第二课 Lesson Two_七年级英语教案
第二课 Lesson Two_七年级英语教案第二课Lesson Two一、教学内容1．词汇（略）2．日常交际用语：[表示请求用语及应答]1)May I have/borrow a piece of paper, please ? Certainly. Here you are./Here ,take this one. 2)Do you have a big piece ,please? Yes ,I do./Sorry ,I don’t二、教具录音机：两把尺子，一短一长；两张白纸，一大一小。
三、课堂教学设计1．复习值日生报告（注1）。
2．教师出示事先准备好的尺子，先拿出一把长的，和学生进行以下对话：T：What’s this in English?Ss：It’s a ruler.T：Right. Now look, this ruler is LONG. It’s a long ruler.（伴随必要的手势，并将long 这个单词书写在黑板上。
）（拿出另一把短的尺子）Is this a ruler?Ss：Yes, it is.T：Is it a long ruler?Ss：No, It isn’t.T：Right. This ruler is SHORT. It’s a short ruler.（伴随必要的手势，并板书short这个单词）。
教师用同样的方法教授a big piece of paper, a small piece of paper;利用两个男孩（一高一矮），教tall这个单词，并告诉学生short一词兼有“矮”的意思（注2）。
放课文第1部分录音，学生跟读，反复几遍，初步掌握为止。
3．准备放课文第2部分录音。
教师板书听前提问(Pre-listening questions)：1)What would student A like to borrow?2)What’s wrong with it?教师放两遍录音，引导学生回答问题。
学生打开书，教师再放录音，学生跟读，反复三遍。
讲解表示请求的用语及应答（见难点讲解1、2）。
4．将全班分为A、B两组，一部分扮演A的角色；另一部分扮演B的角色。
教师在前面通过变换手中实物，指挥学生进行以下对话：（教师出示一把短尺）A组：Excuse me. May I have a ruler, please?B组：Certainly. Here you are.A组：Thanks. Oh, this is too short. Do you have a long one, please?B组：Yes ,I do./Sorry, I don’t.教师指挥学生交换角色。
如时间允许，还可就两张大小不一的白纸、两块大小不一的橡皮等练习对话。
操练时，应要求学生加上手势，以便产生更真实的交际效果。
在下面两人一组的操练中更是如此。
5．两人一组，针对课文第3部分提供的情景和替换词汇练习对话。
教师在教室中巡视，帮助有困难的学生。
之后，请两至三组借助实物到前面表演。
6．小结本课中表示请求的用语及应答。
7．指导学生做练习册习题。
8．布置作业1）朗读本课对话；2）抄写生词；3）完成练习册习题；4）根据课堂上口头训练，模仿课文第2部分，编写一个小对话。
四、难点讲解1．May I have/borrow a pencil, please?我能借一只铅笔用吗？该句表示客气的请求。
答语通常是：Certainly. Here you are.当然可以。
给你。
2．Here, take this one.给你这个。
这是对借物请求的另一应答用语。
句中的one是代词，代替上文中提到的人或事物。
在本句中，代替pencil一词。
再如：A：Who’s that man over there?在那边的男人是谁？B：Which one哪一个？A：The one in a white shirt.穿白衬衫的那位。
B：Oh, that’s Mr Hu.噢，是胡老师。
3．Do you have a big piece, please?你有一大张（纸）吗？句中a big piece后面，省略了of paper两词。
因为通过上下文，双方都很清楚所指的是什么。
注1：教师应对学生的值日生报告给予必要的指导。
在现阶段不是所有的学生都能运用所学语言进行生动的表演或报告，如果值日生报告质量不高，将收不到好的复习效果，达不到训练学生口头能力的作用。
具体建议如下：1．紧密结合所学内容。
如本课值日生报告，教师可事先布置学生表演模仿第一课第2部分编写出来的对话；到第三课时，又可表演在本课中所学的对话。
2．根据过去所学到的日常交际用语，学生自编、表演对话，教师事先可分别布置，加以必要指导。
3．为使值日生报告收到更好效果，教师可在学生表演后，向全班提几个问题，来确定表演效果及听的情况。
注2：有关借助教具、表演等教授单词的方法，请参考第一册第十一等课的教学步骤。
第六课Lesson Six一、教学内容1．字母U～Z。
2．句型：初步学会表示介绍的用语：This is…3．日常交际用语：1)打招呼用语Nice to meet you. 2)介绍用语：Hello! This is…二、教具录音机；字母卡片；小黑板。
三、课堂教学设计1．复习已经学过的日常用语。
加进第5课中所学的内容。
教师与学生进行以下对话：T：Good morning (afternoon).S1：Good morning (afternoon).T：My name is ×××. What’s your name?S1：My name is ×××.换一个学生：T：Hello!S2：Hello!T：Are you ×××?S2：Yes, I am.T：How are you?S2：I’m fine, thank you. And you?T：I’m fine, too. Thank you.在进行以上操练时，注意操练形式的多样性。
既要有集体操练，又要有个人或小组之间的操练。
在初级阶段，学生往往容易适应进行“应答”式的操练，即教师先用英语与学生打招呼，学生进行呼应。
为使学生能主动、自觉地运用所学英语去进行“交际”，教师可从现在起，开始培养学生这方面的能力，并激发学生用英语进行交际的欲望。
从本课起，教师可进行以下带有明显启发式的操练：请两个学生到前面来，教师把他们分为A、B角色，然后用汉语介绍一下情景：T：现在是早上，你们两个人在路上相遇了，甲(A)先说什么？乙(B)怎么应答？这样，启发学生进行以下对话：S1：Good morning.S2：Good morning.T：同学们从各个小学来到这里，有很多新同学要结识。
如果你想询问某一个同学的名字，应该怎样问呢？启发学生进行以下对话：S1：Hello! My name is ×××. What’s your name?S2：My name is ×××.到目前为止所学过的对话，教师都可以用这种为学生设计一个情景的方式，启发学生主动运用所学英语进行交际。
这种作法要坚持下去，学生的交际能力会在这样的操练中，有效地提高；在很多学生中存在的只能被动地去附合、呼应教师的现象，也会在很大程度上有所改变。
2．复习“1～5”数词的说法，教“6～8”这几个数词的读音(学生能听懂、分辨即可)。
3．请两位同学到前面，教师用汉语向全班交待：他们中一个扮演Jim，另一人扮演韩美美。
教师转向扮演Jim的同学；T：Hello, Jim.S1：Hello, Mr (Ms) ××× (教师的Family Name).T：(Pointing to S2) This is Han Meimei.(Pointing to S1) Han Meimei, this is Jim.启发全班同学：这时Han Meimei应说什么？之后教师给出答案：Nice to meet you.解释这句话的意思，并说明答语也是Nice to meet you.4．放录音。
第一遍只听不读。
从第二遍起跟读，读两至三遍。
5．请三位同学到前面，分别扮演Jim，Han Meimei和Li Lei；在教师的帮助下，完成以下对话：S1：Hello, Jim.S2：Hello, Li Lei.S1：Jim, this is Han Meimei. Han Meimei, this is Jim.S3：Hello, Jim! Nice to meet you.S2：Hello, Han Meimei! Nice to meet you.S3：How are you?S2：Fine, thank you. And you?S3：I’m OK.教师可将全班分为3大组(例如，每两行为一大组)，每大组分别扮演一个角色，与在前面表演的同学进行同步会话。
如果时间允许，可再叫几名同学到前面来表演；或就近将学生分为三人一组进行练习。
教师可到学生中间听一听，对有困难的同学提供帮助。
6．复习A～T，方法同前；教U～Z，具体步骤可参考前面的方法。
7．布置作业1)练习朗读本课日常用语，并能用This is…的句型，向别人进行介绍；2)抄写本课中所学字母，要求会背诵字母表。
四、交际用语1．This is Wei Hua. Wei Hua, this is Jim. 这是卫华。
卫华，这是吉姆。
Th is is…是用来进行介绍的句式。
如果是自我介绍，可以说：Let me introduce myself. My name is… 我来自我介绍一下，我叫……一般当听完对方的介绍后，要主动说：Nice to see you! 很高兴见到你！2．Nice to meet you! 见到你很高兴！这是一种问候用语，一般在双方刚认识后讲这句话，表示很高兴结识对方。
答语是：Nice to meet you, too! 见到你我也很高兴！此外，当两位熟人或朋友见面，也可用Nice to meet/see you. 或Nice to see you again. 表示问候。
nice的词义除表示“令人愉快的”以外，还有“漂亮的，好的”等意思。
例如：That’s a nice boy. 那是个好孩子。
It’s a nice car. 那辆汽车真漂亮。
Unit 4 We’re going to work on a farm!一、教学目标与要求使学生能初步运用to be going to do sth.的结构，谈论将要发生的动作或表示意愿，是本单元的教学重点。
七年级英语上册unit2教案
七年级英语上册unit2教案一、教学内容二、教学目标1. 能够听懂、会说、会读、会写与家庭成员和活动相关的单词和短语，如sister, brother, mother, father, doctor, teacher等。
2. 能够运用所学句型This is my和He/She is a介绍自己的家庭成员及其职业。
3. 能够运用一般现在时描述家庭成员的外貌和性格特点。
三、教学难点与重点1. 教学难点：家庭成员和职业词汇的拼写与发音；一般现在时的运用。
2. 教学重点：介绍家庭成员及其职业的句型；描述外貌和性格特点的词汇。
四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片、黑板、粉笔。
2. 学具：课本、练习本、彩色笔。
五、教学过程1. 导入：通过展示一组家庭照片，引导学生用英语谈论自己的家庭成员，激发学生兴趣。
2. 新课内容展示：a. 教师播放Section A的录音，引导学生学习家庭成员和职业词汇。
b. 教师展示Section B的图片，引导学生运用This is my和He/She is a句型进行对话。
c. 教师带领学生阅读Section C的文本，学习描述外貌和性格特点的词汇。
3. 实践活动：a. 学生两人一组，用所学句型互相介绍家庭成员。
b. 学生分组进行角色扮演，模拟家庭场景，运用所学词汇和句型进行对话。
4. 例题讲解：针对本节课的重点和难点，教师给出相关例题，并进行讲解。
5. 随堂练习：学生完成教材上的练习题，巩固所学内容。
六、板书设计1. 家庭成员和职业词汇：sister, brother, mother, father, doctor, teacher2. 重点句型：This is my；He/She is a3. 描述外貌和性格特点的词汇：tall, short, fat, thin, kind, friendly七、作业设计1. 作业题目：根据本节课所学内容，编写一段介绍自己家庭成员的对话。
冀教初中英语七上《Lesson2TeacherandStudents》word教案(2)
Lesson 2 ：Teachers and students一、教材剖析1.学生心理剖析初一学生于个性初步形成段，盼望被老关注和重，能获得老的他而言是一种巨大的一定，会更为真地投入到堂活中，因此老要采纳各样手段来充足学生的极性。
2.教材剖析第一元是承接小学英的渡段，第二旨在学英候和介别人的常用以及怎样人姓名。
3.教课准：音机文磁多媒体卡片4．教课内容1).This is ⋯ His/Her name is⋯ He /She is ⋯2). Who is the man over there?What’s your /his /her name?5．教课目言知：1)以下 :four, five ,over , homeroom, student, classmate2)掌握短及句型This is⋯What’s her/his name?Her/ His name is ⋯She/ Heis in Class Five. He/ She is from ⋯ Who is the man/girl/boy over there?言技术：1）能运用所学知与别人候沟通。
2）听懂并能行英平时交。
感情度：激学生学英的趣，学极性，引学生极与别人合作，在活中培育学生的作精神和争意。
6.教课点正确使用 This is⋯What’s her/his name?Her/ His name is ⋯ She/ He is in Class Five. He/She is from⋯Who is the man/girl/boy over there?二、教课步Step1. Revision任：复Lesson 1目的 :Lesson 2 做好言技术 : listening, speaking, reading, writing活形式：小合作达成及用所的正确形式填空Step2. Lead in任：入目的：借助物引入新言技术： listening, reading and speaking言知： This is⋯His/Her name is⋯He /She is⋯活形式：生、Discuss these questions.1.What do you say when you meet someone?2.How do you introduce your friend to someone else in English?Step3. New lessons任：听音填空目的：合听与培育学生解决的能力言技术： listening, reading and speaking言知：This is ⋯ What’s her/his name? Her/ His name is ⋯She/ He is in Class Five. He/ She is from ⋯Who is the man/girl/boy over there?法知：一般在知： four five over homeroom student classmate活形式：生，听音，小，小互。
人教版七年级英语上册教案：Unit 2 第2课时
第二课时Section A (Grammar Focus－3c)重点句子1.This is my friend Jane. 这是我的朋友简。
2．She's my grandmother. 她是我的奶奶。
教学难点1.运用所学的语言知识进行交际2．who引导的特殊疑问句及答语用所给词的适当形式填空。
1．These are my parents (parent)．2．Those (that) are my brothers.3．This (these) is my grandfather.环节1新课导入教师用PPT呈现演员邓超的一张家庭照片。
T：Who are they?Ss: Deng Chao, Sun Li and their children.T: Yes, you're right. This is Deng Chao. That is Sun Li. And the boy and the girl are their children. Now, let's continue to learn how to introduce people.设计意图：用PPT展示学生所熟知的演员的图片,可以很好地激发学生的学习兴趣,让他们尽快进入学习状态。
环节2学习Grammar Focus1．教师让学生看语法聚焦的句子,并让学生朗读。
2．教师在黑板上写下这些句型。
This is...That's...These are... Those are...Who's she? She's...Who's he? He's...Who're they? They're...3．教师在黑板上写出that is/this is/who are/who is/they are的缩写形式,待老师写完后再教学生读。
T：“That's” is the short form of “That is”．“Who're” is the short form of “Who are” .“Who's” is the short form of “Who is”.“They're” is the short form of “They are”.4．要点点拨。
人教版七年级英语上册 Unit 2 (第2课时)教案(精修版)
人教版英语精品资料（精修版）Unit 2 This is my sister（第2课时）教材分析(一)教材背景分析本单元围绕介绍家庭成员开展听说读写教学活动，中心话题是“This is my sister”，学生的学习活动是在真实的生活场景中展开的。
并把“名词的单、复数形式”这一语法主线贯穿其中。
教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。
(二)教学内容分析本单元的中心话题是介绍家人和亲属。
语法内容是一般名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。
一、三维目标1.知识与技能：1）Mast er the words ,phrases and language points of this part.2）Practice reading and writing skills.2.过程与方法：1）Let the students work in pairs to learn the cooperative learning 2）Task-based teaching approach3）Autonomous learning and c ooperative invest igation （自主学习，合作探究）3.情感态度与价值观：Le ad the students to introduce the family and love the family.二、教学重点1. This is……/ That is……Is this /that……?These are……/ Those are ……Are these/those……?2. How to introduce your family.三、教学难点1. This is……/ That is……Is this /that……?These are……/ Those are ……Are these/those……?2. How to introduce your family.四、教学策略活动是课堂的生命力，通过活动和比赛充分调动学生的积极性，让所有的学生都活跃起来，感受学习英语的兴趣。
英语七年级上册Lesson2全英教案
英语七年级上册Lesson2全英教案第一篇：英语七年级上册Lesson 2全英教案2017-2018学年七年级(初一)英语上册第二讲Unit 1 Family Lesson 1 Photos of UsSecond Period Student: Students of Grade 7 Teaching Content:1.News words: call, him, run, same, age, as, same...as, sing, dance, live, near, visit2.International Phonetics.Teaching objectives:Students will be able to talk about their family members;Students will be able to identify words with the sound /æ/;Students will be able to read the rhyme without recording.Teaching Methods: The Natural Approach Task-based Teaching Method The Communicative Language Teaching Method Teaching Procedure:Activity 1: Introduce one of your family members.Say something about him or her, for exa mple, “My mum is 49 years old.She is a cook.” Ask at least 5 students “What about your mum?”Ask them “How many members are there in your family?” “Who are they?” “What other members do you know?”Answer the question with, “There are...in my family.They ar e...” Do the brainstorm and report in class.Activity 2.Pronunciation: /æ/Say “Listen to the rhyme.What sound do you hear the most?” Play the recording the first time, have the students just listen.Go over some words with the sound /æ/, for example, has, a t, mat./æ/发音要领：舌前部稍抬起，舌尖抵下齿。
七年级英语教案 新课标Unit 2 第2课时9篇
七年级英语教案新课标Unit 2 第2课时9篇新课标Unit 2 第2课时 1课题section a: 2a-4教学目标1. 复习家庭称呼单词.2. 学习新句型: is she\he your friend\aunt..? yes, he\she is. no, he\she isn’t.3. 区分：is this jim? yes, it is. no, it isn’t.are these your brothers? no, they aren’t自学提纲1 复习以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。
2 2a.1). 领读单词。
2).听录音，圈出所听到的单词3. 2b 1).放录音，找人物，2).解释录音内容，并跟读录音。
3). 检查答案。
4. 2c小组活动，完成任务。
5. 3a1）认读四个单词。
2）小组活动，完成3a，3）检查并讲解：is this jim? yes, it is. no, it isn’t. 其中的 it is 不能缩写为it’s, 而否定答语中可以缩写为it’s not或it isn’t.注：若主语是these, those 时，答语必须用they来代替。
补充内容自学提纲6. 总结1. uncle , aunt 是一组对应词，当后面接姓时，首字母须大写，如：uncle li, aunt zhang等。
记住以下的对应词：father---mother brother---sister,grandfather---grandmother, son---daughter, boy---girl,man---woman, husband---wife.2. is this jim? yes, it is. no, it isn’t. 其中的 it is 不能缩写为it’s, 而否定答语中可以缩写为it’s not或it isn’t.注：若主语是these, those 时，答语必须用they来代替。
教师备课——英语七年级下UNIT2教案2
教师备课——英语七年级下UNIT2教案2。
1.教材分析我们需要对UNIT2的教材进行一次深入分析。
在这个单元里，主要涉及到动词的使用。
我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。
此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。
单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。
通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。
2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。
在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。
3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。
我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。
在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。
同时，也可以通过练习帮助学生熟悉这些动词的使用方法。
我们可以引导学生熟悉人称代词的使用。
通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。
我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。
在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。
4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。
在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。
5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。
在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。
译林版英语七年级预备课程所有教案
预备教材Lesson 1 第一课时预备教材Lesson 1 第二课时预备教材Lesson 2 第一课时预备教材Lesson 2 第二课时Lesson 3 A nice school Period 1Lesson 3 A nice school Period 2Lesson 4 You look cool! Period 1Lesson 4 You look cool! Period 2预备教材Lesson 5 第一课时预备教材Lesson 5 第二课时预备教材Lesson 6 第一课时预备教材Lesson 6 第二课时Lesson 7 Enjoy our days (PartA)教学目标1.To learn the subjects at school.2.To master how to talk about school days.3.To be able to introduce one’s week.重点To master how to talk about school days.难点To be able to introduce one’s week.教学准备Multi-media, tape recorder教学设计详案二次备课内容Step 1 Revision and lead-in1. T: Good morning, boys and girls. What day is today?Ss: Today is……T: How many days are there in a week? What are they?Ss: ……2.T: Every day, you have seven lessons at school. What s ubjectsdo you have today?S1:……T: How many English lessons do you have today?S2: ……T: How many Ch inese lessons do you have today?S3: ……T: What about Math/ Science/ PE?(通过真实情况，呈现主要课程的名称)Step 2 DiscussionT: Now let’s have a discussion about subjects in a week.Q1: What subjects do you have on Monday / Tuesday /Wednesday / Thursday / Friday?Q2: How many Chinese / Math / English / Art / Music / Science/ Computer / PE lessons do you have every week?2. Ask Ss to present their results.Step 3PresentationT: Look , this is an email. It’s from Nick to Tony. What day does Nick love? Why?T: Read the text and answer the questions.What subjects does Nick have every day?What subjects does Nick have on Monday and Wednesday? What about Tuesday and Thursday?T: Read the text and tell true or false.Nick gets up early in the morning every day.Nick walks to school every day.Nick’s classes begin at nine.Nick goes to school on Saturday aft ernoon.Nick wants Tony to write ba ck.(适时呈现get up, early, walk, at eight, go to school, etc.)T: Let Ss discuss about “What subjects do you like? Why? What day do they like i n a week?”After that, a sk Ss to present their report.Step 4 PracticeLet Ss read the text after the tap e and then complete the ta ble in Part A2.Step 4 Summary作业设计1.Learn the text by heart.2.Preview Part B.教学反思Lesson 7 Enjoy our days (PartB)教学目标1.To master the seasons and months of the year.2.To be able to use “in”, “on” and “at”correctly.重点To be ab le to master the seasons and months of the year.难点To be able to learn the differences between “in”, “on” and “at”.教学准备Multi-media教学设计详案[来源:学+科+网Z+X+X+K]二次备课内容Step 1 RevisionT: When do you get up in the morning?Ss:……T: When do you go to school?Ss: ……T: When do your classes begin?Ss: ……(鼓励学生简单介绍自己一周的学习和生活)Step 2 Presentation1.Show Ss a clock.2.T: Look at the clock. What time is it? It’s 9:30 at night. Mi llieoften goes to bed at 9:30 and has a good sleep. What aboutyou? When do you go to bed at night? Do you have a goodsleep?(呈现go to bed, at night 和have a good sleep)3. Present a picture of flying kites..T: What do you often do in spring? Do you like playing in theopen air? Do you like flying kites? (呈现in the open air和flykites)4. T: What do you often do on Saturday or Sunday? Do you go toschool? Do you get up early in the morning? How many days are there in a week? How many weeks are there in a month? How m any months are there in a year? How many seasons are there in a year? (呈现month、season、spring、summer 、autumn和winter.5. Tell Ss a year has 12 months and what they are. Let them t alk about things they can do in different months and seasons.Step 3 PracticeAsk Ss to make up dialogues in pairs using what they have learnt before and encourage them to act them out.Step 4 PresentationLet Ss listen and tell “T” or “F”.Millie often goes to bed at 9:00 in autumn. ( )The Chinese New Year is in January or February. ( )It is warm and windy in spring. ( )Students have a short holiday in summer. ( )Ask Ss to complete Part B2 and work out the rule.Let Ss read the text after the tape and then ask them to read Part B3 together.Step 5 PracticeLet Ss make a dialogue to talk about all kinds of festivalsStep 6 Summary作业设计1. Learn the passage by heart.2. Complete the exerci ses.教学反思Lesson 7 Enjoy our days (PartC, D)教学目标1. To enable Ss to talk about their activities in their everyday life.2. To be able to write a simple article of their week.重点To enable Ss to talk about their activities in their everyday life.难点To be able to write a simple article of their week.教学准备Multi-media教学设计详案二次备课内容Step 1 Revision and lead-inT: What time do you get up/ have breakfast/ go to school/ havelunch/ have dinner/ go to bed every day?Ss: …..T: What time does your mum/ dad cook dinner every day?Ss: …..T: What time do your classes begin every day?Ss: …..T: What time do you often……?(适时引出o’clock、half past等表达方式)Step 2 Presentation1. Show the Ss some photos, and ask the students somequestions.What do the boys often do after school? What does Ni ck doafter dinner? (呈现do sports、play basketball、do homework和inthe eve ning等)2. Listen and tell “T” or “F”.Nick gets up at six forty in the morning. ( )Nick often plays football at four o’clock in the aftern oon. ( )Nick often does his homework at half past five after dinner. ( )Nick often goes to bed at nine twenty in the evening.( )3. Ask Ss to read after the tape and then read t ogether and in roles.Step 3 Practice1. Ask students to finish a timetable according to their every day life. Let Ss make a dialogue and act it out.2. Ask: What do you often do at six o’clock in the morning? What do you often do at half past seven in the evening? (呈现go to work、come back、get home、cook dinner、wash clothes and watch TV等).3. T: When do your parents go to work every day? What time does your mother/ father get up in the morning? What time does your mother/ father cook dinner?4. Let Ss to complete Part D according to their own in formation. Step 4 Summary作业设计Write an article about your own busy week.教学反思Lesson 8 Let’s have fun! Period 1教学目标1. Learn some new words: sunny, great, plants and so on.2. Learn some useful expressions: go out, good idea, by bus/bike/car/plane, wait long, go boating on the lake and so on.3. Can express the traveling ways.Know the meaning of going out and having fun.重点Master new words and useful expressions.难点Can you make traveling plans.教学准备Multi-media教学设计详案二次备课内容Step 1 RevisionHave students work in pairs and make dialogues with ‘Whattime do you …?’Have students say something to describe his/her day.Step 2 Presentation1. T asks questions like:What do you often do on Saturday?Do you want to go out to have fun? ( go out, have fun ) Where doyou want to go? ( go to the cinema, go to the park )What do you want to do there? ( see a film, go boating on thelake )How do you get there? ( get there, by bus/bike/plane/taxi, onfoot )Do you know how I like going there? ( see plants and trees onmy way, The streets are busy, I need to wait long. )2. Finish Part A, Workbook.Step 3 Part AAsk students to read the dialogue by themselves.Ask one to read it for others.Have students answer questions like:Where does Peter want to go? How does he get there? Where does Sally want to go? How does she get there? Ask students to finish Part A2.Read the dialogue after T.Real play reading.Step 4 ConclusionStep 5 HomeworkRecite the dialogue.Remember the new words and phrases.作业设计Write an article about your own busy week. 教学反思Lesson 8 Let’s have fun! Period 2教学目标1. Learn some new words: farm, cow, horse, sheep, beside, under and so on.2. Learn some useful expressions: It takes some time to do sth, swim in the river and so on.3. Can use prepositions to express directions correctly.重点New words and phrases.难点The use of prepositions of place.教学准备Multi-media教学设计详案二次备课内容Step 1 RevisionT: Do you want to go out? Where do you want to go? (Is it faraway from your home/our city?) How do you go there?Ask two pairs to recite the dialogue in Part A1.Step 2 PresentationShow the picture in Part B1. Look at the boy. He’s on a farm.What can you see on the farm? ( cow, horse, grass, house, duck,river ).Where are the cows, horses and sheep? ( on the grass )Where is the big tree? ( beside the house )Where is the dog? ( under the tree)Where are the ducks? ( behind the tree)Where is the river? ( near the house , swim in the river )Where is the boy? ( in front of the house )Where are the birds? ( in the tree)Where is the tree? ( on the left of the house )Where are the animals? ( on the right of the house)Where are the horses? ( between the cows and the sheep )Ask students to make dialogues with those prepositions with the help of things in the classroom.Where is/are …? It’s/They’re …Step 3 Part BAsk students to read the text by themselves.Ask one to read it for others.Ask one student to be a reporter and ask questions like:Where do you often go in summer?Where’s the farm?How do you get there?What’s on the farm?What do you do on the farm?Read the text after T, and then read it together.Finish Part B2.Have students to read dialogues in Part B3.Finish Part B3, Workbook.Step 4 ConclusionStep 5 HomeworkAsk students to recite the text.作业设计Write an article about your own busy week.教学反思Lesson 8 Let’s have fun! Period 3教学目标1. Practice oral English to talk about a trip.2. Writing about a trip.重点Talk about a trip.难点Writing about a trip.教学准备Multi-media教学设计详案二次备课内容Step 1 Revision.1.Ask two students to recite the text in Part B1.2.T asks several questions, students have to answer the questionswith ‘in/on/beside/under/behind/near/in front of/ on theleft/right of /between…and…’.Step 2 Presentation1.T: Where do you want to go this Saturday?How do you get there?What can you do there? (can see, learn about )2.Ask students to make dialogues like that.Step 3 Part C1.Ask students to read dialogues in Part C and answer questionslike:Where does Millie want to go this Saturday?What can you see in a zoo?Where does Nick want to visit this Sunday?What can he learn there?2.Ask two pairs to read the dialogues.3.Role-play reading.Step 4 Part D1.T: Where do you want to go? Where is the place? How can youget there? What can you do there? Please write down your ideas.2.Ask students to finish the writing in Part D, and then have twoto read it out.3.Finish Part D, Workbook.Step 5 ConclusionStep 6 Homework1.Go on practice dialogues with ‘where/how/what’.Recite the words in Lesson 8 for a dictation.作业设计Write an article about your own busy week.教学反思。
七年级 unit2教案 第二课时
总9课时第二课时第二单元备课人：Unit 2 Is this your pencil? Lesson 2学习目标掌握句型W hat’s this in English How do you spell it?课前预习导学1. --What’s ______(I, you, his) English name?--_______(I , His, It)is Nancy.2 .--What color is _______(it, that, you )ruler?—It’s yellow. It’s _____(a, an) yellow eraser.3. ---Is that______(you , your )pencil?---No, it isn’t. It’s ______(it, his, I) pencil.4.That’s _______(no, not) a map. It’s______(the, her, you) picture.5 This is _______(I, my) good friend. ________(His, Her) name is Kelsey.学习过程预习交流情况1.将课前准备的情况与你的同学交流2.讨论预习中遇到的问题Do 3-4b巩固练习提高Ⅰ.翻译下列词组1.你的铅笔____________2.他的书包____________3.她的尺子____________4.我的手表____________5.计算机游戏____________6.失物招领____________7.我的橡皮____________ 8.他的戒指____________ 9.用英语____________10.老师的包____________ 11.一个笔记本____________ 12.一张身份证___________Ⅱ.选择填空1.What's that ____________ English?A.onB.forC.in2.—____________ this your book?—No,it isn't.A.AreB.IsC.Am3.These are my ____________.A.a computer gameputer gameputer games4.____________ these her notebooks?A.AreB.IsC.Am5.____________ Steven.____________ phone number is 215-0273.A.My is;IB.I'm;MyC.I is;I6.—What's ____________ name?—He's Vinson.A.heB.he'sC.his7.—Is it ____________ backpack?—No,it isn't.A.heB.sheC.her8.—Is this your key?—____________.A.Yes,it isB.No,it isC.Yes,it isn't9.Look!This is ____________ ID card.A.aB.anC.the10.____________ am a teacher.____________ name is Bill.A.I;MyB.My;IC.My;MyⅢ.情景交际1.—What's this in English?—____________.A.It's a bookB.It's his bookC.No,it isn't2.—Is this his pencil?—____________.A.Yes,I amB.No,it isn'tC.Yes,it's my pencil3.—How do you spell watch?—____________.A.It's a watchB.WatchC.W-A-T-C-H4.—What's this?—It's a dictionary.—____________.A.Oh,yesB.Yes,it isC.Thank you5.—____________?—It's my ID card.A.What's thatB.Who is itC.How do you spell thatⅣ.句型转换1.This is a pencil.(改为一般疑问句)2.This is a key.(对划线部分提问)3.Is that a sharpener?(做肯定回答)4.Is this your ID card?(做否定回答)5.How do you spell “ring”?(回答问题)。
2018年秋季人教版七年级英语上册第二讲Unit 2教学案
教学过程一、课堂导入通过描述家庭成员情况来询问学生或让学生之间互相询问，复习本节课所需句型。
二、复习预习1. There is _______ “h” in the word “hello”.A. aB. anC. theD. /【答案】B【解析】字母h以元音/eɪ/开头，所以选B。
2. There is _______ “u” in the word “bus”.A. aB. anC. theD. /【答案】A【解析】字母u以辅音/j/开头，所以选B。
3. Jim, ________ is Lucy, my new friend.A. heB. thisC. itD. you 【答案】B【解析】介绍用语，This is…所以选B。
4. The boy in red is ________ friend.A. IB. myC. meD. you 【答案】B【解析】句意是：穿红衣服的那个男孩是____的朋友。
空上需要某人的，所以选B。
5. _________, I’m late.A. HiB. HelloC. SorryD. Bye 【答案】C【解析】迟到了应该道歉，所以选C。
6. ---What’s five and five? ---___________.A. SevenB. NiceC. EightD. Ten 【答案】D【解析】本题问五加五等于几？所以选D。
7. --- I’m Paul Simon. --- Oh, Simon is your _________.A. first nameB. last nameC. given name 【答案】B【解析】Simon是姓氏，所以选B。
三、知识讲解知识点1：指示代词【应用】1. This is my friend.(变复数) ______ are my friends.2. That is my sister. (变复数) ______ are my sisters.【答案】1. These 2. Those知识点2：Be动词的用法【应用】This________ ( is, are) my brother. These________ (is, are) my friends.【答案】is, are知识点3：人称代词【应用】1. They are my friends. I love ________ very much.A. theyB. themC. himD. his2. ________ Jim’s father and mother?A. Are theyB. Is heC. is heD. They are【答案】1. B 2. A知识点4：an uncle一个叔叔an aunt一个姑姑【应用】I have _______ (a, an) uncle and ________ (a, an) aunt.【答案】an, an知识点5：Thanks for+名词/动名词，“因为……而感谢你”，for介词“为了，给，作为”。