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篇1：人教版新目标七年级上学期教案Unit2 What’s the matter?
Unit 2 What’s the matter?
Page 8 Section A 2a~2c Grammar Focus
I . Teaching Aims and Demands
1. Knowledge Objects:
New words; Some advice; Grammar Focus.
2. Avility Objects
Listening, reading and writing skills. Communicative competence.
3. Moral Object :
To be a doctor and serve the people heart and soul.
II. Teaching Key Points
toothache fever shouldn’t lie down and rest
hot tea with honey see a dentist drink lots of water
III.Teaching Difficulties
What’s the matter?
I have a toothache.
Maybe you should see a dentist.
That’s a good idea.
He has a stomachache.
He shouldn’t eat anything.
IV.Teaching Methods:
Listening,reading and writing methods. Pairwork.
V.Teaching Aids :
A tape recorder; A projector.
VI.Teaching Procedures
Step I Greet the class .
Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.
fever lie rest honey dentist water shouldn’t
Step II 2a
Now open your books at Page 8. First read the eight items to students and ask them to repeat.
toothache sore throat stomachache fever lie down and rest hot tea with honey see a dentist drink lots of water
Listen to the recording . Please pay attention to the first one has been done for you . The boy has a toothache and the advice is to see dentist.
Then check the answers on the blackboard.
Step III 2b
First look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.
Step IV 2c Pairwork
First I’ll have two students read the dialogue in the box .
A: What’s the matter?
B: I have a toothache.
A: Maybe you should see a dentist.
B: That’s good idea.
Now practice the conversation in Activity 2b. Take turns having the problems and giving advice.
Ask students to work in pairs. After they practice a while, have several pairs of student present their conversations to the class.
Step V Grammar Focus
(Show on the screen)
I have a headache.
He has a toothache.
You should go to bed.
He shouldn’t eat anything.
She should see a dentist.
shouldn’t = should not
Step VI Summary
This class we’ve learnt some advice to people who have health problems. Who wants to be a doctor in future?OK.Serve the people heart and soul.
Step VII Homework:
Practice the conversations and review the Grammar Focus.
Step X Blackboard Design
Unit 2 What’s the matter?
toothache lie down and rest
sore throat hot tea with honey
stomachache see a dentist
fever drink lots of water
Step XI Teaching reflection:
篇2：人教版新目标七年级上学期教案Unit9 When was he born?
Page 56 Section B 1a~2c
I.Teaching Aims and Demands
1. Knowledge Objects: Key vocabulary; Target language; Writing practice.
2.Ability Objects : Listening, writing and speaking skills.
1. Moral Object: Working hard makes a man.
II.Teaching Key Points
1. Key vocabulary
talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
2. Target language
A: Who’s Midori? B: She’s a famous violinist.
A: When was she born? B: She was born in 1971.
A: When did she tour the U.S.?
III.Teaching Difficulty: Target language.
IV. Teaching Methods
Listening, writing and speaking methods; Pairwork; Groupwork.
V. Teaching Aids: A tape recorder; A projector.
VI.Teaching Procedures
Step I Greet the class .
Step II Lead- in and Introduction
Today we start to learn to talk more about people.They are different but just common like us.
Show the new words on the screen.
talented loving outstanding unusual creative grandchild violinist skating skater become
Point to them and lead the students to learn them.
Step III Section B 1a
First learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example ,
T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talented?
S: Carlos is a talented soccer player.
Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.
Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.
Step IV 1b Groupwork
Point to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.
Read the sample sentences: A: Arthur is a loving frandfather.
He spends all his free time with his grandson.
Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.
Ask students to tell the class what they said about some of the people.
Step V 2a
Read the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.
Check the answers.
Step VI 2b
Show the eight sentences on the book’box. Stuents read.
Check the answers.
Step VII 2c Pairwork
Point out the sample conversation. Ask two studnts to read it to the class.
Then lead the class to read the sample conversation toghther.
Have students work in pairs. Ask some pairs of students to say a conversation to the class.
Step VIII Summary
Today we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.
Step X Blackboard Design
Unit 9 When was he born?
talented loving outstanding unusual
beautiful creative kind famous
A: Who’s Midori? B: She’s a famous violinist.
A: When was she born? B: She was born in 1971.
A: When did she tour the U.S ?
Step XI Teaching reflection:
篇3：人教版新目标七年级上学期教案Unit8 How was your school trip?
Page 47 Section A 1a~1c
I.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language.
2.Abiklity Objects
Listening, speaking, writing and cooperating skills.
1. Moral Object
What you do today is what you do tomorrow.
II.Teaching Key Points
1. Key vocabulary
aquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.
2. Target language
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks, but there were some really smart seals.
III. Teaching Difficulty:
Spoken practice.
IV. Teaching Methods
Oral practising, listening, writing, asking and answering methods; Pairwork.
V. Teaching Procedures
Step I Greet the class.
Step II Today we are going to learn Uint 8 How was your school trip?
During this unit we will learn more ways to talk about things that happened yesterday, last week or last year. Now I’d like to ask some questions about things you did yesterday or last week.
Warming – up:
Ask different students questions about things they did yesterday or last week using verbs they have already studied.
Ask the students to give the short answers, Yes, I did . No, I didn’t .Yes, I was. No, I wasn’t. Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Step III Show new words on the screen
aquarium shark seal souvenir
Lead the students read the words above and add some more words needed to teach.
Step IV Section A 1a
Aak students to make separate lists.
Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items and ask different students to read the items to the class.
Step V 1b
Point out the picture and the list of activities. Read the instructions.
Listening carefully and circle only the things you hear on the recording .
Check the answers.
Step VI 1c Pairwork
Ask students to look at the picture in Activity 1a. Then point out the sample comversation in Activity 1c. Ask two students to read it to the class.
Say, Now work with a partner. Make your own conversations about the people in the picture.
Ask several pairs to present one or more of their converwations to the class.
Step VII Game
Divide the class into two teams. Name one team “past”and the other “present”. The “past ”team will talk about things that happened last week or last year. The “present”team will talk about things that happen every day. The “past ”team starts by saying a sentence. The “present”team has to change the sentence into a “present”sentence. For example, I went swimming yesterday becomes I go swimming every day. The “present”team to change. Each team gets one point for changing a sentence correctly.
Step VIII Summary
Today we have learned how to talk about what you did on your last school trip. This is about something happened in the past. And now we know how to say it in English. We have to work hard every day then we could make progress every day.
Step IX Homework
Review the Activity 1a. Practice the Activity 1b with yout partner.
Step X Blackboard Design
Unit 8 How was your school trip?
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks,but there were some really smart seals.
Step XI Teaching reflection:
篇4：人教版新目标七年级上学期教案Unit1 How often do you execise?
Unit 1 How often do you execise?
Page 1. Section A 1a~1c
I. Teaching Aims and Demands
1.Knowledge Objects:
Names of activities; Adverbs of frequency.
What do you usually do on weekends? I often go to the movies.
2.Ability Objects:
Writing and listening skills; Communicative competence.
3.Moral Object:
Keep a diary every day in English.
II.Teaching Key Points
watching TV , reading , shopping , skateboarding , exercising.
III.Teaching Difficulties
1.always , usually , often , sometimes , hardly ever , never ;
2.What does she do on weekends? She often goes to the movies.
IV.Teaching Methods
Discovering, listening and writing methods; Pairwork.
V.Teaching Aids
A tape recorder; Large monthly calendar showing the days of the week;
A projector.
VI.Teaching Procedures
Step I Greet the class
T : Good morning, boys and girls.(S : Good morning.)I’ll introduce myself first. My name’s …,I’ll be your English teacher this term. Do you like English?(S: Yeah.)Now let’s begin. This class we’ll learn Unit 1.How often do you exercise?Please open your books at page 1 .
Step II 1a
First look at the picture . Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends.Then name each activity. Ask students to repeat each one.
One girl is shopping . Another girl is reading. This boy is exercising. Another girl is watching TV. These girls are skateboarding.
Point out the sample answer. Then ask students to list all the activities in the thought bubbles. If they don’t know how to write the activities, use bilingual dictionaries.
Then ask the student who finishes first to write the answers on the board.
Check the answers and ask students to correct their own activities.
Step III 1b Show six new words on the screen
always usually often sometimes hardly ever never
总是 通常 经常 有时 难得 从不
Teach new words. Read the new words to students. Ask them to repeat. Tell students these words are adverbs of frequency. Point to each scene in Activity 1a . Ask students to look at each picture and tell what the person does on weekends.
Listen to the recording and write the letter of one activity (a through e ) after the word in the list.
Then check the answers with the whole class.
Step IV 1c Pairwork
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.
Ask two students to read the example dialogue in speech bubbles.
What do you usually do on weekends? I often go to the movies.
Now work with a partner. Make your own conversations about the people in the picture. For example,
Picture a : What does she do on weekends? She often goes shopping.
Then have students work in pairs. Make their own converwations about the people in the picture. Then ask some pairs to present their conversations to the class.
Picture b : What does she do on weekends? She often does reading.
Picture c : What does he usually do on weekends? He often does
exercise.
Picture d : What does he usually do on weekends? He often watches TV.
Picture e : What do they usually do on weekends? They often skateboard.
Step V Summary and Homework
This class we’ve learnt some names of activities.And we also learnt some
adverbs of frequency.
Now homework: write a weekend diary what you do on weekend. If
necessary. I’ll ask you to read your diaries to the class.
Step VI Blackboard Design
Unit 1.How often do you execise?
watching TV reading
skateboarding exercising
shopping
What does she do on weekends?
She often goes shopping.
Step VII Teaching reflection:
篇5：人教版新目标七年级上学期教案Unit4 How do you get to school?
Page 19 Section A 1a ~1c
I. Teachig Aims and Demands
1. Knowledge Objects:
Key vocabulary; Target language; Oral practice.
2. Ability Objects:
Listening and writing skills; Communicative competence.
II. Teaching Key Points
Key vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.
III.Teaching Difficulties
Target language :
Hey, Dave. How do you get to school?
I walk. How about you , Sally?
I ride my bike.
How does Bob get to school?
He takes the train.
IV. Teaching Methods:Listening and writing methods; Pairwork.
V . Teaching Aid : A tape recorder; A projector.
VI. Teaching Procedures
Step I Greet the class and show the screen:
(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.
Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?
(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)
Say, Today we’re talking abot how you go from one place to another.
Step II Section A 1a
First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.
Hey, Dave. How do you get to school?
I walk. How about you, Sally?
I ride my bike.
Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.
Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.
Then check the answers.
Step IV 1b
First point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.
Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.
Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?
Then, use these persons to make a dialogue like this:
A: Hey, Bob. How do you get to school?
B: I take the train. How about you, Mary?
A: I take the subway.
Ask students to complete the activity individually.Then check the answers
Step V 1c Pairwork
Ask two students to read the dialogue in the box to the class.
A: How does Bob get to school?
B: He takes the train.
Now work with a partner. Make your own conversations about how the people in the picture get to school.
Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.)
As they talk , move around the room, offering language or pronunciation support as needed.
Step VI Summary and Homework
This class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class I’ll ask some students to tell me the answers.
Step VII Blackboard Design
Unit 4 How do you get to school?
walk subway train
take the subway/train go in a parent’s car
How do you get to school? I walk.
How does he get to schllo? He walks.
Step VIII Teaching reflection:
篇6：人教版新目标七年级上学期教案Unit 3 What are you doing for vacation?
Page 16 Section B 1a~2c
I.Teaching Aims and Demands
1. Knowledge Objects:
Key vocabulary; Target language; Oral practice.
2. Ability Objects:
Listening, speaking, reading and writing skills;
Communicative competence.
3. Moral Object :
Take walks and keep healthy.
II.Teaching Key Points
1.Key vocabulay
go bike riding , go sightseeing , take walks , go fishing , rent videos.
2.Target language
Where are you going for vacation?
What’s it like there?
What are you doing there?
Who are you going with?
How long are you staying?
III.Teaching Difficulty :
Oral practice.
IV. Teaching Methods
Listening, speaking, reading and writing methods;
Pairwork.
V.Teaching Aids:
A tape recorder;
A projector.
VI.Teaching Procedures
Step I Greet the class .
Step II Section B 1a
Show five pictures on the screen, ask students to read the five phrases.
go bike riding , go sightseeing , take walks , go fishing , rent videos.
Call attention to the first picture. For example, Look at this girl. She ’s happy . She ’s fishing. Repeat. She ’s fishing . Students repeat. Do this for all the five pictures.
Then ask students match the words and check the answers.
Step III 1b
Now work with a partner. Talk about what you would like to do on vacation.Talk about the activities in 1a and other activities you know.
Help students to find partners.Then have the class listen to one student ask another about each activity.
Step IV 2a and 2b
Look at the picture, please. Listen to the conversation carefully. Put a checkmark next to the questions you hear the reporter asks. Then listen again. This time write He Yu answers to the questions.
Then check the answers.
Step V 2c Pairwork
First ask two students to read the conversation in the box.
A: Hello, He Yu . Can I ask you some questions about your vacation plans?
B: Yes .
A: What are you doing…?
Now work in pairs. Student A you are the reporter. Student B you are He Yu .Ask and answer questions about He Yu’s vacation. Then change roles.
As students work, move around the classroom, offering language support if needed.Then ask pairs of students to present their conversations to the class.
Step VII Summary
This class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.
Step VII Homework
After class, ask classmates about the vacation plan and fill in a chart.(Show the chart on the screen.)
Step VIII Blackboard Design
Unit 3 What are you doing for vacation?
go bike riding , go fishing , go sightseeing , rent videos, take walks .
Step X Teaching reflection :
篇7：人教版新目标七年级上学期教案Uint 5 Can you come to my party?
Uint 5 Can you come to my party?
Page 26 Section 2a~2c
I.Teachig Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language; Grammar focus.
2.Ability Objects
Listening skill and communicative competence.
3.Moral Object
It’s polite to refuse one’s invitation if you can’t go.
II.Teaching Key Points
1. Key vocabulary:
hey, baseball game , too much homework
2.Target language
Hey, Dave,can you go to the movies on Saturday?
I’m sorry, I can’t . I have too much homework this weekend.
I have to help my mom.
I’m playing soccer.
I have to go to my guitar lesson.
I’m going to the movies.
I have to visit my aunt.
III.Teaching Difficulties:
Grammar focus;
Pairwork.
IV.Teachig Methods
Listening and speaking methods;
Communicative approach; Pairwork.
V.Teaching Aids:
A tape recorder
VI.Teaching Procedures
Step I Greet the class.
Step II 2a
First ask students to look at the sentences to the class twice. The first time say can and the second time say can’t .
Listen to the conversations carefully and then circle the word “can”or “can’t ”.
Check the answers with the whole class.
Step III 2b
Ask a student to read the five sentences in Activity 2b.
Listen to the recording again and fill in the three numbers as they listen.
Step IV 2c Pairwork
Ask students if they can give other reasons besides the lists in Activity 2b.
(Possible answers : not feeling well, have to babysit, going on a trip.)
Look at the sample conversation in the book. Ask a pair of students to read it to the class.
A : Hey, Dave,can you go to the movies on Saturday?
B : I’m sorry, I can’t . I have too much homework this weekend.
A : That’s too bad. Maybe another time.
B : Sure, Joe. Thanks for asking.
Now work with a partner. One of you is student A and one of you is student B. Student A, invites your partner to do something with you. Student B, say you can’t do it and give a reason.
Then change roles.
Then ask some pairs of students to present their dialogues to the class.
If some pairs do well, give them little presents to praise them.
Step V Summary and Homework
Today we’ve learnt how to say “no”to someone’s invitation and give a reason. After class practice the concersations with you partner.
Step VI Blackboard Design
Unit 5 Can you come to my party?
has to have to
She ____play basketball. He_____study.
They _____go to party. I_____study for a test.
Step VII Teaching reflcetion:
篇8：人教版新目标七年级上学期教案Unit7 How do you make a banana milk shake?
Page 41 Section A 1a~1c
I.Teaching Aims and Demands
1. Knowledge Objects:
Key vocabulary; Target language; Writing practice.
2. Ability Objects:
Listening, sequencing, writing and cooperating skills.
1. Moral Objects:
Knowing that it is not easy to be a chef.
There is a lot of fun in cooking.
II. Teaching Key Points
1. Key vocabulary:
Turn on , cut up, peel, pour, put, drink, blender
2. Target language
How do you make a banana milk shake?
First, peel the bananas and cut it up.
Then put the milk into the blender…
III. Teaching Methods
Watching, listening and writing methods; Pairwork.
IV. Teaching Aids:
A tape recorder ; A projector.
V. Teaching Procedures
Step I Greet the class.
Step II Learn the following new words with the help if the pictures while showing them on the screen.
blender milk banana
Point to the pictures and the names of all items and ask students to repeat.
Step III Section A 1a
Show the pictures with the blanks on the screen as shown on students’ book.
Ask students to tell what they see in the picture.
Point out the blank lines in the picture.
Ask students to write the names of the actions on the blank lines.
Give one sample answer. Then ask students to fill in the blanks on their own.
Ask a student who finishes first to write the answers on the blackboard.
Check the answers on the blackboard and ask students to correct their own answers.
Step IV 1b
Listen and put the instructions in the correct order.
Point out the actions in the picture and the list if actions in Activity 1b.
Ask different students to look at the picture and tell what is happening .
Ask others to read the list of actions in Activity 1b.
Listen to the conversation and ask the students to complete the activity on their own. Then check the answers.
Step V 1c Pairwork
Point out the instructions in Activity 1b.
Ask a student to read the instructions in the correct order.
Now work with your partner.
Cover the instructions in 1b and tell your partner how to make a banana milk shake.
Point out the example in the speech bubble and say, You can start like this, if you want to .
Ask one or two students to say the list of instructions to the class without looking at the book.
Step VI Summary
Today we have learned some names of food. And we also learned how to make a banana milk shake.After class if you want to drink something you could make a special one. Not by your mother or father, but by you. You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking.
Step VII Homework
Write a sequence of making an apple milk shake.
Step IX Blackboard Design
Unit 7 How do you make a banana milk shake?
turn on cut up peel pour put drink blender
Sequence of making milk shake:
peel … cut up … ……
Step X Teaching reflection:
篇9：人教版七年级上新目标英语Unit2教案
Unit 2
I. Teaching Goals:
1. Identify ownership.
2. Learn to write Lost & Found and Lost.
3. Sentence Patterns: Is this/that your/his/her/my key?
Yes, it is./No, it isn’t.
What’s this/that in English?
It’s a pen.
How do you spell it?
P-E-N.
4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…
5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
通过询问、辨认物主，倡导学生保管好自己的学习用品。
通过Just for fun中的内容，使学生体会到英文中的幽默之处。
II. Teaching Time: Four periods.
III. Learning Strategies: 1. Using context 2. Guessing
The First Period
Content: Section A 1a, 1b, 1c, 2a, 2b, 2c
Teaching Aims:
1. How to identify ownership.
2. Learn and master the following:
Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack
Sentence patterns: Is this your pencil?
Yes, it is. /No, it isn’t.
3. Students can communicate others using the words and sentence patterns learned in this class.
4. Train the students’ listening ability.
5. Moral object: You must take good care of your personal possessions.
Teaching Important Points;
1. Train the students’ speaking ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
How to finish the task of speaking.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
Revise the dialogues in Unit 1.
eg. What’s your (his /her) name?
I’m Gina. Nice to meet you!
What’s your (his/her) phone number?
It’s 284-2942.
What’s her family name?
What’s her first name?
Step 2 Warming-up
Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.
1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.
2. Read the new words after the teacher and learn them by heart.
3. Practice:
1) Match the words with the things in the picture. (1a)
2) Listen and check the things you hear. (2a)
3) Listen and number the pictures.
a._____ b._____ c._____ d._____ e._____
f.______ g.______ h______ i.________
Step 3 Presentation
Ask some students one by one about his/her/objects like this:
1. T: Is this your pencil?
S: Yes, it is. It’s my pencil.
2. T: Is that your backpack?
S: No, it isn’t. It’s his/her backpack.
Step 4 Practice
1. Listen and number the conversations. (1b)
2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.
3. Listen and complete the conversation with the words in the box. (2b)
4. Pair work: Ask about the things in the picture (2c), then their own passions.
eg. Is this your backpack?
No, it isn’t.
5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.
Step 5 Acting
Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 6 Exercises in class
Fill in blanks with these words:
1. ---Linda, Is this ________ ruler?
---Yes, it is. Thank you.
2. This is my sister. _______ name is Kate.
3. I’m looking ________ pencil case. Can you help me?
4. Look at the cat. It’s white. But ______ tail (尾巴) is black.
5. Tim is worried (着急). _______ ID card is lost
Step 7 Homework
1. Do some exercises in your exercise books.
2. Read the words and sentence patterns presented in this class to improve your spoken English.
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
pencil Is this your pencil?
pen Yes, it is. It’s my pencil.
book Is that your backpack?
eraser No, it isn’t. It’s his/her backpack.
ruler
pencil case, backpack
pencil sharpener, dictionary
The Second Period
Content: Section A 3, 4a, 4b,Section B 1a~2c
Teaching Aims:
1. Learn and master the following:
Words: baseball, watch, key, computer game, notebook, ring
Sentence patterns: What’s this/that in English?
It’s a pen (an eraser/an English book/ an ID card).
How do you spell it?
P-E-N.
2. Improve the students’ speaking and listening ability.
3. Identify ownership.
Teaching Important Points;
1. Train the students’ speaking and writing ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
Game: Find the owner.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
eg. What’s your name?
What’s your phone number?
Nice to meet you. etc.
2. Revision
1). Ask and answer like this:
Is this/ that your pencil?
Yes, it is. It’s my pencil.
No, it isn’t. It’s his/ her pencil.
2). Section A 4a, 4b
Game: Find the owner.
Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.
Step 2 Presentation
Section A 3. Make conversations about the things in the pictures in pairs.
eg. A: What’s this in English?
B: It’s a pen (an eraser).
A: How do you spell it?
B: P-E-N.
Step 3 Pratice
1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring
2. Section B 1a Match he words with the things in the picture.
3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:
A: What’s this?
B: It’s a watch (an eraser/an English book/ an ID card/…).
A: How do you spell it?
B: W-A-T-C-H.
Pictures:
Step 4 Listening
Section B 2a 2b
Look at the words in activity 1a. Listen and circle the things you hear.
Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.
Kelsey Mike
watch
ID card pen
baseball
Step 5 Pair work.
Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.
Step 6 Exercises in class
Complete the conversation.
1. Teacher: Lucy, What’s this _____ English?
Lucy: Is it a pen?
Teacher: No, it ______. It’s a pencil.
Teacher: Tim. ________ that in English?
Tim: Is it _______ eraser?
Teacher: _______, it is. And what’s this, Nancy?
Nancy: Is it a _________?
Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?
Nancy: Oh, yes. It’s _____ dictionary.
Teacher: Here you are.
Nancy: _______ ________.
2. A: Excuse me. ______________________?
B: It’s _________ watch. It’s _________ English watch.
A: __________________, too?
B: ________, ____________. It’s _______ eraser.
Step 7 Homework
1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:
A: Hello, Mary. Is this your “尺”?
B: Yes, it is.
A: Here you are.
B: Thank you.
A: By the way, what’s it in English?
B: It’s a ruler.
A: How do spell it?
B: R-U-L-E-R.
2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.
eg. Is this a/an…?
What’s this in English?
Is this your…?
Can you spell…?
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
baseball What’s this in English?
watch It’s a pen (an eraser/an English book/ an ID card).
key How do you spell it?
computer game P-E-N.
notebook
ring
The Third Period
Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3
Teaching Aims:
1. How to write your own bulletin board messages.
2. Learn and master the following: numbers 0-9, call phone, lost and found.
3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.
4. Work out problems using context.
Teaching Important Points;
1. Improve the students’ writing ability.
2. Get the students to know about the bulletin notices.
Teaching difficult Points:
Learn to write Lost & Found and Lost.
Teaching Aids:
a tape recorder, a computer
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
2. Revision
Ask : What’s this/that in English?
How do you spell baseball?
Is this/that your pen? etc.
Step 2 Leading-in
Looking for a book.
T: Is this my book?
S: No, it isn’t.
T: Where’s my book? I like my book. But I can’t find it. What can I do?
Lost (write the word on the blackboard)
Then ask: Have ever picked anything? What do you do?
Found (write the word on the blackboard)
通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
Step 3 reading
1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).
Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys
Read the bulletin board notices again.
2. Section B 3b
Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.
Answers:
Found. A set of keys. Please call David at 529-6403.
Step 4 Writing
Section B 3c
1. Ask the students to write their own bulletin board messages.
2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.
Step 5 Groupwork.
We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.
T: What’s this?
S: Is it a baseball?
T: No, it isn’t.
Draw a more part of the item.
S1: Is it a key?
T: Yes, it is.
Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?
Students make a guess. See who can guess it within less guesses.
Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.
Step 6 Just for Fun
Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.
Step 7 Homework
1. Do Self check1-3.
2. Write your own bulletin board message.
如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
call, phone, lost, found,
in the lost and found case, lost and found, a set of keys
Found:
A set of keys. Is it your key? Please call John at 345-9812.
Lost:
My pencil case. It’s yellow. It’s new. Please call 668-7249.
The Fourth Period
Check the homework.
Do some more exercises.
篇10：新目标七年级上unit9（period 4） 教案教学设计(人教版英语七年级)
一、【教学目标】
一）知识目标
1. 掌握下列单词的读音和用法。
useful, from , Mrs. , finish ,lesson, hour
2. 掌握以下重点句型：
I am busy on Friday. It's difficult but interesting.
My classes finish at 1:50. I have an art lesson for two hours.
Teacher says it is useful, but I think it is difficult.
It is easy and fun.
My classes finish at 1:50, but after that I have an art lesson for two hours.
二）、技能目标
复习“谈论偏爱”和“询问喜欢的学科并给出理由”的语言结构学会合理地安排自己的作息时间，通过练习以上的语言更加了解身边的人和事。
三）、情感目标
1.通过互相询问和谈论彼此所喜欢的学科增进同学之间的了解和友情培养学生热爱学习和良好的学习、生活习惯。
2.学会安排自己的作息时间。
二、【重点难点】
重点：掌握本课词汇及重点句型的运用。
难点：能学会运用本节课所学新语言项目安排自己的作息时间。
三、【教学用具】：多媒体
四、【教学过程】：
Step1 复习对话及时刻。
Step2 读2b完成下列任务
1、请给出下面单词的汉语意思
2、将下列短语翻译成英语,并在书上划出短语。
3、根据短文信息完成2c的问题
S tep 3、翻译这封信
Step 4、请同学们大声朗读这封信。
Step 5、讲授
1、in, on, at在日期前的用法。
⑴on 常用在表示星期几或具体某一天的名词前，
在星期日下午
在一个寒冷的(cold)早上
⑵. in用于较长时间和固定搭配前： 在早上
在
⑶.at用于时刻前：在12：00 在7：30
2、free用作形容词，意为“空闲的”，其反义词为busy“繁忙的”。如： - Are you free this Friday? 这个周五你有空吗？ - Yes, I am. 是的，我有。
[拓展] free还可意为“免费的”。如： The fruit is for free here today.
今天这里的水果是免费的。
3、for+一段时间 的用法
例如：He plays sports for two hours every day.
对for+一段时间通常用how long提问。
针对练习：
--____________will you stay(待) in Shanghai ?
--For about two weeks.
A.How long B .How far C .How often
4、useful是形容词，是由“名词use (使用)+后缀ful”构成，意为“有用的”。类似结构还有：help+ful → helpful 有帮助的 color+ful → colorful 绚丽多彩的
[注意] useful是虽以元音字母“u”开头，但其发音为辅音/ju:/，故其前用冠词a，而不用an。如：It is a useful book. 这是一本有用的书。
5、from…to…意为“从……到……”。既可指时间也可指地点。如：We go to school from Monday to Friday. 我们从星期一到星期五去上学。It’s not far from his home to school. 从他家到学校不是很远。
6、finish用作动词，意为“完成；结束”，其第三人称单数为finishes。如：
Mike finishes her homework at 7:00 p.m.
迈克晚上7点钟做完了作业。
7、lesson用作名词，意为“课；课程”，常用短语： have lessons 上课do one’s lessons做功课
8、busy 是形容词，意为“忙的”，常用于以下两个结构：
be busy with sth 忙于某事
be busy （in）doing sth 忙于做某事
Eg: My mother is busy with housework all day. 我妈妈整天忙于家务。
I am busy （in）reading a fun story(故事) 书。
五、【达标练习】
六、【总结】让学生自己总结今天学到了什么。
七、【回家作业】：完成P54 3a.3b和Self check2,将答案写在书上
篇11：新目标七年级上学期Unit 3(新目标版七年级英语上册教案教学设计)
Language goals:
1. Introduce people
2. Identify people
Language knowledge to be needed:
1. Words, expressions & language structrues that students have learned:
this, that, pencil, pen book, eraser, pencil case, backpack, pencil
sharperner, dictionary,
notebook,key, watch
2. Words, expressions & that students have to be learned:
(1).words: mother, father, sister, brother, grand mother, grandfather, friend, grand parent, uncle,
aunt, cousin, parent, daughter, son, these, those, dear, great, photo, here, they, he, she
(2). Expressions: This is my brother. These are my parents.
Is she your sister? Yes, she is . / No, she isn't.
Is this/ that your/ his / her friend? Yes, it is./ No, it isn't.
(3). language structures：
让学生正确使用“be”动词“is”,“ are”,以及指示代词“this”,“that”,“these”,“those”的用法。
Situation designing (语言设计情景): 让学生出示照片或图片来介绍家人或朋友。
Antcipative resuits（预期效果）：大多数学生能运用句型来介绍家人或朋友。
Teaching periods（课时计划)：Period1: P13-P14 Period2: P14-P15
Period3: P16-P17 Period4: P17-P18
Period 1 Time: 45' Level: C
教学目标：确认家庭成员，能用英语表达家庭成员：妈妈、爸爸、兄弟、姐妹、祖父、祖母、父母双亲、朋友、这个、那个、这些、那些
运用句型This is……， That is……， These are……，Those are……
教学内容：P13-P14
教学程序：
活动1：复习
教师活动：老师出示图片或实物，问：What's this in English?
How do you spell……? Is this/that……
学生活动：学生说出及拼写出pencil, pen, book, eraser, pencil case, backpack, pencil sharperner,
dictionary, notebook, key, watch
活动2：看图学生词及句型
教师活动：教师显示一张大照片，包括一家三代和朋友的，
示范1：T：This is his mother
This is his father
This is his sister
教生词：mother，father， sister并板书This is ……及mother，father， sister
学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声
朗读，念单词 时特别注意教师的发音。
示范2：T：That is his friend.
That is his grandmother
That is his grandfather
教生词：friend，mother，grandfather并板书That is …… 及friend，mother，grandfather
学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声
朗读，念单词 时特别注意教师的发音。
示范3：T：These are his parents
These are his brothers
Those are his grandparents
教生词： parent, brother, grandparent并板书These /Those are ……及parent，brother， grandparent 同时指出These /Those are ……
学生活动：学生仔细地听教师说句子，理解含义，学生以全班、半班的形式跟随着教师大声朗读，念单词 时特别注意教师的发音。
活动3：1a
教师活动：让学生看课本1a中的图片，将图中家庭成员的字母代号与所给单词配对，然后检查答案。
学生活动：学生需认真仔细地看所给的图片，分清人物，最后做配对练习。
活动4：2a
教师活动：让学生看课本2a，朗读框内单词，仔细听录音，圈出听到的单词，完成2a练习。
学生活动：学生认真听录音两遍，第一遍只听，第二遍边听边圈出听到的单词。
活动5：1b
教师活动：让学生看课本1b,仔细看1a中的大图片,认真听录音，圈出图中男孩所谈论的人物。
学生活动：认真观察大图片，抓住关键的信息要素。
活动6：2b
教师活动：将2b的图片贴在黑板上，教人名Dave,然后让学生看书，听录音，将框内的人名
与图片中的字母代号配对。
学生活动：学生独自仔细听录音，听完后，作配对练习并和教师对答案。
活动7：1c
教师活动：让学生看课本1a中的图片，先复习家庭成员的单词，运用句型：
T：This is his……
That is his……
These are……
Those are…… 依次谈论Dave's family, 完成1c的练习。
学生活动：让学生先读单词，然后两人进行口语活动，
用句型This is his……
That is his……
These are……
Those are……
家庭作业：复习家庭成员的单词及句型：
This is ……
That is ……
These are……
Those are……
Period2
教学目标：确认家庭成员使用Is this……？
Is that……？
Is he……？
Is she……？
教学内容：P14-P15
教学程序：
活动1：复习家庭成员的单词及关系
教师活动：教师出示一张Dave家的照片，让学生复习句型。
学生活动：到讲台前指着图片说：
This is ……
That is ……
These are……
Those are……
活动2：
教师活动：让学生看课本2b中的图片，教学生对图中的各个人物依次提出问题并作回答。
T：Is this Dave?（板书）
S: Yes, it/he is.
T: Is that Anna?
S: No, it/she isn't.
检查答案，完成2c练习
学生活动: 让学生认真看黑板上的句型，先跟老师念，然后以各种形式分角色朗读并作回答。
学生两人一组的形式，编对话进行练习，然后向全班同学和老师表演。
活动3：
教师活动：让学生拿出事先准备好的家庭照片，用句型：
T：Is this your sister?
T: No, she isn't. This is my friend.
T: These are my friends.
T: Is that your brother?
T: Yes, he is （板书此对话）
T: That is my brother.
T: Those are my brothers. 并进行口语练习并检查学生活动。
学生活动：学生认真听教师的对话，理解意思，以全班、半班的形式大声朗读对话，再以两人编对话，学生两人向全班同学表演对话。
活动4：
教师活动：
示范：T: Is this your sister?
S: Yes, she is.
T: Is that your brother?
S: No, he isn't. He's my friend. 检查学生活动。
学生活动：学生仔细听老师的问题，理解意思，再大声朗读对话。然后学生分组向全班同学表演对话。
活动5：3a
教师活动：让学生看课本3a中的图片填空。
学生活动：学生认真看图填空。
活动6：3b
教师活动：让学生仿照示范和同学编对话，完成3b练习。
学生活动：学生分组向全班同学表演对话。
活动7：3c
教师活动：让一个学生在黑板上写出他家人或朋友的名字，用句型：
Is GuoPing your friend?
Is he your brother?
请同学们回答，每组选一个代表参赛，向优胜者颁发小奖品，完成3c的练习。
学生活动：学生分成八个小组抢答黑板上的问题，各组开展比赛
活动8：Groupwork
教师活动：学生四人一组，拿出各自的家庭照片，
用Is this……?
Yes, he/she is.
No, he/she isn't……句型进行口语练习。
学生活动：学生四人一组，S1-S2-S3-S4，仿照例句进行口语练习，然后向全班同学表演对话。
家庭作业：复习句型：Is this/that……？ Yes, he/she is. No, he/she isn't
Period3
教学目标：确认家庭成员的关系，用英语表述家庭成员son, daughter, cousin, uncle, aunt,
dear, thanks for, great, photo, here
教学内容：P16-P17
教学程序：
活动1：复习
教师活动：复习表示家庭成员的单词 mother, father, sister, brother, grand mother, grandfather
学生活动：大声拼写单词
活动2：section B1
教师活动：教师向学生介绍家谱的构造并写在黑板上面
教新单词：son, daughter, cousin, uncle, aunt（并板书）
学生活动：学生大声朗读单词再认真看书，然后用所给的单词完成课本中的填空。
活动3：2a
教师活动：让学生看课本2a，仔细听录音，在听到的单词后打勾，完成2a练习。
学生活动：学生仔细听录音，第一遍听，第二遍边听边在听到的单词后面打勾。
活动4：2b
教师活动：让学生看课本2b，教他们如何抓住两幅图中的信息，仔细听录音，选出Dave和LinHai谈论的那幅画。
学生活动：学生听录音两遍，听完以后在听到的那幅图上作标记。
活动5：2c
教师活动：让学生看课本2c，画一幅家人或朋友的简笔画，向其他同学作介绍，用下面句型
操练：This is my……,That is my……,These are my……,Thoseare my……
学生活动：学生可离开座位拿着画向其他同学作介绍。
活动6：3a
教师活动：指导学生看课本3a，画一幅Emma的家庭照，介绍书信格式的基本写法，完成写习。
学生活动：学生认真看书，并完成画。
家庭作业：画一幅学生自己家的画，并写一份关于它的一封信。
Period4
教学目标：Pen friend, they, aren't=are not
教学内容：P17-P18
教学程序：
活动1：复习
教师活动：复习表示家庭成员的单词son, daughter, cousin, uncle, aunt, mother,
father, sister, brother, grand mother, grandfather让学生完成家谱图的构造。
学生活动：说出家庭成员的单词，完成家谱图的构造。
活动2：4b
教师活动：分组让学生各自拿着自己的信和家庭照，不按次序的贴在黑板上，让其他同学上
讲台配对。
学生活动：学生以两人合作的方式完成配对练习。
活动3：3b
教师活动：让学生看课本3b，看图片写介绍。
学生活动：学生看书，仔仔细细地看书做练习。
活动4：
教师活动：让学生写自己的家庭。
学生活动：学生看书，独立完成介绍家人的写作。
活动5：self check
教师活动：让学生看课本中的self check3，完成对话。
学生活动：学生认真看玛丽在北京游玩的节目，边用所学的句型完成填空练习。
家庭作业：1、复习本单元的内容。
2、完成本单元的作业本练习。
