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 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 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 today?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, Cuba, 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 England.(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.(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 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 dialogs 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, are 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、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