七年级Unit1 Topic2（Section A、B、C、D）优质课 教案

网站工作室

Unit 1, Topic 2教案
陈毓雯

第一课时 Section A
Ⅰ. Material analysis: 教材分析
本节课是一节听说课，主要活动是1a, 2a和3a。通过人物对话学习有关询问姓名、国籍的表达方式，训练学生的听说能力，并能正确使用人称代词：you, they；形容词性物主代词：my, your；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；特殊疑问词what, where, who引导的特殊疑问句以及缩写形式；初步了解元音字母a，e和辅音字母p, b, t, d, k和g的读音规则并能够根据已学音标进行单词的拼读和拼写。另外，在本课学生还将了解到一些西方国家的标志性建筑、自然风光和名胜古迹。
II. Teaching aims 教学目标
⒈ Knowledge aims
能够听懂、正确朗读并应用新学习的单词: excuse, me, name, America, Japan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及缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not。
     能够用英语熟练表达询问姓名，国籍的方式What’s your name? Where are you from?
     能够正确运用特殊疑问词what, 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、国籍等的基本情况的话题进行简单的交流；
    能根据已学音标的初步知识拼读单词；
能正确地朗读对话，并能注意语音语调；     
能写询问对方基本情况的简单句。
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 points 教学中重难点
⒈ Key points
正确使用表示询问姓名、国籍等的表达方式；
正确使用人称代词：you, they, 形容词性物主代词：my, your；
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；
     掌握缩写形式:
I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
     掌握元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
⒉ Difficult points
     特殊疑问词what, where, who引导的特殊疑问句及缩写形式；
Be动词am, is, are的应用；
     元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。
Ⅳ. Learning strategies教学方法
     情景教学法
Ⅴ. Teaching aids辅助手段
录音机、教学挂图、闪卡、黑板和多媒体。

网站工作室

第四课时Section D

Ⅰ. Material analysis教材分析

本节课是一节复习课，主要活动是grammar, functions 及数字的应用。Grammar部分通过练习的方式引导学生总结主格人称代词的用法。be动词is, are和疑问代词what/who/where引导的疑问句及缩略形式。Functions部分通过引导学生复习Sections A~C，总结本话题所学的询问姓名、电话号码和国籍等功能的表达法。另外，通过综合练习活动，拓展学生的知识面，巩固数字、询问姓名和国籍等基本情况的表达。最后，老师通过Project活动让学生根据要求完成自己的名片设计，培养学生灵活运用所学语言的能力。

Ⅱ. Teaching aims教学目标

1. Knowledge aims

     引导学生自主总结be动词am, is, are的一般现在时在不同情况下形式上的变化及缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；

     引导学生复习用英语表达询问姓名、国籍、电话号码的方式：What’s your name? Where are you from? What’s your telephone number?

     引导学生总结本话题特殊疑问词what, where, who引导的特殊疑问句及缩写形式。

2. Skill aims

     能听懂有关询问姓名、国籍、电话号码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、电话号码等的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；

     能根据已学音标尝试拼读单词；

     能够初步了解元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。

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 points教学重难点

1. Key points

引导学生复习询问姓名、国籍、电话号码等的表达方法；

引导学生复习人称代词：I, you, they, we, she, he , it; 物主代词：my, your, her；

引导学生复习Be动词am, is, are的一般现在时在不同情况下形式上的变化；

     引导学生复习缩写形式

I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；

     引导学生掌握元音字母a, e及辅音字母p, b, t, d, k, g的读音规则。

2. Difficult points

     正确使用特殊疑问词what, where, who引导的特殊疑问句；

正确使用Be动词am, is, are；

     正确使用元音字母a, e及辅音字母p, b, t, d, k, g的读音规则并能根据发音规则拼读含有以上字母发音的单词。

Ⅳ. Learning strategies

   1. 培养学生借助图片听、说、读、写的习惯；

2. 能够逐渐养成进行预习和复习的好习惯。

Ⅴ. Teaching aids

     录音机、多媒体、黑板和闪卡。

Ⅵ. Teaching procedures教学过程

Step	Interaction patterns	Student activity	Teacher activity
Introduction (5minutes)	1.The whole class work. 2.Individual work. 3.Individual work. 4.Individual work. 5.The whole class work.	1.Students answer, “Hi! Good morning. Nice to meet you, too.” 2.Do Functions. Students answer it one by one. 3.Then write them down by themselves. 4.Count the numbers 0~10 after the  the teacher. 5.Play the game and count the numbers in order.	1.Greet with students “Hello! Good morning. Nice to meet you.” 2.Show the flashcards with the function sentences on them. Then let students answer it one by one; 3.Let students open their books at page15 and do it by themselves. 4.Show his/her hand and count the numbers from 0～10 in English quickly and then let students do it in English and imitate the teacher. 5.Play a game—Count the numbers. Let students count the numbers from 0—10 one by one in order.
Presentation (15minutes)	1.Individual work. 2.Individual work and the whole class work. 3.Individual work and the whole class work.	1.Do 1. Match the numbers with the pictures orally and one student checks the answer. 2.Do 2. Listen to the conversation and match each number with the name; Then listen again and match the people with their national flags; then check their answer. 3.Do Grammar. Three students make the sentences: He/She is… They are…; The other three students make the sentences: Is she/he….? Are they/you…? The next three students give the answers: Yes, he/she is. / No, he/she isn’t. Yes, they/we are. / No, they/we aren’t. Yes, I am. / No, I’m not. All Students look at the screen carefully.	1.Show the PPT of 1 and let students match the numbers with the pictures orally. Then choose one student to check the answer. 2.Show the PPT of 2. Play the tape for two times. 3.Choose four students to come to the blackboard and let other students make sentences using: He/She is…. They are…; Let other three students change the sentences into negative sentences; Choose next three students to give the answers;(老师解释：we意为“我们”是人称代词；you意为“你，你们”) Make a summary about am, is, are. Then show it on the screen.
Consolidation (8minutes)	1.Individual work and the whole class work.	1.Do Functions. Make their name cards by themselves freely; Some students answer the questions with the sentences: She/He is… Her name is…It is … They are…; Students look at the screen carefully. Students read the sentences on the screen together.	1.Let students make their name cards freely. Then collect three name cards; Show one name card and ask the questions: Who’s she/he/ ? What’s her name? What’s her telephone number? Who are they? Choose some students to answer the questions; Show the key sentences on the screen. Let students read the sentences together.
Practice (12minutes)	1.Group work. 2.The whole class work. 3.Individual work and the whole class work.	1.Make short dialogues in pairs and three groups show their dialogues to the whole class. 2.Do Section C-4a. Read aloud and match them; Students listen to the tape and check the answers and listen again and repeat. 3.Do 4b. Read after the teacher; Then write down the words by themselves and two students come to the blackboard and write down the words on the blackboard; Check their answers; Learn the meaning of these words with the help of the pictures.	1.Let students use the key sentences to make short dialogues in pairs. Then choose three groups to show their dialogues. 2.Ask students to read and match the sounds and words; Play the tape and let students check it. 3.Show 4b on the screen. Then read the sounds aloud and let students follow him/her; And choose two students to come to the blackboard and write down the words. The others do it in their books; Check the answers; Give students 2 minutes to know about the words.
Production (5minutes)	1.Individual work and group work.	1.Students first do it by themselves. Then two students use their name cards to do it; Finally introduce other students in the groups.	1.Give students one minute to make their partner’s name card and introduce himself / herself to the class; Choose two groups to come to the blackboard and introduce  other students in his/her groups to the whole class  with the name cards. 2.Assign homework: Make new dialogues with the function sentences; Preview the new words in Topic 3 Section A and 1a.

Ⅶ. Blackboard design板书设计

Where are you from? Section D 1.Who’s she/he? / Who are they?           0 zero            5  five                am   is   are 2.What’s her/ your name?                      1 one     6  six             3.What’s her telephone number?      2 two       7  seven             4.Where is he/ she from?                  3 three          8  eight                5.Where are you/they from?                 4 four         9      nine                                                        10  ten

教学反思：Teaching reflection:

本节课中学生们在做单复数句型转换时，对be动词的选择有些问题，在今后的学习中要注重单复数的应用问题，加强练习。同时，特殊问句中也出现了物主代词，区分人称代词与物主代词也是个难关，课堂上也须多一些有梯度的练习。

网站工作室

第三课时Section C

Ⅰ. Material analysis教材分析

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 you 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教学目标

⒈ Knowledge aims

能够掌握并应用新学习的单词: telephone, 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 your telephone 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 you very much. —That’s ok.

⒉ 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。

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。

Ⅲ. The key points and difficult points教学重难点

1. Key points

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 your telephone 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 points

     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教学方法

     情景教学法

Ⅴ. Teaching aids教学辅助手段

     教学挂图、录音机、多媒体和黑板。

Ⅵ. Teaching procedures教学过程

Step	Interaction patterns	Student activity	Teacher activity
Introduction (5minutes)	1.The whole class work. 2.Individual work and the whole class work.	1.Students answer, “Hi! Good morning.” 2.Response to the teacher. T: “Who’s she?” S1: “She is …” The teacher walk to the second student, pointing to a boy. T: “Who’s he?” S2: “He is …”; Students sing the song together.	1.The teacher greets with students, “Hello! Good morning.” 2.Walk to one student, point to a girl and ask: “Who’s she?” The teacher walks to the second student, points to a boy and asks, “Who’s he?” The teacher says, “Let’s sing the song Where Are You From? together.” Then the teacher plays the tape.
Presentation （15minutes）	1.The whole class work. 2.The whole class work. 3.The whole class work. 4.The whole class work. 5.Individual work. 6.The whole class work. 7.Individual work and pair work.	1.Guess, follow and read the words for several times. 2.Students read the sentence for three times. 3.Do 1b–A. Listen first, and follow it for several times. 4.Follow the teacher  and count the numbers one by one. 5.The student reads it quickly. 6.Do 1a. Listen to the tape carefully for the first time and guess the meaning of the picture; Students follow the tape. 7.Do 1c. Read 1a again and do 1c by themselves; One student checks the answer; Ask and answer in pairs. A: “What’s your telephone number?” B: “My telephone number is It is/It’s …” A:Thank you very much. B:That’s OK.	1.Point out a telephone and say the words“telephone”, “number”. Then ask students to guess the words’ meanings. 2.Write the words on the blackboard and read them out. The teacher says: “My telephone number is …”(老师解释：“我的电话号码是…”) Then let students read the sentence for three times. 3.Point out a card with “0” and “zero”on it （上面是阿拉伯数字，下面是英文单词）and read it for several times.(老师可采用同样的方法教授其余基数词) 4.Show his/her one hand and count the numbers with it, let students follow the teacher. 5.Show the number cards one by one（遮住下面的英文单词）and let students read it quickly. 6.Show the picture of 1a, play the tape and let students listen to it carefully for the first time; Play the tape again and let students follow it. 7.Give students 1 minute to read 1a again and do 1c by themselves; Choose one student to check the answer; Let students find out how to ask and answer somebody else’s telephone number and how the policeman responses to Li Jie’s mother’s thanks.
Consolidation (10minutes)	1.Group work. 2.The whole class work and individual work.	1.Act out the dialogue of 1a in groups; Two groups come to the blackboard and show their dialogues to the whole class. 2.Do 1b-B. Read the numbers one by one; Two students come to the blackboard and do it. The one who does it  more quickly and faster is the winner; Students listen to the teacher carefully.	1.Remind the students to pay attention to the key sentences. Then let students act out the dialogue in the groups; Choose two groups to show their dialogues. 2.Show the pictures of 1b to students, and then let students look at the pictures and read the numbers one by one; Play a game—find friends. Stick the numbers and English number words on the blackboard disorderedly. Then choose two students to come to the blackboard and help the numbers find the English number words; The teacher makes a summary about the competition.
Practice (8minutes)	1.Pair work. 2.The whole class work.	1.Do 2. Ask and answer in pairs and then practice it. 2.Do 3. Complete the passage together; Check the answers in the books.	1.Give students two minutes to ask the questions in pairs: “Hello! What’s your name? Where are you from? What’s your telephone number?” and then make up a conversation using the key sentences. 2.Show Miss Wang’s name card and let students complete the passage together; Point out the word; “her”(老师解释：意为“她的”)Then check the answers together.
Production (7minutes)	1.Group work.	1.The students do it by themselves; Two students report the survey results using the sentences: “This is… His/Her family name is… and … is his/her given name. He/She is from … And his/her telephone number is…”	1.Give students two minutes to interview three students and fill in the blanks. It contents: name, from and telephone number; Choose two students to report the result. 2. Assign homework: Review the key sentences we have learnt; Make a name card for his/her mother or father; Practice the number using your hand; Preview Section D—Grammar and Functions.

Ⅶ. Blackboard design板书设计

Where are you from? Section C 1. —What’s your telephone number?           zero   six          —It is …                               one    seven          2. —Thank you very much.                  two    eight       —That’s OK.                            three   nine         3.Wang is her family name.                   four    ten          five

                          教学反思

  

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, your”来讲解，可根据学生的水平决定是感知还是深度学习。

网站工作室

Ⅵ. Teaching procedures教学过程

Step	Interaction patterns	Student activity	Teacher activity
Introduction (2minutes)	1.The whole class work and individual work.	1.The students reply the teacher. T: Hello! Good morning. Ss: Hello! Good morning. The teacher walks to one student. T: Hello! Are you …? S1: Yes. I am.	1.The teacher greets with students.
Presentation (13minutes)	1. Individual work and the whole class work. 2.Individual work. 3.Individual work and the whole class work. 4.The whole class work. 5.Individual work.	1.Do 1a. (学生迷惑) The student answers the teacher “No, I’m not. I’m …” students look and listen to the teacher carefully; Students make sentences using it one by one. 2.The student answers “My name is …” 3.The student answers “I’m from Canada.” The whole class read the new word for several times. 4. The third  student answers “No, I’m not. I’m from America. ” The whole class read the new word for several times. 5.Students look at the picture and listen to the tape carefully; Follow the tape to read 1a for two times.	1. Walk to next student and say “Excuse me, are you…?”(老师将解释Excuse me,常用于口语中，意为“劳驾，打扰一下。”) Repeat it for several times; Write down the sentences on the blackboard and say “Yes, I am.”(是肯定回答) “No, I’m not”.（是否定回答，注意：肯定回答时I am.不能缩写，否定回答时，I am缩写） And say “I’m Denny. My name is Denny.” Write down on the blackboard: “I’m Denny.= My name is Denny.” Let students use “My name is…”to make sentence one by one. 2.Walk to one student and say “My name is Denny. What’s your name?”(老师解释 你叫什么名字？What’s = What is) (Write down on the blackboard). 3.Walk to another student and say “I’m from China,”老师解释 我来自中国) “Where are you from?” (你来自哪儿？) and show a picture of Canada （如加拿大的电视塔）; Then teach the new word “Canada”for several times. 4.Walk to the third student and asks “Are you from Canada, too?” and shows a picture of America（如美国的自由女神像）; Then teach the new word “America”for several times. 5.Show the teaching picture of 1a, then let students look at the picture and listen to the tape carefully for the first time; Then play the tape again and let students follow it for two times.
Consolidation (12minutes)	1.The whole class work and pair work. 2.The whole class work and individual work.	1.Do 1c. Read the word after the teacher for three times; Work in pairs and make up new conversations with the country names. Then two pairs show their conversations to the students. 2.Do 1b. Students guess, listen and number the pictures; Then listen to the tape again and match the names with the countries, one student checks the answers; Then Read after the tape.	1.Show the picture of Japan （如日本富士山图）and teach the word “Japan” for three times; Point out other country names（eg. China, the USA, the UK）, then let students work in pairs and make up new conversations with the country names for 1 minute. 2.Show the  pictures of 1b and explain the cultural background of these pictures; Play the tape again and choose one student to check the answers; Then show the listening material and play the tape.
Practice (12minutes)	1.The whole class individual work and pair work. 2.Pair work. 3.The whole class work and group work.	1.Do 2a. Follow the teacher “They are Maria and Jane.” Then listen and complete the conversation by themselves; Students read A, and then practice the conversation in pairs. Then two students share the conversation with the whole class. 2.Do 2b. Complete the conversation in pairs and two students show their answers. 3.Do 3a. Listen and read “Japan” together； Read after the teacher together and imitate the teacher; Read the word together; Discuss the pronunciation in groups; Two groups try to read the words; Some students make a summary about the the pronunciation of 3a. In the same way, they summarize the pronunciation of e; Listen to the words of 3a and repeat.	1.Point out the picture of 2a and say “Who are they?’(老师手指Maria and Jane. 她们是谁？) “They are Maria and Jane. They are = they’re”(write down it on the blackboard); Let students open their books, and then listen and complete the conversation of 2a; Read the conversation in roles. The teacher reads B and then give students 1 minute to practice the conversation in pairs and chooses one pair to show the conversation. 2.Give students 1 minute to complete the conversation in pairs and choose two students to show their answers. 3.Point out a card with a word “Japan” on it and  read it out; Show the next cards with “gap, pat, pet” on them and read them out; Explain “p是清辅音也是爆破音”（老师可用一张纸做演示，让学生直观感触p的发音特点）(老师可用同样的方法教授b, t, d, k, g的读音) Show a card with “name” on it and let students read the word; Show other cards with “date gate tape” on them, let students discuss the pronunciation in groups; Choose two groups to read the words; Let students make a summary about the pronunciation of a. (In the way, teach  /2/ /i:/ /e/ ) (老师可分别用学过的单词如am, see, welcome); Then play the tape.
Production (5minutes)	1.Group work and the whole class work.	1. Students make up a short conversation in groups and two groups show their conversations; Students listen to the teacher.	1.Let students use the sentences “What’s your name? Where are you from? Are you…? Who are they? They’re … Where are they from? They are from …” to make up a short conversation in groups (1min) and choose two groups to show their conversations; Make a summary about the show. 2. Assign homework: Review the key sentences we have learnt; Read and recite 1a; Copy every word one line; Preview the new words and 1a of Section B.

Ⅶ. Blackboard design板书设计

Where are you from? Section A 1.What’s your name?            Canada                Sounds： 2.Where are you from?           Japan                 /V/ /2/ /1/ /e/ 3.Are you from Canada, too?      America               /p/ /b/ /t/ /d/ /k/ /G / 4. —Excuse me, are you…?      England —Yes, I am./ No, I’m not.                   5. —Who are they? —They are Maria and Jane. 6.they are = they’re

教学反思Teaching reflection

      本节课利用教学挂图、师生互动等教学手段完成本课的教学任务。其中，在由单数句型I’m from…向复数句型They’ re from…转换时学生出现了问题, 此外，要加强be动词的应用；由于本课内容较多，为了减轻学生的负担，把3b的教学内容调整到Section B中学习。

学生的人称代词掌握的不是很好，虽然小学已经学过，但是，按初中的要求，还需要加强。单复数动词也并不是完全过关。本单元开始要求学生能根据音标识读单词。这一关很难。