第一篇：七年級英語上冊Unit_2教案1

七年級英語上冊Unit 2教案

一.本單元教學內容:

◆中心話題:Talk about things in the classroom.◆讓學生學會表述物品所屬者的方法。

◆學習指示代詞this和that的陳述句、一般疑問句以及其簡單回答。

◆學習what,how引導特殊疑問句。

◆進一步學習物主代詞your、my、her、his的用法。

二.本單元教學目標 :

知識目標:

◆讓學生掌握與學習、學校生活貼近的物品名稱。

◆讓學生掌握句型:Is this/that your pencil?

Yes, it is.It’s my pencil.No/it isn’t.It’s her/his pencil.What’s this/that in English?

It’s a/an…

How do you spell it ? P-E-N.能力目標 :

◆培養(yǎng)學生良好的聽說讀寫的能力。

◆通過情景操練,培養(yǎng)學生發(fā)散思維能力;

◆ 學會寫尋物啟示和失物招領。

情感目標:

◆培養(yǎng)學生拾金不昧,助人為樂的品德;培養(yǎng)學生協作精神。

三.教學重點與難點:

◆ 詢問物品屬性及 辨認物品所有者;

◆正確使用指示代詞this與that;

◆注意區(qū)別it’s 與

it is 的書寫形式;

◆進一步學習物主代詞your、my、her、his。

四.教學策略:

◆采用直觀教學法、情景教學,“任務型”教學方法。

◆采用游戲、唱歌、競賽、合作等多種活動方式再現、運用。

◆突出交際性、趣味性,注重啟發(fā)式。

◆從學生的實際生活經驗出發(fā),在用中學、在做中學。

五.課時分配: Period1: SectionA1a 1b 1c2a 2b 2c 4a 4b

Period2: SectionA3 : SectionB1a 1b 2a 2b 2c

Period3: SectionB3a 3b 3c

Period4: SectionB4,自我檢查, 單元總復習

六.教學步驟:

Period1:SectionA1a 1b 1c2a 2b 2c 4a 4b

教學目標:1.詞匯:pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary

2.句型:Is this/that your pencil?

Yes, it is.It’s my pencil.No/it isn’t.It’s her/his pencil.3.學會辨認物品所有者。

4.學會使用thank you 和 excuse me ,讓學生學會禮貌待人。

5.進一步學習物主代詞your、my、her、his

課前準備:準備一個大盒子,收集學生的一些學習用品。

Step1.Warming up

Sing a song “ Is this your ruler?”

Step2.Presentation

1.Tell Ss that you have many school things here today.Show pictures on CAI and teach the new words(pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary)(同時還可以教學生學習用品方面的其它詞匯).2.Group task :Which school things are the most important?/used most?(讓學生四人小組討論哪些學習用品用的最多,鞏固所學單詞)

3.Tell Ss that there are many things in the box.Ask them whose they are.T: Excuse me ,Sa, Is this your pencil? Sa: Yes , it is.It’s my pencil.T: Here you are.Sa: Thank you.]

Teach the other sentences: Is that your ruler? No, it isn’t.It’s her /his ruler.Step3.Pairwork

Practice the conversations above in pairs.Then make their own conversations.Act it out.Step4.Guessing game

Ask Ss to take something out of the box.Get other Ss guess whose it is.(讓更多學生參與語言練習,運用句型Is this/that your pencil?

Yes, it is.It’s my pencil.No/it isn’t.It’s her/his pencil.)

Step5.Do listening

1.Listen and check the things that you hear.2.Listen and complete the conversations.Step6.Find the owner

Step7.Homework

Collect the names of school things.Write them on the exercise books.The more, the better.Make a conversation like 2b.Period2: SectionA3 : SectionB1a 1b 2a 2b 2c

教學目標:

1.學習有關學校生活方面用品的單詞,(baseball ,computer game,key, ring ,watch, ID card ,notebook)

2.學習句型:What’s this/that in English? It’s a/an?

How do you spell it ?

P-E-N.3.讓學生學會表述物品所屬者的方法。

4.通過小組活動,提高學生的合作能力和競爭能力。

Step1.Make up the word

Give each group the same letters.Let them arrange the letters into words they learned

(開展小組比賽,看哪組學生重新組成的單詞最多,速度最快,給予獎勵。)

Step2.Presentation

1.Show and learn school life things.Ask:

What’s this/that in English? It’s a/an…

How do you spell it ?

P-E-N.Is this/that your……..Yes, it is.It’s my ……..No/it isn’t.It’s her/his ……

3.Pairwork

Step3.Memory challenge

Show the pictures on CAI quickly.See who say out the most words in ten seconds.Who is the winner?(評出表現最佳的學生,給予表揚)

Step4.Find friends’ things

Collect some friends’ things, let Ss identify the things.Use the sentences: What’s this/that in English? It’s a/an…

How do you spell it ?

My friend is …..This is her/his……

Step5.Do listening

Finish SectionB2a 2b(同時可以設計幾個符合學生實際的情景聽力,讓學生學以致用)

Step6.Pencil case show

Group work.Introduce What’s in their pencil case?

Maybe they will say: Look!What’s this ? It’s my pencil case.This is my ??..I bring it to school every day.It’s my good friend.(讓學生評出最實用的鉛筆盒或筆帶,展示給大家看)

Step7.Homework

Write something about your backpack.Period3: SectionB3a 3b 3c

教學目標:

1.讓學生掌握句型:Call Allan at 495-3539.2.讓學生能夠確認物主關系。

3.模仿并熟練運用目標語言寫出尋物啟示和失物招領。

4.培養(yǎng)學生拾金不昧的品德。

課前準備:教室里的失物招領箱內放幾件物品。

Step1.Guessing game

Guess what’s in the lost and found case in our classroom.(復習前兩節(jié)課學過的句型)

Step2.Presentation

T:I lost my keys this morning.Have you seen them anywhere? I should write a Lost notice.Tell Ss how to write a Lost & Found notice.Step3.Find the information

Read the bulletin board notices and find the information.Lost

School ID card

Found

Notebook

name

Tony

name

Mary

phone

685-6034

phone

235-0285

Step4.Pieces game

First finish 3b, then give more pieces to make a Lost & Found notice.(看哪組拼得速度快,表現棒)

Step5.Writing

T: In your daily life, you must have lost something or found something that doesn’t belong to you.Have you got it back or found the owner?

Ask them to try to write a Lost & Found notice.(課后把每組代表的a Lost & Found notice 展示在英語園地,讓大家評一評誰的別具一格)。

Step6.Homework

Write a Lost & Found notice

Period4: SectionB4,自我檢查, 單元總復習

教學目標: 1.復習本單元的詞匯與句型,以多種任務激發(fā)學生說的欲望,培養(yǎng)學生的言語交際能力。

2.運用所學語言根據情景編短劇并表演。

3.培養(yǎng)學生樂于助人,與人分享快樂。

4.通過小組合作活動,培養(yǎng)學生相互幫助,集體合作的團隊精神。

Step1.Guessing game

Ask Ss to draw a picture on the board.Let the other Ss guess what it is.(復習句型What’s this/that in English? Is this/that a/an??)

Step2.Words competition

Ask Ss to list as many word as they can.Have a match among four groups.First choose six to eight students from each group，S1says: pen(P-E-N)

S2 should say :pen,eraser(E-R-A-S-E-R)，S3should say: pen, eraser ,ruler(R-U-L-E-R)…，the group which can add the most words is the winner.Step3.Make a play

Give Ss real scenes ,let them make a play.Act it out in class

(eg.李明丟了一只黑色手表,來到學校Lost & Found office詢問,王芳剛好揀到,上交了Lost & Found office.,由大家評出最佳表演獎,最佳默契獎,最佳創(chuàng)意獎,最佳創(chuàng)作獎)

Step4.Homework

Prepare for a test of unit2.(通過本單元復習,讓學生明確自己的學習狀況,不斷調整自己的學習策略,并對自己作出評價,可以在課前預習,上課發(fā)言,小組合作,書面作業(yè)等方面對自己作出評價。)

第二篇：七年級英語上冊Unit_2教案

牛津初中英語 7A Unit 2 My Day 第二課時 Reading I 學案設計

本學案根據自主、合作、探究原則，增強實踐，培養(yǎng)綜合語言運用能力的理念而設計。課型：新授

一、本課時教學目標 １、基礎知識(1)熟記詞匯和短語

a.詞匯：because buy whole day other spend Tuesday Friday also volleyball practise swimmer e-mail b.短語：more than lots of have fun spend ?doing(2)語言目標

a.I love my new school.b.we always have fun.c.we sit under the tree at lunchtime.d.we always talk to each other at lunchtime.e.I like going to assembly.f.I spend about an hour a day doing my homework.g.I go to the reading club after school every Tuesday.h.There are lots of things to do at my school.２、基本技能

a.使學生在閱讀中理解本課所出現的新單詞，理解課文大意并能進行綜合性的回答。b.通過閱讀，能夠用英語描述學校活動。c.能根據自己學校的生活寫日記或電子郵件。

３、情感態(tài)度：通過Reading的學習，能在交流中用英語介紹自己和周圍環(huán)境，熱愛生活。４、學習策略：根據上下文推理判斷，培養(yǎng)邏輯思維和比較分析能力。

５、文化意識：通過Millie的學校和自己的學校的比較，熱愛自己的學校并能為美化校園做出貢獻。

二、本課時的重難點 重點：整體理解課文。

難點：學生描述自己的學校，難句理解：見語言目標f、g、h。

三、教學方法：

１、利用教學掛圖和自制圖片讓學生整體感知課文； ２、學生分組討論課文中出現的重點和難點；

３、課前準備：(1)讓學生畫一些本校學?；顒拥膱D片；(2)讓學生了解本校校長、老師，同學的情況，以及自己對所學科目的喜好程度；(3)預習課文（計15分鐘）。

四、教學步驟 Step1.預習情況交流

a.以小組形式交流，利用準備的本校學校活動的圖片，來簡單描述自己的學校，同時說明自己目前的狀況。b.討論解決預習中的問題（主要是新詞匯，由老師釋疑）。老師領讀生詞。Step2.閱讀策略培養(yǎng)

a.整體感知，分段閱讀課文并回答

一節(jié)：1.What’s the name of the new school? 2.Does Millie love her new school? 3.Why does Millie love her classroom? 二節(jié)：4.Who is Millie’s best friend? 5.What do Millie and Amy often do? 三節(jié)：6.Who is Mrs Tang? 7.What does Millie like doing? 四節(jié)：8.Where does Millie go after school every Tuesday? 9.Who is a very good swimmer, Millie or Amy? b.判斷推理，根據課文內容判斷正誤，正“T”錯“F”()1.Millie e-mails Amy()2.There are more than 1800 teachers at Millie’s school.()3.Millie sometimes plays games at lunchtime.()4.The principal’s name is Mr Tang.()5.Millie’s favourite lessons are English and Maths.()6.Millie spends three hours a day doing her homework.()7.Millie goes to the reading club twice a week.()8.Millie is a member of the swimming club.()9.Millie doesn’t want Tommy to send her an e-mail.c.根據課文填空

Millie’s new school is____ Beijing sunshine secondary school.She likes_____ classroom_____ she can see the ____.Amy is her best ______.They always ______ fun.They sit ____ the tree at lunchtime.They always ____ each other or _____ games together.Sometimes they buy _____ from the tuck shop.All her friends are ____ great!Step3.學法交流

分組談談你完成上述閱讀任務的經過。1.你是怎樣根據上下文猜測生詞的含義的。

2.你在判斷正誤中，哪幾道題錯了？和同伴討論你在思考過程中出現了哪些問題？ 3.在完成短文填空中，哪些你填錯了？

4.語言知識歸納（你認為本課中那些單詞，短語重要）a.單詞_____________ b.詞組_____________ c.句子______________ Step4.練習鞏固提高

1)Millie is doing some translation work.Please help her complete the sentenets with the right words.①我們星期一早上八點鐘開晨會。We ______ _____at _____ _____on Monday.②你經常看電視嗎？不，我喜歡看書。

_____ you often _____ ______ ? No, I like _____ books.③我最好的朋友埃米總是和我一起在樹下交談或者做游戲。

My ______ _______ Amy always ____ or ____ ____ with me under the tree.4.我每天花大約一個小時做作業(yè)。

I _____ about an hour ______my homework every day.5.我和我的同學們在一起總是很開心。I always _____ ______ with my classmates.2)學習成果展示

能用學過的詞匯來描述Millie的學校生活。3)情感體驗交流 向全班學生介紹自己的學校生活。

Step5.(1)課后延伸：根據Reading的學習，寫一篇介紹你學校的短文（地理位置，人文景觀）。(2)教后反思欄：回顧本節(jié)課所學內容，學到了哪些？還有什么疑問

第三篇：初一七年級英語教案七年級英語上學期Unit_2教案

Unit 2 Is this your pencil?教案

學科名稱：英語 班級：初一5班

課題：Unit 2 Is this your pencil? 教材：人民教育出版社七年級英語上學期Unit 2 課的類型：新授課

教學內容

本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學活動,其教學核心內容是“確認物主”。通過本單元的教學,使學生學會辨認物品的所有者,學會根據場景詢問物品的所屬,以及英語中對應的表達法,學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達,與他人溝通信息,為今后學習打下堅實的語言基礎.教學目標

1)知識目標:A.學習并掌握指示代詞: this、that;

B.學習What引導的特殊疑問句;

C.學會Yes/No問句及其簡單回答;

D.學會句型:---How do you spell pen? P-E-N.2)能力目標:A.能辨認物品的所有者;

B.根據不同場景,能用英語對物品的所屬進行提問和回答;

C.能識別不同句式的語調(陳述句,疑問句);

D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力.3)情感目標:A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及健康向上的人格;

B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務.教學重點、難點

重點:A.掌握批示代詞this、that用法;

B.掌握特殊疑問句和Yes/No問句及其簡單回答.難點:學會寫尋物啟事和失物招領.課時安排

第一課時 Section A 1a-1c

第二課時 Section A 2a-4b

第三課時 Section B 1a-2c

第四課時 Section B 3a-4 Self-check 1-3

Period One

課前準備

教師:錄音機,圖片,物品實物.錄音機,所學物品的圖片,一個書包(里面裝著事先收集的學習文具),表格若干張。

學生:實物(學習用品)一張硬紙寫上自己的姓名和電話號碼,學習的物品。

教學設計（一下T代表老師，S、Ss代表學生）

Step One: Warming up.(通過復習形容詞性物主代詞,把學生引入學習英語的情境中。)

Learn the chant.T:Let's sing the chant together.my 是我的,your是你的,男他的是his,女她的是her;名詞前面常站崗,限定所

屬有功勞.Step Two: New words.(利用實物教學,使得教學過程自然、形象。)1.Present the new words.T: Boys and girls, look at this please.What's this in English?(Teacher holds a pen in the English.)S1:A pen.(Ss may say it in English.)T: Yeah.It's a pen.And what's this?(The teacher holds an eraser in the hand.)S2: It's an eraser.(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)2.Practice the new words.T: Now, please look at the pictures in your books.Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)T: OK, let's check the answers.Who can tell us the answers? S2: …

Step Three: Present the drills.訓練

1.Present the drill “Is this…? Yes/No, It is/isn't.”(利用實物引入句型,使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。)(Hold the teacher's pen.)T: This is my pen.Is this your pen? S1: No, it isn't.It's your pen.T:(Hold the student's pen.)This is your pen.Is this your pen? S1:Yes, it is.It's my pen.T:(Hold a girl's pen.)This is her pen.Is this your pen? S1: No, it isn't.It's her pen.T:(Hold a boy's pen.)This is his pen.Is this your pen? S1:No, it isn't.It's his pen.T: hank you.2.Practice the drill “Is this your …?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用學習用品操練句型,并加深對物主代詞的理解。)S3: Is this your …?

S4: …It's my…

S3: Is this…?

S4: …It's his/her…

(The teacher asks a few pairs to practice.)3.Present the drill “Is that …? Yes/ No, it is/isn't.”(利用教師所站位置的不同來引入批示代詞that的用法,并從位置關系上讓學生準確理解this ,that的區(qū)別。)T: That is my book.Is that my book?(Put a book on the teacher's table so that the Ss can see it clearly, and the teacher stands a little far from the table.)S5: Yes, it is.It's your book.T: That is his book.Is that your book?(Put a boy's book on the table and the teacher in the same place.)S5: No, it isn't.It's his book.T: That is her book.s that your book?(Put a girl's book on the table and the teacher in the same place.)S5: No, it isn't.It's her book.(Teach and practice the drill “Is that …?” and its answer.)

4.Practice the drill “Is that your…?” in pairs with your own school things.(通過練習,區(qū)別兩個批示代詞的用法。)

S6: Is that your…?

S7: … It's my ….S6: s that your…?

S7: …It's his /her…

(The teacher asks some pairs to practice.)

5.Listening.(進行聽力練習,鞏固所學的句型。)

T: Now please listen to the three conversations, the first time you only listen.Then I play again.And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.)

T: Let's check the answers, OK?

S8:(from left to right)

T: Thank you.6.Practice the drills according to the pictures using “his or her”.(設置情景,使學生在情景中準確運用物主代詞his或her。)

(Show students four pictures like the followings.見課件。)

Step Four: Task “Have a contest”.(把兩個學生的文具混在一起,然后請他們分別 挑

出自己和同伴的物品,用的時間少者為勝者。挑選物品的同時,要求學生用英語說出:This is my…That is her/his…)

T: I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.(Put the same number of the things together, and first ask them to pick out their own things and their partners' things.Then ask them to give a report, using the key words and target language.One student picks up the things while the other counts the time as well.)

Languages used for the task:

1.This is my…

2.That is her/his…

Step Five: Summary.(編一個Chant ,便于學生進一步識記本節(jié)課所學的重點詞匯和語言項目。注意應強調Chant 的節(jié)奏和一般疑問句的語調。)

Chant.T: In this class, we've learned the names of some common personal possessions and how to identify ownership.Let's learn to say this chant.Is this my book? Yes, it is.Is that your ruler? No, it isn't.Is this her pencil? Yes, it is.Is that his erase r? No, it isn't.Step six: Listining.1.Listening(2a).(練習聽力前,先讓學生再一次說出圖片中物品的英文,進一步強化重點單詞。)

T: Please look at the pictures in 2a.Can you say their English name?(Teacher asks the students to name each one individually.)

S6: This is…

S7: This is …

……

T: Now please take out the objects in 2a and put them on the desk.You will listen a dialogue and please pick up the things you hear.Let's see who will do fastest and best.(Play the recording for the students to listen.)(讓學生把聽到的物品選出來,放在自己的桌子上,讓學生動手去做,比單純的單詞辨聽更易引起學生學習的興趣。)

T: Now let's check the answers.Please hold the things you hear and say their English names, OK?

(Make sure students hold the things to show them to the other students.)

S8: Pencil.S9: ……

2.Listening(2b).(進一步強化重點詞匯后,進行聽力練習,要求完成單詞的拼寫。)

T: Now please read the words.One holds the things, the others read them aloud one by one.(One student holds the things, and the other students say the words aloud.)

T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.(Play the recording.Students listen and complete the conversation.)

T: Let's check the answers.I'd like to ask three students to read the conversation in role.(Three students read the conversation, filling the missing words.The rest of the students check their answers.)Step seven: New drills.1.Present the new drills.(用實物引入新句型,幫助學生用正確的句子來回答。)

(The teacher shows students a pencil.)

T: What's this in English?

S: It's a pencil.T: How do you spell it ?

S: P-E-N-C-I-L.(Change an eraser.Ask and answer in the same way.)

2.Practice the drills.(學生分組練習新句型。)

T: Now please practice the conversation with your partner.Use the words shown in 3a.SA: What's this in English?

SB: It's a ruler.SA: How do you spell it ?

SB: R-U-L-E-R.(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I'll ask some pairs of students to practice the conversations.SA: …

SB: …

3.Play the game : A spelling game.(進行一個拼寫游戲比賽,進一步操練新句型。)

T: Now let's play a spelling game.We divide our class into two groups.Each team will take turns asking the other group to the spell we learned in class.The team who is the first to get ten points is the winner.Let's start.SA: How do you spell backpack?

SB: B-A-C-K-P-A-C-K.T: Group B, one point.It's your turn to ask, please.Step Eight: Task 2: Find the owner.(此任務主要進行了聽、說、寫的訓練,并復習了一般疑問句及其簡短的回答,以及物主代詞的用法。)

T: I have some things.But I'm sorry I don't know whose these are.Could you help me find the owners ? Let's see who can find all the owners first and write the owners' names in the chart.Language used for the task:

1.Is this your math book?

Yes, it is.It's my math book.2.Is that your ruler?

No, it isn't.It's her ruler.My ruler is blue.3.Kim, is this your dictionary?

Yes, it is.It's my dictionary.Here you are.Thank you.Homework.Read the new words and the target languages presented in this class and say the chant to improve your spoken English.Period Two

課前準備

教師:錄音機,圖片,實物。

學生:實物。

教學設計

Step One: Revision.(讓學生放錄音作業(yè),選擇兩個最好的,給予獎勵,從而幫助學生樹立學習的信心。)

T: Let's listen to the tapes you recorded.Who is the best? OK, let's start.(Select the best two.Award a prize to their work.)

Step Two: New words.1.Present the new words.(運用多媒體或圖片,教新的重點詞匯,同時復習了本單元重點句型;在教學新單詞的同時,注意復習剛學過的單詞。)

T: Look at the picture.(Show students a picture of a watch.)

T: What's this in English? It's a watch.(Ask a student)What's this in English?

S1: It's a watch.T: Good.(Ask another student.)What's this in English?

S2: It's a watch.T: How do we spell watch?(Show students the spelling.)

W-A-T-C-H, watch.Read after me, please.S3: W-A-T-C-H, watch.(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)

T: Let's say the words again.What's this in English?

(Show the words random.Ask questions like this.)

S4: It's a key.T: How do you spell it?

S4: K-E-Y.2.Practice the new words.(此活動練習了學生們的口語,同時又進一步鞏固了新單詞和已學句型。)

T: Good.Please look at the pictures in 1a.Match the words with the things in the picture.Do it by yourself.(Students find them in the pictures and objects in the picture.)

T: Well, let's check the answers.Who can tell us the answers?

S5: …

T: Now please work with your partner, say the conversation in 1b.Use the pictures in 1a.(Students practice the conversation.As students work, the teacher moves around and help them.)

Step Three: Listening.1.Listening(2a).(通過聽力練習,加深對所學單詞的記憶。)

T: Listen to the conversation.Pay special attention to the names of objects.You will hear some of the names, not all of them.Circle on the picture each item whose name is mentioned in the conversations.(Play the recording twice.Students listen and circle the items.)

T: Let's check the answers, OK?

S6: …

T: Who would like to say the circled words again?

S7: …

2.Listening(2b).(通過聽力練習,強化學生對單詞和句型的理解,同時訓練學生寫的技能。)

T: Please look at the two pictures in 2b.One is Kelsey, and the other is Mike.Listen to the conversations again.This time you will pay attention to the things Kelsey and Mike are looking for.Then write down the names of the things under each person's pictures.(Play the recording for the students to write down the words.)

T: Well, what is Kelsey looking for?

S8: …

T: What about Mike? What is he looking for?

S9: …

Step Four: Pair work.(這個活動運用信息差,訓練了學生用重點詞匯和句型進行聽、說、寫的練習。)

T: Now let's play a game.You are Student A and your partner is Student B.Student A looks at page 81, while Student B looks at page 82.Each student has only part of the information needed to complete the activity.First Student A asks Student B questions, using the words in the box;Student B answers the questions and writes the words in the chart below.(Students practice in pairs, asking and answering questions and filling the charts.And the teacher moves around explaining the procedure and of fering help.)

A sample:

SA: Is this her pencil case ? SB: No, it isn't.It's his pencil case.SA: Is this his key? SB: Yes, it is.It's his key.SA: Is this his backpack? SB: No, it isn't.It's her backpack.(Students practice in pairs.)

T: This time Student B asks Student A questions, using the words in the box;Student A answers the questions and writes the words in the chart below.(Students practice in pairs, asking and answering questions and filling the charts.And the teacher moves around explaining the procedure again and providing help.)

SB: Is this her pen? SA: No, it isn't.It's his pen.SB: Is this her book? SA: Yes, it is.It's her book.SB: Is this his computer game? SA: No, it isn't.It's her computer game.T: Let's check the answers.One from Group A and the other from Group B come to the blackboard to fill in the chart.Step Five: Summary and homework.In this case, we've learned the names of some possessions.After class, please use some of these words to write out a conversation and practice with your partner.課前準備

教師:錄音機,圖片,錄好的磁帶,教學課件。

學生:收集一些英文的失物招領。

教學設計

Step One: Revision.(檢查學生的作業(yè),找?guī)捉M學生表演,訓練學生的口語表達能力。)

T: First I'll check your homework.Practice the dialogue you made.And you should use the pictures or the objects that are mentioned in your dialogue.I'll invite some of you to come to the front to say the dialogue.Dialogue One:

Sa: What's this in English?

Sb: It's a …

Sa: How do you spell it?

Sb: …

Dialogue Two:

Sa: Is this your…?

Sb: No,it isn't.It's not my …

Sa: Is this her…?

Sb: Yes, it is.It's her…

Step Two: New words.1.Present the new words.T: Please look at the pictures and learn the new words.(用多媒體展示新單詞效果較好。)

1.at prep.在(里面或附近);在(點刻);

2.the art.表示特指的人、物、事或群體

3.lost adj.丟失的;遺失的

4.Found adj.(find的過去式、過去分詞)找回的5.lost and found 失物招領

6.please adv.請

7.school n.學校

8.a set of 一套;一副

(Teach students to read the words.)

2.Practice the new words.(事先錄制一段短的聽力,讓學生通過聽的訓練來強化所學的新單詞,并為學習寫尋物啟示和失物招領作好準備。)

T: Please listen to a short passage twice then fill the blanks using the words we learned.(Show students a short passage and play the recording for the students to listen.)

There are many things in(1)_____________________in my(2)__________.Look, here's(3)_________keys.Is this yours?(4)__________call Jim(5)___________753-2289.Typescript:

There are many things in the Lost and Found in my school.Look, here's a set of keys.Is this yours? Please call Jim at 753-2289.T: Well, who would like to tell us the answers?

S: …

T: Good.Let's read the passage together.(Students read the passage and the teacher pays more attention to their pronunciation.)

Step Three: Reading.1.Present “Lost and Found”.(設置情景,激發(fā)學生的思維。從學生生活中常發(fā)生丟失物品的現象出發(fā),引導學生學會處理這種問題方法。)

T: Have you ever picked up others' things or lost anything?

What are they?

S1: I lost a backpack.S2: I picked up a pen.T: Good.What will you do with these things? How did you return or find them? Have a discussion with your partner.(Students discuss the problem.Maybe you will get the answer, “we'll learn how to write a lost and found.”)

T: If you lost something, what should you do ? You can answer it in English or Chinese.S1: Call “110”.S2: Tell the teacher about it.S3: Ask my classmate to help me look for it.S4: Tell my parents.S5: 尋物啟事。

T: All of you are right.Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.(讓學生通過教師展示的失物啟示,發(fā)現寫失物啟示的要點。)

Lost:

My baseball.Yellow and red.Call Tom at 405-6678

Lost:

My school ID card.My name is Mike.Please call 843-9096

S6: The lost thing.S7: Name.S8: Color.S9: Telephone number.S10: Picture.T: Yes.You have done very well.If we write “Lost”, we must write the lost thing, the person's name, telephone number and color, we can also put a picture of the thing on it.Next, if you pick up something, what should you do?(通過和學生的交流,探討拾到物品時,應如何處理。)

S11: Give it to our teacher.S12: 交給警察。

S13:找到失主。

T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?

Ss: 失物招領。

T: Good.How to write “Found”? Look at “Found” and then tell me the way to write “Found”.(讓學生通過教師展示的失物招領,發(fā)現寫失物招領的要點。)

Found: Backpack

Is this your backpack?

Please call Mana.Phone # 556-0203.David，Is that your pencil case in the lost and found case?

Alice.S14: The found thing.S15: Telephone number.S16: 聯系人。

S17: Place.T: Excellent.All of you are very clever.If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.2.Practice.(這個活動目的在于訓練學生的閱讀能力。)

T: Please look at the notices on the bulletin board in 3a.Who would like to read it ?

(Ask four students in turn to read the notices.)

S: …

T: It's time for you to read the notices yourself and circle the words from Activity 1a.(Students finish the work alone.)

T: Who would like to give us your answer? Please read the words.S7: …

Step Four: Make a message.(Show students a message.)

()at 529-6403

()call David

()A set of keys.Please

()Found:

T: This is a bulletin board message.But they are in the wrong order.You should make it clearly by putting them in the right order.The first one is done for you.(Show students the first part with the word “Found”)This is the first part of the message.Write number 2, 3, and 4 in the boxes to complete the message.(Students complete the message and write the numbers in the boxes in 3b.)

T: Well, who would like to read the message?

S8: …

Step Five: Writing.(用英文寫簡單的失物招領。最好把學生的作品在實物投影儀上展示,便于修改和提供寫作案例。)

T: OK.Now let's try to write it.You may use the one in 3a or the one in 3b as a model.(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)

T: Let's read some of your messages.(Ask some students read their message aloud.And others to help correct their work.)

Stepp Six: Self-check.1.Key words.(此活動幫助學生復習本單元所學過的重點詞匯。)

T: Please read the words in the box.If you don't know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.(Students check all the words they know.)

2.Writing.(訓練學生用目標語言寫和說的能力。)

T: Look at the picture please.What are they talking about in Picture 1? Who would like to read it?

Sa: Is that your backpack?

Sb: No, it isn't.T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn't.(Students fill in the chart.)

T: Now please read the conversation with your partner.Sa: Is that your notebook?

Sb: Yes,it is.Sa: Is that your key?

Sb: No, it isn't.

第四篇：七年級英語上冊教案

初一英語外研版（上）教案 Module 8 Choosing presents

一、學習目標: 1.單詞和短語：

card, party, present, would, always, great, cake, never, special, eat, give, sing, happy, secret, CD, cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive, clothes, shoes, spend, money, film, song, match, weekend, at weekends, dear, hear, hear from, afraid

2.交際用語：

1)—Would you like to come to my birthday party? —Yes, I’d like to.When is it? 2)Great!3)It’s a secret.3.重點句子：

1)Daming always gets birthday presents!2)She often goes to the cinema.3)What do you usually do at a Chinese birthday party? 4)We sometimes give birthday cards.5)My mother never makes a birthday cake.二、重點及難點:

1．頻度副詞的使用及在句中的位置。2．動詞第三人稱單數形式。

三、教學設計: Unit 2 She often goes to concerts.ⅠTeaching model Reading and writing.ⅡTeaching method Communicative approach ⅢTeaching aims

1.To get information from the reading material about choosing birthday presents.2.To write a description of one’s partner.3.To get to know compound nouns.ⅣTeaching Objectives

Key vocabulary: CD, cinema, concert, magazine, scarf, silk, shirt, T-shirt, choose, exercise, wear, expensive, clothes, shoes, spend, money, film, song, match, weekend, at weekends ⅤTeaching aids Recorder, OHP, video ⅥTeaching Steps Step 1 Warming-up 1.Review the text of Unit 1.2.Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3.Introduce the new words.4.Read the new words.Step 2 Practice 1.Look at the pictures in Activity 1.2.Read through the list of presents and have the students repeat them after you chorally and individually.3.Match the words with the pictures.4.Check with a partner.5.Call back the answers from the whole class.Keys:

1.a concert ticket

2.a magazine

3.a silk shirt 4.a box of chocolate

5.a T-shirt 6.a CD 7.a scarf 8.a cinema ticket

9.a football Step 3 Reading.1.Play the recording.2.Ask the students to read through the passage.3.Match the people with what they like doing.4.Check with a partner.5.Call back the answers from the whole class.Keys: 1.c 2.b 3.d 4.a 5.e

6.Choose presents from the pictures in Activities 1 for them.7.Check with a partner.8.Call back the answers from the whole class.Keys:

1.T-shirt 2.a silk dress, a scarf, and a box of chocolate

3.a magazine and a cinema ticket 4.a CD, a concert ticket 5.football 9.Complete the passage with the correct form of the words from the box.10.Check with a partner.11.Call back the answers from the whole class.Keys: 1.spends

2.money

3.silk

4.expensive 5.concert 6.weekends

7.matches

8.choose Step 4 Writing and speaking.A.Write these sentences with ’(apostrophe).1.Read through the sentences.2.Write these sentences with ’(apostrophe).3.Check with a partner.4.Call back the answers from the whole class.B.Make a list of things you like and do.1.Ask the students to make their lists individually.2.You may care to suggest they write five things they like and five things they do.C.Work in pairs.1.Ask the students to talk about things they like and do.2.Write a description of their partner.Step 5 Important and difficult points.She has got 11 silk scarves, 20 shirts and a lot of shoes.在英語中，有些名詞表示由兩部分構成的東西。這些名詞常常只用復數形式。做主語時謂語動詞要用復數，表示數量時常與“數詞+ pair(s)+ of”搭配。如：

shoes鞋

trousers 褲子

glasses 眼鏡

gloves手套

shorts短褲

scissors剪刀

chopsticks筷子

That pair of trousers is Tony’s.那條褲子是托尼的。Scissors are used to cut things.剪刀是用來剪東西的。Step 6 Do exercises: A、單詞拼寫：

1.I have two ______(雙)of new shoes.2.The clothes are very nice.I don’t know which one to ______(選擇).3.I have two______(票).One is for my mother, the other is for my sister.4.How much is this ____________(雜志)? 5.How much do you _________(花費)on these presents? 6.Please give me a _______(音樂會)ticket.7.He’ll buy two _____(盒子)of cookies for his son.8.This is a _______(絲綢)shirt.9.I don’t know those ________(歌手).10.My aunt sells ___________(襯衫).Answers: 1.pairs 2.choose 3.tickets 4.magazine 5.spend

6.concert 7.boxes 8.silk 9.singers 10.shirts

B、翻譯下列句子：

1.他喜歡閱讀,但不喜歡去看電影。

__________________________________________________ 2.她從末去看足球賽。

__________________________________________________ 3.他既不喜歡打藍球,也不喜歡踢足球。

__________________________________________________ 4.我妹妹經常去聽音樂會,并且常買些她喜歡的歌手的唱片。__________________________________________________ Answers: 1.He likes reading, but he doesn’t like to go to the cinema.2.She never goes to the football match.3.He doesn’t like playing basketball or playing football.4.My sister often goes to concerts and she usually buys CDs by her favourite singers.

第五篇：七年級英語上冊Unit 6教案1

七年級英語上冊Unit 6教案

主要活動：1a和2

課時建議：1

教學目標：

1.繼續(xù)學習there be句型。

2.繼續(xù)學習方位介詞。

教學過程：

第一步：復習

猜詞游戲：

老師在黑板上寫出某個單詞的第一個字母讓全體學生來猜，表揚猜中的學生，如果大家都猜不出，老師可以給出口頭的英文解釋。

第二步：呈現

1.限制時間讓學生快速地讀完短文，并完成隨后的正誤判斷題。

2.仔細閱讀短文二遍，讓學生獨立完成1b，然后集體檢查糾錯。

3.將集體總結的關鍵詞句列于黑板上，并畫出一幅簡筆畫。老師按照要點和簡筆畫復述短文做出示范，然后讓學生復述。

第三步：鞏固

1.將介詞in，on，under，behind，in front of 填入2的三段文字中，學生獨立完成后再集體檢查糾錯。

2.兩個人一組找出3中兩幅圖片的不同之處，然后讓學生以小組為單位來完成短文填空。第四步：練習

1.把集體找出的關鍵詞句列于黑板之上，老師先做出示范復述短文，然后讓學生合上課本按照黑板的提示信息復述短文，事前給學生幾分鐘的準備時間。如：The curtain in Picture

A..., In Picture B....，There is..., In Picture B..., There is a bookcase..., In the bookcase...2.組句游戲

給出下列詞匯:garden，study，bedroom，lamp，key，chopsticks，kitchen，fork，chair，TV，computer...beside，in front of，under，behind，next to...second，floor，first...將學生分為兩組，限制時間，看哪組在規(guī)定時間內可以造出又多又好的句子。注意用到there be結構和wh-問題。

第五步：綜合探究活動

1.游戲：喊出他/她的名字

給學生兩分鐘時間進一步熟悉其它同學的座位和名字。然后從老師開始做游戲。

選一個學生背對其他同學，老師給出描述如下：

There is a girl in front of...（班里一個學生的名字）

She is behind...Who is she?

如果該學生猜中的話，他/她就可以扮演老師的角色，選其他同學來猜下一輪。猜不中的話就重新選人猜。

2.故事接龍

每個同學說一句話來共同編一個故事，每個人都要盡量的使故事有趣生動。可以這樣來開頭：There is a beautiful girl in front of a big garden...