人教新目标初中英语七年级上全册

人教新目标初中英语七年级上全册

人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period One 教学目标：‎ ‎1. 学会打招呼的用语:Hello! / Good morning! / Good afternoon! / Good evening! ‎ ‎2. 识别和掌握八个人名: Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen ‎ 教学重点、难点：‎ ‎1.词汇：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen ‎ ‎2.句型：Hello! Good morning!‎ 教学过程： ‎ Step 1. Warming-up ‎ ‎1. 课前—上课铃响教师就播放Good morning歌曲。 ‎ ‎2. 师生初次见面，教师通过自我介绍和问候学生，让学生放轻松，消除与教师间的陌生感，开始亲近教师。教师自我介绍并用Hello! / Good morning! 问候学生。帮助学生用Hello! / Good morning! 作回应。 ‎ Step 2. Play a game.‎ 绝大多数学生都会背诵26个字母表，因此学生参与这个游戏会相当积极。通过这个游戏首先可以锻炼他们迅速反应的能力；以英语名字作为奖励(老师提前准备好很多的英文名字)，也使学生较有新鲜感，让他们自己选择自己的名字，使他们会更容易记住自己的名字。Play the game like this: Teacher says a letter, for example C, then let the Students tell the letters which is before and after C. The one who says B, D first is the winner. The winner can get a chance to choose an English name first.‎ Step 3. Presentation ‎ ‎1.用预先制作的图片或挂图介绍八个人物和姓名。 ‎ ‎2.出示Bob的图片，帮学生说Hello, Bob! 或 Good morning, Bob! 然后利用其他图片介绍其他七位人物的名字。 ‎ Step 4. Game 在幻灯片上通过闪现头像来测试学生对这八个人物的特征和名字的记忆，然后出示7位人物的头像，让同学们看看少了哪一位人物的头像，有助于锻炼他们的反应力和注意力。获胜者也以英语名字作为奖励。‎ Step 5. Presentation.‎ 出示Bob头像和时钟（早上），让同学们猜Bob会对我们说什么。然后帮助同学们练习说Hello!或者 Good morning！通过图画上的场景让学生进行猜测，满足学生的好奇心， 也让他们了解Good morning的使用。‎ Step6. Work on 1a. ‎ 看1a图并写出图中人物名字，看有什么规律。这部分内容培养了学生的观察能力。 ‎ Step7. Work on 1b. Listen and repeat. 听录音，并跟读。‎ Step8. Work on 1c. ‎ 同桌练习1a对话，老师在教室移动聆听帮助。并鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。 ‎ Step9.Homework ‎ ‎1.熟悉八个人名，与图片联系，辨别性别。 ‎ ‎2.用所学语言问候家人或朋友。 ‎ ‎3.只做自己的姓名卡片，学会读自己的英文名字。‎ 板书设计：‎ Unit 1 Good morning!‎ Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen Hello! ‎ Good morning! ‎ Good afternoon! ‎ Good evening!‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period Two 教学目标：‎ ‎1.学会正确朗读和书写Aa-Hh八个字母。‎ ‎2.了解一些常用缩略字的含义。‎ ‎3.巩固所学的八个人名。‎ ‎4.记住自己和同伴的英文名字。‎ 教学重点、难点：‎ ‎1.记住自己和同伴的英文名字。‎ ‎2.八个字母的正确书写和记住尽可能多的名字。‎ 教学过程：‎ Step 1. Warming-up Greet all the students with : Hello, ... or Good morning, ... using their English names. ‎ At the same time let them repeat their names and try to remember their names. 让学生带上自己制作的有自己名字的卡片，可以让师生早日熟悉对方，也便于学生之间的互相了解。通过打招呼既复习了旧课，也可以让学生正确读出自己的名字，学会如何用自己名字与朋友交流。 ‎ Step 2.Presentation ‎ Show different letters on the slide picture and see if they can read them. First big letters, then small letters. 因为大部分同学对字母有些了解，通过这种方式既进行了复习，也可以知道他们对哪些字母掌握是不是很好，在后面的教学中加以注意。 ‎ Step 3. Learn the letters.‎ ‎1.Listen and repeat the eight letters. 从认读大小写字母开始，先学会正确地朗读，然后过渡到正确规范地书写，循序渐进让学生扎实巩固地掌握从Aa-Hh 这八个字母。‎ ‎2.Find the small letters for these big letters. ‎ ‎3.Listen and number the letters they hear. ‎ ‎4.Look and copy. ‎ ‎5. Write the missing big letter or small letter for each pair. ‎ Step 4. Game.(Which letter is missing?) ‎ Show seven big letters(from A-H) on the slide picture, see who can find the missing letter. Then show seven small letters. Students play the game in a group of four. Everyone should get ready for two pieces of paper with seven big letters and seven small letters. 通过这个游戏既可以培养学生的反应能力，又可以巩固他们对字母的掌握。尤其通过四人小组游戏，既让他们锻炼了书写，又给了学生一个彼此熟悉和合作的机会。有助于以后活动的组织。 ‎ Step 5. Presentation ‎ Show some letters and ask them to read first, and then guess what they stand for. If they have difficulties, Teacher can give them some hints.让学生学会注意观察日常生活中出现的一些常用缩写词的含义，培养他们仔细观察的能力。‎ Step 6. 2e. ‎ Talk about what these letters mean. 通过讨论解决问题，帮助培养他们的合作精神。‎ Step 7. Practice. ‎ In groups of four, Ss introduce their English names first. Then practice "Good morning,... " to each other like the dialogue they heard just now on the tape. 通过介绍让小组间的成员互相了解和记住彼此的英文名字，通过模仿听到的对话进行操练，加深他们对句型的理解。 ‎ Homework ‎ ‎1.Copy these eight big and small letters five times. ‎ ‎2.Find as many letters like HB, CD, BBC as they can. ‎ 板书设计：‎ Unit 1 Good morning!‎ A a B b C c D d E e F f G g H h HB CD BBC 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period Three 教学目标: ‎ ‎1.学会不同时段打招呼的用语。 ‎ ‎2.学习熟识朋友见面的问候语和应答。 ‎ ‎3.记住尽可能多的同学的名字。 ‎ 教学重难点: ‎ ‎1.句型：Good afternoon! Good evening! ‎ ‎--How are you? –I’m fine, thanks. How are you? –I’m OK. ‎ ‎2.用英文名字来跟朋友打招呼问候。 ‎ Step1. Warming-up. ‎ ‎1. Greet the students.‎ ‎ 通过问候帮助学生记忆所学对话和同学的英语名字，加深印象。通过汇报找到的缩写字母，既检查了作业的完成，又开阔了学生的思维。‎ ‎2. Students practice greetings in groups of four using their English names. ‎ ‎3. A report on " What do these letters mean?" Ask some students to give their reports. ‎ Step2. Presentation ‎ ‎1. Use clocks to teach morning, afternoon and evening. Let students know different time we use different words. ‎ ‎2. Show some pictures to help them say, Good morning. Good afternoon. Good evening. 使用时钟让学生清楚地认识这三个单词的区别，学会在不同时段来使用它们。通过图片的场景进一步加深对这三个句子的理解和应用。 ‎ Step3. 3a. ‎ Listen and number the pictures.[1-3]听录音，让学生培养起良好的听的习惯，也有助于培养他们的专心和注意力集中。 ‎ Step4. 3b. ‎ Practice the conversations in 3a with your partner. 与同伴练习3a中的对话。在听的基础上，及时纠正自己的发音。‎ Step5. Look and say. ‎ Show different pictures with different time and let students practice the dialogue in pairs. 用学生喜欢的卡通人物来进行操练，可以激发他们的积极性，提高操练效果。 ‎ Step6. 3c Listen to the conversation. Then practice it with your partner. 先听后读再操练，有助于学生循序渐进地学习。 ‎ Step7. Practice. ‎ ‎1. In groups of four or five, practice the dialogue in 3c with their English names. ‎ ‎2. Play a game. Who has the most friends? Students move round the classroom and try to know as many friends as they can and practice the dialogue with them. Let's see who has the most friends in just three minutes. Students should point to the persons and tell their names. The winner can get a present. 先通过小组活动熟悉所学对话，然后通过游戏进一步熟悉全班同学的名字。通过游戏培养了学生的竞争精神，当然也训练了他们的反应能力，并有助于增强他们的交际能力。其实也是回家作业的一个 很好检查。 ‎ Homework ‎ Greet all the classmates after class and try to remember their English names. ‎ 板书设计：‎ Unit 1 Good morning!‎ HB CD BBC ‎ ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 1 Good morning!教案 Period Four 教学目标: ‎ ‎1.学会一首英语歌曲。‎ ‎2.巩固本单元所学字母，单词及句型。‎ ‎3.学会将相同音素字母和单词归类。‎ 教学重难点: ‎ 学好这首英语歌曲及将相同音素字母和单词归类。‎ Step1. Warming-up. ‎ Greetings.( Let all the students practice with their English names.) 复习前一课时内容，熟悉班级同学的英语名字。既检查了学生的作业，又有助于培养他们听说的能力，同时也是对字母的有效复习。 ‎ Step2. Letter Bingo. ‎ Play a game like this: Fill in blanks with Aa-Hh. One of them can be used twice. Students should write both the big ones and the small ones. Students circle the letters they hear. If the circled letters are in a row, they win. 通过学生填入字母的大小写复习了八个字母的书写；通过听指令圈出所听到的字母，既有助于培养学生的注意力又是对字母读音的一个有效复习。加上游戏本身的趣味性，使复习字母变得不再枯燥。 ‎ Step3. 4a. Write the names of the children on page S1. Then write the names in alphabetical order. ‎ Step4. 4b. Listen and repeat.‎ Step5. 4c. Read the letters and words in column 1. Then try to read the new words in column 2. 通过自我检查，让学生及时发现学习中存在的问题，然后学会如何去解决问题，既培养了学生解决问题的能力，也培养了他们自学的能力。这部分内容对学生而言有一定难度，通过尝试，观察让学生自己进行小结，归纳，有助于培养他们的自学能力。当然教师必要的指导也是必不可少的。 ‎ Step6. Listen and sing the song ‎ Play the tape for students listen first. Then sing after the tape. At last just play the music and let students sing together. Then let the boys have a try ,then the girls. 学会这首歌曲也就意味着掌握了本单元的重点句型。学歌既是一种美的熏陶，也是复习的一种有效手段。 ‎ Homework ‎ Get ready for a picture with different letters in it. ‎ 板书设计：‎ Unit 1 Good morning!‎ Good morning! Good afternoon! Good evening!‎ ‎ Good morning! Good afternoon! Good evening!‎ ‎ How are you? How are you? How are you?‎ ‎ I’m fine, thanks. I’m fine, thanks. I’m fine, thanks.‎ ‎ How are you? How are you? How are you?‎ ‎ I’m OK. I’m OK. I’m OK.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 2 What’s this in English?教案 Period One 教学目标：‎ ‎1.复习巩固字母Aa--Hh ‎2.复习打招呼的用语、朋友见面的问候语和应答 教学重点、难点：‎ ‎1.字母的正确书写和认读。‎ ‎2.7个表示物体的单词的熟练掌握。‎ 教学过程： ‎ Step 1. Warming-up ‎ ‎1. Good morning/afternoon/evening! How are you? I’m fine, thanks.How are you? I’m OK. 引导学生在真实的交际中运用Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。‎ Step 2. Play a game.‎ 让学生从闪烁的画面中通过快速的思维，说出其中是什么字母。 “What’s this？It’s …”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则。‎ Play the game like this: Teacher shows a letter quickly and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.”‎ Step 3. Game Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. ‎ 在幻灯片上通过闪现字母进行猜测，从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对所学的东西印象深刻。‎ Step 4. Presentation.‎ ‎1a Look for the small letters in the picture for these big letters. Check (√)the ones you found. ‎ 在图中找出下列字母的大小写，在找到的字母后打√。‎ Step 5. Work on 1b. ‎ 播放1b录音，同学们先听。第二次播放1b录音，同学们跟读，培养学生学习兴趣和良好习惯。 ‎ Step 6. Work on 1c. ‎ 同桌练习根据1a练习对话，然后编写对话，老师在教室移动聆听帮助。并鼓励学生尽可能用自己刚才得到的英语名字进行操练，不会读的可以请教老师。当然允许他们使用自己的中文名字进行练习。关键是要鼓励学生大胆开口，愿意说的良好习惯。 ‎ Step 7.Homework ‎ 制作从I 到 R的卡片，并涂上颜色。‎ 板书设计：‎ Unit 2 What’s this in English?‎ What’s this?‎ I think it’s ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 2 What’s this in English?教案 Period Two 教学目标：‎ ‎1.学习字母Ii – Rr。‎ ‎2.学习key，pen, map, ruler, orange, quilt, jacket7个词汇 ‎3.学习辨认物体 (Identify things):What’s this in English? It’s ... .‎ 教学重点、难点：‎ ‎1. 学习字母Ii – Rr以及它们的写法。‎ 教学过程： ‎ Step 1. Warming-up ‎ ‎1. Good morning/afternoon/evening! How are you? I’m fine, thanks.How are you? I’m OK. 继续巩固Starter Unit 1中学到的日常用语，让学生体会学英语的乐趣和成功的快乐。‎ Step 2. Play a game.‎ Find out the letters：‎ Teacher shows the letters very quickly get the students to call out the letters they see. 通过游戏的形式复习已学知识，最大程度地调动了学生的有意注意力，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活 Step 3. 2a ‎ Listen and repeat. 听录音并跟读。‎ Step 4. 2b ‎ Listen and number the letters you hear[ 1-10]. 听录音，根据所听到的顺序为字母编号。‎ Step 5. 2c ‎ Look and copy. 观察并抄写下列字母。在这里注意，要给同学们讲一讲这几个字母的笔顺 Step 6. 2d ‎ Write the missing big letter or small letter for each pair. 补全每组所缺的大小写字母。感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。‎ Step7. 2e ‎ Talk about what these letters mean. 谈谈下列字母或字母组合的含义。开放型的任务培养学生的动脑或拓展能力，同时为下一课时作好准备。‎ Step 8.Homework ‎ 用英语写下自己卧室的物品名称。‎ 板书设计：‎ Unit 2 What’s this in English?‎ What is this in English?‎ It is a/an map/orange…‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 2 What’s this in English?教案 Period Three 教学目标：‎ ‎1.巩固句型：What’s this in English?‎ ‎ It’s a (an) ... .‎ ‎ Spell it, please.‎ ‎ R-U-L-E-R, ruler.‎ ‎2.复习巩固字母Ii---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。‎ 教学重点、难点：‎ ‎１.What’s this in English?‎ ‎ It’s a (an) ... .‎ ‎ Spell it, please.‎ ‎ R-U-L-E-R, ruler. ‎ ‎２.相同元音音素的掌握。‎ 教学过程： ‎ Step 1. Warming-up ‎ ‎1. Greetings.‎ ‎2. Sing a song: What’s this? 教一首短歌What’s this?，让学生体会学英语的乐趣和成功的快乐。‎ Step 2. Play a game.‎ ‎1. Get one of the student choose one picture or real object in the box, he only can use his body language, let the others guess what it is. Using :‎ What’s this in English? Is this a / an ----?‎ Yes / No. Can you spell it, please? ---‎ 在游戏的同时，最大程度地调动了学生的有意注意力，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活，还训练了学生听的听力，为下一环节奠定基础。‎ Step 3. 3a ‎ Listen and number the pictures[1-8]. 在训练学生听的能力的同时，也复习了单词，自然的过渡到下个环节。‎ Step 4. 3b Listen and complete the words under the pictures in 3a. 补全每组所缺的字母。感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验。‎ Step 5. 3c ‎ Listen to the conversation. Then practice it with your partner.‎ Step 6. 3d ‎ Listen to the conversations and number the words you hear[1-4].‎ Step7. 3e Talk about the things in the picture. 与同伴谈谈图中的物品。开放型的任务培养学生的动脑或拓展能力，同时为下一课时作好准备。‎ Step 8.Homework ‎ 背诵用英语写下自己卧室的物品名称。‎ 板书设计：‎ Unit 2 What’s this in English?‎ What’s this in English?‎ It’s a (an) ... .‎ Spell it, please.‎ R-U-L-E-R, ruler.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 2 What’s this in English?教案 Period Four 教学目标：‎ ‎1.句型：What’s this in English?‎ ‎ It’s a (an) ... .‎ ‎ What’s that in English?‎ ‎ It’s a (an) ... .‎ ‎2.继续加强巩固字母Ii---Rr的学习，同时学习元音字母a, e, i, o在开音节和闭音节中的发音规则。‎ 教学重点、难点：‎ ‎１.What’s this in English?‎ ‎ It’s a (an) ... .‎ ‎ What’s that in English?‎ ‎ It’s a (an) ... .‎ ‎２.本单元单词。‎ 教学过程： ‎ Step 1. Warming-up ‎ ‎1. Greetings.‎ ‎2. Having a dictation。听写学过的单词，也是对单词的巩固过程。‎ Step 2. 4a ‎ Fill in the missing letters. 补全所缺字母。通过这种形式，学生从补全所缺字母方面既复习了字母，又巩固了单词。‎ Step 3. ‎ Number the words in alphabetical order[1-15].根据首字母顺序为字母编号。这一环节也是对以前学过的字母的一个复习，对同学们来说也不太难。‎ Step 4. A guessing game Teacher shows a part of a thing, get the students to guess out the name, using: What’s this in English? I think it’s a/an…Spell it, please. 在游戏中，学生运用所学语言知识解决实际问题，活跃了课堂气氛，渐趋疲劳的注意力得到松弛。还可以让学生用已经掌握的单词与同伴交流，达到合作、互助的目的。‎ Step 5. 4c ‎ Listen and repeat. 听录音并跟读。学生必须全神贯注地听，并快速认读字母和单词，训练了学生的听力以及敏捷的判断力和反应能力。教师还可以通过此活动来检查学生的字母发音。‎ Step 6. 4d ‎ Read the letters and words in column 1. Then try to read the new words in column 2. 朗读第一栏的字母和单词，并试着读出第二栏的生词。让学生会自我小结与评估，形成性评价丰富了终结性评价的不足，增强学生学习的信心，培养学生创造性思维。同时，让语言知识的学习与巩固以积极的方式从课内延伸到课外。‎ Step7. Homework ‎ ‎1.背写本课单词。‎ ‎2.复习整单元学习内容。‎ 板书设计：‎ Unit 2 What’s this in English?‎ What’s this in English?‎ It’s a (an) ... .‎ What’s that in English?‎ It’s a (an) ... .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 3 What color is it?教案 Period One 教学目标：‎ ‎1.学习英语字母S-Z。‎ ‎2.能在四线格里正确地书写S-Z的大、小写。‎ 教学重点、难点：‎ 字母的大小写格式，避免书写错误，做到书写正确、美观。‎ 教学过程： ‎ Step 1. Guessing game ‎ Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. 这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象力，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“What’s this？It’s …”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。 ‎ Step 2. 1a Look at the picture. Write the letter for each color. ‎ Step 3. 1b Listen and repeat .Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.‎ Step 4. 1c Practice the conversations in the picture with your partner. Then make your own conversation.这项活动首先让同桌之间练习，然后邻桌练习，老师在教室走动，有需要时及时帮助。即巩固了第二单元的句型，又为下一节课做好准备。练习完后，同桌之间编写对话。对初学者来说Ss、Xx和Yy这三个字母容易受数学老师的影响发音不准确，可能比较难读准，因此学生应仔细去听，老师应耐心纠正。‎ Step 5.Homework ‎ ‎1.Copy the letters Ss-Zz.‎ ‎2.Make color letter cards.‎ 板书设计：‎ Unit 3 What color is it?‎ What’s this?‎ I think it’s ‎ S s T t U u V v W w X x Y y Z z 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 3 What color is it?教案 Period One 教学目标：‎ ‎1.学习英语字母S-Z。‎ ‎2.能在四线格里正确地书写S-Z的大、小写。‎ 教学重点、难点：‎ 字母的大小写格式，避免书写错误，做到书写正确、美观。‎ 教学过程： ‎ Step 1. Guessing game ‎ Teacher shows a part of a letter and asks : “What’s this?” Get the students to answer the questions like this: “ I think it’s A / B.” Then show the whole of the letter to let the students check whether they’re right or wrong. 这一部分的Guessing game主要是为了让学生从不完整的画面中通过想象力，猜出其是什么字母，既复习学过的字母，又丰富学生的想象力。而“What’s this？It’s …”既是前一单元的重点句型，也是下一课时使用频率较高的一个句型。 ‎ Step 2. 1a Look at the picture. Write the letter for each color. ‎ Step 3. 1b Listen and repeat .Play the recording. Stop the tape after each letter and have students repeat. Check pronunciation and correct if necessary.‎ Step 4. 1c Practice the conversations in the picture with your partner. Then make your own conversation.这项活动首先让同桌之间练习，然后邻桌练习，老师在教室走动，有需要时及时帮助。即巩固了第二单元的句型，又为下一节课做好准备。练习完后，同桌之间编写对话。对初学者来说Ss、Xx和Yy这三个字母容易受数学老师的影响发音不准确，可能比较难读准，因此学生应仔细去听，老师应耐心纠正。‎ Step 5.Homework ‎ ‎1.Copy the letters Ss-Zz.‎ ‎2.Make color letter cards.‎ 板书设计：‎ Unit 3 What color is it?‎ What’s this?‎ I think it’s ‎ S s T t U u V v W w X x Y y Z z 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 3 What color is it?教案 Period Three 教学目标：‎ ‎1.继续学习有关颜色的对话。‎ ‎2.学会发现和绘画颜色，用各种可以调动学生积极性的活动来提高学生的活跃性，激发他们参与讨论的热情。同时可以对学生进行美育教育，从小培养他们对美的正确认识。‎ 教学重点、难点：‎ Color作为动词的用法。‎ 教学过程： ‎ Step 1. Warming up ‎ Use colored pens to write down the letters their partners says. 既复习了字母又巩固了颜色。‎ Step 2. Play a game 老师在袋子里面装一些各种颜色的小球，让同学们去摸，并问What color is it?，学生回答It’s …‎ Step 3. 3a Listen and color the things. 该环节主要是复习前面所学过的单词，并给所听到的为物品涂色。起到承前启后的作用。‎ Step 4. 3b Listen again. Complete the sentences Step 5 3c Listen and complete the chart.该环节即要写出对话中的物品，又要写出对话中所提到物品的颜色。再次从音、形上巩固颜色。‎ Step 6 3d Make conversations using the things in 3a-3c.通过同桌合作和组间比赛活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。‎ Step 7.Homework ‎ ‎1. Copy the conversations in 3d and write down the Chinese meaning.‎ ‎2. Colors can make colors.‎ 板书设计：‎ Unit 3 What color is it?‎ A: What's this in English?‎ B: It's a key.‎ A: Spell it, please.‎ B:K-EY.‎ A: What color is it?‎ B: It's yellow.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Starter Unit 3 What color is it?教案 Period Four 教学目标：‎ ‎1.复习巩固26个大小写字母，培养观察、反应能力。‎ ‎2.会唱英语字母歌。‎ ‎3.熟练掌握英语字母表。理解字母表在查字典中的作用，学会如何查字典，激励学生探索。‎ ‎4.继续巩固颜色的相关单词 教学重点、难点：‎ ‎1.英语字母在字母表中的顺序。‎ ‎2.查字典的步骤。‎ 教学过程： ‎ Step 1. Warming up ‎ Colors can make colors. 用一个简单的小动画演示颜色的合成，既复习了颜色又拓展了学生的知识面，并了解颜色之间基本的合成情况。小动画演示一目了然并且容易引起学生的兴趣。‎ Step 2. Play a game 开始前，先把字母卡片发给学生。然后说出一个字母(如：M)，持有该字母卡片的学生站出来并说：I am M Follow me ，please.持有字母N的学生应立刻站在持M卡片学生的后面，并说：I am N. Follow me. please，依次类推，这个游戏也可以倒着排次序，也可说 I am M. Who is before me?持字母L的学生应立刻站在持M卡片学生的前面。这个游戏是用以训练学生按字母表顺序记忆字母。要求活动前事先准备好字母头饰，并分发给学生。‎ Step 3. 4a Find the letters from A to Z. Write the small letter next to each big letter. 该活动训练的是学生的认读字母能力和快速反应能力。‎ Step 4. 4b Listen and sing the alphabet song. 该活动是为了加深学生对字母顺序的记忆。并在此同时学唱字母歌。‎ Step 5 4c Listen and repeat. 熟记A，E，I，O，U 5个英语元音字母在个各单词中的发音。‎ Step 6 4d Listen and read the chart. 该环节复习的是五个元音字母。以及5个英语元音字母在个各单词中的发音。‎ Step 7.Homework ‎ Revise the whole unit.复习整单元。‎ 板书设计：‎ Unit 3 What color is it?‎ A.B.C.D.E.F.G. U.V.W.X.Y.Z.‎ H.I.J.K.L.M.N. X,Y,Z-now you see,‎ O.P.Q.R.S.T. I can say my ABCs 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 1 My name's Gina教案 Period One Teaching aims（教学目标）‎ ‎1．学会问候他人 ‎2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 ‎3．从对话中学会获取更多他人的基本信息 ‎5．初步学会使用部分形容词性物主代词 Language points（语言点）‎ ‎1．要求掌握以下句式：‎ ‎（1）— What’s your name?‎ ‎— My name is…‎ ‎（2）—Hi. My name’s Gina.‎ ‎—I’m Jenny. Nice to meet you!‎ ‎--- Nice to meet you, too.‎ ‎（3）what’s ＝ what is I’m ＝ I am name’s ＝ name is ‎2．要求掌握以下词汇：（1）生词：name, am, nice, meet, what, hello ‎（2）人称代词和形容词性物主代词：I, you, my, your, his, her ‎（上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。）‎ Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。 ‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ ‎ (1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together.‎ ‎（2）Warm greetings to the students2‎ T: Hello! / Hi!‎ S: Hello! / Hi!‎ T: You are very beautiful/cool/…‎ S: Thank you.‎ ‎2. Presentation（呈现新知识）‎ ‎（1）T: Hello! My name is Lily. What’s your name? ‎ S: (引导学生回答) My name is Tom.‎ T: It’s a good / nice name.‎ I like your name. ‎ 教学设计说明 ‎1．在课前放一段学生熟悉的英文歌曲，渲染学习气氛。在轻快的音乐中学习,使学生更乐学。‎ ‎2．跟学生热情地打招呼，赞美学生，尽快缩短师生之间的距离。如学生未能理解，可用汉语补充解释。‎ ‎3．T重复两遍这两句话，然后板书my / your / what’s在黑板上，并在与学生交流的时候加重my/your的语音，突出这两个单词。‎ ‎4．T要及时表达对学生名字的欣赏。‎ ‎（2）T: Hi! I’m Lily. / My name’s Lily.‎ S: (引导学生回答)Hi! Lily. I’m Alan.‎ T: Nice to meet you! ‎ S: Nice to meet you! ‎ ‎（3）Practice the expressions on the blackboard. Tell the Ss to pay attention to: what’s＝what is I’m＝I am name’s＝name is ‎3. Play a game. (show the Ss a bag with fruits and two boxes full of English names)‎ T: Look here. I have a lot of gifts for you. Come here and touch. Try to say them in English, I’ll give you the gift and let you choose an English name first.‎ S: Yeah. ‎ S1:(获得英文名后) My name’s…/ I’m…‎ S(全班): Nice to meet you!‎ S1: Nice to meet you!‎ ‎4. Work on 1a T: Now look at the pictures 7 on P1. Listen and Read. Try to say and write English words for the things in the picture See how many words you know.‎ T: Look here. What’s this? Who knows?‎ ‎（Reward the student if she / he knows the word，write some new words on the blackboard to teach the Ss, such as map…）‎ ‎5．Work on 1b T: Now let’s listen to the tape, find out the right conversation,and number them 1-3.‎ ‎（Point out the boxes where students will write a number for each conversation. Play the recording for the first time, Ss only listen. Then play a second time, Ss number the conversations.）‎ ‎□A: What’s your name? □A: Good morning! □A: Hi. My name’s Gina.‎ ‎ B: Alan. I’m Cindy. B: I’m Jenny. Nice to meet you!‎ ‎ A: Hello, Alan. I’m Ms Brown. B: Hello, Cindy. I’m Dale. A: Nice to meet you, too.‎ ‎ A: Nice to meet you!‎ ‎6．Work on 1c ‎（1）Ask the Ss to practice the conversations in 1b with a partner.Then use their own names to practice instead of the names given.‎ ‎（2）Encourage the Ss to leave their seats, move around and greet other classmates.‎ ‎5．引出另一种表达方式I’m / name’s，T板书这两个词。同时让学生学会初次见面说Nice to meet you. 并且彼此握握手，告诉他们这是一个礼节，在美国很普遍。新句型的出现需多遍重复，加深学生的印象。‎ ‎6．有部分同学没有英文名字，为了便于后面的交流，通过有趣的游戏，让他们在活动中获得奖赏。也可以让他们回答一些简单的问题来得到选名字的机会。同时巩固前面的句型。 ‎ ‎7． 把图上的东西在实物投影仪上放大，或者课前画一些简笔画。使图像更清晰、直观。‎ ‎8．播放磁带, 训练学生准确获取信息的能力，同时检测一下学生对新句型的掌握情况。如有需要，T可播放磁带两遍,播放之前，向学生讲清练习听力的步骤。听完检验答案后，有必要以大组为单位重复操练一下这三组句型。‎ ‎9．在学生两人小组进行对话时，教师可在教室不同的位置走动，聆听同学们的对话，及时肯定他们的进步，并在他们需要的时候提供帮助，纠正不正确的语音语调。‎ ‎（3）Get some pairs to come to the front of the class and act out the dialogue after they have practiced several times.‎ ‎7．Follow up（进一步扩展）‎ ‎（1）（Take out some photos of famous persons, such as athletes, film stars, singers and so on）‎ T: Well, I’d like to show you some pictures you are interested ‎ in. Can you tell me what her / his name is?‎ What’s his / her name?‎ Her / His name is…‎ T: Great. / Wonderful. / Good. / Right. / Well done.‎ ‎（Write down their names on the blackboard to make the Ss read more easily and remember more English names.）‎ ‎（2）T: I’m sure you’ll be famous like them one day. So first you need to make a calling card. ‎ ‎(Give each student an empty card for them to write their English names on one side and Chinese names on the other side, then hang them before their chests.)‎ ‎8．Homework Oral work:‎ ‎(1) Listen to 1b, read and recite it. (听读背诵1b中的对话)‎ ‎(2) Go on making up your dialogues with your group members and polish it. (继续和小组成员编对话。并完善对话。)‎ Written work:‎ ‎(1) Copy the phrases in 1a twice. ‎ ‎(2) Write English names as many as possible in the exercises book. ‎ 板书设计：‎ Unit 1 My name's Gina ‎（1）— What’s your name?‎ ‎— My name is…‎ ‎（2）—Hi. My name’s Gina.‎ ‎—I’m Jenny. Nice to meet you!‎ ‎--- Nice to meet you, too.‎ ‎（3）what’s ＝ what is I’m ＝ I am name’s ＝ name is 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 1 My name's Gina教案 Period Two Teaching aims（教学目标）‎ ‎1．继续学习如何做自我介绍及问候他人。‎ ‎2．学会从对话中获取对方的基本信息（询问他人姓名）。.‎ Language points（语言点）‎ ‎1.要求掌握以下句式：What’s your/his/her name?‎ My/His/Her name is ……‎ ‎2．要求掌握下列词汇：his, and, her, question, answer, look ‎ ‎3．语法：了解缩略形式What is=What’s ，I am = I’m等；初步了解代词my，your，his，her的用法（此知识可在今后学习中进一步巩固）。‎ Difficulties:(难点):代词my，your，his，her的用法。‎ Teaching steps（教学步骤）‎ ‎1. Warming- up and revision（课堂热身和复习）‎ ‎（1）Sing ABC song1‎ ‎（2）Greeting (Say hello between the teacher and the Ss)‎ ‎(3) Review introduction T: Good morning. I’m Diana.2 What’s your name?‎ S: I’m Xu Dong./My name is… Nice to meet you.‎ T: Nice to meet you ,too.‎ ‎2. Presentation（呈现新知识）‎ T: Boys and girls,let’s play a guessing game, “What’s his/her name?” Show the students the famous persons, let them guess the names of these persons by using:‎ His name /Her name is ……‎ I think his/her name is…‎ Is he/she……?‎ 教学设计说明 ‎1．为活跃英语课堂氛围而进行的活动。‎ ‎2．为了复习第一课时的句式，教师可带上面具以新面孔出现，与学生进行仿真交流。教师与多个学生进行交流，进一步熟悉同学，并且给学生多种激励性的评价。‎ ‎3.从guessing game中引出What’s his/her name? His/Her name ‎ is……。让学生利用名人的图片来进行猜测，熟练新的句式。‎ ‎4.板书What’s his/her name?‎ His/Her name is……‎ ‎5．对有能力的同学，鼓励使用更多的句式来表达。Is he/she…? I think he/she is… I think his/her name is……‎ ‎3. Summary (short forms)‎ My name’s ______. Your name’s _______.‎ His name’s _______. Her name’s ________. ‎ ‎4．Work on 2a T: Now, look .at the pictures on P2, listen to the four conversations. Just listen.‎ ‎(Play the recording for the first time, students only listen.)Then, listen to the recording again, and number the pictures . Check the answers.‎ ‎5．Work on 2b Listen again. Circle the names you hear.The first name is done for you.Play the recording. Students listen and circle the names they hear. Then check the answers. ‎ ‎6．Listen and repeat T: Now let’s listen to the tape and repeat. ‎ ‎ Please try to read like the tape. ‎ ‎7．Work on 2c T: Suppose you are new students in No. 1 Middle School. You are from different countries. You meet for the first time. Make up a dialogue in pairs.‎ T:这两天学习了自我介绍、认识新朋友、问候的句型。‎ ‎ My name is …… I’m ……‎ ‎ What’s his/her name?‎ ‎ Nice to meet you.‎ 回答What’s your/his/her name?‎ 的答语用： My/His/Her name is….‎ 注意几种缩略的表达法：What’s=What is I’m=I am name’s=name is ‎ ‎8. Homework ‎(1) Go on making up your dialogues with your partner and polish it.‎ 板书设计：‎ Unit 1 My name's Gina What’s his/her name?‎ His/Her name is……‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 1 My name's Gina教案 Period Three Teaching aims（教学目标）‎ ‎1．掌握物主代词的用法。‎ ‎2．帮助学生比较中英文姓名的不同之处，通过了解中英文名字的区别，培养和提高学生对中外文化差异的敏感性和鉴别能力，加深对本国文化的理解和认识，培养学生的世界观意识，以及初步的跨文化交际能力。‎ ‎3．Language points（语言点）‎ ‎1．要求掌握以下句式：What’s your/his /her first/ name? Jack. What’s your/his/her last /family name? Smith.‎ ‎2．要求掌握以下词汇：first name, last name, boy，girl, boy’s name, girl’s name等以及Green, Jack等名字。‎ Grammar(语法)： 比较中英文姓名的不同之处。‎ Difficulties: (难点): 1. 中英文姓名的区别，主要是排列顺序。‎ ‎2. 男女姓名的区别。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ ‎（1）Daily greetings to the students（日常问候）‎ T: Good morning, boys and girls. My name is Linda.‎ What’s your name, please? ‎ S: My name is Tom. ‎ T: Hello, Tom. Nice to meet you.‎ S: Nice to meet you, too.‎ T: And what’s your name?‎ S: My name is…‎ ‎（2）Revision（复习）‎ T: Excuse me, what’s her name, please? ‎ S: Her name is Jenny.‎ T: What’s his name?‎ S: His name is Tony.‎ T: (老师根据学生回答给出多种评价。)‎ My name’s ___. Your name is _____. ‎ 教学设计说明 ‎ ‎1．这个问题是为了操练日常用语及对姓名的提问法；同时为这堂新课的学习做好铺垫。建议让多个Ss作答。鼓励他们大胆开口。然后再由同学间交流，并请同学表演。可以采用“连珠炮似的提问”（老师提问，学生迅速反应）和“连锁操练”（学生任意提问或排头开始一一提问至排尾）方法。T在操练期间板书这些词。‎ ‎2．此问重点操练his, her my your这几个物主代词的用法及英文名字的使用。建议T用夸张语调重读这些词并用彩色粉笔板书。‎ ‎3．该问题在操练时可以允许学生用自己的汉语名字也可以用自己在前 His name is _____. Her name is ______. ‎ ‎2. Presentation（呈现新知识）‎ ‎（1）T: (从复习中引出) So, we are friends now. ‎ You are Wang ping, Zhang Xiaodan. ‎ T: Now, look at these pictures. We have some famous persons here. Do you know their names? (展示几张名人的图片。)‎ ‎(Bill Gates, Yao Ming …)‎ ‎（2）Get the Ss to practice the following dialogue in pairs.‎ T: What’s his name? ‎ S: His name is ___. ‎ T: What’s her name? ‎ S: Her name is ___.‎ ‎(3) Play a game. ‎ Ss put on their false front to act as famous persons, and say: Hello, my name is Jacky Zhang. (first name+ last name).‎ Then make a short dialogue between the Ss and the famous person, let them know each other. ‎ ‎3. Work on 3a Put the words in order to make conversations.Then practice them. ‎ 几堂课中取的英语名字。T有意识地写下一些名字在黑板上。‎ ‎4．Work on 3b Complete the conversations and practice it with your partner.‎ ‎5．Work on 3c 同桌和四人分组介绍自己和他人。‎ ‎6. Homework Oral work:‎ ‎(1) Read and recite all the names about boys and girls. ‎ ‎(2) Go on making up your dialogues with your partner and polish it.‎ 板书设计：‎ Unit 1 My name's Gina 形容词性物主代词 ‎ 我的 my 你的 your，我们的是 our。 ‎ 男他的是 his，女她的是 her。 ‎ Its 它的牢记着，他们的 their 指复数。 ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 1 My name's Gina教案 Period Four Teaching aims（教学目标）‎ ‎1．复习并熟练掌握数字0-9的英文表述。‎ ‎2．掌握一些常用数字（如110，121，119，114，120等）的实际意义。‎ ‎3．填写通讯录。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：What’s your phone number? It’s …‎ ‎2．要求掌握以下词汇：zero, one, two, three, four, five, six, seven, eight, nine Difficulties（难点）：数字的中英文对应关系。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ ‎（1）Daily greetings to the students（日常问候）‎ T: Good morning, everyone. My name is Peter.‎ What’s your name, please? ‎ S1: My name is Lily. ‎ T: Hello, Lily. Nice to meet you.‎ S1: Nice to meet you, too.‎ T: And what’s your name?‎ S2: My name is…‎ ‎（2）Revision（复习）‎ Part one:‎ T: S1, what's his name? ‎ S1: His name is …‎ ‎ T: S2, what’s her name?‎ S2: Her name is …‎ Part two:‎ S1: Good morning. What’s your name, please? ‎ S2: My name is Jack. What’s your name, please?‎ S1: My name is Susan. And what’s your name, please?‎ S3: My name is Tony. ‎ S1: S4, what’ his name? (point to S2 )‎ S4: His name is …‎ 教学设计说明 ‎ ‎1．操练这个问题是为了熟悉日常用语及对姓名的提问法； 同时也是为了使同学们尽快熟悉各自的英文名字。 应尽可能让多个Ss作答。鼓励他们大胆开口，大胆回答。‎ ‎2．重点复习、操练、巩固his, her, my, your这几个物主代词的用法及英文名字的使用。‎ ‎3．以小组为单位，同学间进行交流， 既加大了句型的复习密度， 同时促进了相互之间的英文名字的了解与熟悉。‎ ‎2. Presentation（呈现）‎ T: Please tell me how to say it in English? (show the Ss the number cards, one by one)‎ Ss: It’s one.‎ Ss: It’s two.‎ ‎3．Practice T shows the Ss some numbers (car number, room number etc), asks them to read out. ‎ Eg:‎ T: (show a car number) 晋AE4563‎ Ss: Jin-A-E-four-five-six-three.‎ T: (Show a room number)201‎ Ss: Room two-o-one ‎4．教师事先准备好0-9，共10张数字卡片。课堂上随机使用。看学生的反应速度、熟练度和准确性。‎ ‎5．为了提高趣味性，在游戏中让学生进行复习与巩固。 过程中教师要注意观察每一组学生的反应速度、正确性， 以及这一组学生中， 他们的反应是否一致。‎ ‎6． 教师随机展示数字卡， 起立的却是后一个数字的学生组， 同时他们也必须大声读出他们自己的数字。 也就是教师展示的数字的下一个。通过游戏， 训练他们的反应速度和正确性。‎ ‎7． 为了增加游戏的难度；提高竞争的激烈度以及学生的参与度， 数字的逆向思维可作为训练的一种途径。‎ ‎8．教师课前必须准备一些车牌号、房间号、电话号码等 （最好用图片的形式， 有条件可制作成PPT）， 作为课堂训练的拓展和延伸， 并且与生活实际相联系。增强语言的实际生活功能。‎ ‎9. Work on 1b ‎(T asks the Ss how the number is divided up. Guide them to understand that three numbers come before the hyphen and four numbers after it)‎ T: Now let’s listen to the tape. ‎ T: (ask the Ss to write the phone numbers in the blank.)‎ T: (check the answers:2-7-8-6-9-2-6) ‎ ‎10．Work on 1c T: Now please work with your group (four students in one group) and ask each other questions about phone ‎ numbers.‎ Eg: ‎ S1: What’s your telephone number, S2?‎ S2: It’s 356-9865.‎ S1: 356-9865. Thanks.‎ ‎11．Work on 1d T: Listen to the tape and then match the names with the telephone numbers.‎ Play the tape then check the answers. ‎ ‎(1.c 2.d 3.b 4.a)‎ ‎(278-7928, 555-8042, 398-6149, 929-3160)‎ ‎12. work on ie.‎ ‎13．Work on 1f ‎14．Homework Oral work:‎ ‎(1) Go on making up your dialogues with your partner and polish it.‎ 板书设计：‎ Unit 1 My name's Gina What’s your phone number? It’s …‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 1 My name's Gina教案 Period Five Teaching aims（教学目标）‎ ‎1．了解中英文名字的区别。‎ ‎2．会制作身份卡片，以综合运用所学的姓名和数字。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ ‎- What’s your/his/her first name?‎ ‎-My/His/Her first name is … .‎ ‎- What’s your/his/her last name?‎ ‎-My/His/Her last name is … .‎ ‎③ -What’s your telephone number?‎ ‎-It’s … .‎ ‎2．要求掌握以下词汇：first,first,name,last,lastname,telephone number,phone number, it, it’s=it is, card, ID card,‎ Difficulties（难点）：理解first name, last name的中外差别。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ ‎（1）Daily greetings to the students（日常问候）‎ T: Good morning, everyone. My name is Peter.‎ What’s your name, please? ‎ S1: My name is … . ‎ T: Hello,…. Nice to meet you.‎ S1: Nice to meet you, too.‎ T: And what’s your name?‎ S2: My name is…‎ ‎（2）Revision（复习）‎ T: S1, what's his name? ‎ S1: His name is …‎ ‎ T: S2, what’s her name?‎ S2: Her name is …‎ ‎2.game(游戏)‎ In groups, one student throws the ball and asks: “What’s your English name?”, the other one answers it ,then throw the ball again. 接力游戏询问学生的英文名。首先由教师仿做，教师拿出一个小皮球，任意抛向一名学生，同时问：“What’s your English name？”，这个学生接住球并回答：“My English name is …”, 然后由这名学生将球抛向另一名学生, 第二名学生在接物品时必须回答：“My English name is …，his/her English ‎ name is …（只要重复前一名学生的名字即可）”，然后传递下去并问：“What’s your English name？”。最后将学生分为几组在组内做。在这个活动中，学生的积极性很高（既从学生的兴趣出发，又具备易操作的特点 。‎ ‎3. Presentation（呈现）‎ T: What’s your name, please? ‎ S1: My name is Zhang Hua. ‎ 要求该生写下名字张华，接下来鼓励学生编对话，叫几组（3人一组）学生表演，也要求写下名字。把这些名字贴在黑板上。‎ T: 温新西, his last name is Wen (这时一边说一边将温与新西剪开，更好的区分first name and last name)孙猛特his last name is Sun李双 her last name is Li 多给几个例子，学生就明白last name 的意思。学生自我介绍My last name is -----.‎ 此时在黑板上写 A: ___________________‎ B: My last name is Sun.‎ 鼓励学生说出问句，what’s your last name?必要时，给于提示。(What’s your name? My name is Sun Mente.让学生发现他们之间的联系))然后操练句型。在学生操练的过程中引出what’s his/her last name?用同样的方法引出first name 和问句what’s your/his/her first name? My/His/Her first name is ---.随机叫几组（3人以上）学生起来，练习what’s your/his/her last/first name? My/his/her last/first name is ---.‎ ‎3．Work on 2a Read the list of names.Write F for first name and L for last name.‎ ‎4．Work on 2b and 2c ‎5．制作ID Card。首先用电脑展示真实身份证的样本，然后，观察身份证，有哪些需要更改的，提出更好的建议，制作学生心中理想的身份证。‎ ‎5. Work on 3a and 3b ‎6．Homework 写一个“自我介绍 ”将本节课所学的知识得以提升，字数不限。‎ 板书设计：‎ Unit 1 My name's Gina A: ___________________‎ B: My last name is Sun.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 教版（新目标）初中七上Unit 2 This is my sister教案 Period One Teaching aims（教学目标）‎ ‎1、学会认知家庭成员，了解家庭关系。‎ ‎2．通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ That’s my family .‎ Those are my parents.‎ 学会“用指示代词介绍人或物”的句子结构的复数形式。‎ ‎2．要求掌握以下词汇：（1）生词：sister , parent , brother , grandmother , grandfather , grandparent , these , those ,（2）指示代词复数these , those 的用法。‎ ‎（Difficulties（难点）：‎ 家庭成员的称呼：mother, father, sister, brother, grandmother, grandfather, friend, uncle, aunt, cousin, parents 介绍和辨别人物的基本句型：This/That is ... These/Those are...‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ ‎(1) Warm greetings to the students2‎ T: Hello! / Hi!‎ S: Hello! / Hi!‎ ‎2. Presentation（呈现新知识）‎ 拿出自己的全家福照片给学生看，通过简要介绍家庭成员引出家庭的话题。介绍句型This is my…/These are my …‎ ‎3.提前一天让学生拿一张自己家的全家福或生活照片，上课时先让学生简单介绍（可安排学生预习），从而开始介绍家庭。可以两人一组、或者四人一组相互介绍自己的家庭成员。应该用到句型This is my/her/his ……/These are our/his/her……让学生看教师准备的他人的照片然后让学生介绍。‎ ‎4. Work on 1a Match the words with the people in the picture.‎ ‎5．Work on 1b Listen and circle the words you hear in 1a.‎ ‎6．Work on 1c Role-play the conversation in 1a.Then talk about the other people in the picture.‎ A: That’s my family .Those are my parents.‎ B:Who is she?‎ A:She is my sister.Oh,and these are my brothers.‎ 然后用投影仪把学生拿的照片放大到银幕上，之后由学生来介绍照片上的人物。‎ ‎7．Homework 请同学们反复朗读单词，并自查能记住多少单词。‎ 板书设计：‎ Unit 2 This is my sister A: That’s my family .Those are my parents.‎ B:Who is she?‎ A:She is my sister. Oh,and these are my brothers.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 2 This is my sister教案 Period Two Teaching aims（教学目标）‎ ‎1.学会说家庭成员的称谓 ‎2.学会向别人询问、介绍家庭成员 Language points（语言点）‎ ‎1.要求学会以下句式：‎ ‎(1) This is …‎ ‎(2)Are those…‎ ‎--Yes, they are.‎ ‎(3)Who is…‎ ‎2要求掌握以下缩写：he’s=he is, who’s=who is ‎(上述句式、词汇和缩写在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)‎ ‎（Difficulties（难点）：‎ 学习含有be动词的一般疑问句的句式及其回答。 ‎ Teaching steps（教学步骤）‎ ‎1.Warming-up and revision（课堂热身和复习）‎ ‎(1)Daily greetings to the students（日常问候）‎ T: How are you today?‎ S: I am (fine/great/OK/very good). How about you?‎ T: I am (fine, too/not bad).‎ How is your father / mother / grandfather /grandmother / brother / sister?‎ How are your parents / grandparents ---?‎ S: He/She is…‎ T: What’s your name, please?‎ S: I am (My name is) …‎ T: (to the whole class) So that’s …. ‎ ‎(2)Revision（复习）‎ ‎2. Presentation（呈现新知识）‎ ‎（出示自己家庭的一张大照片）‎ T: What’s this?—It’s a photo.‎ Is this your photo?‎ Ss: No, it isn’t.‎ T: This is my photo. Look! This is my family.‎ Who’s this/that?‎ Who are these/those?‎ This/That is my father/mother…‎ These are my brothers/……‎ 用Who’s this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。‎ ‎3. Work on 2a ‎ T: Now, please open your books, and turn to page 8.Look at 2a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice. The first time you just need listen. You can finish this part at the second time.‎ T: Now, let’s check the answer.‎ S: ---‎ T: You are right. Thank you.‎ ‎4.Work on 2b Listen again.Match the names with the people in the picture.‎ ‎5．Work on 2c ‎ T: Two students a group. Ask and answer by using your own pictures.Please use these sentences:‎ ‎“Is this your father?”‎ ‎“Are those your parents?”‎ S1: Hi, XXX. Is this your grandfather?‎ S2: Yes, he is. ‎ S1: Are those your parents?‎ S2: No, they are my uncle and aunt.‎ 利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用Yes / No 来回答。并提醒学生注意区分单复数的用法。然后用幻灯片呈现一幅全家福图片进行练习。‎ ‎6．Work on 2d Role-play the conversation.‎ ‎7．Homework Write down your introduction about your own family and your friend’s family.‎ 板书设计：‎ Unit 2 This is my sister Who’s this/that?‎ Who are these/those?‎ This/That is my father/mother…‎ These are my brothers/……‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 2 This is my sister教案 Period Three Teaching aims（教学目标）‎ ‎1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）‎ ‎2. 学会谈论家庭成员 Language points（语言点）‎ ‎3．要求熟练运用以下句式：‎ ‎(1) This/ That is… ‎ ‎(2) These are…‎ ‎(3) He/She is…‎ 在本课中要将这些句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。‎ ‎（Difficulties（难点）：‎ 在介绍或谈论家庭成员时，注意学生口语中的单复数运用 。‎ Teaching steps（教学步骤）‎ ‎(1)Daily greetings to the students（日常问候）‎ T: Good morning/afternoon. Who is on duty today?‎ S1: I am.‎ T: Is everyone here today?‎ S1: Yes, Everyone is here./No, … is not here.‎ T: Thank you/Well done..‎ 这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。‎ ‎(2)Revision（复习）‎ T: Here is a picture from …. Guess who he is?‎ S1: Is he …’s father? ‎ S2: Is he …’s brother? ‎ S3: Is he …’s friend?‎ T: Yes, you are so clever.‎ 拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。‎ ‎2. Presentation（呈现新知识）‎ T: Here is a photo. Do you know who he is? ‎ S: He is ….‎ T: Yes, he is the president of America. Who is his father?‎ S: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)‎ T: Here are so many people in his family. Let’s guess Who they are. Are you ready?‎ 老师事先准备照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板书，并带读。创设真实情景，当学生不能正确说出新单词,鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。‎ ‎3. Work on 3a ‎ Complete the conversation and practice it with your partner.‎ ‎4.Work on 3b Oh look, there are many people there, old and young . Can you make a dialogue like 3a? 可给学生提供其它常用人名和father、mother、等家庭成员称谓。鼓励学生尽量使用自己学过的单词完成对话。接着加入语法，名词的单复数变化。‎ ‎5．Work on 3c ‎ I want to know more about your friends or family members. (to the whole class)Do you want to know them too?‎ 在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。‎ ‎6．Homework Make up your dialogue with your group members and polish it.‎ 板书设计：‎ Unit 2 This is my sister ‎(1) This/ That is… Is he …? ‎ ‎(2) These are… Is she …?‎ ‎(3) He/She is…‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 2 This is my sister教案 Period Four Teaching aims（教学目标）‎ 学会介绍家庭成员 Language points（语言点）‎ ‎1.要求熟练运用以下句式:‎ This/That is… Is/this/that…? These are … Yes, she/he is. No, he/she isn’t.‎ ‎(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)‎ ‎2.要求掌握以下词汇: son, cousin, daughter, uncle, aunt ‎（Difficulties（难点）：‎ 在介绍或谈论家庭成员。‎ Teaching steps（教学步骤）‎ ‎1.Warming up and revision (课堂热身和复习) ‎ Daily greetings to the students (日常问候)‎ T: Good morning/afternoon.. Glad to meet you. ‎ S: Glad to meet you, too.‎ T: How are you today?‎ S: I’m fine/OK/very good, thank you .And you?‎ T: I am great. How is your mother/father/grandmother/…?‎ S: She/He is fine/OK/very good/great.‎ T: Thanks you. ‎ ‎2. Presentation（呈现新知识）‎ T: I have seen your family photos. Do you want to see my family photo? Here is my family photo.This is my …, This is my ….These are my parents. In my family my grandfather is the oldest one.Who is the oldest man in your family? ‎ S My grandfather, too.‎ T: Every family has a family tree, can you finish the family tree?‎ S: Yes!‎ 老师准备好自己家庭成员的照片.，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板书家庭关系图。‎ ‎3.Work on 1b ‎ Listen and check the words you hear.‎ 播放录音，让学生勾出所听到的家庭成员，如果播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。‎ ‎4.Work on 1c Listen again.Which picture are Jiang Tao and Tom talking about?‎ ‎5.Work on 1d ‎ I am very happy. All of you do a good job. We have known my family. I want to know your family. Now draw a picture of your family and friends. Tell your partner about your picture 老师在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。‎ ‎6．Homework 画一个自己家庭的family tree，完善对自己家庭的介绍。‎ 板书设计：‎ Unit 2 This is my sister family tree These are…/This is…‎ ‎ (图)‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 2 This is my sister教案 Period Five Teaching aims（教学目标）‎ ‎1、进一步熟悉各家庭成员的称谓。‎ ‎2、能写简短的小文章描述家庭成员。‎ ‎（Difficulties（难点）：‎ How to describe the family photo and introduce the family members.‎ Teaching steps（教学步骤）‎ ‎1.Warming up and revision (课堂热身和复习) ‎ Greeting ‎ Greet the class as usual.‎ 出示家庭图片，让几位同学介绍。‎ This is my family.‎ This is my …‎ These are my …‎ ‎2. Presentation（呈现新知识）‎ Work on 2a Find the male and female first names in this unit and write them. Point out the different between male and female,‎ ‎ and then explain the meaning of both.Give students some time to group the words.Ask some to read and check them.‎ ‎3.Work on 2b ‎ Read about Jenny’s family and circle the names.教师然后一边讲解，一边勾画出重点词语和句型。‎ ‎4.Work on 2c Read the passage again and complete the sentences.‎ ‎5.Work on 3a ‎ Complete the passage with the words in the box.Then draw a picture of Paul’s family.‎ ‎6.Work on 3b Bring a family photo to class and write about it.Then tell a classmate about your family. 让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片，放大到大屏幕上，让学生们自己上台介绍。‎ ‎7．Homework ‎1. Remember the word in unit 2 and make preparation for tomorrow’s dictation.‎ ‎2. Finish the exercise in our books.‎ 板书设计：‎ Unit 2 This is my sister male female 照片 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 3 Is this your pencil教案 Period One Teaching aims（教学目标）‎ ‎1、辨认物品的所有者 ‎2、根据场景询问英语中对应的表达法 Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Is this your pencil? ‎ Yes.it is. It’s mine.‎ Is that your schoolbag?‎ No.it isn’t. It’s his.‎ 学会用名词性物主代词。‎ ‎2．要求掌握以下词汇：（1）生词：pencil, pen,books, eraser, ruler, pencil box, schoolbag, dictionary,his,mine,hers,‎ ‎（2）指示代词复数this , that的用法。‎ ‎（Difficulties（难点）：‎ 名词性物主代词mine, his,hers,yours的用法。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ Warm greetings to the students ‎2. Presentation（呈现新知识）‎ 出示图片或实物，学习新单词(What’s this in English? It’s a/an…) 然后朗读1a中的新单词。（先是全班，然后分小组检查、补漏）‎ ‎3. Games 游戏 规则：将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What’s this in English?”这名学生猜，使用句型“Is this a/an…”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。‎ ‎4. Work on 1a Match the words with the things in the picture.‎ ‎5. Work on 1b Listen and number the conversations [1-3].‎ ‎6.Grammar Focus Is this your pencil? ‎ Yes.it is. It’s mine.‎ Is that your schoolbag?‎ No.it isn’t. It’s his.‎ Are these your books?‎ No,they aren’t.They are hers.‎ 形容词性物主代词和名词性物主代词：‎ 名词性物主代词：单数形式：mine（我的xx），yours（你的xx），his /hers /its（他的xx、她的xx、它的xx）。复数形式：ours（我们的xx），yours（你们的xx）， theirs（他们的xx），本节课先介绍单数形式。‎ 名词性物主代词具有名词的性质,可以单独使用,在句子中可以作主语,宾语或表语。如: ‎ This is my pen. Yours is on the desk.(作主语)这是我的钢笔.你的在书桌上。 ‎ The green bike is yours.(作表语)绿色的自行车是你的。 ‎ 请注意:名词性物主代词具有"形容词性物主代词+名词"的作用。如: ‎ The bike is his. It’s not mine. (mine=my+bike) ‎ 为了区别形容词性物主代词和名词性物主代词的用法,请记住下面的口诀。 ‎ 形容词性物主代词能力差,自己不能来当家,句子当中作定语,后面要把名词加。 ‎ 名词性物主代词能力强,自己独来又往，句中主语、宾语、表语当。‎ ‎7.Work on 1c Practice the conversation above with your partner. Then make your own conversations .‎ 先跟读对话，然后以小组为单位朗读对话（互相检查、帮助），最后分小组练习对话。‎ 再用投影仪把学习用具图片放大到银幕上，之后由学生来介绍并对照图片上的学习用具编对话。‎ ‎8．Homework Collect the names of school things.Write them on the exercise books.‎ 板书设计：‎ Unit 3 Is this your pencil？‎ Is this your pencil? ‎ Yes.it is. It’s mine.‎ Is that your schoolbag?‎ No.it isn’t. It’s his.‎ Are these your books?‎ No,they aren’t.They are hers.‎ 课后反思：‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 3 Is this your pencil教案 Period Two Teaching aims（教学目标）‎ ‎1.继续学习并掌握指示代词this和that并学会用Yes和No作简单回答；‎ ‎2.根据不同场景,能用英语对物品的所属进行提问和回答并能识别不同句式的语调(陈述句,疑问句)；‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Excuse me ,Grace.Is this your ? ‎ Yes,thank you.‎ Is this your ?‎ No.it isn’t. It’s his.‎ 掌握一般疑问句。‎ ‎2．要求掌握以下词汇：（1）生词：excuse me,thank,teacher,about,thank you for,help,you are welcome,‎ ‎（2）继续掌握指示代词复数this , that的用法。‎ ‎（Difficulties（难点）：‎ 名词性物主代词mine, his,hers,yours的用法一般疑问句的简单回答。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and revision（课堂热身和复习）‎ Greeting the students and then show the picture on the blackboard,and ask“What’s this?”“ Is this a/an ”‎ ‎2. Presentation（呈现新知识）‎ 学习新单词excuse me,thank,teacher,about,thank you for,help,you are welcome,然后朗读并让同学们跟读。‎ ‎3. Work on 2a Listen and check the things you hear.‎ ‎4. Work on 2b Listen again .Complete the conversations with the words in the box. 听对话，要求学生最好不看方框中所给的单词，填入横线上。纠正答案。再听录音，跟读 1-2 遍之后，分角色对话。‎ ‎5. Games 老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。‎ ‎6.Work on 2c Practice the conversation in 2b. Then make your own conversations using the things in your classroom..‎ 老师先领读几遍对话，然后用投影仪把学习用具图片放大到银幕上，之后由学生来介绍并对照图片上的 学习用具编对话，最后同桌练习。‎ ‎7.Work on 2d Role-play the conversation.教师先多领读几遍，然后分组朗读，再同桌之间朗读。在朗读的过程中注意语音语调。‎ 讲解一般疑问句 be + 主语 + 其它部分？‎ 肯定回答用“Yes，主语+be.”，否定回答用“No，主语+be +not.”。be或情态动词和not可用缩写形式，主要有isn’t，aren’t，等。‎ Eg1.问句： Is this your English book？‎ 肯答：Yes，it is.‎ 否答：No，it isn’t.‎ Eg2. 问句： Are these your English books？‎ 肯答：Yes，they are.‎ 否答：No，they aren’t.‎ 朗读一般疑问句时用升调，而一般疑问句的简略答语则用降调。‎ ‎8．Homework 背诵2d中的对话 板书设计：‎ Unit 3 Is this your pencil？‎ excuse me,thank,teacher,about,thank you for,help,you are welcome,‎ Is this your English book？ Are these your English books？‎ 肯答：Yes，it is. 肯答：Yes，they are.‎ 否答：No，it isn’t. 否答：No，they aren’t.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 3 Is this your pencil教案 Period Three Teaching aims（教学目标）‎ ‎1.学习一般疑问句并掌握指示代词this和that的复数形式；‎ ‎2. 学会用Yes和No作简单回答；‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Is this ? ‎ Yes,it is./No,it isn’t Are these ?‎ Yes,They are./No,they aren’t ‎（Difficulties（难点）：‎ 一般疑问句和它的简单回答。‎ Teaching steps（教学步骤）‎ ‎1. Warming-up and check the homework Greeting the students and then ask the students to recite the dialogue.‎ ‎2. Presentation（呈现新知识）‎ 利用学习用具或图片：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.‎ 巩固上节所学。‎ ‎3. Work on 3a Complete the questions and answers about each picture.补全问句和答语后，再让同学们互相练习。‎ ‎4. Work on 3b Read the questions and complete the answers. 本环节是练习一般疑问句和它的肯定与否定回答，在练习的时候注意语音语调和缩略形式。‎ ‎5. Work on 3c 老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。所用的句型是：‎ Is this your eraser?‎ No,it isn’t. It’s ‎ ‎6.随堂练习 老师用投影仪把练习题放大到银幕上，由学生来做，用于巩固本节课所学知识。‎ ‎7. Homework 利用本节课所学知识同桌编一段对话。‎ 板书设计：‎ Unit 3 Is this your pencil？‎ Is this ? ‎ Yes,it is./No,it isn’t Are these ?‎ Yes,They are./No,they aren’t 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 3 Is this your pencil教案 Period Four Teaching aims（教学目标）‎ 学习what 引导的问句和回答；‎ Language points（语言点）‎ 要求掌握以下句式：‎ What’s this?‎ It’s a watch．‎ How do you spell it?‎ W-A-T-C-H ‎（Difficulties（难点）：‎ what 引导的问句。‎ Teaching steps（教学步骤）‎ ‎1. Greetings and revision.‎ Greeting the whole class as usual and having a dictation.‎ ‎2. Presentation（呈现新知识）‎ 利用学习用具或图片学习重点词汇：notebook,ring,key,ID card,baseball,watch,computer game,bag,‎ ‎3. Work on 1a Match the words with the things in the picture.在学习了新单词后，本环节同学们很容易填写。‎ ‎4. Work on 1b Ask and answer the questions about the things in the picture above . 本环节就1a中的图练习，所用到的句型是：‎ What’s this?‎ It’s a/an ．‎ How do you spell it?‎ ‎ ‎ 在练习完以后，老师可以在大屏幕上出示其他图片进行练习，以巩固所学知识。‎ ‎5. Work on 1c Listen and circle the things you hear in 1a.‎ ‎6. Work on 1d Listen again.Write the things that belong to Linda or Mike.‎ ‎7. Work on 1e Make conversations about the things in 1d,then change roles.‎ ‎8. Homework 利用本节课所学知识同桌编一段有关身边物品的对话。‎ 板书设计：‎ Unit 3 Is this your pencil？‎ What’s this?‎ It’s a/an ．‎ How do you spell it?‎ ‎ ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 3 Is this your pencil教案 Period Five Teaching aims（教学目标）‎ ‎1.熟练运用Is this/that句型来确认物主关系；‎ ‎2.会写失物招领和寻物启事；‎ ‎3.培养学生拾金不昧的品德；‎ ‎（Difficulties（难点）：‎ 会写失物招领和寻物启事；‎ Teaching steps（教学步骤）‎ ‎1. Greetings and revision.‎ Greeting the whole class as usual and checking the homework. 检查学生的作业，找几组学生表演，训练学生的口语表达能力。用到的句型有：‎ ‎1.What’s this in English?‎ It’s a ‎ How do you spell it?‎ ‎ ‎ ‎2.Is this your ?‎ No,it isn’t. It’s not my ‎ Is this her ?‎ Yes, it is. It’s her ‎ ‎2. Presentation（呈现新知识）‎ 学习重点词汇：lost,lost and found,a set of,classroom,e-mail,at,call,must,in,library,some,ask用多媒体展示新单词效果较好。‎ ‎3. Work on 2a Write the things you lose easily. 让学生通过写本单元所学的单词，并为学习写寻物启示和失物招领作好准备。‎ ‎4. Work on 2b Read the notice on the board and circle the lost things . 本环节设置了情景，激发了学生的思维。从学生生活中常根据丢失物品的现象出发，引导学生学会处理这种问题方法。让学生通过教师展示的失物招领，发现写失物招领的要点。‎ ‎5. Work on 2c Read the notice again and write down the items.Then check(√) Lost or Found.‎ ‎6. Work on 3a Complete the notice with the words or phone number in the box.‎ ‎7. Work on 3b Write your own lost or found notice with your name and phone number.本环节训练学生用目标语言写和说的能力。写好以后同桌互相修改，再念给全班同学听。用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。‎ ‎8. Homework 假如你是李宁, 不慎丢失了一本英语书,你的联系电话是877-9027, 请写一份寻物启事。‎ 板书设计：‎ Unit 3 Is this your pencil？‎ ‎1.What’s this in English?‎ It’s a ‎ How do you spell it?‎ ‎ ‎ ‎2.Is this your ?‎ No,it isn’t. It’s not my ‎ Is this her ?‎ Yes, it is. It’s her ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 4 Where's my schoolbag教案 Period One Teaching aims（教学目标）‎ ‎1、学会一些表示家具的名词以及学习用品的单词；‎ ‎2、学会方位介词：in, on, under…的用法； ‎ ‎3、学会运用方位介词和Where句型表述物品的正确位置。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ a--Where’s …? ‎ ‎--It’s in/on/under…‎ b--Where’re…?‎ ‎--They’re in/on/under…‎ ‎2、要求掌握以下单词：where, table, bed, bookcase, sofa, chair, in, on, under, they, they’re=they are.‎ ‎（Difficulties（难点）：‎ 能够准确运用方位介词表达准确的物品位置。‎ Teaching steps（教学步骤）‎ ‎1.Warming up and revision ‎(1)Daily greeting to the students:‎ T: Hello, may I have your name?‎ S: My name is…‎ T: How are you?‎ S: Fine, thanks. ‎ T: Nice to meet you.‎ S: Nice to meet you, too.‎ ‎(2)Revision:‎ T: What’s this ?‎ S: It’s a pen.‎ T: How do you spell it?‎ S: P-E-N, pen.‎ T: What color is it?‎ S: It’s red.‎ T: Good. Next, what’s that ?‎ S: …‎ ‎2. Presentation（呈现新知识）‎ Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.‎ ‎ 在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。‎ ‎3. Work on 1a Match the words with the things in the picture.‎ ‎4.Drill ‎ Suppose you are the boy or the girl in the picture, this is your home. Look at the picture and answer my question. I will give you a letter and you must tell me this letter means which thing in your home. For example:‎ T: a.‎ S: Books.‎ T: Very good. Next…‎ ‎5. Work on 1b Listen and number the things in the picture [1-4].‎ ‎6. Introduce We have just learnt some new things about bedroom. Can you make a try to introduce your own room?‎ ‎7.Work on 1c Present the three prepositions in on under .‎ T: Where’s my schoolbag?‎ Ss:It’s under the table.( help Ss)‎ T:Where’s my baseball?‎ Ss:It’s in the backpack .‎ T:Where are my books ?‎ Ss: They’re on the sofa .‎ ‎8、Pair work Make up dialogues in pairs, using the things in 1a. ‎ For example: A: Where is the backpack?‎ ‎ B: It’s under the table.‎ ‎9．Homework Copy the new words three times and try to remember them.‎ 板书设计：‎ Unit 4 Where's my schoolbag A: Where is the backpack?‎ B: It’s under the table.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 4 Where's my schoolbag教案 Period Two Teaching aims（教学目标）‎ ‎1、熟练运用一些表示家具的名词以及学习用品的单词；‎ ‎2、能够运用方位介词和Where句型表述物品的正确位置。‎ Language points（语言点）‎ 要求掌握以下句式：‎ ‎-Are the keys on the sofa?‎ ‎-No,they aren’t. They are on the table.‎ ‎（Difficulties（难点）：‎ 方位介词和Where句型。‎ Teaching steps（教学步骤）‎ ‎1.Warming up ‎ Chatting. Chat with the students about the things around the room by showing them pictures. Ask the students to spell the new words. ‎ 根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。‎ ‎2. Work on 2a Listen and number the things [1-6].‎ Revise what the things are. Play the tape for students and let them number them. ‎ ‎3. Work on 2b Listen again.Find the things from 2a and number them in the picture [1-6].‎ ‎4. A guessing game A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things. ‎ e.g.: T: There is a bookcase in it. Is the bookcase near the bed?‎ Ss: Yes, it is. / No, it isn’t. ‎ Write the general question and the answers on the blackboard.‎ ‎5. Work on 2c Ask and answer questions about the things in the picture in 2b.‎ ‎6. Pairwork Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.‎ ‎7.Work on 2d Role-play the conversation. 设置任务，让学生理解方位介词。再将它的不同点复述出来，其目的在于培养学生的语言组织能力。‎ ‎8.Homework ‎1.Finish the exercises in the exercise book. ‎ ‎2.Act out the dialogues. ‎ 板书设计：‎ Unit 4 Where's my schoolbag ‎-Are the keys on the sofa?‎ ‎-No,they aren’t. They are on the table.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 4 Where's my schoolbag教案 Period Three Teaching aims（教学目标）‎ ‎1、能运用目标语言来描述房间；‎ ‎2、能正确的描述物品的方位。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ A: Where’s the…? B: It’s…‎ A: Where are the…? B: They are….‎ ‎（Difficulties（难点）：‎ 描述物品的方位。‎ Teaching steps（教学步骤）‎ ‎1. Warming up ‎ Ask some pairs to act out the dialogues in 2d.‎ ‎2. Work on 3a Look at the pictures and complete the conversations.‎ First of all,tell the students something about the words ,get the students to find where the things are in the picture. When they finished. check the answers.‎ ‎3. Work on 3b Ask and answer questions about the things on the right.会用到以下句型：Where’s …? It’s in / on / under …‎ Where’re…? They’re in / on / under…‎ ‎4. Work on 3c Show a picture of page 21, give the students a short note about the things around it, let the students try to find out the differences between page 19 and page 21. then,make an orally report by looking at the picture again. ‎ 感官材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。‎ ‎5. Pairwork Look at the picture in page 21 again. Students use general questions to ask and answer about the things in it. 会用到以下句型：Where’s …? It’s in / on / under …‎ Where’re…? They’re in / on / under…‎ ‎6.Homework lWrite at least 8 sentences to describe your bedroom to your friends.‎ 板书设计：‎ Unit 4 Where's my schoolbag A: Where’s the…? B: It’s…‎ A: Where are the…? B: They are….‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 4 Where's my schoolbag教案 Period Four Teaching aims（教学目标）‎ ‎1、熟练运用表示家具的名词以及学习用品的单词 ‎2、能设计自己理想的房间并运用所学知识来描述房间 ‎ Language points（语言点）‎ ‎1要求掌握以下句式：‎ The English books are under the radio.‎ ‎2.要求掌握以下单词: clock; radio tape player model plane hat tape Teaching steps（教学步骤）‎ ‎1. Warming up and revision:‎ Show pictures to revise the prepositions.‎ ‎(1) A: Where’s the…? B: It’s…‎ ‎(2)A: Where are the…? B: They are….‎ ‎2. Presentation ‎ Use the things to teach the new words: clock; radio tape player model plane hat tape ‎3. Work on 1a Match the words with the things in the picture.‎ ‎4. Work on 1b Write down all the things you remember.‎ ‎5. Work on 1c Listen and circle the things Tom wants from his room.‎ ‎6. Work on 1d Listen again. Where are Tom’s things?Write them down.‎ ‎7. Work on 1e Ask and answer questions about the things in Tom’s room,‎ ‎8.Homework Introduce a room ,using the proper prepositions.‎ 板书设计：‎ Unit 4 Where's my schoolbag A: Where’s the…? B: It’s…‎ A: Where are the…? B: They are….‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 4 Where's my schoolbag教案 Period Five Teaching aims（教学目标）‎ ‎1、熟练运用介词；‎ ‎2、熟练运用Where问句和一般疑问句及其回答；‎ ‎3、掌握名词单复数及人称代词they的用法。‎ Teaching steps（教学步骤）‎ ‎1. Warming up and revision:‎ ‎“where is…? And where are…?”‎ ‎2.Game: ‎ Where’s…/ where are…? Ask the students to use “Is it…?/ Are they…?” to guess where the things are.‎ ‎3. Show a room and ask them to introduce the things in the room.‎ ‎4. Work on 2a Write the words you know for the things in the picture..‎ ‎5. Work on 2b Read the passage and answer the questions:‎ Is Kate tidy?‎ Is Gina tidy?‎ ‎6. Work on 2c Complete the chart. Talk about the passage first, then ask the students to fill in the blanks. Then check the answers.‎ ‎7. Work on 3a Do you have these things?Where are they?‎ ‎8.Groupwork.‎ Draw your ideal room. Then describe it to your classmates.‎ Eg:Here is my room . My TV is on the desk. My telephone …‎ ‎9. Work on 3b Writing ‎10.Homework Write a note to a friend asking for four things from your room. Say where they are .‎ 板书设计：‎ Unit 4 Where's my schoolbag A: Where’s the…? B: It’s…‎ A: Where are the…? B: They are….‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案 Period One Teaching aims（教学目标）‎ ‎1.能够听、说、写单词：have ,soccer, ball, tennis, ping-pong ,volleyball ,basketball, bat ‎2.能够听、说、认读句子：Do you have…？Yes, I do. / No, I don’t. 并能在实际情景中运用。‎ ‎3.能够完成1a 、1b中的任务 Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Do you have…？Yes, I do. / No, I don’t. ‎ ‎2、要求掌握以下单词：have ,soccer, ball, tennis, racket, ping-pong ,volleyball ,basketball, bat 教学重难点 ‎1、重点：能听说读写单词：have soccer ball tennis racket ping-pong volleyball basketball bat 句子：Do you have…？ Yes, I do. / No, I don’t.‎ ‎2、难点：有关球类词汇的发音，以及助动词do的运用。‎ Teaching steps（教学步骤）‎ ‎1. 复习（Review）‎ 教师运用教室中的实物询问，Where’s the…?复习Unit 4 中的内容。实物的运用，直观形象，也使对话贴近生活。‎ ‎2. Presentation（呈现新知识）‎ 出示踢足球的幻灯片，引出新单元主题：‎ T：What’s this in English?‎ Ss：It’s a ball.‎ T：What ball is it?‎ S1：It’s a soccer ball.‎ 出示basketball的图片，呈现新单词：‎ T：What’s this in English?‎ Ss：It’s a basketball，书写并拼读basketball.‎ 以同样的方法教学soccer, ball, volleyball, tennis, tennis racket ,bat,ping-pong, 朗读单词并记忆图片，可采用集体读,小组或个别读的形式.。用实物或图片使呈现直观、易懂。‎ ‎3. Work on 1a Match the words with the things in the picture. 学生通过读、听、说，并动手做了配对题，对新词的记忆进一步加深。‎ ‎4.Drill ‎ 出示一张篮球的图片。‎ T：This is my basketball. I have a basketball.‎ 学生跟读，并出示图片（足球、排球、网球等）运用句型：This is my…, I have…进行操练。‎ 出示图片（一只书包）‎ T：This is my schoolbag. I have a schoolbag.‎ Do you have a schoolbag?‎ Ss：Yes, I do. / No, I don’t.‎ 出示其他图片（乒乓球拍、椅子、钟、）等，运用句型Do you have a /an …？Yes, I do. / No, I don’t进行 两人小组的操练。引导学生转入对自己身边物品的提问 S1：Do you have a pencil?‎ S2：Yes, I do.‎ 从易到难的图片到身边的真实物品，使对话的操练变得很自然，与生活相融合。‎ ‎5. Work on 1b Listen and circle the words you hear .‎ ‎6. Drill 出示图片（篮球与笑脸），让学生思考教师要说的句子：I have a basketball.‎ 出示图片（书包与笑脸），说出句子：I don’t have a schoolbag.‎ 出示类似的图片，以笑脸表示“有”，以哭脸表示“无”的形式，练习说句子。‎ ‎7.Work on 1c Practice the conversation with your partner. 此活动让学生动笔、动口、动脑多种器官运用于语言学习中，使课堂不枯燥。‎ ‎8.Homework ‎1.运用学过的知识，列举所知道的运动项目。‎ ‎2.背诵对话并熟练单词。‎ 板书设计：‎ Unit 5 Do you have a soccer ball?‎ have ,soccer, ball, tennis, ping-pong ,volleyball ,basketball, bat Do you have…？Yes, I do. / No, I don’t. ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案 Period Two Teaching aims（教学目标）‎ ‎1.能听、说、读、写单词does doesn’t 能听、说、读单词let,us,go,we,late has,get ‎ ‎2.能运用句型：Does he / she have …？ Yes, he/ she does. No, he / she doesn’t.‎ Do they have…？ Yes, they do. / No, they don’t.‎ ‎3.能运用句型与朋友讨论其他人是否拥有某物。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Does he / she have …？ Yes, he/ she does. No, he / she doesn’t.‎ Do they have…？ Yes, they do. / No, they don’t.‎ ‎2、要求掌握以下单词：let,us,go,we,late has,get 教学重难点 ‎1.重点：have在第三人称单数时的运用，即句型 Does he / she have a soccer ball?‎ Yes, he / she does.‎ No, he/ she doesn’t.‎ ‎2.难点：助动词do在不同人称中的运用。‎ Teaching steps（教学步骤）‎ ‎1.复习 Review T：What’s this in English?‎ S1：It’s a basketball.‎ T：Spell it, please.‎ S1：B-A-S-K-E-T-B-A-L-L.‎ 出示上堂课的球类图片，进行单词的复习。‎ T：Excuse me, do you have a pencil box?‎ S1：Yes, I do.‎ 让学生以两人小组为单位进行对话表演。实物使对话有意义，用两人小组的形式活跃课堂气氛。‎ ‎2. Presentation（呈现新知识）‎ 呈现新句型Does he / she have…？‎ 出示姚明与篮球的图片 T：Does he have a basketball?‎ Ss：Yes, he does.‎ 出示李连杰与网球的图片 T：Does he have a tennis ball?‎ Ss：No, he doesn’t.‎ 出示类似图片并进行两人问答，并把he，she转变为具体的人名。‎ 呈现新句型Do they / we / Tom and Tim have…？‎ 从一个人的图片转变为两个人的图片 T：Do they have a soccer ball?‎ Ss：Yes, they do.‎ 出示张伊宁与王楠打乒乓的图片 T：Do they have a soccer ball?‎ Ss：No, they don’t.‎ T：Do Zhang Yining and Wang Nan have a soccer ball?‎ Ss：No, they don’t.‎ 学生运用这些类似的图片或者自己班级里的物品进行对话操练。‎ ‎3. Work on 2a Listen to the conversation and number the pictures[1-4]‎ ‎4. Work on 2b Listen again. Match the pictures in 2a with the balls.‎ ‎5. Game 考考谁的记忆力好？‎ 活动设计：出现某人的房间，以快速闪动的方式，把其它物品加入进去，给学生以瞬间的出示。消失后运用句型Does she / he have…？ Yes, she does. / No, she doesn’t来进行。‎ ‎6.Work on 2c Ask and answer questions about the people in 2a.‎ ‎7.Work on 2d Role play the conversation. 学生在练中学学中练，这两者有机结合，加深印象。然后讲解do和does.‎ ‎8.Homework ‎1. Finish the exercise in the workbook.。‎ ‎2.背诵对话并熟练单词。‎ 板书设计：‎ Unit 5 Do you have a soccer ball?‎ let,us,go,we,late has,get Does he / she have …？ Yes, he/ she does. No, he / she doesn’t.‎ Do they have…？ Yes, they do. / No, they don’t.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案 Period Three Teaching aims（教学目标）‎ ‎1.能听说读写单词great play sound ‎ ‎2.能够理解并运用本课时的对话.‎ ‎3.能够学会新句Let’s……的用法；并在情景中运用。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ That sounds good. Let’s play basketball.‎ ‎2、要求掌握以下单词：great play sound 教学重难点 ‎1.重点：句型That sounds good. Let’s play basketball.‎ ‎2.难点：Let开头祈使句的用法，以及句子That sounds good的运用。‎ Teaching steps（教学步骤）‎ ‎1. 复习 Review 出示上堂课中的图片（张怡宁与乒乓球）等Does Zhang Yining have a ping-pang ball? Yes, she does.‎ 出示第一课时中笑脸与哭脸的图片进行复习I have a soccer ball. I don’t have a soccer ball. 课中运用漫画中的笑脸与哭脸使得课堂更富有生气。‎ ‎2. Presentation（呈现新知识）‎ 呈现新句型，出示一个乒乓球与笑脸 T: I have a ping pong ball. Let’s play ping-pong.‎ 出示其它球类用法，学生模仿说话 S: Let’s play table tennis.‎ 出示乒乓球与哭脸，足球与笑脸的图片 T: I don’t have a pingpong ball, I have a soccer ball. 然后与学生编对话 领读新词let’s play well sound good 操练以上对话，可采用师生问答，小组问答，生生问答等形式。‎ ‎3. Work on 3a Write the words in the correct place in the chart ‎4. Work on 3b Fill in the blanks with do or does. Then practice the conversations with your partner.首先填入do 和does，然后同桌互相练习。‎ ‎5. Work on 3c Remember the things in Bob’s room.运用句型：Does Bob have…？ Yes, he does. / No, he doesn’t.‎ 用图中的物品进行练习，可以采取两人小组形式或者班级。‎ ‎6.Homework 熟读3c对话并熟练单词。‎ 板书设计：‎ Unit 5 Do you have a soccer ball?‎ great play sound Does Bob have…？ Yes, he does. / No, he doesn’t.‎ 课后反思：‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案 Period Four Teaching aims（教学目标）‎ ‎1.能听、说、读、四含单词及词组：interesting,boring,fun,difficult,relaxing,watch,watch TV.‎ ‎2.能学会运用good; interesting; relaxing; boring; difficult 等形容词来表达自己对某事物的看法。‎ ‎3.学会在生活中互相询问所爱好的运动，并根据情况发出邀请。‎ 教学重难点 ‎1.重点：a.掌握四会单词的认读与书写。‎ ‎ b.学会形容词的恰当运用。‎ ‎2.难点：形容词的恰当运用。‎ Teaching steps（教学步骤）‎ ‎1. 复习 Review 读对话 ‎2. Presentation（呈现新知识）‎ 教学新单词 a.教学interesting 出示传奇游戏图片，让学生观看。‎ T: What do you think of it? Is it interesting?‎ S: Yes, it is.‎ 学说并拼读interesting b.教学fun 观看猫和老鼠图片，教学fun c.教学relaxing 出示一人在听轻音乐图片 d.教学difficult 出示登山、爬树或做数学难题的图片 e.教学boring 出示小猫长时间打鼓的图片 出现许多学生熟悉且喜欢的影片图片，游戏让他们觉到谈论自己的感受是很自然的事，并运用了视觉，听觉，使他们对新词记忆深刻。‎ 读以上单词，注意学生的发音。‎ 看课程表，指着不同的课程询问 T: Is math relaxing?‎ S1: No, it’s difficult.‎ 让同桌运用对话谈论课程.‎ T: What other things do you think are boring? What is boring / interesting / fun/ relaxing / difficult.‎ 让学生发挥想象，告诉大家在他眼里“哪些事是枯燥”。‎ ‎3. Work on 1a Match the words with the pictures.‎ ‎4. Work on 1b Listen and check the description words you hear in 1a. ‎ 教师选择其中一幅画。‎ T: What does this picture mean?‎ S: Interesting.‎ ‎5. Game 教师出示图片，让学生竞相说出每一幅图片表达了哪个单词的含义，可以进行小组比赛。‎ ‎6. Work on 1c Listen again.What does Paul say about these activities?Choose a word from 1a to fill in each blank.‎ T: What does Tony think of playing computer games?‎ S: It’s interesting.‎ 再用play volleyball/ watch TV/play basketball 来进行对话的操练, 模仿听力中的对话，编一段新对话，与同桌共同谈论，对每一运动的爱好与厌恶，并邀请别人一起去参加某项活动。‎ ‎7. Work on 1d Pair work ‎ S1: Let’s play computer games.‎ S2: That sounds boring.‎ S1: Well, do you have a computer game?‎ S2: Yes, I do.‎ S1: Let’s play computer games.‎ S2: That sounds interesting, Let’s go.‎ ‎8.Homework 背会自己编写的对话。‎ 板书设计：‎ Unit 5 Do you have a soccer ball?‎ interesting,boring,fun,difficult,relaxing,watch,watch TV.‎ What do you think of it? Is it interesting?‎ Yes, it is.‎ Let’s play computer games.‎ That sounds boring.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案 Period Five Teaching aims（教学目标）‎ ‎1.能够听说读写，四会单词和词组：same,love,with,sport,them,only like,easy,after,class,classmate ‎2.能够学会一些名词复数的用法与数字的表达 ‎3.能够学会句型：I have 。Ｉdon’t have 。‎ ‎4.学会谈论自己拥有的东西以及别人拥有的东西 教学重难点 ‎1.重点：a.名词的复数 b.句型：He/She has volleyballs. He/She doesn’t have a baseball. She doesn’t play sports.‎ ‎2.难点：a. 名词的复数 b. 主语为第三人称单数时，一般现在时中动词have ,play, watch等用法 Teaching steps（教学步骤）‎ ‎1. 复习 Review 出示上节课中的图片，复习形容词并拼写它们。‎ ‎2. Presentation（呈现新知识）‎ 学习新单词 ‎3. Work on 2a Find the sports words in the unit.Write them in the correct column.‎ ‎4. Work on 2b Read the survey results in a school magazine and answer the question:Who has a soccer ball?‎ 教师出示一个表格在大屏幕上，让同学们读完短文后填写。‎ Names Objects How many Frank Brown Gina Smith Wang Wei ‎5 Work on 2c Who do you think says these sentences?Check F for Frank,G for Gina or W for Wang Wei.‎ ‎6. Work on 3a Write more questions about sports equipment.‎ ‎7. Work on 3b Exchange books with a partner.Answer his or her questions in 3a.‎ ‎8. Work on 3cLook at the information in 3a >Write about yourself and your partner with but.‎ ‎9..Homework 复习本单元所学知识点，并背会句型。‎ 板书设计：‎ Unit 5 Do you have a soccer ball?‎ I have .Ｉdon’t have .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 6 Do you like bananas?教案 Period One Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：banana、hamburger、tomato、ice-cream、salad、strawberry ‎2.能理解并正确使用以下句型：Do you like bananas? Yes, I do./No, I don’t.‎ ‎3.能认识并听懂有关食物方面的单词，并区分可数名词和不可数名词。‎ ‎4.能用本单元句型讨论自己的喜好和厌恶。‎ ‎5.能在实例中理解句型，并在语言实践中达到熟练运用的程度。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Do you like …? Yes,I do./No, I don’t.‎ ‎2、要求掌握以下单词：banana、hamburger、tomato、ice-cream、salad、strawberry 教学重难点 一般现在时助动词do的疑问式及其答语 Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Presentation（呈现新知识）‎ 先教一些食物的单复数名词，教师拿出一个苹果或放映幻灯片或出示图片进行演示：I have an apple．咬一口苹果并做出喜欢吃的样子：I like apples． 问：Do I like apples?自己回答：Yes，I do．教师拿出一个梨子或放映幻灯片或出示图片进行演示：I have a pear．咬一口苹果并做出不喜欢吃的样子：I don’t like pears．问：Do I like pears?自己回答：No，I don’t．再使用其它物体进行类似的演示。 然后询问学生：Do I like…?询问学生：Do you like…?询问学生：Does he／she like…?询问学生：Do they like…? ‎ ‎3. Work on 1a Match the words with the things in the picture. 学生通过读、听、说，并动手做配对题，对新词的记忆进一步加深。‎ ‎4. Work on 1b Listen and number the conversations[1-3] .‎ ‎5. Make a survey 大屏幕展示1a中所有的食物，以小组为单位，在全班进行调查（使用句型Do you like …?）在黑板上用柱形图同步展示每组统计结果，以使句型Do you like …?得以初步的理解和运用。‎ ‎6.Work on 1c Practice the conversations above with your partner. 此活动让学生动口、动脑多种器官运用于语言学习中，使课堂不枯燥。然后与同桌编对话并展示。‎ ‎7.Homework 熟练记忆所学单词。‎ 板书设计：‎ Unit 6 Do you like bananas?‎ Do you like …? Yes, I do. /No, I don’t.‎ banana orange milk bread 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 6 Do you like bananas?教案 Period Two Teaching aims（教学目标）‎ ‎1.学习词汇birthday、dinner、week、think about、food、vegetable、fruit、right、apple ‎2.能理解并正确使用以下基本句型：Do you like…? He/She likes….。 ‎ ‎3.实义动词一般现在时第三人称单数做主语时动词的变化。‎ ‎4.继续谈论likes and dislikes。‎ Language points（语言点）‎ 要求掌握以下句式：‎ Do you like…? He/She likes….。 ‎ 教学重难点 实义动词一般现在时第三人称单数做主语时动词的变化。‎ Teaching steps（教学步骤）‎ ‎1 Revision 以对话的形式复习上一节课的新单词和句型，大屏幕出示食物，同学们询问自己的同桌: Do you like … ? 回答：Yes, I do. / No, I don’t.‎ ‎2. Work on 2a Listen and circle the food you hear.听录音，圈出所听到的食物。‎ ‎3. Work on 2b Listen again. Fill in the blanks. 再听录音，填空。‎ ‎4. Work on 2c Practice the conversations above. Give answers that are true for you.让学生根据2b的内容进行对话练习。‎ ‎5. Pair work 大屏幕展示所学的食物名称和人物，并用笑脸和哭脸表示likes and dislikes。‎ 使用句型Do you like …?Yes, I do./No, I don’t.‎ Does like…? Yes,he/she does./No, he /she doesn’t通过句型的操练，增进学生之间的相互了解。‎ ‎6.Work on 2d Role-play the conversation. 教师先领读，然后自己读，最后和同桌互相练习，熟练后再向全班展示。‎ ‎7. Food Survey 学生练习完后，通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….；… doesn’t like ….‎ ‎8.Homework 用短文的形式写出同桌对各种食物的喜好。‎ 板书设计：‎ Unit 6 Do you like bananas?‎ Do you like …?Yes, I do./No, I don’t.‎ Do you like…? He/She likes….。‎ Does like…? Yes,he/she does./No, he /she doesn’t 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 6 Do you like bananas?教案 Period Three Teaching aims（教学目标）‎ ‎1.学习词汇egg、carrot、chicken、rice ‎2.实义动词一般现在时第三人称单数做主语时动词的变化。‎ ‎3.动词does、doesn’t的用法。‎ ‎4.继续熟悉、巩固有关食物名称方面的单词并学习可数名词与不可数名词。‎ Language points（语言点）‎ 要求掌握以下句式：‎ He/She likes….。 He/She doesn’t like…。 ‎ 教学重难点 ‎1.助动词does、doesn’t的用法。‎ ‎2.继续谈论likes and dislikes。‎ Teaching steps（教学步骤）‎ ‎1 Revision 用Food survey的形式复习上一节课内容。‎ T:Do you like …?‎ S1:Yes, I do.‎ T:S1 likes….‎ T:Do you like …?‎ S2:No,I don’t.‎ T:S2 doesn’t like ….‎ ‎2. Work on 3a Underline the correct words in the brackets.同学们在刚才复习的过程中已经练习了有关一般现在时第三人称单数的概念，做3a这道题比较容易。‎ ‎3. Presentation 讲解名词的分类。‎ ‎4. Work on 3b Number these sentences[1-4] to make a conversation.让学生给句子编号并组成对话练习。‎ ‎5. Group work 假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? Yes, I do. / I don’t.‎ Name like dislike ‎6.Work on 3c Food survey. 调查同学的喜好，然后完成表格。‎ ‎7. Game 让学生将3c的食物名词分类。养成良好地饮食习惯。‎ Healthy unhealthy ‎8.Homework 让学生从健康的角度出发，给自己配制一份营养餐，使学生学会均衡饮食。‎ 板书设计：‎ Unit 6 Do you like bananas?‎ Do you like …?Yes, I do./No, I don’t.‎ Do you like…? He/She likes….。‎ Healthy unhealthy 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 6 Do you like bananas?教案 Period Four Teaching aims（教学目标）‎ ‎1.复习和学习有关食物的名词。‎ ‎2.复习和巩固行为动词like的肯定句、否定句和一般疑问句的构成及肯定、否定的回答。‎ ‎3.学会询问对方或谈论自己喜欢与不喜欢的食物。‎ ‎4.学会了解别人喜欢与不喜欢的食物。‎ Language points（语言点）‎ 要求掌握以下句式：‎ Does like ? Yes, he/she does. No, he/she doesn’t.‎ 教学重难点 like的肯定句、否定句和一般疑问句的构成及肯定、否定的回答。‎ Teaching steps（教学步骤）‎ ‎1 Revision Ask one by one：Do/Does you/your Chinese teacher like hamburgers/apple/rice/Yao Ming？然后出示实物或图片或幻灯片反映la部分食物，一边让学生观看，一边描述：What’s this? It’s a／an …，并反复让学生跟读，理解其语义。‎ ‎2. Work on 1a Write the number of each word next to the correct food. 引导学生观察la部分的图画，将食物名词的序号填写在对应的方格中，完成la中的教学要求。‎ ‎3. Work on 1b How many other words can you add to the list?学生根据以前所学过的单词可以轻松补充几个单词。‎ ‎4. Work on 1c Listen and circle the food you hear in 1a.在经过刚才的学习，同学们大都能圈出所听到的食物。‎ ‎5. Work on 1d Listen again .Fill in the chart.本环节不仅要求同学们写出1a中的单词，还要分辨出Tom和Sally的个人喜好。‎ ‎6. Pair work 引导学生进行Pair wok活动，根据1a中的图画和单词提示，互相询问Tom和Sally喜欢与不喜欢的食物，用到的句型：Does Tom like ？ Yes, he does./No, he doesn’t. Does Sally like ？ Yes, she does./No, she doesn’t.‎ ‎7. Write Write about what they like for breakfast, lunch and dinner. ‎ ‎8.Homework 写一篇一日三餐的小短文，下一节课向同学们展示。‎ 板书设计：‎ Unit 6 Do you like bananas?‎ Does like ? Yes, he/she does. No, he/she doesn’t.‎ Does Tom like ？ Yes, he does./No, he doesn’t. ‎ Does Sally like ？ Yes, she does./No, she doesn’t.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 6 Do you like bananas?教案 Period Five Teaching aims（教学目标）‎ ‎1.复习用行为动词like一般现在时的肯定句、否定句和一般疑问句。‎ ‎2.谈论自己喜欢与不喜欢的食物并学会营养配餐。‎ ‎3.总结行为动词一般现在时的肯定句、否定句和一般问句的结构，尤其是三单形式的变化。‎ 教学重难点 一般现在时的肯定句、否定句和一般问句。‎ Teaching steps（教学步骤）‎ ‎1 Revision Pair work：Ask and answer like Do you like ？‎ ‎2. Find difference ‎ Ask：Is chicken Chinese food？‎ Are hamburgers Chinese food ？‎ Do you like hamburgers for lunch？Ask a few students ‎3. Work on 2a Which food do you think is healthy? Check Yes, Maybe, or No. 引导学生完成2a中任务，养成良好的健康的饮食习惯。‎ ‎4. Work on 2b Read the magazine article and circle the food words.学生根据以前所学过的单词可以轻松圈出食物名称单词。‎ ‎5. Work on 2c Write five sentences about Cindy’s eating habits.在写句子的过程中注意一般现在时态中的动词和助动词的变化随着人称的变化而变化。‎ ‎6. Work on 3a Complete the survey.引导同学们互相调查，用到的句型：‎ Do you like for breakfast/lunch/dinner？Yes ,I do./ No，I don’t.‎ Does he/she like for breakfast/lunch/dinner？Yes , he/she./ No，he/she doesn’t.‎ ‎7. Work on 3b Write about what they like and don’t like for breakfast,lunch and dinner通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的。‎ ‎8.Homework Cook a healthy meal for their parents.‎ 板书设计：‎ Unit 6 Do you like bananas?‎ Do you like for breakfast/lunch/dinner？Yes ,I do./ No，I don’t.‎ Does he/she like for breakfast/lunch/dinner？Yes , he/she./ No，he/she doesn’t.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 7 How much are these socks?教案 Period One Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：socks, T-shirt, shorts, sweater, shoe,skirt,dollar,trousers,much ‎2.能理解并正确使用以下句型：How much is ? How much are ?‎ ‎3.能熟练谈论物品的价格。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ ‎-How much is this T-shirt? -It’s seven dollars.‎ ‎-How much are these socks? – They’re two dollars.‎ ‎2、要求掌握以下单词：socks, T-shirt, shorts, sweater, shoe,skirt,dollar,trousers,much 教学重难点 谈论物品的价格 Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 复习以下句型 What is this? It’s a ….‎ What color is it? It’s ….‎ What are these? They’re ….‎ What color are they? They’re….‎ 为了吸引同学们的注意力，加强课堂教学的生动性，趣味性，提高学习效率，这里可以用一些和颜色有关的图片或实物。 ‎ ‎3. Presentation（呈现新知识）‎ 出示图片进行演示教授新单词：用以下句型What’s this? It’s a 。What color is it? It’s . 教师先领读，然后让个别学生朗读，教师及时正音，然后齐读。最后听写生词。学生以学习小组为单位听写，然后互批互改，小组长汇报检查情况。‎ ‎4. Work on 1a Match the words with the things in the picture.引导学生圈出他们所看到的服装并注意图画中一些服装的颜色、长短和大小。‎ ‎5. Work on 1b Listen and circle the things you hear in the picture in 1a.‎ 播放1a的录音，要求学生根据所听到的内容圈出所听到的物品，完成1b中的听力训练任务并掌握how much问句的构成和应答。‎ ‎6.Work on 1c Practice the conversations with your partner. Then make your own conversations. 引导学生练习对话，完成1c 口语交际的任务。然后让学生就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：用到的句型是How much is／are…? It’s／They’re…(学生根据自己所调查的实际情况作出回答)。最后，把自己编好的对话展示给大家。‎ ‎7.Homework 熟练记忆本节课所学单词。‎ 板书设计：‎ Unit 7 How much are these socks?‎ ‎-How much is this T-shirt? -It’s seven dollars.‎ ‎-How much are these socks? – They’re two dollars.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 7 How much are these socks?教案 Period Two Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：big, small, short, long, woman, need, look, pair, take ‎2.能理解并正确使用以下句型：Can I help you? Yes, please.I need a sweater for school. I’ll take it .Thank you. You’re welcome.‎ ‎3. 学会询问物品的价格，谈论衣物的价格。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ Can I help you? Yes, please.I need a sweater for school. ‎ What color do you want?‎ How much is it?‎ I’ll take it .Thank you. You’re welcome.‎ ‎2．要求掌握以下单词：big, small, short, long, woman, need, look, pair, take 教学重难点 运用英语语言进行购物。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 复习以下句型 ‎- How much is ? - It’s .‎ ‎- How much are t ? - They’re .结合图片复习句型。 ‎ 大屏幕出示一些不同颜色，用到的句型有：‎ What color is it?‎ It’s white, red, green, blue and yellow, black.‎ ‎3. Presentation（呈现新知识）‎ 大屏幕出示新单词，教师领读，然后让个别学生朗读，教师及时正音，然后齐读。最后听写生词。学生以学习小组为单位听写，然后互批互改，小组长汇报检查情况。‎ ‎4. Work on 2a Listen and repeat.听录音跟读。‎ ‎5. Work on 2b Listen to the conversations and circle the things you hear.‎ 听录音，要求学生根据所听到的内容圈出所听到的物品，完成2b中的听力训练任务并掌握物品名称和颜色名称。‎ ‎6.Work on 2c Listen again.Fill in the price。听录音，填写价格标签。‎ ‎7. Work on 2d Ask and answer questions about the things in 2b.跟据2b中的图片，同桌互相进行问答，用到的句型有：I like these . How much are they? They are .‎ ‎8. Work on 2e.‎ Role-play the conversation. 给学生设定购物的场景，让学生自己设计在这一场景中发生的对话，要求学生将所学知识运用到日常情景交际中，并鼓励学生自己设计一个完整的、贴近生活的小短剧，并敢于表演。‎ ‎9.Homework 背会2e的对话。‎ 板书设计：‎ Unit 7 How much are these socks?‎ Can I help you? Yes, please.I need a sweater for school. ‎ What color do you want?‎ How much is it?‎ I’ll take it .Thank you. You’re welcome.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 7 How much are these socks?教案 Period Three Teaching aims（教学目标）‎ ‎1. 继续理解并正确使用以下句型：‎ How much is ? It’s .‎ How much are ? They’re .‎ ‎2. 继续练习如何询问价格。‎ Language points（语言点）‎ 要求掌握以下句式：‎ How much is ? It’s .‎ How much are ? They’re .‎ 教学重难点 如何询问价格。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision Review the names of clothes and describe the clothes.用到的句型有：‎ What is this?‎ It’s a .‎ What color is it ? ‎ It’s .‎ What are these?‎ They are . ‎ What color are they?‎ They are .‎ ‎3. Presentation:‎ Say the colors in the classroom and try to describe the things, such as a red flag. ‎ ‎4. Work on 3a Make sentences in the chart with the words in the three boxes.教师先举几个例子：‎ How much is the red sweater? It’s eight dollars.‎ How much is this blue T-shirt? It’s seven dollars.‎ How much are these black bag? They’re ten dollars.‎ How much are those blue socks? They’re three dollars.然后让同学们把造的句子写在练习本上，并互相展示。‎ ‎5. Work on 3b Look at the pictures and write the questions and answers.‎ 有了3a的造句，同学们完成本部分会得心应手。会对句型：‎ How much is ? It’s .‎ How much are ? They’re .更加熟练。‎ ‎6.Work on 3c 让学生两人一组，让他们互相寻问3b中物品的价格，然后展示。‎ ‎7. Grammar Focus how much 用来询问价格，例如：‎ How much is the yellow T-shirt? 那件黄色的T恤衫多少钱？ ‎ how much也是表示“多少”，但它对不可数名词进行提问。例如：‎ How much milk is there in the bottle?瓶子里有多少牛奶？ ‎ ‎8..Homework 熟读本节课自己编写的对话。‎ 板书设计：‎ Unit 7 How much are these socks?‎ How much is the red sweater? It’s eight dollars.‎ How much is this blue T-shirt? It’s seven dollars.‎ How much are these black bag? They’re ten dollars.‎ How much are those blue socks? They’re three dollars.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 7 How much are these socks?教案 Period Four Teaching aims（教学目标）‎ ‎1. 学习并掌握以下词汇：ten, eleven, twelve, thirteen, fifteen, eighteen, twenty, thirty ‎2. 掌握谈论价格的交际用语：-How much is the white bag? – It’s seven dollars.‎ ‎3. 掌握“数字”：10-31‎ Language points（语言点）‎ 要求掌握以下句式：‎ How much is ? It’s .‎ 教学重难点 ‎1.重点：学习并掌握以下词汇：ten, eleven, twelve, thirteen, fifteen, eighteen, twenty, thirty ‎2.难点：灵活运用所学数字10-31流利地询问价格。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision Listen to the song- Ten Little Indians. And then Write down the number 0---9 on the exercise book. 教师和学生提前准备一些电话号码卡或者车牌号房间号等，然后叫几位同学读出电话号码。‎ ‎3. Presentation:‎ 教授新单词：‎ ‎10 11 12 13 14 15 16 17 18 19 20‎ ‎21 22 23 24 25 26 27 28 29 30 31‎ ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one twenty-two twenty-three twenty-four twenty-five twenty-six twenty-seven twenty-eight twenty-nine thirty thirty-one大屏幕出示数字，然后让同学们找出数字的规则。‎ ‎4. Work on 1a Listen and repeat.听录音并跟读。跟读完毕后，老师再领读，学生跟读。‎ ‎5. Work on 1b Write the numbers in 1a next to the correct words. Which rows of numbers are in the wrong place?‎ ‎6.Work on 1c Listen and circle the numbers you hear in 1a.‎ 听录音，在1a中圈出所听到的数字，然后展示。‎ ‎7. Work on 1d Listen again. Circle the things in the picture that Kate and her mom talk about .Check the things Kate buys. 从听力中获取重点词语和句型，由语词到句型，逐步加深。‎ ‎8. Work on 1e Ask and answer questions about the things in the picture above.用到的句型有：‎ How much is ? It’s .‎ How much are ? They’re .‎ ‎9.Homework 写会数字10到31。‎ 板书设计：‎ Unit 7 How much are these socks?‎ ten, eleven, twelve, thirteen, fifteen, eighteen, twenty, thirty How much is ? It’s .‎ How much are ? They’re .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 7 How much are these socks?教案 Period Five Teaching aims（教学目标）‎ ‎1. 学习并掌握以下词汇：Mr. clothes, store, buy, very, price, sale, sell, all, very, boy, a pair of ‎2. 掌握广告用语：‎ We have greet sweaters for only $15‎ For boys, we have black trousers for only $22.‎ ‎3. 会写简单的英文广告。‎ 教学重难点 ‎1.重点：学习并掌握以下词汇：Mr. clothes, store, buy, very, price, sale, sell, all, very, boy, a pair of ‎2.难点：英文广告的简单书写。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 大屏幕出示服装图片和价格标签，让同学们互相问答。用到的句型：‎ How much is ? It’s .‎ How much are ? They’re .‎ ‎3. Presentation:‎ 教授新单词：‎ Mr. clothes, store, buy, very, price, sale, sell, all, very, boy, a pair of 教师先领读，然后分组读，同桌互读，知道同学们读会为止。‎ ‎4. Work on 2a How much do you think these things cost? Match each clothing item with a price.‎ ‎5. Work on 2b Read the ad. and fill in the price tags. 教师首先指出课文中难读的单词，帮助同学们克服阅读障碍，在最短的时间内加强同学们的阅读水平。完成本节内容后，教师再讲一下文章中的知识点，再讲一下美元符号和元。‎ ‎6.Work on 2c Imagine you work at Mr. Cool’s Clothes Store. Complete the conversation and practice it in a group.‎ 首先补全对话，然后创设真实的买卖交易环境，把简单的句子联系升华为大段的语段应用。在买卖过程中一定会有学生遇到不会表达的用语，在给予必要的指导的同时，鼓励学生自己去找到答案。最后分小组, 买卖双方各一人, 扮演售货员和顾客, 购买自己需要的物品, 先在小组内演练, 最后到前台表演。该部分学习内容主要是谈论服装的价格和颜色以及对服装的喜好，能引起学生的共鸣；通过购物的对话练习教学生学会购物时使用的礼貌用语。‎ ‎7. Work on 3a Look at the things in the picture. Fill in the blanks in the ad.看图补全广告信息。本节内容有承上启下的作用。‎ ‎8. Work on 3b Write an ad for your own clothes store.为你自己的服装店写一则广告。通过学习该部分,学生能够简单描述衣服,并为自己的服装店做个广告。‎ ‎9.Homework 背会41页2b 部分。‎ 板书设计：‎ Unit 7 How much are these socks?‎ Mr. clothes, store, buy, very, price, sale, sell, all, very, boy, a pair of ‎ Can I help you? =What can I do for you?‎ I need a .‎ What about .‎ I’ll take it.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 8 When is your birthday教案 Period One Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：when ,month, January, February ,March ,April ,May ,June ,July ,August ,September October ,November ,December ‎2.能理解并正确使用以下句型：When is your birthday? My birthday is .‎ ‎3.学会正确使用英语来表达月份、日期。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ When is your birthday? My birthday is .‎ ‎2、要求掌握以下单词：when ,month, January, February ,March ,April ,May ,June ,July ,August ,September October ,November ,December 教学重难点 正确用英语来谈论表达生日的月份日期。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 对于月份词的教学感觉比较困难的一点就是如何找到一个切入口，这个切入口必须是学生所熟悉又要和本单元教学主体和内容是紧密联系的。所以考虑以下面这几个简单的问答来切入。‎ How many days are there in a week?‎ There are 7 days in a week .‎ How many weeks are there in a month?‎ There are 4 weeks in a month.‎ ‎3. Presentation（呈现新知识）‎ 利用谜语引出“一物生来真稀奇，身穿三百多件衣，每天给它脱一件，年底剩下一张皮。”出示图片进行演示教授新单词，教师先领读，然后让个别学生朗读，教师及时正音，然后齐读。最后听写生词。学生以学习小组为单位听写，然后互批互改，小组长汇报检查情况。然后播放生日快乐歌曲并用课件展示一个生日蛋糕，向学生提问：“你知道自己的生日吗？你知道爸爸、妈妈的生日吗？你知道朋友的生日吗？你想学会用英语谈论你和别人的生日吗？这节课我们将学习相关知识。‎ ‎4. Work on 1a Listen and repeat.听录音并跟读。教师纠正发音及提醒学生十二个月份的词汇的首字母要大写。然后出示图 片展示自己的生日日期。向学生提问：My birthday is November 30th .Now I want to know your birthday . What should I ask ?利用课件展示出问句， “When is your birthday?”,引导学生作出正确的回答，“It’s November 30th.”或“My birthday is November 30th”.然后同桌互相联系1a中的对话，教师指导。‎ ‎5. Work on 1b Listen and number the conversations[1-3].‎ 听录音，要求学生根据所听到的内容为对话进行编号然后核对答案。然后听录音跟读对话。‎ ‎6.Work on 1c Practice the conversations above with your partner. Then make your own conversations. 引导学生练习对话，完成1c 口语交际的任务。然后让学生就1a部分中的日期进行对话练习。可采用师生互动带动生生互动的交流方式。最后，把自己编好的对话展示给大家。‎ ‎7.Homework 背1—12月份的单词, 练习1a对话，以巩固本课所学内容。‎ 板书设计：‎ Unit 8 When is your birthday?‎ A: When is your birthday ?‎ B: It’s . / My birthday is .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 8 When is your birthday教案 Period Two Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：happy , Happy birthday, old, How old, party, See you, first, second, third, fifth, eighth, ninth, twelfth, twentieth ‎2.能理解并正确使用以下句型：When is Alice’s birthday? Her birthday is .‎ When is your father’s birthday? His birthday is .‎ ‎3.学会正确使用英语来表达月份、日期并能熟练运用序数词。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ When is Alice’s birthday? Her birthday is .‎ When is your father’s birthday? His birthday is .‎ ‎2、要求掌握以下单词：happy , Happy birthday, old, How old, party, See you, first, second, third, fifth, eighth, ninth, twelfth, twentieth 教学重难点 正确用英语序数词来谈论表达生日的月份日期。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 复习基数词，教师可以问同学们的学号。‎ What’s your number? I’m Number 11. ‎ What his number? His number is 8. ‎ Can you count from 0 to 30?‎ Can you write these numbers down?‎ Ask some others to check if the students write them correctly. Then students will talk about their birthdays with each other.‎ When is your birthday?‎ It’s August fifteenth.‎ ‎(Pointing to a boy student) When is his birthday, do you know?‎ Yes. His birthday is February twelfth.‎ ‎3. Presentation（呈现新知识）‎ 讲授新单词，教师先领读，然后让个别学生朗读，教师及时正音，然后齐读。最后听写生词。学生以学习小组为单位听写，然后互批互改，小组长汇报检查情况。‎ ‎4. Work on 2a Listen and repeat.听录音并跟读。‎ 引入序数词：可由老师指定一个轮流的顺序和第一个学生。让他说I am No.1.然后依次是 I am No.2. I am No.3….一直到轮完所有的学生为止。此时黑板上的板书应该有No.1, No.2, No.3…. (旁边注明No. One , No. Two…)这个步骤的作用是为了在基数词和序数词之间进行搭桥帮助学生把两个关联的而又有一定区别的知识结合起来便于他们的理解和记忆。接着大屏幕出示I am No. One = I am the first. I am No. Two = I am the ‎ second依次一边讲解一边出示fourth,fifth,sixth,seventh,eighth,ninth,tenth,eleventh,twelfth,thirtheenth,…Twentieth, twenty-first twenty-second。大屏幕出示2a的图片，让同学们找出序数词的规律。讲解序数词，然后听录音并跟读。‎ ‎5. Work on 2b Listen and circle the numbers you hear in 2a.听录音，在2a中圈出所听到的数字。‎ ‎6. Work on 2c Listen again. Match the names month and dates.再听一遍录音，将名字、月份、日期配对。‎ ‎7.Work on 2d Talk about the children’s birthday in 2c .Then ask your partner about the birthdays in his or her family. 引导学生练习2c中人物的生日，完成2c 口语交际的任务。然后让学生就彼此家人的生日进行对话练习。用到的句型：When is your father’s /mother’s/sister’s brother’s birthday? His/Her birthday is .最后，把自己编好的对话展示给大家。‎ ‎8.Work on 2e Role-play the conversation.分角色表演对话。教师先领读，然后自己读，最后和同桌互相练习，熟练后再向全班展示。‎ ‎9.Homework 背会2e的对话。‎ 板书设计：‎ Unit 8 When is your birthday?‎ When is Alice’s birthday? Her birthday is .‎ When is your father’s birthday? His birthday is .‎ When is her birthday? Her birthday is .‎ When is his birthday? His birthday is .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 8 When is your birthday教案 Period Three Teaching aims（教学目标）‎ ‎1.熟练使用以下句型：When is birthday? Her/Her birthday is .‎ ‎2.熟练使用英语来表达月份、日期并能熟练运用序数词。‎ 教学重难点 正确用英语序数词来谈论表达某人的生日日期。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision When is your birthday?‎ When is your father’s birthday?‎ When is your best friend’s birthday?‎ ‎3. Practice ‎ 大屏幕出示和生日有关的图片。以小组为单位，在全班进行练习。使用的句型When is birthday? Her/Her birthday is 。‎ ‎4. Work on 3a Match the questions and answers.将问句与答语配对。‎ ‎5. Work on 3b Complete the conversation and practice it with your partners.补全对话并与同伴练习。练习完以后，大屏幕出示和生日有关的图片，让同学们编对话，最后全班展示。‎ ‎6.Work on 3c Make a survey Friend’s name Date of birth 调查组内其他同学的生日和年龄，然后按从小到大的顺序排对。然后写一段简短的报告：‎ Name: ‎ Date of Birth: ‎ Age:‎ I have a friend. Her/His name is ____. He/She is . Her/His birthday is _____. 或者为朋友做一张卡片。‎ ‎7.Homework 写一篇短的有关朋友的报告。‎ 板书设计：‎ Unit 8 When is your birthday?‎ When is birthday? Her/Her birthday is .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 8 When is your birthday教案 Period Four Teaching aims（教学目标）‎ ‎1.复习、巩固“日期的询问和应答”。‎ ‎2.学会谈论自己、同学以及父母家人的生日。‎ 教学重难点 复习日期的询问和表达。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 出示实物或图片或放映幻灯片(日历)，引导学生进行pair work活动，复习“日期的询问和表达”等目标句型。When is birthday?‎ It’s ‎ ‎3. Presentation 大屏幕出示幻灯片(能反映一些课内外活动)，一边让学生观看，一边描述：This is a baketball game/school trip／party，并重复让学生跟读，理解其语义。‎ ‎4. Work on 1a Match the pictures with the events.将图片与活动配对。‎ ‎5. Work on 1b Listen and circle the events you hear in 1a.听录音，在1a中圈出所听到的活动。听1b的录音，一边听录音，一边勾出所听到的活动图画，完成1b的学习任务。‎ ‎6.Work on 1c ‎ Listen again. Fill in John’s calendar.再听一遍录音，完成约翰的日程表。‎ 再听一遍录音，根据所听到的内容填写行事历，安排活动，完成1c的学习任务。‎ ‎7. Work on 1d Ask and answer questions about John’s calendar.与同伴就约翰的日程表问答。‎ 根据行事历互相询问和谈论活动的日期安排，正确使用所学的目标句型，完成1d的学习任务。通过这种活动，不但可以让学生很好地复习所学知识，做到灵活运用，提高口语表达能力，而且还可以增加彼此的了解和友谊。‎ ‎8.Homework 让学生制作自己生日所在月份或家人所在月份的日历，并且要标出自己的生日及家人的生日。‎ 板书设计：‎ Unit 8 When is your birthday?‎ 词汇：English test, school trip, birthday party, basketball game 句型：When is Sally’s birthday party? It’s on October fifth.‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 8 When is your birthday教案 Period Five Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：art, festival, dear, student, thing, term, busy, time, Have a good time!, there ‎2.能理解并正确使用以下句型：When is ? Do you have ?‎ ‎3.复习、巩固“询问和谈论日期”的目标语言并运用所学知识安排活动。‎ 教学重难点 ‎“询问和谈论日期”的目标语言。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision ‎1.关于基数词和序数词的复习和巩固 a. Let’s count. Ask the students count from zero to thirty-one b. I am No.1 I am the first.‎ ‎2．关于日期月份的词汇复习 a. How many days are there in a year? ‎ How many days are there in a week？‎ How many weeks are there in a month?‎ How many months are there in a year?‎ b.What day is it today? What’s the date is it, today?‎ ‎3.引出当天的星期日期以及月份的表达。‎ It’s Monday. It’s September10th.‎ It is Monday, September the fourth.‎ ‎3. Presentation 授新单词，教师先领读，然后让个别学生朗读，教师及时正音，然后齐读。最后听写生词。学生以学习小组为单位听写，然后互批互改，小组长汇报检查情况。‎ ‎4. Work on 2a Check the activities you have at your school..在你们学校经常组织的活动后打钩。引导同学们复习所学的重点词汇，完成第2a部分的学习任务。‎ ‎5. Work on 2b Read the school notice and list the activities and the date.阅读一则学校通知，列出文中活动的日期。本节内容侧重于训练学生对日期表达方法和格式以及对Events词组的书写掌握的强化。‎ ‎6.Work on 2c ‎ Discuss the questions with your partner.与同伴讨论下面的问题。可用到的句型：What activities do you like?‎ I like .‎ ‎7. Work on 3a Complete the note with the words in the box..选词补全便条。‎ ‎8. Work on 3b Write your own note to friend. Invite him /her to an activity in your school. Use the questions to help you.给朋友写一个便条，邀请对方参加学校的某项活动。在写便条的时候要注意称呼，语气。用词要通俗简明，只要把事情说清楚就行。署名要写在正文的右下角。写便条时，语句要正确， 意思要清楚、简明、易懂， 要符合英语的表达习惯。 ‎ ‎9.Homework 试着写一则生日聚会的通知，简要列举出活动和日期。‎ 板书设计：‎ Unit 8 When is your birthday?‎ 词汇：art, festival, dear, student, thing, term, busy, time, Have a good time!, there 句型：When is ? Do you have ?‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 9 My favorite subject is science教案 Period One Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：favorite, subject, science, P.E., music, math, Chinese, geography, history, ‎ ‎2.能理解并正确使用以下句型：What’s your favorite subject? My favorite subject is ‎ ‎3. 学习“询问和谈论别人或自己喜好的学科”。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ What’s your favorite subject? My favorite subject is ‎ ‎2、要求掌握以下单词：favorite, subject, science, P.E., music, math, Chinese, geography, history,‎ 教学重难点 ‎1.学习“询问和谈论别人或自己喜好的学科”。‎ ‎2. what引导的特殊疑问句的构成和使用。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision 展示食物的图片,并提问: Do you like…?然后叫几个学生回答。由学生感兴趣的食物开始,调动学生的积极性， 同时为下个环节作好铺垫.‎ ‎3. Presentation（呈现新知识）‎ 出示各门学科的教科书或封面图画：What subject is it? it’s English／….学生一边仔细观看各门学科的教科书或封面图画，一边听老师的介绍，或一边观看课件，一边听介绍，回答老师的问题，跟着老师读，学习新单词。‎ ‎4. 出示各门学科的教科书或封面图画，然后说：My favorite subject is English．再询问学生：What’s your favorite subject?引导学生作出回答，从而引出本部分的重点目标语言结构。学生一边观看各门学科的教科书或封面图画，一边认真听老师的陈述，然后回答：My favorite subject is …，开始学习目标语言。‎ ‎5. Work on 1a Match the words with the pictures. 教师引导学生将1a部分的学科名词与图画中的活动场景进行搭配，完成1a部分的教学任务。学生将la部分的学科名词与图画中的活动场景进行搭配，完成la部分的学习任务。‎ ‎6. Work on 1b Listen and circle the subjects you hear in 1a. 教师播放lb的录音 让学生听，引导学生根据所听到的内容，圈出所听到的学科名词，完成1b部分的教学任务。学生听lb部分的录音，根据所听到的内容，圈出所听到的学科名词，完成lb部分的学习任务。‎ ‎7.Work on 1c Practice the conversations with your partner. Then make your own conversations. 教师引导学生展开pair work活动，完成lc部分口语交际的教学任务，学会运用what引导的特殊疑问句询问和谈论喜欢的学科。学生展开pair work活动，完成1c部分口语交际的学习任务，学会运用what引导的特殊疑问句询问和谈论喜欢的学科。‎ ‎8.Homework 写会学科单词并与同桌练习1a中的对话。‎ 板书设计：‎ Unit 9 What’s your favorite subject?‎ favorite, subject, science, P.E., music, math, Chinese, geography, history,‎ What’s your favorite subject? My favorite subject is ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 9 My favorite subject is science教案 Period Two Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：why, because, Monday, Friday, Saturday, for sure,‎ ‎2.能理解并正确使用以下句型：What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ ‎3. 谈论别人或自己喜好的学科的理由。‎ Language points（语言点）‎ ‎1．要求掌握以下句式：‎ What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ ‎2、要求掌握以下单词：why, because, Monday, Friday, Saturday, for sure,‎ 教学重难点 ‎1.谈论别人或自己喜好的学科并给出理由。‎ ‎2. what和why引导的特殊疑问句的构成和使用。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision T: How many subjects do you have today?‎ S: .‎ T: What are they?‎ S: They are Chinese/math/English .…‎ T: What’s your favorite subject?‎ S: My favorite subject is .‎ ‎3. Presentation（呈现新知识）‎ ‎(1).出示实物(一个标有星期的日历)或图片(能反映一周七天的日历)，引导学生学习星期的表达，一边介绍，一边询问：Today is Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．We have math at 8：05 on Monday．We have English at 10：00on Tuesday．…What day is it today? 引导学生回答：It’s Monday／…，然后重复、带读，让学生了解顺序。跟着老师读，学习新单词。‎ ‎(2).问一位同学What’s your favorite subject? 回答：My favorite subject is . 又问Who is your ‎ Teacher? My teacher is .再问：Why do you like ? 回答：Because it’s .然后教师带读，学生跟读，让学生很自然的接受了why引导的句子，为后来的操练做准备。 ‎ ‎4. Work on 2a Listen and put the conversation in order. 播放2a的录音，引导学生根据所听到的对话，完成2a部分的教学任务。学生听2a部分的录音，根据所听到的内容整理对话，完成2a部分的学习任务。然后编成对话。‎ ‎5. Work on 2b Listen and match the subjects you hear with the descriptions. 播放2b的录音，引导学生完成对话，将学科名词与描述性形容词进行搭配，完成2b中的听力训练任务。学生听2b的录音，根据所听到的内容完成对话，将学科名词与描述性形容词进行搭配，完成2b中的听力训练任务。‎ ‎6.Work on 2c What do you think of the subjects above? Make your own conversations using the words in 2b.同桌用2b中的信息编写对话，用到的句型是：‎ What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ 然后展示。‎ ‎7. Work on 2d Role-play the conversation. 先阅读对话，运用what’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d的学习任务。‎ ‎8.Homework 背会2d的对话。‎ 板书设计：‎ Unit 9 What’s your favorite subject?‎ why, because, Monday, Friday, Saturday, for sure,‎ What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 9 My favorite subject is science教案 Period Three Teaching aims（教学目标）‎ ‎1.继续学习以下句型：What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ ‎2. 继续谈论别人或自己喜好的学科的理由。‎ Language points（语言点）‎ 要求掌握以下句式：‎ What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ 教学重难点 ‎1.谈论别人或自己喜好的学科并给出理由。‎ ‎2. what，who和why引导的特殊疑问句的构成和使用。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision What’s your favorite subject?‎ My favorite subject is ‎ Why do you like ?‎ Because it is .‎ ‎3. Presentation（呈现新知识）‎ I’m your English teacher. who is your teacher? ‎ Mr./ Mrs./ Miss is my teacher. 然后用以下句型和同桌互相练习。‎ What’s your favorite subject?‎ My favorite subject is ‎ Who’s your teacher?‎ Mr./ Mrs./ Miss is my teacher../ My … teacher is ‎ ‎4. Work on 3a Fill in the blanks with what, who, or why. 用what, who, 或why填空。出示课文中3a中的对话，引导同学们完成3a。‎ ‎5. Work on 3b Write questions for the answers.根据答语写出问句。教师引导同学们根据答语中的关键词写出以what，who和why引导的特殊疑问句。然后和同桌互相练习对话。‎ ‎6.Work on 3c Interview three classmate and complete the chart . Then tell your group about the results.采访三个同学并填表，然后在组内汇报。大屏幕出示3c，同学们根据3c表格右边的对话进行调查，然后展示。‎ ‎7. Pair work. 让学生谈论父母亲的喜好。用句型：‎ What’s your mother’s favorite ?‎ Her favorite is .‎ What’s your father’s favorite ?‎ His favorite is .‎ 然后出示名人图片进行练习他们喜欢的科目。‎ ‎8.Homework 朗读背诵中3a的对话。‎ 板书设计：‎ Unit 9 What’s your favorite subject?‎ What’s your favorite subject? My favorite subject is ‎ Why do you like ? Because it’s .‎ Who’s your teacher?‎ Mr./ Mrs./ Miss is my teacher../ My … teacher is ‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 9 My favorite subject is science教案 Period Four Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：free, cool, Tuesday, Wednesday, Thursday, Sunday, A.M., P.M.‎ ‎2.继续学习以下句型：What’s David’s favorite subject? ‎ Why does he like ? Because it’s .‎ ‎3. 学习一周七天的表示方法；复习询问喜欢的学科并给出理由的语言结构；学会安排自己的作息时间。‎ Language points（语言点）‎ 要求掌握以下句式：‎ What’s David’s favorite subject? ‎ Why does he like ? Because it’s .‎ 教学重难点 ‎1.继续谈论别人或自己喜好的学科并给出理由。‎ ‎2.继续学习what，who和why引导的特殊疑问句的构成和使用。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision What’s your favorite subject?‎ My favorite subject is ‎ Why do you like ?‎ Because it is .‎ ‎3. Presentation（呈现新知识）‎ 出示实物(一个标有星期的日历)或图片或放映幻灯片(能反映一周七天的日历)，引导学生学习星期的表达，一边介绍，一边询问：Today is Monday／Tuesday／Wednesday／Thursday／Friday／Saturday／Sunday．We have math at 8：05 on Monday．We have English at 10：00on Tuesday．…What day is it today? 引导学生回答：It’s Monday／…，然后重复、带读，引导学生学习新单词。‎ ‎4. Work on 1a Match the words on the left with their opposites on the right.. 将左栏的单词与右栏的反义词配对。引导学生先阅读1a形容词内容，将左栏的单词与右栏的反义词配对，复习形容词，完成1a中的教学任务。‎ ‎5. Work on 1b Listen and check the words you hear in ‎ 1a.听录音。在1a中勾出所听到的形容词。播放1b的录音，引导学生一边听录音，一边勾出所听到的形容词，完成1b中的教学任务。‎ ‎6.Work on 1c Listen again . Circle the classes David talks about on this schedule.再听一遍录音，在下面的日程表中圈出戴维谈到的学科。首先引导学生进行Pair work活动，要求学生就自己在学校里学习的学科进行问答练习，学习When do you have math? I have math on Monday．Wednesday and Friday．等目标语言，完成1c部分的口语交际的教学任务。接着再播放录音，引导学生圈出戴维谈到的学科，完成1c的听力教学任务。‎ ‎7. Work on 1d Talk about David’s favorite subject with your partner. Then talk about your favorite subject.与同伴谈谈戴维最喜欢的学科，然后谈谈你最喜欢的学科。引导学生进行Pair work活动，要求学生根据1d内容谈论，正确使用所学的What’s his／her favorite subject? Science. Why does he／she like it? Because it’s…等目标句型，完成1d的口语交际的教学任务。然后用句型My favorite subject is . Because it’s .谈论自己最喜欢的学科。‎ ‎8..Homework 引导学生进行写作训练，要求学生运用所学的目标语言试着写出自己最喜欢的学校一天的作息安排。‎ 板书设计：‎ Unit 9 What’s your favorite subject?‎ free, cool, Tuesday, Wednesday, Thursday, Sunday, A.M., P.M.‎ What’s David’s favorite subject? ‎ Why does he like ? Because it’s .‎ What’s his／her favorite subject? Science. Why does he／she like it? Because it’s…‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ 人教版（新目标）（2012教材）初中七上Unit 9 My favorite subject is science教案 Period Five Teaching aims（教学目标）‎ ‎1.能理解并区别以下单词：useful, from, from…to…, Mrs. finish, lesson, hour,‎ ‎2.复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。‎ ‎3.学习写一封信，介绍自己的学习生活等。‎ 教学重难点 复习词汇subject，science，physical，education，P．E．，math， Monday，Tuesday，Wednesday，Thursday，Friday，Saturday，Sunday，why，because；引导学生复习、巩固“询问喜欢的学科并给出理由”的目标语言并运用所学知识安排活动。‎ Teaching steps（教学步骤）‎ ‎1. Greetings ‎2. Revision What’s your/his/her favorite subject?‎ My/His/Her favorite subject is ‎ Why do/does you/he/she like ?‎ Because it is .‎ ‎3. Pair work 出示名人图片，问What’s favorite subject? His/Her favorite subject is .‎ ‎4. Work on 2a What do you think of these subjects? Write a description for each one. 用适当的形容词描述每个学科。引导学生先看一看科目内容，然后仔细思考，可以同桌互相问答。用到的句型有：What do you think of ?‎ I think it’s .‎ ‎5. Work on 2b Read the following letter. Underline the subjects Yu Mei likes. Circle the subjects she doesn’t like. Are Yu Mei’s idea the same as yours?阅读下面的信，在于梅喜欢的学科下画线，在她不喜欢的学科上画圈。你和她的想法一致吗？找到于梅所上的学科较为简单。而确定此学科于梅是喜欢还是不喜欢，则应根据她对本学科的评价所用形容词。比如是interesting, fun, relaxing等词，应表明她喜欢此学科。而如果是difficult等词则表明她不喜欢此学科。‎ ‎6.Work on 2c Complete Yu Mei’s schedule with the information in ‎ 2b.用2b的信息完成于梅的日程表。引导学生自习阅读2b内容，对照时间完成日程表，然后展示。短文按时间顺序介绍了于梅周五这天繁忙的课程活动。扑捉学科名称及上课时间是填写此表格的关键。寻找短文中“At …, I have ….或I have …at ….”之类的关键句，便可写出。注意该句“Lunch is from 12:00 to 1:00, and after that we have Chinese.”中午12点是于梅吃午饭(have lunch)的时间，1点是她上语文课的时间。‎ ‎7. Work on 3a Number these parts of an e-mail message[1-3].将下列内容排序，组成一封电子邮件。应根据邮件的内容及格式来确定顺序，可知开头为有Hi, Mei Ling的片段；结尾为有Dale署名的片段。‎ ‎8. Work on 3b Fill in the schedule below for your classes on Friday.填写你星期五的课程表。本节需要同学们根据时间填写，只要熟悉科目单词就会填写。‎ ‎9. Work on 3c Now write an e-mail message to a friend about your Friday.给朋友写封电子邮件，谈谈你星期五的活动。写作时应注意电子邮件的格式，应有开头的称呼，及结尾的署名。写作时可能用到的句型有：‎ ‎① Thanks for your e-mail. 谢谢你的邮件。‎ ‎② It’s Friday today. I’m really busy./I’m really busy on Friday 今天是星期五。我很忙。‎ ‎③ I have …classes in the morning and … in the afternoon. 上午我有……节课，下午……节课。‎ ‎④ At …, I have …. Then at …, I have …. Next, … 在……点，我上……。然后在……点。接下来……。 ‎ ‎⑤ ….class is from …to …. ……课从……到……。‎ ‎⑥ After that, I have …for … 之后，我上……课……时间。‎ ‎⑦ … is my favorite subject. ……是我最喜欢的科目 ‎⑧ I like/don’t like it because it’s …. 我喜欢/不喜欢它，因为它是……。‎ ‎⑨ I think it’s … 我想它是……的。‎ ‎10.Homework 给朋友写一封电子邮件，介绍一下你忙碌的星期一。‎ 板书设计：‎ Unit 9 What’s your favorite subject?‎ useful, from, from…to…, Mrs. finish, lesson, hour,‎ What’s your/his/her favorite subject?‎ My/His/Her favorite subject is ‎ Why do/does you/he/she like ?‎ Because it is .‎ 写作时可能用到的句型有：‎ ‎① Thanks for your e-mail. 谢谢你的邮件。‎ ‎② It’s Friday today. I’m really busy./I’m really busy on Friday 今天是星期五。我很忙。‎ ‎③ I have …classes in the morning and … in the afternoon. 上午我有……节课，下午……节课。‎ ‎④ At …, I have …. Then at …, I have …. Next, … 在……点，我上……。然后在……点。接下来……。 ‎ ‎⑤ ….class is from …to …. ……课从……到……。‎ ‎⑥ After that, I have …for … 之后，我上……课……时间。‎ ‎⑦ … is my favorite subject. ……是我最喜欢的科目 ‎⑧ I like/don’t like it because it’s …. 我喜欢/不喜欢它，因为它是……。‎ ‎⑨ I think it’s … 我想它是……的。‎ 课后反思：‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎