七年级英语上册Unit1MakingnewfriendsTopic2WhereareyoufromSectionA教学案例(新版)仁爱版.pdf

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1、1 七年级英语上册 Unit 1 Making new friends Topic 2 Where are you from Section A教学案例（新版）仁爱版Section A The main activities are 1a and2a.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,we 2.Learn some country names:Canada,Japan,England 3.Learn

2、 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)Whats 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/sh

3、e 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.

4、T:How are you today?Ss:Fine,thanks.And you?T:I m 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.2 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

5、,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 fromCanada.(板书并要求学生掌握。)she,be from,Canada T: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,E

6、ngland 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

7、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。)What s your name?Japan T: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。)isn t=is not T: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。

8、)(板书并要求学生掌握。)we 3 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 following questions.(1)Who are they?(教师翻译。)(2)Where are they from?(教师翻译。)(核

9、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 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

10、sentence patterns in pairs.(板书)Excuse me,are you?Yes.What s your name?My name is Where are you from?I m 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 wit

11、h 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: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

12、 from Example:S1:Where are you from?S2:Im 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。)4 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 yo

13、u from?S4:Im from Beijing.Are you from Beijing,too?S3:No,I m 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 c

14、an 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

15、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 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

16、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 nam

17、e is Zhao Benshan.What s your name?B:My name is Gong Li.Nice to meet you.5 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 A 1.Excuse me,are you Jane?3.Where are you from?Yes,I am.I m from Canada.2.Whats your name?4.Is he Li Ming?My name is Sally.Yes,he is./No,he isnt.