4.　　　 Ask the winner to make a report like this: His /Her name is …His / Her family name is… His / Her first name is … His / Her telephone number is…

这个活动以游戏形式，训练了学生熟练听说读写数字的能力。活动之后的汇报过程，为学生提供了综合运用本单元目标语的机会。

Step Two Talking about names

3.　　　 The student who finds the owner with three guesses is the winner.

2.　　　 The teacher hands out every student a piece of paper and asks them to find the owner by asking “What’s your phone number?”　

1.　　　 The students write their own telephone numbers on a piece of paper and put them in a bag.

2.　　　 Use some pictures or objects to create some different kinds of situations and ask the students to make conversations.

发给学生听力材料让学生进行仿读，然后假设几个场景(同学之间，朋友之间，老板与雇员之间，教师与学生之间等)，让学生展开想象，编尽可能真实合理的对话，让学生大胆地使用语言。

Homework: Ask the teachers their phone numbers and fill in the form.

　　 学生对教师总有万般好奇心，让他们去调查教师的号码，学生会非常乐意去做。同时也可以倡导其他学科的老师学说英语，为学生创设一个课内外学说英语的良好氛围。

Period V

Step One A game

1.　　　 Listen and imitate the four conversations.

3.　　　 Answer the teacher’s questions: “What’s Lisa’s/Jim’s phone number?” “Her/ His　 phone number is..”

Step Six Creative conversations

2. Ask some students to make a report like: Lisa’s phone number is… Jim’s phone number is…

1. In about five minutes, let the students ask their classmates about their telephone numbers and write them down . They must use the target language “ What’s your phone number? It’s …” The more , the better.

4.　　　 Listen to the recording a third time, check the answers.

听力过程中让学生通过两人小组活动校对答案，可以使学生产生互动的学习效果。如答案不一致，学生在听下一遍的时候能更加集中注意力，这比教师直接报答案的效果来得更好。

Step Five Survey