3.(利用学过的be from词组造句子，看谁说得准确。)

T: Now let’s make sentences with “be from”.

Example:

(1)Is he from China?

(2)Where is she from?

…

(找学生总结该词组的特点及用法。)

Step 5　 Project　 第五步　 综合探究活动(时间:8分钟)

2.(1)(听录音4，让学生听并完成练习。然后老师简要介绍这几个国家的标志性建筑或象征物。)

　　　 T: Listen and match the names with the countries.

(加拿大-- CN塔美国--白宫中国--故宫日本--富士山)

(2)(核对答案并打分。)

T: Check the answers.

(3)(再听一遍，看谁能复述。能复述者可加分。)

T: Listen again.　 Who can retell these sentences?

1.(1)(学生独立完成 3。)

T: Boys and girls. Now let’s read and match 3 on page 10.

(2)(看哪位同学做得又快又好，这样可以使学生集中注意力，效率更高。)

T: Let’s check the answers together.

(3)(两人一组来操练这个答案。)

T: To read them in pairs.

Example:

S₁: What’s your name?

S₂: My name is Maria.

S₃: Are you from Beijing?

S₄: Yes, I am.

…

4.(让学生把准备好的照片拿出来，两人一组进行对话。)

T: Make a dialog about your photos in pairs.

Example:

S₃: Is she/he ...?

S₄: No, she/he isn’t.

She/He is ...

S₃: Where is she/he from?

S₄: She/He is from ...

(目的是锻炼学生的口头表达能力及增强学生之间的合作能力。)

Step 4　 Practice　 第四步　 练习 (时间：10分钟)

3.(看黑板上的关键词，两人一组表演1a，可换成自己的真实姓名。)

T: Practice the conversations with your partner.

Example:

S₁: Excuse me, are you Kangkang?

S₂: Yes, I am. What’s your name?

S₁: My name’s Li Lei. Where are you from?

S₂: I’m from China.

S₁: Oh. Are you from Beijing?

S2: No, I’m not. I’m from Shanghai.

(对学生及时给予指导与鼓励。)

2.(让学生不看课本，借助黑板上的关键词，复述对话内容。)

T: To retell the dialog without looking at your textbook.

1.(小组活动。看课本第9页1a的两幅图，两人互问互答，熟练掌握句型。学生重点操练的句型，除了黑板呈现的外，还有以下几个：)

2.(1)(听2a的录音并跟读，目的是培养学生的听说能力。)

T: Now listen to the tape, and read after the tape.

(尽力去模仿标准的语音语调。)

(2)(假设老师和学生S₆在操场上看到不远处的一个踢毽子的女孩S₇。)

T: Is she S₇?

S₆: Yes, she is.

T: Where is she from?

S₆: She is from Canada.

(板书呈现新知识。)

(3)(假设老师和学生S₈在公园里遇到一个画画的男孩S₉。)

T: Is he S₉?

S₈: No, he isn’t.　 He is S₉.

T: Where is he from?

S₈: He is from Japan.

(板书。)

Step 3　 Consolidation　 第三步　 巩固(时间：7分钟)

1.(1)(让学生听1a的录音并跟读。)

T: Listen to the tape first, and then read after the tape.

(2)(假设来了一位新同学，但不能确认其姓名时，我们应该如何询问？)

T: When we want to know other people’s name, how to ask?

T: Excuse me, are you S₁?

S₁: Yes, I am.　 What’s your name?

T: My name’s Miss/Mr. ...　 Where are you from? (教师解释此句含义。)

S₁:I’m from China. (帮助学生这样来回答。)

(板书出重点句子。)

　 (3)(安排两名同学扮演外国人，假设两人互不相识，在对话中导出新的句型。并让学生们熟悉新的句型及回答形式，并呈现在黑板上。)

S2: Where are you from?

S3: I’m from ...

S4: Oh. Are you from ...?

S5: No, I’m not. I’m from ...

3.(假设班上来了一位新同学，要求这个同学进行自我介绍并问候他人，然后由班里的一位同学把他的朋友介绍给这位新的同学。)

　　 S₁: Good morning. I am S₁.

S₂: Hi, S₁. I’m S₂.

S₁: Hi, S₂.

S₂: S1, this is S₃. S₃, this is S₁.

S₃: How do you do?

S₁: How do you do?

Step 2　 Presentation　 第二步　 呈现(时间：10分钟)