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Unit 2 Is this your pencil?

Unit 2 Is this your pencil?

分类:七年级英语教案   更新:2013/1/25   来源:网友提供

Unit 2 Is this your pencil?

akesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:Pencil.S9:……2.Listening(2b).(进一步强化重点词汇后,进行听力练习,要求完成单词的拼写。)T:Nowpleasereadthewords.Onehold
ake sure students hold the things to show them to the other students.)
S8: Pencil.
S9: ……
2. Listening  (2b). (进一步强化重点词汇后,进行听力练习,要求完成单词的拼写。)
T: Now please read the words. One holds the things, the others read  them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T: Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Step Three: New drills.
1. Present the new drills. (用实物引入新句型,帮助学生用正确的句子来回答。)
(The teacher shows students a pencil.)
T: What’s this in English?
S: It’s a pencil.
T: How do you spell it ?
S: P-E-N-C-I-L.
(Change an eraser. Ask and answer in the same way.)
2. Practice the drills. (学生分组练习新句型。)
T: Now please practice the conversation with your partner. Use the words shown in 3a.
SA: What’s this in English?
SB: It’s a ruler.
SA: How do you spell it ?
SB: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)
T: I’ll ask some pairs of students to practice the conversations.
SA: …
SB: …

3. Play the game : A spelling game. (进行一个拼写游戏比赛,进一步操练新句型 。)
T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.
SA: How do you spell backpack?
SB: B-A-C-K-P-A-C-K.
T: Group B, one point. It’s your turn to ask, please.
Step Four: Task 2: Find the owner. (此任务主要进行了听、说、写的训练,并复习了一般疑问句及其简短的回答,以及物主代词的用法。)
T: I have some things. But I’m sorry I don’t know whose these are. Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.
Language used for the task:
1. Is this your math book?
Yes, it is. It’s my math book.
2. Is that your ruler?
No, it isn’t. It’s her ruler. My ruler is blue.
3. Kim, is this your dictionary?
Yes, it is. It’s my dictionary.
Here you are.
Thank you.
Step Five: Summary and homework.(录音作业,要求学生使用准确的语调来读一般疑问句和特殊疑问句。)
In this class, we’ve learned what, how and yes-no questions mainly. And we also revised the possessive adjectives and key words.
After class, please practice what, how and yes-no questions using their own possessions with your partner. When you say the conversation fluently, tape  records some of them and then play.
First name Last name
(女名)Jenny Miller
(男名)Alan HanAd
(男名)Jim Green
(男名)Tom Green
(男名)Mike Smith
(女名)Linda Brown
(女名)Kim Brown
(女名)Gina Hand
(女名)Mary Green
(男名)Tony Smith
(男名)Bob Miller
(男名)Jack Brown
(男名)Nick Hand
2)Discuss about the differences between English names and Chinese names.(通过小组讨论、总结的方式进行,使学生掌握中英y name is Zhang Nan. Zhang is my first name. It's also my family name. Nan is my last name. It's also my given name.
A girl: I'm Mary Brown. I'm English. Mary is my first name.
Brown is last name. Parents usually call me Mary Brown.  But 
I like to be called Miss Brown.

 

 

 

 

3)Exchange the information.(需要在课前有所准备的情况下进行。)
Teacher: Now everyone can choose an English name.But you must
pay attention to its meaning.For example,Susan means Molihua
in Chinese. Do you know The meanings of your names? If you do,
please exchange the information in your group.
Boys Girls
Firs
name Last
name Meaning Firs
name Last
name Meaning
     
     

4)Report the result to the class.
(Some students are asked to give a report to the class.)
Example:
Sa: I'm Rose White. Rose is my first name. White is my last name.
Rose is a kind of beautiful flower. In Chinese it means Meigui.
I like my name because I like roses very much. And maybe parents
call me Rose because they want me to be beautiful.
Homework.
Ask the students to sum up the meanings of  English names after
class. They can read books or search the internet.
Period Three
课前准备
教师:录音机,图片,实物。
学生:实物。
教学设计
Step One: Revision.(让学生放录音作业,选择两个最好的,给予奖励,从而帮助学生树立学习的信心。)
T: Let’s listen to the tapes you recorded. Who is the best? OK, let’s start.
(Select the best two. Award a prize to their work.)
Step Two: New words.
1. Present the new words. (运用多媒体或图片,教新的重点词汇,同时复习了本单元重点句型;在教学新单词的同时,注意复习刚学过的单词。)
T: Look at the picture.
(Show students a picture of a watch.)
T: What’s this in English? It’s a watch.
(Ask a student) What’s this in English?
S1: It’s a watch.
T: Good. (Ask another student.) What’s this in English?
S2: It’s a watch.
T: How do we spell watch? (Show students the spelling.)
W-A-T-C-H, watch. Read after me, please.
S3: W-A-T-C-H, watch.
(Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.)
T: Let’s say the words again. What’s this in English?
(Show the words random. Ask questions like this.)
S4: It’s a key.
T: How do you spell it?
S4: K-E-Y.
2. Practice the new words.(此活动练习了学生们的口语,同时又进一步巩固了新单词和已学句型。)
T: Good. Please look at the pictures in 1a. Match the words with the things in the picture. Do it by yourself.(Students find them in the pictures and objects in the picture.)
T: Well, let’s check the answers. Who can tell us the answers?
S5: …
T: Now please work with your partner, say the conversation in 1b. Use the pictures in 1a.
(Students practice the conversation. As students work, the teacher moves around and help them.)
Step Three: Listening.
1. Listening (2a).(通过听力练习,加深对所学单词的记忆。)
T: Listen to the conversation. Pay special attention to the names of objects.  You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers, OK?
S6: …
T: Who would like to say the circled words again?
S7: …
2. Listening(2b).(通过听力练习,强化学生对单词和句型的理解,同时训练学生写的技能。)
T: Please look at the two pictures in 2b. One is Kelsey, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Kelsey and Mike are looking for. Then write down the names of the things under each person’s pictures.
(Play the recording for the students to write down the words.)
T: Well, what is Kelsey looking for?
S8: …
T: What about Mike? What is he looking for?
S9: …
Step Four: Pair work.(这个活动运用信息差,训练了学生用重点词汇和句型进行听、说、写的练习。)
T: Now let’s play a game. You are Student A and your partner is Student B. Student A looks at page 81, while Student B looks at page 82. Each student has only part of the information needed to complete the activity. First Student A asks Student B questions, using the words in the box; Student B answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure and of fering help.)
A sample:
SA: Is this her pencil case ? SB: No, it isn't. It's his pencil case. SA: Is this his key? SB: Yes, it is. It's his key. SA: Is this his backpack? SB: No, it isn't. It's her backpack.
(Students practice in pairs.)
T: This time Student B asks Student A questions, using the words in the box; Student A answers the questions and writes the words in the chart below.
(Students practice in pairs, asking and answering questions and filling the charts. And the teacher moves around explaining the procedure again and providing help.)
SB: Is this her pen? SA: No, it isn't. It's his pen. SB: Is this her book? SA: Yes, it is. It's her book. SB: Is this his computer game? SA: No, it isn't. It's her computer game.
T: Let’s check the answers. One from Group A and the other from Group B come to the blackboard to fill in the chart.
Step Five: Summary and homework.
   In this case, we’ve learned the names of some possessions. After class, please use some of these words to write out a conversation and practice with your partner.
Period Four
课前准备
教师:录音机,图片,录好的磁带,教学课件。
学生:收集一些英aybe you will get the answer, “we’ll learn how to write a lost and found.”)
T: If you lost something, what should you do ? You can answer it in English or Chinese.
S1: Call “110”.
S2: Tell the teacher about it.
S3: Ask my classmate to help me look for it.
S4: Tell my parents.
S5: 寻物启事。
T: All of you are right. Today we are going to learn how to write “Lost”.Look at “Lost” below and find out the important information about it.(让学生通过教师展示的失物启示,发现写失物启示的要点。)
Lost:
My baseball.
Yellow and red.
Call Tom at 405-6678

Lost:
My school ID card.
My name is Mike.
Please call 843-9096
S6: The lost thing.
S7: Name.
S8: Color.
S9: Telephone number.
S10: Picture.
T: Yes. You have done very well. If we write “Lost”, we must write the lost thing, the person’s name, telephone number and color, we can also put a picture of the thing on it. Next, if you pick up something, what should you do? (通过和学生的交流,探讨拾到物品时,应如何处

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