第一篇：人教版新目標七年級英語上冊unit16導學案教案

Unit 1 My name 's Gina（總第1課時）

第1課時Section A 1a—2c

【學習目標】：

1、熟悉掌握詞匯name clock 等

2、學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.3、能聽懂聽力對話并能對根據(jù)聽力對話進行自由交際.【學習重點】： 使學生學會打招呼和介紹自己,并詢問他人姓名的句型.Nice to meet you.What's your name ? My name is......【學習過程】：

一、自主學習（教師寄語：Knowledge is power.）

學習任務(wù)一: 熟悉掌握詞匯name ,clock

1、認真觀察第一頁的圖畫,小組討論你所認識的物品的英語單詞.2,、試著寫出含有的物品的英語單詞.3、小組競賽,展示(看誰總結(jié)的多, 寫的準確)

學習任務(wù)二: 學會介紹自己并詢問他人姓名,能夠利用所學知識進行打招呼.1、教師自我介紹,引導學生介紹自己.A: Hello , I am Gina , What's your name ?

B: My name is Alan.2、小組競賽, 兩人一組,詢問他人姓名,介紹自己.3,、分角色朗讀1A對話.學習任務(wù)三: 能聽懂聽力對話并能對根據(jù)聽力對話進行自由交際.1,、聽錄音, 給1B 的對話編號.2、根據(jù)聽力對話進行自由交際.3、小組競賽, 展示對話交際。

二、合作共建（教師寄語：Many hands make light work.）

小組討論我們所學的英語名字和漢語名字的區(qū)別, 如何用英語拼寫

你的名字?

三、系統(tǒng)總結(jié)（教師寄語：No man can do two things at once.）

1,、歸納你所學到的問候語.2、自己編寫一個打招呼并詢問姓名的小對話.四、診斷評價

（一）單項選擇.1._______your name ? My name is Gina.A.What B.What's

C.Who

D.which

2.Good morning , Miss Wang!_____________!

A.Hello

B.Hi

C.Nice to meet you

D.Good morning

3.I _______Sally , What______ your name ?

A.am ,is

B.is , am

C.is , is

D.am, am

第二篇：新目標英語七年級上冊Unit教案

Unit3 Is this your pencil?Section B(2a-3b)教案

玉賢中學英語組 余麗華

【三維目標】

1.知識目標

1)Words and expressions: call sb.at 685-6034

in the lost and found case

please school a set of keys David 2)Target language: Is this/that your watch? 2.能力目標：能讀懂并會寫尋物啟事和失物招領(lǐng)啟事 3.情感目標：1）通過活動，激發(fā)學習英語的興趣

2）通過學習，培養(yǎng)學生拾金不昧的良好品質(zhì) 【學習重點、難點】

1.重點：Words and phrases target language 2.難點：學習如何寫尋物啟事和失物招領(lǐng)啟事.【教學過程】 stepI.Warm up Task1.Free talk(Group work: Use the real things and the words in 1a.)A：What’s this ?

B：Is it a watch ? A：Yes, it is.How do you spell it? B：W-A-T-C-H A：Is this your watch ?

B：Yes, it is.Task2.Read and spell the new words on Page 16.Then remember them.(Pair work)step 2.Presentation Task1.Teach and learn new words and expressions.1)Teacher：What’s your telephone number ? 2)Show a set of keys：

Teacher：Look！This is a set of keys.Student：Yes , this is a set of keys.3）Show a school ID card Teacher：Is this your school ID card ,Liu Yang ? Student：Yes , it is.4）Teacher：What’s this/that in the lost and found case ?

Student：It’s a notebook.Task2.Practice the conversations in pairs.step3.Reading.(2b/2c)Task1.Read fast and circle the lost things(watch ,computer game , some keys , school ID card)Task2.Read carefully and then write down the items.then check lost or found.Task3.Read more carefully by themselves and then fill in the blanks.1）

A：Is this your watch ? B：Please______John_____495-3539.(給John打電話)2）

Is that your computer game ______________?（在失物招領(lǐng)櫥里）3）

I lost my _________________.(學生證)step4.Writing.（3a&3b）

Task1.Discuss how to write the lost and found messages in groups.Task2.Put these pieces in order to make a message.Write number in the boxes.(Pair work)Then answer the question: Who found a set of keys? Task3.Write your own lost and found notice.Then show in groups.step5.Summary.Sum up what we have learned in this class.1.Words and phrases.2.Reading and writing skills.(How to write lost and found messages)step6.Homework 1．Go over Unit 3 and then have a self check.2． Finish the exercises.

第三篇：七年級英語上冊《Starter Unit 2 teaching plan》教案 人教新目標版

廣東省汕頭市龍湖實驗中學七年級英語上冊《Starter Unit 2 teaching plan》教案 人教新目標版

課程目標

一、知識和能力目標

本單元的核心教學內(nèi)容是“認物”。用英語確認周圍的常見事物比較符合英語初學者的實際情況。通過本單元教學，使學生運用所學句型，去熟悉周圍事物的名稱；教學生學會在實際生活中如何確認事物。通過辨認物體，學生學到一些生詞，并鞏固所學句型。

二、過程和方法目標

教師要盡量使學生對課文中出現(xiàn)的句型能夠熟練上口，這樣，學生才能順利開展比較靈活的對話。教師可以用手勢，表情，動作等示意，幫助學生聽懂課堂教學內(nèi)容，但在實際操作中應(yīng)盡量避免“明知故問”的傾向，應(yīng)該采用應(yīng)用性原則；如：遮蓋物品、顯露局部、辨認物體、完形識別、圖形辨認等方法。

三、情感態(tài)度和價值觀目標

目標在學生學習過程中的作用至關(guān)重要，教師要幫助他們建立起一個切合自己實際的目標，通過漸進的學習以及一點一滴的進步，使他們逐步建立起成功感。成功越多，自信心就越強。Period 1 Teaching goals: 1.Words: a quilt，a map，a jacket，a key，a ruler，a pen，an orange 2.Drills: What’s this in English? It’s?.3.Letters: I J K L M N O P Q R(sounds)Important and difficult points: 1.Word: quilt.2.Letters: J M N O R 3.It’s a/ an? Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step l：Introduction Review greetings.Review the letters learn in the last unit． Get the students to introduce themselves in English． Step 2：Lead—in Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．

Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.Step 3：Practice Listen．Play the tape twice．Have the students circle the things they hear． Get the students to act out the conversations in the picture of 1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．

Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /??/ and／a?／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape． Step4：Games time Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese． 看誰快

這是一個訓練學生聽字母的游戲，將全班分成兩組，一組學生持大寫字母，另一生持小寫字母，教師快速念字母，要求持有該字母的學生迅速站起來，最先站起來的兩分，后站起來的得一分，沒站起來的得零分，得分多的組獲勝。Step 5：Homework Finish off the workbook Blackboard writing:

Period 2 Teaching goals: 1.Words: spell 2.Drills: How do you spell it? Glad to meet you.3.Letters: I-R(writing)4.Pronunciation rules Important and difficult points: 1.Letters: k, p, Q, r 2.Pronunciation rules.Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step 1：Lead—in Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names． Step 2：Pairwork Give each student an English name．Make them remember it and know how to spell it.Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names． Step 3：Pairwork Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it? Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible． step 4：Practice And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise： A：Hello!B：Hello!A：I’m Paula．P—A—U—L—A，Paula．What’s your name? B：I’m James．J—A—M—E—S，James． A：How do you do? B：How do you do? A：Nice t0 meet you． B：Nice to meet you，too．

Have students switch roles and repeat． Step 5：Lead—in Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?

Get them to answer the question one by one．Then ask them to listen and number the words they hear．

After they finish 1a，make sure they read the words correctly．And ask students to write the words down in small letters． Step 6：Pair work Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher’s desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student： T：What’s this in English? A：Is it a book? T：N0，it isn’t． A：Is it a pen? T：Yes，it is．

If the student Succeed．congratulate to him or her．Then do the same to another one.This game can also be played in small groups if you have enough materials.Step 7：Listen and read Have the students listen to the tape and repeat．

Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words． Step 8：Homework Copy the letters and the words.Blackboard writing:

Extra Exercises: 英漢詞組互譯

1．用漢語 2．一床被子 3．一個橙子 4．一件上衣 5．一幅地圖 6．你的鋼筆

7．in English 8．that key 9．this ruler 10．thank you 選擇填空

()1．This is ______ nice jacket.A．a(chǎn)n B．a(chǎn) C．one D．／()2．What’s that _______in Chinese? A.in B．to C．on D．a(chǎn)t()3．_______ your book? A．This is B．Is its C．It’s D.Is this()4．---Colin，what’s this in English?---__________.A．This is a pen B．It’s a pen C．It’s pen D.This is pen()5．Is this ______ English book? A．a(chǎn) B．a(chǎn)n C．one D./ 翻譯句子

1．這是南希。2．瞧，這是什么? 3．這個用英語怎么說? 4．這是一床漂亮的被子。5．請拼寫一下。

第四篇：七年級英語下冊《Unit 7 It is raining》教案 人教新目標版

四川省宜賓市南溪二中七年級英語下冊《Unit 7 It is raining》教

案 人教新目標版

2、學生此前已經(jīng)學過有why, where, what引導的特殊疑問句句型，具有了學習本單元知識的認知前提，形形色色的天氣能激發(fā)學生的好奇心，產(chǎn)生了解它們的欲望，有利于本單元知識的教學。

二、教材分析

（一）教學內(nèi)容

本課內(nèi)容出自新目標人教版七年級(下)Unit7 It’s raining Section A第一課時。教學內(nèi)容以描述天氣狀況為主，繼續(xù)鞏固現(xiàn)在進行時態(tài)為輔。課文貼近生活，教學中比較容易聯(lián)系實際，創(chuàng)設(shè)語言情境，與單元有關(guān)又有所拓展，訓練學生的口頭表達能力。

（二）教學目標： 1.知識與能力:（A）學習重點詞匯： rainy, sunny, cloudy, snowy , windy, weather.（B）掌握詢問天氣的句型并進行回答：

How’s the weather? / What’s the weather like? It’s raining.2.過程和方法：通過觀看圖片和對話練習，讓學生在討論中進一步理解，培養(yǎng)學生的理解能力。

3.情感態(tài)度與價值觀：通過實踐讓學生體驗在生活中運用英語的樂趣，并通過小組活動談?wù)摫舜说挠^點。通過展示個人的特長，培養(yǎng)學生互相合作、互相學習的團隊精神。

（三）教學重點及難點

1.重點： 學習并掌握記匯： rainy, sunny, cloudy, snowy , windy.2.難點：學會其特殊疑問句、一般疑問句的用法及回答。

（三）教學方式

以任務(wù)型教學為主，采用情景教學法、多媒體輔助教學法、交際法、小組競賽法等方式。

（四）教學用具

(1)PPT(2)A radio 教學過程

一、導入(lead-in)

1.鋪墊，知識回憶

a.用學生已經(jīng)學過的簡單句型：How are you ?對學生進行問候，調(diào)動學生的興趣。

2.激趣，看圖片回答問題：創(chuàng)設(shè)情境，發(fā)現(xiàn)問題

Q1：What’s the girl doing? She is walking。Q2：How’s the weather? 1

引出新單詞weather，并板書今天要學習的內(nèi)容。

說明：游戲能為學生的英語學習帶來快樂，使枯燥、機械的句型操練變得生動，活潑，因此，在教學過程中，應(yīng)恰當?shù)陌延螒蛞胝n堂，寓教于樂。

二、教學SectionA-1a

1.欣賞一首歌：What’s the weather like today?

通過歌曲欣賞，學生們自己找出與天氣有關(guān)的單詞，學生通過搜索資料提高搜索信息的能力，培養(yǎng)學生探究能力，然后進行1a中五個單詞的重點學習。

2.展示處1a中的五個新單詞，教讀并糾正他們錯誤的發(fā)音。

說明：利用電教多媒體能使課堂更加生動，直觀，圖文并茂，使學生能夠在輕松愉快的氣氛中學習。

3.交際英語

運用What’ the weather like? 就圖片上的天氣進行提問。

說明： 英語要作為交際工具來教，也要作為交際工具來學，做到學用統(tǒng)一。

三、教學SectionA-1b,1c

1.看圖聽1b的錄音，把地名填入圖中的方框里，教師核對答案。

2.學生對話練習1c，對話如下：

A: Hello!May I speak to …?

B: This is …speaking.A: How’s the weather in …? B: It’s ….A: What are you doing? B: I’m ….A: Thanks!Bye!B: Bye!

教師叫幾組學生將對話表演出來。

四、知識拓展

1.爭做小小天氣預(yù)報員

就各地區(qū)的天氣進行預(yù)報。

說明：興趣是最好的老師，而興趣來自好奇，來自體驗，提供實踐機會，讓他們參與表演，這既符合中學生好動、表現(xiàn)欲強的年齡特點，同時也會進一步加強對所學知識的掌握。

七、課后作業(yè)

1.觀察本周天氣情況，進行預(yù)報。

八、板書設(shè)計

It is raining.Word list:

Hot、cold、raining、snowing、windy、sunny

Sentences：

How’s the weather？

It is raining.(snowing、rainy、snowy）

教學反思：

1、本節(jié)課體現(xiàn)了新課程的教學理念，采用了任務(wù)教學法，通過設(shè)置一些任務(wù)，學生在老師的引導下，通過小組或個人完成這些任務(wù)，就達成了本節(jié)課的三維目標。

2、利用網(wǎng)絡(luò)和多媒體輔助教學，使得課堂更加生動活躍，抽象的東西更加形象直觀，學生掌握起來也就更容易。

4、本節(jié)課的亮點在于關(guān)注學生的學習策略和情感教育，這也是符合新課程標準的要求的。

第五篇：2012年秋七年級英語上冊 Unit 3 Is this your pencil教案 人教新目標版

Unit 3 – Is this your pencil?

Learning Objectives In this unit, students will learn to identify ownership of personal belongings.They will also be able to spell the name of the object for confirmation.一、Topics（話題）: Things in the classroom

二、Functions(功能)Identify ownership

三、Structures(結(jié)構(gòu))

Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found

四、Target Language(目標語言)Is this your pencil? Yes, it is.It’s mine.Are these your books? No, they aren’t.They’re hers.五、Vocabulary（詞匯）

Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers Thank you for..., ask...for..., a set of

六、Skills(技能)Listening and read for specific information

七、Recycling（復(fù)習鞏固）What’s this? It’s...How do you spell it?

八、教材分析

本單元以school things為話題，主題是“確認物品的所有權(quán)”，物品主要圍繞著教室

用心

愛心

專心

內(nèi)學生身邊的常用物品，在教學時老師能夠使用實物進行教學，增強學生的學習效果。事實表明，如果將真實的語言材料引入學習環(huán)境，并與社會的語言活動結(jié)合起來，學生的學習效果將是事半功倍的。也就是說，作為授課的老師，我們要結(jié)合所授內(nèi)容，努力為學生創(chuàng)造真實的、貼近生活的情境。通過單元教學使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及學會寫尋物啟事和招領(lǐng)啟事。

與其他單元一樣，本單元共六頁（6 pages），其中包括Section A，Section B和Self check。

Section A(Pages13&15)學會詢問物品的所屬。提供了本單元教學的基本詞匯和語言結(jié)構(gòu)，為本單元的目標句型提供示例和指導性練習，通過簡單的語言活動進行操練和鞏固；Page13,14有聽、說、讀。

1a, 1b, 1c 重點學習一些表示學習用具的詞，學會詢問物品的所屬。

2a, 2b, 2c,2d繼續(xù)學習表示學習用具的詞。重點學習運用詢問物品所屬的句型。3a, 3b, 3c 學會用英語詢問物品的名稱，進一步鞏固詢問物品所屬的句型。

Section B(Pages16&17)學會寫招領(lǐng)啟事和尋物啟事。在已有的基礎(chǔ)上開展的，Grammar focus, Page3是語言運用。許多知識點都是以舊帶新，但學習任務(wù)的難度在逐漸遞升，口頭訓練也過度到筆頭訓練，通過這部分的學習，使學生能夠?qū)σ褜W過的目標句型運用自如。

1a, 1b, 1c, 1d, 1e學會判斷物品的所屬。2a, 2b, 2c學會寫招領(lǐng)啟事和尋物啟事。

Self check 檢測本單元所學詞匯知識，學會詢問物品的所屬，學會詢問物品的名稱。課后自我檢測和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這部分內(nèi)容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。

九、學情分析

1）初一學生心理特點：對中學生活既好奇又擔憂；希望在新班集體里得到他人的承認；主要通過他人評價初步形成對自己的評價，所以很在乎他人的評價；自我認識較模糊、片面，但自我意識卻不斷增強；開始步入青春期生理、心理劇變階段。

2）初一學生學習英語的特點：初一學生對英語既感到新鮮又有所畏懼，他們希望在新的環(huán)境中通過學好英語這門新科目來獲得他人的認可。但隨著小學英語的實施，很多學生新鮮感減少，畏懼感增加，兩極分化從一開學就凸現(xiàn)出來。分層次教學，因材施教迫在眉睫。

3）思維能力： 該年齡段的學生有很強的記憶力和模仿能力，有待培養(yǎng)知識的擴展和運用的能力。

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十、課時安排

Period 1（Section A：1a-2d）Listening Period 2（Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking(I)Period 3（SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking(II)Period 4（SectionＢ：2a, 3b, 2c）Reading, speaking and writing Period 5（Self Check）Revision and testing

The 1st period of class: Section A(1a –2d)Teaching aims（教學目標）

1．本單元我們將學習物品的所屬者是誰？ 2．根據(jù)場景詢問英語中對應(yīng)的表達法。Language points（語言點）

1.要求掌握以下句式：

(1)What’s this/that（in English）? It’s a/an?

(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求掌握以下詞匯： Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers Difficulties（難點）： How to identify ownership Teaching steps（教學步驟）

Step 1: Warming up and Presentation(1a: P13)Good morning, everyone!Last week, we finished Unit 1.Today we are going to learn a new unit, Unit 2.Prepare a box of school things before class and ask the students to learn to demonstrate things.Let’s look at the title of Unit 2.Is this your pencil? What is the unit about? T:(Take out a box filled with school things and pick out a pencil.T can put some pencils, some pencil-cases, and some rulers and so on in the box.)A pencil, a pencil, this is a pencil.(Stress “this” and “pencil”.)What’s this in English?(Write the sentence on the blackboard and stress “this”.)

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S:（repeat）A pencil.T: Yes, it is a pencil.What’s this in English?(Stress “this”.)S: A pencil.T: Do you have a pencil?(Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK?(Show the pose of “OK” do it as T.)OK?(Stress “OK”.)

S: OK.T: Now, hold your pencil up(Stress “pencil”)and say after me “What’s this in English”?

S: What’s this in English?

T: This is a pencil.(Write “This is?” on the blackboard.)S: This is a pencil.T: It is a pencil.(Write “It is?” on the blackboard.)S: It is a pencil.T: Good.What’s that in English?(Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.)

S: A pencil.T: What’s that in English?(Point to S2’s pencil and stress “that”.)S: A pencil.T: Good.Point to your friend’s pencil and say after me “What’s that in English?”(Stress “that”.)

S: What’s that in English?

T: That’s a pencil.(Write “That is ?”.)S: That’s a pencil.T: It is a pencil.S: It is a pencil.T:(Put the pencil aside and pick out a pen.)A pen, a pen, what’s this in English?

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and try to lead the Ss to

S: A pen.T: This is a pen.(Point to “This is ?” on the blackboard.)S: This is a pen.T: It is a pen.(Point to “It is?” on the blackboard.)S: It is a pen.【教學設(shè)計說明】用實物引出新單詞、新句型，分層次處理新單詞。

In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English.Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things.If the students don’t make any mistakes, T can give some small gifts to them.Step 2: Section A 1a OK, let’s have today’s new unit.Please open your books at page 13 and look at activity 1a.1．Look and find Please look at the picture in activity 1a.What can you find? 2．Match and discuss a.Would you please match the words with the things in the picture? b.How many words do you know? Can you share the words you know with your partners? c.Please discuss with your partners and check whether your answers are the same.3．Check the answers Let’s check the answers together.4．Read a.Please read the words after me.Pencil...b.I would like you to read the words together and one word twice.Pencil one two...c.Who would like to read the words in class? d.Let’s read the words one by one.用心

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【教學設(shè)計說明】

采用Using contest guessing和Role playing的學習策略，利用教學圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。

Step 3: Section A 1b 1．Listen and number a.Listen to the tape for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers Let’s check the answers.Answers: 3 2 1 3．Read a.I would like you to read the conversations together.b.Would you please read them in pairs? c.Who would like to read in class? 4．Translate and explain a.Let’s translate the conversations into Chinese.Would you please work in pairs? b.Let’s translate the conversations together now.c.When do you ask the questions like: Is this your...? or Is that your...? Can you tell me? 【教學設(shè)計說明】制作la部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學生學會詢問物品的主人的基本句型；同時復(fù)習單詞pencil pen book eraser ruler pencil case，學習詞匯backpack pencil sharpener dictionary.Step 3: Section A 1c 1．Practice a.Would you please practice the conversation with the things you and your partner have? b.I will give you an example first.用心

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Example: T: Mary, is this your pen? S: No, it isn’t.It’s her pen.c.Please practice in class.Who would like to have a try? 【教學設(shè)計說明】

拓展練習“找主人”：課前教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what特殊疑問句和yes/no問句進行物體所屬的問答。

Step 4: Section A 2a 1．Listen and check a.Let’s move to activity 2a now.There are six things in the picture.Let’s look at them.Can you tell me what they are? b.Yes.OK.Let’s listen to the tape for the first time.c.Are you ready to do the activity 2a? Please check them while listening.2．Check the answers Have you got your answers? Who would like to tell us the answers? What have you checked? Answers: The things that are checked: pencil case;eraser;book;pencil;ruler 【教學設(shè)計說明】

1.利用插圖或?qū)嵨锟ㄆ?，讓學生將單詞與實物相連復(fù)習一些單詞、學一些生詞。然后教師引導學習詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn’t．”。

2.讓學生聽對話，練習并模仿對話。識別物品的所屬。Step 5: Section A 2b 1．Listen and complete Listen to the conversations again and complete the conversation with the words in the box.2．Check the answers Finished? Let’s check them.Answers: 1．pencil 2．eraser 3．ruler 4．book 5．pencil case

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3．Read the conversation a.Let’s read the conversations together.b.I would like you to read them in groups.c.Who would like to read them in class? 【教學設(shè)計說明】

1.播放2a部分的錄音讓學生聽，引導學生通過聽錄音熟悉物品名稱”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教學任務(wù)。

2.引導學生重復(fù)他們所聽到的，模仿對話，識別物品的所屬，完成2c部分的教學任務(wù)（Is this/that your/her/his pencil? Yes, it is.No, it isn't.）。

Step 6: Section A 2c 1．Read Let’s move to the activity 2c.Shall we read the conversation together? 2．Practice a.Now, class, we can see some things in the picture on the right.Let’s practice the conversations in pairs with them.Then make the students’ conversations using the things in the classroom.b.Who would like to practice in class? Step 7: Section A 2d Role-play the conversation.分角色表演對話。采用Role playing的學習策略，利用教學圖片來展開課堂Pair work的口語交際活動，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。

Step 8: Summarize Let’s summarize what we learnt in this period.Show the following on the blackboard.用心

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Writing on the blackboard(1)What’s this in English?(2)Is this your / my?? that that This /That / It is? Yes, it is.No, it isn’t.形容詞性物主代詞

我的 你的/您的

他(她，它)的

我們的

你們的/您們的

他們 / 她們 / 它們的

my your

his, her, its

our

your

their Step 9: Homework 1．Copy the words in activity 1a and the sentences in grammar box.2．Read the tape script of activity 2a and 2b.The 2nd period of class: Section A(Grammar focus – 3c)Teaching aims（教學目標）

1． 語言知識目標：

A)詞匯：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.B)句型：Is this your?? Yes, it is./ No, it isn’t.What’s this in English? It’s a? How do you spell it? P-E-N.2． 語言技能目標：通過各種活動，培養(yǎng)學生靈活運用語言知識和創(chuàng)新的能力。3． 情感目標：

A)激發(fā)學生學習英語的興趣，發(fā)揮學生學習英語的主動性。B)通過小組活動、組間競賽等，培養(yǎng)學生的合作意識和團隊精神。

C)學習文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質(zhì)。

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4．學習策略：

A）認知策略：為完成學習任務(wù)而自覺采取一些適合自己的學習方法和手段。B）交際策略：學會與他人合作交流，并能把語言材料用到真實的生活情景中去。C）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網(wǎng)

絡(luò)等獲取更多的信息。

D）調(diào)控策略：在學習的過程中，通過自我評價和反思，不斷調(diào)整自己的學習方法。Language points（語言點）

1.詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.2.語言結(jié)構(gòu)：指示代詞this & that, What questions, Yes/No questions and short answers, How do you spell it? 3.語言功能：詢問物品屬性What’s this/that??和辨別物品所有者 Is this your/her/his??” Difficulties（難點）： 詞匯的教和學，多種語言結(jié)構(gòu)的綜合運用。

Teaching steps（教學步驟）

Lead in: Yesterday we got to know how to ask the owner of the things.Do you still remember how to say that? OK.Let’s review it first.Step 1: Revision 1．Ask and answer a.Would you please make some conversations with “Is this / that...? ” b.Who would like to have a try in class? 2．Dictation Read the sentences in grammar box.2．Point out the notes 物主代詞的用法；this 與 that 的區(qū)別；Is this / that...? 的答語用it is?！窘虒W設(shè)計說明】

用游戲的形式復(fù)習上一節(jié)課的新單詞和句型。將所要復(fù)習的單詞物品放入一個布袋子中，讓學生伸手進去摸，由一個學生或全班學生發(fā)問，該學生猜。使用的句型是：What's this

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in English? It’s a...How do you spell that? Is this your pencil? 值得注意的是: 假如學生在小學沒有學習過這些英語單詞，他們將根據(jù)什么來完成老師布置的這一任務(wù)？我們可以讓學生分析以下他們的思考過程，進而加以歸納，對有貢獻的學生加以鼓勵及表揚。我想這就是對學生學習方法或策略的指導，學生定會非常喜歡。

Section A 3a 1．Explain a.Let’s go into activity 3 on page 15.How many things are there? b.Yes.There are five things.And can you tell me what they are? c.Very good!All the things here are school things.That means we use them to study.2．Read a.Let’s read the conversation in the box together.b.Please translate it into Chinese by yourselves.3．Practice a.I would like you to practice the conversation with the five things in the picture.b.Who would like to have a try in class? c.Very good!Now this time, I would like you to practice the conversation with the things on the screen.d.First, please work in pairs.e.Now, let’s invite some pairs of you to make the conversation in class.【教學設(shè)計說明】

老師將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發(fā)問，“What's this in English?”，這名學生猜，使用句型為“Is it a/an...?”猜到之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。

Step 3: Section A 3b a.Let’s have a game now.In this unit, we learnt to ask the owner of the things.Now let’s play a game.用心

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b.We play the game in groups.Every group member put one school thing into a box.c.After that, please take out one thing from the box and ask your group members “Is this your...?” If he / she answers “Yes, it is.” that means you win.If he / she answers “No, it isn’t.” that means you fail and have another try.Remember you just have two guesses!d.Are you clear about the rule of the game? Let’s start the game!【教學設(shè)計說明】

1.以小組為單位，做 Section B-1b 的對話練習。2.口頭檢查學生所練的對話。Step 4: Play games Put some things into the teacher’s box.Then take one thing out of the box and find the owner.You only have two guesses!【教學設(shè)計說明】

老師收集一些學生的學習用品，請學生到前邊來發(fā)問，找到用具的主人，給兩次機會。Let’s summarize what we learnt in this period.Step 5: Homework Try to memorize the conversation in 3.【教學設(shè)計說明】

1．對初學者應(yīng)注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。2．注重因材施教，對基礎(chǔ)不同的學生，在開始階段應(yīng)有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調(diào)動每個學生學習英語的積極性。

3．本教材一個很大的特點就是詞匯豐富，教師應(yīng)教會學生記憶單詞的基本方法，同時，在教學中宜采用多種方式再現(xiàn)，幫助學生鞏固記憶。

4．采用“任務(wù)型”教學方法，遵循“任務(wù)”的遞進原則，把“任務(wù)鏈”的各個環(huán)節(jié)合理分置于各個課時當中；在設(shè)計任務(wù)型教學活動時，活動要有明確的目的和可操作性。

5．從實際出發(fā)，選擇不同的教學輔助工具和手段，但任何一種教法，都應(yīng)考慮如何創(chuàng)設(shè)語言情景，讓學生盡可能在真實的語言環(huán)境中學習和體會語言。

The 3rd period of class: Section B(1a-1f)

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Teaching aims（教學目標）

1．學習Section B的新單詞；

2．進一步鞏固Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.句型。

Language points（語言點）

2.要求掌握以下句式：

Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求掌握以下詞匯： baseball, ID card, ring, dictionary, watch, key, computer game, notebook.Difficulties（難點）： How to identify ownership Teaching steps（教學步驟）

Lead in: Good morning, boys and girls.Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes.We learnt to find the owner of the things.Step 1: Revision 1．Review some school things a.I will show you some pictures, can you answer my questions? Questions: 1．What’s this in English?

2．What’s that in English?

3．How do you spell it? b.I would like some of you to ask the questions and the others answer them according to the pictures.2．Review the way of asking the owner Can you make conversations with the things you and your friends have? Example: Is this your...? Yes, / No,...It’s...Is that your...? Yes, / No,...It’s...用心

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Step 2: Section B 1a 1．Look and match a.Open your books at page 10.Would you please look at the picture in activity 1a? b.There are some things in it.Can you match the words with the things in the picture? OK.Let’s have a try.2．Check the answers Finished, everyone? Let’s check the answers now.Answers: 1．baseball a 2．watch d

3．computer game c

4．ID card b 5．key f 6．notebook h 7．ring g 8．pen e 3．Introduce them to your friends Could you please introduce the things to your friends with the sentence like: This is a...Example: This is a ring.This is an ID card....【教學設(shè)計說明】

在游戲中檢查學生對已學單詞的掌握情況。此活動帶來的愉快感受能讓學生積極地投入到接下去的學習中。師生互動，活躍課堂氣氛，加強學習效果，學生從中掌握單詞。

Step 3: Section B 1b 1．Read a.Please look at the conversation in 1b.b.Shall we read it together? c.Very good.Let’s read it again.But this time, boys read as A and girls read as B.OK.Begin!2．Ask and answer a.Just now we read the conversation twice.I want you to ask and answer the

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questions about the things in the picture in 1a.b.Who would like to have a try in class? 【教學設(shè)計說明】

學生用英語在真實的情景中進行交際，使語言在完成任務(wù)的過程中得到運用和鞏固。教師應(yīng)鼓勵學生大膽開口，不怕出錯。

Step 4: Section B 1c 1．Listen and circle a.Let’s move to activity 2a now.It is a listening exercise.For the first time, I would like you to listen only.b.Now, for the second time, please listen to it again and circle the things in the picture in 1a.2．Check the answers I think most of you have finished it.Let’s check them together.Answers: circled items: watch, ID card, pen, baseball 【教學設(shè)計說明】

通過此活動，發(fā)展學生的聽、寫技能，使學生能對已學過的知識運用自如，從而調(diào)動積極性，提高自信心。

Step 5: Section B 1d 1．Listen Listen to the conversations for the first time.2．Listen and fill the chart a.Listen to the conversations for the second time and write the things in the chart.b.Listen to the conversations for the third time and check them by yourselves.3．Check the answers Let’s check the answers together.Answers:

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Kelsey: watch, ID card Mike: pen, baseball 4．Read the tape script a.Let’s read the tape script together.b.Would you please read the tape script in pairs? c.Who would like to read in class? Step 6: Section B 1e Task－Whose are they? 【教學設(shè)計說明】下面我們來完成一個任務(wù)。任務(wù)是兩人一組來進行。請A同學翻開書第81頁，B同學翻開書第82頁。同學們都看各自的那一頁，書上有三樣東西，但你們不知道這三樣東西屬于Sally還是Tony。請用上面的對話來詢問這三樣東西的所屬人是誰。同學們再看每頁下面還有一個表格，表格中顯示的是另一個同學詢問你的物品的所屬者是誰，請根據(jù)表格內(nèi)容告訴對方他(她)的詢問正確與否。例如：請同學們看同學A和我做的示范。

Example: A: Is this her pencil case? T: No.It’s his pencil case.下面請同學們開始完成這個任務(wù)。Step 7: Summarize Let’s summarize what we learnt in this period.Step 8: Homework Copy the conversation in section B 1b.The 4th period of class: Section B(2a-2c)Teaching aims（教學目標）

靈活使用Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.Language points（語言點）

1.熟練掌握以下句式：

(1)What’s this/that（in English）? It’s a/an?

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(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求會寫“失物招領(lǐng)或?qū)の飭⑹尽?。Difficulties（難點）： 會寫“失物招領(lǐng)或?qū)の飭⑹尽薄?/p>

Teaching steps（教學步驟）

Lead in: We have finished most part of Unit 2.And in this period, we will continue to finish section B.But before that, I would like you to review what we learnt before.Step 1: Revision 1．Make conversations a.Can you make conversations with the school things? Example: Is this his / your...? Yes, it is./ No, it isn’t.b.I would like you to make another conversation with his / her? Example: Is this / that his / her...? Yes, it is./ No, it isn’t.2．Dictation Let’s have a dictation.Step 2: Section B 2a 1．Write the things you lose easily a.Let’s go into activity 2a on page 11.First let’s look at the title please.b.Do you know what the word notices mean in Chinese? Just guess.c.Yes.Notices means “通知”。2．Read a.Read the notices by yourselves.b.Let’s read them together now.用心

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c.I would like four of you to read in class.3．Circle a.Circle the words from activity 1a.b.Check the answers.Answers: Circle these words: watch, computer game, notebook, ID card c.Please read the words you circled together.4．Explain a.請同學們看這些通知，它們都是失物招領(lǐng)啟事。請同學們觀察，失物招領(lǐng)啟事有什么特點？

b.對。它們都比較短，比較簡單。都留有聯(lián)系方式。揀到東西可以用Found開頭，丟失東西用Lost開頭。請同學們注意失物招領(lǐng)啟事的寫法。【教學設(shè)計說明】

老師給每一組學生一張碎字條（這些碎片是老師提前寫好的“失物招領(lǐng)”“尋物啟示”，讓學生以小組為單位拼好，并能夠理解紙條上的意思，然后將字條粘好并張貼在黑板上，看哪一組拼得快，快者為勝）老師在黑板上字條的上方寫上“失物招領(lǐng)” 或“尋物啟示”。小組活動，合作探究，充分體現(xiàn)“做中學”的原則。

Step 3: Section B 2b 1．Put these pieces in order to make a message.a.Let’s move to the activity 3b.b.Would you please write numbers in the boxes? 2．Check the answers a.Finished, everyone? Would you please check the answers with your partners? b.Let’s check them together.Answer: Found: A set of keys.Please call David at 529-6403.3．Read a.Let’s read the message together.b.Who would like to read it in class?

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【教學設(shè)計說明】

情景編演劇 “Lost and Found”,該任務(wù)需要學生綜合運用本單元語言知識，需要小組做出盡快反應(yīng)，能提高學生的合作意識，反應(yīng)能力和發(fā)散思維，培養(yǎng)學生拾金不昧，助人為樂的優(yōu)良品質(zhì)。培養(yǎng)學生自主學習能力和探究精神。

請學生派出代表講解所拼出的告示之意思，有不明白的地方學生們已經(jīng)在小組范圍內(nèi)分析。然后將注解中中的各種告示，在理解的基礎(chǔ)上，圈出 P17-2b 中的物品。（學生只要明白該告示的意思，可以仿照寫，不需朗讀。）

Step 4: Section B 2c 1．Write a.Would you please write a message on your notebooks? b.Please follow the examples in 3a and 3b.2．Read a.I think most of you have finished the message.Would you please read it to your partner? b.I would invite some of you to read your messages in class.Who would like to have a try? 【教學設(shè)計說明】請學生仿照寫“失物招領(lǐng)”或“尋物啟示”，老師巡視，抽查出有代表性的作品進行全班范圍內(nèi)訂正普遍性的錯誤。課后讓學生將自己的作品進行更改。

Step 5: Games Guessing game－What is it? 下面我們做一個游戲。兩人一組，一個同學在紙上畫一個我們學過的物品的畫，另一個同學猜它是什么？猜出來，換角色。同學們做這個游戲用的語言是：What’s this? Is this a watch?...Example: A: What is this? B: Is this a watch? A: No, it isn’t.B: Is this a ring? A: Yes, it is.Step 6: Summarize Let’s summarize what we did in this period.用心

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Step 7: Homework Copy the messages in 3a.The 5th period of class: Section B(3a-Self Check)Teaching aims（教學目標）

熟練掌握并靈活使用本單元所學知識。Language points（語言點）

2.熟練掌握以下句式：

(1)What’s this/that（in English）? It’s a/an?

(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求會寫“失物招領(lǐng)或?qū)の飭⑹尽薄ifficulties（難點）： 會寫“失物招領(lǐng)或?qū)の飭⑹尽薄?/p>

Teaching steps（教學步驟）

Lead in: We have spent four periods on Unit 3.This is the last period of Unit 3.In this period, we will do some exercises and make sure you learn this unit well.Step 1: Complete the notice with words or phone number in the box.1．Check the words and the phrases you know Open your books and look at 3a.If you know the words and the phrases well, please check them.2．Read I would like all of you to read the words and the phrases together.Step 2: Write your own lost or found notice your name and phone number.a．Do you have any other words you don’t know? Please write them in your notebook.b．Please ask your friends for help.c．Looking up the dictionary is also a good way to study English.I hope you can get more from dictionaries.Step 3: Self-check-1 Write the school things you know.用心

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Step 4: Self-check-3 Complete the chant with pronouns.用代詞填空。Step 5: Self-check-3 1．Write Write the conversations with the things in the picture in self-check-3.2．Read Read the conversations to your partners.【教學設(shè)計說明】

1.練習一的檢查方式可以是以英譯漢的形式，也可以適當擴展為請學生造句或回憶當時在什么句子中見到的，說出來。

2.由一個學生說出數(shù)字，其他學生說出單詞。先以小組為單位練習，然后請兩位學生展開競賽，為勝利的小組加分。

Step 6: Some extra exercise Fill in the blanks with the phrases from the box.Step 7: Summarize Let’s summarize what we did in this period.Step 8: Homework 1．Do the exercises on the students’ book and the textbook.2．Review Unit 2.3．Watch the pictures in “Just for fun” on page 12.用心

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