. Material analysis

本节课是一节听说课,主要活动是1a, 2a和3a。通过人物对话学习有关询问姓名、国籍的表达方式,训练学生的听说能力,并能正确使用人称代词:you, they;形容词性物主代词:my, your;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;特殊疑问词what, where, who引导的特殊疑问句以及缩写形式;初步了解元音字母a,e和辅音字母p, b, t, d, k和g的读音规则并能够根据已学音标进行单词的拼读和拼写。另外,在本课学生还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。

  1. II. Teaching aims

⒈ Knowledge aims

  • 能够听懂、正确朗读并应用新学习的单词: excuse, me, name, America, Japan等;
  •      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及缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not;
  •      能够用英语熟练表达询问姓名,国籍的方式What’s your name? Where are you from?
  •      能够正确运用特殊疑问词what, where, who引导的特殊疑问句。

⒉ 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、国籍等的基本情况的话题进行简单的交流;
  •     能根据已学音标的初步知识拼读单词;
  • 能正确地朗读对话,并能注意语音语调;
  • 能写出询问对方基本情况的简单句。

⒊ 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

⒈ Key points

  • 正确使用表示询问姓名、国籍等的表达方式;
  • 正确使用人称代词:you, they 以及形容词性物主代词:my, your;
  • 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;
  •      掌握缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not;
  •      掌握元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。

⒉ Difficult points

  •      特殊疑问词what, where, who引导的特殊疑问句及缩写形式;
  • Be动词am, is, are的应用;
  •      元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。

Ⅳ. Learning strategies


Ⅴ. Teaching aids


Ⅵ. Teaching procedures

1. Greetings and Leading-in

1) Greet with students. (Review the expressions about greetings in Topic 1)

2) Show pictures of countries or cities in Topic 1. Review the names of a place. And then lead to the new lesson.

2. Learning and understandings

1) Walk to a students and say, “Excuse me, are you … ? ” After the students responses, write the sentence on the Bb and let the Ss read after the teacher. Then explain the use of “Excuse me”.

2) Let the Ss work in pairs to make sentences using “Excuse me”.

3) Them the students ” I’m Jason. My name is Jason Potter.”

Write the sentences on the Bb and make the Ss makes sentences similar to it.

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6) Group work. Suppose each member only knows one of the the other students. Let the Ss try to get to know all the names in English.

Five minutes later, ask two groups to give a show.

5. Pronunciation

1) Point out a card with a word “Japan” on it and  read it out;

Show the next cards with “gap, 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)

2) Show a card with “name” on it and let students read the word;

3) Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups;

4)  Choose two groups to read the words;

5) Let students make a summary about the pronunciation of a. (In the way, teach /2/ /i:/ /e/ )

Then play the tape and finish 3b.

6. Summarizing and Assignment

1) Let students use the sentences

  • What’s your name?
  • Where are you from? Are you…?
  • Who are they?    They’re …
  • Where are they from?
  • They are from …”

to make up a short conversation in 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;
  • Preview the new words and Section B-1a.



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