第一篇：七年級(jí)英語(yǔ)上學(xué)期Unit3教案4

Unit 3 This is my sister

第一課時(shí)教案示例

Title Unit 3 This is my sister

Teaching aims Target

languages This is my sister.That is my brother.This is Harry's brothers Those are Anne's parents

Is this Harry’s cousin? Are these his brothers? Skills Talk about the family members Introduce the family members to others Emotions & cultures To know the usual way to get to know each other.To develop the student’s ability to communicate and cooperate with others.Learning strategies Using what you know, deducing, personalizing Key words Father, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousin Important & Difficult Points To know the differences between this and that, these and those To grasp the way of introducing family members To get the information from the third person Task designation

Task 2 Teacher-students

wedding party

taking photos

Students’ Activities Sentence patterns Communication goal

Introduce themselves This is… Introduce yourself and the other people Introduce the members of another group That is…

Pairwork: introduce the members of their own group and some other group members These are… Those are…

Step 2 Family Members A.Brainstorm.Listen to a clip of the tape.Give me the words and phrases according to the tape.Eg.Who are they? What are they doing? B.Check the answer and listen to the tape again.Complete the simple family tree.Step 3 Wedding party Task 2 Activities Words and sentence patterns Communication goal Guessing game: what is happening on Anne Parents, grandparents uncle, aunt, cousin Introduce the family member to the other people Introduce the family tree This is Harry’s cousin.These are Harry’s parents.Group work: Introduce the family members to other people

Competition: Compete with other groups

Step 4 Talking about photos Activities Sentence patterns Communication goal Draw the photos Is this Harry’s mother?

Yes, it is.Get information from the third person.Pairwork: Introduce the photos to the partners.This is… That is… These are… Those are…

Groupwork: Ask some questions about the photos Are these Harry’s parents? No, they aren’t.These are Anne’s parents.Step 5 Summary

List all the sentence patterns so that all the students know the target languages.教案點(diǎn)評(píng)：

一．環(huán)節(jié)設(shè)計(jì)思路：

首先由學(xué)生熟悉的稱(chēng)謂引入，將上節(jié)課的單詞進(jìn)行系統(tǒng)復(fù)習(xí)，為任務(wù)的完成做鋪墊。

小組活動(dòng)為個(gè)人的匯報(bào)作一個(gè)統(tǒng)計(jì)，由小組長(zhǎng)主持，主要目的之一是促進(jìn)學(xué)生之間的互相學(xué)習(xí)和合作，學(xué)會(huì)去傾聽(tīng)和辨別，學(xué)會(huì)在集體中發(fā)表自己的意見(jiàn)；目的之二，學(xué)會(huì)關(guān)心別人，正確表達(dá)自己的喜好

二．課后反思：

學(xué)生是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。如何一層層的導(dǎo)入，由易至難的階梯狀任務(wù)何時(shí)引入，如何引入都是關(guān)鍵所在。同時(shí)要注意的是，學(xué)生活動(dòng)之前的范例一定要明確清晰，要每個(gè)孩子都知道做什么和怎么做，活動(dòng)才會(huì)順利的開(kāi)展，學(xué)生才能在活動(dòng)中有所得。

在課堂設(shè)計(jì)上體現(xiàn)了任務(wù)型教學(xué)的主導(dǎo)思想，以任務(wù)貫穿教師教學(xué)和學(xué)生活動(dòng)的各個(gè)環(huán)節(jié)。學(xué)生活動(dòng)的目的明確，每個(gè)步驟教師都給出了活動(dòng)所需的語(yǔ)言知識(shí)內(nèi)容，學(xué)生亦能準(zhǔn)確的使用目標(biāo)語(yǔ)言，在活動(dòng)中學(xué)習(xí)掌握知識(shí)。

第二課時(shí)教案示例

Section Three Task Three Draw their own family tree Teaching aims 1.Use the language in the true life.2.Learn to write the language structures.Import and difficult points How to use language in their life Teaching methods Listening and speaking;discussing and guessing Teaching apparatuses Tape recorder, pictures, cards, some pictures and photos.Teaching Procession Designs for the class Teacher’s activities Students’ activities Revision Is this your father? Is that your mother? Yes, it is.No, it isn’t.Leading Are they your parents? Yes, they are.Presentation

Ask students to present their family tree

Add the words in the box to the family tree.Play the tape.Ask students to read the letter in 3a and then help them to write a letter to Emma

Pair work Draw a picture of their family and friends Tell your partner about your picture

Ask them to show their letters and correct their mistakes.Help Ss finish 3b.Present their family tree in the group, and then in the class Use the language: This is my father.His name is…

This is my mother.Her name is…

Finish Ex 1.Add the words in the box to the family tree.Ask students to listen again , and choose which pictures are Dace and Lin Hai talking about? Read the letter.Draw a picture of Emma’s family.And then write a letter to Emma Read their letter to the class.Draw a picture of their family and friends Tell their partner about their picture Take out their family photo.Write an

introduction about the people on the back of the photo.Homework Make their photo Album with some simple introduction.教案點(diǎn)評(píng)：

整節(jié)課設(shè)計(jì)思路清晰，符合學(xué)生的認(rèn)知能力和認(rèn)知規(guī)律。導(dǎo)入自然，任務(wù)銜接較好，給學(xué)生一個(gè)真實(shí)的大任務(wù)，以小組為單位，在完成一系列的小任務(wù)的同時(shí)，完成大任務(wù)，在完成任務(wù)的同時(shí)學(xué)會(huì)語(yǔ)言。課堂教學(xué)形式多樣，且以學(xué)生活動(dòng)為主體；能關(guān)注學(xué)生的情感，整個(gè)過(guò)程以激勵(lì)評(píng)價(jià)為主，以評(píng)價(jià)促學(xué)生發(fā)展。

由于新教材試教時(shí)間很短，對(duì)任務(wù)型教學(xué)研究還很不夠，學(xué)生在做匯報(bào)的時(shí)候，如何讓全體學(xué)生用心去聽(tīng)，是一個(gè)急需重視的問(wèn)題。

第二篇：人教版七年級(jí)上學(xué)期英語(yǔ)教案Unit3 Is

Unit 3 THIS IS MY SISITER(The 3rd period Section B 1---2c)Teaching aims(教學(xué)目標(biāo))：

1.學(xué)會(huì)說(shuō)家庭成員的稱(chēng)謂（繼續(xù)學(xué)習(xí)含有be的動(dòng)詞的基本句型的陳述句）2.學(xué)會(huì)談?wù)摷彝コ蓡T

Language points（語(yǔ)言點(diǎn)）：

1． 要求熟練運(yùn)用以下句式：(1)These are…(2)This/ That is… …(3)He/She is…

2． 要求掌握以下詞匯：son, cousin, daughter, uncle, aunt(上述句式在前幾課中已學(xué)過(guò)，在本課中要將這些單詞和句型滲透到綜合性活動(dòng)中，加深學(xué)生對(duì)所學(xué)知識(shí)的印象，使之能被更靈活地運(yùn)用。)Difficulties（難點(diǎn)）：

在介紹或談?wù)摷彝コ蓡T時(shí)，注意學(xué)生口語(yǔ)中的單復(fù)數(shù)運(yùn)用。Teaching steps（教學(xué)步驟）：

1.Warming-up and revision（課堂熱身和復(fù)習(xí)）a)Daily greetings to the students（日常問(wèn)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..1 b)Revision（復(fù)習(xí)）

T: Here is a picture from Lily.Guess who he is?2 S1: Is he …’s father? S2: Is he …’s brother? S3: Is he …’s friend? S4: Is he …’s uncle? 3 T: Yes, you are so clever.2.Presentation T: Here is a photo.Do you know who he is? 4 S: He is 布什（Bush）.T: Yes, he is the president of America.Who is his father? S: …(學(xué)生可能會(huì)有不同的回答，對(duì)能正確回答或接近正確答案的學(xué)生進(jìn)行表?yè)P(yáng)和鼓勵(lì)。)T: Here are also many people in his family.Let’s guess who they are.Are you ready? S1: Is he Bush’s father’s father? 5

T: You are so wonderful.He is Bush’s grandfather.S2: Is he Bush’s brother? S3: Is he Bush’s uncle? S4: Is he Bush’s son? 6

T: Thanks.You are so clever(good/wonderful/…).3.Work on 1(完成P16 1)T: In my family my grandfather is the oldest one.Who is the oldest man in your family? 7 S: My grandfather, too.T: Every family has a family tree, can you finish the family tree8 S: Yes!4.Work on 2a(完成P16 2a)T: Well done!Now let’s play a game.Please look at 2a.Let’s see who is the best in your group.9

(播放錄音，讓學(xué)生勾出所聽(tīng)到的家庭成員，如果

播放錄音一遍后，部分學(xué)生不能完成這一聽(tīng)力任務(wù)，可 再播放一遍錄音。）5．Presentation T: This is my family photo.These are my parents.This is my Grandmother.This is my cousin Tom.I have another two pictures.One is Dave’s，One is Lin Hai’s.Can you guess which is Dave’s and which is Lin Hai’s?10 S: Yes.T: Who can say something about Picture 111? S1: There are eight people in the picture.S2:This is Dave’s grandfather.S3: I think this is Dave’s uncle.… ….(播放錄音，讓學(xué)生勾出所聽(tīng)到的家庭成員稱(chēng)謂，如果 播放錄音一遍后，部分學(xué)生不能完成這一聽(tīng)力任務(wù)，可 再播放一遍錄音。）

6．Work on 2c---group work(完成P16 2c)T: I am very happy.All of you do a good job.We have known Dave’s and Lin Hai’s families and friends.I want to know your family.Now draw a picture of your family and friends.Tell your partner about your picture12.（小組活動(dòng)后，請(qǐng)幾個(gè)小組進(jìn)行表演, 老師及時(shí)鼓勵(lì)。）7．Homework Oral work:(1)Listen to 2a, 2c, read and recite it.(2).Draw a family tree about your family(模仿1中family tree，畫(huà)一個(gè)自己家庭的family tree，完善對(duì)自己家庭的介紹。)Written work:（3）Copy the words in 2a.（4）Find the person you are interested in, and write a passage about his/her family.13

教學(xué)設(shè)計(jì)說(shuō)明：

1.這幾個(gè)問(wèn)題是為了讓學(xué)生盡快進(jìn)入英語(yǔ)課堂氛圍，練習(xí)含有be動(dòng)詞單數(shù)的句子。2.T拿出自帶來(lái)的某些著名明星的家人照片，學(xué)生猜測(cè)圖片中的人物。這是復(fù)習(xí)前一課內(nèi)容，難度不大，所以可以多讓中等生參與，使他們獲得成功感，從而激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣。

3.學(xué)生可能會(huì)有不同的回答，如果學(xué)生出現(xiàn)本課將要教授的新單詞，T及時(shí)將新單詞板書(shū)，加深學(xué)生對(duì)他們的印象。T根據(jù)學(xué)生回答給出多種評(píng)價(jià)。

4．建議老師事先準(zhǔn)備學(xué)生比較熟悉的人物照片，引起學(xué)生對(duì)課文學(xué)習(xí)的興趣，對(duì)課堂直接生成的新單詞和知識(shí)，及時(shí)板

書(shū)，并帶讀，也可在學(xué)生回答時(shí)適當(dāng)加入課外常識(shí)。

5． 創(chuàng)設(shè)真實(shí)情景，當(dāng)學(xué)生不能正確說(shuō)出新單詞, 如cousin, grandfather時(shí)，鼓勵(lì)他們換種方式或中文來(lái)表達(dá)他們想要表達(dá)的含義，同時(shí)培養(yǎng)他們?cè)谡Z(yǔ)境中理解新單詞的能力。新單詞呈現(xiàn)后，可加入小競(jìng)賽等小活動(dòng)，如老師提示mother’s sister, 看哪位學(xué)生第一個(gè)反應(yīng)aunt。活躍了課堂氣氛，對(duì)新單詞的讀音和意思也有了更深的印象。

6．建議T用夸張語(yǔ)調(diào)讀”son, uncle, grandfather, daughter, aunt”，并將它們板書(shū)成一排，讓學(xué)生跟讀，也為part1的活動(dòng)的完成提供文字材料。

7．此句較長(zhǎng)，要求T放慢語(yǔ)速，對(duì)口語(yǔ)中的新單詞oldest，建議老師板書(shū)，通過(guò)對(duì)自己家庭情況的表述，幫助學(xué)生理解，必要時(shí)可用中文解釋。在表述grandfather的同時(shí)畫(huà)出family tree的圖形。

8．個(gè)人完成此活動(dòng),在有困難的情況下也可尋求同學(xué)的幫助。活動(dòng)結(jié)束后，老師核對(duì)答案,T及時(shí)評(píng)價(jià)。

9． 聽(tīng)力開(kāi)始前，建議學(xué)生看一 下選擇范圍。聽(tīng)力結(jié)束后，核對(duì)答案后，對(duì)正確回答或有進(jìn)步的學(xué)生及時(shí)表?yè)P(yáng)。

10.此句有新單詞，而且句子較長(zhǎng)，要求T放慢語(yǔ)速，對(duì)口語(yǔ)中的新單詞，建議老師板書(shū)，同時(shí)呈現(xiàn)課文2b的兩張圖片，如果學(xué)生未完全清楚T的指令，可重復(fù)此問(wèn)題，必要時(shí)可用中文解釋。

11．在聽(tīng)力之前，讓學(xué)生簡(jiǎn)單談?wù)搩蓮垐D片的不同點(diǎn)，為接下來(lái)的聽(tīng)力和談?wù)摷彝コ蓡T這兩個(gè)活動(dòng)的順利開(kāi)展做鋪墊。聽(tīng)力結(jié)束后，核對(duì)答案后，對(duì)正確回答或有進(jìn)步的學(xué)生及時(shí)表?yè)P(yáng)。

12．學(xué)生在黑板上寫(xiě)出 “These are…/This is…”等學(xué)生在活動(dòng)中有可能會(huì)用到的句型。活動(dòng)前先有T和Ss做示范對(duì)話(huà)，再由S和S進(jìn)行活動(dòng)。對(duì)正確使用句型的同學(xué)進(jìn)行表?yè)P(yáng)。此活動(dòng)建議采用小組競(jìng)賽的形式，看哪個(gè)小組說(shuō)的句子最多，以活躍課堂氣氛。

13.鼓勵(lì)學(xué)生利用書(shū)籍、網(wǎng)絡(luò)等多種途徑查找自己感興趣的人物的家庭，并寫(xiě)一篇小短文介紹他/她的家庭，學(xué)生也可加入自己了解的課外的句子。

第三篇：新目標(biāo)英語(yǔ)七年級(jí)下Unit3教案

新目標(biāo)英語(yǔ)七年級(jí)下Unit3教案（第一課時(shí)）

一、教學(xué)目標(biāo)：

1、掌握表示動(dòng)物的名詞和具有動(dòng)物特征的形容詞，例如：koala bear(樹(shù)袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊貓)，Lion(獅)，penguin(企鵝)，giraffe(長(zhǎng)頸鹿)；cute(逗人喜愛(ài)的)，smart(聰明的)，exciting(令人激動(dòng)的)，friendly(友好的)，interesting(有趣的)，fun(供人娛樂(lè)的)，scary(可怕的)。

2、用英語(yǔ)談?wù)摗⒚枋鰟?dòng)物(describe animals)并表達(dá)對(duì)動(dòng)物各自的喜愛(ài)(express preferences)，例如： Elephants are friendly.Tigers are kind of scary.Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.二、教學(xué)活動(dòng)過(guò)程 活動(dòng)目的：學(xué)習(xí)和鞏固表示動(dòng)物和具有動(dòng)物特征的單詞，掌握用英語(yǔ)表達(dá)對(duì)動(dòng)物及其它事物的喜好。教學(xué)過(guò)程和步驟：

1、布置任務(wù)，學(xué)生以4-6人為一個(gè)小組（要求面對(duì)面坐），以小組為單位，運(yùn)用所學(xué)的內(nèi)容進(jìn)行對(duì)話(huà)，并根據(jù)所學(xué)知識(shí)擴(kuò)展話(huà)題編對(duì)話(huà)，談?wù)撟约旱南埠谩?/p>

2、組織教學(xué)，師生互相問(wèn)候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。

3、出示教學(xué)掛圖和圖片，向?qū)W生呈現(xiàn)表示動(dòng)物的單詞：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求學(xué)生能看到圖片立即說(shuō)出單詞。

4、①打開(kāi)課本P.14,1a,看圖將單詞和圖畫(huà)配對(duì)。②1b聽(tīng)錄音，檢查在1a中聽(tīng)到的表示動(dòng)物的單詞。

活動(dòng)1 要求全班同學(xué)每人跟自己的同伴結(jié)對(duì)，用所學(xué)的表示動(dòng)物及動(dòng)物特征的單詞編一組對(duì)話(huà)，并談?wù)摳髯詫?duì)動(dòng)物的喜好，然后請(qǐng)部分同學(xué)到黑板前面當(dāng)眾表演。

5、①P.14,2a,聽(tīng)錄音，填上所聽(tīng)到的單詞，并把表示動(dòng)物的單詞和表示動(dòng)物特征的單詞連線。

②2b聽(tīng)錄音，用所給的詞完成對(duì)話(huà)。

very

dolphins

kind of

koalas

②每個(gè)同學(xué)就表格中填寫(xiě)的內(nèi)容跟各自的搭檔進(jìn)行對(duì)話(huà)。例如： A:Let，s see the pandas.B:Why do you like pandas? A: Because they are cute.B: Well,I like elephants.A: Why do you like elephants? B:Because they are kind of interesting.活動(dòng)2 將全班分為5-6組，以小組為單位，每個(gè)小組挑選一個(gè)所學(xué)內(nèi)容的話(huà)題（如animal動(dòng)物、food食物、color顏色、city城市、subject科目、sport運(yùn)動(dòng)項(xiàng)目等）。例如：

What’s your favorite animal? My favorite animal is pandas.Why do you like pandas? Because they’re cute.Why does he like …? Because… 最后，比比看，哪一組說(shuō)得最好？

6、語(yǔ)法項(xiàng)目小結(jié)

Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.

第四篇：仁愛(ài)英語(yǔ)七年級(jí)Unit3

仁愛(ài)英語(yǔ)七年級(jí)Unit3 Topic2 Section A教學(xué)反思

轉(zhuǎn)載2015-10-12 16:12:24 標(biāo)簽：教學(xué)反思

清遠(yuǎn)市呂麗萍工作室 林燕

2013年11月18日星期一上午第二節(jié)課，本人在飛來(lái)峽一中七(6)班上了一堂英語(yǔ)公開(kāi)課，課題為仁愛(ài)英語(yǔ)七年級(jí)Unit3 Topic2 SectionA 以下是我對(duì)這節(jié)課的教學(xué)反思： 一、七年級(jí)仁愛(ài)版英語(yǔ)教材，在我市初中學(xué)校使用已多年了。本人英語(yǔ)教學(xué)經(jīng)歷，對(duì)其有些感想。本教材向我們展開(kāi)了濃縮當(dāng)今世界原貌的萬(wàn)里畫(huà)卷，它深入淺出地為我們展示生活的細(xì)節(jié)，詮釋情感的真諦。它不僅給我們文化積淀，而且它那些最美、最人性的元素將會(huì)通過(guò)語(yǔ)言一點(diǎn)一滴地浸染，滲透我們的血液。它讓我們胸懷天下，讓我們感覺(jué)我們不僅是中國(guó)公民，而且也是世界的一員。

二、本人施教小結(jié)反思如下：

1、利用直觀教具，通過(guò)出示圖畫(huà)或照片，使語(yǔ)言學(xué)習(xí)更加容易。

2、對(duì)重點(diǎn)掌握的英語(yǔ)詞和句子結(jié)構(gòu)進(jìn)行備課。

3、指導(dǎo)學(xué)生結(jié)對(duì)，兩人一組對(duì)語(yǔ)言互動(dòng)練習(xí)，在課堂上展示各小組成績(jī)，或完成一段對(duì)話(huà)或一段表演。

4、運(yùn)用交際游戲，為學(xué)習(xí)語(yǔ)言互動(dòng)創(chuàng)造機(jī)會(huì)。

5、把全班學(xué)生分成合作學(xué)習(xí)小組。分組協(xié)作共同完成一項(xiàng)任務(wù)。

6、角色表演學(xué)習(xí)詞匯，創(chuàng)設(shè)情景短劇達(dá)到學(xué)習(xí)新詞匯并使用詞匯。

三、今后工作將在以下幾點(diǎn)上下功夫。

1、努力改善學(xué)生學(xué)習(xí)的方式，提倡參與、探究、體驗(yàn)、主動(dòng)、創(chuàng)新、合作、自主等方式。

2、學(xué)習(xí)“用教材”而不是“教教材”。努力開(kāi)發(fā)學(xué)習(xí)資源，整合學(xué)習(xí)資料。

3、創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)環(huán)境，課堂盡量使用英語(yǔ)教學(xué)，每月舉辦一次英語(yǔ)活動(dòng)，多用可視資料。

在本節(jié)課中我創(chuàng)設(shè)了真實(shí)情景，設(shè)置了一些問(wèn)題吸引學(xué)生導(dǎo)入新課。在授課中注意了呈現(xiàn)知識(shí)點(diǎn)從簡(jiǎn)單到難。針對(duì)本節(jié)課的內(nèi)容，設(shè)置了不同的任務(wù)讓學(xué)生成為課堂的主要表演者。通過(guò)出示一些生動(dòng)的圖片、簡(jiǎn)筆畫(huà)、合適的競(jìng)爭(zhēng)來(lái)練習(xí)學(xué)生的英語(yǔ)口語(yǔ)和激發(fā)學(xué)生的學(xué)習(xí)興趣。在課堂中充分地肯定、表?yè)P(yáng)學(xué)生，這樣學(xué)生就能自信而快樂(lè)地學(xué)習(xí)英語(yǔ)。激發(fā)學(xué)生積極性的方法是很多的，只要用心去想，用心去做，總會(huì)有意想不到的收獲。

第五篇：新版新目標(biāo)七年級(jí)英語(yǔ)上unit3第2課時(shí)教案

Unit 3 Is this your pencil?

Period TwoSection A（聽(tīng)說(shuō)課）

一．教學(xué)目標(biāo)

A.學(xué)習(xí)并掌握指示代詞: this, that, these, those；

B.學(xué)會(huì)Yes/No問(wèn)句及其簡(jiǎn)單回答；

(1)---Is this/that your pencil?

—Yes, it is.It’s mine./ No, It isn’t.It’s hers.(2)---Are these/those his keys?

---Yes, they are./ No, they aren’t.They are hers.二．教學(xué)流程

StepⅠ Previewing and testing(預(yù)習(xí)檢測(cè))

1.Ask students to read the new words of page 13-15 aloud in order to revise all the words that they have learnt last class.2.Let students read the book page by page and find the English of the phrases and sentences on page 34 of zhuxue before class, and write the English for them.If the students have some problems, ask them to discuss them among the groups.If they still can not work out, leave them to the teacher.(參考助學(xué)34頁(yè))

3.Check their previewing.Give different tasks to different groups, then let each group write down their answers on the blackboard.After that, ask other students to correct the mistakes.StepⅡ Warming up and leading in(熱身導(dǎo)入)

Hand up a student’s ruler and ask other student,T: Hello!Is this your ruler?

S1: No, it isn’t.Then ask the ruler’s owner,T: Is this your ruler?

S2: Yes, it is.T: Here you are.And are these your books?(pick up some books and ask)S3: No, they aren’t.T: Are these your books?

S4: Yes, they are.T: Here you are.Do you other school things?

Ss: Yes.T: What are they?

Ss: …

T: Great!You are so clever!OK, Let’s come to 1a, can you match the

words with the things? Do it, please.1aMatch the words with the things in the picture.After they finished,share their answers.設(shè)計(jì)意圖：以學(xué)生為中心，強(qiáng)調(diào)學(xué)生的參與，體驗(yàn)，感知和交流。

StepⅢ Listening practice(聽(tīng)力訓(xùn)練)

1.Listening for the main idea聽(tīng)取大意

Play the tape for the students, and ask them to listen and find out the main

idea of the conversations(完成助學(xué)35頁(yè)題目)

.A.they are looking for the owners of the things.B.they have many things.C.they are introducing their things.2.Listening for details聽(tīng)取細(xì)節(jié)

1b.Play the tape for the students again and ask them to number the

conversations(1-3).And check the answers.1c.Practice the conversations with your partner.Then make your own

conversations.Ask different students to practice the conversations first，then make their

own conversations using the objects they have and act out,make sure that most of them have chances.2a Listen and check the things you hear.Share answers.2b Listen again.First complete the conversation with the words in the

box

StepⅣ Post-listening activities聽(tīng)后活動(dòng)

2c

1.Then listen to the conversation in 2b and repeat.2.First practice the conversation in 2b in pairs.Then make their own conversations using the things in the classroom or the things they have.Ask different students to act out their conversations.Make sure that most

of them have chances.2d

1.Ask students to read the conversation in2d and match the things with

owners.the pencilsthe blue penthe dictionarythe green penthe eraser

Anna’sBob’sHenlen’s

2.Put the conversation into Chinese.（參考助學(xué)35頁(yè)）

3.仿說(shuō)原文

4.角色扮演----Role-play the conversation（先小組內(nèi)，后小組間）

5.自創(chuàng)對(duì)話(huà)。

Ask students to make their own conversations.Then act out.設(shè)計(jì)意圖：設(shè)計(jì)循序漸進(jìn)的語(yǔ)言實(shí)踐活動(dòng)，逐漸培養(yǎng)學(xué)生用英語(yǔ)做事情的能力。在做事情的過(guò)程中發(fā)展語(yǔ)言能力，思維能力和交流與合作的能力，形成語(yǔ)感。

StepⅤ Inquiry into knowledge by translation翻譯探究

1.Read Grammar Focus on P15then Put it into Chinese in pairs.2.完成助學(xué)35頁(yè)翻譯探究。

StepⅥ The end-of-class test當(dāng)堂檢測(cè)

1.3a Complete the questions and answers about each picture.Ask students to finish the questions then share their answers.The answers are:

thisisn’tthesetheythatisthosearen’t

3b Read the questions and complete the answers.The answers are:

1.it is hers2.it isn’tIt’s3.theyhis 4.they aren’tthey’re

3c Put some things into the teacher’s box.Then take one thing out of the

box and find the owner.You only have two guesses.If time permits do it.2.完成助學(xué)36頁(yè)當(dāng)堂檢測(cè)題.Check the answers.設(shè)計(jì)意圖：鞏固當(dāng)堂課所學(xué)習(xí)的內(nèi)容，讓學(xué)生隨時(shí)查缺補(bǔ)漏。

亮點(diǎn)：

這是本單元第一課時(shí)，既要鞏固單詞又要學(xué)習(xí)語(yǔ)言結(jié)構(gòu)。在上課過(guò)程中我注重了講練結(jié)合，同時(shí)又沒(méi)有忽視學(xué)生自學(xué)能力和小組合作能力的培養(yǎng)。而且我還注重了以學(xué)生為主體、面向全體學(xué)生的原則，通過(guò)小組間的競(jìng)爭(zhēng)與合作，培養(yǎng)了學(xué)生的集體榮譽(yù)感。

不足之處：

本課容量較大，處理的有些匆忙，部分環(huán)節(jié)不能很好的展示與訓(xùn)

練。尤其是學(xué)生自創(chuàng)對(duì)話(huà)和展示的環(huán)節(jié)，應(yīng)該讓更多的學(xué)生參與進(jìn)來(lái)。

使用建議：

用多媒體課件效果更好，能夠充分的進(jìn)行練習(xí)，直觀又省時(shí)。更能有效地增加課堂效率。提高學(xué)生的學(xué)習(xí)積極性。增強(qiáng)英語(yǔ)的趣味性。在教學(xué)過(guò)程中應(yīng)堅(jiān)持“充分相信學(xué)生，充分依靠學(xué)生，解放學(xué)生，發(fā)展學(xué)生”的原則，充分利用“先聽(tīng)后說(shuō)，先讀后寫(xiě)，先學(xué)后交再師教”的訓(xùn)練形式。讓學(xué)生成為信息的加工者。