2. (教师连续朗读这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。目的是培养学生语感。)
T: Read the numbers from zero to ten, and then from ten to zero.
T: zero one two three four five six seven eight nine ten Ss: zero one two three four five six seven eight nine ten
3. (播放1a 录音，让学生模仿正确的语音语调。)
T: Listen to the tape. Pay attention to the pronunciation and intonation.
4. (双人活动。一个学生用中文说出数字，另一个学生用英文说出这个数字，从而使学生能够准确熟练地掌握数字0-10的英文说法。)
T: Work in pairs. One says the numbers in Chinese, and the other says the numbers in English. 5. (教师在黑板上写出一组数字(0468)7533-8593，让学生试着以最快的速度读出。) T: This is my telephone number. (0468)7533-8593. What’s your telephone number? S1: My telephone number/It is …(帮助学生回答。) T: What’s your telephone number? S2: … …
(让学生读出自己家的电话号码，练习数字的读法。) (板书) —What’s your telephone number? —My telephone number/It is … Step 3 Consolidation 第三步 巩固(时间:7分钟)
把数字融入实际生活，让学生会说英语数字，激发学生学习英语的兴趣，培养学生的观察能力。
1. (启发学生用英语数自己的手指，文具盒里的笔，书包里的书本，教室里的窗和灯等，把枯燥无味的数字融入现实的情境中进行学习，激发学生的学习兴趣。)
T: Count your fingers or school things in English numbers. 2. (教师出示1b教学挂图，完成1b。)
T: We can see the numbers everywhere. Now look and say the numbers in 1b. (采用抢答形式完成。) T: Picture 1. (车牌号) S1:Three two eight three. (再次强调语调。)
T: Picture 2. (信封邮编)
S2:Zero five two two six zero T:Picture 3. (QQ号码) S3:One five eight one four one zero two eight …
3. (教师在黑板上写出英文数字，让学生说出汉语。) T: Please read these numbers in Chinese.
4. (两人一组，一个同学用英语说出一串数字，先从位数少的说起，另一个同学用汉语说出来。) T: Let’s say some numbers. One speaks in English, and the other speaks in Chinese.
Step 4 Practice 第四步 练习(时间:10分钟)
通过询问电话号码，培养学生简单的英语交际能力。 1. (教师出示3a教学挂图，进行问答练习。)
T: Now look at the picture, what’s the telephone number? Ss:It is 6800-3553.
2. (播放3a录音，学生跟读并模仿其语音语调。)
T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation. 3. (同桌之间互相操练。完成3a。)
4. (学生用真实信息互动操练，并表演。完成3b。)
5. (播放2，并完成2。提醒学生注意单词的重音及音节。)
T: Number the countries you hear. Then pay attention to the stress and syllables. (核对答案。)
6. (师生共唱Where are you from?这首歌。完成4。) T: Let’s sing this song Where are you from?.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过制作名片和玩数字游戏，练习英文数字，激发学生学习英语的兴趣，帮助学生记忆单词。 1. (两人一组相互提问，交换信息。仿照3b中的名片，帮你同伴制作名片。) 2. (顺风耳——数字单词记忆比赛。)
(1)教师请学生闭上眼睛，听老师拍球的次数，随后快速抢答，说出对应的数字和该数字的拼写。 (2)几轮之后由学生拍球，指名回答。
(3)可加大难度，快拍与慢拍相结合让学生猜。 3. (数字读写。)
(1)学生六人一组。
(2)教师事先准备好卡片，卡片上有几组数字。
(3)各组轮流选两名学生，一名读数字，另一名把所听的数字写在黑板上。在规定时间内停止。换下一组，最后写得又快又正确的组获胜。 4. Homework:
(1)帮自己的父母制作卡片。内容包括：姓名、国籍和电话号码。 (2)收集各类号码，认读并用英文书写在作业本上。 板书设计： Where are you from? Section C zero, one, two, three, four, five, six, seven, eight, nine, ten —What’s your telephone number? —My telephone number/It is … Section D
The main activities are 1 and 5. 本课重点活动是1和5。 Ⅰ. Teaching aims and demands 教学目标 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. Ⅱ. Teaching aids 教具
单词卡片/自制名片/教学挂图/录音机/小黑板或投影仪/照片 Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
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 from China? ( ) 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 第二步 呈现(时间:8分钟)
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. (出示2图片，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. (教师拿出准备好的卡片，a和e用不同颜色写出。) T: Can you read this word?(出示写有Jane的卡片。) Ss: Yes. /dЗein/.
T: Please read it.(出示写有name的卡片。) Ss: /neim/.
T: Please read it.(出示cake并让学生试读。)
Ss: /keik/.(教师帮助回答。)
(让学生找出a的读音，并试发音/ei/。)
T: Do they have the same vowel?(教师翻译。) Ss: Yes, /ei/.
(教师教读/ei/，并让学生注意口型，然后让学生观察这三个单词的拼写规则，教师帮助归纳发音规则，并解释开音节。)
Ss: 元音字母+辅音字母+不发音的e. T: OK. How do you read this one then?(出示same的卡片。) Ss: /seim/.(帮助回答。)
T: This one?(出示take的卡片。) Ss: /teik/.
(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. (再让学生读/ei/, /?/和相应单词。) (以同样的方法教学e的发音规律。)
3. (教师用投影仪或小黑板展示一些单词，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 第三步 巩固(时间:10分钟)
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. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找它们的搭档am, is, are。) T: Now let’s match the subject pronouns with am/is/are. I he she it is we you they are am 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。) 4. (完成小黑板上的对话，让学生综合练习人称代词，be动词及以who，where开头的疑问句。)
(用适当的词填空完成对话。) A: Good morning. B: . A: you Jane? B: Yes, am. A: Where are from? B: I from Canada. A: are they?
B: are Tony and Sally. A: Tony from the U.S.A.? B: No, he . is from England. A: is Sally from? B: is from the U.S.A. A: Thanks, goodbye. B: . Step 4 Practice 第四步 练习(时间:10分钟)
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 第五步 综合探究活动(时间:7分钟)
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/ei/ /?/ /i:/ /e/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. Ss:OK.
T: Let’s begin our game. Look at my mouth carefully.(做发“/e/”音口型。) S1:/?/.
T: Oh, no. Look at my mouth again. S2:/e/.
T: Good, you’re right… …
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: