第一篇：人教版七年級(jí)上學(xué)期英語教案Unit3 Is

Unit 3 THIS IS MY SISITER(The 3rd period Section B 1---2c)Teaching aims(教學(xué)目標(biāo))：

1.學(xué)會(huì)說家庭成員的稱謂（繼續(xù)學(xué)習(xí)含有be的動(dòng)詞的基本句型的陳述句）2.學(xué)會(huì)談?wù)摷彝コ蓡T

Language points（語言點(diǎn)）：

1． 要求熟練運(yùn)用以下句式：(1)These are…(2)This/ That is… …(3)He/She is…

2． 要求掌握以下詞匯：son, cousin, daughter, uncle, aunt(上述句式在前幾課中已學(xué)過，在本課中要將這些單詞和句型滲透到綜合性活動(dòng)中，加深學(xué)生對(duì)所學(xué)知識(shí)的印象，使之能被更靈活地運(yùn)用。)Difficulties（難點(diǎn)）：

在介紹或談?wù)摷彝コ蓡T時(shí)，注意學(xué)生口語中的單復(fù)數(shù)運(yùn)用。Teaching steps（教學(xué)步驟）：

1.Warming-up and revision（課堂熱身和復(fù)習(xí)）a)Daily greetings to the students（日常問候）T: Good morning/afternoon.Who is on duty today? S1: I am.T: Is everyone here today? S1: Yes, Everyone is here./No, … is not here.T: Thank you/Well done..1 b)Revision（復(fù)習(xí)）

T: Here is a picture from Lily.Guess who he is?2 S1: Is he …’s father? S2: Is he …’s brother? S3: Is he …’s friend? S4: Is he …’s uncle? 3 T: Yes, you are so clever.2.Presentation T: Here is a photo.Do you know who he is? 4 S: He is 布什（Bush）.T: Yes, he is the president of America.Who is his father? S: …(學(xué)生可能會(huì)有不同的回答，對(duì)能正確回答或接近正確答案的學(xué)生進(jìn)行表?yè)P(yáng)和鼓勵(lì)。)T: Here are also many people in his family.Let’s guess who they are.Are you ready? S1: Is he Bush’s father’s father? 5

T: You are so wonderful.He is Bush’s grandfather.S2: Is he Bush’s brother? S3: Is he Bush’s uncle? S4: Is he Bush’s son? 6

T: Thanks.You are so clever(good/wonderful/…).3.Work on 1(完成P16 1)T: In my family my grandfather is the oldest one.Who is the oldest man in your family? 7 S: My grandfather, too.T: Every family has a family tree, can you finish the family tree8 S: Yes!4.Work on 2a(完成P16 2a)T: Well done!Now let’s play a game.Please look at 2a.Let’s see who is the best in your group.9

(播放錄音，讓學(xué)生勾出所聽到的家庭成員，如果

播放錄音一遍后，部分學(xué)生不能完成這一聽力任務(wù)，可 再播放一遍錄音。）5．Presentation T: This is my family photo.These are my parents.This is my Grandmother.This is my cousin Tom.I have another two pictures.One is Dave’s，One is Lin Hai’s.Can you guess which is Dave’s and which is Lin Hai’s?10 S: Yes.T: Who can say something about Picture 111? S1: There are eight people in the picture.S2:This is Dave’s grandfather.S3: I think this is Dave’s uncle.… ….(播放錄音，讓學(xué)生勾出所聽到的家庭成員稱謂，如果 播放錄音一遍后，部分學(xué)生不能完成這一聽力任務(wù)，可 再播放一遍錄音。）

6．Work on 2c---group work(完成P16 2c)T: I am very happy.All of you do a good job.We have known Dave’s and Lin Hai’s families and friends.I want to know your family.Now draw a picture of your family and friends.Tell your partner about your picture12.（小組活動(dòng)后，請(qǐng)幾個(gè)小組進(jìn)行表演, 老師及時(shí)鼓勵(lì)。）7．Homework Oral work:(1)Listen to 2a, 2c, read and recite it.(2).Draw a family tree about your family(模仿1中family tree，畫一個(gè)自己家庭的family tree，完善對(duì)自己家庭的介紹。)Written work:（3）Copy the words in 2a.（4）Find the person you are interested in, and write a passage about his/her family.13

教學(xué)設(shè)計(jì)說明：

1.這幾個(gè)問題是為了讓學(xué)生盡快進(jìn)入英語課堂氛圍，練習(xí)含有be動(dòng)詞單數(shù)的句子。2.T拿出自帶來的某些著名明星的家人照片，學(xué)生猜測(cè)圖片中的人物。這是復(fù)習(xí)前一課內(nèi)容，難度不大，所以可以多讓中等生參與，使他們獲得成功感，從而激發(fā)他們學(xué)習(xí)英語的興趣。

3.學(xué)生可能會(huì)有不同的回答，如果學(xué)生出現(xiàn)本課將要教授的新單詞，T及時(shí)將新單詞板書，加深學(xué)生對(duì)他們的印象。T根據(jù)學(xué)生回答給出多種評(píng)價(jià)。

4．建議老師事先準(zhǔn)備學(xué)生比較熟悉的人物照片，引起學(xué)生對(duì)課文學(xué)習(xí)的興趣，對(duì)課堂直接生成的新單詞和知識(shí)，及時(shí)板

書，并帶讀，也可在學(xué)生回答時(shí)適當(dāng)加入課外常識(shí)。

5． 創(chuàng)設(shè)真實(shí)情景，當(dāng)學(xué)生不能正確說出新單詞, 如cousin, grandfather時(shí)，鼓勵(lì)他們換種方式或中文來表達(dá)他們想要表達(dá)的含義，同時(shí)培養(yǎng)他們?cè)谡Z境中理解新單詞的能力。新單詞呈現(xiàn)后，可加入小競(jìng)賽等小活動(dòng)，如老師提示mother’s sister, 看哪位學(xué)生第一個(gè)反應(yīng)aunt?；钴S了課堂氣氛，對(duì)新單詞的讀音和意思也有了更深的印象。

6．建議T用夸張語調(diào)讀”son, uncle, grandfather, daughter, aunt”，并將它們板書成一排，讓學(xué)生跟讀，也為part1的活動(dòng)的完成提供文字材料。

7．此句較長(zhǎng)，要求T放慢語速，對(duì)口語中的新單詞oldest，建議老師板書，通過對(duì)自己家庭情況的表述，幫助學(xué)生理解，必要時(shí)可用中文解釋。在表述grandfather的同時(shí)畫出family tree的圖形。

8．個(gè)人完成此活動(dòng),在有困難的情況下也可尋求同學(xué)的幫助?；顒?dòng)結(jié)束后，老師核對(duì)答案,T及時(shí)評(píng)價(jià)。

9． 聽力開始前，建議學(xué)生看一 下選擇范圍。聽力結(jié)束后，核對(duì)答案后，對(duì)正確回答或有進(jìn)步的學(xué)生及時(shí)表?yè)P(yáng)。

10.此句有新單詞，而且句子較長(zhǎng)，要求T放慢語速，對(duì)口語中的新單詞，建議老師板書，同時(shí)呈現(xiàn)課文2b的兩張圖片，如果學(xué)生未完全清楚T的指令，可重復(fù)此問題，必要時(shí)可用中文解釋。

11．在聽力之前，讓學(xué)生簡(jiǎn)單談?wù)搩蓮垐D片的不同點(diǎn)，為接下來的聽力和談?wù)摷彝コ蓡T這兩個(gè)活動(dòng)的順利開展做鋪墊。聽力結(jié)束后，核對(duì)答案后，對(duì)正確回答或有進(jìn)步的學(xué)生及時(shí)表?yè)P(yáng)。

12．學(xué)生在黑板上寫出 “These are…/This is…”等學(xué)生在活動(dòng)中有可能會(huì)用到的句型?；顒?dòng)前先有T和Ss做示范對(duì)話，再由S和S進(jìn)行活動(dòng)。對(duì)正確使用句型的同學(xué)進(jìn)行表?yè)P(yáng)。此活動(dòng)建議采用小組競(jìng)賽的形式，看哪個(gè)小組說的句子最多，以活躍課堂氣氛。

13.鼓勵(lì)學(xué)生利用書籍、網(wǎng)絡(luò)等多種途徑查找自己感興趣的人物的家庭，并寫一篇小短文介紹他/她的家庭，學(xué)生也可加入自己了解的課外的句子。

第二篇：七年級(jí)上英語教案1

初一英語七年級(jí)上教案1

人教版新課標(biāo)版本七年級(jí)上教案

Starter unit 1 Good morning!教學(xué)內(nèi)容：

第一課時(shí)（1a--2e）使用教材：人教版新課標(biāo)七年級(jí)上 學(xué)習(xí)目標(biāo)： 學(xué)習(xí)重點(diǎn)

學(xué)習(xí)字母：a,b, c, d,e, f, g, h.重點(diǎn)單詞：hello, hi, good, morning, 重點(diǎn)短語：good morning 重點(diǎn)句式：1,good morning,Helen!2, Hello/Hi, Frank!

能力目標(biāo)：熟練掌握字母a---h 的認(rèn)讀與書寫，并學(xué)會(huì)問候其他人。

自主學(xué)習(xí)方案：1，根據(jù)在小學(xué)所學(xué)的知識(shí)認(rèn)讀字母a--h.2,試著讀記生詞，教師可以對(duì)有困難學(xué)生給予指導(dǎo)。3，看看學(xué)生能否完成學(xué)案中的作業(yè)。

課堂導(dǎo)學(xué)方案：

Step 1

熱身（warm-up）

1，教師展示一張寫有自己姓名和職業(yè)的紙板并指著紙板上的姓名和職業(yè)用英文作自我介紹：

I am Bob Smith.I am your teacher.You can call me Mr.Smith.2，教師依次指著一個(gè)學(xué)生揮動(dòng)著手說：Hello, xxx, 引導(dǎo)學(xué)生學(xué)，Hello, Mr.Smith 師生反復(fù)地練習(xí)。

Step 2 導(dǎo)入（Lead in）

1, 教師展示制作的字母a--h(注意含四線三格)，看學(xué)生是否會(huì)讀，并讓會(huì)讀的學(xué)生教讀。教師學(xué)英文字母的書寫格式。

2，教師展示一個(gè)自制的時(shí)鐘或利用多媒體課件，導(dǎo)出生詞morning, 教師引導(dǎo)學(xué)生說，“ Good morning.” 然后，創(chuàng)設(shè)不同時(shí)間的場(chǎng)景，讓學(xué)生練習(xí)這些交際語言。

Step 3

呈現(xiàn)（Presentation）

1, 教師投影英文人名和1a部分的課件，讓學(xué)生根據(jù)課件上的人物將這些英文人名按性別分類，完成1a, 教師投影答案。

2，教學(xué)1b.教師播放聽力，學(xué)生反復(fù)跟讀，學(xué)生先齊聲讀，再小組讀，個(gè)別讀，教師幫助糾音。

3，教學(xué)1c, 學(xué)生根據(jù)1a, 結(jié)對(duì)練習(xí)對(duì)話，然后教師讓學(xué)生表演，并作點(diǎn)評(píng)，對(duì)表演出色的學(xué)生進(jìn)行鼓勵(lì)。4，教學(xué)2a.教師播放錄音，學(xué)生跟讀，然后，來玩字母識(shí)別或記憶游戲。教師出示一個(gè)字母，讓學(xué)生說出其左鄰右舍或大小寫，搶先說對(duì)的，教師給予表?yè)P(yáng)。通過此法加深學(xué)生對(duì)A---H的記憶。5，教師和學(xué)生示范來練習(xí)打招呼。

T: Hello, S

S: Hello, Mr.Smith(引導(dǎo)學(xué)生說)教師通過此法依次呈現(xiàn)good morning, good afternoon, good evening.6, 學(xué)生結(jié)對(duì)練習(xí)。

Step 4

教與練（Teaching an practice）

1, 教師投影本課時(shí)的字母（已經(jīng)打亂順序），讓學(xué)生重新排序。2，教師投影字母讓學(xué)生寫出大，小寫形式。

3，學(xué)生完成2c, 2d部分的練習(xí)。教師指明答案并點(diǎn)明注意事項(xiàng)。4，教學(xué)2c, 教師讓學(xué)生讀這些縮寫詞，并猜其含義，教師講解。

Step 5 問題探究（Problem-solving）

學(xué)生探究完成相關(guān)情景練習(xí)題。

1，---Good morning, Frank!----_________.A.I’m not good , Eric!

B.Hello, Eric!

C.Thank you , Eric!

D.Good morning, Eric!2，與字母F筆畫一樣多的是_______

A.B

B, d

C, E

D.G 3, 下列名字中不是女孩名的是__________.A.Helen

B.Dale

C.Alice

D.Cindy

Step 6 Homework 完成相關(guān)學(xué)案練習(xí)題。

教學(xué)反思：

本課時(shí)利用紙板和多媒體課件相結(jié)合的方式教學(xué)，加深了學(xué)生對(duì)新知識(shí)的記憶，同時(shí)使教學(xué)生動(dòng)有趣，培養(yǎng)了學(xué)生對(duì)英語學(xué)習(xí)的興趣，但學(xué)生對(duì)個(gè)別字母發(fā)音待加強(qiáng)。

第三篇：初一七年級(jí)英語教案七年級(jí)英語上學(xué)期Unit_2教案

Unit 2 Is this your pencil?教案

學(xué)科名稱：英語 班級(jí)：初一5班

課題：Unit 2 Is this your pencil? 教材：人民教育出版社七年級(jí)英語上學(xué)期Unit 2 課的類型：新授課

教學(xué)內(nèi)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(xué)活動(dòng),其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過本單元的教學(xué),使學(xué)生學(xué)會(huì)辨認(rèn)物品的所有者,學(xué)會(huì)根據(jù)場(chǎng)景詢問物品的所屬,以及英語中對(duì)應(yīng)的表達(dá)法,學(xué)會(huì)寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語言進(jìn)行表達(dá),與他人溝通信息,為今后學(xué)習(xí)打下堅(jiān)實(shí)的語言基礎(chǔ).教學(xué)目標(biāo)

1)知識(shí)目標(biāo):A.學(xué)習(xí)并掌握指示代詞: this、that;

B.學(xué)習(xí)What引導(dǎo)的特殊疑問句;

C.學(xué)會(huì)Yes/No問句及其簡(jiǎn)單回答;

D.學(xué)會(huì)句型:---How do you spell pen? P-E-N.2)能力目標(biāo):A.能辨認(rèn)物品的所有者;

B.根據(jù)不同場(chǎng)景,能用英語對(duì)物品的所屬進(jìn)行提問和回答;

C.能識(shí)別不同句式的語調(diào)(陳述句,疑問句);

D.培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力.3)情感目標(biāo):A.通過尋找主人的游戲和失物招領(lǐng)等活動(dòng),培養(yǎng)學(xué)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(dòng),指導(dǎo)學(xué)生積極與他人合作,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù).教學(xué)重點(diǎn)、難點(diǎn)

重點(diǎn):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(jiǎn)單回答.難點(diǎn):學(xué)會(huì)寫尋物啟事和失物招領(lǐng).課時(shí)安排

第一課時(shí) Section A 1a-1c

第二課時(shí) Section A 2a-4b

第三課時(shí) Section B 1a-2c

第四課時(shí) Section B 3a-4 Self-check 1-3

Period One

課前準(zhǔn)備

教師:錄音機(jī),圖片,物品實(shí)物.錄音機(jī),所學(xué)物品的圖片,一個(gè)書包(里面裝著事先收集的學(xué)習(xí)文具),表格若干張。

學(xué)生:實(shí)物(學(xué)習(xí)用品)一張硬紙寫上自己的姓名和電話號(hào)碼,學(xué)習(xí)的物品。

教學(xué)設(shè)計(jì)（一下T代表老師，S、Ss代表學(xué)生）

Step One: Warming up.(通過復(fù)習(xí)形容詞性物主代詞,把學(xué)生引入學(xué)習(xí)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(shí)物教學(xué),使得教學(xué)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(xùn)練

1.Present the drill “Is this…? Yes/No, It is/isn't.”(利用實(shí)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(xué)習(xí)用品操練句型,并加深對(duì)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(guān)系上讓學(xué)生準(zhǔn)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(xí),區(qū)別兩個(gè)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(jìn)行聽力練習(xí),鞏固所學(xué)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(shè)置情景,使學(xué)生在情景中準(zhǔn)確運(yùn)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(gè)學(xué)生的文具混在一起,然后請(qǐng)他們分別 挑

出自己和同伴的物品,用的時(shí)間少者為勝者。挑選物品的同時(shí),要求學(xué)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(gè)Chant ,便于學(xué)生進(jìn)一步識(shí)記本節(jié)課所學(xué)的重點(diǎn)詞匯和語言項(xiàng)目。注意應(yīng)強(qiáng)調(diào)Chant 的節(jié)奏和一般疑問句的語調(diào)。)

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(xí)聽力前,先讓學(xué)生再一次說出圖片中物品的英文,進(jìn)一步強(qiáng)化重點(diǎn)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(xué)生把聽到的物品選出來,放在自己的桌子上,讓學(xué)生動(dòng)手去做,比單純的單詞辨聽更易引起學(xué)生學(xué)習(xí)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(jìn)一步強(qiáng)化重點(diǎn)詞匯后,進(jìn)行聽力練習(xí),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(shí)物引入新句型,幫助學(xué)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(xué)生分組練習(xí)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(jìn)行一個(gè)拼寫游戲比賽,進(jìn)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(wù)主要進(jìn)行了聽、說、寫的訓(xùn)練,并復(fù)習(xí)了一般疑問句及其簡(jiǎn)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(zhǔn)備

教師:錄音機(jī),圖片,實(shí)物。

學(xué)生:實(shí)物。

教學(xué)設(shè)計(jì)

Step One: Revision.(讓學(xué)生放錄音作業(yè),選擇兩個(gè)最好的,給予獎(jiǎng)勵(lì),從而幫助學(xué)生樹立學(xué)習(xí)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(yùn)用多媒體或圖片,教新的重點(diǎn)詞匯,同時(shí)復(fù)習(xí)了本單元重點(diǎn)句型;在教學(xué)新單詞的同時(shí),注意復(fù)習(xí)剛學(xué)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(dòng)練習(xí)了學(xué)生們的口語,同時(shí)又進(jìn)一步鞏固了新單詞和已學(xué)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(xí),加深對(duì)所學(xué)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(xí),強(qiáng)化學(xué)生對(duì)單詞和句型的理解,同時(shí)訓(xùn)練學(xué)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(gè)活動(dòng)運(yùn)用信息差,訓(xùn)練了學(xué)生用重點(diǎn)詞匯和句型進(jìn)行聽、說、寫的練習(xí)。)

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(zhǔn)備

教師:錄音機(jī),圖片,錄好的磁帶,教學(xué)課件。

學(xué)生:收集一些英文的失物招領(lǐng)。

教學(xué)設(shè)計(jì)

Step One: Revision.(檢查學(xué)生的作業(yè),找?guī)捉M學(xué)生表演,訓(xùn)練學(xué)生的口語表達(dá)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(diǎn)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(lǐng)

6.please adv.請(qǐng)

7.school n.學(xué)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(xué)生通過聽的訓(xùn)練來強(qiáng)化所學(xué)的新單詞,并為學(xué)習(xí)寫尋物啟示和失物招領(lǐng)作好準(zhǔn)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(shè)置情景,激發(fā)學(xué)生的思維。從學(xué)生生活中常發(fā)生丟失物品的現(xiàn)象出發(fā),引導(dǎo)學(xué)生學(xué)會(huì)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(xué)生通過教師展示的失物啟示,發(fā)現(xiàn)寫失物啟示的要點(diǎn)。)

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(xué)生的交流,探討拾到物品時(shí),應(yīng)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(lǐng)。

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

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(lián)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(gè)活動(dòng)目的在于訓(xùn)練學(xué)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(jiǎn)單的失物招領(lǐng)。最好把學(xué)生的作品在實(shí)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(dòng)幫助學(xué)生復(fù)習(xí)本單元所學(xué)過的重點(diǎn)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(xùn)練學(xué)生用目標(biāo)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(jí)英語教案

Starter Unit2 what’s this in English? 第1課時(shí)section1a-2e 【學(xué)習(xí)目標(biāo)】語言目標(biāo)：字母I—R；辨認(rèn)物品；拼寫單詞 1.七個(gè)表示物體的單詞的熟練掌握。(漢語意思寫出來)map orange jacket key quilt pen ruler 確認(rèn)物體的句型（寫出意思）： 問：What is this in English? 答：It's /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.區(qū)分a和an的用法（讀書上87頁(yè)：冠詞用法）?！绢A(yù)習(xí)指導(dǎo)】自我預(yù)習(xí)

一、掃清障礙

試著用按英語中音標(biāo)拼讀出StarterUnit21a的單詞（在書上第94頁(yè)）。

二、課本預(yù)習(xí)

溫故知新1.按照字母順序正確默寫上單元學(xué)過的八個(gè)字母的大小寫。

2.小組合作用英語完成對(duì)話。1)熟識(shí)朋友見面的問候語和應(yīng)答?！狧ello, Frank!——Hi, Cindy!How are you? ——I'm fine / OK, thanks.2)一天見面打招呼的用語。---Good morning, Helen!---,Bob!---Good , Eric!---Good afternoon, Grace!---Good evening, Helen!---,Dale!：---Hi, Alice!---Hi, Cindy!---Hello, Frank!---Hello, Dale!【課內(nèi)學(xué)習(xí)】

一、教材處理：自主互助學(xué)習(xí)

1.看圖認(rèn)一認(rèn)1a中認(rèn)識(shí)的字母，并把它寫下來。小組討論答案，教師巡回檢查。2.看圖認(rèn)物品，努力用英語說出認(rèn)識(shí)的物品，小組比一比，哪一個(gè)小組認(rèn)識(shí)的物品多。

二、組內(nèi)探討

1)看圖片或者用實(shí)物小組做對(duì)話練習(xí)。師生備注

2）聽1a錄音，指出聽到的物品。3）用圖中物品，雙人自由問答并表演。What's this in English? It's a/an…

4）觀察區(qū)分a和an的用法。

【語法要點(diǎn)歸納】以單詞讀音為準(zhǔn)，a用在發(fā)音的_______音前面，an用在發(fā)音的_______音前面。Explanation

一、this是指示代詞，意為“這；這個(gè)”，指近處或距說話人近的人或事物。that意為“那；那個(gè)”，指遠(yuǎn)處或距說話人遠(yuǎn)的人或事物。例如： This is a ruler.That is a key.二、in English意為“用英語”，其中in是介詞，表示“用語言、聲音、方式等”。如： in Chinese用漢語in Japanese用日語 What’s this in Chinese?這個(gè)用漢語怎么說？

三、冠詞a與an的用法

冠詞a和an是一種虛詞，只用在單數(shù)可數(shù)名詞前，表示“一”的意思。a用在以輔音音素開頭的單詞之前，an用在以元音音素開頭的單詞之前。這里的元音音素和輔音音素是指讀音，而不是指字母。如： a pen/pen/一支鋼筆/p/為輔音音素 an apple/?'?pl/一個(gè)蘋果/?/為元音音素

四、What’s this in English?這個(gè)用英語怎么說？

句型What’s this in English?意為“這個(gè)用英語怎么說？”用來詢問某物，回答時(shí)要用“Itis/It’sa(n)+名詞”，其中it用來指代this或that。what’s=what is,意為“是什么”。英語中用來提問的特殊疑問句總是放在句子的開頭，這一點(diǎn)與漢語不同，同學(xué)們要特別注意英語的語序。例如： —What’s this in English? 這個(gè)用英語怎么說？ —It’s a jacket.它是一件夾克衫。

—What’s that in English? 那個(gè)用英語怎么說？ —It’s an egg.那是一只雞蛋。

五、【辨析】字母/音標(biāo)/音素

英語字母就如同我們漢語中的筆畫一樣，是拼寫單詞的組成元素。音素是英語語音的最小單位。

把音素記錄下來的符號(hào)叫音標(biāo)，通常寫在//或[]里?！究谠E】

冠詞a, an兩種帽，單數(shù)名詞常需要； 輔音單數(shù)a提前，元音單數(shù)an優(yōu)先。

【學(xué)習(xí)成果展示】（滿分50分）完成時(shí)間15分鐘

一、正確朗讀字母。（5分）N n R r Ii O o M m P p J j L l K k Q q

二、將下列字母按字母表順序排列并抄寫在四線格上。（18分）1）MHAIKCDEJNPORBFGLQ

2）c d a h j I m g r o l n q e k p b f

三、寫出他們的鄰居。（6分）

________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________

四、寫出下列字母相應(yīng)的大寫或小寫形式。（3分），1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.九、單項(xiàng)選擇。（18分）

（）1.What'sthisinEnglish?It's__________.A.orange B.an orange C.a orange()2.What'sthis_____________?It'sapen.A.in English B.for English C.English()3.__________this?It'sanapple.A.What 're B.What C.What's()4.What'sthis？___________________.A.This’ s a quilt B.It's a quilt C.I'm a quilt()5.Hello,Eric!_________,Dale!A.Hello B.Sit down C.I'm OK()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I'm OK.【總結(jié)反思】在本節(jié)課中你還有什么不明白的問題，還有什么沒有掌握的知識(shí)，請(qǐng)記錄下來，找機(jī)會(huì)詢問同學(xué)或老師。

Starter Unit2 what’s this in English? 第2課時(shí)section3a—4d 【學(xué)習(xí)目標(biāo)】語言目標(biāo)：字母I—R；辨認(rèn)物品；拼寫單詞 1.掌握下列重點(diǎn)單詞（查出）：spell______ __,please_________ 2.掌握下列重點(diǎn)句子：（寫出意思）——What's this in English?——It’s a key.——Spell it, please.——K-E-Y.3.四會(huì)大、小寫字母A a---R r.【預(yù)習(xí)指導(dǎo)】自我預(yù)習(xí)

一、掃清障礙

試著用按英語中音標(biāo)拼讀出StarterUnit23c的新單詞（在書上第94頁(yè)）。溫故知新1.按順序默寫出所學(xué)過的大、小寫字母(18個(gè))。

2.寫出上節(jié)課學(xué)的問句，并給出一適當(dāng)答案。

二、課本預(yù)習(xí)

1.完成3a,自己看圖填一填把不會(huì)的單詞查出來。2.完成3c讀一讀對(duì)話,把不會(huì)的單詞查出來。3.完成4a試著填出所缺字母在書上。

4.完成4b試著按首字母順序填出編號(hào)在書上?！菊n內(nèi)學(xué)習(xí)】

一、教材處理：自主互助學(xué)習(xí)1.猜句意Spell it, please.2.學(xué)生聽并跟讀，同時(shí)老師板書Spell it, please.K-E-Y.3.學(xué)習(xí)單詞spell, please.4.練習(xí)：用所學(xué)物品兩人一組，練習(xí)1a對(duì)話。5.表演3c（用老師所示物品問答）。6.聽3b，小組檢查、核對(duì)。

7.比一比：看圖3a每組參加1人，按物品的某種順序，看誰寫得又快又準(zhǔn)。Explanation

一、Spell it, please.請(qǐng)拼寫一下吧。

1.這是一個(gè)用來考查別人拼寫（讀）能力的句式。用于別人提到的單詞，自己不知如何拼寫。讓對(duì)方指出這個(gè)單詞由哪幾個(gè)字母組成。例如： It’s a jacket.它是一個(gè)夾克衫?！猄pell it, please.請(qǐng)拼寫它?！狫-A-C-K-E-T.2.please意為“請(qǐng)”，常用于一些客套的場(chǎng)合，可放在句首，也可以放在句末。放在句末時(shí)，常用逗號(hào)與前面部分隔開。例如： Please stand up.=Stand up, please.請(qǐng)起立。

【學(xué)習(xí)成果展示】（滿分50分）完成時(shí)間15分鐘

一、找出與所給字母含有相同音素的選項(xiàng)。（5分）e A.g B.m C.n f A.r B.q C.pen____ o A.orange B.OK C.dog____ a A.thanks B.Dale C.map I A.hi B.in C.quilt____

二、按字母表順序默寫字母I到R的大小寫形式。（10分）A________________________________ a_________________________________

三、整理字母順序組成單詞。（10分）qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______

四、用is, am, are 填空。（10分）1）I_________Frank.2)This___ ___a pen.3)What________this ?4)How_______you? 5)It___ __a key.五、讀句子，連線配對(duì)（5分）A Spell it ,please.a Hi！B What 's this? B Good morning!C Hello，Cindy！c It' san orange.D How are you? D I'm OK.E Good morning!e O-R-A-N-G-E

六、選擇填空（10分）()1.Thisis_______orangejacket.A.an B.a C./()2.What'sthis_______English.A.in B.for C.on()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P()4.---Alice, what' s this in English?---__________ A.It's pen B.It's a pen C.This is a pen()5.---How are you?---_______ A.hello B.Thanks C.I'm OK 【總結(jié)反思】在本節(jié)課中你還有什么不明白的問題，還有什么沒有掌握的知識(shí)，請(qǐng)記錄下來，找機(jī)會(huì)詢問同學(xué)或老師。

第五篇：七年級(jí)英語教案

Unit 3

七年級(jí)英語黃彥忠

How do yougetto school?

Section A

The first period

一 教學(xué)目的：

1.學(xué)習(xí)Section A 中的生詞。

2.學(xué)習(xí)句型：How do yougetto school?

3.詞組：

takethe train

take the bus

take the subway

ride a bike

二、教學(xué)重點(diǎn)：同上

三、教學(xué)難點(diǎn)：本課中生詞的拼寫。

四、教學(xué)過程:

Step1Learn the new words.train ,take the train.bus

take the bus.subway ,ridebikeride a bike

Step2Introduction

Ask the students like this:

How do yougetto school?

Then ask some students to answer thisquestion.Step3Practice

Match the wordswith the pictures

1.takethetrain(a)

2.take the bus（3.take the subway(e)

4.ride a bike（b)

5walk(c)

Step4Listen

Listen and write the numbers next to the correct students in the picture aboveStep 5Practice

Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?

She takes the subway

五、布置作業(yè)。