仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
Topic 2 Where are you from?
Section A
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. 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 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)—What’s 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/she is./No, he/she isn’t.
(6)—Where is he/she from?
—He/She is from …
Ⅱ. Teaching aids 教具
卡片/教学挂图/录音机
Ⅲ. 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: How are you today?
Ss: Fine, thanks. And you?
T: I’m OK.
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
(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., Japan, 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:
)
T: Who is this?(拿出Tony的图片。)
Ss: This is Tony.(帮助回答并领读Tony。)
T:
) T: 拿出Sally的图片。)
Ss: She is Sally.(帮助回答并领读Sally。)
T: 教师解释并领读此句。)
Ss: S帮助回答。)
和where；理解the U.S.A.。)
T: 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 you from?(老师解释并领读此句。)
S3:
帮助回答。)
)
拿出康康的图片。)
Ss: Yes, he is.
T: Is he from Japan?
Ss: N帮助学生回答。)
(板书并要求学生理解。)
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
Ss: He is from China.
T: 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。)
)
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
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 sentence patterns in pairs.
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 with your own names in two minutes. You can practice like this:
—Excuse me, are you …?
—Yes, I am. What’s your name?
—My name is …
仁爱版 七年级 教案 Unit1 Topic2 Section A B C D
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 from …
Example:
S1: Where are you from?
S2: I’m 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。)
T: Now make your own conversations according to 1a. Finish 1b.
Example:
S3: Excuse me, are you Wang Wei?
S4: Yes, I am. What’s your name?
S3: My name is Li Lei. Where are you from?
S4: I’m from Beijing. Are you from Beijing, too?
S3: No, I’m not. I’m 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。)