Unit1topic2SectionB教學設計

1、Section BThe main activities are 1a, 2a and 3. 本課重點活動是1a, 2a和3。. 教學目標1. Learn some new words:who, they2. Learn about personal information:(1)Who is she? She is Deng Yaping.(2)Wheres she from? Shes from China.(3)Are they from England? No, they arent.(4)Where are they from? Maria is from Cuba and Jane

2、 is from Canada.3. Learn about the intonation. 教具圖片 /錄音機/中外名人圖片.五指教學方案第一步 復習(時間:5分鐘)利用圖片，師生對話，導入本課新單詞。1. (出示圖片，復習舊知識引出新知識。)T:Who is he?(出示Tony圖片。)Ss:He is Tony.T:Where is he from?Ss:He is from England.(板書并要求學生掌握。)whoT:Who is she?(出示Jane的圖片。)Ss:She is Jane.T:Where is she from?Ss:She is from Canada.T:

3、Whats your name?(把Sally的圖片給一個學生并問。)S1:My name is Sally.T:Are you from the U.S.A.?S1:Yes, I am.T:Is he Kangkang?(把Yukio的圖片給一個學生并向全班同學提問。)Ss:No, he isnt.T:Whos he?Ss:Hes Yukio.T:Is he from Cuba?Ss:No, he isnt. He is from Japan.(板書并要求學生了解。)CubaT:Whos from Cuba?(出示Maria圖片。)Ss:Maria is.T:Is Kangkang from

4、 China?(出示Kangkang圖片。)Ss:Yes, he is.T:Are they from China?(出示Kangkang和Yukio的圖片。)Ss:No, they arent.(幫助學生回答。)(板書并要求學生掌握they，解釋arent=are not。)they, arent=are notT:Are we from China?Ss:Yes, we are.2. (把全班學生分為六人一組，每組分得一張剛才用的圖片。每組依次上臺表演對話。方式：每組由一名學生問，其他五名學生回答。目的：激發(fā)學生學習熱情，既復習剛學到的新單詞，又對下一步呈現(xiàn)起鋪墊作用。) T: Now w

5、ork in groups of six. In turn, every group practices a dialog after the example. One makes questions, the other five answer them.Example:S2:Whos this?G1:She is Jane.S2:Where is she from?G1:She is from Canada.第二步 呈現(xiàn)(時間:15分鐘)通過兩幅名人圖片進一步學習如何表述個人信息，培養(yǎng)學生的學習興趣。1. (看1a圖，讓學生回答他們是誰，并介紹他們的基本信息。)T:Look at the

6、picture. Who is she?(指著第一張圖片問。)Ss:She is Deng Yaping.T:Where is she from?Ss:She is from China.T:Who is he?(指著第二張圖片問。)Ss:He is Stephen Hawking.(教師領(lǐng)讀Stephen Hawking。)T:Where is he from?Ss:He is from England.2. (播放1a錄音，讓學生跟讀并注意模仿其語音語調(diào)。要求學生注意聽縮寫詞的發(fā)音。)T: Listen to the tape and repeat. Pay attention to th

7、e pronunciation and intonation. (板書含有縮寫詞的句子并解釋。)Shes from China.Hes from England.Shes=She isHes=He is3. (再次播放1a錄音，讓學生重點注意語調(diào)，并找出升降調(diào)的規(guī)律。)T: Listen to 1a again. Find out the rules of the intonation, please.(板書重點句子。)Who is he/she?He/She is Where is he/she from?He/She is from Wheres=Where is4. (要求學生兩人一組互

8、動操練1a。請幾組學生根據(jù)圖表演對話，完成1a。)5. (看2a圖，播放2a錄音，學生跟讀，并標出升降調(diào)。)(板書并講解重點句型。)Are they from ?No, they arent.Where are they from? is from and is from 6. (學生兩人一組操練2a。然后請幾組學生上臺表演，完成2a。)第三步 鞏固(時間:8分鐘)利用個人信息資料練習對話，鞏固目標語言，培養(yǎng)學生語言表達能力。讓學生了解主要英語國家的國旗及標志性建筑，擴大學生知識面。1. (看1b中的三幅圖片，讓學生兩人一組操練，鞏固1a中含第三人稱單數(shù)Who is he/she?及Where

9、 is he/she from?兩種句型的問答形式。同時讓學生了解各國的國旗及標志性建筑。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 J·K·Rowling.S3:Where is she from?S4:She is from En

10、gland.2. (教師出示2b圖片，讓學生通過看圖獨立完成2b。然后兩人一組進行對話練習以加深理解。找?guī)捉M學生到臺前表演。) 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.第四步 練習(時間:10分鐘)通過操練詢問人名和來自的地方的句型，培養(yǎng)學生積極與他人合作、共同完成學習任務的能力。1. (讓學生拿出事先準備好的自己喜歡的名人或明星的圖片，要求學生到講臺上向大家作介紹，內(nèi)容要包含

11、：他/她是誰？他/她來自哪個國家？目的是鞏固前面所學知識。)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. (運用1c的句型，兩人一組相互問答，完成1c。)Example:S3:Whos she?S4:She i

12、s Kelly.S3:Wheres she from?S4:She is from the U.S.A.S4:Who are they?S3:They are S4:Where are they from?S3:They are from 3. (1)(先讓學生自己朗讀3，并注意語調(diào)。)T: First read 3 by yourselves, and pay attention to the intonation.(2)(播放3錄音，跟讀并核對自己的讀音，標出正確的語調(diào)，完成3。)T: Listen to the tape and imitate the intonation. Mark

13、the correct intonation.第五步 綜合探究活動(時間:7分鐘)通過把所學知識靈活運用于實際交際中，培養(yǎng)學生學習英語的興趣，增強學生學習英語的自信心。1. (教師拿出課前準備好的兩幅歌星的圖片，讓學生根據(jù)圖片，運用重點句型，寫出兩組對話。并標出語調(diào)。)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 Zhuoyan and Zhong Xintong.S1: Are they f

14、rom Hong Kong?S2: Yes, they are.2. (創(chuàng)設合適的語境，結(jié)合本話題所學內(nèi)容編寫對話。)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)采用對話的形式介紹你