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1、1Topic 2 Where are you from?Section AThe main activities are 1a and 2a. 本课重点活动是 1a 和 2a。 . Teaching aims and demands 教学目标教学目标 1. Learn some personal pronouns and possessive pronouns: me, your, she, he, we 2. Learn some country names:Canada, Japan, England 3. Learn other new words and phrases: excuse
2、, excuse me, what, name, where, from, be from, the 4. Talk about peoples names and where they are from: (1)Excuse me, are you Jane?Yes, I am. (2)Whats your name?My name is Sally. (3)Where are you from?Im from Canada. (4)Are you from Canada, too?No, Im not. (5)Is he/she ? Yes, he/she is./No, he/she i
3、snt. (6)Where is he/she from? He/She is from . Teaching aids 教具教具 卡片/教学挂图/录音机 . Five-finger Teaching Plan 五指教学方案五指教学方案Step 1 Review 第一步第一步 复习复习(时间:10 分钟)通过对话，复习 Topic 1 的见面问候语，并导入本课新单词和新句型。 1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。) T: Good morning, class! Ss:Good morning, Miss Wang! T: Nice to see you. Ss:Nice
4、 to see you, too. T: How are you today? Ss:Fine, thanks. And you? T: Im OK.2(转向一名学生向他询问问题并示意他回答。) T: Hello, are you Xiao Ming? S1:Yes, I am. T: Nice to meet you. S1:Nice to meet you, too. T: This is Xiao Gang. S1:How do you do? Xiao Gang. S2:How do you do? (反复操练见面问候语，让学生充分复习第一话题所学内容。) 2. (拿出准备好的卡片进行
5、问答，卡片上写有 Canada, England, the U.S.A., Japan, Cuba, China 国家名称，背面写有来自相应国家的人物 Jane, Tony, Sally, Yukio, Maria, Kangkang。) T: Who is this?(教师解释并示意学生回答。) Ss:This is Jane. T: Great, she is Jane, and she is from Canada. (板书并要求学生掌握。)she, be from, CanadaT: Who is this?(拿出 Tony 的图片。) Ss:This is Tony.(帮助回答并领读
6、 Tony。) T: Great, he is Tony, and he is from England. (板书并要求学生掌握。)he, England T: Excuse me, who is she?(拿出 Sally 的图片。) Ss:She is Sally.(帮助回答并领读 Sally。) T: Where is she from?(教师解释并领读此句。) Ss:She is from the U.S.A.(帮助回答。) (板书并要求学生掌握 excuse me 和 where；理解 the U.S.A.。)excuse me, where, the U.S.A.T: Excuse
7、 me, whats your name?(拿出 Yukio 的图片给其中的一个学生。) S3:My name is Yukio.(帮助学生回答。) T: Where are you from?(老师解释并领读此句。) S3:I am from Japan.(帮助回答。) (板书并要求学生掌握。)Whats your name? JapanT: Excuse me, is he Kangkang?(拿出康康的图片。) Ss:Yes, he is. T: Is he from Japan? Ss:No, he isnt.(帮助学生回答。)3(板书并要求学生理解。)isnt=is notT: Wh
8、ere is he from? Ss:He is from China. T: Are we from China?(老师解释并做相应的手势表示“我们” 。) Ss:Yes, we are.(帮助学生回答。) (板书并要求学生掌握。)weStep 2 Presentation 第二步第二步 呈现呈现(时间:8 分钟)通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。 1. (出示1a 教学挂图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放 1a 录音。) T: Look at the picture. Guess what they are talking about.
9、 Now lets listen to 1a and answer the following questions.(1)Who are they?(教师翻译。) (2)Where are they from?(教师翻译。)(核对答案。) 2. (再次播放 1a 录音，让学生跟读并模仿对话内容，注意语音语调。) T: Now lets listen to 1a again and read after it. Pay attention to the pronunciation and intonation. 3. (让学生独自朗读 1a，并找出关键句型，根据关键句型进行对话练习，完成 1a。
10、) T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs. (板书)Excuse me, are you ? Yes. Whats your name? My name is Where are you from?Im from Are you from ? No, Step 3 Consolidation 第三步第三步 巩固巩固(时间:8 分钟)通
11、过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交 流的目的。 1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或 到台前来表演。) T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this:4Excuse me, are you ? Yes, I am. Whats your name? My name is 2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用
12、本课所学的国家名 称来表演，然后再用自己的真实的情况如所在区或村来表演。方式同上。) T: Ill give you another two minutes. Make similar dialogs like this :Where are you from? Im from Are you from ? No, Im from Example: S1: Where are you from? S2: Im from Zhongguancun. Are you from Zhongguancun? S1: No, Im not. Im from Bagoucun. 3. (将上述两步结合起来
13、表演，完成 1b。) T: Now make your own conversations according to 1a. Finish 1b. Example: S3: Excuse me, are you Wang Wei? S4: Yes, I am. Whats your name? S3: My name is Li Lei. Where are you from? S4: Im from Beijing. Are you from Beijing, too? S3: No, Im not. Im from Shanghai.Step 4 Practice 第四步第四步 练习练习(
14、时间:12 分钟)学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们 学习英语的积极性。 1. (出示 2a 教学挂图，让学生特别注意图片中远处的人，帮助学生学会知 识的迁移，即由 第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型造句。) T:Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:Is she/he ? Yes, she/he is. / No, she/he isnt. She/He is Where
15、is she/he from? She/He is from 2. (播放 2a 录音，核查学生自主造句的正误。) T: Listen to 2a and check your answers. 3. (两人一组操练对话。完成 2b。) T: Practice the conversations with your partner. Act out your conversations. 4. (分组活动。两人一组合作完成 3。最后师生共同核对答案。) T: Lets finish 3 in pairs. 5. (挑几组学生朗读 3，注意语音语调。)56. (出示 4 的图片，图文结合，让学生
16、加深对国家名称的记忆，并了解各国的标志性建筑 或象征物。播放 4 录音，完成 4。师生共同核对答案。)T: Now please listen and number the pictures. Then listen again and match the names with the right countries. 7. (让学生自主完成 5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号 的使用情况。)T: Please copy the sentences in 5. Pay attention to the underlined parts.Step 5 Project 第五步第五步 综合探究活动综合探究活动(时间:7 分钟)通过找字母游戏和名人会活动，帮助学生记忆单词并培养学生熟练运用英语交流信息的技 能，培养学生学习英语的兴趣。 1. (找字母游
