七年级上U2-优秀教案.doc

精品教育
Listening
Ⅰ.教学准备
1．教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2．学生：学习用品实物。
Ⅱ.教学目标
1．调动学生学英语和说英语的积极性。
2．使学生了解并掌握一些学习用品的英语表达。
3．学习本课的知识点。
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，mine，hers
(2)句型：—Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？Yes，they are./No，they aren't.They're hers.
4．训练学生在听录音时听懂简单英语词汇的能力。
Ⅲ.教学重点
(1)词汇：pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine
(2)句型：—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？—Yes，they are./No，they aren't.They're hers.
Ⅳ.教学难点
让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
Ⅴ.教学步骤
Step 1：Greetings and talking
1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
建议1：师生问答：教师向学生询问一些已经学过的物品的信息。
For example：
T：What's this in English?
S1：It's a pen.
T：Spell it，please.
S1：P­E­N.
T：What color is it?
S1：It's blue.
T：What's that in English?
S2：...
建议2：教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。
For example：
T：This is my ruler.It's red.That is my sister's ruler.It is white.These are my brother's keys.They are yellow.And those are my father's keys.They are white.
Now answer the following questions：
1．What color is my sister's ruler?
2．Is the red ruler mine?
3．Are the yellow keys my father's?
Step 2：Lead­in
建议1：Warm­up
Learn the chant：my是我的，your是你的，男他的是his，女她的是her；
名词前面常站岗，限定所属有功劳。
从而导入本课时要学习的语言项目“Is this your pencil？”。
建议2利用实物导入：出示学生的学习用品，教师根据出示的物品对学生进行提问，导入本课时要学习的语言项目“Is this your pencil？”。
For example：
T：What's this in English?
S1：It's a pen.
T：Is this your pen?
S1：Yes，it is.It's my pen.(The teacher helps S1 say：It's mine.)
T：Is that her pen?
S2：Yes，it is.It's her pen.(The teacher helps S2 say：It's hers.)

Step 3：Present the new words
建议1：教师把学生分成几组，每组选出一个代表，到黑板上用英语写出学习用品的名称，限时一分钟，看谁写的最多。写出最多者获胜。
建议2：教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。

For example：
T：Look at the pictures.Let's play a game.Who can say them in English as quickly as possible？If you can，you will be the winner.Let's begin.
S1：Pen，book，eraser...
Step 4：Practice the new words
1．训练学生拼读单词。
具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。
2．教师让学生看课本P13图片，将单词与图中物品配对。
T：Please look at the pictures in your books.Can you match the words with the things in the picture？Write the letters next to the words.
Give the students 2 minutes to finish 1a.
Then check the answers in class.
Step 5：Task
1．教师说这儿有一些学习用品，他们分别是谁的呢？下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。
2．让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。
Step 6：Present the new sentences
建议1：利用Guessing game呈现本单元核心语言项目“Is this your pencil？”。
教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil？”，同时也激发学生的学习兴趣。
For example：
T：Let's play a guessing game.There are some things on the desk.Who can find the owners of them？Please come here and ask your friends.
S1：Is this your schoolbag?
S2：Yes，it is.It's mine.
S1：Are these your books?
S3：No，they aren't.They're hers.
...
建议2：把学生分成若干小组，小组内同学利用自己的学习物品，进行本单元语言项目“Is this your pencil？”的操练。让学生注意my，your，his，her，mine，his，hers的用法。
For example：
T：Please practice the sentence “Is this your...？” in your groups with your own school things.Pay attention to the use of “my，your，his，her，minehis，hers”．
S1：Is this your dictionary?
S2：No，it isn't.It's his.Is that her eraser?
S3：Yes，it is.It's hers.Are these your rulers?
S4：No，they aren't.They are hers.Are those your pens?
S1：Yes，they are.They're mine.
Step 7：Practice the new sentences
1．让学生根据1c的要求，先练习1b 的对话。
建议教师先让全班齐读，然后把班级分成两部分一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。
2．教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。
Step 8：Task
在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。
建议1：展示一个表格，让学生根据表格信息来完成对话。
物品
pencil
dictionary
eraser
books
物品主人
mine
hers
his
mine
For example：
S1：Is this your pencil?
S2：Yes，it is.It's mine.Is that your eraser?
S1：No，it isn't.It's his.Are these her books?
S2：No，they aren't.They're mine....
S1：...
建议2：Have a contest
把几个学生的学习用品混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为获胜者。挑选物品的同时，要求学生用英语说出：This is my...The...is mine.That is her/his...The...is hers/his.
T：I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.The student who uses the shortest time will be the winner.
(Put the same number of the things together，and first ask them to pick out their own things and their partners' things.Then ask them to give a report，using the key words and target language.)
Step 9：Summary
本课我们主要学习了pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine等单词，重点学习了“—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。
Step 10：Homework
1．Read the new words and the target language presented in this class.
2．According to your friends and their school things，write a report about the owners of the school things.

Unit 3 Is this your pencil？
Section A 1a­1c
Words
Sentences
pencil
book
eraser
box
pencil box
schoolbag
dictionary
his
mine
hers
—Is this your pencil？
—Yes，it is.It's mine.
—Are these your books？
—No，they aren't.They're hers.

知识讲解
—Is this your pencil？这是你的铅笔吗？
—Yes，it is.It's mine.是的，它是。它是我的铅笔。
(1)此问句为一般疑问句。含有be动词的一般现在时的疑问句是把be 动词提到句首，句末加问号，肯定回答用yes，否定回答用no，be 动词的形式要由后面的名词来决定。
例如：这是你的橡皮吗？Is this your eraser?
这些是他的书吗？Are these his books?
(2)句中的your 为形容词性物主代词，翻译为“你的”，后面需要跟名词，句中的mine 为名词性物主代词，翻译为“我的……”，相当于形容词性物主代词加上名词，其后不需要再加名词。
例如：这是我的字典。This is my dictionary.
这本字典是我的。This dictionary is mine.

Grammar

Teaching aims
Words :pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .
Target language：
Is this your pencil? Yes, it is. It’s mine./No, it isn’t. It’s hers.
Is this his green pen? Yes, it is./No, it isn’t. The blue pen is his.
Is that your schoolbag? Yes, it is./No, it isn’t. It’s his.
Are these your books? Yes, they are./No, they aren’t. They’re hers.
Are those her keys? Yes, they are./No, they aren’t. They’re mine.
Step 1 Lead in:
1.Yesterday we got to know how to ask the owner of the things. Do you still remember how to say that? OK. Let’s review it first.
2.Revision
Step 2．Dictation
Read the sentences in grammar box.
Think and summarize:
1.If you want to know the owner of the things, how do you ask and answer?
2. Watch the words that are circled and underlined, can you say the meanings and usages?
3. Point out the notes
Step 3 .Section A 3a
1．Explain
a Let’s go into activity 3a on page 15. How many things are there?
b. Yes. There are five things. And can you tell me what they are?
c. Very good! All the things here are school things. That means we use them to study.
2．Read
a. Let’s read the conversation in the box together.
b. Please translate it into Chinese by yourselves.
3．Practice
a. I would like you to practice the conversation with the five things in the picture.
b. Who would like to have a try in class?
c. Very good! Now this time, I would like you to practice the conversation with the things on the screen.
d. First, please work in pairs.
e. Now, let’s invite some pairs of you to make the conversation in class.
Step4: Section A 3b
1. Let’s read the sentences..
2. Fill in the blanks.
3. Check the answers.
4. Please translate it into Chinese by yourselves.
5. Read the sentences again.
Step5: Section A 3c
a. Let’s have a game now. In this unit, we learnt to ask the owner of the things. Now let’s play a game.
b. We play the game in groups. Every group member put one school thing into a box.
c. After that, please take out one thing from the box and ask your group members “Is this your ... If he / she answers “Yes, it is.” that means you win. If he / she answers “No, it isn’t.” that means you fail and have another try. Remember you just have two guesses!
d. Are you clear about the rule of the game? Let’s start the game!
Let’s summarize what we learnt in this period.
Step 5: Homework
Try to memorize the conversation in 3.
Reading
Ⅰ.教学准备
1．教师：录音机、录音磁带、多媒体课件、图片和物品实物。
2．学生：关于学习用品的图片、实物，以及卡片。
Ⅱ.教学目标
1．让学生继续了解如何确认物主关系。
2．使学生能够看懂寻物启事和失物招领启事。
3．学习本课的知识点。
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e­mail，at，call，lostmust
(2)句型：—What's this？—It's a watch.—How do you spell it？—W­A­T­C­H.
Ask the teacher for it.
I lost my school ID card.I must find it.Call me at 685­6034.
4．使学生在听录音时听懂基本的英语对话。
5．帮助学生来确认其他同学的物品。
Ⅲ.教学重点
(1)词汇：baseball，watch，computer，game，card，notebook，ring，bag，in，library，ask，find，some，classroom，e­mail，at，call，lost，must
(2)句型：—What's this？—It's a watch.—How do you spell it？—W­A­T­C­H.
Ask the teacher for it.
I lost my school ID card.I must find it.Call me at 685­6034.
Ⅳ.教学难点
1．让学生能够熟练运用所学知识进行完整的对话练习。
2．让学生能够看懂寻物启事和失物招领启事。
Ⅴ.教学步骤
Step 1：Greetings and talking
建议1：通过师生问答进行自由交际。
教师提问多个学生问题，让学生回答，目的是为了训练学生开口说英语的能力，提高学生学习英语的兴趣。教师在与学生对话时要结合本单元已经学过的语言项目进行自由交际，要围绕这个课时的句型“What's this？How do you spell it？”展开。
建议2：通过学生互相问答进行自由交际。让学生之间互相提问问题，训练他们的口语交际能力。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P­E­N­C­I­L.
S1：Is this yours?
S2：Yes，it is.It's mine.
Step 2：Check the homework
建议1：检查上节课的家庭作业。
找几位同学站起来，向全体同学朗读自己所编写的对话，目的是了解学生对上节课所学语言项目的掌握情况。
建议2：让学生小组内相互交换家庭作业，检查有无语言错误，然后小组内同学分角色表演，并评选出表演最好的小组，目的是检查家庭作业，并培养学生的动口能力，激发学生学习英语的兴趣。
Step 3：Present the new words
建议1：利用多媒体图片或实物复习上节课的语言项目，并导入新课。
教师出示表格，根据表格信息进行提问，对上节课的语言项目进行复习，并导入新课。
物品
pencil
watch
computer
baseball
...
物品主人
mine
Bob's
Anna's
Helen's
...
For example：
T：Excuse me，S1.Is this your pencil?
S1：Yes，it's mine.
T：And is this your watch?
S1：No，it's Bob's.
T：What about this baseball?
S1：It's Helen's.
T：Thank you for your help，S1.
S1：You're welcome.
建议2：教师直接展示多媒体图片或实物，学习新单词。(注意复习刚学过的单词)
For example：
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 you spell “watch”？(Show the students the spelling.)W­A­T­C­H，watch.Read after me，please.
(Teach the other words “baseball，computer，game，notebook，ring，bag，ID card” in the same way.)
Step 4：Practice the new words
建议1：通过处理课本1a部分来练习新单词。教师可以让学生直接在课本上完成，也可以通过多媒体课件把1a部分展现出来，让学生一起来做。
建议2：教师展示出所学新单词的图片或实物，让学生仿照1b，利用所学过的语言项目对新单词进行操练。教师可以先和一名学生对话，给其他同学做个示范。
For example：
T：What's this?
S1：It's a watch.
T：How do you spell it?
S1：W­A­T­C­H.
Then let the students practice in pairs.
Step 5：Listening
1．课本1c的处理。
建议1：练习听力之前，先让学生说出1a中图片中物品的英文名称，进一步强化重点单词。
For example：
T：Please look at the picture in 1a.Can you say their English names？(The teacher asks the students to name each one individually.)
S1：This is...
S2：This is...
...
然后让学生看着课本听并在1a中圈出所听到的物品。
建议2：教师可以把一些物品实物放在讲桌上，让学生把听到的物品先记下来，然后让学生到讲桌前去选出所听到的物品。让学生动手去做，比单纯的单词辨听更容易引起学生的兴趣。
For example：
T：Now I'll put the objects in 1a on the desk.You will listen to a dialogue and write down the names of the objects you hear.Then please come to the front and pick out the things you hear.Let's see who will do the best.
(Play the recording for the students to listen.)
T：Now let's check the answers.Please pick out the things you hear and say their English names.
(Make sure the students hold the things to show them to the other students.)
2．让学生再听一遍录音，完成1d的卡片。教师也可以把卡片用多媒体课件展示出来。
T：Please look at the two pictures in 1d.One is Linda，and the other is Mike.Listen to the conversation again.This time you will pay attention to the things Linda and Mike are looking for.Then write down the names of the things beside each person's picture.
(Play the recording for the students to write down the words.)
T：Well，what is Linda looking for?
S1：...
T：What about Mike？What is he looking for?
S2：...
Step 6：Practice the new sentences
建议1：根据1d中卡片的信息，让学生分别扮演琳达和迈克，编写对话并表演出来，然后交换角色。(教师可先和一名学生做示范)
For example：(L＝Linda，T＝Teacher)
L：I'm looking for my watch.
T：Is this your watch?
L：No，it isn't.That is my watch.
T：Here you are.
L：Oh，and that is my notebook.
T：What's your name?
L：Linda.
T：OK.Here you are.
L：Thank you.
T：You're welcome.
建议2：让学生仿照1d的卡片，为自己做出类似的卡片，并把所拥有的物品写在卡片上，根据小组内同学的卡片信息，进行对话练习。
For example：
S1：I lost my baseball.
S2：What color?
S1：Black and red.
S2：OK.Is this yours?
S1：Yes，it is.And that is my ID card.
S2：What's your name，please?
S1：Mike.
S2：Here you are.
S1：Thank you.
S2：You're welcome.
Step 7：Task
建议1：让学生在课本2a部分写出自己经常丢失的物品，再次对所学单词进行巩固。
建议2：小组内同学互相查看2a的完成情况，一是检查单词的拼写，二是了解彼此的信息。同时把物品放在课桌上，利用所学语言项目进行对话练习。
For example：
S1：What's this?
S2：It's a pencil.
S1：How do you spell it?
S2：P­E­N­C­I­L.
S1：Is this yours?
S2：No，it isn't.It's hers.Is this pencil yours?
S3：Yes，thank you.
...
Step 8：Read the notices
1．设置情景，激发学生的思维。
从学生生活中常丢失物品的现象出发，引导学生学会处理这类问题。
For example：
T：Most of us may pick up others' things or lost something.If you pick up or lost something，what should you do？You can discuss with your partners.
(The students discuss the problem.)
S1：Tell the teacher about it.
S2：Ask my friends to help me look for it.
S3：Tell my parents.
...
T：All of you are right.Maybe we should learn how to read the notices on the board.From Lost and Found，we can find out lots of important information.
2．寻找重要信息。
给学生展现出课本2b的公告栏信息，让学生圈出丢失的物品。
Lin Hai，

A computer game is in the school library.Is it yours？Ask the teacher for it.
Mike
Found：
Some keys are in Classroom 7E.Are they yours？E­mail me at maryg2@.

Is this your watch？

My phone number is
495­3539.Call me.
John
Lost：
I lost my school ID card.
I must find it.Call me at
685­6034.Thanks.
Tom
Step 9：Practice
建议1：让学生再读一遍2b的信息公告栏启事，写出丢失的物品，并在课本2c的Lost 或Found下打勾。
Item Lost Found
______
______
______
______
建议2：让学生在课本2b的图片上标明Lost 或Found，让学生能够正确判断寻物启事和失物招领启事。
Step 10：Homework
1．正确阅读所在学校的公告栏信息。
2．小组内讨论如何书写寻物启事和失物招领启事，并试着用卡片分别写出。

Unit 3 Is this your pencil？
Section B 1a­2c
Words
Sentences
baseball watch
computer game
card notebook
ring bag
in library
ask find
some classroom
e­mail at
call must
lost
—What's this？
—It's a watch.
—How do you spell it？
—W­A­T­C­H.
Ask the teacher for it.
I lost my school ID card.I must find it.
Call me at 685­6034.

知识讲解
1．Ask the teacher for it.问老师要这个物品。
(1)ask意思是“询问，问”或“要求”。在本句中的意思是“问”，“问某人要某物”则要用ask＋人＋for＋物。
例如：问我的父母要个书包。Ask my parents for a schoolbag.
(2)ask译为“要求”时，常用于ask sb.to do sth.结构，意思是“要求某人去做某事”，而“要求某人不要去做某事”为ask sb. not to do sth.。
例如：我要求我的妹妹来帮助我。I ask my sister to help me.
父母要求我们不要去看电视。 Parents ask us not to watch TV.
2．I must find it.我必须找到它。
(1)must 意思是“必须”，是情态动词，没有人称和数的变化，后面接动词原形。
例如：他必须拼写它。He must spell it.
(2)find意思是“找到”，强调找到的结果，而look for意思是“寻找”，强调寻找的过程。
例如：我到处寻找我的钥匙，但是我没能找到它们。
I look for my keys every