Step | Interaction patterns | Student activity | Teacher activity |
Introduction (2minutes) | 1.The whole class work and individual work. | 1.The students reply the teacher. T: Hello! Good morning. Ss: Hello! Good morning. The teacher walks to one student. T: Hello! Are you …? S1: Yes. I am. | 1.The teacher greets with students. |
Presentation (13minutes) | 1. Individual work and the whole class work. 2.Individual work. 3.Individual work and the whole class work. 4.The whole class work. 5.Individual work. | 1.Do 1a. (学生迷惑) The student answers the teacher “No, I’m not. I’m …” students look and listen to the teacher carefully; Students make sentences using it one by one. 2.The student answers “My name is …” 3.The student answers “I’m from Canada.” The whole class read the new word for several times. 4. The third student answers “No, I’m not. I’m from America. ” The whole class read the new word for several times. 5.Students look at the picture and listen to the tape carefully; Follow the tape to read 1a for two times. | 1. Walk to next student and say “Excuse me, are you…?”(老师将解释Excuse me,常用于口语中，意为“劳驾，打扰一下。”) Repeat it for several times; Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, I’m not”.（是否定回答，注意：肯定回答时I am.不能缩写，否定回答时，I am缩写） And say “I’m Denny. My name is Denny.” Write down on the blackboard: “I’m Denny.= My name is Denny.” Let students use “My name is…”to make sentence one by one. 2.Walk to one student and say “My name is Denny. What’s your name?”(老师解释 你叫什么名字？What’s = What is) (Write down on the blackboard). 3.Walk to another student and say “I’m from China,”老师解释 我来自中国) “Where are you from?” (你来自哪儿？) and show a picture of Canada （如加拿大的电视塔）; Then teach the new word “Canada”for several times. 4.Walk to the third student and asks “Are you from Canada, too?” and shows a picture of America（如美国的自由女神像）; Then teach the new word “America”for several times. 5.Show the teaching picture of 1a, then let students look at the picture and listen to the tape carefully for the first time; Then play the tape again and let students follow it for two times. |
Consolidation (12minutes) | 1.The whole class work and pair work. 2.The whole class work and individual work. | 1.Do 1c. Read the word after the teacher for three times; Work in pairs and make up new conversations with the country names. Then two pairs show their conversations to the students. 2.Do 1b. Students guess, listen and number the pictures; Then listen to the tape again and match the names with the countries, one student checks the answers; Then Read after the tape. | 1.Show the picture of Japan （如日本富士山图）and teach the word “Japan” for three times; Point out other country names（eg. China, the USA, the UK）, then let students work in pairs and make up new conversations with the country names for 1 minute. 2.Show the pictures of 1b and explain the cultural background of these pictures; Play the tape again and choose one student to check the answers; Then show the listening material and play the tape. |
Practice (12minutes) | 1.The whole class individual work and pair work. 2.Pair work. 3.The whole class work and group work. | 1.Do 2a. Follow the teacher “They are Maria and Jane.” Then listen and complete the conversation by themselves; Students read A, and then practice the conversation in pairs. Then two students share the conversation with the whole class. 2.Do 2b. Complete the conversation in pairs and two students show their answers. 3.Do 3a. Listen and read “Japan” together； Read after the teacher together and imitate the teacher; Read the word together; Discuss the pronunciation in groups; Two groups try to read the words; Some students make a summary about the the pronunciation of 3a. In the same way, they summarize the pronunciation of e; Listen to the words of 3a and repeat. | 1.Point out the picture of 2a and say “Who are they?’(老师手指Maria and Jane. 她们是谁？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard); Let students open their books, and then listen and complete the conversation of 2a; Read the conversation in roles. The teacher reads B and then give students 1 minute to practice the conversation in pairs and chooses one pair to show the conversation. 2.Give students 1 minute to complete the conversation in pairs and choose two students to show their answers. 3.Point out a card with a word “Japan” on it and read it out; Show the next cards with “gap, pat, pet” on them and read them out; Explain “p是清辅音也是爆破音”（老师可用一张纸做演示，让学生直观感触p的发音特点）(老师可用同样的方法教授b, t, d, k, g的读音) Show a card with “name” on it and let students read the word; Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups; Choose two groups to read the words; Let students make a summary about the pronunciation of a. (In the way, teach /2/ /i:/ /e/ ) (老师可分别用学过的单词如am, see, welcome); Then play the tape. |
Production (5minutes) | 1.Group work and the whole class work. | 1. Students make up a short conversation in groups and two groups show their conversations; Students listen to the teacher. | 1.Let students use the sentences “What’s your name? Where are you from? Are you…? Who are they? They’re … Where are they from? They are from …” to make up a short conversation in groups (1min) and choose two groups to show their conversations; Make a summary about the show. 2. Assign homework: Review the key sentences we have learnt; Read and recite 1a; Copy every word one line; Preview the new words and 1a of Section B. |
Where are you from? Section A 1.What’s your name? Canada Sounds： 2.Where are you from? Japan /V/ /2/ /1/ /e/ 3.Are you from Canada, too? America /p/ /b/ /t/ /d/ /k/ /G / 4. —Excuse me, are you…? England —Yes, I am./ No, I’m not. 5. —Who are they? —They are Maria and Jane. 6.they are = they’re |
Step | Interaction patterns | Student activity | Teacher activity |
Introduction (5minutes) | 1.The whole class work. 2.Individual work and the whole class work. | 1.Students answer, “Hi! Good morning.” 2.Response to the teacher. T: “Who’s she?” S1: “She is …” The teacher walk to the second student, pointing to a boy. T: “Who’s he?” S2: “He is …”; Students sing the song together. | 1.The teacher greets with students, “Hello! Good morning.” 2.Walk to one student, point to a girl and ask: “Who’s she?” The teacher walks to the second student, points to a boy and asks, “Who’s he?” The teacher says, “Let’s sing the song Where Are You From? together.” Then the teacher plays the tape. |
Presentation （15minutes） | 1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. 5.Individual work. 6.The whole class work. 7.Individual work and pair work. | 1.Guess, follow and read the words for several times. 2.Students read the sentence for three times. 3.Do 1b–A. Listen first, and follow it for several times. 4.Follow the teacher and count the numbers one by one. 5.The student reads it quickly. 6.Do 1a. Listen to the tape carefully for the first time and guess the meaning of the picture; Students follow the tape. 7.Do 1c. Read 1a again and do 1c by themselves; One student checks the answer; Ask and answer in pairs. A: “What’s your telephone number?” B: “My telephone number is It is/It’s …” A:Thank you very much. B:That’s OK. | 1.Point out a telephone and say the words“telephone”, “number”. Then ask students to guess the words’ meanings. 2.Write the words on the blackboard and read them out. The teacher says: “My telephone number is …”(老师解释：“我的电话号码是…”) Then let students read the sentence for three times. 3.Point out a card with “0” and “zero”on it （上面是阿拉伯数字，下面是英文单词）and read it for several times.(老师可采用同样的方法教授其余基数词) 4.Show his/her one hand and count the numbers with it, let students follow the teacher. 5.Show the number cards one by one（遮住下面的英文单词）and let students read it quickly. 6.Show the picture of 1a, play the tape and let students listen to it carefully for the first time; Play the tape again and let students follow it. 7.Give students 1 minute to read 1a again and do 1c by themselves; Choose one student to check the answer; Let students find out how to ask and answer somebody else’s telephone number and how the policeman responses to Li Jie’s mother’s thanks. |
Consolidation (10minutes) | 1.Group work. 2.The whole class work and individual work. | 1.Act out the dialogue of 1a in groups; Two groups come to the blackboard and show their dialogues to the whole class. 2.Do 1b-B. Read the numbers one by one; Two students come to the blackboard and do it. The one who does it more quickly and faster is the winner; Students listen to the teacher carefully. | 1.Remind the students to pay attention to the key sentences. Then let students act out the dialogue in the groups; Choose two groups to show their dialogues. 2.Show the pictures of 1b to students, and then let students look at the pictures and read the numbers one by one; Play a game—find friends. Stick the numbers and English number words on the blackboard disorderedly. Then choose two students to come to the blackboard and help the numbers find the English number words; The teacher makes a summary about the competition. |
Practice (8minutes) | 1.Pair work. 2.The whole class work. | 1.Do 2. Ask and answer in pairs and then practice it. 2.Do 3. Complete the passage together; Check the answers in the books. | 1.Give students two minutes to ask the questions in pairs: “Hello! What’s your name? Where are you from? What’s your telephone number?” and then make up a conversation using the key sentences. 2.Show Miss Wang’s name card and let students complete the passage together; Point out the word; “her”(老师解释：意为“她的”)Then check the answers together. |
Production (7minutes) | 1.Group work. | 1.The students do it by themselves; Two students report the survey results using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is from … And his/her telephone number is…” | 1.Give students two minutes to interview three students and fill in the blanks. It contents: name, from and telephone number; Choose two students to report the result. 2. Assign homework: Review the key sentences we have learnt; Make a name card for his/her mother or father; Practice the number using your hand; Preview Section D—Grammar and Functions. |
Where are you from? Section C 1. —What’s your telephone number? zero six —It is … one seven 2. —Thank you very much. two eight —That’s OK. three nine 3.Wang is her family name. four ten five |
Step | Interaction patterns | Student activity | Teacher activity |
Introduction (5minutes) | 1.The whole class work. 2.Individual work. 3.Individual work. 4.Individual work. 5.The whole class work. | 1.Students answer, “Hi! Good morning. Nice to meet you, too.” 2.Do Functions. Students answer it one by one. 3.Then write them down by themselves. 4.Count the numbers 0~10 after the the teacher. 5.Play the game and count the numbers in order. | 1.Greet with students “Hello! Good morning. Nice to meet you.” 2.Show the flashcards with the function sentences on them. Then let students answer it one by one; 3.Let students open their books at page15 and do it by themselves. 4.Show his/her hand and count the numbers from 0～10 in English quickly and then let students do it in English and imitate the teacher. 5.Play a game—Count the numbers. Let students count the numbers from 0—10 one by one in order. |
Presentation (15minutes) | 1.Individual work. 2.Individual work and the whole class work. 3.Individual work and the whole class work. | 1.Do 1. Match the numbers with the pictures orally and one student checks the answer. 2.Do 2. Listen to the conversation and match each number with the name; Then listen again and match the people with their national flags; then check their answer. 3.Do Grammar. Three students make the sentences: He/She is… They are…; The other three students make the sentences: Is she/he….? Are they/you…? The next three students give the answers: Yes, he/she is. / No, he/she isn’t. Yes, they/we are. / No, they/we aren’t. Yes, I am. / No, I’m not. All Students look at the screen carefully. | 1.Show the PPT of 1 and let students match the numbers with the pictures orally. Then choose one student to check the answer. 2.Show the PPT of 2. Play the tape for two times. 3.Choose four students to come to the blackboard and let other students make sentences using: He/She is…. They are…; Let other three students change the sentences into negative sentences; Choose next three students to give the answers;(老师解释：we意为“我们”是人称代词；you意为“你，你们”) Make a summary about am, is, are. Then show it on the screen. |
Consolidation (8minutes) | 1.Individual work and the whole class work. | 1.Do Functions. Make their name cards by themselves freely; Some students answer the questions with the sentences: She/He is… Her name is…It is … They are…; Students look at the screen carefully. Students read the sentences on the screen together. | 1.Let students make their name cards freely. Then collect three name cards; Show one name card and ask the questions: Who’s she/he/ ? What’s her name? What’s her telephone number? Who are they? Choose some students to answer the questions; Show the key sentences on the screen. Let students read the sentences together. |
Practice (12minutes) | 1.Group work. 2.The whole class work. 3.Individual work and the whole class work. | 1.Make short dialogues in pairs and three groups show their dialogues to the whole class. 2.Do Section C-4a. Read aloud and match them; Students listen to the tape and check the answers and listen again and repeat. 3.Do 4b. Read after the teacher; Then write down the words by themselves and two students come to the blackboard and write down the words on the blackboard; Check their answers; Learn the meaning of these words with the help of the pictures. | 1.Let students use the key sentences to make short dialogues in pairs. Then choose three groups to show their dialogues. 2.Ask students to read and match the sounds and words; Play the tape and let students check it. 3.Show 4b on the screen. Then read the sounds aloud and let students follow him/her; And choose two students to come to the blackboard and write down the words. The others do it in their books; Check the answers; Give students 2 minutes to know about the words. |
Production (5minutes) | 1.Individual work and group work. | 1.Students first do it by themselves. Then two students use their name cards to do it; Finally introduce other students in the groups. | 1.Give students one minute to make their partner’s name card and introduce himself / herself to the class; Choose two groups to come to the blackboard and introduce other students in his/her groups to the whole class with the name cards. 2.Assign homework: Make new dialogues with the function sentences; Preview the new words in Topic 3 Section A and 1a. |
Where are you from? Section D 1.Who’s she/he? / Who are they? 0 zero 5 five am is are 2.What’s her/ your name? 1 one 6 six 3.What’s her telephone number? 2 two 7 seven 4.Where is he/ she from? 3 three 8 eight 5.Where are you/they from? 4 four 9 nine 10 ten |
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