Where are you from 篇一
where are you from?
【教材分析】
本单元教学内容以问候和介绍为中心，从了解姓名到谈论来自哪里，用层层递进的方式逐步扩大和加深了解认识的不同方面，具有很强的逻辑性和整体性。
topic2 where are you from? 主要学习介绍自己，了解他人信息，如电话号码、国籍等，学习十以内的数字；通过一些体育明星、标志性建筑、自然风光、国旗来学习一些国名。主要句型：
is she/he from shanghai? yes, he/she is./no, he/she isn’t.
are they from canada? yes, they are. /no, they aren’t.
where are you from? i’m from england.
where is he/she from? he/she is from japan.
where are they from? they are from canada.
what’s his/her telephone number? his/her telephone number is …
【教学目的与要求】
1. 语言知识目标：
了解语音语调的变化；
掌握be动词的缩写；
掌握数学0－10；
能理解和表达有关电话号码、个人情况、体育明星、国家、城市名称等话题信息
2. 能力目标：
能听懂别人的问候、自我介绍
能听懂某人询问姓名、年龄、国籍、电话号码等基本情况，并进行简单对话
3. 情感目标
培养学生学习英语的自信心，鼓励学生积极大胆、敢于模仿、克服困难、羞于开口的心理。帮助学生在学习上不断取得成功，以表扬和鼓励为主，逐步建立学生的成就感。
【教学重难点】
1. 教学重点：
询问姓名、国籍、电话号码等基本情况的交际用语
2. 教学难点：
谈论个人情况
【语言功能】
能听懂别人的问候、自我介绍，并能进行简单的交际
能对姓名、国籍、电话号码等基本情况进行简单的对话或叙述。
【教学方法】
启发式教学法、情景交际法、任务型教学法、竞赛教学法、小组合作学习、探究性学习
【教具准备】
图片、录音机、小黑板、投影机、多媒体教室等
【重要词汇】
excuse, me, what, your, name, where, from, be from, canada, england, no, not, she ,he ,japan, her, his, they, telephone, number, zero—ten
【教学组织过程】
topic 2 section a
【教学目标】
1.学习am/is/are的疑问句及回答。
2.学习询问他人姓名、籍贯及应答语。
【教学过程】
第一步：复习
1.假设班里来了一名新同学，要求这个同学进行自我介绍，然后由班里的一个同学问候新同学。例如：
sl：good morning.i am...nice to meet you.(面向全体学生。)
s2：hi，s1! i’m… nice to meet you.
s1：hi，s2! nice to meet you，too.
s2：s1，this is s3. s3，this is s1.
s3：how do you do?
s1：how do you do?
2.问一学生，故意说错她的名字，引出excuse me，are you…? 和no，i’m not.两个句型。例
如：
t： excuse me，are you...?
s1：…(用中文或摇头表示否定。老师引导学生说出no，i’m not。)反复运用此法，加深学生印象，并板书句型：
3.再问一名学生的真实姓名，引出what’s your name?及my name is… 的句型。例如：
t: excuse me, are you …?
s2：no，i’m not.
t：what’s your name?
s2：… (老师引导其说出my name is…)
反复询问，让学生明白what’s your name?及my name is …的含义，并板书。让学生两人—组操练excuse me，are you…?及what’s your name?这两个句型。
第二步：呈现
1.利用图片，老师以不同的人名作自我介绍，引出i’m from...句型。
t：my name is …. i’m from… (使用当地地名)
my name is yao ming.i’m from shanghai.(用姚明头像)
反复使用此法，巩固i’m from…句型，并板书。
让学生逐个操练：my name is ….及i’m from…这两个句型。
2.师生问答，引出are you from… 及where are you from?句型。例如： ‘
t：are you from…? (用与实际不相符的地名。)
s1：no，i’m not.(老师可用点头/摇头作提示。)
t：where are you from?
s1：… (老师引导学生说出：i’m from...)
连续提问几个学生，让他们理解，然后板书：where are you from?与一个学生完整示范以上两句对话，然后两人一组操练该对话。
3.利用各国国旗和标志性建筑的图片，呈现并学习新单词：canada，england，japan，并且理解the usa
t：are you from china?(出示中国国旗和长城图片。)
s2：yes，i am.
t：are you from canada?(出示图片-)
s2：no，i’m not.
第三步： 巩固
1.听1a录音，学生跟读，并模仿语音语调。
2.把全班先分成两大组分角色朗读1a，再按男女生分组朗读1a。
3.人机对话，完成1a。
4.让学生两人一组表演1a对话。根据各自的情况，仿照1a编对话，再挑选几组表演，完成1b.
第四步；练习
1.师生表演引出新单词：he，she
t: i’m mr./miss...(对s1) you are … (指着s2) he is …
板书：he is …
t：i’m mr./miss...(对s2) you are… (指着s3) she is…
板书：she is…
指着不同的男生，反复用he is…(示意被叫的站起来)，然后指着不同的女生，反复用sh is…让学生明白he，she分别指男性和女性。
2.让s1，s2，s3模仿刚才老师所用的句型：i’m… you are... he/she is…表演。
3.运用jane，kangkang和yukio的头像学习is he/she...及其答语。例如：
t：he is kangkang. he isn’t li ming.she is jane.she isn’t maria.(指着学生说)
•板书isn’t并让学生猜其意。
t：is he …? (真实姓名)
ss：yes，he is.
t: where is he from?
ss：he is from ...
t：is she …?(假姓名)
ss：no，she isn’t.
学生两人一组操练以上句型。
4.听2a录音，学生跟读并模仿语音语调， 完成2a.
5.两人一组，操练2a，完成2b
6.让学生独立完成3。核对答案。
7.抄写句子，注意首字母和标点符号，然后老师可随意展示两位同学所书写的句子，让同学们评谁写得较好。完成5。
第五步：综合探究活动
1. 采访做调查，然后完成图表，必须运用：excuse me，what’s your name?/where are you from?等句型。
name from
找几个学生向全班作汇报，运用be from…句型。通过学习此话题相关知识，让学生体会到：虽然来自不同的地方，但我们都是好朋友。
2. homework:
(1)熟读并背诵1a和2a。
(2)预习section b的新词。
(3)每个同学带一张最喜欢的体育明星或电影明星的照片，最好有国旗图片以及他/她们国家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? 4.—are you from england?
—yes, i am. —no, i’m not.
2.—what’s your name? 5.—is he li ming?
—my name is sally. —yes, he is./no, he isn’t.
3.—where are you from?
—i’m from canada.
【重点知识讲解】
1. where are you from? 你来自哪里？
用来询问对方来自哪里。
i am from+地点“我来自……” 是相应的答语。
be from=come from所以通常我们在作自我介绍时，说i’m from beijing.或i come from beijing.由于come是行为动词，在用法上稍稍发生了变化，有助动词和be动词的区别。
topic 2 section b
【教学目标】
1.学习形容词性物主代词的用法。
2.了解句子的语音语调，大小写及标点符号。
3.复习询问他人姓名和籍贯。
4.复习am/is/are的一般疑问句及其回答。
【教学过程】
第一步：复习
1.分组活动，让学生调查该组成员姓名和来自哪里。运用：excuse me，what’s your name?/where are you from?等句型。填写下面表格。
name from
每组选一个代表向全班汇报调查结果。
2.链式提问，复习am/is/are的一般疑问句及其回答。例如：
t：are you s2?
s1：no，i’m not.
t：are you s3?
sl：no，l’m not.
t：are you sl?
sl：yes，i am.
学生两人一组操练，可以换成is he/she…?句型。
3.运用动作，边说边做，引出形容词性物主代词：her，his。
t：this is my pen.this is my book.this is my ruler. (走向一女生。) this is her pen.this is her book.this is her ruler. (走向一男生。) this is his pen.this is his book.this is his ruler. 板书her/his并让学生猜意思。
(走向不同的学生。)反复运用her/his name is…
对话操练(使用真实姓名)。例如：
t：what’s her name?
sl：her name is ...
t：what’s his name?
si：his name is ...
4.使用明星的图片，引出are they…?句型及其肯定答语
t：are they s.h.e?
ss：yes，they are.(老师引导学生说出。)
t：are they twins?
ss：yes，they are.
(交换两幅图片，帮助学生说no，they aren’t)
板书并教学：no, they aren’t
第二步：呈现
1.听la录音，跟读并模仿其语音语调，完成1a。
2.听3录音，跟读并标出语调。
第三步：巩固
1.出示1b图片，师问生答，操练1a句型。
t：what’s his/her name?
ss：his/her name is…(老师帮助读人名。)
t：where is he/she from?
ss：he/she is from…
2.学生互动操练，完成1b。
第四步：练习
1.让学生拿出些人物图片，运用1a句型，先两人一组操练，再选几组表演，完成1c。
2.学生白读2a，注意观察标点符号。
3.先两人一组操练2a对话，注意语调。然后老师挑选几组表演2a，老师检查语音语调。同桌之间，谈论班内两个来自不同地方的同学，依据2a操练对话，最后找几组学生到讲台前表演，完成2b
4.分组朗读3，看哪个组读得最好。读得好的组给予掌声鼓励。读得不太好，教师给予指导，并总结升、降调的用法。
第五步：综合探究活动
1.老师拿出课前准备好的中外名人的图片，让学生用英语交流这些名人的信息。把相关信息写在反面。例如：
sl：what’s his name?
s2：his name is …
s1：where is he from?
s2：he is from...
挑选一些学生汇报，运用：his/her name is… he/she is from…
2.分组竞赛，传递信息。
孝师举一幅图片给第一个学生，并告诉她：he/she is from…. his/her name is… 第一个学生把此信息告诉第二个学生，第二个告诉第三个，以此类推，每个组最后一个大声告诉老师，信息与原信息相同的组获胜。
3. homework:
(1)采用对话的形式介绍你熟悉的人(如姓名，出生地)。
(2)模仿2a在作业本上抄写4个句子。
板书设计：
where are you from?
section b
1.—what’s her/his name? 2.—are they from…?
—her/his name is… —no, they aren’t.
—where’s he/she from? —where are they from?
—he/she is from… …is from…and… is from…
where’s=where is aren’t=are not
topic 2 section c
【教学目标】
1.学习数字0-10。
2.学习如何询问别人的电话号码及应答
3.注意单词的重音。
4.复习询问某人的名字和来自哪里。
【教学过程】
第一步：复习
1.利用图片复习what’s his name?及where is he from?
2.利用实物引入新课。
t：this is my telephone.(出示电话机)
板书telephone并让学生猜意思，教学该单词。
(老师写出自己的电话号码。)
t：this is my telephone number.
板书telephone number并让学生猜意思，教学该词组。
第二步：呈现
1.教师手持数字卡片0—10(上面是阿拉伯数字，下面是英文单词，用一张纸把下面的英文单词遮住)，先示范每个数字的英文读音，要求学生先静听，再模仿。
2.听1a录音，学生跟读并模仿语音语调，然后齐读，完成1a。
第三步：巩固
1.数字接龙，巩固数字的读法：0—10为一个循环，直至所有的学生参与进来。
2.运用手势，让学生读数字。
3.看图读数字，完成1b。
第四步：练习
1. 连线搭配，将国名与其相应的国旗连线。
2.听2录音，选择正确的序号，跟读并注意单词的重音。
3.运用名片介绍他人，老师示范，然后学生操练，完成3。
t：this is …. she is from…. his telephone number is…
s：…
4.找有手机或qq号的学生问答，操练：what’s your telephone/qq number?例如
t：what’s your telephone number?
s： ...
t：what’s your qq number?
第五步：综合探究活动
1.分发一些印有图像但无其他任何信息的名片给一部分学生，给另一部分学生分发一些有图像和完整信息的名片。让没有信息的学生与有信息的学生交谈，并填充信息。运用what’s his/her name? where is he/she from? what’s his/her telephone number?
2.写出家人的电话号码，qq号码，父母的车牌号，当地的邮政编码等，然后给老师检查。
3.唱英文歌曲where are you from?完成4。
4. homework:
(1)描述自己的真实情况(姓名，国籍和电话号码)，并制成卡片。
(2)让学生找一些电话号码，手机号码，门牌号码，车牌号码，邮编等，认读并用英文书写。
板书设计：
where are you from?
section c
zero one two 1.—what’s your telephone number?
three four —my telephone number is…
five six 2.his name is kangkang.
seven eight where is he from?
nine ten his telephone number is (010)9267-6790.
topic 2 section d
【教学目标】
1.学习音标。
2.复习数字0-10及数字在日常生活中的运用
3.复习am/is/are的一般疑问句及答语。
4.复习询问他人的名字，来自哪里及电话号码。
【教学过程】
第一步：复习
1.听5录音的童谣。
2.小组活动。把学生分成八个组，每个组推选一名代表参加比赛。老师给这八个代表每人一个电话号码。同时在他们身上贴上所代表的组的序号。把这八个人分成陌个组(或行)。第一个学生(贴有号码1)把写在纸上的电话号码出承给第二个学生(贴有号码2)，第二个学生必须迅速准确地读出该电话号码。若某个学生不能顺利读出来。他所在的组即失败。最后，给
获胜者以掌声鼓励。例如：
1号：(出示电话号码)6287-3451
2号：…
2号：(出示电话号码)9267-6790
3号：…
3.(1)三人一组操练，然后每组派一代表，汇报组内人员的信息。运用以下句型：
what’s your name?
where are you from?
what’s your telephone number?
where’s he/she from?
he/she is from…
his/her telephone number is…
(2)然后听4a录音，学生跟读，注意语音语调和缩略形式。完成4a.
4.猜猜她来自哪里。让一男生和一女生站在前面。让其他同学猜她来自哪里。运用：
“is he/she from…?”例如：
ss：is he/she from…?(当地地名)
t：no，he/she isn’t.
ss：is he/she from…?(当地地名)
t：no，he/she isn’t.
ss：is he/she from …?(当地地名)
t：yes，he/she is.
5.比较中文字母与英文字母的发音，引出字母a、e的音标教学
让一个学生读汉语拼音，另一个学生读英语单词。让学生知道：汉语的字母无论放在哪里始终发相同的音；而英语字母则不然，放在不同的地方会有不同的发音，(即有开音节与闭音节之分。)
第二步：呈现
1.听1录音，跟读，并模仿语音语调。
2.出示音标卡，教学音标，确信每个学生都正确发音。
3.看1中的单词，试图找出以下规则：
何时字母a发/ei/，何时它又发/æ/；
何时字母e发/i：/，何时它又发/e/。
(师生一起总结。)
第三步：巩固
1.模特秀。把每个音标写在圆形的纸板上。选一些学生把这些音标卡贴在他们身上。让他们模仿模特走路，其他学生则齐声读出贴在模特身上的音标。
2.运用所学知识，判断画线字母的发音：
第四步：练习
1.读2并填充信息，然后听录音核对答案，完成2。
2.让学生根据3中的例子，写出一个类似的关于自己的小短文。完成3。
3.听4b录音并跟读，请各小组运用这些句型编一简短的对话并向全班表演。完成4b。
第五步：综合探究活动
1. 假设一位学生想与别人交朋友。运用6中所列用语向她的同伴提问题。例如：
sl：excuse me，what’s your english name?
s2：my english name is …
….
2. homework:
（1）仿照section c, 3制作3-5个好朋友的个人信息卡。
（2）假设你是一名记者，你的搭档是个名人，对他做一个采访，写一份对话形式的调查报告
Where are you from?-Lesson 篇二
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.
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,E.3
Step 2 Presentation
1.Teach Where’s Taiyuan? It’s in 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.
Where are you from 篇三
unit 24 where are you from?
学习目标
一。 语音
1. 元音字母i ,u及其字母组合的读音：
i [ai]（开） ride friday write side
i [ i ]（闭） swim listen ship big
igh [ai] high light right
u [ju:]（开） student tuesday use
u （闭） jump run cup
u [u:] blue ruler
u [u] put full
2.句子重音和语调：
do you 1like chinese ↗food?
1yes, i ↘do.
are you from a↗merican?
二。 词汇
1. 单词
usa, australia, canada, uk, japan, america, france, french, hotel,
building, postcard, dinner, toronto, country, textbook,
great, first, soon,
follow, call, teach, stay
* englishman, australian, canadian, foreigner, city, word, why, visit,
english-speaking, letter
2. 重点词组
talk about 谈论
make friends 交朋友
a little 一点儿
on sundays 在星期日
a lot of 许多
go out 出去
be from 从……来，是……人
from…to… 从……到
five days a week 一周五天
teach sb sth 教某人某事
三。 日常用语
1. where is london?
it's in england.
2. where are from?
i'm from the usa.
3. what about her?
she is from the uk.
4. do you come from america?
no, we come from japan.
5. do you speak english?
only a little. ( yes, a little)
6. are you from china?
yes, i am.
7. how do you like china?
i like it very much.
8. what do you like about china?
the people--- and the food.
四。 语法
1. 一般现在时态：
i/you/we/they come from america/go to school/stay at home.
do you/they come from america/speak english?
yes, i/we/they do.
no, i/we/they don't.
2. 介词
to her from lily on sundays
知识讲解
1. how do you like…? 你觉得……怎样？
这一句型主要用来询问对方对某事物的印象，句中的动词like还可以用find来代替而不影响句子意思。本句也可改为what do you think of…这一句型。例如：
1). how do you like this book?
i think it's a good book.
2). what do you think of this picture?
very nice. =i think it's very nice.
3). how does she like/find your work?
i don't know.
2.speak, say,和 talk
▲speak 强调说话的能力，方式和对象，不强调说话的内容。用作及物动词时，一般用表示语言的名词或代词作宾语。
the teacher is speaking to his students.
老师正在对他的学生讲话。
the woman can't speak, but she can read.
那位妇女不会说话，但她可以认字。
he can speak japanese, but he can't speak chinese.
他会说日语，但他不会说中文。
speak只能接表示语言的名词或代词作宾语，其它时候一般用作不及物动词。
▲ say必须带宾语，强调说什么。
please say it in english.
请用英语说。
what is he saying?
他在说些什么？
he says," let me help you."
他说："我来帮助你吧。"
●以上三个例句中，it, what以及 "let me help you"都是say的宾语，表示说话的内容。
▲ talk与介词 to或 with 搭配，表示"与……交谈"，与介词about或of搭配表示所谈及的内容。
what is she talking about?
he is talking to us about you.
we are talking about our good friend.
● talk一般用作不及物动词，不能直接带宾语，必须通过介词才能接宾语。另外： talk to sb表示"和某人交谈"，speak to表示"对某人讲话".
3. 国名，国籍等
学习以下单词的词性，词义以及单复数形式。
china chinese chinese chinese
中国 中国的， 中文 中国人 中国人（复数）
america american american americans
美国 美国的 美国人 美国人（复数）
england english englishman englishmen
englishwoman englishwomen
英国 英国的， 英语 英国人 英国人（复数）
japan japanese japanese japanese
日本 日本的， 日语 日本人 日本人（复数）
canada canadian canadian canadians
加拿大 加拿大的 加拿大人 加拿大人（复数）
france french frenchman frenchmen
frenchwoman frenchwomen
法国 法国的 法国人 法国人（复数）
australia australian australian australians
澳大利亚 澳大利亚的 澳大利亚人 澳大利亚人（复数）
4.people 和the people
▲ people 作"人"解时，是可数名词，复数仍是people，一般不用单数，不可以说a people或peoples，但可以说three people, many people.
there are four people in my family.
how many people are there in the classroom?
▲ people作"人民"解时，前面总是有定冠词the。
we work hard and study for the people.
我们为人民而工作和学习。
the chinese people are working hard.
中国人民正在努力奋斗。
5.follow
▲ follow 用作及物动词，作"跟随"解。
the boy follows his mother out.
那个男孩跟着他妈妈走了出去。
she follows me into my room.
她跟着我走进我的房间。
▲follow还有"听懂"，"听？quot;的意思。
sorry, i don't quite follow you.
对不起，我听不太懂你的意思。
can you follow me, meimei?
梅梅，你能听懂我的意思吗？
6. you can't call me like that. 你不能那样称呼我。
▲ call 在不同的上下文或句子中有不同的意思，应结合句意正确理解call的意思。
don't call me lucy, i'm lily.
别叫我lucy，我是 lily。
listen! someone is calling you.
听！有人在叫你。
you can call me tomorrow.
你可以明天给我打电话。
now let me call your names.
现在我来点名。
7.lucy and i go to school five days a week.
我和每周上学五天。
▲英语中的并列主语或宾语指的是人，通常先说第三第二人称，然后说第一人称。如本句lucy and i不能说成i and lucy，这与中文恰恰相反。
lucy, you and i are on duty today.
tom and i must clean the classroom.
▲ five days a week是"每周五天"的意思，在句中作状语，这里不定冠 词 a具有"每一"的意思，相当于each，但通常不用 each 替换，更不能用every替换。
she's at home with her parents four days a month.
她每月有四天和她父母一起呆在家里。
i'm not at work two days a week.
每周我有两天不上班。
8. we teach them english and they teach us chinese.
▲ 动词teach 可作及物动词，也可作不及物动词。作及物动词时有三种情况，可说teach sb（宾格），可说teach sth，也可说teach sb（宾格）sth。尤其要注意在teach sb sth中，sb 如是代词，必须用宾格，不用所有格。
does mr. wang teach in this school?
王老师在这所学校教书吗？
miss liu teaches very well. she's a good teacher.
刘老师教得非常好，她是个好老师。
miss zhang teaches us chinese this term.
张老师这个学期教我们语文。
9. our friends ask us to go to their homes for dinner.
▲ ask sb to do sth 表示"要某人做某事"。
he asks us to go and see him.
他要我去见他。
does he ask you to give him a hand?
他要你帮他了吗？
▲ go to their homes中的 homes被their 修饰，因此是名词，前面要带介词to 。go home 中的home 是副词，前面不能带介词to。
what time do you go home on friday afternoon?
星期五下午你几点回家？
i'm going to her home at six this evening.
今天晚上六点我将要去她家。
10.make friends交朋友
make friends with sb意思是"与某人叫朋？quot;，这一短语中的 friends 总是复数，不能用单数，不能说make （a） friend with sb。
my uncle makes many friends in america.
我的叔叔在美国交了许多朋友。
my mother likes to make friends with doctors.
我妈妈喜欢与医生交朋友。
练习检测：
一。 单词辨音。
1. a. about b. house c. could d. count
2. a. work b. sport c. word d. worker
3. a. photo b. shoe c. also d. potato
4. a. worry b. other c. love d. hotel
5. a. great b. team c. teach d. meal
二。用所给词的正确形式填空。
6.the american girl teaches _________ english. (i)
7.how many ________ are there in your family? (people)
8. _________ come from __________. (american)
9. we are _________ and we come from __________. we speak __________. (chinese)
10.i have some english friends and they are all very __________ to me. (friend)
三。 改错
11 . there is 39 students in my class.
a b c d
12. do you like work in china?
a b c d
13. are you come from england?
a b c d
14. do you speak english? yes, i am.
a b c d
15. tom and mike have a lot of friend in beijing.
a b c d
四。阅读理解
根据信的内容，判断下列句子是否正确，对的写t，错的写f.
dear kate.
how are you? i'm writing to you in my school. this school is great! there are nine hundred students in my school. i like the teachers. the other students are very friendly. they teach me chinese and i teach them english.
there is small river behind our school. the water is clean. we can swim in it.
there are no classes on sundays. we stay at home and watch tv. my father and my mother go to shops on sundays. they all like china.
ican speak chinese now. i can write my name in chinese.
please write to me soon.
love from
lucy
16.this letter is from lucy to kate.
17.there are nine hundred students in her school.
18.the other students don't like lucy.
19.lucy teaches the other students english.
20.there isn't a small river near the school.
21.ther water in the river is clean.
22.lucy isn't at school on sundays.
23.lucy can speak chinese.
24.she can't write her name in english.
25.lucy wants kate to write to her soon.
答案：
1---5 cbbda
6.本题中人称代词的单数形式作teaches 的宾语，应用i的宾格形式 me。
7.how many后接可数名词的复数形式， people本身就是复数，所以只把 people填入空格就可以了。
8.american作名词时指美国人，第一空格应用复数形式americans; america 是国家的名称，所以第二个空格填america.
9. chinese 的单复相同，第一个空格填chinese;第二个空格应填国家名china;最后一格填chinese,译为"汉语"。
10. be friendly to sb表示"对某人友好"，顾应填friend 的形容词形式friendly。
11.students 是复数，所以，be动词应用are,不能用is.
12.like doing sth,应把work改为working.
13.不能用be动词are，应用助动词do.
14.do you speak english?的答语应是yes, i do，不能用yes, i am.
15.既然有许多朋友，friend应变成复数friends。
16---20 ttftf 21---25 tttft
Where are you from?-Lesson 篇四
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..
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 / 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.
Where are you from?-Lesson 篇五
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
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.
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
Where are you from?-Lesson 篇六
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
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.
where are you from?-lesson 96
Where are you from 篇七
课题
lesson three
第 2课时
复 备
教学目标
1. review the words in this lesson.
2. review the spelling rules : ou ea oo er
3. let’s talk .
教学重点
maser the dialogue.
教学难点
master the dialogue.
策略方法
words’ cards . act in roles. recorder and tape .
环节
教师活动
学生活动
step1
3′
step2
8’
step3
16′
step4
7’
step 5
6’
1、sing an english song .
2、greeting
revision
1、review the let’s read. method : use the easy pictures and write the key words .
2、spelling rules : ea pronounce 【i:】ou pronounce 【au】oo pronounce 【u:】
3、review the new words of this lesson.
presentation
1、 review the closed syllable ,i pronounce 【i】 o pronounce 【 】eg: fish from ……
2、 review the words .
3、 use the easy pictures and write the key words .
4、 method :listen to the tape and after it .
drills
1、 listen to the tape and read after it .
2、 read after me .
3、 the first to retell each the picture ,then to retell all pictures.
act
let ss to act it .
today home work .
let’s read .
lesson three
how beautiful her dress is !
where are you from ? i’m from …… we are from …..
sing a song
freely act it .
read the words.
act in roles.
make the sentences .
act in roles.
1、all read together.
2、read it in groups.
3、let ss to act it
课后
小记
Where are you from?-Lesson 篇八
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
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.
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
Where are you from?-Lesson 95