T: Nice to meet you here. From Miss Xi I know you are good students. So I want to make friends with you. Would you like to be my friends?
Ss: Yes.
T: Really? Hello, girl！ What's your name? Are you Nancy? （教师手拿花名册，装作点名）
T: Mary, What a nice name！ Nice to meet you here. Here is my name card.（此环节进行五组之后接最后的一组操练，引出下文）
T: Hi, boy. What's your name? Are you David?
T: Sorry, George. Happy to see you. Here is my name card. And my name is on it. （先对个体同学说，然后转向全班同学）Do you want to know my name?
T: OK. Say after me. Name.（板书单词）If you really want to know my name? You may ask like this: What's your name? （机械操练由集体过渡到个体）Do you want to know my name?
T: My name is ...（递上名片）You see? Don't let others see it. （穿插五组这样的对话）
T: Sorry, I have no enough name cards for you. Do you still want to know my name and be friends with me?
T: It doesn't matter. Look I have a big name card here. You can all see it. My name is Lily. Do you like this name? Do you like me? Do you like to be friends with me?
T: Hi, Tom, Let's be friends.（与学生击掌）Who wants to be friends with me?
（教师走到学生中间与学生握手，寻找自己的好朋友，同时输入语言，给予学生听的刺激，并引导学生仿说这句话，实现语言内化，从而为后续输出做以铺垫。）
S1-S5: Let's be friends.（学生争相和教师做朋友，在自然真实状态下输出语言。）
G1-G4: Let's be friends.（与其他四个小组的同学共同拉手做朋友，实现了从整体到个体再回归整体的教学流程，同时从情感态度的角度，实现了师生和谐教与学的第一次情感体验。）
T: You are all my friends. By the way, what class are you in?
S1: I'm in Class One.
T: What class are you in?
S2: I'm in Class Two.
T: What about you?
S3: I'm in Class Two.
T: And how about you?
S4: I'm in Class Four.
T: And you?（在自然的语言过渡中解释三个句子句意相同。教师不拘泥于课本语言，而是丰富语言，拓展功能语句， 使学生在与教师交流中感悟What class are you in? What about you? How about you? And you? 三个句式之间的关系）
T: You are both in Class One. So you are in the same class.（出示同种颜色的衣服，介绍They have the same colour.等其他的例子，教学单词same，教师领读，学生跟读）
T: What class and grade am I in? Can you guess? Suppose you were me.
S1: I'm in Class One, Grade Five.
S2: I'm in Class Two Grade Six.
S3: ...
（教师设置信息差，激起学生的好奇心，学生运用本课书的目标语I'm in Class ..., Grade ... 猜测教师所在的班级和年级。学生们急于想证实自己的猜测，争先恐后举手猜测。）
T: Let's see. Who is right? Look, I'm in ...（电脑演示后半部分关于班级年级的内容）I'm in ... （教师在出示正确答案的同时，不忘向学生介绍书写应注意的问题，电脑打出的有关于班级、年级的信息均在大写字母处做出显著的标示，刺激学生的感官，引发学生注意。）
And you are in ... So we are in the same grade.（教师引发学生说出该句话，请一行学生照此模式复述句子You are in ..., I'm in ... We are in the same grade.
S1: You are in Grade Five. I am in Grade Five. We are in the same grade.
S2: ...
S3: ...
（五组学生在教师创生的情景下随着教师的提问，运用先前所学的功能语句，自然过渡到真实的语言交际中来。在交际过程中，根据交际的需要进行单词和句型的学习。）