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Topic 3 What class are you in?Section AThe main activities are 1, 2a and 4a. 本课重点活动是1, 2a和4a。.Teaching aims and demands 教学目标1. (1)Learn some numeral words:eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty(2)Learn other new words and phrases:year, old, year(s) old, How old ?, class, in, grade, age, that2. Master the following special questions:(1)How old are you?Im twelve.(2)What class are you in?Im in Class Four, Grade Seven.(3)What grade are you in?Im in Grade Seven.3. Talk about someones age, class and grade. Teaching aids 教具数字卡片/教学挂图/录音机/投影仪或小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:7分钟)通过做游戏，师生对话，复习上节课的数词及重点句型，并导入新课。1. (做游戏，复习数词0-10。)(游戏规则：把学生分成十一人一组，每组第一名学生从zero开始报数，其后面的学生按顺序快速报数。每逢三或三的倍数时，学生不说出该数，只是站起来后迅速坐下，然后下一个学生接着说下一个数。出现失误的学生退出活动，下一位同学从zero开始重新报数。失误最少的小组为优胜组，并给予奖励。)T: Lets play a game.Example:S1: zeroS2: oneS3: twoS4: (站起之后迅速坐下)S5: fourS6: fiveS7: (站起之后迅速坐下)S8: 2. (教师请一名学生到讲台前配合示范，复习上节课的重点内容，导入新课。)T:Whats your name?S9:My name is S9.T:Where are you from?S9:Im from Yangzhou.T:Whats your telephone number?S9:My telephone number is (0517)783-1234.T:Now we want to know more personal information about our classmates, such as age, class, grade, how should we ask?S9:How old are you?S10: What class are you in?S11: What grade are you in?(教师帮助学生回答。)(板书并要求学生掌握。)oldHow old are you?classWhat class are you in?inWhat grade are you in?grade T:How old are you?S12:13.(汉语)T:You can answer like this: Im 13/ thirteen years old.(教师教学数词十三。)S12:Im thirteen.T:What class are you in?S13:11班/Im in Class Eleven.(教师帮助学生回答，教学数词十一。)T:What grade are you in?S14:Im in Grade 7.(板书并要求学生掌握。)year, year(s) old, thirteen, elevenT:Good. First lets learn how to count the numbers from 11 to 20.(由年龄、班级所涉及的数词，导入1。)Step 2 Presentation 第二步 呈现(时间:13分钟)运用卡片、教学挂图和做游戏等形式，呈现本课的教学内容。1. (教师出示11-20的数字卡片，正面是英语单词，反面是阿拉伯数字。依次示范每个数词的读音。然后播放1录音，让学生跟着录音模仿数词11到20的读音，完成1。)(板书，教学数词11-20，并要求掌握。)eleven twelve thirteen fourteen fifteen sixteen seventeen eighteennineteen twenty2. (让学生翻开书，朗读数词11-20，并找出这些数词的拼写规律。特殊记忆11、12、13、15、20这五个数词。通过相似联想，巩固数词13-19的记忆。) T: Now turn to Page 17. Read 1 by yourselves and find out the rules of spelling.3. (做数字加减游戏，练习数词0-20。)T: Now lets play a number game.Example:T:Take a number.S1:Two.T:And ten.S2:Twelve.T:Plus eight. (可用手势帮助学生理解。)S3:Twenty.T:Minus fifteen. (可用手势帮助学生理解。)S4:Five.(游戏分两组，进行小组竞赛，算得又快又准确的组为获胜组。)4. (将数词与句型结合起来，创设情景，链式操练本课新句型，巩固新知识。)(1)T:Li Lei is 13 years old. How old are you?S5:I am 14 years old. How old are you?S6:I am 14 years old, too. How old are you?S7:Im 13 years old. (2)T:Li Lei is in Class 5. What class are you in?S8:I am in Class 6, Grade 7. What class are you in?S9:I am in Class 7, Grade 7. What class are you in?S10:(允许学生用学过的数词来替换对话中的数词。)5. (1)(教师出示2a挂图，展示Li Ming和Sally两人正在对话的情景，听2a录音，回答问题。)T: Look at the picture. Do you want to know what class Li Ming and Sally are in? Lets listen to the tape and answer the questions.(用投影仪或小黑板出示两个问题。)(2)(核对答案。再次播放录音，让学生听并跟读。同时教师讲解class与grade后加数词，首字母改为大写的用法。)T: Listen to the tape and repeat.(3)(教师找两名学生示范对话。)T:Excuse me, whats your name?S11:My name is .T:How old are you?S11:Im twelve.T:What class are you in?S11:Im in Class Four, Grade Seven.T:Are you in Class Four, too?(教师转身问另一名学生。)S12:No, Im not. Im in Class Five.(4) (学生两人一组操练。完成2a。)T:Practice the dialog in pairs.Step 3 Consolidation 第三步 巩固(时间:8分钟)通过读对话、听录音和连线等形式，巩固本课的重点知识。1. (让学生自读2a，完成2b。)T:Now read 2a by yourselves, then work in pairs and help Li Ming complete Sallys name card. Finish 2b.2. (播放3录音，完成3的听力训练。)T:Listen to 3 and match.(再放录音，核对答案。)3. (根据3的连线，两人一组操练How old ? What class in? What grade in?这三个句型，同时巩固练习数词11-20。)T: Please practice the sentence patterns: How old ? What class/grade in? according to 3 in pairs.Step 4 Practice 第四步 练习(时间:10分钟)运用教学挂图和图片，通过师生、生生互动交流等形式，使学生熟练运用本课的重点句型。1. (1)(教师用教学挂图出示4a第二小段对话情景，请一名学生和教师示范对话。)T:Hello! Whos that?(教师解释此句含义。)S1:Thats Nancy.(教师帮助回答。)T:How old is she?S1:She is fourteen.T:What class is she in?S1:She is in Class Eleven, Grade Eight.(用投影仪或小黑板出示对话内容，教学重点句型，并要求学生掌握that。)Whos that?Thats Nancy.How old is she?She is fourteen.What class is she in?Shes in Class Eleven, Grade Eight.shes=she is thats=that is whos=who is(2)(学生之间互动操练，增强学生的口语表达能力。)T: Practice the dialog in pairs.(3)(播放4a录音，让学生听并跟读，模仿语音语调。然后让学生两人一组操练。完成4a。)T: Now listen to the tape and repeat. Ill ask some students to act out the dialogs.2. (出示写有姓名、年龄、班级、年级的人物图片。教师带领学生操练第三人称单数的重点句型。)Name: SallyAge: 12Class: FourGrade: SevenT:Look at this picture. Excuse me, who is that?Ss:Thats Sally.T:How old is she?Ss:Shes twelve.T:What class is she in?Ss:Shes in Class Four, Grade Seven. Are you in Class Four, too?T:No, Im not. Im in Class Five.3. (让学生根据自己的真实情况表演对话，互动操练。)(1) S2: Hi, S3! What grade are you in?S3: Im in Grade Seven. Are you in Grade Seven, too?S2: No, Im not. Im in Grade Eight.(2) S4: Hello, S5! What class are you in?S5: Im in Class 4, Grade 7. Are you in Class 4, too?S4: No, Im not. Im in Class 7.(3) S6: Whos that?S7: Thats Li Ming.S6: How old is he?S7: Hes thirteen.S6: What class is he in?S7: Hes in Class Nine, Grade Eight.(请几组学生到台前表演，并给予掌声鼓励。)Step 5 Project 第五步 综合探究活动(时间:7分钟)通过做游戏，调查填表格和写作文等形式，培养学生听、说和写的技能。1. (做宾戈游戏，完成5。)T: Now lets play a bingo game.(1)(从1-20中选9个数字填入制作好的九个方格内，用投影仪展示。)T: Choose nine numbers from 1 to 20 and put them into a table like this:(2)(听教师读数字，每次九个一组，当学生听到教师读到的数字在自己表格中出现的时候，就在数字上打“”，表格上没有的不打“”。)T: Listen to me and cross out () the numbers you hear.(3)(告诉学生，当他们打叉的数字横、竖或斜成一条直线时，就大声说“Bingo”，意思是他/她赢了。)T: Say“Bingo!” when you finish any three numbers in a line, like those in the picture.2. (用投影仪出示下列表格，让学生互相调查，然后完成这个表格。)T: Boys and girls, lets make a survey. Ask your friends these questions, then fill in the form.Whats your English name?How old are you?Where are you from?Whats your telephone number?What class/grade are you in?Example:T:Have you finished, boys and girls? S1, whats your friends English name?S1:His/Her English name is T:How old is he/she?S1:He/She is T:Where is he/she from?S1:He/She is from T:What is his/her telephone number?S1:His/Her telephone number is T:What class is he/she in?S1:He/She is in Class , Grade (让学生两人一组进行问答，多调查几位同学，加深理解，熟练表达。)3. Homework:写一篇自我介绍的作文。(包括：姓名、英文名字、年龄、班级、年级、电话号码等信息。)板书设计：What class are you in?Section A1.Numeral words:4.Whos that?eleven, twelve, thirteen, fourteen, fifteenThats Nancy.sixteen, seventeen, eighteen, nineteen, twentyHow old is she?2.How old are you?She is fourteen.Im twelve.What class is she in?What class are you in?Shes in Class Eleven, Grade Eight.Im in Class Four, Grade Seven.shes=she is thats=that is whos=who is3.What grade are you in?Im in Grade Seven.Section BThe main activities are 1a and 2a. 本课重点活动是1a和2a。. 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, egg2. Learn some useful sentences:(1) Whats this/that in English?Its an eraser./Its a map./Its 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.Thats OK./Youre welcome.(5) Is this/that a ruler?Yes, it is./No, it isnt.3. Identify things. 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). 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 lets play a filling game. You can only fill in 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, whats your name?S1:My name is Li Jie.T:How old are you?S1:Im twelve.T:What class are you in?S1:Im in Class Four, Grade Seven.T:Are you in Class Four, too?(面向另一名学生。)S2:Yes, I am./No, Im not. Im in Class Seven.T:What grade are you in?S2:Im in Grade Seven.T:Are you in Grade Seven, too?(面向另一名学生。)S3:Yes, I am.T:Whos that?(出示Section A, 4a中的挂图。)S3:Thats Nancy.T:How old is she?S3:Shes fourteen.T:What class is she in?S3:Shes in Class Eleven, Grade Eight.T:Well done! Thank you. Sit down, please.T: Just now we asked and answered personal information. Now Ill 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. Lets ask and answer. Whats this in English?(解释in English汉语意思。)Ss:Its an eraser. (启发引导学生回答。)T:How clever! Its an eraser. (2) (教师出示一张地图继续提问。)T:Whats this in English?S1: Its a map.(板书，教学新单词和词组，并要求掌握。)Whats this in English?Its 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: Thats OK.(教师帮助回答。)T:You can also say: Youre welcome.(板书，教学感谢和应答的句型。)Thank you.Thats OK./Youre 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 have learnt so many new words. Do you know how to use “a” and “an”? Lets 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 whats that in English?(教师指着远处的黑板问所有的学生。)Ss: Its a blackboard.T:How do you spell it, please?Ss:B-L-A-C-K-B-O-A-R-D, blackboard.T:Thanks.Ss:Youre welcome./Thats OK.(请一名学生到讲台前配合教师作示范。)T:Excuse me, whats that in English?(教师指着远处的苹果图片。)S2:Its 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:Youre 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, whats this in English?S2: Its a pencil.S1: How do you spell it?S2: P-E-N-C-I-L, pencil.S1: Thank you.S2: Youre 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，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: Thats OK.B: Its an apple.C: A-P-P-L-E, apple.D: Thank you.E: How do you spell it?F: Whats 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. Whats that in English?S6: Its 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: Youre welcome./Thats 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 isnt.(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 isnt. Its a blackboard.(板书，学习Is this/that a/an ?句型。) Is this/that a desk? Yes, it is./No, it isnt.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 isnt. Its 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 isnt.Ss: Is this a book?S3: No, it isnt.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, whats this/that English?B: pencil.A: do you ?B: , .A: Thank you.B: Thats ./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. Ill 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:Whats this in English?Ss:Its a pen/ruler/book/toy car/blackboard/desk.或Its 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: Whats this in English?S2: Is it a book?S1: No, it isnt.S2: Is it a pencil?S1: No, it isnt.S2: Is it a pen?S1: Yes, it is. Youre 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 B1.Whats this/that in English?Thank you./Thanks.Its an eraser/a map. Thats OK./Youre welcome.How do you spell it?2. a toy/pencil/car/pen/bookE-R-A-S-E-R, eraser. an egg/orange/appleCan you spell it, please? 3.Is this/that a desk?Yes. M-A-P, map. Yes, it is./No, it isnt.Section CThe main activities are 1a and 2. 本课重点活动是1a和2。. Teaching aims and demands 教学目标1.Learn some new words:these, those, schoolbag, cake, bus, box2.Learn the plural forms of the countable nouns and the plural forms of the demonstrative pronouns:(1) three pencils four rulers five oranges(2) thisthesethatthose3.Identify things:(1) What are these/those?Theyre books.(2) Are these/those oranges?Yes, they are./No, they arent. Teaching aids 教具小黑板/实物/名词卡片/图片/教学挂图/录音机. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:7分钟)通过做练习，学生之间进行对话，复习上节课的重点内容，并导入新课。1. (出示小黑板。要求学生完成板书练习，复习a/an的用法，并核对答案。)T: Now, look at the small blackboard, and fill in the blanks with“a”or“an”. Then lets check answers together. desk apple book orange egg2. (方案一) (检查家庭作业。出示实物，学生互动问答复习上节课的重点内容。)T:Look at this apple. S1, S2, you two, please make up a dialog.(拿出一个苹果。)S1: Whats this in English?S2:Its an apple.S1:How do you spell it?S2:A-double P-L-E, apple.S1:Thank you.S2:Thats OK.T:Great, look at that pencil.(教师指着远处的铅笔，让S3，S4进行互动问答，复习巩固that的用法。)T:S3, S4, you two, please make up a dialog.S3: Whats that in English?S4:Its a pencil.S3:Can you spell it, please?S4:Yes, P-E-N-C-I-L, pencil.S3:Thanks.S4:Youre welcome.T:Very good.(方案二)(做猜一猜游戏：把学生分为十人一组，每组准备十张名词卡片然后将本组的卡片收集上来，背面朝上，打乱顺序整理好备用。组员轮流上台抽取一张单词卡片，背面朝向自己，开始和其他组员一起互动猜词并拼写单词。最快把所有卡片猜对的小组为获胜者。)T:Lets play a guessing game. S5, come here, please.For example:Ss:Whats this/that in English?S5:Is it a book?Ss:No, it isnt.S5:Is it a map?Ss:Yes, it is. How do you spell it?S5:M-A-P, map.Ss:Thank you.S5:Thats OK./Youre welcome.T:You did a good job. Now well begin our new lesson.Step 2 Presentation 第二步 呈现(时间:13分钟)运用教学挂图，通过师生、生生的互动问答等形式，初步学习本课的新单词、新句型及新语法。1. (展示2教学挂图，进行师生问答。)T:Look at this picture. Whats this? (教师指着近距离图上的一本书。)Ss:Its a book.T:Whats that?(教师指着远距离图上的一个橘子问。)Ss:Its an orange.(教师出示2中复数物品的图片，让学生学会表达可数名词的复数形式。)T:(出示三支铅笔的图片，让学生试着读出名词复数的发音。) What are these?Ss:Theyre three pencils.T:Picture 4. What are those?Ss:Theyre five oranges.T:Picture 12. What are those?Ss:Theyre seven boxes.(教师板书并提醒学生注意词尾变化。)(教师请学生单独作答。)T:Picture 2. What are these?S1:Theyre two books.T:Picture 10. What are these?S2:Theyre four rulers.T:Picture 8. What are these?S3:Theyre six buses.(教师板书并提醒学生注意词尾变化。)(教师板书，教学新单词，新句型，并要求学生掌握。同时提醒学生注意名词单数变复数时的词尾变化及读音。)(让学生归纳可数名词变复数的规则，教师补充，并作总结。)1.可数名词变复数规则：(1)一般在可数名词的末尾加-s。如：penpens, bookbooks(2)以s, x, ch, sh结尾的名词末尾加-es。如：busbuses, boxboxes2.指示代词及人称代词的单复数转换：thisthesethatthoseitthey3.单复数句型的对比：Whats this/that? Its a/an What are these/those? Theyre 2. (播放2录音，让学生跟读，并让学生两人一组表演2的对话。完成2。)T:Lets listen to the tape and repeat. Then perform dialogs in pairs.3. (利用实物，由What are these/those ?导入Are these/those ?句型教学。学习1a。)T:Look at the things and answer my questions, please. Pay attention to the plural forms of “this” and “that”.T:Whats this? (教师指着一本书。)Ss:Its a book.T:What are these? (教师指着近处的一些书。)Ss:Theyre books. T:Are these English books?Ss:Yes, they are. (教师引导学生回答。)T:Are those books, too? (教师指着远处的一些苹果。)Ss:No, they arent. (教师引导学生回答。)T:What are those?Ss:Theyre apples. (出示实物，找一名学生到讲台前和教师示范。)T:Is this a book?(教师指着一本书。)S4:Yes, it is.T:Are these books?(教师指着一些书。)S4:Yes, they are.T:Is that an apple?(教师指着远处一个苹果。)S4:Yes, it is.T:Are those oranges?(教师指着远处一些苹果。)S4:No, they arent.(教师引导学生回答。)T:What are those?S4:They are apples.(学生互动操练。教师板书，并要求学生掌握。)Are these/those oranges?Yes, they are./No, they arent.What are these/those?They are books/apples.4. (播放1a录音，让学生听并跟读。然后学生两人一组表演1a的对话。)T: Listen to the tape and repeat. Then practice the dialogs in pairs.Step 3 Consolidation 第三步 巩固(时间:8分钟)运用图片、实物和教学挂图等进行对话操练，使学生在运用中掌握本课的新句型及语法。1. (教师出示一些图片，让学生应用本课所学的句型，分组进行操练。)T: Please look at the pictures and practice the dialogs in groups according to 1a.2. (用实物呈现并学习新单词schoolbag, cake，然后让学生完成1b。)(老师走到S1面前，指着他/她的书包。)T:S1, whats this?S1:书包。T:Whats this in English?S1:Its a schoolbag.(帮助学生回答。)(板书，教学新单词，并要求学生掌握。)schoolbagschoolbagsT:The bag we use in the school is called schoolbag. Now, boys and girls, are you hungry?(拿出蛋糕) Look here, please. What is this?Ss:蛋糕。T:Whats this in English?Ss:Its a cake.(帮助学生回答。)(板书，教学新单词并要求学生掌握。)cakecakes3. (学生完成1b，并核对答案。)T:Please complete the conversations in 1b. Then check the answers.4. (根据1b图片两人一组操练对话，并让学生到讲台前表演，给予掌声鼓励。)T:Please practice the dialogs in pairs according to the pictures in 1b. Then Ill ask some students to act them out in the front.Step 4 Practice 第四步 练习(时间:12分钟)通过做游戏、操练对话和听录音填词等形式，培养学生听、说和写的能力。1. (做一个“找单词，造句子”的游戏，练习Is this/that ? Are these/those ?句型。)T: Lets play a game to make sentences.(1)教师事先制作一些卡片，每张卡片上写一个单词。(2)在教室前面的墙上拉一根长绳子，绳子上挂上一些小铁钩。教师抽出一组卡片，每张卡片用铁夹子夹住并连同夹子一起挂在铁钩上，见下图。(3)让学生在有限的时间内，通过不断调换卡片的位置，尽可能多地造出不同的句子。若造出一般疑问句时，其他学生要做肯定/否定回答。2. (出示图片，操练Whats this/that in English? What are these/those in English?。)(请一名学生和教师对话作示范。)T:Look at these pictures. Lets ask and answer. Whats this/that in English?(指着书包/蛋糕/书/橘子的图片。)S1:Its a schoolbag/cake/book/an orange.T:What are these/those in English?S1:Theyre schoolbags/cakes/books/oranges.T:Thank you.S1:Youre welcome.(让学生两人一组练习并邀请志愿者到台前表演。)3. (听3录音，完成3。)T:Please listen to the ta
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