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1、仁爱版七年级上英语全册教案Unit 1 Making New Friends Topic 1 Welcome to China! Section A The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 ?. Teaching aids 教具 投影仪/教学挂图/录音机/字母卡片/小黑板 ?. Five-finger Teaching Plan 五指教学方案 Step 1 Introduction 第一步 介绍(时间:6分钟) 本节课是开篇，教师应向全体学生说明以下两点:1.学习英语的重要性。2.学习英语的正确方法。目的:激发学生学习英
2、语的兴趣，提高学习效率。 Step 2 Presentation 第二步 呈现(时间:9分钟) 呈现简单的打招呼用语，并进行听说练习，学以致用。 1. (运用真实情境，让学生学会如何与他人简单地打招呼。) (1)(教师向一学生做手势以示打招呼。) T: Hello! S:Hello!(启发学生回答。) 1(板书Hello!让学生猜测其意思并掌握。) hello (师生互动操练Hello!) T: Hello! Ss:Hello! (2)(用同样的方式教学Hi!板书并要求学生理解。) Hello! = Hi!(非正式) Hello! Hi! (同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼
3、。并让学生之间用真实姓名依次操练) T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。) T: Hi, Li Lei! S: Hi, Mr./Miss. 2S: Hi, Zhang Hua! 3S: Hi, Chen Jun! 4S: Hello, Zhou Jie! 5S: Hello, Zheng Hua! 6(3)(教师亲切地用手势跟同学们打招呼。) T: Good morning! (重复几遍后，启发学生回答。) S
4、s: Good morning! (板书并要求学生掌握。) Good morning! 1 (让学生猜测Good morning!的意思，教师给予提示:早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!) (教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!) S: Hi! S. 78S: Hi! S. 87S: Hello! S. 910S:Hello! S. 109S:Good morning! S. 1112S:Good morning! S. 1211 (对学生的表演给予掌声鼓励。) 2. (用投影仪或教学挂
5、图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生:他们之间应该怎样打招呼呢?) Ss: Hi!/Hello!/Good morning! (利用上面图片教学China，板书并要求学生掌握。) China T: Good morning! Welcome to China! Ss: Good morning! Thank you./Thanks.(帮助学生回答。) (板书并教学，要求学生掌握。) Welcome to China! Thank you./Thanks. (师生互动操练以上对话。) 3. (播放1a录音, 让学生跟读, 注意模仿语音语调。) T: Listen to
6、 the tape and follow. Pay attention to the pronunciation and intonation. 4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane, Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。) Step 3 Consolidation 第三步 巩固(时间:12分钟) 通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。 1. (1)(教学Im Are you ? Yes, I am./No, Im not.) (教师找两名男生和两
7、名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说Im Kangkang. Im Michael. Im Jane. Im Maria. 引出Im=I am. 再问Are you ? Yes, I am./ No, I am not.) (板书并要求学生掌握。) Im Are you ? Yes, I am./ No, Im not. (教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并作自我介绍。) T: Hi!/Hello! Im (教师手指着自己，并引导学生作自我介绍。) S: Hi!/Hello! Im Wu San. (S站起来。) 11
8、S: Hi!/Hello! Im Wang Xiang. (S站起来。) 22S: Hi!/Hello! Im Wei Hua. (S站起来。) 33(教师接着对刚刚作过自我介绍的学生进行提问，练习上面板书的另两个句式。) T: Im Are you Wei Hua? S: Yes, I am.(学生点头，这时教师引导学生作答。) 3T: Im Are you Li Feng? S: No, Im not. Im Wang Xiang. 2(让学生两人一组进行类似操练。) (2)(再找来一名学生S，教学Nice to meet you. Nice to meet you, too.的情景用法。
9、板书重点句子。) 42 Nice to meet you. Nice to meet you, too. (教师示范表演。) T: Hello! Im Are you Liu Siyang? S: No, Im not. Im Wendy. 4T: Oh, nice to meet you, Wendy. S: Nice to meet you, too.(教师引导学生作答。) 4(让学生互相问答，借此机会运用类似的对话认识同学。) 2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。) T: Listen to the tape and repeat. Pay att
10、ention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。) 3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。) T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。) S:Good morning! 1S:Good morning! 2S:Im Are you ? 1S:
11、Yes, I am. 2S:Nice to meet you. 1S:Nice to meet you, too. 2S:Welcome to China! 1S:Thanks./Thank you. 24. (再让学生四人一组上台表演打招呼和作自我介绍。) T: Act out the dialog with your own names. S: Hi! 3S: Hi! 4S: Im Are you ? 3S: Yes, I am. 4S: Hello! Are you ? 3S: No, Im not. Im 5S: Nice to meet you. 3S: Nice to meet y
12、ou, too. 5S: Hi! Are you ? 3S: Yes, I am. 6S: Welcome to China! 3S: Thanks./Thank you. 6板书设计: Welcome to China! Section A 1. Good morning! 5. Are you Maria? Good morning! No, Im not. Im Jane. 2. Hello! 6. Nice to meet you. Hello! Nice to meet you, too. 3. Hi! 7. Welcome to China. Hi! Thanks./Thank y
13、ou. 4. Im Kangkang. Are you Michael? Yes, I am. 3 Section B The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。 ?. Teaching aids 教具 小黑板/教学挂图/录音机/字母卡片 ?. Five-finger Teaching Plan 五指教学方案 Step 2 Presentation 第二步 呈现(时间:8分钟) 在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。 1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍
14、。) 2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起对话表演。) T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me. S:Good morning, Miss Wang! 1T: Good morning, S! 1S:Miss Wang, this is S. S, this is Miss Wang. 122S:Nice to meet you. 2T: Nice to meet you, too
15、. 3. (让学生三人一组练习1a对话，然后找23组同学表演，对表演好的小组给予表扬和鼓励，完成1a。) T: Please practice 1a in groups, then act it out. 4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。) T: Introduce your new classmates to others, using “This is ”. Then make your own conversations according to 1a. Step 3 Consolidation 第三步 巩固(时间:10分钟) 通过看、听、说，练习目标语言，
16、培养学生综合运用语言的能力。 1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。) (板书并教学How do you do?的用法，要求学生掌握。) How do you do? How do you do? 2. (让学生听3a录音，结合图片理解对话情境。) 3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。) T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.
17、 4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。) T: Please practice 3a in groups. Then act it out. (指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is 和How do you do?的用法。找几组同学表演所填的对话。) T: Please complete the conversation in 3b. Then act it out. 5. (学生独立完成4。核对答案。) T: Read the sentences in 4 and match them. 6. (根据4，学生两两对话，复习重点句型，
18、巩固4。) T: Practice some dialogs according to 4 in pairs. Please practice after the example. Example: S:How do you do? 1S:How do you do? 24 S:Welcome to Beijing! 3S:Thank you. 4S:Nice to meet you. 5S:Nice to meet you, too. 6S:Are you Jane? 7S:Yes, I am. 8S:Good morning! 9S: Good morning! 10 板书设计: Welc
19、ome to China! Section B 1. This is Mr. 3. Mom, this is my teacher, Mr. Lee. This is Miss 4. How do you do? 2. Nice to see you. How do you do? Nice to see you, too. Section C The main activities are 1a and 2a. 本课重点活动是1a和2a。 ?. Teaching aids 教具 字母卡片/图片/录音机/字母表挂图/火柴 ?. Five-finger Teaching Plan 五指教学方案
20、Step 2 Presentation 第二步 呈现(时间:6分钟) 在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。 1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。) 2. (再次播放1a录音，让学生跟读并模仿语音语调。) T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation. 3. (让学生两人一组练习1a。) T: Now, please read the dialogs in 1a in pairs. Step 3 Consoli
21、dation 第三步 巩固(时间:8分钟) 在真实情境中模仿对话，使学生最终掌握本课功能用语。 1. (出示1a前两幅挂图，师生情景表演:教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。) T: Good afternoon, Mr. Chen! S: Good afternoon, Xiao Zeng! 1T: How are you? S: Im fine, thank you. 1T: Goodbye, Mr. Chen. S: Bye. 15 (出示1a挂图后两幅，让学生模仿表演。角色互换。) 2. (看挂图，创设情景，仿照1a对话。) T: Well, look
22、at the pictures, then imitate the dialogs. 3. (让学生用自己的真实姓名表演1a，完成1b。) T: Practice the conversations in 1a with your partner using your own names. Then change the partners and practice again. 板书设计: Welcome to China! Section C 1.How are you? 3.See you later. Im fine, thank you./Fine, thanks. And you?
23、See you. Im OK. 4.Good afternoon/evening! 2.Goodbye. Good afternoon/evening! Bye. 5. A, E, I, O, U Section D The main activities are 1 and 5. 本课重点活动是1和5。 ?. Teaching aids 教具 教学挂图/小黑板/字母卡片/录音机 ?. Five-finger Teaching Plan 五指教学方案 Step 2 Presentation 第二步 呈现(时间:8分钟) 利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的
24、功能用语。 1. (让学生听2录音，完成排序。) T: Please listen and number the pictures in 2. 2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。) T: Lets make a conversation and perform it. T: Good morning, Kangkang. S:Good morning, Miss Wang. 1T: How are you? S:Fine, thanks. 1T: Nice to see you. S:Nice to see you, too. 1T: Goodbye, Kangka
25、ng. S:Bye, Miss Wang. 1(让学生两人一组练习2对话。) 6 3. (两人一组表演这个对话。对表演得非常流畅的学生给予掌声鼓励。) (这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。) Step 3 Consolidation 第三步 巩固(时间:12分钟) 复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。 1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。) T: Look at the blackboard. Lets review the
26、 grammar focus. Im Kangkang. Im=I am Are you Maria? Yes, I am./No, Im not. Miss Wang, this is Michael. (根据总结的规律，模仿句型造句。完成4a。) 2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。) T: Lets review these useful expressions. Good morning/afternoon/evening! Good morning/afternoon/evening! Welcome
27、 to China! Thanks./Thank you. Hello!/Hi! Hello!/Hi! Nice to meet/see you. Nice to meet/see you, too. How do you do? How do you do? How are you ? Fine, thanks./Im fine, thank you. Goodbye. Bye. See you later. See you. (让学生分组练习这些有用表达，要求掌握。) 3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。) T
28、: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example: S: Hello, Im Zhou Yu. Are you Zhuge Liang(诸葛亮)? 1S: Yes, I am. Nice to meet you. 2S: Nice to meet you, too. 1S: Hi, Liu Bei. How are yo
29、u? 2S:Im fine. Thank you. And you? 3S:Im OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu. 2S: How do you do? 3S: How do you do? 1(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。) 板书设计: Welcome to China! Section D 1.Aa Hh Jj Kk 3.Miss Wang, this is Michael. Ee Bb Cc Dd Gg Pp Tt Vv 4.Good morn
30、ing/afternoon! Ii Yy Good morning/afternoon! Ff Ll Mm Nn Ss Xx Zz 5.Nice to meet/see you. Uu Qq Ww Nice to meet/see you, too. Oo 6.How are you? Rr Im fine, thank you./ Fine, thanks. 7 2.Are you Maria? 7.See you later. Yes, I am./No, Im not. See you. Topic 2 Where are you from? Section A The main act
31、ivities are 1a and 2a. 本课重点活动是1a和2a。 ?. Teaching aids 教具 卡片/教学挂图/录音机 ?. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟) 通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。 1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。) T: Good morning, class! Ss:Good morning, Miss Wang! T: Nice to see you. Ss:Nice to see you, too. T:
32、 How are you today? Ss:Fine, thanks. And you? T: Im OK. (转向一名学生向他询问问题并示意他回答。) T: Hello, are you Xiao Ming? S:Yes, I am. 1T: Nice to meet you. S:Nice to meet you, too. 1T: This is Xiao Gang. S:How do you do? Xiao Gang. 1S:How do you do? 2(反复操练见面问候语，让学生充分复习第一话题所学内容。) 2. (拿出准备好的卡片进行问答，卡片上写有Canada, Engl
33、and, the U.S.A., Japan, Cuba, China国家名称，背面写有来自相应国家的人物Jane, Tony, Sally, Yukio, Maria, Kangkang。) T: Who is this?(教师解释并示意学生回答。) Ss:This is Jane. T: Great, she is Jane, and she is from Canada. (板书并要求学生掌握。) she, be from, Canada T: Who is this?(拿出Tony的图片。) Ss:This is Tony.(帮助回答并领读Tony。) T: Great, he is
34、Tony, and he is from England. 8 (板书并要求学生掌握。) he, England T: Excuse me, who is she?(拿出Sally的图片。) Ss:She is Sally.(帮助回答并领读Sally。) T: Where is she from?(教师解释并领读此句。) Ss:She is from the U.S.A.(帮助回答。) (板书并要求学生掌握excuse me和where;理解the U.S.A.。) excuse me, where, the U.S.A. T: Excuse me, whats your name?(拿出Yu
35、kio的图片给其中的一个学生。) S:My name is Yukio.(帮助学生回答。) 3T: Where are you from?(老师解释并领读此句。) S:I am from Japan.(帮助回答。) 3(板书并要求学生掌握。) Whats your name? Japan T: Excuse me, is he Kangkang?(拿出康康的图片。) Ss:Yes, he is. T: Is he from Japan? Ss:No, he isnt.(帮助学生回答。) (板书并要求学生理解。) isnt=is not T: Where is he from? Ss:He is
36、 from China. T: Are we from China?(老师解释并做相应的手势表示“我们”。) Ss:Yes, we are.(帮助学生回答。) (板书并要求学生掌握。) we Step 2 Presentation 第二步 呈现(时间:8分钟) 通过询问名字和国籍来了解新认识的人，培养学生学习英语的兴趣。 1. (出示1a教学挂图，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 lets listen to 1a and answ
37、er the following questions. (1)Who are they?(教师翻译。) (2)Where are they from?(教师翻译。) (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 lets listen to 1a again and read after it. Pay attention to the pronunciation and intonation. 3. (让学生独自朗读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 f
38、ind 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. Whats your name? My name is Where are you from? Im from Are you from ? No, Step 3 Consolidation 第三步 巩固(时间:8分钟) 9 通过反复操练询问名字和来自的地方的句型，巩固所学目标语言，以达到运用英
39、语进行交流的目的。 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 like this: Excuse me, are you ? Yes, I am. Whats 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
40、式同上。) T: Ill give you another two minutes. Make similar dialogs like this : Where are you from? Im from Are you from ? No, Im from Example: S: Where are you from? 1S: Im from Zhongguancun. Are you from Zhongguancun? 2S: No, Im not. Im from Bagoucun. 13. (将上述两步结合起来表演，完成1b。) T: Now make your own conve
41、rsations according to 1a. Finish 1b. Example: S: Excuse me, are you Wang Wei? 3S: Yes, I am. Whats your name? 4S: My name is Li Lei. Where are you from? 3S: Im from Beijing. Are you from Beijing, too? 4S: No, Im not. Im from Shanghai. 3板书设计: Where are you from? Section A 1.Excuse me, are you Jane? 3
42、.Where are you from? Yes, I am. Im from Canada. 2.Whats your name? 4.Is he Li Ming? My name is Sally. Yes, he is./No, he isnt. Section B The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。 ?. Teaching aids 教具 图片/教学挂图/录音机/中外名人图片 ?. Five-finger Teaching Plan 五指教学方案 S Step 2 Presentation 第二步 呈现(时间:1
43、5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. (教师展示1a教学挂图，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. 10 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
44、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。) Shes from China. Hes from England. Shes=She is Hes=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
45、intonation, please. (板书重点句子。) Who is he/she? He/She is Where is he/she from? He/She is from Wheres=Where is 4. (要求学生两人一组互动操练1a。请几组学生根据挂图表演对话，完成1a。) 5. (出示2a教学挂图，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 arent. 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。
46、) Step 3 Consolidation 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. (教师出示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: S: Who is he? 1S: He is Zhai Zhigang. 2S: Where is he from? 1S: He is from China. 2S: Who is she? 3S: She is J?K?Rowling. 4S: Where is she from? 3S: