初一上册英语课件5篇
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外研社七年级英语上册课件1
课题Starter Module2 Unit2课型listeningandspeaking
教学目标 学习询问人或事物的的特殊疑问句和身体各部分名称
教学重点What’re these/those? They’re… head,hand,arm,ear…
教学难点These/those 的变化运用；foot的复数形式
教具多媒体、录音机课时1
教学课程
1）Learn the parts of the body. Then Listen and match.
2) A game: Touch your nose.
3) Listen and say
T: What’s this in English?
S: It’s a hand.
T: What’re these/those?
S: They’re eyes..
Work in pairs. Ask and say.
S1: What’re these?
S2: They’re….
S1: What’re those in English?
S2: They’re….
1) Write the sentences
2) Listen and number..
Work book.
课后评价。
新目标七年级英语上册课件2
新目标七年级英语上册课件
教学目标
一、知识与技能
1. 方位介词：in、on、under、behind、in front of、near等的。用法。
2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的回答。
3. 新单词：bed、table、bookcase、chair。
二、过程与方法
采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。
教学难点
Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的交际。
教法导航
明确任务，以学生为主体。加强小组合作学习，积极回答问题。 教学准备
PPT、部分学习用品的实物。
教学过程
Step 1: Greetings
Greet the students as usual.
Step 2: Warming up
Play an English song before class to interest the students. Revise some school things by asking questions. :
What’s this?
Is this a ...
How do you spell it? etc.
Learn the new words in, on, under, behind ... by helping the teacher find the lost things. T: Where’s my English book？
S1: It’s here./I think it’s ... T: Oh, it’s on the desk. …
T: Where’re my color pencils? S2: ...
Teach the new word “where” and the use of “they”。
Consolidate the prepositions by looking at the screen and answer the questions: Where’s ... ? Where’re ...
Step 3: Game
Students hide and look for the school things in pairs. One student hide one school thing and asks: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performances.
Step 4: New words learning
Show the students a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions.
Repeat with a sitting room and a study, teach the new words and practice in the same way.
Step 5: 1a-1c
Work on 1a Match the words with the things in the picture. Students do it individually first, then check the answers.
Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers.
Work on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialogues
Step 6: A memory test
Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.
Step 7: Homework
Copy the new words and try to remember them. Make a survey:
Interview one of your in the form below. Name Ms. Zhang/ Liu Hai Things sofa Places near the wall
课堂作业
( ) 1. Where _________ the CDs?
A. is B. are C. am D. be
( ) 2. ——_________ my alarm clock? ——_________ on the bed.
A. Where, It B. Where’s, It’s C. Where are, They’re D. Where, It’s
( ) 3. _________ her hat on the sofa?
A. Is B. Are C. Can D. Do
参考答案：1. B 2. B 3. A
教学反思
本节课单词较多，因此最好采用实物或图片教学法来教这些新单词，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。
七年级上册英语第五课课件3
七年级上册英语第五课课件
Ⅰ.教学准备
1．教师：准备录音机、磁带、多媒体课件，搜集一些球类及球拍的图片，收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；制作1a部分的插图和人物对话的课件，将听力部分的内容插入，通过询问对方的所属以及回答来引入新课，以及与球类有关的故事。
2．学生：搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方 式了解有关球类的历史故事。
Ⅱ.教学目标
1．充分调动学生学习英语的积极性，激发学生学习英语的兴趣。
2．教给学生学习英语的方法和技巧。
3．使学生了解一些球类运动，引导学生热爱体育运动。
4．学习本课的知识点：
(1)词汇：do，have，tennis，ball，pingpong，bat，soccer，soccer ball，volleyball，basketball
(2)句型：I/We/They have a/an...
—Do you have a pingpong ball？—Yes，I do./No，I don't.
5．帮助学生理解不同国家的文化差异。
Ⅲ.教学重点
(1)词汇：do，have，tennis，ball，pingpong，soccer，soccer ball，volleyball，basketball
(2)句型：I/We/They have a/an...
—Do you have a pingpong ball？—Yes，I do./No，I don't.
Ⅳ.教学难点
让学生掌握各类球类的单词，have的一般现在时的用法，do引导的一般疑问句及其简单回答。
Ⅴ.教学步骤
Step 1：Greetings and talking
教师鼓励学生采用多种方式自由交际，创设浓厚的英语学习氛围，给学生以语言实践的机会。
建议1：师生问答：教师可以询问学生一些个人信息。
T：Hello，I'm Miss to meet you!
S1：Nice to meet you!
T：What's your name?
S1：My name is...
T：How are you?
S1：I am you.
T：What's your telephone number?
S1：It's...
T：Do you have a friend?
S1：Yes，I do.
T：What's your friend 's name?
S1：Her name is...
建议2：学生之间就教室内的物品进行交谈。
A：Where is your ruler?
B：It's under the chair.
A：Where is his pencil?
B：It's in his schoolbag.
建议3：学生描述一下自己的房间。学生把自己的房间布局画在纸上，并通过投影进行详细的介绍。
For example：
This is my radio is on the clock is on the model plane is under the tape playe r is on the bag is on the chair...
Step 2：Leadin
建议1：利用图片导入：出示一些球类的图片。然后教师根据图片向学生提出问题，导入本课要学习的新词汇。
For example：
(The teacher shows the picture of a basketball to the class.)
T：What's this in English?
Ss：It's a basketball.
T：How do you spell it?
Ss：BASKETBALL.
The teacher shows the st udents other “tennis ball，pingpong bat，soccer ball，volleyball，baseball，baseball bat” in the same way.
The students ask and answer in pairs with these things.
建议2：教学一些球类运动器材名词，教师拿出一个足球或出示图片进行演示：
T：I have a I have a football？(自己回答)
T：Yes，I I have a basketball？(自己回答)
T：No，I don't.
再使用其他物体询问学生：
T：Do I have...?
S：...
询问学生：
T：Do you have a volleyball?
S：No，I don 't.
询问学生：
T：Do they have a soccer ball?
S：Yes，they do.
建议3：利用表格导入：教师让学生课前先做一个调查，同学们分别有些什么球，从而导入本 课 要学习的语言项目“Do you have a soccer ball？”
Names Balls you have
Wang Wei tennis
Li Hong pingpong
Yang Quan soccer ball
Qu Zhi volleyball
Liu Fang basketball
T：Before this lesson，I asked you to do a project about filling in the chart because we want to have a ball we don't know what kind of balls you ask your classmates in the group what balls he/she write down the information in the chart.
The teacher asks some students some questions.
First point to a student in the chart who has a tennis.
T：Do you have a tennis?
S：Yes，I do.
Second p oint to another student in the classroom.
T：Do you have a tennis?
S：Yes，I do.
Third point to Li Hong in the classroom who has a pingpong ball，but no tennis.
T：Do you have a tennis?
S：No，I don't.
T：Do you have a pingpong ball?
S：Yes，I do.
T：Today we are going to learn how to talk about ownership and make suggestions.
Step 3：Present the new words
建议1：学生看课本1a的图片，将单词与图中物品配对。
The students look at the words in 1a and match the words with the things in the picture.
Ask one student to show the answers and check them.
建议2：教师做出打各种球的姿势，让 学生猜测是哪种球，并学习表示球的词汇。
Step 4：Practice the new words
建议1：教师让学生听1a部分的录音，通过听力训练操练所学的新单词。
具体操作建议：第一遍让学生只是听，第二遍让学生听并跟读，然后教师让学生进行操练，先让学生齐读，然后把学生分成组齐读，最后让学生单个读。通过这种从整体到部分再到个体的`机械操练让学生熟练掌握本课所学词汇。
建议2：1.教师在黑板上画半个圆，让学生猜是什么球？通过这种方式来练习运用所学的球类单词。
S1：Is it a basketball?
T：No，it isn't.
S2：Is it a soccer ball?
T：Yes，it is.
2．采用做游戏“吹牛皮”让学生练习所学的新单词和关于have的陈述句。
The students make the sentences with：
I have ____________.
You have ____________.
They have ____________.
My parents have ____________.
Step 5：Task
1．两个好朋友正在看球赛，他们非常热爱体育运动，然后问学生：想知道他们都有哪些运动器材吗？让学生听1b部分录音并圈出所听到的单词，并能画出相应的图片。
2．让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：
Do you have...？Yes，I do./No，I don't.
Step 6：Present the new sentences
建议1：利用猜谜游戏呈现本单元核心语言项目“Do you have a soccer ball？”。
教师利用多媒体出示一幅被盖着的球类图片，然后介绍说：“I have a you guess what it is？”可以激发学生学习英语的兴趣。
For example：
T：Let's play a guessing at the is a have this ball，but most part of it is can't see kind of ball is it？Can you guess?
S1：It's a soccer ball.
S2：It's a basketball.
T：Yes it's a you have a basketball?
S2：...
建议2：
利用表格呈现本单元语言项目“Do you have a soccer ball？”。
教师出示一个表格，然后介绍这是自己的体育收藏，让一名学生问：Do you have a baseball？”。
For example：
S1：Do you have a baseball?
T：Yes，I do.
S2：Do you have a baseball bat?
T：No，I don't.
Step 7：Practice the new sentences
1．让学生练习1c的对话。
建议教师先让学生齐读，然后把全班分成两个角色来练习对话，最后让学生两人一组表演对话，这样由集体到部分的操练，目的是鼓励学生人人开口，增强他们说英语的信心，培养他们学英语的兴趣，也有利于教师检查学生对新材料的掌握情况，为下一步的有意义操练和交际性操练作好准备。
2．教师创设情景让学生与同伴编写对话，并让学生分角色向其他同学展示他们所编的对话。
3．教师可在本部分向学生讲解have的一般现在时的用法及do引导的一般疑问句。
Step 8：Task
在练习完1c部分的对话之后，教师要给学生出示新的任务来进一步操练和巩固句型。
建议1：让一个学生扮演小记者拿着麦克风询问其他同学的体育收藏。
For example：
S1：I'm a I ask you some questions?
S2：Certainly.
S1：Do you have a tennis ball?
S2：...
S1：Do you have a tennis bat?
S2：...
建议2：学生通过对话来完成调查。
T：Make a survey about “What kind of balls do the students have？” We want to have a ball we don't know what kind of balls you ask your classmates in the group what balls he/she write down the information in the chart.
1．Fill in the chart using the structure and models on the screen.
Names Do you have...？ Balls you have
1
2
3
4
5
Structures：—Do you have a．.. ？—Yes，I do./No，I don't.
—What balls do you have？—I have a．..
Example：
S1：Do you have a tennis ball，Tom?
S2：No，I don't.
S1：What balls do you have?
S2：I have a basketball and a football.
S1：What about you?
S3：...
Step 9：Summary
本课我们主要学习了tennis，ball，pingpong，bat，soccer，soccer ball，volleyball，basketball等与球类名称有关的单词。重点学习了“Do you have a soccer ball？”和“I have a baseball.”这两个句型。在下节课的学习中我们会继续使用这两个句型进行语言交际。
Step 10：Homework
1．根据1c自编三组对话。
2．收集你所知道的球类单词，向老师、同学、家长询问或上网查询了解各种运动的竞赛方法，可以制作一张汇总表。
3．让学生思考“Does she/he have...？”的用法。
板书设计
Unit 5 Do you have a soccer ball？
Section A 1a1c
Words Sentences
do
have
tennis
Ball
pingpong
bat
soccer
soccer ball
volleyball
basketball I/We/They have a/an...
—Do you have a pingpong ball？
—Yes，I do./No，I don't.
备课资料
知识讲解
—Do you have a pingpong ball？你有乒乓球吗？
—Yes，I do.是的，我有。
动词have意为“有”，表示拥有关系，有人称和数的变化(用于主语是I，we，you，they或名词复数时)。如：
My parents have a computer.我父母有一台电脑。
I have an English book.我有一本英语书。
have的否定式是don't have。如：
We don't have a house.我们没有房子。
动词have作“有”讲时，是行为动词，变为一般疑问句时借助助动词do，其简略答语中也用do。如：
—Do you have a volleyball？你有排球吗？
—Yes，I do.是的，我有。
六年级上册英语课件4
六年级上册英语课件
一。 Teaching Time:
Date:
Lesson Time:
二。Teaching aims and demands:
(一)1. Four skills: month, January, February, March, April.
2. Three skills: January is the first month of the year.
3. Let's make and talk.
制作相册。要求用以下句式进行交流：It’s January. She is skating. In March, the children plant trees.
4. Let's read and chant.
(二)Teaching Affection
1. To promote Ss’ interest and confidence.
2. To teach the Ss how to say the first month to fourth month of the year.
三。Teaching important points and difficult points:
1. Words: month, January, February, March, April.
2. Sentence: January is the first month of the year.
四。Teaching methods:
1. Communication Teaching Method.
2. Direct Teaching Method.
3. Reading and writing.
4. TPR.
五。Teaching aids:
1.准备教师卡片，图片和录音磁带。
2.教师准备硬纸片；数量相等的1～4月的小纸条，按照学生人数准备每人一套。
3.学生准备几张照片，最好是有1～4月日期的或是能反映出时间的。
六。Lesson type:New Lesson
七。Teaching Steps:
1. Warming-up / Revision (3’)
1)Sing a song: Months of the Year.
2)Review the words : January, February, March, April.
2. Presentation (20 ’)
1)教师提问学生的生日：Whose birthday is in January / February / March/ April? 让生日在1～4月的学生到前边逐个介绍自己的生日，例如：Hi! I'm birthday is in January.让下面的学生注意听，尽力记住每个人的生日月份(不能用笔记录)。然后学生按任意顺序站成一排，让下面的。学生凭记忆说出他们的生日。从第一个开始，教师说This is .... Start! 学生开始抢答，答对者得一分。看看谁的瞬间记忆好。
2)把数量相等的1～4月的英语单词分别写在纸条上，然后学生抽签得到自己的月份，按照月份分成小组，以月份名称为组名，如January Group;各小组讨论在自己的月份里有哪些节日，学校有哪些活动，周围的人会进行哪些活动。用英语记下来，不会的可以用图画表示。最后向全班介绍展示讨论结果。
3)Just write.
3. Practice (17 ’)
1)教师请学生分成小组完成学生用书第50页的制作讨论活动。鼓励学生联想以前学过的句型来交流，例：Who is this? Where is he / she? Do you like ... ?
2)Let's read and chant
4. Assessment
Finish the activity book about the lesson.
5. Additional activities/Homework
1)Finish the activity book.
2)设计一张1～4月中节日的贺卡。
八。 Blackboard design:
英语七年级上册优质课件5
英语七年级上册优质课件
Unit 1 My name’s Gina
Period One
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。
教学设计
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many
words do you know? Let’s play a game to see who know? Let’s play a game to see
who knows the most.
(Divide all the students into several groups and show a picture to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us? S1& S2:Yes.
S1: name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills.
1. Make introductions.（通过句型的操练使学生更加熟练掌握所学 的。句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example:
Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.) Step Three: Make friends.
1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。）
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK? Ss: OK. Example:
Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign” students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework
“How do you meet new visitors at home?
Period Two
课前准备
教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。
教学设计
Step One: Revise the sentence patterns.
1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”。 Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna.
2. Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.) Example:
(At a party)
Sa: Hello! I’m Lucy Green. What’s your name?
Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.
Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will.
Step Two: Choose English names.
1. Play a name game.（有效引出“英文名字”这一主题。）
Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names. Example:
S1: My name’s Tony.
S2: His name’s Tony. My name’s Linda.
S3: His name’s Tony. Her name’s Linda. My name’s Nick.
S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim. S5:??.
2. Choose English names.
1).Find out first names and last names.（用小组的方式完成名字的识别。）
Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
课前准备
教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。
教学设计
Step One: Present the English numbers.
1. Sing the song “Ten Little Indian Boys”。（歌曲欢快有趣，比起单纯教授单词更
为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call.
T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”。
Words
One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”。) T: Count the number together from zero to nine. S2: Zero? 2. Listen to the conversation and write the telephone number.（通过听力复习单词。）
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills.
1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。）
Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is ?
S1: Oh, thank you. What about yours, Lin Fang? S3: It’s?
S1: ? And may I know your phone number, Yin Kailin? S4: ?
S1: Thank you very much. Oh, I nearly forgot. My telephone number is? 2. Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.) Example: My telephone number is? Liu Yu’s phone number is? Lin Fang’s telephone number is? Yin Kailin’ s phone number is?
3. Listen and match the names and telephone numbers.（制作电话号码簿这一任务能
够大面积调动学生装的参与意识。）
Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ? S:?
4. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”。 Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?” Step Three: Make an ID card.
1. Show some different ID cards to the class and try to enjoy them.（向学生展示
不同种类的名片，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）
Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.
Teacher: From the cards above, what can you find out ? S1: It must have a person’s name? S2: Sometimes it has a motto.
T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.
2. Read the ID card and answer the questions.（提供参考信息，但允许学生创新。） Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name?