第一篇：初一英语教案(人教版)Unit14
Unit 14 That's mine!
一、教学目标与要求
通过本单元教学，使学生能初步运用所学英语，就物体的所属者是谁（ownership)进行提问与应答，并正确使用有关句型及两种不同形式的物主代词。在本单元还要继续认读6个国际音标。
二、教学重点与难点
1、句型：1)Whose hat is this?2)Whose shoes are these?
2、语法：学习名词性物主代词的用法；小结物主代词。
3、音标：认读[B:],[[U],[C:],[[:],[[],[f]等6个音标。
三、课时安排
本单元共4课时，每课1课时。
T:They're black.Ss:Oh,that's...(Name of a student)
6、做练习册习题。
7、布置作业
1）抄写词汇；2）完成练习册习题。
四、难点讲解
the Green Famiy格林一家。
在姓氏前加定冠词，后接family一词，可表示“某某一家人”。还有另外一种表达方法，即在姓氏前加，该姓氏变为复数形式。例如：
the Whites怀特一家；the Browns布朗一家等。
4、教师拿出准备好的衬衫和毛衣，假设这两件衣服分别是xx,xx同学的，再叫另外两位同学到前面，举着衣物提问，引出类似本课课文的对话。（也可以替换成其他物品，如书包、文具等。但要注意：不能再用You must look after your clothes.这一句中的clothes一词；可直接换成该实物名称。）
5、将课文录音完整放一次，学生跟读。
6、指导学生做练习册习题。（本课习题1可留到下一节去做）
7、布置作业
1）抄写词汇和本课主要句型；2）练习朗读本课对话；3）完成练习册习题。
四、难点讲解
1、Is this yours?这是你的吗？
yours是一个名词性物主代词。关于物主代词，我们已经在
二、教具
录音机；几件与本课练习有关的衣物（如毛衣、衬衫等）
三、课堂教学设计
1、复习。放
my shoes.Whose are these shoes? They're mine.a)They're her sweaters.b)They're his trousers.c)They're their schoolbags.d)It's her blouse.e)It's our map.
第二篇：九年级英语上册Unit 11英语教案 人教新目标版
亿库教育网 http://www.xiexiebang.com
Unit 11 教案
The First Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language
Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Object
Helping each other is very important． It is a good quality．
Ⅱ． Teaching Key Point Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?
T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?
Ss: Can you tell me where the main office is?
T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?
S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．
Step Ⅱ 1a
Go through the instructions with the class．
Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．
Point to the lettered parts of the picture one by one．
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．
While students are working, move around the room offering help as necessary．
Step Ⅲ 1b
Read the instructions to students． Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step Ⅴ Homework
Review the target language．
The Second Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
escalator, furniture, exchange money, elevator（2）Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second
floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．
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Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money
2． Target Language
Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．
3． Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?
Ⅲ． Teaching Difficult Points 1． Indirect questions．
2． How to improve students’ listening ability．
Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class．
Step Ⅲ 2b
Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．
Play the recording again and ask students to draw the line on their own． Check the answer with the class．
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class．
Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．
As students work, move around the classroom checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class． Ask the rest of the 亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com class to look at the picture as they listen．
Step Ⅴ Homework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
hang out, fresh, advantage, disadvantage, block（2）Target Language
Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
（3）Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures Step Ⅰ Revision
T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
The Fourth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive（2）Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects
（1）Train students’ writing and speaking ability．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com（2）Train students’ ability to understand the target language in spoken conversation．
（3）Train students’ ability to use the target language．
Ⅱ． Teaching Key Points 1． Key Vocabulary
convenient, safe, restroom inexpensive 2． Target Language
Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
water slide, clown, dress up, have fun（2）Practise reading an article．
（3）Practise writing something using the target language．
2． Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．
Ⅳ． Teaching Procedures Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step Ⅲ 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
The Sixth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．
（2）Write some questions using the target language．
2． Ability Objects
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Train students’ writing ability．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using “beautiful, safe, delicious, convenient, fascinating”．
Ⅳ．Teaching Procedures Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．
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The Seventh Period
Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:
Grown-ups like cartoons, too．
2． Ability Objects
（1）Fast-reading to get a general idea of the text．
（2）Careful-reading to get the detailed information in the text．
（3）Learn the words and phrases from the context．
Ⅱ． Teaching Key Points 1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
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第三篇：三年级下册英语教案-Unit 2 _人教(PEP)
教学内容：Unit Two My family(1)教学目标和要求：
1、Let’s talk Part A
2、Let’s play Part B
教学重点：The sentences of Part A 教学难点：Who’s that …?Who’s this…? 教学用具：Tape/recorder/pictures/things 教学过程： Step1: Revision
1、Say Hello/Hi
2、Revise the names.Step2:Learn the sentences
1、Look at the pictures
2、Listen to the tape
3、Read the sentences after the recording
4、Read the sentences together
5、Group work
6、Performances Step3: Let’s play
1、Try to introduce someone
1、Step4: Listen and do Step5: Summary and homework 板书设计：
Unit 2
My family
Father mother man woman 作业布置：
1、Listen to the tape
2、Read the sentences 教学后记：
第 1 页
学生对单词学习较有兴趣，学得较快。
第 2 页
第四篇：人教新目标版2013—2014下学期七年级英语教案Unit 7 It’s raining!
初中集体备课教案
人教新目标版2013—2014下学期七年级英语教案
主备人：备课时间：2014年月日
成员：
Unit 7 It’s raining!
Period 1(Section A 1a, 1b, 1c)
Teaching aims1、Words:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,cool, cold, humid, warm, hot2、Sentence structures: How’s it going? How’s the weather? What’s the weather like? Important points
A new way of greetings and the description words about the weather.Difficult points
How’s the weather? It’s raining/windy/cloudy/sunny/snowing/.How’s it going? Great!/Not bad!/Terrible!/Pretty good!
Teaching procedures
Step1.Warming up
1.Ask the Ss randomly: What’s the date today? What day is it today? How are you?
2.Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.Step2.Presentation
1.Show 4 faces on the screen and ask Ss to describe each face using whatever words they can.Help Ss identify each person is feeling.2.Then show 4 words.Say the words and ask Ss to repeat each one.Ask Ss to match each remembered phrase with a face.Encourage them to spell the phrases by How do you spell it?
3.Practice with the new structure by the whole class: Choose one to the front and the others guess the description words through his/her facial expressions.Step3.Practice and listening test
1.Let one student ask me: How’s it going? I may answer like this: Terrible!Because it’s snowing and it’s so cold.Show a picture of snowing day and children are making a snowman and pretend to be very cold.Make Ss guess the words: the weather and snowing.Ask them: How’s the weather? Get them to answer like: It’s snowing/snowy.Go on with other kinds of weather: sunny, rainy, cloudy, windy.2.Play the tape and get Ss to write the city names in the boxes.Check the answers.Look at the 5 pictures in 1a.Encourage Ss to use the description words to describe the weather: ①Beijing—sunny and warm/hot ②Shanghai—cloudy and cool ③Boston—windy and cool ④Moscow—snowing and cold ⑤Toronto—raining and humid.Show an arrow to identify the degree of the 4 adjectives: cold, cool, warm and hot.4.Practice with the structures: How’s the weather? and What’s the weather like? with the 5 pictures The exact weather on that day should not be missed.Note: Talking about the weather is quite common in western countries as a daily greeting.Step4.Weather report
Show a weather map of China.Get Ss to make a weather report as a CCTV anchor.They may begin with asking the weather in each city, then make up a report about it.Step5.Chant
Show an easy chant to reinforce the questions and words about the weather.Step6.Homework
1.Copy the new words 4 times each.2.Summarize the usages of how in questions.3.Watch a weather report on TV and take down some notes about the weather forecast for tomorrow, and then write a report about it.教学后记：
Period 2(Section A 2a, 2b, 2c)
Teaching aims:
1.Learn the vocabulary words and useful expressions.2.Target languages:
How’s the weather? It’s raining.What are you doing? I’m watching TV.What’s she doing? She is playing basketball.3.Enable the students to talk about the weather and the activities that people are doing.4.Help the student learn how to talk about the weather and the activities that people are doing.Teaching procedures:
Step 1.Revision
Talk about the students about the weather.Ask as many students the similar questions as possible and write the words about weather on the blackboard.Then ask the students to read them repeatedly.Step 2.Free talk and lead-in
Show the following pictures.Talk with the students about the weather and the activities that people are doing.Say: Please look at the pictures and answer the following questions.Show or draw the pictures on the blackboard, and let the students practice more.Step 3.Listening(2a, 2b)
1.Work on 2a.Let's see what Joe's families are doing.Point to the 4 pictures.2.Ask Ss tell each person is doing in each picture.More attentions should
be paid to the correct use of the Present Progressive Tense.3.Play the recording for the Ss to listen and number the pictures [1-4].4.Play the tape for Ss to check the answers.5.With the whole picture, get some Ss to tell the story of it.6.Brainstorming
Play the tape for another time.Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?
What're Scott and Lucy doing?
Is Jeff watching TV?etc.7.Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Step 4.Pair work(2c)
1.Look at the pictures and talk about the people in 2a with a partner.2.Ask a student the questions as a model:
T: What's Uncle Joe doing?
S1: He's playing basketball.3.Ss work in pairs.Ask and answer about the pictures.Step 5.Role-play
1.Ask Ss to read the conversation and answer the questions:
a.What's Steve doing?
b.What's Rick's brother doing?
Ss read the conversations and answer the questions.Then check the answers together.Step 6.Grammar
Ask the students to read the sentences in the grammar box.Help the students sum up how to add-ing to verbs.Homework
1.Ask the students to make a dialogue in pairs after class.2.Ask the students to do exercise 4 in workbook.教学后记：
Period 3(Section A 2d--3b)
Teaching aims:
1.Teach vocabulary words.2.Target languages:
—How's the weather in Beijing?—It's sunny.—Can I take a message for him?—Yes.Could you just tell him to call me back?
—Sure, no problem.3.Enable the students to talk about feelings about different things.4.Help the students learn how to talk about feelings about different things.Teaching procedures:
Step 1.Revision
Talk about the weather and activities.Show the pictures.Give the students more changes to practice.Then check the answers.Step 2.Lead-in
Say, Look at the picture.How’s the weather in the picture?Show the picture.Help the students express their feelings with the words: great, terrible, good, pretty, good, not bad
Step 3.Warming-up and revision
1.Have a dictation of the new words and expressions in period 1.2.Ask some pairs to role-play the conversation in 2d.Step 4.Grammar Focus.1.Ss fill in the blanks and check the answers themselves.2.Ss read the sentences and learn by themselves.Step 5.Practice
1.Work on 3a.Fill in the blanks with the correct forms of the verbs in the box.Then practice the conversations with a partner.2.Ss read the conversations and fill in the blanks.3.Check the answers with the class.4.Ss practice the conversation in pairs.5.Ask some pairs role-play the conversation.Step 6.Practice
1.Work on 3b.Yuan Yuan from CCTV is interviewing people in five different places.Fill in the chart below.2.Ss work in groups.Discuss the pictures and talk about the weather and
what the people doing.Make a model for the Ss:
—How's the weather in Picture a?—It's sunny.—What's the boy doing?—He's playing the guitar.3.Ss ask and answer about the pictures.Then fill in the blanks.4.Check the answers with the class.Step 7.Practice
1.Every student draws a picture.On your pictures sb.is doing something in some kind of weather.2.Ask and answer about the picture.—How's the weather?
—What's he/she doing?
Homework
Ask the students to do the following:
1.Write something about the weather and make some sentences with the Presents Continuous Tense.2.Prepare the new words in Section B.教学后记：
Period 4(Section B 1a--1d)
Teaching aims:
1.Teach vocabulary words: dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country
2.Target languages:
—How's it going?—Not too bad.Are you studying hard or having fun?
3.Enable the students to describe the weather and what people are doing.4.Help the students learn how to describe the weather and what people are doing.Teaching procedures:
Step 1.Warming-up and revision
1.Ask and answer about the weather.2.Ask and answer what sb.is doing.Step 2.Presentation
1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …
2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Matching
1.Read the words in the box in 1a.Then look at the pictures.Match the words with the pictures.Ss match the words with the picture.2.Check the answers.Step 4.Pairwork
1.Look at the pictures in 1a.Ask and answer questions about the weather in the pictures in 1a.Give an example to the Ss.T: How's the weather in the picture d?
S1: It's dry.2.Now work in pairs.Ask and answer about questions about the weather in the pictures in 1a.3.Ask some pairs to ask and answer about the questions.Step 5.Listeningwork on 1c:
1.Read the chart in 1c.2.Play the tape for the Ss to listen and write what Mary and Eric answer
to “How's it going?”.3.Play the recording twice.The first time Ss only listen.For the second
Ss listen and write down the words in the blanks.Step 6.Listening
Work on 1d:
1.Listen again.What does Eric answer to “What are you doing?” & “How's the weather?”
2.Play the recording twice.The first time Ss only listen.For the second
Ss listen and write down the words in the blanks.Homework
After class, please make dialogues with your friend or classmates talking about the weather and the activities that you are doing.And do EX 5 and 6 in the workbook.教学后记：
Period 5(Section B 2a--Self-check)
Teaching aims
1.Teach vocabulary words: visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountains, country
2.Target languages: Are you studying hard or having fun?I'm having a great time in Europe.3.Ability: Learn about different activities in different weather
4.Cultural awareness: Learn to love our nature and protect the environment.Make a donation if possible Important points:
Use the words, expressions and sentence structures correctly.Difficult points:
Use the expressions they learned to describe the weather in 4 seasons and people’s activities
Teaching procedures
Step1.Warming-up and revision
1.Ask and answer about the weather.2.Ask and answer what sb.is doing.Step 2.Presentation
1.Show some pictures on the big screen.Present the new words.dry, cold, hot, warm …
2.Ss learn the new words and expressions and try to understand the expressions.3.Give Ss some time and try to remember the new words and expressions.Step 3.Talking
1.Look at the pictures in 2a.Talk about the pictures with a partner.How's
the weather? What are the people doing? Make a model to the Ss.S1: How's the weather in picture a?S2: It's sunny and warm.S1: What's the girl doing?S2: She's sitting near the pool and drinking some juice.2.Ss work in pairs and talk about the pictures.3.Let some pairs ask and answer the pictures aloud.Step 4.Presentation
1.Show some pictures on the big screen to present some of the new words in the postcards in 2b.2.Teach Ss the new words.Then let Ss read the new words after the teacher.Step 5.Reading
1.Fast Reading
Read the postcards in 2b and math each postcard with the correct picture in 2a.Ss read the postcards quickly and match the postcard the correct picture.Then check the answers.2.Careful reading:
Read the first postcard again and find the answers to these questions.Read the second postcard again and find the answers to these questions.① Where is Dave now?
② What are Dave and his family doing there?
③ Are they having a good time?
Ss read the postcards and try to find the answers to the questions.Then check the answers with the class.Step 6.After Reading
1.Read the postcards again and fill in the chart with the information from the postcards in 2b.Step 7.Writing
1.Write a postcard to a friend.Tell your friend about your vacation and what you are doing.2.Let Ss read their postcard to the class.Step 8 Homework
Summarize the key words and expressions in this unit.教学后记：
第五篇：初一英语教案_2
新泰实验中学11-12学年七年级英语上册Unit 7学案
Unit 7 How much are these pants?
Section A
一、教师寄语：
Believe yourselves, your world is more beautiful.二、教学目标：
1、知识目标：
词汇（1）表示衣服的：pants, sock,shirt,shorts,sweater,shoe, skirt（2）表示颜色的：color, black, white, red, green, blue, yellow（3）表示形状的：big, small, short, long 交际用语：
（1）—How much is this T-shirt? —It's seven dollars.（2）—How much are these socks? —They're two dollars.2、能力目标：学会询问价格及购物用语．.3、情感目标：通过购物的礼貌用语培养学生的良好品质。
三、教学重、难点：
学会使用询问价格的句型，并能正确回答
四、教学过程：
Step1 预习并尝试性探究：
根据汉语写出下列英语词语并展示．
美元____________(价钱)多少_______________ 红色的毛衣______________ 黑色的衬衫_____________ 白色的裙子____________黄色的短裤裤_____________ 长的裤子_____________ 短的袜子________________大的鞋子________________
小帽子______________ Step2: 自主学习：
1.自读1a单词, 然后将单词与图中物品相搭配..2.小组核对答案.3.自读1c对话、理解意思，并两人一组练习对话.4.两人一组展示对话,小组竞争.5.活学活用，利用身边的实物，两人一组练习对话.Step3: 合作探究： 1.师生合作完成听力练习1)听录音，完成1b, 2a 以及2b.2)练习听力对话.如:－How much is the red sweater ?
－It's 30 $.－How much are these notebooks ?
－They' re 10$.2.生生合作：
1)小组讨论is 和 are 在谈论价格时的用法
— How much _______the red skirt?
— It ________ 6 $.— How much _______these black pants? —They _______10 $..2)补全３a 对话，并小组讨论，相互检查．
3)分角色朗读对话． 并尝试复述对话． 4)模仿３a 对话利用３b 中的图画进行自由练 Step4 梳理归纳：
1.how much 用于询问价格，当询问不可数名词或单数可数名词时，后用_____；当询问可数名词复数的价格时，后用______ 2.总结一下购物的常用语：
________________________________________________________________________ Step5 拓展创新：
句子I want a sweater.中want 的用法： 1.某人想要什么“want sth” 2.某人想要做某事 “ want to do sth ” 3.想让某人干某事 “ want sb to do sth”
4.want = would like want 有人称和数的变化，would like 没有人称和数的变化 例：I want you to buy a skirt.He wants to go to the movies.She would like a T—shirt.五、典型例题：
1.--_______twenty dollars.A.is, They’re
B.are, They’re
C.are, It’s
D.are, They’re 解析：英语中pants, clothes, socks, shorts, shoes等，往往是以复数的形式出现，这类词作主语时动词用复数形式，回答也应用复数。故选D 2.---Can I help you?--Yes, I ________ a sweater.A.like
B.want
C.do
D.look 解析：当营业员询问顾客要买什么时，顾客回答是I want……..故选B.六、中考链接：
（）1.---The blue skirt looks nice on you._____ is it?
---It’s 50 dollars.A.How many
B.How much
C.How often
D.How old（）2.Lucy wants ______ a new pen.A.to buy
B.buy
C.buying
D.buys
七、达标检测:
（一）根据句意和首字母完成单词.1.The blue hat is seven d__________.2.How much are the ______(短袜)? 3.My _________(毛衣)is red.4.—What c_________is your hat? — Blue.5.—Can I h_______you?
—Yes, please.6.You are w ___________.（二）单选题
（）1.How much _______ these pants?
A.is
B.am C.are
D.do（）2.—How much are the black socks?
—__________________.A.It's 10 yuan.B.It's 10 yuans.C.They're 10 yuan.D.They're 10 yuans.（）3.Where ______ your new pants?________ on the bed.A.is, It's
B.are, They're
C.is, They're
D.are,I t's
（）4.—____________ are the shoes? —They are green.A.What
B.Where
C.How
D.What color
（）5.— How much is this bag?—_____________.A.It's three dollars
B.It's three yuans
C.It's good
D.Thank you（）6.—Can I help you? —___________.A.Yes, please
B.No, I can't
C.Sorry
D.You're welcome（）7.I think your socks _________nice.—Thank you..A.be
B.is
C.are
D.am（）8.—The socks are very cheap.—I 'll _________them.A.give
B.bring
C.like
(三)翻译下列句子.1.—这个黑包多少钱? —8 美元。
—How much ________the ________bag? —It________2________.2.—这红短裤多少钱?---9美元.—_______ much _________the red _______? — They're 9 dollars.3.—Please give me some hamburgers.—_____________.(给你)4.我想要那件红色T恤衫 I _______________________.5.Those tomatoes ____________.（那些西红柿2美元）6.The apples are cheap.I'll________.（我买了）
八、课后反思：
当我们询问物品的价格时,回答的时候需要注意什么? ______________________________________________________.感到自己有待加强的是________________________________________
D.take
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