The main activities are1aand2a.

Ⅰ. Teaching aims and demands

1. Learn some personal pronouns and possessive pronouns:

me, your, she, he, we

2. Learn some country names:

Canada,Japan,England

3. Learn other new words and phrases:

excuse, excuse me, what, name, where, from, be from, the

4. Talk about people’s names and where they are from:

(1)—Excuse me, are you Jane?

—Yes, I am.

(2)—What’s your name?

—My name is Sally.

(3)—Where are you from?

—I’m from Canada.

(4)—Are you from Canada, too?

—No, I’m not.

(5)—Is he/she …?

—Yes, he/she is./No, he/she isn’t.

(6)—Where is he/she from?

—He/She is from …

Ⅱ. Teaching aids

Cards，maps and a tape

Ⅲ. Teaching Plan

Step 1 Review (10’)

通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。

1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。)

T: Good morning, class!

Ss: Good morning, Miss Wang!

T: Nice to see you.

Ss: Nice to see you, too.

T: How are you today?

Ss: Fine, thanks. And you?

T: I’m OK.

(转向一名扮作新生的学生向他询问问题并示意他回答。)

T: Excuse me, are you Zhang Hong?（板书excuse me）

S₁: Yes, I am.

T: Nice to meet you.

S₁:Nice to meet you, too.

T: This is Zhang Hong.

S₁:How do you do? Zhang Hong.

S_s:How do you do?

(反复操练见面问候语，让学生充分复习第一话题所学内容。)

2. (拿出准备好的卡片进行问答，卡片上写有Canada, England, the U.S.A., Japan, Cuba, China这些国家的名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。)

T: Excuse me,who is she?(教师解释并示意学生回答。)

Ss:She is Jane.

T: Great, she is Jane, and she is from Canada.

(板书并要求学生掌握。)

she, be from,Canada

T: Excuse me, who is he?(拿出Tony的图片。)

Ss:He is Tony.(帮助回答并领读Tony。)

T: Great, he is Tony, and he is from England.

(板书并要求学生掌握。)

he,England

T: Excuse me, who is she?(拿出Sally的图片。)

Ss:She is Sally.(帮助回答并领读Sally。)

T: Where is she from?(教师解释并领读此句。)

Ss:She is from the U.S.A.(帮助回答。)

(板书并要求学生掌握where；理解the U.S.A.。)

where, theU.S.A.

T: Excuse me, what’s your name?(拿出Yukio的图片给其中的一个学生。)

S₃:My name is Yukio.(帮助学生回答。)

T: Where are you from?(老师解释并领读此句。)

S₃:I am from Japan.(帮助回答。)

(板书并要求学生掌握。)

What’s your name? Japan

T: Excuse me, is he Kangkang?(拿出康康的图片。)

Ss:Yes, he is.

T: Is he fromJapan?

Ss:No, he isn’t.(帮助学生回答。)

(板书并要求学生理解。)

isn’t=is not

T: Where is he from?

Ss:He is fromChina.

T: Are we fromChina?(老师解释并做相应的手势表示“我们”。)

Ss:Yes, we are.(帮助学生回答。)

(板书并要求学生掌握。)

we

Step 2 Presentation (8’)

通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。

1. (1a图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)

T: Look at the picture. Guess what they are talking about. Now let’s listen to1aand answer the following questions.

(1)Who are they?(教师翻译。) (2)Where are they from?(教师翻译。)

(核对答案。)

2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)

T: Now let’s listen to1aagain and read after it. Pay attention to the pronunciation and intonation.

3. (让学生独自朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)

T: Read1aby yourselves, and find out the key sentence patterns in1a. Then practice the conversation according to the key sentence patterns in pairs.

(板书)

—Excuse me, are you …? —Yes. … What’s your name? —My name is … Where are you from? —I’m from … Are you from …? —No, …

Step 3 Consolidation (8’)

通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交流的目的。

1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。)

T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this:

—Excuse me, are you …?

—Yes, I am. What’s your name?

—My name is …

2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自己的真实情况如所在区或村来表演。方式同上。)

T: I’ll give you another two minutes. Make similar dialogs like this :

—Where are you from?

—I’m from … Are you from …?

—No, … I’m from …

Example:

S₁: Where are you from?

S₂: I’m fromHaikou. Are you fromHaikou,too?

S₁: No, I’m not. I’m from Sanya.

3. (将上述两步结合起来表演，完成1b。)

T: Now make your own conversations according to1a. Finish 1b.

Example:

S₃: Excuse me, are you Li Ming?

S₄: Yes, I am. What’s your name?

S₃: My name is Zhang Lei. Where are you from?

S₄: I’m fromHaikou. Are you fromHaikou, too?

S₃: No, I’m not. I’m from Sanya.

Step 4 Practice (12’)

学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们学习英语的积极性。

1. (2a图，让学生特别注意图片中远处的人，帮助学生学会知识的迁移，即由第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型造句。)

T: Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:

—Is she/he …?

—Yes, she/he is. / No, she/he isn’t. She/He is …

—Where is she/he from?

—She/He is from …

2. (播放2a录音，核查学生自主造句的正误。)

T: Listen to2aand check your answers.

3. (两人一组操练对话，完成2b。)

T: Practice the conversations with your partner. Act out your conversations.

4. (分组活动。两人一组合作完成3。最后师生共同核对答案。)

T: Let’s finish3 inpairs.

5. (挑几组学生朗读3，注意语音语调。)

6. (结合4的图片，出示世界地图，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，完成4。师生共同核对答案。)

T: Now please listen and number the pictures.

7. (让学生自主完成5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号的使用情况。)

T: Please copy the sentences in 5. Pay attention to the underlined parts.

Step 5 Project (7’)

通过找字母游戏和名人会活动，帮助学生记忆单词并培养学生熟练运用英语交流信息的技能，培养学生学习英语的兴趣。

1. (找字母游戏：把Section A的单词字母杂乱地写在黑板上，让学生挑选字母组成单词。选出一个字母，就把相应的字母擦掉，直到字母全部被擦掉为止。每组派两名代表搭配，哪组最快最准，哪组就取胜。)

2. (名人会：每个学生设计一张名人卡片，并充当卡片上的名人。让学生们运用前一话题及此课所学的知识互相交朋友。)

A: Excuse me. My name is Deng Yaping. What’s your name?

B: My name is Michael Jordan. Nice to meet you.

A: Nice to meet you, too. Where are you from?

B: I’m from theUSA. Are you fromJapan?

A: No, I’m not. I’m fromChian.

B: How are you?

A: I’m fine, thank you. Is he Liu Xiang?

B: Yes, he is.

…

3. Homework:

(1)三人一组，根据1a和2a编一个对话，相互询问姓名和国籍。

(2)预习Section B的生词。

(3)每个学生带一张自己最喜欢的体育明星或电影明星的照片，最好再准备他/她国家的国旗和著名建筑或自然风光的图片，以备下节课使用。

板书设计：

Where are you from? Section A 1.—Excuse me, are you Jane? 3.—Where are you from? —Yes, I am. —I’m from Canada. 2.—What’s your name? 4.—Is he Li Ming? —My name is Sally. —Yes, he is./No, he isn’t.

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