Step
| Interaction patterns | Student activity | Teacher activity |
Introduction (5minutes) | 1.The whole class work.
2.Individual work.
| 1.Response the teacher.
T:“Hello! Good
morning, Nice to meet you.”
Ss: “Hi, Good morning. Nice to meet you, too.”
2.T: “Excuse me, are you …”
S1:“Yes, I am.”
The teacher walks to next student.
T:“Excuse me, are you …”
S2:“No, I’m not. I am…”;
The student answers; “They are … and…”;
Students read the word cards one by one.
| 1.Greet with students.
2.Walk to one student and greet with them;
Point to two students and ask one student: “Who are they?”;
Show some word cards. (含有元音字母a, e以及辅音p, b, t, d, k, g) Let students try to read them one by one.
|
Presentation (15minutes) | 1.The whole class work, pair work and
individual work.
2.The whole class work.
| 1.Do2a. The students answer, “She is Deng Yaping = She’s Deng Yaping”;
The students answer, “She is from China.= She’s fromChina.”;
Students make up their conversations in pairs;
T: “Look! Who is he?（choose one to
answer）”
S1: “He is Stephen Hawking.（He
is=He’s）”
T:“Is he from China, too?”
Ss: “No, he isn’t.”
T:“Where is he from?”(choose one to answer)
S2:“He is from England.”; Students make up their conversations in pairs.
2.Do1a. Students look at the picture, then listen and follow it;
Mark T or F in1a;
Listen to the tape again and check the answers.
| 1.Show the first picture of2aand say: “Look! Who is she?”(老师解释：Look!意为“看”为了引起对方的注意; is可缩为’s ) Write down the sentence on the blackboard (Who is she? =Who’s she？);
Ask the next question: “Where is she from?’(老师解释：Where is she from? = Where’s she from?). The teacher writes down the sentence on the blackboard.
Show the second picture of2a;
Show the last picture of2aand gives students 1 minute to make up a new
conversation using the key sentences: “Who’s she/he? Where’s she/he/ Is she/he from…?”;
Choose one pair to share their conversation to the whole class.
2. Show the first picture of1ato them and let students listen to the tape carefully. And in the same way show the second picture to students and let students listen to the tape carefully;
Give students 1 minute to mark T or F in1a.
Play the tape of1aagain and let students check the answers, paying attention to the key sentences.
|
Consolidation (10minutes) | 1.Pair work and individual work.
2.The whole class work and individual work.
| 1.Do 1b. Two pairs share their conversations with the whole class;
One student describes Deng Yaping.
2.Do 2b. Students use the key information to make a complete name card orally;
One student comes to the blackboard to make a complete name card, the others do it in their books;
Some students compare the difference between Chinese and English names. Then talk about their ideas;
Listen to the teacher carefully.
| 1. Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Deng Yaping and choose one student to describe Deng Yaping.
2.Let students use the key information to make a name card and then draw a name card on the blackboard;
Show a picture of Stephen Hawking, and let one student make a complete name card on the blackboard and the others do it by themselves in their books;
Check the answers and let students observe the differences between the two name cards, and then present“full name, family name, given name.”Let students talk about it in pairs then choose some students to tell the rules of usages of these names;
Make a summary about the differences between the two name cards.
|
Practice (10minutes) | 1.Individual work.
2.The whole class work and individual work.
3.Individual work, pair work and the whole class work.
4.The whold class
work.
| 1.The students do the name cards and one student reports his/her passage.
2.Do Section A-3b.
Read the words by themselves;
Some students read the words one by one;
Listen and check the words in 3b;
Listen and repeat the words.
3.Do 3. Read the sentences by themselves, imitate the tape and discuss the use of capital letters;
Some students share their ideas with the whole class.
4.Do 4. Listen and sing the song together. Then listen again and sing the song and circle the name of each country.
| 1.Let students
make two short passages according to the two name cards for 1 minute. Then choose one student to report his/her passage.
2.Show some word cards to students and let students read them by themselves;
Choose some students to read the words one by one;
Play the tape and let students listen and check the words;
Play the tape again and let students listen and repeat the words.
3.Give students some time to read 3 by themselves first and then play the tape. After that, let students pay attention to the capital letters and discuss them in pairs;
Then choose some students to make a summary about the capital letters（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）;
Give a summary about the capital letters.
4. Let students listen to the tape, sing the song together and circle the name of each country.
|
Production (5minutes) | 1.Individual work and group work.
| 1.Make their name cards by themselves;
One student introduces the other students in the group to the teacher using the key sentences “She/He is… Family name is … Given name is … She/He is from …”
| 1.Give students 1minute to make his/her name card;
Choose one student to make an introduction. (老师可选择几组同学到讲台上做介绍)
2. Assign homework:
Review the key words and expressions;
Use “Who’s she/he? Where’s she/he from? Is she/he from …?”to make up a short song;
Preview the words and1ain Section C.
|
Teaching reflection:
本节课继续学习由特殊疑问词Where, Who引导的特殊疑问句，老师由Section A 的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为Section A部分已经学习过字母的读音规则，在拼读单词时就相对简单，因此，没必要花太多时间。
|
发表于 2013-9-16 17:49:52
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