仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Topic 2 Where are you from?

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, your, she, he, we

2. Learn some country names:

Canada, Japan, England

3. Learn other new words and phrases:

excuse, excuse me, what, name, where, from, be from, the

4. Talk about people’s names and where they are from:

(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 Canada, too?

—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

卡片/教学挂图/录音机

Ⅲ. 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: I’m OK.

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

(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:

)

T: Who is this?(拿出Tony的图片。)

Ss: This is Tony.(帮助回答并领读Tony。)

T:

) T: 拿出Sally的图片。)

Ss: She is Sally.(帮助回答并领读Sally。)

T: 教师解释并领读此句。)

Ss: S帮助回答。)

和where；理解the U.S.A.。)

T: 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:

帮助回答。)

)

拿出康康的图片。)

Ss: Yes, he is.

T: Is he from Japan?

Ss: N帮助学生回答。)

(板书并要求学生理解。)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Ss: He is from China.

T: 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。)

)

Step 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 let’s listen to 1a and answer the

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 let’s 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.

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. What’s your name?

—My name is …

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

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: I’ll give you another two minutes. Make similar dialogs like this :

—Where are you from?

—I’m from … Are you from …?

—No, … I’m from …

Example:

S1: Where are you from?

S2: I’m from Zhongguancun. Are you from Zhongguancun?

S1: No, I’m not. I’m 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. What’s your name?

S3: My name is Li Lei. Where are you from?

S4: I’m from Beijing. Are you from Beijing, too?

S3: No, I’m not. I’m 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。)

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