(仁愛版)七上案例設(shè)計(jì)：Unit-1-Topic-2-Where-are-you-from全套

Topic2Whereareyoufrom?SectionAⅠ.Materialanalysis本節(jié)課是一節(jié)聽說課，主要活動(dòng)是1a,2a和3a。通過人物對(duì)話學(xué)習(xí)有關(guān)詢問姓名、國籍的表達(dá)方式，訓(xùn)練學(xué)生的聽說能力，并能正確使用人稱代詞：you,they；形容詞性物主代詞：my,your；Be動(dòng)詞am,isare的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化；特殊疑問詞what,where,who引導(dǎo)的特殊疑問句以及縮寫形式；初步了解元音字母a，e和輔音字母p,b,t,d,k和g的讀音規(guī)則并能夠根據(jù)已學(xué)音標(biāo)進(jìn)行單詞的拼讀和拼寫。另外，在本課學(xué)生還將了解到一些西方國家的標(biāo)志性建筑、自然風(fēng)光和名勝古跡。=2\*ROMANII.Teachingaims⒈Knowledgeaims能夠聽懂、正確朗讀并應(yīng)用新學(xué)習(xí)的單詞:excuse,me,name,America,Japan等；能夠正確使用be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化及縮寫形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot;能夠用英語熟練表達(dá)詢問姓名，國籍的方式What’syourname?Whereareyoufrom?能夠正確運(yùn)用特殊疑問詞what,where,who引導(dǎo)的特殊疑問句。⒉Skillaims能聽懂有關(guān)詢問姓名、國籍等基本情況的簡(jiǎn)單對(duì)話或敘述；能運(yùn)用圖文就表示詢問姓名、國籍等的基本情況的話題進(jìn)行簡(jiǎn)單的交流；能根據(jù)已學(xué)音標(biāo)的初步知識(shí)拼讀單詞；能正確地朗讀對(duì)話，并能注意語音語調(diào)；能寫出詢問對(duì)方基本情況的簡(jiǎn)單句。⒊Emotionalaims能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐，培養(yǎng)友好互助的精神；能有興趣用所學(xué)的功能句進(jìn)行口頭對(duì)話；使學(xué)生樂于接觸并了解異國文化。Ⅲ.Thekeypointsanddifficultpoints⒈Keypoints正確使用表示詢問姓名、國籍等的表達(dá)方式；正確使用人稱代詞：you,they以及形容詞性物主代詞：my,your；正確使用be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化；掌握縮寫形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；掌握元音字母a,e及輔音字母p,b,t,d,k,g的讀音規(guī)則。⒉Difficultpoints特殊疑問詞what,where,who引導(dǎo)的特殊疑問句及縮寫形式；Be動(dòng)詞am,is,are的應(yīng)用；元音字母a,e及輔音字母p,b,t,d,k,g的讀音規(guī)則。Ⅳ.Learningstrategies運(yùn)用圖片教學(xué)能幫助學(xué)生理解和掌握教學(xué)內(nèi)容。Ⅴ.Teachingaids錄音機(jī)、教學(xué)掛圖、閃卡、黑板和多媒體。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(3minutes)1.Thewholeclassworkandindividualwork.1.Thestudentsreplytotheteacher.T:Hello!Goodmorning.Ss:Hello!Goodmorning.Theteacherwalkstoonestudent.T:Hello!Areyou…?S1:Yes.Iam.1.Theteachergreetswithstudents.Presentation(13minutes)1.Individualworkandthewholeclasswork.2.Individualwork.3.workandthewholeclasswork.4.ThewholeclassIndividualwork.1.answerstheteacher“No,I’mnot.I’m…”Studentslookandlistentotheteachercarefully;usingitonebyone.2.Thestudentanswers“Mynameis…”3.Thestudentanswers“I’mfromCanada.”Thewholeclassreadthenewwordforseveraltimes.4.Thethirdstudentanswers,“No,I’mnot.I’mfromAmerica.”Thewholeclassreadthenewwordforseveraltimes.5.Studentslookatthepictureandlistentothetapecarefully;Followthetapetoread1afortwotimes.1.Walktonextstudentandsay“Excuseme,areyou…?”(老師將解釋excuseme,常用于口語中，意為“勞駕，打擾一下?！?Repeatitforseveraltimes;Writedownthesentencesontheblackboardandsay“Yes,Iam.”(是肯定回答)“No,I’mnot.”（是否定回答，注意：肯定回答時(shí)Iam.不能縮寫，否定回答時(shí)，Iam可縮寫）Denny.=MynameisDenny.”Letstudentsuse“Mynameis…”tomakesentencesonebyone.2.Walktoonestudentandsay“MynameisDenny.What’syourname?”(老師解釋：你叫什么名字?What’s=Whatis)(Writedownontheblackboard).3.Walktoanotherstudentandsay“I’mfromChina,”（老師解釋：我來自中國）“Whereareyoufrom?”(你來自哪兒？)andshowapictureofCanada（如加拿大的電視塔）；Thenteachthenewword“Canada”forseveraltimes.4.Walktothethirdstudentandask“AreyoufromCanada,too?”andshowapictureofAmerica（如美國的自由女神像）；Thenteachthenewword“America”forseveraltimes.5.Showtheteachingpictureof1a,thenletstudentslookatthepictureandlistentothetapecarefullyforthefirsttime;Thenplaythetapeagainandletstudentsfollowitfortwotimes.Consolidation(12minutes)1.Thewholeclassworkandpairwork.2.Thewholeclasswork.1.Do1c.Readthewordaftertheteacherforthreetimes;Workinpairsandmakeupnewconversationswiththecountrynames;Thentwopairsshowtheirconversationstothestudents.2.Do1b.Studentsguess,listenandnumberthepictures;Thenlistentothetapeagainandmatchthenameswiththecountries,andonestudentcheckstheanswers;Thenreadafterthetape.1.ShowthepictureofJapan（如日本富士山圖）andteachtheword“Japan”forthreetimes;Pointoutothercountrynames（eg.China,theUSA,theUK）,thenletstudentsworkinpairsandmakeupnewconversationswiththecountrynamesfor1minute.2.Showthepicturesof1bandexplaintheculturalbackgroundofthesepictures;Playthetapeagainandchooseonestudenttochecktheanswers;materialandplaythetape.Practice(12minutes)1.Thewholeclassindividualworkandpairwork.2.Pairwork.3.Thewholeclassworkandgroupwork.1.Do2a.Followtheteacher,“TheyareMariaandJane.”theconversationbythemselves;StudentsreadA,andthenpracticetheconversationinpairs;Thentwostudentssharetheconversationwiththewholeclass.2.Do2b.Completetheconversationinpairsandtwostudentsshowtheiranswers.3.Do3a.Listenandread“Japan”together；Readaftertheteachertogetherandimitatetheteacher;Readthewordtogether;DiscusstheTwogroupstrytoreadthewords;thepronunciationofa.Inthesamethepronunciationofe;Listentothewordsof3aandrepeat.1.Pointoutthepictureof2aandsay,“Whoarethey?”(老師指著幻燈片上的MariaandJane.她們是誰？)“TheyareMariaandJane.Theyare=they’re”(writedownitontheblackboard);Letstudentsopentheirbooks,andthenlistenandcompletetheconversationof2a;Readtheconversationinroles.TheteacherreadsBandthengivesstudents1minutetopracticetheconversationinpairsandchoosesonepairtoshowtheconversation.2.Givestudents1minutetocompletetheconversationinpairsandchoosetwostudentstoshowtheiranswers.3.Pointoutacardwithaword“Japan”onitandreaditout;Showthenextcardswith“gap,pat,pet”onthemandreadthemout;Explain“p是清輔音也是爆破音”（老師可用一張紙做演示，讓學(xué)生直觀感觸p的發(fā)音特點(diǎn)）(老師可用同樣的方法教授b,t,d,k,g的讀音)Showacardwith“name”onitandletstudentsreadtheword;Showothercardswith“dategatetape”onthem,letstudentsingroups;Choosetwogroupstoreadthewords;Letstudentsmakeasummaryaboutthepronunciationofa.(Intheway,teach/2//i://e/)(老師可分別用學(xué)過的單詞，如am,see,welcome);Thenplaythetape.Production(5minutes)1.Groupworkandthewholeclasswork.1.Studentsmakeupashortconversationingroupsandtwogroupsshowtheirconversations;Studentslistentotheteacher.1.Letstudentsusethesentences“What’syourname?Whereareyoufrom?Areyou…?Whoarethey?They’re…Wherearetheyfrom?Theyarefrom…”tomakeupashortconversationingroups(1min)andchoosetwogroupstoMakeasummaryabouttheshow.2.Assignhomework:wehavelearnt;Readandrecite1a;Copyeverywordoneline;PreviewthenewwordsandSectionB-1a.Teachingreflection:本節(jié)課利用教學(xué)掛圖、師生互動(dòng)等教學(xué)手段完成本課的教學(xué)任務(wù)。其中，在由單數(shù)句型I’mfrom…向復(fù)數(shù)句型They’refrom…轉(zhuǎn)換時(shí)學(xué)生出現(xiàn)了問題,此外，要加強(qiáng)be動(dòng)詞的應(yīng)用；由于本課內(nèi)容較多，為了減輕學(xué)生的負(fù)擔(dān)，把3b的教學(xué)內(nèi)容調(diào)整到SectionB中學(xué)習(xí)。Ⅶ.BlackboarddesignWhereareyoufrom?SectionA1.What’syourname?CanadaSounds：2.Whereareyoufrom?Japan/V//2//1//e/3.AreyoufromCanada,too?America/p//b//t//d//k//G/4.—Excuseme,areyou…?England—Yes,Iam./No,I’mnot.5.—Whoarethey?—TheyareMariaandJane.6.theyare=they’reSectionBⅠ.Materialanalysis本節(jié)課是在SectionA的基礎(chǔ)上拓展學(xué)習(xí)新知識(shí)，主要活動(dòng)是1a和2a。通過看、聽、說，復(fù)習(xí)詢問姓名、國籍的表達(dá)方式，并進(jìn)一步學(xué)習(xí)對(duì)第三人稱基本信息的詢問“Whoisshe/he?”，“She/Heis…”，“Whereisshe/hefrom?”此外，學(xué)生還會(huì)了解到英美國家在姓名表達(dá)方式上與中國的不同，老師將利用圖片和師生互動(dòng)展開教學(xué)，最后，通過學(xué)唱英文歌鞏固本課的詢問國籍表達(dá)及國家名稱。Ⅱ.Teachingaims1.Knowledgeaims能夠掌握并應(yīng)用新學(xué)習(xí)的單詞:look；能夠正確使用be動(dòng)詞am,isare的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化；能夠正確使用人稱代詞：she,he；能夠用英語熟練表達(dá)詢問姓名、國籍的方式：Whoisshe/he?She/Heis….Whereisshe/hefrom?She/Heisfrom…Isshe/hefrom…?Yes,she/heis./No,she/heisn’t.能夠正確運(yùn)用特殊疑問詞where,who引導(dǎo)的特殊疑問句。2.Skillaims能聽懂有關(guān)詢問姓名、國籍等基本情況的簡(jiǎn)單對(duì)話或敘述；能運(yùn)用圖文就表示詢問姓名、國籍等基本情況的話題進(jìn)行簡(jiǎn)單的交流；能正確地朗讀對(duì)話，并能注意語音語調(diào)；能正確使用英文句子的書寫格式和單詞的大寫規(guī)則。3.Emotionalaims能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐，培養(yǎng)友好互助的精神；能有興趣用所學(xué)的功能句進(jìn)行口頭對(duì)話；使學(xué)生樂于接觸并了解異國文化。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints正確使用表示詢問姓名、國籍等的表達(dá)方法；正確使用人稱代詞：she,he掌握be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化；掌握縮寫形式Who’s=Whois;Where’s=Whereis2.Difficultpoints特殊疑問詞where,who引導(dǎo)的特殊疑問句；Be動(dòng)詞am,is,are的應(yīng)用；單數(shù)句型和復(fù)數(shù)句型的互換。Ⅳ.Learningstrategies通過學(xué)習(xí)中西方姓名書寫順序的不同，了解中西方文化的差異。Ⅴ.Teachingaids多媒體、黑板、教學(xué)掛圖和錄音機(jī)。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)2.Individualwork.1.T:“Hello!Goodmorning,Nicetomeetyou.”Ss:“Hi,Goodmorning.Nicetomeetyou,too.”2.T:“Excuseme,areyou…”S1:Yes,Iam.”Theteacherwalkstonextstudent.T:“Excuseme,areyou…”S2:“No,I’mnot.Iam…”;Thestudentanswers;“Theyare…and…”;Studentsreadthewordcardsonebyone.1.Greetwithstudents.2.Walktoonestudentandgreetwithhim/her;totwostudentsandaskonestudent:“Whoarethey?”;1.Thewholeclasswork,pairworkandindividualwork.2.Thewholeclasswork.1.isDengYaping=She’sDengYaping”;“SheisfromChina.=She’sfromChina.”;Studentsmakeuptheirconversationsinpairs;T:“Look!Whoishe?（chooseonetoanswer）”S1:“HeisStephenHawking.（Heis=He’s）”T:“IshefromChina,too?”Ss:“No,heisn’t.”T:“Whereishefrom?”(chooseonetoanswer)S2:“HeisfromEngland.”;Studentsmakeuptheirconversationsinpairs.2.Do1a.Studentslookatthepicture,andlistenandfollowit;MarkTorFin1a;Listentothetapeagainandchecktheanswers.1.Showthefirstpictureof2aandsay;“Look!Whoisshe?”(老師解釋：Look!意為“看”為了引起對(duì)方的注意;is可縮為’s)Writeontheblackboard(Whoisshe?=Who’sshe？);Askthenextquestion:“Whereisshefrom?’(老師解釋：Whereisshefrom?=thesecondpictureof2a;thelastpictureof2aandgivestudents1minutetomakeupanewconversationusingthekeysentences:“Who’sshe/he?Where’sshe/he/from?Chooseonepairtosharetheirconversationtothewholeclass.2.Showthefirstpictureof1atothemandletstudentslistentothetapecarefully.Andinthesamewaythesecondpicturetostudentsandletstudentslistentothetapecarefully;Givestudents1minutetomarkTorFin1a.Playthetapeof1aagainandletstudentschecktheanswers,payingattentiontothekeysentences.1.Pairworkandindividualwork.2.Thewholeclassworkandindividualwork.1.Do1b.Twopairswiththewholeclass;OnestudentdescribesDengYaping.2.Do2b.Studentsusethekeyinformationtomakeacompletenamecardorally;Onestudentcomestotheblackboardtomakeacompletenamecard,theothersdoitintheirbooks;SomestudentscomparethedifferencesbetweenChineseandEnglishnames.Thentalkabouttheirideas;Listentotheteachercarefully.1.Givestudents1minutetodo1bintwopairstoshowtothewholeclass.Afterthat,showapictureofDengonestudenttodescribeDengYaping.2.Letstudentsusethekeyinformationtomakeanamecardandthendrawanamecardontheblackboard;Showapictureofandletonestudentmakeacompletenamecardontheblackboardandtheothersdoitbythemselvesintheirbooks;andletstudentsbetweenthetwonamecards,andthenpresent“fullname,familynameandgivenname”.Letstudentstalkaboutitinpairsandchoosesomestudentstotelltherulesofusagesofthesenames;Makeasummaryaboutthedifferencesbetweenthetwonamecards.Practice(10minutes)1.Individualwork.2.Thewholeclassworkandindividualwork.3.Individualwork,pairworkandthewholeclasswork.4.Thewholeclasswork.1.Thestudentsdothenamecardsandonestudentreportshis/herpassage.2.DoSectionA-3b.Readthewordsbythemselves;Somestudentsreadthewordsonebyone;Listenandcheckthewordsin3b;Listenandrepeatthewords.3.Do3.Readthesentencesbythemselves.thetapeanddiscusstheuseofcapitalletters;Somestudentssharetheirideaswiththewholeclass.4.Do4.Listenandsingthesongtogether.Thenlistenagainandsingthesongandcirclethenameofeachcountry.1.Letstudentsmaketwoshorttothetwonamecardsfor1minute.Thenchooseonestudenttoreporthis/herpassage.2.Showsomewordcardstostudentsandletstudentsreadthembythemselves;Choosesomestudentstoreadthewordsonebyone;Playthetapeandletstudentslistenandcheckthewords;Playthetapeagainandletstudentslistenandrepeatthewords.3.Givestudentssometimetoread3bythemselvesfirstandthenplaythetape.Afterthat,letstudentspayattentiontothecapitallettersanddiscusstheminpairs;Thenchoosesomestudentstomakeasummaryaboutthecapitalletters.（老師還可補(bǔ)充一些需要首字母大寫的情況，如節(jié)日、星期、月份等）Giveasummaryaboutthecapitalletters.4.tothetape,singthesongtogetherandcirclethenameofeachcountry.Production(5minutes)1.Individualworkandgroupwork.1.Maketheirnamecardsbythemselves;Onestudentintroducestheotherstudentsinthegrouptotheteacher,usingthekeysentences“She/Heis…Familynameis…Givennameis…She/Heisfrom…”tomakeanintroduction.(老師可選擇幾組同學(xué)到講臺(tái)上做介紹)2.Assignhomework:Reviewthekeywordsandexpressions;Use“Who’sshe/he?Where’sshe/hefrom?Isshe/hefrom…?”tomakeupashortsong;PreviewthewordsandSectionC-1a.Teachingreflection:本節(jié)課繼續(xù)學(xué)習(xí)由特殊疑問詞Where,Who引導(dǎo)的特殊疑問句，老師由SectionA的內(nèi)容引入新課的學(xué)習(xí)，但時(shí)間過長(zhǎng)，以后要注意時(shí)間的合理分配；關(guān)于語音部分，因?yàn)镾ectionA部分已經(jīng)學(xué)習(xí)過字母的讀音規(guī)則，在拼讀單詞時(shí)就相對(duì)簡(jiǎn)單，因此，沒必要花太多時(shí)間。Ⅶ.BlackboarddesignWhereareyoufrom?SectionBDengYaping1.Look!Whoishe∕she?=Who’she/she？StephenHawking2.She/Heis…=She’s/He’s…3.Whereisshe/hefrom?=Where’sshe/hefrom?4.Isshe/hefrom…?Yes,she/heis./No,she/heisn’t.SectionCⅠ.Materialanalysis本節(jié)課主要活動(dòng)是1a和1b。通過李杰和媽媽去購物，李杰在購物時(shí)走失，最終在警察的幫助下找到媽媽的故事展開教學(xué)。主要學(xué)習(xí)有關(guān)詢問和告知電話號(hào)碼的表達(dá)方式以及表示感謝的另外一種表達(dá)法“Thankyouverymuch.”。同時(shí)綜合復(fù)習(xí)前面所學(xué)內(nèi)容。此外，要求學(xué)生學(xué)習(xí)基數(shù)詞0～10并結(jié)合日常生活，練習(xí)數(shù)字的表達(dá)。教師通過教學(xué)掛圖、數(shù)字游戲、做名片等活動(dòng)逐步呈現(xiàn)教學(xué)活動(dòng)。Ⅱ.Teachingaims1.Knowledgeaims能夠掌握并應(yīng)用新學(xué)習(xí)的單詞:telephone,number,it,very,much,that,family等；能夠正確使用be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的不同變化；能夠正確使用人稱代詞：it;能夠正確運(yùn)用特殊疑問詞what引導(dǎo)的特殊疑問句詢問電話號(hào)碼:What’syourtelephonenumber?能夠熟練掌握基數(shù)詞0～10及拼寫；能夠正確使用表達(dá)感謝和回謝的功能句：—Thankyouverymuch.—That’sOK.2.Skillaims能聽懂有關(guān)詢問電話號(hào)碼的簡(jiǎn)單對(duì)話或敘述；能運(yùn)用圖文就表示詢問電話號(hào)碼的話題進(jìn)行簡(jiǎn)單的交流； 能正確地朗讀對(duì)話，并能注意語音語調(diào)；能寫出自己的基本情況，如姓名、國籍、電話號(hào)碼等。3.Emotionalaims能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐；培養(yǎng)友好互助的精神。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints正確使用表示詢問電話號(hào)碼和告知電話號(hào)碼的表達(dá)方法：—What’syourtelephonenumber?—Itis/It’s…正確使用人稱代詞it;正確讀、寫基數(shù)詞0～10。2.Difficultpoints能正確運(yùn)用介紹和詢問姓名、電話號(hào)碼等交際功能的基本表達(dá)法進(jìn)行交流；正確讀寫基數(shù)詞0～10。Ⅳ.Learningstrategies利用日常生活中常見的數(shù)字是幫助學(xué)生學(xué)習(xí)數(shù)字的一種好方法。Ⅴ.Teachingaids教學(xué)掛圖、錄音機(jī)、多媒體和黑板。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork.2.Individualworkandthe1.Studentsanswer,“Hi!Goodmorning.”2.Respondtotheteacher.T:“Who’sshe?”S1:“Sheis…”Theteacherwalkstothesecondstudent,pointingtoaboy.T:“Who’she?”S2:“Heis…”;Studentssingthesongtogether.1.Theteachergreetswithstudents,“Hello!Goodmorning.”2.Walktoonestudent,pointingtoagirlandask,“Who’sshe?”Theteacherwalkstothesecondstudent,pointingtoaboyandasks,“Who’she?”Theteachersays,“Let’ssingthesongWhereAreYouFrom?together.”Thentheteacherplaysthetape.Presentation（15minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Individualwork.6.Thewholeclasswork.7.Individualworkandpairwork.1.Guess,followandreadthewordsforseveraltimes.2.Studentsreadthesentenceforthreetimes.3.Do1b–A.Listenfirst,andfollowitforseveraltimes.4.Followtheteacherandcountthenumbersonebyone.5.Thestudentreadsitquickly.6.Do1a.Listentothetapecarefullyforthefirsttimeandguessthemeaningofthepicture;Studentsfollowthetape.7.Do1c.Read1aagainanddo1cbythemselves;Onestudentcheckstheanswer;B:“Mytelephonenumberis…/Itis(It’s)…”B:That’sOK.1.Pointoutatelephoneandsaythewords“telephone”,“number”.Thenaskstudentstoguessthewords’meaning.2.Writethewordsontheblackboardandreadthemout.Theteachersays,“Mytelephonenumberis…”(老師解釋：“我的電話號(hào)碼是…”)Thenletstudentsreadthesentenceforthreetimes.3.Pointoutacardwith“0”and“zero”onit（上面是阿拉伯?dāng)?shù)字，下面是英文單詞）andreaditforseveraltimes.(老師可采用同樣的方法教授其余基數(shù)詞)4.Showhis/heronehandandcountthenumberswithit,andletstudentsfollowtheteacher.5.Showthenumbercardsonebyone（遮住下面的英文單詞）andletstudentsreaditquickly.6.Showthepictureof1a,andthenplaythetapeandletstudentslistentoitcarefullyforthefirsttime;Playthetapeagainandletstudentsfollowit.7.toread1aagainanddo1cbythemselves;Chooseonestudenttochecktheanswer;Letstudentsfindouthowtoaskandanswersmother’sthanks.Consolidation(10minutes)1.Groupwork.2.work.1.Actoutthedialogueof1aingroups;Twogroupscometotheblackboardandshowtheirdialoguestothewholeclass.2.Do1b-B.Readthenumbersonebyone;Twostudentscometotheblackboardanddoit.Theonewhodoesitmorequicklyandfasteristhewinner;Studentslistentotheteachercarefully.dialogueingroups;Choosetwogroupstoshowtheirdialogues.2.Showthepicturesof1btostudents,andthenletstudentslookatthepicturesandreadthenumbersonebyone;Playagame—findfriends.StickthenumbersandEnglishnumberwordsontheThenchoosetwostudentstocometotheblackboardandhelpthenumbersfindtheEnglishnumberwords;Theteachermakesasummaryaboutthecompetition.Practice(8minutes)1.Pairwork.2.Thewholeclasswork.1.Do2.Askandanswerinpairsandthenpracticeit.2.Do3.Completethepassagetogether;Checktheanswersinthebooks.1.Givestudentstwominutestoaskthequestionsinpairs:“Hello!What’syourname?Whereareyoufrom?What’syourtelephonenumber?”andthenmakeupaconversationusingthekeysentences.2.ShowMissWang’snamecardandletstudentscompletethepassagetogether;Pointouttheword“her”(老師解釋：意為“她的”)Thenchecktheanswerstogether.Production(7minutes)1.Groupwork.1.Thestudentsdoitbythemselves;Twostudentsreportthesurveyresults,usingthesentences:“Thisis…His/Herfamilynameis…and…ishis/hergivenname.He/Sheisfrom…Andhis/hertelephonenumberis…”1.Givestudentstwominutestointerviewthreestudentsandfillintheblanks.Itincludes:name,fromandtelephonenumber;Choosetwostudentstoreporttheresult.2.Assignhomework:Makeanamecardforhis/hermotherorfather;Practicethenumberusingyourhand;PreviewSectionD—Teachingreflection:本節(jié)課用了較多的時(shí)間學(xué)習(xí)數(shù)字，對(duì)于學(xué)生來說學(xué)習(xí)數(shù)字有些困難，因此，在教學(xué)過程中，采用多種學(xué)習(xí)方式，加深學(xué)生的印象，通過日常生活中的數(shù)字來鞏固學(xué)生對(duì)數(shù)字的學(xué)習(xí)。此外，物主代詞“her”的引入也是一個(gè)難點(diǎn)，老師可以對(duì)應(yīng)著“my,your”來講解，可根據(jù)學(xué)生的水平?jīng)Q定是感知還是深度學(xué)習(xí)。

Ⅶ.BlackboarddesignWhereareyoufrom?SectionC1.—What’syourtelephonenumber?zerosix—Itis…oneseven2.—Thankyouverymuch.twoeight—That’sOK.threenine3.Wangisherfamilyname.fourtenfiveSectionDⅠ.Materialanalysis本節(jié)課是一節(jié)復(fù)習(xí)課，主要活動(dòng)是grammar,functions及數(shù)字的應(yīng)用。Grammar部分通過練習(xí)的方式引導(dǎo)學(xué)生總結(jié)主格人稱代詞的用法。Be動(dòng)詞is,are和疑問代詞what/who/where引導(dǎo)的疑問句及縮略形式。Functions部分通過引導(dǎo)學(xué)生復(fù)習(xí)SectionsA~C，總結(jié)本話題所學(xué)的詢問姓名、電話號(hào)碼和國籍等功能的表達(dá)法。另外，通過綜合練習(xí)活動(dòng)，拓展學(xué)生的知識(shí)面，鞏固數(shù)字、詢問姓名和國籍等基本情況的表達(dá)。最后，老師通過Project活動(dòng)讓學(xué)生根據(jù)要求完成自己的名片設(shè)計(jì)，培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)語言的能力。Ⅱ=2\*ROMAN.Teachingaims1.Knowledgeaims引導(dǎo)學(xué)生自主總結(jié)be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的變化及縮寫形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；引導(dǎo)學(xué)生復(fù)習(xí)用英語表達(dá)詢問姓名、國籍、電話號(hào)碼的方式：What’syourname?Whereareyoufrom?What’syourtelephonenumber?引導(dǎo)學(xué)生總結(jié)本話題特殊疑問詞what,where,who引導(dǎo)的特殊疑問句及縮寫形式。2.Skillaims能聽懂有關(guān)詢問姓名、國籍、電話號(hào)碼等基本情況的簡(jiǎn)單對(duì)話或敘述；能運(yùn)用圖文就表示詢問姓名、國籍、電話號(hào)碼等的基本情況的話題進(jìn)行簡(jiǎn)單的交流；能正確地朗讀對(duì)話，并能注意語音語調(diào)；能根據(jù)已學(xué)音標(biāo)嘗試拼讀單詞；能夠初步了解元音字母a,e及輔音字母p,b,t,d,k,g的讀音規(guī)則。⒊Emotionalaims能夠與同學(xué)積極合作，參與課堂活動(dòng)，大膽實(shí)踐，培養(yǎng)友好互助的精神；能有興趣用所學(xué)的功能句進(jìn)行口頭對(duì)話；使學(xué)生樂于接觸并了解異國文化。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints引導(dǎo)學(xué)生復(fù)習(xí)詢問姓名、國籍、電話號(hào)碼等的表達(dá)方法；引導(dǎo)學(xué)生復(fù)習(xí)人稱代詞：I,you,they,we,she,he,it;物主代詞：my,your,her；引導(dǎo)學(xué)生復(fù)習(xí)be動(dòng)詞am,is,are的一般現(xiàn)在時(shí)在不同情況下形式上的變化；引導(dǎo)學(xué)生復(fù)習(xí)縮寫形式I’m=Iam,they’re=theyare,what’s=whatis,aren’t=arenot,isn’t=isnot；引導(dǎo)學(xué)生掌握元音字母a,e及輔音字母p,b,t,d,k,g的讀音規(guī)則。2.Difficultpoints正確使用特殊疑問詞what,where,who引導(dǎo)的特殊疑問句；正確使用be動(dòng)詞am,is,are；正確使用元音字母a,e及輔音字母p,b,t,d,k,g的讀音規(guī)則并能根據(jù)發(fā)音規(guī)則拼讀含有以上字母發(fā)音的單詞。Ⅳ.Learningstrategies1.培養(yǎng)學(xué)生借助圖片聽、說、讀、寫的習(xí)慣；2.能夠逐漸養(yǎng)成進(jìn)行預(yù)習(xí)和復(fù)習(xí)的好習(xí)慣。Ⅴ.Teachingaids錄音機(jī)、多媒體、黑板和閃卡。Ⅵ.TeachingproceduresStepInteractionpatternsStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork.2.Individualwork.3.Individualwork.4.Individualwork.5.Thewholeclasswork.1.Studentsanswer,“Hi!Goodmorning.Nicetomeetyou,too.”2.DoFunctions.Studentsansweritonebyone.3.Thenwritethemdownbythemselves.4.Countthenumbers0~10afterthetheteacher.5.Playthegameandcountthenumbersonebymeinorder.1.Greetwithstudents,“Hello!Goodmorning.Nicetomeetyou.”2.Showtheflashcardswiththefunctionsentencesonthem.Thenletstudentsansweritonebyone;3.Letstudentsopentheirbooksatpage15anddoitbythemselves.4.Showhis/herhandandcountthenumbersfrom0～10inEnglishquicklyandthenletstudentsdoitinEnglishandimitatetheteacher.5.Playagame—Countthenumbers.Letstudentscountthenumbersfrom0~10onebyoneinorder.Presentation(15minutes)1.Individualwork.2.Individualworkandthewholeclasswork.3.Individualworkandthewholeclasswork.1.Do1.Matchthenumberswiththepicturesorallyandonestudentcheckstheanswer.2.Do2.Listentotheeachnumberwiththename;Thenlistenagainandmatchthepeoplewiththeirnationalflags;Finallychecktheiranswers.Threestudentsmakethesentences:He/Sheis…Theyare…;TheotherthreestudentsmakethesArethey/you…?Thenextthreestudentsgivetheanswers:Yes,he/sheis./No,he/sheisn’t.Yes,they/weare./No,they/wearen’t.Yes,Iam./No,I’mnot.AllStudentslookatthescreencarefully.1.ShowthePPTof1andletstudentsmatchthenumberswiththepicturesorally.Thenchooseonestudenttochecktheanswer.2.ShowthePPTof2.Playthetapefortwotimes.3.Choosethreestudentstocometotheblackboardandletotherstudentsmakesentencesusing:He/Sheis….Theyare…;Letotherthreestudentschangethesentencesintonegatives