新版新目标七年级英语上unit3第2课时教案

第一篇：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。

第二篇：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。

第三篇：七年级生物下教案第2课时

第2课时

助学目标：

1、说出可被当作生物分类依据的生物特征，知道当今生物学家用来分类的最重要的依据。

2、能说出动物和植物的几大类群。助学重点：

尝试运用科学的分类方法根据一定的特征给动物和植物分类。助学难点：

能说出可被当作分类依据的生物特征。助学课时：1课时 助学过程：

1、自助互助

（1）目前采用的生物分类系统主要有几个阶层，从大到小依次为什么？什么是最大的分类单位，什么是最基本的分类单位？

（2）生物分类等级从大到小，所包含的生物种类的数量有什么变化？所包含的共同特征是增多还是减少？

（3）给动物的分类中，根据脊椎的有无将动物分几大类？各有什么特征？ 有脊椎动物有哪些？无脊椎动物有哪些？

（4）有种子的植物可以分为哪些类群？无种子的植物可以分为哪些类群？能否把植物按照从简单到复杂的顺序进行排列？

2、自助展示

（1）7个阶层，从大到小依次是：界、门、纲、目、科、属、种。界是最大的单位，种是最基本的分类单位。

（2）生物分类等级从大到小，所包含的生物种类的数量越来越少，所包含的共同特征是增多。

（3）可以分为2大类:有脊椎动物和无脊椎动物。脊椎动物体内有脊椎骨，无脊椎动物体内无脊椎。

脊椎动物：鱼类——两栖类——爬行类——鸟类——哺乳类

无脊椎动物：腔肠动物——原生动物——环节动物——软体动物——节肢动物（4）有种子的植物分为被子植物和裸子植物。无种子的植物可以分为苔藓植物、蕨类植物和藻类植物。

从简单到复杂排列依次为：藻类植物——苔藓植物——蕨类植物——裸子植物——被子植物。

3、补助、互助 植物的简介 植物之最

（1）陆地上最长的植物（2）最高的树

（3）中国最高大的阔叶林乔木——望天树和擎天树（4）最矮的树（5）最粗的树（6）体积最大的树（7）树冠最大的树（8）最高的树篱（9）比钢铁还要硬的树（10）最不怕烧的树

4、概括总结：（1）给动物分类：

脊椎动物：鱼类——两栖类——爬行类——鸟类——哺乳类

无脊椎动物：腔肠动物——扁形动物——环节动物——软体动物——节肢动物（2）给植物分类：

藻类植物——苔藓植物——蕨类植物——裸子植物——被子植物

5、巩固联系 生物补充系统

第3节 生物检索表

助学目标：

1、能够举例说出查阅生物检索表的方法。助学重点：

尝试根据生物检索表对生物进行分类。助学难点：

尝试根据一定的特征编制分类检索表。助学课时：1课时 助学过程：

1、自助互助

（1）请大家自己摸索去查阅桃和猫是属于哪一类生物，谈谈你是如何进行检索的？

（2）试着给农贸市场的生物分类，最后说说各组对各种生物进行分类的依据是什么？

2、自助展示：

3、补助

二歧检索表的编制和使用方法 怎么编制简单的二歧检索表

4、概括总结

（1）尝试检索；学会检索表的使用（2）给农贸市场的生物分类

5、巩固联系 生物补充习题

第四篇：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.

第五篇：牛津英语2A unit3 第一课时教案教案

牛津英语2A

unit 3 Things I like to do.第一课时教案

一、教学目标

１运用I like to …表达自己喜欢做的事情。

2有感情的演唱本单元歌曲。

二、教学重难点

用I like to …来表达自己喜欢做的事情，补充what do you like to do?

三、教具：卡片、图片、录音机

四、教学过程

Step1: warming up

1.Greetings.T: Hello, boys and girls.Ss: Hello, Miss Tang.T: How are you?

Ss: Fine, thank you.And you?

T: Very well.Thanks.Step2: Free talk

T: Which food do you love?

S: …

T: Where do you live?

S: …

Step3: Revision

1.T: Think over, which words we’ve learnt from Unit 1 to Unit 2.(show pictures)

S:(bin park road building shanghai pizza biscuit hotdog juice water)

[Ask some students answer me and then read after me.]

2.翻译：一个热狗

一块饼干

一些水

Step4: presentation

1.Appreciate a song.2.T: I like to sing.(做唱歌的动作)Do you like to sing?

S: Yes, I like to sing.[Ask some individual pupils to say the sentence.]

T: I like to draw, too.What do you like to do?(Explain the sentence.)

S: I like to …(教师适当指导)

[鼓励学生说出他们想说的句子。]

2.Enable pupils to sing the song.3.鼓励学生用学过的词句替换歌曲中表示动作的词语。

Step5: Homework

用学过的句子I like to …告诉同桌你喜欢做的三件事。

学唱歌曲。