七年级（上）教案U1T2SA (2)

1、Unit 1 Making New FriendsTopic 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 phr

2、ases: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,

3、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:

4、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.,

5、Japan, Cuba, China这些国家的名称，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 Engla

6、nd.(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

7、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:Ye

8、s, 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 the

9、y 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 a

10、ccording 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. Ac

11、t 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

12、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

13、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

14、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 pa

15、rtner. 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。

16、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

17、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