发布时间 : 星期三 文章仁爱英语教学案例设计更新完毕开始阅读
and imitate the pat, pet” on them and read them out; Explain “p是清辅音也是爆破音（”老师可用一张纸做演示，让学生直观感触p的发音特点）(老师可用同样的方法教授b, t, d, k, g的读音) teacher; Read the word Show a card with “name” on it and let students read the word; the Show other cards in with “date gate tape” on them, let students discuss the pronunciation groups; in together; Discuss pronunciation groups; Two groups try to Choose two groups read the words; to read the words; Some students make Let students make a a summary about the summary about the the pronunciation pronunciation of a. of a. In the same (In the way, teach way, they summarize /2/ /i:/ /e/ ) (老师可the pronunciation of e; 分别用学过的单词，如am, see, 33
welcome); Listen to the words Then play the tape. of 3a and repeat. Production (5minutes) 1.Group and work 1. Students make 1.Let students use up a short the in “What’s sentences your the whole class conversation work. groups and two name? Where are groups show their you conversations; from? Are you…? Who are Students listen to they? They’re … the teacher. Where are they from? They are from …” to make up a short in conversation groups (1min) and choose two groups to show their conversations; Make a summary about the show. 2.Assign homework: Review the key sentences we have learnt; Read and recite 1a; Copy every word one line; 34
Preview the new words and Section B-1a. Teaching reflection: 本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型I’m from…向复数句型They’ re from…转换时学生出现了问题, 此外，要加强be动词的应用；由于本课内容较多，为了减轻学生的负担，把3b的教学内容调整到Section B中学习。 Ⅶ. Blackboard design
Where are you from? Section A 1.What’s your name? Canada Sounds： 2.Where are you from? Japan /V/ /2/ /1/ /e/ 3.Are you from Canada, too? America /p/ /b/ /t/ /d/ /k/ /G / 4. —Excuse me, are you…? England —Yes, I am./ No, I’m not. 5. —Who are they? —They are Maria and Jane. 6.they are = they’re
Section B
Ⅰ. Material analysis
本节课是在Section A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
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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。 Ⅱ. Teaching aims 1. Knowledge aims
能够掌握并应用新学习的单词:look；
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 isn’t.
能够正确运用特殊疑问词where, who引导的特殊疑问句。 2. 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。 3. 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。 Ⅲ. 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 Who’s = Who is ; Where’s = Where 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；
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