Unit1_Topic2_SectionA教案

1、Unit1 Topic2 SectionA教案教学内容分析：本话题以Where are you from?为主题，在第一个话题的根底上继续学习介绍自己、询问别人姓名、 号码、国籍等根本信息的表达法。主要句型和语法：Where are you from? Where is she/he from? Whats your name? Whats your telephone number? 从本话题开场也进入正式学习语音的阶段，通过语音学习，帮助学生学习自我拼读单词，形成标准的语音语调。本话题还将学习数字0-10。以上内容在学生逐一掌握以后都将通过活动的形式综合应用到实际交流之中。教学设计思路：本

2、课时通过复习第一话题的功能句导入My name is. I am from. Whats your name? 等新句型学习。然后通过出示不同国家的标志性建筑学习国家名。完成1b之后再完成1a中听力的听力任务。之后给学生任务完成1c，最后通过歌曲对唱的形式复习稳固 Where are you from?和部分国家名。I. Teaching aims1. Knowledge aims:1学习My name is. I am from. Whats your name? Where are you from?等句型。2能听懂、正确朗读词汇表中的黑体词，如: excuse, me, Canada,

3、America.2. Skill aims:1可以听懂询问姓名、国籍等的简短对话。2可以用英语就别人姓名、国籍等话题进展简短的对话。3可以用英文写出自己的姓名、所在的城市名以及国家名。3. Emotional aims:培养学生学习英语的主动性。4. Culture awareness:理解部分国家的标志性建筑。.The key points and difficult points1. Key points:1 Words and expressions: Canada, England, China, America, Japan.2 Sentences: My name is I am

4、from .Whats your name?Where are you from?Excuse me .2. Difficult points:正确书写国家名。. Learning strategies1.逐渐养成预习和复习的好习惯。2.认真听录音，积极大胆地模拟。. Teaching aids录音机多媒体/小黑板/图片V. Teaching proceduresStage 1 5 mins:Getting students ready for learning and revisionStepTeacher activityStudent activityDesigning purposeC

5、lass activityGreet and warm up.T: Hi, class!T: Yesterday I asked you to make a dialogue and sing a song for your parents. Did you finish it?T: Who can sing a song?T: Today we will learn a new song. Lets enjoy and sing it for our parents after class.T: Which group wants to show your dialogue to us?T:

6、 Your dialogue is good. But I think you can speak louder next time.T: Are you Sam?T: Oh, sorry. Hello, Jon!T: Yes, you know I am Miss Li. My name is Li . Repeat and write it on the Bb.Greet and warm up. Ss: Hi! Miss Li. Ss: Yes.S1: ABCDE .Ss: Wow.Group l:S1: We want to try.S1: Hello, Judy!S2: Hello,

7、 Sam!S1: Nice to meet you.S2: Nice to meet you, too.S1: How are you?S2: I am fine, thanks. And you?S1: I am OK.S2: Sam, this is my friend Jon. Jon, this is my friend, Sam.S1: How do you do?S3: How do you do?J: No, I am not. I am Jon.J: Hello, Miss Li!通过歌曲的形式开课吸引学生的注意力，在活泼的气氛中邀请小组上台表演对话，检查学生对已学知识的掌握情

8、况，由此导入新句型的学习。Remark:学习英语的最初阶段，老师应该不断地进展复习、稳固所学知识，并尽量让这些功能句可以融入到真实的语境中。Stage 2 15 mins:Pre-listeningStepTeacher activityStudent activityDesigningpurpose:1Class activityTeach My name is . I am fromWhats your name? Where are you from? By showing examples.T: I am. My name is T: My name is Li. Whats your

9、 name?T: My name is Li .Whats your name?T: My name is Li. Whats your name?T: Practice in groups.T: My name is Li. I am from China. Where are you from?Write I am from China. Where are you from? on the Bb. RepeatListen to the teacher and try to imitate.Ss: I am My name is .S1: I am Jon. My name is Jon

10、.S2: My name is Ben.S3: My name is White.S4: My name is Miff.Group l:S1: My name is A. Whats your name?S2: My name is B. Whats your name?S3: My name is C. Whats your name?S1: I am from China.S2: I am from China.S3: I am from China.在真实的语境中教授目的语，学生可以更好地应用目的语。2.Group workT: Practice in groups and then

11、I will invite some groups to perform it.T: Are you ready?T: I think you know how to use these sentences. How about Group 3?T: Excuse me, whats your name?T: Excuse me, Where are you from?T: Yes, good.Ss: OK. Ss: Yes.Group2:S1: My name is C. Whats your name?S2: My name is D. I am from China. Where are

12、 you from?S1: I am from China.Group3:S1: My name is E. Whats your name?S1: My name is E.S2: My name is G. I am from China. Where are you from?S2: I am from China.通过分小组表演对话的形式操练目的语。3. Class workShow the picture of 1b to students. Then add a name on each picture. e.g. Jane, Maria, Kangkang.T: Do you k

13、now where it is?T: Yes, Canada.死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生才能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的重要前提和根底。T: How about picture 2?T: Picture 3?T: Picture 4?T: Look at picture 1. Can you describe picture 1 like this? My name is Ja

14、ne. I am from Canada.T: Yes, who can describe picture 2?T: Picture 3 and 4, I hope you can finish them in groups.SI: I know. Canada.ChineseS2: America.S3: Japan.Ss: China.Ss: My name is Jane. I am from Canada.S1: I am Michael. I am from America.通过描绘各个图片，理解各个国家的主要建筑，进步稳固目的语。Remark:在对话中教授功能句，先不告知学生句子的

15、意思，学生自己感知，这样老师可以重复或者提供同义句等让学生感知意思。Stage3 5 mins: While-listeningStepTeacher activityStudent activityDesigningpurpose:Class activityPlay the tape recorder.T: Listen to the tape and finish 1b.Then we will check the answers together.Class activityT: Listen to la and answer the following 2 questions:Whe

16、re is Jane from?Is Sally from Canada?T: Listen to la again. Understand the dialogue.T: Listen to the tape again. Read after the tape.Listen to the tape and finish 1b.Ss: CDBASs: She is from Canada.Ss: No, she isnt.通过听录音来学习1a的内容。Remark:听的次数根据学生掌握的情况确定，尽量保证听力完毕后大部分同学都能流利地朗读1a。Stage 4 12 mins: Post-lis

17、teningStep“师之概念，大体是从先秦时期的“师长、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“

18、老师的必要条件不光是拥有知识，更重于传播知识。Teacher activity这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?Student activity要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察才能，扩大幼儿的认知范围，让幼儿在观察事物、观察生

19、活、观察自然的活动中，积累词汇、理解词义、开展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察才能和语言表达才能的进步。Designingpurpose:1.Group workLet students practice 1a after listening.T: Read la in groups. Then I will invite some students to read the dialogue.T: Are you ready? Who wants to have a try?Practice 1a in groups.Ss: OK.

20、Group 1:S1: Excuse me, are you Jane?S2: Yes, I am. Whats your name, please?S1: My name is Sally. Where are you from?S2: Im from Canada. Are you from Canada, too?S1: No, Im not. Im from America.学生通过熟读1a掌握本节课的新句型。老师也可以根据学生读的情况检查学生的掌握情况，调整教学进度。2.Group workShow the words in 1c to students. Add Jane, Bec

21、kham, Kangkang, Michael, and Yukio under the words.T: Work in pairs. Make a conversation like la. These words may help you.T: Are you ready?T: Boys and girls, they set a good example. They did very well. Their voice, their feelings are all good. Next group.Make dialogues like 1a. Ss: Yes.Group2:S1:

22、Excuse me, are you Michael?S2: Yes, Whats your name, please?S1: I am Jane. Where are you from?S2: I am from America. Are you from America, too?S1: No, I am not. I am from Canada. Group3:通过改编对话稳固1a。学生也可以在操练中更好地掌握目的语。3.Group workPlay the song: Where Are You From?T: Listen to the song carefully. Circle

23、 the name of each country.T: Listen again and sing after the tape.T: Anybody wants to have a try?T: Good. Listen again. Make sure you can sing it. Then we will have a PK. Boys PK girls. All the boys are Michael. All the girls are Maria. Lets go.Learn to sing the song: Where Are You From?Ss: Cuba, Ameri