七上unit 2第一课时教案

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Starter Unit 2 Keep tidy. 单元教案【人教新目标(2024)版七上英语】

Teaching important and difficult points
1. Teaching focus
Master the pronunciation, spelling, and usage of words such as tidy, but, our, everywhere, and always.
Understand and apply the sentence pattern: My room is tidy But his room isn't tidy.
2. Teaching difficulties
Accurately use the verb 'be' to describe the cleanliness of a room.
（6）Reading exercise (10 minutes)
1. Let students read the dialogue of 2e independently and understand the main idea of the dialogue.
2. Explain the key phrases and sentence patterns in the conversation, such as: come on, I'm tidy
2. Emphasize the importance of maintaining cleanliness.
（8）Homework assignment (5 minutes)
1. Write a short article about the cleanliness of your room using the words and sentence patterns you have learned.

2024新版七年级英语上册Unit 2 More than fun Part2第一课时教案

1.What does“An ideas suddenly hits me“mean?
2.“everybody moves with our music.”How do you think the listeners feel?
Step11:Complete the chart with the words and expressions from the passage.
What is the passagБайду номын сангаас about?
Step8:Choose the test main idea of the passage.
Step9:Read the passage and answer the questions.
Check your answers.
Step10:Think and share.
1.What instrument are they playing?
2.What kind of music do you think they play?
3.How are they feeling?
Step3:Talk about music .
1.Do you like music?
2.Do you prefer rock music or traditional music?
2.本单元重点句型：
1）Right at this moment, the sound of Grandpa's erhu cuts in.
2）An idea suddenly hits me: "Why don't we..."
3）I rush into his room...

仁爱英语七年级上册第二单元 unit 2 topic1 Section A 教学设计

七年纪上英语教案课题：Unit2 Topic 1 Section ATeaching Aims:1. Learn new words: head, mouth, face, eye, hair, ear, short, big, wide, short, small, long, round.2.Learn how to use “have” and “has”.3. Learn how to describe people’s appearanceDifficult points:Learn how to use “have” and “has”.Learn how to describe people’s appearanceTeaching methods:Task-based language teaching, Audio-lingual approach ,the communicative approach, total physical response.Teaching steps:Step 1 Warming upFree talk between the teacher and students.Watch a video and sing a song “If you are happy”Lead-inFrom this video ,we can see many words of body, like hands, feet and eyes. Do you want to learn more about them?Step 2 Presentation1.Learn the new words(1) Learn the new words: listen to 2a carefully and follow ithead, mouth, face, eye, hair, ear, nose, big,wide, short, big, wide, short, small, long, round.Let’s play the game Bobby Says. In order to go over the name of body.(2)Learn the new words: long short, big ,small, wide, round.show pictures and learn adjectives.2 .Remember the new words by themselves. Pay attention to their spellings. Have a competition.Step 3 Consolidation(Ask a student to stand up)T: Who is she?Ss: She is...T: Look, everyone, what does she look like? She has long hair and a round face. What about you? What do you look like?Step 4 listen to the tape 2a and learn how to use have\hasFinish2b and check answersEnjoy an English song “she has, he has”Step 5: Listen and follow 1aListen to the tape and finish 1b.Finish 1c according to 1a and 1b.1. Ask students to follow to read2. Show to read in groups3. Act it out.Step 6: Practice. Ask the students to describe the people in the screen write it down Do reportPlay a guessing game。

外研版七年级英语上册M2U2 教案 (1)

1.师生问答或师生问答的方式进行
2.小组合作进行练习。
练习句型时，以师生问答方式进行。
师生组合练习完成后小组合作进行练习。
评价标准：
语言流畅、语音语调正确，正确利用人称代词和指示代词，声音洪亮激情饱满.
3、多层阅读
1. 85%的学生能够根据课文的提示关键词快速找到问题的答案，完成阅读练习；15%的学生能够课文的提示信息能够找出关键词并理解课文的主旨大意。
（3）障碍点
难点单词：表示地点和职业的名词。
能够根据表示地点和职业的名词能够介绍自己的家人或者朋友的职业和工作地点。
（3）个性化目标
在掌握基本目标的前提下，对于学优生，可以适当拓展一些知识，如in front of和in the front of的区别，学生能够完成基本目标的60-70%。
2.生活经验
7./ði:z/ ________8./ðeI/ ________
9./’wumən/ ______10./’wImIn/ _______
11./’hΛzbənd/________12./ðəʊz/ ________
13. /bΛs/ __________14. /’hɒspItl/ _________
表示职业的名词：police; policeman; actor; driver; manager; nurse; doctor; worker;
其他：bus; we; job; same; man; its; their;
突破措施：通过课前读词和自读、预习等活动，帮助学生掌握本单元词汇的音形意；
难点：1.能读懂有关人物职业以及工作地点的简短对话，辨认出对话中的人物关系；
2.85%的学生能够根据照片使用正确的句型进行对话练习；15%的学生能够理解并读出展示句型。

七年级英语仁爱版上册Unit2_Topic1_SectionA_优质课教案

Unit2 Topic1 SectionA 优质课教案I.教学目标1. Learn some new words:(1) Learn words about parts of the body: nose, eye, head, face, hair, ear, mouth, neck.(2) Learn some other new words: guess, have, small, has, big, know, right, round, long, wide, girl, boy, short.2. Learn some useful sentences:(1) Oh, I know.(2) Yes, you’re right.3. Learn the simple present tense with “have/has” and adjectives of description:(1) I have a big nose.(2) They have round faces.(3) She has long hair.(4) It has big ears.4. Learn how to describe people’s appearances.Ⅱ.教具黑板、幻灯片课件Ⅲ.教学过程Step1借助体态语，帮助学生学习语言，并培养他们的观察能力。

1.(教师利用手势唱the Body Song，教师应按照从上到下、从局部到整体的手指人体部位，以便帮助学生记忆。

)Please listen and follow me, I will teach you a body song. Show me your hands and follow me. Please pay more attention to my fingers. I will touch the parts of my body. Let’s go!2.(利用2a的教学幻灯片，操练表示人体部位的名词。

人教版七年级英语上册第2单元第一课时教学设计Unit_2_This_is_my_sister

Unit 2 This is my sister.Section A 1a—1c一．The analysis of the text：The text is the first lesson of Unit 2 This is my sister. The topic of this unit is the family. The functions are introducing people and identify people. In the first lesson , students will learn the words of family, such as : mother ,father, parents, grandparents, friends…They also will learn how to introduce their family members to others and identify people. After learning, students are able to use the words of family members correctly and talk about people fluently by using the target languages.二．Teaching goals：Language ability:1.Students will be able to list out the words of family member, such as mother ,father, parents, grandparents, friends…2.Students will be able to use the sentences to introduce the family members and identify people: This/ That is ……These/ Those are……Who is she/he? She/ He is ……Who are they? They are……Learning ability:Students will have the abilities of cooperation ,communication and the language comprehensions by listening ,speaking, reading and writing practice.Thinking quality:Students will get the target language and develop their logical thinking ability by finishing the tasks.Cultural awareness:Students will build up the correct opinion: Love their family and family members . Arouse students ’ learning interests of English.三．Important and difficult points.1.Important points: V ocabulary and target language. Mother, father, parents, grandfather, grandmother, grandparents, sister, bro ther , friends…This/ That is ……These/ Those are……Who is she/he? She/ Heis ……Who are they? They are……2.Difficult points：Can use “This/ That is….These/ Thoseare ….”correctly to introduce people.四：Teaching and learning methods1.The situational teaching method, the activity teaching method and the task –based teaching method.2.The cooperative learning method and communicative learning method.五．Teaching procedures.Step 1 Warming upShow the word “family”, explain the meaning of this word.(Purpose: To know the understanding of each letter, and lead students to show their love to family members.)Step 2 Presentation1.Show the photo of Cindy’s family to learn the new words of family members. ( Purpose: To learn the new words)2. Point at each person in the family to introduce them. For example: This is my mother . That is my grandfather. These are my parents. Those are my grandparents. Who is he ? He is my brother. ( Purpose: Help students to know how to introduce family members) Step 3 Do exercisesDo some exercises to practice the usage of “This/ That is...”“These / Those are...”.Match the words with the people in the picture. (Purpose: To consolidate the words of family members and distinguish “this/ that / these/ those.)Step 4 Listening practice1. Listen and circle the words with the people in the picture. (Purpose :T o train students’ listening skills.)2.After listening , students talk about the people in the picture. (Purpose: To practice the target language)Step 5 Oral practiceUse the target language to introduce your classmates.For example: This is my classmate Lin Fang. These are my friends Wang Tao and Zhang Kai. They are my friends. (Purpose: T o consolidate the usage of “This/ That is...”“These / Those are...”.Step 6 SummaryLet students know what they have learned in this class and make a moral educationStep 7 Homework designUse “This/ That is/He /She is...”“These / Those are...They are...”.to write some sentences to introduce your family members. Blackboard designUnit 2 This is my sister.Section A 1a—1cThis is my sister ./ She is my sister.That is my brother./ He is my brother.These are my parents ./ They are my parents.Those are my grandparents./ They are my grandparents.。

七年级英语上第二单元第一课时教案

课题：L1（第一课时）Unit 2（第二单元）(1a—3)【教学目标】1.掌握I～R英语字母的发音及书写。

2.熟练this, that 和it 的疑问形式及答语形式。

3.学习确认事物的日常交际用语。

4.a和an的用法.【重点难点】重点：熟练this, that 和it 的疑问形式及答语形式难点：a和an的用法一、自主学习（一）自学指导1. 熟记P7—P8的单词2. 完成P7 1b 的习题，并辨认图画中的事物。

3．仿照1b的对话，同桌练习。

4．查阅资料，区分a和an的用法.5．识记三个缩略词（二）预习检测1.---What ‘s this ?---____________A. This is a book.B. That’s a book .C It’s a book.. D. I’m a book.2.—What’s this in English?—___________.A. It’s map.B. It’s a mapC. It’s an map3.一张地图一个橘子一件夹克衫一把钥匙一床被子一支钢笔一把直尺千克全国篮球协会停车区用英语二、交流展示1、P7 1b部分的答案2、仿照1b 练习对话三．拓展应用（冠词a和an）a/an在英语中被称为不定冠词。

它们表示一（个，只，本，件，块，片……），在意义上没有区别。

用a/an时，我们必须记住两条基本原则：①a/an有不确定的意义。

（即所说的人、动物或东西对听者或读者来说可能是不知道的）②a/an只能用于单数可数名词之前。

此外还需注意a和an的发音：a（在平时讲话中发[]音），用于辅音（不是辅音字母）之前；an[n]用于元音（不仅仅是以元音字母a，e，i，o，u开头的词）之前。

四、反馈达标（）1.---What’s this ?---_________”A”A. It’sB. It’s anC. This’sD. It’s a( )2．This is ______ nice jacket.A．an B．a C．one D．／( )3．What’s that _______English?A. in B．to C．on D．at( )4.当你不认识某物时，应该问别人A. What is this?B. What this is?C. This is what?D. How are you?补全对话,每空一词,并抄写在四线三格里。

仁爱版初中英语七年级上册Unit2_Topic_1_Section_A_教学设计与反思

Teaching Plan for SectionA,Topic1, Unit2(Project English, Grade Seven)Self-introductionGood morning, ladies and gentlemen. Nice to meet you .I’m very glad to be here sharing my lesson with you. Today I am going to talk about Unit 2 Topic 1 Section A I have a small nose. I prepare to say the lesson from seven parts.Ⅰ、Analysis of the Teaching Material1. Status and function•Unit2 is the real beginning of the whole Junior Middle School English. The content in this unit is not only releated to the students’life , but also interested and colorful. This lesson tells us how todescribe a person and how to talk about possessions. Besideslearning this, students will also learn some words, phrases andexpressions of people's looks and so on. In this lesson, the main job is to understand the simple present tense using “have/has”.I willlead the students to pay attention to the new tense.2、Teaching Aims and Demands(1) Knowledge aimsa. Get the students master the words about parts of the body: nose, eye, head, face, hair, ear, mouth, neckb. Learn the simple present tense with “have/has” and understand some useful sentences:(1)I have a big nose.(2)They have round faces.(3)She has long hair.(4)It has big ears.c. Learn how to describe people’s appearances.(2) Skillful aimsa. Develop the students’ abilities of listening, speaking, reading and writing.b. Train the students’ abilities of communication.(3) Affective aimsa. Develop the students’ habits of paying close attention to the differences between Chinese culture and western culture.b. Strengthen the students’ conception of cooperation.c. Help the students feel the happiness of learning.3. Key points and difficult pointsAccording to the New English Curriculum Criterion and the students’ real situation, I choose the following materials as the key points and the difficult points of this class.(1)Key pointsa. Develop the st udents’ abilities of listening, speaking, reading and writing.b. Learn some information about people’s appearances.(2) Difficult pointsHow to use the simple present tense with “have/has”Part Ⅱ. Analysis of the StudentsThe students in my class are lovely and co-operative. Most of them are interested in English. They have learnt English for nearly three years. And they have learnt some basic skills of listening, speaking, reading and writing. But on one hand, they are eager to show themselves and want to have a try. On the other hand, in the daily life there are few chances for them to speak English and most of them are too shy to speak English in public or are afraid of making mistakes. So I will try my best to create a relaxing environment for them to practice using English.Part Ⅲ. Analysis of Teaching MethodIn this lesson I will mainly use Five Steps Method and Task-Based Language Teaching. I think if I want the students to improve their oral English, I must give them more chances to practice. That is “Learning by doing, learnin g by using”. In this case, by designing tasks according to the New English Curriculum Criterion, I will lead my students to study and cooperate with each other.Part Ⅳ. Analysis of Learning MethodThe main feature of the Task-Based Language Teaching is the students’ participation and creation. So I plan to enable the students to use “self-learning” and “co-operative learning” as their learning methods Thus, the students are required to do as follows:1. Be well prepared for the new lesson, look up some necessary information.2. In the class learning, the students should work actively and finish the tasks efficiently.3. The students should learn to work with others from their bottom of hearts.Part V. Analysis of Teaching ProceduresStep 1 Warming-up and Review(1)Show a table about Jane. Create a proper atmosphere for the new lesson . Then let the students answer the questions according to the table.T: What’s her name?S1: Her name is Jane.T: How old is she?S2: She is twelve.T: Where is she from?S3: She is from Canada.T: What class is she in?S4: She is in Class Four, Grade Seven.T: What’s her telephone number?S5: It’s (010)9267-6929.(2)Let the students look at a picture and review the words: eye, nose, mouth, ear, neck, head, hair.(3) In order to make the students remember the words quickly, I deside to play a game with them. And the name of the game is “Touch your body.”I say “Touch your nose”, the students touch it quickly. I’ll Praise the students with “well done. You are wonderful.Excellent” and so on . Reason: It is necessary for the students to review learned knowledge. Through this activity, the students can be cheered up, too.Step 2 Presentation1. Show some pictures and teach the phrases, such as, “a small nose, a wide mouth, long hair, big eyes, and so on.2. Let the students observe the picture, and try to say:She has long hair. He has a wide mouth.He has short hair. She has big eyes.3. Let the students read 1a after the tape and pay attention to the pronunciation and intonation. At the same time, let the students underline the words and phrases that they don’t understand.4. Read 1a again and complete 1b,check the answers. Encourage the students to get help from their group members.Reason: This step aims to make the students get the general idea of the article.Step 3 Consolidation1.Let the students look at the chart and discuss in groups. Showyourself. They will say: I have a small nose. He has a wide mouth.They have big eyes. She has long hair.2.I’ll let some students come to the front. Other st udents describehim/her using their words. They will feel excited.Reason: The step aims to make the students not only practicetheir speaking ability but also feel the happiness of learning. Step 4 Practice1.Work in groups. Show a picture and let the students writedown her appearance. Let them list as many sentences aspossible in groups.2.I’ll give the students some chances to shoe their passages infront of the students.Reason: Task-based language Teaching Method is used here to develop the students’ ab ility of writing and also their ability of their cooperation will be well trained.Step 5 HomeworkAfter class, I’ll let the Ss Write a passage about Jim’s appearance in the exercise book. I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to consolidate the knowledge they learned.Blackboard Design：Reason: In this step, I’ll write the important words to help the students understand the present tense with have/has.Reflection about this lesson1. In the teaching process, we should encourage the students to join, observe, practice, think independently and cooperate. Change their thought from “I have to study.” to “I want to study.”2. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Teaching Plan for SectionA,Topic1,Unit2(Project English, Grade Seven)。

Module7Unit2读写课第一课时学历案-2024-2025学年外研版七年级英语上册

七上M7U2读写第一课时学历案学习主题七上Module7 Computers Unit2 When do you use a computer?课型读写课时1设计者课标要求课标分解: 学什么：词汇知识：keyboard 、mouse 、screen 、connect 、document 、save 、learn ；语篇知识：关于“When do you use a computer? ”的文章信息；怎么学：类型语言技能三级标准读能正确地朗读课文；能读懂简单的故事和短文并抓住大意；类型语言知识五级词汇目标词汇了解英语词汇，包括单词、短语、专有名词（短语）、习惯用语和固定搭配等形式；理解性技能理解和领悟词语的基本含义以及在特定语境中的意义；类型情感态度五级标准能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

在生活中接触英语时，乐于探究其含义并尝试模仿。

词汇知识：结合语境认读本课时相关词汇；语篇知识：速读文章，抓住文章大意；精读文章，找出文章中的具体时间、事件等信息；学到什么程度：词汇：“四会”，会读、会写、会译、会用；语篇：1）能读懂描述使用电脑的文章，明白其中所叙述的时空关系，掌握整体理解的技能；2）能在语境中猜出生词的意思，不妨碍阅读理解；3）结合语篇的学习，能运用一般过去时向他人叙述自己的旅游经历；具体要求：1.能通过速读文章，抓住文章大意；2.能通过精读文章，找出文章中的事件信息；3.能在语境中猜出生词的意思，不妨碍阅读理解。

教材分析What:第七模块主要以电脑为话题，呈现和介绍有关电脑的词汇和世界各地人们使用电脑的情况。

本单元的主要侧重学生的读写能力的培养，兼顾听说能力的训练。

它主要是以被采访者回答问题的实录形式向学生们介绍世界各地人们使用电脑的情况，题材非常新颖，有利于激发学生们的兴趣。

本单元的学习为第三单元设计和完成有关电脑方面的问卷调查作好了铺垫。

Why:学会有关电脑用途的短语。

七年级上 Unit 2 第一课时教学设计

教学目标
学习活动
效果评价
1.用恰当的听力策略（观察图片人物关系）听懂介绍家人的场景、内容，并获取、梳理对话中介绍家人称呼和关系的词汇，交际用语以及句型。
（学习理解）
1.Guess a word: Father and mother I love you.
（Family)
2. What other family members do you know?学生完成1a匹配。
2.判断对话中涉及到的人物之间的关系，快速对应和匹配。（应用实践）
3.询问和介绍家庭成员，给出合理的总结评价。（迁移创新）
学习重点难点
学习重点：在不同场景下用不同的方式介绍自己的家庭成员。
学习难点：准确地使用名词所有格用不同的身份介绍同一个家庭成员，运用感叹句评价和总结。
学习评价设计
1.能根据听力文本内容简单介绍家人。（检测学习目标1）
4.询问同学的家庭成员，并用不同的身份回答同一家庭成员。
（迁移创新）
10. Activity3(1d改编):盲盒照片大赏。抽取盲盒中任意一个同学的照片，询问，介绍。用感叹句总结评价。
11.讨论感叹句中的happy还可以用哪些词来替换。
12.学习小结。
教师观察学生在班内运用所学语言交流的情况，给予鼓励或帮助。
教师观察学生是否能预测场景，并在猜测准确后及时给予鼓励。
教师观察学生是否能主动进行小组合作并梳理总结出主要内容和句型，及时提供帮助。
设计意图：
导入主题，创设情境，激发学生参与的兴趣，激活学生关于分享和介绍家人的话题；通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力；帮助学生整体感知对话内容，并培养学生准确找出关键信息的能力。梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。(感知与注意、获取与梳理)

人教版七年级英语上册教案Unit 2 What time do you go to school1第一课时

Unit 2What time do you go to school?单元目标第一课时Section A (1a－2d) 课时目标根据句意及音标提示写出单词及其汉语意思。

1．She dresses /dresɪz/ the children in the morning.穿衣服2．You should give your teeth a good brush /brʌʃ/.刷3．We usually /'juːʒʊəlɪ/ go to school by bus. 通常地4．You never /'nevə(r)/ help me.从不5．I get up in the early /'ːlɪ/ morning. 早的6．It's not funny /'fʌnɪ/! 好笑的；滑稽的教学过程环节1新课导入教师向学生展示两张与日常生活相关的图片，然后提出下列问题，学生思考并作出回答。

T：What do you do in the morning?Ss：I brush my teeth.T：What do you do after you brush your teeth?S1：I have my breakfast. My mother makes it for me.S2：I take a bus to school. I have my breakfast on the bus....设计意图：通过直观展示图片吸引学生的眼球，启发他们回忆自己早上会做些什么；通过师生互动的方式，达到活跃课堂氛围的效果。

环节2学习1a－1c1．教师让学生先仔细观察1a中的图片内容，然后理解图片左边的短语含义，然后把短语和图片搭配起来。

最后全班核对答案。

2．教师让学生观察钟表上的时间，并把每个时间标记好，为听力做准备。

3．教师播放1b的录音，学生根据所听内容，将1b上方的图片和对应的时间匹配起来。

仁爱英语教材七年级上册Unit2_Topic3教案

Unit 2 Looking different Topic3 Whose jacket is this第一课时SectionA一.目标语言 Target language（1）重点单词和短语 Words expressionsWhose,his,hers,ours,theirs,yours,mine,then（3）Key sentences—Whose …is it/are these/those…?—It’s (not) mine/hers/yours/these/those are (not)……（3）Teaching important point1 学习物主代词，初步了解名词所有格2 学习谈论物品的所属3 复习名词的复数形式（4）Teaching difficult point1 如何使用名词性物主代词替换掉形容词性物主代词+名词的组合2 then的用法3 如何回答Whose引导的特殊疑问句4 名词单复数形式的变化二.教学呈现Teaching proceduresStep1:Greating（2分钟）Step2:Leading（2分钟）T：I find a pen in my bag. It’s red.It’s not my pen. It’s not mine. Then whose pen is it?—Is it your pen Marssar?—No. It’s not my pen.—Is it yours, Cline?—No. It’s my pen.—Ok.Do you want to find the owner of this pen?—Yes.—Then,let’s study our new topic. “Whose jacket is this?”Step3:Studying the new words（6分钟）1Turn to page 1262Leading the students to read the new words3Pay attention to these words: whose, then, hers, ours, theirs, yours, babyStep4 Preside ting （27分钟）1 拿出属于自己的一件或多件物品，进行师生问答。

人教版-英语-七上-2单元 This is my sister 全课时教案

第1课时 Unit 2 Is this your pencil?（总第7课时）Section A 1a —1c【学习目标】：1、掌握词汇pen,pencil,book,ruler,eraser,backpack,pencil case,pencil sharpener,dictionary 等2、学会句型:Is this/that---?以及回答Yes,it is./No,it isn't.从而掌握指示代词:this,that【学习重点】：掌握指示代词:this,that的用法【学习过程】：一、自主学习（教师寄语：Knowledge is power.）学习任务一: 熟练掌握词汇pen,pencil,book,ruler,eraser,backpack,pencil case, pencil sharpener,dictionary 等1.认真观察1a的图画,将词语与图中物品搭配.小组讨论,并核对答案.2. 个人试读,组内相互纠正发音.3. 老师领读,学生纠正自己的发音.4.自己读并记住汉语意思,组内检查.5.小组竞赛,看谁记得多而快.学习任务二: 学会句型:Is this/that---?以及回答Yes,it is./No,it isn't.从而掌握指示代词:this,that1.先唱以下歌谣:我的my,你的your,男的his,她的her名词前面常站岗,限定所属有功劳.复习my,your,his,her2.利用实物引入句型:Is this/that---?使用不同的物品来练习my,your,his,hereg.T:This is my pen.Is this your pen?S1:No,it isn't.It's your pen. etc.3.听录音,给1b对话编号4.练习1b的对话,利用自己所有的物品小组编新对话.5.小组竞赛,展示对话交际.二、合作共建（教师寄语：Many hands make light work. ）小组讨论this和that的具体用法(从位置上区分)三、系统总结（教师寄语：No man can do two things at once.）自己编写一个确认物品的对话.A:B:A:B:四、诊断评价（一）英汉互译your dictionary________________ his backpack_________________my ruler ____________ _____ 一块橡皮____________________我的铅笔盒__________________ 他的卷笔刀__________________她的书_______________ ___（二）选择1.This is _____eraser. A.a B.an C.the D./2.—Is that your book? —__________.A.That isn'tB.It isn't.C.Yes,that isn'tD.No,it isn't.3.This ____ my key. A.is B.isn't C.not D.no4.—Is this your backpack? —___________.A.Yes,it is.B.Yes,it isn't.C.No, it is.D.It isn't.（三）试翻译下列句子1.这是一本书.___________________________________2.那是你的尺子吗?_______________________________是的,它是.______ , ___________________3.这是她的字典吗? ______________________________不,它不是.这是我的字典.________ , _______________. It's __________________. （四）句型拓展1.My name is Gina. (对划线部分提问) ________ _______ your name?2.It's an orange. (对划线部分提问) _________ _________ this?3.Is that your notebook? (做否定回答) _______ ,_____________.五、【课后反思】（教师寄语：Never do things by halves）第2课时Unit 2 Section A 2a—2c （总第8课时）【学习目标】：1、掌握本节课的4个单词和2个短语2、熟练运用识别物主的句型【学习重点】：学习识别物主的句型【学习过程】：一、自主学习（教师寄语：Knowledge is power.）学习任务一: 会读写8页上的单词及短语过程：（1）个人自读并记忆单词3分钟（2）两人一组，相互检查读音（3）某号展示，对抗号纠正，其他同学默写在学案上，同桌互查单词：橡皮________ 铅笔盒________ 课本_________尺子________ 双肩背包_________ 铅笔_________短语：打扰了_________ 谢谢___________ 我的铅笔__________她的尺子_______ 你的橡皮_________他的钢笔__________学习任务二: 听录音，练习对话过程：（1）听录音，完成2a（2）再听一遍录音，完成2b（3）听录音并跟读，实践录音（4）组内交流，理解对话（成员各抒己见）（5）学生展示，其他学生质疑或补充，教师点拨（6）学生背诵此对话，然后结合2b图画两人一组自编对话（7）展示成果（对抗成员竞争展示）二、合作共建（教师寄语：Many hands make light work. ）学会了询问物品主人的句型后，你会用his/her做替换练习吗？三、系统总结（教师寄语：No man can do two things at once.）（1）这节课你学会了哪些有关物品的名词（2）总结一下询问物品主人的句型四、诊断评价(教师寄语：No pains, no gains)1、根据句意及首字母补全单词（1）Is that her e________(2)This is a pencil c_______(3)What's this ? It's a r______(4)E______me. Is this your pencil?2、选择(1)—Is this your eraser?—__________A.Yes, it's .B. Yes, it is.C. Yes, is.D. It is.(2)Is that ______ pencil sharpener?A. heB. himC. hisD. you(3)This is _____ bag.A. meB. IC. my.D. you(4) —Is that his case? —__________.A.Yes, that is .B. Yes, it isn't.C. No, it is.D.No, it isn't.3、完成下列句子(1)—______ _______(这是) your pencil ?—______ , ________ ________(是，它是)(2)—_______ _______(那是)his book?—_____, it _____(不，它不是).It is_______(我的)book..4、翻译下列句子（1）这是你的字典吗？不，它不是。