1、Topic 2 Where are you from?Section A. Material analysis本节课是一节听说课，主要活动是 1a, 2a 和 3a。通过人物对话学习有关询问姓名、国籍的表达方式，训练学生的听说能力，并能正确使用人称代词：you, they；形容词性物主代词：my, your；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；特殊疑问词 what, where, who 引导的特殊疑问句以及缩写形式；初步了解元音字母 a，e 和辅音字母 p, b, t, d, k 和 g 的读音规则并能够根据已学音标进行单词的拼读和拼写。另外，在本课学
2、生还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。II. Teaching aims Knowledge aims 能够听懂、正确朗读并应用新学习的单词: excuse, me, name, America, Japan 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及缩写形式 Im = I am, theyre = they are, whats = what is, arent = are not, isnt = is not;能够用英语熟练表达询问姓名，国籍的方式 Whats your name? Where are you fro
3、m? 能够正确运用特殊疑问词 what, where, who 引导的特殊疑问句。 Skill aims能听懂有关询问姓名、国籍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、国籍等的基本情况的话题进行简单的交流；能根据已学音标的初步知识拼读单词；能正确地朗读对话，并能注意语音语调； 能写出询问对方基本情况的简单句。 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。. The key points and difficult points Key points 正确使用表示询问姓
4、名、国籍等的表达方式；正确使用人称代词：you, they 以及形容词性物主代词：my, your；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；掌握缩写形式 Im = I am, theyre = they are, whats = what is, arent = are not, isnt = is not；掌握元音字母 a, e 及辅音字母 p, b, t, d, k, g 的读音规则。 Difficult points特殊疑问词 what, where, who 引导的特殊疑问句及缩写形式；Be 动词 am, is, are 的应用；元音字母
5、 a, e 及辅音字母 p, b, t, d, k, g 的读音规则。. Learning strategies运用图片教学能帮助学生理解和掌握教学内容。. Teaching aids录音机、教学挂图、闪卡、黑板和多媒体。. Teaching proceduresStep Interaction patternsStudent activity Teacher activityIntroduction(3minutes)1.The whole class work and individual work.1.The students reply to the teacher.T: Hello!
6、 Goodmorning.Ss: Hello! Goodmorning.The teacher walks to one student.T: Hello! Areyou ?S1: Yes. I am.1.The teacher greets with students.Presentation(13minutes)1.Individual workand the whole class work.1.Do 1a. The student answers the teacher “No, Im not. Im ” Students look and listen to the teacher
7、carefully;Students make sentences using it one by one.1.Walk to next student and say “Excuse me, are you?”(老师将解释 excuse me,常用于口语中，意为“劳驾，打扰一下。”)Repeat it for several times;Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, Im not.”（是否定回答，注意：肯定回答时 I am.不能缩写，2.Individual work.3
8、.Individual work and the whole class work.2.The student answers “My name is ”3.The student answers “Im from Canada.”The whole class read the new word for several times.否定回答时，I am可缩写）And say, “Im Denny. My name is Denny.” Write down on the blackboard: “Im Denny.= My name is Denny.” Let students use “
9、My name is”to make sentences one by one.2.Walk to one student and say “My name is Denny. Whats your name?”(老师解释：你叫什么名字? Whats = What is) (Write down on the blackboard).3.Walk to another student and say “Im from China,”（老师解释：我来自中国）“Where are you 4.The whole class work.5.Individual work.4.The third st
10、udent answers, “No, Im not. Im from America. ”The whole class read the new word for several times. 5.Students look at the picture and listen to the tape carefully;Follow the tape to read 1a for two times.from?” (你来自哪儿？) and show a picture of Canada （如加拿大的电视塔） ； Then teach the new word “Canada”for se
11、veral times.4.Walk to the third student and ask “Are you from Canada, too?” and show a picture of America（如美国的自由女神像） ； Then teach the new word “America”for several times.5.Show the teaching picture of 1a, then let students look at the picture and listen to the tape carefully for the first time;Then
12、play the tape again and let students follow it for two times.Consolidation(12minutes)1.The whole class work and pair work.2.The whole class work and individual work.1.Do 1c. Read the word after the teacher for three times;Work in pairs and make up new conversations with the country names; Then two p
13、airs show their conversations to the students.2.Do 1b. Students guess, listen and number the pictures;Then listen to the tape again and match the names with the countries, 1.Show the picture of Japan （如日本富士山图）and teach the word “Japan” for three times;Point out other country names（eg. China, the USA
14、, the UK）,then let students work in pairs and make up new conversations with the country names for 1 minute.2.Show the pictures of 1b and explain the cultural background of these pictures;Play the tape again and choose one student to check the answers; and one student checks the answers; Then read a
15、fter the tape.Then show the listening material and play the tape.Practice(12minutes)1.The whole class individual work and pair work.1.Do 2a. Follow the teacher, “They are Maria and Jane.”Then listen and complete the conversation by themselves;Students read A, and then practice the conversation in pa
16、irs;Then two students share the conversation with the whole class.1.Point out the picture of 2a and say, “Who are they?”(老师指着幻灯片上的 Maria and Jane. 她们是谁？) “They are Maria and Jane. They are = theyre”(write down it on the blackboard);Let students open their books, and then listen and complete the conv
17、ersation of 2a;Read the conversation in roles. The teacher reads B and then gives students 1 minute to practice the conversation in pairs and chooses 2.Pair work.3.The whole class work and group work.2.Do 2b. Complete the conversation in pairs and two students show their answers.3.Do 3a. Listen and
18、read “Japan” together；Read after the teacher together and imitate the teacher;Read the word together; Discuss the one pair to show the conversation.2.Give students 1 minute to complete the conversation in pairs and choose two students to show their answers.3.Point out a card with a word “Japan” on i
19、t and read it out;Show the next cards with “gap, pat, pet” on them and read them out;Explain “p 是清辅音也是爆破音”（老师可用一张纸做演示，让学生直观感触 p 的发音特点）(老师可用同样的方法教授 b, t, d, k, g 的读音)Show a card with “name” on it and let students read the word;pronunciation in groups;Two groups try to read the words;Some students mak
20、e a summary about the the pronunciation of a. In the same way, they summarize the pronunciation of e;Listen to the words of 3a and repeat.Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups;Choose two groups to read the words;Let students make a summary a
21、bout the pronunciation of a.(In the way, teach /2/ /i:/ /e/ ) (老师可分别用学过的单词，如 am, see, welcome);Then play the tape.Production(5minutes)1.Group work andthe whole class work.1. Students make up a short conversation in groups and two groups show their conversations;Students listen to the teacher.1.Let s
22、tudents use the sentences “Whats your name? Where are you from? Are you? Who are they? Theyre Where are they from? They are from ” to make up a short conversation in groups (1min) and choose two groups to show their conversations;Make a summary about the show.2.Assign homework: Review the key senten
23、ces we have learnt; Read and recite 1a;Copy every word one line; Preview the new words and Section B-1a.Teaching reflection:本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型 Im from向复数句型 They re from转换时学生出现了问题, 此外，要加强 be 动词的应用；由于本课内容较多，为了减轻学生的负担，把 3b 的教学内容调整到 Section B 中学习。. Blackboard designWhere are you from
24、?Section A1.Whats your name? Canada Sounds：2.Where are you from? Japan /V/ /2/ /1/ /e/3.Are you from Canada, too? America /p/ /b/ /t/ /d/ /k/ /G /4. Excuse me, are you? EnglandYes, I am./ No, Im not. 5. Who are they? They are Maria and Jane. 6.they are = theyreSection B. Material analysis本节课是在 Secti
25、on A 的基础上拓展学习新知识，主要活动是 1a 和 2a。通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Who is she/he ?”， “She/He is ”， “Where is she/he from?”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。. Teaching aims1. Knowledge aims能够掌握并应用新学习的单词:look；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
26、确使用人称代词：she, he；能够用英语熟练表达询问姓名、国籍的方式：Who is she/he ? She/He is .Where is she/he from? She/He is fromIs she/he from? Yes, she/he is./ No, she/he isnt.能够正确运用特殊疑问词 where, who 引导的特殊疑问句。2. Skill aims能听懂有关询问姓名、国籍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、国籍等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；能正确使用英文句子的书写格式和单词的大写规则。3. Emotio
27、nal 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。. The key points and difficult points1. Key points 正确使用表示询问姓名、国籍等的表达方法；正确使用人称代词：she, he掌握 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；掌握缩写形式 Whos = Who is ; Wheres = Where is 2. Difficult points特殊疑问词 where, who 引导的特殊疑问句；Be 动词 am, is
28、, are 的应用；单数句型和复数句型的互换。. Learning strategies通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。. Teaching aids多媒体、黑板、教学挂图和录音机。. Teaching proceduresStepInteraction patternsStudent activity Teacher activityIntroduction(5minutes)1.The whole class work.1.Respond the teacher.T:“Hello! Good1.Greet with students. 2.Individual wo
29、rk.morning, Nice to meet you.”Ss: “Hi, Goodmorning. Nice to meet you, too.”2.T: “Excuse me, are you ”S1: “Yes, I am.”The teacher walks to next student.T:“Excuse me, are you ”S2:“No, Im not. I am”;The student answers; “They are and”;Students read the word cards one by one.2.Walk to one student and gr
30、eet with him/her;Point to two students and ask one student: “Who are they?”;Show some word cards. (含 有 元 音 字 母 a, e 以 及辅 音 p, b, t, d, k, g) Let students try to read them one by one.Presentation(15minutes)1.The whole class work, pair work and individual work.1.Do 2a. The students answer, “She is Den
31、g Yaping = Shes Deng Yaping”;The students answer, “She is from China.= Shes from 1.Show the first picture of 2a and say; “Look! Who is she?”(老师解释：Look!意为“ 看”为了引起对方的注意; is 可缩为s ) Write down the sentence on the 2.The whole class work.China.”;Students make up their conversations in pairs;T: “Look! Who
32、is he?（ choose one toanswer） ”S1: “He is Stephen Hawking.（ Heis=Hes） ”T:“Is he from China, too?”Ss: “No, he isnt.”T:“Where is he from?”(choose one to answer)S2:“He is from England.”; Students make up their conversations in pairs.2.Do 1a. Students look at the picture, and listen and follow it;blackbo
33、ard (Who is she? =Whos she？);Ask the next question: “Where is she from?(老师解释：Where is she from? = Wheres she from?). The teacher writes down the sentence on the blackboard.Show the second picture of 2a;Show the last picture of 2a and give students 1 minute to make up a newconversation using the key
34、sentences: “Whos she/he? Wheres she/he/ from? Is she/he from?”;Choose one pair to share their conversation to the whole class.2. Show the first picture of 1a to them and let students listen to the tape carefully. And in the same way show the second picture to students and let students Mark T or F in
35、 1a;Listen to the tape again and check the answers.listen to the tape carefully; Give students 1 minute to mark T or F in 1a.Play the tape of 1a again and let students check the answers, paying attention to the key sentences.Consolidation(10minutes)1.Pair work and individual work.2.The whole class w
36、ork and individual work.1.Do 1b. Two pairs share their conversations with the whole class;One student describes Deng Yaping.2.Do 2b. Students use the key information to make a complete name card orally;One student comes to the blackboard to make a complete name card, the others do it in their books;
37、1.Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Deng Yaping and choose one student to describe Deng Yaping.2.Let students use the key information to make a name card and then draw a name card on the black
38、board;Show a picture of Stephen Hawking, and let one student make a complete name card on the blackboard and the others do it by Some students compare the differences between Chinese and English names. Then talk about their ideas;Listen to the teacher carefully.themselves in their books;Check the an
39、swers and let students observe the differences between the two name cards, and then present“full name, family name and given name”. Let students talk about it in pairs and choose some students to tell the rules of usages of these names;Make a summary about the differences between the two name cards.
40、Practice(10minutes)1.Individual work.2.The whole class work and individual work.1.The students do the name cards and one student reports his/her passage.2.Do Section A-3b. Read the words by themselves;Some students read 1.Let studentsmake two short passages according to the two name cards for 1 minu
41、te. Then choose one student to report his/her passage.2.Show some word cards to students and let students read them by themselves;Choose some students 3.Individual work, pair work and the whole class work.4.The whole classwork.the words one by one;Listen and check the words in 3b;Listen and repeat t
42、he words.3.Do 3. Read the sentences by themselves. Imitate the tape and discuss the use of capital letters; Some students share their ideas with the whole class.4.Do 4. Listen and sing the song together. Then listen again and sing the to read the words one by one;Play the tape and let students liste
43、n and check the words;Play the tape again and let students listen and repeat the words.3.Give students some time to read 3 by themselves first and then play the tape. After that, let students pay attention to the capital letters and discuss them in pairs;Then choose some students to make a summary a
44、bout the capital letters.（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）Give a summary about the capital letters. 4. Let students listen to the tape, sing the song together and circle the name of each country.song and circle the name of each country.Production(5minutes)1.Individual work and group work.1.Make their
45、name cards by themselves;One student introduces the other students in the group to the teacher, using the key sentences “She/He is Family name is Given name is She/He is from ”1.Give students 1 minute to make his/her name card;Choose one student to make an introduction. (老师可选择几组同学到讲台上做介绍)2. Assign h
46、omework:Review the key words and expressions; Use “Whos she/he? Wheres she/he from? Is she/he from?” to make up a short song; Preview the words and Section C-1a.Teaching reflection:本节课继续学习由特殊疑问词 Where, Who 引导的特殊疑问句，老师由Section A 的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为 Section A 部分已经学习过字母的读音规则，在拼读单词时就
47、相对简单，因此，没必要花太多时间。. Blackboard designWhere are you from?Section B1.Look! Who is heshe? =Whos he/she？ 2.She/He is = Shes/Hes 3.Where is she/he from? = Wheres she/he from?4.Is she/he from ? Yes, she/he is. /No, she/he isnt.Deng YapingStephen HawkingSection C. Material analysis本节课主要活动是 1a 和 1b。 通过李杰和妈妈去
48、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 010 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。. Teaching aims1. 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
49、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: Whats your telephone number? 能够熟练掌握基数词 010 及拼写；能够正确使用表达感谢和回谢的功能句：Thank you very much. Thats OK.2. 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。3. 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。. The key points and difficult points1. 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：Whats your telephone number? It is / Its 正确使用人称代词 it;正确读、写基数词 010
