新人教版七年级上全套英语教案

新人教版七年级上全套英语教案

Unit 1 My name’s Gina

Period One

课前准备

教师：准备游戏时所用的图片（食物、蔬菜、动物）。

学生：准备表演时所需道具（服装、假发）。

教学设计

Step One :Present the sentence patterns.

1.Play a game “How many words do you know?”(利用小游戏调

动学生的积极性，同时通过对冠军的介绍引出本课。)

Teacher:After the study of the first three starters, I think

most of the students must have known a lot of words. How many

words do you know? Let’s play a game to see who know? Let’

s play a game to see who knows the most.

(Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group.They can write 11 words.)

2.Introduce the champion group to the class.（引课方式贴近

生活，学生易于接受）

Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei.Nice to meet you.

Ss:Hello, Li Lei. Nice to meet you ,too.

Ss:Hello!What’s your name?

S2:I’m Sun Ping.How do you do?

Ss:How do you do ?

Step Two:Drills.

1.Make introductions.（通过句型的操练使学生更加熟练掌握所学

的句式。）

Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa:Hello! I’m Li Lei. What’s your name?

Sb:My name’s Zhang Feng.Nice to meet you.

Sa:Nice to meet you,too.And what’s your name,please?

Sc:Lin Li. How do you do?

Sa：How do you do?

2.Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.)

Step Three:Make friends.

1.Make new friends.（用谈话的方式完成任务，生动活泼，同时更

容易向学生进行美德教育。）

Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK?

Ss:OK.

Example:

Sa:This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu.

Ss:How do you do?

Sd:How do you do?

(Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.)

2.The New comers.（以表演的形式完成，使课堂气氛达到高潮。）

Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome.

(Three “foreign” students come in and all the students clap warmly.)

Teacher:It’s their first time to come to China.Would you like to listen to their introductions? Ss:Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life.

Homework

“How do you meet new visitions at home?

Period Two

课前准备

教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。

学生：需要向父母了解自已名字的含义。

教学设计

Step One:Revise the sentence patterns.

1.Sing an English song.（用唱歌的方式既带动了气氛，又复习了

所学内容。）

Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s Peter.

Hello! Hello! What’s her name? Her name’s Anna.

2.Listen to the conversations and finish the exercises.

Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3.Act out the dialogues.（在特定的情景下表演对话更符合实际，

更贴近生活。）

Teacher:Now you've known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa:Hello! I’m Lucy Green. What’s your name?

Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you.

Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home. Sb:Thanks, I will.

Step Two:Choose English names.

1.Play a name game.（有效引出“英文名字”这一主题。）

Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game.The winners of the game will

get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2.Choose English names.

1).Find out first names and last names.（用小组的方式完成名字的识别。）

Teacher:Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts:first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three

课前准备

教师：准备所需的歌曲磁带、名片样本及各项表格。

学生：制作名片所需的纸张、画笔等。

教学设计

Step One: Present the English numbers.

1.Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。）Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2.Listen to the conversation and write the telephone number.（通过听力复习单词。）

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1.Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学

句式。）

Teacher: Thank you for your help. But do you want to know your friends’telephone numbers? Now let’s

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2.Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.) Example:

My telephone number is... Liu Yu’s phone number is... Lin Fang’s telephone number is (i)

Kailin’ s phone number is…

3.Listen and match the names and telephone numbers.（制作电话号码簿这一任务能够大面积调动学生

装的参与意识。）

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4.Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

Step Three: Make an ID card.

1.Show some different ID cards to the class and try to enjoy them.（向学生展示不同种类的名片，

一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。）

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

Teacher: From the cards above, what can you find out ?

S1: It must have a person’s name…

S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

2.Read the ID card and answer the questions.（提供参考信息，但允许学生创新。）

Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful

2.What’s her family name?

3.What’s her first name?

Homework

1.Students are asked to make ID Cards of their own.

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

2.Find out the information about the famous person.

Period Four

课前准备

教师:准备评价表、名人图片和一张个人海报。

学生：准备好完成的名片参加展览。

教学设计

Step One: Make an ID card show.

1.Show the ID cards to the students.

Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best

ones.

Yu Lingxiao

No.4 Middle School

Class2,Grade1

Tel:6222890

E-mail:yulingxiao@https://www.360docs.net/doc/48183083.html,

Name:Yuan Fanxi

English name:Apple

Age:13Class:4

Tel: 6422960

E-mail:fanxi2005@https://www.360docs.net/doc/48183083.html,

Hobby:basketball

Motto:No pains,no gains.

Xu Ri (Alice)

No.14 Middle School

Class Five, Grade ONe

Tel:6662280

QQ:156129832

2.Find the owner of the card.

Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?

S1:I can.(Show one of the cards to another students.)

S1:Excuse me, are you in ...?

S2:Yes, I am.

S1:What’s your telephone number?

S2:It’s...

S1:Are you...?

S2:Yes, I am.

S1:Here’s your ID card.

S2:Thank you.

(Teacher asks more students to find the owners of ID cards).

Step Two: “Face to Face”.

1.Play a guessing game.

Teacher: ID cards are useful.But some persons’names are known to all the people.They are very famous.Now look at the pictures and guess their names.

(The teacher shows some famous person’s pictures and students guess their names and give their answers.)

2.Collect useful information.

Teacher:These persons are very famous.But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

Information card

Name:_________Sex:_____Age:_____

Nationality:_______Language:_______

Birthplace:______________Job:_______________

Workplace:_____________

Hobbies:___________________________________

Tel:_____________

3.Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.

Example:

S1:This is Michael Jordan.He’s years old.He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call him “Air Jordan”.

S2:Do you like Michael Jordan? Why or Why not?

S1:Yes, I like him very much because he’s so ...

S2:Do you want to be a basketball player like him?

S1:Of course I do. That’s my dream.

Step Three:Make a poster about yourself.

Teacher: Do you want to be famous all over the world?

First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself.In your poster you should try to introduce yourself.

(Students can write a passage about themselves. They can give some personal information.They can alse design the poster as well as they can.)

Homework

Students are asked to sun up this unit,especially about how to talk with others politely.

Unit 2 Is this your pencil?

教学内容

本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.

教学目标

1）知识目标：A.学习并掌握指示代词: this、 that；

B.学习What引导的特殊疑问句；

C.学会Yes/No问句及其简单回答；

D.学会句型：---How do you spell pen? P-E-N.

2)能力目标：A.能辨认物品的所有者;

B.根据不同场景,能用英语对物品的所属进行提问和回答;

C.能识别不同句式的语调(陈述句,疑问句);

D.培养学生听、说、读、写的能力及创新思维能力.

3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;

B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.

教学重点、难点

重点：A.掌握批示代词this、 that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答.

难点：学会写寻物启事和失物招领.

课时安排

第一课时 Section A 1a-1c

第二课时 Section A 2a-4b

第三课时 Section B 1a-2c

第四课时 Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物.

学生:实物(学习用品).

教学设计

Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的

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; 名词前面常站岗,限定所

属有功劳.

Step Two: New words.（利用实物教学，使得教学过程自然、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.

1.Present the drill “Is this…?Yes/No,it is/isn’t.”（利用实物引入句型，使用不同人的物品来引

入形容词性物主代词和名词的搭配的用法。）

(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:Thank 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.（利用学习用品操练句型，并加深对物主代词的理解。）

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.”（利用教师所站位置的不同来引入批示代

词that的用法，并从位置关系上让学生准确理解this ，that的区别。）

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.Is 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.（通过练习，区别

两个批示代词的用法。）

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s his/her…

(The teacher asks some pairs to practice.)

5.Listening.（进行听力练习，巩固所学的句型。）

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”.（设置情景，使学生在情景中

准确运用物主代词his或her。）

(Show students four pictures like the followings.见课件。)

Step Four: Task “Have a contest”.（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：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.（编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。）

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.

Homework.

Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revision.

1.Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短

回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）

(Put some paper with the names and telephone numbers on the blackboard.)

T: Please look at the blackboard. And answer my questions , please . Is this your first name? S1: No , it isn’t.

T: Is that her last name?

S2: Yes, it is.

T: Is this his telephone number?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me?

(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2.Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)

(Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Point to Jenny Chen.)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencil case ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students to ask the questions in turn, make sure they use the items they like.)

Step Two: Listining.

1.Listening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。）

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.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）

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). （进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。）

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 Three: New drills.

1.Present the new drills. （用实物引入新句型，帮助学生用正确的句子来回答。）

(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. （学生分组练习新句型。）

T: Now please practice the conversation with your partner. Use the words shown in 3a.

S A: What’s this in English?

S B: It’s a ruler.

S A: How do you spell it ?

S B: 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.

S A: …

S B: …

3.Play the game : A spelling game. （进行一个拼写游戏比赛，进一步操练新句型。）

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.

S A: How do you spell backpack?

S B: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner. （此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）

T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Le t’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.

Step Five: Summary and homework.（录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.

After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape records some of them and then

play.

First name last name

Miller

Green

Hand

Green

Smith

Brown

Brown

Hand

Green

Smith

Miller

Brown

Hand (女名)

(女名)

(女名)

(女名)

(女名)

(男名)

(男名)

(男名)

(男名)

(男名)

(男名)

(男名)

(男名)

Jenny

Alan

Jim

Tom

Mike

Linda

Kim

Gina

Mary

Tony

Bob

Jack

Nick

2)Discuss about the differences between English names and Chinese names.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）

Teacher: Thank you for your job. I think they are all good English names. For example,“Susan” is a first name. “Brown” is a last name. “Susan Brown” is a beautiful girl’s name.Who wants to have this name?

A: I do.

T:OK. Now you have an English name Susan Brown. And your Chinese name is Sun Ping.Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names.

A boy: I'm a Chinese boy. My name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.

A girl: I'm Mary Brown. I'm English. Mary is my first name.

Brown is last name. Parents usually call me Mary Brown. But

I like to be called Miss Brown.

Name

first name

English name:Mary (given name) Chinese name:Zhang (family name)

Last name Brown (family name) Nan (given name)

3)Exchange the information.（需要在课前有所准备的情况下进行。）Teacher: Now everyone can choose an English name.But you must pay attention to its meaning.For example,Susan means Molihua in Chinese. Do you know The meanings of your names? If you do, please exchange the information in your group.

Boys Girls

First name Last

name Meaning

First

name

Last

name

Meaning

4)Report the result to the class.

(Some students are asked to give a report to the class.)

Example:

Sa: I'm Rose White. Rose is my first name. White is my last name.

Rose is a kind of beautiful flower. In Chinese it means Meigui.

I like my name because I like roses very much. And maybe parents

call me Rose because they want me to be beautiful.

Homework.

Ask the students to sum up the meanings of English names after

class. They can read books or search the internet.

Period Three

课前准备

教师：录音机，图片，实物。

学生：实物。

教学设计

Step One: Revision.(让学生放录音作业，选择两个最好的，给予奖励，从而帮助学生树立学习的信心。) 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. （运用多媒体或图片，教新的重点词汇，同时复习了本单元重点句型；在教学

新单词的同时，注意复习刚学过的单词。）

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.（此活动练习了学生们的口语，同时又进一步巩固了新单词和已学句型。）

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).（通过听力练习，加深对所学单词的记忆。）

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).（通过听力练习，强化学生对单词和句型的理解，同时训练学生写的技能。）

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.（这个活动运用信息差，训练了学生用重点词汇和句型进行听、说、写的练习。）

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.

Period Four

课前准备

教师：录音机，图片，录好的磁带，教学课件。

学生：收集一些英文的失物招领。

教学设计

Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。)

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.

）

2.Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强化所学的新单词，并为学

习写寻物启示和失物招领作好准备。）

T: Please listen to a short passage twice then fill the blanks using the words we learned.

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”. （设置情景，激发学生的思维。从学生生活中常发生丢失物品的现象出发，

引导学生学会处理这种问题方法。）

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: 寻物启事。

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.（让学生通过教师展示的失物启示，发现写失物启示的

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? （通过和学生的交流，探讨拾到物品时，应如何处理。）

S11: Give it to our teacher.

S12: 交给警察。

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: 失物招领。

T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.

）

S15: Telephone number.

S16: 联系人。

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. （这个活动目的在于训练学生的阅读能力。）

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.

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.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）

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.（此活动帮助学生复习本单元所学过的重点词汇。）

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.（训练学生用目标语言写和说的能力。）

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.

Unit 3 This is my sister.

教学内容：

本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。

教学目标：

1、知识目标：

A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son,

daughter, parents:

B、学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；

C、运用名词的复数形式。

2、能力目标：

A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；

B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际

能力。

3、学习策略：通过对人物个性化的描述，识别图片。

4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家

人。

教学难点、重点：

重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；

B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。

难点：能够用写信的形式向朋友介绍自己的家庭。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2c

第四课时Section B 3a-Self-check

Period One

教师：照片，图片，表格。Step One: New words.

①Present the new words.

T: Hello , everyone ! Look ! What’s this ?

S s: It’s a picture .

T: Right . Who is the man in the picture ?

S s: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

S s: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

S s: Yes .

T: OK . Please look at this man ? Is he old ?

S s: Yes .

T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .

S s: G-R-A-N-D-F-A-T-H-E-R , grandfather .

T: This is my grandfather .

(Teach the word “grandmother” in the same way .)

T: He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents.

S s: Grandparents.

(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I have two brothers, two sisters, I have many friends.

(Teach brothers, sisters, and friends.)

T: Read these new words together.

S s:…

②Practice the new words.

T: Who can match the words with the pictures on the blackboard?

S s: I can. (Textbook P131a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

T: Check the answers.

S s:…

T: Is he right?

用教师家人的照片呈现新课内容。

教师边介绍，边领读单词。

用匹配的方式巩固单词。

S s: Yes.

(One more student gives the answers.)

Step Two: Drill

①Listen and circle.

T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

S s: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

(Students practice. Teacher walks around the room to help them.)

T: Now check your peactice.

S1: Who is this?

S2: This is his …

S1: Who are these?

S2: These are his …

(Ask a few pairs to practice.)

Step Three: Task

①Talk about the family tree.

T: Look at the family tree.

(Stick a family tree on the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to help the students.)

T: Check your task.

S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

用听力训练再次强化学生对新单词的记忆。

让学生通过介绍Dave的家庭加强句型的操练。

让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。

T: V ery good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

(Two students come to the front.)

S A: Hello.

S B: Hello. How are you ?

S A: Fine, thank you. And you?

S B: I’m fine, too.

S A: Excuse me! What’s this?

S B: It’s my family tree.

S A: Who’s this?

S B: This is my grandfather.

S A: Who’s this?

S B: This is my grandmother.

S A: Is this your father?

S B: Yes, he is.

S A: The women is your mother?

S B: Yes, she is.

S A: Who’s the boy?

S B: He is my brother.

(A few pairs do this.)

T: You did well.

②Make a survey.

T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the

)(Students report to the class.)

Step Four: Homework

Write a passage about your family.

让学生在语言实践中学会礼貌待人。

小组成员之间沟通有关家庭成员的信息，增进友谊。

Period Two

课前准备

教师：图片，录音磁带。

学生：自己家人的照片，也可以是自己画的家谱。

教学设计

教学步骤

Step One: Review the drill.

T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?

(Students use their photos or the pictures they drew.)

S S: Yes.

T: Who wants to be the first, please?

S A: Let me try.

T: OK, please.

S A: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! I t’s me. Am I funny? I love my family.

T: Very good.

(Another two students introduce their family.)

Step Two: Listening.

①Listen and circle the words you hear.

T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen

(Play the recording of 2a twice. Students work.)

T: Check the answer.

(Ask two students to say the answers.)

②Listen and match.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。

通过听力练习，使学生巩固对家庭成员的记忆。

通过听力引出Is this . . . ?的句型

listen and find them.

(Play the recording of 2b. Students work.)

T: Who find them?

(Many students may say they do. Choose two of them to answer.)

S1: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin.

(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.) T: Let’s check your work, please.

S S: OK.

(Ask one pair to do it.)

S1: Is this Jim?

S2: No, he isn’t.

S1: Is this Jim?

S2:Yes, he is.

(Ask two more pairs to do it.)

④Practice.

T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and helps the students who need.)

T: Check your work, please.

(Ask one pair to do it.)

S3: That’s … and that’s … Is she your…?

S4: Yes, she is.

S3: And is the your …?

S4: No, he isn’t. He’s my …

(Change roles to do it and ask one more pair to do it.)

Step Three: Task.