仁爱英语七上TopicWhereareyoufrom

仁爱英语七上TopicWhereareyoufrom

Topic 2 ‎ Section A The main activities are 1a and 2a. 本课重点活动是1a 和 2a。‎ Ⅰ.Teaching aims and demands教学目标 ‎1. Learn some useful words and expressions:‎ excuse, me, what, your, name, where, from, be from, Canada, the, no, not, she, he, Japan ‎2. Talk about introduction:‎ ‎（1）Where are you from? I’m from Canada.‎ ‎（2）Are you from Washington, DC? No, I’m not.‎ ‎（3）Is she Jane? Yes, she is. ‎ ‎（4）Is he Li Ming? No, he isn’t. ‎ Ⅱ.Teaching aids教具 录音机 / 照片/ 教学挂图 Ⅲ.Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习（时间：10分钟）‎ ‎1.（让全班同学齐唱The ABC Song, 活跃课堂气氛。）‎ T: Please sing the song “The ABC Song” together. ‎ ‎2.（1）（单词竞赛，以必答和抢答形式呈现，必答是两排学生，每人两个单词，单词是Topic 1的黑体词；抢答的部分是词组和剩余的单词，老师呈现的是汉语，学生说的是英语。1个单词1分，最后把学生不知道的单词全班跟读。通过竞赛，学生积极参与，主动学习，气氛融洽。）‎ T: Let’s have words competition. First required answer. Each student two words. I’ll give you Chinese meanings. You say them in English. Do you understand?‎ ‎（板书。）‎ welcome begin please teacher thank morning stand down ‎（2）（呈现抢答的单词或词组，要求学生抢答。）‎ T: Good. Go on our quick response. If you know, you can stand up quickly and answer. ‎ ‎（板书。）‎ good afternoon see you later stand up sit down ‎（3）（把学生答错的单词集中起来，让全班齐读。）‎ T: Let’s read together. ‎ ‎3.（假设班上来了一位新同学，要求这个同学进行自我介绍并问候他人，然后由班里的一位同学把他的朋友介绍给这位新的同学。）‎ ‎ S1: Good morning. I am S1. ‎ S2: Hi, S1. I’m S2. ‎ S1: Hi, S2. ‎ S2: S1, this is S3. S3, this is S1. ‎ S3: How do you do?‎ S1: How do you do?‎ Step 2 Presentation 第二步 呈现（时间：10分钟）‎ ‎1.（1）（让学生听1a的录音并跟读。）‎ T: Listen to the tape first, and then read after the tape. ‎ ‎（2）（假设来了一位新同学，但不能确认其姓名时，我们应该如何询问？）‎ T: When we want to know other people’s name, how to ask? ‎ T: Excuse me, are you S1?‎ S1: Yes, I am. What’s your name?‎ T: My name’s Miss/Mr. ... Where are you from? （教师解释此句含义。）‎ S1:I’m from China. （帮助学生这样来回答。）‎ ‎（板书出重点句子。）‎ Where are you from?‎ I’m from ...‎ ‎ （3）（安排两名同学扮演外国人，假设两人互不相识，在对话中导出新的句型。并让学生们熟悉新的句型及回答形式，并呈现在黑板上。）‎ S2: Where are you from?‎ S3: I’m from ...‎ S4: Oh. Are you from ...?‎ S5: No, I’m not. I’m from ...‎ Are you from ...?‎ I’m from ...‎ ‎2.（1）（听2a的录音并跟读，目的是培养学生的听说能力。）‎ T: Now listen to the tape, and read after the tape. ‎ ‎（尽力去模仿标准的语音语调。）‎ ‎（2）（假设老师和学生S6在操场上看到不远处的一个踢毽子的女孩S7。）‎ T: Is she S7?‎ S6: Yes, she is. ‎ T: Where is she from?‎ S6: She is from Canada. ‎ ‎（板书呈现新知识。）‎ Is she …?‎ Yes, she is.‎ ‎ ‎ ‎（3）（假设老师和学生S8在公园里遇到一个画画的男孩S9。）‎ T: Is he S9?‎ S8: No, he isn’t. He is S9. ‎ T: Where is he from?‎ S8: He is from Japan. ‎ ‎（板书。）‎ Is he ...?‎ No,he isn’t.‎ Step 3 Consolidation 第三步 巩固（时间：7分钟）‎ ‎1.（小组活动。看课本第9页1a的两幅图，两人互问互答，熟练掌握句型。学生重点操练的句型，除了黑板呈现的外，还有以下几个：）‎ Excuse me, are you ...?‎ Yes, I am. What’s your name?‎ My name is ...‎ ‎2.（让学生不看课本，借助黑板上的关键词，复述对话内容。）‎ T: To retell the dialog without looking at your textbook. ‎ ‎3.（看黑板上的关键词，两人一组表演1a，可换成自己的真实姓名。）‎ T: Practice the conversations with your partner. ‎ Example:‎ S1: Excuse me, are you Kangkang?‎ S2: Yes, I am. What’s your name?‎ S1: My name’s Li Lei. Where are you from?‎ S2: I’m from China. ‎ S1: Oh. Are you from Beijing?‎ S2: No, I’m not. I’m from Shanghai. ‎ ‎（对学生及时给予指导与鼓励。）‎ ‎4.（让学生把准备好的照片拿出来，两人一组进行对话。）‎ T: Make a dialog about your photos in pairs. ‎ Example:‎ S3: Is she/he ...?‎ S4: No, she/he isn’t. ‎ She/He is ...‎ S3: Where is she/he from?‎ S4: She/He is from ...‎ ‎（目的是锻炼学生的口头表达能力及增强学生之间的合作能力。）‎ Step 4 Practice 第四步 练习 （时间：10分钟）‎ ‎1.（1）（学生独立完成 3。）‎ T: Boys and girls. Now let’s read and match 3 on page 10. ‎ ‎（2）（看哪位同学做得又快又好，这样可以使学生集中注意力，效率更高。）‎ T: Let’s check the answers together. ‎ ‎（3）（两人一组来操练这个答案。）‎ T: To read them in pairs. ‎ Example:‎ S1: What’s your name?‎ S2: My name is Maria. ‎ S3: Are you from Beijing?‎ S4: Yes, I am. ‎ ‎…‎ ‎2.（1）（听录音4，让学生听并完成练习。然后老师简要介绍这几个国家的标志性建筑或象征物。）‎ ‎ T: Listen and match the names with the countries. ‎ ‎（加拿大—— CN塔美国——白宫中国——故宫日本——富士山）‎ ‎（2）（核对答案并打分。）‎ T: Check the answers. ‎ ‎（3）（再听一遍，看谁能复述。能复述者可加分。）‎ T: Listen again. Who can retell these sentences?‎ ‎3.（利用学过的be from词组造句子，看谁说得准确。）‎ T: Now let’s make sentences with “be from”. ‎ Example:‎ ‎（1）Is he from China?‎ ‎（2）Where is she from?‎ ‎…‎ ‎（找学生总结该词组的特点及用法。）‎ Step 5 Project 第五步 综合探究活动（时间:8分钟）‎ ‎1.（1）（要学生听5 Listen, read and say，跟读并猜测其含义，板书出重点。）‎ ABC BBC CBA IBM CD ID Kg km ml mm ‎（2） 找字母游戏:把这些单词的字母杂乱地写在黑板上，让学生来选字母组成缩略词。选出一个正确的字母组合，就把相应字母都擦掉，直到最后字母全部被擦掉为止。（让学生两人一组搭配，看哪组最快最准，哪组就取胜。）‎ ‎（3）进行对话，但必须要有这些重点句型:‎ Excuse me. Are you from ...?‎ I’m from ...‎ Where are you from?‎ What’s your name?‎ How are you?‎ I’m fine, thank you. And you?‎ Nice to meet you. ‎ Nice to meet you, too. ‎ ‎2. Homework：‎ ‎（1）熟读并背诵 1a 和 2a。‎ ‎（2）预习 Section B的新词。‎ Section B The main activities are 1a, 2 and 3. 本课重点活动是1a,2和3。‎ Ⅰ.Teaching aims and demands教学目标 ‎1.Learn some useful words and expressions:‎ her, his, England, they, aren’t=are not ‎2.Talk about introduction:‎ ‎（1）What’s her name?‎ Her name is Deng Yaping.‎ ‎（2）Where’s she from?‎ She’s from China.‎ ‎（3）Are they from England?‎ No, they aren’t.‎ Ⅱ.Teaching aids教具 录音机 / 照片 / 教学挂图 Ⅲ.Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习（时间：10分钟）‎ ‎1.（复习询问他人来自哪里，操练以下句型。）‎ T: I speak Chinese, and you speak English, OK?‎ Ss: OK!‎ T: 你来自哪里？‎ S1: Where are you from?‎ ‎（接着，同学们做链式问答，只要用上上节课的目标语言即可。）‎ S2: I’m from ...‎ S3: Where is he/she from?‎ S4: He/She is from ...‎ S5: Where are they from?‎ S6：They are from ...‎ S7: Are they from England?‎ S8: Yes, they are. / No, they aren’t.‎ ‎2.（1）（把全班同学分成四组，让组长来调查该组成员来自哪里。）‎ Example:‎ S9: Li Yang, where are you from?‎ S10: I’m from Beijing.‎ S9: Wang Hai, where are you from?‎ S11: I’m from Shanghai.‎ ‎ …‎ Name Li Ping Wang Hai ‎…‎ Where Beijing Shanghai ‎…‎ ‎ （2）（根据调查表两人一组对话。）‎ Example:‎ S12: Where is Li Yang from?‎ S13: He is from …‎ ‎3.（出示Section A, 4中四个国家的挂图，让学生说出国家名称，如果知道其它相关文化知识的更好。）‎ ‎ T: Who can say a few countries in English?‎ Ss: Canada, China, the U.S.A., Japan ...‎ ‎4.（朗读Section A 中1a和2a， 培养学生读的能力。）‎ T: Read 1a and 2a on page 9. Let’s begin. Go!‎ Step 2 Presentation 第二步 呈现（时间：10分钟）‎ ‎1.（1）（让学生听本课1a的录音并跟读。）‎ ‎ T: Listen to the tape and repeat.‎ ‎（2）（老师让学生自读，然后请几个学生在班上读。）‎ T: Read 1a by yourselves. Then I’ll ask some students to read it in the class.‎ ‎（3）（再播放录音一次，让学生重点注意语调，并自己找规律。）‎ T: Pay attention to the intonation, please.‎ ‎（4）（呈现挂图，简单地介绍Deng Yaping和Lance Armstrong。）‎ T: Who knows something about Deng Yaping or Lance Armstrong?‎ ‎（学生自由发言，老师最后补充。）‎ ‎（5）（教师在此基础上，利用教学挂图讲授新知识。）‎ T: What’s her name?‎ S1: Her name is Deng Yaping.‎ T: Where’s she from? ‎ S1: She’s from China.‎ ‎（板书出重点句子。）‎ What’s her name?‎ Her name is ...‎ Where’s she from?‎ She’s from ...‎ T: What’s his name?‎ S2: His name is Lance Armstrong.‎ T: Where’s he from?‎ S2: He is from the U.S.A.‎ ‎（板书出重点句子。）‎ What’s his name?‎ His name is …‎ Where’s he from?‎ He is from …‎ ‎2. （1） (听2的录音，让学生跟读，然后进行朗读比赛，看谁读得准确。并向学生讲解语调，特殊疑问句用降调，一般疑问句用升调，一般疑问句的肯定、否定回答用降调。)‎ ‎ T: Listen to the tape. And remember: special question is falling tone, general question is rising tone.‎ ‎（2）（利用教学挂图，讲授3。）‎ T: Are they from England？‎ Ss: No, they aren’t.‎ T: Where are they from?‎ Ss: Maria is from Cuba and Jane is from Canada.‎ ‎（板书出重点句子。）‎ Are they from ...?‎ No, they aren’t.‎ Where are they from?‎ ‎...is from ... and ...is from...‎ ‎（3）（替换为人称代词he/she/they…进行操练，如S1和S2。直到学生掌握熟练为止。）‎ S1: Are they from the U.S.A.?‎ S2: No, they aren’t.‎ S1: Where are they from?‎ S2: Kangkang is from China and Jane is from Canada.‎ ‎（4）（指导学生再次操练，四人一组。可以采取小组竞赛的形式，目的是增强学生的表演能力。）‎ Step 3 Consolidation 第三步 巩固 （时间：8分钟）‎ ‎1. （1） （老师用1b中的三张图片来巩固新知识。让学生猜Liu Xiang, Kelly Holmes 和Michael Jordan的名字及国籍。）‎ T: Picture 1, his name is Liu Xiang.（示范）‎ Ss: Picture 2, her name is Kelly Holmes.‎ Ss: Picture 3, his name is Michael Jordan.‎ ‎（2）（同时让学生了解各国的国旗及标志性建筑。）‎ T:Do you know where they are?‎ ‎（英国 —— 大本钟中国 —— 长城美国 —— 自由女神像）‎ ‎（3）（让学生用这三位名人和be from造句子，老师可做示范。）‎ Example:‎ T: Liu Xiang is from China.‎ S1: Kelly Holmes is from England.‎ S2: Michael Jordan is from the U.S.A.‎ ‎（板书出关键句型。）‎ What’s his/her name?‎ Where is he/she from?‎ ‎（4）（给学生两分钟时间准备，看图问答。每组请一对同学。）‎ T: Ask and answer in pairs according to the pictures.‎ Example:‎ Picture 1: ‎ S3: What is his name?‎ S4: His name is Liu Xiang.‎ S3: Where is he from?‎ S4: He is from China.‎ Picture 2: ‎ S5: What is her name?‎ S6: Her name is Kelly Holmes.‎ S5: Where is she from?‎ S6: She is from England.‎ Step 4 Practice 第四步 练习 （时间：7分钟）‎ ‎1. （每个同学准备好一张最喜欢的体育明星的照片，最好有国旗图片以及他/她们国家著名建筑或自然风光的图片，到讲台上向大家作介绍。）‎ T: Please take out the photos of your favorite sport stars. Who can come to the front of the class and introduce him/her?‎ ‎（介绍中要包括的句型：见板书。看一看哪个组的同学介绍得多。）‎ T: You should use the following sentences:‎ What’s his/her name?‎ Where is he/she from?‎ ‎（目的是活跃课堂气氛，引起学生兴趣。）‎ ‎2. （1）（播放2的录音，示范并让学生跟读，模仿语音语调。）‎ ‎ T: Listen to the tape, imitate the intonation.‎ ‎（2）（先自读，然后跟读，并标出语调。）‎ T: First read by yourselves, then follow the tape and mark the intonation.‎ ‎（3）（检查答案并板书。）‎ T: Check the answers.‎ Where are you from? ↘  I’m from the U.S.A.↘ Is she from Shanghai? ↗ No, she isn’t. ↘ ‎（4）（设计练习题，把2标出语调。）‎ T: Finish 2 with the intonation.‎ ‎3. （读练习3，注意句子的长短及标点符号，并讲其规则。）‎ T: Pay attention to the writing, especially the capital letters and punctuation mark.‎ Step 5 Project 第五步 综合探究活动 （时间:10分钟）‎ ‎1. （1）（听录音并跟读4， 猜测简称的含义。）‎ T: Listen to the tape and guess what the meaning is.‎ ‎（2）（老师和学生共同完成4。）‎ T: Finish 4.‎ ‎（3）（做游戏——找对子，把简称的英文与中文部分分别列出来，看谁能找得多找得快。）‎ T: Let’s play the game.‎ ‎2. （老师拿出课前准备好的中外名人的图片，让学生用英语交流这些名人的信息。S1 抽出一张他不认识的名人图片，去向其他同学询问。）‎ Example:‎ S1: What’s his name?‎ S2: His name is Mao Zedong.‎ S1: Where is he from?‎ S2: He is from Hunan.‎ ‎3. Homework:‎ ‎（1）采用对话的形式介绍你熟悉的人（姓名，出生地）。‎ ‎（2）模仿3在作业本上抄写5个句子。‎ Section C The main activities are 1a and 3. 本课重点活动是1a和3。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. （1）Learn some numerals: ‎ zero, one, two, three, four, five, six, seven, eight, nine, ten ‎（2）Learn other useful words:‎ telephone, number ‎2. Talk about personal information:‎ What’s his telephone number?‎ His telephone number is （010）8267-6790.‎ Ⅱ. Teaching aids教具 录音机 / 教学挂图 / 数字卡片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习（时间：10分钟）‎ ‎1. （复习上节课的重要知识点。）‎ T: Let’s begin!‎ S1: Stand up, please!‎ T: Good morning, class!‎ Ss: Good morning, Miss/Mrs. ...!‎ T: Sit down, please!‎ Ss: Thank you.‎ T: Now let’s review some words and expressions about the last section, one by one.‎ ‎（目的是集中学生的注意力。）‎ T: What’s your name?‎ S2: My name is S2.‎ T: What’s her name?‎ S2: Her name is S3.‎ T: What’s his name?‎ S2: His name is S4.‎ T: Where are you from?‎ S2: I’m from …‎ T: Where is she from?‎ S2：She is from …‎ T: Where is he from?‎ S2:He is from …‎ ‎（进一步巩固be from在不同人称的应用。）‎ ‎2. （把前两个Section出现的国家及标志性图片展示出来，复习国家名称。）‎ T: Let’s guess which country it is.‎ S5: Japan.‎ S6: The U.S.A.‎ S7: England.‎ S8: China.‎ S9: Canada.‎ ‎3. （找出来自不同地方的两个学生，就这两个学生向同学们提问。）‎ T: Are they from Fujian?‎ S10:No, they aren’t.‎ T: Where are they from?‎ S11: He is from Henan and she is from Jiangsu.‎ ‎（然后再带领学生练习Is he/she from …?等句型。）‎ ‎4. （教师朗读几个重点句子，并让学生重复和标出语调。）‎ T: Now listen and repeat some important sentences. Then mark the intonation.‎ Example:‎ S12: Where is he from? S13: What’s her name?  S14: Are they from England?  S15: No, they aren’t. S16: I’m from the U.S.A.  ‎…‎ ‎（可以采用竞赛的形式，可以分组竞赛，也可以面对全班以个人为单位从而激发学生的学习热情。）‎ Step 2 Presentation 第二步 呈现 （时间：10分钟）‎ ‎1. （教师手持数字卡片 0～10,上面是阿拉伯数字，下面是英文单词，用一张纸把下面的英文单词盖住，先示范每个数字的读音，要求学生先静听，再模仿。）‎ T: Listen to me and look at them carefully, then follow.‎ ‎（板书生词。）‎ zero one two three four five six seven eight nine ten ‎2. （教师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。）‎ T: Read the numbers from zero to ten.‎ T: Zero↗one↗ two↗ three↗ four↗ five↗ six↗ seven↗ eight↗ nine↗ ten↙‎ Ss: Zero↗ one↗ two↗ three↗ four↗ five↗ six↗ seven↗ eight↗ nine↗ ten↙‎ ‎（目的是培养学生语感。）‎ ‎3. （组织学生进行pair work的活动，即一个学生用中文说出数字，另一个学生用英文说出这个数字，从而达到让学生能够准确、熟练地用英语说出数字0～10的目的。）‎ ‎ T: I’ll ask one student to say the numbers in Chinese, and the other student to say the numbers in English. Who can? Please put up your hands.‎ ‎4. （教师在黑板上写出一个电话号码（0456）753-8593。）‎ T: This is my telephone number.‎ ‎（教师教学生朗读单词telephone number, 同时做出打电话的动作，让学生通过观察教师的动作理解telephone number的意思。）‎ T:What’s your telephone number?‎ S1:My telephone number is …‎ T:What’s your telephone number?‎ S2:My telephone number is …‎ ‎（板书重点句子。）‎ What’s your telephone number?‎ My telephone number is …‎ Step 3 Consolidation 第三步 巩固 （时间：5分钟）‎ ‎1. （鼓励学生到讲台前大声朗读数字，看谁读得又快又好。）‎ T: Who would like to read aloud in front of the class?‎ ‎2. （启发学生用英语数字数自己的手指，文具盒里的钢笔、铅笔，书包里的书和本子等。） ‎ T: Count your fingers or school things in English numbers.‎ ‎（使枯燥无味的数字学习在真实的情境中进行，调动学生的学习兴趣。）‎ ‎3. （利用教学挂图，完成1b。）‎ T: Look and say the numbers in English.‎ ‎（学生可以采用抢答形式。）‎ T: Picture 1.‎ S1: Zero one zero eight two six seven six nine two nine.‎ ‎（强调语调。）‎ T: Picture 2.‎ S2:One↗ three↗ nine↗ one↗ zero↗ five↗ nine↗ six↗ eight↗ eight↗ eight↙ T: Picture 3.‎ S3:One↗ five↗ eight↗ one↗ four↗ one↗ zero↗ two↗ eight↙‎ ‎…‎ T: The last one.‎ S4:Zero↗ five↗ two↗ two↗ six↗ zero↙‎ Step 4 Practice 第四步 练习 （时间：10分钟）‎ ‎1. （教师把事先准备好的Kangkang,Jane,Michael和Maria的卡片挂到黑板上。教师可先做示范。）‎ Example:‎ T: This is Kangkang. He is from China. ‎ His telephone number is （010）8267-6790.‎ ‎（给学生两分钟时间准备。教师可走到学生中间去给予指导。）‎ T: Look at these name cards and describe them after the example.‎ S1: This is Jane. She is from Canada.‎ Her telephone number is （010）8267-6929.‎ S2: This is Michael. He is from the U.S.A.‎ His telephone number is （010）8659-7981.‎ S3: This is Maria. She is from Cuba.‎ Her telephone number is （010）8217-6953.‎ ‎2. （利用这四幅图，再以第一人称做这个练习。）‎ T: Make some sentences with the first personal pronoun.‎ ‎3. （利用这四幅图，再以第二人称做这个练习。）‎ T: Make some sentences with the second personal pronoun.‎ ‎4. （再根据名字卡片信息，完成对话。）‎ T: Follow the example to make dialogs with the information from the cards above.‎ ‎（板书出答案。）‎ His name is Kangkang.‎ Where is he from?‎ His telephone number is （010）8267-6790.‎ ‎5. （播放2的听力，并完成。注意单词的重音读法及符号。）‎ T: Number the countries you hear, then follow and pay attention to the stress.‎ ‎（核对答案。）‎ T: Check the answers.‎ ‎（让学生来重复这些句子。）‎ T: Repeat these sentences in 3.‎ Step 5 Project 第五步 综合探究活动 （时间:10分钟）‎ ‎1. （学唱“Where are you from?”这首歌，先合唱，再单唱。）‎ T: Sing this song “Where are you from?”.‎ ‎2. （参考游戏 —— 电话号码记忆比赛。）‎ ‎(1) 学生若干人，每位同学在大小、形状一样的纸片上任意写上一个7位数，作为自己的“电话号码”， 同时写上自己的名字。‎ ‎(2) 老师把这些写好的纸片收集在一起，写字的一面朝上摆放在课桌上。‎ ‎(3) 参加游戏的学生用1分钟默记这些“电话号码”和名字。‎ ‎(4) 老师把纸片反扣（写字的一面朝下）在课桌上。老师发令：“Ready？ Go!”‎ ‎(5) 参加游戏的学生用举手的方式抢答，取得答题优先权，然后说出自己记忆的其他同学的“电话号码”和姓名。‎ ‎(6) 每正确说出一个电话号码（含姓名）得1分。同时，老师把该纸片翻过来。‎ ‎(7) 其他同学仍用举手抢答的方式。每正确说出一个电话号码（含姓名）也得1分。直到老师宣布比赛结束，或所有的电话号码都被说出来。‎ ‎(8) 得分多的同学赢。 ‎ ‎3. Homework:‎ ‎（1）描述自己的真实情况（姓名，国籍和电话号码)，并制作卡片。‎ ‎（2）找一些电话号码，手机号码，门牌号码，车牌号码，邮编，让学生认读并书写。‎ Section D The main activities are 1a, 2 and 5. 本课重点活动是1a, 2和5。‎ Ⅰ. Teaching aims and demands教学目标 ‎1. Learn some useful words: ‎ evening ‎2. Review the interrogatives and answers with am/is/are.‎ ‎（1） Where are you from?‎ I’m from Canada.‎ ‎（2） Where is he/she from?‎ He/She’s from Japan.‎ ‎（3） Where are they from?‎ They are from Shanghai.‎ ‎（4） Is he/she ...?‎ Yes, he/she is. / No, he/she isn’t.‎ ‎（5） What’s his/her telephone number? ‎ His/Her telephone number is …‎ ‎（6） What’s=What is name’s = name is isn’t = is not ‎3. Review some useful expressions:‎ ‎（1）What’s your name?‎ My name is Sally.‎ ‎（2）Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ ‎（3）Good evening!‎ Good evening!‎ Ⅱ. Teaching aids教具 录音机 / 图片 Ⅲ. Five-finger Teaching Plan五指教学方案 Step 1 Review 第一步 复习 （时间：10分钟）‎ ‎1. （把自己制作的姓名卡片拿出来，和伙伴一起对话。）‎ T: Make a dialog with your own name cards.‎ S1: What’s your name?‎ S2:My name is …‎ S1：Where are you from?‎ S2:I’m from …‎ S1: What’s your telephone number?‎ S2:My telephone number is …‎ ‎2. （让学生把家庭作业，即：找的一些电话号码，手机号码，门牌号码，车牌号码，邮编等都展示出来，两人一组互相提问，目的是巩固旧知识。）‎ ‎ T: Read the numbers in pairs.‎ ‎3. （找学生朗读Section C, 3 Pair work，检查学生的语音、语调及重音。）‎ ‎ T: Read the sentences on page 14, and pay attention to the intonation and the stress.‎ ‎4. （数字接龙游戏从0到10，目的是检查学生的掌握程度及反应能力。）‎ ‎ T: Play the game about the numbers.‎ ‎5. （综合能力复习，师生互动。可以利用前面用过的自制姓名卡片。）‎ T: What’s his name?‎ S3:His name is ...‎ T: Where is she from?‎ S4:She is from ...‎ T: What’s his telephone number?‎ S5:His telephone number is ...‎ ‎（目的是及时发现学生的知识弱点，教师及时指导。）‎ ‎6. （小组活动，让学生两人一组进行自我介绍。）‎ T: Now introduce yourselves in pairs.‎ Example:‎ Hello! Nice to meet you. My name is ... I’m from ... My telephone number is ... etc.‎ ‎7. （播放录音，让全班同学齐唱“Where are you from?”活跃课堂气氛，导入新课。）‎ T:Please sing the song “Where are you from?”together.‎ Step 2 Presentation 第二步 呈现 （时间：10分钟）‎ ‎1.‎ ‎ （出示教学挂图，场景为各种动物在森林里举行聚会，10名学生为一组，扮演各种动物来参加party, 如狮子，大象，袋鼠…，教师可做示范。）‎ ‎2. （教师扮演狮子。学生如果表达遇到困难时，可用汉语。）‎ T: Good evening! Welcome. Nice to meet you. I’m a lion. I come from Africa.‎ ‎（用汉语解释lion和Africa。）‎ S1: Good evening! I am a tiger. Nice to meet you, too. I come from the northeast（东北） of China.‎ ‎（各种动物分别作自我介绍，一些动物假装没有听清，问发言的动物，对话内容可参照复习部分。）‎ S2: Excuse me. Are you ...?‎ S3: Where are you from?‎ ‎（或者问其他的动物。）‎ S4: Excuse me. Where is he from?‎ S5: Where are they from?‎ S6: They’re from Shanghai.‎ ‎（还可以具体地问。）‎ S7: Are you Amy?‎ S8: No, I’m not Amy. I’m Kitty.‎ ‎（最后所有的动物一起欢呼。）‎ Ss: Cheers! Cheers!‎ ‎（板书出重点句子。）‎ Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ Good evening!‎ Cheers! ‎ Good evening!‎ Cheers!‎ Step 3 Consolidation 第三步 巩固 （时间：7分钟）‎ ‎1. （教师播放录音1a，示范让学生跟读，目的是培养学生正确的语音语调。）‎ T: Listen to the tape and follow it. Pay attention to the intonation.‎ ‎2. （再听一遍，用铅笔标出语调，目的是使学生集中注意力，效率更高。）‎ T: Follow the tape and draw “up or down” with the pencil like this.‎ ‎（板书出答案。）‎ Are you Amy? No, I’m not Amy.  I’m Kitty. ‎ Good evening! Cheers! ‎3. （看黑板上呈现的重点句子，让学生互相对话，必要时教师可给予帮助与指导。）‎ ‎ T: Work in pairs. Close your books. Look at the blackboard and act the dialog out.‎ ‎4.‎ ‎ （擦去黑板上标的语调，让学生去黑板上标出来，边看黑板边跟录音机读，模仿语调。）‎ S1: Are you Amy?↗‎ S2: No,↘I’m not Amy. ↘I’m Kitty.↘‎ S3: Where are they from?↘‎ S4: They’re from Shanghai. ↘ S5: Good evening!↘‎ S6: Good evening!↘‎ S7: Cheers!↘‎ S8: Cheers!↘‎ S9: Welcome.↘‎ S10: Thanks.↘‎ Step 4 Practice 第四步 练习 （时间：10分钟）‎ ‎1. (1)（播放2的录音，并让学生重复。）‎ T: Listen to the tape and repeat.‎ ‎（目的是培养学生的听力。）‎ T: 119‎ Ss :One↗ one↗ nine↘‎ T: 110‎ Ss: One↗ one↗ zero↘‎ T:114‎ Ss: One↗ one↗ four↘‎ T:120‎ Ss: One↗ two↗ zero↘‎ T:121‎ Ss :One↗ two↗ one↘‎ ‎（2） （打开课本，让学生完成2 Work alone。）‎ T: Listen again and match them with the right pictures.‎ ‎（核对答案。）‎ A—119,B—110,C—114,D—120,E—121‎ ‎2.（1）（利用挂图，进行下列操练。教师先做示范，后由学生自由操练。）‎ ‎ T: Review the grammar focus — questions and answers with am/is/are.‎ ‎（板书下列内容，完成3a Grammar focus。）‎ Where are you from?‎ I’m from Canada.‎ Where is he/she from?‎ He/She is from Japan.‎ Where are they from?‎ They are from Shanghai.‎ Is he/she …?‎ Yes, he/she is. / No, he/she isn’t.‎ What’s his/her telephone number?‎ His/Her telephone number is …‎ ‎（2）（教师和学生互动，训练学生的反应能力。）‎ Example:‎ T: Where are you from?‎ S1: I’m from Guangxi.‎ ‎（教师用手指着旁边的一位女同学。）‎ T: Where is she from?‎ S2: She is from Beijing.‎ ‎（教师用手指着旁边的另一位男同学。）‎ T: Where is he from?‎ S3: He is from Heilongjiang.‎ ‎（教师用手指着那边的学生。）‎ T: Where are they from?‎ S4: They are from Shenyang.‎ T: Is he Kangkang?‎ S5: Yes, he is.‎ T: Is she Lily?‎ S6: No, she isn’t. She is Wang Fang.‎ T: What’s her telephone number?‎ S7:Her telephone number is …‎ ‎（可再给学生2分钟时间，让他们自由操练。）‎ ‎3. （板书下列有用的表达，师生操练后，学生自由练习。）‎ T: Look at these useful expressions, then lets ask and answer.‎ What’s your name?‎ My name is Sally.‎ Are you Amy?‎ No, I’m not Amy. I’m Kitty.‎ Good evening!‎ Good evening!‎ ‎（假设傍晚老师与两位学生相遇。）‎ T: Good evening!‎ S8 & S9: Good evening!‎ T: What’s your name?‎ S8:My name is S8.‎ T: Are you S10?‎ S9:No, I’m not S10. I’m S9.‎ ‎（给学生时间，自由操练，培养学生的口语表达能力及合作精神。）‎ Step 5 Project 第五步 综合探究活动 （时间:8分钟）‎ ‎1. （学习Chant, 播放录音并跟读，以小组比赛的形式进行，增强学生的竞争意识。）‎ T: Let’s chant.‎ ‎（强调A，E，I，O，U这五个元音字母的重要性。）‎ ‎2. （假设你是一名记者，去采访刘翔，请简要做一个调查报告。）‎ T: Suppose you are a reporter, and do an interview about Liu Xiang.‎ 可以从以下三个问题着手:‎ What’s your name?‎ Where are you from?‎ What’s your telephone number?‎ ‎3. Homework:‎ ‎（1）仿照Section C, 3制作3-5个好朋友的个人信息卡。‎ ‎（2）假设你是一名记者，你的搭档是个名人，对他做一个采访，写一份对话形式的调查报告。‎