七年级英语 Unit1__Topic2_Section_A_B_C_D教案 仁爱版.doc

Topic 2 Where are you from? Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands 教学目标1. Learn some personal pronouns and possessive pronouns:me, your, she, he, we2. Learn some country names:Canada, Japan, England3. Learn other new words and phrases:excuse, excuse me, what, name, where, from, be from, the4. Talk about peoples names and where they are from:(1)Excuse me, are you Jane? Yes, I am.(2)Whats your name? My name is Sally.(3)Where are you from? Im from Canada.(4)Are you from Canada, too? No, Im not.(5)Is he/she ?Yes, he/she is./No, he/she isnt.(6)Where is he/she from?He/She is from . Teaching aids 教具卡片/教学挂图/录音机. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。)T:Good morning, class!Ss:Good morning, Miss Wang!T:Nice to see you.Ss:Nice to see you, too.T:How are you today?Ss:Fine, thanks. And you?T:Im OK.(转向一名学生向他询问问题并示意他回答。)T:Hello, are you Xiao Ming?S1:Yes, I am.T:Nice to meet you.S1:Nice to meet you, too.T:This is Xiao Gang.S1:How do you do? Xiao Gang.S2:How do you do?(反复操练见面问候语，让学生充分复习第一话题所学内容。)2. (拿出准备好的卡片进行问答，卡片上写有Canada, England, the U.S.A., Japan, Cuba, China国家名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。)T:Who is this?(教师解释并示意学生回答。)Ss:This is Jane.T:Great, she is Jane, and she is from Canada.(板书并要求学生掌握。)she, be from, CanadaT:Who is this?(拿出Tony的图片。)Ss:This is Tony.(帮助回答并领读Tony。)T:Great, he is Tony, and he is from England.(板书并要求学生掌握。)he, England T:Excuse me, who is she?(拿出Sally的图片。)Ss:She is Sally.(帮助回答并领读Sally。)T:Where is she from?(教师解释并领读此句。)Ss:She is from the U.S.A.(帮助回答。)(板书并要求学生掌握excuse me和where；理解the U.S.A.。)excuse me, where, the U.S.A.T:Excuse me, whats your name?(拿出Yukio的图片给其中的一个学生。)S3:My name is Yukio.(帮助学生回答。)T:Where are you from?(老师解释并领读此句。)S3:I am from Japan.(帮助回答。)(板书并要求学生掌握。)Whats your name?JapanT:Excuse me, is he Kangkang?(拿出康康的图片。)Ss:Yes, he is.T:Is he from Japan?Ss:No, he isnt.(帮助学生回答。)(板书并要求学生理解。)isnt=is notT:Where is he from?Ss:He is from China.T:Are we from China?(老师解释并做相应的手势表示“我们”。)Ss:Yes, we are.(帮助学生回答。)(板书并要求学生掌握。)weStep 2 Presentation 第二步 呈现(时间:8分钟)通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。1. (出示1a教学挂图，让学生观察人物，猜测她们之间的对话内容。设置听力任务，播放1a录音。)T: Look at the picture. Guess what they are talking about. Now lets listen to 1a and answer the following questions.(1)Who are they?(教师翻译。)(2)Where are they from?(教师翻译。)(核对答案。)2. (再次播放1a录音，让学生跟读并模仿对话内容，注意语音语调。)T: Now lets listen to 1a again and read after it. Pay attention to the pronunciation and intonation.3. (让学生独自朗读1a，并找出关键句型，根据关键句型进行对话练习，完成1a。)T: Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation according to the key sentence patterns in pairs.(板书)Excuse me, are you ?Yes. Whats your name?My name is Where are you from?Im from Are you from ?No, Step 3 Consolidation 第三步 巩固(时间:8分钟)通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英语进行交流的目的。1. (结合学生的自身情况，给学生两分钟时间，两人一组操练如下句型。让学生站起来或到台前来表演。)T: Now work in pairs. Act out the conversation with your own names in two minutes. You can practice like this:Excuse me, are you ?Yes, I am. Whats your name?My name is 2. (再给学生两分钟时间，两人一组操练下列句型。要求学生首先使用本课所学的国家名称来表演，然后再用自己的真实的情况如所在区或村来表演。方式同上。)T: Ill give you another two minutes. Make similar dialogs like this :Where are you from?Im from Are you from ?No, Im from Example:S1: Where are you from?S2: Im from Zhongguancun. Are you from Zhongguancun?S1: No, Im not. Im from Bagoucun.3. (将上述两步结合起来表演，完成1b。)T: Now make your own conversations according to 1a. Finish 1b.Example:S3: Excuse me, are you Wang Wei?S4: Yes, I am. Whats your name?S3: My name is Li Lei. Where are you from?S4: Im from Beijing. Are you from Beijing, too?S3: No, Im not. Im from Shanghai.Step 4 Practice 第四步 练习(时间:12分钟)学习用第三人称询问名字和来自的地方的句型，培养学生综合运用语言的能力，提高他们学习英语的积极性。1. (出示2a教学挂图，让学生特别注意图片中远处的人，帮助学生学会知识的迁移，即由第一、二人称的学习过渡到第三人称的学习。让学生根据所给句型造句。)T:Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:Is she/he ?Yes, she/he is. / No, she/he isnt. She/He is Where is she/he from?She/He is from 2. (播放2a录音，核查学生自主造句的正误。)T: Listen to 2a and check your answers.3. (两人一组操练对话。完成2b。)T: Practice the conversations with your partner. Act out your conversations.4. (分组活动。两人一组合作完成3。最后师生共同核对答案。)T:Lets finish 3 in pairs.5. (挑几组学生朗读3，注意语音语调。)6. (出示4的图片，图文结合，让学生加深对国家名称的记忆，并了解各国的标志性建筑或象征物。播放4录音，完成4。师生共同核对答案。) T: Now please listen and number the pictures. Then listen again and match the names with the right countries.7. (让学生自主完成5。提醒学生注意画线的部分，归纳总结首字母大写的情况及标点符号的使用情况。) T:Please copy the sentences in 5. Pay attention to the underlined parts.Step 5 Project 第五步 综合探究活动(时间:7分钟)通过找字母游戏和名人会活动，帮助学生记忆单词并培养学生熟练运用英语交流信息的技能，培养学生学习英语的兴趣。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。选出一个字母，就把相应的字母擦掉，直到字母全部被擦掉为止。每组派两名代表搭配，哪组最快最准，哪组就取胜。)2. (名人会：每个学生设计一张名人卡片，并充当卡片上的名人。让学生们运用前一话题及此课所学的知识互相交朋友。)A: Excuse me. My name is Zhao Benshan. Whats your name?B: My name is Gong Li. Nice to meet you.A: Nice to meet you, too. Where are you from?B: Im from Shandong. Are you from Heilongjiang?A: No, Im not. Im from Liaoning.B: How are you?A: Im fine, thank you. Is she Song Zuying?B: Yes, she is.3. Homework:(1)三人一组，根据1a和2a编一个对话，相互询问姓名和国籍。(2)预习Section B的生词。(3)每个学生带一张自己最喜欢的体育明星或电影明星的照片，最好再准备他/她国家的国旗和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 A1.Excuse me, are you Jane?3.Where are you from?Yes, I am.Im from Canada.2.Whats your name?4.Is he Li Ming?My name is Sally.Yes, he is./No, he isnt.Section BThe main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。. Teaching aims and demands 教学目标1. Learn some new words:who, they2. Learn about personal information:(1)Who is she? She is Deng Yaping.(2)Wheres she from? Shes from China.(3)Are they from England? No, they arent.(4)Where are they from? Maria is from Cuba and Jane is from Canada.3. Learn about the intonation. Teaching aids 教具图片/教学挂图/录音机/中外名人图片. 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。)whoT:Who is she?(出示Jane的图片。)Ss:She is Jane.T:Where is she from?Ss:She is from Canada.T:Whats 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 isnt.T:Whos he?Ss:Hes Yukio.T:Is he from Cuba?Ss:No, he isnt. He is from Japan.(板书并要求学生了解。)CubaT:Whos 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 arent.(帮助学生回答。)(板书并要求学生掌握they，解释arent=are not。)they, arent=are notT: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:Whos 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。)Shes from China.Hes from England.Shes=She isHes=He is3. (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 Wheres=Where is4. (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 arent.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 JKRowling.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. Ill 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：他/她是谁？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:Whos she?S4:She is Kelly.S3:Wheres 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: Im 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 B1.Who is he/she?2.Who are they?He/She is They are and Wheres he/she from?Are they from ?He/She is from No, they arent.Where are they from? is from and is from Section CThe main activities are 1a, 2 and 3a. 本课重点活动是1a、2和3a。. 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 new words:telephone, number, it2. Talk about personal information:Whats your telephone number?My telephone number/It is 6800-3553. Teaching aids 教具照片/图片/数字卡片/实物/教学挂图/录音机/球. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)通过复习询问个人信息及出生地的句型，导入本课新单词。1. (师生问候。出示事先准备好的两张本班学生的照片，进行问答练习。)T:Look at the pictures, who are they? Now look at the first one.T:Who is she?Ss:She is S1.T:Where is she from?Ss:She is from T:Who is he?Ss:He is S2.T:Where is he from?Ss:He is from T:Where are they from?Ss:He is from and she is from 2. (找出来自不同地方的两个学生，就这两个学生向学生们提问。) T:Are they from Henan? S1:No, they arent. T:Where are they from? S2: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。)3. (出示各个国家的国旗及其标志性建筑物或景观的图片，复习国家名称。)T:Which country is it?Ss:Japan.Ss:The U.S.A.Ss:England.Ss:China.Ss:Canada.Ss: Cuba.T:If you go abroad someday, how can I contact you?(教师解释go abroad和contact。)Ss:用电话。T:S1, can you tell me your telephone number?S1:Yes, I can. 138T:It is 138 (板书并要求学生掌握。)telephone, number, itT:But how to say it in English? Lets begin to learn numbers.Step 2 Presentation 第二步 呈现(时间:10分钟)通过学习0-10的数字，增强学生学习英语的兴趣，培养学生学习英语的语感。1. (教师手持0-10的数字卡片，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，再跟读。完成1a。)T: Look at these numbers carefully, then listen to me and follow.(板书)zero, one, two, three, four, five, six, seven, eight, nine, ten2. (教师连续朗读这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。目的是培养学生语感。)T:Read the numbers from zero to ten, and then from ten to zero.T:zero one two three four five six seven eight nine tenSs:zero one two three four five six seven eight nine ten3. (播放1a 录音，让学生模仿正确的语音语调。)T:Listen to the tape. Pay attention to the pronunciation and intonation.4. (双人活动。一个学生用中文说出数字，另一个学生用英文说出这个数字，从而使学生能够准确熟练地掌握数字0-10的英文说法。)T:Work in pairs. One says the numbers in Chinese, and the other says the numbers in English. 5. (教师在黑板上写出一组数字(0468)7533-8593，让学生试着以最快的速度读出。)T:This is my telephone number. [phone]. Whats your telephone number?S1:My telephone number/It is (帮助学生回答。)T:Whats your telephone number?S2:(让学生读出自己家的电话号码，练习数字的读法。)(板书)Whats your telephone number?My telephone number/It is Step 3 Consolidation 第三步 巩固(时间:7分钟)把数字融入实际生活，让学生会说英语数字，激发学生学习英语的兴趣，培养学生的观察能力。1. (启发学生用英语数自己的手指，文具盒里的笔，书包里的书本，教室里的窗和灯等，把枯燥无味的数字融入现实的情境中进行学习，激发学生的学习兴趣。)T: Count your fingers or school things in English numbers.2. (教师出示1b教学挂图，完成1b。)T: We can see the numbers everywhere. Now look and say the numbers in 1b.(采用抢答形式完成。)T:Picture 1. (车牌号)S1:Three two eight three.(再次强调语调。)T:Picture 2. (信封邮编)S2:Zero five two two six zero T:Picture 3. (QQ号码)S3:One five eight one four one zero two eight 3. (教师在黑板上写出英文数字，让学生说出汉语。)T: Please read these numbers in Chinese.4. (两人一组，一个同学用英语说出一串数字，先从位数少的说起，另一个同学用汉语说出来。)T: Lets say some numbers. One speaks in English, and the other speaks in Chinese.Step 4 Practice 第四步 练习(时间:10分钟)通过询问电话号码，培养学生简单的英语交际能力。1. (教师出示3a教学挂图，进行问答练习。) T:Now look at the picture, whats the telephone number? Ss:It is 6800-3553.2. (播放3a录音，学生跟读并模仿其语音语调。) T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation.3. (同桌之间互相操练。完成3a。)4. (学生用真实信息互动操练，并表演。完成3b。)5. (播放2，并完成2。提醒学生注意单词的重音及音节。)T: Number the countries you hear. Then pay attention to the stress and syllables.(核对答案。)6. (师生共唱Where are you from?这首歌。完成4。) T: Lets sing this song Where are you from?.Step 5 Project 第五步 综合探究活动(时间:8分钟)通过制作名片和玩数字游戏，练习英文数字，激发学生学习英语的兴趣，帮助学生记忆单词。1. (两人一组相互提问，交换信息。仿照3b中的名片，帮你同伴制作名片。)