Unit 1 Topic 2 Section D
Ⅰ. Teaching aims and demands 教学目标 1. Learn the phonetic symbols: //, //, //, //.
2. Review questions and their answers with am/is/are. (1)Where are you from? I’m from England. (2)Where is he/she from? He/She’s from Japan. (3)Where are they from? They are from Canada. (4)Is he/she…? Yes, he/she is./No, he/she isn’t. (5)What’s his/her telephone number? His/Her telephone number is… (6)what’s=what is where’s=where is she’s=she is he’s=he is isn’t=is not aren’t=are not 3. Review some useful expressions: (1)—Excuse me, are you Jane? —Yes, I am./No, I’m not. (2)—What’s your name? —My name is Sally. (3)—Is he Li Ming?
—No, he isn’t. He is Yukio. Ⅱ. Teaching aids 教具
录音机/自制图片/实物教具/投影仪/照片 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (1)(把自己制作的姓名卡片拿出来，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)(根据自己制作的姓名卡片，到讲台前做自我介绍，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… 2. (让学生把家庭作业，即：找一些电话号码，手机号码，门牌号码，车牌号码，邮编等都显示出来，两人一组互相提问，目的是巩固旧知识。) T: Read the numbers in pairs.
3. (教师用投影仪出示句子并找学生朗读，检查学生的语音、语调及重音。)
T: Read the sentences and pay attention to the pronunciation, the intonation and the stress. Example:
A: What’s his name? B: His name is Kangkang. A: Where is he from? B: He is from China.
A: What’s his telephone number?
4. (数字接龙游戏从0到10，目的是检查学生的掌握程度及反应能力。) T: Play the game about the numbers. 5. (利用前面用过的自制姓名卡片，进行综合能力复习，师生互动，目的是及时发现学生的知识弱点，教师给予指导。先老师问学生，后学生问学生。) T: What’s his name? S3: His name is… T: Where is he from? S4: He is from…
T: What’s his telephone number? S5: His telephone number is…
6. (播放录音，让全班同学齐唱“Where are you from?”活跃课堂气氛，导入新课。) T: Please sing the song “Where are you from?” together.
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (可利用实物和自制图片呈现蛋糕、地图、书包、鸡蛋、钢笔等英文单词，通过师生互动方式来完成，注意突出//和//的音。)
T: OK. Boys and girls, attention please. Who is she? (教师可找来一名女同学，取名Jane。) Ss: She is Jane.
T: Yes. And what’s her name? Ss: Her name is Jane.
T: Right. What grade is she in? Ss: Grade Seven.
T: Yes. And what’s this?(举起蛋糕的图片。) Ss: It’s a cake. T: Welcome to my class. Ss: Thank you.
T: Where are they from?(教师找两名学生到讲台前。) Ss: She is from Fujian and he is from Henan. T: I’m from Hubei and he is from Henan. OK? Ss: OK.
T: Good. What’s this?(教师展示一幅地图。) Ss: It’s a map.
T: The map is in the bag now.(把地图放到书包里。) (板书，并领读。)
// Jane name grade cake // thank and map bag
T: Now look at the blackboard and read them together.
(读完后让学生观察，并归纳。学生会发现都是字母a，发//时后面有字母e等，根
据学生讲的，老师再进行补充说明开音节，闭音节。) T: In the open syllable, “a” sounds //. In the closed syllable, “a” sounds //.
Do you know other words with the sound of //? Ss: face, plane…
T: Very good. What about //? Ss: an, has… 2. (教师出示邓亚萍的照片，继续通过师生互动方式来展示英文单词，注意突出//和//的音。) T: Where is she from? Ss: She is from China. T: Excuse me, what are these in English?(教师指着讲台上的几本书。问后并给予解释。) Ss: They are books.(教师帮助回答。) T: Good evening.(教师解释此句含义。) Ss: Good evening. T: Are you from China? Ss: Yes. T: What’s this?(教师出示一支钢笔。) Ss: It’s a pen.(教师帮助回答。) T: What’s this?(教师出示数字卡片10。) Ss: It’s ten. T: What’s this?(教师出示鸡蛋卡片。) Ss: It’s an egg.(教师帮助回答。) (板书，并领读)
// she me these evening // yes ten pen egg T: Now look at the blackboard and read them together.
(读完后让学生观察并归纳，学生会发现都是字母e。教师再进行补充说明字母e在开音节，闭音节中的读音规则。)
T: In the open syllable, “e” sounds //. In the closed syllable, “e” sounds /e/. Do you know other words with the sound of //? Ss: the, he…
T: Very good. What about /e/? Ss: seven, telephone…
3. T: Listen to 1 and pay more attention to the pronunciation. Then read after it. Finish 1.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (进行下列操练。教师先做示范，后由学生操练。)
T: Review the grammar focus — questions and answers with am/is/are. (板书Grammar focus，完成4a。) Is he/she from…?
Yes, he/she is./No, he/she isn’t.
Are they from…?
Yes, they are./No, they aren’t. Where are you from? I’m from England. Where is he/she from? He/She is from Japan. Where are they from? They are from Canada.
What’s his/her telephone number? His/Her telephone number is…
2. (教师和学生互动，训练学生的反应能力。) Example:
T: Where are you from? S1: I’m from Liaoning. (教师指着旁边的一位女同学。) T: Where is she from? S2: She is from Shanghai.
(教师用手指着旁边的另一位男同学。) T: Where is he from? S3: He is from Beijing. (教师用手指着那边的学生。) T: Where are they from? S4: They are from Shenyang. T: Is he Kangkang? S5: Yes, he is. T: Is she Jane?
S6: No, she isn’t. She is Li Hong. T: What’s her telephone number? S7: Her telephone number is…
(可给学生2分钟时间，让他们自由操练。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (1)(播放2的录音，并让学生重复，目的是培养学生的听力。) T: Listen to the tape and repeat. T: 110
Ss: One one zero T: 114
Ss: One one four T: 119
Ss: One one nine T: 120
Ss: One two zero T: 122
Ss: One two two
(2)(打开课本Page 15，让学生完成2 Work alone。)
T: Listen again and match the numbers with the right pictures. (核对答案。)
1.C119 2.A110 3.B114 4.E122 5.D120 2. (教师与学生操练有用的表达方式。完成4b。) T: Excuse me, are you Jane? S8: No, I’m not. I’m Wang Wei. T: What’s your name? S9: My name is Sally. T: Is he Li Ming?
S10:No, he isn’t. He is Yukio.
(板书出有用的表达，学生自由练习，然后找学生到讲台前表演。目的是培养学生的口语表达能力及合作精神。) Excuse me, are you Jane? Yes, I am./No, I’m not. What’s your name? My name is Sally. Is he Li Ming?
No, he isn’t. He is Yukio.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (学习class activities部分，播放录音并跟读，以小组比赛的形式进行，增强学生的竞争意识。完成5。) T: Let’s chant.
(强调A、E、I、O、U这五个元音字母的重要性。) 2. (跟我说—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，再让其他学生用“Yes”或“No”进行判断。教师也可以让举手最快的学生来回答，如果正确则给予口头奖励。
(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 symbols. Ss: OK.
T: Let’s begin our game. Look at my mouth carefully. S1: //.
T: Oh, no. Look at my mouth again. S2: //.
T: Good, you’re right.
3. (假设你想结交一位新朋友，两人一组进行问答对话。完成6。)
T: Suppose you want to make a new friend. Ask and answer in pairs. You may use the following useful expressions. 可以从以下三个问题着手： What’s your name? My name is…
Where are you from? I’m from…
What’s your telephone number? My telephone number is… 4. Homework:
(1)仿照Section C 3制作3~5个好朋友的个人信息卡。
(2)假设你是一名记者，你的搭档是个名人，对他做一个采访，写一份对话形式的调查报告。
(3)完成3 Written Work。 板书设计：
Where are you from?
Section D
1. // Jane name grade cake 2.(1)Is he/she from…? // she me these evening Yes, he/she is./No, he/she isn’t. // thank and map bag (2)Are they from…? // yes ten pen egg Yes, they are./ No, they aren’t. (3)Where are you from? I’m from England. (4)What’s his/her telephone number? His/Her telephone number is…
