信息。) 板书设计：
What class are you in? Section A 1.Numeral words: 4.—Who’s that? eleven, twelve, thirteen, fourteen, fifteen —That’s Nancy. sixteen, seventeen, eighteen, nineteen, twenty —How old is she? 2.—How old are you? —She is fourteen. —I’m twelve. —What class is she in? —What class are you in? —She’s in Class Eleven, Grade Eight. —I’m in Class Four, Grade Seven. she’s=she is that’s=that is who’s=who is 3.—What grade are you in? —I’m in Grade Seven. Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn some new words about school things:
eraser, pencil, desk, pen, ruler, book, blackboard (2) Learn other new words and a phrase:
English, in English, an, a, map, spell, can, please, apple, double, toy, car, orange, egg 2. Learn some useful sentences:
(1) —What’s this/that in English?
—It’s an eraser./It’s a map./It’s a toy. (2) —How do you spell it?
—E-R-A-S-E-R, eraser. (3) —Can you spell it, please?
—Yes. M-A-P, map. (4) —Thank you./Thanks.
—That’s OK./You’re welcome. (5) —Is this/that a ruler?
—Yes, it is./No, it isn’t. 3. Identify things. Ⅱ. Teaching aids 教具
投影仪/小黑板/图片/挂图/录音机/字母卡片/实物(鸡蛋、橘子、汽车模型等) Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
通过做游戏，师生互动等形式，复习数词及交际用语，导入新课。 1. (填词游戏。目的是复习英文数词0-20。)
(教师利用小黑板/投影仪展示一幅填词游戏的图片，说明只能填0-20的数词。)
T: Now let’s play a filling game. You can only fill the blanks with the numbers from zero to twenty.
2. (利用挂图，师生互动。复习上节课的对话，导入新课。) T: Excuse me, what’s your name? S1: My name is Li Jie. T: How old are you? S1: I’m twelve.
T: What class are you in?
S1: I’m in Class Four, Grade Seven.
T: Are you in Class Four, too?(面向另一名学生。) S2: Yes, I am./No, I’m not. I’m in Class Seven. T: What grade are you in? S2: I’m in Grade Seven.
T: Are you in Grade Seven, too?(面向另一名学生。) S3: Yes, I am.
T: Who’s that?(出示Section A, 4a中的挂图。) S3: That’s Nancy. T: How old is she? S3: She’s fourteen.
T: What class is she in?
S3: She’s in Class Eleven, Grade Eight.
T: Well done! Thank you. Sit down, please.
T: Just now we asked and answered personal information. Now I’ll show you some pictures of things.
Step 2 Presentation 第二步 呈现(时间:13分钟)
运用卡片或图片，通过师生问答的形式，初步呈现新单词和新句型，并进行简单的操练。
1. (1) (教师拿出写有eraser的卡片，再拿出橡皮擦的图片或实物提问。用此种方法教授生词和句型。)
T: Look at this picture. Let’s ask and answer. What’s this in English?(解释in English汉语 意思。)
Ss: It’s an eraser. (启发引导学生回答。) T: How clever! It’s an eraser. (2) (教师出示一张地图继续提问。)
T: What’s this in English? S1: It’s a map. (板书，教学新单词和词组，并要求掌握。)
—What’s this in English? —It’s an eraser/a map. T: How do you spell it?(解释spell汉语意思。) S1: M-A-P, map.(启发引导学生回答。)
(板书，教学新单词，新句型，并要求学生掌握spell。)
—How do you spell it? —M-A-P, map. T: Thank you. S1: That’s OK.(教师帮助回答。)
T: You can also say: You’re welcome. (板书，教学感谢和应答的句型。) —Thank you. —That’s OK./You’re welcome. (3) (以同样的方式教学单词pencil, apple, ruler, toy, desk, pen, orange, car, egg, blackboard, book，让学生了解wow，并让学生两人一组互动操练句型。同时引导学生区别a/an，教师归纳a/an的用法。)
T: We learnt so many new words. Do you know how to use “a” and “an”? Let’s sum up together. (引导学生仔细观察、发现规律，教师最后总结并板书。) a map/pen/pencil/car/desk…(用于辅音音标前。) an apple/orange/eraser/egg/English book…(用于元音音标前。) (4) (教师把实物卡片放在远处，师生对话练习that。) T: Now what’s that in English?
(教师指着远处的黑板问所有的学生。) Ss: It’s a blackboard.
T: How do you spell it, please? Ss: B-L-A-C-K-B-O-A-R-D, blackboard. T: Thanks.
Ss: You’re welcome./That’s OK.
(请一名学生到讲台前配合教师作示范。)
T: Excuse me, what’s that in English?(教师指着远处的苹果图片。) S2: It’s an apple.
T: Can you spell it, please? S2: Yes. A-P-P-L-E, apple.
T: You can also spell it like this: A-double P-L-E, apple. Thanks. S2: You’re welcome.
(板书，教学新单词和新句型，并要求掌握。)
Can you spell it, please? Yes. A-double P-L-E, apple. Step 3 Consolidation 第三步 巩固(时间:7分钟)
利用实物、图片和投影仪等教具，进行师生和生生问答，使学生在运用中掌握新单词和新句型。 1. (1)(播放1a录音，让学生跟读，然后两人一组模仿1a进行对话。) T: Please listen to 1a and repeat. Then practice in pairs.
(2)(同桌之间用不同的实物，如pencil, desk, ruler, pen, book等练习1a。并到讲台前表演。) T: Please practice the dialog in pairs using different things and act it out. S1: Excuse me, what’s this in English? S2: It’s a pencil.
S1: How do you spell it? S2: P-E-N-C-I-L, pencil. S1: Thank you.
S2: You’re welcome.
(对于表演好的学生，给予表扬。) 2. (让学生完成1b练习，并核对答案。)
T: Please complete the conversations in 1b and then check the answers.
3. (1)(用投影仪或小黑板呈现一个苹果的图片，其下面是打乱了顺序的几句话，让学生给这些句子重新排序。) T: Boys and girls, put these sentences in the right order. S3, S4, you two, please. (两名学生把答案写在黑板上，并进行对话练习，然后师生一起核对。)
A: That’s OK. B: It’s an apple. C: A-P-P-L-E, apple. D: Thank you. E: How do you spell it? F: What’s this in English? (2)(拿出一幅电话的图片挂在较远处，让学生两人一组用that进行对话。然后，请一组学生到台前表演。) T: S5, S6, use“that”to make a conversation, please. S5: Excuse me, S6. What’s that in English? S6: It’s a telephone.
S5: How do you spell it?/Can you spell it? S6: (Yes,)T-E-L-E-P-H-O-N-E, telephone. S5: Thank you.
S6: You’re welcome./That’s OK.
Step 4 Practice 第四步 练习(时间:13分钟)
利用图片和实物进行对话、做游戏，使学生熟练掌握this/that和a/an的用法。完成2a。 1. (1) (教师出示电话图片，教授Is this/that a/an …?句型。)
T: Is this a telephone?
Ss: Yes, it is./No, it isn’t.(启发学生回答。)
(向学生说明this和that的一般疑问句的肯/否定回答，用it代替this/that。另外指出：this→近指，that→远指。)
(2) (师生用不同的物品反复操练Is this a/an …?/Is that a/an …?句型。) T: Is this an orange?(教师指着近处的实物或图片问。) Ss: Yes, it is.
T: Is that a desk?(教师指着远处的黑板问。) Ss: No, it isn’t. It’s a blackboard. …
(板书，学习Is this/that a/an…?句型。)
— Is this/that a desk? — Yes, it is./No, it isn’t. 2. (播放2a录音，让学生跟读，然后两人一组，用不同的学习用品，自编对话，复习巩固this/that和a/an的用法。完成2a。)
T: Listen to the tape and repeat, then make conversations using your school things. S1: Is this a ruler?(拿一把尺子问S2。) S2: Yes, it is.
S1: Is that a ruler?(拿一块橡皮放在较远处后指着问。) S2: No, it isn’t. It’s an eraser.
3. (做你问我答游戏。一名学生上讲台，手拿一件学习用品放在背后，让其余学生猜。猜对时，要展示给学生看。换另一件学习用品继续游戏。)
T: S3, come to the blackboard, please. The other students ask and you answer. (S3手里拿的东西不能更换，直到猜对。) Ss: Is this a ruler?(走近时用this。) S3: Yes, it is.(展示给学生们看。) Ss: Is that an eraser?(走远时用that。)
S3: No, it isn’t. Ss: Is this a book? S3: No, it isn’t. Ss: Is this a pen? S3: Yes, it is.
4. (拿出准备好的小黑板，让学生先浏览题目，再试着填空。并核对答案。同桌之间互动操练。) T: Look at the small blackboard, and complete the conversation. Then practice with your partner. (小黑板的板书设计如下：) A: Excuse me, what’s this/that English? B: pencil. A: do you ? B: , . A: Thank you. B: That’s ./You . 5. (练习a/an。利用前面总结好的板书，擦掉a/an让学生再填一遍，加深对a/an的记忆。)
T: Boys and girls, look at the blackboard, please. I’ll clean up“a”and“an”, then you complete by yourselves.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
依照2b中范例做游戏，再以师生问答、总结和编对话等形式进行探究，培养学生综合运用本课目标语言的能力。完成2b。
1. (拿鸡蛋、橘子、汽车模型等实物或图片，进行师生问答练习，熟悉物品名词。) T: What’s this in English?
Ss: It’s a pen/ruler/book/car/blackboard/desk.或It’s an egg/orange/apple.
(待学生熟悉了物品后，叫两位同学上讲台，一位同学展示物品，另一位同学蒙上眼睛猜展示的物品。猜对的给予鼓励。通过更换物品，让学生轮流做这个游戏。完成2b。) S1: What’s this in English? S2: Is it a book? S1: No, it isn’t. S2: Is it a pencil? S1: No, it isn’t. S2: Is it a pen?
S1: Yes, it is. You’re right. …
2. Homework:
(1)总结：在学过的物品名词中，哪些前面用a，哪些前面用an。 (2)依照1a，自编两则对话，写在作业本上。 板书设计：
What class are you in? Section B 1.—What’s this/that in English? —Thank you./Thanks. —It’s an eraser/a map. —That’s OK./You’re welcome. —How do you spell it? 2. a pencil/car/pen/book —E-R-A-S-E-R, eraser. an egg/orange/apple —Can you spell it, please? 3. —Is this/that a desk? —Yes. M-A-P, map. —Yes, it is./No, it isn’t.