最新仁爱英语七年级上册UNIT1+TOPIC2教案名师优秀教案Word格式.docx

1、 Good morning, class!Ss: Good morning, Miss Wang! T: Nice to see you. Nice to see you, too. T: How are you today? Fine, thanks. And you? 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? S: Yes, I am. 1 Nice to meet you. S: Nice to meet you, too. 1 This is Xiao Gang. S: How do you do? Xiao G

2、ang. 1 2（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, 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。 Who is this?（教师解释并示意学生回答。 This is Jane. Great, she is Jane, and she is from Canada. （板书并要求学生掌握。she, be from, Canada （拿出Tony的图片。 Th

3、is is Tony.（帮助回答并领读Tony。 Great, he is Tony, and he is from England. he, England Excuse me, who is she?（拿出Sally的图片。） Ss: She is Sally.（帮助回答并领读Sally。 Where is she from?（教师解释并领读此句。 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. Excuse me, whats your na

4、me?（拿出Yukio的图片给其中的一个学生。 My name is Yukio.（帮助学生回答。） 3 Where are you from?（老师解释并领读此句。） S: I am from Japan.（帮助回答。Whats your name?Japan Excuse me, is he Kangkang?（拿出康康的图片。 Yes, he is. 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 not Where is he from? He is from China. T: Are we from Chin

5、a?（老师解释并做相应的手势表示“我们”。 Yes, we are.（帮助学生回答。we 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。 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）Whe

6、re are they from?（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。 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。 Read 1a by yourselves, and find out the key sentence patterns in 1a. Then practice the conversation acco

7、rding 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: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。 Now work in pairs. Act out th

8、e conversation with your own names in two minutes. You can practice like this: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。 Ill give you another two minutes. Make similar dialogs like this :Where are you from?No, Im from Example: 1 Im

9、from Zhongguancun. Are you from Zhongguancun? No, Im not. Im from Bagoucun. 13. （将上述两步结合起来表演，完成1b。 Now make your own conversations according to 1a. Finish 1b. Excuse me, are you Wang Wei? 3 Yes, I am. Whats your name? 4 My name is Li Lei. Where are you from? Im from Beijing. Are you from Beijing, to

10、o? No, Im not. Im from Shanghai. 3Step 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。 Look at the pictures, who is she/he? Where is she/he from? You can make the sentences like this:Is she/he ?Yes,

11、 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。 Listen to 2a and check your answers. 3. （两人一组操练对话，完成2b。 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。 Lets finish 3 in pairs. 5. （挑几组学生朗读3，注

12、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。 Now please listen and number the pictures. 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。 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

13、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. Whats your name? B: My name is Gong Li. Nice to meet you. A: Nice to meet you, too. Wh

14、ere are you from? Im from Shandong. Are you from Heilongjiang? A: No, Im not. Im from Liaoning. B: How are you? Im fine, thank you. Is she Song Zuying? 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:Wher

15、e are you from?Section A 1.Excuse me, are you Jane? 3.Where are you from? Yes, I am. Im from Canada. 2.Whats your name? 4.Is he Li Ming? My name is Sally. Yes, he is./No, he isnt. Section B The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。1. Learn some new words:who, they, then 2. Learn about p

16、ersonal information:（1）Who is she?She is Deng Yaping. （2）Wheres she from?Shes from China. （3）Are they from England?No, they arent. （4）Where are they from?Maria is from Cuba and Jane is from Canada. 3. Learn about the intonation. ?图片/教学挂图/录音机/中外名人图片 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。 Who is

17、he?（出示Tony图片。 He is Tony. He is from England. who Who is she?（出示Jane的图片。 She is Jane. She is from Canada. Whats your name?（把Sally的图片给一个学生并问。 My name is Sally. 1 Are you from the U.S.A.? Is he Kangkang?（把Yukio的图片给一个学生并向全班同学提问。 No, he isnt. Whos he? Hes Yukio. Is he from Cuba? No, he isnt. He is from

18、Japan. （板书并要求学生了解。Cuba Whos from Cuba?（出示Maria图片。 Maria is. Is Kangkang from China?（出示Kangkang图片。 Are they from China?（出示Kangkang和Yukio的图片。 No, they arent.（帮助学生回答。（板书并要求学生掌握they，解释arent=are not。they, arent=are not 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，

19、既复习刚学到的新单词，又对下一步呈现起铺垫作用。 Now work in groups of six. In turn, every group practices a dialog after the example. One makes questions, the other five answer them. Whos this?G: She is Jane. 1 She is from Canada. 115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。 Look at the pic

20、ture. Who is she?（指着第一张图片问。 She is Deng Yaping. She is from China. （指着第二张图片问。 He is Stephen Hawking.（教师领读Stephen Hawking。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。 Listen to the tape and repeat. Pay attention to the pronunciation and intonation. （板书含有缩写词的句子并解释。Shes from China. Hes from England. Shes=

21、She is Hes=He is 3. （再次播放1a录音，让学生重点注意语调，并找出升降调的规律。 Listen to 1a again. Find out the rules of the intonation, please. （板书重点句子。Who is he/she?He/She is Where is he/she from?Wheres=Where is 4. （要求学生两人一组互动操练1a。请几组学生根据挂图表演对话，完成1a。） 5. （出示2a教学挂图，播放2a录音，学生跟读，并标出升降调。） （板书并讲解重点句型。Are they from ?Where are they

22、 from? is from and is from 6. （学生两人一组操练2a。然后请几组学生上台表演，完成2a。8分钟） 利用个人信息资料练习对话，巩固目标语言，培养学生语言表达能力。让学生了解主要英语国家的国旗及标志性建筑，扩大学生知识面。1. （教师出示1b中的三幅图片，让学生两人一组操练，巩固1a中含第三人称单数Who is he/she?及Where is he/she from?两种句型的问答形式。同时让学生了解各国的国旗及标志性建筑。完成1b。 Look at the pictures in 1b. Work in pairs. Practice the dialogs ac

23、cording to 1a. He is Zhai Zhigang. 2 He is from China. 2 She is Sarah Brightman. 4 She is from England. 42. （教师出示2b图片，让学生通过看图独立完成2b。然后两人一组进行对话练习以加深理解。找几组学生到台前表演。 Look at the picture in 2b and complete the conversation. Then practice in pairs. Ill ask some groups to act it out in the front. 10分钟） 通过操

24、练询问人名和来自的地方的句型，培养学生积极与他人合作、共同完成学习任务的能力。1. （让学生拿出事先准备好的自己喜欢的名人或明星的图片，要求学生到讲台上向大家做介绍，内容要包含:他/她是谁,?他/她来自哪个国家,目的是巩固前面所学知识。 Now take out the photo of your favorite person. Who can come to the front and introduce him/her to us? She is Kelly. She is from the U.S.A. 1 They are Chen Yufan and Hu Haiquan. They are from Liaoning. 22. （运用1c的句型，两人一组相互问答，完成1c。 Whos she? She is Kelly. 4 Wheres she from? She is from the U.S.A. 4 Who are they? They are 3 Where are they