仁爱版初中英语七年级上册Unit 1Topic 2 Where are you fromB 1优质课教案.docx
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仁爱版初中英语七年级上册Unit1Topic2WhereareyoufromB1优质课教案
Topic2Whereareyoufrom
SectionB
Ⅰ.Materialanalysis
本节课是在SectionA所学知识的基础上拓展学习新知识，主要活动是1a和2a。
通过看、听、说，复习询问姓名、国籍的表达方式，并进一步学习对第三人称基本信息的询问“Whoisshe/he?
”，“She/Heis…”，“Whereisshe/hefrom?
”此外，学生还会了解到英美国家在姓名表达方式上与中国的不同，老师将利用图片和师生互动展开教学，最后，通过学唱英文歌巩固本课的询问国籍表达及国家名称。
Ⅱ.Teachingaims
⒈Knowledgeaims
能够掌握并应用新学习的单词:
look；
能够正确使用be动词am,isare的一般现在时在不同情况下形式上的不同变化；
能够正确使用人称代词：
she,he；
能够用英语熟练表达询问姓名、国籍的方式：
Whoisshe/he?
She/Heis….
Whereisshe/hefrom?
She/Heisfrom….Isshe/hefrom….?
Yes,she/heis.No,she/heisn’t.
能够正确运用特殊疑问词where,who引导的特殊疑问句。
⒉Skillaims
能听懂有关询问姓名、国籍等基本情况的简单对话或叙述；
能运用图文就表示询问姓名、国籍等基本情况的话题进行简单的交流；
能正确地朗读对话，并能注意语音语调；
能正确使用英文句子的书写格式和单词的大写规则。
⒊Emotionalaims
能够与同学积极合作，参与课堂活动，大胆实践，培养友好互助的精神；
能有兴趣用所学的功能句进行口头对话；
使学生乐于接触并了解异国文化。
Ⅲ.Thekeypointsanddifficultpoints
1.Keypoints
正确使用表示询问姓名、国籍等的表达方法；
正确使用人称代词：
she,he
掌握Be动词am,is,are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式Who’s=Whois;Where’s=Whereis
2.Difficultpoints
特殊疑问词where,who引导的特殊疑问句；
Be动词am,is,are的应用；
单数句型和复数句型的互换。
Ⅳ.Learningstrategies
通过学习中西方姓名书写顺序的不同，了解中西方文化的差异。
Ⅴ.Teachingaids
多媒体、黑板、教学挂图和录音机。
Ⅵ.Teachingprocedures
Step
Interactionpatterns
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewholeclasswork.
2.Individualwork.
1.Responsetheteacher.
T:
“Hello!
Good
morning,Nicetomeetyou.”
Ss:
“Hi,Goodmorning.Nicetomeetyou,too.”
2.T:
“Excuseme,areyou…”
S1:
“Yes,Iam.”
Theteacherwalkstonextstudent.
T:
“Excuseme,areyou…”
S2:
“No,I’mnot.Iam…”;
Thestudentanswers;“Theyare…and…”;
Studentsreadthewordcardsonebyone.
1.Greetwithstudents.
2.Walktoonestudentandgreetwiththem;
Pointtotwostudentsandaskonestudent:
“Whoarethey?
”;
Showsomewordcards.（含有元音字母a,e以及辅音p,b,t,d,k,g）Letstudentstrytoreadthemonebyone.
Presentation
（15minutes）
1.Thewholeclasswork,pairworkand
individualwork.
2.Thewholeclasswork.
1.Do2a.Thestudentsanswer,“SheisDengYaping=She’sDengYaping”;
Thestudentsanswer,“SheisfromChina.=She’sfromChina.”;
Studentsmakeuptheirconversationsinpairs;
T:
“Look!
Whoishe?
（chooseoneto
answer）”
S1:
“HeisStephenHawking.（He
is=He’s）”
T:
“IshefromChina,too?
”
Ss:
“No,heisn’t.”
T:
“Whereishefrom?
”（chooseonetoanswer）
S2:
“HeisfromEngland.”;Studentsmakeuptheirconversationsinpairs.
2.Do1a.Studentslookatthepicture,thenlistenandfollowit;
MarkTorFin1a;
Listentothetapeagainandchecktheanswers.
1.Showthefirstpictureof2aandsay:
“Look!
Whoisshe?
”（老师解释：
Look!
意为“看”为了引起对方的注意;is可缩为’s）Writedownthesentenceontheblackboard（Whoisshe?
=Who’sshe？
）;
Askthenextquestion:
“Whereisshefrom?
’（老师解释：
Whereisshefrom?
=Where’sshefrom?
）.Theteacherwritesdownthesentenceontheblackboard.
Showthesecondpictureof2a;
Showthelastpictureof2aandgivesstudents1minutetomakeupanew
conversationusingthekeysentences:
“Who’sshe/he?
Where’sshe/he/Isshe/hefrom…?
”;
Chooseonepairtosharetheirconversationtothewholeclass.
2.Showthefirstpictureof1atothemandletstudentslistentothetapecarefully.Andinthesamewayshowthesecondpicturetostudentsandletstudentslistentothetapecarefully;
Givestudents1minutetomarkTorFin1a.
Playthetapeof1aagainandletstudentschecktheanswers,payingattentiontothekeysentences.
Consolidation
（10minutes）
1.Pairworkandindividualwork.
2.Thewholeclassworkandindividualwork.
1.Do1b.Twopairssharetheirconversationswiththewholeclass;
OnestudentdescribesDengYaping.
2.Do2b.Studentsusethekeyinformationtomakeacompletenamecardorally;
Onestudentcomestotheblackboardtomakeacompletenamecard,theothersdoitintheirbooks;
SomestudentscomparethedifferencebetweenChineseandEnglishnames.Thentalkabouttheirideas;
Listentotheteachercarefully.
1.Givestudents1minutetodo1binpairs,thenchoosetwopairstoshowtheirconversationstothewholeclass.Afterthat,showapictureofDengYapingandchooseonestudenttodescribeDengYaping.
2.Letstudentsusethekeyinformationtomakeanamecardandthendrawanamecardontheblackboard;
ShowapictureofStephenHawking,andletonestudentmakeacompletenamecardontheblackboardandtheothersdoitbythemselvesintheirbooks;
Checktheanswersandletstudentsobservethedifferencesbetweenthetwonamecards,andthenpresent“fullname,familyname,givenname.”Letstudentstalkaboutitinpairsthenchoosesomestudentstotelltherulesofusagesofthesenames;
Makeasummaryaboutthedifferencesbetweenthetwonamecards.
Practice
（10minutes）
1.Individualwork.
2.Thewholeclassworkandindividualwork.
3.Individualwork,pairworkandthewholeclasswork.
4.Thewholdclass
work.
1.Thestudentsdothenamecardsandonestudentreportshis/herpassage.
2.DoSectionA-3b.
Readthewordsbythemselves;
Somestudentsreadthewordsonebyone;
Listenandcheckthewordsin3b;
Listenandrepeatthewords.
3.Do3.Readthesentencesbythemselves,imitatethetapeanddiscusstheuseofcapitalletters;
Somestudentssharetheirideaswiththewholeclass.
4.Do4.Listenandsingthesongtogether.Thenlistenagainandsingthesongandcirclethenameofeachcountry.
1.Letstudents
maketwoshortpassagesaccordingtothetwonamecardsfor1minute.Thenchooseonestudenttoreporthis/herpassage.
2.Showsomewordcardstostudentsandletstudentsreadthembythemselves;
Choosesomestudentstoreadthewordsonebyone;
Playthetapeandletstudentslistenandcheckthewords;
Playthetapeagainandletstudentslistenandrepeatthewords.
3.Givestudentssometimetoread3bythemselvesfirstandthenplaythetape.Afterthat,letstudentspayattentiontothecapitallettersanddiscusstheminpairs;
Thenchoosesomestudentstomakeasummaryaboutthecapitalletters（老师还可补充一些需要首字母大写的情况，如节日、星期、月份等）;
Giveasummaryaboutthecapitalletters.
4.Letstudentslistentothetape,singthesongtogetherandcirclethenameofeachcountry.
Production
（5minutes）
1.Individualworkandgroupwork.
1.Maketheirnamecardsbythemselves;
Onestudentintroducestheotherstudentsinthegrouptotheteacherusingthekeysentences“She/Heis…Familynameis…Givennameis…She/Heisfrom…”
1.Givestudents1minutetomakehis/hernamecard;
Chooseonestudenttomakeanintroduction.（老师可选择几组同学到讲台上做介绍）
2.Assignhomework:
Reviewthekeywordsandexpressions;
Use“Who’sshe/he?
Where’sshe/hefrom?
Isshe/hefrom…?
”tomakeupashortsong;
Previewthewordsand1ainSectionC.
Teachingreflection:
本节课继续学习由特殊疑问词Where,Who引导的特殊疑问句，老师由SectionA的内容引入新课的学习，但时间过长，以后要注意时间的合理分配；关于语音部分，因为SectionA部分已经学习过字母的读音规则，在拼读单词时就相对简单，因此，没必要花太多时间。
Ⅶ.Blackboarddesign
Whereareyoufrom?
SectionB
DengYaping
1.Look!
Whoishe∕she?
=Who’she/she？
StephenHawking
2.She/Heis…=She’s/He’s…
3.Whereisshe/hefrom?
=Where’sshe/hefrom?
4.Isshe/hefrom…?
Yes,she/heis./No,she/heisn’t.
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