新目标英语七年级下UNIT2教案第一课时

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下面小编给大家整理的新目标英语七年级下UNIT2教案第一课时，本文共13篇，希望大家喜欢!

篇1：八年级英语新目标下unit2 教案

八年级英语新目标下unit2 教案

A TEACHING PLAN FOR--- “Maybe you should learn to relax!” Teaching Key Points and Difficulties 1. Help the students understand the passage well. 2.Improve the students’ reading ability. 3..some useful phrases and words: not…until, as…as possible, compare…with/to…, find+it+adj+(for sb) +to do sth. see sb doing/do sth Teaching Procedures Step 1 Warming up. Ask the students the following questions: Do you have too much homework to do? What homework do you have to do ?Yes, English homework, math homework, Chinese homework, history homework, and so on. Maybe you often feel tired, and you are under too much pressure. On the other hand , you have to study for tests, for your future. To make your parents happy, you have to study harder and get higher grades. So you are under too much pressure. You need to find some ways to relax. When you are tired, when you are under too much pressure, what do you often do to relax ? Do you often do after---school activities? What after---school activities do you often do? Do you want to know the students’ lives in other countries? Now, let’s read the passage and find what the students’ lives in other countries and what the children need.. Please open your books to Page16. Step 2 Skim reading. 1. Have the students read through the passage and try to find the answer to the following questions: What do the children need? 2.Encourage some students to tell the class the answers to the questions and the others correct the mistakes if any. Answers : On the one hand, children need organized activities. On the other hand, they also need time and freedom to relax, and they need time to do things by themselves. (Children need time to plan things for themselves) Step 3 Intensive reading Get the students to read the passage once more with the following statements in mind, then do TRUE or FALSE! 1)Cathy Taylor’s three children are very free, and they often get home early. 2)The Taylors never take their children to after---school activities or try to fit as much as possible into their kids’ lives. 3)Parents see other children taking part in after---school clubs, but they think their own children should relax. 4) Parents never compare their own kids with other children. 5)Linda Miller thinks that the pushy parents’ action is right. 6 )Dr Alice Green thinks that the parents shouldn’t plan their kids’ lives for them. Answers: 1) F Cathy Taylor’s three tired children are very busy and they do not get home until 7 pm.(not …until..) 2) F The Taylors take their kids from activity to activity and try to fit as much as possible into their kids’ lives. (as…as possible..) 3)F Parents see other children taking part in after―school clubs, and they feel their own children should do the same. ( see sb doing sth) 4)F Parents are always comparing their kids with other children. (compare…with /to….) 5) F Linda Miller thinks that the pushy parents’ action is crazy, and people should not push their kids so hard. 6)T Because if parents plan their kids’ lives for them , their kids might find it difficult to plan things for themselves when they are adults. ( find+it+adj+(for sb) +to do sth. ) (Explain the key points and structures) Step 4.Read new words First, the students to read the new words and expressions by themselves ;Then the teacher correct mistakes if any. Step 5.Read the passage Ask the students to read the passage after the tape by themselves .(Teacher doesn’t use the pause key) Step 6 Retell Give several minutes to the students and encourage them to retell the passage with their own words. Step 7 Discuss Read these statements. Is the situation the same in China? Discuss with your partner. ___ American and British children do many after--school activities. ____Many children are under pressure. ____Parents these days push their children much harder than before. ___Competition between families starts at a young age . ___ Children should have free time to relax. Homework: 1. Encourage each student to write a letter to Cathy Taylor. 2.Read aloud the passage in Section 2 (Blackboard Design:) 1. busy , not …until 2. from activity to activity, try to fit as much as possible into…lives. 3. see other children taking part in…activities, do the same 4.compare…with… 5.crazy. Parents shouldn’t push their children so hard. 6.The children might find it difficult to plan things for themselves. Question’s answer: organized activities, time and freedom, time to do things by themselves Sentences: 1. She was ill, so she didn’t get up until 9 am. 2.To catch up with the other runners, he ran as fast as possible. 3.She saw some people swimming in the river when she was in the boat, 4.Parents often compare their kids with other children. People often compare the children to beautiful flowers. 6.Do you find it difficult to talk with your parents? 更多精彩；英语教师网英语教师网论坛

篇2：英语七年级下UNIT2教案

英语七年级下UNIT2教案

课题名称： Unit 2 Why do you like koalas ? （第一课时）

教材选自：《新目标英语》第二册 (Go for it ! Book 2)

一、简介

本次任务型活动课的主题为：Why do you like koala bears ?

关键信息：任务型学习的教学模式(Task-based Language Learning)是《英语课程标准》倡导的教学模式。其目的是让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式实现任务，感受成功的心理体验。学生通过思考、讨论和交流，学习和使用英语，从而完成学习任务。

二、学生分析

本次活动课适合初一年级的学生（即13-14岁年龄段的）。要求具备一定的基本知识和技能，对英语学习有持续的兴趣和爱好，能用简单的英语问候、打招呼，交换有关个人、家庭、朋友等的基本信息，在图片的帮助下听懂、读懂并讲述简单的故事，根据图片或提示写出简单的句子，根据所学内容表演小对话，在课堂活动中乐于模仿、敢于开口，积极参与，主动请教。对即将学习的内容能适当地提前做好预习工作。

三、教材分析

本教材分为A、B两部分，A部分是基本的语言内容，包括本单元的重点词汇、任务型听力练习、对话练习及语法重点(Grammar Focus)；B部分是知识的扩展和综合的语言运用，包括词汇扩展、语言知识综合运用及各类阅读文章，并附有自测(Self Check)部分，用来自我检测本单元所学的知识，最后还有让学生轻松一刻的卡通幽默 (Just for fun)。

四、教学设计

核心任务：

根据学生的年龄特点和认知能力，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，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践和形成自主学习能力的过程。

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。

语言任务：

在本次教学活动过程中，教师是组织者，是“导演”，起引导作用；学生是“主角”，是活动的主体，他们以小组为单位，两人（或三人）之间进行口语、笔头练习。教师和学生之间既是师生关系，同时也互相合作、交流，因此又是合作伙伴关系。

这次活动采用情景法(Situational Language Teaching)、交际法(The Communicative Approach)及“任务型”教学途径。在教学过程中，关注学生的情感，尊重每个学生，保护他们的自尊心和积极性，营造宽松、民主的教学氛围，建立融洽、和谐的师生交流渠道，依据本单元的教学目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中的尝试，吸引和组织他们积极参与，从而培养学生的合作精神，提高他们的口语表达与写的能力。

五、教学媒体的选用

本次教学活动需借助录音机、投影机及有关动物的教学挂图和图片的支持?br />

本教材的'特点之一就是每个单元都有任务型听力练习及多种其它听力练习，因此录音机是必不可少的；而投影机对帮助学生做笔头练习提供了极大的方便；使用教学挂图和图片对掌握本单元的表示动物的单词及谈论动物园里的动物显得更为形象和直观，学生更有兴趣，印象更深。

六、教学和活动过程

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。7，1a，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。8，2a，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。

活动2 ①发给每个同学一张表格，学生以小组为单位，设计调查表（如图），并根据自己的喜好在表格中打√。

animals

cute

smart

exciting

friendly

interesting

scary

pandas

koala bears

lions

tigers

penguins

elephants

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: What do you think of pandas?

B: I think they are cute。 What about you?

A: I also think they’re cute。 What do you think of tigers?

B: They are scary。

…

活动3 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。

…

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。

七、课后反思

本次活动面向全班，面向全体同学，教师是组织者、引导者；学生的任务是开放性的，学生是活动的主体，他们以小组为单位，运用所学的内容创设情境，进行对话练习，并结合听力、笔头训练，既培养了他们的口语表达能力，又培养了他们的合作精神，同时对听、写的能力也得到了提高，为学生提供实际运用英语的机会。由于全班同学的英语水平参差不齐，有的基础一般的同学进行口语对话还存在一定的困难。因此，必须采取分层递进的教学方法，对这部分同学相应地降低要求，只要他们肯开口说，就给予一定的肯定和鼓励，使他们真正树立起学习英语的信心，调动他们的积极性。

篇3：七年级英语新目标上Unit1第一课时教案

七年级英语新目标上Unit1第一课时教案

七年级英语新目标上Unit1教案第一课时

内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)

学习目标：

1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。

3．热爱班集体，团结同学。

自学质疑

1、通过预习，我们能又快有准确翻译下列单词和短语吗？

我的_________ 名字_________ 时钟_________

令人愉快的_________ 遇见_________ 你；你们_________

你的；你们的_________name is(缩写)_________ what is(缩写)_________

2、预习过SectionA1a-1c之后，请快速翻译下列句子。

你叫什么名字？______________________________________?

我的名字叫Jenny。_______________________________.

我是Gina。见到你很高兴。_________________________________？

喂，Mary!我是Jim。_________________________________.

3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。

―――― ―――― ―――― ―――― ――――

4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）

5、请我们认真听录音，给下列对话编号（对话听两遍）。

6、请再一次听录音核对我们的答案。

7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。

8、同桌上台表演对话。

9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。

10、（1）― your name, please？

― My name is .

A. What’s, Jim Green B. Who’s, Jim Green

C. What’s, Green Jim D. Who’s, Green Jim

（2）―Hello!

― !

A. Yes B. Hello C. Good D. Good morning

点拨解疑：

1． “What’s your name?” “你叫什么名字？”

“My name is Gina.” “我叫吉娜。”

两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：

A：Hello. What’s your name？

B：My name is Ann Read. And you?/And what’s your name?

A：I’m Han Mei.

2．Hello!你好！

Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：

A：Hello/Hi，Jane！你好，简！

B：Hello/Hi，Jim！你好，吉姆！

3．区别hello与hi

(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。

（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。

当堂作业：

1 、完成下列对话，每空一词。

―Hello. your name？

― name’s Jenny.

― I’m Tony.

― Nice to meet ，Tony.

2、改错。

(1). What’s you name?

(2). I name is Gina.

(3). I’s Gina.

3、完成下列句子。

(1) 我叫詹妮，你叫什么名字？

（2）见到你很高兴。

（3） I'm Jenny. (改为同义句)

____________ ____________ is Jenny.

4、根据句子意思，每空填一个英语单词。

（1）. What’s your n______? My name is Mary.

（2）. I’m Gina. Nice t______ meet you.

（3）. I a______ Bruce

（4）. Hello, I a_______ Jenny.

5、将26个字母按音素归类，大小写都要写，注意书写规范。

A /ei/ _____ _____ _____ _____

E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____

/e/ _____ _____ _____ ______ _____ _____

I /ai/ _____ _____

O / / _____

U /ju:/ _____ _____ _____

/ :/ Rr

教（学）后记：

篇4：人教版七年级上新目标英语Unit2教案

Unit 2

I. Teaching Goals:

1. Identify ownership.

2. Learn to write Lost & Found and Lost.

3. Sentence Patterns: Is this/that your/his/her/my key?

Yes, it is./No, it isn’t.

What’s this/that in English?

It’s a pen.

How do you spell it?

P-E-N.

4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…

5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

通过询问、辨认物主，倡导学生保管好自己的学习用品。

通过Just for fun中的内容，使学生体会到英文中的幽默之处。

II. Teaching Time: Four periods.

III. Learning Strategies: 1. Using context 2. Guessing

The First Period

Content: Section A 1a, 1b, 1c, 2a, 2b, 2c

Teaching Aims:

1. How to identify ownership.

2. Learn and master the following:

Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack

Sentence patterns: Is this your pencil?

Yes, it is. /No, it isn’t.

3. Students can communicate others using the words and sentence patterns learned in this class.

4. Train the students’ listening ability.

5. Moral object: You must take good care of your personal possessions.

Teaching Important Points;

1. Train the students’ speaking ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

How to finish the task of speaking.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

Revise the dialogues in Unit 1.

eg. What’s your (his /her) name?

I’m Gina. Nice to meet you!

What’s your (his/her) phone number?

It’s 284-2942.

What’s her family name?

What’s her first name?

Step 2 Warming-up

Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.

1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.

2. Read the new words after the teacher and learn them by heart.

3. Practice:

1) Match the words with the things in the picture. (1a)

2) Listen and check the things you hear. (2a)

3) Listen and number the pictures.

a._____ b._____ c._____ d._____ e._____

f.______ g.______ h______ i.________

Step 3 Presentation

Ask some students one by one about his/her/objects like this:

1. T: Is this your pencil?

S: Yes, it is. It’s my pencil.

2. T: Is that your backpack?

S: No, it isn’t. It’s his/her backpack.

Step 4 Practice

1. Listen and number the conversations. (1b)

2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.

3. Listen and complete the conversation with the words in the box. (2b)

4. Pair work: Ask about the things in the picture (2c), then their own passions.

eg. Is this your backpack?

No, it isn’t.

5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.

Step 5 Acting

Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.

Step 6 Exercises in class

Fill in blanks with these words:

1. ---Linda, Is this ________ ruler?

---Yes, it is. Thank you.

2. This is my sister. _______ name is Kate.

3. I’m looking ________ pencil case. Can you help me?

4. Look at the cat. It’s white. But ______ tail (尾巴) is black.

5. Tim is worried (着急). _______ ID card is lost

Step 7 Homework

1. Do some exercises in your exercise books.

2. Read the words and sentence patterns presented in this class to improve your spoken English.

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

pencil Is this your pencil?

pen Yes, it is. It’s my pencil.

book Is that your backpack?

eraser No, it isn’t. It’s his/her backpack.

ruler

pencil case, backpack

pencil sharpener, dictionary

The Second Period

Content: Section A 3, 4a, 4b,Section B 1a~2c

Teaching Aims:

1. Learn and master the following:

Words: baseball, watch, key, computer game, notebook, ring

Sentence patterns: What’s this/that in English?

It’s a pen (an eraser/an English book/ an ID card).

How do you spell it?

P-E-N.

2. Improve the students’ speaking and listening ability.

3. Identify ownership.

Teaching Important Points;

1. Train the students’ speaking and writing ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

Game: Find the owner.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

eg. What’s your name?

What’s your phone number?

Nice to meet you. etc.

2. Revision

1). Ask and answer like this:

Is this/ that your pencil?

Yes, it is. It’s my pencil.

No, it isn’t. It’s his/ her pencil.

2). Section A 4a, 4b

Game: Find the owner.

Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.

Step 2 Presentation

Section A 3. Make conversations about the things in the pictures in pairs.

eg. A: What’s this in English?

B: It’s a pen (an eraser).

A: How do you spell it?

B: P-E-N.

Step 3 Pratice

1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring

2. Section B 1a Match he words with the things in the picture.

3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:

A: What’s this?

B: It’s a watch (an eraser/an English book/ an ID card/…).

A: How do you spell it?

B: W-A-T-C-H.

Pictures:

Step 4 Listening

Section B 2a 2b

Look at the words in activity 1a. Listen and circle the things you hear.

Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.

Kelsey Mike

watch

ID card pen

baseball

Step 5 Pair work.

Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.

Step 6 Exercises in class

Complete the conversation.

1. Teacher: Lucy, What’s this _____ English?

Lucy: Is it a pen?

Teacher: No, it ______. It’s a pencil.

Teacher: Tim. ________ that in English?

Tim: Is it _______ eraser?

Teacher: _______, it is. And what’s this, Nancy?

Nancy: Is it a _________?

Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?

Nancy: Oh, yes. It’s _____ dictionary.

Teacher: Here you are.

Nancy: _______ ________.

2. A: Excuse me. ______________________?

B: It’s _________ watch. It’s _________ English watch.

A: __________________, too?

B: ________, ____________. It’s _______ eraser.

Step 7 Homework

1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:

A: Hello, Mary. Is this your “尺”?

B: Yes, it is.

A: Here you are.

B: Thank you.

A: By the way, what’s it in English?

B: It’s a ruler.

A: How do spell it?

B: R-U-L-E-R.

2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.

eg. Is this a/an…?

What’s this in English?

Is this your…?

Can you spell…?

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

baseball What’s this in English?

watch It’s a pen (an eraser/an English book/ an ID card).

key How do you spell it?

computer game P-E-N.

notebook

ring

The Third Period

Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3

Teaching Aims:

1. How to write your own bulletin board messages.

2. Learn and master the following: numbers 0-9, call phone, lost and found.

3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.

4. Work out problems using context.

Teaching Important Points;

1. Improve the students’ writing ability.

2. Get the students to know about the bulletin notices.

Teaching difficult Points:

Learn to write Lost & Found and Lost.

Teaching Aids:

a tape recorder, a computer

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

2. Revision

Ask : What’s this/that in English?

How do you spell baseball?

Is this/that your pen? etc.

Step 2 Leading-in

Looking for a book.

T: Is this my book?

S: No, it isn’t.

T: Where’s my book? I like my book. But I can’t find it. What can I do?

Lost (write the word on the blackboard)

Then ask: Have ever picked anything? What do you do?

Found (write the word on the blackboard)

通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

Step 3 reading

1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).

Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys

Read the bulletin board notices again.

2. Section B 3b

Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.

Answers:

Found. A set of keys. Please call David at 529-6403.

Step 4 Writing

Section B 3c

1. Ask the students to write their own bulletin board messages.

2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.

Step 5 Groupwork.

We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.

T: What’s this?

S: Is it a baseball?

T: No, it isn’t.

Draw a more part of the item.

S1: Is it a key?

T: Yes, it is.

Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?

Students make a guess. See who can guess it within less guesses.

Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.

Step 6 Just for Fun

Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.

Step 7 Homework

1. Do Self check1-3.

2. Write your own bulletin board message.

如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

call, phone, lost, found,

in the lost and found case, lost and found, a set of keys

Found:

A set of keys. Is it your key? Please call John at 345-9812.

Lost:

My pencil case. It’s yellow. It’s new. Please call 668-7249.

The Fourth Period

Check the homework.

Do some more exercises.

篇5：pep2 unit2 第一课时教案

pep2 unit2 第一课时教案

第一漂时一、教学目标与要求 1、能够听、说、读、写单词或短语：hospital，cinema，post office，bookstore 2、能够听、说、认读短语science museum。 3、能够听、说、认读句型：“Where is the library? Its near the post office．”并进行关键词的替换操练。 4、能够理解并会吟唱Lets chant的歌谣。 5、能够听懂并基本会唱歌曲“Where Are You Going?’ 二、教学重、难点分析 1、掌握Lets learn部分的四会单词和短语。 2、准确书写四会单词和掌握三会单词museum的发音。三、课前准备 1、准备start部分的教学挂图。 2．教师准备录音机、本课时的录音带以及三年级下册第六单元歌曲的录音带。 3．教师准备五年级上册第五单元B Lets learn部分的教学挂图。 4．教师准备本课时的单词卡片。 5．教师准备一只玩具熊。四、教学步骤和建议 1．热身(Warm-up) (1)教师放三年级下册第六单元的'歌曲“They Are in the Zoo．’师生齐唱。 (2)教师出示五年级上册第五单元B Lets learn部分的教学挂图，师生进行如下问答：T：Where is the trash bin? S1：Its near the table． T :Where is the picture? S1：Its on the wall． T：Where is the lamp? S1：Its…． 2．预习(Preview) 教师课前准备一只玩具熊，将全班学生分成两大组，每组派一位代表到讲台前来做活动。要求两名代表面对面站立，其中一名代表对另一组的代表发指令：“The bear is in front of me．”另一名学生听后将玩具熊放到该学生面前，发对指令和放对位置各得一分。接着请每组的其他代表上来表演，要求轮流交换发指令而且不能发相同的指令，最后得分高的组获胜。 3．新课呈现(Presentation) Lets learn (1)“请你猜猜”活动教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。教师指着其中一张卡片说：“Now I am in No・l. Please{what place it is．Is it a ZOO／school／park…?”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。教师示范朗读，学生跟读。教师带领学生拼读并cinema。 (2)继续做“请你猜猜”活动。教师说：“No．3 is a cinema．We can see a film’cinema．”接下来教师拿出一封信，说：“1 want to post the letter・Shall I go to thecinema? Where shall I go? Yes!Post office．”教师继续利用黑板上的卡片让学生猜：“Is it a post office?”并领读post office。教师指着黑板上post office的位置说：“Look at the map．The post office is here．”然后问：“Where is the postoffice in our town?”让学生根据实际情况回答。 (3)教师突然做出痛苦的样子说：“Im not feeling well．Where shall I go?”根据学生的回答出示单词卡片hospital，带领学生读单词、拼单词，教师板书该词。接着教师询问：“Where is the hospital in our town?Is it far?Can I go by bus／taxi／0nfoot?” (4)“猜卡片”游戏教师先出示前面重点呈现的三张单词卡片，请学生认读，趁他们不注意的时候再加上一张，让学生猜刚才加上的那张卡片是什么，教学science museum。提醒学生注意museum的发音，并可以适当拓展，如出示天安门广场两侧的历史博物馆、军事博物馆等图片。 (5)教师拿出一本学生喜欢看的新书说：“I have a new book．I bought it in Xinhua Bookstore．We can buy books in the bookstore．”教学bookstore。教师出示单词卡片，领读并板书。教师可以告诉学生：“We can buy books in a supermarket／mall．because there are some small bookstores in the supermarket or mall．”这里只要让学生感知mall或shopping mall即可，目的是为学习本单元的Lets sing做铺垫。教师再一次利用黑板上的“地图”让学生进行连锁操练，例如：“A：Where is the bookstore?B：Its near the hospital．”建议教师应先做好示范，并注意及时巩固前面所学的词汇。 (6)教师放A部分Lets learn的录音，学生跟读。教师示范书写四会单词，让学生在学生卡片背面的灰体词上描红，以达到听、说、读、写四会掌握生词的目的。 Lets start 教师出示Lets start部分的教学挂图，请学生看图读一读、连一连。 Lets chant 教师放学生用书第14页Lets chant的录音，学生听录音、跟唱歌谣。教师请学生重点读单词next和句子“Go straight ahead．”并注意纠正其发音。教师不必在语意上多做解释，这部分主要是为下一课时做铺垫。 Pair work (1)教师请学生先在方框里填上单词或短语，再根据所填写的地图进行描述，如：The post office is near the museum．The cinema is in front ofthe post office．”等。 (2)“小小设计师”活动教师先带领学生认读六个表示场所的单词或短语：library，post office，hospital， science museum，cinema，bookstore，接着告诉学生：“现在你们都是城市设计师，请大家设计一张地图，设计之后会有记者来采访。”让学生利用单词卡片设计城市规划图，并在班级里选几名学生充当小记者去采访“设计师”，逐个提问：“Where is the hospital／…?”由“设计师”来回答问题。 Lets sing 学生听录音或者看教学VCD，学唱歌曲“Where Are You Going?’ 4．巩固和延伸(Consolidation and extension) (1)学生做A Lets leam部分的活动手册配套练习。 (2)学生背诵并抄写本课时的四会单词。 (3)“我是小画家”活动请学生画一张心目中理想城市的地图，能够描述这些建筑物所处的位置。 (4)“猜猜我在哪儿?”活动图中的建筑可不受限制，但要求本人学生可以利用Pair work部分的图或是自己设计街区图来做活动。

篇6：新目标英语七年级下册第十二单元第一课时教案

新目标英语七年级下册第十二单元第一课时教案

新目标英语七年级下册第十二单元第一课时教案教学目标知识目标: 掌握下列单词和句子: rule, hallway, classroom, fight School Rule Don’t arrive late for class. Don’t fight. Don’t run in the hall way. Don’t eat in the classrooms. Don’t listen to music in the classrooms. What are the rules? Well, we cant arrive late for class. 能力目标: 训练学生的听力和口语能力。情感目标:作为学生，我们必须遵守学校规则。教学重难点重点: 学校规则和目标语言。难点: 学习谈论学校规则。教学过程一、复习教师说: Hello! How are you? What day is it today? What’s the weather like today? What do you want to do? Do you have a pen pal? Where is your pen pal from? What animals do you like? What do you like for breakfast? What is he doing now? Do you like talking with others? Can you talk in class? Can you talk at home? Can you talk in the hallways? 说明：经常复习学生学过的知识，增加复现率，让他们学会在不断积累中，掌握英语，学习英语。同时对一些基础不是很好的'同学也一个自信。二、导入 T: What’s your favorite subject? Do you like music? Now I’d like to enjoy a song with you. (play the tape) Do you like the song? What do you think of the song? Who is your favorite singer? Can you listen to music in the classroom? Can she/he listen to music in the hallways? Why can’t we listen to music in the classroom? S: It is our class rule. (T helps them to say it.) T: So please don’t listen to music in the classroom. (Write the sentence on the blackboard.) Read after me please. Then get Ss to read it one by one. So can we listen to music at home? 说明：从can’t中引出don’t，学习一些学习规则的表达方法。 S: Yes, we can. We can listen to music at home. T: Excuse me. What’s your favorite sport? S: My favorite sport is basketball/… T: Where do you usually play basketball/…? S: I usually play it on the playground/outside. T: Can you play basketball in the classroom/hallways? S: No, we can’t. We can’t play …in the classroom/hallways. T: So don’t play … in the classroom. Can we run in the classroom? T: Don’t run in the classroom (Write it on the blackboard.) T: Excuse me. What time do you usually come to school? What time does the class begin in the morning? T: So you are early for class. You are a good student. If you get to school at 8:10, you are 10 minutes late for school. That is a bad one. So don’t arrive late for class. T: Look at this boy. Is he good or bad? What is he doing? Do you know? Can we fight with others? Can we fight in the classroom/hallways? T: It is impolite to fight. So don’t fight. We should be good friends. T: These are all class rules. What else can’t we do in our classrooms? Please say the sentence like this: Don’t …. S1: Don’t eat in the classroom. S2: Don’t sleep in class S3: Don’ wear hats in class. S4: Don’t talk in class. S5:… 说明：给学生一个发挥的空间，运用刚学的祈使句，把以前学过的知识运用出来。三、运用 Now please use these phrases to make up a dialogue. You can work in group of three or two. Suppose one of you is a teacher, and the others are breaking the rules. Model: A: Hi, Peter. What are you doing? B: Hi, Ms/Mr. Green. I’m eating.( Student should use their gestures.) A: Can we eat in the classrooms? B: No, we can’t. We can’t … A: Don’t eat in the classroom. B: Oh, I’m sorry. 说明：这部分主要是让学生运用Can和don’t编一个小对话。而且同时还复习了学过的进行时态。四、教学SectionA-1a,1b,1c 1.利用课件，教学单词和句型。 2.教师说：If you want to be good students, don’t break the school rules. The rules are good for your study. But now here are some bad. students. Look! Each of these students is breaking one of these rules. Write the number of the rules next to the student. 教师播放媒体资源中动画，学生观看1a的对话，然后完成1a。 2．Check the answer. 3．Listening. Now there are three students Peter, Selina and Nick. What rules are these students breaking? Please listen to the tape and write the numbers after the names. Peter__________ Selina_________ Nick__________ 3. 叫几组学生进行对话表演。五、教学SectionA-2a,2b 1) 教师说: Now please open your books to 72. Look! What can you see in the picture? S: … T: Yeh, the boy is Alex, and the girl is Cindy. T: What are they doing? S: They are talking. T: What are they talking about? S: … T: Now let’s listen to the tape and check the activities Alex and Cindy talk about. 2) Listen again. Can Alex and Cindy do these activities? Circle “can ” or “can’t ” above. 3) Listen and repeat. 4) Check the answer then report the list. Report: These are their rules. They can…, but they can’t… So please don’t … 六、练习 T: You know, some students are not bad students. But they also break the rules. Because they are new students. They don’t know much about the rules. So can you help them out. Now please tell them the rules of your school. You can work with your partners. Suppose one of your partner is a new student. A: What are the rules at your school? B: Well, don’t arrive late for school. A: Can we listen to music, Alex? B: No, we can’t listen to music in the classrooms, but we can listen to it outside. 说明:这一步是让学生学会如何处理表格，对表格进行汇报，这样也就讲出了听力的主要内容。七、作业（Homework） 1.用“can,cant和dont”归纳总结学校规则。 2.记忆本课时单词。

篇7：新目标英语七年级下UNIT11教案

新目标英语七年级下UNIT11教案

福州市课改课堂教学示教活动

长乐市英语学科专场

示教课教案

Go For It---Unit 11 What do you think of game shows?

Period 4---Section B (3a---4)

任教学校：长乐文岭中学

任教教师：林浦

任教班级：长乐二中初一（ 5 ）班

授课时间：.5.21上午第三节

一、教材：新目标英语Go for it!(七年级下) Unit 11

二、教具：单词卡片、录音机、实物、小黑板

三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。

四、教学目标：

根据本课功能项目，设想学生情况，我确定以下的三维目标。

1、认知目标：

a. 掌握表达自己个人对事物或人看法的动词和词组。

b. 谈论自己的喜好与憎恶。

c. 询问及回答对事物或人的看法。

如：What do you think of XX?

I love it /them.

I do,too.

What do you think of XX?

I can’t stand it/them.

I don’t ,either.

2、能力目标：

本单元的话题是谈论所喜爱的文化，通过学习让学生们发表对电视节目中的游戏以及不同方面的'观点，以此培养学生实际运用目标语言的能力。

3、情感目标：

通过学习谈论对某些事物的喜欢与不喜欢，以此来培养学生学会自我评价，成为一个有个性的人。五、教学重点： 1、掌握陈述自己观点的动词及动词短语(the key vocabulary) love, like, don’t/doesn’t mind, don’t/doesn’t like, can’t stand 2、学会表达喜憎，以及怎样赞成别人的观点。六、教学难点： (1) can’t stand 不能忍受/ don’t mind 不介意 (2) like 喜欢 / love 热爱 (3) What do you think of …?=How about …你认为…...怎么样？

五、教学步骤： Step1: Organization Step2: Assign the task Step3: Warm-up Step4: Leading in Step5: Pre-task Step6: While-task Step7: Practice Step8:Summary Step9: homework 八、教学过程： Step1 Organization Greeting with the Ss. Step2 Assign the task Boys and girls.in this period,we are going to learn to express our opinions and make a survey report.Before we start the task.Let’s do some warm-up training. Step3 Warm-up

1) One-minute dialogue:

2) Word competition:

Step4 Leading in

Write some words or phrases on the Bb. Such as love , like , don’t/doesn’t mind , don’t/doesn’t like, can’t stand .Use the faces to help Ss understand the meaning of the words and the phrases.Ask some Ss to come to the Blackboard and draw the faces next to the words or phrases like this:

Love JJ

Like J

Don’t mind

Don’t like L

Can’t stand LL

Next ask the Ss how to ask sb’s opinions.They can answer “What do you think of …?”And then use the question to make conversations with the Ss. first make conversations with the Ss,then ask them to work in pairs and make conversations with their partners.They can begin like this:

S1:Hello,XX,what do you think of XX?

S2:I love it /them./I don’t like it/them.

S1:I do,too./I don’t ,either.(Attention to the plural forms of the countable nouns.)

Step5 Pre-task

Ask Ss to open their books and look at 3a on page 69.First give them some time to read the passage.Then let them fill in the chart on the Bb and make a survey report with them .If they finish the chart ,ask some of them to read the results of the survey.And then ask them to come to the Bb and fill in the chart.(Use the cards with the persons’ names to stick on the chart)Then teach the Ss how to make a survey report.

Task 1:(reading)

Addition:Everyone loves the belt.(Below is the chart)

Things

Loves

Likes

Doesn’t

mind

Doesn’t

Can’t

stand

1、hair clip

Ann Rice

2、watch

Gina Taylor

Ann Rice

3、key ring

Jodie Smith

4、sunglasses

Jerry Green

5、scarf

Jordin

6、wallet

William Jones

7、belt

Everyone

Questions:

1、What does Jodie Smith think of the key ring? (likes)

2、What does Jordan think of the scarf?(can’t stand)

3、What does William Jones think of the wallet?(loves)

4、What does Gina Taylor think of the watch?(loves)

5、What does Ann Rice think of the hair clip and the watch?(likes,doesn’t mind)

6、What does Jerry Green think of the sunglasses?(likes)

7、Which thing does everyone love?( the belt)

Step6 While-task

Task 2:

Assign the task. And then ask the Ss to survey themselves.To show their opinions about these things below.

For example,I am Mr Lin.I don’t mind the hair clip ,so I can fill in my name below doesn’t mind.

Things

Loves

Likes

Doesn’t

mind

Doesn’t

Can’t

stand

1、hair clip

Mr Lin

2、watch

3、key ring

4、sunglasses

5、scarf

6、wallet

7、belt

On page 69,3b.Ask Ss to read the passage and fill the blank using their own real situation.And let some Ss to fill the chart on page 88.

Step 7 Practice(task 3)

Task 3: make a survey in small group ,and let some of the Ss make a report about the results of the survey in front of the class.

Step 8 Summary

In this period ,we learnt to show our opinions and survey other persons’ opinions .Then report the results of the survey.

Step 9 Homework

Recite 3a on page 69.

Make a survey in your family and make a chart.

Ready for the test of this unit.

篇8：七年级英语下unit2课件

七年级英语下unit2课件

Can you play the guitar?

一. Knowledge and abilities goals:

1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar

2. How to use Model verb” can”.

3. Listening and speaking skills and communicative competence.

二. Teaching method: Listening and speaking methods. Pair works.

三. Moral goals: Encourage students to express their abilities.

Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?

四. Importance and difficulty: can

Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.

五. Teaching Time: 4 periods

Period 1 (Section A: 1a-2d)

授课人:______ 授课班级: _____ 授课时间：___月___日____午第____节

1.Knowledge Objects: Learn to talk about abilities.

Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.

2.Teaching key point: can

3. Teaching Difficult point: can

4.Teaching Procedures:

Step 1. Lead-in

Enjoy a song I’m a musician

T: Do you want to be a musician? S:

T: Can you play the piano? S…

T: What can you do? S: I can…

T: What about you? S:

T: OK, now please show your talent and tell us what you can do.

Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.

Step 2. Presentation

T: Look at the pictures. What are they doing? S:

Step 3 Pair work

Look at the pictures. Ask and answer like this:

A: Can you play basketball?

B: Yes, I can. / No, I can’t. Can you…?

Step 4 Presentation

Show some pictures of famous stars. Practice the third person “he, she, they”

T: Where can you play chess? S:

T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…

T: Sounds great. Can you…?

S: Yes, I can/ No, I can’t

If the answer is negative, guide students to say:

S: No, I can’t. But I can learn it from others.

Step5 Pair work

A: What club do you want to join?

B: I want to join the…

A: Can you …?

B: Yes, I can . No, I can’t. But I can learn it from others.

Step 6 Listening

Listen to 1b

Listen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.

Step 7 Pair work

Look at 2b and talk about what the people can do the clubs they want to join.

Step 7 Role-play the conversation 2d

T: If you like telling stories. What club can you join?

S: Story telling club.

T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.

Step 8 Explain some language points.

Step 9 Homework

篇9：英语二年级下Unit2第四课时的教案

英语二年级下Unit2第四课时的教案

一、教学内容

Let’s Talk

二、教学目标

（一）语言知识目标

1、听、说、认读Let’s Talk

2、听、说句型：What does he do?

（二）语言技能目标

1、能正确说出本课的单词和句子。

2、能用本课的句型与人交流。

3、能理解句子的意思。

4、能描述自己的家人和朋友所从事的职业。

（三）情感态度目标通过交流促进同学间的友谊

三、教学策略

1、通过填写调查表以及学生间的互动，让学生懂得收集有效信息。

2、为增进学生之间的互相了解，老师应多制造机会让学生介绍自己亲戚朋友的职业。

四、教学重点和难点

1、句型的学习和运用。

2、cartnoonist的发音。

五、教学媒体

教学软件、图片

六、教学过程

（一）复习热身

1、全班演唱歌曲I want to be a teacher.

2、快速闪现职业的'图片，然后由学生说出单词。

（二）呈现

1、向学生展示一些卡片并问他们图上的人是做什么的。

2、让学生看书上的图，然后播放光碟，引出本节课主要句型What does he do?

3、再看教学软件，解释相关单词和句子,的意义，再看一遍，跟读。

（三）操练

1、让学生跟着光碟读一遍；

2、老师拿着卡片，引导学生读课文；

3、让学生分角色读。

（四）巩固与发展

1、学生自己读一遍课文并拿着卡片做上相关动作；

2、分组练习，然后叫学生上讲台表演；

3、学生可以运用本课所学句子进行对话

七、布置作业

听录音，跟读句子。

篇10：新目标英语七年级下Unit10教案及讲解

新目标英语七年级下Unit10教案及讲解

Unit 10 Where did you go on vacation? 一、教学目标 1．知识目标 1). 词汇 were, stayed, visited, felt, expensive, inexpensive, crowded, delicious 2). 句型 Where did you go on vacation? We went to New York. Did you go to Central Park? Yes, I did. How was the weather? It was humid. 2．能力目标 1）学习谈论过去发生的事件 2）学会谈论节假日的.活动 3）学会以日记的形式记录一天的活动并表达感想 3．策略目标 1）利用情景对话 2）角色扮演 4．情感目标学会合作二、重、难点 1．重点 1）词汇 stayed, visited, went, did, were, was mountains, summer camp, museum, expensive, inexpensive, crowed, delicious, not bad, pretty good, terrible, great, fun, beautiful, unfriendly, interesting 2) 句型: Where 引导的特殊疑问句惯用语 How were the beaches? They were fantastic. 3) 语法: be 动词一般过去时 2．难点 all morning, pretty good, be lost, decide to do sth. We had great fun doing sth. I found a small boy crying in the corner. That made me feel very happy. I didn’t have any money for a taxi. We had Sichuan food for dinner. The best place for a vacation A report on students’ vacation 三、难点注释 1)all morning整个上午 all 着重“整体”，指各个个体或各个部分组成的“全部的、所有的整体”。可修饰可数名词复数形式和不可数名词。位于定冠词、指示代词、物主代词、基数词的前面。常用短语有： all day, all night, all day long, all the morning. all his friends, all the five girls, all the work 英国人在all day, all night 中常不用the。在其他情况下，美国人常用the。 2)be lost迷路，丢失 lost 为动词lose的过去分词，在此作形容词“丢了的，迷路的”。 3)decide to do决定做…… 4)pretty good 相当好 5)have great fun doing sth.做某事很有乐趣此处的fun 为不可数名词“乐趣”。great 可以换成其他的词，如：have much /some fun doing sth. 6)find sb. doing sth. 发现某人在做某事 I. A C D C B II. 1. got/lost 2.study/for 3.Did/have 4.did/go 5.was 更多精彩；英语教师网英语教师网论坛

篇11：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)

Tapescript:

Conversation 1:

Girl: Is this your ruler？

Boy: No，it isn’t. It’s her ruler.

Conversation 2:

Teacher: Is that your backpack？

Boy: No, it isn’t. It’s his backpack.

Conversation 3:

Boy: Is this your pencil？

Girl: Yes, it is. It’s my pencil.

Tim: And Jane，is this your ruler？

Jane: No，it isn’t. It’s her ruler.

Tim: OK，and this is my book. And this is your pencil case，Jane.

Is this your pencil？

这是你的铅笔吗？

No，it isn’t.

不，不是。

It is not my book.

这不是我的书。

（2）sorry adj. 抱歉的

sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。

常用的回答如下：

Not at all.没关系。

That’s all right.没关系。

It doesn’t matter.不要紧，没关系。

Never mind.别在意，没关系。

此外，sorry还可表示“遗憾的；难过的”

等。

（3）thank n.&v. 感谢

常用的表示感谢的句子有：

Many thanks! 多谢!

Thanks a lot! 多谢!

Thanks! 谢谢 !

Thank you! 谢谢你！

（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）

John is drawing a car in pencil.

约翰正用铅笔画汽车。

We always speak in English.

我们总是用英语交谈。

Tapescript:

Conversation 1:

Kelsey: I’m looking for my watch.

Teacher: OK. Is this your watch？

Kelsey: No，it isn’t. That’s my watch.

Teacher: Here you are.

Kelsey: And that’s my ID card.

Teacher: OK. What’s your name？

Kelsey: Kelsey.

Conversation 2:

Mike: That’s my pen.

Teacher: This？

Mike: Yes...and that’s my baseball.

Teacher: All right. What’s your name？

Mike: Mike.

Teacher: OK. Here’s your baseball.

Mike: Thank you.

（1）how adv.（表示方法、手段、状态）怎样；如何

How did you make it？

你怎么办到的？

How do you like our school？

你觉得我们学校怎么样？

（2）call v. 打电话

n. 电话

call sb. 给某人打电话

give sb. a call 给某人打电话

（3）at prep. 在（里面或附近）；在（时间）

at school 在学校，上课，在求学

at home 在家

Shall we meet at 3 o’clock？

咱们3点钟见好吗？

（4）school n. 学校 go to school 上学

Grammar

（1）指示代词

表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。

在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.

这是一个梨。（主语）

These video clips are very interesting and those ones are not.

这些光碟很有趣，那些没意思。（定语）

I like this very much.

我很喜欢这个。（宾语）

Oh，it’s not that.

哦，不是那个。（表语）

学习指示代词，应注意以下几点：

①this与is，these与are没有缩写形式。如：

This is a Chinese car.

这是一辆国产轿车。

②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：

Is that a ruler？

那是尺子吗？

No，it isn’t. It’s a pen.

不，不是。是钢笔。

Are these your books？

这些是你的书吗？

Yes，they are.

是的。

（2）一般疑问句

以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：

Is this your pencil？

这是你的铅笔吗？

Yes，it is.是的。

Have you any magazines？

你有杂志吗？

Yes，I have.有。

Exercises

【1】Here’s exercise-book.

A. a B. an C. two D. ×

句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。

【2】根据上下文，在空格上填上一个恰当的词。

(1)- you in Class 4?

-Yes, I .

(2)This is a car and that is a car,.

(3)-Is this a Chinese bike?

-No.a Japanese bike.

(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。

(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。

(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。

答案 (1)Are; am (2)too (3)It’s

【3】从下面各句A、B、C、D中找出一处错误并改正。

(1)That’s a chinese car.

A B C D

(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。

(2)That is a pencil box.

A B C D

(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。

(3)-What’s this in English?

A B

-It’s computer.

C D

(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。

【4】This is my car. (改为一般疑问句并作肯定和否定回答)。

答案 Is this your car? Yes, it is. /No, it isn’t.

本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。

篇12：新目标七年级英语上册第一单元第一课时教学设计

Starter Unit1 Good morning!

Welcome to our school!

一、七年级才正式学英语

学习任何一门语言都要从“听、说、读、写”四个方面训练。英语也是如此。小学英语主要培养同学们的“听、′说”能力，是英语学习的启蒙阶段。从七年级开始，英语学习在“听说”的基础上又增加了“读写”的内容。七年级英语课本的单词表里单词之后出现了音标，单词必须按音标来读；在前三个预备单元里出现了四线格内的英语字母的手写体，英语书写必须按四线格内的手写体进行，不能按四线格外的印刷体来写。

二、先领学生读P.75的元音音素和辅音音素，再按本页的音标领学生读准 26个英语字母。

三、学习P.94里P.S1的单词

1、让学生学习P.78的单词重音。然后让学生翻到P.94看着单词的音标，会发现有些音标里有重音符号，还有些音标里没有重音符号。向学生补充“音标中没有重音符号的单词是单音节词，该音节是重读音节；音标中有重音符号的单词是双音节词或多音节词，重音符号之后的第一个音节是重读音节。”这一知识。

2、学习具体单词。在good的音标中没有重音符号，所以good是单音节词。在good中g发音标中的第一个音素，oo发第二个音素，d发第三个音素。引导学生注意音标中每个音素与单词中每个字母或字母组合的一一对应关系。让学生依次读出这三个音素，接着读出整个单词good的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词g-oo-d。

3.在morning的音标中有重音符号，所以morning不是单音节词，它是双音节词。在 morning中m发第一个音素，or发第二个音素，n发第三个音素,i发第三个音素，ng发最后一个音素。让学生先依次读出每个音素，然后读出整个单词morning的音来。再根据音标中每个音素与单词中每个字母或字母组合的一一对应关系拼出整个单词m-or-n-i-ng。这样经过一段时间的学习，学生就能做到“听音知形，见形知音”了。

四、学习P.S2的2c中从A到H这八个英语字母的手写体的正确写法。