The main activities: 1 and 2.
Ⅰ. Material analysis
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Sections A~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. Teaching aims

1. Knowledge aims

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 = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not;
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’s your name? Where are you from? What’s your telephone number?
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. Skill aims
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。

⒊ Emotional aims
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。

4.Teaching demands

1. Learn the phonetic alphabets.
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 from Canada. (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 from Japan?
Yes, we are. /No, we aren’t.

Ⅲ. The key points and difficult points

1. Key points
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 = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not;
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. Difficult points
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. Teaching procedures

Step 1 Revision
1. Ask Ss to finish the blanks in the two yellow boxes.
2. Check the answers and get them to read the answers.
3. Make some charts such as the following and help Ss master the main points in this topic.
4. Have them to make sentences or dialogues using these expressions and functions.
5. Do some exercises.

Step 2 Presentation

1. Introduce the pronunciation of A in the open syllable. (1)Show a series of words such as Jane, name, cake (2)Remind them that they all have the same sound of A (3)Definite the open syllable: a vowel+ a consonant+ a silent e (4)Consolidation: same take

2. Introduce the pronunciation of A in the closed syllable The same teaching approach in this point.

3. The same approaches in introducing the pronunciation of E
I he she it we you they am is are

4. Play the recorder and let them feel the correct pronunciation.

Step 3 Review numbers

1. Complete 1

(1)Get them to guess the pictures and the supposed number

(2)Have them to listen to the recorder and match the numbers with the pictures.

(3)Check the answers and let them remember them.

2. Complete 2

(1)Get them to be familiar with the names and the flags.

(2)Have them to listen to the recorder and match each number with the name.

(3)Play the recorder for the second time, and match the people with their national flags.

Step 4 Homework

1. Recite the main sentence patterns.

2. Finish the exercises on exercise books.

Step 5 Teaching reflection:


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