1、1Unit 1 Making New FriendsTopic 2 Where are you from?Section BThe main activities are 1a, 2a and 3. 本课重点活动是 1a, 2a 和 3。 . Teaching aims and demands 教学目标1. Learn some new words:who, they, then2. Learn about personal information:(1)Who is she?She is Deng Yaping.(2)Wheres she from?Shes from China.(3)Ar
2、e they from England?No, they arent.(4)Where are they from?Maria is from Cuba and Jane is from Canada.3. Learn about the intonation. Teaching aids 教具图片/教学挂图/录音机/中外名人图片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间 :5 分钟)利用图片，师生对话，导入本课新单词。1. (出示图片，复习旧知识引出新知识。)T: Who is he?(出示 Tony 图片。)Ss:He
3、 is Tony.T: Where is he from?Ss:He is from England.(板书并要求学生掌握。)whoT: Who is she?(出示 Jane 的图片。)2Ss:She is Jane.T: Where is she from?Ss:She is from Canada.T: Whats your name?(把 Sally 的图片给一个学生并问。)S1: My name is Sally.T: Are you from the U.S.A.?S1: Yes, I am.T: Is he Kangkang?(把 Yukio 的图片给一个学生并向全班同学提问。
4、)Ss:No, he isnt.T: Whos he?Ss:Hes Yukio.T: Is he from Cuba?Ss:No, he isnt. He is from Japan.(板书并要求学生了解。)CubaT: Whos from Cuba?(出示 Maria 图片。)Ss:Maria is.T: Is Kangkang from China?(出示 Kangkang 图片。)Ss:Yes, he is.T: Are they from China?(出示 Kangkang 和 Yukio 的图片。)Ss:No, they arent.(帮助学生回答。)(板书并要求学生掌握 they
5、，解释 arent=are not。)they, arent=are notT: Are we from China?Ss: Yes, we are.2. (把全班学生分为六人一组，每组分得一张刚才用的图片。每组依次上台表演对话。方式：每组由一名学生问，其他五名学生回答。目的：激发学生学习热情，既复习刚学到的新单词，又对下一步呈现起铺垫作用。)T: Now work in groups of six. In turn, every group practices a dialog after the example. One makes questions, the other five an
6、swer them.Example:S2: Whos this?G1: She is Jane.S2: Where is she from?G1: She is from Canada.3Step 2 Presentation 第二步 呈现(时间:15 分钟)通过两幅名人图片进一步学习如何表述个人信息，培养学生的学习兴趣。1. (教师展示 1a 教学挂图，让学生回答他们是谁，并介绍他们的基本信息。 )T: Look at the picture. Who is she?(指着第一张图片问。)Ss: She is Deng Yaping.T: Where is she from?Ss: She
7、is from China.T: Who is he?(指着第二张图片问。)Ss: He is Stephen Hawking.(教师领读 Stephen Hawking。)T: Where is he from?Ss: He is from England.2. (播放 1a 录音，让学生跟读并注意模仿其语音语调。要求学生注意听缩写词的发音。)T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation.(板书含有缩写词的句子并解释。)Shes from China.Hes from E
8、ngland.Shes=She isHes=He is3. (再次播放 1a 录音，让学生重点注意语调，并找出升降调的规律。 )T: Listen to 1a again. Find out the rules of the intonation, please.(板书重点句子。)Who is he/she?He/She is Where is he/she from?He/She is from Wheres=Where is4. (要求学生两人一组互动操练 1a。请几组学生根据挂图表演对话，完成 1a。)5. (出示 2a 教学挂图，播放 2a 录音，学生跟读，并标出升降调。 )(板书并讲
9、解重点句型。)Are they from ?No, they arent.Where are they from? is from and is from 6. (学生两人一组操练 2a。然后请几组学生上台表演，完成 2a。)Step 3 Consolidation 第三步 巩固(时间:8 分钟)4利用个人信息资料练习对话，巩固目标语言，培养学生语言表达能力。让学生了解主要英语国家的国旗及标志性建筑，扩大学生知识面。1. (教师出示 1b 中的三幅图片，让学生两人一组操练，巩固 1a 中含第三人称单数 Who is he/she?及 Where is he/she from?两种句型的问答形式
10、。同时让学生了解各国的国旗及标志性建筑。完成 1b。)T: Look at the pictures in 1b. Work in pairs. Practice the dialogs according to 1a.Example:S1: Who is he?S2: He is Zhai Zhigang.S1: Where is he from?S2: He is from China.S3: Who is she?S4: She is Sarah Brightman.S3: Where is she from?S4: She is from England.2. (教师出示 2b 图片，
11、让学生通过看图独立完成 2b。然后两人一组进行对话练习以加深理解。找几组学生到台前表演。)T: Look at the picture in 2b and complete the conversation. Then practice in pairs. Ill ask some groups to act it out in the front.Step 4 Practice 第四步 练习(时间:10 分钟)通过操练询问人名和来自的地方的句型，培养学生积极与他人合作、共同完成学习任务的能力。1. (让学生拿出事先准备好的自己喜欢的名人或明星的图片，要求学生到讲台上向大家作介绍，内容要包含：
12、他/ 她是谁？ 他/ 她来自哪个国家？目的是巩固前面所学知识。 )T: Now take out the photo of your favorite person. Who can come to the front and introduce him/her to us?Example:S1: She is Kelly. She is from the U.S.A.S2: They are Chen Yufan and Hu Haiquan. They are from Liaoning.2. (运用 1c 的句型，两人一组相互问答，完成 1c。)Example:S3: Whos she?
13、S4: She is Kelly.S3: Wheres she from?S4: She is from the U.S.A.S4: Who are they?5S3: They are S4: Where are they from?S3: They are from 3. (1)(先让学生自己朗读 3，并注意语调。 )T: First read 3 by yourselves, and pay attention to the intonation.(2)(播放 3 录音，跟读并核对自己的读音，标出正确的语调，完成 3。)T: Listen to the tape and imitate
14、the intonation. Mark the correct intonation.Step 5 Project 第五步 综合探究活动(时间:7 分钟)通过把所学知识灵活运用于实际交际中，培养学生学习英语的兴趣，增强学生学习英语的自信心。1. (教师拿出课前准备好的两幅歌星的图片，让学生根据图片，运用重点句型，写出两组对话，并标出语调。)Example:S1: Who is he?S2: He is Jay Chou.S1: Where is he from?S2: He is from Taiwan.S1: Excuse me, who are they?S2: They are Cai
15、 Zhuoyan and Zhong Xintong.S1: Are they from Hong Kong?S2: Yes, they are.2. (创设合适的语境，结合本话题所学内容编写对话。)For example:A: Good morning.B: Good morning.A: Are you Xiao Fang?B: Yes, I am.A: Where are you from?B: Im from Chongqing.A: Who is she?B: She is Xiao Feng.A: Where is she from?B: She is from Guangdong.A: Thank you, goodbye.B: Goodbye.3. Homework:(1)采用对话的形式介绍你熟悉的人( 如：姓名，出生地)。6(2)模仿 2a，写一篇小对话。板书设计：Where are you from?Section B1.Who is he/she? 2.Who are they?He/She is They are and Wheres he/she from? Are they from ?He/She is from No, they arent.Where are they from, then? is from and is from