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仁爱英语七上TopicWhereareyoufrom

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Topic 2 ‎ Section A The main activities are 1a and 2a. 本课重点活动是1a 和 2a。‎ Ⅰ.Teaching aims and demands教学目标 ‎1. Learn some useful words and expressions:‎ excuse, me, what, your, name, where, from, be from, Canada, the, no, not, she, he, Japan ‎2. Talk about introduction:‎ ‎(1)Where are you from? I’m from Canada.‎ ‎(2)Are you from Washington, DC? No, I’m not.‎ ‎(3)Is she Jane? Yes, she is. ‎ ‎(4)Is he Li Ming? No, he isn’t. ‎ Ⅱ.Teaching aids教具 录音机 / 照片/ 教学挂图 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1.(让全班同学齐唱The ABC Song, 活跃课堂气氛。)‎ T: Please sing the song “The ABC Song” together. ‎ ‎2.(1)(单词竞赛,以必答和抢答形式呈现,必答是两排学生,每人两个单词,单词是Topic 1的黑体词;抢答的部分是词组和剩余的单词,老师呈现的是汉语,学生说的是英语。1个单词1分,最后把学生不知道的单词全班跟读。通过竞赛,学生积极参与,主动学习,气氛融洽。)‎ T: Let’s have words competition. First required answer. Each student two words. I’ll give you Chinese meanings. You say them in English. Do you understand?‎ ‎(板书。)‎ welcome begin please teacher thank morning stand down ‎(2)(呈现抢答的单词或词组,要求学生抢答。)‎ T: Good. Go on our quick response. If you know, you can stand up quickly and answer. ‎ ‎(板书。)‎ good afternoon see you later stand up sit down ‎(3)(把学生答错的单词集中起来,让全班齐读。)‎ T: Let’s read together. ‎ ‎3.(假设班上来了一位新同学,要求这个同学进行自我介绍并问候他人,然后由班里的一位同学把他的朋友介绍给这位新的同学。)‎ ‎ S1: Good morning. I am S1. ‎ S2: Hi, S1. I’m S2. ‎ S1: Hi, S2. ‎ S2: S1, this is S3. S3, this is S1. ‎ S3: How do you do?‎ S1: How do you do?‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ ‎1.(1)(让学生听1a的录音并跟读。)‎ T: Listen to the tape first, and then read after the tape. ‎ ‎(2)(假设来了一位新同学,但不能确认其姓名时,我们应该如何询问?)‎ T: When we want to know other people’s name, how to ask? ‎ T: Excuse me, are you S1?‎ S1: Yes, I am. What’s your name?‎ T: My name’s Miss/Mr. ... Where are you from? (教师解释此句含义。)‎ S1:I’m from China. (帮助学生这样来回答。)‎ ‎(板书出重点句子。)‎ Where are you from?‎ I’m from ...‎ ‎ (3)(安排两名同学扮演外国人,假设两人互不相识,在对话中导出新的句型。并让学生们熟悉新的句型及回答形式,并呈现在黑板上。)‎ S2: Where are you from?‎ S3: I’m from ...‎ S4: Oh. Are you from ...?‎ S5: No, I’m not. I’m from ...‎ Are you from ...?‎ I’m from ...‎ ‎2.(1)(听2a的录音并跟读,目的是培养学生的听说能力。)‎ T: Now listen to the tape, and read after the tape. ‎ ‎(尽力去模仿标准的语音语调。)‎ ‎(2)(假设老师和学生S6在操场上看到不远处的一个踢毽子的女孩S7。)‎ T: Is she S7?‎ S6: Yes, she is. ‎ T: Where is she from?‎ S6: She is from Canada. ‎ ‎(板书呈现新知识。)‎ Is she …?‎ Yes, she is.‎ ‎ ‎ ‎(3)(假设老师和学生S8在公园里遇到一个画画的男孩S9。)‎ T: Is he S9?‎ S8: No, he isn’t. He is S9. ‎ T: Where is he from?‎ S8: He is from Japan. ‎ ‎(板书。)‎ Is he ...?‎ No,he isn’t.‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1.(小组活动。看课本第9页1a的两幅图,两人互问互答,熟练掌握句型。学生重点操练的句型,除了黑板呈现的外,还有以下几个:)‎ Excuse me, are you ...?‎ Yes, I am. What’s your name?‎ My name is ...‎ ‎2.(让学生不看课本,借助黑板上的关键词,复述对话内容。)‎ T: To retell the dialog without looking at your textbook. ‎ ‎3.(看黑板上的关键词,两人一组表演1a,可换成自己的真实姓名。)‎ T: Practice the conversations with your partner. ‎ Example:‎ S1: Excuse me, are you Kangkang?‎ S2: Yes, I am. What’s your name?‎ S1: My name’s Li Lei. Where are you from?‎ S2: I’m from China. ‎ S1: Oh. Are you from Beijing?‎ S2: No, I’m not. I’m from Shanghai. ‎ ‎(对学生及时给予指导与鼓励。)‎ ‎4.(让学生把准备好的照片拿出来,两人一组进行对话。)‎ T: Make a dialog about your photos in pairs. ‎ Example:‎ S3: Is she/he ...?‎ S4: No, she/he isn’t. ‎ She/He is ...‎ S3: Where is she/he from?‎ S4: She/He is from ...‎ ‎(目的是锻炼学生的口头表达能力及增强学生之间的合作能力。)‎ Step 4 Practice 第四步 练习 (时间:10分钟)‎ ‎1.(1)(学生独立完成 3。)‎ T: Boys and girls. Now let’s read and match 3 on page 10. ‎ ‎(2)(看哪位同学做得又快又好,这样可以使学生集中注意力,效率更高。)‎ T: Let’s check the answers together. ‎ ‎(3)(两人一组来操练这个答案。)‎ T: To read them in pairs. ‎ Example:‎ S1: What’s your name?‎ S2: My name is Maria. ‎ S3: Are you from Beijing?‎ S4: Yes, I am. ‎ ‎…‎ ‎2.(1)(听录音4,让学生听并完成练习。然后老师简要介绍这几个国家的标志性建筑或象征物。)‎ ‎ T: Listen and match the names with the countries. ‎ ‎(加拿大—— CN塔美国——白宫中国——故宫日本——富士山)‎ ‎(2)(核对答案并打分。)‎ T: Check the answers. ‎ ‎(3)(再听一遍,看谁能复述。能复述者可加分。)‎ T: Listen again. Who can retell these sentences?‎ ‎3.(利用学过的be from词组造句子,看谁说得准确。)‎ T: Now let’s make sentences with “be from”. ‎ Example:‎ ‎(1)Is he from China?‎ ‎(2)Where is she from?‎ ‎…‎ ‎(找学生总结该词组的特点及用法。)‎ Step 5 Project 第五步 综合探究活动(时间:8分钟)‎ ‎1.(1)(要学生听5 Listen, read and say,跟读并猜测其含义,板书出重点。)‎ ABC BBC CBA IBM CD ID Kg km ml mm ‎(2) 找字母游戏:把这些单词的字母杂乱地写在黑板上,让学生来选字母组成缩略词。选出一个正确的字母组合,就把相应字母都擦掉,直到最后字母全部被擦掉为止。(让学生两人一组搭配,看哪组最快最准,哪组就取胜。)‎ ‎(3)进行对话,但必须要有这些重点句型:‎ Excuse me. Are you from ...?‎ I’m from ...‎ Where are you from?‎ What’s your name?‎ How are you?‎ I’m fine, thank you. And you?‎ Nice to meet you. ‎ Nice to meet you, too. ‎ ‎2. Homework:‎ ‎(1)熟读并背诵 1a 和 2a。‎ ‎(2)预习 Section B的新词。‎ Section B The main activities are 1a, 2 and 3. 本课重点活动是1a,2和3。‎ Ⅰ.Teaching aims and demands教学目标 ‎1.Learn some useful words and expressions:‎ her, his, England, they, aren’t=are not ‎2.Talk about introduction:‎ ‎(1)What’s her name?‎ Her name is Deng Yaping.‎ ‎(2)Where’s she from?‎ She’s from China.‎ ‎(3)Are they from England?‎ No, they aren’t.‎ Ⅱ.Teaching aids教具 录音机 / 照片 / 教学挂图 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1.(复习询问他人来自哪里,操练以下句型。)‎ T: I speak Chinese, and you speak English, OK?‎ Ss: OK!‎ T: 你来自哪里?‎ S1: Where are you from?‎ ‎(接着,同学们做链式问答,只要用上上节课的目标语言即可。)‎ S2: I’m from ...‎ S3: Where is he/she from?‎ S4: He/She is from ...‎ S5: Where are they from?‎ S6:They are from ...‎ S7: Are they from England?‎ S8: Yes, they are. / No, they aren’t.‎ ‎2.(1)(把全班同学分成四组,让组长来调查该组成员来自哪里。)‎ Example:‎ S9: Li Yang, where are you from?‎ S10: I’m from Beijing.‎ S9: Wang Hai, where are you from?‎ S11: I’m from Shanghai.‎ ‎ …‎ Name Li Ping Wang Hai ‎…‎ Where Beijing Shanghai ‎…‎ ‎ (2)(根据调查表两人一组对话。)‎ Example:‎ S12: Where is Li Yang from?‎ S13: He is from …‎ ‎3.(出示Section A, 4中四个国家的挂图,让学生说出国家名称,如果知道其它相关文化知识的更好。)‎ ‎ T: Who can say a few countries in English?‎ Ss: Canada, China, the U.S.A., Japan ...‎ ‎4.(朗读Section A 中1a和2a, 培养学生读的能力。)‎ T: Read 1a and 2a on page 9. Let’s begin. Go!‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ ‎1.(1)(让学生听本课1a的录音并跟读。)‎ ‎ T: Listen to the tape and repeat.‎ ‎(2)(老师让学生自读,然后请几个学生在班上读。)‎ T: Read 1a by yourselves. Then I’ll ask some students to read it in the class.‎ ‎(3)(再播放录音一次,让学生重点注意语调,并自己找规律。)‎ T: Pay attention to the intonation, please.‎ ‎(4)(呈现挂图,简单地介绍Deng Yaping和Lance Armstrong。)‎ T: Who knows something about Deng Yaping or Lance Armstrong?‎ ‎(学生自由发言,老师最后补充。)‎ ‎(5)(教师在此基础上,利用教学挂图讲授新知识。)‎ T: What’s her name?‎ S1: Her name is Deng Yaping.‎ T: Where’s she from? ‎ S1: She’s from China.‎ ‎(板书出重点句子。)‎ What’s her name?‎ Her name is ...‎ Where’s she from?‎ She’s from ...‎ T: What’s his name?‎ S2: His name is Lance Armstrong.‎ T: Where’s he from?‎ S2: He is from the U.S.A.‎ ‎(板书出重点句子。)‎ What’s his name?‎ His name is …‎ Where’s he from?‎ He is from …‎ ‎2. (1) (听2的录音,让学生跟读,然后进行朗读比赛,看谁读得准确。并向学生讲解语调,特殊疑问句用降调,一般疑问句用升调,一般疑问句的肯定、否定回答用降调。)‎ ‎ T: Listen to the tape. And remember: special question is falling tone, general question is rising tone.‎ ‎(2)(利用教学挂图,讲授3。)‎ T: Are they from England?‎ Ss: No, they aren’t.‎ T: Where are they from?‎ Ss: Maria is from Cuba and Jane is from Canada.‎ ‎(板书出重点句子。)‎ Are they from ...?‎ No, they aren’t.‎ Where are they from?‎ ‎...is from ... and ...is from...‎ ‎(3)(替换为人称代词he/she/they…进行操练,如S1和S2。直到学生掌握熟练为止。)‎ S1: Are they from the U.S.A.?‎ S2: No, they aren’t.‎ S1: Where are they from?‎ S2: Kangkang is from China and Jane is from Canada.‎ ‎(4)(指导学生再次操练,四人一组。可以采取小组竞赛的形式,目的是增强学生的表演能力。)‎ Step 3 Consolidation 第三步 巩固 (时间:8分钟)‎ ‎1. (1) (老师用1b中的三张图片来巩固新知识。让学生猜Liu Xiang, Kelly Holmes 和Michael Jordan的名字及国籍。)‎ T: Picture 1, his name is Liu Xiang.(示范)‎ Ss: Picture 2, her name is Kelly Holmes.‎ Ss: Picture 3, his name is Michael Jordan.‎ ‎(2)(同时让学生了解各国的国旗及标志性建筑。)‎ T:Do you know where they are?‎ ‎(英国 —— 大本钟中国 —— 长城美国 —— 自由女神像)‎ ‎(3)(让学生用这三位名人和be from造句子,老师可做示范。)‎ Example:‎ T: Liu Xiang is from China.‎ S1: Kelly Holmes is from England.‎ S2: Michael Jordan is from the U.S.A.‎ ‎(板书出关键句型。)‎ What’s his/her name?‎ Where is he/she from?‎ ‎(4)(给学生两分钟时间准备,看图问答。每组请一对同学。)‎ T: Ask and answer in pairs according to the pictures.‎ Example:‎ Picture 1: ‎ S3: What is his name?‎ S4: His name is Liu Xiang.‎ S3: Where is he from?‎ S4: He is from China.‎ Picture 2: ‎ S5: What is her name?‎ S6: Her name is Kelly Holmes.‎ S5: Where is she from?‎ S6: She is from England.‎ Step 4 Practice 第四步 练习 (时间:7分钟)‎ ‎1. (每个同学准备好一张最喜欢的体育明星的照片,最好有国旗图片以及他/她们国家著名建筑或自然风光的图片,到讲台上向大家作介绍。)‎ T: Please take out the photos of your favorite sport stars. Who can come to the front of the class and introduce him/her?‎ ‎(介绍中要包括的句型:见板书。看一看哪个组的同学介绍得多。)‎ T: You should use the following sentences:‎ What’s his/her name?‎ Where is he/she from?‎ ‎(目的是活跃课堂气氛,引起学生兴趣。)‎ ‎2. (1)(播放2的录音,示范并让学生跟读,模仿语音语调。)‎ ‎ T: Listen to the tape, imitate the intonation.‎ ‎(2)(先自读,然后跟读,并标出语调。)‎ T: First read by yourselves, then follow the tape and mark the intonation.‎ ‎(3)(检查答案并板书。)‎ T: Check the answers.‎ Where are you from? ↘  I’m from the U.S.A.↘ Is she from Shanghai? ↗ No, she isn’t. ↘ ‎(4)(设计练习题,把2标出语调。)‎ T: Finish 2 with the intonation.‎ ‎3. (读练习3,注意句子的长短及标点符号,并讲其规则。)‎ T: Pay attention to the writing, especially the capital letters and punctuation mark.‎ Step 5 Project 第五步 综合探究活动 (时间:10分钟)‎ ‎1. (1)(听录音并跟读4, 猜测简称的含义。)‎ T: Listen to the tape and guess what the meaning is.‎ ‎(2)(老师和学生共同完成4。)‎ T: Finish 4.‎ ‎(3)(做游戏——找对子,把简称的英文与中文部分分别列出来,看谁能找得多找得快。)‎ T: Let’s play the game.‎ ‎2. (老师拿出课前准备好的中外名人的图片,让学生用英语交流这些名人的信息。S1 抽出一张他不认识的名人图片,去向其他同学询问。)‎ Example:‎ S1: What’s his name?‎ S2: His name is Mao Zedong.‎ S1: Where is he from?‎ S2: He is from Hunan.‎ ‎3. Homework:‎ ‎(1)采用对话的形式介绍你熟悉的人(姓名,出生地)。‎ ‎(2)模仿3在作业本上抄写5个句子。‎ Section C The main activities are 1a and 3. 本课重点活动是1a和3。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. (1)Learn some numerals: ‎ zero, one, two, three, four, five, six, seven, eight, nine, ten ‎(2)Learn other useful words:‎ telephone, number ‎2. Talk about personal information:‎ What’s his telephone number?‎ His telephone number is (010)8267-6790.‎ Ⅱ. Teaching aids教具 录音机 / 教学挂图 / 数字卡片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ ‎1. (复习上节课的重要知识点。)‎ T: Let’s begin!‎ S1: Stand up, please!‎ T: Good morning, class!‎ Ss: Good morning, Miss/Mrs. ...!‎ T: Sit down, please!‎ Ss: Thank you.‎ T: Now let’s review some words and expressions about the last section, one by one.‎ ‎(目的是集中学生的注意力。)‎ T: What’s your name?‎ S2: My name is S2.‎ T: What’s her name?‎ S2: Her name is S3.‎ T: What’s his name?‎ S2: His name is S4.‎ T: Where are you from?‎ S2: I’m from …‎ T: Where is she from?‎ S2:She is from …‎ T: Where is he from?‎ S2:He is from …‎ ‎(进一步巩固be from在不同人称的应用。)‎ ‎2. (把前两个Section出现的国家及标志性图片展示出来,复习国家名称。)‎ T: Let’s guess which country it is.‎ S5: Japan.‎ S6: The U.S.A.‎ S7: England.‎ S8: China.‎ S9: Canada.‎ ‎3. (找出来自不同地方的两个学生,就这两个学生向同学们提问。)‎ T: Are they from Fujian?‎ S10:No, they aren’t.‎ T: Where are they from?‎ S11: He is from Henan and she is from Jiangsu.‎ ‎(然后再带领学生练习Is he/she from …?等句型。)‎ ‎4. (教师朗读几个重点句子,并让学生重复和标出语调。)‎ T: Now listen and repeat some important sentences. Then mark the intonation.‎ Example:‎ S12: Where is he from? S13: What’s her name?  S14: Are they from England?  S15: No, they aren’t. S16: I’m from the U.S.A.  ‎…‎ ‎(可以采用竞赛的形式,可以分组竞赛,也可以面对全班以个人为单位从而激发学生的学习热情。)‎ Step 2 Presentation 第二步 呈现 (时间:10分钟)‎ ‎1. (教师手持数字卡片 0~10,上面是阿拉伯数字,下面是英文单词,用一张纸把下面的英文单词盖住,先示范每个数字的读音,要求学生先静听,再模仿。)‎ T: Listen to me and look at them carefully, then follow.‎ ‎(板书生词。)‎ zero one two three four five six seven eight nine ten ‎2. (教师连续读出这11个数字,强调前10个数字用升调,最后一个用降调,并要求学生跟读。)‎ T: Read the numbers from zero to ten.‎ T: Zero↗one↗ two↗ three↗ four↗ five↗ six↗ seven↗ eight↗ nine↗ ten↙‎ Ss: Zero↗ one↗ two↗ three↗ four↗ five↗ six↗ seven↗ eight↗ nine↗ ten↙‎ ‎(目的是培养学生语感。)‎ ‎3. (组织学生进行pair work的活动,即一个学生用中文说出数字,另一个学生用英文说出这个数字,从而达到让学生能够准确、熟练地用英语说出数字0~10的目的。)‎ ‎ T: I’ll ask one student to say the numbers in Chinese, and the other student to say the numbers in English. Who can? Please put up your hands.‎ ‎4. (教师在黑板上写出一个电话号码(0456)753-8593。)‎ T: This is my telephone number.‎ ‎(教师教学生朗读单词telephone number, 同时做出打电话的动作,让学生通过观察教师的动作理解telephone number的意思。)‎ T:What’s your telephone number?‎ S1:My telephone number is …‎ T:What’s your telephone number?‎ S2:My telephone number is …‎ ‎(板书重点句子。)‎ What’s your telephone number?‎ My telephone number is …‎ Step 3 Consolidation 第三步 巩固 (时间:5分钟)‎ ‎1. (鼓励学生到讲台前大声朗读数字,看谁读得又快又好。)‎ T: Who would like to read aloud in front of the class?‎ ‎2. (启发学生用英语数字数自己的手指,文具盒里的钢笔、铅笔,书包里的书和本子等。) ‎ T: Count your fingers or school things in English numbers.‎ ‎(使枯燥无味的数字学习在真实的情境中进行,调动学生的学习兴趣。)‎ ‎3. (利用教学挂图,完成1b。)‎ T: Look and say the numbers in English.‎ ‎(学生可以采用抢答形式。)‎ T: Picture 1.‎ S1: Zero one zero eight two six seven six nine two nine.‎ ‎(强调语调。)‎ T: Picture 2.‎ S2:One↗ three↗ nine↗ one↗ zero↗ five↗ nine↗ six↗ eight↗ eight↗ eight↙ T: Picture 3.‎ S3:One↗ five↗ eight↗ one↗ four↗ one↗ zero↗ two↗ eight↙‎ ‎…‎ T: The last one.‎ S4:Zero↗ five↗ two↗ two↗ six↗ zero↙‎ Step 4 Practice 第四步 练习 (时间:10分钟)‎ ‎1. (教师把事先准备好的Kangkang,Jane,Michael和Maria的卡片挂到黑板上。教师可先做示范。)‎ Example:‎ T: This is Kangkang. He is from China. ‎ His telephone number is (010)8267-6790.‎ ‎(给学生两分钟时间准备。教师可走到学生中间去给予指导。)‎ T: Look at these name cards and describe them after the example.‎ S1: This is Jane. She is from Canada.‎ Her telephone number is (010)8267-6929.‎ S2: This is Michael. He is from the U.S.A.‎ His telephone number is (010)8659-7981.‎ S3: This is Maria. She is from Cuba.‎ Her telephone number is (010)8217-6953.‎ ‎2. (利用这四幅图,再以第一人称做这个练习。)‎ T: Make some sentences with the first personal pronoun.‎ ‎3. (利用这四幅图,再以第二人称做这个练习。)‎ T: Make some sentences with the second personal pronoun.‎ ‎4. (再根据名字卡片信息,完成对话。)‎ T: Follow the example to make dialogs with the information from the cards above.‎ ‎(板书出答案。)‎ His name is Kangkang.‎ Where is he from?‎ His telephone number is (010)8267-6790.‎ ‎5. (播放2的听力,并完成。注意单词的重音读法及符号。)‎ T: Number the countries you hear, then follow and pay attention to the stress.‎ ‎(核对答案。)‎ T: Check the answers.‎ ‎(让学生来重复这些句子。)‎ T: Repeat these sentences in 3.‎ Step 5 Project 第五步 综合探究活动 (时间:10分钟)‎ ‎1. (学唱“Where are you from?”这首歌,先合唱,再单唱。)‎ T: Sing this song “Where are you from?”.‎ ‎2. (参考游戏 —— 电话号码记忆比赛。)‎ ‎(1) 学生若干人,每位同学在大小、形状一样的纸片上任意写上一个7位数,作为自己的“电话号码”, 同时写上自己的名字。‎ ‎(2) 老师把这些写好的纸片收集在一起,写字的一面朝上摆放在课桌上。‎ ‎(3) 参加游戏的学生用1分钟默记这些“电话号码”和名字。‎ ‎(4) 老师把纸片反扣(写字的一面朝下)在课桌上。老师发令:“Ready? Go!”‎ ‎(5) 参加游戏的学生用举手的方式抢答,取得答题优先权,然后说出自己记忆的其他同学的“电话号码”和姓名。‎ ‎(6) 每正确说出一个电话号码(含姓名)得1分。同时,老师把该纸片翻过来。‎ ‎(7) 其他同学仍用举手抢答的方式。每正确说出一个电话号码(含姓名)也得1分。直到老师宣布比赛结束,或所有的电话号码都被说出来。‎ ‎(8) 得分多的同学赢。 ‎ ‎3. Homework:‎ ‎(1)描述自己的真实情况(姓名,国籍和电话号码),并制作卡片。‎ ‎(2)找一些电话号码,手机号码,门牌号码,车牌号码,邮编,让学生认读并书写。‎ Section D The main activities are 1a, 2 and 5. 本课重点活动是1a, 2和5。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Learn some useful words: ‎ evening ‎2. Review the interrogatives and answers with am/is/are.‎ ‎(1) Where are you from?‎ I’m from Canada.‎ ‎(2) Where is he/she from?‎ He/She’s from Japan.‎ ‎(3) Where are they from?‎ They are from Shanghai.‎ ‎(4) Is he/she ...?‎ Yes, he/she is. / No, he/she isn’t.‎ ‎(5) What’s his/her telephone number? ‎ His/Her telephone number is …‎ ‎(6) What’s=What is name’s = name is isn’t = is not ‎3. Review some useful expressions:‎ ‎(1)What’s your name?‎ My name is Sally.‎ ‎(2)Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ ‎(3)Good evening!‎ Good evening!‎ Ⅱ. Teaching aids教具 录音机 / 图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 (时间:10分钟)‎ ‎1. (把自己制作的姓名卡片拿出来,和伙伴一起对话。)‎ T: Make a dialog with your own name cards.‎ S1: What’s your name?‎ S2:My name is …‎ S1:Where are you from?‎ S2:I’m from …‎ S1: What’s your telephone number?‎ S2:My telephone number is …‎ ‎2. (让学生把家庭作业,即:找的一些电话号码,手机号码,门牌号码,车牌号码,邮编等都展示出来,两人一组互相提问,目的是巩固旧知识。)‎ ‎ T: Read the numbers in pairs.‎ ‎3. (找学生朗读Section C, 3 Pair work,检查学生的语音、语调及重音。)‎ ‎ T: Read the sentences on page 14, and pay attention to the intonation and the stress.‎ ‎4. (数字接龙游戏从0到10,目的是检查学生的掌握程度及反应能力。)‎ ‎ T: Play the game about the numbers.‎ ‎5. (综合能力复习,师生互动。可以利用前面用过的自制姓名卡片。)‎ T: What’s his name?‎ S3:His name is ...‎ T: Where is she from?‎ S4:She is from ...‎ T: What’s his telephone number?‎ S5:His telephone number is ...‎ ‎(目的是及时发现学生的知识弱点,教师及时指导。)‎ ‎6. (小组活动,让学生两人一组进行自我介绍。)‎ T: Now introduce yourselves in pairs.‎ Example:‎ Hello! Nice to meet you. My name is ... I’m from ... My telephone number is ... etc.‎ ‎7. (播放录音,让全班同学齐唱“Where are you from?”活跃课堂气氛,导入新课。)‎ T:Please sing the song “Where are you from?”together.‎ Step 2 Presentation 第二步 呈现 (时间:10分钟)‎ ‎1.‎ ‎ (出示教学挂图,场景为各种动物在森林里举行聚会,10名学生为一组,扮演各种动物来参加party, 如狮子,大象,袋鼠…,教师可做示范。)‎ ‎2. (教师扮演狮子。学生如果表达遇到困难时,可用汉语。)‎ T: Good evening! Welcome. Nice to meet you. I’m a lion. I come from Africa.‎ ‎(用汉语解释lion和Africa。)‎ S1: Good evening! I am a tiger. Nice to meet you, too. I come from the northeast(东北) of China.‎ ‎(各种动物分别作自我介绍,一些动物假装没有听清,问发言的动物,对话内容可参照复习部分。)‎ S2: Excuse me. Are you ...?‎ S3: Where are you from?‎ ‎(或者问其他的动物。)‎ S4: Excuse me. Where is he from?‎ S5: Where are they from?‎ S6: They’re from Shanghai.‎ ‎(还可以具体地问。)‎ S7: Are you Amy?‎ S8: No, I’m not Amy. I’m Kitty.‎ ‎(最后所有的动物一起欢呼。)‎ Ss: Cheers! Cheers!‎ ‎(板书出重点句子。)‎ Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ Good evening!‎ Cheers! ‎ Good evening!‎ Cheers!‎ Step 3 Consolidation 第三步 巩固 (时间:7分钟)‎ ‎1. (教师播放录音1a,示范让学生跟读,目的是培养学生正确的语音语调。)‎ T: Listen to the tape and follow it. Pay attention to the intonation.‎ ‎2. (再听一遍,用铅笔标出语调,目的是使学生集中注意力,效率更高。)‎ T: Follow the tape and draw “up or down” with the pencil like this.‎ ‎(板书出答案。)‎ Are you Amy? No, I’m not Amy.  I’m Kitty. ‎ Good evening! Cheers! ‎3. (看黑板上呈现的重点句子,让学生互相对话,必要时教师可给予帮助与指导。)‎ ‎ T: Work in pairs. Close your books. Look at the blackboard and act the dialog out.‎ ‎4.‎ ‎ (擦去黑板上标的语调,让学生去黑板上标出来,边看黑板边跟录音机读,模仿语调。)‎ S1: Are you Amy?↗‎ S2: No,↘I’m not Amy. ↘I’m Kitty.↘‎ S3: Where are they from?↘‎ S4: They’re from Shanghai. ↘ S5: Good evening!↘‎ S6: Good evening!↘‎ S7: Cheers!↘‎ S8: Cheers!↘‎ S9: Welcome.↘‎ S10: Thanks.↘‎ Step 4 Practice 第四步 练习 (时间:10分钟)‎ ‎1. (1)(播放2的录音,并让学生重复。)‎ T: Listen to the tape and repeat.‎ ‎(目的是培养学生的听力。)‎ T: 119‎ Ss :One↗ one↗ nine↘‎ T: 110‎ Ss: One↗ one↗ zero↘‎ T:114‎ Ss: One↗ one↗ four↘‎ T:120‎ Ss: One↗ two↗ zero↘‎ T:121‎ Ss :One↗ two↗ one↘‎ ‎(2) (打开课本,让学生完成2 Work alone。)‎ T: Listen again and match them with the right pictures.‎ ‎(核对答案。)‎ A—119,B—110,C—114,D—120,E—121‎ ‎2.(1)(利用挂图,进行下列操练。教师先做示范,后由学生自由操练。)‎ ‎ T: Review the grammar focus — questions and answers with am/is/are.‎ ‎(板书下列内容,完成3a Grammar focus。)‎ Where are you from?‎ I’m from Canada.‎ Where is he/she from?‎ He/She is from Japan.‎ Where are they from?‎ They are from Shanghai.‎ Is he/she …?‎ Yes, he/she is. / No, he/she isn’t.‎ What’s his/her telephone number?‎ His/Her telephone number is …‎ ‎(2)(教师和学生互动,训练学生的反应能力。)‎ Example:‎ T: Where are you from?‎ S1: I’m from Guangxi.‎ ‎(教师用手指着旁边的一位女同学。)‎ T: Where is she from?‎ S2: She is from Beijing.‎ ‎(教师用手指着旁边的另一位男同学。)‎ T: Where is he from?‎ S3: He is from Heilongjiang.‎ ‎(教师用手指着那边的学生。)‎ T: Where are they from?‎ S4: They are from Shenyang.‎ T: Is he Kangkang?‎ S5: Yes, he is.‎ T: Is she Lily?‎ S6: No, she isn’t. She is Wang Fang.‎ T: What’s her telephone number?‎ S7:Her telephone number is …‎ ‎(可再给学生2分钟时间,让他们自由操练。)‎ ‎3. (板书下列有用的表达,师生操练后,学生自由练习。)‎ T: Look at these useful expressions, then lets ask and answer.‎ What’s your name?‎ My name is Sally.‎ Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ Good evening!‎ Good evening!‎ ‎(假设傍晚老师与两位学生相遇。)‎ T: Good evening!‎ S8 & S9: Good evening!‎ T: What’s your name?‎ S8:My name is S8.‎ T: Are you S10?‎ S9:No, I’m not S10. I’m S9.‎ ‎(给学生时间,自由操练,培养学生的口语表达能力及合作精神。)‎ Step 5 Project 第五步 综合探究活动 (时间:8分钟)‎ ‎1. (学习Chant, 播放录音并跟读,以小组比赛的形式进行,增强学生的竞争意识。)‎ T: Let’s chant.‎ ‎(强调A,E,I,O,U这五个元音字母的重要性。)‎ ‎2. (假设你是一名记者,去采访刘翔,请简要做一个调查报告。)‎ T: Suppose you are a reporter, and do an interview about Liu Xiang.‎ 可以从以下三个问题着手:‎ What’s your name?‎ Where are you from?‎ What’s your telephone number?‎ ‎3. Homework:‎ ‎(1)仿照Section C, 3制作3-5个好朋友的个人信息卡。‎ ‎(2)假设你是一名记者,你的搭档是个名人,对他做一个采访,写一份对话形式的调查报告。‎