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仁爱版英语七年级上册 Unit 1 Making New Friends 教案
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这是一份仁爱版英语七年级上册 Unit 1 Making New Friends 教案，共3页。
Unit 1 Making New FriendsTopic 2 Where are you from?Section BⅠ. Teaching methodsTask-based teaching method, the Situational Communicative Approach, etc.Ⅱ. Teaching aims⒈ Knowledge aims 能够掌握并应用新学习的单词:look； 能够正确使用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； 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：Who is she/he ? She/He is …. Where is she/he from? She/He is from….Is she/he from….? Yes, she/he is. No, she/he isn’t. 能够正确运用特殊疑问词where, who引导的特殊疑问句。⒉ Skill aims 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。⒊ Emotional aims 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. The key points and difficult points1. Key points 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 = Who is ; Where’s = Where is 2. Difficult points 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. Learning strategies 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. Teaching aids ppt and blackboardⅥ. Teaching proceduresⅦ. Blackboard design StepsActivitiesIntroduction(7 minutes)1. Greet with students. 2. Review the phonemes.Show some word cards. (words including the vowels a, e and consonants p, b, t, d, k, g) Let students try to read them one by one.3. Sing a song Where are you from together.Presentation(15 minutes)Ask the question, ”Where are you from?”Students answer, “I am from China.”Show a picture of Maria and Jane and ask, ”Who are they? Where are they from?” Students answer, ”They are Maria and Jane. Maria is from Cuba and Jane is from Canada.”Show a picture of Yao Ming and ask, “Look! Who is he?” Write down the sentence on the blackboard (Who is he? =Who’s he？).Ask the next question: “Where is he from?’(Where is she from? = Where’s she from?). The teacher writes down the sentence on the blackboard.Show the pictures of 1a and let students watch the flash carefully. And then let students mark T or F in 1a.Read the conversations and check the answers.Let two students translate the conversations in 1a.Find the key sentences and key points in 1a.Read the conversations and practice in pairs, and then ask some pairs to act out.Consolidation(10 minutes)1. Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Steven Hawking and choose one student to describe Steven Hawking.2. Ask and answer questions about Stephen Hawking with one student to make an example.3. Let students make similar conversations about Deng Yaping and Michael Jordan in pairs.Practice(6 minutes)1. Show two name cards and let students observe the differences between the two name cards, and then present“full name, family name, given name.”Let students talk about it in pairs then choose some students to tell the rules of usages of these names.2. Let students use the key information to make name cards and then check the answer.3. Show a picture of one of students’ classmates and ask students to make a name card for him.Production(7 minutes)1. Do some exercises.2. Assign homework:1) Make your own name card. 2) Read and recite the dialog in 1a.3) Finish the exercises of Section B in the workbook. 4) Preview Section C. Teaching reflectionUnit 1 Topic 2 Section BLook! Who is he∕she? =Who’s he/she？ September 7th She/He is … = She’s/He’s … G1 G2 G3 G4 2. Where is she/he from? = Where’s she/he from? She/He is from… = She’s/He’s from…Is she/he from …? Yes, she/he is. /No, she/he isn’t.
Unit 1 Making New FriendsTopic 2 Where are you from?Section BⅠ. Teaching methodsTask-based teaching method, the Situational Communicative Approach, etc.Ⅱ. Teaching aims⒈ Knowledge aims 能够掌握并应用新学习的单词:look； 能够正确使用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； 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：Who is she/he ? She/He is …. Where is she/he from? She/He is from….Is she/he from….? Yes, she/he is. No, she/he isn’t. 能够正确运用特殊疑问词where, who引导的特殊疑问句。⒉ Skill aims 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。⒊ Emotional aims 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. The key points and difficult points1. Key points 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 = Who is ; Where’s = Where is 2. Difficult points 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. Learning strategies 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. Teaching aids ppt and blackboardⅥ. Teaching proceduresⅦ. Blackboard design StepsActivitiesIntroduction(7 minutes)1. Greet with students. 2. Review the phonemes.Show some word cards. (words including the vowels a, e and consonants p, b, t, d, k, g) Let students try to read them one by one.3. Sing a song Where are you from together.Presentation(15 minutes)Ask the question, ”Where are you from?”Students answer, “I am from China.”Show a picture of Maria and Jane and ask, ”Who are they? Where are they from?” Students answer, ”They are Maria and Jane. Maria is from Cuba and Jane is from Canada.”Show a picture of Yao Ming and ask, “Look! Who is he?” Write down the sentence on the blackboard (Who is he? =Who’s he？).Ask the next question: “Where is he from?’(Where is she from? = Where’s she from?). The teacher writes down the sentence on the blackboard.Show the pictures of 1a and let students watch the flash carefully. And then let students mark T or F in 1a.Read the conversations and check the answers.Let two students translate the conversations in 1a.Find the key sentences and key points in 1a.Read the conversations and practice in pairs, and then ask some pairs to act out.Consolidation(10 minutes)1. Give students 1 minute to do 1b in pairs, then choose two pairs to show their conversations to the whole class. After that, show a picture of Steven Hawking and choose one student to describe Steven Hawking.2. Ask and answer questions about Stephen Hawking with one student to make an example.3. Let students make similar conversations about Deng Yaping and Michael Jordan in pairs.Practice(6 minutes)1. Show two name cards and let students observe the differences between the two name cards, and then present“full name, family name, given name.”Let students talk about it in pairs then choose some students to tell the rules of usages of these names.2. Let students use the key information to make name cards and then check the answer.3. Show a picture of one of students’ classmates and ask students to make a name card for him.Production(7 minutes)1. Do some exercises.2. Assign homework:1) Make your own name card. 2) Read and recite the dialog in 1a.3) Finish the exercises of Section B in the workbook. 4) Preview Section C. Teaching reflectionUnit 1 Topic 2 Section BLook! Who is he∕she? =Who’s he/she？ September 7th She/He is … = She’s/He’s … G1 G2 G3 G4 2. Where is she/he from? = Where’s she/he from? She/He is from… = She’s/He’s from…Is she/he from …? Yes, she/he is. /No, she/he isn’t.
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