【正文】 。） T: Suppose you are a reporter, and do an interview about Liu Xiang. 可以從以下三個問題著手 : What’ s your name? Where are you from? What’ s your telephone number? 3. Homework: （ 1）仿照 Section C, 3 制作 35個好朋友的個人信息卡。） T: Let’ s chant. （強調 A， E， I， O， U 這五個元音字母的重要性。 S9: Good evening! T: What’ s your name? S8:My name is S8. T: Are you S10? S9:No, I’ m not S10. I’ m S9. （給學生時間，自由操練，培養(yǎng)學生的口語表達能力及合作精神。） T: Look at these useful expressions, then let s ask and answer. What’ s your name? My name is Sally. Are you Amy? No, I’ m not Amy. I’ m Kitty. Good evening! Good evening! （假設傍晚老師與兩位學生相遇。） T: Where are they from? S4: They are from Shenyang. T: Is he Kangkang? S5: Yes, he is. T: Is she Lily? S6: No, she isn’ t. She is Wang Fang. T: What’ s her telephone number? S7:Her telephone number is ? （可再給學生 2分鐘時間，讓他 們自由操練。） T: Where is she from? S2: She is from Beijing. （教師用手指著旁邊的另一位男同學。） Where are you from? I’ m from Canada. Where is he/she from? He/She is from Japan. Where are they from? They are from Shanghai. Is he/she ? ? Yes, he/she is. / No, he/she isn’ t. What’ s his/her telephone number? His/Her telephone number is … （ 2）（教師和學生互動，訓練學生的反應能力。教師先做示范，后由學生自由操練。） T: Listen again and match them with the right pictures. （核對答案。） T: Listen to the tape and repeat. （目的是培養(yǎng)學生的聽力。） T: Work in pairs. Close your books. Look at the blackboard and act the dialog out. 4. （擦去黑板上標的語調，讓學生去黑板上標出來，邊看黑板邊跟錄音機讀，模仿語調。） T: Follow the tape and draw “ up or down” with the pencil like this. （板書出答案。） Are you Amy? No, I’m not Amy. I’m Kitty. Good evening! Cheers! Good evening! Cheers! Step 3 Consolidation 第三步 鞏固 （時間： 7 分鐘） 1. （教師播放錄音 1a，示范讓學生跟讀，目的是培養(yǎng)學生正確的語音語調。） S7: Are you Amy? S8: No, I’ m not Amy. I’ m Kitty. （最后 所有的動物一起歡呼。） S2: Excuse me. Are you ...? S3: Where are you from? （或者問其他的動物。） T: Good evening! Wele. Nice to meet you. I’ m a lion. I e from Africa. （用漢語解釋 lion 和 Africa。） 2. （教師扮演獅子。） T: Now introduce yourselves in pairs. Example: Hello! Nice to meet you. My name is ... I’ m from ... My telephone number is ... etc. 7. （播放錄音，讓全班同學齊唱“ Where are you from?”活躍課堂氣氛，導入新課。） T: What’ s his name? S3:His name is ... T: Where is she from? S4:She is from ... T: What’ s his telephone number? S5:His telephone number is ... （目的是及時發(fā)現(xiàn)學生的知識弱點，教師及時指導。） T: Play the game about the numbers. 5. （綜合能力復習，師生互動。） T: Read the numbers in pairs. 3. （找學生朗讀 Section C, 3 Pair work，檢查學生的語音、語調及重音。 Ⅰ . Teaching aims and demands 教學目標 1. Learn some useful words: evening 2. Review the interrogatives and answers with am/is/are. （ 1） Where are you from? I’ m from Canada. （ 2） Where is he/she from? He/She’ s from Japan. （ 3） Where are they from? They are from Shanghai. （ 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 name’ s = name is isn’ t = is not 3. Review some useful expressions: （ 1） What’ s your name? My name is Sally. （ 2） Are you Amy? No, I’ m not Amy. I’ m Kitty. （ 3） Good evening! Good evening! Ⅱ . Teaching aids 教具 錄音機 / 圖片 Ⅲ . Fivefinger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習 （時間： 10 分鐘） 1. （把自己制作的姓名卡片拿出來，和伙伴一起對話。 （ 2）找一些電話號碼，手機號碼，門牌號碼，車牌號碼，郵編，讓學生認讀并書寫。 (8) 得分多的同學贏。每正確說出一個電話號碼（含姓名）也得 1分。同時，老師把該紙片翻過來。老師發(fā)令：“ Ready？ Go!” (5) 參加游戲的學生用 舉手的方式搶答，取得答題優(yōu)先權，然后說出自己記憶的其他同學的“電話號碼”和姓名。 (3) 參加游戲的學生用 1分鐘默記這些“電話號碼”和名字。） (1) 學生若干人，每位同學在大小、形狀一樣的紙片上任意寫上一個 7 位數(shù)，作為自己的“電話號碼”， 同時寫上自己的名字。） T: Repeat these sentences in 3. Step 5 Project 第五步 綜合探究活動 （時間 :10 分鐘） 1. （學唱“ Where are you from?”這首 歌，先合唱，再單唱。） T: Number the countries you hear, then follow and pay attention to the stress. （核對答案。） His name is Kangkang. Where is he from? His telephone number is （ 010） 82676790. 5. （播放 2的聽力，并完成。） T: Make some sentences with the second personal pronoun. 4. （再根據(jù)名字卡片信息，完成對話。） T: Look at these name cards and describe them after the example. S1: This is Jane. She is from Canada. Her telephone number is （ 0