Unit 24 Where are you from?

Lesson 93教学设计示例（一）

　　一、教学内容

　　1．语音和词汇（略）。

　　2．句型：1）where are you from? 

　　2）they are from….

　　3) what’s about you/he/her ?

　　3．日常交际用语：

　　1）一where are you from?

　　  －I am from….．

　　2）are you/ they from….?

　　3）do you / they come from..?

　　4）what about you /he/her…?

　　二、教具

　　录音机；磁带；一张世界地图；几件学习用具。

　　三、课堂教学设计

　　1．值日生报告。

　　2．教师让学生齐读第23单元的对话。

　　3．教师拿出中国地图世界，并提出问题：where is Taiyuan? 学生回答。然后让学生相互之间根据地图中各个城市的地理位置进行句型操练。

　　4.教师拿出世界地图，指着地图上的国家和城市说：This is Paris.并问学生：Where is Pair?　同时教师板书France该词，学生反复跟读。教师继续教授新单词USA, Australia, Canada, UK, Japan, America。当确信大家已初步掌握之后，教师再次拿起地图与学生进行如下问答练习：

　　T：where is …？

　　Ss：It’s…．

　　T： How do you spell it?

　　Ss：（拼写这个单词）。

　　5. 教师拿出课文图片，放课文第一部分对话录音，教师给出听前提问（Pre－listerning question）　Where is he (David) from?

　　　　Where are Tom and Ann from?

　　放一至两遍录音，学生回答问题。打开书，再放录音，学生跟读两至三遍。两人一组进

　　行练习，数分钟后，请两组学生到前面表演。

　　６．教师问A学生Where are you from?　要求学生用新学习的英语国家名字来回答问题并反复操练。然后教师又问B学生：Where is he/ she from? What about him/ her? 这种问答要，使学生通过不断重复的手段，达到记住、记牢的目的。

　　7．教师引导并帮助学生相互之间使用新学习的句型Where are you from? What about you?来介绍自己的家乡地理位置。

　　８．教师放课文第二部分对话录音。学生跟读两至三遍，之后学生四人一小组的形式再进行对话操练，目的是使学生在对话操练过程中掌握好英文对话的语音语调

　　6．指导学生用笔头形式做练习册习题。

　　7．布置作业

　　1）抄写生词；练习朗读本课对话；2）完成练习册习题。

　　四、日常交际用语

　　1)Where are you from?

　　Be from = come from 意思是“从……来”，常用来询问某人来自何地方或籍贯。如：

　　I am from Shanghai and he is from Beijing.

　　They are from Australia.

　　2) Are you from the USA? No, I come from England.

　　Come from 是“从……来”，come是行为动词，在否定局，疑问句和肯定句中，其随主语的变化而变化。如

　　He comes from Nanjing.

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Lesson 93教学设计示例（二）

　Teaching Objectives

　　The expressions of place.

　Main Points

　　1. New words: USA, Australia, Canada, UK, Japan, America, a little

　　2. Sentence Patterns:

　　　(1)Where are you from?

　　　(2)Where do you com from

　Difficult Points

　　How to use the Simple Present Tense correctly.

　Teaching Aids

　　a tape-recorder, the slide-showing, tapes, pictures, map

　Teaching Procedure

　Step 1 Revision

　　1. A duty report.

　　2. Revise the days of the week and their spellings with the help of cards.

　　3. Revise the dialogues in SB lesson92,Exx.3

　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 Pairs. Then ask Where is Pairs? 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

　　1.Book closed! Teacher ask: Where’s David from? Where are Tom and Ann from? And play the tape. Check the answers .(David, USA; Tom and Ann, UK)

　　2.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 ?

　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

 　　Teacher play the tape, and students listen and repeat. Then students practise the dialogue in pairs. They talk about themselves in groups.

　Step 6 workbook

　　1. 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.

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

　Homework

　　1. Copy the new words.

　　2. Finish off the Workbook exercises.

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Lesson 94教学设计示例（一）

　　一、教学内容：

　　使学生熟练掌握一般现在时，当主语是非第三人称单数，行为动词的肯定句、疑问句、否定句的表达；

　　二、教具：多媒体、录音机、投影仪、地图

　　三、课堂教学设计

　　1．教师向学生展示地图，复习第93课的对话。让学生相互之间问问题：Where are you from? I am from….  Where do you come from?  I come from….etc. 问答的方式教师可以自便，可采取多种形式如： 教师---- 一个学生；  教师----- 部分学生； 教师---- 全体学生；一个学生---- 一个学生； 部分学生-----部分学生等形式来进行操练。

　　2．教师指着地图上的国家的名称如：Canada. 说: Canadians come from Canada. They speak English and French.  然后又指着另一个国家如：Japan.说：  Japanese come from Japan. They speak Japanese.教师反复地说出不同的国家的名称，让学生反复操练句型。帮助学生提问和回答有关国家的相关语言。如问Do you speak French?等等.教学生回答: Yes, I do./ No, I don’t.又如Do they learn maths?       Yes, they do./ No, they don’t.Does Kate study Chinese?   Yes, she does./ No, she doesn’t.同时，教师在黑板上写出这些句子并比较这些句子的结构，用彩色粉笔强调句中出现的do/ does

　　3．打开课本37页，第一部分，1让学生练习句型 Do Americans speak Japanese? No, they don’t.  What do they speak?  They speak English.  Do you like eggs?  Yes, I do. I like it very much./ a little. No, I don’t.  I don’t like it at all.

　　4．让学生听第94课的录音。听录音的时候，教师要求学生不看课文只听录音，然后让学生跟读。之后学生打开课本对照课文内容进行问答练习。最后学生以小组形式进行操练。在学生听完对话录音后，教师提问： Is Bob from the USA?  Does Bob speak Chinese? 教师放录音两遍并让学生跟读。教师指出中国姓名与西方国家的姓名的不同之处：在西方国家，人们习惯将姓放在名之后如Jim Green, Green 就是姓Jim是名,而中国人的姓名和西方国家的习惯正好相反，比如Zhou Jian. Zhou是姓  Jian 就是名。  然后让学生操练课文对话并请学生上讲台作演示。

　　5．让学生完成练习册中的练习一

　　6．学生听课文第三部分的录音并且跟读， 注意录音中的英文发音，语调和节奏。

　　7．教师总结这一节课的教学内容，要求学生掌握句型：Where are you from? Where do you come from? Do you speak French? I like …..very much / a little etc.课文板书如下

Unit 24  Where are you from ? Lesson 94 the Great Wall　　Where are you from?　　　　　Do you speak French? hotel, building　　I am from….　　　　　　　　Yes, I do./ No, I don’t. follow, call　　　Where do you come from?　　I like milk very much./ a little. First　　　　　　I come from….　　　　　　I don’t like it at all.

　　四．课堂交际用语

　　掌握交际用语：Do you speak English?肯定回答： Yes, I / we / they do

　　否定回答： No, I / we / they don’t..

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Lesson 94教学设计示例（二）

　Teaching Objectives

　　The expressions of place.

　Main Points

　　1.New words: great, hotel, building, follow, call, first

　　2.Sentence Patterns:

　　(1)    (1)Do you speak Chinese?

　　(2)    (2)Yes, I do / No, I don’t

　Difficult Points

　　How to use the question form of the Simple Present Tense correctly.

　Teaching Aids

　　a tape-recorder, the slide-showing, tapes, map

　Teaching Procedure

　Step 1 Revision

　　1. A duty report.

　　2. Look at the map, revise Where are you from? What about you ? Where is he / she from?

　Step 2 Presentation

　　1. Show a card with the name of a country : e.g. China. Say Chinese come from China. They speak Chinese. Let students repeat with other cards with different country names on them.  

　　2. Teach the students with cards I speak Chinese / English / French. Ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French.etc. Help the students to answer Yes, I do / No, I don’t.

　　3.Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures. Highlight do with coloured chalk.

　Step 3 Ask and answer

　　Book closed! Students listen and repeat. Play the tape again, students open the books and listen and repeat, then ask and answer in pairs.

　Step 4 Presentation

　　Ask Do Australians speak Chinese? What do they speak? etc. students answer No, they don’t Then ask what do they speak? the students answer They speak English..

　Step 5 Read and act

　　1.Teacher play the tape, ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape again and get the students to repeat.

　　2.Teacher point out that in western countries, a person’s family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.

　　3.Get the students read and act out the dialogue in pairs.

　　4.Do Ex.1. of Wb Lesson 94 .

　Step 6 listen and chant

　　1.       play the tape and have the students repeat, as they repeat, pay attention to their pronunciation, intonation and rhythm.

　　2.       let some students read out in class if time permits.

　Step7 Workbook

　　Do Ex.3 in class

　Homework

　　1.Finish off the Workbook exercises.

　　2.Learn the dialogue in SB Lesson 94 by heart.

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Lesson 95教学设计示例(一)

　　一、教学内容：

　　使学生熟练掌握一般现在时，以及英文书信的书写格式。

　　二、教具：录音机、明信片

　　三、课堂教学设计

　　1．学生作值日报告。

　　2．教师复习Where are you from? What do you speak? Do you speak French? 等等。或者教师复习课文第94课第2部分的对话，并让学生演示对话内容。

　　3．教师拿出一张明信片，在黑板上把明信片的基本格式画下来，同时教学新单词postcard。 教学Dear….和Love from…并向学生解释love from 仅限于家庭成员及好朋友之间使用。教师向学生讲明用英语书写地址的方法。并提醒学生，写地址的时候，要把单位或地区小的信在前面，大的写在后面。然后举例并写在黑板上。

　　4．教师放课文录音，并提出问题。学生回答完问题之后再放一遍录音，让学生听读同步进行。请学生把课文的英文信件翻译成中文，并向学生解释Linclon Drive 是指林肯大街。

　　5．让学生独立完成课文第二部分练习，然后两人一组核对答案。让学生把错误的答案改正过来。

　　6．教师指导和帮助学生完成课文第三部分练习，要求学生想象一个情景为自己是Jo,正在和Lily打电话。然后让学生就这个想象的情景编一个对话，并把它写下来。最后学生相互之间演练自编的对话。

　　7．教师总结明信片的书写格式以及日常的词组和短语。

　　8．教师指导学生共同完成课后练习。

　　9．教师布置家庭作业：让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送给朋友的面前，让朋友改正自己的语法错误。

　　四．课堂交际用语

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Lesson 95教学设计示例(二)

　Teaching Objectives

　　The expressions of place.

　Main Points

　　New words: teach, postcard, dinner, soon, stay.

　Difficult Points

　　How to use the Simple Present Tense correctly.

　Teaching Aids

　　a tape-recorder, tapes, pictures.

　Teaching Procedure

　Step 1 Revision

　　1. A duty report.

　　2. Revise Where are you from? What do you speak? Do you speak French? etc.

　Step 2 Presentation

　　1. Draw the “writing” side of a postcard on the Bb. And teacher show the real card to Ss, teach the word postcard. And Explain that Love from…is only used between family members and good friends.

　　2. Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, e.g. :

　　Miss Li Manhua

  　　No. 27 Middle School

  　　Donghuamen Street

  　　Beijing, 100009

  　　People’s Republic of China

　　3. Get the students to write their own address, and check their work each other.

　Step 3 Read

　　1.Before playing the tape, let the students read the questions.

　　2.Then give them several minutes to scan the postcard for the answers. At last play the tape, students listen and repeat.

　　3.have the students translate Lily’s letter into Chinese.

　Step 4 Practise

　　1.Students work alone and then check the answers in pairs.

　　2.Get the students to correct “Wrong” answers.

　Step 5 Talk and write

　　1.revise some telephone greetings.

　　2.have the students work in pairs and write their telephone conversation.

　　3.choose several pairs to act out their dialogue for the class.

　　4.as they practise, remind the students to pay attention to their intonation.

　　5.tell the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, e.g. some people pace back and forth, others twist the telephone cord around their finger, etc.

　Step 6 Workbook.

　　Do Ex. 3.in Wb Lesson 95 in the class.

　Homework

　　1.Finish off the Workbook exercises after class.

　　2 Go over the language items listed in Checkpoint 24.

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Lesson 95教学设计示例(三)

　Teaching aims

　　掌握“四会”单词和短语。

　Key points

　　学习明信片的书写格式。

　Difficult points

　　Five days a week, teach sb. Sth., on Sundays, ask sb. To do sth,, write to sb.

　Teaching methods

　　通过作练习，使学生掌握明信片的书写格式。

　Teaching aids

　　明信片、录音机、多媒体课件

　Teaching procedures

　Step 1 Revision

　　1.复习Where are you from? What do you speak? Do you speak French?等等。

　　2.复习课本地94课第2部分的对话，并表演对话。

　Step 2 Presentation

　　1.教学新单词postcard，教师打开ppt多媒体课件《unit 24 lesson 95》，向学生展示英文明信片的基本格式。并向学生说明Love from….仅限于家庭成员及好朋友之间使用。

　　2.向学生讲明用英文书写地址的方法。并提醒学生，在写地址时候要把单位或地区小的写在前面，大的写在后面。让学生注意动画中的明信片的格式。

　　3.教师向学生介绍完明信片的基本格式以后，问学生：人们在日常生活中除了用明信片形式可以传递信息之外，还有什么其他方式也可以传递信息来引导学生多思考，从而引出下一个重点：英文信件。

　　4.教师打开ppt多媒体课件《unit 24 lesson 95》，让学生熟悉了解英文信件的格式。然后让学生对两种不同的格式进行比较，总结出其中的不同之处，加深学生对英文明信片和英文书信格式的印象。

　step 3 read

　　1.教师放第一部分录音之前让学生把问题读一遍。学生回答完问题之后再放一遍录音，让学生听并跟读。

　　2.请学生把lily 的信件翻译成中文，并向学生讲Lincoln Drive 是林肯大街/道。

　Step 4 practice

　　让学生独立做第二部分的练习，然后让他们两人一组核对答案，让他们把错误的答案更正过来。

　Step 5 reading

　　教师打开多媒体课件《unit 24 lesson 95》让学生掌握信件的格式。同时让学生比较一下postcard, letter and mail 的区别。教师让学生作练习。

　Step 6 summary

　　教师总结明信片的书写格式以及常用的词组和短语。

　Homework

　　教师布置家庭作业，让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送到朋友的面前，并让朋友更正自己的语法错误。

　Exercises:

　　完成课后练习

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Lesson 96教学设计示例(一)

　　一、教学内容：

　　通过大量的练习是学生巩固所学过的知识，熟练掌握一般现在时，以及英文书信的书写格式。

　　二、教具：

　　录音机、磁带。

　　三、课堂教学设计

　　1． 学生作值日报告。

　　2． 教师写出单词：ride, write, Friday让学生找出他们含有的共同的音素 /ai/。

　　3． 教师总结板书/ai/ : ride, write, Friday. 再以同样的方式总结出：/i/, /ju:/, /u:/..

　　4． 教师领读这些音标，使学生更好的掌握单词的正确发音。

　　5． 学生听录音并跟读这些音标。

　　6． 学生听第二部分录音并跟读。让他们用手势表示出重音和语调。

　　7． 教师提出问题：Where is this postcard from? 并帮助学生回答I think it’s from…等等。然后再请学生以小组的形式对课本上的明信片进行问答练习。

　　8． 教师播放第四部分录音，让学生做练习册第116页第3题。教师指导学生共同完成课后练习。

　　9． 教师播放第五部分录音，学生合上书本听录音，然后跟读，教学词组make friends，然后让学生以自己的身份写一封回信，写在课本第七部分，同时复习明信片和信件的格式。

　　10. 教师放第六部分录音，让学生听录音，反复跟读并完成书上的短文。然后以两人为一小组互相检查答案。

　　11. 最后教师复习课本“复习要点24”中的内容，学生讨论并教师帮助学生解决可能出现的问题。向学生解释清楚一般现在时态的用法．

　　12．教师布置课堂作业：（教师课根据具体情况而定）

　　1．USA（完整形式）______________　2．come from（近义词组）______________

　　3．French（国家）______________　　4．Englishman（复数）______________

　　5．has（原形）______________　　　6．people（复数）______________

　　7．teacher（动词）______________　　8．Canada（国家的人）______________

　　 Answers: 1. the United States of America   2. be from   3. France   4. Englishmen   5. have   6. people   7. teach   8. Canadian

　　13．再学生作完课堂练习后，教师总结元音字母i和u的发音：字母i在开音节中读／ai／，在闭音节中读／i／。字母u在开音节中读／ju：／，在闭音节中读／u：／／Q／／u／．

　　14．教师布置家庭作业：

　　1．完成练习册里的所有习题．

　　2．预习下一个单元．

　　（此练习可根据学生的具体情况而定）

　　Writhe on blackboard

Lesson 96 　i/ai/   ride, write　　　　　　u/ju:/ student, Tuesday 　/i/    milk, swim　　　　　　　/u:/ blue, ruler 　igh/ai/ high, light　　　　　　/Q/ run, jump 　　　　　　　　　　　/u/ put, full

　　Exercises

　　选择填空：

　　(　) 1. I learn English ______ my American friends.

　　  A. from　　　B. and　　　C. to　　　D. for

　　(　) 2. Tom, Jack and I ______ students.

　　  A. are all　　　B. all are　　　C. am all　　D. all am

　　(　)3. I know only _______Chinese.

　　  A. a few　　　B. few　　　C. little　　　D. a little

　　(　)4.Are they ______ in the river?

　　  A. swim　　B. swimming　　C. swimming　　D. are swimming

　　(　)5. Lily and I ______at home.

　　  A. am staying　　B. are staying　　C. is staying　　D. be staying

　　(　) 6. They often watch TV ______ Sundays.

　　  A. on　　　B. in　　　C. at　　　D. of

　　(　)7.______are you doing? I'm doing my homework.

　　  A. Where　　　B. What　　　C. How　　　D. Who

　　(　)8.______books do you have?

　　  A. How much　　B. How many　　C. How　　D. What many

　　(　) 9. She ______ any friends.

　　  A. don’t have　　B. has　　C. doesn't have　　D. not have

　　(　) 10. ______there ______water here?

　　  A. Is, some　　B. Are, any　　C. Are, a lot of　　D. Is, much

　　(　) 11. Do you want ______shopping with me?

　　  A. go　　　B. going　　　C. to go　　　D. goes

　　(　) 12. I would like ______ .

　　  A. two pieces of breads　　　　B. two piece of bread

　　  C. two pieces of bread　　　　D. pieces of two bread

　　(　) 13. They often teach ______ Chinese.

　　  A. I　　　B. me 　　C. mine　　D. my

　　 (　)14.______she have a ruler? No, she______.

　　  A. Does, does　　B. Do, don't　　C. Does, doesn't　　D. Is, isn't

　　(　) 15. Whose books are these? They are ______.

　　  A. we 　　　B. us　　　C. our　　　D. ours

　　(　) 16. Do they have ______friends? Yes, they ______.

　　  A. a lot, have　　B. much, do　　C. many, are　　D. many, do

　　(　) 17. ______do you like China? ______.

　　  A. How, I like it very much　　B. What, I like it a little

　　  C. How, The food　　　　　　D. What, It's great

　　Answers: 1.A 2.A 3.D 4.C 5.B 6.A 7.B 8.B 9.C 10.D 11.C 12.C 13.B 14.C 15.D 16.D 17.A

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Lesson 96教学设计示例(二)

　Teaching Objectives

　　The expressions of place.

　Main Points

　　New words: city, foreigner, city , word , well, why, English-speaking, letter

　Difficult Points

　　How to use the Simple Present Tense correctly. And how to writer an English postcard correctly.

　Teaching Aids

　　a tape-recorder, tapes,

　Teaching Procedure

　Step 1 Revision

　　1. A duty report.

　　2. Revise the words, expressions and the postcard from Lesson 95.

　Step 2 Word families

 　　let students read out these words, and pay more attention to the English pronunciation, or let students listen to the radio and repeat.

　Step 3 Stress and intonation

　　1. Students listen and repeat.

　　2. Get them to show the stress and intonation with gestures.

　Step 4 Guess and game

　　1.have the students look at the postcard in the SB. Teacher ask: Where is this postcard from? Help the students to answer I think it’s from Sydney/ Paris/ Toronto. Now get the students to talk about the postcards.

　　2.in pairs, have the students make their own postcards. Each pair should choose a place in China to draw their postcards of the same place. They do need to be from the same place..

　Step 5 Listen and answer

　　1.have the students look at the table in Wb Lesson 96, Ex. 3 before playing the tape.

　　2.help the students with the spelling of place names.

　Step 6 Prsentation

　　1.teacher explain to students that E-mail is a way to talk to people from around the world. And ask Does anyone have e-mail? Do you e-mail people from other countries?

　　2.have the students make up their own e-mail addresses. Encourage them to be creative.

　Step 7 Read

　　1.give the students 3 minutes to skim. Then ask some students to give the main idea.

　　2.have the students read the passage. Ask comprehension questions such as, How old is Jack? Where does Jack like? How many students are in his class? etc.

　　3.have students read the text aloud together. Pay attention to pronunciation and intonationl.

　Step 8 Read and complete

　　1.before playing the tape have the students fill in the blanks with the words they think. Then paly the tape and have them listen and change the words in the blanks if they guessed something.

　　2.have the students discuss their first answers with the answers on the tape in groups.

　　3.have the groups make a list of the words they think could be put in the blanks.

　　4.at last teacher check the answer with the students.

　Step 9 Write

　　Have the students write this letter as homework. And the next day teacher give the students a chance to read each other’s letters.

　Step 10 Checkpoint 24

　　Go through Checkpoint 24 on the book and discuss any problems. Explain that the Present Indefinite Tense is used to give general information. And give some examples to students on the Bb.

　Step 11 Workbook

　　Revise the map on the SB and do Ex.2., Ex 4.

　Homework

　　Finish off the Workbook exercises.

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