七年级英语上册 Unit 1 Making new friends Topic 2 Where are you from Section B教学案例 （新版）仁爱版.doc

Topic 2 Where are you from
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 new words:
who, they
2. Learn about personal information:
(1)—Who is she?
—She is Deng Yaping.
(2)—Where’s she from?
—She’s from China.
(3)—Are they from England?
—No, they aren’t.
(4)—Where are they from?
—Maria is from Cuba and Jane is from Canada.
3. Learn about the intonation.
Ⅱ. Teaching aids 教具
图片/教学挂图/录音机/中外名人图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
利用图片，师生对话，导入本课新单词。
1. (出示图片，复习旧知识引出新知识。)
T: Who is he?(出示Tony图片。)
Ss: He is Tony.
T: Where is he from?
Ss: He is from England.
(板书并要求学生掌握。)
who
T: Who is she?(出示Jane的图片。)
Ss: She is Jane.
T: Where is she from?
Ss: She is from Canada.
T: What’s your name?(把Sally的图片给一个学生并问。)
S1: My name is Sally.
T: Are you from the U.S.A.?
S1: Yes, I am.
T: Is he Kangkang?(把Yukio的图片给一个学生并向全班同学提问。)
Ss: No, he isn’t.
T: Who’s he?
Ss: He’s Yukio.
T: Is he from Cuba?
Ss: No, he isn’t. He is from Japan.
(板书并要求学生了解。)
Cuba
T: Who’s from Cuba?(出示Maria图片。)
Ss: Maria is.
T: Is Kangkang from China?(出示Kangkang图片。)
Ss: Yes, he is.
T: Are they from China?(出示Kangkang和Yukio的图片。)
Ss: No, they aren’t.(帮助学生回答。)
(板书并要求学生掌握they，解释aren’t=are not。)
they, aren’t=are not
T: Are we from China?
Ss: Yes, we are.
2. (把全班学生分为六人一组，每组分得一张刚才用的图片。每组依次上台表演对话。方式：每组由一名学生问，其他五名学生回答。目的：激发学生学习热情，既复习刚学到的新单词，又对下一步呈现起铺垫作用。)
T: Now work in groups of six. In turn, every group practices a dialog after the example. One makes questions, the other five answer them.
Example:
S2: Who’s this?
G1: She is Jane.
S2: Where is she from?
G1: She is from Canada.
…
Step 2 Presentation 第二步 呈现(时间:15分钟)
通过两幅名人图片进一步学习如何表述个人信息，培养学生的学习兴趣。
1. (教师展示1a教学挂图，让学生回答他们是谁，并介绍他们的基本信息。)
T: Look at the picture. Who is she?(指着第一张图片问。)
Ss: She is Deng Yaping.
T: Where is she from?
Ss: She is from China.
T: Who is he?(指着第二张图片问。)
Ss: He is Stephen Hawking.(教师领读Stephen Hawking。)
T: Where is he from?
Ss: He is from England.
2. (播放1a录音，让学生跟读并注意模仿其语音语调。要求学生注意听缩写词的发音。)
T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation.
(板书含有缩写词的句子并解释。)
She’s from China.
He’s from England.
She’s=She is
He’s=He is
3. (再次播放1a录音，让学生重点注意语调，并找出升降调的规律。)
T: Listen to 1a again. Find out the rules of the intonation, please.
(板书重点句子。)
—Who is he/she?
—He/She is …
—Where is he/she from?
—He/She is from …
Where’s=Where is
4. (要求学生两人一组互动操练1a。请几组学生根据挂图表演对话，完成1a。)
5. (出示2a教学挂图，播放2a录音，学生跟读，并标出升降调。)
(板书并讲解重点句型。)
—Are they from …?
—No, they aren’t.
—Where are they from?
—… is from … and … is from …
6. (学生两人一组操练2a。然后请几组学生上台表演，完成2a。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
利用个人信息资料练习对话，巩固目标语言，培养学生语言表达能力。让学生了解主要英语国家的国旗及标志性建筑，扩大学生知识面。
1. (教师出示1b中的三幅图片，让学生两人一组操练，巩固1a中含第三人称单数Who is he/she?及Where is he/she from?两种句型的问答形式。同时让学生了解各国的国旗及标志性建筑。完成1b。)
T: Look at the pictures in 1b. Work in pairs. Practice the dialogs according to 1a.
Example:
S1: Who is he?
S2: He is Zhai Zhigang.
S1: Where is he from?
S2: He is from China.
S3: Who is she?
S4: She is J·K·Rowling.
S3: Where is she from?
S4: She is from England.
…
2. (教师出示2b图片，让学生通过看图独立完成2b。然后两人一组进行对话练习以加深理解。找几组学生到台前表演。)
T: Look at the picture in 2b and complete the conversation. Then practice in pairs. I’ll ask some groups to act it out in the front.
Step 4 Practice 第四步 练习(时间:10分钟)
通过操练询问人名和来自的地方的句型，培养学生积极与他人合作、共同完成学习任务的能力。
1. (让学生拿出事先准备好的自己喜欢的名人或明星的图片，要求学生到讲台上向大家作介绍，内容要包含：①他/她是谁？②他/她来自哪个国家？目的是巩固前面所学知识。)
T: Now take out the photo of your favorite person. Who can come to the front and introduce him/her to us?
Example:
S1: She is Kelly. She is from the U.S.A.
S2: They are Chen Yufan and Hu Haiquan. They are from Liaoning.
2. (运用1c的句型，两人一组相互问答，完成1c。)
Example:
S3: Who’s she?
S4: She is Kelly.
S3: Where’s she from?
S4: She is from the U.S.A.
S4: Who are they?
S3: They are …
S4: Where are they from?
S3: They are from …
3. (1)(先让学生自己朗读3，并注意语调。)
T: First read 3 by yourselves, and pay attention to the intonation.
(2)(播放3录音，跟读并核对自己的读音，标出正确的语调，完成3。)
T: Listen to the tape and imitate the intonation. Mark the correct intonation.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
通过把所学知识灵活运用于实际交际中，培养学生学习英语的兴趣，增强学生学习英语的自信心。
1. (教师拿出课前准备好的两幅歌星的图片，让学生根据图片，运用重点句型，写出两组对话。并标出语调。)
Example:
S1: Who is he?
S2: He is Jay Chou.
S1: Where is he from?
S2: He is from Taiwan.
S1: Excuse me, who are they?
S2: They are Cai Zhuoyan and Zhong Xintong.
S1: Are they from Hong Kong?
S2: Yes, they are.
2. (创设合适的语境，结合本话题所学内容编写对话。)
For example:
A: Good morning.
B: Good morning.
A: Are you Xiao Fang?
B: Yes, I am.
A: Where are you from?
B: I’m from Chongqing.
A: Who is she?
B: She is Xiao Feng.
A: Where is she from?
B: She is from Guangdong.
A: Thank you, goodbye.
B: Goodbye.
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，写一篇小对话。
板书设计：
Where are you from?
Section B
1.—Who is he/she? 2.—Who are they?
—He/She is … —They are … and …
—Where’s he/she from? —Are they from …?
—He/She is from … —No, they aren’t.
—Where are they from?
—… is from … and … is from …