七年级英语上学期Unit3教案4

第一篇：七年级英语上学期Unit3教案4

Unit 3 This is my sister

第一课时教案示例

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.教案点评：

一．环节设计思路：

首先由学生熟悉的称谓引入，将上节课的单词进行系统复习，为任务的完成做铺垫。

小组活动为个人的汇报作一个统计，由小组长主持，主要目的之一是促进学生之间的互相学习和合作，学会去倾听和辨别，学会在集体中发表自己的意见；目的之二，学会关心别人，正确表达自己的喜好

二．课后反思：

学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。

在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。

第二课时教案示例

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.教案点评：

整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。

由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。

第二篇：人教版七年级上学期英语教案Unit3 Is

Unit 3 THIS IS MY SISITER(The 3rd period Section B 1---2c)Teaching aims(教学目标)：

1.学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）2.学会谈论家庭成员

Language points（语言点）：

1． 要求熟练运用以下句式：(1)These are…(2)This/ That is… …(3)He/She is…

2． 要求掌握以下词汇：son, cousin, daughter, uncle, aunt(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Difficulties（难点）：

在介绍或谈论家庭成员时，注意学生口语中的单复数运用。Teaching steps（教学步骤）：

1.Warming-up and revision（课堂热身和复习）a)Daily greetings to the students（日常问候）T: Good morning/afternoon.Who is on duty today? S1: I am.T: Is everyone here today? S1: Yes, Everyone is here./No, … is not here.T: Thank you/Well done..1 b)Revision（复习）

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: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)T: Here are 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

(播放录音，让学生勾出所听到的家庭成员，如果

播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）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.… ….(播放录音，让学生勾出所听到的家庭成员称谓，如果 播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）

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.（小组活动后，请几个小组进行表演, 老师及时鼓励。）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，画一个自己家庭的family tree，完善对自己家庭的介绍。)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

教学设计说明：

1.这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。2.T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。

3.学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学生回答给出多种评价。

4．建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板

书，并带读，也可在学生回答时适当加入课外常识。

5． 创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。

6．建议T用夸张语调读”son, uncle, grandfather, daughter, aunt”，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。

7．此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。

8．个人完成此活动,在有困难的情况下也可寻求同学的帮助。活动结束后，老师核对答案,T及时评价。

9． 听力开始前，建议学生看一 下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。

10.此句有新单词，而且句子较长，要求T放慢语速，对口语中的新单词，建议老师板书，同时呈现课文2b的两张图片，如果学生未完全清楚T的指令，可重复此问题，必要时可用中文解释。

11．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。

12．学生在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。

13.鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。

第三篇：新目标英语七年级下Unit3教案

新目标英语七年级下Unit3教案（第一课时）

一、教学目标：

1、掌握表示动物的名词和具有动物特征的形容词，例如：koala bear(树袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊猫)，Lion(狮)，penguin(企鹅)，giraffe(长颈鹿)；cute(逗人喜爱的)，smart(聪明的)，exciting(令人激动的)，friendly(友好的)，interesting(有趣的)，fun(供人娱乐的)，scary(可怕的)。

2、用英语谈论、描述动物(describe animals)并表达对动物各自的喜爱(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、教学活动过程 活动目的：学习和巩固表示动物和具有动物特征的单词，掌握用英语表达对动物及其它事物的喜好。教学过程和步骤：

1、布置任务，学生以4-6人为一个小组（要求面对面坐），以小组为单位，运用所学的内容进行对话，并根据所学知识扩展话题编对话，谈论自己的喜好。

2、组织教学，师生互相问候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。

3、出示教学挂图和图片，向学生呈现表示动物的单词：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求学生能看到图片立即说出单词。

4、①打开课本P.14,1a,看图将单词和图画配对。②1b听录音，检查在1a中听到的表示动物的单词。

活动1 要求全班同学每人跟自己的同伴结对，用所学的表示动物及动物特征的单词编一组对话，并谈论各自对动物的喜好，然后请部分同学到黑板前面当众表演。

5、①P.14,2a,听录音，填上所听到的单词，并把表示动物的单词和表示动物特征的单词连线。

②2b听录音，用所给的词完成对话。

very

dolphins

kind of

koalas

②每个同学就表格中填写的内容跟各自的搭档进行对话。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.活动2 将全班分为5-6组，以小组为单位，每个小组挑选一个所学内容的话题（如animal动物、food食物、color颜色、city城市、subject科目、sport运动项目等）。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，哪一组说得最好？

6、语法项目小结

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：仁爱英语七年级Unit3

仁爱英语七年级Unit3 Topic2 Section A教学反思

转载2015-10-12 16:12:24 标签：教学反思

清远市吕丽萍工作室 林燕

2013年11月18日星期一上午第二节课，本人在飞来峡一中七(6)班上了一堂英语公开课，课题为仁爱英语七年级Unit3 Topic2 SectionA 以下是我对这节课的教学反思： 一、七年级仁爱版英语教材，在我市初中学校使用已多年了。本人英语教学经历，对其有些感想。本教材向我们展开了浓缩当今世界原貌的万里画卷，它深入浅出地为我们展示生活的细节，诠释情感的真谛。它不仅给我们文化积淀，而且它那些最美、最人性的元素将会通过语言一点一滴地浸染，渗透我们的血液。它让我们胸怀天下，让我们感觉我们不仅是中国公民，而且也是世界的一员。

二、本人施教小结反思如下：

1、利用直观教具，通过出示图画或照片，使语言学习更加容易。

2、对重点掌握的英语词和句子结构进行备课。

3、指导学生结对，两人一组对语言互动练习，在课堂上展示各小组成绩，或完成一段对话或一段表演。

4、运用交际游戏，为学习语言互动创造机会。

5、把全班学生分成合作学习小组。分组协作共同完成一项任务。

6、角色表演学习词汇，创设情景短剧达到学习新词汇并使用词汇。

三、今后工作将在以下几点上下功夫。

1、努力改善学生学习的方式，提倡参与、探究、体验、主动、创新、合作、自主等方式。

2、学习“用教材”而不是“教教材”。努力开发学习资源，整合学习资料。

3、创设英语学习环境，课堂尽量使用英语教学，每月举办一次英语活动，多用可视资料。

在本节课中我创设了真实情景，设置了一些问题吸引学生导入新课。在授课中注意了呈现知识点从简单到难。针对本节课的内容，设置了不同的任务让学生成为课堂的主要表演者。通过出示一些生动的图片、简笔画、合适的竞争来练习学生的英语口语和激发学生的学习兴趣。在课堂中充分地肯定、表扬学生，这样学生就能自信而快乐地学习英语。激发学生积极性的方法是很多的，只要用心去想，用心去做，总会有意想不到的收获。

第五篇：新版新目标七年级英语上unit3第2课时教案

Unit 3 Is this your pencil?

Period TwoSection A（听说课）

一．教学目标

A.学习并掌握指示代词: this, that, these, those；

B.学会Yes/No问句及其简单回答；

(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．教学流程

StepⅠ Previewing and testing(预习检测)

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.(参考助学34页)

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(热身导入)

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.设计意图：以学生为中心，强调学生的参与，体验，感知和交流。

StepⅢ Listening practice(听力训练)

1.Listening for the main idea听取大意

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

idea of the conversations(完成助学35页题目)

.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听取细节

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听后活动

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.（参考助学35页）

3.仿说原文

4.角色扮演----Role-play the conversation（先小组内，后小组间）

5.自创对话。

Ask students to make their own conversations.Then act out.设计意图：设计循序渐进的语言实践活动，逐渐培养学生用英语做事情的能力。在做事情的过程中发展语言能力，思维能力和交流与合作的能力，形成语感。

StepⅤ Inquiry into knowledge by translation翻译探究

1.Read Grammar Focus on P15then Put it into Chinese in pairs.2.完成助学35页翻译探究。

StepⅥ The end-of-class test当堂检测

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.完成助学36页当堂检测题.Check the answers.设计意图：巩固当堂课所学习的内容，让学生随时查缺补漏。

亮点：

这是本单元第一课时，既要巩固单词又要学习语言结构。在上课过程中我注重了讲练结合，同时又没有忽视学生自学能力和小组合作能力的培养。而且我还注重了以学生为主体、面向全体学生的原则，通过小组间的竞争与合作，培养了学生的集体荣誉感。

不足之处：

本课容量较大，处理的有些匆忙，部分环节不能很好的展示与训

练。尤其是学生自创对话和展示的环节，应该让更多的学生参与进来。

使用建议：

用多媒体课件效果更好，能够充分的进行练习，直观又省时。更能有效地增加课堂效率。提高学生的学习积极性。增强英语的趣味性。在教学过程中应坚持“充分相信学生，充分依靠学生，解放学生，发展学生”的原则，充分利用“先听后说，先读后写，先学后交再师教”的训练形式。让学生成为信息的加工者。