七年级英语上册 Unit 1 Topic 2 Where are you from教案 （新版）仁爱版-（新版）仁爱版初中七年级上册英语教案.doc

备课内容
执教人随笔
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, England, the USA, Japan
3. Learn other new words and useful expressions:
excuse, excuse me, what, name, where, from, be from, the
4. Talk about people’s names and where people 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 England?
—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
录音机/教学挂图/名人卡片/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
1. (师生问候，复习前一话题所学知识，为此课学习做铺垫。)
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.
2. (教师出示四个主人公的图片或利用教材封面出示，通过问候四个小主人公，进而学习
新知识。)
T: Look at the pictures, who are they?(教师解释they的汉语意思。)
Ss: They are Kangkang, Michael, Jane and Maria.
T: How are they today?
Ss: We don’t know.(教师帮助学生回答。)
T: Now let’s greet them together. (教师解释此句话的意思。)
T&Ss: How are you?
…
(当然四个小主人公不能回答，这时老师可用神秘的语气告诉学生, 他们回答他们也很好。)
T: I heard their answer. They said to me: “We’re OK.” But who can tell me where are they from?
(板书)
we, me
Where are they from?
S1: 康康来自中国。
S2: 迈克尔来自美国。
S3: 简来自加拿大。
S4: 玛丽亚来自古巴。
T: You’re very clever. How to say them in English?
Kangkang is from China.
Michael is from the U.S.A.
Jane is from Canada.
Maria is from Cuba.
(板书)
be from, China, Canada, …
3. (出示另两幅人物图片，背面写有人名及来自的国家名。一幅是来自日本的由纪夫(Yukio)，一幅是来自英格兰的托尼(Tony)，教授新词及句型。)
T: Look at the pictures. Who are they? Where are they from?
Ss: He is Yukio. He is from Japan. He is Tony. He is from England. (帮助学生回答。)
(板书)
Japan, England, he
T: Now we know their names, but they don’t know each other, then how do they get to know
each other?
Ss: …
(根据学生的回答情况，总结如何结识他人。导入1a。)
(板书)
—Excuse me, are you …?
—Yes, I am.
—What’s your name?
—My name is …
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (出示1a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 following questions.
(1)Who are they?
(2)Where 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。)
T: Now let’s listen to 1a again and read after it. Pay attention to the pronunciation and intonation.
3. (让学生独立朗读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.
(板书)
—Excuse me, are you …?
—Yes. … What’s your name?
—My name is … Where are you from?
—I’m from … Are you from …?
—No, …
Step 3 Consolidation 第三步 巩固(时间:10分钟)
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 according to the sentence patterns below.
—Excuse me, are you …?
—Yes, I am. What’s 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的情况如所在区或村来表演。方式同上。)
T: I’ll give you another two minutes. Practice the sentence patterns below with the countries you learned first, then you can use your own personal information to act out the conversation with your partner.
—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 conversation with the information above. 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?
S3: I’m from Beijing. Are you from Beijing?
S4: No, I’m not. I’m from Shanghai.
Step 4 Practice 第四步 练习(时间:12分钟)
1. (出示2a教学挂图，让学生特别注意图片中远处的第三人，通过观察图片，让学生学会知识的迁移。即是由第一、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自主造句。)
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. (根据教学挂图的第三人或课前准备好的其他人物图片，两人一组操练对话。完成2b。)
T: Practice the conversation with your partner. Act out your conversations.
4. (分组活动。五人一组合作完成3。教师规定时间，完成最快最准确的小组为获胜组。最后师生共同核对答案。)
T: Let’s finish 3.
5. (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 right countries.
6. (让学生自主完成5。并观察下划线的部分，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:10分钟)
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。选出一个正确的字母组合，就把相应字母都擦掉，直到字母全部被擦掉为止。让学生两人一组搭配，哪组最快最准，哪组就取胜。)
2. (名人会：给每个学生一张名人卡片，并让学生充当卡片上的名人。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)用自己的姓名，国籍，三人一组，根据1a和2a编一个对话。
(2)预习Section B的新词。
(3)每个学生带一张最喜欢的体育明星或电影明星的照片，最好有国旗图片以及他/她们国家著名建筑或自然风光的图片，以备下节课使用。
板书设计：
Where are you from?
Section A
1.—Excuse me, are you Jane? 4.—Are you from England?
—Yes, I am. —No, I’m not.
2.—What’s your name? 5.—Is he Li Ming?
—My name is Sally. —Yes, he is./No, he isn’t.
3.—Where are you from?
—I’m from Canada.
课后反思

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 useful words and expressions:
who, they, aren’t=are not
2. Talk 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. Know about the intonation.
Ⅱ. Teaching aids 教具
录音机/中外名人图片/教学挂图/投影仪或小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
1. (师生问候过后，教师出示上节课4中的四幅图片，复习旧知识引出新知识。)
T: Look at the four pictures. Do you remember them? The first one.
(出示第一幅附有人名的图片。)
Ss: She is Zhao Lin. (教师引导回答。)
T: Where is she from?
Ss: She is from China.
(出示第二幅附有人名的图片。)
T: Is he Jim?
Ss: Yes, he is.
T: Where is he from?
Ss: He is from Canada.
(出示第三幅附有人名的图片。)
T: This time you ask, I answer.
S1: Is he Jim?
T: No, he isn’t. He is Tom.
S1: Where is he from?
T: He is from the U.S.A.
(出示第四幅没有附人名的图片。)
T: Look at the last one. Who is she?
(板书)
Who is she?
S2: She is Kumiko.
T: Where is she from?
S2: She is from Japan.
T: OK, good. Now Let’s look at another three pictures. (导入1a。)
Step 2 Presentation 第二步 呈现(时间:15分钟)
1. (教师展示1a和2a教学挂图，让学生回答他们是谁，并介绍两名运动员的基本信息。)
T: Look at the pictures, who are they? Who knows something about them? Look at the first picture. Who is she?
Ss: She is Deng Yaping.
T: Where is she from?
Ss: She is from China.
T: Look at the second picture. Who is he?
Ss: He is David Beckham.
T: Where is he from?
Ss: He is from England.
T: Look at the third picture. Who are they?
Ss: They are Kangkang. Michael, Jane and Maria.
T: Where are they from?
Ss: …
2. (播放1a录音，跟读。模仿其语音语调。)
T: Listen to the tape and repeat, pay attention to the pronunciation and intonation.
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’s 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。找几组学生根据挂图表演对话。)
5. (出示2a教学挂图，教师对挂图中人物与学生进行对话。引入2a。然后播放2a录音，回答问题。)
T: Now please look at the picture. Who are they?(指向Maria和Jane。)
S1: They’re Maria and Jane.
T: Are they from Japan?
S2: No, they aren’t.
T: Where are they from? Do you know?
S: Sorry, I don’t know.
T: Please listen to the tape and you’ll find out the answer.
T: Listen to 2a and answer the following question.
Where are Jane and Maria from?
(板书)
—Are they from …?
—No, they aren’t.
—Where are they from?
—… is from … and … is from …
aren’t=are not
6. (再次播放2a录音，跟读，并标出升降调。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
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.
(中国—长城 五星红旗)
(英国—大本钟 米字旗)
(美国—自由女神像 星条旗)
Example:
S1: Who is he?
S2: He is Liu Xiang.
S1: Where is he from?
S2: He is from China.
S3: Who is she?
S4: She is Kelly Holmes.
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。巩固2a。即第三人称复数Wh-questions，以who, where开头的特殊疑问句型的问答。)
3. (根据2b图片，两人一组操练对话。找几组学生到台前表演。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让每个学生事先准备好一张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他是谁？②他来自哪个国家？完成1c。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? You can use the following sentences:
Who’s he/she?
Where’s he/she from?
Example:
S1: She is Kelly. She is from the U.S.A.
S2: They are Chen Yufang and Hu Haiquan. They are from Liaoning.
2. (运用板书的句型，两人一组相互问答。练习不同人称的人称代词。)
Example:
S2: Who is she?
S1: She is Kelly.
S2: Where is she from?
S1: She is from the U.S.A.
S1: Who are they?
S2: They are …
S1: Where are they from?
S2: They are from …
3. (1)(先让学生自己朗读3，并标出语调。)
T: First read 3 by yourselves, and mark the intonation.
(2)(播放3的录音，核对答案。)
T: Listen to the tape, imitate the intonation. Check the answers.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
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.
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. 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，写出小对话。
3. 有绘画才能的同学画一张本班同学的画像。
板书设计：
Where are you from?
Section B
1.—Who is he/she? 2.—Who are they?
—He/She is … —They are … and …
—Where’s he/she from? —Are they from …?
—He/She is from … —No, they aren’t.
Where’s=Where is —Where are they from?
… is from … and … is from …
aren’t=are not
课后反思

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 useful 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
录音机/图片/教学挂图/单词卡片/球/投影仪
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生问候。出示两张本班学生的画像，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. (复习“来自哪里”这一句型，把前两课出现的国家的国旗及标志性图片展示出来，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 with you?(教师解释go abroad和contact with的汉语意思。)
Ss: 用电话。
T: S1, can you tell me your telephone number?
S1: Yes, I can. 138…
(板书)
telephone number
T: But how to say it in English? Let’s learn about numbers.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师手持数字卡片0-10，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.
(板书)
zero, one, two, three, four, five, six, seven, eight, nine, ten
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.
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. (组织学生进行两人一组的活动，即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 say the numbers in Chinese, and the other say the numbers in English.
4. (教师在黑板上写出两组数字0、3、4、5、6、7、8、9，打乱后组成一个电话号码
[phone]。让学生试着以最快的速度读出。)
T: This is my telephone number. [phone]. 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。)
(板书)
— What’s your telephone number?
— My telephone number/It is …
Step 3 Consolidation 第三步 巩固(时间:5分钟)
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，把枯燥无味的数字拉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.
(注意强调语调。)
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
…
Step 4 Practice 第四步 练习(时间:10分钟)
1. (教师出示3a教学挂图，操练询问对方电话号码的问答。)
T: Now look at the picture, what are they talking about?
2. (播放录音3a，跟读，模仿其语音语调。)
T: Listen to 3a and read after it. Pay attention to the pronunciation and intonation.
3. (教师找一名学生示范对话，然后同桌之间互相操练。完成3a。)
4. (再用真实姓名互动操练，并上台前表演。完成3b。)
5. (播放2，并完成2。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:10分钟)
1. (两人一组交换信息，相互提问。仿照3b中的名片，自制你同伴的名片。)
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。
(2)几轮之后由学生拍球，指名回答。说对加一个五角星，说错则由别的学生回答。
(3)可加大难度，快拍与慢拍相结合让学生猜。
(4)获胜的学生进入下一轮游戏。
3. (电话号码报一报。)
(1)“顺风耳”游戏获胜的学生分成两个小组，进行对抗赛。
(2)参赛的每个学生都要准备一张纸，上面写一个六位数的电话号码。
(3)在教师宣布游戏开始后，第一组的第一名学生立即出示手中的号码，第二组的第一名学生则立即用英文将这个号码说出来。
(4)说对的同学给组内加1分，最后得分最多的一组为优胜组。
4. Homework:
(1)描述自己父母的真实情况。内容包括：姓名、国籍和电话号码。并制成名片卡。
(2)让学生另找一些各类号码进行认读并用英文书写。
板书设计：
Where are you from?
Section C
zero one two three four five six seven eight nine ten
—What’s your telephone number?
—My telephone number/It is …
课后反思

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:
/eI/, /A/, /i:/, /e/
2. Review some personal pronouns:
I, we, you, he, she, it, they
3. Review questions and their answers with am/is/are:
(1)she’s=she is he’s=he is they’re=they are what’s=what is
where’s=where is who’s=who is isn’t=is not
(2)Where are you from?