英语Topic 2 Where are you from?教学设计

这是一份英语Topic 2 Where are you from?教学设计，共13页。
 Unit 1  Making New FriendsTopic 2 Where are you from?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 aimsKnowledge 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//eɪ/ /æ//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/ /eɪ/ /æ/ /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 pointsKey points:（1）Words and expressions : they, who, he, she, /p/ /b/ /t/ /d/ /k/ /g/ /eɪ/ /æ/ /i:/ /e/ （2） Sentences: Who are they? They are… Where are they from? Is … from…Difficult points： 掌握元音/eɪ/ /æ/ /i:/ /e/的发音。Ⅲ. Learning strategies1. 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 proceduresStage 1(5mins)：Getting students ready for learning and revisionStepTeacher activityStudent activityDesigning 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 StepTeacher 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: America Ss: 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 StepTeacher 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- listeningStepTeacher 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 soundsStep 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, /eɪ/, date, gate, tapeS2:a,/æ/, 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 homeworkStepTeacher 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/ /eɪ/ /æ/ /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 designTopic 2 Where are you from?第二课时 (Section A-2a, 2b, 3a, 3b )                                                                 Group1:                                                               Group2:                                                               Group3:                                                               Group4:                                                               Group5:                                                               Group6: