Unit
1
Topic
2
Where
are
you
from
Section
A
教案
教学内容分析及课时分配建议：
本话题以Where
are
you
from
为指引，在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。主要句型和语法：Where
are
you
from
Where
is
she/he
from
What’s
your
name
What’s
your
telephone
number
从本话题开始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。
本话题建议用5个课时来完成：
第一课时：Section
A-1a,
1b,
1c,
Section
B-4
第二课时：Section
A-2a,
2b,
3a,
3b
第三课时：Section
B-1a,
1b,
2a,
2b,
3
第四课时：Section
C-1a,
1b,
1c,
2,
3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
Project
第二课时
(Section
A-2a,
2b,
3a,
3b)
教学设计思路：
本课时通过齐唱英文歌曲Where
are
you
from
复习
Where
are
you
from
I
am
from…句型。之后请同学做自我介绍综合所学句型。通过学生的照片为学生提供学习Who
are
they
Where
are
they
from
的语境完成2a,2b.
语音方面通过游戏、听、模仿、总结规则等多种形式进行练习，最终达到能自我认读的目标。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）
学习Who
are
they
They
are…
Where
are
they
from
Is
…
from…
等句型
。
（2）
能听懂、正确朗读词汇表中的黑体词如：they,
who,
he,
she
(3)
学习音标/
p/
/b/
/t/
/d/
/k//g//e /
/ //i:/
/e/。
Skill
aims:
（1）能够听懂询问两人及以上姓名、国籍等的简短对话，并能辨认/p/
/b/
/t/
/d/
/k/
/g/
/e /
/ /
/i:/
/e/音素等。
（2）能够用英语就两人及以上姓名、国籍等话题进行简短的对话。
（3）能够正确书写they,
who,
he,
she
等词。
Emotional
aims:
有学习语音的兴趣。
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Words
and
expressions
:
they,
who,
he,
she,
/p/
/b/
/t/
/d/
/k/
/g/
/e /
/ /
/i:/
/e/
（2）
Sentences:
Who
are
they
They
are…
Where
are
they
from
Is
…
from…
Difficult
points：
掌握元音/e /
/ /
/i:/
/e/的发音。
Ⅲ.
Learning
strategies
1.
逐渐养成拼读单词的习惯
。
2.
借助图片帮助听说的习惯。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V．Teaching
procedures
Stage
1(5mins)：Getting
students
ready
for
learning
and
revision
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Class
activity)
Greet
and
warm
up.T:
Hi,
class!
T:
Did
you
sing
Where
You
From
Are
for
your
parents
yesterday T：Good
kids.
Now
let’s
sing
the
song
together.T：Perfect！Where
is
Maria
from T:
Where
is
Michael
from T:
Where
are
you
from T:
Excuse
me,
what’s
your
name
Greet
and
warm
up.Ss:
Hi!
Miss
Li.Ss：Yes.Ss:
Hello,
Maria...Ss:
She
is
from
Cuba.Ss:
He
is
from
America.S1:
I
am
from
Chongqing.S2:
I
am
from
Kaixian.S3:
My
name
is
Own.S4:
My
name
is
Jeff.S5:
My
name
is
Ben.
通过歌曲的形式开课吸引学生的注意力，在学生注意力回归课堂之后引导学生进行复习。
2.（Group
work）
Practice
in
groups
to
review
the
sentences.T：Work
in
groups.
Discuss
your
English
names
and
your
birth
places.T:
Are
you
ready T:
Who
would
like
to
act
it
out
Act
out
the
dialog
in
groups.Ss:
Yes.Group1:S1:
Excuse
me,
what‘s
your
name S2:
My
name
is
Judy.
What’s
your
name
S1:
What’s
your
name？S2：My
name
is
Susan.S1:
How
do
you
do S2:
How
do
you
do S1:
Where
are
you
from S2:
I
am
from
China.
And
you S1:
I
am
from
China,
too.
通过小组合作，将所学知识灵活应用。
Remark：复习的时候尽量引导学生将所学的知识融合在一起使用。
Stage
2（10mins)：
Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1
(Class
activity)
Play
a
game.
Guess
who
they
are.Teacher
prepares
some
students’
photos
and
save
them
in
the
computer.
T:
Here
are
some
photos.
Let’s
see
who
they
are Picture1.
What’s
her
name T:
Good!
Who
is
she T:
Yes,
she
is
Susan.T:
Who
is
she T:
And
this
one.
Who
is
he T:
Who
is
he T:
Who
are
they (Write
it
on
the
Bb)T:
Yes.
They
are
Susan
and
Jessica.T:
Who
are
they T:
Where
are
they
from
They
are
from…T:
Where
are
they
from T:
Where
are
they
from T:
Where
is
Michael
from T:
He
is
from...T:
Where
is
Jane
from T:
She
is
from…T:
Are
they
from
England T:
No,
they
aren’t.T:
Are
they
from
China T:
Where
are
they
from
Ss:
Miss
Li.Ss:
Susan.Ss:
She
is
Jessica.Ss:
He
is
Ben.Ss:
He
is
Mark.S1:
They
are
Susan
and
Jessica.Ss:
They
are
Susan
and
Jessica.Ss:
They
are
Ben
and
Mark.Ss:
China.Ss:
They
are
from
China.Ss:
They
are
from
China.Ss:
AmericaSs:
Canada.Ss:
No.No,
they
aren’t.Ss:
Michael
is
from
America.
Jane
is
from
Canada.
在真实的语境中教授目标语，学生能够更好地应用目标语。
2.（Group
work）
Practice
the
dialog
in
groups.T:
Practice
in
groups
and
then
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
2.
Practice
and
act
out
the
dialogs.Ss:
Ok.Ss:
Yes.Group1:S1:
Who
are
they S2:
They
are
Rose
and
Cool S1:
Are
they
from
England.S2:
No,
they
aren’t.S1:
Where
are
they
from S2:
Rose
is
from
Chongqing,
Cool
is
from
Sichuan.Group2:…
通过分小组表演对话的形式操练目标语。
Remark：通过创设情境，让学生感知新句型，老师通过多次重复句型，学生在感知模仿中理解句型结构的用法。
Stage3（5mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Individual
work)
Play
the
tape
recorder.T:
Listen
to
the
tape
and
finish
2a.Then
we
will
check
the
answers
together.T:
Listen
to
2a
again.
Try
to
understand
the
dialog.T:
Listen
to
the
tape
again.
Read
after
the
tape.
Then
I
will
invite
some
groups
to
read
the
dialog.
Listen
to
the
tape
and
finish
2a.Ss:
3,1,2
Group1:S1:
Excuse
me…
通过听录音来学习2a的内容。
Remark：听的次数根据学生掌握的情况确定，尽量保证听力结束后大部分同学都能流利地朗读1a。
Stage
4（10mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Group
work)
Let
Ss
fill
in
the
blanks
in
2b
according
to
the
picture.T:
Look
at
the
picture
and
finish
2b.
T:
Finish
it
T:
Ok,
let’s
check
the
answer.T:
Well
done.
Pay
attention
to
they
are…
she
is…
he
is…
Ss:
OK.
Ss:
Yes.Ss:Who
are
they They
are
Dingding
and
Nana.Oh,
is
Dingding
from
America No,
he
isn’t.
He
is
from
Japan.Where
is
Nana
from She
is
from
England.
学生根据图片核对答案完成2b。
2.(Group
work)
Encourage
students
to
use
new
structure
to
introduce
their
friends.T:
Boys
and
girls
can
you
introduce
your
friends
in
English You
can
use:
Who
are
they Where
are
they
from
Are
they
from… Who
is
she/he Where
is
she/he
from Is
she
/he
from… T:
OK.
Which
group
would
like
to
be
first T:
Boys
and
girls,
they
set
a
good
example.
They
did
very
well.
Their
voice,
their
feelings
are
all
good.
Next
group.
Use
new
structure
to
introduce
their
friends.
Ss:
Yes.Group1:S1:
My
name
is
Judy,
this
is
my
good
friend
Shirley.They
are
my
friends
Bob
and
Brave.J:
Hello,
Shirley.S:
Hello,
Judy.J:
Nice
to
meet
you.S:
Nice
to
meet
you,
too.
Judy.
Who
are
they J:
They
are
my
friends
Bob
and
Brave.S:
How
do
you
do B&B:
How
do
you
do S:
Are
they
from
Canada J:
No,
they
are
from
China.Ss:
Yes.Group
2:S1:
Excuse
me,
are
you
Michael S2:
Yes,
What’s
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:…
通过改编对话巩固2a,2b.
学生也能够在操练中更好地掌握目标语。
Remark：老师可以设计多种活动来复习巩固功能句。
Stage
5（10mins)：
Learn
English
sounds
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Class
activity)
Play
the
tape
recorder
and
imitate
the
vowels.T：Boys
and
girls,
now
let’s
listen
to
the
tape
recorder
carefully.
And
you
should
imitate
the
sounds
after
the
recording.T:
Listen
to
the
tape
again
and
imitate,
then
I’ll
ask
some
of
you
to
read
the
vowels.
T:
Can
you
read
these
sounds
now
Who’d
like
to
have
a
try T:
Great!
Anyone
else T:
Good
job!
Go
on,
please!T:
Wonderful!
A,
would
you
like
to
have
a
try
Listen
to
the
tape
and
learn
the
sounds.Ss:
OK.Ss:
OK.S1:
a,
/e /,
date,
gate,
tapeS2:a,/ /,
at,
bad,
bagS3:
e,
/i:/,
be,
bee,
keepS4:
e,
/e/,
bed,
beg,
bet
通过听、观察、模仿等多种形式学习语音，大胆练习。
2.(Class
activity)
Get
Ss
to
find
the
sound
rule
from
the
rest
words
and
learn
the
consonants.T:
Boys
and
girls,
read
the
sounds
and
words
in
the
first
four
lines
again
in
groups.
Then
try
to
read
the
rest
words
with
blue
consonants.T：Have
you
found
the
rule
Who’d
to
have
a
try T:
Good
job!
Another
group,
please!T:
Well
done!
Who’d
like
to
read
/k//g/
group T:
You
have
done
a
great
job!
Now
let’s
listen
to
the
tape
again
and
imitate.
Find
the
sound
rule
and
learn
the
consonants.Ss:
OK.Group
1:p,
/p/,
gap,
pat,
pet;
b,
/b/,
bake,
bat,
begGroup
2:
…Group
3:…Ss:
OK.
(Pair
work)
Read
the
words
in
3b
in
groups
and
listen
to
check.T:
Now
let’s
take
more
practice.
Read
the
words
of
3b
in
pairs.
Then
I’ll
ask
some
of
you
to
read
it.T:
Who’d
like
to
read
it
for
us T:
Good
job!
Another
one T:
You
did
a
good
job!
Let’s
listen
and
check
your
pronunciation.
Read
the
words
in
3b
in
groups
and
listen
to
check.Ss:
OK.S1:…S2:…Ss:
OK.
根据汉语拼音的正迁移原则，学习完元音后，让学生自己发现后面六列与前面四列相同的地方，然后尝试着自己去读单词，掌握读音规则。
Stage
6（2mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose:
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:Class
will
be
over
soon
.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great
!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
Who
are
they
S2:
They
are…
S3:
Where
are
they
from
S4:
Is
…
from…S5:
/p/
/b/
/t/
/d/
/k/
/g/
/e /
/ /
/i:/
/e/
归纳总结本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
read
the
sounds
and
words
in
3a,
3b.2.
Use
the
structures
we
learned
today
to
make
a
dialog.3.
Preview
Section
B.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调预习和复习也是家庭作业的一部分。
VI
.
Blackboard
design
Topic
2
Where
are
you
from 第二课时
(Section
A-2a,
2b,
3a,
3b
)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6:
Who
are
they
They
are…
Where
are
they
from
Is
…
from…
P
b
t
d
k
g
a
e
/
p/
/b/
/t/
/d/
/k/
/g//e /
/ /
/i:/
/e/Unit
1
Topic
2
Where
are
you
from
Section
A教案
教学内容分析及课时分配建议：
本话题以Where
are
you
from
为主题，在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。主要句型和语法：Where
are
you
from
Where
is
she/he
from
What’s
your
name
What’s
your
telephone
number
从本话题开始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。
本话题建议用5个课时来完成：
第一课时：Section
A-1a,
1b,
1c,
Section
B-4
第二课时：Section
A-2a,
2b,
3a,
3b
第三课时：Section
B-1a,
1b,
2a,
2b,
3
第四课时：Section
C-1a,
1b,
1c,
2,
3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
Project
第一课时
(Section
A-1a,
1b,
1c,
Section
B-4
)
教学设计思路：
本课时通过复习第一话题的功能句导入My
name
is…
I
am
from…
What’s
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巩固
Where
are
you
from
和部分国家名。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）
学习My
name
is…
I
am
from…
What’s
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,
America…
Skill
aims:
（1）能够听懂询问姓名、国籍等的简短对话。
（2）能够用英语就他人姓名、国籍等话题进行简短的对话。
（3）能够用英文写出自己的姓名、所在的城市名以及国家名。
Emotional
aims:
培养学生学习英语的主动性。
Culture
awareness:
了解部分国家的标志性建筑。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）Words
and
expressions
:
Canada,
England,
China,
America,
Japan…
（2）Sentences:
My
name
is…
I
am
from…
What’s
your
name
Where
are
you
from
Excuse
me…
Difficult
points：
正确书写国家名。
Ⅲ.
Learning
strategies
1.
逐渐养成预习和复习的好习惯
。
2.
认真听录音，积极大胆地模仿。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V．Teaching
procedures
Stage
1(5mins)：Getting
students
ready
for
learning
and
revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
and
warm
up.T:
Hi,
class!
T:
Yesterday
I
asked
you
to
make
a
dialog
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.
Let’s
enjoy
and
sing
it
for
our
parents
after
class.T:
Which
group
wants
to
show
your
dialog
to
us T:
Your
dialog
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.Group1:S1:
We
want
to
try.S1:
Hello,
Judy!S2:
Hello,
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，在活跃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，老师应该不断地进行复习、巩固所学知识，并尽量让这些功能句能够融入到真实的语境中。
Stage
2（15mins)：
Pre-listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1
(Class
activity)
Teach
My
name
is…
I
am
from…
What’s
your
name
Where
are
you
from
by
showing
examples.T:
I
am…
My
name
is
…T:
My
name
is
Li…
What’s
your
name T:
My
name
is
Li…
What’s
your
name T:
My
name
is
Li…
What’s
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.
Repeat)
Listen
to
the
teacher
and
try
to
imitate.Ss:
I
am…
My
name
is…S1:
I
am
Jon.
My
name
is
Jon.S2:
My
name
is
Ben.S3:
My
name
is
White.S4:
My
name
is
Miff.Group1:S1:
My
name
is
A.
What’s
your
name S2:
My
name
is
B.
What’s
your
name S3:
My
name
is
C.
What’s
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标语，学生能够更好地应用目标语。
2.（Group
work）
T:
Practice
in
groups
and
then
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,
what’s
your
name T:
Excuse
me,
Where
are
you
from T:
Yes,
good.
Ss:
Ok.Ss:
Yes.Group2:S1:
My
name
is
C.
What’s
your
name S2:
My
name
is
D.
I
am
from
China.
Where
are
you
from S1:
I
am
from
China.
Group3:S1:
My
name
is
E.
What’s
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标语。
3.（Class
work）
Show
the
picture
of
1b
to
students.
Then
add
a
name
on
each
picture.
E.g.
Jane,
Maria,
Kangkang.T:
Do
you
know
where
it
is T:
Yes,
Canada.T:
How
about
picture
2 T:
Picture
3 T:
Picture
4 T:
Look
at
picture
1.
Can
youdescribe
picture
1
like
this
My
name
is
Jane.
I
am
from
Canada.
T:
Yes,
who
can
describe
picture
2 T:
Picture
3
and
4,
I
hope
you
can
finish
them
in
groups.
S1:
I
know.
Canada.
(
Chinese)S2：America.S3:
Japan.Ss:
China.Ss:
My
name
is
Jane.
I
am
from
Canada.S1:
I
am
Michael.
I
am
from
America.
通过描述各个图片，了解各个国家的主要建筑，进一步巩固目标语。
Remark：在对话中教授功能句，先不告知学生句子的意思，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（5mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
(Class
activity)
Play
the
tape
recorder.T:
Listen
to
the
tape
and
finish
1b.Then
we
will
check
the
answers
together.T:
Listen
to
1a
and
answer
the
following
2
questions:Where
is
Jane
from？Is
Sally
from
Canada T:
Listen
to
1a
again.
Understand
the
dialog.T:
Listen
to
the
tape
again.
Read
after
the
tape.
Listen
to
the
tape
and
finish
1bSs:
C
D
B
A
Ss:
She
is
from
Canada.Ss:
No,
she
isn’t.
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，尽量保证听力结束后大部分同学都能流利地朗读1a。
Stage
4（12mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Group
work)
Let
students
practice
1a
after
listening.T:
Read
1a
in
groups.
Then
I
will
invite
some
students
to
read
the
dialog.T:
Are
you
ready
Who
wants
to
have
a
try
Practice
1a
in
groups.SS：OK.Group
1:S1：Excuse
me,
are
you
Jane S2：Yes,
I
am.
What’s
your
name,
please S1：My
name
is
Sally.
Where
are
you
from S2：I’m
from
Canada.
Are
you
from
Canada,
too S1：No,
I’m
not.
I’m
from
America.
学生通过熟读1a掌握本节课的新句型。老师也能够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
work)
Show
the
words
in
1c
to
students.Add
Jane,
Beckham,
Kangkang,
Michael,
Yukio
under
the
words.T:
Work
in
pairs.
Make
a
conversation
like
1a.
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
dialogs
like
1a.Ss:
Yes.Group2:S1:
Excuse
me,
are
you
Michael S2:
Yes,
What’s
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:…
通过改编对话巩固1a.
学生也能够在操练中更好地掌握目标语。
3.(Group
work)
Play
the
song
Where
Are
You
From T:
Listen
to
the
song
carefully.
Circle
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.
Let’s
go.
Learn
to
sing
the
song
Where
Are
You
From Ss:
Cuba,
America,
China.S1:
I
want
to
try.Bs:
Hello…
通过歌曲的形式结束本课，既可以培养学生学习英语的兴趣又可以巩固今天所学知识。
Remark：老师可以设计多种活动来复习巩固功能句。
Stage
5（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose:
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
We
should
summarize
the
key
points
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
My
name
is…S2:
I
am
from…
S3:What’s
your
name
S4:Where
are
you
from S5:Excuse
me
归纳总结本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
1.
Sing
this
song
for
your
parents.2.
Make
a
dialog
to
introduce
yourself
or
your
friends.3.
Preview
2a,
2b,
3a,
3b.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调预习和复习也是家庭作业的一部分。
VI
.
Blackboard
design
Topic
2
Where
are
you
from 第一课时
(Section
A-1a,
1b,
1c,
Section
B-4
)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6:
What’s
your
name
My
name
is…
Where
are
you
from
I
am
from…
Are
you
from…
Excuse
me
Canada
England
China
America
Japan
Jane
Beckham
Kangkang
Michael
YukioUnit
1
Topic
2
Where
are
you
from
Section
D教案
教学内容分析及课时分配建议：
本话题以Where
are
you
from
为指引，在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。主要句型和语法：Where
are
you
from
Where
is
she/he
from
What’s
your
name
What’s
your
telephone
number
从本话题开始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。
本话题建议用5个课时来完成：
第一课时：Section
A-1a,
1b,
1c,
Section
B-4
第二课时：Section
A-2a,
2b,
3a,
3b
第三课时：Section
B-1a,
1b,
2a,
2b,
3
第四课时：Section
C-1a,
1b,
1c,
2,
3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
Project
第五课时
(Section
D-Grammar
and
Functions,
1,
2,
Project)
教学设计思路：
本课时为复习课。主要通过一系列活动综合复习询问姓名、国籍、电话号码等目标语。如：What’s
your
name
My
name
is…
Where
are
you
from
I
am
from…
What’s
your
telephone
number
My
telephone
number
is…以及数字0-10和部分语音。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）
复习有关询问姓名、国籍、电话号码等常用句型
。
（2）
复习语音/
p/
/b/
/t/
/d/
/k//g//e /
/ //i:/
/e/。
（3）
复习用英语谈论自己的电话号码、门牌号、身份证号等。
Skill
aims:
（1）能够听懂有关询问姓名、国籍、电话号码等相关话题的简短对话。
（2）能够用英语询问姓名、国籍、电话号码并能根据部分音标拼读单词。
（3）能够用英语简单地写出自己的基本信息。
Emotional
aims:
Culture
awareness:
（1）了解外国人在询问他人姓名、国籍等的礼仪。
（2）了解中国紧急情况求助电话。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）复习语音/
p/
/b/
/t/
/d/
/k//g//e /
/ //i:/
/e/。
（2）复习Sentences:
What’s
your
name
My
name
is…
Where
are
you
from
I
am
from…
What’s
your
telephone
number
My
telephone
number
is…
2.
Difficult
points：
根据音标拼读单词。
Ⅲ.
Learning
strategies
1.
遇到简单的单词能够自己尝试着拼读。
2.
养成预习、复习的好习惯。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V．Teaching
procedures
Stage
1(15mins)：Getting
students
ready
for
learning
and
revision
Step
Teacher
activity
Student
activity
Designing
purpose
1.(Class
activity)
Greet
and
warm
up.T:
Hi,
class!
T:
How
are
you T:
I
am
OK.T:
I
know
some
students
like
singing.
And
some
of
you
can
sing
very
well.
Who
can
sing
to
us
T:
Yes,
sounds
good.
Who
can
sing
another
song T:
Any
other
song T:
You
can
sing
so
many
songs
now.
So,
do
you
think
English
is
interesting
Greet
and
warm
up.Ss:
Hi!
Miss
Li.Ss:
I
am
fine,
thank
you.
And
you S1:
I
can.
ABCD...S2:
I
can.
Hello,
Michael...S3:
zero
one
two
three
four...Ss:
Yes.
通过邀请学生唱歌的形式复习前面所学的数字以及功能句。
2．(Group
work)
Competitive
answering
game.Show
some
phonetic
alphabet cards
to
students.T:
Look
at
my
hands.
Can
you
read
this
word T:
Can
you
read
this
word T:
Yes,
good.
Now
I
give
you
some
cards.
You
can
practice
in
groups.
Help
each
other.②.
Show
some
cards,
envelop,
ID
cards,
telephone
number,
QQ
number
to
students.T:
I
will
show
these
numbers
to
you.
I
hope
you
can
work
in
group
first.
Then
stand
up
to
read
out
the
numbers.T:
Are
you
ready
Who’d
like
to
have
a
try T:
It
is
telephone
number.
Another
group T:
Yes,
good.
It
is
ID
number.T:
Right.
It
is
Bank
card’s
number.T:
It
is
from
an
envelope.③.Show
some
pictures
of
Maria,
Kangkang,
Michael,
Jane
and
some
words:
Cuba,
England,
America,
Japan…T:
Can
you
make
a
dialog
with
the
structures
we
have
learned.
This
information
may
help
you.T:
Well
done.
You
can
use
these
structures
now.
Another
group,
please T:
Wow,
wonderful.
I
want
to
praise
Nancy.
She
is
a
shy
girl,
but
she
can
sing
for
us.
We
should
give
her
a
big
hand.
And
they
all
practice
well.
Spell
words
according
to
the
cards.Group1:
gate
/ge t/Group2:
take
/te k/.Group3:
add
/ d/Group1:
zero
two
three
five
two…Group2:
two
three
one
two
three
one
nine…Group3:
nine
nine
eight
eight
three…Group4:
four
zero
five
four
zero
nineGroup
1:S1：Hello!
What’s
your
name S2:
My
name
is…S1:
Where
are
you
from S2:
I
am
from…S1:
What’s
your
telephone
number S2：My
telephone
number
is…Group
2:S1:
Hello,
Nancy!S2:
Hello,
Even!S1:
How
are
you S2:
I
am
fine,
thank
you.
And
you S1:
I
am
OK.
Who
are
they S2:
They
are
Maria
and
Jane.S1:
Where
are
they
from S2:
They
are
from
Cuba
and
Canada.S1:
Can
you
sing
a
song
for
us.S2:
Yes.
通过小组竞赛的形式复习所学句型、音标以及数字.
Remark：复习的过程中老师根据学生的回答情况及时调整教学。
Stage
2（8mins)：Project
Step
Teacher
activity
Student
activity
Designing
purpose:
1.(Class
activity)
Show
a
name
card
of
teacher’s
to
students.T:
Here
is
my
name
card.
From
the
card,
you
know
…T:
Yes,
right.
I
want
you
to
make
a
name
card
for
your
partner.
Here
we
go.
Make
a
name
card
for
partners.
Ss:
Your
English
name
and
Chinese
name,
place,
telephone
number.Ss:Chinese
Name:English
Name:From:Telephone
number:
通过现场制作名片复习所学结构。
2.(Individual
work)
Guide
students
to
make
a
dialog.T:
Who’d
like
to
read
your
name
card
and
introduce
your
partner
to
us
T:
Beautiful.
You
can
try
to
add
something
like
Joy.T:
Beautiful.
Maybe
you
reviewed
Topic
3.
I
like
you.
S1:
Hello!
I
am
Joy.This
is
my
friend
Tally.
He
is
from
Kaixian.
His
telephone
number
is…
He
can
sing
ABC
song.
S2:
Hi!
I
am
Shirley.
This
is
my
friend.
Her
name
is
Judy.
She
is
from
China.
Her
telephone
number
is
1322222222.
She
is
12.
I
am
12,
too.S3…
要求根据名片提供的信息，介绍自己的搭档，检查学生对所学知识的掌握情况。
Remark：在评价学生的时候要做到因人而异。
Stage3（8mins)：
Grammar
﹠
Functions
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Individual
work)
Get
students
to
finish
Grammar
﹠Functions.
Review
be
and
Subject
Pronouns.T:
Fill
in
the
blanks
in
Grammar.
Then
read
aloud.
T:
Fill
in
the
blanks
on
the
Bb.
T:
So,
when
we
meet
“
be”
we
should
change
the
form
according
to
the
different
persons.
Finish
Grammar
﹠
Functions.Ss:I
amYou
/
They/
We
areShe/
He
/
It
is
通过填空、归纳、总结等形式复习be动词的3种形式。
2.（Group
work）
Guide
students
to
review
“be”.T:
Work
in
pairs
and
fill
in
the
blanks
on
the
Bb.T:
Yes,
good.
Read
them
aloud.T:
Change
the
following
sentences.I
am
Tom.
(
am
not)(Are
you)(Who)She
is
from
China.
(
isn’t)(Is
she)(Where)I
am
fine.
Ss:I
am=
I’mYou
are
=
You’reWe
are=
We’reShe
is
=
She’sHe
is=He’sIt
is
=
It’sSs:
I
am
not
Tom.
Are
you
Tom
Who
are
you Ss:
She
isn’t
from
China.
Is
she
from
China
Where
is
she
from Ss:
How
are
you
根据Grammar里面的句子复习be
的否定式、一般疑问句及What
/How
引导的特殊疑问句。
Remark：建议学生多读课文、养成爱读书的习惯。
Stage
4（3mins)：Finish
Task
1
Step
Teacher
activity
Student
activity
Designing
purpose:
(Group
work)
Show
the
pictures
in
1
to
students.T:
Boys
and
girls,
when
you
meet
a
fire,
what
should
you
do T:
Yes,
we
should
call
the
police.
But
do
you
know
the
number
Here
are
some
pictures，match
the
numbers
with
the
right
pictures.T:
Have
you
finished
Let’s
check
the
answer.
Learn
the
telephone
numbers.
Ss:
Find
the
police.Ss:
OK.Ss:
C,
A,
B,
E,
D
通过认读数字了解一些紧急情况常用的电话号码。
Remark：老师可以在此增加安全教育。
Stage
5（4mins)：
Finish
Task
2
Step
Teacher
activity
Student
activity
Designing
purpose:
1（Class
activity)
Play
the
record
and
get
Ss
to
finish
2.T:
Listen
to
the
conversation
and
match
each
number
with
the
name.T:
Have
you
got
the
answer T:
Good.
Listen
again
and
match
the
people
with
their
national
flags.
Listen
to
the
tape
and
finish
2.Ss:
OK.Ss:
4,
6,
7,
9,
10.
带着任务去听，培养学生听的能力。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
toFinish:1.
①He
is
from
China.
(
isn’t)
(Is
he)
(Where)
②I
am
Sally.
(
am
not)
(Are
you)
(Who)Preview
Topic
3
Section
A.
Make
a
name
card
of
your
mother.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调课后多用英语交流。
VI
.
Blackboard
design
Topic
2
Where
are
you
from 第五课时
(Section
D-Grammar
and
Functions,
1,
2,
Project)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6:
I
am=
I’m
You
are
=
You’re
We
are=
We’re
She
is
=
She’s
He
is=He’s
It
is
=
It’s
I
am
Tom.
(am
not)
(Are
you)
(Who)
She
is
from
China.
(isn’t)
(Is
she)
(Where)
I
am
fine.Topic
2
Where
are
you
from
Section
B
教案
教学内容分析及课时分配建议：
本话题以Where
are
you
from
为指引，在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。主要句型和语法：Where
are
you
from
Where
is
she/he
from
What’s
your
name
What’s
your
telephone
number
从本话题开始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。
本话题建议用5个课时来完成：
第一课时：Section
A-1a,
1b,
1c,
Section
B-4
第二课时：Section
A-2a,
2b,
3a,
3b
第三课时：Section
B-1a,
1b,
2a,
2b,
3
第四课时：Section
C-1a,
1b,
1c,
2,
3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
Project
第三课时
(Section
B-1a,
1b,
2a,
2b,
3)
教学设计思路：
本课时继续学习询问他人姓名以及国籍的交际用语。主要功能句有Who
is
she/he
Is
she/he…
Where
is
she/he
from
本节课将通过小组对话的形式从复习前面询问他人姓名及国籍入手，导入新句型的学习。学生进行小组活动完成2a,
2b.
学生通过1a的听力掌握本节课的句型并通过1b的任务进行综合使用。语音也会在复习的环节进行复习巩固。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）
学习Who
is
she/he
Is
she/he…
Where
is
she/he
from
等句型
。
（2）
能听懂、正确朗读本节课所学的功能句。
（3）
能根据所学音标初步拼写简单的词。
（4）
了解英文中的大小写。
Skill
aims:
（1）能够听懂询问他人姓名、国籍等的简短对话。
（2）能够用英语就他人姓名、国籍等话题进行简短的对话。
（3）能够制作自己及他人的名片。
Emotional
aims:
有学习英语的兴趣、积极发言。
Culture
awareness:
了解中西方名字的不同文化。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）学习英文中的大小写规则。
（2）
Sentences:
Who
is
she/he
Is
she/he…
Where
is
she/he
from
Difficult
points：
区分大小写并正确书写单词、句子。
Ⅲ.
Learning
strategies
1.
逐渐养成预习和复习的好习惯
。
2.
逐渐养成自己拼读单词的习惯。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V．Teaching
procedures
Stage
1(8mins)：Getting
students
ready
for
learning
and
revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
and
warm
up.T:
Hi,
class!
T:
How
are
you T:
I
am
OK.T:
Let’s
play
a
game.
I
can
spell
the
words.T:
I
will
show
you
some
cards
and
you
read
the
word.
First
oneT:
Can
you
read
it
in
another
way.
Try
to
spell
it.T:
Yes,
good.T:
How
about
this
one T:
How
about
this
one
Greet
and
warm
up.Ss:
Hi!
Miss
Li.Ss:
I
am
fine,
thank
you.
And
you Ss:
OK.Ss:
/mi t/Ss:/ti m/Ss:
/bed/
/bed/Ss...
通过“我可以拼出它的游戏”复习音标。
2．(Group
work)
Show
some
pictures
on
the
screen.
There
are
Kangkang,
Michael,
Jane,
Maria
beside
each
picture.T:
Boys
and
girls.
Look
at
the
screen.
Can
you
make
a
dialog
according
to
the
picture T:
Which
group
will
try T:
Your
gestures
are
beautiful.Another
group.T:
Wow,
so
nice.
Look
at
the
picture
and
make
dialog.Ss:
Yes.Group1:S1:
Who
are
they S2:
They
are
Maria
and
Jane.S1:
Where
are
they
from S2:
Maria
is
from
Cuba,
Jane
is
from
Canada.Group2:…
通过图片编对话，唤起学生的记忆，将所学知识结合在一起。
Remark：学习英语的最初阶段，老师应该不断地进行复习、巩固所学知识，并尽量让这些功能句能够融入到真实的语境中。
Stage
2（15mins)：
Pre
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1
(Class
activity)
Show
some
teachers’
and
students’
photos
on
the
screen.
T:
Who
are
they T:
Where
are
they
from T:
Who
are
they T:
Are
they
from
China,
too T:
Who
is
he T:
He
isT:
Yes,
your
math
teacher.T:
Who
is
he T:
Who
is
he T:
Is
she
Susan T:
Is
he
Mark T:
Is
he
Joy T:
Where
is
she
from T:
She
is
from…T:
Where
is
he
from T:
Is
he
from
Japan T:
Is
she
from
Canada
Look
at
the
photos
and
talk
about
them.Ss:
They
are
Mark
and
Egg.Ss:
They
are
from
China.Ss:
They
are
Maria
and
Jane.Ss:
No,
they
aren’t.Maria
is
from
Cuba.
Jane
is
from
Canada.Ss:
Mr.
Wang.Ss:
He
is
Mr.
Hu.Ss:
He
is
Own.Ss:
No,
she
isn’t.
She
is
Judy.Ss:
No,
he
is
Ben.Ss:
No,
he
isn’t.
He
is
Roman.Ss:
England.Ss:
He
is
from
Japan.Ss:
No,
he
isn’t.
He
is
from
China.Ss:
No,
she
is
from
America.
通过师生对话的形式，学生在真实的语境中感受新句型的意思。通过逐渐增加的方式循序渐进地学习新句型。
2.(Group
work)
Show
the
pictures
in
2a.
T:
Look
at
here.
Here
are
3
pictures.
Work
in
groups
and
make
a
dialog.
You
can
choose
one
picture
to
practice.
If
you
can
put
3
pictures
together,
I
think
you
are
perfect.T:
Are
you
ready
Who’d
like
to
be
the
first T:
You
finished
picture1
very
well.
Another
group.T:
Nice.
Make
dialogs
to
talk
about
the
pictures
in
2a.Group1:S1:
Who
is
she S2:
She
is
Deng
Yaping.S1:
Where
is
she
from S2:
She
is
from
China.Group2:S1:
Who
is
he S2:
He
is
Stephen
Hawking.S1:
Is
he
from
America S2:
No,
he
isn’t.
S1:
Where
is
he
from S2:
He
is
from
England.Group3:…
学生在小组活动中巩固所学知识。
3.(Individual
work)
Show
name
cards
in
2b
to
students.T:
Here
are
2
name
cards.One
is
Deng
Yaping’s,
the
other
is
Stephen
Hawking’s.
Try
to
finish
them.T:
Good
question.Family
name
also
called
last
name.
It
means
the
last
part
of
a
name
in
some
western
countries.
Given
name
also
called
first
name.
It
is
the
first
part
of
a
name.
But
in
China,
it
is
different..
Our
family
name
is
in
the
first
part
like
Li,
Zhang,
Wang…
given
name
is
Xiaoming,
Pingping.T:
Yes,
clever.
Complete
the
name
cards.
Try
to
find
out
some
differences.S1:
What’s
the
meaning
of
family
name
and
given
name Ss:
Oh,
I
know.I
can
finish
2b.Deng
YapingFamily
name:
DengGiven
name:
YapingFrom:
China…
通过填写名片的方式，对比中西方名字的不同。
Remark：在师生对话教授新句型的时候，老师尽量多重复，学生跟着模仿，学生念老师将句型写在黑板上，这样学生可以从眼、耳、口
三种途径感知语言。
Stage3（7mins)：
While
-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
(Class
activity)
Play
the
tape
recorder.T:
Listen
to
the
tape
and
finish
1a.Then
we
will
check
the
answers
together.T:
Listen
to
1a
again.
Understand
the
dialog.T:
Listen
to
the
tape
again.
Read
after
the
tape.
Then
I
will
invite
some
students
to
read
the
dialog.
Listen
to
the
tape
and
mark
T
or
F.Ss:
F,
TSs:
OK.Group1:S1:
Look,
who
is
she S2…
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，尽量保证听力结束后大部分同学都能流利地朗读1a。
Stage
5（8mins)：
Post-
listening
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Group
work)
Show
the
students’
photos.
Give
some
information
like
1b.
Guide
students
finish
this
task
instead
of
1b.T:
Boys
and
girls,
make
dialogs
according
to
the
photos.
I
will
invite
some
students
to
act
it
out.T:
Well
done.
Another
group.T:
I
believe
most
of
you
master
the
new
sentences.
I
hope
you
can
read
1a
after
class.
You
should
recite
1a.
Make
dialogs
according
to
the
structures.Group
1:S1:
Look,
who
is
she S2:
She
is
Sally.S1:
Where
is
she
from S2:
She
is
from
America.Group
2:S1:
Look,
Roy!
Is
he
Mark S2:
No,
he
isn’t.
He
is
Own.S1:
Where
is
he
from S2:
He
is
from
Canada.
通过设计真实的任务，学生能够更好地理解并掌握新句子。
2(Individual
work)
Show
the
sentences
in
3
and
ask
Ss
to
write
them
down.T:
Look
at
the
sentences.
Can
you
find
something T:
Yes,
good.
Look
at
them
carefully
and
think
about
when
should
we
use
the
big
letters
T:
Yes,
good.
At
the
beginning
of
a
sentence.
How
about
Kangkang,
Smith,
Beijing T:
Yes,
that’s
it.
Remember:
These
begin
with
capital
letters:1.
the
first
word
of
sentences.2.Mr.
Mrs.
Ms.
Miss
and
I3.names
of
people,
cities
and
countries.Now
write
these
sentences
on
your
exercise
book.
Find
out
the
rules
in
3
and
practice
writing.S1:
Some
letters
are
big,
and
some
letters
are
small.S2:
At
the
beginning.S3：They
are
names.
通过观察、仿写等形式理解英语句子中的大、小写。训练学生写的能力
Remark：老师可以选一些好的学生的作品贴在文化墙上以示鼓励。
Stage
6（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose:
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
Let’s
summarize
the
key
points
together.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
Who
is
she/he
S2:
Is
she/he…
S3:Where
is
she/he
from
归纳总结本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
1.
Make
a
name
card
including
Chinese
name
and
English
name
like
1b.2.
Review
what
we
learned
today
and
make
a
dialog.3.
preview
Section
C.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调预习和复习也是家庭作业的一部分。
VI
.
Blackboard
design
Topic
2
Where
are
you
from 第三课时
(Section
B-1a,
1b,
2a,
2b,
3
)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6:
Who
is
she/he
Is
she/he…
Where
is
she/he
from
These
begin
with
capital
letters:
1:
the
first
word
of
sentences.
2:
Mr.
Mrs.
Ms.
Miss
and
I
3:
names
of
people,
cities
and
countries.Unit
1
Topic
2
Where
are
you
from？
Section
C教案
教学内容分析及课时分配建议：
本话题以Where
are
you
from？
为指引，在第一个话题的基础上继续学习介绍自己、询问他人姓名、电话号码、国籍等基本信息的表达法。主要句型和语法：Where
are
you
from？
Where
is
she/he
from？
What’s
your
name？
What’s
your
telephone
number？
从本话题开始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。
本话题建议用5个课时来完成：
第一课时：Section
A-1a,
1b,
1c,
Section
B-4
第二课时：Section
A-2a,
2b,
3a,
3b
第三课时：Section
B-1a,
1b,
2a,
2b,
3
第四课时：Section
C-1a,
1b,
1c,
2,
3,
4a,
4b
第五课时：Section
D-Grammar
and
Functions,
1,
2,
Project
第四课时
(Section
C-1a,
1b,
1c,
2,
3,
4a,
4b)
教学设计思路：
本课时在复习前面的交际用语的同时,将进一步学习
What’s
your
telephone
number？
My
telephone
number
is…
That’s
OK.
等新句型，还将通过设计一系列活动学习数字0-10。本课时从复习交际用语入手，在师生对话的活动中自然复习语音，完成4a,
4b里面的内容。通过数字歌的视频引导学生学习数字0-10，同时完成What’s
your
telephone
number？
My
telephone
number
is…
That’s
OK.等新句型的学习。最后通过设计真实的情景引导学生训练巩固所学知识并将所学知识应用于实践。
Ⅰ.
Teaching
aims
Knowledge
aims：
（1）
学习What’s
your
telephone
number？
My
telephone
number
is…
That’s
OK.
等句型
。
（2）
能听懂、正确朗读本节课所学的功能句。
（3）
能根据所学音标初步拼写简单的词。
（4）
能用英语谈论自己的电话号码、门牌号、身份证号等。
Skill
aims:
（1）能够听懂他人就电话号码、门牌号码等的简单对话。
（2）能够用英语谈论自己及他人的电话号码、门牌号码等。
（3）能够通过阅读提取简单的信息。
Emotional
aims:
培养学生乐于助人、懂礼貌的良好品质。
Culture
awareness:
了解外国人在询问他人姓名、国籍等的礼仪。
Ⅱ.
The
key
points
and
difficult
points
Key
points:
（1）语音。
（2）Sentences:
What’s
your
telephone
number？
My
telephone
number
is…
That’s
OK.
2.
Difficult
points：
长串数字的认读。
Ⅲ.
Learning
strategies
1.
能够利用身边的事物学习英语
。
2.
能够借助图片理解文章大意。
Ⅳ.
Teaching
aids
录音机/多媒体/小黑板/图片
V．Teaching
procedures
Stage
1(8mins)：Getting
students
ready
for
learning
and
revision
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Greet
and
warm
up.T:
Hi,
class!
T:
How
are
you？T:
I
am
OK.T:
Hello,
Sam!
Who
is
she？T:
Where
is
she
from？T:
Hello,
Seven!
Who
are
they？T:
Where
are
they
from？
Greet
and
warm
up.Ss:
Hi!
Miss
Li.Ss:
I
am
fine,
thank
you.
And
you？S:
She
is
Seven.S:
She
is
from
Canada.S:
They
are
Mark
and
James.S:
They
are
from
China.
通过师生对话复习所学内容为后面的新知呈现做准备。
2．(Group
work)
Show
phonetic
alphabet
cards
to
students.T:
Boys
and
girls.
I
will
give
some
cards
to
each
group.
I
hope
you
can
practice
in
groups
and
then
perform
in
class.T:
Which
group
will
try？T:
Good
job!
Another
group,
please？T:
Beautiful.
Your
pronunciations
are
good.
Please
finish
4b.
We
will
check
the
answers
together.T:
Wow,
so
nice.
Read
the
words
and
review
the
sounds.Ss:
Yes.Group1:S1:
gate
/ge t/S2:
take
/te k/.S3:
add
/ d/S4…Group2:…Ss:
/b g/
bag.Ss:/pet/
pet.…
小组合作复习音标完成4a,4b.
Remark：初学语音阶段，老师尽量保证学生语音输入的量，不断复习、巩固以加深记忆。
Stage
2（15mins)：
Pre
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose:
1
(Class
activity)
Play
a
song.http://me./video-176964.html
( http: / / www.21cnjy.com"
\o
"欢迎登陆21世纪教育网 )http://v./show/Kc-nZOh3_xrsNR4hlecOFA...html？from=myT:
Boys
and
girls.
Listen
to
the
song
carefully.
Sing
after
the
tape.T：Let’s
sing
the
song
together,
OK？T:
Great!
Who’d
like
to
sing
it
for
us？T:
Wow.
You
can
sing
Ten
Little
Indian
Boys.
Listen
to
the
number
song
and
try
to
sing
it.
Ss:
OK.Ss:…S1:
Let
me
try.
But
it
is
different
from
this
one.
One
little
two
little…
通过歌曲的形式导入数字学习。激发学生的求知欲。
2.(Group
work)
Show
some
cards
to
students.
T:
Do
you
know
the
number？T:
Zero.
Look
at
my
mouth
and
follow
me.
T:
One,
two,
three,
four…T:
Good.
Let’s
read
them
again.T:
Ok.
Now
I
will
show
these
cards
optionally.
Put
up
your
hands
quickly.
T:
Perfect.
Let’s
listen
to
1bA
and
follow.T:
Try
to
read
the
numbers
in
B
and
then
I
will
invite
you
to
read
them.T:
Right,
the
next
one？
T:
You
know
these
numbers.
But
can
you
read
132909876？T:
135…T:
139…T:
What
do
the
numbers
stand
for？
Who
can
guess？T:
Good.
My
telephone
number
is…
Follow
me.T:
My
telephone
number
is…
What’s
your
telephone
number？T:
My
telephone
number
is…
What’s
your
telephone
number？T:
My
telephone
number
is…
Read
the
numbers
on
cards
and
learn
them.S1:
Zero.Ss:
Zero.Ss:
One,
two,
three,
four…Ss:
Zero,
one…Group1:
Three.Group2:
FourGroup3:
SevenGroup4:
Zero…Ss:
Zero,
one,
two…S1:
three
two
eight
three…S2:
zero
five…Ss:
One
three
two…Ss:
One
three
five…Ss:
One
three
nine…S3:
Telephone
number.Ss:
My
telephone
number
is…Ss:
My
telephone
number
is…Ss:
My
telephone
number
is…
What’s
your
telephone
number？
通过卡片、比赛等形式学习数字增加学习的趣味性和有效性。并通过数字导入学习新句子
What’s
your
telephone
number？
My
telephone
number
is…
3.(Group
work)
Show
Part
2
to
students.T:
Fill
in
the
blanks
in
2
by
yourselves
and
make
a
conversation
with
your
partner.
Finish
2.Group
1:S1：Hello!
What’s
your
name？S2:
My
name
is…S1:
Where
are
you
from？S2:
I
am
from…S1:
What’s
your
telephone
number？S2：My
telephone
number
is…Group
2:…
通过填空训练学生书写单词，然后做对话训练学生的听说能力。
Remark：老师可以设计多种不同的游戏学习数字。
Stage3（7mins)：
While
-
reading
Step
Teacher
activity
Student
activity
Designing
purpose:
1.
(Individual
work)
Read
1a
and
finish
1c.T:
Read
the
passage
by
yourselves
quickly.
Answer
the
question:
Who
is
the
boy？T:
When
we
do
fast
reading,
we
should
read
the
questions
first,
then
find
key
words
in
passages.T:
Read
1a
again.
For
this
time,
you
should
read
it
carefully.
Finish
1c.T:
Well
done.
In
the
last
picture,
the
police
helped
Li
Jie.
His
mother
said:
Thank
you
very
much.
The
answer
is…T:
Thank
you.T:
Read
1a
and
practice
the
dialog
with
your
partner.
Then
perform
it.
Read
1a
and
finish
1C.Ss:
He
is
Li
Jie.
Ss:Name：Li
JieFrom:
Yu
shancunTel:
6807-5335.Ss:
That’s
OK.Ss:
That’s
OK.Ss:
Yes.
通过阅读完成1a,
1c。
Remark：学生初步接触英语阅读，可以建议学生将语文阅读和英语阅读联系起来学习。
Stage
4（8mins)：
Post-
reading
Step
Teacher
activity
Student
activity
Designing
purpose:
(Group
work)
Show
the
teacher’s
name
card
to
students
and
ask
them
to
complete
the
passage.T:
Fill
in
the
blanks
according
to
the
name
card.
Then
we’ll
check
the
answer.T:
Have
you
finished
it？
Let’s
check
the
answer.T:
Yes,
you
did
well.
Now
work
in
pairs
and
make
a
dialog
according
to
the
name
card.T:
Good.
Fill
in
the
blanks
and
check
the
answers.Ss:
This
is
my
teacher,
X
Li.
Li
is
her
family
name
and
X
is
her
given
name.
She’s
from
Kaixian,
China.
Her
telephone
number
is
(023)
12345678.Group1:S1:
Hello,
Merry!S2:
Hello,
Linda!S1:
Who
is
she？S2:
She
is
Miss
Li.S1:
Where
is
she
from？S2:
She
is
from
Kaixian,
China.S1:
What’s
her
telephone
number？S2:
Her
telephone
number
is..Group2:…
通过设计真实的任务，学生能够更好地理解并掌握新句子。
Remark：老师可以选一些好的学生的名片拿出来展示，让学生根据名片做对话。
Stage
5（4mins)：
Summarizing
and
assigning
homework
Step
Teacher
activity
Student
activity
Designing
purpose:
1（Class
activity)
Encourage
the
Ss
to
summarize
the
key
points
T:
Class
will
be
over
soon.
Let’s
summarize
the
key
points
together
now.
Let’s
begin!T:
Sounds
great!
I
hope
you
will
remember
them.
Summarize
the
key
points.S1:
What’s
your
telephone
number？
S2:
My
telephone
number
is…
S3:
That’s
OK.S4:
zero
one
two
three
four
five
six
seven
eight
nine
ten
归纳总结本课的知识点。
2
(Class
activity)
Assign
HMK.T:
For
today’s
HMK,
I’d
like
you
to
1.
Copy
numbers
from
0-10.2.
Make
a
dialog
according
to
your
name
card.3.
preview
Section
D.
适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调预习和复习也是家庭作业的一部分。
VI
.
Blackboard
design
Topic
2
Where
are
you
from？第四课时
(Section
C-1a,
1b,
1c,
2,
3,
4a,
4b)
Group1:
Group2:
Group3:
Group4:
Group5:
Group6:
zero
one
two
three
four
five
six
seven
eight
nine
ten
What’s
your
telephone
number
My
telephone
number
is…
That’s
Ok.
