新目标英语七年级上U-全套教案2
七年级上U2-优秀教案
ListeningⅠ.教学准备1．教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2．学生：学习用品实物。
Ⅱ.教学目标1．调动学生学英语和说英语的积极性。
2．使学生了解并掌握一些学习用品的英语表达。
3．学习本课的知识点。
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，mine，hers(2)句型：—Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.—Are these your books？Yes，they are./No，they aren't.They're hers.4．训练学生在听录音时听懂简单英语词汇的能力。
Ⅲ.教学重点(1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine(2)句型：—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.—Are these your books？—Yes，they are./No，they aren't.They're hers.Ⅳ.教学难点让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，i t isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
Ⅴ.教学步骤Step 1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
人教新目标英语七年级上册Unit2全单元教学设计
（2）思考下一节课将要学习的话题，提前准备相关词汇和句型。
作业要求：
1.学生需认真完成作业，确保作业质量。
2.家长协助监督，确保孩子按时完成作业，并及时纠正发音和语法错误。
3.教师将定期检查作业，对学生的进步给予肯定和鼓励。
五、作业布置
针对本节课的教学内容，特布置以下作业，以巩固所学知识，提高学生的英语综合运用能力：
1.书面作业：
（1）抄写本节课所学的生词和短语，每个写5遍，要求书写规范、工整。
（2）完成课本练习册中与本节课相关的练习题，注意语法和词汇的运用。
（3）根据课堂所学，写一篇关于自己的英文自我介绍，不少于50词。
1.重点：
（1）掌握本单元的生词和短语，如：name, age, birthday, phone number, school, class, teacher, friend等。
（2）学会使用一般现在时描述自己和他人的基本信息。
（3）能够运用所学句型进行自我介绍和询问他人信息。
2.难点：
（1）正确运用一般现在时进行句子构建，注意主语和动词的一致性。
4.提高英语听力水平，能够听懂并获取与个人信息相关的关键信息。
5.培养良好的英语发音和语调，提高口语表达能力。
（二）过程与方法
在教学过程中，教师将采用以下方法，引导学生积极参与，提高学生的学习兴趣和自主学习能力：
1.采用任务型教学法，设计丰富多样的课堂活动，如：小组讨论、角色扮演、调查问卷等，让学生在实际语境中运用所学知识。
2.学会使用一般现在时描述自己和他人的基本信息，如：“My name is...”, “I am...years old.”, “I go to...school.”等。
初中七年级英语上册Unit2教案人教版新目标
初中七年级英语上册Unit2教案人教版新目标义务教育基础课程初中教学资料祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！祝福您及家人身体健康、万事如意、阖家欢乐！Unit 2 This is my sister.一、单元教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。
教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。
如：This is my sister。
Is that your 祝福您及家人身体健康、万事如意、阖家欢乐！祝福同学们快乐成长，能够取得好成绩，为祖国奉献力量祝福您及家人身体健康、万事如意、阖家欢乐！祝福同学们快乐成长，能够取得好成绩，为祖国奉献力量brother? These are my parents。
Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。
能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
二、单元学情分析从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。
以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
人教新目标七年级英语上册StarterUnit2教学设计
2.英语基础：学生在小学阶段已经接触过英语，具备一定的英语基础，但发音、词汇和语法等方面的掌握程度参差不齐，需要教师在教学中关注个体差异，因材施教。
3.学习动机：学生对英语学习充满热情，希望在实际生活中运用英语进行交流，提高自己的综合素质。教师应充分利用这一特点，激发学生的学习积极性，提高课堂参与度。
（2）学生用英语编写一段关于日常问候的对话，可以是与同学、老师或家人之间的交流，下节课进行展示。
2.写作作业：
（1）完成课本练习册中与本节课相关的练习题，巩固核心词汇和问候语。
（2）根据本节课学到的问候语，写一篇小短文，描述一天中不同时间与不同人的问候场景。
3.听力作业：
（1）学生课后听英语歌曲《Hello Song》，并尝试跟唱，提高英语听力水平。
在整个教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，鼓励他们积极参与课堂活动。同时，教师要注意营造轻松愉快的学习氛围，关注学生的情感需求，使他们在愉快的氛围中学习英语。
五、作业布置
针对本节课的教学内容，特此布置以下作业，以巩固所学知识，提高学生的英语运用能力：
1.口语作业：
（1）要求学生课后与家人、朋友用英语进行问候，录制成小视频，下节课分享。
2.教学活动设计：将学生分成若干小组，每组选择一个场景进行讨论，准备一段对话。然后，每组进行展示，其他同学观摩并给予评价。
3.教学目的：通过小组讨论和角色扮演，培养学生的合作意识，提高他们的语言运用能力。
（四）课堂练习
1.教学内容：针对本节课的核心词汇和问候语，设计练习题，巩固所学知识。
人教新目标版七年级英语上册第二单元教学设计(教案)
2.教学实施：
（1）教师出示图片，问：“Can you tell me what they are doing? How do you describe them?”
（2）学生回答问题，教师引导学生用一般现在时描述图片中的家庭成员。
（3）邀请学生分享自己的家庭成员及职业，教师给予鼓励和评价。
6.在写作环节，教师指导学生进行仿写，逐步提高他们的写作能力。
（三）情感态度与价值观
在本章节的教学中，教师关注学生情感态度与价值观的培养：
1.培养学生对英语学科的兴趣，激发他们学习英语的热情。
2.通过学习关于家庭成员的话题，引导学生关爱家人，尊重每个人的职业。
3.培养学生的合作意识，让他们在小组活动中学会与他人沟通、交流。
（2）通过例句、练习题等方式，引导学生观察、总结语法规则，并能够灵活运用。
（3）针对学生易错的语法点，进行有针对性的讲解和练习，帮助学生克服难点。
3.提高听说能力：
（1）播放英语动画片、歌曲等，让学生在轻松愉快的氛围中提高听力水平。
（2）设计小组讨论、角色扮演等课堂活动，鼓励学生开口说英语，提高口语表达能力。
（二）教学设想
1.针对词汇教学：
（1）利用图片、实物等直观教具，帮助学生形象记忆新词汇。
（2）设计词汇游戏，如单词接龙、看图猜词等，激发学生学习兴趣，巩固词汇记忆。
（3）通过语境教学，让学生在实际语境中运用词汇，提高词汇运用能力。
2.针对语法教学：
（1）采用任务型教学法，设计各种实践活动，让学生在实践中掌握一般现在时的用法。
2.教学实施：
（1）听力练习：教师播放一段关于家庭成员的对话，学生回答问题。
新目标英语七年级上册UNIT2教案教学设计（新目标版英语七年级）
新目标英语七年级上册UNIT2教案教学设计（新目标版英语七年级）Tapescript:Conversation 1:Girl: Is this your ruler？Boy: No，it isn’t. It’s her ruler.Conversation 2:Teacher: Is that your backpack？Boy: No, it isn’t. It’s his backpack.Conversation 3:Boy: Is this your pencil？Girl: Yes, it is. It’s my pencil.Tim: And Jane，is this your ruler？Jane: No，it isn’t. It’s her ruler.Tim: OK，and this is my book. And this is your pencil case，Jane.Is this your pencil？这是你的铅笔吗？No，it isn’t.不，不是。
It is not my book.这不是我的书。
（2）sorry adj. 抱歉的sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。
常用的回答如下：Not at all.没关系。
That’s all right.没关系。
It doesn’t matter.不要紧，没关系。
Never mind.别在意，没关系。
此外，sorry还可表示“遗憾的；难过的”等。
（3）thank n.&v. 感谢常用的表示感谢的句子有：Many thanks! 多谢!Thanks a lot! 多谢!Thanks! 谢谢 !Thank you! 谢谢你！（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）John is drawing a car in pencil.约翰正用铅笔画汽车。
人教版新目标七年级英语上册 Starter Unit2 教学设计
人教版新目标七年级英语上册 Starter Unit2 What’s thisin English? 教学设计Period 1 1a- 2e【导学目标】Ⅰ. Teaching Aims and Demands1. Guide the students to learn the letters Ii-Rr.2．Learn to ask the name of something, and ask the partner to spell the word. Ⅱ. Teaching Key Points1. How to read and write the letters Ii- Rr.2.Important sentence patterns：What’s this in English? It’s a /an….Ⅲ. Teaching Difficult PointsPay attention to how to use a/an before the nouns.【导学过程】Step 1. Lead in（3mins）Students sing the song, or the teacher asks some questions to review what they have learnt in last class.Step 2. 1a (4mins)1. Look at the pictures,and then learn the new words.2. Ask and answer the questions using the new words and the key sentences.3. Finish 1a and then check the answers.4. The teacher can ask again:Do you know when to use the “a” and when to use the “an”?Step 3. 1b (3mins)Students can read after the tape for several times. The teacher can also give them time to read by themselves.Step 4. 1c (4mins)1. Watch a video to know how to do it.2. Students can practice with his/ her partner or they can practice in groups. When they practice, they can change the roles.Step 5. 2a (4mins)1. The teacher can play the tape for several times.2. Ask the students to pay attention to the pronunciation and the intonation. Try to imitate.Step 6. 2b (4mins)1. Before listening, the teacher can introduce some listening skills to the students.2. Listen and number the letters you hear.3. Check the answers.Step 7. 2c (8mins)1. Ask students to look at the letters in 2c and pay attention to the orders of the writing. Then the teacher writes the letters on the blackboard or watch the flash on the screen. Try to write beautifully.2. All the big letters are written in the first and the second line.3. Write every letter in right order and try to write beautifully.4. Write from memory. Ask two students to write on the blackboard.The teacher can ask again:Among the 8 letters, which are vowels and which are consonants? Continuation: Classify the small letters according to the writing and classify the big letters according to the phonetic symbols.Step 8. 2d (2mins)Write the small letters for the big letters or write the big letters for the small letters.Step 9. 2e (3mins)Show “P, NBA, kg” and ask the students to read them first, and then guess what they stand for. If they have difficulties, the teacher can give them some help. Step 10. Summary (3mins)Help the students to summarize by themselves:1. New words.2. Sentence patterns:--What’s this/ that in English?--It’s a/ an……3. The use of “a/ an”.Step 11. Exercises (7mins)Try to finish the exercises on the guiding paper on time and hand in the paper after the class.【探究归纳】1.what疑问代词，意为“什么，什么样的人（或事物）”，用来引导特殊疑问句，位于句首。
(七年级英语教案)新目标七年级上Unit2教案
新目标七年级上Unit2教案
七年级英语教案
go for itunit 2 is this your pencil?
●一、本单元教学结构分析
与其他每个单元一样，本单元共六页（6 pages），其中包括section a，section b和self check。
section a (pages1,2&3) 提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；page1,2,有听、说、读和grammar focus, page3是语言运用。
section b (pages4&5) 的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
self check是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。
通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。
●二、本单元教学内容。
新目标七年级英语上册第二单元教案
Unit 2 Where is the post office ?一. Teaching Goal:1. Language goals: ⑴ Ask students to master phrases:① on / at +地点② enjoy – enjoy doing sth.③ take a walk ④ with 带有，具有⑤the beginning of⑵ Ask students to learn to understandtwo tour guides and write a tour guide.2. Ability goals: Through studying this lesson, train studentsreading and writing skill.3. Emotion goals: Through studying this lesson, make studentsmore love their neighborhood and school.二. Teaching important points and difficult points:1.Important point: Ask students to understand a tour guideand write a tour guide.2.Difficult point: Ask students to describe a district andwrite a tour guide.三. Aids: Slides四．Teaching methods: Heuristic teaching.五．The teaching process.Step1. Revision.1. Review the position phrases.(1). on (2). next to (3). across … from(4). in front of (5). between … and( show slides )2.Ask and show the way.First, help students to show the way to the hotel.Then, ask them to show the way according to the slides.( show three slides )Step2. Lead in.Show a district (a slide), listen to a tour guide, then ask students to describe it.Step3. Extensive reading.Ask students to read the tour guide quickly and loudly, then circle the description words.Check the answers.Step4. Intensive reading.Ask students to read and understand the tour guide carefully, then teach five important phrases.1.at / on +地点2. enjoy --- enjoy v-ing sth3. take a walk4. with5.the beginning of( show a slide)Step5. 3b.First, introduce the district, then ask a student todescribe it. Next , ask students to complete the tour guide according to the picture ( a slide ). Then, ask a student toread it .Check the answers. Read together.Step6. Writing method.Through studing 3a and 3b, sum up the writing method. Step7. Writing.Give students a district ( a slide ), then ask themto describe the district and write a tour guide. Next, ask two students to write a tour guide on the blackboard.Correct their tour guide.Step8. Groupwork.Ask students to describe their school and draw a picture. Then ask a group to read and show theirs.Step9. Homework.1.Hand in their compositions.2.Hand in their tour guides and the pictures of theirshool.( a slide )京翰教育京翰教育。
人教新目标英语七年级上册Unit2全单元优秀教学案例
1.教师邀请学生总结本节课所学的核心词汇、句型和家庭成员的特点。
2.教师对本节课的学习内容进行归纳，强调家庭成员的重要性，鼓励学生珍惜和家人相处的时光。
3.教师提醒学生课后进行复习，巩固所学知识。
（五）作业小结
1.教师布置作业：让学生结合所学内容，编写一个关于家庭成员的短文，描述家庭成员的外貌、职业和喜好等。
3.教师总结学生介绍家庭成员的方式，为新课的学习做好铺垫。
（二）讲授新知
1.教师通过PPT展示本课时的核心词汇和句型，如“family members”、“appearance”、“job”、“hobby”等，并进行解释和示范。
2.教师通过举例、情景模拟等方式，讲解重点句型“What's he/she like? He/She is...”和“What does he/she do? He/She is a...”的用法。
2.问题导向的有效性：教师针对本单元主题和内容设计了一系列问题，引导学生深入思考和探究家庭成员的关系、特点等，培养了学生的问题解决能力和独立思考能力。
3.小组合作的实践性：教师将学生分成小组，让他们在小组内进行合作学习，共同完成学习任务，如家庭成员介绍、喜好调查等。这种教学方式不仅提高了学生的团队合作能力，还培养了他们的自主学习能力和语言运用能力。
（四）反思与评价
1.教师在教学过程中，引导学生对自己的学习进行反思，发现自己的优点和不足，制定相应的学习策略。
2.教师通过定期的评价和测试，了解学生对本单元知识掌握的情况，及时调整教学策略，提高教学效果。
3.教师关注学生的个体差异，给予他们个性化的评价和指导，鼓励他们不断努力，取得更好的学习成绩。同时，教师也要关注学生的情感需求，营造一个积极、温馨的学习氛围，让他们在快乐中学习，在学习中成长。
人教版新目标七年级英语初一上册Unit2单元教学设计
Unit 2This is my sister.29.photo (n.) 照片30.of (prep.) 属于(某人或某物)；关于(某人或某物) 31.next (adj.& n．) 下一个(的)；接下来(的)32.picture (n.) 照片；图画33.girl (n.) 女孩34.dog (n.) 狗重点句式1.That's my family.那是我的家。
2.These are my brothers.这是我的兄弟们。
3.—Who is he？他是谁？—He's my brother.他是我的哥哥/弟弟。
4.—Are these your parents？这是你的父母吗？—Yes，they are.是的，他们是。
5.Have a good day! (表示祝愿)过得愉快！单元语法1.Demonstrative pronouns this，these，that，those 2.Who questions3.Subject pronouns I，he，she，they4.Plural nouns学情分析有些同学对学习英语缺乏自信，不敢用英语表达，缺乏小组合作意识。
教师应鼓励学生多用英语表达。
第一课时Section A (1a～1c)教学设计知识目标类别课时要点重点单词 1.sister (n.) 姐；妹2.mother (n.) 母亲；妈妈3.father (n.) 父亲；爸爸4.parent (n.) 父(母)亲5.brother (n.) 兄；弟6.grandmother (n.) (外)祖母；奶奶；外婆；姥姥7.grandfather (n.) (外)祖父；爷爷；外公；姥爷8.grandparent (n.) 祖父(母)；外祖父(母)9.family (n.) 家；家庭10.those (pron.) 那些重点单词11.who (pron.) 谁；什么人12.oh (interj.) 哦；啊课堂环节§自主学习案◎新词自查根据句意和汉语提示完成句子。
人教版新目标英语七年级上册StarterUnit2教案正式版
Starter Unit 2 What ' s this in English?Period OneStep 1 Learn to read the words bying listening firstIn our count ryside, Students in Grade 7 have poor English .they can ' t write theletters right ,and they can ' t say the letters from Aa to Zz. So first t hey must try to listen to the tape ,then read after the tape,try to remember them according to the picture . Sometimes teacher can lead them to read.listen and read .1, put some picture of the words and ask students to guess what it is.2, Play the tape ,let students listen and try to repeat .3, Let students read by themselves , sometimes teacher can lead to read.4, Students read the words to his\her deskmate, and then read in group. Ask the other students to correct for them .Step 2 :Learn to rememb er words on …I. Remember the words by looking at pictures.In this unit, some words can learn by looking at the picture.this can make students have more interests in English . The following words can do like this .map cup ruler pen orange jacket key quiltWe can put the picture on TV, let students learn the words looking at them .Orange ruler pen jacketquilt key map cupII. Remember the words by act the dialogue.what , is ,this , in ,English , it ,a ,an, spell ,pleaseA: What' s this in English ?B: It ' s a an ...............A: Spell it ,please .B: M-A-PIII. Remember the words by their similar usage .IV. Remember the words by their Chinese.1 .什么是英语Step 3 Consolidation of words1 , Let students check the words in pairs .one say Chinese and the other say English and spell it . if someone can' t say correctly, ask the teacher or the other students to teach .2 , Let someone to say in class and spell .Step 4 read the story and try to translate 。
人教新目标版七年级英语上册第二单元优秀教学案例(教案)
2.运用所学英语介绍自己的家人，并进行简单的对话交流；
3.培养良好的英语学习习惯，增强学习英语的兴趣和自信心。
在教学过程中，教师将充分关注学生的个体差异，激发他们的学习积极性，使每个学生都能在原有基础上得到提高。同时，注重培养学生的跨文化意识，让他们在学习英语的过程中了解和尊重不同的文化背景。本案例将围绕课本内容，结合实际生活，为学生提供一个实用、高效、有趣的英语学习平台。
（四）总结归纳
1.教师带领学生回顾本节课所学词汇和句型，总结一般现在时态的用法。
2.学生分享学习心得，谈论在学习过程中遇到的困难和解决方法。
3.教师对本节课学生的表现进行点评，强调重点知识，指出不足之处，并提出改进建议。
（五）作业小结
1.家庭作业：要求学生用所学词汇和句型，写一篇关于自己家庭的短文。
三、教学策略
（一）情景创设
为了让学生更好地融入英语学习，教师在本章节的教学中应充分利用多媒体资源，创设真实、生动的语言情景。通过展示家庭成员的图片、播放英语动画片、引入英文歌曲等方式，让学生在具体语境中感知、理解和运用英语。同时，教师还可以设计与学生生活密切相关的角色扮演活动，如模拟家庭成员的日常对话，使学生在轻松愉快的氛围中学习英语。
（二）问题导向
本章节教学中，教师应以问题为导向，激发学生的思维。在设计问题时，要关注学生的认知水平和兴趣点，引导学生主动探究。例如，在学习家庭成员词汇时，教师可以提问：“How many people are there in your family? Can you introduce them to us?”在学习一般现在时态时，教师可以提问：“What is your mother/father doing now? Can you describe it in English?”通过问题引导学生进行思考，培养他们用英语解决问题的能力。
人教版七年级上新目标英语Unit2教案
人教版七年级上新目标英语Unit2教案Unit 2I. Teaching Goals:1. Identify ownership.2. Learn to write Lost & Found and Lost.3. Sentence Patterns: Is this/that your/his/her/my key?Yes, it is./No, it isn’t.What’s this/that in English?It’s a pen.How do you spell it?P-E-N.4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
通过询问、辨认物主，倡导学生保管好自己的学习用品。
通过Just for fun中的内容，使学生体会到英文中的幽默之处。
II. Teaching Time: Four periods.III. Learning Strategies: 1. Using context 2. GuessingThe First PeriodContent: Section A 1a, 1b, 1c, 2a, 2b, 2cTeaching Aims:1. How to identify ownership.2. Learn and master the following:Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpackSentence patterns: Is this your pencil?Yes, it is. /No, it isn’t.3. Students can communicate others using the words and sentence patterns learned in this class.4. Train the students’ listening ability.5. Moral object: You must take good care of your personal possessions.Teaching Important Points;1. Train the students’ speaking ability.2. Master the new words and sentence patterns.Teaching difficult Points:How to finish the task of speaking.Teaching Aids:a tape recorder, a computer, some objectsTeaching Procedures:Step 1 Greetings and revision.Revise the dialogues in Unit 1.eg. What’s your (his /her) name?I’m Gina. Nice to meet you!What’s your (his/her) phone number?It’s 284-2942.What’s her family name?What’s her first name?Step 2 Warming-upToday we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.2. Read the new words after the teacher and learn them by heart.3. Practice:1) Match the words with the things in the picture. (1a)2) Listen and check the things you hear. (2a)3) Listen and number the pictures.a._____b._____c._____d._____e._____f.______g.______ h______ i.________Step 3 PresentationAsk some students one by one about his/her/objects like this:1. T: Is this your pencil?S: Yes, it is. It’s my pencil.2. T: Is that your backpack?S: No, it isn’t. It’s his/her backpack.Step 4 Practice1. Listen and number the conversations. (1b)2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.3. Listen and complete the conversation with the words in the box. (2b)4. Pair work: Ask about the things in the picture (2c), then their own passions. eg. Is this your backpack?No, it isn’t.5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.Step 5 ActingIdentify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 6 Exercises in classFill in blanks with these words:1. ---Linda, Is this ________ ruler?---Yes, it is. Thank you.2. This is my sister. _______ name is Kate.3. I’m looking ________ pencil case. Can you help me?4. Look at the cat. It’s white. But ______ tail (尾巴) is black.5. Tim is worried (着急). _______ ID card is lostStep 7 Homework1. Do some exercises in your exercise books.2. Read the words and sentence patterns presented in this class to improve your spoken English.Step 8 The Design of the writing on the blackboard.Unit2 Is this your pencil?pencil Is this your pencil?pen Yes, it is. It’s my pencil.book Is that your backpack?eraser No, it isn’t. It’s his/her backpack.rulerpencil case, backpackpencil sharpener, dictionaryThe Second PeriodContent: Section A 3, 4a, 4b,Section B 1a~2cTeaching Aims:1. Learn and master the following:Words: baseball, watch, key, computer game, notebook, ringSentence patterns: What’s this/that in English?It’s a pen (an eraser/an English book/ an ID card).How do you spell it?P-E-N.2. Improve the students’ speaking and listening ability.3. Identify ownership.Teaching Important Points;1. Train the students’ speaking and writing ability.2. Master the new words and sentence patterns.Teaching difficult Points:Game: Find the owner.Teaching Aids:a tape recorder, a computer, some objectsTeaching Procedures:Step 1 Greetings and revision.1. Greeting the whole class as usual.eg. What’s your name?Wh at’s your phone number?Nice to meet you. etc.2. Revision1). Ask and answer like this:Is this/ that your pencil?Yes, it is. It’s my pencil.No, it isn’t. It’s his/ her pencil.2). Section A 4a, 4bGame: Find the owner.Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.Step 2 PresentationSection A 3. Make conversations about the things in the pictures in pairs.eg. A: What’s this in English?B: It’s a pen (an eraser).A: How do you spell it?B: P-E-N.Step 3 Pratice1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring2. Section B 1a Match he words with the things in the picture.3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:A: What’s this?B: It’s a watch (an eraser/an English book/ an ID card/…).A: How do you spell it?B: W-A-T-C-H.Pictures:Step 4 ListeningSection B 2a 2bLook at the words in activity 1a. Listen and circle the things you hear.Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each pers on’s picture. Play the recording for students to write the things in the chart. Kelsey MikewatchID card penbaseballStep 5 Pair work.Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things.Write the words in the chart on page 82.Step 6 Exercises in classComplete the conversation.1. Teacher: Lucy, What’s this _____ English?Lucy: Is it a pen?Teacher: No, it ______. It’s a pen cil.Teacher: Tim. ________ that in English?Tim: Is it _______ eraser?Teacher: _______, it is. And what’s this, Nancy?Nancy: Is it a _________?Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?Nancy: Oh, yes. It’s _____ dict ionary.Teacher: Here you are.Nancy: _______ ________.2. A: Excuse me. ______________________?B: It’s _________ watch. It’s _________ English watch.A: __________________, too?B: ________, ____________. It’s _______ eraser.Step 7 Homework1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:A: Hello, Mary. Is this your “尺”?B: Yes, it is.A: Here you are.B: Thank you.A: By the way, what’s it in English?B: It’s a ruler.A: How do spell it?B: R-U-L-E-R.2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.eg. Is this a/an…?What’s this in English?Is this your…?Can you spell…?Step 8 The Design of the writing on the blackboard.Unit2 Is this your pencil?baseball What’s this in English?watch It’s a pen (an eraser/an English book/ an ID card).key How do you spell it?computer game P-E-N.notebookringThe Third PeriodContent: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3Teaching Aims:1. How to write your own bulletin board messages.2. Learn and master the following: numbers 0-9, call phone, lost and found.3. Moral objects: If you find something that doesn’t belong to you, you take it toa Lost and Found Office. People can go to this office to get their lost things.4. Work out problems using context.Teaching Important Points;1. Improve the students’ writing ability.2. Get the students to know about the bulletin notices.Teaching difficult Points:Learn to write Lost & Found and Lost.Teaching Aids:a tape recorder, a computerTeaching Procedures:Step 1 Greetings and revision.1. Greeting the whole class as usual.2. RevisionAsk : What’s this/that in English?How do you spell baseball?Is this/that your pen? etc.Step 2 Leading-inLooking for a book.T: Is this my book?S: No, it isn’t.T: Where’s my book? I like my book. But I can’t find it. What can I do?Lost (write the word on the blackboard)Then ask: Have ever picked anything? What do you do?Found (write the word on the blackboard)通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
人教新目标英语七年级上册unit2第1课时单元优秀教学案例方案
3.学生能够听懂并正确回答关于个人基本信息的问题，如“Where are you from?”、“Are you a student?”等。
4.学生能够运用所学的词汇和句型进行简单的自我介绍和问答。
3.小组合作：本案例中，教师设计了一些具有合作性和互动性的学习任务，让学生在小组活动中互相交流、互相学习，提高团队合作能力。这种小组合作的方式不仅有助于培养学生的沟通能力和团队意识，还能让他们在合作中发现问题、解决问题，提高自己的综合能力。
4.反思与评价：教师引导学生进行自我反思，帮助他们发现自己的学习优点和不足，提高自我调整和自我完善的能力。同时，教师还注重评价的反馈作用，及时给予学生表扬和鼓励，提高他们的自信心和积极性。
4.培养学生良好的学习习惯和合作精神，让他们学会与他人共同学习和进步。
5.通过学习英语，培养学生对不同文化的尊重和理解，提高他们的跨文化交际能力。
三、教学策略
（一）情景创设
1.利用多媒体展示与本节课内容相关的图片或视频，引导学生观察和思考，激发学生的学习兴趣。
2.通过创设真实的生活场景，如模拟商店、学校、家庭等环境，让学生在实际情境中运用所学知识进行交流。
五、案例亮点
1.情境创设：本案例中，教师利用多媒体展示与课程内容相关的图片和视频，引导学生观察和思考，激发学生的学习兴趣。这种情境创设的方式不仅有助于吸引学生的注意力，还能让他们在真实的情境中感知和运用英语，提高口语表达能力。
2.问题导向：教师设计了具有启发性和引导性的问题，引导学生主动思考和探索，激发他们的学习兴趣。通过提问，学生能够发现和总结语言规律，培养他们的自主学习能力和批判性思维。
新目标英语七年级上册Unit2_Section_A_教学设计
Sum
Write
板书设计
Unit2 Is this your pencil? SectionA
Is this/thatyour/his/her…?
Yes, it is. It’s my/his/her…
No, it isn’t. It’s his/her/my…
eraserpen pencil pencil case
Ⅱ
Pre-task
1.Present some new words
Show some pictures on the big screen.
Students will look at the pictures and read the words after the teacher.
Then read the words together.
Check the answers.
【设计思路】利用学习用品，设置情景教学，使得教学过程自然、形象。进行听力练习，巩固所学句型。
Listen and answer
Work in pairs
Listen
Check
Ⅳ
Post-task
1.Play a game
Put some students’things in the box .
Students will take out these things and make their own conversations.
2.Summary
Students will sum up what they have learned today.
3.Do some exercises.
【设计思路】通过做游戏的方式来提高学生学习的积极性，巩固学习成果。为学生总结本课所学知识作了铺垫。
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(此文档为word格式，下载后您可任意编辑修改！)Unit 1 My name’s Gina第一课时教案示例教学目标1．学会询问周围新同学的姓名，并且将自己刚认识的好朋友介绍给全体同学2．通过学生制作名卡或桌卡来提高学生学习英语的兴趣，体现英语的实用性3．通过以上任务活动，掌握形容词性物主代词的用法及其与人称代词的主格的区别，并且在第一节课让学生对英语的学习产生兴趣。
4．德育目标：热爱班集体，团结同学。
教学重点和难点1．形容词性物主代词的用法2．在任务活动中掌握you和your，evening.How are you? Fine, thank you! Very well So-so All right.What’s your name? My name is …I’m …What’s : What’s your name? Students make a self-introduction and pass the sentences one by one. At first, teacher makes a self-introduction.2.Two students act out net. Show the students the pictures of other countries’customs with computer.3. See who can make the most friends and get the most information. Then report their results with . Make the students move around to make friends with others.4. Design and make their name cards . Design and make their name cards in groups. Ask them to design their name cards and see which group is the best.教学过程设计任务一：结识新朋友。
1．老师首先向学生做一个自我介绍，将名字写在黑板上: My name is …, My first name is…, My last name is …同时介绍一下名字的意义，然后学生就近结组，进行自我介绍。
例如：一个学生叫徐烨，他说：My name is Xu Y e. Ye means light；一个叫王超的学生介绍说: My name is Wang Chao. Chao means Superman。
这个任务能够激起学生学习英语的兴趣，同时扩大词汇量。
2．“What’s your name?”传句子比赛。
学生按行分组，一个同学问，“What’s your name?”第二个学生回答，“My name is ...”然后再接着问第三个人, “What’s your name?”第三个人答，“My name is (i)任务四：制作姓名卡。
制作姓名卡，由小组协作共同完成名卡的设计与制作，名卡中要求包括学生的汉语名字（拼音书写）和英文名字，其他的内容由各组自行设计，但要求每个人的名卡的设计要有创意、体现小组的共性、美观大方、经久耐用、语言准确。
因此，该任务既体现个性，又体现共性；既有分工，又有合作。
任务五：作业。
为自己、父母、亲朋好友找一个有意义的英文名字，同时将他们介绍给你的同学们。
教学点评本节课的设计体现了任务型教学的特点，同时整个任务链的设计均以学生的兴趣为主，由易至难，逐层递进，逐步完成各个任务，使学生在愉快的完成每一个任务的同时，体会到学习英语的乐趣，并使每一位学生都参与到活动中，都有所提高。
本节课由于是新学期的第一节课，在教学中，本着“新学期、新起点、新观念、新认识”的观点设计了四个快乐的任务，同时这几个任务相互连接，环环相扣，形成了一个完整的任务链。
整节课课堂气氛活跃，学生学习英语的兴趣始终很浓。
尤其是“找朋友”这个任务，极大地调动了学生的积极性，学生们说出了很多精彩的句子，。
而在制作名卡时，各小组通力合作，氛围和谐，作品各具特色，体现了任务型教学中共同合作与个性张扬的优势。
在解释自己名字的任务中，充分调动了学生的表现欲，学生们的名言经整理后被保留下来，提高了学生学习英语的积极性。
在各国礼仪表演中学生既学到了英文知识，又了解了其他各国各地的风俗，将知识“延伸到课堂之外的学习和生活之中”。
因此，这节课中的活动具有可操作性，并以学生的生活经验和兴趣出发，使学生的思维和想象力、审美情趣得到发展，从而提高学生实际语言运用能力。
另外，本节课的德育目标，使英语教学与其他学科结合起来。
当然本节课中也存在几个需要继续探索的问题：一、师生均是初次接触任务型教学，对其仅是好奇及尝试，尚未能领会其主旨。
二、活动中课堂秩序稍有些乱，在以后课堂中应加以指导。
教师本身也需要提高对新课标和任务型教学的认识，以完善今后的教学。
第二课时教案示例教学目标1．介绍更多的英文姓名，并且区分出姓和名；2．学习英语中姓名（name full name）、姓（family namelast name）和名（given namefirst name）的用法；3．通过用英语说出自己的电话号码的任务，学习数字0—9；4．制作身份证，以综合运用所学的姓名和数字；5．德育目标：我长大了，学会对人有礼貌、学会感激。
教学重点和难点1．了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表达；2．听懂并能说出电话号码，培养学生的英语意识。
3．重点句型：What’s your English name?My English name is …What’s your last name family name?My last family name is …What’s your telephone number?My telephone number is …主题词(斜体字为扩展词)：last name family namesecond name surname Tanaka Barnes Green Mitchell Jones Lim Smith Brown Cooper Lockefirst namegiven name Tony Bill Paul Mark Amy Gina Kenji Lisa Chi-yong Mary Kate Katherine Elizabeth Kim Mike Nick Tom John telephone number课前准备1．学生课前准备：父母或朋友的录音磁带、硬纸卡片2．教学器材：电话、小皮球、录音机、电脑3．教学课件：身份证课件教学设计Tasks Students’ activities Teacher’s activities1. Game: throw the ball while asking and answering the question. In groups, one student throws the ball and asks: “What’s your English name?”, the other one answers it ,then throw the ball again. Do this game first as an example.2. Guess, “Who is check the telephone number by asking : “What’s ×××’s telephone number?”Ask the students to do it，and tell them the rules.5.Make ID Card. They can add some information as a real ID Card. Then, make their own ID Card in groups. Show students the teacher’s ID Card on the computer.教学过程设计一、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 …，namefirst name）与汉语的位置区别。
将学生所录制的带有家人或朋友的祝福的磁带放在录音机中，同时用英语介绍：“HisHer family name is …, our class? How old is , book, eraser, pencil-case,backpack, ruler, key,ID card, baseball, watch, game, ring, computer, notebook 语言结构语言功能跨学科学习Demonstratives this, that;What questions;YesNo questions and short answersHow do you spell pencil?(Formulaic) 寻找物主培养学生绘画和写作能力主题词表pencil, pen, book, eraser, pencil-case, backpack, ruler, key, ID card, baseball, watch, game, ring, computer, notebookExtensive words:textbook; exercise-book; ball-pen; compass; sharpener; rubber; glue; color-pen; sticker; ’t.（2）Is that my book? Yes, it is. No, it isn’t.（3）Is thisthat ’t.（4）What’s this that in English? It’s aan ……（5）How do you spell pen? P-E-N.主题思维图及任务型活动课前准备让学生收集并自学有关文具或教室物品的名词，并准备一些实物或图片。
教师事先应对学生常用的文具有所了解，同时收集部分同学的物品，对于不能出示实物的用具则应准备一些简图。
让学生挑选一件自己喜欢的物品或图片并为该它制作一个英文标签，即写出该物品的英文名称；教师也可根据将学生学习新词时感觉困难的词语，制作自己的标签，将其放入学生的物品中；同时为各小组准备好活动用的纸盒或袋子。