1、Section B . Material analysis 本节课是在 Section A 所学知识的基础上拓展学习新知识， 主要活动是 1a 和 2a。 通过看、 听、 说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Who is she/he ?”，“She/He is ”，“Where is she/he from?”此外，学生还会了解到英美国家在姓名表 达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固 本课的询问国籍表达及国家名称。 . Teaching aims Knowledge aims 能够掌握并应用新学习的单词:look
2、； 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； 能够正确使用人称代词：she, he； 能够用英语熟练表达询问姓名、国籍的方式：Who is she/he ? She/He is . Where is she/he from? She/He is from.Is she/he from.? Yes, she/he is. No, she/he isnt. 能够正确运用特殊疑问词 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、国籍等基本情况的话题进行简
3、单的交流； 能正确地朗读对话，并能注意语音语调； 能正确使用英文句子的书写格式和单词的大写规则。 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 points 1.Key points 正确使用表示询问姓名、国籍等的表达方法； 正确使用人称代词：she, he 掌握 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 Whos = Who is ; Wheres = Wher
4、e is 2. Difficult points 特殊疑问词 where, who 引导的特殊疑问句； Be 动词 am, is, are 的应用； 单数句型和复数句型的互换。 . Learning strategies 通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。 . Teaching aids 多媒体、黑板、教学挂图和录音机。 . Five-finger Teaching Plan 五指教学方案 Step 1 Review 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
5、 图片。) Ss: He is Tony. T: Where is he from? Ss: He is from England. (板书并要求学生掌握。) who T: Who is she?(出示 Jane 的图片。) Ss: She is Jane. T: Where is she from? Ss: She is from Canada. T: Whats your name?(把 Sally 的图片给一个学生并问。) S1: My name is Sally. T:Are you from the U.S.A.? S1: Yes, I am. T: Is he Kangkang?(
6、把 Yukio 的图片给一个学生并向全班同学提问。) Ss: No, he isnt. T: Whos he? Ss: Hes Yukio. T: Is he from Cuba? Ss: No, he isnt. He is from Japan. (板书并要求学生了解。) Cuba T: Whos from Cuba?(出示 Maria 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。)
7、Ss: No, they arent.(帮助学生回答。) (板书并要求学生掌握 they，解释 arent=are not。) they, arent=are not T:Are we from China? 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， 又对下一步呈现起铺垫作用。) T: Now work in groups of six. In turn, every group practices a dialog aft
8、er 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. Step 2 Presentation 第二步 呈现(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，培养学生的学习兴趣。 1. (教师展示 1a 教学挂图，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
9、着第一张图片问。) Ss: She is Deng Yaping. T: Where is she from? Ss: She is from China. T: Who is he?(指着第二张图片问。) Ss: He is Stephen Hawking.(教师领读 Stephen Hawking。) T: Where is he from? Ss: He is from England. 2. (播放 1a 录音，让学生跟读并注意模仿其语音语调。要求学生注意听缩写词的发音。) T: Listen to the tape and repeat. Pay attention to the p
10、ronunciation and intonation. (板书含有缩写词的句子并解释。) Shes from China. Hes from England. Shes=She is Hes=He is 3. (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: Listen to 1a again. Find out the rules of the intonation, please. (板书重点句子。) Who is he/she? He/She is Where is he/she from? He/She is from Wheres=Where is 4.
11、(要求学生两人一组互动操练 1a。请几组学生根据挂图表演对话，完成 1a。) 5. (出示 2a 教学挂图，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 arent. 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。) Step 3 Consolidation 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，培养学生语言表达能力。让学生了解主要英语 国家的国旗及标志性建筑，扩大学生知识面。 1.
12、 (教师出示 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 Zhigang. S1: Where is he from? S2: He is from China. S3: Who
13、 is she? S4: She is JKRowling. S3: Where is she from? S4: She is from England. 2. (教师出示 2b 图片，让学生通过看图独立完成 2b。然后两人一组进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. Ill ask some groups to act it out in the front. Step 4 Practice 第四步 练习(时间:10
14、 分钟) 通过操练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能 力。 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/her to us? Example: S1: She is Kelly. She is from the U.S.A. S2: They are
15、 Chen Yufan and Hu Haiquan. They are from Liaoning. 2. (运用 1c 的句型，两人一组相互问答，完成 1c。) Example: S3: Whos she? S4: She is 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)(先让学生自己朗读 3，并注意语调。) T: First read 3 by yourselve
16、s, and pay attention to the intonation. (2)(播放 3 录音，跟读并核对自己的读音，标出正确的语调，完成 3。) T: Listen to the tape and imitate the intonation. Mark the correct intonation. Step 5 Project 第五步 综合探究活动(时间:7 分钟) 通过把所学知识灵活运用于实际交际中， 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，运用重点句型，写出两组对 话。并标出语调。) Example:
17、 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 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:
18、 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)采用对话的形式介绍你熟悉的人(如：姓名，出生地)。 (2)模仿 2a，写一篇小对话。 板书设计： Where are you from? Section B 1.Who is he/she? 2.Who are they? He/She is They are and Wheres he/she from?Are they from ? He/She is from No, they arent. Where are they from? is from and is from
