第一篇：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。
第二篇：七年级上英语教案1
初一英语七年级上教案1
人教版新课标版本七年级上教案
Starter unit 1 Good morning!教学内容：
第一课时（1a--2e）使用教材：人教版新课标七年级上 学习目标： 学习重点
学习字母：a,b, c, d,e, f, g, h.重点单词：hello, hi, good, morning, 重点短语：good morning 重点句式：1,good morning,Helen!2, Hello/Hi, Frank!
能力目标：熟练掌握字母a---h 的认读与书写，并学会问候其他人。
自主学习方案：1，根据在小学所学的知识认读字母a--h.2,试着读记生词，教师可以对有困难学生给予指导。3，看看学生能否完成学案中的作业。
课堂导学方案：
Step 1
热身（warm-up）
1，教师展示一张写有自己姓名和职业的纸板并指着纸板上的姓名和职业用英文作自我介绍：
I am Bob Smith.I am your teacher.You can call me Mr.Smith.2，教师依次指着一个学生挥动着手说：Hello, xxx, 引导学生学，Hello, Mr.Smith 师生反复地练习。
Step 2 导入（Lead in）
1, 教师展示制作的字母a--h(注意含四线三格)，看学生是否会读，并让会读的学生教读。教师学英文字母的书写格式。
2，教师展示一个自制的时钟或利用多媒体课件，导出生词morning, 教师引导学生说，“ Good morning.” 然后，创设不同时间的场景，让学生练习这些交际语言。
Step 3
呈现（Presentation）
1, 教师投影英文人名和1a部分的课件，让学生根据课件上的人物将这些英文人名按性别分类，完成1a, 教师投影答案。
2，教学1b.教师播放听力，学生反复跟读，学生先齐声读，再小组读，个别读，教师帮助纠音。
3，教学1c, 学生根据1a, 结对练习对话，然后教师让学生表演，并作点评，对表演出色的学生进行鼓励。4，教学2a.教师播放录音，学生跟读，然后，来玩字母识别或记忆游戏。教师出示一个字母，让学生说出其左邻右舍或大小写，抢先说对的，教师给予表扬。通过此法加深学生对A---H的记忆。5，教师和学生示范来练习打招呼。
T: Hello, S
S: Hello, Mr.Smith(引导学生说)教师通过此法依次呈现good morning, good afternoon, good evening.6, 学生结对练习。
Step 4
教与练（Teaching an practice）
1, 教师投影本课时的字母（已经打乱顺序），让学生重新排序。2，教师投影字母让学生写出大，小写形式。
3，学生完成2c, 2d部分的练习。教师指明答案并点明注意事项。4，教学2c, 教师让学生读这些缩写词，并猜其含义，教师讲解。
Step 5 问题探究（Problem-solving）
学生探究完成相关情景练习题。
1，---Good morning, Frank!----_________.A.I’m not good , Eric!
B.Hello, Eric!
C.Thank you , Eric!
D.Good morning, Eric!2，与字母F笔画一样多的是_______
A.B
B, d
C, E
D.G 3, 下列名字中不是女孩名的是__________.A.Helen
B.Dale
C.Alice
D.Cindy
Step 6 Homework 完成相关学案练习题。
教学反思：
本课时利用纸板和多媒体课件相结合的方式教学，加深了学生对新知识的记忆，同时使教学生动有趣，培养了学生对英语学习的兴趣，但学生对个别字母发音待加强。
第三篇：初一七年级英语教案七年级英语上学期Unit_2教案
Unit 2 Is this your pencil?教案
学科名称：英语 班级：初一5班
课题：Unit 2 Is this your pencil? 教材：人民教育出版社七年级英语上学期Unit 2 课的类型：新授课
教学内容
本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动,其教学核心内容是“确认物主”。通过本单元的教学,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,以及英语中对应的表达法,学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达,与他人沟通信息,为今后学习打下坚实的语言基础.教学目标
1)知识目标:A.学习并掌握指示代词: this、that;
B.学习What引导的特殊疑问句;
C.学会Yes/No问句及其简单回答;
D.学会句型:---How do you spell pen? P-E-N.2)能力目标:A.能辨认物品的所有者;
B.根据不同场景,能用英语对物品的所属进行提问和回答;
C.能识别不同句式的语调(陈述句,疑问句);
D.培养学生听、说、读、写的能力及创新思维能力.3)情感目标:A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.教学重点、难点
重点:A.掌握批示代词this、that用法;
B.掌握特殊疑问句和Yes/No问句及其简单回答.难点:学会写寻物启事和失物招领.课时安排
第一课时 Section A 1a-1c
第二课时 Section A 2a-4b
第三课时 Section B 1a-2c
第四课时 Section B 3a-4 Self-check 1-3
Period One
课前准备
教师:录音机,图片,物品实物.录音机,所学物品的图片,一个书包(里面装着事先收集的学习文具),表格若干张。
学生:实物(学习用品)一张硬纸写上自己的姓名和电话号码,学习的物品。
教学设计（一下T代表老师，S、Ss代表学生）
Step One: Warming up.(通过复习形容词性物主代词,把学生引入学习英语的情境中。)
Learn the chant.T:Let's sing the chant together.my 是我的,your是你的,男他的是his,女她的是her;名词前面常站岗,限定所
属有功劳.Step Two: New words.(利用实物教学,使得教学过程自然、形象。)1.Present the new words.T: Boys and girls, look at this please.What's this in English?(Teacher holds a pen in the English.)S1:A pen.(Ss may say it in English.)T: Yeah.It's a pen.And what's this?(The teacher holds an eraser in the hand.)S2: It's an eraser.(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)2.Practice the new words.T: Now, please look at the pictures in your books.Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)T: OK, let's check the answers.Who can tell us the answers? S2: …
Step Three: Present the drills.训练
1.Present the drill “Is this…? Yes/No, It is/isn't.”(利用实物引入句型,使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)(Hold the teacher's pen.)T: This is my pen.Is this your pen? S1: No, it isn't.It's your pen.T:(Hold the student's pen.)This is your pen.Is this your pen? S1:Yes, it is.It's my pen.T:(Hold a girl's pen.)This is her pen.Is this your pen? S1: No, it isn't.It's her pen.T:(Hold a boy's pen.)This is his pen.Is this your pen? S1:No, it isn't.It's his pen.T: hank you.2.Practice the drill “Is this your …?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用学习用品操练句型,并加深对物主代词的理解。)S3: Is this your …?
S4: …It's my…
S3: Is this…?
S4: …It's his/her…
(The teacher asks a few pairs to practice.)3.Present the drill “Is that …? Yes/ No, it is/isn't.”(利用教师所站位置的不同来引入批示代词that的用法,并从位置关系上让学生准确理解this ,that的区别。)T: That is my book.Is that my book?(Put a book on the teacher's table so that the Ss can see it clearly, and the teacher stands a little far from the table.)S5: Yes, it is.It's your book.T: That is his book.Is that your book?(Put a boy's book on the table and the teacher in the same place.)S5: No, it isn't.It's his book.T: That is her book.s that your book?(Put a girl's book on the table and the teacher in the same place.)S5: No, it isn't.It's her book.(Teach and practice the drill “Is that …?” and its answer.)
4.Practice the drill “Is that your…?” in pairs with your own school things.(通过练习,区别两个批示代词的用法。)
S6: Is that your…?
S7: … It's my ….S6: s that your…?
S7: …It's his /her…
(The teacher asks some pairs to practice.)
5.Listening.(进行听力练习,巩固所学的句型。)
T: Now please listen to the three conversations, the first time you only listen.Then I play again.And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations.Teacher plays the tape and students listen to it and finish 1b.)
T: Let's check the answers, OK?
S8:(from left to right)
T: Thank you.6.Practice the drills according to the pictures using “his or her”.(设置情景,使学生在情景中准确运用物主代词his或her。)
(Show students four pictures like the followings.见课件。)
Step Four: Task “Have a contest”.(把两个学生的文具混在一起,然后请他们分别 挑
出自己和同伴的物品,用的时间少者为胜者。挑选物品的同时,要求学生用英语说出:This is my…That is her/his…)
T: I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.(Put the same number of the things together, and first ask them to pick out their own things and their partners' things.Then ask them to give a report, using the key words and target language.One student picks up the things while the other counts the time as well.)
Languages used for the task:
1.This is my…
2.That is her/his…
Step Five: Summary.(编一个Chant ,便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)
Chant.T: In this class, we've learned the names of some common personal possessions and how to identify ownership.Let's learn to say this chant.Is this my book? Yes, it is.Is that your ruler? No, it isn't.Is this her pencil? Yes, it is.Is that his erase r? No, it isn't.Step six: Listining.1.Listening(2a).(练习听力前,先让学生再一次说出图片中物品的英文,进一步强化重点单词。)
T: Please look at the pictures in 2a.Can you say their English name?(Teacher asks the students to name each one individually.)
S6: This is…
S7: This is …
……
T: Now please take out the objects in 2a and put them on the desk.You will listen a dialogue and please pick up the things you hear.Let's see who will do fastest and best.(Play the recording for the students to listen.)(让学生把听到的物品选出来,放在自己的桌子上,让学生动手去做,比单纯的单词辨听更易引起学生学习的兴趣。)
T: Now let's check the answers.Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
S8: Pencil.S9: ……
2.Listening(2b).(进一步强化重点词汇后,进行听力练习,要求完成单词的拼写。)
T: Now please read the words.One holds the things, the others read them aloud one by one.(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.(Play the recording.Students listen and complete the conversation.)
T: Let's check the answers.I'd like to ask three students to read the conversation in role.(Three students read the conversation, filling the missing words.The rest of the students check their answers.)Step seven: New drills.1.Present the new drills.(用实物引入新句型,帮助学生用正确的句子来回答。)
(The teacher shows students a pencil.)
T: What's this in English?
S: It's a pencil.T: How do you spell it ?
S: P-E-N-C-I-L.(Change an eraser.Ask and answer in the same way.)
2.Practice the drills.(学生分组练习新句型。)
T: Now please practice the conversation with your partner.Use the words shown in 3a.SA: What's this in English?
SB: It's a ruler.SA: How do you spell it ?
SB: R-U-L-E-R.(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)
T: I'll ask some pairs of students to practice the conversations.SA: …
SB: …
3.Play the game : A spelling game.(进行一个拼写游戏比赛,进一步操练新句型。)
T: Now let's play a spelling game.We divide our class into two groups.Each team will take turns asking the other group to the spell we learned in class.The team who is the first to get ten points is the winner.Let's start.SA: How do you spell backpack?
SB: B-A-C-K-P-A-C-K.T: Group B, one point.It's your turn to ask, please.Step Eight: Task 2: Find the owner.(此任务主要进行了听、说、写的训练,并复习了一般疑问句及其简短的回答,以及物主代词的用法。)
T: I have some things.But I'm sorry I don't know whose these are.Could you help me find the owners ? Let's see who can find all the owners first and write the owners' names in the chart.Language used for the task:
1.Is this your math book?
Yes, it is.It's my math book.2.Is that your ruler?
No, it isn't.It's her ruler.My ruler is blue.3.Kim, is this your dictionary?
Yes, it is.It's my dictionary.Here you are.Thank you.Homework.Read the new words and the target languages presented in this class and say the chant to improve your spoken English.Period Two
课前准备
教师:录音机,图片,实物。
学生:实物。
教学设计
Step One: Revision.(让学生放录音作业,选择两个最好的,给予奖励,从而帮助学生树立学习的信心。)
T: Let's listen to the tapes you recorded.Who is the best? OK, let's start.(Select the best two.Award a prize to their work.)
Step Two: New words.1.Present the new words.(运用多媒体或图片,教新的重点词汇,同时复习了本单元重点句型;在教学新单词的同时,注意复习刚学过的单词。)
T: Look at the picture.(Show students a picture of a watch.)
T: What's this in English? It's a watch.(Ask a student)What's this in English?
S1: It's a watch.T: Good.(Ask another student.)What's this in English?
S2: It's a watch.T: How do we spell watch?(Show students the spelling.)
W-A-T-C-H, watch.Read after me, please.S3: W-A-T-C-H, watch.(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)
T: Let's say the words again.What's this in English?
(Show the words random.Ask questions like this.)
S4: It's a key.T: How do you spell it?
S4: K-E-Y.2.Practice the new words.(此活动练习了学生们的口语,同时又进一步巩固了新单词和已学句型。)
T: Good.Please look at the pictures in 1a.Match the words with the things in the picture.Do it by yourself.(Students find them in the pictures and objects in the picture.)
T: Well, let's check the answers.Who can tell us the answers?
S5: …
T: Now please work with your partner, say the conversation in 1b.Use the pictures in 1a.(Students practice the conversation.As students work, the teacher moves around and help them.)
Step Three: Listening.1.Listening(2a).(通过听力练习,加深对所学单词的记忆。)
T: Listen to the conversation.Pay special attention to the names of objects.You will hear some of the names, not all of them.Circle on the picture each item whose name is mentioned in the conversations.(Play the recording twice.Students listen and circle the items.)
T: Let's check the answers, OK?
S6: …
T: Who would like to say the circled words again?
S7: …
2.Listening(2b).(通过听力练习,强化学生对单词和句型的理解,同时训练学生写的技能。)
T: Please look at the two pictures in 2b.One is Kelsey, and the other is Mike.Listen to the conversations again.This time you will pay attention to the things Kelsey and Mike are looking for.Then write down the names of the things under each person's pictures.(Play the recording for the students to write down the words.)
T: Well, what is Kelsey looking for?
S8: …
T: What about Mike? What is he looking for?
S9: …
Step Four: Pair work.(这个活动运用信息差,训练了学生用重点词汇和句型进行听、说、写的练习。)
T: Now let's play a game.You are Student A and your partner is Student B.Student A looks at page 81, while Student B looks at page 82.Each student has only part of the information needed to complete the activity.First Student A asks Student B questions, using the words in the box;Student B answers the questions and writes the words in the chart below.(Students practice in pairs, asking and answering questions and filling the charts.And the teacher moves around explaining the procedure and of fering help.)
A sample:
SA: Is this her pencil case ? SB: No, it isn't.It's his pencil case.SA: Is this his key? SB: Yes, it is.It's his key.SA: Is this his backpack? SB: No, it isn't.It's her backpack.(Students practice in pairs.)
T: This time Student B asks Student A questions, using the words in the box;Student A answers the questions and writes the words in the chart below.(Students practice in pairs, asking and answering questions and filling the charts.And the teacher moves around explaining the procedure again and providing help.)
SB: Is this her pen? SA: No, it isn't.It's his pen.SB: Is this her book? SA: Yes, it is.It's her book.SB: Is this his computer game? SA: No, it isn't.It's her computer game.T: Let's check the answers.One from Group A and the other from Group B come to the blackboard to fill in the chart.Step Five: Summary and homework.In this case, we've learned the names of some possessions.After class, please use some of these words to write out a conversation and practice with your partner.课前准备
教师:录音机,图片,录好的磁带,教学课件。
学生:收集一些英文的失物招领。
教学设计
Step One: Revision.(检查学生的作业,找几组学生表演,训练学生的口语表达能力。)
T: First I'll check your homework.Practice the dialogue you made.And you should use the pictures or the objects that are mentioned in your dialogue.I'll invite some of you to come to the front to say the dialogue.Dialogue One:
Sa: What's this in English?
Sb: It's a …
Sa: How do you spell it?
Sb: …
Dialogue Two:
Sa: Is this your…?
Sb: No,it isn't.It's not my …
Sa: Is this her…?
Sb: Yes, it is.It's her…
Step Two: New words.1.Present the new words.T: Please look at the pictures and learn the new words.(用多媒体展示新单词效果较好。)
1.at prep.在(里面或附近);在(点刻);
2.the art.表示特指的人、物、事或群体
3.lost adj.丢失的;遗失的
4.Found adj.(find的过去式、过去分词)找回的5.lost and found 失物招领
6.please adv.请
7.school n.学校
8.a set of 一套;一副
(Teach students to read the words.)
2.Practice the new words.(事先录制一段短的听力,让学生通过听的训练来强化所学的新单词,并为学习写寻物启示和失物招领作好准备。)
T: Please listen to a short passage twice then fill the blanks using the words we learned.(Show students a short passage and play the recording for the students to listen.)
There are many things in(1)_____________________in my(2)__________.Look, here's(3)_________keys.Is this yours?(4)__________call Jim(5)___________753-2289.Typescript:
There are many things in the Lost and Found in my school.Look, here's a set of keys.Is this yours? Please call Jim at 753-2289.T: Well, who would like to tell us the answers?
S: …
T: Good.Let's read the passage together.(Students read the passage and the teacher pays more attention to their pronunciation.)
Step Three: Reading.1.Present “Lost and Found”.(设置情景,激发学生的思维。从学生生活中常发生丢失物品的现象出发,引导学生学会处理这种问题方法。)
T: Have you ever picked up others' things or lost anything?
What are they?
S1: I lost a backpack.S2: I picked up a pen.T: Good.What will you do with these things? How did you return or find them? Have a discussion with your partner.(Students discuss the problem.Maybe you will get the answer, “we'll learn how to write a lost and found.”)
T: If you lost something, what should you do ? You can answer it in English or Chinese.S1: Call “110”.S2: Tell the teacher about it.S3: Ask my classmate to help me look for it.S4: Tell my parents.S5: 寻物启事。
T: All of you are right.Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.(让学生通过教师展示的失物启示,发现写失物启示的要点。)
Lost:
My baseball.Yellow and red.Call Tom at 405-6678
Lost:
My school ID card.My name is Mike.Please call 843-9096
S6: The lost thing.S7: Name.S8: Color.S9: Telephone number.S10: Picture.T: Yes.You have done very well.If we write “Lost”, we must write the lost thing, the person's name, telephone number and color, we can also put a picture of the thing on it.Next, if you pick up something, what should you do?(通过和学生的交流,探讨拾到物品时,应如何处理。)
S11: Give it to our teacher.S12: 交给警察。
S13:找到失主。
T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?
Ss: 失物招领。
T: Good.How to write “Found”? Look at “Found” and then tell me the way to write “Found”.(让学生通过教师展示的失物招领,发现写失物招领的要点。)
Found: Backpack
Is this your backpack?
Please call Mana.Phone # 556-0203.David，Is that your pencil case in the lost and found case?
Alice.S14: The found thing.S15: Telephone number.S16: 联系人。
S17: Place.T: Excellent.All of you are very clever.If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.2.Practice.(这个活动目的在于训练学生的阅读能力。)
T: Please look at the notices on the bulletin board in 3a.Who would like to read it ?
(Ask four students in turn to read the notices.)
S: …
T: It's time for you to read the notices yourself and circle the words from Activity 1a.(Students finish the work alone.)
T: Who would like to give us your answer? Please read the words.S7: …
Step Four: Make a message.(Show students a message.)
()at 529-6403
()call David
()A set of keys.Please
()Found:
T: This is a bulletin board message.But they are in the wrong order.You should make it clearly by putting them in the right order.The first one is done for you.(Show students the first part with the word “Found”)This is the first part of the message.Write number 2, 3, and 4 in the boxes to complete the message.(Students complete the message and write the numbers in the boxes in 3b.)
T: Well, who would like to read the message?
S8: …
Step Five: Writing.(用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示,便于修改和提供写作案例。)
T: OK.Now let's try to write it.You may use the one in 3a or the one in 3b as a model.(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)
T: Let's read some of your messages.(Ask some students read their message aloud.And others to help correct their work.)
Stepp Six: Self-check.1.Key words.(此活动帮助学生复习本单元所学过的重点词汇。)
T: Please read the words in the box.If you don't know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.(Students check all the words they know.)
2.Writing.(训练学生用目标语言写和说的能力。)
T: Look at the picture please.What are they talking about in Picture 1? Who would like to read it?
Sa: Is that your backpack?
Sb: No, it isn't.T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that…? Yes, it is./ No, it isn't.(Students fill in the chart.)
T: Now please read the conversation with your partner.Sa: Is that your notebook?
Sb: Yes,it is.Sa: Is that your key?
Sb: No, it isn't.
第四篇：七年级英语教案
Starter Unit2 what’s this in English? 第1课时section1a-2e 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.七个表示物体的单词的熟练掌握。(汉语意思写出来)map orange jacket key quilt pen ruler 确认物体的句型（写出意思）： 问：What is this in English? 答：It's /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.区分a和an的用法（读书上87页：冠词用法）。【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit21a的单词（在书上第94页）。
二、课本预习
温故知新1.按照字母顺序正确默写上单元学过的八个字母的大小写。
2.小组合作用英语完成对话。1)熟识朋友见面的问候语和应答。——Hello, Frank!——Hi, Cindy!How are you? ——I'm fine / OK, thanks.2)一天见面打招呼的用语。---Good morning, Helen!---,Bob!---Good , Eric!---Good afternoon, Grace!---Good evening, Helen!---,Dale!：---Hi, Alice!---Hi, Cindy!---Hello, Frank!---Hello, Dale!【课内学习】
一、教材处理：自主互助学习
1.看图认一认1a中认识的字母，并把它写下来。小组讨论答案，教师巡回检查。2.看图认物品，努力用英语说出认识的物品，小组比一比，哪一个小组认识的物品多。
二、组内探讨
1)看图片或者用实物小组做对话练习。师生备注
2）听1a录音，指出听到的物品。3）用图中物品，双人自由问答并表演。What's this in English? It's a/an…
4）观察区分a和an的用法。
【语法要点归纳】以单词读音为准，a用在发音的_______音前面，an用在发音的_______音前面。Explanation
一、this是指示代词，意为“这；这个”，指近处或距说话人近的人或事物。that意为“那；那个”，指远处或距说话人远的人或事物。例如： This is a ruler.That is a key.二、in English意为“用英语”，其中in是介词，表示“用语言、声音、方式等”。如： in Chinese用汉语in Japanese用日语 What’s this in Chinese?这个用汉语怎么说？
三、冠词a与an的用法
冠词a和an是一种虚词，只用在单数可数名词前，表示“一”的意思。a用在以辅音音素开头的单词之前，an用在以元音音素开头的单词之前。这里的元音音素和辅音音素是指读音，而不是指字母。如： a pen/pen/一支钢笔/p/为辅音音素 an apple/?'?pl/一个苹果/?/为元音音素
四、What’s this in English?这个用英语怎么说？
句型What’s this in English?意为“这个用英语怎么说？”用来询问某物，回答时要用“Itis/It’sa(n)+名词”，其中it用来指代this或that。what’s=what is,意为“是什么”。英语中用来提问的特殊疑问句总是放在句子的开头，这一点与汉语不同，同学们要特别注意英语的语序。例如： —What’s this in English? 这个用英语怎么说？ —It’s a jacket.它是一件夹克衫。
—What’s that in English? 那个用英语怎么说？ —It’s an egg.那是一只鸡蛋。
五、【辨析】字母/音标/音素
英语字母就如同我们汉语中的笔画一样，是拼写单词的组成元素。音素是英语语音的最小单位。
把音素记录下来的符号叫音标，通常写在//或[]里。【口诀】
冠词a, an两种帽，单数名词常需要； 辅音单数a提前，元音单数an优先。
【学习成果展示】（满分50分）完成时间15分钟
一、正确朗读字母。（5分）N n R r Ii O o M m P p J j L l K k Q q
二、将下列字母按字母表顺序排列并抄写在四线格上。（18分）1）MHAIKCDEJNPORBFGLQ
2）c d a h j I m g r o l n q e k p b f
三、写出他们的邻居。（6分）
________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________
四、写出下列字母相应的大写或小写形式。（3分），1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.九、单项选择。（18分）
（）1.What'sthisinEnglish?It's__________.A.orange B.an orange C.a orange()2.What'sthis_____________?It'sapen.A.in English B.for English C.English()3.__________this?It'sanapple.A.What 're B.What C.What's()4.What'sthis？___________________.A.This’ s a quilt B.It's a quilt C.I'm a quilt()5.Hello,Eric!_________,Dale!A.Hello B.Sit down C.I'm OK()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I'm OK.【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
Starter Unit2 what’s this in English? 第2课时section3a—4d 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.掌握下列重点单词（查出）：spell______ __,please_________ 2.掌握下列重点句子：（写出意思）——What's this in English?——It’s a key.——Spell it, please.——K-E-Y.3.四会大、小写字母A a---R r.【预习指导】自我预习
一、扫清障碍
试着用按英语中音标拼读出StarterUnit23c的新单词（在书上第94页）。温故知新1.按顺序默写出所学过的大、小写字母(18个)。
2.写出上节课学的问句，并给出一适当答案。
二、课本预习
1.完成3a,自己看图填一填把不会的单词查出来。2.完成3c读一读对话,把不会的单词查出来。3.完成4a试着填出所缺字母在书上。
4.完成4b试着按首字母顺序填出编号在书上。【课内学习】
一、教材处理：自主互助学习1.猜句意Spell it, please.2.学生听并跟读，同时老师板书Spell it, please.K-E-Y.3.学习单词spell, please.4.练习：用所学物品两人一组，练习1a对话。5.表演3c（用老师所示物品问答）。6.听3b，小组检查、核对。
7.比一比：看图3a每组参加1人，按物品的某种顺序，看谁写得又快又准。Explanation
一、Spell it, please.请拼写一下吧。
1.这是一个用来考查别人拼写（读）能力的句式。用于别人提到的单词，自己不知如何拼写。让对方指出这个单词由哪几个字母组成。例如： It’s a jacket.它是一个夹克衫。—Spell it, please.请拼写它。—J-A-C-K-E-T.2.please意为“请”，常用于一些客套的场合，可放在句首，也可以放在句末。放在句末时，常用逗号与前面部分隔开。例如： Please stand up.=Stand up, please.请起立。
【学习成果展示】（满分50分）完成时间15分钟
一、找出与所给字母含有相同音素的选项。（5分）e A.g B.m C.n f A.r B.q C.pen____ o A.orange B.OK C.dog____ a A.thanks B.Dale C.map I A.hi B.in C.quilt____
二、按字母表顺序默写字母I到R的大小写形式。（10分）A________________________________ a_________________________________
三、整理字母顺序组成单词。（10分）qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______
四、用is, am, are 填空。（10分）1）I_________Frank.2)This___ ___a pen.3)What________this ?4)How_______you? 5)It___ __a key.五、读句子，连线配对（5分）A Spell it ,please.a Hi！B What 's this? B Good morning!C Hello，Cindy！c It' san orange.D How are you? D I'm OK.E Good morning!e O-R-A-N-G-E
六、选择填空（10分）()1.Thisis_______orangejacket.A.an B.a C./()2.What'sthis_______English.A.in B.for C.on()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P()4.---Alice, what' s this in English?---__________ A.It's pen B.It's a pen C.This is a pen()5.---How are you?---_______ A.hello B.Thanks C.I'm OK 【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。
第五篇：七年级英语教案
Unit 3
七年级英语黄彦忠
How do yougetto school?
Section A
The first period
一 教学目的：
1.学习Section A 中的生词。
2.学习句型：How do yougetto school?
3.词组：
takethe train
take the bus
take the subway
ride a bike
二、教学重点：同上
三、教学难点：本课中生词的拼写。
四、教学过程:
Step1Learn the new words.train ,take the train.bus
take the bus.subway ,ridebikeride a bike
Step2Introduction
Ask the students like this:
How do yougetto school?
Then ask some students to answer thisquestion.Step3Practice
Match the wordswith the pictures
1.takethetrain(a)
2.take the bus（3.take the subway(e)
4.ride a bike（b)
5walk(c)
Step4Listen
Listen and write the numbers next to the correct students in the picture aboveStep 5Practice
Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?
She takes the subway
五、布置作业。
点击咨询 