Topic 1
Section A
The main activities are 1a, 1b and 2a. 本课重点活动是1a, 1b和2a。
Ⅰ. Teaching aims and demands 教学目标
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 / 图片 / 录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：13分钟）
1.（通过师生互动，复习学过的特殊疑问句。）
（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 …
（教师给予肯定和表扬，提问另一个学生。）
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）（教师接下来请S3针对S1或S2的情况进行问答。）
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. （挂出小黑板，让学生根据黑板上的图画及所提供的信息进行两两对话操练，2分钟后请两个同学表演对话，最后再把全班同学分成两组进行操练。）
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.
（两分钟后请两个同学表演对话。）
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.（然后全班分成两大组进行练习。）
Group A: What’s his name?
Group B: His name is …
Group A: …
…
3.(根据图画导出新内容。)
T : Well done! Now we have learned something about Lin Tao. Do you like him? Is he cool ? OK, let’s describe him.
Ss: 大头，大眼睛，小鼻子，短发 ……
（根据学生的描述，老师用英语进行叙述并板书，叙述时应放慢速度并指出所描述的具体部位。）
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
（板书呈现出新短语后在左边写上“He has”, 然后老师指着图画中相应的部位说出一个例句，学生们模仿。）
T : He has a big head.
Ss: He has a small nose.
…
Step 2 Presentation 第二步 呈现（时间：10分钟）
1.（利用课前准备好的关于2a的6 幅图画，把它们张贴在黑板上，先让学生说出他们的显著特征，教师在相应的图片下写出相关信息。注意单、复数。）
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.
（完成如上板书短语归纳后，在短语的左边写上不同的人称，让学生用have或has填空。）
2.（听2a录音，让学生跟读。）
T : Listen to 2a and repeat.
Step 3 Consolidation 第三步 巩固（时间：8分钟）
1.（1）（设置并板书听力任务，让学生带着任务听录音，注意告诉学生第2个问句的中文意思。）
T : Listen to 1a and answer the questions.
Who’s that boy?
What does he look like?
（提问个别学生，顺带说明一下who回答可以是名字也可以是身份<与某人的关系>。）
S1: He is Kangkang/my friend.
S2: He has a big head and a wide mouth.
（2）（老师放录音1a Listen, read and say，学生跟读。）
T : Follow the tape and repeat.
2.（看1b部分，听录音连线，然后校对。）
T : Listen to 1b and match the words with the names.
（核对学生答案时可用句型。）
T : Who has a big head?
S3: Kangkang has a big head.
T : Who has a short face?
S4: Jane …
…
3.（用1b的图片结合 1a的对话进行两两操练。）
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 练习 （时间：6分钟）
1. Finish 2b.
2.（教师根据自己实际以第一人称说一个句子，接着指着另一个有显著特征的学生用第三人称再说一个句子，引导学生进行类似的连锁操练。注意肢体语言的作用。）
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.
…
（教师让学生在自己附近找有类似特征的同学，引导他们用we 来描述，其他同学用they转述。）
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 综合探究活动 （时间: 8分钟）
1.（教师分别叫一个男生，一个女生先后到黑板前，请大家来描述一下他们的外貌（注: 五官特征明显的）。教师可以先开个头，然后以滚雪球方式继续活动。）
（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）（请学生根据描述先在书中画出图片。）
Read the passages and draw pictures. Then I’ll ask two of you to draw them on the blackboard.
（学生在画的时候老师可以把以下两句写在黑板上作个提示说明。）
Her hair is long.
His hair is short.
（2）（请两个画得较有特点的同学到黑板上画出图画。）
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. 本课重点活动是1a，2和3a。
Ⅰ. Teaching aims and demands 教学目标
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
录音机 / 图片
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1. ［通过“Touch Your Body”这个游戏竞赛复习学过的身体各部位名词，从而导出几个生词。游戏步骤:（1）每组选两个同学到黑板前排成一队面向全体同学；（2）把食指放在鼻子上，根据不同的指示触摸；（3）出错的同学回到座位，最后看一下哪一组或哪一个同学胜出。注意用英语讲解游戏步骤时肢体语言的运用。］
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.
（如果学生有疑惑可再用英语说明一遍。）
T : Good! Who wants to try? Come on!
（学生上来站好后开始。）
T : Are you ready?
Ss: Yes.
T : OK. Let’s begin.
Touch your face.
…
（经过几次后可能只剩下两三个同学了，这时导入新词leg, hand, arm 和 foot , 因为上一课时已经让学生预习。肯定有的同学会，而下面的同学也肯定会积极反应，板书划线部分。）
T : Touch your leg.
Touch your arm.
Touch your hand.
Touch your foot.
2.（把2部分的4幅图张贴在黑板上，让学生认真观察后每组分一幅图进行描述，描述时尽量让更多同学有机会起来说。）
T : Now, please look at the pictures on the blackboard.
Who are they? Do you know?
Ss: Yes.
（老师分别指着不同的图片问。）
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 参照前面。）
Step 2 Presentation 第二步 呈现 （时间：10分钟）
1. （老师准备好成龙，章子怡等明星的图片，注意先不呈现图片，而提供信息让学生猜，在师生互动过程中呈现新的语言点。板书划线句子。）
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: 电影明星（学生可能不会用英语说。）。
T : Yes, she is a film star. Do you like her?
Is she your favorite film star, S1?
（引导学生说出。）
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（李连杰）.
T : Good. Do you know who is my favorite film star?
Ss: No.
T : Guess.（老师做出一个思考的动作。）
He is from Hong Kong. He is Chinese. He has short hair, a big nose and a wide mouth. He is strong.
Ss: 成龙。
T : No, guess again, …
（由此导出1a的对话, 并且讲解,板书关键句。）
He has short hair, a big nose and a wide mouth.
Step 3 Consolidation 第三步 巩固 （时间：8分钟）
1.（让学生听录音1a, 并注意语调。听完后说明英语中有升、降调。）
T : Now, please listen to the tape and pay attention to the intonation.
2.（让学生从头到脚再现身体各部位名词，然后听3a完成练习并核对答案。）
T : Let’s review the parts of the body together. Then listen to 3a and finish it.
3.（听录音4，学会判断和标注升降调。）
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 练习 （时间：8分钟）
1.（听1a, 标出升降调。练习语音语调。）
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.（贴出成龙的图片让学生用has的句子描述，再让学生试着用be动词句式描述。）
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 综合探究活动（时间: 9分钟）
1. Finish 1b.
（同桌分别描述自己最喜爱的明星外表，让同桌来画图并猜猜他/她是谁。可以综合练习描述外貌的表达方式。）
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?
（画完后。）
S2: She is …
S1: No. Guess again.
2. Play a guessing game.
（每个同学可以描述一个自己最要好的同班同学的外表，让其他同学去猜，老师可以先示范，然后请两、三个同学来描述。）
T : I have a good friend. He has long arms and long legs.
（学生这时在班上到处找，可能说得是错的，老师再进一步描述。）
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）掌握好这两课出现的单词以便单词竞赛。
（2）写一段短文介绍自己（应包含年龄、电话号码、外表等，不少于6句话）。
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
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 / 录音机 / 图片
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 （时间：10分钟）
1. Words competition.（单词竞赛。）
（每组选派一位同学到黑板前参加1分钟单词竞赛，写对一个得1分。目的: 复习巩固所学的词汇。）
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?
（在每一组积极挑选代表时，老师用3条竖线把黑板分成4部分。同时4个同学站到黑板前。）
T : OK. Now other students should keep quiet.
（转向4个同学看一下时间。）Are you ready?
Ss: Yes.
T : OK. Go!
T : Time’s up. Thank you. Go back to your seats.
（接下去核对，核对过程应让全班同学一起边读边核对，同时提醒学生书写时要注意规范。）
T : So this time Group A is the winner. Congratulations to them.
（让同学用掌声表示祝贺。）
2.（1）（让学生两两一组模仿 Section B，1a的对话，可以请两、三对同学来表演。目的: 复习有关外表的句型，引出新课。）
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）（师生互动问答，在互动问答中呈现新单词和句型，提问程度较好的同学。）
T : Hello, S3. Who is your favorite film star?
S3: …
T : Is she Chinese?
S3: Yes, she is.
T : Does she have long hair?（注意肢体语言和提示。）
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.
（为了活跃气氛，拉近师生间距离，老师还可作其他发挥。）
T : Am I clever?
Ss: Yes.
T : Thank you.
（3）（提问一个家里有姐妹的同学。）
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? （如果学生听不懂，教师可再补充说明。）
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.
（板书划线部分，分析讲解。）
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 呈现 （时间：8分钟）
1.（让学生听录音1a, 然后回答问题。）
T : Listen to the tape carefully, and answer the questions.
When you are listening, you can write down the key words.
（挂出块小黑板，问题如下: ）
（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?
（如果听完第1遍只能回答部分问题，那么可以让学生听第2遍。在听第2遍时，可在呈现新句子后按暂停键，让学生试着复述，教师板书，听完后讲解。）
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 巩固 （时间：6分钟）
1.（找到短文里的关键词，完成1b，巩固1a所学的知识。）
T: Please find the right pictures according to the key words.
（找出正确图片后看图片进行问答。）
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，如果有错误，请改正。）
T : Now please finish 1c. If it is false, please correct it.
Step 4 Practice 第四步 练习 （时间：10分钟）
1.（1）（让学生先观察2部分的4幅图，然后听录音连线。目的: 学习 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: {转 B: C: D:
{ ↘↘ ↘↘ ↘ ↘↘
2.（全班同学一起复习学过的有关学习用品的名词，以便接下来操练。）
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, …
（老师转向个别学生。）
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.
…
（让学生两两一组进行对话练习，每次用不同的名词。）
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. …
…
（小组连锁操练，老师先开个头，每组依次从前到后进行操练。）
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?
（如果没听明白可以再重复一遍，尽量用英语。）
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 综合探究活动 （时间: 11分钟）
1.（学生学会自我介绍并介绍自己的好朋友。）
（1）（老师在小黑板上提供已经学过的主要问句，让学生以两人一组的方式进行问答。）
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）（让学生理清思路，用不少于8句话自我介绍，请两三个同学进行示范。注意培养学生的自信心，应多加肯定。）
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.（带领学生完成课文的4。活跃课堂气氛，激发学生学习英语的兴趣。）
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）根据关键问句，复述课文1a。
（2）预习Section D 的1和3a。
Section D
The main activities are 1, 2 and 6. 本课重点活动是1, 2和6。
Ⅰ. Teaching aims and demands 教学目标
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
单词卡片 / 录音机 / 图片 / 学生自己的照片
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 （时间：10分钟）
1.（老师播放Section C 的 Class activities 让学生一起唱来活跃气氛。）
T : Listen and chant together.
2.（通过竞赛积分的形式利用单词卡片复习本单元的单词和主要句型。）
（1）（让学生根据老师手里的单词卡片集体认读单词。老师应大概地把单词按词性进行排序。）
Ss: big
Ss: small.
Ss: wide.
Ss: long.
…
（2）（把单词顺序打乱，老师呈现有中文意思的一面，以必答的形式让学生依次拼读出该单词，每组10个单词，答对1个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.
（老师出示单词卡。）
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.
…
（如果这个学生说不上来，老师应把单词卡片向全班同学示意，大家集体回答。结束后在表中填上分数。）
（积分表可在课前画在黑板右下方。）
Group A Group B Group C Group D
Words
Sentences
（3）（把事先挑选好的一些有针对性的单词卡片准备好，用于下一轮的造句。 如: look, has, have, small, round, American, Chinese, different, happy, right … 一个句子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.
（老师出示have单词卡片。）
S5: I have a big head.
T : Good. The next one.（老师出示house 单词卡片。）
S6: I have a nice house.
T : Right. Go on.（老师出示different 单词卡片。）
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.
…
（这一轮结束后老师应予以评价，如果有的小组落后较多，可给他们两、三次机会，以自告奋勇的形式来回答，这样也能很好地活跃课堂气氛。）
3.（师生互动问答，对Do you have …? 句型进行复习。）
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.（老师指着其中一个积极回答的学生。）
S9: I have long hair, big eyes and a big nose.
T : Great. Another one, come on.
S10: …
（提问两、三个学生。）
Step 2 Presentation 第二步 呈现 （时间：8分钟）
1.（可利用实物和自制图片呈现手、飞机、蛋糕、书包和地图等英文单词，通过师生互动方式来完成，注意突出/eI/和//的音。）
T : OK. Boys and girls, attention please.
What’s this?
（老师可举起自己的一只手。）
Ss: It’s a hand.
T : Yes. And what’s this?（举起蛋糕的图片。）
Ss: It’s a cake.
T : Right. I make a cake by hand.（做蛋糕的动作。）
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.（把地图放到书包里。）
/I/cake make plane
//hand map bag
T : Now look at the blackboard and read them together.
（读完后让学生观察，并归纳。学生会发现都是字母a，发/eI/时后面有字母e等，根据学生讲的,老师再进行补充说明开音节、闭音节。）
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 巩固 （时间：8分钟）
1.（再听录音，并让学生跟读，尽量让学生多模仿 1的第2部分，试着让学生打上拍子，
样他们会更有兴趣。老师一定要带头示范。）
T : Now listen to 1 and repeat. You should try your best to learn the second part and you can also clap together.
（然后老师应给予充分地肯定。）
T : Well done! Do you want to try again?
Ss: Yes.
T : OK. Let’s do it again.
2.（1）（听录音2, 给运动员标上序号。）
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）（核对答案，再听1遍，请学生听写出句子，听完一个句子可按暂停键。）
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 练习 （时间：10分钟）
1.（1）（老师把这个单元用过的部分图片整理出来，通过师生问答复习描述外貌的句型。）
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.
…
（再呈现一张Maria的图片进行类似上面的练习。）
（2）（让学生根据图片，两人一组进行类似的口语练习。）
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）（让学生从整体上描述一个人的外貌，老师手里拿着图片。）
S3: This is Jane. She has long hair. She has a small nose. She has big eyes and small ears …
…
（注意纠正单复数的表述。）
2.（听4a和4b, 提醒学生注意升、降调。）
T : Listen to 4a and 4b, and then repeat.
3.（1）（通过3a练习来总结描述外貌最常见的两种句型。）
T : Now we have learned how to describe the people’s appearances. Please pay attention to 3a and rewrite the sentences.
（2）（核对之后，老师可口头出几道题，让学生进行转换。）
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 综合探究活动（时间: 9分钟）
1.（两人一组完成6, 目的是进一步练习介绍外貌的两种句型。）
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填完后复述一遍，S1来更正，然后互换角色。）
S2: …
2.（把学生分成5人一个小组，每个人都把自己的照片拿出来，然后，其中一个同学任意抽取一张，让其他同学来猜。）
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.
（可以换张照片继续猜。）
3.（带领学生完成5。目的: 活跃课堂气氛，让学生在玩中学，乐中学。）
4. Homework:
（1）复习Unit 2, Topic 1的主要句型。
（2）写一篇关于你的朋友或家人外貌的短文。（不少于8句话）
（3）下一节课每位同学把调色盒带到班级来。
Topic 2
Section A
The main activities are 1 and 3.本课重点活动是1和3。
Ⅰ. Teaching aims and demands 教学目标
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
录音机 / 挂图 / 单词卡片 / 调色盒
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间: 10分钟）
1. Sing the song: Head and Shoulders, Legs and Feet.
2.［双人活动: 做游戏，触摸身体部位。（1）一个学生把食指放在鼻子上，伸展另一只手，掌心朝上；（2）另一个同学一手握住对方伸展的手掌，另一只手击打对方掌心，同时用英语喊出嘴、耳朵、头等部位；（3）被击打同学迅速作出反应，触摸所喊出的部位；（4）变换角色，游戏继续进行。］
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?
（注意尽量用英语讲述步骤，让学生有更多机会接触英语，讲解过程多辅以肢体语言，让学生一目了然，如果不懂可多重复。）
Ss: Yes.
T: Now begin. Be active. Don’t be shy.
（在学生活动过程中，老师要全班走一圈，及时帮助纠正发音，同时对基础差的同学多鼓励。）
3.（1）（老师把课前制作好的用不同颜色水彩笔写的各种颜色词的单词卡片拿出来，通过师生互动来学习新的单词。每呈现完一个单词，可把卡片贴在黑板上。）
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.
（老师分别呈现不同的单词卡片。）
T: What color is it?
Ss: 红色。（学生看到单词卡的第一反应。）
T: Yes, red.（老师引导说出。）
What color is it?
Ss: It’s red.
T: Good. What color is it?
Ss: …
（以同样的方式继续呈现其他的颜色的单词，看板书。）
What color is it? It’s red.
brown gray
green pink
yellow white
blue blond
black
（2）（把各种相对应颜色的单词呈现完后，都张贴在黑板上之后，老师再通过师生互动进行巩固练习。）
T: Now look at the blackboard and read after me. Color.
Ss: Color.
T: Red.
Ss: Red.
…
（单词读完后，把全班分成两大组，根据老师所指的单词进行问答。）
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 呈现 （时间: 8分钟）
1.（老师拿出一个粉色信封进行问答。）
T: Now look here. What’s this? …（学生会说一封信。）
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.
（注意肢体语言，指着自己摇头，另加遗憾的表情。）
It’s Maria’s. S1, please give this letter to Maria.
（这时候学生可能听不大懂，老师可把Maria的照片张贴在黑板上。用手指着Maria再重复。）
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.
（放录音，听完后提出问题。）
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.
（板书如下: ）
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 巩固 （时间: 10分钟）
1.（全体学生跟读1，根据关键词背诵课文，然后两人一组表演这个对话。）
T: Listen to 1 and repeat. Then try to recite it as quickly as possible and act it out in pairs.
2.（根据2a的4幅图，师生互动问答，目的是巩固本课的新句式和新单词。）
（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.
（接下去以同样的方式描述Picture 3和Picture 4。）
3.（听录音，把序号填在相应的句子前，提醒学生注意语调和形容词。）
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 练习 （时间: 10分钟）
1.（两人一组讨论这4幅图，然后用类似句型讨论身边的人，目的：把书本知识进行应用。）
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.
（提醒学生要用上主要句型，并让学生有自己发挥的余地。）
2.（利用挂图把第3部分的图片呈现在黑板上，然后师生互动操练。）
（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.（老师指着要描述的相应部位。）
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 …?
…
（以同样的方式继续描述第2幅图。）
（2）（接下去描述三、四两幅图，一定要提醒学生如何同时描述两个人的外貌。）
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 …?
…
（以同样的方式完成第4幅图的介绍。）
（3）（把全班同学分成两大组，进行问答操练。）
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 …?
…
（以此类推完成整体上的操练。）
（4）（请个别学生用has 或be动词的句型进行整体上描述。老师可先做示范。）
T: He is from Japan. He has black hair and brown eyes. / His hair is black and his eyes are brown.
（鼓励学生主动起来，对于主动站起来的先给予充分肯定。另外，先站起来的可以任意选择一幅图。）
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 综合探究活动 （时间: 7分钟）
1.（找颜色）
T: What colors can you find in our classroom? Please point them out.
（这时候学生就到处找，有的翻笔盒，有的翻书包，嘴里还念着不同颜色的名词。）
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.（老师拿一只红色铅笔示范。）
（1分钟后请学生主动站起来说，看哪一组说得多。）
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.（指着一个同学说。）
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.（让学生拿出水彩进行调色。）
T: Look at Picture A. What’s red and yellow? Is it orange?
（学生尝试之后。）
Ss: Yes, it’s orange.
T: Look at Picture B. What’s blue and yellow?
Is it gray?
（尝试之后。）
Ss: No, it’s green.
（以此类推，对号入座。）
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）制作一个颜色转盘。
Example:
（2） 把下面的句子翻译成英文。
①他长着金色的短发。
②我有一把白色的尺子。
③蓝色和黄色会调出什么颜色？
绿色。
④Maria长得什么样？
⑤她的头发是棕色的。
⑥我会把这封信给她的。
Section B
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
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
图片 / 录音机 / 小转盘
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习 （时间: 10分钟）
1.（老师把自己制作的颜色大转盘用一根铁丝或木棍固定在桌面上，要确保转盘能转动。教师可轮流请一些学生上来转动转盘，哪一种颜色与铁丝或木棍在一条线上，学生就可问答这种颜色。目的是通过这个活动来复习询问颜色的句式和表示颜色的单词。）
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.
（这个游戏比较简单，可尽量让一些内向或基础不好的学生上来玩这个游戏。）
2.（用P 33 2a中Jane的图片，还可在图片上标上数字表示年龄，师生互动问答。）
（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.
（另外三幅图模仿上面的形式，尽量充分复习前面的知识，尤其是关于颜色和外貌描写的句型和词汇。）
（2）（四幅图问答结束后，老师做出适当的总结以便为呈现内容作铺垫。）
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 呈现 （时间: 8分钟）
1. （教师不很明确的指向稍远的一个同学，尽量选外表特别的，目的是引出新句型和新单词。）
（1）T: Who is that girl?
（学生会问“哪一个”，这时候顺其自然的引出这一句。）
Ss: Which one?
T: The one with long hair.（用手比划一个长发的动作。）
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.
（教师可以用同样的方式再进行两、三个对话操练。）
2.（不看书本听录音回答问题。老师尽量不要在黑板上呈现问句，只提醒学生记关键词。目的是让学生从整体上把握文章意思，并学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.
（听一遍录音之后，如果有相当部分同学还没听懂，可再放一遍录音。）
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? （问全班同学）
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 巩固（时间: 10分钟）
1.（不看1a，再听一遍录音,完成1b。）
T: Now turn to Page 35. Don’t look at 1a. Listen to the tape again and finish 1b.
（听完后核对答案。）
Japan black black
blond blue
black black
2.（根据1b表格，两人一组操练对话。）
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.（听录音3，回答问题并给雪人涂上相应的颜色，如果时间不够可以在课后涂颜色。）
T: First, look at the questions carefully. Then listen to the tape and write down the answers.
听力材料：
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.
（这篇听力有点难，应让学生听完两遍再核对，核对时可提问个别学生。核对完答案后把新句子或短语在黑板上呈现一下，并说一下中文意思，有兴趣的同学可以多学点。）
1.They are orange. Let’s make it big and round. 又大又圆
2.Yes, he does. Two oranges for his eyes
3.Yes, he does. Don’t forget to … 别忘记……
4.No, he doesn’t. He has no hair.
Step 4 Practice 第四步 练习 （时间: 7分钟）
1.（听4a录音完成练习。）
（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?专K
A: It is brown.专K
B: What color are her eyes?专K
A: They are black.专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.
（再提问几个同学。）
2.（让学生口头翻译一些短语和句子。）
T: 他长得什么样？
Ss: What does he look like?
T: 哪一个男孩？
Ss: Which boy?
T: 长着黑色短发的那一个。
Ss: The one with short black hair.
T: 长着金发碧眼的那一个。
Ss: The one with blond hair and blue eyes.
T: 他们看起来很像。
Ss: They look the same.
T: 我们外表不同，但我们是朋友。
Ss: We have different looks, but we are good friends.
Step 5 Project 第五步 综合探究活动 （时间: 10分钟）
1. Class activities. Let’s chant.
（目的: 活跃课堂气氛，激发学生学习英语的兴趣，让每个学生都开口chant。）
2. Finish 2.
（先让学生根据下面的信息画图，然后根据图画两人一组编对话。）
（1）T: First draw pictures and then color them according to the information below. Are you ready? … Go！
（学生在画的时候，教师应该在教室里转一圈，特别关注一下平时学习成绩不很理想的同学，多给予鼓励和表扬。）
（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.
（在学生练习对话过程中，老师要注意帮忙纠正错误的发音和语调。）
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.
（教师应指导学生用更多学过的句型进行操练。）
3. Homework：
（1）掌握1a对话。
（2）画出自己的好朋友，要突出特点，并注上颜色。
（3）写一篇介绍短文，描述自己的好朋友，要用到表示颜色的词。
Section C
The main activities are 1a and 2. 本课重点活动是1a和2.
Ⅰ. Teaching aims and demands 教学目标
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（各类服装） / 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）
1.（师生互动, 教师出示卡片, 针对图片中的服装颜色提问。 复习各种颜色的形容词，为新课打基础。）
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.（教师把手中所有的服装颜色提问一遍后, 就学生们书桌上的物品进行提问。 此项练习的目的是导入新课程内容。）
T: What’s this? （拿起一支黑色的钢笔。）
Ss: It’s a pen.
T: What color is it?
Ss: It’s black.
（叫起一名学生，教师提出问题。）
T: What color are your eyes?
S1: My eyes are black.
（另一名学生起来回答问题，老师扩充提问范围，引入生词。）
T: What color is your hair?
S2: My hair is black.
T: What color is your shirt? （这时老师出示衬衫的图片。）
S2: My shirt is …（反复读衬衫这个词。）
（换一张鞋子的图片，提问另一名学生。）
T: What color are your shoes? （举着图片重复读shoes 这个词。）
S3：My shoes are …
3.（给学生2分钟时间，同桌之间就桌上的用品进行操练，教师在巡视中纠正学生对话中出现的问题。然后每组推出两名同学到讲台前，就图片或实物进行对话操练。）
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 …
（在操练中学生们自然要转入对所穿的服装发问，在此呈现新的知识内容。）
Step 2 Presentation 第二步 呈现 （时间：7分钟）
1. Show a picture of clothes and say. (出示服装图片并且说)
Learn the words: shirt, cap, skirt, T-shirt, dress, shoe, pants
（教师把各个服装图片边展示边自问自答，引入主要呈现内容。）
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.（再次出示服装图片，教师问学生答，把关键词呈现。）
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.（师生互动操练引出新的知识点，将关键词呈现在黑板上。）
T: Do you know the girl over there?（Learn the phrase: over there）
Ss: Which girl?
T: The girl in green.
（帮助学生来回答。）
（老师指着一个女孩。）
T: Where are my pictures?
（老师站在学生的桌边问。）
Ss: Oh. They are over there.
（学生们指着讲台。）
T: Bring my pictures here, please.
（学习bring 这个词。）
（一名学生将图片拿给老师。）
S1: Here you are.
（帮助学生来作答并将生词板书在黑板上。）
Step 3 Consolidation 第三步 巩固 （时间：10分钟）
1.（听录音，跟读1a和2的对话，模仿语音语调，巩固生词。）
T: Read after the tape and pay attention to the pronunciation and intonation.
2. （学生分组模仿对话操练，抽出4组来表演。）
3. （完成1b。）
（1）（设计一个小游戏，以小组为单位，每组推荐一名同学到讲台前参加活动。首先教师把一幅黄色短裙的图片、一幅白色鞋子的图片，一幅蓝色裤子和一幅桔黄色长裙的图片贴在黑板上，然后给每个学生一个拍子。这时老师说“What color is this skirt?” 同学们抢答同时要拍到这幅图片上，谁先拍到，并回答得准确为胜者，为小组获得一颗星。通过游戏可培养学生们的力争上游的竞争意识，又使学生能在轻松愉快的气氛中巩固本节课所学习的新知识。）
（2）（游戏之后学生们来讨论完成1b。教师检查完成的情况。同学们自愿，同桌两人来向全班读出结果，教师注意纠正语音错误。如: ）
① T: What color is this skirt?
S1: It’s yellow.
（学生很容易读成It’s（a）yellow. 带出//音。）
② T: What color are these shoes?
S2: They’re white.
③ T: What color are those pants?
S3: They’re blue.
（提醒学生pants, shoes 是复数形式,be动词要用are。）
Step 4 Practice 第四步 练习 （时间：10分钟）
1.（完成3。）
（1）（设计一个小游戏，叫出3名男生，4名女生到讲台前，其中4名同学分别穿上与听力短文中的人物颜色相同的服装，然后把写好符号的白纸粘在“Helen”、“Ann”、“Bill”和“Peter”的身上，让他们拿着椅子坐成一竖排，做开火车的动作。最前面的同学说: “同学们请坐好，由北京开往上海的火车就要出发了”。七名同学一个把着一个人的肩部做开火车的动作。全班同学都静下来，这时老师打开录音机。录音停止，第一位的同学说: “火车到站啦”，全体乘客起立面向同学，这时老师问: ）
T: Who is Helen?
S1: I am.
（穿粉色衣服戴有A符号的女同学回答。）
T: Who is Ann?
S2: I am.
（穿黄色衣服戴有C符号的女同学回答。）
T: Who is Bill?
S3: I am.
（穿白色衣服戴有B符号的男同学回答。）
T: Who is Peter?
S4: I am.
（穿棕色长裤带有F符号的男同学回答。）
（老师接下来面对全班同学提问。）
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.
（全班同学动笔来完成Work alone，教师检查完成情况，叫4~5名学生读出完成的句子。）
2.（1）（找几名穿着比较鲜艳的同学到前面，另找两名同学，对他们的服装颜色提问，其他同学可随时纠正出现的错误。）
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.（学生对话完了坐下。）
（2）（老师站在学生中间继续提问。）
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.（师生互动操练 2，先设置情景，拿几名同学的书包和文具盒等物品放在讲台上，然后走到学生的桌前，拿起另一个同学的文具盒问。）
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.（学生指着讲台桌上的钢笔。）
T: Which one?
S7: The red one.
（老师示意第一排的一名学生说。）
T: Bring his pen here, please.
S8: Which one?
T: The red one.
S8: Here you are.
S7: Thank you.
4.（听录音，把听力任务呈现在黑板上，并要求学生做在练习本上。）
（1）Which girl is Ann?
（2）Where is she?
（3）What color is my bag?
Step 5 Project 第五步 综合探究活动 （时间: 8分钟）
1.［让学生看1a中的图（分组）讨论选择自己所喜欢的颜色及衣物编写一段小对话，在班上作个汇报。］
2.（1）（做游戏，巩固生词，游戏后教师检查几组情况。学生以列为单位，快速说出所学过的颜色单词。这是滚雪球式的练习，可以快速复习大量生词。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）（用颜色和衣物搭配组成词组，不能重复，将全班分成四个组进行竞赛，为组词正确的小组加一个星。）
（3） Homework:
把组成的词组做在作业本上并运用造句。（至少五个句子） 如:
I have a red T-shirt.
（扩充一个不要求记忆的词组：a pair of … ）
a pair of shoes
a pair of glasses
Section D
The main activities are 1 and 2. 本课重点活动是1和2。
Ⅰ. Teaching aims and demands 教学目标
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
音标卡片 / 服装卡片 / 录音机 / 一张学生的全身照片
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1. Words competition.（单词竞赛）
（1）A required answer. （必答题）
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.
（每组4个单词。）
T: 颜色。
S1: Color.
T: 红色和绿色。
S1: Red and green.
…
（对学生们的表现给以肯定表扬。）
（2） A quick response. (抢答题)
（老师出示服装图片。）
T: Good! Let’s go on our quick response. If you know, stand up quickly and answer. OK. Begin!
（教师出示图片开始抢答。）
（3） Read the words.
T: Great! You are clever. Now let’s read them together.
（通过对单词的必答、抢答和齐读的过程，融入竞赛活动调动了学生的积极性，烘托课堂的气氛，培养学生乐学的态度，为下一步学习营造一个良好的氛围。）
2.（1）（叫三名同学到讲台前，其中一名来介绍自己穿的服装的颜色，另两名同学就他的服装及服装颜色进行问答。）
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的衬衫对S4提问。）
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的裤子。）
S4: They’re blue.
（2）（设一个情景，把几个学生的不同的学习用品集中后放在一张桌上，老师拿起某一用品向一名学生发问: ）
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.
（换两次用品操练之后由学生们进行回答。）
（这两项活动的设计是为了培养和训练学生的语言应用技能及英语的口语交际能力。）
Step 2 Presentation 第二步 呈现 （时间：5分钟）
1.（1）（从以上的复习中找出关键词呈现在黑板上。）
.
me she we These
egg yellow pen dress
举例扩充。如:
meet green three tree //
yellow then desk red /ｅ/
（呈现音标卡//, /ｅ/ 教学生正确的发音，并准确把它们填入上面的表格中，在扩充练习中，加深对//，/ｅ/的发音要领的讲解。）
2.（设置听力任务呈现2中的图片及题目，让学生带着任务听录音，可以降低听力难度。）
（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）（核对答案，答对的同学加一颗星。）
（3）（找关键词，并写在黑板上，为下一步巩固环节做准备。）
T: Now, please find out the new words or phrases.
Step 3 Consolidation 第三步 巩固 （时间：6分钟）
1.（听录音2，然后跟读。）
T: Listen to the tape and read after it.
2.（1）（听录音2，不看课文，只看黑板上的关键词和图片，加深印象，培养学生的记忆力。）
T: Listen again. Don’t look at your text, but you can look at the key words and pictures on the blackboard.
（2）（利用关键词造句，正确者加一颗星。）
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）（重现音标卡，领读，提问个别学生来发音，纠正不正确的发音，防止个别学生形成错误的发音，而影响以后的音标学习及单词的发音。）
（4）（听录音1，模仿原文语音语调，加深巩固。）
T: Listen to 1, read after the tape. Pay attention to your pronunciation.
3.（由学生自愿到前面来模仿2 Work alone, 简单描述一下自己。通过这项活动来培养学生的语言综合运用能力及敢于展现自我的精神。在学生的自述中及时给予鼓励和帮助，使更多的学生敢于到前面来表演，让学生们在热烈、愉快自如的环境氛围里学习知识，锻炼能力，从而达到我们的学以致用的目的。）
Step 4 Practice 第四步 练习 （时间：14分钟）
1. T: I’ll ask some students to come to the front and describe yourselves like 2.
2.（通过上面的活动练习，同学们对个人的自述已有了一定的思路，所以给出信息动笔来写作就已是水到渠成了。全班分为八个大组，边讨论边写作，然后每组选一名同学到黑板上来呈现短文。）
（此活动目的在于培养学生的合作意识和团队精神，培养学生的动手能力及自我总结的能力。）
（作文的开头已给出）
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 …
（练习第一人称单数的主系表句型。）
3.（用教室里的物品和学生对话示范,从而复习本单元的重点语法。）
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.（教师呈现不同国家的国旗。师生问答。目的: 创设新的情景练习目标语言。）
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.（总结语言点，完成4a和4b。）
（板书如下: ）
（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 综合探究活动 （时间: 10分钟）
1.（设计活动1，把所有的服装图片贴在黑板上，由学生们自愿到黑板前来选择自己所喜欢的服装及颜色。）
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.
（全班分为四个大组，哪一组的同学表演的多哪一组为优胜组，获得一颗星。）
2.（设计活动2, 教师可采用多媒体的教学方式。课前安排学生在电脑中设计出不同颜色、不同款式的服装。可以把学生分成8个大组来讨论、设计，然后在课堂上展示出来，用我们所学的关键词来介绍你最喜欢的颜色及款式的服装。）
(这个活动可以培养学生的动手能力和创造精神，在制作的过程中又培养了学生们团结协作的意识及集体主义精神，让同学们体会到成功的喜悦。)
（当一张张鲜艳美丽的图片打出时会赢得全班的一阵掌声，顺畅自如的口语介绍更会引来敬佩的赞叹。）
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. （活动3，可让每一个同学带一张放大的全身照片，最好是风景照，在班级里用英语介绍。）
(以这样的活动来培养学生的语言运用能力，并了解学生对知识掌握的情况，使得每个学生都敢开口讲英语。)
4. Homework:
（1） 把课上的自我介绍形成书面表达，在作业本上写一篇50词左右的短文。
（2） 复习单词，复述课文。
（3） 预习下一课的单词及课文内容。
Topic 3
Section A
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
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 / 录音机 / 多媒体 / 小黑板
Ⅲ. Five finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间：10分钟）
1. Words competition.（单词竞赛）
（1） A required answer. （必答题）
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!
（参考词汇）
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.（抢答题）
T: Good, go on our quick response. If you know, you can stand up quickly, OK? Begin!
（参考词汇）
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.（复习句型加深学生印象。）
（1）What color are his eyes?
What color are her shoes?
(2)（链式操练。师生互动问答，既训练了口语，又检查了学生们的作业完成情况，按座次依次提问。）
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 …
（老师拿起学生桌子上的钢笔或尺子，继续提问，在对话中引出新知识。）
T: Is this your ruler?
S7: Yes, it is.
T: Is your ruler long or short?
S7: My ruler is long. （老师帮助学生来回答。）
T: OK, here you are.
（叫一名高个子的男同学到讲台前，面对大家,老师开始提问。）
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.
（老师带领学生一起来描述这名学生。）
T: He is tall. He has a round face.
He is tall with a round face.
（将关键词及句式呈现在黑板上，然后双人活动模仿上面的对话，继续练习。）
3.（播放多媒体课件，打出3中的6幅图片，边看图老师边提问，学生们会自觉跟着老师来回答的。）
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.（教师帮助回答并纠正读音。）
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.
（反复领读句子，写出关键词。）
cat, tiger, truck, bus, doctor, nurse, TV set, computer
Step 2 Presentation 第二步 呈现 （时间：10分钟）
1.（听录音1a, 复述对话，找出关键词。）
T: Listen to the tape of 1a, and find out some key words and sentences.
（这一步活动的目的是找出关键词句，目标语言，为交际积累材料。理顺思路，为下一步在运用中学习打基础。）
2.（重放多媒体课件，呈现3，为下一步的巩固做铺垫。）
K: Look! Is that a cat or a tiger?
M: It’s a ____.
J: No. I think it’s a ____.
M: Yes,