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1、Unit1 Topic2 Section A 参考教案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1. Learn some personal pronouns and possessive pronouns: me, your, she, he, we2. Learn some country names:Canada, Japan, England3. Learn other new words and phrases:excuse, excuse
2、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 isnt.(6)Where is
3、 he/she from?He/She is from . Teaching aids 教具卡片/教学挂图/音频设备. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步温习 (时刻:10 分钟)通过对话，温习 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，温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 to see you, too.T: How are you to
4、day?Ss: Fine, thanks. And you?T: Im OK.(转向一名学生向他询问问题并示意他回答。)T: Hello, are you Xiao Ming?S : Yes, I am.1T: Nice to meet you.S : Nice to meet you, too.1T: This is Xiao Gang.S : How do you do? Xiao Gang.1S : How do you do?2(反复操练见面问候语，让学生充分温习第一话题所学内容。)2. (拿出预备好的卡片进行问答，卡片上写有Canada, England, the Japan, Cu
5、ba, China 这些国家的名称，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.(帮忙回答并领读 Tony。)T: Great, he is Tony, and he is from Eng
6、land.(板书并要求学生掌握。)he, EnglandT: Excuse me, who is she?(拿出 Sally 的图片。)Ss: She is Sally.(帮忙回答并领读 Sally。)T: Where is she from?(教师解释并领读此句。)Ss: She is from the 帮忙回答。)(板书并要求学生掌握 excuse me 和 where；理解 the 。)excuse me, where, the U.S.A.T: Excuse me, whats your name?(拿出 Yukio 的图片给其中的一个学生。) S : My name is Yukio
7、.(帮忙学生回答。)3T: Where are you from?(老师解释并领读此句。)S : I am from Japan.(帮忙回答。)3(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.(帮忙学生回答。)(板书并要求学生理解。)isnt=is notT: Where is he from?Ss: He is from China.T: Are we from China?(老师解释并做相应的
8、手势表示“咱们”。)Ss: Yes, we are.(帮忙学生回答。)(板书并要求学生掌握。)weStep 2 Presentation 第二步呈现 (时刻:8 分钟)通过询问名字和国籍来了解新熟悉的人，培育学生学习英语的兴趣。1. (出示 1a 教学挂图，让学生观察人物，猜想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. Now lets listen to 1a and answer the following questions.(1)Who are they?(教
9、师翻译。)(2)Where are they from?( 教师翻译。)(查对答案。)2. (再次播放 1a 录音，让学生跟读并仿照对话内容，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. (让学生独自朗诵 1a，并找出关键句型，按照关键句型进行对话练习，完成 1a。)T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then p
10、ractice 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 第三步巩固(时刻:8 分钟)通过反复操练询问名字和来自的地方的句型，巩固所学目口号言，以达到运用英 语进行交流的目的。1. (结合学生的自身情形，给学生两分钟时刻，两人一组操练如下句型。让学生 站起来或到台前来
11、演出。)T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this:Excuse me, are you ?Yes, I am. Whats your name?My name is 2. (再给学生两分钟时刻，两人一组操练下列句型。要求学生第一利用本课所学 的国家名称来演出，然后再用自己的真实情形如所在区或村来演出。方式同 上。)T: Ill give you another two minutes. Make similar dia
12、logs like this : Where are you from?Im from Are you from ?No, Im from Example:S : Where are you from?1S : Im from Zhongguancun. Are you from Zhongguancun?2S : No, Im not. Im from Bagoucun.13. (将上述两步结合起来演出，完成 1b。)T: Now make your own conversations according to 1a. Finish 1b. Example:S : Excuse me, ar
13、e you Wang Wei?3S : Yes, I am. Whats your name?4S : My name is Li Lei. Where are you from?3S : Im from Beijing. Are you from Beijing, too?4S : No, Im not. Im from Shanghai.3Step 4 Practice 第四步练习(时刻:12 分钟)学习用第三人称询问名字和来自的地方的句型，培育学生综合运用语言的能力， 提高他们学习英语的踊跃性。1. (出示 2a 教学挂图，让学生特别注用意片中远处的人，帮忙学生学会知识的迁 移，即由第一
14、、二人称的学习过渡到第三人称的学习。让学生按照所给句型 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 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。最后师生一路查对答案。)T: Lets finish 3 in pairs
