(仁爱版)七上案例设计：Unit-1-Topic-2-Where-are-you-from全套

Topic2Whereareyoufrom?SectionAⅠ.Materialanalysis本节课是一节听说课，主要活动是1a,2a和3a。通过人物对话学习有关询问姓名、国籍的表达方式，训练学生的听说能力，并能正确使用人称代词：you,they；形容词性物主代词：my,your；Be动词am,isare的一般现在时在不同情况下形式上的不同变化；特殊疑问词what,where,who引导的特殊疑问句以及缩写形式；初步了解元音字母a，e和辅音字母p,b,t,d,k和g的读音规则并能够根据已学音标进行单词的拼读和拼写。另外，在本课学生还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。=2\*ROMANII.Teachingaims⒈Knowledgeaims能够听懂、正确朗读并应用新学习的单词:excuse,me,name,America,Japan等；能够正确使用be动词am,is,are的一般现在时在不同情况下形式上的不同变化及缩写形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot;能够用英语熟练表达询问姓名，国籍的方式What’syourname?Whereareyoufrom?能够正确运用特殊疑问词what,where,who引导的特殊疑问句。⒉Skillaims能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；能运用图文就表示询问姓名、国籍等的基本情况的话题进行简单的交流；能根据已学音标的初步知识拼读单词；能正确地朗读对话，并能注意语音语调；能写出询问对方基本情况的简单句。⒊Emotionalaims能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；能有兴趣用所学的功能句进行口头对话；使学生乐于接触并了解异国文化。Ⅲ.Thekeypointsanddifficultpoints⒈Keypoints正确使用表示询问姓名、国籍等的表达方式；正确使用人称代词：you,they以及形容词性物主代词：my,your；正确使用be动词am,is,are的一般现在时在不同情况下形式上的不同变化；掌握缩写形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；掌握元音字母a,e及辅音字母p,b,t,d,k,g的读音规则。⒉Difficultpoints特殊疑问词what,where,who引导的特殊疑问句及缩写形式；Be动词am,is,are的应用；元音字母a,e及辅音字母p,b,t,d,k,g的读音规则。Ⅳ.Learningstrategies运用图片教学能帮助学生理解和掌握教学内容。Ⅴ.Teachingaids录音机、教学挂图、闪卡、黑板和多媒体。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(3minutes)1.Thewholeclassworkandindividualwork.1.Thestudentsreplytotheteacher.T:Hello!Goodmorning.Ss:Hello!Goodmorning.Theteacherwalkstoonestudent.T:Hello!Areyou…?S1:Yes.Iam.1.Theteachergreetswithstudents.Presentation(13minutes)1.Individualworkandthewholeclasswork.2.Individualwork.3.workandthewholeclasswork.4.ThewholeclassIndividualwork.1.answerstheteacher“No,I’mnot.I’m…”Studentslookandlistentotheteachercarefully;usingitonebyone.2.Thestudentanswers“Mynameis…”3.Thestudentanswers“I’mfromCanada.”Thewholeclassreadthenewwordforseveraltimes.4.Thethirdstudentanswers,“No,I’mnot.I’mfromAmerica.”Thewholeclassreadthenewwordforseveraltimes.5.Studentslookatthepictureandlistentothetapecarefully;Followthetapetoread1afortwotimes.1.Walktonextstudentandsay“Excuseme,areyou…?”(老师将解释excuseme,常用于口语中，意为“劳驾，打扰一下。”)Repeatitforseveraltimes;Writedownthesentencesontheblackboardandsay“Yes,Iam.”(是肯定回答)“No,I’mnot.”（是否定回答，注意：肯定回答时Iam.不能缩写，否定回答时，Iam可缩写）Denny.=MynameisDenny.”Letstudentsuse“Mynameis…”tomakesentencesonebyone.2.Walktoonestudentandsay“MynameisDenny.What’syourname?”(老师解释：你叫什么名字?What’s=Whatis)(Writedownontheblackboard).3.Walktoanotherstudentandsay“I’mfromChina,”（老师解释：我来自中国）“Whereareyoufrom?”(你来自哪儿？)andshowapictureofCanada（如加拿大的电视塔）；Thenteachthenewword“Canada”forseveraltimes.4.Walktothethirdstudentandask“AreyoufromCanada,too?”andshowapictureofAmerica（如美国的自由女神像）；Thenteachthenewword“America”forseveraltimes.5.Showtheteachingpictureof1a,thenletstudentslookatthepictureandlistentothetapecarefullyforthefirsttime;Thenplaythetapeagainandletstudentsfollowitfortwotimes.Consolidation(12minutes)1.Thewholeclassworkandpairwork.2.Thewholeclasswork.1.Do1c.Readthewordaftertheteacherforthreetimes;Workinpairsandmakeupnewconversationswiththecountrynames;Thentwopairsshowtheirconversationstothestudents.2.Do1b.Studentsguess,listenandnumberthepictures;Thenlistentothetapeagainandmatchthenameswiththecountries,andonestudentcheckstheanswers;Thenreadafterthetape.1.ShowthepictureofJapan（如日本富士山图）andteachtheword“Japan”forthreetimes;Pointoutothercountrynames（eg.China,theUSA,theUK）,thenletstudentsworkinpairsandmakeupnewconversationswiththecountrynamesfor1minute.2.Showthepicturesof1bandexplaintheculturalbackgroundofthesepictures;Playthetapeagainandchooseonestudenttochecktheanswers;materialandplaythetape.Practice(12minutes)1.Thewholeclassindividualworkandpairwork.2.Pairwork.3.Thewholeclassworkandgroupwork.1.Do2a.Followtheteacher,“TheyareMariaandJane.”theconversationbythemselves;StudentsreadA,andthenpracticetheconversationinpairs;Thentwostudentssharetheconversationwiththewholeclass.2.Do2b.Completetheconversationinpairsandtwostudentsshowtheiranswers.3.Do3a.Listenandread“Japan”together；Readaftertheteachertogetherandimitatetheteacher;Readthewordtogether;DiscusstheTwogroupstrytoreadthewords;thepronunciationofa.Inthesamethepronunciationofe;Listentothewordsof3aandrepeat.1.Pointoutthepictureof2aandsay,“Whoarethey?”(老师指着幻灯片上的MariaandJane.她们是谁？)“TheyareMariaandJane.Theyare=they’re”(writedownitontheblackboard);Letstudentsopentheirbooks,andthenlistenandcompletetheconversationof2a;Readtheconversationinroles.TheteacherreadsBandthengivesstudents1minutetopracticetheconversationinpairsandchoosesonepairtoshowtheconversation.2.Givestudents1minutetocompletetheconversationinpairsandchoosetwostudentstoshowtheiranswers.3.Pointoutacardwithaword“Japan”onitandreaditout;Showthenextcardswith“gap,pat,pet”onthemandreadthemout;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)Showacardwith“name”onitandletstudentsreadtheword;Showothercardswith“dategatetape”onthem,letstudentsingroups;Choosetwogroupstoreadthewords;Letstudentsmakeasummaryaboutthepronunciationofa.(Intheway,teach/2//i://e/)(老师可分别用学过的单词，如am,see,welcome);Thenplaythetape.Production(5minutes)1.Groupworkandthewholeclasswork.1.Studentsmakeupashortconversationingroupsandtwogroupsshowtheirconversations;Studentslistentotheteacher.1.Letstudentsusethesentences“What’syourname?Whereareyoufrom?Areyou…?Whoarethey?They’re…Wherearetheyfrom?Theyarefrom…”tomakeupashortconversationingroups(1min)andchoosetwogroupstoMakeasummaryabouttheshow.2.Assignhomework:wehavelearnt;Readandrecite1a;Copyeverywordoneline;PreviewthenewwordsandSectionB-1a.Teachingreflection:本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型I’mfrom…向复数句型They’refrom…转换时学生出现了问题,此外，要加强be动词的应用；由于本课内容较多，为了减轻学生的负担，把3b的教学内容调整到SectionB中学习。Ⅶ.BlackboarddesignWhereareyoufrom?SectionA1.What’syourname?CanadaSounds：2.Whereareyoufrom?Japan/V//2//1//e/3.AreyoufromCanada,too?America/p//b//t//d//k//G/4.—Excuseme,areyou…?England—Yes,Iam./No,I’mnot.5.—Whoarethey?—TheyareMariaandJane.6.theyare=they’reSectionBⅠ.Materialanalysis本节课是在SectionA的基础上拓展学习新知识，主要活动是1a和2a。通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Whoisshe/he?”，“She/Heis…”，“Whereisshe/hefrom?”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。Ⅱ.Teachingaims1.Knowledgeaims能够掌握并应用新学习的单词:look；能够正确使用be动词am,isare的一般现在时在不同情况下形式上的不同变化；能够正确使用人称代词：she,he；能够用英语熟练表达询问姓名、国籍的方式：Whoisshe/he?She/Heis….Whereisshe/hefrom?She/Heisfrom…Isshe/hefrom…?Yes,she/heis./No,she/heisn’t.能够正确运用特殊疑问词where,who引导的特殊疑问句。2.Skillaims能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；能运用图文就表示询问姓名、国籍等基本情况的话题进行简单的交流；能正确地朗读对话，并能注意语音语调；能正确使用英文句子的书写格式和单词的大写规则。3.Emotionalaims能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；能有兴趣用所学的功能句进行口头对话；使学生乐于接触并了解异国文化。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints正确使用表示询问姓名、国籍等的表达方法；正确使用人称代词：she,he掌握be动词am,is,are的一般现在时在不同情况下形式上的不同变化；掌握缩写形式Who’s=Whois;Where’s=Whereis2.Difficultpoints特殊疑问词where,who引导的特殊疑问句；Be动词am,is,are的应用；单数句型和复数句型的互换。Ⅳ.Learningstrategies通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。Ⅴ.Teachingaids多媒体、黑板、教学挂图和录音机。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)2.Individualwork.1.T:“Hello!Goodmorning,Nicetomeetyou.”Ss:“Hi,Goodmorning.Nicetomeetyou,too.”2.T:“Excuseme,areyou…”S1:Yes,Iam.”Theteacherwalkstonextstudent.T:“Excuseme,areyou…”S2:“No,I’mnot.Iam…”;Thestudentanswers;“Theyare…and…”;Studentsreadthewordcardsonebyone.1.Greetwithstudents.2.Walktoonestudentandgreetwithhim/her;totwostudentsandaskonestudent:“Whoarethey?”;1.Thewholeclasswork,pairworkandindividualwork.2.Thewholeclasswork.1.isDengYaping=She’sDengYaping”;“SheisfromChina.=She’sfromChina.”;Studentsmakeuptheirconversationsinpairs;T:“Look!Whoishe?（chooseonetoanswer）”S1:“HeisStephenHawking.（Heis=He’s）”T:“IshefromChina,too?”Ss:“No,heisn’t.”T:“Whereishefrom?”(chooseonetoanswer)S2:“HeisfromEngland.”;Studentsmakeuptheirconversationsinpairs.2.Do1a.Studentslookatthepicture,andlistenandfollowit;MarkTorFin1a;Listentothetapeagainandchecktheanswers.1.Showthefirstpictureof2aandsay;“Look!Whoisshe?”(老师解释：Look!意为“看”为了引起对方的注意;is可缩为’s)Writeontheblackboard(Whoisshe?=Who’sshe？);Askthenextquestion:“Whereisshefrom?’(老师解释：Whereisshefrom?=thesecondpictureof2a;thelastpictureof2aandgivestudents1minutetomakeupanewconversationusingthekeysentences:“Who’sshe/he?Where’sshe/he/from?Chooseonepairtosharetheirconversationtothewholeclass.2.Showthefirstpictureof1atothemandletstudentslistentothetapecarefully.Andinthesamewaythesecondpicturetostudentsandletstudentslistentothetapecarefully;Givestudents1minutetomarkTorFin1a.Playthetapeof1aagainandletstudentschecktheanswers,payingattentiontothekeysentences.1.Pairworkandindividualwork.2.Thewholeclassworkandindividualwork.1.Do1b.Twopairswiththewholeclass;OnestudentdescribesDengYaping.2.Do2b.Studentsusethekeyinformationtomakeacompletenamecardorally;Onestudentcomestotheblackboardtomakeacompletenamecard,theothersdoitintheirbooks;SomestudentscomparethedifferencesbetweenChineseandEnglishnames.Thentalkabouttheirideas;Listentotheteachercarefully.1.Givestudents1minutetodo1bintwopairstoshowtothewholeclass.Afterthat,showapictureofDengonestudenttodescribeDengYaping.2.Letstudentsusethekeyinformationtomakeanamecardandthendrawanamecardontheblackboard;Showapictureofandletonestudentmakeacompletenamecardontheblackboardandtheothersdoitbythemselvesintheirbooks;andletstudentsbetweenthetwonamecards,andthenpresent“fullname,familynameandgivenname”.Letstudentstalkaboutitinpairsandchoosesomestudentstotelltherulesofusagesofthesenames;Makeasummaryaboutthedifferencesbetweenthetwonamecards.Practice(10minutes)1.Individualwork.2.Thewholeclassworkandindividualwork.3.Individualwork,pairworkandthewholeclasswork.4.Thewholeclasswork.1.Thestudentsdothenamecardsandonestudentreportshis/herpassage.2.DoSectionA-3b.Readthewordsbythemselves;Somestudentsreadthewordsonebyone;Listenandcheckthewordsin3b;Listenandrepeatthewords.3.Do3.Readthesentencesbythemselves.thetapeanddiscusstheuseofcapitalletters;Somestudentssharetheirideaswiththewholeclass.4.Do4.Listenandsingthesongtogether.Thenlistenagainandsingthesongandcirclethenameofeachcountry.1.Letstudentsmaketwoshorttothetwonamecardsfor1minute.Thenchooseonestudenttoreporthis/herpassage.2.Showsomewordcardstostudentsandletstudentsreadthembythemselves;Choosesomestudentstoreadthewordsonebyone;Playthetapeandletstudentslistenandcheckthewords;Playthetapeagainandletstudentslistenandrepeatthewords.3.Givestudentssometimetoread3bythemselvesfirstandthenplaythetape.Afterthat,letstudentspayattentiontothecapitallettersanddiscusstheminpairs;Thenchoosesomestudentstomakeasummaryaboutthecapitalletters.（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）Giveasummaryaboutthecapitalletters.4.tothetape,singthesongtogetherandcirclethenameofeachcountry.Production(5minutes)1.Individualworkandgroupwork.1.Maketheirnamecardsbythemselves;Onestudentintroducestheotherstudentsinthegrouptotheteacher,usingthekeysentences“She/Heis…Familynameis…Givennameis…She/Heisfrom…”tomakeanintroduction.(老师可选择几组同学到讲台上做介绍)2.Assignhomework:Reviewthekeywordsandexpressions;Use“Who’sshe/he?Where’sshe/hefrom?Isshe/hefrom…?”tomakeupashortsong;PreviewthewordsandSectionC-1a.Teachingreflection:本节课继续学习由特殊疑问词Where,Who引导的特殊疑问句，老师由SectionA的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为SectionA部分已经学习过字母的读音规则，在拼读单词时就相对简单，因此，没必要花太多时间。Ⅶ.BlackboarddesignWhereareyoufrom?SectionBDengYaping1.Look!Whoishe∕she?=Who’she/she？StephenHawking2.She/Heis…=She’s/He’s…3.Whereisshe/hefrom?=Where’sshe/hefrom?4.Isshe/hefrom…?Yes,she/heis./No,she/heisn’t.SectionCⅠ.Materialanalysis本节课主要活动是1a和1b。通过李杰和妈妈去购物，李杰在购物时走失，最终在警察的帮助下找到妈妈的故事展开教学。主要学习有关询问和告知电话号码的表达方式以及表示感谢的另外一种表达法“Thankyouverymuch.”。同时综合复习前面所学内容。此外，要求学生学习基数词0～10并结合日常生活，练习数字的表达。教师通过教学挂图、数字游戏、做名片等活动逐步呈现教学活动。Ⅱ.Teachingaims1.Knowledgeaims能够掌握并应用新学习的单词:telephone,number,it,very,much,that,family等；能够正确使用be动词am,is,are的一般现在时在不同情况下形式上的不同变化；能够正确使用人称代词：it;能够正确运用特殊疑问词what引导的特殊疑问句询问电话号码:What’syourtelephonenumber?能够熟练掌握基数词0～10及拼写；能够正确使用表达感谢和回谢的功能句：—Thankyouverymuch.—That’sOK.2.Skillaims能听懂有关询问电话号码的简单对话或叙述；能运用图文就表示询问电话号码的话题进行简单的交流； 能正确地朗读对话，并能注意语音语调；能写出自己的基本情况，如姓名、国籍、电话号码等。3.Emotionalaims能够与同学积极合作，参与课堂活动，大胆实践；培养友好互助的精神。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints正确使用表示询问电话号码和告知电话号码的表达方法：—What’syourtelephonenumber?—Itis/It’s…正确使用人称代词it;正确读、写基数词0～10。2.Difficultpoints能正确运用介绍和询问姓名、电话号码等交际功能的基本表达法进行交流；正确读写基数词0～10。Ⅳ.Learningstrategies利用日常生活中常见的数字是帮助学生学习数字的一种好方法。Ⅴ.Teachingaids教学挂图、录音机、多媒体和黑板。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork.2.Individualworkandthe1.Studentsanswer,“Hi!Goodmorning.”2.Respondtotheteacher.T:“Who’sshe?”S1:“Sheis…”Theteacherwalkstothesecondstudent,pointingtoaboy.T:“Who’she?”S2:“Heis…”;Studentssingthesongtogether.1.Theteachergreetswithstudents,“Hello!Goodmorning.”2.Walktoonestudent,pointingtoagirlandask,“Who’sshe?”Theteacherwalkstothesecondstudent,pointingtoaboyandasks,“Who’she?”Theteachersays,“Let’ssingthesongWhereAreYouFrom?together.”Thentheteacherplaysthetape.Presentation（15minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Individualwork.6.Thewholeclasswork.7.Individualworkandpairwork.1.Guess,followandreadthewordsforseveraltimes.2.Studentsreadthesentenceforthreetimes.3.Do1b–A.Listenfirst,andfollowitforseveraltimes.4.Followtheteacherandcountthenumbersonebyone.5.Thestudentreadsitquickly.6.Do1a.Listentothetapecarefullyforthefirsttimeandguessthemeaningofthepicture;Studentsfollowthetape.7.Do1c.Read1aagainanddo1cbythemselves;Onestudentcheckstheanswer;B:“Mytelephonenumberis…/Itis(It’s)…”B:That’sOK.1.Pointoutatelephoneandsaythewords“telephone”,“number”.Thenaskstudentstoguessthewords’meaning.2.Writethewordsontheblackboardandreadthemout.Theteachersays,“Mytelephonenumberis…”(老师解释：“我的电话号码是…”)Thenletstudentsreadthesentenceforthreetimes.3.Pointoutacardwith“0”and“zero”onit（上面是阿拉伯数字，下面是英文单词）andreaditforseveraltimes.(老师可采用同样的方法教授其余基数词)4.Showhis/heronehandandcountthenumberswithit,andletstudentsfollowtheteacher.5.Showthenumbercardsonebyone（遮住下面的英文单词）andletstudentsreaditquickly.6.Showthepictureof1a,andthenplaythetapeandletstudentslistentoitcarefullyforthefirsttime;Playthetapeagainandletstudentsfollowit.7.toread1aagainanddo1cbythemselves;Chooseonestudenttochecktheanswer;Letstudentsfindouthowtoaskandanswersmother’sthanks.Consolidation(10minutes)1.Groupwork.2.work.1.Actoutthedialogueof1aingroups;Twogroupscometotheblackboardandshowtheirdialoguestothewholeclass.2.Do1b-B.Readthenumbersonebyone;Twostudentscometotheblackboardanddoit.Theonewhodoesitmorequicklyandfasteristhewinner;Studentslistentotheteachercarefully.dialogueingroups;Choosetwogroupstoshowtheirdialogues.2.Showthepicturesof1btostudents,andthenletstudentslookatthepicturesandreadthenumbersonebyone;Playagame—findfriends.StickthenumbersandEnglishnumberwordsontheThenchoosetwostudentstocometotheblackboardandhelpthenumbersfindtheEnglishnumberwords;Theteachermakesasummaryaboutthecompetition.Practice(8minutes)1.Pairwork.2.Thewholeclasswork.1.Do2.Askandanswerinpairsandthenpracticeit.2.Do3.Completethepassagetogether;Checktheanswersinthebooks.1.Givestudentstwominutestoaskthequestionsinpairs:“Hello!What’syourname?Whereareyoufrom?What’syourtelephonenumber?”andthenmakeupaconversationusingthekeysentences.2.ShowMissWang’snamecardandletstudentscompletethepassagetogether;Pointouttheword“her”(老师解释：意为“她的”)Thenchecktheanswerstogether.Production(7minutes)1.Groupwork.1.Thestudentsdoitbythemselves;Twostudentsreportthesurveyresults,usingthesentences:“Thisis…His/Herfamilynameis…and…ishis/hergivenname.He/Sheisfrom…Andhis/hertelephonenumberis…”1.Givestudentstwominutestointerviewthreestudentsandfillintheblanks.Itincludes:name,fromandtelephonenumber;Choosetwostudentstoreporttheresult.2.Assignhomework:Makeanamecardforhis/hermotherorfather;Practicethenumberusingyourhand;PreviewSectionD—Teachingreflection:本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词“her”的引入也是一个难点，老师可以对应着“my,your”来讲解，可根据学生的水平决定是感知还是深度学习。

Ⅶ.BlackboarddesignWhereareyoufrom?SectionC1.—What’syourtelephonenumber?zerosix—Itis…oneseven2.—Thankyouverymuch.twoeight—That’sOK.threenine3.Wangisherfamilyname.fourtenfiveSectionDⅠ.Materialanalysis本节课是一节复习课，主要活动是grammar,functions及数字的应用。Grammar部分通过练习的方式引导学生总结主格人称代词的用法。Be动词is,are和疑问代词what/who/where引导的疑问句及缩略形式。Functions部分通过引导学生复习SectionsA~C，总结本话题所学的询问姓名、电话号码和国籍等功能的表达法。另外，通过综合练习活动，拓展学生的知识面，巩固数字、询问姓名和国籍等基本情况的表达。最后，老师通过Project活动让学生根据要求完成自己的名片设计，培养学生灵活运用所学语言的能力。Ⅱ=2\*ROMAN.Teachingaims1.Knowledgeaims引导学生自主总结be动词am,is,are的一般现在时在不同情况下形式上的变化及缩写形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；引导学生复习用英语表达询问姓名、国籍、电话号码的方式：What’syourname?Whereareyoufrom?What’syourtelephonenumber?引导学生总结本话题特殊疑问词what,where,who引导的特殊疑问句及缩写形式。2.Skillaims能听懂有关询问姓名、国籍、电话号码等基本情况的简单对话或叙述；能运用图文就表示询问姓名、国籍、电话号码等的基本情况的话题进行简单的交流；能正确地朗读对话，并能注意语音语调；能根据已学音标尝试拼读单词；能够初步了解元音字母a,e及辅音字母p,b,t,d,k,g的读音规则。⒊Emotionalaims能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；能有兴趣用所学的功能句进行口头对话；使学生乐于接触并了解异国文化。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints引导学生复习询问姓名、国籍、电话号码等的表达方法；引导学生复习人称代词：I,you,they,we,she,he,it;物主代词：my,your,her；引导学生复习be动词am,is,are的一般现在时在不同情况下形式上的变化；引导学生复习缩写形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；引导学生掌握元音字母a,e及辅音字母p,b,t,d,k,g的读音规则。2.Difficultpoints正确使用特殊疑问词what,where,who引导的特殊疑问句；正确使用be动词am,is,are；正确使用元音字母a,e及辅音字母p,b,t,d,k,g的读音规则并能根据发音规则拼读含有以上字母发音的单词。Ⅳ.Learningstrategies1.培养学生借助图片听、说、读、写的习惯；2.能够逐渐养成进行预习和复习的好习惯。Ⅴ.Teachingaids录音机、多媒体、黑板和闪卡。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork.2.Individualwork.3.Individualwork.4.Individualwork.5.Thewholeclasswork.1.Studentsanswer,“Hi!Goodmorning.Nicetomeetyou,too.”2.DoFunctions.Studentsansweritonebyone.3.Thenwritethemdownbythemselves.4.Countthenumbers0~10afterthetheteacher.5.Playthegameandcountthenumbersonebymeinorder.1.Greetwithstudents,“Hello!Goodmorning.Nicetomeetyou.”2.Showtheflashcardswiththefunctionsentencesonthem.Thenletstudentsansweritonebyone;3.Letstudentsopentheirbooksatpage15anddoitbythemselves.4.Showhis/herhandandcountthenumbersfrom0～10inEnglishquicklyandthenletstudentsdoitinEnglishandimitatetheteacher.5.Playagame—Countthenumbers.Letstudentscountthenumbersfrom0~10onebyoneinorder.Presentation(15minutes)1.Individualwork.2.Individualworkandthewholeclasswork.3.Individualworkandthewholeclasswork.1.Do1.Matchthenumberswiththepicturesorallyandonestudentcheckstheanswer.2.Do2.Listentotheeachnumberwiththename;Thenlistenagainandmatchthepeoplewiththeirnationalflags;Finallychecktheiranswers.Threestudentsmakethesentences:He/Sheis…Theyare…;TheotherthreestudentsmakethesArethey/you…?Thenextthreestudentsgivetheanswers:Yes,he/sheis./No,he/sheisn’t.Yes,they/weare./No,they/wearen’t.Yes,Iam./No,I’mnot.AllStudentslookatthescreencarefully.1.ShowthePPTof1andletstudentsmatchthenumberswiththepicturesorally.Thenchooseonestudenttochecktheanswer.2.ShowthePPTof2.Playthetapefortwotimes.3.Choosethreestudentstocometotheblackboardandletotherstudentsmakesentencesusing:He/Sheis….Theyare…;Letotherthreestudentschangethesentencesintonegatives