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仁爱版七年级上册英语全册教案

Unit 1 Making New Friends

Topic 1 Welcome to China!

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教学目标

1.(1)Learn the letters Aa-Gg.

(2)Learn some new words:

good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too

2. Learn about greetings and introductions:

(1)—Good morning.

—Good morning.

(2)—Welcome to China!

—Thank you./Thanks.

(3)—Hello/Hi!

—Hello/Hi!

(4)—I’m … Are you …?

—Yes, I am./No, I’m not. I’m …

(5)—Nice to meet you.

—Nice to meet you, too.

Ⅱ. Teaching aids 教具

投影仪/教学挂图/录音机/字母卡片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Introduction 第一步介绍(时间:6分钟)

本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，提高学习效率。

Step 2 Presentation 第二步呈现(时间:9分钟)

呈现简单的打招呼用语，并进行听说练习，学以致用。

1. (运用真实情境，让学生学会如何与他人简单地打招呼。)

(1)(教师向一学生做手势以示打招呼。)

T: Hello!

S1:Hello!(启发学生回答。)

让学生猜测其意思并掌握。)

hello

Hello!)

T: Hello!

Ss:Hello!

)

—Hello! = —Hi!(非正式)

—Hello! —Hi!

(同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼。并让学生之间用真实姓名依次操练)

T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)

T: Hi, Li Lei!

S2: Hi, Mr./Miss××.

S3: Hi, Zhang Hua!

S4: Hi, Chen Jun!

S5: Hello, Zhou Jie!

S6: Hello, Zheng Hua!

(3)(教师亲切地用手势跟同学们打招呼。)

T: Good morning!

(重复几遍后，启发学生回答。)

Ss: Good morning!

)

(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)

(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)

S7: Hi! S8.

S8: Hi! S7.

S9: Hello! S10.

S10:Hello! S9.

S11:Good morning! S12.

S12:Good morning! S11.

…

(对学生的表演给予掌声鼓励。)

2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎

样打招呼呢?)

Ss: Hi!/Hello!/Good morning!

China，板书并要求学生掌握。)

T: Good morning! Welcome to China!

Ss: Good morning! Thank you./Thanks.(帮助学生回答。)

)

(师生互动操练以上对话。)

3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)

T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.

4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane,

Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)

Step 3 Consolidation第三步巩固(时间:12分钟)

通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。

1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)

(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael.

I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.)

(板书并要求学生掌握。)

(教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并作自我介绍。)

T: Hi!/Hello! I’m … (教师手指着自己，并引导学生作自我介绍。)

S1: Hi!/Hello! I’m Wu San. (S1站起来。)

S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)

S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)

(教师接着对刚刚作过自我介绍的学生进行提问，练习上面板书的另两个句式。)

T: I’m … Are you Wei Hua?

S3: Yes, I am.(学生点头，这时教师引导学生作答。)

T: I’m … Are you Li Feng?

S2: No, I’m not. I’m Wang Xiang.

(让学生两人一组进行类似操练。)

Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)

(教师示范表演。)

T: Hello! I’m … Are you Liu Siyang?

S4: No, I’m not. I’m Wendy.

T: Oh, nice to meet you, Wendy.

S4: Nice to meet you, too.(教师引导学生作答。)

(让学生互相问答，借此机会运用类似的对话认识同学。)

2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)

T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)

3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。) T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)

S1:Good morning!

S2:Good morning!

S1:I’m … Are you …?

S2:Yes, I am.

S1:Nice to meet you.

S2:Nice to meet you, too.

S1:Welcome to China!

S2:Thanks./Thank you.

4. (再让学生四人一组上台表演打招呼和作自我介绍。)

T: Act out the dialog with your own names.

S3: Hi!

S4: Hi!

S3: I’m … Are you …?

S4: Yes, I am.

S3: Hello! Are you …?

S5: No, I’m not. I’m …

S3: Nice to meet you.

S5: Nice to meet you, too.

S3: Hi! Are you …?

S6: Yes, I am.

S3: Welcome to China!

S6: Thanks./Thank you.

Step 4 Practice 第四步练习(时间:10分钟)

通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。

1. (学习字母Aa-Gg。)

(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个

字母都要用升降调来读。)

T: Listen to me and read the letters after me. Learn Aa-Gg by heart.

(教师先教学字母Aa-Gg，然后全体学生跟读Aa，Bb, Cc, Dd, Ee, Ff, Gg。)

T: Aa Bb Cc Dd Ee Ff Gg

Ss: Aa Bb Cc Dd Ee Ff Gg

(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四

线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)

T: Now let’s learn how to write the letters.

2. (1)(英语字母接力游戏。)

T: Now let’s play a game.

(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……) T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B … one by one. (教师给以汉语提示。)

(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……

以此类推，直到全班同学都参与进去。)

T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)

(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)

T: Pair work. Form the capital letters with your bodies and read them aloud.

3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)

Aa Bb Cc Dd Ee Ff Gg

4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答

案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)

T: Match and write down the letters on the line.

Aa Bb Cc Dd Ee Ff Gg

Step 5 Project 第五步综合探究活动(时间:8分钟)

通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。

1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残

月像C、D等。)

T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)

2. (做游戏:字母配对)(Letter Matching)

(1)活动目的：辨别字母的印刷体、书写体及大小写。

(2)活动过程:

①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写的印刷体和书写体，

并分别写在四张卡片上。

②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，各人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。

(3)有关说明：

①活动前需向学生展示四种卡片，以便活动时辨认。

②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。

③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。

3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼和问候语进行对话。)

T: Group work. A group of seven students act as Aa-Gg, greeting each other.

Example:

S A: Hello!

S B: Hello!

S A: Are you Cc?

S B: No, I’m not. I’m Bb.

S A: Nice to meet you.

S B: Nice to meet you, too.

…

4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)

A B

(1)Hi! a.Thanks./Thank you.

(2)Welcome to China! b.Hello!

(3)Nice to meet you. c.Nice to meet you, too.

(4)Good morning! d.Good morning!

(5)Hello! e.Yes, I am.

(6)I’m Kangkang. Are you Michael? f. Hi!

5. Homework:

(1)练习字母Aa-Gg的写法，每个字母写五遍。

(2)练习字母Aa-Gg的读音及本节课所学的问候语。

(3)下课后，给自己取一个英文名字。

板书设计：

Welcome to China!

Section A

1.—Good morning! 5.—Are you Maria?

—Good morning! —No, I’m not. I’m Jane.

2.—Hello! 6.—Nice to meet you.

—Hello! —Nice to meet you, too.

3.—Hi! 7.—Welcome to China.

—Hi! —Thanks./Thank you.

4.—I’m Kangkang. Are you Michael?

—Yes, I am.

Section B

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ. Teaching aims and demands 教学目标

1. (1) Learn the letters Hh-Nn.

(2) Learn some new words:

Miss, this, is, Mr.=mister, see, my, mom, teacher, how, do

2. Learn about greetings and introductions:

①Miss Wang, this is Michael. Michael, this is Miss Wang.

②—Nice to see you.

—Nice to see you, too.

③—How do you do?

—How do you do?

Ⅱ. Teaching aids 教具

小黑板/教学挂图/录音机/字母卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

通过复习字母Aa-Gg和上节课所学功能用语，导入本节课主要功能用语。

1. (让学生做上节课的字母接力游戏，复习字母Aa-Gg。也可以让两位学生在黑板上听写，要求遵守四线格上书

写的规则。特别强调学生在书写时要用手写体。)

2. (教师用小黑板展示上节课所学功能用语，让学生配对。)

T: Match the sentences in Column A with those in Column B.

A B

1.Hello! a.Thanks.

2.Welcome to China! b.Nice to meet you, too.

3.Good morning! c.No, I’m not. I’m Wei Hua.

4.Nice to meet you. d.Hello!

5.Are you Kangkang? e.Good morning!

)

3. (师生对话，导出新词。)

T: Good morning, S1!

S1:Good morning, …

T: Oh. I’m …, you can call me Mr./Miss … (教师给以汉语提示。)

Mr./Miss，要求学生掌握。)

Mr. = mister

Miss

T: Good morning, boys and girls.

Ss:Good morning, Mr./Miss …

T: Hi, S2! Nice to see you.

S2:Hi, Mr./Miss … Nice to see you, too. (如果学生答错或答不出来，教师给以帮助。)

)

see

—Nice to see you.

—Nice to see you, too.

4. (教师用多媒体出示其他老师的照片作介绍，引出This is …这一句型。)

T: This is Mr. …/This is Miss …

)

5. (出示1a教学挂图，导入新课。)

T: Now Kangkang, Michael and Miss Wang meet at the school gate. What are they saying? Do you want to know?

Let’s come to 1a together. (教师给以汉语提示。)

Step 2 Presentation 第二步呈现(时间:8分钟)

在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。

1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。)

2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起对话表演。)

T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me.

S1:Good morning, Miss Wang!

T: Good morning, S1!

S1:Miss Wang, this is S2. S2, this is Miss Wang.

S2:Nice to meet you.

T: Nice to meet you, too.

3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。)

T: Please practice 1a in groups, then act it out.

4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)

T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.

Step 3 Consolidation 第三步巩固(时间:10分钟)

通过看、听、说，练习目标语言，培养学生综合运用语言的能力。

1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。)

的用法，要求学生掌握。)

)

3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)

T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.

4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。)

T: Please practice 3a in groups. Then act it out.

(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do?的用法。找几组同学表演所填的对话。)

T: Please complete the conversation in 3b. Then act it out.

5. (学生独立完成4。核对答案。)

T: Read the sentences in 4 and match them.

6. (根据4，学生两两对话，复习重点句型，巩固4。)

T: Practice some dialogs according to 4 in pairs. Please practice after the example.

Example:

S1:How do you do?

S2:How do you do?

S3:Welcome to Beijing!

S4:Thank you.

S5:Nice to meet you.

S6:Nice to meet you, too.

S7:Are you Jane?

S8:Yes, I am.

S9:Good morning!

S10: Good morning!

…

Step 4 Practice 第四步练习(时间:10分钟)

通过听、说、读、写等方式教学字母Hh-Nn，做游戏进行巩固，培养学生的合作精神。

1. (做Which one is missing?游戏，复习字母Aa-Gg。)

游戏规则：以小组为单位，人人参与。打乱字母卡片Aa-Gg，并把它们贴在黑板上。每一次故意拿掉一张字母卡片，让学生以最快的速度找出来。给最快的小组加分，直到巩固完Aa-Gg卡片，评出优胜组。

T: Now, let’s play a game together: Which one is missing?

…

2. (教学字母Hh-Nn，让学生掌握字母大小写的笔画顺序，完成2a。)

(1)(播放录音，让学生看2a并逐个跟读字母，学习Hh-Nn的发音，直到学生非常熟悉为止。停止播放录音，

学生齐读字母Hh-Nn。)

T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves.

(2)(板书字母Hh-Nn, 教学字母的写法。可参见Section A中教学Aa-Gg的方法。)

T: Please look at the blackboard, let’s learn how to write these letters.

(3)(利用英文字母卡片，做字母抢答游戏，激发学生学习字母的兴趣。)

(教师举起一张字母卡片Kk；学生迅速说出Kk前面和后面的字母；最先答对的获胜。)

T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the right letters first is the winner.

3. (写出大写字母的小写形式和小写字母的大写形式，让学生完成2c。)

T: Please rewrite the words using small or big letters in 2c.

4. (听录音，完成2b。)

T: Listen and circle the letters you hear in 2b.

5. (播放5录音，让学生跟读，鼓励学生说出其中文含义，教师给以适当帮助和补充，完成5。)

T: Listen to the tape and repeat. Then tell me their meanings in Chinese, please.

Step 5 Project 第五步综合探究活动(时间:7分钟)

通过游戏，培养学生的想象力和合作学习的能力。

1. (明星会：把班里同学分成若干组，每组十人左右，请每位同学各自模仿一位“明星”，开一个聚会，在聚会上，

明星相互介绍、问候、交朋友。)

Example:

A: Good morning. I’m Liu Xiang. Are you Yao Ming?

B: Yes, I am. Nice to meet you.

A: Nice to meet you, too.

A: Hi, Li Yong! This is Yao Ming. Yao Ming, this is Li Yong.

…

2. (鼓励学生在各学科教材上找出著名人物，如历史人物、天文学家、地理学家、化学家等，用This is …句型把

他们介绍给同学。)

T: Please find out the famous people and introduce them to us.

3. (做字母找朋友游戏。)

(1)教师拿出英语字母卡片，每张卡片上有一个大写字母或小写字母，大小写字母每套十四张。将十四张大写

字母的卡片贴在黑板的左边，十四张小写字母的卡片贴在黑板的右边。但把大写字母和小写字母的顺序打乱。

(2)将学生分成两组，每组选派一个代表到黑板前，把打乱了的英文字母按正确的顺序排列起来，最先正确完

成的一组为获胜者。要求学生通过游戏提高辨认字母，熟悉字母顺序的能力。

T: Let’s play another game. Please put the letters in the right order.

4. Homework:

(1)让学生利用一切资源收集缩写字母的含义，并与其他同学一起在课后分享。

(2)把字母Hh-Nn写到练习本上，每个写五遍。

(3)三人一组操练1a、3a对话。

Welcome to China!

Section B

1. This is Mr. … 3. Mom, this is my teacher, Mr. Lee.

This is Miss … 4.—How do you do?

2.—Nice to see you. —How do you do?

—Nice to see you, too.

Section C

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 the letters Oo-Zz.

(2) Learn some new words:

afternoon, fine, goodbye, bye, evening, and, OK

2.Learn about greetings and farewells:

(1)—Good afternoon/evening, Miss Wang!

—Good afternoon/evening, Mr. Lee!

(2)—How are you?

—I’m fine. Thank you. / Fine, thanks. And you?

—I’m OK.

(3)—Goodbye, Mr. Chen.

—Bye.

(4)—See you later, Mr. Lee.

—See you.

Ⅱ. Teaching aids 教具

字母卡片/图片/录音机/字母表挂图/火柴

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:15分钟)

复习上节课所学字母和功能用语，导入本课的功能用语，创设出宽松自由的课堂氛围。

1. (利用字母卡片，复习字母Aa-Nn。)

T: Let’s review the letters from Aa to Nn with some letter cards.

2. (利用形体表演字母，增加趣味性。)

T: Let’s play a guessing game. First I’ll ask one student to act a letter. Then let the others guess what letter it is.

3. (做字母接龙游戏，使学生熟悉字母顺序。)

T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?

4. (师生复习打招呼用语和介绍用语。)

T: Good morning, S1.

S1: Good morning, Mr./Miss××.

T: Nice to see you.

S1: Nice to see you, too.

T: S1, this is S2. S2, this is S1.

S1:Nice to meet you.

S2:Nice to meet you, too.

(三人一组进行同样的活动，鼓励学生灵活运用所学的知识。)

5. (头脑风暴。教师快速说出已学过的打招呼用语，学生迅速作出反应，导入How are you?的用法。) T: Hello!/Hi!

Ss:Hello!/Hi!

T: Good morning!

Ss:Good morning!

(教师利用指针指向下午两点的时钟的简笔画，教学Good afternoon!)

T: It’s 2:00 p.m. now. Good afternoon, class!

Ss:Good afternoon, Miss Wang!

)

！)

)

T: Nice to meet you.

Ss:Nice to meet you, too.

T: How are you?

Ss:I’m fine, thank you.(帮助学生回答。)

)

的意思和用法。链式操练，熟悉该用语。)

(教师面向S3提问。)

T: How are you?

S3:I’m fine, thank you.

(S3面向S4提问。)

S3:How are you?

S4:I’m fine, thank you.(面向S5) How are you?

S5: I’m fine, thank you.(面向S6) How are you?

S6:…

…

(教师引导学生用另一种说法来完成该对话。)

T: How are you?

S7:Fine, thanks. And you?(帮助学生回答。)

T: I’m OK.

)

(链式操练该对话。)

6. (教师运用肢体语言。让学生使用英语表达他们所熟悉的情景。)

T: I’ll do some actions, then you say their meanings.

Ss: Good! (教师竖起大拇指。)

Ss: OK! (教师做OK手势。)

Ss: Nice to meet you./How do you do? (教师握住学生的手。)

Ss: Goodbye./Bye./See you later./See you. (教师做再见手势，帮助学生回答。)

)

7. (教师向不同的学生说Goodbye./See you later.，并做相应手势，让学生作相应回答。导入1a。)

T: Now let’s look at the pictures. How do they greet?

Step 2 Presentation 第二步呈现(时间:6分钟)

在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。

1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。)

2. (再次播放1a录音，让学生跟读并模仿语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.

3. (让学生两人一组练习1a。)

T: Now, please read the dialogs in 1a in pairs.

Step 3 Consolidation 第三步巩固(时间:8分钟)

在真实情境中模仿对话，使学生最终掌握本课功能用语。

1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。)

T: Good afternoon, Mr. Chen!

S1: Good afternoon, Xiao Zeng!

T: How are you?

S1: I’m fine, thank you.

T: Goodbye, Mr. Chen.

S1: Bye.

(出示1a挂图后两幅，让学生模仿表演。角色互换。)

2. (看挂图，创设情景，仿照1a对话。)

T: Well, look at the pictures, then imitate the dialogs.

3. (让学生用自己的真实姓名表演1a，完成1b。)

T: Practice the conversations in 1a with your partner using your own names. Then change the partners and practice again.

Step 4 Practice 第四步练习(时间:8分钟)

教学字母Oo-Zz，以游戏方式进行巩固，培养学生的观察力、想象力和合作精神。

1. (教学字母Oo-Zz。完成2a。)

T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape three times. At last read the letters together.

(1)(播放2a录音，让学生看2a字母并跟读，学习Oo-Zz的发音，多听并模仿，直到学生读得准确，自主练习

后齐声读。)

(2)(板书字母Oo-Zz，教学字母的写法。可参见Section A中教学Aa-Gg的方法。)

(3)(教师出示一些与Oo-Zz相像的图案，让学生读相应字母，增加感性认识。)

(4)(让学生发挥想象，说出生活中与Oo-Zz字母相像的物体。如：圆圆的月亮像O，高高的T形广告牌像T等。) T: Can you say something like the letters? For example: the round moon looks like “O”, the advertisement board is like “T”. Can you say some other ones?

2. (巩固英语字母。)

活动步骤：

(1)(把字母表的挂图展示给学生，并特别指出彩色的五个元音字母, 让学生读出来。教师板书A、E、I、O、U，

并说明它们是元音字母及其在英语单词中的重要地位。然后让学生一起大声朗读这些字母。)

(2)(每个同学准备好纸笔，听到教师的号令后，立即写出26个字母的大小写，并把元音字母作上标记，把又快

又对者评为“当日英语之星”。)

3. (播放2b录音，完成2b。)

T: Now please listen and circle the letters in 2b.

4. (小组活动。四人一个小组，利用课前准备好的火柴摆字母，看哪组摆得最多，评出获胜组。完成3。)

T: Please make some letters with your matches after the models in 3 and then read them out.

Step 5 Project 第五步综合探究活动(时间:8分钟)

通过游戏、简笔画和英文歌曲等形式巩固所学内容，让学生在玩中学，从而激发他们的学习兴趣。

1. (字母游戏：教师把字母卡片分发给每个学生，每个字母的卡片数量相同。教师随意说出某个字母，所有持该

字母卡片的学生均须高举卡片，并大声读该字母。)

2. (找邻居：教师在黑板上画三个以上的小方框，在中间一个方框内填上字母，让学生填出与它相邻的字母。)

3. (这个小丑是由26个英文字母组成的，让我们一起找找看，看谁找得又准又快！)

4. (用简笔画画出人物之间打招呼的不同姿势，让学生观察简笔画，写出相应的招呼用语。)

5. (播放4录音，学唱ABC歌。)

6. Homework:

(1)练习字母Oo-Zz的写法，每个写五遍。

(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：

如：写在第二格的有：写在第一、二格的有：写在第二、三格的有：

写在第一、二、三格的有：

Welcome to China!

Section C

1.—How are you? 3.—See you later.

—I’m fine, thank you./Fine, thanks. And you? —See you.

—I’m OK. 4.—Good afternoon/evening!

2.—Goodbye. —Good afternoon/evening!

—Bye. 5. A, E, I, O, U

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)Review greetings:

①Good morning/afternoon/evening!

②Hi!/Hello!

③—How are you?

—I’m fine, thank you./Fine, thanks. And you?

④—How do you do?

—How do you do?

⑤—Nice to meet/see you.

—Nice to meet/see you, too.

⑥—Welcome to China!

—Thanks./Thank you.

(2)Review introductions:

①—I’m … Are you …?

—Yes, I am. / No, I’m not. I’m …

②This is …

(3)Review farewells:

①—See you later.

—See you.

②—Goodbye.

—Bye.

2. Review the letters Aa-Zz.

Ⅱ. Teaching aids 教具

教学挂图/小黑板/字母卡片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:8分钟)

通过复习上节课所学功能用语，创设情境导入新课。

1. (师生互动和生生互动复习上节课所学问候语及告别语，巩固问候语及告别语的英文表达法。) T: Let’s review greetings and farewells.

T: Hi, class!(教师作挥手打招呼状。)

Ss: Hi, Mr. …/Miss …

T: Nice to meet/see you.(教师作握手状。)

Ss: Nice to meet/see you, too.

T: How are you?

Ss: I’m fine, thank you.

T: See you later./Goodbye.(教师作挥手告别状。)

Ss: See you./Bye.

(让学生两人一组练习问候语和告别语。)

2. (教师出示2中的挂图，让学生观察这几幅图中的情境，并根据情境两人一组做对话练习。)

T: Look at the pictures. Find out how Kangkang greets his teacher, Miss Wang. Then practice the dialog in pairs.

S1: How are you?

S2: I’m fine, thanks.

…

Step 2 Presentation 第二步呈现(时间:8分钟)

利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。

1. (让学生听2录音，完成排序。)

T: Please listen and number the pictures in 2.

2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。)

T: Let’s make a conversation and perform it.

T: Good morning, Kangkang.

S1:Good morning, Miss Wang.

T: How are you?

S1:Fine, thanks.

T: Nice to see you.

S1:Nice to see you, too.

T: Goodbye, Kangkang.

S1:Bye, Miss Wang.

(让学生两人一组练习2对话。)

3. (两人一组表演这个对话。对表演得非常流畅的学生给予掌声鼓励。)

(这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。)

Step 3 Consolidation 第三步巩固(时间:12分钟)

复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。

1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。)

(根据总结的规律，模仿句型造句。完成4a。)

2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出

优胜组。完成4b。)

How are you ? Fine, thanks./I’m fine, thank you.

Goodbye. Bye.

See you later. See you.

(让学生分组练习这些有用表达，要求掌握。)

3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用

语和语法句。)

T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example:

S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)?

S2: Yes, I am. Nice to meet you.

S1: Nice to meet you, too.

S2: Hi, Liu Bei. How are you?

S3:I’m fine. Thank you. And you?

S2:I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu.

S3: How do you do?

S1: How do you do?

(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。)

Step 4 Practice 第四步练习(时间:10分钟)

复习26个字母，并按发音进行分类，培养学生的归纳能力和合作精神。

1. (复习字母Aa-Zz。)

T: Let’s recite English letters together. OK?

Ss: OK.

T: One, two, three, go!

Ss: Aa Bb Cc…Zz

2. (让学生将字母按相同音素分类。教师板书归类后的字母，并要求掌握。)

Aa Hh Jj Kk

Ee Bb Cc Dd Gg Pp Tt Vv

Ii Yy

Ff Ll Mm Nn Ss Xx Zz

Uu Qq Ww

Oo和Rr是单个的。)

3. (教师先让学生理解教材1中的图片，然后播放录音，完成1。)

T: Listen to the tape and finish 1.

4. (让学生看3中的缩写词，尽可能多地说出中文意思，说不出的教师补充。放3的录音，学生跟读。让学生小组

讨论他们还知道哪些缩写词，和同学一起分享。)

Step 5 Project 第五步综合探究活动(时间:7分钟)

通过游戏和制作名片进行操练，复习巩固本话题所学要点，培养学生综合运用所学语言的能力和合作精神。

1. (组织学生做下列字母游戏，检查学生对字母的掌握情况。)

T: Let’s play a game with the English letter cards.

(1)拿出字母卡片，大写一套，小写一套，男女学生各派一名代表上讲台，教师给男生大写字母卡片，给女生

小写字母卡片，然后发出下列号令，最先完成的为获胜者，另一方应为获胜者鼓掌。本游戏男女生可轮换进行，每轮评比一次。

①把字母表中的五个元音字母按顺序贴在黑板上。

②把字母表中的第十二，十三个字母贴在黑板上。

③把Gg和Qq两个字母后面的第三个字母贴在黑板上。

(2)拿出字母卡片，按发音规律给二十六个字母归类。男女学生各两名，黑板中间画竖线,一分为二，男左女右。。学生按教师的提示把手中的字母按顺序贴在黑板上，最先完成的为获胜者。

2. (教会学生制作英文名字的名片，完成5。)

T: Let’s learn how to make an English name card.

(1)检查学生是否都有英文名字，没有的，帮助他们起一个，挑选几个英文名字，告诉学生英文名字的含义。

(2)教学生动手做名片，一面写中文名字，一面写英文名字。

(3)学生拿着名片在同学间穿梭，交朋友，互换名片。

(4)学生把所交换的名片按字母顺序排列。

(5)学生把所交换的名片分成两组：男生名字和女生名字。

(6)教师画简笔画，让学生模仿此情景，进行对话，一边握手，一边交换名片，用所复习的句型设计对话内容。

可三人一组进行操练。

T: Act out a conversation according to the information on your card.

Example:

S1=Kangkang S2=Jane S3=Li Ming

S1: Hello! I’m Kangkang. Are you Jane?

S2: Yes, I am.

S1: Nice to meet you.

S2: Nice to meet you, too.

S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.

S2: How do you do?

S3: How do you do?

S1& S3: Welcome to China!

S2: Thank you.

S1& S3: Goodbye, Jane.

S2: Bye.

3. Homework:

(1)默写26个英文字母(大小写)。

(2)设计一个问候和告别的对话。

(3)让学生自带照片，以备下节课使用。

Welcome to China!

Section D

1.Aa Hh Jj Kk 3.Miss Wang, this is Michael.

Ee Bb Cc Dd Gg Pp Tt Vv 4.—Good morning/afternoon!

Ii Yy —Good morning/afternoon!

Ff Ll Mm Nn Ss Xx Zz 5.—Nice to meet/see you.

Uu Qq Ww —Nice to meet/see you, too.

Oo 6.—How are you?

Rr —I’m fine, thank you./ Fine, thanks.

2.—Are you Maria? 7.—See you later.

—Yes, I am./No, I’m not. —See you.

Topic 2 Where are you from?

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some personal pronouns and possessive pronouns:

me, your, she, he, we

2. Learn some country names:

Canada, Japan, England

3. Learn other new words and phrases:

excuse, excuse me, what, name, where, from, be from, the

4. Talk about people’s names and where they are from:

(1)—Excuse me, are you Jane?

—Yes, I am.

(2)—What’s your name?

—My name is Sally.

(3)—Where are you from?

—I’m from Canada.

(4)—Are you from Canada, too?

—No, I’m not.

(5)—Is he/she …?

—Yes, he/she is./No, he/she isn’t.

(6)—Where is he/she from?

—He/She is from …

Ⅱ. Teaching aids 教具

卡片/教学挂图/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。

1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。)

T: Good morning, class!

Ss:Good morning, Miss Wang!

T: Nice to see you.

Ss:Nice to see you, too.

T: How are you today?

Ss:Fine, thanks. And you?

T: I’m OK.

(转向一名学生向他询问问题并示意他回答。)

T: Hello, are you Xiao Ming?

S1:Yes, I am.

T: Nice to meet you.

S1:Nice to meet you, too.

T: This is Xiao Gang.

S1:How do you do? Xiao Gang.

S2:How do you do?

(反复操练见面问候语，让学生充分复习第一话题所学内容。)

2. (拿出准备好的卡片进行问答，卡片上写有Canada, England, the U.S.A., Japan, Cuba, China国家名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。)

T: Who is this?(教师解释并示意学生回答。)

Ss:This is Jane.

T: Great, she is Jane, and she is from Canada.

)

T: Who is this?(拿出Tony的图片。)

Ss:This is Tony.(帮助回答并领读Tony。)

T: Great, he is Tony, and he is from England.

)

T: Excuse me, who is she?(拿出Sally的图片。)

Ss:She is Sally.(帮助回答并领读Sally。)

T: Where is she from?(教师解释并领读此句。)

Ss:She is from the U.S.A.(帮助回答。)

和where；理解the U.S.A.。)

Excuse me, what’s your name?(拿出Yukio的图片给其中的一个学生。)

S3:My name is Yukio.(帮助学生回答。)

T: Where are you from?(老师解释并领读此句。)

S3:I am from Japan.(帮助回答。)

)

T: Excuse me, is he Kangkang?(拿出康康的图片。)

Ss:Yes, he is.

T: Is he from Japan?

Ss:No, he isn’t.(帮助学生回答。)

)

T: Where is he from?

Ss:He is from China.

T: Are we from China?(老师解释并做相应的手势表示“我们”。)

Ss:Yes, we are.(帮助学生回答。)

)

Step 2 Presentation 第二步呈现(时间:8分钟)

通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。

1. (出示1a教学挂图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)

’s listen to 1a and answer the following questions.

(核对答案。)

2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)

T: Now let’s listen to 1a again and read after it. Pay attention to the pronunciation and intonation.

3. (让学生独自朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)

T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs.

Step 3 Consolidation 第三步巩固(时间:8分钟)

通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交流的目的。

1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。)

T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this: —Excuse me, are you …?

—Yes, I am. What’s your name?

—My name is …

2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自

己的真实的情况如所在区或村来表演。方式同上。)

T: I’ll give you another two minutes. Make similar dialogs like this :

—Where are you from?

—I’m from … Are you from …?

—No, …I’m from …

Example:

S1: Where are you from?

S2: I’m from Zhongguancun. Are you from Zhongguancun?

S1: No, I’m not. I’m from Bagoucun.

3. (将上述两步结合起来表演，完成1b。)

T: Now make your own conversations according to 1a. Finish 1b.

Example:

S3: Excuse me, are you Wang Wei?

S4: Yes, I am. What’s your name?

S3: My name is Li Lei. Where are you from?

S4: I’m from Beijing. Are you from Beijing, too?

S3: No, I’m not. I’m from Shanghai.

Step 4 Practice 第四步练习(时间:12分钟)

学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们学习英语的积极性。

1. (出示2a教学挂图，让学生特别注意图片中远处的人，帮助学生学会知识的迁移，即由第一、二人称的学习过

渡到第三人称的学习。让学生根据所给句型造句。)

T: Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:

—Is she/he …?

—Yes, she/he is. / No, she/he isn’t. She/He is …

—Where is she/he from?

—She/He is from …

2. (播放2a录音，核查学生自主造句的正误。)

T: Listen to 2a and check your answers.

3. (两人一组操练对话。完成2b。)

T: Practice the conversations with your partner. Act out your conversations.

4. (分组活动。两人一组合作完成3。最后师生共同核对答案。)

T: Let’s finish 3 in pairs.

5. (挑几组学生朗读3，注意语音语调。)

6. (出示4的图片，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，

完成4。师生共同核对答案。)

T: Now please listen and number the pictures. Then listen again and match the names with the right countries.

7. (让学生自主完成5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号的使用情况。)

T: Please copy the sentences in 5. Pay attention to the underlined parts.

Step 5 Project 第五步综合探究活动(时间:7分钟)

通过找字母游戏和名人会活动，帮助学生记忆单词并培养学生熟练运用英语交流信息的技能，培养学生学习英语的兴趣。

1. (找字母游戏：把Section A的单词字母杂乱地写在黑板上，让学生挑选字母组成单词。选出一个字母，就把相

应的字母擦掉，直到字母全部被擦掉为止。每组派两名代表搭配，哪组最快最准，哪组就取胜。)

2. (名人会：每个学生设计一张名人卡片，并充当卡片上的名人。让学生们运用前一话题及此课所学的知识互相

交朋友。)

A: Excuse me. My name is Zhao Benshan. Wha t’s your name?

B: My name is Gong Li. Nice to meet you.

A: Nice to meet you, too. Where are you from?

B: I’m from Shandong. Are you from Heilongjiang?

A: No, I’m not. I’m from Liaoning.

B: How are you?

A: I’m fine, thank you. Is she Song Zuying?

B: Yes, she is.

…

3. Homework:

(1)三人一组，根据1a和2a编一个对话，相互询问姓名和国籍。

(2)预习Section B的生词。

(3)每个学生带一张自己最喜欢的体育明星或电影明星的照片，最好再准备他/她国家的国旗和著名建筑或自然

风光的图片，以备下节课使用。

Where are you from?

Section A

1.—Excuse me, are you Jane? 3.—Where are you from?

—Yes, I am. —I’m from Canada.

2.—What’s your name? 4.—Is he Li Ming?

—My name is Sally. —Yes, he is./No, he isn’t.

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 new words:

who, they

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