3. (播放4录音，师生互动活跃课堂气氛，放松的同时进一步复习5个元音字母。)

　Step 5 　Project 第五步 　综合探究活动(时间:8分钟)

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，然后找学生到台前表演。目的是培养学生的口语表达能力及合作精神。)

1. (让学生自主总结重点句子，老师补充并核对。)

T:　　　 Find out the useful expressions by yourselves. Then we’ll check the answers together.

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 …

Step 4 　Practice 第四步 　练习(时间:10分钟)

1. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找他们的搭档am, is, are。)

T: Now let’s match the subject pronouns with am/is/are.

3. (教师播放1录音，让学生听并画出含有该音素的字母。)

Step 3 　Consolidation 第三步 　巩固(时间:7分钟)

2. (1)(教师出示1中含有/eI/和/A/读音的图片，师生互动问答，呈现含/eI/和/A/音的单词。)

T:　 What’s your name?(教师问一位英文名叫Jane的同学。)

S₁: My name is Jane.

T:　 And what’s this?(举起蛋糕的图片。)

Ss: It’s a cake.

T:　 What’s this?(举起自己的一只手。)

Ss: It’s a hand.

T:　 What’s this?(拿起一个学生的书包。)

Ss: It’s a bag.

T:　 Good. What’s this?(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。)

(出示小黑板，并领读。)

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/eI/时后面有辅音字母和字母e。先由学生总结，最后老师再进行补充说明。并简单讲解开音节和闭音节。让学生找出更多类似的单词。)

T:　 In the open syllable, “a” sounds /eI/.

　　 In the closed syllable, “a” sounds /A/.

　　 Do you know other words with the sound of /eI/?

Ss: face, plane …

T:　 Very good. What about /A/?

Ss: an, has …

　(2)(教师出示1中含有/i:/和/e/读音的图片，师生互动问答，呈现含/i:/和/e/音单词。)

T:　 Excuse me, is she Lucy?

Ss: Yes, she is.

T:　 Where is she from?

Ss: She is from the U.S.A.

T:　 Are we from China?

Ss: Yes, we are.

T:　 What’s this?(出示鸡蛋图片。)

Ss: It’s an egg.(帮助学生回答。)

T:　 What’s this?(出示一支钢笔。)

Ss: It’s a pen.

T:　 What’s this?(出示连衣裙图片。)

Ss: It’s a dress.

(出示小黑板，并领读。)

T:　 Now look at the blackboard and read them together.

(读完后让学生归纳总结字母e在开音节和闭音节中的读音规则。)

S₁: In the open syllable, “e” sounds /i:/. In the closed syllable, “e” sounds /e/.

S₂:　　　 “E” in the words the sounds /i:/.

T: Very good. What about /e/?

Ss:　　　 seven, telephone …

1. (出示2图片，让学生观察图片，说出相应的电话号码种类名称。由个人的电话号码过渡到生活中息息相关的电话号码。完成2。)

　 T: Look at the pictures. What should we do when we meet the different troubles?

3. (利用学生自制的名片，进行综合能力考查，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)

2. (教师出示句子让学生标升降调，检查学生语调的掌握程度。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: Where are you from? (　 )

B: I’m from China. (　 )

A: What’s your telephone number? (　 )

B: My telephone number is (010)6267-6790. (　 )