unit16教案[共49页]

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1、 新目标英语（Go for it）七年级上全册教案 Unit 1-6 Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher: After the study of the first three

2、starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most. (Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choo

3、se two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近 生活，学生易于接受） Teacher: Congratulations, now Group 2 is the champion. But I don’t

4、know your names. Would you like to introduce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills. 1. Make introductions.（通过句型的操练

5、使学生更加熟练掌握所学 的句式。） Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you. Sa: Ni

6、ce to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the

7、 recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three: Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our n

8、ew friends to others, OK? Ss: OK. Example: Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do? (Students can stand up and introduce their friends

9、 to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.) 2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。） Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are her

10、e. Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three

11、: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework “How do you meet new visitors at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One: Revise the sente

12、nce patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His nam

13、e’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape a

14、nd find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet other

15、s? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa: Hello! I’m Lucy Green. What’s your name? Sb: My name is Kate Brown, Jim’s classmate. Nice to

16、 meet you. Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will. Step Two: Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name. Each name has its special meaning and so do English

17、names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Ton

18、y. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher: Congratulstions to the winners

19、. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack

20、Smith Brown Linda Nick Kim Hand Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends name

21、s. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little I

22、ndian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to n

23、ine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills

24、. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin

25、Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1: … And may I know your phone number, Yin Kailin? S4: … S1: Thank you very much. Oh, I nearly forgot. My telephone number is… 2. Report it to the

26、class. (After the survey, every group can choose a student to report the survey result to the class.) Example: My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is… 3. Listen and match the names and telephone numbers.（制作电话号码簿这一任务能够大

27、面积调动学生装的参与意识。） Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name. (Students listen to the tape .) T: Next, I’ll play the recording again. This time, fill in the missing n

28、umbers. (Students listen to the tape again .) T: Can you find out whose telephone numbers they are ? S:… 4. Make an address book. Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address

29、 book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?” Step Three: Make an ID card. 1. Show some different ID cards to the class and try to enjoy them.（向学生展示不同种类的名片

30、，一方面开阔学生眼界，一方面便于学生找出名片所含内容。）（引导学生有效搜集名片上的信息，提高学生的阅读能力。） Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they c

31、an show the owners’ special personalities. Look at the ID cards below and try to enjoy them. Teacher: From the cards above, what can you find out ? S1: It must have a person’s name… S2: Sometimes it has a motto. T: Yes, It must have a person’s name, postcode, telephone number, home address an

32、d e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important. 2. Read the ID card and answer the questions.（提供参考信息，但允许学生创新。） Teacher: Look! Here’s an ID c

33、ard of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name? Homework 1. Students are asked to make ID Cards of their

34、 own. Demands: A. Useful information must be included. B. It can be designed as beautifully as possible. C. Students may show their own personalities if possible. Personal Information First name:________________ Last name:_________________ English name:___________

35、___ School:_____________________ Class:____________________ Phone number:______________ Home address:____________________________________________________ E-mail:__________________________________________________________ Motto:_______________________________________________

36、____________ 2. Find out the information about the famous person. Period Four 课前准备 教师:准备评价表、名人图片和一张个人海报。 学生：准备好完成的名片参加展览。 教学设计 Step One: Make an ID card show. 1. Show the ID cards to the students. Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let

37、’s enjoy it together and try to choose the best ones. 2. Find the owner of the card. Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me? S1:I can.(Show one of the cards to another students.) S1:Excuse me, are you in ...? S2:Yes, I am.

38、S1:What’s your telephone number? S2:It’s... S1:Are you...? S2:Yes, I am. S1:Here’s your ID card. S2:Thank you. (Teacher asks more students to find the owners of ID cards). Step Two: “Face to Face”. 1. Play a guessing game. Teacher: ID cards are useful. But some persons’names are known to a

39、ll the people.They are very famous. Now look at the pictures and guess their names. (The teacher shows some famous person’s pictures and students guess their names and give their answers.) 2. Collect useful information. Teacher: These persons are very famous. But it’s better for us to know somet

40、hing else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together. 3. Report it to class. Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class. Example: S1:This is Mi

41、chael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams. People like to call him “Air Jordan”. S2:Do you like Michael Jordan? Why or Why not? S1:Yes, I like him very much because he’s so ... S2:Do y

42、ou want to be a basketball player like him? S1:Of course I do. That’s my dream. Step Three: Make a poster about yourself. Teacher: Do you want to be famous all over the world? First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In

43、your poster you should try to introduce yourself. (Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.) Homework Students are asked to sun up this unit, especially about how to talk with others politely. Un

44、it 2 Is this your pencil? 教学内容 本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础. 教学目标 1） 知识目标：A.学习并掌握指示代词: this、 that； B.学习What引导的特殊疑问句； C.学会Yes/No问句及其简单回答； D.学会句型

45、：---How do you spell pen? P-E-N. 2)能力目标：A.能辨认物品的所有者; B.根据不同场景,能用英语对物品的所属进行提问和回答; C.能识别不同句式的语调(陈述句,疑问句); D.培养学生听、说、读、写的能力及创新思维能力. 3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格; B.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务. 教学重点、难点 重点：A.掌握批示代词this、 that用法； B.掌握特殊疑问句和Yes/No

46、问句及其简单回答. 难点：学会写寻物启事和失物招领. 课时安排 第一课时 Section A 1a-1c 第二课时 Section A 2a-4b 第三课时 Section B 1a-2c 第四课时 Section B 3a-4 Self-check 1-3 Period One 课前准备 教师：录音机，图片，物品实物. 学生:实物(学习用品). 教学设计 Step One: Warming up.（通过复习形容词性物主代词，把学生引入学习英语的 情境中。） Learn the chant. T:Let’s si

47、ng the chant together. 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. Step Two: New words.（利用实物教学，使得教学过程自然、形象。） 1. Present the new words. T: Boys and girls, look at this please. What’s this in English? (Teacher holds a pen in the English.) S1:A pen.(Ss may say it in English.) T: Yeah. It’

48、s a pen. And what’s this? (The teacher holds an eraser in the hand.) S2:It’s an eraser. (Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.) 2. Practice the new words. T: Now, please look at the pictures in your

49、books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.) T: OK,let’s check the answers. Who can tell us the answers? S2:… Step Three: Present the drills. 1. Present the drill “Is this…?Yes/ No,it is

50、/isn’t.”（利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。） (Hold the teacher’s pen.) T:This is my pen.Is this your pen? S1:No,it isn’t.It’s your pen. T:(Hold the student’s pen.) This is your pen. Is this your pen? S1:Yes,it is. It’s my pen. T:(Hold a girl’s pen.) This is her pen. Is this your pen? S1:N

51、o,it isn’t. It’s her pen. T:(Hold a boy’s pen.) This is his pen. Is this your pen? S1:No,it isn’t. It’s his pen. T: Thank you. 2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.（利用学习用品操练句型，并加深对物主代词的理解。） S3:Is this your…?

52、 S4:…It’s my… S3:Is this…? S4:…It’s his/her… (The teacher asks a few pairs to practice.) 3. Present the drill “Is that …? Yes/ No, it is/isn’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。） T:That is my book. Is that my book? (Put a book on the teacher’s table so that the Ss can se

53、e it clearly, and the teacher stands a little far from the table.) S5:Yes, it is .It’s your book. T:That is his book.Is that your book? (Put a boy’s book on the table and the teacher in the same place.) S5:No, it isn’t.It’s his book. T:That is her book.Is that your book? (Put a girl’s book on

54、the table and the teacher in the same place.) S5:No,it isn’t.It’s her book. (Teach and practice the drill “Is that …?” and its answer.) 4. Practice the drill “Is that your…?” in pairs with your own school things.（通过练习，区别两个批示代词的用法。） S6:Is that your…? S7:… It’s my …. S6:Is that your…? S7: …It’s

55、 his/her… (The teacher asks some pairs to practice.) 5. Listening.（进行听力练习，巩固所学的句型。） T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations. (Point to the boxes to show where students write the num

56、bers for the conversations. Teacher plays the tape and students listen to it and finish 1b.) T: Let’s check the answers, OK? S8:(from left to right) T: Thank you. 6. Practice the drills according to the pictures using“his or her”.（设置情景，使学生在情景中准确运用物主代词his或her。） (Show students four pictures lik

57、e the followings.见课件。) Step Four: Task “Have a contest”.（把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/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. (Put the same num

58、ber 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. One student picks up the things while the other counts the time as well.) Languages used for the task: 1. This is my… 2.

59、 That is her/his… Step Five: Summary.（编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。） Chant. T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant. Is this my book? Yes, it is. Is that your ruler?

60、 No,it isn’t. Is this her pencil? Yes, it is. Is that his erase r? No,it isn’t. Homework. Read the new words and the target languages presented in this class and say the chant to improve your spoken English. Period Two 课前准备 教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。 学生：一张硬纸写上自己的姓名和电话号码，学习的物

61、品。 教学设计 Step One: Revision. 1. Review the drills.（用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。） (Put some paper with the names and telephone numbers on the blackboard.) T: Please look at the blackboard. And answer my questions , pl

62、ease . Is this your first name? S1: No , it isn’t. T: Is that her last name? S2: Yes, it is. T: Is this his telephone number? S3: Yes, it is. T: Good. This time, who would like to come to the blackboard and ask questions like me? (Students in turn come to the blackboard, point to the paper an

63、d ask questions, then ask other students to answer.) 2. Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。) (Put some pictures of things students have learned in class next to the names of the students.) T: Is this your ruler? (Point to Picture 1.) S4: No,it isn’t. T: Is this her ruler? (Po

64、int to Jenny Chen.) S4: Yes, it is. T: Is that your pencil case? (Point to Picture 2.) S5: No, it isn’t. T: Is that his pencil case ? ( Point to Jim Wang.) S5: Yes, it is. (Get the students to ask the questions in turn, make sure they use the items they like.) Step Two: Listining. 1. List

65、ening (2a). （练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。） T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.) S6: This is… S7: This is … …… T: Now please take out the objects in 2a and put them on the desk. You will listen a di

66、alogue and please pick up the things you hear. Let’s see who will do fastest and best. ( Play the recording for the students to listen.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。） T: Now let’s check the answers. Please hold the things you hear and say their English names,OK? (Make 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 othe