Unit 1 Topic 3 Section D
/??/, /?/, /??/, /D/, /j??/, /?/. 2. Learn some useful words and expressions: ID number, high, junior high school.
3. Review some interrogative sentences, questions and answers. (1) —What’s this/that in English? —It’s an orange.
—What are these/those in English? —They’re cakes/pencils/buses/boxes. (2) —Is this/that a cake? —Yes, it is/No, it isn’t. —Are these/those cars?
—Yes, they are./No, they aren’t. 4. Review some useful expressions: (1) —How old are you? —I’m five.
(2) —What class are you in?
—I’m in Class Four, Grade Seven. (3) —How old is she? —She’s fourteen.
(4) —What grade is she in? —She’s in Grade Eight. (5) —How do you spell it? —O-R-A-N-G-E, orange. (6) —Thank you.
—That’s OK./You’re welcome.
Ⅱ. Teaching aids 教具
录音机/图片/卡片/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习日常用语，师生对话，组织课堂教学。) T: Let’s begin.
Monitor: Stand up, please!
T: Good morning/afternoon, class!
Ss: Good morning/afternoon, Mr. ?/Miss?!
T: Sit down, please! Ss: Thank you.
T: Hello! What’s your name? S1: My name is S1. T: How old are you? S1: I’m twelve.
T: What class are you in?
S1: I’m in Class One, Grade Seven. T: What’s your phone number? S1: It’s (010)6800-3553.
T: Thank you. Sit down, please.
(让S1把上面的几个问题串连起来，组成一段自我介绍的短文，复习写作。)
T: Now S1, put your answers together, then make a short passage to introduce
yourself.
S1: My name is S1, I’m from Beijing. I’m twelve years old. I’m in Class One,
Grade Seven.
My phone number is (010)6800-3553. Thank you. (教师可适当帮助S1。)
2. (展示图片，让学生问答，复习句型：What’s this/that in English? What are these/those in English?。)
T: Look at this picture, boys and girls, please ask and answer in pairs. S2: What’s this in English? S3: It’s a car.
S2: How do you spell it? S3: C-A-R, car. S2: Thank you. S3: That’s OK.
S2: Look! What’s that in English? S3: It’s a map.
S2: How do you spell it? S3: M-A-P, map. S2: Thank you.
S3: You’re welcome.
(拿出多幅图片，复习复数。) S4: What are these in English? S5: They’re buses.
S4: What are those in English? S5: They’re pencils. S4: Are those apples?
S5: No, they aren't, they’re oranges.
T: Thank you very much. You are all great.
3. (拿出图片，复习a/an及单复数。展示一本书，一个鸡蛋及多件物品以小组竞赛的形式进
行，每组派出两名学生，一问一答，看哪组进行得流利，准确。) S6: Look!“A book”or“an book”? S7: A book.
S6: Good!“an egg”or“a egg”? S7: An egg.
T: Very good! Thank you! S6:“a pen”or“a pens”? S7: A pen.
S6:“Two box”or“two boxes”? S7: Two boxes.
S6: “Three bus” or“three buses”? S7: Three buses.
T: Well done! Boys and girls. 4. (教师带领学生活动，引入新课。) T: Let’s chant together. A, A, A. Go and play. E, E, E. Come with me. I, I, I. Don’t be shy. O, O, O. Let us go. U, U, U. You look cute.
Step 2 Presentation 第二步 呈现(时间:13分钟)
1. (1) (教师带领学生们回想已学过的元音。)
T: Do you know the“vowel letters”? S1: A a. S2: E e.
(教师用投影仪或小黑板展示一些单词，让学生按开音节、闭音节挑出并归类，看谁挑得快。)
name cake zero grade that an map can pencil desk pen egg same
these ten
(2) (教师读一些单词，让学生听并模仿。)
T: I’ll read some words. Please listen and imitate. (教师板书，学生归纳这四个单词的共同读音。) nice hi like bike
T: Do they have the same vowel? Ss: Yes, /??/.
(以同样的方法，教师读另一组单词。) six this kid big
(学生归纳这些单词都含字母i，在开音节单词中读/??/，在闭音节中读/?/，学生
如有
困难教师可帮助归纳，并告诉学生注意这两个音的发音口型。) (教师让学生想还有哪些单词有这样的发音特点。) T: Other words?
S3: “It” sounds /?/. S4: “His” sounds /?/. S5: “Nine” sounds /??/.
(3) (教师以同样的方法教学O o的发音规律。) (教师先读一组单词，让学生听并模仿。)
T: I’ll read other words. Please listen and imitate. (教师板书，学生归纳这四个单词的共同读音。)
phone those nose go
(以同样的方法，教师读另一组单词。) not box dog shop
(学生归纳这两组的读音特点，含有字母O，在开音节单词中读/??/，在闭音节中读/?/。教师解释这两个音的发音口型，并让学生试着发音。) (板书并领读) I i O o /??/ /?/ /??/ /D/ nice six phone not hi this those box like kid nose dog bike big go shop T: Other words? S6: Orange sounds /D/. S7: Old sounds /??/.
(4) (教师以同样的方法教学Uu的发音规律。) ?
(5) (学生两人之间练习发音，一人用口型，但不发音，另一人猜对方发的是哪个音。教 师先找学生到讲台前示范，然后学生之间互相操练。) (6)(播放录音1，学生听并跟读。完成1。)
2. (教师出示图片，学生就图片中内容展开对话。)
T: If I’m a policeman, you are a boy, let’s make a conversation. Who wants to try?
T: Hi! What’s your name? S8: My name is S8. T: How old are you? S8: I’m twelve.
T: What’s your phone number? S8: It’s (047)2361761.
T: What’s your ID number?(教师解释此句含义，并帮助学生回答。) S8: My ID number is?
(教师找另一名学生示范对话。)
T: Hi! What’s his name?(教师指着S8。) S9: His name is S8. T: How old is he? S9: He is twelve.
T: What’s his phone number?
S9: His phone number is (047)2361761. T: What’s his ID number? S9: His ID number is? (学生之间互相操练对话。)
3. (播放录音2，让学生跟读。并注意语音语调。)
T: Boys and girls, listen to the tape and repeat, please.
(为了让学生能顺利完成此题，让学生先不看书，提出几个指导性的问题。并把这几个 问题展示出来，让学生带着问题听两遍。)
T: Look at these questions, then let’s listen to the tape again.
(1) What’s his name? (2) How old is he? (3) What’s his phone number? (4) What’s his ID number? (让学生看书填写表格。核对答案并打分。)
4. (让学生参照2，各自做一张个人信息卡。完成2。)
T: Make a personal information card according to 2. (展示出一张样卡。) Name: Age: Phone number: ID number: (检查这张卡片并给予指点，以备练习时使用。)
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (拿出个人信息卡，先作自我介绍，再用别人的卡片介绍他人。)
T: Take out your personal information cards, please. I’ll ask some students to introduce yourselves first, then introduce others according to the information cards. S1, please.
S1: I’m a boy. My name is S1. I’m thirteen. My phone number is? My ID number is?
T: Very good! Introduce your partner S2, please.
S1: This is my good friend. Her name is S2. She is thirteen, too. Her phone number is? Her ID number is?
T: Well done! Sit down, please.
(让学生使用手中的卡片与搭档自由操练。) T: Practice with your partner, please. 2. (传一传，不走样。)
(1) 游戏目的：巩固已学的音标，培养学生与他人合作的能力及团队精神。
(2) 游戏规则：把全班学生分成几个组，每组的人数基本相等。游戏开始前，教师给每 组的第一个学生1分钟时间看卡片上的内容。然后，教师收起所给的卡片。等教师发令后，由第一个学生把卡片上的内容，较轻地说给第二个同学听，依次传递，直到最后。最后的一名同学快速到讲台前，找出自己所听到内容的卡片。
(3) 游戏过程：教师先准备一些标有音标的单词卡片，请学生复习一遍已学过的音标， 再进行游戏，最快且正确的一组获胜。
Step 4 Practice 第四步 练习(时间:10分钟)
1. (把制作好的有关Bai Lili个人情况的卡片展示出来，针对她的有关情况进行问答。) T: Look at the card. Let’s ask and answer according to the information about Bai Lili. OK? Ss: OK!
T: What’s her name?
Ss: Her name is Bai Lili. Her English name is Lily.