仁爱英语七年级上册汇报课教案.doc

Section B
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. 教学目标
1. Learn some new words:
who, they,full name, family name,given name
2. Learn about personal information:
(1)—Who is she?
—She is Jane.
(2)—Is she from Canada?
—Yes, she is.
(3)—Where is he from?
—He is from Japan.
3. Learn about the intonation.
Ⅱ. 教具
图片 /录音机/中外名人图片
Ⅲ.五指教学方案
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: Who is he?(出示Tony图片。)
Ss: He is Tony.
T: Where is he from?
Ss: He is from England.
(板书并要求学生掌握。)
who
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: Is he from Cuba?
Ss: No, he isn’t. He is from Japan.
(板书并要求学生了解。)
Cuba
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: No, they aren’t.(帮助学生回答。)
(板书并要求学生掌握they，解释aren’t=are not。)
they, 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.
…
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. (看1a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.
(板书含有缩写词的句子并解释。)
She’s from China.
He’s from England.
She’s=She is
He’s=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。)
T: 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?
—He/She is from …
Where’s=Where is
4. (要求学生两人一组互动操练1a。请几组学生根据图表演对话，完成1a。)
5. (看2a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 …?
—No, they aren’t.
—Where are they 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。)
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. (看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.
第四步 练习(时间:10分钟)
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.
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:
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：
Where are you from?
Section B
1.—Who is he/she? 2.—Is he/she...?
—He/She is … —Yes,.../No,...
—Where’s he/she from? —Are they from …?
—He/She is from … —No, they aren’t.
—Where are they from?
—… is from … and … is from …