【導讀】（做下面的游戲，復習數(shù)字1～10。次快速用英語報數(shù)。每逢五或五的倍數(shù)時，報數(shù)的學生不能說出該數(shù)，只是站起。來后又坐下，然后下一個學生接著說下一個數(shù)。6名學生可評為優(yōu)勝者并給予獎勵。（讓全班同學2個人一組，練習類似對話。（小組活動，讓學生兩人一組進行自我介紹。示范每個數(shù)字的讀音，要求學生們先靜聽，再模仿，最后再跟著錄音機模仿復說。板書下列數(shù)字，完成1Look,listenandsay。（找一名學生站在講臺前，師生對話。

　　

【正文】 you spell it? Ss: MAP, map. T: Thank you. Ss: You’ re wele. （拿出多幅圖片，復習復數(shù)。） T: What are these in English? Ss: They’ re buses. T: What are those in English? Ss: They’ re pencils. T: Are those apples? Ss: No, they aren’ t, they’ re oranges. T: Thank you very much. You are all great. 3. （拿出圖片，復習 a/an。左手一本書，右手一個雞蛋。） T: Look! “ A book” or “ an book” ? Ss: A book. T: Good! “ An egg” or “ a egg” ? Ss: An egg. T: Very good! Thank you! 4. （先拿一件物品，再拿多件物品，復習單復數(shù)。） T:“ A pen” or “ a pens” ? Ss: A pen. T:“ Two box” or “ two boxes” ? Ss: Two boxes. T:“ Three bus” or “ three buses” ? Ss: Three buses. T: Well done! Boys and girls. Stop here! Step 2 Presentation 第二步 呈現(xiàn)（時間： 10分鐘） 1. （把制作好的有關 Bai Lili 個人情況的放大卡片掛在黑板上，針對她的有關情況進行問答。） 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. T: What’ s her English name? Ss: Her English name is Lily. T: How old is she? Ss: She is twelve. T: Where is she from? Ss: She is from Guizhou. T: What class is she in? Ss: She’ s in Class Four, Grade Seven. T: What’ s her phone number? Ss: It’ s （ 0851） 6296575. T: What school is she in? Ss: She is in Guiyang Yuying Junior High School. 2. （讓一名學生把上面問題的答案連結在一起，組成一小段文字，介紹 Bai Lili的情況，把這段文字板書在黑板上，呈現(xiàn)介紹他人的寫作。） T:S1, please say a short passage according to the answers above. S1: Her name is Bai Lili. Her English name is Lily. She is twelve, and she is from Guizhou. She is in Class Four, Grade Seven. Her phone number is （ 0851）6296575. She’s in Guiyang Yuying Junior High School. 3. （讓學生打開書，閱讀表格，完成這個段落。） T: Open your books. Read the form and plete the passage. （讓學生把填好的這個段落讀幾遍，教師指點。） T: Read the passage several times, please. Step 3 Consolidation 第三步 鞏固 （時間： 7 分鐘） 1. （播放錄音 1 Work alone，讓學生跟著復述。） T: Boys and girls, listen to the tape and repeat, please. （為了 讓學生能順利完成此題，讓學生先把書合上，給出幾個指導性的問題，并把這幾個問題寫在黑板上，讓學生帶著問題聽第二遍。） 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? （讓學生看書填寫表格。） T: Boys and girls, open your books. Fill in the form, please. 2. （讓學生參照 2，各自做一張個人信息卡。） T: Make a personal information card according to 2. （板書一張樣卡） Name: Age: Phone number: ID number: （檢查這張卡片并給予指點，以備練習時使用。） Step 4 Practice 第四步 練習 （時間： 15分鐘） 1. （拿出個人信息卡，先作自我介紹，再用別人的卡片介紹他人 。） 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. （讓學生使用手中的卡片和搭檔自由操練。） T: Practice with your partner, please. 2. （拿出制作好的幾組卡片，每一組卡片的各張卡片上都有一個句子，每個句子字跡的大小以全班同學能看見為宜。玩一個對號入座的排隊游戲，即問題與答語相匹配。） （板書下列內(nèi)容，操練 3a Grammar focus 中的句型。） What’ s this/that in English? It’ s an orange. Is this/that a cake? Yes, it is. / No, it isn’ t. Are these/those cars? Yes, they are. / No, they aren’ t. What are these/those in English? They are cakes/pencils/buses/boxes. （每組句子內(nèi)容都是從上面的句子擴充而來，句子的個數(shù)決定卡片的張數(shù)和學生的人數(shù)。把各組卡片的順序打亂后發(fā)給某一組學生，然后叫他們上講臺，按卡片的意思，找到自己站的正確位置，找到對應的問句或答語，并把卡片半舉在胸前，讓全班 同學判斷他們所站的位置是否正確。） （參考句子如下：） Team 1: S3: Excuse me. What’ s this in English? S4: It’ s a cake. S3: How do you spell it? S4: CAKE, cake. S3: Thank you. S4: That’ s OK. Team 2: S5: Are those cars? S6: No, they aren’ t. S5: What are those in English? S6: They are buses. Team 3: S7: Are these apples? S8: Yes, they are. S7: Thank you. S8: You’ re wele. Team 4: S9: What are these in English? S10: They are books. S9: Thank you. S10: That’ s OK. 3.（板書下列有用的表達，先和一個學生對話，再畫一幅簡筆畫和全班學生對話。如果時間允許，再讓學生互相操練。） T: Look at these useful expressions. Then let’ s ask and answer. How old are you? I’ m five. What class are you in? I’ m in Class Four, Grade Seven. How old is she? She’ s fourteen. What class is she in? She’ s in Class Eleven, Grade Eight. Thank you. That’s OK. / You’re wele. Mary 的照片 Name: Mary Age: 13 Class: 1 Grade: 7 Phone number:? T: Hello, S11! How old are you? S11:I’ m 12. T: What class are you in? S11:I’ m in Class 4, Grade 7. T: Sit down, please！ Boys and girls. Look! Who’ s that? Ss: That’ s Mary. T: How old is she? Ss: She is 13. T: What class is she in? Ss: She’ s in Class 1, Grade 7. T: What’ s her phone number? Ss: It’ s ? T: Thank you! Ss: That’ s OK. / You’ re wele. Step 5 Project 第五步 綜合探究活動 （時間 :5 分鐘） 1. （ 1）（讓每個學生隨意采訪九個學生，把這九個學生的名字填入制作好的九個方格內(nèi)，板書如圖。） T: Interview nine classmates. Fill in the form with their names like this: Wang J un Wei Hua Yang Xin Dong Yun LI hui Tony Wang Honglian Wu Bin Li Jie （ 2）（聽教師讀班上學生的名字，每次九個一組，當學生聽到教師讀到的名字在自己表格中出現(xiàn)的時候，就在名字上打“”，表格上沒有的不打“”。） T: Listen to me and cross out （） the names you hear. （ 3）（告訴學生，當他們打叉的名字橫、豎或斜成一條直線時，就大聲說“ BINGO”，意思是他 /她贏了。） T: Say “ BINGO! ” when you finish any three names in a line, like those on the blackboard. （ 4）（板書三個問題，指導學生完成 4 Project 的游戲，獲勝者給予小獎勵。） （ 1） Where are you from? （ 2） How old are you? （ 3） What’s your telephone number? 2. （找?guī)讉€同學玩一個單詞的“ BINGO”游戲。） （游戲步驟可參考上一個“ BINGO”游戲。） 3. Homework： 采訪兩個學生，寫一篇關于他（她）的情況介紹（包括姓名、年齡、班級、學校、電話號碼、來自哪里等信息）。