Topic 1 Unit 2 Section A The main activities are 1a, 1b and 2a

Topic 1

Section A

The main activities are 1a, 1b and 2a. 本課重點活動是1a, 1b和2a。

Ⅰ. Teaching aims and demands 教學目標

1.（1）Learn parts of the body:

head, mouth, face, eye, hair, nose, ear

（2）Learn adjectives about appearances: big, wide, short, small, long, round

（3）Learn other useful words and expressions:

boy, look, has, have, we, girl

2. Learn the simple present tense with have/has.

(1)I have a big nose.

(2)We have small mouths.

(3)He has small eyes.

(4)It has big ears.

3. Learn how to describe the people’s appearances.

This girl has a round face, big eyes, a small nose, a small mouth and small ears. Her hair is long.

Ⅱ. Teaching aids 教具

小黑板 / 圖片 / 錄音機

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習（時間：13分鐘）

1.（透過師生互動，複習學過的特殊疑問句。）

（1）T : What’s your name?

S1: My name is …

T : Where are you from?

S1: I’m from …

T : What’s your telephone number?

S1: My telephone number is …

（教師給予肯定和表揚，提問另一個學生。）

T : Excuse me. What’s your name?

S2: My name is …

T : How old are you?

S2: I’m …

T : What class are you in?

S2: I’m in …

（2）（教師接下來請S3針對S1或S2的情況進行問答。）

T : What’s his/her name?

S3: His/Her name is …

T : Where is he/she from?

S3: He/She is from …

T : How old is he/she?

S3: He/She is …

T : What class is he/she in?

S3: He/She is in …

T : What’s his/her telephone number?

S3: It’s …

2. （掛出小黑板，讓學生根據黑板上的圖畫及所提供的資訊進行兩兩對話操練，2分鐘後請兩個同學表演對話，最後再把全班同學分成兩組進行操練。）

T : Now, please look at the blackboard and talk about it in pairs according to the information. Then I’ll ask some of you to act it out.

（兩分鐘後請兩個同學表演對話。）

S4: What’s his name?

S5: His name is Lin Tao.

S4: Where is he from?

S5: He is from China.

S4: How old is he?

S5: He is twelve.

S4: What class is he in?

S5: He is in Class One, Grade Seven.

S4: What’s his telephone number?

S5: It’s（0591）87326511.（然後全班分成兩大組進行練習。）

Group A: What’s his name?

Group B: His name is …

Group A: …

…

3.(根據圖畫匯出新內容。)

T : Well done! Now we have learned something about Lin Tao. Do you like him? Is he cool ? OK, let’s describe him.

Ss: 大頭，大眼睛，小鼻子，短髮 ……

（根據學生的描述，老師用英語進行敘述並板書，敘述時應放慢速度並指出所描述的具體部位。）

T : Yes. Lin Tao has a big head, a wide mouth, a round face, big eyes, a small nose, small ears and short hair.

a big head

a wide mouth

a round face

He has a small nose

big eyes

small ears

short hair

（板書呈現出新短語後在左邊寫上“He has”, 然後老師指着圖畫中相應的部位說出一個例句，學生們模仿。）

T : He has a big head.

Ss: He has a small nose.

…

Step 2 Presentation 第二步 呈現（時間：10分鐘）

1.（利用課前準備好的關於2a的6 幅圖畫，把它們張貼在黑板上，先讓學生說出他們的顯著特徵，教師在相應的圖片下寫出相關資訊。注意單、複數。）

a big nose. small mouths. round faces.

I have We have They have

a long face. big eyes. short hair.

long hair. small eyes. big ears.

She has He has It has

big eyes. a wide mouth. a long nose.

（完成如上板書短語歸納後，在短語的左邊寫上不同的人稱，讓學生用have或has填空。）

2.（聽2a錄音，讓學生跟讀。）

T : Listen to 2a and repeat.

Step 3 Consolidation 第三步 鞏固（時間：8分鐘）

1.（1）（設定並板書聽力任務，讓學生帶着任務聽錄音，注意告訴學生第2個問句的中文意思。）

T : Listen to 1a and answer the questions.

Who’s that boy?

What does he look like?

（提問個別學生，順帶說明一下who回答可以是名字也可以是身份<與某人的關係>。）

S1: He is Kangkang/my friend.

S2: He has a big head and a wide mouth.

（2）（老師放錄音1a Listen, read and say，學生跟讀。）

T : Follow the tape and repeat.

2.（看1b部分，聽錄音連線，然後校對。）

T : Listen to 1b and match the words with the names.

（覈對學生答案時可用句型。）

T : Who has a big head?

S3: Kangkang has a big head.

T : Who has a short face?

S4: Jane …

…

3.（用1b的圖片結合 1a的對話進行兩兩操練。）

T : Make similar conversations in pairs, using the pictures in 1b. Then I’ll ask some pairs to act them out.

（1）S5: Who is that girl?

S6: She is Jane.

S5: Look, she has a short face.

S6: Yes. And she has long hair, too.

（2）S7: Who is that boy?

S8: He is Wang Junfeng.

S7: Look, he has small eyes and short hair.

Step 4 Practice 第四步 練習 （時間：6分鐘）

1. Finish 2b.

2.（教師根據自己實際以第一人稱說一個句子，接着指着另一個有顯著特徵的學生用第三人稱再說一個句子，引導學生進行類似的連鎖操練。注意肢體語言的作用。）

T : I have long hair. He has short hair.

S1: I have a big nose. She has a wide mouth.

S2: I have big eyes. She has a round face.

…

（教師讓學生在自己附近找有類似特徵的同學，引導他們用we 來描述，其他同學用they轉述。）

S3 & S4: We have big mouths.

Ss: They have big mouths.

S3 & S4: We have round faces.

Ss: They have round faces.

…

Step 5 Project 第五步 綜合探究活動 （時間: 8分鐘）

1.（教師分別叫一個男生，一個女生先後到黑板前，請大家來描述一下他們的外貌（注: 五官特徵明顯的）。教師可以先開個頭，然後以滾雪球方式繼續活動。）

（1）T : This boy has a round face.

S1: He has a round face and big eyes.

S2: He has a round face, big eyes and short hair.

S3: …

…

（2）T : This girl has long hair.

S4: She has long hair and a small nose.

S5: She has long hair, a small nose and a wide mouth.

S6: …

…

2. Finish 3.

（1）（請學生根據描述先在書中畫出圖片。）

Read the passages and draw pictures. Then I’ll ask two of you to draw them on the blackboard.

（學生在畫的時候老師可以把以下兩句寫在黑板上作個提示說明。）

Her hair is long.

His hair is short.

（2）（請兩個畫得較有特點的同學到黑板上畫出圖畫。）

3. Homework:

（1） Review Section A

① Review the words. ② Talk about 1a and 1b with your partners.

（2） Preview the words of Section B.

（3） Bring a picture of your favorite star and try to describe it.

Section B

The main activities are 1a, 2 and 3a. 本課重點活動是1a，2和3a。

Ⅰ. Teaching aims and demands 教學目標

1.（1）Learn parts of the body: leg, hand, foot, arm

（2）Learn other useful words and expressions:

favorite, film , star, guess, Chinese, very, strong, know, again, right

2. Continue to learn the description of the people’s appearances:

(1) He has short hair, a big nose and a wide mouth.

(2) He is very strong.

(3) His/Her nose is big/small.

Ⅱ. Teaching aids 教具

錄音機 / 圖片

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習（時間：10分鐘）

1. ［透過“Touch Your Body”這個遊戲競賽複習學過的身體各部位名詞，從而匯出幾個生詞。遊戲步驟:（1）每組選兩個同學到黑板前排成一隊面向全體同學；（2）把食指放在鼻子上，根據不同的指示觸摸；（3）出錯的同學回到座位，最後看一下哪一組或哪一個同學勝出。注意用英語講解遊戲步驟時肢體語言的運用。］

T : Do you like playing games? Today let’s play this game --Touch Your Body. I’ll ask two students from each group to come to the front. You should stand in a line and face your classmates. Then put one finger on the nose. When I say “Touch your mouth.”, you should put your finger on your mouth, and then put the finger back on the nose. If you are wrong, you should go back to your seats. The one who stands here at last will be the winner. Understand?

Ss: Yes.

（如果學生有疑惑可再用英語說明一遍。）

T : Good! Who wants to try? Come on!

（學生上來站好後開始。）

T : Are you ready?

Ss: Yes.

T : OK. Let’s begin.

Touch your face.

…

（經過幾次後可能只剩下兩三個同學了，這時匯入新詞leg, hand, arm 和 foot , 因爲上一課時已經讓學生預習。肯定有的同學會，而下面的同學也肯定會積極反應，板書劃線部分。）

T : Touch your leg.

Touch your arm.

Touch your hand.

Touch your foot.

2.（把2部分的4幅圖張貼在黑板上，讓學生認真觀察後每組分一幅圖進行描述，描述時儘量讓更多同學有機會起來說。）

T : Now, please look at the pictures on the blackboard.

Who are they? Do you know?

Ss: Yes.

（老師分別指着不同的圖片問。）

T : Who is this boy?

Ss: He is Kangkang.

T : Who is this girl?

Ss: She is Maria.

…

T : Now Group A describe Kangkang’s appearance.

Group B describe Maria’s appearance.

Group C describe Michael’s appearance.

Group D describe Jane’s appearance.

Group A:

S1: Kangkang has big eyes.

S2: He has short hair.

S3: He has a small nose.

S4: He has a wide mouth.

T : Well done! Group B, it’s your turn now.

Group B:

S5: Maria has small eyes.

S6: She has a small head.

…

（Group C 和 Group D 參照前面。）

Step 2 Presentation 第二步 呈現 （時間：10分鐘）

1. （老師準備好成龍，章子怡等明星的圖片，注意先不呈現圖片，而提供資訊讓學生猜，在師生互動過程中呈現新的語言點。板書劃線句子。）

T : Today I’ll show you some nice pictures. First, please pay attention to my questions. Do you know Zhang Ziyi?

Ss: Yes.

T : Who is she?

Ss: 電影明星（學生可能不會用英語說。）。

T : Yes, she is a film star. Do you like her?

Is she your favorite film star, S1?

（引導學生說出。）

S1: Yes. She is my favorite film star.

T : What does she look like?

S1: She has long hair and big eyes.

T : Very good. Who is your favorite film star, S2?

S2: Li Lianjie（李連杰）.

T : Good. Do you know who is my favorite film star?

Ss: No.

T : Guess.（老師做出一個思考的動作。）

He is from Hong Kong. He is Chinese. He has short hair, a big nose and a wide mouth. He is strong.

Ss: 成龍。

T : No, guess again, …

（由此匯出1a的對話, 並且講解,板書關鍵句。）

He has short hair, a big nose and a wide mouth.

Step 3 Consolidation 第三步 鞏固 （時間：8分鐘）

1.（讓學生聽錄音1a, 並注意語調。聽完後說明英語中有升、降調。）

T : Now, please listen to the tape and pay attention to the intonation.

2.（讓學生從頭到腳再現身體各部位名詞，然後聽3a完成練習並覈對答案。）

T : Let’s review the parts of the body together. Then listen to 3a and finish it.

3.（聽錄音4，學會判斷和標註升降調。）

T : Listen to 4 and pay attention to the intonation.

S1: Who’s that girl? ↙z

S1: Look, she has a small face, ↗ big eyes, ↗ and a small nose. ↙ z

S2: That’s right. ↙

Step 4 Practice 第四步 練習 （時間：8分鐘）

1.（聽1a, 標出升降調。練習語音語調。）

T : Listen to 1a and mark the intonation.

（K=Kangkang, M=Michael）

K : Michael, who is your favorite film star? ↙z

M: Guess. ↙z

K : OK. ↙ Is he from the U.S.A.? ↗{

M: No, he is Chinese. ↙ He has short hair, ↗ a big nose ↗ and a wide mouth. ↙ He is very strong. ↙z

K : I know. It’s Bruce Lee. ↙z

M: No. Guess again. ↙z

2.（貼出成龍的圖片讓學生用has的句子描述，再讓學生試着用be動詞句式描述。）

He has short hair. → His hair is short.

He has a big nose. → His nose is big.

He has small eyes. → His eyes are small.

Step 5 Project 第五步 綜合探究活動（時間: 9分鐘）

1. Finish 1b.

（同桌分別描述自己最喜愛的明星外表，讓同桌來畫圖並猜猜他/她是誰。可以綜合練習描述外貌的表達方式。）

T : Describe your favorite film star. Let your partner draw a picture and guess who he/she is.

S1: My favorite film star is from China.

Her hair is long.

Her face is round.

Her eyes are big.

Her mouth is small.

Her nose is small.

Who is she?

（畫完後。）

S2: She is …

S1: No. Guess again.

2. Play a guessing game.

（每個同學可以描述一個自己最要好的同班同學的外表，讓其他同學去猜，老師可以先示範，然後請兩、三個同學來描述。）

T : I have a good friend. He has long arms and long legs.

（學生這時在班上到處找，可能說得是錯的，老師再進一步描述。）

Ss: He is …

T : No. He has a big head. His eyes are small.

Ss: He is …

T : Good. You are right.

Now. You, please.

S3: I have a good friend. She has long hair.

Her face is round. She has big eyes and a small mouth.

S4: She is …

…

3. Homework:

（1）掌握好這兩課出現的單詞以便單詞競賽。

（2）寫一段短文介紹自己（應包含年齡、電話號碼、外表等，不少於6句話）。

Section C

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some useful words and expressions:

come, come from, student, sister, different, knife, don’t=do not, doesn’t=does not

2. Continue to learn the simple present tense:

(1) Do you have a knife?

Yes, I do. I have a small one.

(2) Does she have small hands?

No, she doesn’t. She has big hands.

3.（1）Talk about the introduction and review the description of the people’s appearances.

①I am a student.

②I come from England.

③I have a sister.

④She has a round face, a small nose, a small mouth and big eyes.

（2）Talk about the similarity and difference:

①My sister and I look different.

②We are in the same school, but in different grades.

Ⅱ. Teaching aids 教具

小黑板 / 錄音機 / 圖片

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習 （時間：10分鐘）

1. Words competition.（單詞競賽。）

（每組選派一位同學到黑板前參加1分鐘單詞競賽，寫對一個得1分。目的: 複習鞏固所學的詞彙。）

T : Let’s have words competition. We have learned the parts of the body. Now I’ll ask one student from each group to write down the words on the blackboard.

Write as many as you can. One word one point. Who’ll be the winner?

（在每一組積極挑選代表時，老師用3條豎線把黑板分成4部分。同時4個同學站到黑板前。）

T : OK. Now other students should keep quiet.

（轉向4個同學看一下時間。）Are you ready?

Ss: Yes.

T : OK. Go!

T : Time’s up. Thank you. Go back to your seats.

（接下去核對，覈對過程應讓全班同學一起邊讀邊核對，同時提醒學生書寫時要注意規範。）

T : So this time Group A is the winner. Congratulations to them.

（讓同學用掌聲表示祝賀。）

2.（1）（讓學生兩兩一組模仿 Section B，1a的對話，可以請兩、三對同學來表演。目的: 複習有關外表的句型，引出新課。）

T : Make a conversation about your favorite film star according to 1a of Section B.

S1: Who is your favorite film star?

S2: Guess.

S1: Is he Chinese/American?

S2: Yes, he is. / No, he isn’t. He has …

S1: I know. He is …

S2: No, guess again.

（2）（師生互動問答，在互動問答中呈現新單詞和句型，提問程度較好的同學。）

T : Hello, S3. Who is your favorite film star?

S3: …

T : Is she Chinese?

S3: Yes, she is.

T : Does she have long hair?（注意肢體語言和提示。）

S3: Yes, she does.

T : Does she have small eyes?

S3: No, she doesn’t. She has big eyes.

T : Does she have a small mouth?

S3: Yes, she does.

T : Oh. Is she …?

S3: Yes, she is.

（爲了活躍氣氛，拉近師生間距離，老師還可作其他發揮。）

T : Am I clever?

Ss: Yes.

T : Thank you.

（3）（提問一個家裏有姐妹的同學。）

T : Hello, S4. Do you have a sister?

S4: Yes, I do.

T : Does she have a small nose?

S4: Yes, she does.

T : Does she have big eyes?

S4: No, she doesn’t. She has small eyes.

T : Oh, you look different.

S4: Yes.

T : Is she a student? （如果學生聽不懂，教師可再補充說明。）

I’m a teacher. You are a student. Is she a student?

S4: Yes, she is.

T : Are you in the same school?

S4: No.

T : So you are in different schools.

（板書劃線部分，分析講解。）

Does she have big eyes?

No, she doesn’t. She has small eyes.

Do you have a sister? Yes, I do.

Step 2 Presentation 第二步 呈現 （時間：8分鐘）

1.（讓學生聽錄音1a, 然後回答問題。）

T : Listen to the tape carefully, and answer the questions.

When you are listening, you can write down the key words.

（掛出塊小黑板，問題如下: ）

（1）How old is the boy?

（2）Where does he come from?

（3）Is he a student?

（4）Does he have a sister?

（5）How old is she?

（6）Is she a student, too?

（7）Are they in the same school?

（如果聽完第1遍只能回答部分問題，那麼可以讓學生聽第2遍。在聽第2遍時，可在呈現新句子後按暫停鍵，讓學生試着複述，教師板書，聽完後講解。）

I come from England. = I am from England.

My sister and I look different.

We are in the same school, but in different grades.

Step 3 Consolidation 第三步 鞏固 （時間：6分鐘）

1.（找到短文裏的關鍵詞，完成1b，鞏固1a所學的知識。）

T: Please find the right pictures according to the key words.

（找出正確圖片後看圖片進行問答。）

T : Does he have a round face?

Ss: Yes, he does.

T : Does he have a small nose?

Ss: No, he doesn’t. He has a big nose.

T : Does he have a small mouth?

Ss: Yes, he does.

T : Does he have big eyes?

Ss: No, he doesn’t. He has small eyes.

T : Does he have a sister?

Ss: Yes, he does.

T : What’s her name?

Ss: Her name is Amy.

T : Do they look different?

Ss: Yes, they do.

T : Does she have a round face?

Ss: Yes, she does.

T : Does she have a big nose?

Ss: No, she doesn’t. She has a small nose.

T : Does she …

…

2.（完成1c，如果有錯誤，請改正。）

T : Now please finish 1c. If it is false, please correct it.

Step 4 Practice 第四步 練習 （時間：10分鐘）

1.（1）（讓學生先觀察2部分的4幅圖，然後聽錄音連線。目的: 學習 do, does 的用法。）

T : First, please look at the pictures. Then listen to the tape and match the pictures with the correct conversations you hear.

（2）Listen again and mark the intonation.

↗ ↗ ↗ ↗

A: {轉 B: C: D:

{ ↘↘ ↘↘ ↘ ↘↘

2.（全班同學一起復習學過的有關學習用品的名詞，以便接下來操練。）

T : Do you have many school things?

Ss: Yes, we do.

T : What are they?

Ss: Books, pencils, pens, rulers, erasers, schoolbags, pencil-boxes, knives, …

（老師轉向個別學生。）

T : Do you have a pen?

S1: Yes, I do.

T : Do you have a pen?

S2: No, I don’t.

T : Do you have an eraser?

S3: No, I don’t.

T : Do you have a ruler?

S4: Yes, I do.

…

（讓學生兩兩一組進行對話練習，每次用不同的名詞。）

S5: Do you have a bag?

S6: Yes, I do. Do you have a knife?

S7: No, I don’t. Do you have a pencil-box?

S8: No, I don’t. …

…

（小組連鎖操練，老師先開個頭，每組依次從前到後進行操練。）

T : Now let’s do chain drills. You should use the words we have learned, especially the parts of the body and the adjectives. Understand?

（如果沒聽明白可以再重複一遍，儘量用英語。）

Ss: Yes.

T: OK. Group A, are you ready?

Ss: Yes.

T : OK. Let’s begin. Do you have a big nose?

S9: No, I don’t. Do you have a wide mouth?

S10: Yes, I do.

Do you have long hair?

S11: No, I don’t.

Do you have …?

…

Step 5 Project 第五步 綜合探究活動 （時間: 11分鐘）

1.（學生學會自我介紹並介紹自己的好朋友。）

（1）（老師在小黑板上提供已經學過的主要問句，讓學生以兩人一組的方式進行問答。）

① What’s your（English）name?

② How old are you?

③ Where are you from?

④ What’s your phone number?

⑤ Are you a student?

⑥ What class are you in?

⑦ Do you have big eyes?

⑧ Do you have a sister? / Who is your good friend?

⑨ Is he/she a student?

⑩ Are you in the same school?

T : Here are some questions. Now you can talk about it with your partner. You can also ask other questions. Then I’ll ask some of you to introduce himself/herself and his/her friend/sister.

（2）（讓學生理清思路，用不少於8句話自我介紹，請兩三個同學進行示範。注意培養學生的自信心，應多加肯定。）

T : Do you want to try, S1? I think you can do it well. Come on. Don’t be shy.

S1: My name is … I am fourteen years old. I’m from China. My phone number is …

2.（帶領學生完成課文的4。活躍課堂氣氛，激發學生學習英語的興趣。）

T : Let’s chant together! OK?

I see a round face, I see a small mouth,

Just like mine. With a smile.

I see big eyes, Ah, it’s a monkey’s face,

And they shine. Just like mine.

3. Homework:

（1）根據關鍵問句，複述課文1a。

（2）預習Section D 的1和3a。

Section D

The main activities are 1, 2 and 6. 本課重點活動是1, 2和6。

Ⅰ. Teaching aims and demands 教學目標

1.(1) Learn the phonetics:

/I/, //

2. Review the simple present tense with have/has:

(1) He has a big head.

(2) They have round faces.

(3) Do you have a pencil?

Yes, I do. / No, I don’t.

(4) Does she have small hands?

No, she doesn’t. She has big hands.

3.(1) Review the description of the people’s appearances:

①He has short hair, a big nose and a wide mouth.

②My face is round.

(2) Review the similarity and differences:

We are in the same school, but in different grades.

Ⅱ. Teaching aids教具

單詞卡片 / 錄音機 / 圖片 / 學生自己的照片

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習 （時間：10分鐘）

1.（老師播放Section C 的 Class activities 讓學生一起唱來活躍氣氛。）

T : Listen and chant together.

2.（透過競賽積分的形式利用單詞卡片複習本單元的單詞和主要句型。）

（1）（讓學生根據老師手裏的單詞卡片集體認讀單詞。老師應大概地把單詞按詞性進行排序。）

Ss: big

Ss: small.

Ss: wide.

Ss: long.

…

（2）（把單詞順序打亂，老師呈現有中文意思的一面，以必答的形式讓學生依次拼讀出該單詞，每組10個單詞，答對1個1分。）

T : Let’s have words competitions. I’ll show you the Chinese meanings of the words. You should spell them one by one quickly. Understand?

Ss: Yes.

T : OK. Let’s begin from Group A.

（老師出示單詞卡。）

S1: M-O-U-T-H, mouth.

T : Good. Go on.

S2: K-N-O-W, know.

T : Next one.

S3: S-D-U-D-E-N-T.

Ss: No, S-T-U-D-E-N-T, student.

T : Yes. Go on.

S4: M-A-K-E, make.

…

（如果這個學生說不上來，老師應把單詞卡片向全班同學示意，大家集體回答。結束後在表中填上分數。）

（積分表可在課前畫在黑板右下方。）

Group A Group B Group C Group D

Words

Sentences

（3）（把事先挑選好的一些有針對性的單詞卡片準備好，用於下一輪的造句。 如: look, has, have, small, round, American, Chinese, different, happy, right … 一個句子1分。）

T : Now, I’ll show you some words. You should make up one sentence with one word quickly. This time let’s begin from Group B.

（老師出示have單詞卡片。）

S5: I have a big head.

T : Good. The next one.（老師出示house 單詞卡片。）

S6: I have a nice house.

T : Right. Go on.（老師出示different 單詞卡片。）

S7: My sister and I are in different schools.

T : A good sentence.

…

T : Group B did a good job. Group C, are you ready?

Ss: Yes.

T : OK. Let’s go.

…

（這一輪結束後老師應予以評價，如果有的小組落後較多，可給他們兩、三次機會，以自告奮勇的形式來回答，這樣也能很好地活躍課堂氣氛。）

3.（師生互動問答，對Do you have …? 句型進行復習。）

T : Do you have long hair?

S8: Yes, I do.

T : Do you have a big nose?

S8: No, I don’t. I have a small nose.

T : Do you have …?

…

T : Very good. Do you know how to describe yourself?

Ss: …

T : Let’s have a try! You, please.（老師指着其中一個積極回答的學生。）

S9: I have long hair, big eyes and a big nose.

T : Great. Another one, come on.

S10: …

（提問兩、三個學生。）

Step 2 Presentation 第二步 呈現 （時間：8分鐘）

1.（可利用實物和自制圖片呈現手、飛機、蛋糕、書包和地圖等英文單詞，透過師生互動方式來完成，注意突出/eI/和//的音。）

T : OK. Boys and girls, attention please.

What’s this?

（老師可舉起自己的一隻手。）

Ss: It’s a hand.

T : Yes. And what’s this?（舉起蛋糕的圖片。）

Ss: It’s a cake.

T : Right. I make a cake by hand.（做蛋糕的動作。）

What’s this?

Ss: It’s a plane.

T : Can you make a plane?

Ss: Yes.

T : Good. What’s this?

Ss: It’s a map.

T : The map is in the bag now.（把地圖放到書包裏。）

/I/cake make plane

//hand map bag

T : Now look at the blackboard and read them together.

（讀完後讓學生觀察，並歸納。學生會發現都是字母a，發/eI/時後面有字母e等，根據學生講的,老師再進行補充說明開音節、閉音節。）

T : In the open syllable“a”sounds /I/.

In the closed syllable “a”sounds //.

Do you know other words with the sound of /I/?

Ss: name, age, face …

T : Very good. What about //?

Ss: am, has, an …

Name age face am has an

2. Listen to 1 and pay more attention to the pronunciation.

Step 3 Consolidation 第三步 鞏固 （時間：8分鐘）

1.（再聽錄音，並讓學生跟讀，儘量讓學生多模仿 1的第2部分，試着讓學生打上拍子，

樣他們會更有興趣。老師一定要帶頭示範。）

T : Now listen to 1 and repeat. You should try your best to learn the second part and you can also clap together.

（然後老師應給予充分地肯定。）

T : Well done! Do you want to try again?

Ss: Yes.

T : OK. Let’s do it again.

2.（1）（聽錄音2, 給運動員標上序號。）

T : Look at the picture in part 2. We can see some boys. They are playing soccer. Now listen to the tape and number the players in the circles.

…

（2）（覈對答案，再聽1遍，請學生聽寫出句子，聽完一個句子可按暫停鍵。）

T : Listen to the tape and try to write down the whole sentence.

① Li Ming has big hands.

② Tom’s arms are very long.

③ Peter has long feet.

④ Kangkang has a big head.

即:

Step 4 Practice 第四步 練習 （時間：10分鐘）

1.（1）（老師把這個單元用過的部分圖片整理出來，透過師生問答覆習描述外貌的句型。）

T : Who is this boy?

Ss: He is Kangkang.

T : Does he have big eyes?

Ss: Yes, he does.

T : Does he have a big nose?

Ss: No, he doesn’t. He has a small nose.

T: Does he have a big head?

Ss: Yes, he does.

…

（再呈現一張Maria的圖片進行類似上面的練習。）

（2）（讓學生根據圖片，兩人一組進行類似的口語練習。）

S1: Who’s this boy?

S2: He is Michael.

S1: Does he have a big nose?

S2: Yes, he does.

S1: Does he have big eyes?

S2: No, he doesn’t. He has small eyes.

…

（3）（讓學生從整體上描述一個人的外貌，老師手裏拿着圖片。）

S3: This is Jane. She has long hair. She has a small nose. She has big eyes and small ears …

…

（注意糾正單複數的表述。）

2.（聽4a和4b, 提醒學生注意升、降調。）

T : Listen to 4a and 4b, and then repeat.

3.（1）（透過3a練習來總結描述外貌最常見的兩種句型。）

T : Now we have learned how to describe the people’s appearances. Please pay attention to 3a and rewrite the sentences.

（2）（覈對之後，老師可口頭出幾道題，讓學生進行轉換。）

T : Now attention please. I’ll give you some sentences. You should try your best to say the similar sentences. Understand?

Ss: Yes.

T : Good. Let’s begin.

She has long hair.

Ss: Her hair is long.

T: His nose is big.

Ss: He has a big nose.

Step 5 Project 第五步 綜合探究活動（時間: 9分鐘）

1.（兩人一組完成6, 目的是進一步練習介紹外貌的兩種句型。）

T: Now work in pairs. Try to describe your parents or your friends to your partner. Then complete the chart. Then exchange roles.

S1: My friend has a long face. His hair is short. His eyes are big. He has a big nose. His mouth is small.（S2填完後複述一遍，S1來更正，然後互換角色。）

S2: …

2.（把學生分成5人一個小組，每個人都把自己的照片拿出來，然後，其中一個同學任意抽取一張，讓其他同學來猜。）

S3: Who is he?

S4: Does he have big eyes?

S3: Yes, he does.

S5: Does he have a big mouth?

S3: No, he doesn’t.

S6: Does he have big ears?

S3: Yes, he does.

S7: Is it …?

S3: No. Guess again.

（可以換張照片繼續猜。）

3.（帶領學生完成5。目的: 活躍課堂氣氛，讓學生在玩中學，樂中學。）

4. Homework:

（1）複習Unit 2, Topic 1的主要句型。

（2）寫一篇關於你的朋友或家人外貌的短文。（不少於8句話）

（3）下一節課每位同學把調色盒帶到班級來。

Topic 2

Section A

The main activities are 1 and 3.本課重點活動是1和3。

Ⅰ. Teaching aims and demands 教學目標

1.（1） Learn some words about the colors:

brown, red, black, white, blue, pink, green, yellow

（2） Learn some other useful words and expressions:

give, letter, sorry, like, look like, will, I’ll = I will, color, their, at, look at, picture, here

2.（1） Continue to talk about the people’s appearances:

What does she look like?

She has short brown hair.

（2） Talk about the colors:

What color is it?

It’s pink.

Ⅱ. Teaching aids 教具

錄音機 / 掛圖 / 單詞卡片 / 調色盒

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習（時間: 10分鐘）

1. Sing the song: Head and Shoulders, Legs and Feet.

2.［雙人活動: 做遊戲，觸摸身體部位。（1）一個學生把食指放在鼻子上，伸展另一隻手，掌心朝上；（2）另一個同學一手握住對方伸展的手掌，另一隻手擊打對方掌心，同時用英語喊出嘴、耳朵、頭等部位；（3）被擊打同學迅速作出反應，觸摸所喊出的部位；（4）變換角色，遊戲繼續進行。］

T: Now let’s play the game“Touch Your Body”. First, please face your partner. Second, S1 puts one finger on the nose, and puts the other hand on S2’s hand. S2 hits S1 on the hand and says mouth or other words of the parts of the body at the same time. Third, S0 should put the finger on the right place quickly. Finally, exchange the roles. Do you understand?

（注意儘量用英語講述步驟，讓學生有更多機會接觸英語，講解過程多輔以肢體語言，讓學生一目瞭然，如果不懂可多重複。）

Ss: Yes.

T: Now begin. Be active. Don’t be shy.

（在學生活動過程中，老師要全班走一圈，及時幫助糾正發音，同時對基礎差的同學多鼓勵。）

3.（1）（老師把課前製作好的用不同顏色水彩筆寫的各種顏色詞的單詞卡片拿出來，透過師生互動來學習新的單詞。每呈現完一個單詞，可把卡片貼在黑板上。）

T: OK. Now pay attention here. I bring some nice word cards today. They have different colors. Do you want to know what color they are?

Ss: Yes.

（老師分別呈現不同的單詞卡片。）

T: What color is it?

Ss: 紅色。（學生看到單詞卡的第一反應。）

T: Yes, red.（老師引導說出。）

What color is it?

Ss: It’s red.

T: Good. What color is it?

Ss: …

（以同樣的方式繼續呈現其他的顏色的單詞，看板書。）

What color is it? It’s red.

brown gray

green pink

yellow white

blue blond

black

（2）（把各種相對應顏色的單詞呈現完後，都張貼在黑板上之後，老師再透過師生互動進行鞏固練習。）

T: Now look at the blackboard and read after me. Color.

Ss: Color.

T: Red.

Ss: Red.

…

（單詞讀完後，把全班分成兩大組，根據老師所指的單詞進行問答。）

Group A: What color is it?

Group B: It’s black.

What color is it?

Group A: It’s yellow.

What color is it?

Group B: It’s brown.

What color is it?

…

Step 2 Presentation 第二步 呈現 （時間: 8分鐘）

1.（老師拿出一個粉色信封進行問答。）

T: Now look here. What’s this? …（學生會說一封信。）

Yes, It’s a letter. What color is it?

Ss: It’s pink.

T: Yes. It’s a pink letter. It’s very nice. But it’s not mine.

（注意肢體語言，指着自己搖頭，另加遺憾的表情。）

It’s Maria’s. S1, please give this letter to Maria.

（這時候學生可能聽不大懂，老師可把Maria的照片張貼在黑板上。用手指着Maria再重複。）

T: Please give this letter to Maria.

What does she look like?

Ss: She has short hair.

T: What color is her hair?

Ss: It is brown.

T: Yes, she has short brown hair.

Ss: She has small eyes.

Ss: She has a small nose.

T: Good. Now please listen to the tape and answer my question.

（放錄音，聽完後提出問題。）

T: What class is she in?

Ss: She is in Class 4, Grade 7.

T: Well done！Now look at the blackboard and pay attention to the sentences.

（板書如下: ）

Please give this letter to Maria.

What does she look like?

She has short brown hair.

I’ll give it to her.

Step 3 Consolidation 第三步 鞏固 （時間: 10分鐘）

1.（全體學生跟讀1，根據關鍵詞背誦課文，然後兩人一組表演這個對話。）

T: Listen to 1 and repeat. Then try to recite it as quickly as possible and act it out in pairs.

2.（根據2a的4幅圖，師生互動問答，目的是鞏固本課的新句式和新單詞。）

（1）T: Now Look at Picture 1. Who is this girl?

Ss: She is Jane.

T: Where is she from?

Ss: She is from England.

T: What color is her hair?

Ss: It’s red.

（2）T: Now look at Picture 2. Is the girl Maria?

Ss: Yes, she is.

T: Is she from England?

Ss: No, she isn’t. She is from Cuba.

T: What color is her hair?

Ss: It’s brown.

（接下去以同樣的方式描述Picture 3和Picture 4。）

3.（聽錄音，把序號填在相應的句子前，提醒學生注意語調和形容詞。）

T: Listen to the tape and match the sentences with the right pictures, pay attention to the intonation and the adjectives in the sentences.

Step 4 Practice 第四步 練習 （時間: 10分鐘）

1.（兩人一組討論這4幅圖，然後用類似句型討論身邊的人，目的：把書本知識進行應用。）

T: Discuss the people in the pictures with your partner. You should talk about the appearances, and you can also talk about other things.

S1: Who is this boy?

S2: He is Michael.

S1: Where is he from?

S2: He is from America.

S1: What does he look like?

S2: He has short blond hair.

S1: What color are his eyes?

S2: They are blue.

（提醒學生要用上主要句型，並讓學生有自己發揮的餘地。）

2.（利用掛圖把第3部分的圖片呈現在黑板上，然後師生互動操練。）

（1）T: Now look at the pictures on the blackboard. Here are some people from different countries. They have different looks. Let’s talk about them together. Let’s begin with Picture 1.（老師指着要描述的相應部位。）

T: What color is his hair?

Ss: It’s black.

T: What color are his eyes?

Ss: They are brown.

T: Where is he from?

Ss: He is from Japan.

T: Very good. Now look at Picture 2. What color is his hair?

Ss: It’s white.

T: What color …?

…

（以同樣的方式繼續描述第2幅圖。）

（2）（接下去描述三、四兩幅圖，一定要提醒學生如何同時描述兩個人的外貌。）

T: Now let’s look at Picture 3. There are two people in Picture 3. What color is their hair?

Ss: It’s red.

T: What color are their eyes?

Ss: They are gray.

T: Where are they from?

Ss: They are from Canada.

T: Right. What about Picture 4?

What color …?

…

（以同樣的方式完成第4幅圖的介紹。）

（3）（把全班同學分成兩大組，進行問答操練。）

T: Now these two groups ask and those two groups answer. Then exchange the roles. Understand?

Ss: Yes.

T: OK. Begin!

Group A: What color is his hair?

Group B: It’s black.

Group A: What color …?

…

（以此類推完成整體上的操練。）

（4）（請個別學生用has 或be動詞的句型進行整體上描述。老師可先做示範。）

T: He is from Japan. He has black hair and brown eyes. / His hair is black and his eyes are brown.

（鼓勵學生主動起來，對於主動站起來的先給予充分肯定。另外，先站起來的可以任意選擇一幅圖。）

T: Who wants to try? The first one can choose any picture.

S3: Picture 2. He is …

T: Excellent! You did a good job.

Anyone else?

Step 5 Project 第五步 綜合探究活動 （時間: 7分鐘）

1.（找顏色）

T: What colors can you find in our classroom? Please point them out.

（這時候學生就到處找，有的翻筆盒，有的翻書包，嘴裏還念着不同顏色的名詞。）

Ss: Red, yellow, blue …

T: OK. Now try to say the phrases and the whole sentences. For example: A red pencil. I have a red pencil. / It’s a red pencil.（老師拿一隻紅色鉛筆示範。）

（1分鐘後請學生主動站起來說，看哪一組說得多。）

S1: A black bag. I have a black bag.

S2: A blue box. I have a blue box.

S3: A red book. I have a red book.

S4: A white ruler. She has a white ruler.（指着一個同學說。）

T: Very good. She has a white ruler. Go on.

S5: Black hair. I have short black hair. She has long black hair.

T: Good sentences.

S6: Black eyes. I have small black eyes. He has big black eyes.

…

2.（找房子）

（1）T: Look at the pictures of 5 Look, say and match. They can’t find their houses. Let us help them find their houses. And then match.（讓學生拿出水彩進行調色。）

T: Look at Picture A. What’s red and yellow? Is it orange?

（學生嘗試之後。）

Ss: Yes, it’s orange.

T: Look at Picture B. What’s blue and yellow?

Is it gray?

（嘗試之後。）

Ss: No, it’s green.

（以此類推，對號入座。）

T: Thank you for your help. They find their houses. They can go home now. You are all good kids.

（2）T: Read the dialog in pairs, and then make the similar dialogs.

Ss: Look at Picture A …

3. Homework:

（1）製作一個顏色轉盤。

Example:

（2） 把下面的句子翻譯成英文。

①他長着金色的短髮。

②我有一把白色的尺子。

③藍色和黃色會調出什麼顏色？

綠色。

④Maria長得什麼樣？

⑤她的頭髮是棕色的。

⑥我會把這封信給她的。

Section B

The main activities are 1a and 3. 本課重點活動是1a和3。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some useful words and expressions:

which, with

2.（1） Review the colors.

① What color are his eyes?

② I have blond hair and blue eyes.

（2） Learn the special questions with“which”:

Which one?

The one with black hair and black eyes.

Ⅱ. Teaching aids 教具

圖片 / 錄音機 / 小轉盤

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習 （時間: 10分鐘）

1.（老師把自己製作的顏色大轉盤用一根鐵絲或木棍固定在桌面上，要確保轉盤能轉動。教師可輪流請一些學生上來轉動轉盤，哪一種顏色與鐵絲或木棍在一條線上，學生就可問答這種顏色。目的是透過這個活動來複習詢問顏色的句式和表示顏色的單詞。）

T: Today let’s play a game. The name of the game is “What color is it?”. Here is a turntable. I’ll ask one of you to come here to spin the turntable. Then ask“What color is it?”, and you answer the questions.

（這個遊戲比較簡單，可儘量讓一些內向或基礎不好的學生上來玩這個遊戲。）

2.（用P 33 2a中Jane的圖片，還可在圖片上標上數字表示年齡，師生互動問答。）

（1）T: What’s her name?

Ss: Her name is Jane.

T: Where is she from?

Ss: She is from Canada.

T: Is she thirteen?

Ss: No, she is twelve.

T: Does she have big eyes?

Ss: Yes, she has big brown eyes.

T: What color is her hair?

Ss: It’s red.

T: Yes. She has long red hair.

（另外三幅圖模仿上面的形式，儘量充分複習前面的知識，尤其是關於顏色和外貌描寫的句型和詞彙。）

（2）（四幅圖問答結束後，老師做出適當的總結以便爲呈現內容作鋪墊。）

T: Very good. These four students come from different countries. They have different looks. What’s the difference between them？

S1: Jane has long red hair. Maria has short brown hair.

S2: Michael has blond hair. Kangkang has black eyes.

S3: Michael’s eyes are blue. Kangkang’s eyes are black.

…

T: Yes, quite good. They have different looks, but they are good friends.

They have different looks, but they are good friends.

Step 2 Presentation 第二步 呈現 （時間: 8分鐘）

1. （教師不很明確的指向稍遠的一個同學，儘量選外表特別的，目的是引出新句型和新單詞。）

（1）T: Who is that girl?

（學生會問“哪一個”，這時候順其自然的引出這一句。）

Ss: Which one?

T: The one with long hair.（用手比劃一個長髮的動作。）

Ss: She is Lin Na.

T: Where is she from?

Ss: She is from China.

Which one?

The one with long hair.

（2）T: Who is that boy?

Ss: Which one?

T: The one with big black eyes.

Ss: He is Wang Song.

T: Is he from China?

Ss: Yes, he is.

（教師可以用同樣的方式再進行兩、三個對話操練。）

2.（不看書本聽錄音回答問題。老師儘量不要在黑板上呈現問句，只提醒學生記關鍵詞。目的是讓學生從整體上把握文章意思，並學着抓住文章的中心意思。）

T: OK. Now close your books. Listen to the tape and then answer my questions.

This time I don’t want to write the questions on the blackboard. So you should try to write down the key words. Understand? … OK, let’s begin.

（聽一遍錄音之後，如果有相當部分同學還沒聽懂，可再放一遍錄音。）

But you look the same.

That’s right.

T: Now please answer my questions. If you have the answers, you can stand up quickly and tell us your answers.

The first question --Who is that boy?

S1: He is Yukio.

T: Is he right? （問全班同學）

Ss: Yes.

T: Good. The second question --Where is he from?

S2: He is from Japan.

T: Is she right?

Ss: Yes.

T: Let’s go on. What color is his hair?

S3: It’s black.

S4: His eyes are black, too.

T: Good. He has black hair and black eyes.

What does Michael look like?

S5: He has blond hair and blue eyes.

T: Well done! You are all clever.

Step 3 Consolidation 第三步 鞏固（時間: 10分鐘）

1.（不看1a，再聽一遍錄音,完成1b。）

T: Now turn to Page 35. Don’t look at 1a. Listen to the tape again and finish 1b.

（聽完後覈對答案。）

Japan black black

blond blue

black black

2.（根據1b表格，兩人一組操練對話。）

S1: Where is Yukio from?

S2: He is from Japan.

S1: What color is his hair?

S2: It’s black.

S1: What color are his eyes?

S2: They are black.

Where is Michael from?

S1: He is from the U.S.A.

S2: What color …?

…

3.（聽錄音3，回答問題並給雪人塗上相應的顏色，如果時間不夠可以在課後塗顏色。）

T: First, look at the questions carefully. Then listen to the tape and write down the answers.

聽力材料：

Snow! Snow! Come on! Let’s make a big white snowman. Let’s make it big and round: two oranges for his eyes, a red apple for his nose and two pencils for his arms. Ah, don’t forget to give him a cap. He has no hair.

（這篇聽力有點難，應讓學生聽完兩遍再覈對，覈對時可提問個別學生。覈對完答案後把新句子或短語在黑板上呈現一下，並說一下中文意思，有興趣的同學可以多學點。）

are orange. Let’s make it big and round. 又大又圓

, he does. Two oranges for his eyes

, he does. Don’t forget to … 別忘記……

, he doesn’t. He has no hair.

Step 4 Practice 第四步 練習 （時間: 7分鐘）

1.（聽4a錄音完成練習。）

（1）T: Listen to the tape and fill in the blanks.

hair, brown, eyes, black

（2）T: Listen to the tape again and mark the intonation.

A: Do you know Maria?{↗

B: No. What color is her hair?專K

A: It is brown.專K

B: What color are her eyes?專K

A: They are black.專K

(3) T: Make similar dialogs to talk about Kangkang, Michael, Jane or other people. Then I’ll ask some of you to act them out. Don’t forget to pay more attention to the intonation.

S1: Do you know Michael?

S2: No. What color is his hair?

S1: It’s blond.

S2: What color are his eyes?

S1: They are blue.

（再提問幾個同學。）

2.（讓學生口頭翻譯一些短語和句子。）

T: 他長得什麼樣？

Ss: What does he look like?

T: 哪一個男孩？

Ss: Which boy?

T: 長着黑色短髮的那一個。

Ss: The one with short black hair.

T: 長着金髮碧眼的那一個。

Ss: The one with blond hair and blue eyes.

T: 他們看起來很像。

Ss: They look the same.

T: 我們外表不同，但我們是朋友。

Ss: We have different looks, but we are good friends.

Step 5 Project 第五步 綜合探究活動 （時間: 10分鐘）

1. Class activities. Let’s chant.

（目的: 活躍課堂氣氛，激發學生學習英語的興趣，讓每個學生都開口chant。）

2. Finish 2.

（先讓學生根據下面的資訊畫圖，然後根據圖畫兩人一組編對話。）

（1）T: First draw pictures and then color them according to the information below. Are you ready? … Go！

（學生在畫的時候，教師應該在教室裏轉一圈，特別關注一下平時學習成績不很理想的同學，多給予鼓勵和表揚。）

（2）T: Now you can talk about the pictures with your partner. Then I餷l ask some of you to act them out. You can use the sentences what we have learned.

（在學生練習對話過程中，老師要注意幫忙糾正錯誤的發音和語調。）

S1: Who is this girl?

S2: She is my friend.

S1: Does she have long hair?

S2: No, she doesn’t. She has short hair.

S1: What color is her hair?

S2: It’s black.

S1: What color are her eyes?

S2: They are brown.

（教師應指導學生用更多學過的句型進行操練。）

3. Homework：

（1）掌握1a對話。

（2）畫出自己的好朋友，要突出特點，並註上顏色。

（3）寫一篇介紹短文，描述自己的好朋友，要用到表示顏色的詞。

Section C

The main activities are 1a and 2. 本課重點活動是1a和2.

Ⅰ. Teaching aims and demands 教學目標

1.（1） Learn some words about clothes:

T-shirt, shoe, cap, skirt, dress, shirt

（2） Learn other useful words and expressions:

over, there, over there, bring, bag

2. Describe the colors of the clothes and a person in clothes.

(1) What color is this T-shirt? It is red.

(2) What color are these shoes? They are green.

(3) Do you know the girl over there?

Which girl?

The girl in green.

Ⅱ. Teaching aids 教具

自制卡片（各類服裝） / 錄音機

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 　Review　　第一步 　複習　（時間：10分鐘）

1.（師生互動, 教師出示卡片, 針對圖片中的服裝顏色提問。 複習各種顏色的形容詞，爲新課打基礎。）

T: OK, boys and girls, look at this picture. Can you tell me what color is this?

Ss: It’s green.

T: What color is that?

Ss: It’s blue.

2.（教師把手中所有的服裝顏色提問一遍後, 就學生們書桌上的物品進行提問。 此項練習的目的是匯入新課程內容。）

T: What’s this? （拿起一支黑色的鋼筆。）

Ss: It’s a pen.

T: What color is it?

Ss: It’s black.

（叫起一名學生，教師提出問題。）

T: What color are your eyes?

S1: My eyes are black.

（另一名學生起來回答問題，老師擴充提問範圍，引入生詞。）

T: What color is your hair?

S2: My hair is black.

T: What color is your shirt? （這時老師出示襯衫的圖片。）

S2: My shirt is …（反覆讀襯衫這個詞。）

（換一張鞋子的圖片，提問另一名學生。）

T: What color are your shoes? （舉着圖片重複讀shoes 這個詞。）

S3：My shoes are …

3.（給學生2分鐘時間，同桌之間就桌上的用品進行操練，教師在巡視中糾正學生對話中出現的問題。然後每組推出兩名同學到講臺前，就圖片或實物進行對話操練。）

S4: What’s this?

S5: It’s …

S4: What color is this?

S5: It’s …

S4: What are these?

S5: They are …

S4: What color are they?

S5: They are …

（在操練中學生們自然要轉入對所穿的服裝發問，在此呈現新的知識內容。）

Step 2 Presentation 第二步 呈現 （時間：7分鐘）

1. Show a picture of clothes and say. (出示服裝圖片並且說)

Learn the words: shirt, cap, skirt, T-shirt, dress, shoe, pants

（教師把各個服裝圖片邊展示邊自問自答，引入主要呈現內容。）

T: What color is this cap?

It’s yellow.

What color is this shirt?

It’s white.

What color is this T-shirt?

It’s red.

What color is this dress?

It’s orange.

What color are the pants?

They are blue.

What color are these shoes?

They are green.

2.（再次出示服裝圖片，教師問學生答，把關鍵詞呈現。）

Look at these clothes:

skirt?

sap?

What color is the

dress?

T-shirt?

white.

yellow.

It’s

orange.

red.

pants?

What color are these

shoes?

blue.

They are

green.

3.（師生互動操練引出新的知識點，將關鍵詞呈現在黑板上。）

T: Do you know the girl over there?（Learn the phrase: over there）

Ss: Which girl?

T: The girl in green.

（幫助學生來回答。）

（老師指着一個女孩。）

T: Where are my pictures?

（老師站在學生的桌邊問。）

Ss: Oh. They are over there.

（學生們指着講臺。）

T: Bring my pictures here, please.

（學習bring 這個詞。）

（一名學生將圖片拿給老師。）

S1: Here you are.

（幫助學生來作答並將生詞板書在黑板上。）

Step 3 Consolidation 第三步 鞏固 （時間：10分鐘）

1.（聽錄音，跟讀1a和2的對話，模仿語音語調，鞏固生詞。）

T: Read after the tape and pay attention to the pronunciation and intonation.

2. （學生分組模仿對話操練，抽出4組來表演。）

3. （完成1b。）

（1）（設計一個小遊戲，以小組爲單位，每組推薦一名同學到講臺前參加活動。首先教師把一幅黃色短裙的圖片、一幅白色鞋子的圖片，一幅藍色褲子和一幅桔黃色長裙的圖片貼在黑板上，然後給每個學生一個拍子。這時老師說“What color is this skirt?” 同學們搶答同時要拍到這幅圖片上，誰先拍到，並回答得準確爲勝者，爲小組獲得一顆星。透過遊戲可培養學生們的力爭上游的競爭意識，又使學生能在輕鬆愉快的氣氛中鞏固本節課所學習的新知識。）

（2）（遊戲之後學生們來討論完成1b。教師檢查完成的情況。同學們自願，同桌兩人來向全班讀出結果，教師注意糾正語音錯誤。如: ）

① T: What color is this skirt?

S1: It’s yellow.

（學生很容易讀成It’s（a）yellow. 帶出//音。）

② T: What color are these shoes?

S2: They’re white.

③ T: What color are those pants?

S3: They’re blue.

（提醒學生pants, shoes 是複數形式,be動詞要用are。）

Step 4 Practice 第四步 練習 （時間：10分鐘）

1.（完成3。）

（1）（設計一個小遊戲，叫出3名男生，4名女生到講臺前，其中4名同學分別穿上與聽力短文中的人物顏色相同的服裝，然後把寫好符號的白紙粘在“Helen”、“Ann”、“Bill”和“Peter”的身上，讓他們拿着椅子坐成一豎排，做開火車的動作。最前面的同學說: “同學們請坐好，由北京開往上海的火車就要出發了”。七名同學一個把着一個人的肩部做開火車的動作。全班同學都靜下來，這時老師開啟錄音機。錄音停止，第一位的同學說: “火車到站啦”，全體乘客起立面向同學，這時老師問: ）

T: Who is Helen?

S1: I am.

（穿粉色衣服戴有A符號的女同學回答。）

T: Who is Ann?

S2: I am.

（穿黃色衣服戴有C符號的女同學回答。）

T: Who is Bill?

S3: I am.

（穿白色衣服戴有B符號的男同學回答。）

T: Who is Peter?

S4: I am.

（穿棕色長褲帶有F符號的男同學回答。）

（老師接下來面對全班同學提問。）

T: Who is Helen/Ann?

Ss: A. / C.

T: Who is Bill/Peter?

Ss: B. / F.

T: What color is Helen’s dress?

Ss: It’s pink.

T: What color is Ann’s shirt?

Ss: It’s yellow.

T: What color is Bill’s shirt?

Ss: It’s white.

T: What color are Peter’s pants?

Ss: They’re brown.

（全班同學動筆來完成Work alone，教師檢查完成情況，叫4~5名學生讀出完成的句子。）

2.（1）（找幾名穿着比較鮮豔的同學到前面，另找兩名同學，對他們的服裝顏色提問，其他同學可隨時糾正出現的錯誤。）

S5: What color is her T-shirt?

S6: It’s blue.

S5: What color are his pants?

S6: They are black.

S5: What color are his shoes?

S6: They are brown.（學生對話完了坐下。）

（2）（老師站在學生中間繼續提問。）

T: Which girl is …?

Ss: The girl in blue.

T: Which girl is …?

Ss: The girl in red.

T: Which boy is …?

Ss: The boy in black/brown.

3.（師生互動操練 2，先設定情景，拿幾名同學的書包和文具盒等物品放在講臺上，然後走到學生的桌前，拿起另一個同學的文具盒問。）

T: What color is this pen?

S7: It’s green.

T: Is this your pen?

S7: No, it’s not my pen.

T: Where is your pen?

S7: It’s over there.（學生指着講臺桌上的鋼筆。）

T: Which one?

S7: The red one.

（老師示意第一排的一名學生說。）

T: Bring his pen here, please.

S8: Which one?

T: The red one.

S8: Here you are.

S7: Thank you.

4.（聽錄音，把聽力任務呈現在黑板上，並要求學生做在練習本上。）

（1）Which girl is Ann?

（2）Where is she?

（3）What color is my bag?

Step 5 Project 第五步 綜合探究活動 （時間: 8分鐘）

1.［讓學生看1a中的圖（分組）討論選擇自己所喜歡的顏色及衣物編寫一段小對話，在班上作個彙報。］

2.（1）（做遊戲，鞏固生詞，遊戲後教師檢查幾組情況。學生以列爲單位，快速說出所學過的顏色單詞。這是滾雪球式的練習，可以快速複習大量生詞。如: ）

S1: red

S2: red, white

S3: red, white, black

S4 : red, white, black, yellow

S5: red, white, black, yellow, blue

S6: red, white, black, yellow, blue, brown

S7: red, white, black, yellow, blue, brown, pink

S8: …

（2）（用顏色和衣物搭配組成詞組，不能重複，將全班分成四個組進行競賽，爲組詞正確的小組加一個星。）

（3） Homework:

把組成的詞組做在作業本上並運用造句。（至少五個句子） 如:

I have a red T-shirt.

（擴充一個不要求記憶的詞組：a pair of … ）

a pair of shoes

a pair of glasses

Section D

The main activities are 1 and 2. 本課重點活動是1和2。

Ⅰ. Teaching aims and demands 教學目標

1.（1） Learn the phonetics:

// //

（2） Learn some useful words and expressions.

photo, clothes, cool

2. Review“What color is/are …?”

3. Review some useful expressions.

Ⅱ. Teaching aids 教具

音標卡片 / 服裝卡片 / 錄音機 / 一張學生的全身照片

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習（時間：10分鐘）

1. Words competition.（單詞競賽）

（1）A required answer. （必答題）

T: Boys and girls. Let’s have words competition as usual. First required

answer. Each student two words. I’ll give you Chinese meaning. You say

them in English. Are you ready? Group 1, please.

（每組4個單詞。）

T: 顏色。

S1: Color.

T: 紅色和綠色。

S1: Red and green.

…

（對學生們的表現給以肯定表揚。）

（2） A quick response. (搶答題)

（老師出示服裝圖片。）

T: Good! Let’s go on our quick response. If you know, stand up quickly and answer. OK. Begin!

（教師出示圖片開始搶答。）

（3） Read the words.

T: Great! You are clever. Now let’s read them together.

（透過對單詞的必答、搶答和齊讀的過程，融入競賽活動調動了學生的積極性，烘托課堂的氣氛，培養學生樂學的態度，爲下一步學習營造一個良好的氛圍。）

2.（1）（叫三名同學到講臺前，其中一名來介紹自己穿的服裝的顏色，另兩名同學就他的服裝及服裝顏色進行問答。）

S2: OK, look at me. My shirt is white. My pants are blue. My cap is yellow. My shoes are black.

S3:（指着S2的襯衫對S4提問。）

What color is his shirt?

S4: It’s white.

S3: What color is his cap?（指着S2的帽子。）

S4: It’s yellow.

S3: What color are his pants?（指S2的褲子。）

S4: They’re blue.

（2）（設一個情景，把幾個學生的不同的學習用品集中後放在一張桌上，老師拿起某一用品向一名學生髮問: ）

T: What’s this?

S5: It is …

T: What color is this?

S5: It’s …

T: Is this your …?

S5: No, it’s not my …

T: Where is your …?

S5: My … is over there.

T: Bring it here, please.

S5: OK.

T: Thank you. You are clever.

（換兩次用品操練之後由學生們進行回答。）

（這兩項活動的設計是爲了培養和訓練學生的語言應用技能及英語的口語交際能力。）

Step 2 Presentation 第二步 呈現 （時間：5分鐘）

1.（1）（從以上的複習中找出關鍵詞呈現在黑板上。）

.

me she we These

egg yellow pen dress

舉例擴充。如:

meet green three tree //

yellow then desk red /ｅ/

（呈現音標卡//, /ｅ/ 教學生正確的發音，並準確把它們填入上面的表格中，在擴充練習中，加深對//，/ｅ/的發音要領的講解。）

2.（設定聽力任務呈現2中的圖片及題目，讓學生帶着任務聽錄音，可以降低聽力難度。）

（1）T: Look at the photo. Who is he?

Ss: …

T: Look at his photo. He has big eyes and a wide mouth. His T-shirt is yellow. His pants are blue. His cap is white and his shoes are brown. Is he cool?

Ss: Yes, He is very cool.

（2）（覈對答案，答對的同學加一顆星。）

（3）（找關鍵詞，並寫在黑板上，爲下一步鞏固環節做準備。）

T: Now, please find out the new words or phrases.

Step 3 Consolidation 第三步 鞏固 （時間：6分鐘）

1.（聽錄音2，然後跟讀。）

T: Listen to the tape and read after it.

2.（1）（聽錄音2，不看課文，只看黑板上的關鍵詞和圖片，加深印象，培養學生的記憶力。）

T: Listen again. Don’t look at your text, but you can look at the key words and pictures on the blackboard.

（2）（利用關鍵詞造句，正確者加一顆星。）

T: OK, please use the key words or phrases on the blackboard to make sentences. Group 1, begin!

S1: I have some nice clothes.

S2: Look! This is my photo.

S3: …

S4: …

T: You are clever.

（3）（重現音標卡，領讀，提問個別學生來發音，糾正不正確的發音，防止個別學生形成錯誤的發音，而影響以後的音標學習及單詞的發音。）

（4）（聽錄音1，模仿原文語音語調，加深鞏固。）

T: Listen to 1, read after the tape. Pay attention to your pronunciation.

3.（由學生自願到前面來模仿2 Work alone, 簡單描述一下自己。透過這項活動來培養學生的語言綜合運用能力及敢於展現自我的精神。在學生的自述中及時給予鼓勵和幫助，使更多的學生敢於到前面來表演，讓學生們在熱烈、愉快自如的環境氛圍裏學習知識，鍛鍊能力，從而達到我們的學以致用的目的。）

Step 4 Practice 第四步 練習 （時間：14分鐘）

1. T: I’ll ask some students to come to the front and describe yourselves like 2.

2.（透過上面的活動練習，同學們對個人的自述已有了一定的思路，所以給出資訊動筆來寫作就已是水到渠成了。全班分爲八個大組，邊討論邊寫作，然後每組選一名同學到黑板上來呈現短文。）

（此活動目的在於培養學生的合作意識和團隊精神，培養學生的動手能力及自我總結的能力。）

（作文的開頭已給出）

My name is Zhou Weilun. I’m from China. I am a student of Ren’ai International School. My phone number is（010）8920-5681. My hair is …

（練習第一人稱單數的主系表句型。）

3.（用教室裏的物品和學生對話示範,從而複習本單元的重點語法。）

T: What color is …?

Ss: It’s …

T: What color are …?

Ss: They are …

T: Which one do you like?

Ss: I like the … one.

T: Who is that girl?

Ss: Which girl?

T: The girl in …

4.（教師呈現不同國家的國旗。師生問答。目的: 創設新的情景練習目標語言。）

T: What color is the flag?

Ss: It’s … and …

T: Which one is our national flag?

Ss: The … one.

5.（完成5）

T: OK, please open your books and turn to page 40. Look at these national flags and fill in the blanks with the words of colors.

6.（總結語言點，完成4a和4b。）

（板書如下: ）

（1）

What color is this T-shirt? It’s red.

What color are these shoes? They are green.

（2）

Please give this letter to Maria.

※ give sth. to sb.

Example:

① Please give the English book to Kangkang.

② Please give this shirt to Bill.

Step 5 Project 第五步 綜合探究活動 （時間: 10分鐘）

1.（設計活動1，把所有的服裝圖片貼在黑板上，由學生們自願到黑板前來選擇自己所喜歡的服裝及顏色。）

red orange white yellow blue black pink green

S1: Look! That T-shirt is very nice.

S2: Which one?

S1: The red one. It’s over there.

My favorite color is red.

What color do you like?

S2: I like blue. Blue is my favorite color.

（全班分爲四個大組，哪一組的同學表演的多哪一組爲優勝組，獲得一顆星。）

2.（設計活動2, 教師可採用多媒體的教學方式。課前安排學生在電腦中設計出不同顏色、不同款式的服裝。可以把學生分成8個大組來討論、設計，然後在課堂上展示出來，用我們所學的關鍵詞來介紹你最喜歡的顏色及款式的服裝。）

(這個活動可以培養學生的動手能力和創造精神，在製作的過程中又培養了學生們團結協作的意識及集體主義精神，讓同學們體會到成功的喜悅。)

（當一張張鮮豔美麗的圖片打出時會贏得全班的一陣掌聲，順暢自如的口語介紹更會引來敬佩的讚歎。）

T: Now class. Let’s look at some nice pictures.

They were made by our classmates.

S3: Hello. Look at my yellow T-shirt and white pants.

Are they cool? Do you like them?

S4: …

S5: …

3. （活動3，可讓每一個同學帶一張放大的全身照片，最好是風景照，在班級裏用英語介紹。）

(以這樣的活動來培養學生的語言運用能力，並瞭解學生對知識掌握的情況，使得每個學生都敢開口講英語。)

4. Homework:

（1） 把課上的自我介紹形成書面表達，在作業本上寫一篇50詞左右的短文。

（2） 複習單詞，複述課文。

（3） 預習下一課的單詞及課文內容。

Topic 3

Section A

The main activities are 1a and 3. 本課重點活動是1a和3。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some useful words and expressions:

tall, or, young, man, woman, truck, cat, tiger, TV=television, set, computer, doctor, nurse, think

2. Learn the alternative questions:

（1）Is he tall or short? He is tall.

（2）Is this an apple or an orange? It’s an apple.

（3）Are these buses or trucks? They’re buses.

Ⅱ. Teaching aids 教具

卡片 / 錄音機 / 多媒體 / 小黑板

Ⅲ. Five finger Teaching Plan 五指教學方案

Step 1 Review 第一步 複習（時間：10分鐘）

1. Words competition.（單詞競賽）

（1） A required answer. （必答題）

T: Boys and girls. Let’s have words competition as usual. Each student one word. I’ll give you Chinese meaning. Please say them in English. Row 1, begin!

（參考詞彙）

long, short, face, small, round, girl, boy, hand, leg, wide, mouth, hair, eye, brown, white, yellow, blue, green, pink, T-shirt, skirt, pants, shoe, with, photo

（2）A quick response.（搶答題）

T: Good, go on our quick response. If you know, you can stand up quickly, OK? Begin!

（參考詞彙）

a white shirt, a round face, a blue cap, two big eyes, long arms, short legs, wide mouth, a red apple, an orange, a black car

（3）T: Well done, please read them together.

2.（複習句型加深學生印象。）

（1）What color are his eyes?

What color are her shoes?

(2)（鏈式操練。師生互動問答，既訓練了口語，又檢查了學生們的作業完成情況，按座次依次提問。）

T: What’s this?

S1: It’s a pencil-box.

T: What color is it?

S2: It’s blue.

T: Is this your pencil-box?

S3: No, it’s not my pencil-box.

T: Where is your pencil-box?

S4: It’s over there.

T: What color is your pencil-box?

S5: My pencil-box is green.

T: What’s your favorite color?

S6: My favorite color is …

（老師拿起學生桌子上的鋼筆或尺子，繼續提問，在對話中引出新知識。）

T: Is this your ruler?

S7: Yes, it is.

T: Is your ruler long or short?

S7: My ruler is long. （老師幫助學生來回答。）

T: OK, here you are.

（叫一名高個子的男同學到講臺前，面對大家,老師開始提問。）

T: Do you know him?

Ss: Yes, we do.

T: Does he have a round face?

Ss: Yes, he does.

T: Is he tall or short?

Ss: He is tall.

（老師帶領學生一起來描述這名學生。）

T: He is tall. He has a round face.

He is tall with a round face.

（將關鍵詞及句式呈現在黑板上，然後雙人活動模仿上面的對話，繼續練習。）

3.（播放多媒體課件，打出3中的6幅圖片，邊看圖老師邊提問，學生們會自覺跟着老師來回答的。）

T: Look at Picture 1. Is it a cat or a tiger?

Ss: It’s a tiger.

T: Picture 2. Is it an apple or an orange?

Ss: It’s an orange.

T: Picture 3. Is it a boy or a girl?

Ss: It’s a boy.

T: Picture 4. Are they trucks or buses?

Ss: They are trucks.（教師幫助回答並糾正讀音。）

T: Picture 5. Are they TV sets or computers?

Ss: They are computers.

T: Picture 6. Are they doctors or nurses?

Ss: They are nurses.

（反覆領讀句子，寫出關鍵詞。）

cat, tiger, truck, bus, doctor, nurse, TV set, computer

Step 2 Presentation 第二步 呈現 （時間：10分鐘）

1.（聽錄音1a, 複述對話，找出關鍵詞。）

T: Listen to the tape of 1a, and find out some key words and sentences.

（這一步活動的目的是找出關鍵詞句，目標語言，爲交際積累材料。理順思路，爲下一步在運用中學習打基礎。）

2.（重放多媒體課件，呈現3，爲下一步的鞏固做鋪墊。）

K: Look! Is that a cat or a tiger?

M: It’s a ____.

J: No. I think it’s a ____.

M: Yes,