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 isn’t. 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: Let’s 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
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
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. 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)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。
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:
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
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: 出示Tony图片。)
Ss: He is Tony.
T: Where is he from?
Ss: He is from England.
)
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: Ss: No, he isn’t. He is from Japan.
)
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
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: N帮助学生回答。)
they，解释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.
)
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
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