仁爱七上UnitTopicWhereareyoufromD

仁爱七上UnitTopicWhereareyoufromD

七上仁爱版英语Unit 1 Topic 2 Where are you from SectionD教学设计 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? I’m from Canada.‎ ‎(3)Is she Jane? Yes, she is.‎ ‎(4)Is he Li Ming? No, he isn’t.‎ ‎(5)Who are they? They are Maria and Jane.‎ ‎(6)Are you from Japan? Yes, we are./No, we aren’t.‎ ‎4. Review some useful expressions:‎ ‎(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.‎ Ⅱ. Teaching aids 教具 录音机/自制图片/实物教具/投影仪/照片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟)‎ ‎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程度。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: Where are you from? ( )‎ B: I’m from China. ( )‎ A: What’s your telephone number? ( )‎ B: My telephone number is (010)6267-6790. ( )‎ ‎3. (利用学生自制的名片，进行综合能力考查，师生互动。目的是及时发现学生的知识弱点，教师给予指导。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)‎ ‎1. (出示2图片，让学生观察图片，说出相应的电话号码种类名称。由个人的电话号码过渡到生活中息息相关的电话号码。完成2。)‎ ‎ T: Look at the pictures. What should we do when we meet the different troubles?‎ ‎2. (1)(教师出示1中含有/eI/和/A/读音的图片，师生互动问答，呈现含/eI/和/A/音的单词。)‎ T: What’s your name?(教师问一位英文名叫Jane的同学 S1: My name is Jane.‎ T: And what’s this?(举起蛋糕的图片 Ss: It’s a cake.‎ T: What’s this?(举起自己的一只手。)‎ Ss: It’s a hand.‎ T: What’s this?(拿起一个学生的书包。)‎ Ss: It’s a bag.‎ T: Good. What’s this?(展示一幅地图。)‎ Ss: It’s a map.‎ T: The map is in the bag now.(把地图放到书包里。)‎ ‎(出示小黑板，并领读。)‎ ‎ /eI/ Jane name cake ‎/A/ hand map bag T: Now look at the blackboard and read them together.‎ ‎(读完后让学生观察，并归纳。学生会发现都是字母a，发/eI/时后面有辅音字母和字母e。先由学生总结，最后老师再进行补充说明。并简单讲解开音节和闭音节。让学生找出更多类似的单词。)‎ T: In the open syllable, “a” sounds /eI/.‎ ‎ In the closed syllable, “a” sounds /A/.‎ ‎ Do you know other words with the sound of /eI/?‎ Ss: face, plane …‎ T: Very good. What about /A/?‎ Ss: an, has …‎ ‎ (2)(教师出示1中含有/i:/和/e/读音的图片，师生互动问答，呈现含/i:/和/e/音单词。)‎ T: Excuse me, is she Lucy?‎ Ss: Yes, she is.‎ T: Where is she from?‎ Ss: She is from the ‎U.S.A.‎ T: Are we from China?‎ Ss: Yes, we are.‎ T: What’s this?(出示鸡蛋图片。)‎ Ss: It’s an egg.(帮助学生回答。)‎ T: What’s this?(出示一支钢笔。)‎ Ss: It’s a pen.‎ T: What’s this?(出示连衣裙图片]‎ Ss: It’s a dress.‎ ‎(出示小黑板，并领读。)‎ ‎ /i:/ me she we ‎ /e/ egg pen dress T: Now look at the blackboard and read them together.‎ ‎(读完后让学生归纳总结字母e在开音节和闭音节中的读音规则。)‎ S1: In the open syllable, “e” sounds /i:/. In the closed syllable, “e” sounds /e/.‎ S2: “E” in the words the sounds /i:/.‎ T: Very good. What about /e/?‎ Ss: seven, telephone …‎ ‎3. (教师播放1录音，让学生听并画出含有该音素的字母。)‎ Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ ‎1. (教师先将各人称代词做成单独的小卡片，让学生在黑板上找他们的搭档am, is, are。)‎ T: Now let’s match the subject pronouns with am/is/are.‎ I he she it we you they am is are ‎2. (让学生根据上表造句，要求使用肯定句、否定句、一般疑问句、肯定、否定回答及以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 …‎ Step 4 Practice 第四步 练习(时间:10分钟)‎ ‎1. (让学生自主总结重点句子，老师补充并核对。)‎ 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，然后找学生到台前表演。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，放松的同时进一步复习5个元音字母。)‎ ‎ Step 5 Project 第五步 综合探究活动(时间:8分钟)‎ ‎1. (跟我说—音标/eI/ /A/ /i:/ /e/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，再让其他学生用“Yes”或“No”进行判断。教师也可以让举手最快的学生来回答，如果正确则给予口头奖励。‎ ‎(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 alphbets.‎ Ss: OK.‎ T: Let’s begin our game. Look at my mouth carefully.(做发“/e/”音口型。)‎ ‎ S1: /A/.‎ ‎ T: Oh, no. Look at my mouth again.‎ S2: /e/.‎ T: Good, you’re right…‎ ‎…‎ ‎2. (完成5。)‎ ‎(1)(把自己制作的姓名卡片拿出来，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)(根据自己制作的姓名卡片，在讲台做自我介绍。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3-5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：‎ Where are you from?‎ Section D ‎1. /eI/ Jane name cake (4)—Are you from Japan?‎ ‎/A/ hand bag map —Yes, we are./No, we aren’t.‎ ‎/i:/ me she we (5)—Excuse me, are you Jane?‎ ‎/e/ egg pen dress —Yes, I am./No, I’m not.‎ ‎2.(1)—Is she Jane? (6)—What’s your name?‎ ‎—Yes, she is. —My name is Sally.‎ ‎(2)—Is he Li Ming? (7)—Where are you from?‎ ‎—No, he isn’t. —I’m from Canada.‎ ‎ (3)—Who are they? (8)—What’s your telephone number?‎ ‎ —They are Maria and Jane. —My telephone number/It is 6800-3553.‎