SectionA(11)

1、 . Material analysis 本节课是一节听说课，主要活动是1a, 2a 和 3a。通过人物对话学习有关询问姓名、国籍的表达方式，训练学生的听说能力，并能正确使用人称代词：you, they；形容词性物主代词： my, your ； Be 动词 am, is are 的一般现在时在不同情况下形式上的不同变化；特殊疑问 词 what, where, who 引导的特殊疑问句以及缩写形式；初步了解元音字母a，e 和辅音字母p, b, t, d, k和 g的读音规则并能够根据已学音标进行单词的拼读和拼写。另外，在本课学生 还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。II. T

2、eaching aims 形式Key points 正确使用表示询问姓名、国籍等的表达方式； 正确使用人称代词： you, they, 形容词性物主代词： my, your ； 正确使用 Be 动词 am, is, are 的一般现在时在不同情况下形式上的不同变化； 掌握缩写形式 I m = I am, they re = they are, what s = what is, aren t = are not, isn t = isSection AKnowledge aims 能够听懂、正确朗读并应用新学习的单词 : excuse, me, name, America, Japan 等；

3、能够正确使用 be 动词 am, is, are的一般现在时在不同情况下形式上的不同变化及缩写 Im = I am, they re = they are, whats = what is, arent = are not, isnt = is not。 能够用英语熟练表达询问姓名，国籍的方式What s your name? Where are you from?能够正确运用特殊疑问词 what, where, who 引导的特殊疑问句。Skill aims 能听懂有关询问姓名、国籍等基本情况的简单对话或叙述； 能运用图文就表示询问姓名、国籍等的基本情况的话题进行简单的交流； 能根据已学音标

4、的初步知识拼读单词； 能正确地朗读对话，并能注意语音语调； 能写询问对方基本情况的简单句。Emotional aims 能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神； 能有兴趣用所学的功能句进行口头对话； 使学生乐于接触并了解异国文化。 . The key points and difficult pointsnot；掌握元音字母 a, e 及辅音字母 p, b, t, d, k, g 的读音规则。 Difficult points特殊疑问词 what, where, who 引导的特殊疑问句及缩写形式； Be 动词 am, is, are 的应用；元音字母 a, e 及辅音

5、字母 p, b, t, d, k, g 的读音规则。 . Learning strategies 运用图片教学能帮助学生理解和掌握教学内容。 . Teaching aids 录音机、教学挂图、闪卡、黑板和多媒体。. Teaching proceduresStepInteractionpatternsIntroduction1.The wholeTeacher activityStudent activity(2minutes)class work andindividual work.Presentation(13minutes)1. Individualworkand the wholecl

6、ass work.2.Individualwork.1.The teacher greets with students.1.Walk to next studentand say you?”老（师将解释 Excuse me,常用于口语 中，意为“劳驾，打扰一 下。”） Repeat1.The students reply the teacher.T: Hello! Goodmorning.Ss: Hello! Goodmorning.The teacher walks toone student.T: Hello! Areyou ?S1: Yes. I am.1.Do 1a. (学生迷惑 )

7、 Excuse me, areT he student answersthe teacher “No, I m not. I m ” studentslook and listen to theitforseveral times; Write downsentences onthetheblackboard and “ Yes,I am.”是（肯定回 答） “No, I m （.no是t ”否 定回答，注意：肯定回 答时 I am.不能缩写，否 定回答时，And say My name WritesayI am 缩写)I Dme nny. is Denny. ” downblackboard

8、:“ IDenny.= MyDenny.”Let studentson thename isuse “Myname is ” to makesentence one by one.2.Walk to one student and say “My name is Denny. What s your name?”老(师解释 你叫 什么名字？ Whats =What is) (Write down onteacher carefully;Students make sentencesusing it one by one.2.The student answers “My name is ”3.

9、Individual workand the wholeclass work.4.Thewholeclass work.5.Individualwork.Consolidation（12minutes）1.Thewholeclass work andpair work.the blackboard）.3.Walk to anotherstudent and say “I from China,”老师解释 我来自中国 ） “ Where are you from? ” （你来自 哪儿？ ） and show a picture of Canada （如 加拿大的电视塔）;Then teach t

10、he newword “ Canada ” forseveral times.4.Walk to thestudent and asksyou from Canada,third“Are too? ”and shows a picture of America（如美国的自由 女神像）; Then teach the new word “ America ”for several times.5.Show the teaching picture of 1a, then students look atpicture and listen totape carefully for first t

11、ime;letthethetheThen play the tape again and let students follow itfor two times.1.Show the picture of Japan （如日本富士山 图）and teach the word“ Japan ”Point out other country names（ eg. China, the USA, the UK ）3.The student answersm“ I m from Canada.for three tim; es, then letThe whole class readthe new

12、word forseveral times.4. The third studentanswers “No, I I m from America.The whole class readthe new word forseveral times.5.Students look at thepicture and listen to the tape carefully;Follow the tape to read 1a for two times.1.Do 1c. Read theword after the teacherfor three times;Work in pairs and

13、 makeupnewstudents workin pairsconversations with theand makeup newcountry names. Thenconversationswith thecountry names for 1 minute.two pairs show their conversations to thestudents.not.2.Show the pictures of 1b and explain the2.The wholeclassworkandindividual work.cultural background of these pic

14、tures;Play the tape again and choose one student tocheck the answers;Then show the listening material and play the tape.Practice1.Thewhole2.Do 1b. Studentsguess, listen and number the pictures;Then listen to the tape again and match the names with thecountries, one student checks the answers; Then R

15、ead after the(12minutes)classindividualworkandpairwork.2.Pair work.3.The wholeclass work andgroup work.1.Point out the picture of 2a and say “Who are they? 老(师手指 Maria and Jane. 她们是谁？ ) “They are Maria and Jane. They are = they re ” (wrditoew n it on the blackboard); Let students open books, and the

16、n and complete conversation of 2a;tape.1.Do 2a. Follow teacher “They Maria and Jane.theareThen listen and complete the conversation by themselves;theirlistentheRead the conversation inroles. The teacher readsB and then give students 1 minute to practice the conversation in pairs and chooses one pair

17、 to show the conversation.2.Give students 1 minuteto complete the conversation in pairs and choose two students toshow their answers.3.Point out a card with a word “ Japan o”n it and read it out;Show the next cards with “ gap,p at, pet ”o n them and read them out; Explain “p是清辅音也 是爆破音”(老师可用一 张纸做演示，让

18、学生直Students read A, and then practice the conversation in pairs.Then two studentsshare the conversationwith the whole class.2.Do 2b. Complete the conversation in pairs and two students showtheir answers.3.Do 3a. Listen and read “ Japan ” toge；th Read after the teachertogether and imitate the teacher

19、;Read the word together;Discusstheer观感触 p 的发音特点） （老师可用同样的方法 教授 b, t, d, k, g 的读音 ） Show a card with “name” on it and letstudents read the word; Show other cards with “date gate tape” on them, let students discuss the pronunciation groups;Choose two groups read the words;Let students makepronunciation in groups; Two groups try to read the words;Some students make a summary about the the pronunciation of 3a. In the same way, they summarize the pronuncia