| Step | Interaction patterns | Student activity | Teacher activity |
Introduction (2minutes) | 1.The whole class work and individual work. | 1.The students reply the teacher. T: Hello! Good morning. Ss: Hello! Good morning. The teacher walks to one student. T: Hello! Are you …? S1: Yes. I am. | 1.The teacher greets with students. |
Presentation (13minutes) | 1. Individual work and the whole class work. 2.Individual work. 3.Individual work and the whole class work. 4.The whole class work. 5.Individual work. | 1.Do1a. (学生迷惑) The student answers the teacher “No, I’m not. I’m …” students look and listen to the teacher carefully; Students make sentences using it one by one. 2.The student answers “My name is …” 3.The student answers “I’m fromCanada.” The whole class read the new word for several times. 4. The third student answers “No, I’m not. I’m fromAmerica. ” The whole class read the new word for several times. 5.Students look at the picture and listen to the tape carefully; Follow the tape to read1afor two times. | 1.Walk to next student and say “Excuse me, are you…?”(老师将解释Excuse me,常用于口语中，意为“劳驾，打扰一下。”) Repeat it for several times; Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, I’m not”.（是否定回答，注意：肯定回答时I am.不能缩写，否定回答时，I am缩写） And say “I’m Denny. My name is Denny.” Write down on the blackboard: “I’m Denny.= My name is Denny.” Let students use “My name is…”to make sentence one by one. 2.Walk to one student and say “My name is Denny. What’s your name?”(老师解释 你叫什么名字？What’s = What is) (Write down on the blackboard). 3.Walk to another student and say “I’m from China,”老师解释 我来自中国) “Where are you from?” (你来自哪儿？) and show a picture of Canada （如加拿大的电视塔）; Then teach the new word “Canada”for several times. 4.Walk to the third student and asks “Are you fromCanada, too?” and shows a picture of America（如美国的自由女神像）; Then teach the new word “America”for several times. 5.Show the teaching picture of1a, then let students look at the picture and listen to the tape carefully for the first time; Then play the tape again and let students follow it for two times. |
Consolidation (12minutes) | 1.The whole class work and pair work. 2.The whole class work and individual work. | 1.Do1c. Read the word after the teacher for three times; Work in pairs and make up new conversations with the country names. Then two pairs show their conversations to the students. 2.Do 1b. Students guess, listen and number the pictures; Then listen to the tape again and match the names with the countries, one student checks the answers; Then Read after the tape. | 1.Show the picture of Japan （如日本富士山图）and teach the word “Japan” for three times; Point out other country names（eg. China, the USA, the UK）, then let students work in pairs and make up new conversations with the country names for 1 minute. 2.Show the pictures of 1b and explain the cultural background of these pictures; Play the tape again and choose one student to check the answers; Then show the listening material and play the tape. |
Practice (12minutes) | 1.The whole class individual work and pair work. 2.Pair work. 3.The whole class work and group work. | 1.Do2a. Follow the teacher “They are Maria and Jane.” Then listen and complete the conversation by themselves; Students read A, and then practice the conversation in pairs. Then two students share the conversation with the whole class. 2.Do 2b. Complete the conversation in pairs and two students show their answers. 3.Do3a. Listen and read “Japan” together； Read after the teacher together and imitate the teacher; Read the word together; Discuss the pronunciation in groups; Two groups try to read the words; Some students make a summary about the the pronunciation of3a. In the same way, they summarize the pronunciation of e; Listen to the words of3aand repeat. | 1.Point out the picture of2aand say “Who are they?’(老师手指Maria and Jane. 她们是谁？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard); Let students open their books, and then listen and complete the conversation of2a; Read the conversation in roles. The teacher reads B and then give students 1 minute to practice the conversation in pairs and chooses one pair to show the conversation. 2.Give students 1 minute to complete the conversation in pairs and choose two students to show their answers. 3.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) Show a card with “name” on it and let students read the word; Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups; Choose two groups to read the words; Let students make a summary about the pronunciation of a. (In the way, teach /2/ /i:/ /e/ ) (老师可分别用学过的单词如am, see, welcome); Then play the tape. |
Production (5minutes) | 1.Group work and the whole class work. | 1. Students make up a short conversation in groups and two groups show their conversations; Students listen to the teacher. | 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 recite1a; Copy every word one line; Preview the new words and1aof Section B. |
| 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。 | |||
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 |
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