公开课资料 Ⅰ. Material analysis
本节课是在Section A所学知识的基础上拓展学习新知识，主要活动是1a和2a。通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Who is she/he ?”，“She/He is …”，“Where is she/he from?”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。
Ⅱ. Teaching aims
⒈ Knowledge aims
能够掌握并应用新学习的单词:look；
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；
能够正确使用人称代词：she, he；
能够用英语熟练表达询问姓名、国籍的方式：Who is she/he ? She/He is ….
Where is she/he from? She/He is from….Is she/he from….? Yes, she/he is. No, she/he isn’t.
能够正确运用特殊疑问词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、国籍等基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确使用英文句子的书写格式和单词的大写规则。
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
1. Key points
正确使用表示询问姓名、国籍等的表达方法；
正确使用人称代词：she, he
掌握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 Who’s = Who is ; Where’s = Where is
2. Difficult points
特殊疑问词where, who引导的特殊疑问句；
Be动词am, is, are的应用；
单数句型和复数句型的互换。
Ⅳ. Learning strategies
通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。
Ⅴ. Teaching aids
多媒体、黑板、教学挂图和录音机。
Ⅵ. Teaching procedures
| 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>1.Greet with students. 2.Walk to>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>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>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>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>1.Let students make two short passages according to the two name cards for 1 minute. Then choose>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 width="545">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。 |
Where are you from?Section B
3.Where is she/he from? = Where’s she/he from? 4.Is she/he from …? Yes, she/he is. /No, she/he isn’t. |