仁爱科普版七年级上册Topic 2 Where are you from?教案

这是一份仁爱科普版七年级上册Topic 2 Where are you from?教案，共8页。

Tpic 2 Where are yu frm?
Sectin C
Ⅰ. Material analysis
本节课主要活动是1a和1b。 通过李杰和妈妈去购物，李杰在购物时走失，最终在警察的帮助下找到妈妈的故事展开教学。主要学习有关询问和告知电话号码的表达方式以及表示感谢的另外一种表达法“Thank yu very much.”。同时综合复习前面所学内容。此外，要求学生学习基数词0～10并结合日常生活，练习数字的表达。教师通过教学挂图、数字游戏、做名片等活动逐步呈现教学活动。
Ⅱ. Teaching aims
1. Knwledge aims
能够掌握并应用新学习的单词: telephne, number, it, very, much, that, family等；
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：it;
能够正确运用特殊疑问词what引导的特殊疑问句询问电话号码:
What’s yur telephne number?
能够熟练掌握基数词0～10及拼写；
能够正确使用表达感谢和回谢的功能句：
—Thank yu very much. —That’s OK.
2. Skill aims
能听懂有关询问电话号码的简单对话或叙述；
能运用图文就表示询问电话号码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；
能写出自己的基本情况，如姓名、国籍、电话号码等。
3. Emtinal 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。
Ⅲ. The key pints and difficult pints
1. Key pints
正确使用表示询问电话号码和告知电话号码的表达方法：
—What’s yur telephne number?
—It is / It’s …
正确使用人称代词it;
正确读、写基数词0～10。
2. Difficult pints
能正确运用介绍和询问姓名、电话号码等交际功能的基本表达法进行交流；
正确读写基数词0～10。
Ⅳ. Learning strategies
利用日常生活中常见的数字是帮助学生学习数字的一种好方法。
Ⅴ. Teaching aids
教学挂图、录音机、多媒体和黑板。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin patterns
Student activity
Teacher activity
Intrductin
(5minutes)
1.The whle
class wrk.
2.Individual wrk and the whle class wrk.
1.Students answer, “Hi! Gd mrning.”
2.Respnd t the teacher.
T: “Wh’s she?”
S1: “She is …”
The teacher walks t the secnd student, pinting t a by.
T: “Wh’s he?”
S2: “He is …”;
Students sing the sng tgether.
1.The teacher greets with students, “Hell! Gd mrning.”
2.Walk t ne student, pinting t a girl and ask, “Wh’s she?”
The teacher walks t the secnd student, pinting t a by and asks, “Wh’s he?”
The teacher says, “Let’s sing the sng Where Are Yu Frm? tgether.” Then the teacher plays the tape.
Presentatin
（15minutes）
1.The whle
class wrk.
2.The whle
class wrk.
3.The whle
class wrk.
4.The whle
class wrk.
5.Individual wrk.
6.The whle
class wrk.
7.Individual wrk and pair wrk.
1.Guess, fllw and read the wrds fr several times.
2.Students read the
sentence fr three times.
3.D 1b–A. Listen first, and fllw it fr several times.
4.Fllw the teacher and cunt the numbers ne by ne.
5.The student reads it quickly.
6.D 1a. Listen t the tape carefully fr the first time and guess the meaning f the picture;
Students fllw the tape.
7.D 1c. Read 1a again and d 1c by themselves;
One student checks the answer;
Ask and answer in pairs:
A: “What’s yur
telephne number?”
B: “My telephne
number is…/ It is(It’s) …”
A:Thank yu very much.
B:That’s OK.
1.Pint ut a telephne and say the wrds“telephne”,
“number”. Then ask students t guess the wrds’ meaning.
2.Write the wrds n the blackbard and read them ut.
The teacher says, “My telephne number is …”(老师解释：“我的电话号码是…”) Then let students read the sentence fr three times.
3.Pint ut a card with “0” and “zer”n it （上面是阿拉伯数字，下面是英文单词）and read it fr several times.(老师可采用同样的方法教授其余基数词)
4.Shw his/her ne hand and cunt the numbers with it, and let students fllw the teacher.
5.Shw the number cards ne by ne（遮住下面的英文单词）and let students read it quickly.
6.Shw the picture f 1a, and then play the tape and let students listen t it carefully fr the first time;
Play the tape again and let students fllw it.
7.Give students 1 minute t read 1a again and d 1c by themselves;
Chse ne student t check the answer;
Let students find ut hw t ask and answer smebdy else’s telephne number and hw the pliceman respnds Li Jie’s mther’s thanks.
Cnslidatin
(10minutes)
1.Grup wrk.
2.The whle class wrk and individual wrk.
1.Act ut the dialgue f 1a in grups;
Tw grups cme t the blackbard and shw their dialgues t the whle class.
2.D 1b-B. Read the numbers ne by ne;
Tw students cme t the blackbard and d it. The ne wh des it mre quickly and faster is the winner;
Students listen t the teacher carefully.
1.Remind the students t pay attentin t the key sentences. Then let students act ut the dialgue in grups;
Chse tw grups t shw their dialgues.
2.Shw the pictures f 1b t students, and then let students lk at the pictures and read the numbers ne by ne;
Play a game—find friends. Stick the numbers and English number wrds n the blackbard disrderedly. Then chse tw students t cme t the blackbard and help the numbers find the English number wrds;
The teacher makes a summary abut the cmpetitin.
Practice
(8minutes)
1.Pair wrk.
2.The whle
class wrk.
1.D 2. Ask and answer in pairs and then practice it.
2.D 3. Cmplete the passage tgether;
Check the answers in the bks.
1.Give students tw minutes t ask the questins in pairs: “Hell! What’s yur name? Where are yu frm? What’s yur telephne number?” and then make up a cnversatin using the key sentences.
2.Shw Miss Wang’s name card and let students cmplete the passage tgether;
Pint ut the wrd “her”(老师解释：意为“她的”)Then check the answers tgether.
Prductin
(7minutes)
1.Grup wrk.
1.The students d it by themselves;
Tw students reprt the survey results, using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is frm … And his/her telephne number is…”
1.Give students tw minutes t interview three students and fill in the blanks. It includes: name, frm and telephne number;
Chse tw students t reprt the result.
2.Assign hmewrk:
Review the key sentences we have learnt;
Make a name card fr his/her mther r father;
Practice the number using yur hand; Preview Sectin D—Grammar and
Functins.
Teaching reflectin:
本节课用了较多的时间学习数字，对于学生来说学习数字有些困难，因此，在教学过程中，采用多种学习方式，加深学生的印象，通过日常生活中的数字来巩固学生对数字的学习。此外，物主代词 “her”的引入也是一个难点，老师可以对应着 “my, yur”来讲解，可根据学生的水平决定是感知还是深度学习。
Where are yu frm?
Sectin C
1. —What’s yur telephne number? zer six
—It is … ne seven
2. —Thank yu very much. tw eight
—That’s OK. three nine
3.Wang is her family name. fur ten
five