Where are you from? Lesson93教學(xué)設(shè)計(jì)

一、教學(xué)目標(biāo) 

1.知識(shí)目標(biāo)

初步接觸一般現(xiàn)在時(shí)I/You/We/They come from London. Do you/they speak English?

2.能力目標(biāo)

熟練運(yùn)用本課所學(xué)到的日常用語(yǔ)：Where are you from? I’m from ___. How do you like ___. I like it very much等。

3.情感目標(biāo)

培養(yǎng)學(xué)生和平相處、禮貌待人的良好品質(zhì)。

二、教學(xué)過(guò)程 

Note: This lesson introduces a number of place names which students are required to understand and say. There is no need to teach the spellings of all the place names at this stage, so do not require the students to memorize spellings.

Step 1 Revision

1 Revise the dialogues in Unit 23.

2 Review Lesson 60, Page 134, Step 4 of the TB 1A, using a map of China. Draw one on the Bb if you don't have a map.

Step 2 Presentation

1 Teach Where's Taiyuan? It's in Shanxi. etc. Divide the class into two halves and have a competition. Get the students to ask each other where the places are.

2 SB Page 36, Part 1. Point to the countries and cities on the map of the world and say : This is Paris. Then ask Where is Paris? The students may answer in Chinese. Teach France and get the students to repeat after you. This part aims at giving students exposure to more English names of countries and cities in the world.

Step 3 Ask and answer

SB Page 36, Part 2, Speech Cassette Lesson 93. Books closed ! Ask Where's he (David) from? Where are Tom and Ann from? Play the tape. Check the answers (David, USA; Tom and Ann, UK).

Practise saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where's he / she from? What about him / her? Note the use of the pronoun after about.

Step 4 Presentation

Tell the students about yourself. Say I'm from Beijing.(etc.) Ask students Where are you from? What about you? Help them to answer, using the name of their own hometown.

Step 5 Listen, read and say

SB Page 36, Part 3, Speech Cassette Lesson 93. Students listen and repeat. Students practise the dialogue in pairs, then talk about themselves in groups of four, using the dialogue as a model. They should only speak, not write.

Step 6 Workbook

SB Page 113, Wb Lesson 93, E. 1 and 2. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs.

Encourage them to use their own imagination and create different dialogues.

For Ex. 2, let the students read through the three short passages before they fulfill the task.

Homework

Revise the new language and the dialogues in SB Lesson 93.