宣读上节课布置的家庭作业，然后各小组推选一名学生向全班宣读。)
T: Please work in groups of five and introduce your father or mother to your classmates in groups. Then vote a student to report to us.
3. (运用图片，做“问答接龙”活动，复习What do/does … do?)
T: What does … do? (教师手持有某职业人员的图片。)
S1: He/She is a …
(转向另一个学生)What does/do … do?
S2: He/She is a …/They are …
(转向下一个学生)What do/does … do?
S3: …
…
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。)
Step 4 Practice 第四步 练习(时间:12分钟)
通过听录音回答问题并填空，做调查等形式，继续巩固本课的重点语言项目，完成3和4。
1. (教师播放3录音，先让学生口头回答下列问题，然后再听录音填表格，完成3。)
T: Listen to the tape, and answer the following questions orally. Then listen again and fill out the table in 3.
(小黑板出示下列问题。)
(1)What do David and Paul do?
(2)Is Lisa a driver? Where does she work?
(3)Where does Danny work?
(依次让五名学生回答问题并核对答案，核对3中表格的答案。)
2. (做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)
T: Make a survey. Ask your classmates about their parents’ jobs and workplaces. Then fill out the table in 4. First report in groups, then vote a student to report to the class.
3. (教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)
T: Please look at the slide and complete the dialog.
—Excuse me, could you please tell me your name?
—Sure, my name is Da Long. And you?
—My name is Li Gang. Glad to meet you, Da Long.
—Glad to meet you, too.
—What do you do?
—I’m a student.
—What does your father do?
—My father is a worker.
—Where does he work?
—He works in a factory.
(画线句子为学生要填写的。)
4. (出示小黑板或幻灯片。让学生把职业和职业特征连接，复习职业类词汇及相关句型。)
farmer works in the hospital
driver teaches at school
cook works on the farm
nurse drives a bus
doctor works in an office
office worker studies English
student works in the kitchen(厨房)
teacher looks after patients(病人)
T: Please match the jobs with the workplaces.
Example:
doctor—works in the hospital
(核对答案。)
5. (以幻灯片形式呈现chant的内容，教师领着学生有节奏地读。)
T: Let’s chant. Please read after me rhythmically.
Work, work, work, work
People work every day
Fathers work
Mothers work
Teachers work
Nurses work
Cooks work
Farmers work
Work at home
Work at school
Work everywhere
Work, work, work, work
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过做游戏、写短文等形式，培养学生综合运用语言的能力。
1. (教师可以用自制的写有worker, farmer, student等职业名词的转盘向学生演示，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)
T: Let’s play a game: Job Spinning. Now ask and answer in pairs after the example.
Example:
S1: What do you do?
S2: I’m a(an) …
S1: Where do you work?
S2: I work …
2. Homework:
(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does … do?和
Where do/does … work?
(2)写一篇介绍家庭成员职业的文章，词数在四十个左右。
(3)让有全家福照片的同学下节课带上，以备下节课使用。
板书设计：
What does your mother do?
Section B
in a hospital —What do/does … do?
on a farm —He/She is a(an) … /They are …/I am…
in a school —Where does he/she work?
in an office —He/She works …
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some words about family members and relatives:
aunt, uncle, brother, grandparent, cousin, daughter, son
(2)Learn other new words and a phrase:
family, sofa, tree, family tree
2. Identify family members:
(1)This is a photo of my family.
(2)Who’s the young woman in yellow?
(3)Who are they on the sofa?
(4)I have a big family.
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 1 Review 第一步 复习(时间:10分钟)
运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。
1. (教师出示各种职业人物的图片，复习有关职业及工作场所的句型。)
(教师出示一个医生的图片。)
T: What does he do?
S1: He is a doctor.
T: Where does he work?
S1: He works in a hospital.
(教师出示一个女教师的图片。)
T: What does she do?
S2: She is a teacher.
T: Where does she work?
S2: She works in a school.
(教师出示一个办公室男职员的图片，让学生互相问答。)
S3: What does the man do?
S4: He is an office worker.
S3: Where does he work?
S4: He works in an office.
2. (出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)
T: Look at this photo. It’s a photo of Michael’s family.
(板书并要求学生掌握。)
family
T: (指着图片上的男孩) The boy is Michael.(指着图片上的女孩) The little girl is his sister, Jane. Michael is Jane’s
brother.
(板书，让学生猜其意。然后要求学生掌握。)
brother
T: The man in black is Mr. Brown. He is Michael and Jane’s father. The woman in red is their mother. So Jane is the woman’s daughter and Michael is her son.
(板书并要求学生掌握。)
daughter, son
3. (猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)
T:Your father’s brother is your …?
Ss: Uncle.(帮助学生回答。)
(板书并要求学生掌握。)
uncle
T: Your mother’s brother is your …?
Ss: Uncle.
T: S5, do you have an uncle?
S5: Yes, I do./No, I don’t.
T: Your father’s sister is your …?
Ss: Aunt.(帮助学生回答。)
(板书并要求学生掌握。)
aunt
T: Your mother’s sister is your …?
Ss: Aunt.
T: Your aunt’s son is your …?
Ss: Cousin.(帮助学生回答。)
(板书并要求学生掌握。)
cousin
T: Your aunt’s daughter is your cousin, too. Here, cousin means“表姐妹”in Chinese.
T: Your parents’ parents are your …?
Ss: Grandparents.(帮助学生回答。)
(板书并要求学生掌握。)
grandparents
(导入新课。)
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。)
Step 4 Practice 第四步 练习(时间:12分钟)
1. (教师出示画在小黑板上康康的家谱。)
Kangkang’s Family Tree
T: This is Kangkang’s family tree.
(板书并要求学生掌握。)
tree, family tree
2. (让学生参照1a内容，完成康康的家谱，核对答案，完成1c。)
T: Please complete Kangkang’s family tree according to 1a. Then check the answers together.
3. (让学生参照康康的家谱，编对话。两人一组练习，然后找几组到讲台前表演。)
T: Please make conversations after the example according to Kangkang’s family tree. Then practice in pairs. I’ll ask several pairs to act them out in the front.
Example:
T: Who’s the man in black?
S1: He’s Kangkang’s father.
4. (教师用幻灯片展示一篇短文，学生读后完成家谱，并核对答案。)
My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is a doctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. I have a little sister. My little sister is four years old. She is at home with my grandparents.
T: Nice work. Please read the passage on the slide, then complete the following family tree.
(板书)
_ _ _’s Family Tree
(核对答案。)
5. (让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)
T : Draw your own family tree and write some information about your family members, such as jobs, age and workplaces.
6. (根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)
T: Write a short passage according to your own family tree and the questions in 2. I’ll ask several students to read your passages.
Example:
This is my family. My father is … years old. He is a/an … . He works in/on/at … . My mother is … years old. She is a/an … . She works in/on/at … . My aunt is … . My uncle is … . I am … years old. I am a … .
(教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过chant、采访和填表格等探究活动，培养学生综合运用目标语言的能力。
1. (播放录音，学生跟着chant。在吟唱中复习所学词汇，完成3。)
T: Listen to the tape and have a chant.
2. (采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)
T: Suppose you are a journalist and interview your classmates about their family members. Then fill out the table on the small blackboard.
_ _ _’s Family
Name
Relation
Age
Job
Workplace
_ _ _’s Family
3. Homework:
收集家人及亲戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。
板书设计：
What does your mother do?
Section C
on the sofa This is a photo of …
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。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the following phonetic symbols:
/m/, /n/, /l/
(2) Learn some new words and a phrase:
happy, teach, only, after, look after
2. Review Wh-Questions with what/where:
(1)What do your parents do?
(2)Where do you/they work?
3. Learn the useful sentences:
(1)I have a happy family.
(2)My grandparents live with us and look after Rose at home.
(3)Jack’s mother is in red.
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 1 Review 第一步 复习(时间:15分钟)
放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。
1. (方案一)(播放含有职业性对话的录音片断，师生互动。)
T: Now, let’s listen to the tape, and answer my questions.
(1)(播放医生询问病人病情的录音片断，可以是中文的。)
T: What does the man/woman do?
S1: He/She is a doctor.
(2)(播放教师上英语课的录音片断。)
T: What does the man/woman do?
S2: He/She is a teacher.
T: He/She teaches English.
(板书，教学新单词，并要求掌握。)
teacher —— teach
(3)(播放学生上课的录音片断。)
T: What do they do?
S3: They are students.
(以同样的方式进行其他“听录音辨职业”训练。)
(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)
(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)
T: Who can you see?
S4: I can see a teacher.
S5: I can see a doctor.
S6: I can see a driver.
…
(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)
2. (看谁演得好:让学生上前表演各种职业的特征，可利用道具。)
T: Nice work! Now I’ll ask some students to act out different jobs and say what you do and where you work. S7, please.
S7: I am a … I work in a …(学生一边说一边做该职业的标志性动作。)
S8: I am a … I work in a …(像S7一样)
(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)
3. (教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。)
T: Boys and girls, please look at this photo of my family. This girl is my little daughter. Can you guess how old she is?
Ss: She is four years old. (学生猜测女儿的年龄。)
T: Yes. She is only four years old, and she is very cute.
(板书，教学新单词，并要求学生掌握only；了解cute。)
only, cute
Ss: Yes.
T: Do you know who’s looking after my daughter now?
Ss: Her grandparents.
(板书，并要求掌握。)
after, look after
T: You are right. I think I have a happy family.
(板书，学习新单词，并要求掌握。)
happy
(导入1。)
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
Job
Workplace
Peter
Father
Mother
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。)
Step 4 Practice 第四步 练习(时间:8分钟)
通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。
1. (播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。)
T: Listen to the tape for the first time in order to learn about main ideas. Then listen again and mark True or False in 3. I’ll check the answers.
2. (重放3录音，学生获取更多信息，并根据对话内容，复述Jack的家庭情况，完成3。)
T: Listen to the tape again, and try to get more information. Then retell Jack’s family according to the dialog.
3. (做游戏：找朋友。课前把4a，4b中的问句和答句写在卡片上，打乱顺序，让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。)
T: Let’s play a game: Finding friends. Here are sixteen cards. I’ll ask sixteen students to draw the cards. Then find out their own questions or responses quickly and act out in the front.
Example:
Group 1
S1:What do your parents do?
S2:They are both office workers.
Group 2
S3:What do you do?
S4:I’m a student.
…
4. (播放4a、4b录音，学生跟读，并注意语音语调。完成4a和4b。)
T: Listen to the tape and repeat. Pay attention to your pronunciation and intonation.
5. (教师出示小黑板，学习并操练本单元的特殊疑问句。)
T: Let’s do some exercises. Please look at the small blackboard. Fill in the blanks, then check the answers together.
对画线部分提问：
(1) My parents are workers.
do your parents ?
(2) I am a student.
do you ?
(3) The man works on a farm.
the man work?
(4) They work in a school.
they work?
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:6分钟)
通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。
1. (听叙述，画家谱。 老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。完成5（1）。)
T: Listen to the description of your partner’s family photo. Then draw his/her family tree. And we will decide who draws best.
2. (人人都做小记者。学生两人一组相互采访，完成5(2)。)
T: Suppose you are a reporter, interview your partner about his/her family members. Then fill out the table in 5.
3. Homework:
让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的《英语学习园地》栏。
板书设计：
What does your mother do?
Section D
live with us
look after 1. /m/, /n/,/ŋ/, /l/
in red 2. My grandparents live with us and look after Rose at home.
on the sofa 3. What do your parents do?
a photo of my family 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。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some words about food and drink:
fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger
(2)Learn some other new words and phrases:
yourself/yourselves, help oneself (to), would, about, What about …? all right, for, idea, good idea
2. Talk about having meals and making suggestions:
(1)—Help yourselves!
—Thank you.
(2)—Would you like some …?
—No, thanks.
(3)—What would you like to eat/drink?
—Apple juice, please.
—I’d like …
(4)—Milk for me, please.
—Me, too.
(5)—What about some …?
—Good idea.
3. Learn countable nouns and uncountable nouns.
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 Group B: Uncountable nouns
some eggs some fish
some cakes some rice
some apples some bread
some hamburgers some chicken
some vegetables some apple juice
some oranges some water
some bananas 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。)
Step 4 Practice 第四步 练习(时间:8分钟)
通过角色表演，听力练习及情景表演，强化训练本节课的功能用语和新单词。
1. (角色表演，学生四人一组操练1a对话，然后教师挑选一组表演该对话。)
T: Let’s role-play. Please practice the dialog in 1a in groups of four. Then I’ll choose one group to come to the front and act it out.
2. (播放2录音，完成2。)
T: Very good. Here’s another conversation about having meals. (教师可以用汉语解释having meals。) Please listen to the tape and write down the words about food and drinks. Are you ready? Please go.
(核对答案。)
3. (情景表演：晚上你的朋友到你家用餐，请你和朋友一起表演就餐对话。)
T: Nice work. Imagine one of your friends comes to your home to have supper this evening. Can you make a conversation with your friend? You can use these useful expressions: Help yourself! Would you like … ? What would you like …? I don’t like … What about …? Good idea. …
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过采访和讨论等活动，把学习英语与学生生活有机结合起来，培养他们的健康意识。
1. (采访活动)
(1)(教师先示范，然后学生四人一组，进行采访，并填写4表格。)
(2)(汇报结果：教师先展示一个学生的采访结果。然后挑选几个学生朗读他们的调查报告。)
T: In the lesson, we learned some names about food and drink. Now let’s work in groups of four. Ask your three classmates what they would like to eat and drink. Then write them down to fill out the table in 4. You can begin like this: S1, what do you like to eat?
S1: I like some vegetables and fish.
T: What do you like to drink?
S1: I like some milk.
T: Good! I’ll choose some of you to report it like this: X X likes to eat vegetables. X X likes to drink some milk. Do you understand? Please go!
2. (讨论：我们应该吃什么食物才是最健康的？)
(教师可以设计如下内容，学生讨论后连线。)
(教师出示小黑板。)
fish make us clever (使人聪明)
chicken make us healthy (使人健康)
milk make us fat (使人变胖)
eggs make us sleep well (帮助入睡)
vegetables
juice
hamburgers
T: Let’s look at the small blackboard. Please discuss and match.
(核对答案。)
3. Homework:
(1)熟读1a对话。
(2)对自己的家人做一个调查，制作如4表格。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well
2. Talk about having meals and ordering food:
(1)What do you usually have for breakfast, Michael?
(2)May I take your order, sir?
3. Go on talking about offering, accepting and refusing.
(1)It’s my favorite food. I like Chinese food very much.
(2)—Would you like something to drink?
—Yes. A glass of apple juice, please./No, thanks.
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 1 Review 第一步 复习(时间:6分钟)
通过游戏，复习Section A，激发学生学习英语的兴趣，培养他们的观察能力。
(玩游戏，复习已学词汇，培养学生速记能力与观察能力。)
(方案一)(少了什么？教师准备若干食物卡片，并将这些卡片一一展示，学生逐一读出卡片上的食物名称，然后将卡片抽去一张让学生快速辨认，看少了哪一张，教师可以问What’s missing?学生只需回答单词。)
T: Are you ready? Go! (教师先拿出卡片让学生快速看一眼，然后合卡，抽卡，再呈现给学生。) What’s missing?
S1: Chicken.
(重复活动，复习词汇。)
(方案二)(找区别：教师准备A，B两幅相似的用餐图片，让学生快速看一眼A图然后收起来，并出示B图，提问学生What’s the difference?学生可以用I can see some … (a/an …) in Picture A, but I can’t see them (it) in Picture B.教师示范。)
T: You can begin like this:
I can see an apple in Picture A, but I can’t see it in Picture B.
I can see some fish in Picture A, but I can’t see it in Picture B. 12999英语网
(对找出最多区别的同学给予表扬。)
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.
T: 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。) 12999英语网
(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?)
Step 4 Practice 第四步 练习(时间:11分钟)
学习三餐饮食习惯的表达，进一步巩固所学句型和单词。
1. (教师出示三张钟表简图，分别是早上7∶00，中午12∶00，下午5∶00，内容都是一家人吃饭的情景。)
T: (出示图片1)It is seven o’clock in the morning.
(出示图片2)It is twelve o’clock at noon.
(出示图片3)And it is five o’clock in the afternoon. Are you clear?
Ss: Yes.
T: (手持图片1) Do they wait for a bus?
Ss: No.
(教师解释wait for …，板书并要求学生掌握。)
wait for…
T: What do they do?
Ss: … (学生会用汉语回答。)
T: They have breakfast.
(板书，让学生猜测词义，然后领读，要求学生掌握。)
breakfast
T: (出示图片2) They have lunch.
(板书，让学生猜测词义，然后领读，要求学生掌握。)
lunch
T: (出示图片3) They have supper.
(板书，让学生猜测词义，然后领读，要求学生掌握。)
supper
(联系实际，板书学生在校用餐的时间, 并提问。)
in the morning / 8:00 at noon / 12:00 in the afternoon / 5:30
T: (手指8:00) What do you do at this time?
Ss: We have breakfast.
T: (手指12:30) What do you do at this time?
Ss: We have lunch.
T: (手指5:30) What do you do at this time?
Ss: We have supper.
(提问一名学生)
T: I know, you often have breakfast at eight. What do you usually have for breakfast? (手拿些食物做吃饭动作，帮助学生理解。)
S1: I often have … for breakfast.
(教师板书解释并领读，要求学生掌握usually。)
usually, What do you usually have for breakfast?
T: S2, what do you usually have for lunch?
S2: I usually have … for lunch.
T: S3, what do you usually have for supper?
S3: I usually have … for supper.
(教师总结。)
T: Different people like different foods and drinks. I like Jiaozi. It’s my favorite food.
(板书并解释food，教学该句并要求掌握。)
food
It’s my favorite food.
T: That means I like Jiaozi very much.
(问学生)
T: S4, what’s your favorite food?
S4: My favorite food is rice/chicken …
T: S5, what’s your favorite drink?
S5: My favorite drink is milk/juice …
T: Well. S6, do you know what Michael’s favorite food is?
S6: Sorry, I don’t know.
T: OK. Now let’s come to learn 1a, and then you can find the answer.
2. (播放1a录音，完成下列表格，板书。)
T: OK. Please listen to the tape. Then fill out the table on the blackboard.
Name
For Breakfast
For Lunch
For Supper
Michael
3. (重放1a录音，学生跟读，注意语音语调。完成1a。)
T: Listen again and repeat. Pay attention to the pronunciation and intonation.
4. (学生两人一组根据1a编对话并表演。)
T: Well. Now work in pairs and make a conversation similar to 1a.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
结合学生用餐习惯，开展探究和讨论活动，提高学生学习和运用语言的能力。
1. (学生分组，调查组内同学的用餐习惯。然后每组选一个代表，汇报调查结果，完成1b。)
T: OK. Now we know what Michael usually have for three meals. Now please ask your classmates about their three meals and fill out the table in 1b. Then I’ll ask some of you to report it like this: X X usually has … for breakfast. He/She usually has … for lunch, and has … for supper. You can ask and answer after the following example.
Example:
A: What do you usually have for …?
B: I usually have … .
2. (听3录音，学唱歌曲，拓展食物和饮料类名词。)
3. Homework:
(1)把Section A，B中表示建议、接受和拒绝的语句抄在练习本上。
(2)把Section A，B中所有食物类名词，按可数名词和不可数名词分类列在练习本上。
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。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
eat, out, eat out, dinner, have dinner, why, Why not …?
2. Learn some useful sentences about having meals and making suggestions:
(1)—Would you like to have dinner with me?
—Yes, I’d like to.
(2)—What would you like to eat?
—Let me see.
(3)—Why not have some fish and eggs?
—Good idea.
(4)—Help yourself to some fish.
—Thanks.
(5)Here you are.
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 1 Review 第一步 复习(时间:6分钟)
通过歌曲、图片、师生互动等形式，培养学生的学习兴趣。复习重点知识，导入新课。
1. (师生共唱歌曲《Old McDonald Had a Shop》，调节课堂气氛，提高学生的学习兴趣。)
2. (利用图片，快速复习食物名称。)
T: Look at these pictures. Let’s say them out as quickly as possible.
S1: Rice.(教师出示rice图片。)
S2: Hamburger.(出示hamburger图片。)
S3: …
…
3. (让学生两人一组模仿Section B，2a，表演一段就餐对话，导入新课。)
T: Well done! Please make a conversation about having meals with your partner. Then I’ll ask some pairs to act out in the front.
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.
Step 4 Practice 第四步 练习(时间:9分钟)
通过排序、填空和给句子配对等活动，帮助学生继续操练本话题的功能语言项目，以提高学生的综合语言运用能力。
1. (看2的图画，对句子进行正确排序，核对答案。完成2。)
T: Well done. Next, look at the picture in 2 on Page 74. Can you guess where they are?
Ss: They are in the shop.
T: And what do they say? Read the following sentences first. Then put them into the correct order to make a conversation.
(核对答案。)
T: Boys and girls, I’ll divide you into two groups. Boys act the boss. (教师可以用汉语解释boss。) Girls act the customer. (教师用汉语解释customer。) Are you ready? Go.
Boys: May I help you, sir?
Girls: Yes, two hamburgers, please.
Boys: Would you like something to drink?
Girls: No, thanks.
Boys: OK. 16 yuan, please.
Girls: Here you are.
2. (将3中的图贴在黑板上，师生讨论笑脸的含义。学生两人一组问答，然后完成3的文章。)
T: Look at the pictures on the blackboard. Talk about them in pairs.
(1)S1: Do you like chicken?
S2: Yes, I like it a little.
S1: Do you like hamburgers?
S2: Yes, I like them very much.
(2)S3: Do you like fish?
S4: Yes. It’s my favorite food.
S3: Do you like bananas?
S4: No, I don’t like them at all.
T: Nice work! Now let’s complete the passage in 3. Then we will check the answers together.
(核对答案。)
3. (用投影仪或小黑板展示4中两组句子，让学生配对，以提高他们对句子的运用能力，完成4。核对答案。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过接力活动及讨论学生的饮食情况，提高学生听说读写的综合语言技能。
1. (接力比赛。)
(方案一：看谁说得对。)
(教师念some，学生接食物类名词，且要注意是否加s。学生按座位顺序快速轮流说，食物名称不得重复，说错者退出比赛，最后剩下的同学为获胜者。)
(方案二：比一比谁快。)
(1)(事先准备两份内容相同的卡片，卡片上给出的是本话题的功能句。)
(2)(将全班同学分成两组并站成两路纵队，每组的第一位同学用卡片上的第一个问题提问，第二位同学回答，然后第二位同学用卡片上下一问题提问，第三位同学回答，问完问题的同学站到本队的最后，当再次轮到第一位同学提问时，一个赛程结束，教师记下两组分别花费的时间，花费时间短且问答准确率高的组获胜。)
2. (让学生两人一组讨论自己的饮食情况，并模仿3写成短文。学生互评，然后教师挑选一个学生的作文进行点评。)
3. Homework:
(1)让学生运用所学的句型自己编一个关于就餐的对话，并写在练习本上。
(2)询问亲友，或上网查询本地有哪些名菜。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some phonetic symbols:
/h/, /r/, /w/, /j/
2. Learn some new words and a phrase:
dear, kind, such as, be
3. Review ordering food and having meals.
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 1 Review 第一步 复习(时间:12分钟)
通过竞赛、表演、游戏等方式，帮助学生进一步巩固本话题的功能语言。
1. (头脑风暴，复习本话题所有的词汇。)
(将学生分成四组，组之间进行抢答。若某一组员回答不上来，组内其他组员三秒内有一次机会给予帮助。若无人帮助，机会转给其他组。答对一次，画一面红旗，评出优胜组，并颁发“最佳团体奖”。培养学生集体荣誉感。)
T: Hello, boys and girls. Do you remember all the words in the topic? Now let’s PK. I’ll divide you into four groups. Try your best to speak out the word quickly when I say it in Chinese. The group which get the most red flags will be winner. Are you clear? Please go.
(教师示范。)
T: 鸡肉 S1: chicken
T: 鱼肉 S2: fish
2. (男女挑战赛，复习本话题的句型。)
(把全班分成男、女两大组，每组依次各出一人，采用一问一答式，相互交换，每个人只有一次机会，问一句或答一句可得一面红旗，组内相同的问句不能超过三次，否则违规。)
T: OK. Now boys can make a challenge for girls by asking and answering. You can use the important sentences in the topic. You can begin like this:
(教师和一学生示范。)
T: Would you like some eggs? S3: Yes, please. /No, thanks.
(交换角色。)
S3: Here you are. T: Thank you.
(教师观察，若本话题所有句型均已提到，且大部分学生已参与，即可停止。)
3. (即兴表演：三人一组，其中一人为waiter/waitress，运用所学就餐用语，演一个在酒店/饭店用餐的短剧。)
4. (给单词贴尾巴，复习可数名词与不可数名词。)
(教师把以前所学和本单元所有表示食物/饮料类的名称写在动物形的纸板上，贴在黑板上，然后把s写在部分尾巴形的纸板上；另一部分尾巴什么也不写，表示不加s，即不可数名词。给动物贴上正确的尾巴。)
5. (教师出示一封信，引入新课题。)
T: What’s this? Ss: It’s a letter.
T: Yes, do you know how to write an English letter? (用汉语翻译此句。) Ss: No, we don’t know.
T: OK. I’ll teach you how to write an English letter today. (老师做写的动作。)
(导入2a。)
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.
…
Step 4 Practice 第四步 练习(时间:10分钟)
通过听说读写等练习，在不同情境中练习目标语言，展开任务型活动，培养学生综合运用语言的技能。
1. (找同义句。在本单元中，学习了不少同义句，让学生掌握这些句子，明白英语这门语言的灵活性。)
(用小黑板或投影仪，列出下列句子。)
A
(1) Why not have some milk?
(2) What would you like to drink?
(3) What would you like to eat?
(4) I like Chinese food very much.
(5) I want some bread.
(6) Would you like to have dinner with me?
(7) Would you like some eggs?
B
A. Do you want some eggs?
B. What about having dinner with me?
C. I’d like some bread.
D. Chinese food is my favorite.
E. Would you like something to eat?
F. Would you like something to drink?
G. What about some milk?
T: Nice work. Well, in the topic we know many same meaning sentences. Please look at the blackboard, read the sentences in Column A first, and then find the same meaning sentences in Column B.
(学生配对完毕后，教师核对答案并作解释。)
2. (口头翻译句子，让学生加深对句型的记忆。)
T: Please change the sentences into Chinese or English orally. S1, please. Would you like some milk?
S1: 你想要点牛奶吗？
T: 你想喝点什么吗？S2, please.
S2: What would you like to drink?/Would you like something to drink?
…
(对于表现好的学生要给予表扬，对于有困难者，要给予提示。鼓励他们尽量开口说英语。)
3. (播放3b录音，让学生跟读，模仿语音语调，加深巩固。)
4. (教师从3b中抽取五个句子听写，完成3b。)
T: Now, let’s have a dictation.
(1)Would you like something to drink?
(2)What do you usually have for breakfast?
(3)May I take your order, sir?
(4)Help yourself to some fish.
(5)Wait a moment, please.
5. (学生看3a，朗读单词，掌握可数名词与不可数名词。教师可适当补充，完成3a。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过组织英语角活动，为学生提供实际运用英语的机会，提高学生的学习兴趣和语言运用能力。
1. (小小英语角，带着任务去交谈。)
(教师把学生分成六人一组，组织一个小英语角，不准用汉语。运用前面所学知识，谈论家庭、食物。教师在各小组间走动，提供帮助，鼓励学生大胆发言，完成4(1)中表格。)
T: Boys and girls, would you like to go to the English Corner with me? (可以用汉语解释the English Corner。)
Ss: Yes. We’d like to.
T: OK. Now I’ll divide you into many groups, six members in a group. Talk about your family members, food and drink at the English Corner using the questions, such as: (1) What does your father/mother/ … do? (2) Where does he/she work? (3)What’s his/her favorite food? (4) What does he/she usually like to drink? … You can only speak English at the English Corner. Then fill out the table in 4(1).
2. Homework：
(1)找一些自己的玩具、书刊，带到学校，以备下节课使用。
(2)(把本单元所学的食物类名词归类。)
第一种方法：按食物和饮料归类。
第二种方法：按可数与不可数归类。
(3)根据4(1)中谈话内容，写作文，四十个词左右。教师要求作文必须用真实姓名，且必须写其他人，内容要包括他人的个人信息，家庭信息。完成4(2)。
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。
Ⅰ.Teaching aims and demands 教学目标
1.(1)Learn some useful words and phrases:
madam, buy, over, there, over there, try, try on, How much …?
(2)Learn some new words about numbers:
thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred
2. Learn some expressions about shopping:
(1)—What can I do for you, madam?
—I want to buy some clothes for my daughter.
(2)—Can I try it on?
—Sure.
(3)It looks very nice on you.
(4)That’s fine. We’ll take it.
3. Learn how to express and respond to the thanks:
—Thanks a lot.
—Not at all.
4. Learn how to ask and state prices:
—How much is it?
—It’s only seventy yuan.
5. Learn how to make suggestions:
—What about this one?
—All right.
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 40 forty
15 fifteen 50 fifty
16 sixteen 60 sixty
17 seventeen 70 seventy
18 eighteen 80 eighty
19 nineteen 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.
Step 4 Practice 第四步 练习(时间:5分钟)
通过听力练习，引导学生模仿和实践，帮助学生养成良好的发音习惯，提高学生应用所学知识解决问题的能力。
1. (播放2c录音，连线并核对答案。完成2c。)
2. (再次播放2c录音，学生跟读。然后两人一组模仿操练。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
设置真实的购物场景，通过身临其境的角色表演，培养学生综合运用语言的能力、创造力和合作精神。
1. (六人一组，各组分别收集学生的文具，组成一个小柜台，由组员轮流扮演店员和顾客，运用本课所学，模拟购物活动。)
2. Homework:
(1)自编一个购物小对话。
(2)找出家中儿时的玩具，带到学校。
(3)复习数词，掌握本课所学句型。
板书设计：
What can I do for you?
Section A
buy … for … (1)—What can I do for you? (4)—Can I try it on?
over there —I want some … —Sure.
try on (2)—Thanks a lot. (5)—How much is it?
twenty—ninety —Not at all. —It’s …
twenty-one—ninety-nine (3)—May I help you? (6)That’s fine. We’ll take it.
one hundred —Yes, please. I’d like …
—No, thanks.
Section B
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and phrases:
just, pair, think of, How about …?=What about …?, think about
2. Learn how to make suggestions:
(1)Why not try on that pair?
(2)How about the blue one?
3. Learn more expressions about shopping:
(1)—Can I help you?
—I’m just looking, thanks.
(2)—How do you like the pants?
—They’re too long.
(3)—What do you think of this green skirt?
—Oh, I don’t like it at all.
(4)Well, I’ll think about it. Thank you all the same.
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 1 Review 第一步 复习(时间:10分钟)
通过图片、游戏等形式，复习基数词和有关购物的交际用语，导出并学习本课生词及功能用语。
1. (小组竞赛。复习基数词twenty—one hundred。把全班同学分成八个小组，每个小组选一名代表，教师拿着自制的卡片分别考查学生代表。另选一名学生看着表，在规定的时间内，评选出优胜小组，并给予适当的表扬和鼓励。)
A组S1： twenty, forty, eighty, one hundred
B组S9： forty, sixty, ninety, …
C组S17：fifty, eighty, …
D组S25：seventy, ninety, …
…
2. (教师出示一幅一个男人正在商场买鞋的图片, 复习购物用语。引出新词汇。)
T: Where are they?
Ss: They are in a shop.(教师帮助学生回答。)
T: What will the salesgirl say?
S2: What can I do for you, sir?/May I help you?
T: What will the man say?
S3: I want some …/I’d like some …/Yes, please. I’d like …
T: What does the man want to buy?
S4: He wants to buy shoes.
T: Yes, he wants to buy a pair of shoes.
(板书并解释，要求学生掌握。)
pair, a pair of
T: “Pair”means“two”.(伸出两指。)
(出示一条小孩子的裤子的图片。)This is a pair of pants.
(出示一副眼镜的图片。) And this is a pair of glasses.
(出示一双玩具鞋的图片。) And this is a pair of shoes.
(板书并解释，要求学生掌握。)
a pair of pants/glasses/shoes
(教学这三个词组，然后继续解释。)
T: (用彩色粉笔标记pants/glasses/shoes。) You see, they are all in plural forms(翻译成“复数形式”). We can say
“The shoes are nice”, but we can’t say“This pair of shoes are nice”. We should say“This pair of shoes is nice”.
(板书并解释，要求学生掌握。)
This pair of shoes is nice.
△
The shoes are nice.
△
(用彩色粉笔在is和are下面画一个△。)
T: I like this pair of shoes very much. How do you like this pair of shoes?
S5:Oh, I don’t like them at all. (或其他答语。)
(板书并解释，要求学生掌握。)
How do you like+n.?
I like it very much/a little.
I don’t like them at all.
They are very nice.
They are too long/small/big.
T: (出示一个玩具的图片。) S6, how do you like this toy?
S6: I like it a little.
T:(出示一副眼镜的图片。) How do you like this pair of glasses?
S6:I don’t like them at all.
T: What do you think of this pair of glasses?
S6:They are nice.(教师帮助学生回答。)
(板书并解释，要求学生掌握。)
think of
What do you think of+n.?
How do you like+n.？=What do you think of+n.?
(教学这两个句型，然后做口头反应操练。)
T: I say“How do you like …”, you say“What do you think of …”. OK?
Ss: OK.
T: How do you like the pants?
Ss: What do you think of the pants?
T: How do you like the shoes?
Ss: What do you think of the shoes?
…
3. (设置疑问，导入1a。运用解决问题的方式引出新句型。)
T: What will you say if(翻译成“如果”) you don’t want to buy anything in a store?
Ss: I’m just looking./Well, I’ll think about it.(教师帮助学生回答。)
(板书并解释，要求学生掌握。)
just
think about
T: What can I do for you?
S7:I’m just looking.
T: What do you want to buy?
S8:Well, I’ll think about it.
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。)
Step 4 Practice 第四步 练习(时间:8分钟)
看图片拟定购物计划，培养学生的写作能力。
1. (学生依据2a，分组讨论，列出购物计划，然后挑选几组汇报讨论结果，完成2b。此练习重在培养学生解决问题及合理理财的能力。)
2. (看图，根据所示规则玩数字游戏，完成3。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
设置具体的活动场景，培养学生综合运用语言的能力。
1. (复习购物句型及数词。)
(让学生把所带来的玩具拿出来放在课桌上，学生可以自由走动，寻找自己想买的东西，只要运用的语言正确，即可拿走，教师先示范。)
T: What can I do for you, sir?
S1: I want this toy.
T: How do you like it?
S1: It’s very nice. How much is it?
T: It’s 2 yuan.
S1: That’s fine. I’ll take it.
T: Here you are.(老师把玩具给S1。)
(学生以此示范进行活动，谁买到的东西最多，谁就是当日“最佳采购员”。)
2. Homework:
(1)朗读1a，复习购物用语。
(2)复习Section A和B的单词。
(3)用一百元钱制定你的购物计划。列出你想要购买的东西的名称、数量、颜色和价格。
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。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some useful words and phrases:
shop, do some shopping, need, kilo, salt, How many …? bottle, heavy, worry, fat, mouse, rabbit, ant
2.Talk about quantity:
(1)What do we need? We need two kilos of apples and some salt.
(2)How much salt do we need? Three bags of salt.
(3)How many bottles? Six bottles.
(4) Is that all?
(5) I want to buy some bread.
3.Learn some useful expressions about shopping.
(1)Is that all? Yes, I think so.
(2)Do you have any vegetables? I’d like two kilos.
(3)Here you are./Here it is.
(4)How about some bread?
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 1 Review 第一步 复习(时间:15分钟)
用实物和图片，创设情景。师生对话，复习旧知识，导出生词。
1. (检查学生对Section A、B的单词记忆情况，叫几名学生到黑板前听写单词，写完之后核对。教师指出存在的问题，并解决问题。)
2. (教师拿起学生身边的实物，复习上节课的重点句型。引出本课新词汇。)
T: (拿起S1的笔。)Oh, a nice pen! How do you like it?
S1: I like it very much.
T: Do you buy it in a supermarket?
S1: Yes./No.
T: What do you think of it?
S1: It is very nice.
T: How much is it?
S1: It’s ten yuan.
T: I need a pen. So I need your help.
(板书并解释，要求学生掌握。)
need
(学生把笔递给教师，教师讲解need这个单词。)
T: We need many things. We need food. We need drinks. We need clothes. We need pens. We need books … You need my help and I need yours, too. Sometimes(教师解释：“有时”。) your mother needs your help when she wants to buy something in a shop. Sometimes your mother needs you to do some shopping.
(板书并解释，要求学生掌握。)
shop, in a shop
do some shopping = buy something in a shop
T: Now I need your help. Do you have any pencils?
S1: Yes, I do. Here you are. (递铅笔给教师。)
T: Do you have any …?
S2:Yes, I do.
T: Do you have any …?
S3: No, I don’t have any … (帮助学生回答。)
T: Do you have any …?
S4: No, I don’t have any … (帮助学生回答。)
(教师拿着刚才收集到的东西造句，引出some和any的用法。)
T: I have some …, but I don’t have any …. I have some …, but I don’t have any …. I have some …, but I don’t have any …
(some与any交替出现，且语速要慢。试着让学生通过这些句子总结some和any的用法。)
(板书重点语法。)
any: 用于否定句和疑问句
some: 用于肯定句
(教师运用上面I have some …句型，引出“How many …?”句型。) Http://en.12999.com
T: How many pencils?(教师领着点数。) One, two, … eight. There are eight pencils.
(教师继续出示图片练习How many …?句型，数量要少，一眼就可以看出最好。)
T: How many pens?
Ss: Five.
…
(板书并要求学生掌握。)
How many …?
(教师出示三包盐的图片。)
T: How many bags of salt?
Ss:Three bags of salt. (教师帮助学生回答。)
(教师出示四瓶牛奶的图片。)
T: How many bottles of milk?
Ss: Four bottles of milk. (教师帮助学生回答。)
(板书并要求学生掌握。)
salt
three bags of salt
bottle
four bottles of milk
(教师出示两公斤鸡蛋的图片。)
T: How many eggs?
Ss: Fourteen.
T: How many kilos of eggs?
Ss: Two kilos of eggs. (教师帮助学生回答。)
(板书并解释，要求学生掌握。)
kilo
two kilos of eggs
T: Is that all?
Ss: Yes, we think so.
(板书并解释，要求学生掌握。)
Is that all?
T: Today Ben’s father needs Ben to buy something for him. What are they? Let’s listen to 1a. (导入1a。)
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 ②三包盐
③二十公斤鸡蛋 ④five kilos of oranges
⑤six bottles of milk ⑥do some shopping
⑦I don’t have any milk. ⑧我没有苹果。
⑨就这些? ⑩I think so.
4. (播放2录音，完成2。)
Step 4 Practice 第四步 练习(时间:12分钟)
出示图片，师生对话，在情景中引出和练习新的语言点，让学生充分使用英语，增加学生学习的乐趣。
1. (教师出示3a中的动物图片，引导学生学习3a的单词。)
T: This is a mouse. Its name is Mickey. It’s fat.
(板书并解释，要求学生掌握。)
mouse, fat
T: This is a rabbit. This is an ant.
(板书并解释，要求学生掌握。)
rabbit, ant
T: What would a rabbit like to eat?
Ss: Vegetables.
T: And a cat?
Ss: A mouse.
T: You are very clever(教师竖起大拇指赞扬). Do you like mice?
(板书并解释，要求学生掌握。)
mouse (pl. mice)
Ss: No, we don’t.
T: Do you like cats?
Ss: Yes, we do.
T: Yes, people don’t like mice. Because they eat our food. But many people like Mickey Mouse.(展示米老鼠图片) Do you like him?
Ss: Yes.
T: How about Tom and Jerry? (展示《猫和老鼠》画册。)
Ss: Yeah!
T: Look! Ants are small. But they can carry (教师解释：“搬运”) heavy food. (出示一幅蚂蚁搬重物的图片。)
(板书并解释，要求学生掌握。)
heavy
(教学heavy，并举例说明。)
T: Do you worry about it?
Ss: Yeah!
T: Don’t worry.
(板书并解释，要求学生掌握。)
worry
worry about
Don’t worry.
(教师举例讲解，帮助学生理解。)
T: Don’t worry. I’ll help you.
Don’t worry. I’ll give it to her.
Don’t worry. I’ll tell her about it.
2. (教师引导学生阅读3a，要求学生理解大意并回答问题，然后核对答案。)
T: Read 3a please, then answer the questions.
(1)What does the rabbit want to buy? How many?
(2)How much are they?
(3)Does the ant want to buy a bag of rice?
(4)Does Mr. Cat want to buy any fish?
3. (听3a录音，感受英语，注意语音语调。再次播放3a录音，让学生跟读，然后分角色表演对话。完成3b。核对答案。)
4. (让学生再读3a，画出购物用语，并用自己的语言归纳3a的内容。)
5. (教师总结表达“想要……”的句式。)
(板书并解释，要求学生掌握。)
(1)I want to buy ... / I want ...
(2)I need to buy ... / I need ...
(3)I’d like to buy ... / I’d like ...
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过账单卡片游戏，促进并调动学生的协作性和互动性，推动语言学习，达到探究目的。
1. (分组活动。)
(1)教师事先制作A、B两种卡片数套。卡片上呈现的内容如下表。要求学生两人一组各领取A卡和B卡。相互询问价格，补全账单卡片中各物品的价格，并合计其总数。
T: Boys and girls, finish Card A and Card B with your partners.
(A卡和B卡如下：)
Card A
a dress ________
a cake ￥25
a book ￥9
a hat ________
a bag of rice ________
a knife ________
Total:
Card B
a dress ￥30
a cake ________
a book ________
a hat ￥8
a bag of rice ￥90
a knife ￥6
Total:
Example:
S1: Excuse me. How much is the dress?
S2: It’s 30 yuan. How much are the cake and the book?
S1: They are 34 yuan.
…
(2)（教师和学生一起核对答案。）
2. Homework:
(1)复习Section A至C的对话，整理并记忆重点短语、重点句型。
(2)课下和其他同学共同探讨记单词的奥秘。看自己能否学到一些窍门。
(3)自带些小食品和生活用品，以备下节课使用。
板书设计：
What can I do for you?
Section C
do some shopping Don’t worry.
two kilos of apples How much salt do we need?
three bags of salt How many bottles (do we need)?
six bottles of milk any: Do you have any vegetables?
—Is that all? some: I want to buy some bread.
—Yes, I think so.
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:
2. (1)Review some countable nouns:
egg, banana, coat, apple, pant
(2)Review some uncountable nouns:
milk, salt, rice, bread, juice, a glass of apple juice, six bottles of milk, three bags of salt
3. Review the usage of “some” and “any”.
4. Review some useful expressions about shopping.
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 1 Review 第一步 复习(时间:8分钟)
教师设置题目，让学生自由交谈。复习目标语言，增强学生对购物用语的理解，导入新课。
1. (学生两人一组以Shopping为题目自由交谈。)
Example:
(1) S1: What can I do for you, sir?
S2: I want some milk.
S1: How many bottles do you need?
S2: Four.
S1: Is that all?
S2: Yes. How much is it?
S1: 16 yuan.
S2: Here you are. Thanks.
S1: You’re welcome.
(2) S3: Can I help you, madam?
S4: I want some clothes for my daughter.
S3: Would you like this one?
S4: Oh, I don’t like the color.
S3: What do you think of that blue one?
S4: That’s fine. How much is it?
S3: 80 yuan.
S4: OK. I’ll take it. Thank you.
S3: You’re welcome.
(3) S5: Could you help me do some shopping, S6?
S6: Sure, what do we need?
S5: We need some bread and some salt.
S6: How much salt do we need?
S5: Three bags of salt.
S6: Is that all?
S5: Yes, I think so.
S6: Oh, some bread and three bags of salt.
S5: Yes, that’s right.
2.（导入Section D。）
T: Now, let’s come to Section D.
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 teacher order thirty
purple welcome fourteen forty
T-shirt later forty heavy
skirt letter tall 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 forty fifty
worker dollar ball happy
nurse letter four monkey
thirty over door eighty
Step 4 Practice 第四步 练习(时间:15分钟)
出示多媒体课件，让学生在可视场景中，掌握常见的购物用语的表达方式。
1. (复习some, any的用法，引导学生理解并掌握some的特殊用法，完成2。核对答案。然后让学生练习对话。)
2. (让学生根据所给图片编写一个对话，然后选几组学生表演这个对话。完成3。)
Example:
S1: What can I do for you, boy?
S2: I’d like two bottles of milk, three kilos of oranges and a bag of rice.
S1: Is that all?
S2: Yes. How much are they?
S1: 85 yuan, please.
S2: Here you are.
S1: Thanks.
3. (教师播放课件，课件要按本课的语法项目和功能编辑，课件中要出现本节课要掌握内容的情景组合镜头。)
(1)组合镜头A：商场物品。
T: Boys and girls, what can you see?
Ss:We can see …
(教师把学生回答的商品按GroupⅠ和GroupⅡ归类并板书。)
GroupⅠ (可数名词)
egg, banana, shoe, coat, vegetable, pants
GroupⅡ (不可数名词)
milk, salt, fish, bread, juice
(2)组合镜头B：餐厅
(教学方式同上。)
…
rice, a glass of apple juice, six bottles of milk
(3)让学生观察上列的GroupⅠ和Ⅱ两组词，总结可数名词与不可数名词的语法规律。
(根据总结，用a, an, some, any填空。完成下面的练习题。)
(多媒体出示练习题。)
① I have desk.
② They don’t have rulers.
③ She has eraser.
④ Would you like water?
⑤ I’ll buy bottle of milk.
⑥ Do you need bags of oranges?
⑦ They would like glasses of apple juice.
⑧ She doesn’t have English book.
(4)组合镜头C：购物场景
(要求学生复述听到的内容。同时板书练习题，要求学生用some, any填空，巩固其用法。)
①I want to buy clothes for my daughter.
②Oh, we don’t have milk.
③How about bread?
④Do you have vegetables?
(5)组合镜头D：另一购物场景
(要求学生复述听到的内容，教师同时板书或用多媒体呈现。)
①—What can I do for you, madam?
—I need two bags of salt and two kilos of eggs.
②—Thanks a lot.
—Not at all.
③—How much is it?
—It’s only 70 yuan.
—That’s fine. We will take it.
④—May/Can I help you?
—I’m just looking.
⑤—What do you think of this green skirt?
—Oh, I don’t like it at all.
⑥—How much is it?
—It’s 280 yuan.
—280 yuan? Are you kidding?
(教师让学生熟读以上购物用语，并要求默写。)
(再放录音，跟读，巩固4a和4b。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
组织学生进行模拟购物，并拟写销售报告单，锻炼学生的语言运用和实际探究能力。
1. (做游戏。)
(模拟购物。教师要求学生拿出自己准备的东西：小食品、学习用品及生活用品。标上销售价格，然后放到教师指定的柜台上摆卖。卖场设食品专柜、学习用品专柜和生活用品专柜。学生扮演销售员和顾客，进行对话，完成5。)
Example:
S1: Can I help you?
S2: Yes, please. I want a coat.
S1: How about this one?
S2: It looks nice. Can I try it on?
S1: Sure. How do you like it?
S2: It’s a little small.
S1: What do you think of that green one? Would you try it on?
S2: Thanks. Oh, it’s OK. How much is it?
S1: It’s 100 yuan.
S2: That’s fine. I’ll take it. Thanks.
S1: You’re welcome.
2. Homework:
教师要求学生课后交一份模拟购物的销售报告单。内容包括物品名称、销售价格和总营业额。
(报告单如下：)
Sales Report
Item Price
a coat ￥100
_____ _________
_____ _________
_____ _________
_____ _________
_____ _________
Total: ￥_______
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
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
free, be free, Sunday, up, go, West Hill, picnic, love, call, forget, bring, guitar, tomorrow, go fishing
2. Learn to make telephone calls:
—Hello!
—Hello, Jane! This is Kangkang.
3. Learn to make appointments:
—Are you free this Sunday?
—Yes. What’s up?
4. Learn to make invitations:
—Would you like to go to West Hill for a picnic?
—Oh, I’d love to.
5. Learn the reminding:
(1)Please tell Maria about it.
(2)Don’t forget to bring your guitar.
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，独立完成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.
Step 4 Practice 第四步 练习(时间:11分钟)
拓展本课功能话题，在真实情境中运用目标语言，活跃课堂气氛。
1. (教师要求学生在熟悉1a, 1b的基础上，独立完成1c，巩固本节课所学目标语言。核对答案。)
2. (完成2。核对答案。然后学生之间模拟电话会话。)
T: Match the sentences in Column A with those in Column B.
(板书并要求学生掌握。)
tomorrow
3. (打电话表演。课前教师预先把一部手机交给一位同学，叫他/她在做该练习的时候接老师的电话，并按安排好的内容与老师通话，要求该生对这次表演保密。)
(1)(教师在讲台上拿出手机，拨打电话……看到这，学生都很惊讶。)
(2)(教室里一位同学口袋里有手机铃声在响，他/她掏出了手机……)
(3)(教师和学生进行如下对话。)
T: Hello, S1. This is Dad/Mom.
S1:Hello, Dad/Mom.
T: S1, where are you?
S1:I’m at the toy shop. I’d like a toy car.
T: OK. I’ll buy you one this afternoon. Don’t forget to go to school.
S1:All right.
(4)(教师鼓励其他学生给老师打电话，学生都活跃起来。)
T: Boys and girls, who wants to call me? My telephone number is … Anybody?
(其他学生接过S1的手机，给教师打电话。师生通过手机再现通话真实情景，学生非常有兴致。此活动既活跃了课堂气氛，又巩固了本节课的目标语言。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
功能话题加深，由易到难，使学生对所学知识有新认识，在任务型教学中实现教学目标。
1. (全班星期日早上要去野餐，让学生分组讨论或电话制定野餐计划，完成3。)
Example:
(Ring …)
S1: Hello!
S2: Hello, S1. This is S2.
S1: Hi, S2. What’s up?
S2: Are you free this Sunday morning?
S1: Yes.
S2: Would you like to go for a picnic with me?
S1: Yes, I’d like to.
…
(通过这个活动，既可以复习电话用语，又能巩固本课生词。)
2. Homework:
(1)熟读1a和1b对话。
(2)根据野餐计划写一篇邀朋友去野餐的电话会话，巩固本课所学内容。
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
sing, song, have to, fun, fly, kite, fly a kite, afraid, time, carry, speak to, ask, back, call … back
2. Learn to make invitations:
(1)—Would you like to sing some songs with me?
—I’m sorry I can’t. I have to cook.
(2)—Steve, how about flying a kite with me?
—I’d like that, but I’m afraid I have no time.
3. Learn about making telephone calls:
(1)Hello! May I speak to Maria?
(2)Who’s this, please?
(3)—Could you ask her to call me back this evening?
—Sure.
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 1 Review 第一步 复习(时间:10分钟)
通过复习预约野餐的电话会话，过渡到野餐情境，呈现本课生词和交际用语，调动学生学习的积极性。
1. (找两三组同学上台表演上节课中的1a电话会话。掌声鼓励。)
2. (出示1a图片，通过师生对话导入新课。)
T: Look at the picture. Now they are very happy. Kangkang, Michael and Wang Junfeng are cooking. Cooking is fun. But now they have no water. Who’d like to help them carry some water?
(板书并要求学生掌握。)
fun
carry
Ss: Steve.
T: Right. Look at Jane. She is playing guitar. Would you like to sing some songs with her?
S1: Yes, I’d like to. (可帮助学生回答。)
(板书并要求学生掌握。)
—Would you like to sing some songs with her?
—Yes, I’d like to.
T: And Maria wants to fly a kite. How about flying a kite with her?
S2: I’d like that.(帮助学生回答。)
(板书并要求学生掌握。)
fly a kite
—How about flying a kite with her?
—I’d like that.
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。)
carry water.
I have to
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，独立完成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
Step 4 Practice 第四步 练习(时间:8分钟)
运用情景教学功能用语进行电话会话，激发学生的学习热情，同时培养学生的听、说、读、写等语言技能。
1. (教师拿出手机假装拨打电话，让一个事先安排好的学生接电话，师生进行电话会话，导入本课目标语言。)
T: Hello! May I speak to Mr. Lee?
S1:Oh, sorry. He isn’t here.
T: Who’s this?
S1:This is S1.
T: Could you please ask him to call me back this evening?
S1:Sure.
T: Thank you.
(板书并要求学生掌握。)
May I speak to Mr. Lee?
Who’s this?
ask him to call me back
T: Now Sally is making a telephone call.
2. (播放2a录音，让学生回答问题。)
T: Please listen to 2a and answer the question: Who does Sally want to call?
(师生核对答案。)
3. (学生再听录音，跟读并模仿语音语调。)
4. (学生两人一组表演此对话。根据对话内容，学习电话留言的写法。)
5. (独立完成2b横线上的内容，并使用简洁、流畅的语言完成电话信息。)
6. (教师播放3录音，学生跟读，提醒学生注意连读。)
(板书以下句子，让学生操练。)
(1) It is a car.
(2) Help yourselves.
(3) Can I take your order?
(4) There is a bus over there.
Step 5 Project 第五步 综合探究活动(时间:9分钟)
创设虚拟语境，让学生运用目标语言交流。使学生在学习中获得成就感，激发其学英语的兴趣。
1. (晚上八点钟，Sally家的电话响了……)
T: Boys and girls, now it’s eight o’clock in the evening. The telephone at Sally’s home is ringing. Suppose you are Sally. Your partner, Maria, calls you back and you tell her something about the picnic. Pair work.
(1)(学生两人一组编排对话。)
(2)(教师请两组同学到台上表演。)
Example:
(Ring…)
Sally: Hello!
Maria: Hello! May I speak to Sally?
Sally: This is Sally. Who’s this?
Maria: Hi, Sally. This is Maria.
Sally: Hi, Maria. Don’t forget to bring a kite for our picnic.
Maria: Don’t worry. I won’t forget it.
Sally: OK. Goodbye.
Maria: Bye.
2. (康康在广西农村结交了一位小朋友，他常常给予这位小朋友帮助。让学生扮演康康，给那位小朋友打电话。小朋友名叫杨松，在希望小学读书。接电话的是校长。三人一组进行电话会话练习。)
T: Kangkang makes a friend in the countryside in Guangxi. He is a little boy. His name is Yang Song. Kangkang often helps him. Now you are Kangkang. You give Yang Song a call. And the headmaster answers the phone. Work in groups of three. Then act it out.
Example:
(Ring …)
Headmaster: Hello! This is Hope Primary School.
Kangkang: Hello! May I speak to Yang Song?
Headmaster: Just a moment, please.
…
Yang Song: Hello!
Kangkang: Hello! Is that Yang Song?
Yang Song: Yes.
Kangkang: Hi, Yang Song. This is Kangkang. How are you?
Yang Song: Fine, thank you. And you?
Kangkang: I’m fine, too. Do you need any help?
Yang Song: Yes. My English is poor.
Kangkang: Don’t worry. I can help you. I’ll give you some books about English.
Yang Song: Thanks. Goodbye.
Kangkang: Bye.
3. Homework:
模仿2a、2b，用英语给你的同学打电话，练习并巩固电话用语，然后将该对话写在作业本上。
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。12999英语网
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful phrases:
have a picnic, go shopping
2. Talk about the invitations:
(1)—Would you like to have a picnic with old McDonald?
—Yes, I’d love to.
—Thanks. That would be very nice.
(2)—What about having a picnic with old McDonald?
—I’d like that, thanks.
(3)—How about having some apple juice?
—Good idea!/All right.
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 1 Review 第一步 复习(时间:7分钟)
复习、总结征求意见的表达方式及其回答，培养学生观察、总结和运用语言知识的能力。
1. (教师出示小黑板，要求学生按示范练习。)
T: We have learnt“Would you like to …? How about …? What about …?”. Let’s practice them. Please look at the small blackboard. Make a dialog using the expressions on it. After practice, please act it out in front of the class.
(小黑板内容如下：)
Would you like to …? How about …?
Why not …?
Yes, I’d like/love to.
I’d like that.
Good idea.
All right.
I’d like that, thanks.
Sorry, I can’t.
No, thanks.
(运用下列短语。)
have a picnic go fishing
watch TV go shopping
drink water eat fish
have some juice
(板书并要求学生掌握。)
have a picnic go shopping
Example:
S1: Would you like to go fishing this afternoon?
S2: Yes, I’d love to. Would you like to watch TV this evening?
S1: Sorry, I can’t.
S2: Why not?
S1: I have no time. How about having a picnic this Sunday?
S2: Good idea. Would you like to drink water?
S1: No, thanks. I’d like to have some juice.
2. (教师让两三组学生到台前表演，然后总结学生的练习情况。表扬优秀，鼓励后进。)
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。)
T: 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。) Http://en.12999.com
(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!
Step 4 Practice 第四步 练习(时间:5分钟)
听录音，集中训练征求意见的表达方式及其回答，使学生熟练掌握本课目标语言。
1. (播放2录音，完成2。)
T: OK. Let’s listen to 2 and fill in the blanks.
(教师核对答案并板书。)
(1)Would you like …?
(2)How/What about …?
(教师用小黑板出示习题，练习短语及句型用法。)
从A、B、C三个选项中选出最佳答案，填在横线上。
(1)I would like to the zoo with my parents today.
A. go B. to go C. going
(2)—Mom, what about to the zoo today?
—Good idea!
A. go B. to go C. going
(师生核对答案。)
2. (学生两人一组读对话，复习本课目标语言。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
假设邀请同学去野餐，然后根据这一情境编对话，并对对话内容进行转述，培养学生的口头表达能力和写作能力。
1. (假设你要打电话邀请表中三位同学中的一位去野餐，根据表格信息编一个电话会话。)
Kangkang
√
Fish and eggs
Guitar
Maria
×
Look after her brother
Jane
×
Go to the zoo with her parents
T: If you want to invite one of the three students in the form to go for a picnic, please make a telephone call to him/her.“√”means“can”，“×”means“can’t”，the next two are about favorite food and hobbies.
Example:
(S1: Kangkang, S2: You)
S1: Hello！
S2: Hello, Kangkang！This is S2. Are you free this Sunday?
S1: Yes, what’s up?
S2: Would you like to go to West Hill for a picnic?
S1: Oh, I’d love to.
S2: What’s your favorite food?
S1: Fish and eggs.
S2: Don’t forget to bring your guitar. en.12999.com
S1: All right. See you then.
S2: See you.
…
2. (对对话内容进行口头转述，先让学生之间互相讲述，再请几个说得流利的学生向全班转述，口头完成3。给予优秀者掌声鼓励。)
Example:
On Sunday, I go to West Hill for a picnic with my best friend Kangkang. Jane goes to the zoo with her parents and Maria has to look after her brother, so they can’t go with us. We take some fish, eggs, hamburgers and drinks there. Kangkang plays guitar and I sing songs. We also fly kites. We are both happy there.
3. (小组活动：接力竞赛。把班上的学生分成四大组，各组的每个学生都要用表示邀请的句子邀请组内同学，要求所用句子不能重复。)
T: Now, boys and girls. Let’s play a game. I divide our class into four groups. In each group there are ten students. The first student begins with“Would you like to…?” The second answers and asks:“How about…?”or“What about…?” and you shouldn’t repeat the sentences. OK. Let’s begin. The first group.
Example:
S3: Would you like to sing some songs?
S4: Yes, I’d like to. How about going shopping?
S5: I’d like that. Would you like to …?
…
4. Homework:
(根据课本中3的问题，写一段四十个单词左右的短文。)
T: Write a passage about your picnic. You can begin like this:
I would like to go for a picnic, I …
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetic alphabets:
2. Review the invitations:
(1)—Would you like to go to West Hill for a picnic?
—Oh, I’d love to.
(2)—How about flying a kite with me?
—I’d like that, but I’m afraid I have no time.
3. Review how to make telephone calls:
(1)—Hello!
—Hello, Jane! This is Kangkang.
(2)—Who’s this, please?
—This is Sally.
(3)—Could you ask her to call me back this evening?
—Sure.
4. Review making appointments:
—Are you free this Sunday?
—Yes. What’s up?
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 1 Review 第一步 复习(时间:7分钟)
检查作业，开展自由交谈活动。复习打电话用语，培养学生交际能力。
1. (检查上节课学生的作文，并作适当点评。)
2. (三人一组自由交谈，小梅想约小玲明天去书店买书，打电话给小玲，小玲的妈妈接了电话……)
T: Now, boys and girls. Let’s have a free talk. Listen to me carefully. Xiao Mei wants to invite Xiao Ling to go to the bookshop tomorrow. She calls Xiao Ling but Xiao Ling’s mother answers the phone. Work in groups of three. The first and the best groups will get two scores.
Example:
S1: Hello!
S2: Hello, may I speak to Xiao Ling? Http://en.12999.com
S1: Wait a moment.
…
S3: Hello!
S2: Hello, Xiao Ling. This is Xiao Mei.
S3: Hi, Xiao Mei.
S2: Are you free tomorrow?
S3: Yes. What’s up?
S2: I want to go to the bookshop to buy some books. Would you like to go with me?
S3: Yes, I’d love to. And what books would you like to buy?
S2: My English is poor. So I want to buy some books about English. How about you?
S3: I want to buy some books about Chinese.
S2: OK. See you tomorrow.
S3: See you.
(教师请几组学生上台表演，最先上台和表演最好的小组各得两分，并掌声鼓励。)
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。)
T: 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 ruler cook mouse
car food book house
half shoes foot 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
Step 4 Practice 第四步 练习(时间:13分钟)
让学生跟读并注意模仿语音、语调和重音，锻炼学生听力，完成2、3a和3b。
1. (播放2录音，进行听力训练。)
(1)(让学生明白题意。)
T: Now let’s do some listening exercises. You will hear some boys and girls talking about the things to do on Sunday. If you hear“Peter, what would you like to do on Sunday? I’d like to watch TV.”You just write“watch TV”beside“Peter”. Do you understand?
Ss: Yes.
(2)(学生听2录音做题，完成2。)
T: Now listen to the tape carefully and write down your answers quickly.
(3)(师生核对答案。)
(4)(再听2录音，学生跟读，教师给予适当帮助。)
2. (通过书面练习，复习本话题的主要知识点，帮助学生巩固所学的知识。)
T: Now let’s look at the screen(屏幕) and do some exercises.
(课件展示。)
(1)选择题
①Would you like _____ with me? Yes, I’d love to.
A.go shopping B.to go shopping C.to go shop D.going shopping
②What about ____? I’d like that, thanks.
A.have a picnic with old Tom.
B.to have a picnic with old Tom.
C.has a picnic with old Tom.
D.having a picnic with old Tom.
③Would you like to go shopping with us? _____.
A.Yes, I would. B.No, I wouldn’t. C.Yes, I’d like to. D.No, no.
④Could you ask her ____ the guitar tomorrow?
A.to bring B.brings C.bringing D.bring
⑤The teacher ____ on Sunday.
A.free B.are free C.is free D.am free
(2)填空题，每空限填一词。
A: Hello!
B: Hello. May I ____ to Wang Hai?
A: Sorry. He ____ here now. Who’s this?
B: ____ ____ Tom. Could you ask him to ____ me back this evening?
A: ____. Does he have your phone number?
B: No, he ____. My phone number is 8337-4766.
A: 8337-4766. All right. I’ll tell him ____ it.
B: Thank you. Goodbye. en.12999.com
A: Bye.
(师生核对答案。)
3. (播放3a
和3b录音，学生跟读并注意模仿语音、语调和重音，锻炼学生的听力。再让学生自己读两遍，试着背诵。)
4. (播放4录音，活跃课堂气氛。完成4。)
T: Let’s listen to the chant. Then follow the tape and chant together.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过实践活动，归纳邀请、应答及打电话用语，培养学生综合运用语言知识的能力。
1. (1)(两人一组讨论并完成Tony的野餐计划。)
(课件展示参考计划。)
Picnic Plan
People: Jack, Tony, Alice, Lisa
Time: Tomorrow
Place: Zhouzhuang Farm
Food: bread, eggs, chicken, fish, cakes
Drinks: four bottles of water, some bottles of juice
Other things: a kite, a guitar, a ball
(2)(Tony打电话邀请Alice一起去野餐。先由教师与一名优秀的学生示范Tony与Alice’s mother之间的对话，然后让学生两人一组操练这个对话。完成5。)
Example:
(用“T”代表Tony，用“A’s M”代表Alice’s mother。)
(Ring …)
A’s M: Hello!
T: Hello, this is Tony. May I speak to Alice?
A’s M: Sorry, she isn’t in now. What’s up?
T: Could you tell her about our picnic?
A’s M: Sure. Where would you like to go?
T: We’d like to go to Zhouzhuang Farm.
A’s M: Who else would like to go with you?
T: Jack and Lisa.
A’s M: What would you like to take?
T: We’d like to take some food and drinks. Could you tell her to take a kite there?
A’s M: OK. I’ll tell her about it.
T: Thank you. Goodbye.
A’s M: Bye.
2. Homework:
(1)默写本话题生词和短语。
(2)归纳邀请、应答及打电话用语。
(3)预习Topic 3，Section A的1a。
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。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some new words about animals:
panda, monkey, lion, tiger, elephant
(2)Learn other new words:
zoo, past, quarter, half, show
2. Learn how to make appointments:
(1)Do you have any free time tomorrow?
(2)—Let’s meet at 9 o’clock in my home.
—OK.
3. Talk about time:
—What time is it, please?/What’s the time, please?
—It’s one o’clock./It’s five past one./It’s a quarter past one./It’s half past one./It’s twenty to two./It’s a quarter to two. (It’s one./It’s one o five./It’s one fifteen./It’s one thirty./It’s one forty./It’s one forty-five.)
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. 12999英语网
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。)
(参考答案如下：)
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.
Step 4 Practice 第四步 练习(时间:13分钟)
完成3a和3b。复习数字，导入时间的表达方法，并通过问答的形式，达到学以致用的目的。
1. (复习数词1-59，全班同学玩数字接龙游戏，逢6,16,26 … 以及6的倍数击掌而过，出错者出局。)
T: Now. Let’s play a number game. All of you count from 1 to 59. If you meet 6, 16, 26 … or a multiple of 6, you should clap your hands. If you are wrong, you can’t go on playing the game. Are you clear? Go!
2. (1)(由上步复习导入3a。)
(教师手举一个时钟。)
T: What’s this?
Ss: “时钟”。
T: Oh. It’s a clock.(重复几遍。)
Ss: It is a clock.(学生跟读。)
T: What time is it?
(板书，教学新句型，并要求学生掌握。)
What time is it?
(把钟拨到六点。)
Ss: It is six.(学生不能回答时，教师帮助。)
T: Yes. It is six o’clock.(重复几遍，并要求学生跟读。)
(板书并要求学生理解。)
o’clock
(教师把钟拨到6:20。)
T: What time is it?
Ss: It’s six twenty.
T: Yes. How clever you are! We can also answer“It’s twenty past six.”
(板书并要求学生掌握。)
past
(教师把钟拨到8:50。)
T: What’s the time, please?
(板书，并讲解新句型。)
What’s the time, please?
T: We can also ask“What time is it?”
Ss: It’s eight fifty.
T: Another way?
Ss: It is fifty past eight. (学生可能这样回答。)
T: I’m afraid you are wrong. We should say“It is ten to nine.”
(板书并要求学生掌握。)
to
(教师讲解表示时间时to与past的用法，to意为“差”，past意为“过”。)
(教师将时钟拨到7:15，学习quarter。)
T: What’s the time, please?
Ss: It is seven fifteen.
T: Yes, we can also answer“It is fifteen past seven.”or“It is a quarter past seven.”
(板书并要求学生掌握。)
quarter
(教师将时钟拨到12:30，学习half。)
T: What’s the time?
Ss: It is twelve thirty.
T: Yes. We can also answer“It is half past twelve.”
(板书并要求学生掌握。)
half
(教师板书归纳讲解时间表达法，然后要求学生读黑板上的词句三~五遍。)
What time is it?
o’clock
What’s the time?
It’s six o’clock.
It’s twenty past six.
It’s ten to nine.
It’s a quarter past seven.
It’s half past twelve.
past
to
quarter
half
(2)(听3a录音，完成3a。)
T: Listen to the tape. Then ask and answer in pairs.
(3)(两人一组练习3b。)
T: Boys and girls, you know how to say the time. Look at the poster of the zoo. It’s about zoo shows. Practice with your partner after the example and finish 3b.
(板书并要求学生掌握。)
show
Example:
A: What can we see at 11 o’clock?
B: We can see Tiger Show at 11 o’clock.
(学生完成后，请几组学生表演。)
Step 5 Project 第五步 综合探究活动(时间:6分钟)
通过做游戏，加强学生对动物英文名称的记忆，巩固时间表达法，培养学生综合运用本课目标语言的能力。完成4。
1. (做游戏。一个同学表演一个动物的典型动作或模拟它的叫声，其他同学猜该同学模仿的是什么动物。完成4。)
T: Now let’s play a game. One student performs actions or makes sounds. The others guess which of the animals he/she imitates and spell the names of the animals. Now who can try first?
S1: Let me have a try.
…
2. (做“打时间”游戏。教师在黑板上写十个左右的时间，黑板前站着两到三名学生，手持塑料锤，台下一位同学读出黑板上的时间，看台上哪位同学最先敲到这个时间，打错者出局。)
T: Let’s play a new game called“hit the time”. There are some“time”on the blackboard. One student reads the time. The students in front of the blackboard hit the time. The student who hits the wrong time will go down. Do you understand?
5:09 3:10 4:15 5:58 6:30
11:50 8:00 3:29 6:31 12:01
3. Homework:
(1)课后搜集各种动物的图片，写出它们的名称，并用一句话描述此种动物。
(2)用钟表练习如何正确表达时间。
板书设计：
We want to go to the zoo.
Section A
Animals: Time: Useful expressions:
panda o’clock What time is it?
monkey past =What’s the time?
lion to It’s six o’clock.
tiger quarter It’s twenty past six.
elephant half It’s ten to nine.
It’s a quarter past seven.
It’s half past twelve.
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
clever, animal, It’s time to …, go home, next, next time, get, get up, have breakfast
2. Talk about preferences:
—What are your favorite animals, Jane?
—Elephants.
3. Talk about time and daily routines:
(1)—Oh, what’s the time now?
—Mm, it’s half past eleven. It’s time to go home.
(2)—Excuse me, what time is it, please?
—It’s a quarter past six.
—It’s time to get up.
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 1 Review 第一步 复习(时间:7分钟)
运用图片，通过问答等形式，复习动物名称，引出新词汇，激发学生学习新知识的兴趣。
1. (头脑风暴。教师快速呈现动物图片，让学生在紧张而愉快的气氛中复习所学过的动物名称。)
T: Hello, boys and girls! Do you like animals?
Ss: Yes.
(板书并要求学生掌握。)
animal
(教师举起手中所有的图片。)
T: Are they nice?
Ss: Yes, they are.
T: Do you know their names?
Ss: Yes, we do.
T: OK. I’ll show you the pictures one by one. You must tell me the names of the animals in two seconds. Do you understand?
Ss: Yes.
T: OK, let’s begin. Are you ready? Go!
(教师迅速抽出一张图片。)
T: What’s this in English?
Ss: It’s a panda.
…
(动物名称的单词如下：)
panda, monkey, lion, tiger, elephant, cat, dog, rabbit
T: Well done! You are very clever.
(板书并要求学生掌握。)
clever
2. (通过复习动物的名称，引出favorite animals。)
T: What are your favorite animals?
S1: My favorite animals are cats.
S2: My favorite animals are dogs.
T: Now, the next, S3, what are your favorite animals?
(板书并要求学生掌握。)
next
S3: My favorite animals are elephants.
T: Well done! Do you want to know what Kangkang’s favorite animals are?
Ss: Yes. (导入新课。)
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.
Step 4 Practice 第四步 练习(时间:13分钟)
完成2a、2b，并进行3的听力训练。运用图片，通过问答和写短文等形式，使学生在运用中掌握目标语言。
1. (出示2a图片，师生问答，引出新单词和新词组。)
T: We know Kangkang and his friends go to the zoo and they see many animals, such as monkeys, tigers, pandas and elephants. Do you want to know more?
Ss: Yes.
T: OK, boys and girls, please look at Picture 1. (出示第一幅图片) What time is it?
Ss: It’s a quarter past six.
T: It’s time to get up. We can also say“It’s time for Kangkang to get up.”
(板书，并要求学生掌握。)
get up
T: (出示第二幅图片) Boys and girls, look at Picture 2. What time is it?
Ss: It’s a quarter to seven.
T: It’s time to have breakfast. We can also say“It’s time for Kangkang to have breakfast.”
(板书，并要求学生掌握。)
have breakfast
(教师扩展讲解It’s time for sb. to do sth.及It’s time for sth.的用法。)
2. (让学生模仿示范，根据2a的图片，编相似的对话，并两人一组练习。完成2a。)
T: Can you make similar dialogs after the examples according to the pictures in 2a?
Ss: Yes.
T: OK, please. Then practice in pairs.
(找几组学生表演，教师给予表扬。)
3.(结合2a，完成2b。学生可适当发挥想象力。)
T: Just now we learned Kangkang’s daily activities. Can you say something about Kangkang’s day?
Ss:Yes.
T: You can begin like this: Kangkang gets up at a quarter past six in the morning. Then …
(找几个学生读自己的短文，教师给予点评和鼓励。)
4.(教师播放3录音，学生完成表格，师生核对答案。)
T: Listen to the tape and fill out the table in 3. Then check the answers together.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过“人体钟”游戏和唱歌等活动培养学生的听说能力；通过写短文的形式真正实现“学以致用”的教学原则。
1. (“人体钟”游戏——复习时间表达法，巩固本节课所学的日常活动表达法。)
(1)(测测灵敏度。)
(教师先选几个志愿者当“人体钟”。主持人发言后，让最先举手的同学说出一个日常活动名称。如：get up，“人体钟”根据指令做出反应，做出“起床”的动作，同时说出大致时间，如“seven o’clock”。如果说的和做的相符，说明“钟”的灵敏度高；如不符，回座位换另一个“人体钟”。)
T: Hello, boys and girls, let’s play a game to review how to express time and consolidate the daily activities that we learn today. Are you ready?
Ss: Yes, we are. Yeah!
T: First, I will choose some students to do the“Body clocks”. All of you should try to get the chance by putting up your hands quickly. Second, the student who wins the chance says a daily activity. Third, the“Body clock”acts out the time according to the activity and says the point of time at the same time. If the time that the“Body clock”acts out is right, he/she will go on. If he/she acts wrongly, he must go back and we will choose another“Body clock”. Do you understand?
(教师要边说边示范讲解，以便学生完全明白游戏的要领。)
(2)(教师总结，表扬优秀，激励后进。)
2. (师生同唱一首歌。教师根据本课的教学内容，编唱In the Zoo，复习巩固重点词汇。)
Eleven monkeys on the line, on the line, they are clever!
Twelve elephants on the line, on the line, they are so kind!
Thirteen pandas on the line, on the line, they are cute!
Fourteen tigers on the line, on the line, they are so strong!
3. Homework:
拓展写作。根据2a，结合自己一天的日常活动，发挥想象力，写一篇约六十个词的小短文。
板书设计：
We want to go to the zoo.
Section B
Key words: Useful expressions:
animal, next, clever It’s time to…
cute, kind, strong go home, next time
get up, have breakfast
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
way, on one’s way home, wrong, meat
2. Talk about worries and thanks:
(1)What’s wrong with you, Baby Monkey?
(2)I can’t find my way home.
(3)It’s very kind of you.
(4)Thank you for your help, Kangkang.
3. Learn some useful sentences:
(1)Let me help you.
(2)Here we are.
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 1 Review 第一步 复习(时间:10分钟)
通过学唱，师生互动问答，复习前面的目标语言，并导入新课。
1. (教师出示写有一首歌词的小黑板，并教唱这首歌。既可以活跃课堂气氛，又可以复习It’s time to do sth.这个句型。)
T: Good morning, boys and girls. Are you happy today?
Ss: Yes.
T: First, I’ll teach you a song. The name is “It’s time to go to school!” Do you want to learn?
Ss: Yes, we do.
(歌词如下：)
It’s time to go to school. It’s time to go to school. Jane, put your shoes on, it’s time to go to school.
It’s time to go home. It’s time to go home. Jane, put your bag away, it’s time to go home.
It’s time to go to bed. It’s time to go to bed. Jane, take your shoes off, it’s time to go to bed.
(教师解释歌词大意。)
(教师教唱两遍。)
2. (教师拿出一个时钟，引导学生复习时间和日常活动的表达。)
T: Is it nice? Now, let’s look at the clock. Please tell me the time and say what we usually do at that time. Do you understand?
Ss:Yes.
(教师把钟拨到6:50。)
T: What time is it?
Ss:It’s six fifty./It’s ten to seven.
T: What do you usually do?
S1: I usually get up.
T: Yes, it’s time to get up.
(教师把钟拨到12:00。)
T: What’s the time, please?
Ss: It’s twelve o’clock.
T: What do you usually do?
S2: I usually have lunch.
T: Yes, it’s time to have lunch.
(教师再拨几个时刻，让学生两人一组进行问答。)
T: Now look at the clock. Ask and answer in pairs.
3. (学生两人一组谈论自己喜爱的动物，并说出喜欢的理由。)
T: Hi, boys and girls, we talked about time just now. Now, let’s talk about animals. Work in pairs and ask:“What are your favorite animals?”and“Why do you like them?”
(叫两组同学到讲台前表演。)
Example:
S3: S4, what are your favorite animals?
S4: Tigers.
S3: Why do you like them?
S4: Because they are very strong. How about you?
S3: My favorite animals are pandas, because they are very cute.
4. (由复习前面的知识，导入本课的新词句。)
T: Well done. We know that Kangkang and his friends went to the zoo. Do you remember what animals Kangkang likes best?
Ss: Monkeys.
T: Yeah, Kangkang meets Baby Monkey on his way home in the afternoon. Baby Monkey is crying because he can’t find his way home.
(教师问一位女同学。)
T: S5, if you can’t find your way home, do you cry?
(板书并要求学生掌握。)
way
on one’s way home
S5: Yes, I do.
T: Ha-ha! You are not brave enough.(教师解释brave。) If she can’t find her way home, can you help her? S6, please.
S6: Yes.
T: Oh, it’s very kind of you. (教师微笑。)
(板书并学习该句的用法。)
It’s very kind of you.
(教师做找东西的动作，并露出焦虑的神情。)
T: I can’t find my English book. Who can help me?
Ss: Don’t worry. We can help you. (学生在抢着说时，教师可以引导学生。)
T: It’s very kind of you. You can also say like this: Don’t worry. Let me help you.
(师生交换角色，让一学生做找东西的样子，引出句型What’s wrong with you?)
T: What’s wrong with you, S7?
S7: I can’t find my pen.
T: Don’t worry, let me help you. (教师帮助学生找钢笔。) Is it in your bag?
S7: No.
T: Is it here? (教师打开学生的铅笔盒。)
S7: No.
T: Is it over there? (教师环顾教室，然后指着事先放在教室后面的钢笔。)
S7: Yes, it is.
S8: Here you are. (教师示意另一个学生把钢笔递给他。)
S7: Thank you.
T: You can also say like this: Thank you for your help.
(板书，让学生猜测句子的意思，然后解释，并要求学生掌握。)
wrong What’s wrong with you?
over there It’s over there.
Thank you for +n./v.-ing. Thank you for your help.
(利用学生的思维定式，从他们的错误中引出新内容。)
T: Please translate my words into Chinese. Here you are.
Ss: 给你。
T: Here we are.
Ss: (不假思索。)给我们。
T: I’m afraid you can’t say it like this. You should say: 我们到了。
(板书并要求学生掌握。)
Here we are.
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: I think meat is the tiger’s favorite food. I think the rabbit likes …
(板书并要求学生掌握。)
meat
Step 4 Practice 第四步 练习(时间:12分钟)
通过猜谜活动，提高学生的听力和理解能力，帮助学生提高写作水平。
1. (猜谜语游戏。教师准备一些谜语，让学生猜是什么动物。)
T: Now let’s guess some riddles. Please guess what animals they are according to my descriptions. Ready? Go!
(参考谜语如下：)
T: It is very cute. It often helps people and lives with us. It eats mice. Fish is its favorite food, what is it?
Ss:It’s a cat.
…
2. (完成3。)
(1)(写短文，为提高学生的写作水平打下基础。)
T: Good job! Boys and girls, now let’s do some written work. Each of you must write a passage to describe your favorite animal. Then talk with your partner and let him/her guess what the animal is. Do you understand?(教师解释。)
Ss: Yes.
T: OK. Let’s begin.
(2)(学生完成短文后，向同桌口头描述，让对方猜其最喜欢的动物，猜对了举手示意，没有猜对则让全班同学来猜，答对了全班鼓掌，放松心情。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
创设情境，为学生提供实际运用英语的机会。提高学生的综合语言运用能力。
1.
(假如你在放学回家途中遇到一位迷路的小女孩，然后你帮助她，在寻找她家的途中你们遇到了小女孩的邻居杨阿姨，最后小女孩找到了家。根据这些提示，写一篇与课文1a类似的对话。)
T: Suppose you meet a girl on your way home, and she can’t find her way home. Then you help her. On the way, you meet the girl’s neighbour(教师解释：“邻居”。) Aunt Yang. At last, the girl finds her home, please write a similar dialog according to 1a.
Example:
(假设你叫雷飞。)
(Lei Fei meets a girl on his way home.)
Lei: What’s wrong with you? http://en.12999.com
Girl: I can’t find my way home.
Lei: Don’t worry. Let me help you.
Girl: Thank you.
Lei: Whose home is this?
Girl: I don’t know. It’s not my home.
Lei: Is this your home?
Girl: No, it isn’t.
(They meet Aunt Yang.)
Aunt Yang:Oh, ××, why are you here?
Girl: I can’t find my way home, Aunt Yang.
Lei: Excuse me, Aunt Yang, where’s her home?
Aunt Yang: It’s over there, the white house.
Lei: Over there? Oh, thank you.
(They find the girl’s home.)
Lei: Here we are. This is your home.
Girl’s mother: Oh, my dear daughter.
Girl: Oh, Mom!
Girl’s mother: It’s very kind of you. What’s your name?
Lei: I’m Lei Fei.
Girl’s mother: Thank you for your help.
Lei Fei: Not at all. Goodbye.
Girl’s mother: Bye.
(检查了学生的写作情况后，教师可用多媒体设备展示范文。)
2. Homework: Http://en.12999.com
(1)2008年奥运会结束后，许多外国游客意犹未尽，他们还想在中国玩上几天。假如有一天，一名英国游客在大街上迷了路。请结合本课1a的内容，帮他(她)找到他(她)的住处，并将这个对话写在作业本上。
(2)背诵本课的目标语言。
板书设计：
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。
Ⅰ. Teaching aims and demands 教学目标
1. Learn the phonetics:
2. Review how to talk about time:
(1)—What’s the time, please?
—It’s one o’clock.(It’s one.)
(2)—What time is it, please?
—It’s a quarter past one.(It’s one fifteen.)
3. Review some useful sentences:
(1) Do you have any free time tomorrow?
(2) Let’s meet at 9 o’clock in my home.
(3) It’s time to go home.
(4)—What’s wrong with you, Baby Monkey?
—I can’t find my way home.
(5) Here we are.
(6) It’s very kind of you.
(7) Thank you for your help.
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 1 Review 第一步 复习(时间:10分钟)
通过表演，游戏等活动复习并巩固时间表达法，日常活动和动物名称，培养学生的口头表达能力。
1. (表演对话。复习时间表达法及日常活动。)
(让学生根据黑板上的时间及短语，编一个含有时间及日常活动的对话。)
T: Good morning, boys and girls. Let’s begin our lesson. First, I’ll write some“point of time” on the blackboard, then you make up a conversation about the time and your daily activities. Do you understand? OK. Let’s begin.
(板书时间及一些表示日常活动的短语，然后让学生表演对话。)
6:50 7:10 7:40 12:00 4:00(p.m.) 6:00(p.m.) 8:15(p.m.)
get up have breakfast go to school have lunch go home have supper watch TV
S1: What’s the time?
S2: It’s ten to seven.
S1: It’s time to get up.
(教师解释p.m.的意思。)
2. (丢骰子游戏，教师课前准备好六面都写有字母的橡皮骰子，学生掷骰子看那面是什么字母，然后说出以这个字母开头的动物名称，并描述这个动物的特征。)
T: Just now we reviewed the time. Now let’s play a game. I have a dice(骰子) in my hand. On each side there is a letter, you throw the dice and see what the letter is. Then say an animal’s name which begins with this letter and describe the animal.Who will try? Please begin.
(若学生不懂，可解释。)
T: For example, you throw the dice and the letter is “E”, you can say “elephant”. Then you describe it: It’s very strong. It has a long nose. It can help people do much heavy work.
(通过这个游戏，既可以帮助学生复习本话题关于动物的单词，又可以培养学生口头表达能力。)
(教师在设计骰子时，一定要联系学生已学过的动物名称。)
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。) en.12999.com
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。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成3a，3b，训练学生的听说能力，通过练习进一步强化本话题所学知识。
1. (听3a和3b录音，要求学生不看书复述听到的句子。完成3a和3b。)
T: Nice work! Now, let’s listen to the tape and retell what you hear. Please close your books. Ready? Go!
(核对答案。)
T: Well, now open your books, please. Let’s check what you retell. Listen again and repeat.
2. (通过书面练习，复习本话题所学知识。)
T: OK, let’s do some exercises to review what we’ve learnt in this topic.
(小黑板呈现练习。)
Complete the dialog.(one word one blank)
Steve: you have time on Sunday?
Li Lei: Yes, I do.
Steve: Do you to go to the zoo?
Li Lei: Good idea.
Steve: How you, Wang Li?
Wang Li: I’d like that, but I’m afraid I can’t.
Steve: What’s with you?
Wang Li: I to look after my grandmother.
Steve: Oh, sorry. What are your animals, Li Lei?
Li Lei: Lions. They are .
Wang Li: My favorite animals are elephants. They have long . What about you,
Steve?
Steve: Monkeys are my favorite. They are so .
Li Lei: What’s the now?
Wang Li: It’s a to eight.
Li Lei: Oh, let’s go. It’s time have classes(上课).
(学生完成后核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
完成5和4，鼓励学生通过实践、讨论、探究等方式，加强听说读写的综合语言技能。
1. (完成5。)
(1)(完成5中的1。)
①(明确题意，为做题作准备。)
T: Nice work. Next, look at 5. What can you see? S1: I can see six clocks and four pictures.
T: What’s in the pictures? S2: A cat gets up in Picture 1 …
T: Yeah. It’s Garfield. Now please match the pictures with the right time.
S3: Excuse me, there are two blank pictures. (学生可能用汉语问。)
T: Yes, so you must guess what Garfield does at the time of Picture 2 and Picture 5, then match the right time.
②(学生做答，教师总结。)
T: Can you tell me what Garfield does in Picture 2? S4: I think Garfield has breakfast at 7:00.
T: And in Picture 5? S5: He has supper at 19:30.
(2)(完成5中2。)
T: Now look at the pictures again and make up a story. Then tell it to your friends. Do you
understand?
Ss: Yes.
T: OK, you can begin like this: Garfield gets up at …
(这一活动可以进一步巩固时间表达法，并复习一般现在时的第三人称单数形式。)
2. (完成4。)
(1)(放录音，听歌曲，活跃课堂气氛。)
(2)(学生学唱歌。)
T: Are you happy now? Do you want to learn it? Ss:Yes.
T: OK. Please sing this song with me!
3. Homework:
(1)总结，归纳本课目标语言。
(2)参照5，写篇自己或朋友一天生活的短文。若主语是第三人称单数，注意一般现在时的第三人称单数形式。
板书设计：
We want to go to the zoo.
Section D
ear deer theater 6:50 get up
there chair pear 7:10 have breakfast
sure tour poor 7:40 go to school
boy toy coin 12:00 have lunch
4:00(p.m.) go home
6:00(p.m.) have supper
8:15(p.m.) watch TV
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