The main activities are 1 and 5.

Ⅰ. Teaching aims and demands

1. Learn the phonetic alphabets:

/e/, /ei /, /œ/, /i:/

2. Review some useful sentences:

(1)—Excuse me, are you Jane?

—Yes, I am./No, I’m not.

(2)—What’s your name?

—My name is Sally.

(3)—What’s your telephone number?

—My telephone number/It is 6800-3553.

3. Review some personal pronouns:

I, we, you, he, she, it, they

4. Review the useful short forms:

isn’t=is not aren’t=are not she’s=she is he’s=he is

they’re=they are what’s=what is who’s=who is where’s=where is

5. Review questions and their answers with am/is/are:

(1)Where are you from? I’m fromCanada.

(2)Is she Jane? Yes, she is./No, she isn’t.

(3)Is he Li Ming? Yes, he is./No, he isn’t.

(4)Who are they? They are Maria and Jane.

(5)Are you fromJapan? Yes, we are./No, we aren’t.

Ⅱ. Teaching aids

A tape

Ⅲ. Teaching Plan

Step 1 Review (10’)

巩固数字的读法及升降调的用法，为导入新课做准备。

1. (让学生把家庭作业，即找到的固定电话号码、手机号码、门牌号码、车牌号码、邮编等都展示出来，两人一组互相提问。目的是巩固数字的读法。)

T: Read the numbers in pairs.

2. (教师出示句子让学生标升降调，检查学生语调的掌握情况。师生共同朗读，核对答案。)

T: Read the sentences and mark the intonation.

Example:

A: What’s your name? ( )

B: My name is Kangkang. ( )

A: Are you fromChina? ( )

B: Yes, I am. ( )

A: What’s your telephone number? ( )

B: My telephone number is (010)6267-6790. ( )

3. (利用学生自制的名片，师生互动，进行综合能力考查。目的是及时发现学生的知识弱点，并给予指导。先师生问答，后学生与学生之间操练。)

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 …

Step 2 Presentation (8’)

学习特殊电话号码的含义，丰富生活常识。练习元音字母a和e分别在开闭音节中的发音，培养学生的拼读能力。

1. (图片2，让学生观察并说出相应的电话号码，完成2。)

T: Boys and girls, what should we do when we meet the different troubles? Let’s look at the pictures in 2 and you’ll know the answers.

2. (a和e用不同颜色写出。)

T: Can you read this word?( 指着Jane的名。)

T: Please read it.

T: Do they have the same vowel?(教师翻译。)

Ss: 元音字母+辅音字母+不发音的e.

(用同样的方法教学字母a在闭音节中的读音。)

T: You’re great, now let’s read again.

(以同样的方法教学e的发音规律。)

3. (在黑板上展示一些单词，让学生按开音节和闭音节归类，并试着拼读。)

grade, cake, same, she, desk, these, that, be, ten

(教师更正读音，并领读。)

4. (播放1录音，让学生仔细听并跟读，完成1。)

Step 3 Consolidation (10’)

复习本单元所学知识和重点句型，培养学生综合运用语言的能力。

1. (在黑板上画个表格)

T: Now let’s match the subject pronouns with am/is/are.

I	he she it	we you they
am	is	are

2. (让学生根据上表造句，要求使用肯定句、否定句、一般疑问句、肯定、否定回答及以who, where开头的特殊疑问句。)

Example:

①I am Maria.

②I am not Maria.

③Are you Maria?

④Yes, I am./No, I’m not.

⑤Who is he? He is Tom.

⑥Where is he from? He is from …

3. (让学生看3a语法，教师归纳并领读。师生对话，掌握所给出的缩写词和问答句型，完成3a。)

Step 4 Practice (10’)

让学生总结本单元重点句子，并操练。让学生学习chant，增强学生学习的积极性。

1. (让学生自主总结重点句子，教师补充并核对。)

T: Find out the useful expressions by yourselves. Then we’ll check the answers together.

2. (师生互动操练重点句子，完成3b。)

T: Excuse me, are you Jane?

S₁: No, I’m not. I’m Wang Wei.

T: What’s your name?

S₂: My name is Sally.

T: What’s your telephone number?

S₃: My telephone number/It is 6800-3553.

(板书重点句子，学生自由练习，然后请学生到台前表演。目的是培养学生的口语表达能力及合作精神。)

3. (播放4录音。师生互动，活跃课堂气氛。进一步复习五个元音字母，完成4。)

Step 5 Project (7’)

通过游戏活动巩固所学知识，培养学生学习兴趣。

1. (进行音标认读游戏。)

(1)游戏规则：要求学生集中注意力看教师的口型，教师读音标但不发出声音，让学生举手说出是哪一个音标。教师也可以让举手最快的学生来回答，如果正确则给予表扬。

(2)游戏之前，教师要强调这四个音标的发音口型，并让学生齐读几遍。

T: OK. Boys and girls, let’s play a game. First let’s review the phonetic alphabets.

2. (完成5。)

(1)(把自己制作的名片拿出来，和伙伴一起对话。)

T: Make a dialog with your own name cards.

S₁:What’s your name?

S₂:My name is …

S₁:Where are you from?

S₂:I’m from …

S₁:What’s your telephone number?

S₂:My telephone number is …

(2)(根据自己制作的名片，在讲台前做自我介绍。目的是培养学生的语言理解能力和表达能力。)

T: Please introduce yourself.

Example:

Hello! My name is … I’m from … My telephone number is …

3. Homework:

写一篇关于自己的短文。

板书设计：

Where are you from? Section D (1)—Where are you from? —I’m from Canada. (2)—Who are they? —They are Maria and Jane. (3)—Is she Jane？ —Yes, I am./No, I’m not. (4)—Excuse me, are you Jane? —Yes, she is./No, she isn’t. (5)—Is he Li Ming? —Yes, he is./No, he isn’t. (6)—What’s your name? —My name is Sally. (7)—Are you from Beijing? —Yes, we are./No, we aren’t. (8)—What’s your telephone number? —My telephone number is…/It is …

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