unit1topic2SectionB教学设计

1、Section BThe main activities are 1a, 2a and 3.本课重点活动是 1a, 2a 和 3。I. 教学目标1. Lear n some new words:who, they2. Lear n about pers onal in formatio n:(1) Who is she?She is Deng Yaping.(2) Where she from?Sheb from China.(3) Are they from En gla nd?No, they arent.(4) Where are they from?Maria is from Cuba

2、 and Jane is from Canada.3. Lear n about the inton atio n.n. 教具图片/录音机/中外名人图片川.五指教学方案第一步复习（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 is Tony.T: Where is he from?Ss: He is from En gla nd.（板书并要求学生掌握。）T: Who is she?(出示 Jane 的图片。)Ss: She is Jane.T: Where is she from?S

3、s: She is from Can ada.T: Whats your name?(把 Sally 的图片给一个学生并问。)S1：My n ame 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。)Ss: No, he isnt.T: Who she?Ss: HeYukio.T: Is he from Cuba?Ss: No, he isnt. He is from Japa n.（板书并要求学生了解。）CubaT: Who from Cuba?（出示 M

4、aria 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 aren .（协助学生回答。）（板书并要求学生掌握 they，解释 aren t=are not。）they,aren =arenotT: Are we from Chi na?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

5、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，又对下一步表现起铺垫作用。）T: Now work in groups of six. In turn, every group practices a dialog after the example. One makesquesti ons, the other five an swer them.Example:S2: Who this?Gi: She is Jane.S2：Where is she from?Gi: She is from Canada.第二步 表现（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

6、，培养学生的学习兴趣。1. （看 1a 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 is from Ch ina.T: Who is he?（指着第二张图片问。）Ss: He is Stephe n Hawk in g.（教师领读 Stephe n Hawki ng。）T: Where is he from?Ss: He is from En gla nd.2. （播放 1a 录音，让学生跟读并注

7、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。）Shefrom China.Hes from En gla nd.She=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: Liste n to 1a aga in. Find out the rules of the inton ati on, please.（板书重点句子。）Who is he

8、/she?He/She is Where is he/shefrom?He/She is from Where =Where is4. （要求学生两人一组互动操练1a。请几组学生根据图表演对话，完成1a。）5. （看 2a 图，播放 2a 录音，学生跟读，并标出升降调。）（板书并讲解重点句型。）Are they from ？No, they aren 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。）第三步巩固（时间:8 分钟）利用个人信息资料练习对话，巩固目标语言，培养学生语言表达水平。让学生

9、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. （看 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。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 Zhiga ng.S1：Where is he from?S2:He is from

10、 Chi na.S3:Who is she?S4:She is J- K Rowling.S3:Where is she from?S4:She is from En gla nd.2. （教师出示 2b 图片，让学生通过看图独立完成2b。然后两人一组实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. 11l ask somegroups to act it out in the front.第四步 练习（时间:10 分钟）通过操练

11、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水平。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：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/herto us?Example:S1: She is Kelly. She is from the U.S.A.S2: They are Chen Yufan and Hu H

12、aiquan. They are from Liaoning.2. （使用 1c 的句型，两人一组相互问答，完成1c。 ）Example:S3: Who s she?S4: She is Kelly.S3: Where sshe 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）（先让学生自己朗读 3，并注意语调。 ）T: First read 3 by yourselves, and pay attention to the

13、intonation.（2）（播放 3 录音，跟读并核对自己的读音，标出准确的语调，完成3。 ）T: Listen to the tape and imitate the intonation. Mark the correct intonation.第五步 综合探究活动 （时间:7 分钟 ） 通过把所学知识灵活使用于实际交际中， 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，使用重点句型，写出两组对 话。并标出语调。 ）Example:S1: Who is he?S2: He is Jay Chou.S1: Where is

14、 he from?S2: He is from Taiwan.S1: Excuse me, who are they?S2: They are Cai 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 Guan gdo ng.A: Thank you, goodbye.B: Goodbye.3. Homework:(1) 采用对话的形式介绍你熟