七年级英语上册 Unit 1 Topic 2 Section A教案 仁爱版

Unit 1 Topic 2 Section A me, she, he, your 2. Learn some country names: Canada, England, the U.S.A., Japan. 3. Learn other new words and useful expressions: excuse, excuse me, what, name, where, from, be from, no, not, the, isn’t=is not. 4. Talk about introduction: (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 England? —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 录音机/教学挂图/单词卡片 Ⅲ. Five-finger Teaching Plan 五指教学 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 Step 1 Review 第一步 复习(时间:10分钟) 1. (让全班同学齐唱字母歌，活跃课堂气氛。) T: Please sing “The ABC Song” together. 2. (1)(单词竞赛，以必答和抢答形式出现，必答单词是Topic 1的黑体词，抢答的部分是词组和剩余的单词，老师呈现的是汉语卡片，学生说的是对应的英语。1个单词1分，最后全班跟读学生不知道的单词。通过竞赛，鼓励学生积极参与活动，主动学习，使气氛融洽。) T: Let’s have words competition. First required answer. I’ll give you Chinese meanings on the cards. You say them in English. Do you understand? (出示卡片，一面英文，一面汉语。) welcome my afternoon teacher thank morning China meet… (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. (出示卡片。) Good afternoon How do you do? … (3)(把学生答错的单词卡片集中起来，让全班跟读。) T: Please read after me. 3. (用简笔画展示班上来了一位新同学的情景，要求这个同学进行 自我介绍 自我介绍100字ppt自我介绍模板入职应聘自我介绍模板职场自我介绍医院面试自我介绍 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。) T: Today, we have a new student. Suppose you are the new student, How do you introduce yourself to us and greet us? Then how do you introduce this new student to your friend? S1: Good morning. I am S1. S2: Hi, S1. I’m S2. S1: Hi, S2. S2: S1, this is S3. S3, this is S1. S3: How do you do? S1: How do you do? 4. (假设班里来了一位新同学，但不能确认其姓名时，我们应如何询问？) T: When we want to know other people’s name, how do we ask her/him? We can say like this: Hello! Are you S1? S1: Yes, I am. (老师解释询问对方名字时，还可用其他句型，引入新课。) Step 2 Presentation 第二步 呈现(时间:10分钟) 1. (1)(找一名学生扮演Jane到讲台前与老师 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 演对话。) T: Excuse me, are you Jane?(教师解释，并进一步讲授要想知道对方名字，还可说What’s your name?。) S2: Yes, I am. What’s your name? T: My name is Wang Hua. (教师找两名学生示范操练，其他学生两人之间互动操练句型，教师板书并让学生跟读。) —Excuse me, are you…? —Yes, I am. What’s your name? —My name is… (教师找两名学生用真实姓名到讲台前表演对话。) S3: Excuse me, are you S4? S4: Yes, I am. What’s your name? S3: My name is S3. (2)(教师向学生们做自我介绍。) T: Now please listen to me carefully. My name is Wang Hua. I’m from China.(教师解释from，并进一步讲授如果想问对方的国籍，可说Where are you from?。) T: Where are you from? S5: I’m from China.(教师帮助回答。) T: Where are you from? S6: I’m from China. (让S5和S6示范对话。) S5: Where are you from? S6: I’m from China. (学生两人之间操练。教师板书。) Where are you from? I’m from China. (3)(教师展示一个加拿大女孩Jane的图片，假设图片中的人就是自己进行介绍。) T: I’m Jane. I’m from Canada.(解释Canada，领读并板书。) (教师找一名学生演示对话。) T: Where are you from? S7: I’m from Canada.(教师引导回答。) Are you from Canada? T: No, I’m not. I’m from the U.S.A.(教师解释the U.S.A.,领读并板书。) (教师找另一名学生示范对话。) T: Where are you from? S8: I’m from Canada. Are you from Canada? T: No, I’m not. I’m from England.(教师解释England，领读并板书。) (教师让S7和S8操练对话。) S7: Where are you from? S8: I’m from Canada. Are you from England? S7: No, I’m not. I’m from the U.S.A.. (学生两人之间操练对话，教师板书。并让学生跟读。) —Where are you from? —I’m from Canada. —Are you from England? —No, I’m not. I’m from the U.S.A.. (4)(教师展示教学挂图，让学生两人之间进行询问对方姓名，国籍的对话操练，然后找优秀的学生到讲台前表演，增强学生的表演能力。) T: Please practice the conversation with your partner. (5)(让学生听1a的录音跟读，并模仿其语音语调。完成1a。) T: Listen to the tape first, and then imitate the pronunciation and intonation. 2. (1)(用教学挂图展示教师和一名学生在操场上看到不远处的一个踢毽子的女孩Jane，找一名学生到讲台前和教师示范对话。) T: Is she Jane? S9: Yes, she is.(帮助学生回答。) T: Where is she from? S9: She is from Canada.(引导学生回答。) (2)(用教学挂图展示教师和一名学生在公园里遇到一个画画的男孩Yukio，找另一名学生到讲台前和教师示范对话。完成2a。) T: Is he Li Ming? S10:No, he isn’t. He is Yukio.(教师帮助回答并解释。) T: Where is he from? S10:He is from Japan.(教师帮助学生回答。) (3)(教师让学生S9和S10示范对话。) S9: Is she Jane? S10:Yes, she is. S9: Where is she from? S10:She is from Canada. S9: Is he Li Ming? S10:No, he isn’t. He is Yukio. S9: Where is he from? S10:He is from Japan. (学生两人之间互动操练，教师板书并解释isn’t=is not。) —Is he/she…? —Yes, he/she is./No, he/she isn’t. isn’t=is not (学生同桌之间用真实姓名操练句型。) (4)(播放2a的录音让学生跟读，尽力去模仿语音语调。并进行人机对话培养学生的听说能力。) T: Now listen to the tape, and repeat. Try to imitate the pronunciation and intonation. Step 3 Consolidation 第三步 巩固(时间:7分钟) 1. (小组活动。展示1a教学挂图，两人互问互答，熟练掌握句型。) S1: Excuse me, are you…? S2: Yes, I am. What’s your name? S1: My name is… 2. (让学生不看课本，借助黑板上的重点句型，复述对话内容。) T: Retell the dialog without looking at your textbook. (掌声鼓励复述好的同学。) 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。完成1b。) T: Practice the conversation with your partner. Example: S1: Excuse me, are you Wei Hua? S2: Yes, I am. What’s your name? S1: My name is Li Lei. Where are you from? S2: I’m from China. S1: Oh. Are you from Shanghai? S2: No, I’m not. I’m from Beijing. (及时给予学生指导与鼓励。) 4. (让学生把准备好的照片拿出来，两人一组进行对话。完成2b。锻炼学生的口头表达能力及增强学生之间的合作能力。) T: Make a dialog about your photos in pairs. Example: S3: Is she/he…? S4: No, she/he isn’t. She/He is… S3: Where is she/he from? S4: She/He is from… Step 4 Practice 第四步 练习(时间:10分钟) 1. (1)(学生独立完成3。看哪位同学做的又快又好，这样可以使学生集中注意力，提高效率。) T: Boys and girls. Now let’s read and match 3 on Page 10. The student who does it better and more quickly is the winner. (2)(核对答案并评出获胜者。) T: Let’s check the answers together and decide who is the winner. (3)(两人一组来操练这个答案。) T: To read them in pairs. Example: S1: What’s your name? S2: My name is Maria. S3: Are you from Beijing? S4: Yes, I am. … 2. (1)(听录音4，并完成练习。然后老师简要介绍这几幅图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 and mark your score. (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 let’s make sentences with “be from”. Example: (1)Is he from China? (2)Where is she from? … (找学生总结该词组的特点及用法。) 4. (抄写句子，注意首字母的大写及标点符号，完成5。) T: Now copy the following sentences. Pay attention to the underlined parts. Step 5 Project 第五步 综合探究活动(时间:8分钟) 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。) 2. (名人会：给每个学生一张名人卡片，并让学生充当所拿到的名人名字，开一个晚会，晚会上“名人”互相介绍、问候、交朋友。如：) 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)熟读并背诵1a和2a。 (2)预习Section B的新词。 (3)每个同学带一张最喜欢的体育明星或电影明星的照片，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，以备下节课使用。 板书设计： Where are you from? Section A 1.—Excuse me, are you Jane? 4.—Are you from England? —Yes, I am. —No, I’m not. 2.—What’s your name? 5.—Is he Li Ming? —My name is Sally. —Yes, he is./No, he isn’t. 3.—Where are you from? —I’m from Canada.