unit 1 topic 2《where are you from》教案1（仁爱英语七年级上）doc--初中英语 .doc

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1、 永久免费在线组卷 课件教案下载 无需注册和点数Topic 2 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 useful words and expressions:excuse, me, what, your, name, where, from, be from, Canada, the, no, not, she, he, Japan2. Talk about introduction:（1）Where are you from

2、? Im from Canada.（2）Are you from Washington, DC? No, Im not.（3）Is she Jane? Yes, she is. （4）Is he Li Ming? No, he isnt. .Teaching aids教具录音机 / 照片/ 教学挂图.Five-finger Teaching Plan五指教学方案Step 1 Review 第一步 复习（时间：10分钟）1.（让全班同学齐唱The ABC Song, 活跃课堂气氛。）T: Please sing the song “The ABC Song” together. 2.（1）（单词

3、竞赛，以必答和抢答形式呈现，必答是两排学生，每人两个单词，单词是Topic 1的黑体词；抢答的部分是词组和剩余的单词，老师呈现的是汉语，学生说的是英语。1个单词1分，最后把学生不知道的单词全班跟读。通过竞赛，学生积极参与，主动学习，气氛融洽。）T: Lets have words competition. First required answer. Each student two words. Ill give you Chinese meanings. You say them in English. Do you understand?（板书。）welcome begin please

4、 teacher thank morning stand down（2）（呈现抢答的单词或词组，要求学生抢答。）T: Good. Go on our quick response. If you know, you can stand up quickly and answer. （板书。）good afternoon see you later stand up sit down（3）（把学生答错的单词集中起来，让全班齐读。）T: Lets read together. 3.（假设班上来了一位新同学，要求这个同学进行自我介绍并问候他人，然后由班里的一位同学把他的朋友介绍给这位新的同学。） S

5、1: Good morning. I am S1. S2: Hi, S1. Im S2. S1: Hi, S2. S2: S1, this is S3. S3, this is S1. S3: How do you do?S1: How do you do?Step 2 Presentation 第二步 呈现（时间：10分钟）1.（1）（让学生听1a的录音并跟读。）T: Listen to the tape first, and then read after the tape. （2）（假设来了一位新同学，但不能确认其姓名时，我们应该如何询问？）T: When we want to know

6、 other peoples name, how to ask? T: Excuse me, are you S1?S1: Yes, I am. Whats your name?T: My names Miss/Mr. . Where are you from? （教师解释此句含义。）S1:Im from China. （帮助学生这样来回答。）（板书出重点句子。）Where are you from?Im from . （3）（安排两名同学扮演外国人，假设两人互不相识，在对话中导出新的句型。并让学生们熟悉新的句型及回答形式，并呈现在黑板上。）S2: Where are you from?S3:

7、 Im from .S4: Oh. Are you from .?S5: No, Im not. Im from .Are you from .?Im from .2.（1）（听2a的录音并跟读，目的是培养学生的听说能力。）T: Now listen to the tape, and read after the tape. （尽力去模仿标准的语音语调。）（2）（假设老师和学生S6在操场上看到不远处的一个踢毽子的女孩S7。）T: Is she S7?S6: Yes, she is. T: Where is she from?S6: She is from Canada. （板书呈现新知识。）I

8、s she ?Yes, she is. （3）（假设老师和学生S8在公园里遇到一个画画的男孩S9。）T: Is he S9?S8: No, he isnt. He is S9. T: Where is he from?S8: He is from Japan. （板书。）Is he .?No,he isnt.Step 3 Consolidation 第三步 巩固（时间：7分钟）1.（小组活动。看课本第9页1a的两幅图，两人互问互答，熟练掌握句型。学生重点操练的句型，除了黑板呈现的外，还有以下几个：）Excuse me, are you .?Yes, I am. Whats your name?

9、My name is .2.（让学生不看课本，借助黑板上的关键词，复述对话内容。）T: To retell the dialog without looking at your textbook. 3.（看黑板上的关键词，两人一组表演1a，可换成自己的真实姓名。）T: Practice the conversations with your partner. Example:S1: Excuse me, are you Kangkang?S2: Yes, I am. Whats your name?S1: My names Li Lei. Where are you from?S2: Im f

10、rom China. S1: Oh. Are you from Beijing?S2: No, Im not. Im from Shanghai. （对学生及时给予指导与鼓励。）4.（让学生把准备好的照片拿出来，两人一组进行对话。）T: Make a dialog about your photos in pairs. Example:S3: Is she/he .?S4: No, she/he isnt. She/He is .S3: Where is she/he from?S4: She/He is from .（目的是锻炼学生的口头表达能力及增强学生之间的合作能力。）Step 4 Pr

11、actice 第四步 练习 （时间：10分钟）1.（1）（学生独立完成 3。）T: Boys and girls. Now lets read and match 3 on page 10. （2）（看哪位同学做得又快又好，这样可以使学生集中注意力，效率更高。）T: Lets check the answers together. （3）（两人一组来操练这个答案。）T: To read them in pairs. Example:S1: Whats your name?S2: My name is Maria. S3: Are you from Beijing?S4: Yes, I am.

12、2.（1）（听录音4，让学生听并完成练习。然后老师简要介绍这几个国家的标志性建筑或象征物。） T: Listen and match the names with the countries. （加拿大 CN塔美国白宫中国故宫日本富士山）（2）（核对答案并打分。）T: Check the answers. （3）（再听一遍，看谁能复述。能复述者可加分。）T: Listen again. Who can retell these sentences?3.（利用学过的be from词组造句子，看谁说得准确。）T: Now lets make sentences with “be from”. Ex

13、ample:（1）Is he from China?（2）Where is she from?（找学生总结该词组的特点及用法。）Step 5 Project 第五步 综合探究活动（时间:8分钟）1.（1）（要学生听5 Listen, read and say，跟读并猜测其含义，板书出重点。）ABC BBC CBA IBM CD IDKg km ml mm（2） 找字母游戏:把这些单词的字母杂乱地写在黑板上，让学生来选字母组成缩略词。选出一个正确的字母组合，就把相应字母都擦掉，直到最后字母全部被擦掉为止。（让学生两人一组搭配，看哪组最快最准，哪组就取胜。）（3）进行对话，但必须要有这些重点句型:

14、Excuse me. Are you from .?Im from .Where are you from?Whats your name?How are you?Im fine, thank you. And you?Nice to meet you. Nice to meet you, too. 2. Homework：（1）熟读并背诵 1a 和 2a。（2）预习 Section B的新词。Section BThe main activities are 1a, 2 and 3. 本课重点活动是1a,2和3。.Teaching aims and demands教学目标1.Learn som

15、e useful words and expressions:her, his, England, they, arent=are not2.Talk about introduction:（1）Whats her name?Her name is Deng Yaping.（2）Wheres she from?Shes from China.（3）Are they from England?No, they arent.Teaching aids教具录音机 / 照片 / 教学挂图.Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习（时间：1

16、0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: Im 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

17、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: Im from Beijing.S9: Wang Hai, where are you from?S11: Im from Shanghai. NameLi PingWang HaiWhereBeijingShanghai （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

18、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. Lets 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

19、yourselves. Then Ill 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: Whats her name?S1

20、: Her name is Deng Yaping.T: Wheres she from? S1: Shes from China.（板书出重点句子。）Whats her name?Her name is .Wheres she from?Shes from .T: Whats his name?S2: His name is Lance Armstrong.T: Wheres he from?S2: He is from the U.S.A.（板书出重点句子。）Whats his name?His name is Wheres he from?He is from 2. （1） (听2的录音

21、，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 arent.T: Where are they from?Ss: Maria is from Cuba and Jane is from Canad

22、a.（板书出重点句子。）Are they from .?No, they arent.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 arent.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。）

23、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

24、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。）Whats 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

25、: 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

26、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:Whats 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, imi

27、tate 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? Im from the U.S.A.Is she from Shanghai? No, she isnt. （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。

28、）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: Lets play the game.2. （老师拿出课前准备好

29、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: Whats 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。Section CThe main activities are 1a and 3. 本课重点活动是1a和3。. Teaching aims and demands教学目标1. （1）Lear

30、n some numerals: zero, one, two, three, four, five, six, seven, eight, nine, ten（2）Learn other useful words:telephone, number2. Talk about personal information:Whats his telephone number?His telephone number is （010）8267-6790. Teaching aids教具录音机 / 教学挂图 / 数字卡片. Five-finger Teaching Plan五指教学方案Step 1 R

31、eview 第一步 复习（时间：10分钟）1. （复习上节课的重要知识点。）T: Lets begin!S1: Stand up, please!T: Good morning, class!Ss: Good morning, Miss/Mrs. .!T: Sit down, please!Ss: Thank you.T: Now lets review some words and expressions about the last section, one by one.（目的是集中学生的注意力。）T: Whats your name?S2: My name is S2.T: Whats

32、 her name?S2: Her name is S3.T: Whats his name?S2: His name is S4.T: Where are you from?S2: Im from T: Where is she from?S2：She is from T: Where is he from?S2:He is from （进一步巩固be from在不同人称的应用。）2. （把前两个Section出现的国家及标志性图片展示出来，复习国家名称。）T: Lets guess which country it is.S5: Japan.S6: The U.S.A.S7: Englan

33、d.S8: China.S9: Canada.3. （找出来自不同地方的两个学生，就这两个学生向同学们提问。）T: Are they from Fujian?S10:No, they arent.T: Where are they from?S11: He is from Henan and she is from Jiangsu.（然后再带领学生练习Is he/she from ?等句型。）4. （教师朗读几个重点句子，并让学生重复和标出语调。）T: Now listen and repeat some important sentences. Then mark the intonatio

34、n.Example:S12: Where is he from?S13: Whats her name? S14: Are they from England? S15: No, they arent.S16: Im from the U.S.A. （可以采用竞赛的形式，可以分组竞赛，也可以面对全班以个人为单位从而激发学生的学习热情。）Step 2 Presentation 第二步 呈现 （时间：10分钟）1. （教师手持数字卡片 010,上面是阿拉伯数字，下面是英文单词，用一张纸把下面的英文单词盖住，先示范每个数字的读音，要求学生先静听，再模仿。）T: Listen to me and lo

35、ok at them carefully, then follow.（板书生词。）zero one two three four five six seven eight nine ten2. （教师连续读出这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。）T: Read the numbers from zero to ten.T: Zeroone two three four five six seven eight nine tenSs: Zero one two three four five six seven eight nine ten（目的是培养学生语感。

36、）3. （组织学生进行pair work的活动，即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，从而达到让学生能够准确、熟练地用英语说出数字010的目的。） T: Ill ask one student to say the numbers in Chinese, and the other student to say the numbers in English. Who can? Please put up your hands.4. （教师在黑板上写出一个电话号码（0456）753-8593。）T: This is my telephone number.（教师教学生朗读单词t

37、elephone number, 同时做出打电话的动作，让学生通过观察教师的动作理解telephone number的意思。）T:Whats your telephone number?S1:My telephone number is T:Whats your telephone number?S2:My telephone number is （板书重点句子。）Whats your telephone number?My telephone number is Step 3 Consolidation 第三步 巩固 （时间：5分钟）1. （鼓励学生到讲台前大声朗读数字，看谁读得又快又好。）

38、T: Who would like to read aloud in front of the class?2. （启发学生用英语数字数自己的手指，文具盒里的钢笔、铅笔，书包里的书和本子等。） T: Count your fingers or school things in English numbers.（使枯燥无味的数字学习在真实的情境中进行，调动学生的学习兴趣。）3. （利用教学挂图，完成1b。）T: Look and say the numbers in English.（学生可以采用抢答形式。）T: Picture 1.S1: Zero one zero eight two six

39、 seven six nine two nine.（强调语调。）T: Picture 2.S2:One three nine one zero five nine six eight eight eightT: Picture 3.S3:One five eight one four one zero two eightT: The last one.S4:Zero five two two six zeroStep 4 Practice 第四步 练习 （时间：10分钟）1. （教师把事先准备好的Kangkang,Jane,Michael和Maria的卡片挂到黑板上。教师可先做示范。）Exam

40、ple:T: This is Kangkang. He is from China. His telephone number is （010）8267-6790.（给学生两分钟时间准备。教师可走到学生中间去给予指导。）T: Look at these name cards and describe them after the example.S1: This is Jane. She is from Canada.Her telephone number is （010）8267-6929.S2: This is Michael. He is from the U.S.A.His tele

41、phone number is （010）8659-7981.S3: This is Maria. She is from Cuba.Her telephone number is （010）8217-6953.2. （利用这四幅图，再以第一人称做这个练习。）T: Make some sentences with the first personal pronoun.3. （利用这四幅图，再以第二人称做这个练习。）T: Make some sentences with the second personal pronoun.4. （再根据名字卡片信息，完成对话。）T: Follow the e

42、xample to make dialogs with the information from the cards above.（板书出答案。）His name is Kangkang.Where is he from?His telephone number is （010）8267-6790.5. （播放2的听力，并完成。注意单词的重音读法及符号。）T: Number the countries you hear, then follow and pay attention to the stress.（核对答案。）T: Check the answers.（让学生来重复这些句子。）T:

43、 Repeat these sentences in 3.Step 5 Project 第五步 综合探究活动 （时间:10分钟）1. （学唱“Where are you from?”这首歌，先合唱，再单唱。）T: Sing this song “Where are you from?”.2. （参考游戏 电话号码记忆比赛。）(1) 学生若干人，每位同学在大小、形状一样的纸片上任意写上一个7位数，作为自己的“电话号码”， 同时写上自己的名字。(2) 老师把这些写好的纸片收集在一起，写字的一面朝上摆放在课桌上。(3) 参加游戏的学生用1分钟默记这些“电话号码”和名字。(4) 老师把纸片反扣（写字的

44、一面朝下）在课桌上。老师发令：“Ready？ Go!”(5) 参加游戏的学生用举手的方式抢答，取得答题优先权，然后说出自己记忆的其他同学的“电话号码”和姓名。(6) 每正确说出一个电话号码（含姓名）得1分。同时，老师把该纸片翻过来。(7) 其他同学仍用举手抢答的方式。每正确说出一个电话号码（含姓名）也得1分。直到老师宣布比赛结束，或所有的电话号码都被说出来。(8) 得分多的同学赢。 3. Homework:（1）描述自己的真实情况（姓名，国籍和电话号码)，并制作卡片。（2）找一些电话号码，手机号码，门牌号码，车牌号码，邮编，让学生认读并书写。Section DThe main activiti

45、es are 1a, 2 and 5. 本课重点活动是1a, 2和5。. Teaching aims and demands教学目标1. Learn some useful words: evening2. Review the interrogatives and answers with am/is/are.（1） Where are you from?Im from Canada.（2） Where is he/she from?He/Shes from Japan.（3） Where are they from?They are from Shanghai.（4） Is he/she .?Yes, he/she is. / No, he/she isnt.（5） Whats his/her telephone number? Hi