Ⅰ. Material analysis
本节课主要活动是1a和1b, 通过李杰和妈妈去购物，李杰在购物时走失，最终在警察的帮助下找到妈妈的故事展开教学。主要学习有关询问和告知电话号码的表达方式以及表示感谢的另外一种表达法“Thank you very much.”。同时综合复习前面所学内容。此外，要求学生学习基数词0～10并结合日常生活，练习数字的表达。教师通过教学挂图、数字游戏、做名片等活动逐步呈现教学活动。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词: telephone, number, it, very, much, that, family等；
能够正确使用be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
能够正确使用人称代词：it;
能够正确运用特殊疑问词what引导的特殊疑问句询问电话号码: What’s your telephone number?
能够熟练掌握基数词0～10及拼写；
能够正确使用表达感谢和回谢的功能句：—Thank you very much. —That’s ok.
⒉ Skill aims
能听懂有关询问电话号码的简单对话或叙述；
能运用图文就表示询问电话号码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；
能写出自己的基本情况，如姓名、国籍、电话号码等。
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。
Ⅲ. The key points and difficult points
1. Key points
正确使用表示询问电话号码和告知电话号码的表达方法：
—What’s your telephone number?
—It is / It’s …
正确使用人称代词it;
正确读、写基数词0～10。
2. Difficult points
能正确运用介绍和询问姓名、电话号码等交际功能的基本表达法进行交流。
正确读写基数词0～10。
Ⅳ. Learning strategies
利用日常生活中常见的数字是帮助学生学习数字的一种好方法。
Ⅴ. Teaching aids
教学挂图、录音机、多媒体和黑板。
Ⅵ. Teaching procedures
| Step | Interaction patterns | Student activity | Teacher activity | |||||||
| Introduction(5minutes) | 1.The whole class work. 2.Individual work and the whole class work. | 1.Students answer, “Hi! Good morning.” 2.Response to the teacher. T: “Who’s she?” S1: “She is …” The teacher walk to the second student, pointing to a boy. T: “Who’s he?” S2: “He is …”; Students sing the song together. | 1.The teacher greets with students, “Hello! Good morning.” 2.Walk to>Presentation（15minutes） | 1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. 5.Individual work. 6.The whole class work. 7.Individual work and pair work. | 1.Guess, follow and read the words for several times. 2.Students read the sentence for three times. 3.Do 1b–A. Listen first, and follow it for several times. 4.Follow the teacher and count the numbers>1.Point out a telephone and say the words“telephone”, “number”. Then ask students to guess the words’ meanings. 2.Write the words>Consolidation(10minutes) | 1.Group work. 2.The whole class work and individual work. | 1.Act out the dialogue of1ain groups; Two groups come to the blackboard and show their dialogues to the whole class. 2.Do 1b-B. Read the numbers>1.Remind the students to pay attention to the key sentences. Then let students act out the dialogue in the groups; Choose two groups to show their dialogues. 2.Show the pictures of 1b to students, and then let students look at the pictures and read the numbers>Practice(8minutes) | 1.Pair work. 2.The whole class work. | 1.Do 2. Ask and answer in pairs and then practice it. 2.Do 3. Complete the passage together; Check the answers in the books. | 1.Give students two minutes to ask the questions in pairs: “Hello! What’s your name? Where are you from? What’s your telephone number?” and then make up a conversation using the key sentences. 2.Show Miss Wang’s name card and let students complete the passage together; Point out the word; “her”(老师解释：意为“她的”)Then check the answers together. |
| Production(7minutes) | 1.Group work. | 1.The students do it by themselves; Two students report the survey results using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is from … And his/her telephone number is…” | 1.Give students two minutes to interview three students and fill in the blanks. It contents: name, from and telephone number; Choose two students to report the result. 2. Assign homework: Review the key sentences we have learnt; Make a name card for his/her mother or father; Practice the number using your hand; Preview Section D—Grammar and Functions. | |||||||
| Teaching reflection: 本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词 “her”的引入也是一个难点，老师可以对应着 “my, your”来讲解，可根据学生的水平决定是感知还是深度学习。 | ||||||||||
| Where are you from?Section C1. —What’s your telephone number? zero six —It is … one seven 2. —Thank you very much. two eight —That’s OK. three nine 3.Wang is her family name. four ten five |