2. Cover his/her eye with a piece of cloth.

Section A

Target language

a. Words and expressions

　 eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, old, how old, phone, in, grade, who, that, English, in English

b. Key sentences

How old are you?

How old is he/she?

What class are you in?

I’m in Class …, Grade …

Are you in Class/Grade …?

What class is he/she in?

He/she is in …

Ability goals

Learn numbers 11 to 20.

Talk about age, class and grade.

Teaching aids

Tape recorder, projector and cards.

Teaching procedures and ways

Step I Learn to count (1)

Learn numbers from eleven to twenty. First review numbers zero to ten. Make eleven cards with numbers 0 to 10 on them. Show the cards randomly to students and let them say the numbers immediately.

Then show 10 more cards with number 11 to 20 on them.

T: Look, how do you say these numbers in English?

Ask some volunteers to have a try.

Then play the tape of activity 1 and let students repeat after it.

Let students pay attention to the pronunciation of “-teen” and “-ty”.

Step II New function (2)

T: Look at the picture below in activity 2. We can see a policeman and a little boy. What are they talking about? I’d like two of you to read the conversation on the left. Any volunteer?

Ask two students to read the conversation.

T: Good! What can you learn from the conversation? What happened to the little boy?

S: I think the boy lost his way and couldn’t find the way home. (Chinese is OK.)

T: I think so too. And the policeman asks about his name, age and phone number. Now work in pair. Suppose one of you is the boy and the other the policeman. Make your own conversations.

Note:

There are two ways to answer the question “How old are you?”

-　　　　　 I’m 11 years old.

-　　　　　 I’m 11.

Then deal with the second conversation.

Write the two words “class” and “grade” on the Bb.

T: Look at the two words on the Bb. We are in Class 3, Grade 7. (Write the sentence on the Bb)

　 Repeat after me please.　

Show the following structures to students.

S + be + in + Class …, Grade …

Be + S + in + Class …, Grade …?

What class/grade + be + S + in?

T: Pay attention that when “class/grade” is followed by numbers, the first letter should be capital letter. Are you clear?

Ask two students to read the conversation.

Then ask some students the following questions:

Are you in Class 1?

Are you in Grade 8?

What class are you in?

Step III Listening (3)

Students will do some listening practice with class and grade in this step.

First, call students’ attention to the three columns in activity 3.

T: Now listen and match the persons with their class/grade and phone numbers.

Play the tape. Students listen and match.

Play the tape again. Then check the answers by asking the questions:

What class is Mary/Jim/Steve/Wang Yu in?

What’s her/his phone number?

Step IV Listening and speaking (4a)

In this step, students will do some listening and oral practice with the target language.

First play the tape. Call students’ attention to the second part of the conversation.

Walk to S1, point at S2 and ask:

T: Who’s that?

Help S1 to answer:

S1: That’s S2

T: How old is he?

S1: He is 12.

T: Good! Now practice the whole conversation with your partners. Use your own names.

About three minutes later, ask several pairs to present their conversations to the class.

Step V Homework (4b)

T: We’ve learned how to ask about a person’s name, age, country or city, phone number and class and grade, right? Look at the chart in activity 4b. After class, please make a survey. Ask at least four friends these questions and fill in the chart. Next period, I’ll ask some of you to report your survey results.

Section B

Target language

a. Words and expressions

　 an, orange, spell, a, car, pencil-box, apple, double, eraser, pen, pencil, ruler, desk, book, blackboard

b. Key sentences

What’s this/that in English?

It’s a/an …

How do you spell it?

Is this/that a/an …?

Yes, it is. / No, it isn’t.

Ability goals

Ask and answer about the English name of an object and how to spell it.

Teaching aids

Tape recorder and a piece of cloth.

Teaching procedures and ways

Step I Revision

Check the homework. Ask some students to report their survey results.

For example,

Li Ping is my friend. She is 13 years old. She is from Hebei. Her phone number is xxxxxx. She is in Class 4, Grade 8.

Step II New function introduction (1a, 1b)

Write the following two structures on the Bb:

What this/that in English?

How do you spell it?

T: Now I’ll tell you two very important expressions. We use them when we don’t know how to say something in English and how to spell it. Look at the Bb. Read after me please.

Then take out some objects such as a book, a watch or anything else.

Hold the book in hand and say:

What’s this in English?

Point at the watch on the desk and say:

What’s that in English?

Then let two students read the conversations in activity 1a.

T: Pay attention that: A is used before a word beginning with a consonant sound; while an is used before a word beginning with a vowel sound. For example,

　　an (apple, egg, eye, adult, old man)

　 a (car, bus, book, pen, boy, student …)

Then deal with activity 1b.

T: Now look at activity 1b. Complete the conversations alone.

After students have finished, check the answers.

T: What does “double” in the conversation mean?

S: Two.

T: Yes! “Double P” means PP here. For example, S-P-E-double L, spell. OK, now practice the conversations with your partner.

Help students with the pronunciations of the new words.

Step III Listening and speaking (2a, 2b)

This procedure provides more listening and oral practice with the target language.

First play the tape of activity 2a. Students listen and repeat.

Then let students practice it in pairs.

Then play the activity in 2b. Collect as many objects as possible on teacher’s desk.

T: Now, let’s play a game. Any volunteer?

Instructions:

1. Ask a student to the front.

3. The negative form of be:

be + not √　 not + be 　×

　 not可与is, are构成缩略式：isn’t, aren’t

Then help students summarize the useful expressions.

Expressions to ask about name:

Are you …?

Excuse me. What’s your name?

May I have your name please?

Answers:

I am …

My name is …

Step IV Class activity (4)

T: We’ve learned the English alphabet. Among the 26 letters, which are vowel letters?

S: A, E, I, O, U.

T: Let’s practice the pronunciations of these letters. Look at the activity 4. Pay attention to the word at the end of each line. Read after me please.

　 A-play　 E-me　 I-shy　 O-go　 U-cute

Then let students chant.

Step V Project (5)

T: Now suppose you are a reporter. Your partner is a famous person. Work in pairs and do an interview. Your interview should include the following:

★　　 greetings

★　　 asking and answering

★　　 thanks and farewell

Sample interview: (R=reporter F=famous person)

R: Good evening!

F: Good evening!

R: What’s your name?

F: My name is Zhao Benshan. R: Nice to meet you. F: Nice to meet you, too.

R: Where are you from?

F: I’m from Tieling, Shenyang. R: What’s your telephone number?

F: …

R: Thank you very much.

F: Good-bye!

R: Good-bye!

　　　　　　　　　　　　 　Topic 3 What class are you in?

2. Pay attention to the order of the special questions and yes/no questions.

　 In a special question: 疑问词+be动词+主语+其它成分

　 In an yes/no question: be动词+主语+其它成分

Section A

Target language

a. Words and expressions

　 excuse, me, what, name, where, from, be from, Canada, the, the USA, oh, no, not, New York, he, Japan, she

b. Key sentences

Are you …?

Is he/she …?

What’s your name?

Where are you from?

Where is he/she from?

I am from …

He/She is from …

Ability goals

Learn the names of some countries.

Talk about where people are from.

Teaching aids

Tape recorder and projector.

Teaching procedures and ways

Step I Lead-in (1)

Ask about some students’ names. Walk to a student,

T: Are you Jingjing?

S1: Yes, I am.

T: Are you Wangbin?

S2: Yes, I am.

T: thank you. If you don’t know a person’s name, what will you say? How many ways can we use to ask about a person’s name?

S: What’s your name?

T: Good! What else?

S: May I have your name please?

T: Right! This sentence sounds more polite.

Then deal with activity 1 on page 9. Play the tape, students listen and repeat.

Show the following sentences on the screen.

Are you …?

What’s your name?

Where are you from?

Are you from …?

Let students make their own conversations with their partner.

Step II Function practice (2)

Practice the structures “Is he/she …?” and “Where is he/she from?” Walk to a student, pointing at another student,

T: Is she Zhou Min?

S: …

T: Is he Zhao Ping? S: …

T: Now, let’s talk about he and she. (Write he and she on the Bb.)

Play the tape, let students listen and repeat after the tape.

Then show the following on the screen.

Is he/she …?

Yes, he/she is.

No, he/she isn’t.

Where is he/she from?

He/she is from …

Help students learn the names of some countries:

USA (American): Washington D.C.- capital; New York-the biggest city and economic center

Japan (Japanese)

Canada (Canadian)

China (Chinese)

Then let students work in pairs and practice the conversation.

Step III Match (3, 4)

Deal with activity 3 on page 10.

T: Now read the questions and the answers. Then match the questions with their answers.

Then check the answers.

Then deal with activity 4.

T: You will hear about four people, Zhou Jun, Kumiko, Jim and Jack. Where are they come from? Canada? The U.S.A.? China? Or Japan? Now listen and match the countries with the names.

Play the recording. Check the answers.

Then let students work in pairs and make conversations about these people and their countries.

For example,

S1: Where is Zhou Jun from?

S2: She is from China.

Step IV Abbreviations

Helps students learn the meanings of some abbreviations.

ABC=American Broadcasting Corporation美国广播公司

BBC=British Broadcasting Company英国广播公司

CD=Compact Disc光盘

CBA=China Basketball Association 中国篮球协会

IBM=美国国际商用机器公司

ID= identification, identity身分，身份

ie=for example 例如

kg=Kilogram 公斤

ml=Mali 马里

mm=millimeter 毫米

Step V Homework

Write down the names of at least five other countries.

Section B

Target language

a. Words and expressions

　 his, her, England, they, aren’t

b. Key sentences

What’s his/her name?

Where is he/she from?

Ability goals

Ask and answer about people’s name and where they are from.

Teaching aids

Tape recorder, pictures, photos of some famous persons.

Teaching procedures and ways

Step I Revision

Check the homework. Let some students write the names of the countries on the Bb.

Then help them review the names of the countries they learned in the last period.

Show some images or pictures of tourist attractions and let students say which country they are in.

For example, show a picture of Statue of Liberty‎, and students say “the U.S.A.”.

Show more pictures.

Step II Listening and speaking (1)

In this step, students will do some practice about asking and answering the questions “What’s his/her name?” and “Where is he/she from?”

First talk about the two pictures in activity 1 on page 11.

T: Look at the first picture. Is he Liu Xiang?

Ss: Yes, he is.

T: Yes, his name is Liu Xiang.

Write the sentence “His name is Liu Xiang.” on the Bb.

Write the question “What’s his name?” beside it.

T: That’s how we ask about a third person’s name. Look at the second picture. Is she Marion Jones?

Ss: Yes, she is.

T: What’s her name? (Write the sentence on the Bb)

S: Her name is Marion Jones. (Write the sentence on the Bb)

T: Where is she from?

S: She is from the USA.

T: Can anyone say something about her?

S: …

About Marion Jones:

Sprinter and long jumper; born on October 12, 1975 in Los Angeles; the fastest woman on Earth, and the best female athlete in the world; American sprinter who won 3 golds (100, 200, 4x100) at Sydney Games in 2000.

Step II Asking and answering (2a, 2b)

Talk about the pictures in activity 2a.

T: Now look at the people in the pictures. They are all famous athletes. Work with your partner, ask and answer the two questions above.

Then ask three pairs to present their dialogues to the class.

T: Good job! Look at the first picture, what’s building called? It’s a symbol of England.

S: Big Ben (大本钟).

T: What about the other two images in the second and third picture?

S: The Great Wall and Statue of Liberty.

Then deal with activity 2b. Show some photos of famous persons to students.

Ask some students to answer about his/her.

Step III Listening (3a, 3b, 4)

In this step, students will learn how to say the questions and answers in proper intonation.

T: Look at the four sentences in activity 3a. They are marked with either falling intonation or rising intonation. Can you read them properly? Who’d like to have a try?

Ask a student to read the sentences.

T: Does he read in the proper intonation? Let’s listen to tape and find out.

Then play the tape and let students read after it.

Summarize that: Generally, we use falling intonation in special questions (WH-questions), in declarative sentences and short answers. While we use rising intonation in Yes/No questions.

T: Now look at the sentences in activity 3b, can you mark the sentences with proper intonation

according to the rule?

Let students work alone and mark the sentences.

Then play the tape and let students check their answers.

Play the tape again and let students read after it.

Then let students practice the dialogue in activity 4.

Step IV Abbreviations (5)

Learn the meanings of the abbreviations.

First let students pick out the ones they are familiar with and tell their meanings to the class. Then tell them the meanings of those they don’t know.

PRC=People’s republic of China 中华人民共和国

IQ=Intelligence quotient 智商

EQ= =Educational Quotient 情商

PC=personal computer 个人电脑

PE= physical education 体育课

IOC= International Olympic Committee 国际奥林匹克委员会

SOS=紧急求救

CEO=Chief Executive Officer 首席执行官

UFO=Unidentified flying object 不明飞行物

UK=United Kingdom 英国

UN=United Nations 联合国

VIP=very important person 贵宾

WTO=World Trade Organization 世界贸易组织

DIY=do it yourself 自己动手做

Note: Some may have more than one meaning. WTO is also short for World Tourism Organization.

Step V Homework

Find some information about your favorite film star or sportsman and bring a photo of his/her to the class.

Section C

Target language

a. Words and expressions

　 zero, one, two, three, four, five, six, seven, eight, nine, ten, telephone, number

b. Key sentences

This is …

He/She is from …

His/Her telephone number is …

Ability goals

Enable students to describe a person according to his/her name card.

Teaching aids

Tape recorder.

Teaching procedures and ways

Step I Revision

Let students take out the photos they have taken to the class. Then let them work in pairs, ask about the photo their partner has. Their conversation should include the questions:

Is he/she …?

What’s his/her name?

Is he/she from …?

Where is he/she from?

Step II Learning to count (1, 2)

First play The Number Song to students.

The Number Song Singer

Zero one two three four five six seven Eight nine ten begin again Zero one two three four five six seven Eight nine ten That's the end

Then let students say the numbers to see if they can pronounce them correctly.

The teacher can also play the Bingo game with students to help them learn the numbers.

T: Now tell me where you can find numbers in your life?

S: Telephone number, ID number, car number …

Students may give various answers.

T: Now look at the pictures in activity 2. Can you read these numbers? First practice reading them with your partner. Then I’ll ask some of you to read them to us.

About two minutes later, ask several students to read the numbers.

Then have a free talk with students. Ask questions like:

Do you have QQ? What’s your QQ number?

What’s the post code of your city?

Can you tell me your telephone number?

…

Step III Listening (3)

T: Look at activity 3. You can see six people. They come from six different countries. Listen and number the countries you hear.

Play the tape. Check the answers.

Step IV Practice with name cards (4a, 4b)

In this step, students will learn to describe a person according to his/her name card, and then make

dialogues with the information in the name cards.

T: We use name cards to introduce ourselves and make new friends. Look at the names cards in activity 4a. What information does each name card include?

S: Name, country and telephone number.

T: Good! Look at the first name card.

　 What’s his name? (Write it on the Bb)

S: His name is Kangkang.

T: Where is he from? (Write it on the Bb)

S: He is from China.

T: What’s his telephone number? (Write it on the Bb)

S: His telephone number is 6237711.

T: Now can you describe Kangkang according to his name card? Who can read the example?

Ask a student to read the example.

Then let students describe other name cards in the same way. Call several students to demonstrate their descriptions before the class.

Then call students’ attention to the three questions on the Bb.

T: Now work in pairs and make dialogues with these questions and the information from the cards above.

Finally, ask some pairs to present their dialogues to the class.

Step V Class activity (5)

Before the class is over, play the song Where’re You From? to students. Let students sing it after the tape.

T: Do you know anything about Cuba? After class, please find some information about this country. For example, what’s the symbol of it? So much for this period, bye-bye!

Section D

Target language

a. Words and expressions

　 cheers, evening, good evening

b. Grammar and expressions

Questions and answers with am/is/are

Excuse me. What’s your name?

My name is …

Good evening!

Ability goals

Learn the meanings of some emergency phone numbers.

Review the grammar and useful expressions in this topic.

Teaching aids

Projector and slides.

Teaching procedures and ways

Step I Revision

Check the homework. Let students say something about Cuba.

T: Yesterday, we got to know Maria. She is from Cuba, right? Where is Cuba?

S: South America.

T: What else do you know about it?

S: It is a beautiful country. It has many beautiful beaches. It’s capital is Havana. The royal palm is the Cuba National Tree and also the symbol of Cuba.

S: …

Step II Function practice (1)

Let students practice the conversations in activity 1 and act them out.

T: Look at the picture in activity 1. There are five groups of conversations. Pick them out and make conversations in pairs.

Talk about the expression “Cheers” and “Good evening”.

T: “Cheers” is used when you lift a glass of alcohol before you drink it, in order to say that you hope the people you are drinking with will be happy and have good health.

Teacher can explain it in Chinese.

T: Like “Good morning” and “Good afternoon”, “Good evening” is another way of greeting. It is used when you meet someone in the evening. Evening means the time between the end of the day and the time you go to bed.

Then let some students act the conversations out.

Step II Learn the meanings of numbers (2)

T: There are some very important numbers that we should know in our life. Look at the numbers in activity 2. What does each one mean? Discuss their meanings and match them with the pictures.

Then check the answers.

Then ask students other frequently used phone numbers.

Show the following on the screen.

Police – 110

Fire – 119

Hospital – 120

Yellow Page – 114

Weather report – 121

Traffic accident – 122

Then give students some situations (in Chinese) and let them tell which number to call.

Step III Grammar and expressions review (3a, 3b)

Help students review the grammar points in this topic.

First let students read the sentences in the grammar box. Then make the following summary (on the screen):

1. Be has three forms: am, is and are.

　Section A: 1对Where are you from?和Are you from…?句型展开听说练习；2对Where is she/he from?句型展开听说练习；3进一步巩固以上句型，让学生对问句及回答进行配对练习；4听力和连线练习，学生在练习听力的同时，学习几个国家的名称；5让学生了解一些字母缩写所代表的意义。

Section B: 1围绕两个体育明星的名字和国籍展开听说训练；2a和2b继续就What’s his/her name? 和Where is he/she from?两个句型展开会话训练；3a和3b主要就特殊疑问句和一般疑问句的语调展开听力练习，学生先模仿，然后听录音判断；4继续就Are they from… 和Where are they from?的句型展开听说训练；5帮助学生了解一些常用的字母缩写的意思。

Section C: 1、2和3练习从0到10这几个数字的读法和写法，并了解数字在生活中的运用；4a让学生模仿例子用所学句型描述名片内容，包括姓名、国家和电话号码；4b要求学生结对对上面名片中的内容进行会话，练习三种目标句型的问答；5是一个班级活动，学生学唱一首和话题相关的英语歌曲。

Section D: 1是对本话题涉及到的句型和功能的总结，让学生通过会话和表演进行复习和巩固；2帮助学生了解一些急用及通信业务电话号码的含义并做连线练习；3a 和3b总结了本话题的语法和一些表达方式；4通过吟唱一首小诗，练习五个元音字母的发音；5是一个课题，要求学生根据所学句型结对做一个采访活动，采访一位名人的个人信息，是对学生语言知识的综合运用能力的检验。

4. Use a capital letter for days of the week, months of the year, holidays:

Monday, Tuesday

January, February

Christmas

T: From A to Z, some letters include the same sound, for example, A and H, M and N. Now turn to page 7, activity 1. Add the missing letters. Each line includes the same sound.

After students have finished, check the answers. Then let them practice reading each group of

letters for a few minutes.

Step II Function review (2)

Deal with activity 2. Help students to review the expressions about greetings and introduction and

practice them as a whole.

T: There are four pictures in activity 2. Listen and number them.

Play the tape twice. Then check the answer.

Then let students work in pairs and practice the whole conversation.

T Now suppose you meet one of classmates in the afternoon, work with your partner and make a similar conversation.

Sample conversation:

S1: Good afternoon, Fei Fei!

S2: Good afternoon, Wang Lin!

S1: Nice to see you.

S2: Nice to see you, too.

S1: How are you?

S2: Fine, thanks.

S1: Good-bye, Fei Fei.

S2: Bye-bye.

Step III Project

Help students to make name cards of their own and get to know more friends.

T: Now you are in a new school. Do you want to make some new friends?

Ss: Yes.

T: Before you make some friends, you should get to know each other, right? Now let’s learn to make English name card. What information should be included in the name card?

S: Name and age.

S: Address.

S: Telephone number.

S: Class and grade.

T: Good! I think all these information can be included in a name card. Now I will give each of you an empty card. Make your own name card with the information we mentioned.

Walk around to help students make their name cards. If they don’t have English names, help them

get one.

T: OK. Now you all have your own English name cards. Now walk around and exchange your name cards with some one you like. Use the conversation in activity 4 as a model.

Teacher can demonstrate the conversation with a student.

Then encourage students to make similar conversation and get to know more friends.

Topic 2 Where are you from?