仁爱版英语教学案例七上Uni1 Topic2.doc

Unit 1
Topic 2
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some personal pronouns and possessive pronouns:
me, she, he, your
2. Learn some country names:
Canada, England, the U.S.A., Japan.
3. Learn other new words and useful expressions:
excuse, excuse me, what, name, where, from, be from, no, not, the, isn’t=is not.
4. Talk about introduction:
(1)—Excuse me, are you Jane?
—Yes, I am.
(2)—What’s your name?
—My name is Sally.
(3)—Where are you from?
—I’m from Canada.
(4)—Are you from England?
—No, I’m not.
(5)—Is he/she…?
—Yes, he/she is.
—No, he/she isn’t.
(6)—Where is he/she from?
—He/She is from…
Ⅱ. Teaching aids 教具
录音机/教学挂图/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)
1. (让全班同学齐唱字母歌，活跃课堂气氛。)
T: Please sing “The ABC Song” together.
2. (1)(单词竞赛，以必答和抢答形式出现，必答单词是Topic 1的黑体词，抢答的部分是词组和剩余的单词，老师呈现的是汉语卡片，学生说的是对应的英语。1个单词1分，最后全班跟读学生不知道的单词。通过竞赛，鼓励学生积极参与活动，主动学习，使气氛融洽。)
T: Let’s have words competition. First required answer. I’ll give you Chinese meanings on the cards. You say them in English. Do you understand?
(出示卡片，一面英文，一面汉语。)
welcome my afternoon teacher thank morning China meet…
(2)(呈现抢答的单词或词组，要求学生抢答。)
T: Good. Go on our quick response. If you know, you can stand up quickly and answer.
(出示卡片。)
Good afternoon How do you do? …
(3)(把学生答错的单词卡片集中起来，让全班跟读。)
T: Please read after me.
3. (用简笔画展示班上来了一位新同学的情景，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。)
T: Today, we have a new student. Suppose you are the new student, How do you introduce yourself to us and greet us? Then how do you introduce this new student to your friend?
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?
4. (假设班里来了一位新同学，但不能确认其姓名时，我们应如何询问？)
T: When we want to know other people’s name, how do we ask her/him? We can say like this: Hello! Are you S1?
S1: Yes, I am.
(老师解释询问对方名字时，还可用其他句型，引入新课。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (1)(找一名学生扮演Jane到讲台前与老师表演对话。)
T: Excuse me, are you Jane?(教师解释，并进一步讲授要想知道对方名字，还可说What’s your name?。)
S2: Yes, I am. What’s your name?
T: My name is Wang Hua.
(教师找两名学生示范操练，其他学生两人之间互动操练句型，教师板书并让学生跟读。)
—Excuse me, are you…?
—Yes, I am. What’s your name?
—My name is…
(教师找两名学生用真实姓名到讲台前表演对话。)
S3: Excuse me, are you S4?
S4: Yes, I am. What’s your name?
S3: My name is S3.
(2)(教师向学生们做自我介绍。)
T: Now please listen to me carefully. My name is Wang Hua. I’m from China.(教师解释from，并进一步讲授如果想问对方的国籍，可说Where are you from?。)
T: Where are you from?
S5: I’m from China.(教师帮助回答。)
T: Where are you from?
S6: I’m from China.
(让S5和S6示范对话。)
S5: Where are you from?
S6: I’m from China.
(学生两人之间操练。教师板书。)
Where are you from?
I’m from China.
(3)(教师展示一个加拿大女孩Jane的图片，假设图片中的人就是自己进行介绍。)
T: I’m Jane. I’m from Canada.(解释Canada，领读并板书。)
(教师找一名学生演示对话。)
T: Where are you from?
S7: I’m from Canada.(教师引导回答。) Are you from Canada?
T: No, I’m not. I’m from the U.S.A.(教师解释the U.S.A.,领读并板书。)
(教师找另一名学生示范对话。)
T: Where are you from?
S8: I’m from Canada. Are you from Canada?
T: No, I’m not. I’m from England.(教师解释England，领读并板书。)
(教师让S7和S8操练对话。)
S7: Where are you from?
S8: I’m from Canada. Are you from England?
S7: No, I’m not. I’m from the U.S.A..
(学生两人之间操练对话，教师板书。并让学生跟读。)
—Where are you from?
—I’m from Canada.
—Are you from England?
—No, I’m not. I’m from the U.S.A..
(4)(教师展示教学挂图，让学生两人之间进行询问对方姓名，国籍的对话操练，然后找优秀的学生到讲台前表演，增强学生的表演能力。)
T: Please practice the conversation with your partner.
(5)(让学生听1a的录音跟读，并模仿其语音语调。完成1a。)
T: Listen to the tape first, and then imitate the pronunciation and intonation.
2. (1)(用教学挂图展示教师和一名学生在操场上看到不远处的一个踢毽子的女孩Jane，找一名学生到讲台前和教师示范对话。)
T: Is she Jane?
S9: Yes, she is.(帮助学生回答。)
T: Where is she from?
S9: She is from Canada.(引导学生回答。)
(2)(用教学挂图展示教师和一名学生在公园里遇到一个画画的男孩Yukio，找另一名学生到讲台前和教师示范对话。完成2a。)
T: Is he Li Ming?
S10:No, he isn’t. He is Yukio.(教师帮助回答并解释。)
T: Where is he from?
S10:He is from Japan.(教师帮助学生回答。)
(3)(教师让学生S9和S10示范对话。)
S9: Is she Jane?
S10:Yes, she is.
S9: Where is she from?
S10:She is from Canada.
S9: Is he Li Ming?
S10:No, he isn’t. He is Yukio.
S9: Where is he from?
S10:He is from Japan.
(学生两人之间互动操练，教师板书并解释isn’t=is not。)
—Is he/she…?
—Yes, he/she is./No, he/she isn’t.
isn’t=is not
(学生同桌之间用真实姓名操练句型。)
(4)(播放2a的录音让学生跟读，尽力去模仿语音语调。并进行人机对话培养学生的听说能力。)
T: Now listen to the tape, and repeat. Try to imitate the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (小组活动。展示1a教学挂图，两人互问互答，熟练掌握句型。)
S1: Excuse me, are you…?
S2: Yes, I am. What’s your name?
S1: My name is…
2. (让学生不看课本，借助黑板上的重点句型，复述对话内容。)
T: Retell the dialog without looking at your textbook.
(掌声鼓励复述好的同学。)
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。完成1b。)
T: Practice the conversation with your partner.
Example:
S1: Excuse me, are you Wei Hua?
S2: Yes, I am. What’s your name?
S1: My name is Li Lei. Where are you from?
S2: I’m from China.
S1: Oh. Are you from Shanghai?
S2: No, I’m not. I’m from Beijing.
(及时给予学生指导与鼓励。)
4. (让学生把准备好的照片拿出来，两人一组进行对话。完成2b。锻炼学生的口头表达能力及增强学生之间的合作能力。)
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…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (1)(学生独立完成3。看哪位同学做的又快又好，这样可以使学生集中注意力，提高效率。)
T: Boys and girls. Now let’s read and match 3 on Page 10. The student who does it better and more quickly is the winner.
(2)(核对答案并评出获胜者。)
T: Let’s check the answers together and decide who is the winner.
(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.
…
2. (1)(听录音4，并完成练习。然后老师简要介绍这几幅图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 and mark your score.
(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?
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。)
4. (抄写句子，注意首字母的大写及标点符号，完成5。)
T: Now copy the following sentences. Pay attention to the underlined parts.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (找字母游戏：把Section A的单词字母杂乱地写在黑板上，让学生挑选字母组成单词。选出一个正确的字母组合，就把相应字母都擦掉，直到最后字母全部被擦掉为止。让学生两人一组搭配，看哪组最快最准，哪组就取胜。)
2. (名人会：给每个学生一张名人卡片，并让学生充当所拿到的名人名字，开一个晚会，晚会上“名人”互相介绍、问候、交朋友。如：)
A: Excuse me. My name is Zhao Benshan. What’s your name?
B: My name is Gong Li. Nice to meet you.
A: Nice to meet you, too. Where are you from?
B: I’m from Shandong. Are you from Heilongjiang?
A: No, I’m not. I’m from Liaoning.
B: How are you?
A: I’m fine, thank you. Is she Song Zuying?
B: Yes, she is.
3. 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.
Section B
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
her, his, they, aren’t=are not.
2. Talk about introduction:
(1)—What’s her name?
—Her name is Deng Yaping.
(2)—Where’s she from?
—She’s from China.
(3)—Are they from England?
—No, they aren’t.
3. Know about the intonation.
Ⅱ. Teaching aids 教具
录音机/中外名人的图片/教学挂图/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (出示Section A 4中四个国家典型风景特征的挂图，让学生说出国家名称，如果知道其他相关文化知识的更好。)
T: Who can say a few countries in English?
Ss: Canada, China, the U.S.A., Japan…
2. (出示Section A 1a和2a的挂图，让学生运用目标语言表演对话。)
T: Act out the dialog on page 9.
3. (复习询问他人的句型并操练。)
T: I speak in Chinese, and you speak in English, OK?
Ss: OK!
T: 你来自哪里？
S1: Where are you from?
(接着，同学们做链式问答，只要用到上节课的目标语言即可。)
S2: I’m from…
S3: Where is he/she from?
S4: He/She is from…
S5: Is he from…?
S6: Yes, he is.
S7: Is she from…?
S8: No, she isn’t. She is from…
4. (教师找一名女学生到讲台前练习。)
T: I’ll ask a girl to come here and ask her some questions. Then another one.
T: What’s your name?
S9: My name is S9.
T: Where are your from?
S9: I’m from England.
(找另一名学生到讲台前示范。)
T: What’s her name?(教师指着刚才操练的女学生。)
S10:Her name is S9.(教师引导回答。)
T: Where is she from?
S10:She is from England.
(学生之间互动操练，引入新课。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (1)(教师展示教学挂图，简单地介绍Deng Yaping和David Beckham。)
T: Who knows something about Deng Yaping and David Beckham?
(学生自由发言，教师补充。)
T: Look at the first picture. What’s her name?
Ss: Her name is Deng Yaping.
T: Where is she from?
Ss: She is from China.
T: Look at the second picture. What’s his name?
Ss: His name is David Beckham.
T: Where is he from?
Ss: He is from England.
(教师找一名学生到讲台前做示范，学生两人之间互动操练。)
(2)(播放1a录音，跟读。模仿其语音语调。)
T: Listen to the tape and repeat, imitating the pronunciation and intonation.
(再播放一次录音，让学生重点注意语调，并自己找规律。)
T: Listen to the tape again. Pay attention to the intonation, please.
(板书出重点句子，生词。)
What’s his/her name?
His/Her name is…
Where’s he/she from?
He/She is from…
Where’s=Where is
(3)(指导学生同桌之间用真实姓名互动操练，然后到讲台前表演。)
2. (1)(教师找一名学生对话。)
T: I’ll ask a student some questions. Who wants to try? Hands up!
T: What’s your name?
S1: My name is S1.
T: Where are you from?
S1: I’m from England.
(教师再找另一名学生。)
T: What’s your name?
S2: My name is S2.
T: Where are you from?
S2: I’m from China.
(教师问第三名学生。)
T: Are they from the U.S.A.?(教师指着S1和S2。)
S3: No, they aren’t.(教师引导回答并解释。板书并领读they, aren’t。)
T: Where are they from?
S3: S1 is from England and S2 is from China.
(2)(出示教学挂图，教师对挂图中人物与学生进行对话。完成2a。)
T: Are they from England?
Ss: No, they aren’t.(教师帮助回答。)
T: Where are they from?
Ss: Maria is from Cuba and Jane is from Canada.(教师帮助回答并解释Cuba。)
(教师找一名学生示范对话，然后同桌之间互相操练，教师板书并领读。)
Are they from…?
No, they aren’t.
Where are they from?
…is from…and…is from…
aren’t=are not
(朗读2a，注意句子的长短及标点符号，并注意句子书写规则。)
T: Read and pay attention to the writing, especially the capital letters and punctuation mark.
(3)(替换人称代词he/she/they…进行操练，如S4和S5。直到学生掌握熟练为止。)
S4: Are they from the U.S.A.?
S5: No, they aren’t.
S4: Where are they from?
S5: Kangkang is from China and Jane is from Canada.
(4)(指导学生再次用真实姓名操练，四人一组。也可以采取小组竞赛的形式，增强学生的表演能力。完成2b。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (1)(教师展示1b中的三张图片来巩固新知识。让学生猜Liu Xiang, Kelly Holmes和Michael Jordan的名字及国籍。完成1b。)
T: Picture 1, his name is Liu Xiang.(示范)
Ss: Picture 2, her name is Kelly Holmes.
Ss: Picture 3, his name is Michael Jordan.
(2)(同时让学生了解各国的国旗及标志性建筑。)
T: Do you know where they are from?
(英国—大本钟 米字旗)
(美国—自由女神像 星条旗)
(中国—长城 五星红旗)
(3)T: Where is he from?(教师指着Liu Xiang的照片。)
S1: He is from China.
T: Where is she from?(教师指着Kelly Holmes照片。)
S2: She is from England.
T: Where is he from?(教师指着Michael Jordan照片。)
S3: He is from the U.S.A..
(4)(给学生两分钟时间准备，让学生用自己的真实姓名编对话完成1a。每次请一对同学到讲台前表演。)
T: Ask and answer in pairs.
Example:
S3: What’s his name?(指着一个男同学S5)
S4: His name is S5.
S3: Where is he from?
S4: He is from China.
S6: What is her name?(指着一个女同学S8)
S7: Her name is S8.
S6: Where is she from?
S7: She is from England.
(同桌之间互相操练。)

Step 4 Practice 第四步 练习(时间:7分钟)
1. (每个同学准备好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，到讲台上向大家作介绍完成1c。目的是活跃课堂气氛，引起学生兴趣。)
T: Please take out the photos of your favorite sports stars or film stars or famous persons. Who can come to the front of the class and introduce him/her?
(介绍主要包括的句型：见板书。看一看哪个同学介绍得多并给予掌声鼓励。)
T: You should use the following sentences:
What’s his/her name?
Where’s he/she from?
2. (1)(听3的录音，让学生跟读，然后进行朗读比赛，看谁读得准确。并向学生讲解语调，特殊疑问句用降调，一般疑问句用升调，一般疑问句的肯定、否定回答用降调。)
T: Listen to the tape, imitate the intonation. And remember: read special questions with falling tone, general questions with rising tone, affirmative and negative answers with falling tone.
(2)(先让学生自读，然后跟读，并标出语调。)
T: First read by yourselves, then follow the tape and mark the intonation.
(3)(检查答案并板书。)
T: Check the answers.
Where are you from? I’m from the U.S.A..
Is she from Shanghai? No, she isn’t.
Are they from Canada? Yes, they are.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (小组活动。设计练习题，标出语调，用投影仪或小黑板出示。此活动可用游戏形式，每组派2名学生到前面来，一人读，一人标注语调，看哪组做得既快又准确。)
T: Read it and mark the correct intonation.
Are you Jane?
Yes, I am.
This is Michael.
How do you do?
How are you?
Fine, thank you.
I’m Li Ming.
What’s your name?
2. (教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。S1抽出一些他不认识的名人图片，去向其他同学询问。)
Example:
S1: What’s his name?
S2: His name is Mao Zedong.
S1: Where is he from?
S2: He is from Hunan.
(学生拿着图片在同学间穿梭练习。)
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
Section C
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some numbers:
zero, one, two, three, four, five, six, seven, eight, nine, ten.
(2)Learn other useful words:
telephone, number.
2. Talk about personal information:
—What’s his telephone number?
—His telephone number is [phone].
Ⅱ. Teaching aids 教具
录音机/图片/教学挂图/单词卡片/球
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (复习上节课的重要知识点，目的是集中学生的注意力。)
T: Let’s begin!
Monitor: Stand up, please!
T: Good morning, class!
Ss: Good morning, Miss/Mr. …!
T: Sit down, please!
Ss: Thank you.
T: Now let’s review some words and expressions about the last section one by one.
T: What’s your name?
S1: My name is S1.
T: What’s her name?
S1: Her name is S2.
T: What’s his name?
S1: His name is S3.
T: Where are you from?
S1: I’m from…
T: Where is she from?
S1: She is from…
T: Where is he from?
S1: He is from…
T: Where are they from?
S1: He is from…and she is from…
(在小组内学生一个接一个问答，进一步巩固be from在不同人称中的应用。)
2. (把前两个Section出现的国家及标志性图片展示出来，复习国家名称。)
T: Let’s guess which country it is.
S4: Japan.
S5: The U.S.A..
S6: England.
S7: China.
S8: Canada.
3. (找出来自不同地方的两个学生，就这两个学生向同学们提问。)
T: Are they from Henan?
S9: No, they aren’t.
T: Where are they from?
S10:He is from Fujian and she is from Jiangsu.
(然后再带领学生复习Is he/she from…?等句型。)
4. (教师朗读几个重点句子，并让学生重复和标出语调。)
T: Now listen and repeat some important sentences. Then mark the intonation. If you know,
you can stand up quickly and answer. Then you can get a little red flower.
Example:
S11: Where is he from?
S12: What’s her name?
S13: Are they from England?
S14: No, they aren’t.
S15: I’m from the U.S.A..
…
(可以采用竞赛的形式，可以分组，也可以面对全班以个人为单位竞赛，从而激发学生的学习热情。)

Step 2 Presentation 第二步 呈现(时间:10分钟)
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，对折卡片，只出示阿拉伯数字，先示范每个数字的读音，要求学生先静听，再模仿。完成1a。)
T: Listen to me and look at these numb