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Topic 2  Where are you from

Section A

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some personal pronouns and possessive pronouns:

me, your, she, he, we

2. Learn some country names:

Canada, England, the USA, Japan

3.Learn other new words and useful expressions:

excuse, excuse me, what, name, where, from, be from, the

4.Talk about people’s names and where people are from:

(1)—Excuse me, are you Jane?

  —Yes, I am.

(2)—What’s your name?

  —My name is Sally.

(3)—Where are you from?

  —I’m from Canada.

(4)—Are you from England?

  —No, I’m not.

(5)—Is he/she …?

—Yes, he/she is.

—No, he/she isn’t.

(6)—Where is he/she from?

—He/She is from …

Ⅱ. Teaching aids 教具

教学课件

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:8分钟)

1. (师生问候，复习前一话题所学知识，为此课学习做铺垫。)

T: Good morning, class!

Ss: Good morning, Miss Wang!

T: Nice to see you.

Ss: Nice to see you, too.

T: How are you today?

Ss: Fine, thanks. And you?

T: I’m OK.

2. (教师出示四个主人公的图片或利用教材封面出示，通过问候四个小主人公，进而学习

新知识。)

T: Look at the pictures, who are they?(教师解释they的汉语意思。)

Ss: They are Kangkang, Michael, Jane and Maria.

T: How are they today?

Ss: We don’t know.(教师帮助学生回答。)

T: Now let’s greet them together. (教师解释此句话的意思。)

T&Ss: How are you?

…

(当然四个小主人公不能回答，这时老师可用神秘的语气告诉学生, 他们回答他们也很好。)

T: I heard their answer. They said to me: “We’re OK.” But who can tell me where are they from?

(板书)

we, me

Where are they from?

S1: 康康来自中国。

S2: 迈克尔来自美国。

S3: 简来自加拿大。

S4: 玛丽亚来自古巴。 

T: You’re very clever. How to say them in English? 

Kangkang is from China.

Michael is from the U.S.A.

Jane is from Canada.

Maria is from Cuba.

(板书)

be from, China, Canada, …

3. (出示另两幅人物图片。一幅是来自日本的由纪夫(Yukio)，一幅是来自英格兰的托尼(Tony)，教授新词及句型。)

T: Look at the pictures. Who are they? Where are they from? 

Ss: He is Yukio. He is from Japan. He is Tony. He is from England. (帮助学生回答。)

(板书)

Japan, England, he

T: Now we know their names, but they don’t know each other, then how do they get to know each other? 

Ss: … 

(根据学生的回答情况，总结如何结识他人。导入1a。)

(板书)

—Excuse me, are you …?

—Yes, I am. 

—What’s your name?

—My name is …

Step 2  Presentation 第二步  呈现(时间:5分钟)

1. (出示1a课件，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)

T: Look at the picture. Guess what they are talking about. Now let’s listen to 1a and answer the following questions.

(1)Who are they?

(2)Where are they from?

(核对答案。)

2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)

T: Now let’s listen to 1a again and read after it. Pay attention to the pronunciation and intonation.

3. (让学生独立朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)

T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs.

(板书)

—Excuse me, are you …?

—Yes. … What’s your name?

—My name is … Where are you from?

—I’m from … Are you from …?

—No, …

Step 3  Consolidation 第三步  巩固(时间:10分钟)

1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。)

T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice according to the sentence patterns below.

—Excuse me, are you …?

—Yes, I am. What’s your name?

—My name is …

2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自己的真实的情况如所在区或村来表演。方式同上。)

T: I’ll give you another two minutes. Practice the sentence patterns below with the countries you learned first, then you can use your own personal information to act out the conversation with your partner.

—Where are you from?

—I’m from … Are you from …?

—No, … I’m from …

Example:

S1: Where are you from?

S2: I’m from Zhongguancun, are you from Zhongguancun?

S1: No, I’m not. I’m from Bagoucun.

3. (将上述两步结合起来表演，完成1b。)

T: Now make your own conversation with the information above. Finish 1b.

Example:

S3: Excuse me, are you Wang Wei?

S4: Yes, I am. What’s your name?

S3: My name is Li Lei. Where are you from?

S3: I’m from Beijing. Are you from Beijing?

S4: No, I’m not. I’m from Shanghai.

Step 4  Practice 第四步  练习(时间:12分钟)

1. (出示2a教学课件，让学生特别注意图片中远处的第三人，通过观察图片，让学生学会知识的迁移。即是由第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型自主造句。)

T: Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:

—Is she/he …?

—Yes, she/he is. / No, she/he isn’t. She/He is …

—Where is she/he from?

—She/He is from …

2. (播放2a录音，核查学生自主造句的正误。)

T: Listen to 2a and check your answers.

3. (根据教学课件的第三人或课前准备好的其他人物图片，两人一组操练对话。完成2b。)

T: Practice the conversation with your partner. Act out your conversations.

4. (分组活动。五人一组合作完成3。教师规定时间，完成最快最准确的小组为获胜组。最后师生共同核对答案。)

T: Let’s finish 3.

5. (出示课件图片，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，完成4。师生共同核对答案。)

  T: Now please listen and number the pictures. Then listen again and match the names with the right countries.

6. (让学生自主完成5。并观察下划线的部分，归纳总结首字母大写的情况及标点符号的使用情况。)

  T: Please copy the sentences in 5. Pay attention to the underlined parts.

Step 5  Project 第五步  综合探究活动(时间:10分钟)

. (名人会：给每个学生一张名人卡片，并让学生充当卡片上的名人。让学生们运用前一话题及此课所学的知识互相交朋友。)

A: Excuse me. My name is Zhao Benshan. What’s your name?

B: My name is YaoMing. Nice to meet you.

A: Nice to meet you, too. Where are you from?

B: I’m from Shandong. Are you from Heilongjiang?

A: No, I’m not. I’m from Liaoning.

B: How are you?

A: I’m fine, thank you. 

3. Homework:

(1)用自己的姓名，国籍，三人一组，根据1a和2a编一个对话。

(2)预习Section B的新词。

(3)每个学生带一张最喜欢的体育明星或电影明星的照片，最好有国旗图片以及他/她们国家著名建筑或自然风光的图片，以备下节课使用。

板书设计：

Where are you from?

Section A

1.—Excuse me, are you Jane? 4.—Are you from England?

—Yes, I am. —No, I’m not.

2.—What’s your name? 5.—Is he Li Ming?

—My name is Sally. —Yes, he is./No, he isn’t.

3.—Where are you from?

—I’m from Canada.