新目标 七年级上unit2说课稿
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篇1：新目标 七年级上unit2说课稿
一、教材分析
1、教学内容
1)、词汇：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between
2)、语言结构：A、Where questions
B、Affirmative statements
C、Prepositions of place
D、There be structure
2、教材的地位及其作用
本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在上学期已经学过词汇：big, small, old, new,
句型： Where is…? It’s in / on / under/…
指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
三、教学目标
1、语言知识
词汇：A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue,
B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy, right, left, down, along,
C、方位介词,如next to, across from, in front of, near, between, behind
D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,
重点句型：Is there a bank near here?
Yes, there is a bank on Center Street.
Where’s the supermarket?
It’s next to the library.
Is there a pay phone in the neighborhood?
Yes, it’s on Bridge Street on the right.
2、语言技能
1）、能看着图片说话出建筑物的名称；
2）、能运用一般现在时询问街道上某一场所的位置；
3）、能够运用所学语言为他人指明 某一场所的路线；
4）、能够描述某一场所各建筑物之间的位置关系；
5）、能够利用地图向他人介绍自己所居住的社区；
3、学习策略
1）、利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。
2）、通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；
五、重点难点
1、want的一般现在时的用法;
2、want的一般现在时的疑问句，及其肯定，否定回答;
3、第三人称后动词的变化
五、教学手段1、导入课堂教学时用VCD或投影仪来吸引学生的课堂注意力，使学生在VCD的电影片段中学习电影类型的单词，并对本单元的内容有了初步的意识。
2、多方位使用VCD画面和电脑多媒体的动态效果帮助学生学习归纳不同类型的电影的特征，以及对电影的简单谈论。
3、利用学生对自己的喜好的表述进行一般现在时的教学，以及不同人称时动词的变化。
六、理念与思路1、教法
1）采用多媒体进行直观教学，在不同类型的电影片段的展示中进行名词与形容词 的教学。
2）通过问卷调查，让学生在采访的过程中练习本单元的主要句型。
3）让学生在转述的过程中学习第三人称下动词的变化，以及连词的用法。
4）学生在课堂教学过程中口头训练应成为本单元教学的重要内容。
5）新知识的练习在本单元的学习最终以笔头练习加以巩固。2、学法指导在已经学过的like句型表示喜好的情况下，学习want的一般现在时，仍要注意两个问题。一是动词第三人称单数的问题，二是行为动词疑问句和否定句中助动词的使用。
电影是学生很熟悉的话题之一，学生在平时的生活中应加以注意，看看电影广告的写法。同时，多看有意义的影片，增强自己的对不同文化的了解并适当地做出评论。
七、教学流程 （分五大块）1、对不同电影类型的认识（单词的学习）
2、个人的喜好（句型的练习）
3、不同电影的特征（形容词的学习与电影的简单描述以及个人的理由）4、对自己喜爱的一部影片进行简单的介绍并为其制作广告 5、制定个人周末计划
第一块的教学步骤：导入：首先利用老师的上周末的活动-看电影来引出本单元的话题 （导入本单元的话题）
2、展示：利用多媒体呈现不同类型的影片片段，先让学生说出这些影片的名字，在归纳这些影片分别属于哪种类型的电影，逐个呈现新单词的中英文形式（学习新单词）
3、听录音：放一段录音（旁白，对白，音乐），让学生判断该影片的类别（反复练习和巩固新单词）4、练习对话：Do you want to go to a movie?
Yes, I do. I want to go to …5、课本中的听力练习
第二块的教学步骤：
1、教师介绍自己对电影类型的喜好（呈现出在这一课时中主要学习的句型what kind of movies do you like? I like …）
2、教师与个别学生的对话（进一步加强该句型对学生的耳濡目染，即输入）
3、问卷调查：以小组的形式表述个人的喜好和询问他人的喜好（句型的练习）4、报告调查结果：
1）、不同类型影片和京剧的总体喜爱情况（名词复数的变化和应用）2）、具体个别学生对影片的喜爱情况（第三人称单数动词的变化和应用）
1、呈现第一部分中的影片片段，在此基础上增加影片的数量，让学生归纳出不同类别影片的特点（学习本单元中的重要的形容词）,然后指出其中用于描绘的形容词
2、分组（喜爱同一类型影片的学生为一小组）讨论，归纳出喜欢该类型影片的理由并以小组为单位给出所有的理由（in English briefly）（为下一步做铺垫）
3、阅读理解（2C与3A），教师设置问题，学生通过回答问题，理解两篇短文，并划出短文中的形容词（做铺垫）学生模仿2C的格式，写自己的情况，尽可能使用学过的和课本中的短文里头的形容词
第四块的教学步骤：
1、教师呈现并简单介绍自己喜欢的一部影片，包括影片的名称、类型、主要演员以及喜欢的理由（给下一步学生介绍自己喜欢的一部影片提供模式）
2、教师与个别学生对话，通过问答的形式，提示学生在介绍时应该涉及的内容（做铺垫）
3、教师将问题呈现在黑板上，学生根据自己的实际情况回答问题，最后将自己的回答组成短文的形式（让学生更清楚该怎么做，降低难度）4、学生精简自己的短文，将其短文变成广告的形式，注意文中的形容词的运用（尝试，初步了解，为下一步做铺垫）
5、小组制作出一张该组最喜爱的一部影片的广告,然后将其展示
1、教师将本单元前几课时中呈现的影片进行回放，让学生欣赏（同时复习所学过的名词和形容词）
2、教师引出本单元开始的主要句型：Since all of you like movies and different students like different kinds of movies, if you were free,do you want to go to a movie? What kind of movie do you want to go to? And when?
3、教师引导学生制定出自己近期的计划---Go to a movie(包含有时间，地点，电影名称，主要演员)小结设计1、以多媒体展示的方式：A、再现关于电影类型的名词； B、复习关于不同类型影片的特点的形容词
2、通过图片上人物的动作来复习主要句型I/ She/ He like/ likes …, and I/she/he like/ likes…与I/She/ He like/ likes…, but I don’t/doesn‘t like …，以及连词的用法
3、利用学生制作的广告来复习电影广告中的主要要素
八、评价形成性评价与终结性评价相结合：
形成性评价：1、学生的课堂回答
2、问卷的调查统计和汇报
3、学生写的小短文和广告
终结性评价：学生日常生活中的实际运用和笔头测试
Interview （调查问卷的表格）
Y for like; N for don’t like
Questions: （短文的问题设置）2C:
1、What does June really like? Why?
2、How does June like documentary and thriller?why?
3、What about Beijing Opera? Why?
3A:
1、Who is my favorite actor and his movie?
2、What kind of movie is it?
3、What about Mike? The actor and the movie?
4、What is the interesting thing?
About your favorite movie!
A. What kind of movies do you like?
B. Can you tell me the name of the movie?
C. Who is the main actor in the movie?
D. How do you like the movie?
E. Why do you like it so much?
篇2：新目标英语七年级上Unit7说课稿(新目标版七年级英语上册说课)
一、教材分析
（一）教材的地位及作用
本课是初一新教材第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
（二）教学目标
1、知识目标：
描述人的外貌，运用下列简单句型进行交际交流：
What does he /she look like?
He’s/ She’s tall./short…
He / She has straight hair/ medium build…
2、能力目标：
（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。
（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。
3、情感目标：
通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。（三）教学重点及难点
1、掌握并运用描述人物特征的词汇：
tall, short, medium height----身高特征
thin, heavy, a medium build-----体重特征
short hair, curly hair, long hair, straight hair, black hair, blonde hair,
brown hair---发型特征
2、掌握并运用简单的英语交际句型：
Is that your friend?
No, it isn’t.
What does he/ she look like?
He / She is….. /has…
Do you know ….?
No, what does he / she look like?
二、教法渗透
本课主要运用“任务型教学法”，并辅助于TPR（全身反映教学法）、情景交际教学法和猜谜活动。
1、任务型语言教学法
任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
2、全身反应教学法
全身反应教学法（Total Physical Response，缩写为TPR）是加州心理学家James J. Asher（詹姆士J.艾谢，1988）提出来的，注重语言学习中的互动模式，认为学生在一个较放松的环境中学习效果最佳。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中，让学生根据教师发出的指令做动作，或模仿声音。孩子不必用语言做出反应，以听力训练为主，待听力和理解能力得到提高后，方进入说话训练，是自然而然的学会语言的方法。
3、情景交际法
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
三、学法指导
1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。
四、教学程序：
1、任务前活动
（1）、上课前请学生准备好家人或自己喜欢的偶像的个人全身照片。
（2）、拿出学生带来的照片或用简笔画引出新词汇
（3）、a..运TPR教学法，练习所学习的新词汇，用手势来表示这些新单词或词组。开始的时候，学生边听边跟着老师做手势，然后边说边做，由慢到快，最后由老师不按一定的顺序做指令，学生边说边做动作。
b. 学生在四人小组里比赛谁做得最快最准确，决出优胜者，然后在班级中比赛。
说明：这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
（4）、a.同样用简笔画教学面部特征的词汇：ear, eye, nose, mouth.
b.做Touch Your …的游戏：老师说：Touch your eye/nose/ear/moth/hair.学生做出相应的动作。
（5）、让学生翻开课本41面，完成Activity 1a in Section A 的搭配题。然后听录音完成句子中的空格。
（6）、让学生看课本中的图画，在小组中运用1c的句型进行对话，并猜测对方描述的是哪个人物。
（7）、听录音完成2a和2b，并让学生跟读录音内容。
说明：人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。
2、任务环活动
分三个阶段给学生三个任务，让学生在小组中完成任务，教师在学生活动时要到学生中间去了解学生的活动情况，并适时地指导学生，但在学生进行语言表达的时候，不去纠正学生的错误，而是把他们的语言错误记录下来，为下一步活动做好准备。
任务一：“他是谁？”让学生在小组中讨论并描述出班级中的一个同学，完成后在班级中表演出他们的对话，然后让其他组的同学来猜测他们说的是谁。
任务二：“谁画得最象？”在小组中每个同学轮流对他们的其中一位任课教师进行描述，其他同学根据他的描述画出老师的图像，谁画得最象谁获胜。
任务三：“谁是我最喜欢的大明星？”让学生写出自己最喜欢的明星的外貌特征，但不写出他的名字，然后在小组中交流，看看谁猜出的明星最多。
说明：在任务环活动中，我通过设计不同的三个任务，让学生在小组中交流、合作、竞争，每个任务都存在着一定的“信息差”，因而激发学生的表达欲望和急于知道最终结果的心情，在活动中他们一定会努力表现自己，做到自己的最好。三个任务所侧重的训练学生的语言能力的要求也各由不同，他们分别侧重训练学生的听、说、写的能力。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。
3、任务后活动
根据学生在任务环中存在的语言错误，进行语言操练。如：学生可能在对话中说：He has tall. He is medium build.等语言错误，或学生发音不准确得毛病。
篇3：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4：新目标七年级上教案
新目标七年级上教案
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 names Nick. My names 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 make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin 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篇5：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6：新目标英语七年级上Unit2 Is this your pencil?教案 说课教案
Unit2 Is this your pencil?
一、单元分析
本单元的标题为 Is this your pencil? 话题为 Things in the classroom.。本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第二单元的教材内容，我分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
根据教材内容我把该单元的教学目标定为：
1语言知识
⑴语言结构：学习指示代词this, that
What 引导的特殊疑问句用法
Yes/No问句及其简单回答
句型How do you spell pencil?的用法
⑵语言功能：学会辨认物品的所有者
询问物品的所属，对物品的所属进行提问和回答
能够使用目标语言写失物招领和寻物启事
2语言技能：
听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：
使学生明确自己学习的需要，自觉完成课前任务。
通过Contest Guessing 和Role playing，使他们能主动积极地参与课堂活动。
通过完成任务, 培养一种群体意识, 自主学习及合作学习的意识.
※跨学科学习:
艺术：画出所学物品并依此支持完成失物招领和寻物启事。
社会实践
文学: 尝试写失物招领和寻物启事。
4情感态度目标：
培养学生乐于助人，团结，友善的精神。
通过学习“Lost and Found”，培养学生拾金不昧的精神。
通过一系列的任务，鼓舞了学生积极参与活动和积极学习英语的兴趣，增加了学生用英语表达的自信。
5文化意识：
对本单元任务型活动中所用的语言材料如请求、感谢、赞扬等作出符合英语交际习惯的反应；了解英、美国家中小学生的学习、学校生活，培养世界意识。
二、教学重难点：
§重点：
要求掌握的词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring
掌握好重点句型：Is this your pencil?
Yes, it is./No, it isn’t.
What’s this in English?
It’s a pen.
How do you spell it?
P-E-N.
§难点：
一般疑问句、
Lost and Found.
三、单元学情分析
§初一学生总体特征：
1）、学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）、学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
§本单元学情剖析
本单元的主题是识别物品的所属，学生可以采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地解决类似问题（失物招领、寻物启事），既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
四、单元教学建议
为达成上述教学目标，根据Go for it!教材的特点，我们将运用任务型教学途径，而学生也相应地采取自主、合作、探究的学习方式。本单元采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。
主题思维图及任务型活动：
围绕这一主题，教师还可以选择的任务活动有：找主人；猜猜看；比比看；失物招领；寻物启事；你该怎么办？
五、单元课时分配
本单元用4课时教学
第1课时从Section A的1a至2c
第2课时从Section A的3a至Section B 的2c
第3课时为Section B的3a 3b 3c 4
第4课时为Self-check及Reading
六、教学设计的思路及教学建议
第二单元的主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。正是基于这一原因，教材围绕着这一主题，为我们可以设计了游戏，即找到一些物品的主人，同时我们还可以根据本单元的主要句型，将这些游戏扩展，从而达到练习这些重点句型的目的。
需要说明的问题
1、任务型教学强调的是应用。所以在以用为先导的前提下，要学生在表达时， 一定要注意自己的面部表情、说话的流利程度等等。
2、学习者的参与与语言熟练程度关系很大。所以课上是十分重要的，我们应抓 住学生在课上的每一分钟，将学生吸引到听英语、讲英语的活动中来，从而达到在最短的时间内提高对所学内容的掌握的熟练程度。
3、充分调动学生学习英语的主观能动性，要做好学生的思想工作。
通过我们对教材的阅读、理解，我们发现：任务型教学在很大程度上以学生的个体活动或小组活动为主要形式，因此，如何才能做到充分调动学生学习英语的积极性以及充分发挥个体活动的最高水平是至关重要的，即教师如何才能做到既放得开学生，让学生们自己去开展小组内的学习活动，又能控制住每一组学生都能够保证注意力在课堂上。我想我们可以尝试成立固定的小组，选好组长，加强小组的力量，发挥小组长的作用，做好学生的思想工作。但我们要在课前对小组长进行培训，如：使他们明白自己身为小组长的责任，重要性；教给小组长如何组织活动？当组员不会说英语怎么办？等等。小组长是老师的助手，要在自己学会的同时，还要以自己学习的体会教给同学学习英语的方法。
七、具体教案设计：
Period 1
教学内容:Section A（教材P7-9）
本课教学目标:围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法，提高学生拼写单词的能力。
重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
教学突破
Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
教学准备:
教师准备
制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。
1. Warming up
这部分的重点是引出本单元的话题---Things in the classroom，了解学生对教室中物品英语表达的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
师生互动：教师通过聊天的形式复习日常交际用语。
T: Good morning ﹗ What’s your name?
S: My name’s × × ×
T: Nice to meet you.
S: Nice to meet you, too.
T: How are you ?
S: Fine, thank you, and you?
T: I’m fine, too. What’s your phone number?
S: It’s 67641632.
T: Thank you.
S: That’s all right.
然后向不同的学生搜集一些文具(课堂上需要讲的), 比如: pencil, pen, book, eraser, ruler, pencil case, backpack, notebook等, 同时可以说一些简单的英语,像: I need your help./May I use/borrow your…?/Thank you for your…等, 自然地创造一个英语情景. 考虑到有些东西学生可能不会带在身边, 教师可以在课前做一些准备. 把这些东西放到一个盒子/袋子里, 然后逐一拿出, 学习单词和句型:This is my pen. This is my book. That is her pen. That is his book. Is this your pen? ect.
2. Match the words
在此基础上，教师利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。完成Section A 1a, 并检查答案。
3. Listen and number
然后教师引导学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t．” 让学生听对话。Section A 1b
Play the recording the first time. Students only listen. Point out the boxes where they have to write a number for each conversation.
Play the recording again and write the numbers.
Check the answers.
4. Make own conversations
练习并模仿对话。Section A 1c 识别物品的所属。
学生分两人小组编对话。
在学生进行语言活动时，教师检查进程并加以帮助。
5. Listen and do
播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。
引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。
6. Guessing game
利用上课时收集上来的物品进行任务活动。
Teacher: I have something of yours. What are they? Maybe they are your friends’. Can you identify her or his things?
操作建议：
展示上课时收集来的物品，让学生一一说出这些物品的英文名称。
让一些学生走上讲台确认自己朋友的物品。
询问并确认这些物品的主人。
完成任务所需的语言结构：
1. What’s this in English? What’s that in English? It’s a/an…
2. My friend is … This is her/his..
3. Is this your/his/her pen? Yes, it is. No, it isn’t.
问题探究与拓展活动
课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。
OBJECTS OWNERS
操作建议：
1、把收集来的物品展示给学生，让所有的学生弄清是什么物品。
2、询问几个学生物品是谁的，然后把学生的名字填在表格里。
3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还给他们。
完成任务所需要的语言结构：
1． Is this your…? Yes ,it is. It’s my…
2． Is that her …? No ,it isn’t . It’s her …( My ruler is blue.)
3． Li Lei, is this your dictionary? Yes ,it’s my dictionary. Here you are. Thank you.
个性练习设计
比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。
Period 2
教学内容
Section A 3 4a 4b Section B 1a 1b 2a 2b 2c（教材P9~10）
教学准备
教师准备
制作3部分的插图；制作Section B 1a 1b 2a 2b 的课件，将听力部分的内容插入；课前收集物品，准备任务活动：找主人－这是谁的？制作表示物品归属的表格。
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Task learning的学习策略。
教学重、难点及教学突破
重点
复习词汇pencil pen book eraser ruler pencil case
学习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.
教学步骤
1. Warming up
教师通过与学生谈论教室物品复习所学的单词和句型。
单词：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack
句型：Is this/that your/her/his pencil? Yes, it is. No, it isn't.
What’s this in English? It’s a pen.
2. Spell the words
在复习的基础上引出新句型：
What’s this in English? It’s a pen.
How do you spell pen? P-E-N.
然后完成 Section A 3的教学任务。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures.
3. Match the words
Section B 1a 1b
在上一个教学环节中，利用图片或课件引入更多的物品。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures；
Ask some pair of students to perform one of their conversations for the class.
4. Listen, circle and write
听录音完成Section B 2a 2b的教学内容。
2a该活动目的是为了培养学生在口语交际中辨认出特定词汇的能力。
2b该活动目的是为了培养学生听和写的能力。
5. Whose is it?
任务活动 Whose is it?
教师让学生两人分别选择角色进行活动。
Teacher: This is a boy. His name is Tony. This is a girl. Her name is Sally. There is a key. Is this her key? 帮助学生回答，No, it’s not her key. It’s his key.
Teacher: Now ask your partner about the other things and write the words in the chart.
操作建议：
1、分清角色，弄清楚自己该翻开哪一页并获取哪些信息。
2、学生两两对问，教师巡视加以帮助，对有困难的小组给予适当帮助。
3、当所有的学生都做完后，和他们一起确认答案。
个性练习设计
1今日我介绍：课后让学生准备家庭成员照片，介绍自己的家庭成员以及他（她）所拥有的一件物品，确保能使用所学的语言材料。
2就所学的物品单词写一些谜语。
Period 3
教学内容
Section B 3a 3b 3c 4 （教材P11）
教学准备
教师准备
利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。
学生准备
学习一些物品名词，了解写寻物启事和失物招领的内容和格式。
1. Warming up
考虑到大多数学生以前学过一部分单词,可以以猜谜语竞赛的形式导出本课内容.
学生说出已准备的谜面, 可以用汉语解释.让其他人说出谜底。
接着教师画一件物品如：baseball 问学生：What’s this?
让学生使用句型 Is this a/an…?进行猜测。
2. Group work
学生分成四人或六人小组，将本单元的单词画出来加以猜测并评出最佳图画和最佳猜词者。
3. Read ,circle and write
1) Ask students to look back at page 10 . Have students read the list of the words .
2) Look at the Section B 3a . Circle the words.
3) Check the answers by having one student read his or her circled answers .
4) Page 11 3b .
4. “Lost and found ”
Task1任务活动 “Lost and found ”
Teacher ：Most of people have picked up others’ things. Do you know how to give it back to the owners? Do you know how to write “Lost and found ”
操作建议：
1、想一想，你曾经捡过别人丢失的东西吗？是什么呢？
2、如果捡到别人的东西，你怎么归还给主人呢？
3、如何写失物招领呢？看课文范例。
4、试着为你捡到的东西写一份失物招领。
完成任务所需要的语言结构：
1、pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, etc.
2、Is this your …？
3、Is that your …?
4、Please call…
5、Phone 637-892.
Task2
老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位，拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领”或“寻物启示”。
Task3
接着教师介绍并引导学生写寻物启事。
个性练习设计
1、写出失物招领和寻物启事，并推选出最佳作品加以展示。
2、如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。
Period 4
教学内容
Self Check＆reading (教材P12)
教学准备
学生准备
收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”
引导学生进行自我检测，完成自我评估，并欣赏Just for Fun！
引导学生看3中的图，编写对话操练“Is that/this your…?”。
本课总结
引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”
问题探究与拓展活动
多种多样的教学法：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；
听力教学：图文配对和对话选择；
写作教学：听写词句、填空造句、模仿写作；
语法教学：总结规律、模仿操练。
个性化练习设计
写作：
1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.
2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。
教学评价
在新目标英语中，评价是一个重要组成部分，通过评价，使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策略，促进学生综合语言支用能力的发展。评价也能使教师获得英语教学的反馈信息，对自己的教学行为进行反思和适当调整。在单元的评价中，补充内容如下：1、把任务活动材料、个性化作业以及小组活动记录表存入学生学习档案夹。2、单元诊断练习。3、任务活动作品展示。
表格
小组活动记录表（A.积极 B.比较积极 C.一般 D.需努力）
日 期 内 容
姓 名
等级： 评语：
等级： 评语：
本单元以寻找物主为主线，熟悉写失物招领和寻物启事的格式，大量使用目标语言做事；并最终得以落实。在设计这个单元的时候，我特别注意了任务设置和个性练习设计。为学生创设了贴近他们实际生活的活动，而且将学生分成不同的小组，这样既加强了学生之间的合作，为学生提供了互相学习和互相帮助的机会，同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中，尽可能对学生的表现进行激励评价，进一步培养学生学习英语的自信心。如要成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。
篇7：新目标 七年级上 unit11教案
Go for it!
What time do you go to school?
一、本单元设计意图
《英语（新目标）》是以任务型语言教学为基础的英语教材，它体现“以学生为中心”的教学思想。在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主线，以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教学策略。教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了一个整体。本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来实施的。
一）教材分析
1．教学内容分析
本单元是教材的十一单元，它以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：
--What time is it?
--It is six.
--What time do you usually get up?
--I usually get up at six a.m.
练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。
2．教学对象分析
学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3．教学目标
通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；
通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；
通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
4．教学难点
时间的表达法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven）
6:30 six thirty （half past six）
第三人称单数谓语动词的运用
本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
5．教学策略
交际教学法，通过组织活动进行教学，体现Learning by doing, doing is learning;
任务型活动设计教学策略；
兴趣教学策略
合作学习
启发式教学和讨论法
6．课时安排:本单元分为四个课时，
Period 1（1a-2c）
从简单的时间表达法入手，通过对时间的了解，引入到学生平时熟悉的生活习惯，从而引出本单元的重要句型：What time do you get up?
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time do you get up?
I get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school take a shower, go to bed,
in the morning /afternoon/evening…
Period 2（3a, 3b, Section B 2a-2c）
学生在上一节了解本单元的主要句型的基础上，机械的把人物一天的主要活动描述出来，这里给了学生一个充分的能力释放的空间，激发他们的自主学习兴趣；在本节中学生们主要是掌握如何更好的表达一天的活动；
Teaching aim:
To help them know more actions that people usually do.
To ensure they can communicate by using the drills:
-What time do you usually get up?
-I usually get up at 6:00 a.m.
To help them to express their days.
Teaching focus:
Useful expressions: do homework, brush teeth, wash face, go to work, in the morning /afternoon/evening, love to do, listen to him, What a funny time to eat breakfast!
Period 3（section A part4, section B 1a,1b, 3a-part4）
通过前2节的学习，学生对描述人物一天的活动有了全面的了解，本节课主要是让学生们对人们平常的活动从上午，下午，晚上三个时间段做出归类，（当然这并不是精确的,只是大概的）目的是为了让他们能够；了解并合理的安排时间
Teaching aim:
To ensure they can read the massage quickly and get the useful information;
To ensure they can communicate about their days
To know something about the morning schedule themselves and arrange their morning reasonablely;
To ensure they can write the composition about correctly.
Teaching focus: say and write your morning and arrange their morning reasonablely
Period 4（self check）
通过听说读写各个方面来检测学生是否已经基本掌握本单元的知识点，同时引导学生对自己的假日及学习时间做出比较合理的安排；同时了解时差；
Teaching aim:
To communicate about their days
To ensure they can know more words;
To ensure they can arrange their days reasonable;
To know the culture of time;
Teaching focus: words and useful expressions
Teaching procedure:
Period 1（1a-2c）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time.
Step 2 Presentation
Show a clock, ask them to say the time
Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up,
Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
Do the others one by one in the same way.
Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower
Step 3 Listen and say
Listen to the tape and fill in the blanks in page66 2a, and choose one to say.
Listen and complete the tablet.
Ask them to talk about the shower schedule for Rick’s family.
Choose some pairs to say.
Step 4 Look, listen and match
Page 65 let them look and match the picture.
Listen and match the time.
Show the pictures and let them to say again.
Step 5 Interview
Let them to say the actions they do everyday.
Show some pictures they may do, and let them try to say English.
Show the tablet and let them discuss in groups of 4.
Report what they get.
Step 6 Homework
Write a short passage about the tablet they interviewed
Period Two（3a, 3b, Section B 2a-2c）
Step 1 Warming up
Check their homework and ask some questions from their report:
What time does he usually get up?
Show the time and ask them to say in different ways.
Show the actions they learnt and ask them to say, then to make a sentence.
Show 6:30 8:10 11:20 4:15 and ask them to say.
Step 2 Presentation
Show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.
2. Ask them to ask and answer in pairs by using the drills in this unit;
Choose some pairs to say.
Step 3 Listen and circle
Play the tape and let them to listen to 2a.
Check and let them spell the words.
Listen again and write the times 2b.
Check and let them ask and answer in pairs, and help them to use ‘when’.
Step 4 Read and say
Ask them to read page 67 3a and match the pictures.
Check and let them to say the words again.
Ask and answer questions about the time in pairs.
Choose some pairs to say.
Read the massage and fill the blanks.
Scott I
Study very long hours
Gets up at 17:00
Go to school by bike
Works all
篇8：新目标版七年级上英语竞赛
试题预览
元旦竞赛试题
七年级 英语
注意事项：
1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分，共8页。满分100分，考试时间90分钟。答卷前，考生务必用0.5毫米黑色签字笔将自己的姓名、准考证号、座号填写在试卷和答题卡规定的位置。考试结束后，将本试卷和答题卡一并交回。
2．答题注意事项见答题卡，答在本试卷上不得分。
第I卷（选择题 共50分）
一、单项填空（共20小题，计20分）
选择最佳答案。
1. Li Lei has orange. Its color is ________ orange.
A. the; an B. an; / C. /; an D. the; /
2. ______name is Tom. Please call ________Tom.
A. He; my B. I; me C. My; me D. She; I
3. Let’s ________ TV together after school.
A. to watch B. watch C. watches D. watching
4. These are my two brothers. That’s my __________.
A. sister B. sistersC. parents D. grandfathers
5. -When is your birthday ?
-_________.
A. TenB. Two dollars C. Ten thirty D. June 1st
6. -_________ are the pants?
- They are 180 yuan.
A. How many B. When C. Where D. How much
7. Thank you the letters and photos.
A. in B. at C. to D. for
8. - How do you spell your name, please?
-__________
A. P-E-T-E-R, Peter.B. This is Peter.
C. I’m Peter. D. You can call me Peter.
9. -______ is your schoolbag?
- It’s green.
A. Where B. What color C. What D. How
10. 按照字母表先后顺序排列这5个单词: Kate, Bill, John, Sally, Bob.正确顺序是:______
A. Kate Bill John Sally Bob
B. Kate John Bill Bob Sally
C. Bill Bob John Kate Sally
D. Bill Kate Sally Bob John
11. His name is Jim Smith. Jim is hisname.
A. family B. firstC. last D. second
12. I like playing basketball.
A. a B. / C. the D. in
13. - Is this your book?
-. It’s hers.
A. Yes, it’s.B. No, it is.
C. No, it isn’t. D. Yes, it isn’t.
14. I love hamburgers, I can’t eat them much.
A. and B. or C. or D. but
15. May is month of the year.
A. fourth B. five C. the fifth D. the five
16. Call Alice ______ 767671.
A. in B. for C. to D. at
17. -Welcome to our school!
-__________.
A. Thank you. B. You, too.
C. I like it very much. D. You are good.
18. I have a Chinese book and an English book. The Chinese book is on the English book.
Where’s my English book?
A. It’s on the Chinese book. B. It’s in the Chinese book.
C. It’s under the Chinese book.D. It’s behind the Chinese book.
19. Tom: “Let’s play soccer ball.” Jim: “That sounds boring.”
Does Jim like playing soccer ball?
A. Yes, he does. B. No, he doesn’t.
C. Yes, he doesn’t. D. No, he does.
20. Mary has math on Monday. She thinks it’s easy and interesting. She says her math teacher is very good.Does Mary like math?
A. Yes, she does. B. No, she doesn’t.
C. Yes, she doesn’t. D. No, she does.
二、阅读理解（共15小题，计30分）
A
My name is Bill. I get up at six forty in the morning. Then I have breakfast. After breakfast I go to school. We have four classes in the morning. I have lunch at school, but on Sundays I have lunch at home with my family. I often have supper at home. I often help my mother cook. My mother is an English teacher, and she often helps me with my English.
根据短文内容，判断下列句子正误。正确的用“A”表示，不正确的用“B”表示。
21. Tom is a student.
22. He doesn’t have lunch at home on Sundays.
23. He often helps his mother cook.
24. He gets up at six in the morning.
25. His mother helps him study English.
B
Here are two pictures.
A man and a boy are in one picture. Who are they? Let me tell you. The man is Mr. White, and the boy’s name is Bill. He’s the man’s son. Now they’re in Bill’s bedroom. We can see some Chinese books on the desk. And on the bed is a shirt. It’s Bill’s. His pants are on it, under his shirt, too.
Now let’s look at the other picture. You can see a woman and a girl in it. The woman is Bill’s mother and she’s in her daughter, Ann’s room. You can see a photo of the Whites on the white wall. Between the windows is a desk. A clock is on the desk. It’s eleven. What’s that on the floor? Oh, it’s Ann’s hat, but it looks like a black cat.
根据短文内容，选择最佳答案。
26. In the two pictures, we can see ____________.
A. three peopleB. five people C. four people D. two people
27. Mr. White is ____________.
A. Ann’s fatherB. Ann’s brother C. Bill’s teacherD. Bill’s mother
28. Bill’s pants are ____________.
A. on the bed B. on the desk C. on the floorD. in the desk
29. What color is Ann’s hat?
A. White. B. Red. C. Black. D. Green
30. In Ann’s bedroom, we can see a ___________on the floor.
A. ball &nb
篇9：七年级英语新目标上Unit9教案
七年级英语新目标上Unit9教案
Unit9 Do you want to go to a movie? Period 1 Teaching aims and demands Words:go to a movie,action movie,comedy,documentary,thriller Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Key points go to a movie,action movie,comedy,documentary,thriller Teaching Difficult Points Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Methods: listening and speaking methods pairwork Teaching Aids:A tape recorder.A picture. Teaching Procedures Step 1 1a Teach the new words T says the names of film stars.For action movie,say ChengLong,Li Xiaolong or Li Lianjie.For comedy,says Zhou Xingchi,students can guess the meaning.Also I can act.For example,for thriller,I’ll pretend to be very scary.For comedy,I’ll pretend to laugh.And I’ll pretend to sleep that documentary is boring. Match the kinds of movies with the posters on page53 Answers: a c d b Step 2 1b Ask students to listen to the conversation and circle the kinds of movies they hear. Answers: action movie,comedy Step 3 1c pairwork Ask students to practice the conversation Like this: Do you want to go to a movie? Yes,I do.I want to see. Step 4 2a Teach some new words kind, what kind,singular,plural listen:What kind of movies do the two people talk about first?second?Look at the box.Then check them 1-4 Play the recording Answers: 3 1 2 4 Step 5 2b Now,you will listen again.In the chart,draw smileunder the kinds of movies Ben and Sally like,draw sad under the kinds of movies they don’t like,and mark for don’t know Check the answers on the blackboard. Step 6 homework 教学反思与随笔: Period 2 Teaching aims and demands What kind,singular,plural Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. What kind of movies do you like?I like action movies and comedies. Beijing Opera I like thrillers and I like action movies I like thrillers but I don’t like comedies. Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera. Teaching Key points Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. I like thrillers and I like action movies I like thrillers but I don’t like comedies. Teaching Difficult Points singular,plural,comedy,comedies,thriller,thrillers,action movie,action movies, documentary, documentaries Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera Teaching Methods: listening and reading methods Pairwork communicative approach Teaching Aids:A tape recorder. Teaching Procedures Step 1 warming-up Ask some students : Do you want to go to a movie? What kind of movies do you like? Step 2 2c pairwork Ask and answer questions about the kinds of movies you like. Step 3 grammar Teach the singular and plural.teach some regulars. Language:difference between first person and third person.some regulars Step 4 3a Show two sentences on the blackboard. I like thrillers I like action movies I like thrillers I don’t like documentaries Ask students which word may fill in the blank Show the answer:and but Explain the reason:and but are conjunction We use “and”when both ideas in the sentence are the same.We use “but”when the two ideas in the sentence are different. Do 3a:use and but to connect the sentences. Answers: and but Step 5 pairwork Take turns to talk about the people in the picture above. Then ask students to practice it. Step 6 game Find someone who likes Find classmates who like the kinds of movies on the chart below.Then write their names on the chart. Step 7 homework 教学反思与随笔: Period 3 Teaching aims and demands Scary,funny,sad,exciting,interesting,stay at home,look at Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Key points Scary,funny,sad,exciting,interesting boring Teaching Difficult Points Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Methods: wrting and reading methods Teaching Aids:A tape recorder. Teaching Procedures Step 1 1 T:what kind of movies do you like? S:I like ……. T:Why do you like……? S:…… T:Because it is …… Lead on the description words Scary,funny,sad,exciting,interesting boring Turn to page 56 Choose words from the box and write them under the picture. Answers: 2:comedies funny 3:action movie exciting 4:documentary boring 5:Beijing Opera interesting Step 2 2a 2b Listen and circle the description words in activity 1 that you hear Play the recording Answers: Scary,funny,sad,exciting 2b listen again,write down the words Edward and June use to describe the movies.write E or J next to the words play the recording answers: 1.thriller scary great J 2. comedies funny E 3:action movie exciting J 4:documentary boring E J 5:Beijing Opera interesting J Step 3 2c Read about the kinds of movies June likes.Then write about the movies Edward likes.Use the imformation from 2b Lead out the new words Really often think learn about history with Then write the article on right in the blank. Step 4 pairwork Tell your partner what you think of different kinds of movies. Step 5 homework 教学反思与随笔: Period 4 Teaching aims and demands Favorite,movie star,actor,description,successful,in fact The movie is exciting. Teaching Key points Favorite,great new,successful,exciting,boring,interesting,fun. Teaching Difficult Points Use a star of movie,a name of movie,kind of movie and description words to write a movie ad. Teaching Methods: wrting and reading methods Teaching Aids:a projector Teaching Procedures Step 1 warming-up Ask some students about the topic what kind of movies do you like?and why? Step 2 3a Now open your books.Look at Activity 3a.Read the article and then find the description words.And underline them.For example,favorite is a description word.At last,go over the answer. Explain the article to students,then point to the new words favorite,actor,new,successful,weekend,too answers: favorite,new,funny,successful,boring,interesting ask a student to read this article. Step 3 3b Let students look at Activity 3b.First tell students the four words.Rowan Atkinson is an actor’s name.Mr Ban is a movie’s name.Action movie is a kind of movie and “exciting”is a description word Ask students to choose words from the left anf fill in blanks.Then let them read it aloud. Answers:1.actor 2.comedy 3.funny Step 4 groupwork Make a poster of your favorite movie.Describe the movie to your group. Step 5 self check 3 Look at Tom and Mike’s desks.What kind of things do they like?Tell students to write sentences with and+but. Ask students to work individually to write their opinions about Tom and Mike. Step homework 教学反思与随笔: Period 5 review words test and do the exercise books 更多精彩；英语教师网 英语教师网论坛篇10：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)
Language functions:
Identify ownership
Goals:
Talk about the things.
Structures:
Demonstratives this, that. What questions. Yes/No questions and short answers
Vocabulary:
The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.
Target language:
Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?
Learning strategies:
Use context, guessing.
Four periods
Period 1
Step1 Revision
Revise introduce themselves. My name is… My phone number is…
Step 2 Presentation
1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.
2. Match the words and the objects. Do 1a
3. Listen. Do 1b.
Step 3 Pairwork
1. Say the sample conversations. Have them repeat.
2. Ask them to practice the conversations in pairs.
Step 3 Task
Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?
Period 2
Step 1. Revision
Revise is this your …? Is that your…?
Step2. Listening
1. Point to the objects in the illustration and ask students to name each one.
2. Play the recording. Do 2a
3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.
Step 3 Pairwork
Practice the conversation in the picture with a student.
Practice the conversation in the picture with a partner.
Step 4 Grammar focus
1. Ask students to say the questions and answers
2. Point out that the word that shows ownership comes before the item we are talking about.
Step 5 Listen
1. Do 3a.
2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.
3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.
Step 6 Task
Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.
Do 4a.4b. Point to the conversation in the picture, ask them to repeat.
Period 3.
Step 1 Revision
Revise is this your…?
Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a
Step 2 Practice
1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.
2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.
Step 3 Listening
1. Read the words in 1a
2. Listen. Do 2a.
3. Listen. Do 2b.
Step 4. Task
1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.
2.Give an example of the first question and answer.
3. A: is this her key?
B. No, it’s his key.
4. Divide the class into pairs.
5. Do 2c. check their answers.
Step 5. Practice
1. Look back at p10. Have them read the list of words.
2. Read the notices and circle the words that were used in 1a.Do 3a
3. Check the answers.
4. Do 3b.
Step 6 Task
Tell them that they will each write a message like one of these. Do a sample in together in class.
Ask them to write their bulletin board messages and write their messages on the board.
Step 7 Task
Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?
Period 4
Step 1 Revision
Revise what they learned in this unit
Step 1 Self check
1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.
2.Write five new words in their Vocab-builder on p108. share their lists with other students.
3 Complete the questions and answers individually for the other three situations.
4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.
Step 3 play the game
Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.
Step 4 Task
Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?
My English is …
My name is…
Please call 928-682
篇11：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)
Tapescript:
Conversation 1:
Girl: Is this your ruler？
Boy: No，it isn’t. It’s her ruler.
Conversation 2:
Teacher: Is that your backpack？
Boy: No, it isn’t. It’s his backpack.
Conversation 3:
Boy: Is this your pencil？
Girl: Yes, it is. It’s my pencil.
Tim: And Jane，is this your ruler？
Jane: No，it isn’t. It’s her ruler.
Tim: OK，and this is my book. And this is your pencil case，Jane.
Is this your pencil？
这是你的铅笔吗？
No，it isn’t.
不，不是。
It is not my book.
这不是我的书。
（2）sorry adj. 抱歉的
sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。
常用的回答如下：
Not at all.没关系。
That’s all right.没关系。
It doesn’t matter.不要紧，没关系。
Never mind.别在意，没关系。
此外，sorry还可表示“遗憾的；难过的”
等。
（3）thank n.&v. 感谢
常用的表示感谢的句子有：
Many thanks! 多谢!
Thanks a lot! 多谢!
Thanks! 谢谢 !
Thank you! 谢谢你！
（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）
John is drawing a car in pencil.
约翰正用铅笔画汽车。
We always speak in English.
我们总是用英语交谈。
Tapescript:
Conversation 1:
Kelsey: I’m looking for my watch.
Teacher: OK. Is this your watch？
Kelsey: No，it isn’t. That’s my watch.
Teacher: Here you are.
Kelsey: And that’s my ID card.
Teacher: OK. What’s your name？
Kelsey: Kelsey.
Conversation 2:
Mike: That’s my pen.
Teacher: This？
Mike: Yes...and that’s my baseball.
Teacher: All right. What’s your name？
Mike: Mike.
Teacher: OK. Here’s your baseball.
Mike: Thank you.
（1）how adv.（表示方法、手段、状态）怎样；如何
How did you make it？
你怎么办到的？
How do you like our school？
你觉得我们学校怎么样？
（2）call v. 打电话
n. 电话
call sb. 给某人打电话
give sb. a call 给某人打电话
（3）at prep. 在（里面或附近）；在（时间）
at school 在学校，上课，在求学
at home 在家
Shall we meet at 3 o’clock？
咱们3点钟见好吗？
（4）school n. 学校 go to school 上学
Grammar
（1）指示代词
表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。
在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.
这是一个梨。（主语）
These video clips are very interesting and those ones are not.
这些光碟很有趣，那些没意思。（定语）
I like this very much.
我很喜欢这个。（宾语）
Oh，it’s not that.
哦，不是那个。（表语）
学习指示代词，应注意以下几点：
①this与is，these与are没有缩写形式。如：
This is a Chinese car.
这是一辆国产轿车。
②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：
Is that a ruler？
那是尺子吗？
No，it isn’t. It’s a pen.
不，不是。是钢笔。
Are these your books？
这些是你的书吗？
Yes，they are.
是的。
（2）一般疑问句
以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：
Is this your pencil？
这是你的铅笔吗？
Yes，it is.是的。
Have you any magazines？
你有杂志吗？
Yes，I have.有。
Exercises
【1】Here’s exercise-book.
A. a B. an C. two D. ×
句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。
【2】根据上下文，在空格上填上一个恰当的词。
(1)- you in Class 4?
-Yes, I .
(2)This is a car and that is a car,.
(3)-Is this a Chinese bike?
-No.a Japanese bike.
(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。
(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。
(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。
答案 (1)Are; am (2)too (3)It’s
【3】从下面各句A、B、C、D中找出一处错误并改正。
(1)That’s a chinese car.
A B C D
(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。
(2)That is a pencil box.
A B C D
(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。
(3)-What’s this in English?
A B
-It’s computer.
C D
(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。
【4】This is my car. (改为一般疑问句并作肯定和否定回答)。
答案 Is this your car? Yes, it is. /No, it isn’t.
本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。
篇12：七年级上册unit2单词表
七年级上unit2单词表：
sister /'sɪstə(r)/ n 姐;妹
mother /'mʌðə(r)/ n 母亲;妈妈
father /'fɑ:ðə(r)/ n 父亲;爸爸
parent /'peərənt//'perənt/ n 父(母)亲
brother /'brʌðə(r)/ n 兄;弟
grandmother /'grænmʌðə(r)/ n (外)祖母;奶奶;外婆;姥姥
grandfather /'grænfɑ:ðə(r)/ n (外)祖父;爷爷;外公;姥爷
grandparent /'grænpeərənt/ n 祖父(母);外祖父(母)
family /'fæməli/ n 家;家庭
those /ðəʊz/ pron 那些
who /hu:/ pron 谁;什么人
oh /əʊ/ interj 哦;啊
these /ði:z/ pron 这些
they /ðeɪ/ pron 他(她、它)们
well /wel/ interj 嗯;好吧
have /hæv/ v 经受;经历
day /deɪ/ n 一天;一日;白天
Have a good day! (表示祝愿)过得愉快!
bye /baɪ/ interj (=goodbye)再见
son /sʌn/ n 儿子
cousin /'kʌzn/ n 堂兄(弟、姐、妹);表兄(弟、姐、妹)
grandpa /'grænpɑ:/ n (口语)(外)祖父;爷爷;外公;姥爷
mom /mɒm//mɑ:m/ n (=mum)妈妈
aunt /ɑ:nt//ænt/ n 姑母;姨母;伯母;婶母;舅母
grandma /'grænmɑ:/ n (口语)(外)祖母;奶奶;外婆;姥姥
dad /dæd/ n 爸爸
uncle /'ʌŋkl/ n 舅父;叔父;伯父;姑父;姨父
daughter /'dɔ:tə(r)/ n 女儿
here /hɪə(r)/ /hɪr/ adv (用以介绍某人或某物)这就是;在这里
photo /'fəʊtəʊ/ n 照片
of /ɒv;əv//ʌv;əv/ prep 属于(某人或某物);关于(某人或某物)
next /nekst/ adj / n 下一个(的);接下来(的)
picture /'piktʃə(r)/ n 照片;图画
girl /gɜ: (r)l/ n 女孩
dog /dɒg//dɔ:g/ n 狗
Sally /'sæli/ 萨莉(女名)
Kate /keɪt/ 凯特(女名)
Paul /pɔ:l/ 保罗(男名)
篇13：七年级上册unit2知识点
词汇：1. pencil case 文具盒 pencil sharpener 铅笔刀 pen钢笔 eraser橡皮擦 ruler尺子 backpack 双肩背包 dictionary 字典2.指示代词：this 这个 that 那个3. in English 用英语 4. ID card 身份证
5. computer game 电子游戏6. lost and found 失物招领 7. excuse me 打扰了8. call sb. 给某人打电话 9. a set of 一套;一副
句式：1. 询问某物品是否属于某人的问句及答语
—Is this/that your pencil?
—Yes, it is. It’s my pencil./No, it isn’t. It’s his pencil.
2. 询问某物用英语怎么说 What’s this in English?
3. How do you spell sth.? How do you spell it?
4. What’s +sth?询问某物是什么 —What’s this? —It’s a watch.
5. Call at sb. at +电话号码. Call Alan at 495-3539.
练习：
1) What’s this? It’s V.
A. a B.an C.the D.\
2) Good night.
A. Good evening. B.See you. C.All right.
3) ---------- a lot .
A. Thank B.Thanks C.Thanks you D.Thanks for
4) How is your father? He is -------.A good B.nice C.OK
5)What’s his (one) name? I don’t know. But I know his last name.
6)Is this ------eraser? No.It’s -------.
A. his his B. his hers C. her hers
7)Is that her pencil? Yes,------is.
A. it B. that C.She
8)------- you spell it? Yes.P-E-N pen.
A. How B.Can C.\
9)Please call our school ------4516324.
A. with B.\ C.at D.on
10)Is that your car in the ----(lose) and ----(find) case?
11)Tell me the key ------the question.
A. to B. of C.about
12)There -----(be) a set of -----(key) on the table.
13)This kind of books ------(sell) well.We like it.
14)Could you please help me with my English? .
A. With pleasure. B.That’s very nice of you.C.It’s my pleasure.
【新目标 七年级上unit2说课稿】相关文章：
1.新目标英语七年级上Unit2 Is this your pencil?教案 说课教案
2.新目标七年级英语(go for it)上 Unit12 (revision)
9.七年级说课稿
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