仁爱版七年级英语上册 Unit1 getting to Know You-Topic 2（2）.doc

Unit 1 getting to Know You（2）
Section B
The main activities are 1a, 2 and 3. 本课重点活动是1a,2和3。
Ⅰ.Teaching aims and demands教学目标
1.Learn some useful words and expressions:
her, his, England, 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.
Ⅱ.Teaching aids教具
录音机 / 照片 / 教学挂图
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.（复习询问他人来自哪里，操练以下句型。）
T: I speak Chinese, and you speak 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，只要用上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: Where are they from?
S6：They are from ...
S7: Are they from England?
S8: Yes, they are. / No, they aren’t.
2.（1）（把全班同学分成四组，让组长来调查该组成员来自哪里。）
Example:
S9: Li Yang, where are you from?
S10: I’m from Beijing.
S9: Wang Hai, where are you from?
S11: I’m from Shanghai.
…
Name
Li Ping
Wang Hai
…
Where
Beijing
Shanghai
…
（2）（根据调查表两人一组对话。）
Example:
S12: Where is Li Yang from?
S13: He is from …
3.（出示Section A, 4中四个国家的挂图，让学生说出国家名称，如果知道其它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 ...
4.（朗读Section A 中1a和2a， 培养学生读的能力。）
T: Read 1a and 2a on page 9. Let’s begin. Go!
Step 2 Presentation 第二步 呈现（时间：10分钟）
1.（1）（让学生听本课1a的录音并跟读。）
T: Listen to the tape and repeat.
（2）（老师让学生自读，然后请几个学生在班上读。）
T: Read 1a by yourselves. Then I’ll ask some students to read it in the class.
（3）（再播放录音一次，让学生重点注意语调，并自己找规律。）
T: Pay attention to the intonation, please.
（4）（呈现挂图，简单地介绍Deng Yaping和Lance Armstrong。）
T: Who knows something about Deng Yaping or Lance Armstrong?
（学生自由发言，老师最后补充。）
（5）（教师在此基础上，利用教学挂图讲授新知识。）
T: What’s her name?
S1: Her name is Deng Yaping.
T: Where’s she from?
S1: She’s from China.
（板书出重点句子。）
What’s her name?
Her name is ...
Where’s she from?
She’s from ...
T: What’s his name?
S2: His name is Lance Armstrong.
T: Where’s he from?
S2: He is from the U.S.A.
（板书出重点句子。）
What’s his name?
His name is …
Where’s he from?
He is from …
2. （1） (听2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. And remember: special question is falling tone, general question is rising tone.
（2）（利用教学挂图，讲授3。）
T: Are they from England？
Ss: No, they aren’t.
T: Where are they from?
Ss: Maria is from Cuba and Jane is from Canada.
（板书出重点句子。）
Are they from ...?
No, they aren’t.
Where are they from?
...is from ... and ...is from...
（3）（替换为人称代词he/she/they…进行操练，如S1和S2。直到学生掌握熟练为止。）
S1: Are they from the U.S.A.?
S2: No, they aren’t.
S1: Where are they from?
S2: Kangkang is from China and Jane is from Canada.
（4）（指导学生再次操练，四人一组。可以采取小组竞赛的形式，目的是增强学生的表演能力。）

Step 3 Consolidation 第三步 巩固 （时间：8分钟）
1. （1） （老师用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。）
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?
（英国 —— 大本钟中国 —— 长城美国 —— 自由女神像）
（3）（让学生用这三位名人和be from造句子，老师可做示范。）
Example:
T: Liu Xiang is from China.
S1: Kelly Holmes is from England.
S2: Michael Jordan is from the U.S.A.
（板书出关键句型。）
What’s his/her name?
Where is he/she from?
（4）（给学生两分钟时间准备，看图问答。每组请一对同学。）
T: Ask and answer in pairs according to the pictures.
Example:
Picture 1:
S3: What is his name?
S4: His name is Liu Xiang.
S3: Where is he from?
S4: He is from China.
Picture 2:
S5: What is her name?
S6: Her name is Kelly Holmes.
S5: Where is she from?
S6: She is from England.
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。）
T: Please take out the photos of your favorite sport stars. Who can come to the front of the class and introduce him/her?
（介绍中要包括的句型：见板书。看一看哪个组的同学介绍得多。）
T: You should use the following sentences:
What’s his/her name?
Where is he/she from?
（目的是活跃课堂气氛，引起学生兴趣。）
2. （1）（播放2的录音，示范并让学生跟读，模仿语音语调。）
T: Listen to the tape, imitate the intonation.
（2）（先自读，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. ↘
（4）（设计练习题，把2标出语调。）
T: Finish 2 with the intonation.
3. （读练习3，注意句子的长短及标点符号，并讲其规则。）
T: Pay attention to the writing, especially the capital letters and punctuation mark.
Step 5 Project 第五步 综合探究活动 （时间:10分钟）
1. （1）（听录音并跟读4， 猜测简称的含义。）
T: Listen to the tape and guess what the meaning is.
（2）（老师和学生共同完成4。）
T: Finish 4.
（3）（做游戏——找对子，把简称的英文与中文部分分别列出来，看谁能找得多找得快。）
T: Let’s play the game.
2. （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。S1 抽出一张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.
3. Homework:
（1）采用对话的形式介绍你熟悉的人（姓名，出生地）。
（2）模仿3在作业本上抄写5个句子。