公开课 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。
Ⅲ. The key points and difficult points
1. Key points
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 = 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. Learning strategies
1. 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. Teaching aids
录音机、多媒体、黑板和闪卡。
Ⅵ. Teaching procedures
| Step | Interaction patterns | Student activity | Teacher activity | ||||||||
| Introduction(5minutes) | 1.The whole class work. 2.Individual work. 3.Individual work. 4.Individual work. 5.The whole class work. | 1.Students answer, “Hi! Good morning. Nice to meet you, too.” 2.Do Functions. Students answer it>1.Greet with students “Hello! Good morning. Nice to meet you.” 2.Show the flashcards with the function sentences>Presentation(15minutes) | 1.Individual work. 2.Individual work and the whole class work. 3.Individual work and the whole class work. | 1.Do 1. Match the numbers with the pictures orally and>1.Show the PPT of 1 and let students match the numbers with the pictures orally. Then choose>Consolidation(8minutes) | 1.Individual work and the whole class work. | 1.Do Functions. Make their name cards by themselves freely; Some students answer the questions with the sentences: She/He is… Her name is…It is … They are…; Students look at the screen carefully. Students read the sentences>1.Let students make their name cards freely. Then collect three name cards; Show>Practice(12minutes) | 1.Group work. 2.The whole class work. 3.Individual work and the whole class work. | 1.Make short dialogues in pairs and three groups show their dialogues to the whole class. 2.Do Section C-4a. Read aloud and match them; Students listen to the tape and check the answers and listen again and repeat. 3.Do 4b. Read after the teacher; Then write down the words by themselves and two students come to the blackboard and write down the words>1.Let students use the key sentences to make short dialogues in pairs. Then choose three groups to show their dialogues. 2.Ask students to read and match the sounds and words; Play the tape and let students check it. 3.Show 4b>Production (5minutes) | 1.Individual work and group work. | 1.Students first do it by themselves. Then two students use their name cards to do it; Finally introduce other students in the groups. | 1.Give students width="528">Teaching reflection: 本节课中学生们在做单复数句型转换时，对be动词的选择有些问题，在今后的学习中要注重单复数的应用问题，加强练习。 |
| Where are you from?Section D1.Who’s she/he? / Who are they? 0 zero 5 five am is are 2.What’s her/ your name? 1 one 6 six 3.What’s her telephone number? 2 two 7 seven 4.Where is he/ she from? 3 three 8 eight 5.Where are you/they from? 4 four 9 nine 10 ten |