第一篇：人教版新目标七年级英语上册unit16导学案教案
Unit 1 My name 's Gina（总第1课时）
第1课时Section A 1a—2c
【学习目标】：
1、熟悉掌握词汇name clock 等
2、学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.3、能听懂听力对话并能对根据听力对话进行自由交际.【学习重点】： 使学生学会打招呼和介绍自己,并询问他人姓名的句型.Nice to meet you.What's your name ? My name is......【学习过程】：
一、自主学习（教师寄语：Knowledge is power.）
学习任务一: 熟悉掌握词汇name ,clock
1、认真观察第一页的图画,小组讨论你所认识的物品的英语单词.2,、试着写出含有的物品的英语单词.3、小组竞赛,展示(看谁总结的多, 写的准确)
学习任务二: 学会介绍自己并询问他人姓名,能够利用所学知识进行打招呼.1、教师自我介绍,引导学生介绍自己.A: Hello , I am Gina , What's your name ?
B: My name is Alan.2、小组竞赛, 两人一组,询问他人姓名,介绍自己.3,、分角色朗读1A对话.学习任务三: 能听懂听力对话并能对根据听力对话进行自由交际.1,、听录音, 给1B 的对话编号.2、根据听力对话进行自由交际.3、小组竞赛, 展示对话交际。
二、合作共建（教师寄语：Many hands make light work.）
小组讨论我们所学的英语名字和汉语名字的区别, 如何用英语拼写
你的名字?
三、系统总结（教师寄语：No man can do two things at once.）
1,、归纳你所学到的问候语.2、自己编写一个打招呼并询问姓名的小对话.四、诊断评价
（一）单项选择.1._______your name ? My name is Gina.A.What B.What's
C.Who
D.which
2.Good morning , Miss Wang!_____________!
A.Hello
B.Hi
C.Nice to meet you
D.Good morning
3.I _______Sally , What______ your name ?
A.am ,is
B.is , am
C.is , is
D.am, am
第二篇：新目标英语七年级上册Unit教案
Unit3 Is this your pencil?Section B(2a-3b)教案
玉贤中学英语组 余丽华
【三维目标】
1.知识目标
1)Words and expressions: call sb.at 685-6034
in the lost and found case
please school a set of keys David 2)Target language: Is this/that your watch? 2.能力目标：能读懂并会写寻物启事和失物招领启事 3.情感目标：1）通过活动，激发学习英语的兴趣
2）通过学习，培养学生拾金不昧的良好品质 【学习重点、难点】
1.重点：Words and phrases target language 2.难点：学习如何写寻物启事和失物招领启事.【教学过程】 stepI.Warm up Task1.Free talk(Group work: Use the real things and the words in 1a.)A：What’s this ?
B：Is it a watch ? A：Yes, it is.How do you spell it? B：W-A-T-C-H A：Is this your watch ?
B：Yes, it is.Task2.Read and spell the new words on Page 16.Then remember them.(Pair work)step 2.Presentation Task1.Teach and learn new words and expressions.1)Teacher：What’s your telephone number ? 2)Show a set of keys：
Teacher：Look！This is a set of keys.Student：Yes , this is a set of keys.3）Show a school ID card Teacher：Is this your school ID card ,Liu Yang ? Student：Yes , it is.4）Teacher：What’s this/that in the lost and found case ?
Student：It’s a notebook.Task2.Practice the conversations in pairs.step3.Reading.(2b/2c)Task1.Read fast and circle the lost things(watch ,computer game , some keys , school ID card)Task2.Read carefully and then write down the items.then check lost or found.Task3.Read more carefully by themselves and then fill in the blanks.1）
A：Is this your watch ? B：Please______John_____495-3539.(给John打电话)2）
Is that your computer game ______________?（在失物招领橱里）3）
I lost my _________________.(学生证)step4.Writing.（3a&3b）
Task1.Discuss how to write the lost and found messages in groups.Task2.Put these pieces in order to make a message.Write number in the boxes.(Pair work)Then answer the question: Who found a set of keys? Task3.Write your own lost and found notice.Then show in groups.step5.Summary.Sum up what we have learned in this class.1.Words and phrases.2.Reading and writing skills.(How to write lost and found messages)step6.Homework 1．Go over Unit 3 and then have a self check.2． Finish the exercises.
第三篇：七年级英语上册《Starter Unit 2 teaching plan》教案 人教新目标版
广东省汕头市龙湖实验中学七年级英语上册《Starter Unit 2 teaching plan》教案 人教新目标版
课程目标
一、知识和能力目标
本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。
二、过程和方法目标
教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。
三、情感态度和价值观目标
目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。成功越多，自信心就越强。Period 1 Teaching goals: 1.Words: a quilt，a map，a jacket，a key，a ruler，a pen，an orange 2.Drills: What’s this in English? It’s„.3.Letters: I J K L M N O P Q R(sounds)Important and difficult points: 1.Word: quilt.2.Letters: J M N O R 3.It’s a/ an„ Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step l：Introduction Review greetings.Review the letters learn in the last unit． Get the students to introduce themselves in English． Step 2：Lead—in Have ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．
Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.Step 3：Practice Listen．Play the tape twice．Have the students circle the things they hear． Get the students to act out the conversations in the picture of 1a． Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．
Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them． Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the // and／a／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape． Step4：Games time Play the letter game with the students like the following instructions．Sometimes the teacher can explain the rules of the game in Chinese． 看谁快
这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。Step 5：Homework Finish off the workbook Blackboard writing:
Period 2 Teaching goals: 1.Words: spell 2.Drills: How do you spell it? Glad to meet you.3.Letters: I-R(writing)4.Pronunciation rules Important and difficult points: 1.Letters: k, p, Q, r 2.Pronunciation rules.Learning Methods: Yangsi Learning Mode, Cooperative Learning Teaching Methods: Yangsi Teaching Mode, Situational Approach, Task-based Teaching Approach, the teaching mode of Two-way Interaction Teaching procedures: Step 1：Lead—in Write the names in the big letters on the blackboard，teach the students to read the names．Then get them to listen to the tape and number the names．Have the students pay attention to your writing names on the Bb．Make sure everyone knows how to write the names． Step 2：Pairwork Give each student an English name．Make them remember it and know how to spell it.Write your name，and one or two others on the blackboard． Ask students to look at the words carefully．Explain how capitals are used in English names． Step 3：Pairwork Ask the students to say out where we can find English words or English names around us and what they are．What’s the meaning of it? Maybe the students can list a 1ot．If they couldn’t，give them some notes such as WC, NBA，Exit and so on． Let the students try their best to search as many abbreviations as possible． step 4：Practice And get them to introduce themselves to the others with their new English name．All these must do after the students know how to do it．The teacher can give them an example with the help of one student．The teacher can take the dialogue on the book for an example．Practise： A：Hello!B：Hello!A：I’m Paula．P—A—U—L—A，Paula．What’s your name? B：I’m James．J—A—M—E—S，James． A：How do you do? B：How do you do? A：Nice t0 meet you． B：Nice to meet you，too．
Have students switch roles and repeat． Step 5：Lead—in Have ready a map，an orange，a ruler，a pen，a key, a quilt．Use these to ask students：What’s this in English?
Get them to answer the question one by one．Then ask them to listen and number the words they hear．
After they finish 1a，make sure they read the words correctly．And ask students to write the words down in small letters． Step 6：Pair work Do the contents list on the book．Then play a guess game．The teacher should get ready a soft bag，and some objects such as a ruler，a pen，a key，an orange and so on．First show all the things to students，then hide all of them in the teacher’s desk，put one into the bag，try not to let students see it．At last get students to guess what’s in your bag．The teacher can ask the student： T：What’s this in English? A：Is it a book? T：N0，it isn’t． A：Is it a pen? T：Yes，it is．
If the student Succeed．congratulate to him or her．Then do the same to another one.This game can also be played in small groups if you have enough materials.Step 7：Listen and read Have the students listen to the tape and repeat．
Get the students to listen to the tape and repeat，ask them to try to find what is the connection between the words． Step 8：Homework Copy the letters and the words.Blackboard writing:
Extra Exercises: 英汉词组互译
1．用汉语 2．一床被子 3．一个橙子 4．一件上衣 5．一幅地图 6．你的钢笔
7．in English 8．that key 9．this ruler 10．thank you 选择填空
()1．This is ______ nice jacket.A．an B．a C．one D．／()2．What’s that _______in Chinese? A.in B．to C．on D．at()3．_______ your book? A．This is B．Is its C．It’s D.Is this()4．---Colin，what’s this in English?---__________.A．This is a pen B．It’s a pen C．It’s pen D.This is pen()5．Is this ______ English book? A．a B．an C．one D./ 翻译句子
1．这是南希。2．瞧，这是什么? 3．这个用英语怎么说? 4．这是一床漂亮的被子。5．请拼写一下。
第四篇：七年级英语下册《Unit 7 It is raining》教案 人教新目标版
四川省宜宾市南溪二中七年级英语下册《Unit 7 It is raining》教
案 人教新目标版
2、学生此前已经学过有why, where, what引导的特殊疑问句句型，具有了学习本单元知识的认知前提，形形色色的天气能激发学生的好奇心，产生了解它们的欲望，有利于本单元知识的教学。
二、教材分析
（一）教学内容
本课内容出自新目标人教版七年级(下)Unit7 It’s raining Section A第一课时。教学内容以描述天气状况为主，继续巩固现在进行时态为辅。课文贴近生活，教学中比较容易联系实际，创设语言情境，与单元有关又有所拓展，训练学生的口头表达能力。
（二）教学目标： 1.知识与能力:（A）学习重点词汇： rainy, sunny, cloudy, snowy , windy, weather.（B）掌握询问天气的句型并进行回答：
How’s the weather? / What’s the weather like? It’s raining.2.过程和方法：通过观看图片和对话练习，让学生在讨论中进一步理解，培养学生的理解能力。
3.情感态度与价值观：通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。通过展示个人的特长，培养学生互相合作、互相学习的团队精神。
（三）教学重点及难点
1.重点： 学习并掌握记汇： rainy, sunny, cloudy, snowy , windy.2.难点：学会其特殊疑问句、一般疑问句的用法及回答。
（三）教学方式
以任务型教学为主，采用情景教学法、多媒体辅助教学法、交际法、小组竞赛法等方式。
（四）教学用具
(1)PPT(2)A radio 教学过程
一、导入(lead-in)
1.铺垫，知识回忆
a.用学生已经学过的简单句型：How are you ?对学生进行问候，调动学生的兴趣。
2.激趣，看图片回答问题：创设情境，发现问题
Q1：What’s the girl doing? She is walking。Q2：How’s the weather? 1
引出新单词weather，并板书今天要学习的内容。
说明：游戏能为学生的英语学习带来快乐，使枯燥、机械的句型操练变得生动，活泼，因此，在教学过程中，应恰当的把游戏引入课堂，寓教于乐。
二、教学SectionA-1a
1.欣赏一首歌：What’s the weather like today?
通过歌曲欣赏，学生们自己找出与天气有关的单词，学生通过搜索资料提高搜索信息的能力，培养学生探究能力，然后进行1a中五个单词的重点学习。
2.展示处1a中的五个新单词，教读并纠正他们错误的发音。
说明：利用电教多媒体能使课堂更加生动，直观，图文并茂，使学生能够在轻松愉快的气氛中学习。
3.交际英语
运用What’ the weather like? 就图片上的天气进行提问。
说明： 英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。
三、教学SectionA-1b,1c
1.看图听1b的录音，把地名填入图中的方框里，教师核对答案。
2.学生对话练习1c，对话如下：
A: Hello!May I speak to …?
B: This is …speaking.A: How’s the weather in …? B: It’s ….A: What are you doing? B: I’m ….A: Thanks!Bye!B: Bye!
教师叫几组学生将对话表演出来。
四、知识拓展
1.争做小小天气预报员
就各地区的天气进行预报。
说明：兴趣是最好的老师，而兴趣来自好奇，来自体验，提供实践机会，让他们参与表演，这既符合中学生好动、表现欲强的年龄特点，同时也会进一步加强对所学知识的掌握。
七、课后作业
1.观察本周天气情况，进行预报。
八、板书设计
It is raining.Word list:
Hot、cold、raining、snowing、windy、sunny
Sentences：
How’s the weather？
It is raining.(snowing、rainy、snowy）
教学反思：
1、本节课体现了新课程的教学理念，采用了任务教学法，通过设置一些任务，学生在老师的引导下，通过小组或个人完成这些任务，就达成了本节课的三维目标。
2、利用网络和多媒体辅助教学，使得课堂更加生动活跃，抽象的东西更加形象直观，学生掌握起来也就更容易。
4、本节课的亮点在于关注学生的学习策略和情感教育，这也是符合新课程标准的要求的。
第五篇：2012年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版
Unit 3 – Is this your pencil?
Learning Objectives In this unit, students will learn to identify ownership of personal belongings.They will also be able to spell the name of the object for confirmation.一、Topics（话题）: Things in the classroom
二、Functions(功能)Identify ownership
三、Structures(结构)
Possessive pronouns mine, yours, his, hers Yes/no questions and short answers Lost and found
四、Target Language(目标语言)Is this your pencil? Yes, it is.It’s mine.Are these your books? No, they aren’t.They’re hers.五、Vocabulary（词汇）
Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, computer game, ID card, watch, ring, mine, your, his, hers Thank you for..., ask...for..., a set of
六、Skills(技能)Listening and read for specific information
七、Recycling（复习巩固）What’s this? It’s...How do you spell it?
八、教材分析
本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室
用心
爱心
专心
内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元教学使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及学会写寻物启事和招领启事。
与其他单元一样，本单元共六页（6 pages），其中包括Section A，Section B和Self check。
Section A(Pages13&15)学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page13,14有听、说、读。
1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。
2a, 2b, 2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a, 3b, 3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。
Section B(Pages16&17)学会写招领启事和寻物启事。在已有的基础上开展的，Grammar focus, Page3是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
1a, 1b, 1c, 1d, 1e学会判断物品的所属。2a, 2b, 2c学会写招领启事和寻物启事。
Self check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。
九、学情分析
1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
3）思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。
用心
爱心
专心
十、课时安排
Period 1（Section A：1a-2d）Listening Period 2（Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking(I)Period 3（SectionＢ：1a, 1b, 1c, 1d, 1e）Listening and speaking(II)Period 4（SectionＢ：2a, 3b, 2c）Reading, speaking and writing Period 5（Self Check）Revision and testing
The 1st period of class: Section A(1a –2d)Teaching aims（教学目标）
1．本单元我们将学习物品的所属者是谁？ 2．根据场景询问英语中对应的表达法。Language points（语言点）
1.要求掌握以下句式：
(1)What’s this/that（in English）? It’s a/an„
(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求掌握以下词汇： Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hers Difficulties（难点）： How to identify ownership Teaching steps（教学步骤）
Step 1: Warming up and Presentation(1a: P13)Good morning, everyone!Last week, we finished Unit 1.Today we are going to learn a new unit, Unit 2.Prepare a box of school things before class and ask the students to learn to demonstrate things.Let’s look at the title of Unit 2.Is this your pencil? What is the unit about? T:(Take out a box filled with school things and pick out a pencil.T can put some pencils, some pencil-cases, and some rulers and so on in the box.)A pencil, a pencil, this is a pencil.(Stress “this” and “pencil”.)What’s this in English?(Write the sentence on the blackboard and stress “this”.)
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S:（repeat）A pencil.T: Yes, it is a pencil.What’s this in English?(Stress “this”.)S: A pencil.T: Do you have a pencil?(Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK?(Show the pose of “OK” do it as T.)OK?(Stress “OK”.)
S: OK.T: Now, hold your pencil up(Stress “pencil”)and say after me “What’s this in English”?
S: What’s this in English?
T: This is a pencil.(Write “This is„” on the blackboard.)S: This is a pencil.T: It is a pencil.(Write “It is„” on the blackboard.)S: It is a pencil.T: Good.What’s that in English?(Point to S1’s pencil and write the word “that” under the word “this” on the blackboard and stress it.)
S: A pencil.T: What’s that in English?(Point to S2’s pencil and stress “that”.)S: A pencil.T: Good.Point to your friend’s pencil and say after me “What’s that in English?”(Stress “that”.)
S: What’s that in English?
T: That’s a pencil.(Write “That is „”.)S: That’s a pencil.T: It is a pencil.S: It is a pencil.T:(Put the pencil aside and pick out a pen.)A pen, a pen, what’s this in English?
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and try to lead the Ss to
S: A pen.T: This is a pen.(Point to “This is „” on the blackboard.)S: This is a pen.T: It is a pen.(Point to “It is„” on the blackboard.)S: It is a pen.【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。
In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English.Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things.If the students don’t make any mistakes, T can give some small gifts to them.Step 2: Section A 1a OK, let’s have today’s new unit.Please open your books at page 13 and look at activity 1a.1．Look and find Please look at the picture in activity 1a.What can you find? 2．Match and discuss a.Would you please match the words with the things in the picture? b.How many words do you know? Can you share the words you know with your partners? c.Please discuss with your partners and check whether your answers are the same.3．Check the answers Let’s check the answers together.4．Read a.Please read the words after me.Pencil...b.I would like you to read the words together and one word twice.Pencil one two...c.Who would like to read the words in class? d.Let’s read the words one by one.用心
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【教学设计说明】
采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。
Step 3: Section A 1b 1．Listen and number a.Listen to the tape for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers Let’s check the answers.Answers: 3 2 1 3．Read a.I would like you to read the conversations together.b.Would you please read them in pairs? c.Who would like to read in class? 4．Translate and explain a.Let’s translate the conversations into Chinese.Would you please work in pairs? b.Let’s translate the conversations together now.c.When do you ask the questions like: Is this your...? or Is that your...? Can you tell me? 【教学设计说明】制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.Step 3: Section A 1c 1．Practice a.Would you please practice the conversation with the things you and your partner have? b.I will give you an example first.用心
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Example: T: Mary, is this your pen? S: No, it isn’t.It’s her pen.c.Please practice in class.Who would like to have a try? 【教学设计说明】
拓展练习“找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。
Step 4: Section A 2a 1．Listen and check a.Let’s move to activity 2a now.There are six things in the picture.Let’s look at them.Can you tell me what they are? b.Yes.OK.Let’s listen to the tape for the first time.c.Are you ready to do the activity 2a? Please check them while listening.2．Check the answers Have you got your answers? Who would like to tell us the answers? What have you checked? Answers: The things that are checked: pencil case;eraser;book;pencil;ruler 【教学设计说明】
1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is.No, it isn’t．”。
2.让学生听对话，练习并模仿对话。识别物品的所属。Step 5: Section A 2b 1．Listen and complete Listen to the conversations again and complete the conversation with the words in the box.2．Check the answers Finished? Let’s check them.Answers: 1．pencil 2．eraser 3．ruler 4．book 5．pencil case
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3．Read the conversation a.Let’s read the conversations together.b.I would like you to read them in groups.c.Who would like to read them in class? 【教学设计说明】
1.播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。
2.引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is.No, it isn't.）。
Step 6: Section A 2c 1．Read Let’s move to the activity 2c.Shall we read the conversation together? 2．Practice a.Now, class, we can see some things in the picture on the right.Let’s practice the conversations in pairs with them.Then make the students’ conversations using the things in the classroom.b.Who would like to practice in class? Step 7: Section A 2d Role-play the conversation.分角色表演对话。采用Role playing的学习策略，利用教学图片来展开课堂Pair work的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
Step 8: Summarize Let’s summarize what we learnt in this period.Show the following on the blackboard.用心
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Writing on the blackboard(1)What’s this in English?(2)Is this your / my„? that that This /That / It is„ Yes, it is.No, it isn’t.形容词性物主代词
我的 你的/您的
他(她，它)的
我们的
你们的/您们的
他们 / 她们 / 它们的
my your
his, her, its
our
your
their Step 9: Homework 1．Copy the words in activity 1a and the sentences in grammar box.2．Read the tape script of activity 2a and 2b.The 2nd period of class: Section A(Grammar focus – 3c)Teaching aims（教学目标）
1． 语言知识目标：
A)词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.B)句型：Is this your„? Yes, it is./ No, it isn’t.What’s this in English? It’s a„ How do you spell it? P-E-N.2． 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3． 情感目标：
A)激发学生学习英语的兴趣，发挥学生学习英语的主动性。B)通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。
C)学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。
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4．学习策略：
A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网
络等获取更多的信息。
D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。Language points（语言点）
1.词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring.2.语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it? 3.语言功能：询问物品属性What’s this/that„?和辨别物品所有者 Is this your/her/his„?” Difficulties（难点）： 词汇的教和学，多种语言结构的综合运用。
Teaching steps（教学步骤）
Lead in: Yesterday we got to know how to ask the owner of the things.Do you still remember how to say that? OK.Let’s review it first.Step 1: Revision 1．Ask and answer a.Would you please make some conversations with “Is this / that...? ” b.Who would like to have a try in class? 2．Dictation Read the sentences in grammar box.2．Point out the notes 物主代词的用法；this 与 that 的区别；Is this / that...? 的答语用it is。【教学设计说明】
用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：What's this
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in English? It’s a...How do you spell that? Is this your pencil? 值得注意的是: 假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。
Section A 3a 1．Explain a.Let’s go into activity 3 on page 15.How many things are there? b.Yes.There are five things.And can you tell me what they are? c.Very good!All the things here are school things.That means we use them to study.2．Read a.Let’s read the conversation in the box together.b.Please translate it into Chinese by yourselves.3．Practice a.I would like you to practice the conversation with the five things in the picture.b.Who would like to have a try in class? c.Very good!Now this time, I would like you to practice the conversation with the things on the screen.d.First, please work in pairs.e.Now, let’s invite some pairs of you to make the conversation in class.【教学设计说明】
老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What's this in English?”，这名学生猜，使用句型为“Is it a/an...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。
Step 3: Section A 3b a.Let’s have a game now.In this unit, we learnt to ask the owner of the things.Now let’s play a game.用心
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b.We play the game in groups.Every group member put one school thing into a box.c.After that, please take out one thing from the box and ask your group members “Is this your...?” If he / she answers “Yes, it is.” that means you win.If he / she answers “No, it isn’t.” that means you fail and have another try.Remember you just have two guesses!d.Are you clear about the rule of the game? Let’s start the game!【教学设计说明】
1.以小组为单位，做 Section B-1b 的对话练习。2.口头检查学生所练的对话。Step 4: Play games 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!【教学设计说明】
老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Let’s summarize what we learnt in this period.Step 5: Homework Try to memorize the conversation in 3.【教学设计说明】
1．对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。2．注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。
3．本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。
4．采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。
5．从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。
The 3rd period of class: Section B(1a-1f)
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Teaching aims（教学目标）
1．学习Section B的新单词；
2．进一步巩固Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.句型。
Language points（语言点）
2.要求掌握以下句式：
Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求掌握以下词汇： baseball, ID card, ring, dictionary, watch, key, computer game, notebook.Difficulties（难点）： How to identify ownership Teaching steps（教学步骤）
Lead in: Good morning, boys and girls.Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes.We learnt to find the owner of the things.Step 1: Revision 1．Review some school things a.I will show you some pictures, can you answer my questions? Questions: 1．What’s this in English?
2．What’s that in English?
3．How do you spell it? b.I would like some of you to ask the questions and the others answer them according to the pictures.2．Review the way of asking the owner Can you make conversations with the things you and your friends have? Example: Is this your...? Yes, / No,...It’s...Is that your...? Yes, / No,...It’s...用心
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Step 2: Section B 1a 1．Look and match a.Open your books at page 10.Would you please look at the picture in activity 1a? b.There are some things in it.Can you match the words with the things in the picture? OK.Let’s have a try.2．Check the answers Finished, everyone? Let’s check the answers now.Answers: 1．baseball a 2．watch d
3．computer game c
4．ID card b 5．key f 6．notebook h 7．ring g 8．pen e 3．Introduce them to your friends Could you please introduce the things to your friends with the sentence like: This is a...Example: This is a ring.This is an ID card....【教学设计说明】
在游戏中检查学生对已学单词的掌握情况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。
Step 3: Section B 1b 1．Read a.Please look at the conversation in 1b.b.Shall we read it together? c.Very good.Let’s read it again.But this time, boys read as A and girls read as B.OK.Begin!2．Ask and answer a.Just now we read the conversation twice.I want you to ask and answer the
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questions about the things in the picture in 1a.b.Who would like to have a try in class? 【教学设计说明】
学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。
Step 4: Section B 1c 1．Listen and circle a.Let’s move to activity 2a now.It is a listening exercise.For the first time, I would like you to listen only.b.Now, for the second time, please listen to it again and circle the things in the picture in 1a.2．Check the answers I think most of you have finished it.Let’s check them together.Answers: circled items: watch, ID card, pen, baseball 【教学设计说明】
通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性，提高自信心。
Step 5: Section B 1d 1．Listen Listen to the conversations for the first time.2．Listen and fill the chart a.Listen to the conversations for the second time and write the things in the chart.b.Listen to the conversations for the third time and check them by yourselves.3．Check the answers Let’s check the answers together.Answers:
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Kelsey: watch, ID card Mike: pen, baseball 4．Read the tape script a.Let’s read the tape script together.b.Would you please read the tape script in pairs? c.Who would like to read in class? Step 6: Section B 1e Task－Whose are they? 【教学设计说明】下面我们来完成一个任务。任务是两人一组来进行。请A同学翻开书第81页，B同学翻开书第82页。同学们都看各自的那一页，书上有三样东西，但你们不知道这三样东西属于Sally还是Tony。请用上面的对话来询问这三样东西的所属人是谁。同学们再看每页下面还有一个表格，表格中显示的是另一个同学询问你的物品的所属者是谁，请根据表格内容告诉对方他(她)的询问正确与否。例如：请同学们看同学A和我做的示范。
Example: A: Is this her pencil case? T: No.It’s his pencil case.下面请同学们开始完成这个任务。Step 7: Summarize Let’s summarize what we learnt in this period.Step 8: Homework Copy the conversation in section B 1b.The 4th period of class: Section B(2a-2c)Teaching aims（教学目标）
灵活使用Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.Language points（语言点）
1.熟练掌握以下句式：
(1)What’s this/that（in English）? It’s a/an„
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(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求会写“失物招领或寻物启示”。Difficulties（难点）： 会写“失物招领或寻物启示”。
Teaching steps（教学步骤）
Lead in: We have finished most part of Unit 2.And in this period, we will continue to finish section B.But before that, I would like you to review what we learnt before.Step 1: Revision 1．Make conversations a.Can you make conversations with the school things? Example: Is this his / your...? Yes, it is./ No, it isn’t.b.I would like you to make another conversation with his / her? Example: Is this / that his / her...? Yes, it is./ No, it isn’t.2．Dictation Let’s have a dictation.Step 2: Section B 2a 1．Write the things you lose easily a.Let’s go into activity 2a on page 11.First let’s look at the title please.b.Do you know what the word notices mean in Chinese? Just guess.c.Yes.Notices means “通知”。2．Read a.Read the notices by yourselves.b.Let’s read them together now.用心
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c.I would like four of you to read in class.3．Circle a.Circle the words from activity 1a.b.Check the answers.Answers: Circle these words: watch, computer game, notebook, ID card c.Please read the words you circled together.4．Explain a.请同学们看这些通知，它们都是失物招领启事。请同学们观察，失物招领启事有什么特点？
b.对。它们都比较短，比较简单。都留有联系方式。拣到东西可以用Found开头，丢失东西用Lost开头。请同学们注意失物招领启事的写法。【教学设计说明】
老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领” 或“寻物启示”。小组活动，合作探究，充分体现“做中学”的原则。
Step 3: Section B 2b 1．Put these pieces in order to make a message.a.Let’s move to the activity 3b.b.Would you please write numbers in the boxes? 2．Check the answers a.Finished, everyone? Would you please check the answers with your partners? b.Let’s check them together.Answer: Found: A set of keys.Please call David at 529-6403.3．Read a.Let’s read the message together.b.Who would like to read it in class?
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【教学设计说明】
情景编演剧 “Lost and Found”,该任务需要学生综合运用本单元语言知识，需要小组做出尽快反应，能提高学生的合作意识，反应能力和发散思维，培养学生拾金不昧，助人为乐的优良品质。培养学生自主学习能力和探究精神。
请学生派出代表讲解所拼出的告示之意思，有不明白的地方学生们已经在小组范围内分析。然后将注解中中的各种告示，在理解的基础上，圈出 P17-2b 中的物品。（学生只要明白该告示的意思，可以仿照写，不需朗读。）
Step 4: Section B 2c 1．Write a.Would you please write a message on your notebooks? b.Please follow the examples in 3a and 3b.2．Read a.I think most of you have finished the message.Would you please read it to your partner? b.I would invite some of you to read your messages in class.Who would like to have a try? 【教学设计说明】请学生仿照写“失物招领”或“寻物启示”，老师巡视，抽查出有代表性的作品进行全班范围内订正普遍性的错误。课后让学生将自己的作品进行更改。
Step 5: Games Guessing game－What is it? 下面我们做一个游戏。两人一组，一个同学在纸上画一个我们学过的物品的画，另一个同学猜它是什么？猜出来，换角色。同学们做这个游戏用的语言是：What’s this? Is this a watch?...Example: A: What is this? B: Is this a watch? A: No, it isn’t.B: Is this a ring? A: Yes, it is.Step 6: Summarize Let’s summarize what we did in this period.用心
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Step 7: Homework Copy the messages in 3a.The 5th period of class: Section B(3a-Self Check)Teaching aims（教学目标）
熟练掌握并灵活使用本单元所学知识。Language points（语言点）
2.熟练掌握以下句式：
(1)What’s this/that（in English）? It’s a/an„
(2)Is this your pencil? Yes, it is.It’s my pencil./No, it isn’t.It’s his.2．要求会写“失物招领或寻物启示”。Difficulties（难点）： 会写“失物招领或寻物启示”。
Teaching steps（教学步骤）
Lead in: We have spent four periods on Unit 3.This is the last period of Unit 3.In this period, we will do some exercises and make sure you learn this unit well.Step 1: Complete the notice with words or phone number in the box.1．Check the words and the phrases you know Open your books and look at 3a.If you know the words and the phrases well, please check them.2．Read I would like all of you to read the words and the phrases together.Step 2: Write your own lost or found notice your name and phone number.a．Do you have any other words you don’t know? Please write them in your notebook.b．Please ask your friends for help.c．Looking up the dictionary is also a good way to study English.I hope you can get more from dictionaries.Step 3: Self-check-1 Write the school things you know.用心
爱心
专心
Step 4: Self-check-3 Complete the chant with pronouns.用代词填空。Step 5: Self-check-3 1．Write Write the conversations with the things in the picture in self-check-3.2．Read Read the conversations to your partners.【教学设计说明】
1.练习一的检查方式可以是以英译汉的形式，也可以适当扩展为请学生造句或回忆当时在什么句子中见到的，说出来。
2.由一个学生说出数字，其他学生说出单词。先以小组为单位练习，然后请两位学生展开竞赛，为胜利的小组加分。
Step 6: Some extra exercise Fill in the blanks with the phrases from the box.Step 7: Summarize Let’s summarize what we did in this period.Step 8: Homework 1．Do the exercises on the students’ book and the textbook.2．Review Unit 2.3．Watch the pictures in “Just for fun” on page 12.用心
爱心
专心
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