仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

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。)

T: Look at the 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 isn’t. 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

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

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 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 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)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。

Section B

The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words:

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

who, they

2. Learn about personal information:

(1)—Who is she?

—She is Deng Yaping.

(2)—Where’s she from?

—She’s from China.

(3)—Are they from England?

—No, they aren’t.

(4)—Where are they from?

—Maria is from Cuba and Jane is from Canada.

3. Learn about the intonation.

Ⅱ. Teaching aids 教具

图片/教学挂图/录音机/中外名人图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: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。)

T: 出示Tony图片。)

Ss: He is Tony.

T: Where is he from?

Ss: He is from England.

)

T: Who is she?(出示Jane的图片。)

Ss: She is Jane.

T: Where is she from?

Ss: She is from Canada.

T: What’s your name?(把Sally的图片给一个学生并问。)

S1: My name is Sally.

T: Are you from the U.S.A.?

S1: Yes, I am.

T: Is he Kangkang?(把Yukio的图片给一个学生并向全班同学提问。)

Ss: No, he isn’t.

T: Who’s he?

Ss: He’s Yukio.

T: Ss: No, he isn’t. He is from Japan.

)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

T: Who’s from Cuba?(出示Maria图片。)

Ss: Maria is.

T: Is Kangkang from China?(出示Kangkang图片。)

Ss: Yes, he is.

T: Are they from China?(出示Kangkang和Yukio的图片。)

Ss: N帮助学生回答。)

they，解释aren’t=are not。)

T: Are we from China?

Ss: 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，既复习刚学到的新单词，又对下一步呈现起铺垫作用。)

T: Now work in groups of six. In turn, every group practices a dialog after the example. One

makes questions, the other five answer them.

Example:

S2: Who’s this?

G1: She is Jane.

S2: Where is she from?

G1: She is from Canada.

…

Step 2 Presentation 第二步 呈现(时间:15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。)

T: Look at the picture. Who is she?(指着第一张图片问。)

Ss: She is Deng Yaping.

T: Where is she from?

Ss: She is from China.

T: Who is he?(指着第二张图片问。)

Ss: He is Stephen Hawking.(教师领读Stephen Hawking。)

T: Where is he from?

Ss: He is from England.

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。) T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation.

)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

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。)

T: Listen to 1a again. Find out the rules of the intonation, please.

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。)

6. (学生两人一组操练2a。然后请几组学生上台表演，完成2a。)

Step 3 Consolidation 第三步 巩固(时间: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。)

T: Look at the pictures in 1b. Work in pairs. Practice the dialogs according to 1a.

Example:

S1: Who is he?

S2: He is Zhai Zhigang.

S1: Where is he from?

S2: He is from China.

S3: Who is she?

S4: She is J·K·Rowling.

S3: Where is she from?

S4: She is from England.

…

2. (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。)

T: Look at the picture in 2b and complete the conversation. Then practice in pairs. I’ll ask

some groups to act it out in the front.

Step 4 Practice 第四步 练习(时间:10分钟)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

通过操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作介绍，内容要包含：①他/她是谁？②他/她来自哪个国家？目的是巩固前面所学知识。) T: Now take out the photo of your favorite person. Who can come to the front and introduce him/her to us?

Example:

S1: She is Kelly. She is from the U.S.A.

S2: They are Chen Yufan and Hu Haiquan. They are from Liaoning.

2. (运用1c的句型，两人一组相互问答，完成1c。)

Example:

S3: Who’s she?

S4: She is Kelly.

S3: Where’s she from?

S4: She is from the U.S.A.

S4: Who are they?

S3: They are …

S4: Where are they from?

S3: They are from …

3. (1)(先让学生自己朗读3，并注意语调。)

T: First read 3 by yourselves, and pay attention to the intonation.

(2)(播放3录音，跟读并核对自己的读音，标出正确的语调，完成3。)

T: Listen to the tape and imitate the intonation. Mark the correct intonation.

Step 5 Project 第五步 综合探究活动(时间:7分钟)

通过把所学知识灵活运用于实际交际中，培养学生学习英语的兴趣，增强学生学习英语的自信心。

1. (教师拿出课前准备好的两幅歌星的图片，让学生根据图片，运用重点句型，写出两组对话。并标出语调。)

Example:

S1: Who is he?

S2: He is Jay Chou.

S1: Where is he from?

S2: He is from Taiwan.

S1: Excuse me, who are they?

S2: They are Cai Zhuoyan and Zhong Xintong.

S1: Are they from Hong Kong?

S2: Yes, they are.

2. (创设合适的语境，结合本话题所学内容编写对话。)

For example:

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

A: Good morning.

B: Good morning.

A: Are you Xiao Fang?

B: Yes, I am.

A: Where are you from?

B: I’m from Chongqing.

A: Who is she?

B: She is Xiao Feng.

A: Where is she from?

B: She is from Guangdong.

A: Thank you, goodbye.

B: Goodbye.

3. Homework:

(1)采用对话的形式介绍你熟悉的人(如：姓名，出生地)。

(2)模仿2a，写一篇小对话。 板书设计：

Section C

The main activities are 1a, 2 and 3a. 本课重点活动是1a、2和3a。

Ⅰ. Teaching aims and demands 教学目标

1. (1)Learn some numbers:

zero, one, two, three, four, five, six, seven, eight, nine, ten

(2)Learn other new words:

telephone, number, it

2. Talk about personal information:

—What’s your telephone number?

—My telephone number/It is 6800-3553.

Ⅱ. Teaching aids 教具

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

照片/图片/数字卡片/实物/教学挂图/录音机/球

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

通过复习询问个人信息及出生地的句型，导入本课新单词。

1. (师生问候。出示事先准备好的两张本班学生的照片，进行问答练习。)

T: Look at the pictures, who are they? Now look at the first one.

T: Who is she?

Ss: She is S1.

T: Where is she from?

Ss: She is from …

T: Who is he?

Ss: He is S2.

T: Where is he from?

Ss: He is from …

T: Where are they from?

Ss: He is from … and she is from …

2. (找出来自不同地方的两个学生，就这两个学生向学生们提问。)

T: Are they from Henan?

S1: No, they aren’t.

T: Where are they from?

S2: He is from Fujian and she is from Jiangsu.

(然后再带领学生复习Is he/she from …?等句型。)

3. (出示各个国家的国旗及其标志性建筑物或景观的图片，复习国家名称。)

T: Which country is it?

Ss: Japan.

Ss: The U.S.A.

Ss: England.

Ss: China.

Ss: Canada.

Ss: Cuba.

T: If you go abroad someday, how can I contact you?(教师解释go abroad和contact。) Ss: 用电话。

T: S1S1: Yes, I can. 138…

T: …

)

’s begin to learn numbers.

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Step 2 Presentation 第二步 呈现(时间:10分钟)

通过学习0-10的数字，增强学生学习英语的兴趣，培养学生学习英语的语感。

1. (教师手持0-10的数字卡片，上面是阿拉伯数字，下面是英文单词。对折卡片，只出示阿拉伯数字，先示范每个数字的读音，要求学生先静听，再跟读。完成1a。)

T: Look at these numbers carefully, then listen to me and follow.

2. (教师连续朗读这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读。目的是培养学生语感。)

T: Read the numbers from zero to ten, and then from ten to zero.

T: zero one two three four five six seven eight nine ten Ss: zero one two three four five six seven eight nine ten

3. (播放1a 录音，让学生模仿正确的语音语调。)

T: Listen to the tape. Pay attention to the pronunciation and intonation.

4. (双人活动。一个学生用中文说出数字，另一个学生用英文说出这个数字，从而使学生能够准确熟练地掌握数字0-10的英文说法。)

T: Work in pairs. One says the numbers in Chinese, and the other says the numbers in English.

5. (教师在黑板上写出一组数字(0468)7533-8593，让学生试着以最快的速度读出。) T: This is my telephone number. (0468)7533-8593. What’s your telephone number?

S1: My telephone number/It is …(帮助学生回答。)

T: What’s your telephone number?

S2: …

…

(让学生读出自己家的电话号码，练习数字的读法。)

Step 3 Consolidation 第三步 巩固(时间:7分钟)

把数字融入实际生活，让学生会说英语数字，激发学生学习英语的兴趣，培养学生的观察能力。

1. (启发学生用英语数自己的手指，文具盒里的笔，书包里的书本，教室里的窗和灯等，把枯燥无味的数字融入现实的情境中进行学习，激发学生的学习兴趣。) T: Count your fingers or school things in English numbers. 2. (教师出示1b

教学挂图，完成1b。

)

T: We can see the numbers everywhere. Now look and say the numbers in 1b.

(采用抢答形式完成。) T: Picture 1. (车牌号

) S1

: Three two eight three.

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

(再次强调语调。)

T: Picture 2. (信封邮编)

S2: Zero five two two six zero

T: Picture 3. (QQ号码)

S3: One five eight one four one zero two eight

…

3. (教师在黑板上写出英文数字，让学生说出汉语。)

T: Please read these numbers in Chinese.

4. (两人一组，一个同学用英语说出一串数字，先从位数少的说起，另一个同学用汉语说出来。)

T: Let’s say some numbers. One speaks in English, and the other speaks in Chinese.

Step 4 Practice 第四步 练习(时间:10分钟)

通过询问电话号码，培养学生简单的英语交际能力。

1. (教师出示3a教学挂图，进行问答练习。)

T: Now look at the picture, what’s the telephone number?

Ss: It is 6800-3553.

2. (播放3a录音，学生跟读并模仿其语音语调。)

T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation.

3. (同桌之间互相操练。完成3a。)

4. (学生用真实信息互动操练，并表演。完成3b。)

5. (播放2，并完成2。提醒学生注意单词的重音及音节。)

T: Number the countries you hear. Then pay attention to the stress and syllables.

(核对答案。)

6. (师生共唱Where are you from?这首歌。完成4。)

T: Let’s sing this song Where are you from?.

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过制作名片和玩数字游戏，练习英文数字，激发学生学习英语的兴趣，帮助学生记忆单词。

1. (两人一组相互提问，交换信息。仿照3b中的名片，帮你同伴制作名片。)

2. (顺风耳——数字单词记忆比赛。)

(1)教师请学生闭上眼睛，听老师拍球的次数，随后快速抢答，说出对应的数字和该数字

的拼写。

(2)几轮之后由学生拍球，指名回答。

(3)可加大难度，快拍与慢拍相结合让学生猜。

3. (数字读写。)

(1)学生六人一组。

(2)教师事先准备好卡片，卡片上有几组数字。

(3)

各组轮流选两名学生，一名读数字，另一名把所听的数字写在黑板上。在规定时间内

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

停止。换下一组，最后写得又快又正确的组获胜。

4. Homework:

(1)帮自己的父母制作卡片。内容包括：姓名、国籍和电话号码。

(2)收集各类号码，认读并用英文书写在作业本上。

Section D

The main activities are 1 and 5. 本课重点活动是1和5。

Ⅰ. Teaching aims and demands 教学目标

1. Learn the phonetic alphabets:

/ /, / /, / /, / /

2. Review some useful sentences:

(1)—Excuse me, are you Jane?

—Yes, I am./No, I’m not.

(2)—What’s your name?

—My name is Sally.

(3)—What’s your telephone number?

—My telephone number/It is 6800-3553.

3. Review some personal pronouns:

I, we, you, he, she, it, they

4. Review the useful short forms:

isn’t=is not aren’t=are not she’s=she is he’s=he is

they’re=they are what’s=what is who’s=who is where’s=where is

5. Review questions and their answers with am/is/are:

(1)Where are you from? I’m from Canada.

(2)Is she Jane? Yes, she is./No, she isn’t.

(3)Is he Li Ming? Yes, he is./No, he isn’t.

(4)Who are they? They are Maria and Jane.

(5)Are you from Japan? Yes, we are./No, we aren’t.

Ⅱ. Teaching aids 教具

单词卡片/自制名片/教学挂图/录音机/小黑板或投影仪/照片

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

巩固数字的读法及升降调的用法，为导入新课做准备。

1. (让学生把家庭作业，即找到的固定电话号码、手机号码、门牌号码、车牌号码、邮编等都展示出来，两人一组互相提问。目的是巩固数字的读法。)

T: Read the numbers in pairs.

2. (教师出示句子让学生标升降调，检查学生语调的掌握情况。师生共同朗读，核对答案。) T: Read the sentences and mark the intonation.

Example:

A: What’s your name? ( )

B: My name is Kangkang. ( )

A: Are you from China? ( )

B: Yes, I am. ( )

A: What’s your telephone number? ( )

B: My telephone number is (010)6267-6790. ( )

3. (利用学生自制的名片，师生互动，进行综合能力考查。目的是及时发现学生的知识弱点，并给予指导。先师生问答，后学生与学生之间操练。)

T: What’s your name?

S1: My name is …

T: Where are you from?

S1: I’m from …

T: What’s your telephone number?

S1: My telephone number is …

Step 2 Presentation 第二步 呈现(时间:8分钟)

学习特殊电话号码的含义，丰富生活常识。练习元音字母a和e分别在开闭音节中的发音，培养学生的拼读能力。

1. (出示2图片，让学生观察并说出相应的电话号码，完成2。)

T: Boys and girls, what should we do when we meet the different troubles? Let’s look at the

pictures in 2 and you’ll know the answers.

2. (教师拿出准备好的卡片，a和e用不同颜色写出。)

T: Can you read this word?(出示写有Jane的卡片。)

Ss: Yes. / /.

T: Please read it.(出示写有name的卡片。)

Ss: / /.

T: Please read it.(出示cake并让学生试读。)

Ss: / /.(教师帮助回答。)

(让学生找出a的读音，并试发音/ /。)

T: Do they have the same vowel?(教师翻译。)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Ss: Yes, / /.

(教师教读/ /，并让学生注意口型，然后让学生观察这三个单词的拼写规则，教师帮助归纳发音规则，并解释开音节。)

Ss: 元音字母+辅音字母+不发音的e.

T: OK. How do you read this one then?(出示same的卡片。)

Ss: / /.(帮助回答。)

T: This one?(出示take的卡片。)

Ss: / /.

(用同样的方法教学字母a在闭音节中的读音。)

T: You’re great, now let’s read again.

(再让学生读/ /, / /和相应单词。)

(以同样的方法教学e的发音规律。)

)

(教师更正读音，并领读。)

4. (播放1录音，让学生仔细听并跟读，完成1。)

Step 3 Consolidation 第三步 巩固(时间:10分钟)

复习本单元所学知识和重点句型，培养学生综合运用语言的能力。

1. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找它们的搭档am, is, are。) T: Now let’s match the subject pronouns with am/is/are.

who, where开头的特殊疑问句。)

Example:

①I am Maria.

②I am not Maria.

③Are you Maria?

④Yes, I am./No, I’m not.

⑤Who is he? He is Tom.

⑥Where is he from? He is from …

3. (让学生看3a语法，教师归纳并领读。师生对话，掌握所给出的缩写词和问答句型，完成3a。)

4. (完成小黑板上的对话，让学生综合练习人称代词，be动词及以who，where开头的疑问句。)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

Step 4 Practice 第四步 练习(时间:10分钟)

让学生总结本单元重点句子，并操练。让学生学习chant，增强学生学习的积极性。

1. (让学生自主总结重点句子，教师补充并核对。)

T: Find out the useful expressions by yourselves. Then we’ll check the answers together.

2. (师生互动操练重点句子。完成3b。)

T: Excuse me, are you Jane?

S1: No, I’m not. I’m Wang Wei.

T: What’s your name?

S2: My name is Sally.

T: What’s your telephone number?

S3: My telephone number/It is 6800-3553.

(板书重点句子，学生自由练习，然后请学生到台前表演。目的是培养学生的口语表达能力及合作精神。)

3. (播放4录音。师生互动，活跃课堂气氛。进一步复习五个元音字母，完成4。)

Step 5 Project 第五步 综合探究活动(时间:7分钟)

通过游戏活动巩固所学知识，培养学生学习兴趣。

1. (进行音标/ / / / / / / /认读游戏。)

(1)游戏规则：要求学生集中注意力看教师的口型，教师读音标但不发出声音，让学生举手说出是哪一个音标。教师也可以让举手最快的学生来回答，如果正确则给予表扬。

(2)游戏之前，教师要强调这四个音标的发音口型，并让学生齐读几遍。

T: OK. Boys and girls, let’s play a game. First let’s review the phonetic alphabets.

Ss: OK.

T: Let’s begin our game. Look at my mouth carefully.(做发“/ /”音口型。)

仁爱版 七年级 教案 Unit1 Topic2 Section A B C D

S1: / /.

T: Oh, no. Look at my mouth again.

S2: / /.

T: Good, you’re right…

…

2. (完成5。)

(1)(把自己制作的名片拿出来，和伙伴一起对话。)

T: Make a dialog with your own name cards.

S1: What’s your name?

S2: My name is …

S1: Where are you from?

S2: I’m from …

S1: What’s your telephone number?

S2: My telephone number is …

(2)(根据自己制作的名片，在讲台前做自我介绍。目的是培养学生的语言理解能力和表达能力。)

T: Please introduce yourself.

Example:

Hello! My name is … I’m from … My telephone number is …

3. Homework:

(1)仿照5制作三～五个好朋友的个人信息卡。

(2)假设你是一名记者，你的搭档是个名人，对他做一个采访，写一份对话形式的调查报告。

(3)写一篇关于自己的短文。

板书设计：

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