2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版

2024-11-07

2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版(精选10篇)

1.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇一

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。

2.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇二

(一) 情感、态度与价值观

从多方面培养学生读图和运用地图的能力, 使学生领会掌握学习方法的重要性, 掌握地图知识和技能, 也是今后建设祖国所应具备的文化素质之一。

(二) 知识和技能

1.初步了解地图上的比例尺、方向、图例和注记等基础知识。

2.学会运用比例尺在图上量算两地间的距离, 以及在地图上辨认方向的方法。

3.用比例尺量算距离, 在地图上识别方向、填绘常用图例和注记。

4.能够使用目的 (如旅游) 确定所选择的地图类型及其比例尺。举例说明1~2种现代高科技地图 (例如, 遥感图像和电子地图等) 及其在日常生活中的用途。

【教学过程】

本节课的教学分两课时, 第一课时设计问题小组讨论, 把答案记录下来, 第二课时为小组汇报展示过程。

第一课时:整合这部分教材内容, 打乱前后顺序, 提出问题:

1.教材22页图1.31和图1.32有什么不同?造成这种不同的原因是什么?

2.量算北京到天津的实际距离, 你能说出你的办法吗?

3.请完成22页活动1题。

4.利用17页图1.24说出温哥华在渥太华的什么方向?16页图1.22说出台东在高雄的什么方向?你能总结在地图上怎样辨别方向吗?

5.18 页图 1.25 说的是一些常用图例, 你能记住它们并解释什么是图例吗?

6.除了刚刚我们利用的这些地图, 你还知道有哪些类型的地图?你知道它们的不同用途吗?你会根据自己的需要选择合适的地图吗?你的选择原则是什么?

7.现代高科技地图你了解吗?有哪些?知道它们可以用在什么地方吗?结合实例说出一两种它的应用。

8.通过本节课的学习, 请完成 18 页的活动题。

9.结合本节课的学习内容, 给其他组的学生出几道题。满分20 分。

这里的第1~5题解决的是课程标准中提出的要在地图上辨别方向, 判读经纬度, 量算距离;第6题解决的是课程标准中提出根据需要选择常用地图, 查找所需要地理信息, 养成在日常生活中使用地图的习惯。第7题则解决的是课程标准中关于学生会列举电子地图, 遥感图像等在生产、生活中应用的实例。第8题是利用教材中的活动对整课内容加以总结和复习;第9题则是让学生在出题的过程中完成复习考查的目的。这部分内容在小学时有接触, 学生完全可以依靠自己把这部分内容学会。

教师只是一个引导者, 一个学生在学习过程中帮忙的人, 学生在研究、合作交流中体会着成功的快乐。把问题放手给学生, 会收到意想不到的效果的, 让我们共同做一个快乐的“牧者”。

参考文献

3.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇三

1.The sunrises in the east.太阳从东方升起。 (名词)

2.He likes dancing.他喜欢跳舞。(代词)

3.Twenty yearsis a short time in history. 二十年在历史中是个很短的时间。(数词)

4.Seeing is believing.眼见为实。(动名词)

5.To see is to believe. 眼见为实。(不定式)

6.What he needsis a book. 他所需要的是本书(主语从句)

二、谓语(predicate): 说明主语的动作、状态和特征。

1.We studyEnglish. 我们学习英语 2. He is asleep. 他睡着了。

三、表语(predicative):表示主语“是什么”或者“怎么样”,表语前面的动词称为系动词。

1. He is a teacher.他是个老师(名词 2. Five and five is ten. 五加五等于十(数词)

3.He is asleep.他睡着了 (形容词) 4.His father is in. 他的父亲在家 (副词)

5.The picture is on the wall. 画在墙上。 (介词短语)

6.That sounds good那听起来很好。 7.Tom looks thin.汤姆看上去很瘦。

常见系动词有: be, sound(听起来),look(看起来), feel(摸起来,smell(闻起来), taste(尝起来、, feel(感觉)

四、宾语:动作、行为的对象

1.I likeChina. 我喜欢中国。(名词) 2.You can helpme.你能帮助我。(代词)

3.How many do you need? We needtwo. 你们需要多少?我们需要两个。(数词)

4. I like playing soccer. 我喜欢踢足球。 (动名词)

5.I want to have an apple.我想要吃个苹果。 (不定式)

6.Did you write down what he said? 你写下他所说的话了吗?(宾语从句)

双宾语-----间接宾语(指人)和直接宾语(指物)

Tom’s mother buy him some books. 汤姆的妈妈给他买了一些书。

4.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇四

(The 4th period Section B 2a—2c)

Teaching aims(教学目标)学会介绍家庭成员

Language points(语言点)(在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)1.要求掌握以下句式: Thanks for„

2.要求掌握以下词汇: thanks for, dear, great,教学设计说明

3.photo, here

1.课前要求学生准备好4.要求掌握简单的书信格式

自己家庭成员的照片.Difficulties(难点): 本课难点是学会简单地写信

此句是为了引出本课Teaching steps(教学步骤)的重要词汇photo,1.Revision(复习)

1板书该词.T: Please show me the photo of your family.2.这个题是为了复习(Let me look at the photo of your family.Unit 1中first name 和 May I have a look at your family photo?)

last name.Who is he/she„ Who are they„?

3.引出新词here,并板S: He/She is„ They are„

书.2.Work on 2a

4.通过这种形式的合作 T: Write the male and female first names in

2学习,可以让学生互相this unit Let see who is the winner?

交流信息,相互纠正发1.Work on 2b

3音错误。T: Now, Here is a picture of Jenny’s family.5.这个任务可以让学生 Who are they? Please Look at

复习本单元的对话、句the photo and read your article to 4

型,同时有助于对2c中your partners.题目的作答。T: Find the names in the article.Then tell each other “who is he/she/it?

5/ Who are they?”in pairs 2.Work on 4a T: Now please write a letter to Emma to introduce your family photo.3.Work on 2c Ask students to complete 2c individually.Then

5.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情.6.根据课堂时间安排的情况机动运用.可以给出报告的开头部分1 ,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成check the answers with the whole class.4.Follow up5

T: Now it’s your turn to give a report.Introduce your favorite teacher/friend /sports player/ film star/„to us.6

Hello, everyone.Now it’s my turn to report.This is my „

5.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇五

测题(无答案)人教新目标版

一.单项选择

()1.I’m hungry, please give me.A.a bread B.some breads C.a slice of bread D.two slices of breads()2.These cakes taste.Can I have another one? A.good B.well C.better D.bad()3.---milk would you like?----Five bottles of.A.How many;milk B.How many;milks C.How much;milks D.How much;milk()4.Please cut the potato small slices.A.up;to B.off;to C.up;into D.off;into()5.We must think more of.A.other B.the other C.another D.others()6.bottles of milk are there on the table? A.How much B.How often C.How many D.How()7.If you want to listen to the radio, we must first.A.turn it on B.turn on it C.turn it off D.turn off it()8.Put the apples and ice cream the blender.A.onto B.into C.on D.up()9.---How much honey do you need?-----Only.A.a few B.any C.much D.a little()10.---Which room is yours?----The one three windows.A.in B.of C.with D.for()11.Take turns your partner what he or she likes in sandwiches.A.to asking B.ask C.asking D.asking for()12.I think you should tell your partner how popcorn.A.make B.to make a C.to make D.making()13.Would you please help me? I can’t make salad your help.A.under B.with C.for D.without()14.Coffee is ready.How nice it!Would you like some? A.smells B.looks C.sounds D.feels()15.My father is very busy.He often travels from one city to.A.other city B.another C.the other D.others()16.Let’s watch him this game.A.plays B.to play C.is playing D.play()17.It’s our turn the classroom.A.cleaning B.to clean C.cleaned D.clean()18.Water a kind of matter.A.am B.is C.are D.be 二.根据要求完成下列句子

1.He needs some bananas.(就画线部分提问)

bananas does he need? 2.The girl drinks two cups of milk.(就画线部分提问)milk does the girl drink? 3.My mother doesn’t buy anything in the shop.(改为同义句)

My mother in the shop.4.You make a banana milk shake for me.Thanks.(改为同义句)you a banana milk shake for me.5.He made a chicken sandwich like this.(就画线部分提问)he a chicken sandwich? 三.完型填空。

A French student went to London for his holiday.He thought, “I know a little English.I think people can 1 me.”

One day he went to a restaurant and sat down at the table.He wanted to 2 a cup of tea and some eggs.Soon the waiter came up to him, and asked, “Can I help you?” “A cup of tea and…” he could not remember the 3 word for eggs.He looked 4 him, but nobody was eating eggs.Then he 5 a picture-book on the table next to him.There was a picture of a cock on 6 cover(封面).He 7 the picture to the waiter.“What’s the English 8 this?” he asked.“A cock,” answered the waiter.“What do you call a cock’s wife?” he asked again.“A hen.” “And what do you call a hen’s children?” “ Chicks.” “And what do you call chicks 9 they’re born?” “Eggs.”

“Very well,” said the French student happily.“Bring me two eggs and a cup of tea, please.” And he sat down 10 a smile on his face.()1.A.understand B.know C.help D.speak()2.A.drink B.take C.have D.eat()3.A.French B.Chinese C.new D.English()4.A.at B.for C.after D.around()5.A.saw B.had C.bought D.drew()6.A.it B.it’s C.its D.his()7.A.drew B.put C.gave D.showed()8.A.for B.of C.in D.about()9.A.when B.before C.after D.if()10.A.of B.with C.in D.about 四.阅读理解

A Every year there is the Spring Festival in China.Usually it is in January or February.It’s the most important festival in China.So before it comes, everyone has to prepare things.They buy beef, pork, chicken, fruit and many other things.And they often make a special kind of food called “dumplings”.It means “come together” in Chinese.On the day before the festival, parents buy new clothes for their children and children also buy presents for their parents.On the festival eve(除夕), all the family members come back to their home.This is a happy moment.They sing, dance and play cards.When they enjoy the meal, they give each other the best wishes for the coming year.2()1.Which is the most important festival in China?.A.Mid—autumn Festival B.Spring Festival C.Children’s Day D.May Day()2.The Chinese usually have their Spring Festival in.A.January or February B.February or March C.September or October D.December or January()3.What’s the special kind of food for the Spring Festival in China?.A.Pork B.Fish C.Dumplings D.Noodles()4.The food “dumplings” means “ ”.A.be delicious B.be hungry C.come together D.come back()5.When they are having dinner on the festival eve, the Chinese.A.sing, dance and play cards B.buy each other presents C.never drinks D.give each other the best wishes

6.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇六

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。

7.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇七

A. Sing a song to revise the numbers.

B. Greeting:

T: Good afternoon, boys and girls!

Ss: Good afternoon, Mr. Lin.

T: Please say “Good afternoon” to the teachers in the back!

Ss: Good afternoon, teachers!

T: Good! Thank you! Sit down, please!

C. Little Doctor:

Who would like to be the little doctor?

Step two: Lead in

Great! You’ve done a great job! Now, all of you are little doctors, and I have a few questions for you:

How many fans are there in our classroom?

How many stars are there in the flag?

What color are the stars?

Is there a clock in the classroom?

Where’s the clock?

Yeah, the clock is over there. It’s on the wall. Mr. Lin has a clock too. (Stick the model clock to the blackboard.) (Say the word “clock” for the pupils to imitate, when they are able to say the word clearly and correctly. Revise the numbers from 1 to 12 quickly with the pupils: What number is this?)

Step three: Presentation

Move the hands to one o’clock and say “one o’clock” (write it down on the blackboard), repeat with two o’clock, three o’clock… When the pupils know how to tell the time, ask “What time is it?”Repeat by moving the hands to different time. Encourage the pupils to answer: “It’s five o’clock.” Ask some pupils to take on the role of the teacher and ask “What time is it?” after moving the hands of the clock.

(Show PPT)

Game 1: Ask one pupil from each group to stand in the front of the classroom, the teacher shows him/her the time, and then the pupil asks: “What time is it?” The other pupils in the group guess what the time is. And points are awarded for the correct guess. Each group has three chances to make the guess. After three tries, the other three groups each has one chance to guess.

Game 2: Each group assigns one member to come to the front. The teacher shows the model clock to the whole class except the four representatives. Then the whole class asks in chorus: “What time is it?” The four pupils in the front guess what the time is. Points are awarded for correct guess.

Step four: Practice

I guess you are tired now. So let’s do some exercises to relax. Revise the new words and do the actions accordingly.

1. Show PPT and introduce the five friendlies to the class:

Today, Mr. Lin would like to introduce some new friends to you. They are: Nini, Huanhuan, Yingying, Jingjing, Beibei. They are all very good at sports. Let’s see what kind of sports they are good at. (It is OK for the pupils to use “he” or “she” to refer to the five friendlies.)(This is to revise the new words and sentence structures learned in the previous classes: football, basketball, volleyball, table tennis and badminton; She/He’s playing…)

2. Show PPT and ask the pupils to make dialogues using the sentences structures we learned just now after giving them a model.

3. Ask some pairs to present their conversations on the platform. The teacher provides the pupils with necessary aids or corrects their mistakes.

Step five: Moral education

Do you know that our capital city Beijing is going to hold the Olympic Games? Are you proud of that? What do you think you can do to make some contributions to our country and the Olympic Games as well?

(Encourage the pupils to say: “We should do body exercise as often as possible to keep fit.” “We should study hard!” etc.)

Step 4 Homework:

1 Read and listen to Part B for three times.

2 Use the four sentences to make some dialogues.

Step 5 Finish the whole lesson

Oh, look at the clock. What time is it?

Ss: It’s…

T: Yes, it’s ….It’s time to finish our classes. By the way, are you happy today?

Ss: Yes, I’m very happy.

T: So goodbye boys and girls.

Ss: Goodbye, Miss Chen.

Board designing:

Unit 8 Playtime B

What time is it?

It’s…o’clock. 1 2 3 4

What’s… doing ? 简笔画 小组比赛

8.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇八

(一) 教材背景分析

本单元围绕介绍家庭成员开展听说读写教学活动,中心话题是介绍家人和亲属,学生的学习活动是在真实的生活场景中展开的。并把“名词的单、复数形式”这一语法主线贯穿其中。教学内容为语法的学习和使用提供了必要的感性材料,同时也体现了语法项目与交际情景自然结合的特点。

(二) 教学内容分析

中心话题是介绍家人和亲属。

语言结构:

1、句型:This is …. That is …. He is ….

These are …. Those are …. She is ….

2、主格代词:I, he, she

3、Yes/No问句及其简单回答

4、名词的复数形式

(三) 教学重点、难点:

本单元的重点教学项目是介绍家人、亲属和一般名词的单、复数形式。

难点是区分名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二、单元教学目标

1、能力目标:(1) 学会介绍自己的家人和朋友

(2) 根据相关信息辨别人物

(3) 能够用写信的形式介绍自己的家庭

2、知识目标:(1) 能听说读写课文中出现大纲要求掌握的单词

(2) 要知道This is /That is后跟单数名词,These are/Those are后跟复数

(3) 要学会书信的格式

(4) 掌握介绍人物时常用的习惯用语

3、情感策略、文化等有关目标:

(1) 通过对人物个性化的描述,识别图片

(2) 跨学科学习:语言艺术、审美教育

(3) 了解自己的家庭,理解家人,热爱家人

(4) 了解英、汉姓名的差异

三、教学方法与原则

1、直观教学法、情景教学、任务型教学法

2、突出交际性、趣味性,注重启发式

3、从学生的实际生活经验出发,在用中学、在做中学

四、学习策略

1、指导学生做好预习

2、通过小组讨论等形式,让学生确立“用中、做中、交流中学习英语”的理念。

五、教学用具

录音机、电脑

六、单元教学课时安排建议(4课时)

第一课时 Section A (1a-2b 加2d)

第二课时 Section A(2c-4)

第三课时 Section B( 1-3b)

第四课时:Section B (4a-4b及Self-check)并准备一些练习,以巩固听说读写成果

七、单元教学设想

英语课程改革的重点强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力。因此笔者设计了六个非常生活化的场景,并把这些场景像故事情节一样展开。设置场景的目的是为任务的下达创造条件。学生在解决任务的过程中,经历了为用而学,用中学,学了就用等环节,使英语学习的过程成为培养学生实际语言运用能力的过程,真正体现“以人为本”及“学以致用”的原则。六个场景的设置为中心话题的展开找到了线索,使本单元的内容浑然成一体。

八、单元教学步骤

Period I (1a-2b加2d)

教学目标:

①词汇(关于家庭成员的单词)

②重点句型:This/That is… These/Those are…

③难点:名词的单复数形式

教学步骤:

Step 1. Free talk

设一分钟时间让学生两人小组用英语聊天,并开展竞赛,以此作为英语课语言环境的热身环节。

Step 2. Revision and presentation

告诉学生,今天我们将遇见两位男孩(two boys)。一个叫Robin,他是英国人。另一个是Robin的中国朋友(friend)Lin Hai。Lin Hia到英国来看望Robin。两人在公园里散步时,Lin Hai不小心割破了背包,以致丢了好多东西。怎么办?于是,Robin陪同Lin Hai到公园的失物招领处(the Lost & Found)认领东西。他们之间会展开怎样的问答呢?设计第一个任务(Task 1),用以复习:Is this your …? Is that your …?同时,辅之以幻灯片,让学生能通过幻灯片上的内容进行有目的的问答。请两组学生展示后,再告诉学生Lin Hai的东西还没有找全,还有两本书、三支铅笔等其他东西。于是通过Lin Hai自己的寻找,引出This is my book. This is my book, too. 引出These are my books. /That is my pencil, that is my pencil. Those are my pencils.的句型。教师要通过自己的表情表达出找到东西的喜悦和兴奋之情。打出幻灯片,找出还未找到的成复数的东西。延续第一个任务,配合第二张幻灯片,设置有远有近的物品复数,请学生也模仿教师的口气说出Lin Hai的东西。巩固These are …-s. / Those are …-s.

(注:此环节既复习Unit 2 的重点句型,又为新语言难点(指示代词this, that的复数形式、普通名词后加s的复数形式)做了铺垫,使后面的人物介绍(单数、复数)达到水到渠成的功效。学生在老师创设的情景中实现了以旧知识促新知识的目的。)

Step 3. Presentation(pre-task)

感谢学生为Lin Hai 找到了东西, 现在可以回Robin的家了.因为是第一次见面,Robin向Lin Hai介绍了他的家人。通过幻灯片教学并跟读词汇与句子:

This is my grandfather/grandmother/father/mother/uncle/aunt/brother/sister.

并增加uncle 和aunt两词汇,为下一步任务的提出作好准备。同时,教学parent, grandparent.

Step 4. Ask and answer(while-task)

Lin Hai想验证自己的记忆力,提出Is this your mother? Is this your …?等问题,由Robin作出回答。通过设置幻灯片,请学生对人物进行逐一询问,并判断。

Step 5. Post-task

Lin Hai了解了Robin的家庭,于是,他用自己的话描述了Robin一家。学生以四人小组形式,讨论Lin Hai的话。后交流反馈。

Step 6. Presentation and practice

Lin Hai参观完Robin的家后,又去了Dave的家。教师通过询问Dave的身份,再次重复friend 一词,以加深学生的印象。教师说:Let’s see Dave’s family with Lin Hai. 提问让学生作出猜测:Is this his mother/father …? Is that his sister/brother? 穿插单数和复数。然后处理课本Section A 1a。然后让学生再听听Dave的介绍,完成1b。教师提出任务:Now you know Dave’s family well. I want to check your memory. See whose memory is the best. Please introduce Dave’s family to me one by one. 幻灯片呈现Dave’s family photo,学生轮流介绍Dave’s family, 运用This is …/ That is…/ These are …/ Those are… 等句型。通过这一环节,来检测学生对家庭成员称呼的掌握程度。

Step 7. Practice

教师说:Dave wants to check if we know his family well. Now listen and circle the words you hear. Look at 2a, and try to remember their names. 完成2a. 并提问学生What’s his mother’s name?等,幻灯片呈现人物名字,以帮助学生准确认读。听第一遍,后读姓名。问:Who is Mary?看学生能否听明白姓名,并跟读。然后请学生试着回答。听第二遍,看图,完成2b. 教师说:Do you remember their names? 以呈现名字的方式确认人物进行判断:Is this Jim? Is this …?等,巩固不同的介绍和确认人物的方法。

Step 8. Finding suitable names for Lin Hai’s family

Now we know Dave’s family well. Lin Hai also wants to introduce his family to his friends. Dave and Robin. 因为中英姓名文化存在着很多差异,因此Lin Hai 想考考他的朋友们。Let’s join them. Here’s Lin Hai’s family photo. Look! Who are they? Can you give them nice names?小组活动,每一小组得到一张印有Lin Hai’s family photo 的纸。要求写出称呼及名字,最后讨论公布,谁的设计安排最棒。(充分调动学生的积极性及创造力,根据前单元所学的有关name的知识,了解中西方文化的差异,展现学生的个性,培养学生的欣赏及评价能力。)

Step 9. Grammar focus(2d)

让学生四人一小组先练习读方框内的句型,试着让他们通过观察与以上环节的练习,概括、归纳Section A基础部分的重要的知识点,在学生通过亲身的听、说、读、写练习后,加深本课语言点的输入,所以此环节,笔墨用得不太多,只一笔带过。

Homework

让学生根据本课所学的内容,让他们自己查找字典及收集家人照片,把未涉及到的其他家庭成员的名称的单词找出。(培养学生动手动脑,自主学习的能力,培养良好的学习习惯及学习方法)

Period 2 (2c-4)

教学目标

①词汇: niece、nephew、cousin、son、daughter、grandson、granddaughter、wife、husband 等

②重点:一般疑问句以及肯定、否定回答。

③学会用所学句型对家人介绍,提高口头表达及书面表达能力,培养学生关爱家人的情感。

Step 1. Revision and presentation

在屏幕上打出2b的照片,让学生谈论Dave’s family,复习已学的句型This/That is… These/Those are…注意学生的名词单复数的错误,可采取小组竞赛形式,看哪组成员说得准确,并有一定的延伸,如There’re seven people in his family. His mother is a nurse.

Step 2. Presentation and pairwork (2c)

指着图片中的人物,“Is this Jim?/Is that his sister?”让学生快速作出肯定及否定回答,并模范此句型两人一问一答图片中的人物。

(由于此一般题问句在前单元还有所教授,肯定及否定回答也易掌握,所以此环节所占时间并不准备很大,侧重点放在学生对家庭成员单词的听力是否敏感,听后辨认是否迅速)

Step 3. Pairwork

教师说:Yesterday we named Lin Hai’s family. Today, I will give you their true names. Please look at the names and guess who the names are.幻灯片打出下列名字:Lin Jianguo Jiang Huifang Lin Tao Lin yan Lin Zhongkang Song Xiue. Lin Jianfeng Liu Jing Lin Liuyu 请学生两人一组进行合作学习,通过Is Lin Jianguo his father? Yes, he is./ No, he isn’t .等问答,掌握一般疑问句的问答方式。最后幻灯片显示一张Lin Hai’s family tree. 以检验合作成果。

Step 4. Guessing game (3c)

教师说:“We know Lin Hai’s family, let us know sth about your family members。”屏幕显示游戏规则,让一位学生上台写下一位家人的名字,让其他学生用:Is he your father? Yes, he is / No, he isn’t. Is she your mother? Yes, she / No, she isn’t. 问台上的学生,猜对者上台继续写下他家人的名字,游戏循环进行大概3-5位学生。本活动既活跃气氛,又巩固完成3c。

(通过游戏,让学生在玩中学,在做中学,在指示代词一般疑问句掌握的前提下,用人称代词进行替换练习,教人称代词he、she,强化人称代词一般疑问句的用法。用自己的家人名字,活动有真实性、趣味性和可操作性)

Step 4. Groupwork

告诉学生知道了姓名后,我们可以发挥想象。现在让大家看到照片,还能猜出他们是同学们的什么家人吗? 通过实物投影仪,放出刚才一位学生的家人照片,让学生们猜。所用句型为Who is he? Is he your father? No, he isn’t./ Yes, he is. 等。然后让学生拿出自己的家人照片,最好是单人的,以四人为一小组,进行问答猜测。此环节要求学生运用观察能力,对个性化人物照片进行判断,用英语解决实际问题,进一步强化人称代词一般疑问句的用法。

Step 5. Writing (3a)

屏幕上打出方框内的句型,让学生从书中3a左侧方框中选出正确单词填入3a右侧句子中,要求学生独立完成。然后叫一位学生把句子大声朗读,进行校对答案。

(在听、读、说练习后,通过笔头巩固一般疑问句及肯定否定回答,再次确认语言输入是否扎实)

Step 6. Read and act (3b)

让学生同桌练习读3a的对话,在此基础上,脱离课本,表演出来,可以用照片,也可以是教室内同学。最后选出三对表演精彩者进行展示,以增加学习英语的气氛,挖掘学生的表演才能,同时也让学生学会迁移所学内容。

Step 7. Presentation

拿出教师的家人照,让学生边猜边教学生词:niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband 等词。(此环节也是呼应昨天的家庭自学作业,并为下一任务的提出作好准备)问学生老师在家庭中分别是哪些角色,配合时机进行家庭责任感教育。

Step 8. Task

让学生拿出自己的家人照片,以小组讨论的形式,彼此向组员介绍家庭成员,尽他们所能说得越多越好,注意用学过的句型串连自己的表述,然后各组推选一位向全班介绍自己家人或其他组员的家人,让各位学生评价一下哪位说的好,指出好在哪里,哪里还须改进。

(此环节是基础Section A学得如何的综合检测,学生利用自己的照片及熟悉的人,有利于拓宽他们的思维领域,发挥的空间较大。同时,引用评价机制,培养学生的欣赏能力)

然后问学生:“Who do you like best in your family? Why?”允许学生适当地说点中文。The family is filled with love打在屏幕上,作为结束语。

(此环节是本课的一种延伸,一方面锻炼学生的胆识,培养发散思维、逻辑思维能力,树立学生学英语的信心,养成良好的自主学习的习惯,另一方面实现学生对家人要关爱、体贴、容忍、孝敬长辈的德育目标,此外学生找的新单词为section B起到桥梁、铺垫的作用。)

Homework:

1. Design your future family, draw a picture of your family and write sth about it.(并提醒学生设计一个庞大的家庭)

2. Make a survey:

What do your parents like?

When are their birthdays?

What will you do on their birthdays?

(课后评价反馈学生的书面表达能力、想象力及实践能力。)

Period 3:

本课以听力、笔头训练等形式来学习与介绍家庭成员和朋友有关的表达法。教材(从Section B Part 1至Part 3b)可分为三个部分,第一部分通过复习、猜词游戏,教学有关家庭成员的词汇,并让学生掌握家谱。第二部分通过听力训练,使学生掌握并巩固新词汇。第三部分学习感谢信的书写。

教学重点:

①词汇:uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here

②了解并初步掌握以书信的形式介绍自己的家庭。

③掌握家谱。

教学难点:

①理解和运用以书信的形式介绍自己的家庭。

②创设情景,设计话题,在交际活动中掌握语法项目。

教学目标:

①认知目标:

1) 掌握和使用生词及词组。

2) 通过对话练习,掌握介绍人物时常用的习惯用语。

3) 运用新的知识,解决相关情景中的简单问题。

4) 综合运用所学知识完成所给任务。

②技能目标:

5) 培养良好的听、说、读、写能力。

6) 通过情景中的操练,培养学生的发散思维能力,激发学生的想象力。

③情感目标:

7) 培养积极主动的学习精神。

8) 乐于助人,与人分享快乐。

3)培养与他人友善相处的习惯。

教学评价形式:

①对个人、小组或全班以给分或口头点评的形式评价每一个课堂活动。

②对学生的书面作业给予等级评价;课后口头作业通过第二天课堂上汇报接受全班同学的综合评价。

教学程序:

Step 1. Guessing game

两人一组,一学生看屏幕上出现的单词,如grandfather,解释词义说:father’s/mother’s/uncle’s/aunt’s father,另一背对屏幕的学生猜grandfather,单词有:aunt, uncle, cousin, sister, brother, mother等。既复习旧词汇,教学新词汇,又锻炼了学生的反应和渲染了课堂气氛。

Step 2. Check homework and revision

请学生将设计好的未来家庭作一展示,复习一些有关家庭成员的表达法,特别复习niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband等词。通过以上方式介绍,自然引入家谱的话题。请别的学生边听边试着画出家庭人员关系图。教师在听的过程中画出该学生的未来家谱图。

Step 3. Presentation and practice

小组活动:请学生拿出未来全家福照片,向同伴介绍照片中的人物。请各组一名学生说出自己的家庭成员,其他学生记录填表(或画出家谱)。数一数谁说的家人最多。全体学生参与评价。教师参与点评并适当激励学生。

Step 4. Writing (part 1)

教师说:We know a lot about your future family tree. What about my friend’s family tree?

屏幕上出现一家谱,要求学生先说后选词填空 (Part 1)。同桌互相纠正。以说促写,培养学生写的能力。

Step 5. Listening

听一遍,完成Part 2a。再听一遍,完成Part 2b。 通过一系列的听力训练,提高学生听的能力。

Step6. Writing and drawing

1) Lin Hai这次英国之行,还遇到了另一位朋友Mary。说并板书 Here is the photo of Mary’s family photo.先请学生组讨论,根据照片画出Mary’s family tree,然后介绍Mary的家庭成员,并写下讨论结果(Part 3b)。增强学生互相合作学习的习惯,并通过合作学习后,让学生可以相互纠错,还可给学生足够的安全感。

2)Mary也寄了一张全家福照给Emma。Emma收到她的全家福后给Mary写了一封感谢信(Part 3a)。要求学生观察屏幕上书信的格式并作总结。培养学生自主学习的能力,然后教学如何写感谢信。

3)要求学生根据Emma的回信,画出Emma的全家福。比一比谁画的最棒。通过这种评价,让学生体验到了成功的喜悦。

Step 7. Task

告诉学生,今天我们还将结识一位做老师的朋友,他是谁呢?下发一份任务型阅读材料,按照要求完成阅读任务。

附任务型阅读材料:一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成) my family tree ?

1. 按照文章的内容补全家谱图。

2. 按照文章的内容补全句子。

扩展词汇:grandparents 祖父母 nephew 侄子,外甥 niece 侄女,外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

5. My mother is my father’s__________.

Homework:

1. 朋友遍天下是件很快乐的事,Lin Hai、Robin、Dave、Mary和Emma都向你介绍了他们的家庭。你应该谢谢他们,请你选择其中一位,写封感谢信并画出自己的全家福,把家人介绍给大家。要求画与文字写在两张纸上,以方便明天使用。

2. 收集几张照片,照片可以是家人的、朋友的、同学的、老师的或名人的,照片背面写上收集人姓名,明天带到课堂

3. 有条件的同学,将家人的声音录在磁带上,有远近之分,下次上课时到课堂播放并进行介绍

Period 4:

本课是这一单元的复习课,主要复习了与家庭成员有关的表达法,指示代词this、that、these、those与be动词间的关系,主格代词he、she、it的运用和Yes/No问句及其简单问答。教材(Section B,Part 4a到Self check)可分为两部分来处理。第一部分是复习本单元的词汇,为句型操练打下铺垫。第二部分是与Mary之间就她的家人的对话,复习了主格代词he、she、it和Yes/No问句及其答句,主要是复习本单元学过的有用的表达。

教学重点:

①掌握并熟练运用有关家庭成员的表达法。

②巩固如何介绍家人。

③名词的复数。

教学难点:如何达到将学生学到的知识转化为能力

教学目标:

①认知目标:

综合运用本单元所学知识完成所给任务

②技能目标:

1) 在语法复习中,创设情景,以多种任务激发学生说的欲望,培养学生的言语交际能力。

2)先说后写,以说促写。

③情感目标:

通过小组合作活动,培养学生相互帮助,集体合作的团队精神;培养学生关爱家人的情感。

教学评价形式:

同Period Three

教学程序:

Step 1. Groupwork(4b)

请三位学生将家庭作业的文字内容给全班同学作一介绍,后贴在黑板上,请同学作好图与文字的匹配工作。

Step 2. Photo competition

小组活动:请学生拿出准备好的几张照片,四人小组活动,做游戏,互相猜“Who is this?” 每组选出一张最有意义的照片,推选一名发言人说出理由。最后评选出最有意义的照片若干张,放于教室展览。本环节利用学生感兴趣的话题,充分调动学生的学习积极性,激发学生的好胜心,自然地将用英语进行争辩的方法引入课堂,培养学生的英语表达能力和胆量。

Step 3. Task

请学生课前在家里录下家人的声音,上课时把照片和磁带一起带来。先播放教师自己的录音,让学生记录。教师通过声音的远、近来区分this或that。人物的单、复数来区分these或those。请学生把听到的老师的家庭成员划出来(Self check Part 1的词汇)。听第二遍时把听到的词汇都划出来,如果表格中没有的话,可写出来。然后请一学生听老师的录音,汇报介绍刚才听到的老师的家庭成员。再安排一名录好音的学生介绍自己的家庭成员,其他学生记录。再4人小组合作。后听第二遍,请小组选一名记录的学生介绍所听到的同学的家庭成员。看哪组记录的信息最全。有时间,可再请一名录好音的同学边播放录音边介绍。

(学生把语法的复习贯穿于游戏中,使学生学的轻松、愉快。介绍家人的时候,可根据学生的程度考虑是否增加家庭成员的姓名、职业、年龄、爱好等方面的内容,充分体现了因材施教的原则。)

有新增加的词或不认识的词,请学生记在事先准备好的vocab-builder(生词本)上。

Step 4. Guessing game

小组活动:一学生写出与自己关系密切的三个人的名字,如A学生写下:Wang Da, LiNa, Zhang Jingjing。B学生猜:Is Wang Da your father? A:No, he isn’t. B:Is he your friend?

A:Yes, he is.在语法复习中,创设情景,使学生在操练中体会英语学习的乐趣,培养学习英语的兴趣和愿望。这部分复习了主格代词he、she、it和Yes/No问句的简单问答句。

Step 5. Writing (part 3)

让学生看Part3的Mary带的照片,关于照片中的人物进行口头问答,然后再落实笔头训练。先说后写,降低写的难度,又可培养学生写的能力和完善写的技巧。

Step 6. Exercises

1)两人一组编一段Mary向Lin Hai 介绍家人的对话,可发挥想象力,比谁的对话长,以巩固和提高学生对本单元核心话题的实际应用能力。

2)复习词汇:

1.Lucy is a girl. She is her father’s _________.

2.Jim is his father’s ________.

3.My father’s sister is my __.

4. Kate’s father’s brother is her _________.

5. Tim’s father is my uncle, so Tim is my ________.

6.His parents are his ______ and _______

7.My grandparents are my ______ and____.

Step 7. Language focus

1) 单数变复数

this 变 these that 变 those

he/she/it 变they

is 变成 are

名词后边加s: boy-boys

girl -girls

你的我的他/她的都不变.

物主代词不与a/an并用。

2)yes/no疑问句及其回答

Is this /that…….?

Yes, it is./ No, it isn’t.Is he /she …?

Yes, he/she is ./ No, he/she isn’t.

Homework:

1.Revise the whole unit.

2. Choose someone’s family, draw a family tree of his/hers and write sth. about it.

任务型阅读材料:

一段有关家庭成员的文章

Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparents have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her name is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and Ann. Can you finish (完成)my family tree ?

1、按照文章的内容补全家谱图。

1、 按照文章的内容补全句子。

扩展词汇:grandparents 祖父母 nephew 侄子,外甥 niece 侄女,外甥女

husband 丈夫 wife 妻子

1. My parents are my daughter’s___________.

2. Tom is Jack’s__________.

3. Ann is Lucy’s__________.

4. My _________ is Tom’s father.

9.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇九

教学目标

学会问路及给他人指路(建筑物内)

学会区分及描述不同种类的音乐

表述自己喜欢的乐队及歌手

教学向导

目标语言 学习策略与思维技巧 重点词汇

Where are the rock CDs?

Go upstairs and take a left…

They’re behind the jazz CDs.

They’re next to the heavy metal CDs.

What’s your favorite kind of music?

My favorite kind of music is… 分类表述

听取特定信息 pop, classical, jazz, country, dance

amazing, terrible, awful, not bad, cool, fantastic, OK

upstairs, straight

语言结构 语言功能 多元智能

Where, What问句

祈使句:take a left, go upstairs, turn right

表示方位的介词: next to, between, behind 询问方位

表述方位 方位识别与表述

音乐欣赏

逻辑分类与表述

重点句型

Where’s the classical music?

Go upstairs and turn right. It’s next to the dance music.

What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

主题词表

主题思维图

教学过程

Steps Teacher’s Activity Students’ Activity Preparation

Revision Play several music clips Listen and guess what kind of music they are. CAI / CDs

Check the answers with Ss Get familiar with the words OHP / CDs

Task 1 Draw Maps

Aim Draw simple maps of inner buildings by listening to others’ description.

1 Read a music store directions twice as an example. Listen, draw and label a map of the music store. Handout

2 Show a student’s map Check the answer

3 Show the map on the screen Check the answer PowerPoint

4 Show the script on the screen as an example. Take out their homework. (A music store map they drew) PowerPoint

5 Ask Ss to introduce their maps to others and draw. Draw maps and check. A4 paper

Task 2 My Favorite CDs

Aim Get to know others’ favorite music, and find out our favorite music type.

1 Ask Ss to guess the 4 persons favorite music / singer. Predict and discuss P34 2a

2 Show the four names of the singers on the screen Get familiar with the names PowerPoint

3 Play the recorder for the first time. Listen and finish 2a Tape recorder

4 Check the answers Pair work. Discuss

5 Play the recorder again Listen and finish 2a

6 Play the tape the 3rd time Listen and finish 2b. Check. PowerPoint

7 Ask Ss to introduce their favorite music to each other. Take out their favorite CDs and present it to their partner. CDs

8 Move around the give some support. Pair work Handout

9 Ask Ss to change partners. Pair work. Change partners

10 Ask some groups to give reports. Ss give reports

11 Ask 12 group leaders to tell the class their favorite music. Do a survey. Find out what is their favorite kind of music. OHP

Task 3 Buy CDs

Aim Real-life based task. Ss go to the CD store and buy their favorite CDs.

1 Arrange a real CD store by using a S’s map in Task 1. A group of Ss (4) buy CDs by following the map. A map

2 Ask Ss to listen & take notes Others listen and take notes.

3 Ask Ss to ask and answer question about the real task. Pair work.

4 Ask several pairs of Ss to check their listening. Check the answer.

End Play their favorite kind of music. CD

任务型活动设计

Task One: Draw maps.

教学目的:通过教师示范画出的音像店路线图,让学生相互配合绘图,从而掌握有关方位的语言知识。

出现的句型:

Where’s the pop music section?

Pop music fans, follow these directions please.

Go straight. Turn left at the classical music. Then go upstairs.

Pop music is between jazz CDs and dance CDs.

You can find classical music right behind the country music section.

Step 1: 学生拿出教师分发的音像店平面图,仔细观察后,听教师描述路线两遍后,将路线图画好。(Tape scripts): Go straight. Turn left at the classical music. Go upstairs. Go straight, and turn right at the jazz music. Pop music is between jazz and dance. The dance CDs are behind the country music section.

Step 2: 学生分别展示自己的路线图,检查是否与教师提供的答案相符。

Step 3: 学生两人一组将前一天完成的作业:一份自己绘制的音像店路线图拿出,并拿出一张白纸。相互将自己绘制的路线图读给同桌听(不许将图给同学看),让对方将图画出。完成后对比。

Step 4: 请几组同学上台做示范。

Task Two: My Favorite CDs.

教学目的:听录音示范,相互询问了解同学最喜欢的音乐类型以及歌手,找出全班最喜欢的音乐类型。

出现的句型:What’s your favorite kind of music?

My favorite kind of music is pop music.

Who’s his favorite group?

It’s Green Express. They are fantastic.

Step 1: 听力训练前,预测一下34页2a听力训练中四个人所喜欢的音乐类型分别是什么。然后做Section B 2a, 2b的听力练习,进行语言输入。听三遍检查。

Step 2: 让学生拿出从家中带来的自己最喜欢的CD或录音带。学生两人一组,调查对方最喜欢的音乐类型及其原因,并在所发的表格中做记录。

Step 3: 在四人小组中找寻新的同伴,调查对方的情况;并调查对方方才小组成员的情况并做记录。

Step 4: 总结四人小组的情况,向全班汇报调查结果,找出全班最喜欢的音乐类型。

Task Three: Buy CDs.

教学目的:复现真实生活场景,在角色扮演活动中综合运用所学知识,提高实践能力。

出现的句型:

Where’s the pop music section?

It’s between the country CDs and dance CDs.

What’s your favorite kind of music?

It’s classical music. I like Mozart best.

Who’s your favorite group?

Oh, I love “West life”!

How much are there CDs?

They are 30 yuan.

Step 1: 陈述任务情景:你家附近新开了一家音像店,一天你和你的好友一起去逛这家音像店,由于是第一次来购物,不熟悉店里的布局,在导购员的帮助下,你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。

Step 2: 将全班分成若干个四人小组。分别扮演导购员、你、朋友和收银员。分小组上台进行角色扮演。

Step 3: 其他在台下的同学仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。

Step 4: 小组角色扮演完成后,请台下的同学验证记录的结果。

Students’ Handout

Task 1 Draw maps.

Second Floor

Task 2 My Favorite CDs

You Partner 1 Partner 2 Partner 3

Name

Favorite kind

of music

Favorite group

or singer

Description

words

Our favorite

kind of music

Task 3 Buy CDs

Student A Student B

Favorite kind of music

Favorite group / singer

The CDs they buy

Money they spend ¥ ¥

教学点评及反思:

一.课堂任务设计思路:

本课是一节任务型听力课。由三个任务组成,由潜入深,逐层递进,形成完整的任务链教学结构:

第一个任务是谈论音像店路线图。此任务既是对以前所学内容的复习,也是一个任务活动。学生将听到的路线指示在图中标出,并且在此基础上向同学描绘自己所熟知的路线图,让同学根据自己的描述,将路线图绘出。此任务不仅训练了有关指路问路的听说能力,还涉及到跨学科学习的绘图能力训练。

第二个任务听录音示范,相互询问了解同学最喜欢的音乐类型以及歌手,找出全班最喜欢的音乐类型。在完成任务前,先要完成一个听力训练,即语言输入的过程。学生先通过反复向他人询问和表述喜欢的音乐及歌手的方法,在此基础上掌握相关语言结构,为语言输出,即任务的顺利完成打下基础。接下来的任务通过三步完成:首先学生决定自己最喜欢的音乐类型和歌手及喜好原因并将其填入表中。然后询问同伴最喜欢的音乐、歌手及原因并填表。第三步四人一组活动,询问新的同伴的喜好以及通过他来了解他刚才的同伴(即第三方)的信息。最后进行小组汇报。第三步尤为重要,因为在此突出体现了由信息差造成的交流活动的必要性。

第三个任务是一个接近真实任务,即在真实生活中会发生的事情。你家附近新开了一家音像店,一天你和你的好友一起去逛这家音像店,由于是第一次来购物,不熟悉店里的布局,在导购员的帮助下,你们找到了想要买的CD。相互讨论后各自买到了称心如意的CD。同学四人一组,分别在虚拟环境的音像店中扮演导购员、你、朋友和收银员的角色。台下观察的同学要仔细倾听台上同学所选购的商品种类、价格、数量以及他们分别喜欢什么类型的音乐。并将听到的这些信息一一记录在表格中。在此活动中所涉及到的最基本的句型结构是关于问路指路和陈述最喜欢的音乐及其原因的综合运用,但是由于它是接近真实的听力任务,学生参与性很强。任务的完成会大大超出最初的设想,因为它最大限度的调动了学生的积极性,他们会在完成任务的同时自觉的运用他们在第一和第二个任务中所用到的知识,以及一些超出本课教学内容的语言知识。这对学生自觉学习能力的提高是有很大好处的。

在下课前,根据第二个任务完成后所选出的全班最喜欢的音乐类型,播放了一首此音乐类型中典型的喜闻乐见的歌曲让大家欣赏,从而结束了本课的教学。

二.课后自评:

对于任务型课程的设计要自始至终体现任务的要求与特点,尤其是如何使得任务从简单重复性的起始任务逐层递进到真实的或接近真实的任务。使得课堂呈现阶梯递进,由简单到复杂的教学结构。

本课在设计上就是从这一点出发,在课堂呈现了三个环环相扣的听力任务,形成了一个完整的任务链。最终达到完成最后一个复杂的真实任务的目的。在众多老教师的指导下,我在如何设计任务型听力训练以及如何让这三个听力任务形成一个自然过渡、环环相扣的任务链上下了一番功夫。最终顺利的完成了所有的任务活动。尤其在最后一个任务完成时出现了许多让老师们惊奇的结果。学生的创造力和想象力被充分调动,纷纷说出、做出许多佳作。这也体现了任务完成过程中的不可预知性。

本课出现的问题是:第一,任务设计较多,致使第三个任务参与表演的小组受到限制,课堂时间没有把握好。致使拖后了几分钟下课。第二,教师的激情有待改进,在充分调动学生的积极性上仍有待提高。

教案点评:

10.2022年秋七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版 篇十

Step 1. Revision

1.Ask the following questions:

1).what’s your/his/her name?

2).what’s your/his/her first name?

3).what’s your/his/her last name?

4).what’s your/his/her phone number?

2.number chant

3.number game:

1). One two three…

2). Ten nine eight…

3) two four six…

4).one three five..

5) zero two four…

Step2. Warming-up

Listen to a song “Is this your pencil-box?”

Ss listen to it and learn to sing it.

Step3. Presentation

Show and learn our school things. Teacher show some things first and ask “What’s this in English?”, and then every student is asked to say a sentence in English one by one ,like “It’s a/an… And it is my/his/her…”

Step 4 Game

Ask Ss to play a show game. The Ss are asked to put up the things that the teacher said just now.

Step5. Practice

Show some pictures and teach:

Is this a/an…? Yes, it is. Is that a/an…? No, it isn’t.

Is this your…? No, it isn’t. I think it’s his/her …

Section A--1a

After doing it, read the new words and sentences.

Step6. Listen, number them and read

Section A -- 1b

Step7 .Pair work

Practise the conversations in 1b, then make own conversations.

Step8. Group task: A game

Group of four, find the owner. Each student put one or two things on the desk, then ask questions one another. Using: Is this your/his/her…?

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