新目标七年级上Unit9教案（精选5篇）
《新目标go for it》bookⅰunit 4 where’s my backpack?一.教学内容本单元的主要内容是谈论物品所在的位置。通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些有关家居物品和学习用品的单词，以及方位介词in, on, under, behind 等的用法；学习并掌握where问句的问答，一般疑问句提问并用方位介词来回答；学习名词单复数及人称代词they 的用法，同时培养学生养成干净、整洁、合理摆放物品的好习惯。二.教学目标1.知识目标：a. 掌握有关物品的新单词：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, cd, video, video cassette, hat, etc； b. 熟练运用in, on, under, behind, in front of, near等介词； c. 熟练运用where问句和一般疑问句及其回答； d. 掌握名词单复数及人称代词they的用法。2.能力目标：a.学会用英语准确描述物品所在的位置； b. 学会用英语询问自己的或他人物品的具体位置； c. 能够合理地描述和设计房间。3.情感目标：a. 培养学生整齐地摆放自己物品的生活习惯； b.通过小组对话、讨论、调查和设计等一系列的课堂活动，培养学生的合作精神。4.学习策略：a. 交际策略: 学会与他人合作交流,并能把语言材料用到真实的生活中去； b.资源策略：学会利用一切可利用的学习资源，如词典，音像资料，网络等来获取更多的学习信息； c.认知能力：积极思考，及时反馈； d.调控策略：在反思，顿悟和自醒中不断调整自己的学习策略。三.教学重点、难点1.重点：a. 方位介词: in, on, under, behind, in front of, near 等的用法； b.where 的特殊疑问句和一般疑问句：is the… in/on/under the …?的肯定、否定回答； c.新单词：bed, dresser, table, bookcase, backpack……2.难点：a. 能够准确运用方位介词描述物品所在的位置； b.能够运用where问句找到物品的位置。四.教学方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。五.课时安排第一课时：section a 1a, 1b, 1c第二课时：section a 2a, 2b, 2c, 3a, 3b, 3c, 4第三课时：section b 1a, 1b, 1c, 2a, 2b第四课时：section b 3a, 3b, 3c, 4, self-check period one 课前准备教师：制作多媒体课件，准备部分学习用品的实物。学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。
period one sub topic talk about the room functions talk about where the things are. vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are structures where’s …? it’s in/on/under… where’re…? they’re in/on/under… tasks listing make a survey
step one warming upl play an english song before class. l revise some school things by asking questions. e.g.: what’s this? is this a …? how do you spell it? etc.l learn the new words in, on, under, behind … by helping the teacher find the lost things.e.g.: t: where’s my english book? s1: it’s here. / i think it’s …t: oh, it’s on the desk. …t: where’re my color pencils?s2: …teach the new word “where” and the use of “they”.l consolidate the prepositions by looking at the screen and answer the questions: where’s … ? where’re…? 设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。step two game: hide and look for things students hide and look for the school things in pairs. one student hide one school thing and ask: where’s…? where’re…? the other student guess and answer: it’s in your desk. they are in your pencil case. etc. ask some pairs to share their performance. 设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。step three new words learningl show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.l repeat with a sitting room and a study, teach the new words and practice in the same way. 设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。任务运用：listingstep four make up dialoguesl section a, 1a: match the words with the things in the picture. students do it individually first, then check the answers. l section a, 1c: make up dialogues in pairs, using the things in the picture.step five listen and saylisten and imitate the dialogues in section a, 1b.step six summary: a memory test show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. have a competition among groups. see which group can remember all the things and places. 设计意图：通过这种活动调动学生的视觉、感觉和记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时，小组之间的竞赛体现了协作和团队精神。任务运用：listinghomework:l copy the new words and try to remember them.l make a survey: interview one of your friends or teachers. fill in the form below.
name things places ms. zhang/ liu hai sofa near the wall
设计意图：语言知识学习与实际生活相结合，培养使用英语的思维。任务运用：making a survey period two 课前准备教师: 准备表格、一些学习用品和多媒体课件。学生: 学习用品
period two sub topic talk about the room functions talk about where the things are recycled language where is…? it’s on/in/under… where are…? they’re in/on/under…? structure is the book / are the books on the desk? yes,… / no,… i don’t know. tasks listing comparing
step one warming up chatting. chat with the students about the things around the room by showing them pictures. ask the students to spell the new words. 设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。任务运用：listingstep two listen and imitatel section a, 2a. revise what the things are. play the tape for students and let them number them. l section a, 2b. play the tape again, students number the things [1-6] in the picture. imitate the dialogues. step three a guessing gamel a guessing game. show the students a picture of a room with a few things in it. have them guess the places of the other things. e.g.: t: there is a bookcase in it. is the bookcase near the bed?ss: yes, it is. / no, it isn’t. write the general question and the answers on the blackboard. step four pairworksection a, 2c. look at the picture in 2b again. students use general questions to ask and answer about the things in it.step five game: find the differencel section a, 4. student a looks at picture 1 ( textbook p21. 4), student b looks at picture 2 ( textbook p19, 1a). ask and answer in pairs and fill in the form. e.g.: sa: where is the backpack? is it under the table? sb: no, it isn’t. it’s on the table.
things picture 1 picture 2 backpack under the table on the table pencil case books keys dog
l ask some students to report their answer like this: in picture 1, the pencil case is … in picture 2, the pencil case is…; in picture 1, the books are … in picture 2, the books are …设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点， 再将它的不同点复述出来，其目的在于培养学生的语言组织能力。作用运用：listing & comparingstep six practice the drill “where is / are…?”l present short dialogues, using pictures or objects to help. dialogue 1: a: where’s my bag? b: i don’t know. is it on the sofa? a: no, it isn’t. dialogue 2: a: where’re my books? b: i don’t know. are they on the bed? a: yes, they are. teach “don’t =do not”, “ know”.l check the homework in period one. make reports to share the information they got from the friends or teachers, and give their simply assessment.设计意图：话题由课本知识向实际生活延伸，体现语言的语用原则。l let the students make similar dialogues according to the pictures in section a, 3a&3c.l put the dialogue in the right order.( section a, 3a.)设计意图：通过对这个句型的大量操练，使学生掌握该句型的用法，避免单调枯燥的语法讲解。
homework: l finish off the exercises in the exercise book. l act out the dialogues. (section a, 2a & 2b.)设计意图：由课堂活动向课外延伸。任务运用：action period three 课前准备教师: 准备表格、与本课有关的实物和多媒体课件。学生: 学习用品
period three sub topic talk about the room functions talk about where the things are recycled language alarm clock; video cassette; cd; math book; computer game where’s …? it’s in / on / under … where’re…? they’re in / on / under… structure the math book is on the dresser. the cds are on the bookcase. …… tasks listing & sharing
step one warming up ask some pairs to act out the dialogues in section a, 2a & 2b. step two new words learning l show the students a picture of a room. let the students say like this: the id card is on the table. the books are on the chair. let some able students list some new words. practice reading them. l match the new words with the things in the picture. (section b, 2a.)l pairwork. talk about the picture. ( section b, 1b&1c.)设计意图：培养学生语句组织能力，通过直观图片学习第二部分新单词，并在小组活动中加以操练。任务运用：listing & sharingstep three listen, circle and writel play the tape twice for students to listen and circle the things tommy wants from his room. check the answers. ( section b, 2a. )l listen again. write down the sentence about where tommy’s things are. check the answers. ( section b, 2b.)step four group work: decorate the room for emma. show the students a picture of emma’s untidy room. group work. decorate the room for emma. make a report. 设计意图：延续自我评价活动，把个人的生活经验与实际结合起来，完成自我观点的sharing，同时为最后的project打基础。任务运用：sharingstep five self-assessment group work
things places yes no score backpack on the chair 10 pen in the pencil case 10 notebook on the bookcase/in the backpack/on the desk 10 keys in the drawer/bag 10 dictionary on the bookcase/in the backpack/on the desk 10 alarm clock on the bed/desk 10 socks in the drawer 10 pictures on the wall 10 shoes under the bed 10 cds on the desk/bookcase 10 total:
your finally score: 70～100: you keep your room very tidy. 40～60: you keep your room a little tidy. 0～30: you keep your room untidy. 设计意图：培养学生养成整洁、干净、合理摆放物品的好习惯。homework: l finish off the exercises in the exercise book. l write at least 8 sentences to describe your bedroom to your friends.设计意图：培养学生的写的能力。由口头训练转向笔头训练，单句的练习为下一步的篇章书写打下基础。period four课前准备教师: 多媒体课件；单词卡片；学生: 学习用品
period four sub topic ask for help language focus take…to; bring…to; can, need recycled language thing, room, desk, tv, floor, some the book is on the table. the pens are in the pencil case. structure i need … for… can you bring some things to school? please take these things to … . tasks comparing problem solving & sharing
step one new words learning present the new words by making conversations with students. show some pictures and words on the screen to help. e.g.: t: what’s this? s1: it’s a room. t: do you have a room like this? s1: yes, i do. / no, i don’t. (repeat with the other words: tv, desk, …) (show a card with a word and ask)t: can you spell this word? s2: yes, i can. / no, i can’t. (let them know the meaning of “can”.) t: can you spell your name? s3: yes, i can. t: can you write your name? s4: sorry, i can’t. i have no pen. t: you need a pen. ( give him a pen.) ( let the students know the meaning of “need”.) t: i bring a red pen to the class every time. now it is on the teachers’ desk. after class, i’ll take it to my office. ( teach “bring”and “take”.)设计意图：利用图片和已学过的句型导入新课；利用直观形体语言、动作、语境教等单词，激发学生思维，帮助学生理解和记忆生词。step two find the differencesshow a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. circle the mistakes in the reading material. make an orally report by looking at the picture again. 设计意图：感官材料与阅读材料中内容的差异对学生的记忆力无疑是一个巨大的挑战。任务具有挑战性和趣味性。任务运用：sharing step three read the notel the students read the note silently and draw the missing things in the picture. ( section b, 3a.) (为了节省时间，教师可以让学生在图中标出数字来替代画图。) practice reading the note loudly.l look at the picture and fill in the blanks. ( section b, 3b.) students do it individually first, then check the answers. step three creative workl make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.l write down the note.( section b, 3c.)设计意图：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法。同时又使学生在写作方面得到训练。任务运用：problem solvingstep four self-checkl revise the key words in different ways. ask the students to spell them. l let the students do self-check 3 individually. homework:l draw and write. draw your ideal room, then write a short passage to describe to your classmates. ( section b, 4.)设计意图：结合课本知识与实际生活，学以致用，训练学生写作技巧。l finish off the exercises in the exercise book. l revise the language items in this unit.
go for itunit 2 is this your pencil?一、本单元教学结构分析与其他每个单元一样，本单元共六页（6 pages），其中包括section a，section b和self check。section a (pages1,2&3) 提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；page1,2,有听、说、读和grammar focus, page3是语言运用。 section b (pages4&5) 的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。 self check是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。二、本单元教学内容本单元的语言功能是辨别物品的所有者 “is this your/her/his…?”， 中心话题是things in the classroom (p.1,booki（上册）,go for it), 学习和掌握新词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .语言结构有：指示代词this & that, what questions, yes/no questions and short answers, how do you spell it? 语言目标是掌握句型： is this your…? yes, it is./ no, it isn’t. what’s this in english? it’s a… how do you spell it? p-e-n.三、教学重点和难点1.重点：a） 词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .b）语言结构：指示代词this & that, what questions, yes/no questions and short answers, how do you spell it?c）语言功能：询问物品属性what’s this/that…?和辨别物品所有者 is this your/her/his…?” 2.难点： 词汇的教和学，多种语言结构的综合运用。 四、学生学情分析1.知识基础： 绝大部分学生掌握的词汇、语句还很少，缺少语言基础，表达的句子也较单一，对任务的完成还会有一定的难度，对刚刚学完的字母、数字和单词也需要进一步地练习、巩固和运用。2.认知心理：一般都有较强的求知欲和表现欲，但小学基础参差不齐，因此部分学生会有不自信，害怕表达等思想顾虑。3.思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。 五、教学目标确定1. 语言知识目标：a）词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . b）句型：is this your…? yes, it is./ no, it isn’t. what’s this in english? it’s a… how do you spell it? p-e-n.2. 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3. 情感目标：a) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。b) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。c) 学习英语文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4.学习策略： a）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。 b）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。 c）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 d）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。 六、教学策略与建议 1.对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。 2.注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。 3.本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。 4.采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。 5.从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。 七、分课时教案period one (section a 1a,1b. self check1,2) step1. warming-up listen to a song “is this your pencil-box?” 让学生从听歌的过程中感受新的语言项目: is this your… ?ss listen to it and learn to sing it. step2. presentationshow and learn our shool things. 复习句型： what’s this in english? it’s a/an…,teacher show some things first and ask 引入新句型：is this / that your…? yes, it is./ no,it “what’s this in english?”, and then every isn’t. 鼓励学生主动参与，开口说英语，增强student is asked to say a sentence in english 初学者用英语表达意思的愿望，激发兴趣，提高one by one ,like “this is my/his/her…” 自信心，也体现了听说领先的原则。 step3. practicesection a--1a 学生还是刚刚熟悉字母，朗读单词和句子，after doing it, read the new words and 可以帮助学生了解单词的发音，熟悉句型，为下sentences. 一步的学习打好基础。step4.word challenge show the things as quickly as possible, 活动有效训练学生的注意力和瞬间记忆力，同时have a competition between boys and 在真实的语境使所学的语言知识得到强化。 girls. get them to name the things they see.step5. listen, number them and read section a -- 1b 训练听的能力，培养语感。 step6. practice do self-check 1. 通过学生自我检测，自我评价，进一步巩固单词。 step7 .pair work practise the conversations in 1b, then 结对合作学习，尝试用英语交际，体会合作带来 make own conversations. 的快乐。step8. group task: a gamegroup of four, find the owner. each student 小组合作学习单词，增强趣味性。put one or two things on the desk, then askquestions one another. using: is this your/his/her…?homework write the new words they learned today 激励每个学生不甘落后，学有所获。without looking at the books,see who will be the best. period 2 (section a2a,2b,2c, 3, 4a,4b,grammar focus)step1.warming-up: a word game read the letters, and then form the right 通过游戏形式来检查学生已学知识的掌握情words, see who is the best. 况，在轻松愉快的课堂气氛中，学生的积极性e.g , k,o,o,b →book, 容易被调动，思维容易被激活。e,n,p →pen. to remind ss of the vowel alphabet.step2. greetings and revision good morning, hi, excuse me, is 师生互动，既促进了师生情谊，沟通了情感， this your/her/his…?what’s this 也复习巩固了语言项目。 /that in english? how do you spell it?step3. listen and say 1) section a,2a 2a的单句听力，复习巩固，2b的情景听力，2) section a, 2b 体会语言的交际功能，学生开始接触较长对advice: to read the conversations 话，可通过说、读，培养语感。 some times, and then make the similar conversations. step4.pairwork section a, 2c 学生在结对合作和小组合作的学生过程中，用英语进行交际，使语言知识在完成任务step5. group work 的过程中得到运用和巩固。教师可鼓励学生 section a, 3 提问、获得帮助，培养主动学习的好习惯。step6. grammar focus to remind ss of the use of the personal 初学者容易把“is this/that…”回答成 pronoun it. “yes, this/that is”等，适当的语法讲解有助于学生更好地掌握新的语言项目。step7. game 1) section a,4a 在游戏中，学生运用语言知识解决实际问to use : this is my …, here you are. 题，也再次复习巩固了语言项目，活跃了2) section a, 4b, group work. 气氛，把整节课推向高潮。homework:1) to write down at least 5 words about shool things 学生自我小结与评估，同时为发展语言which they think are the most important. 打好基础。2) to write the sentences they learnt today, like“what’s this/that…?” “is this/that…?”period 3(section b, 1a, 1b, 2a, 2b, 2c, self check3)step1.warming-up: play a gamelisten to the words read by teacher on the 在游戏中检查学生对已学单词的掌握flashcards and show left or right with your 情况。此活动带来的愉快感受能让学hands. see who is better at judging left or 生积极地投入到接下去的学习中。right.step2. look and saysection b, 1a. 师生互动，活跃课堂气氛，加强学习效teacher show the pictures one by one, ss 果，学生从中掌握单词。say them in english. then match the wordsin sb.step3. do pair worksection b, 1b. do it in pair first. then ask some demonstration 学生用英语在真实的情景中进行交际， pair to show their dialogues before the whole 使语言在完成任务的过程中得到运用和class. 巩固。教师应鼓励学生大胆开口，不怕出错。step4.listeningsection b, 2a 通过此活动，发展学生的听、写技能，section b, 2b 使学生能对已学过的知识运用自如，从而调动积极性，提高自信心。step5. do pair work again section b, 2c 再次通过结对合作活动，既训练学生的注意力，又巩固了单词，并复习了his, her的用法。step6. practice do self check 3. 发展写的技能，熟练掌握本单元语言项目，同时，也为下节课的内容做好铺垫。step7. group work: to fill in the school things that you often 通过此活动，让学生在小组合作中体会lost, see who has the same ones as yours. 学习的快乐。
name 1 2 3 s1 watch football computer game s2 s3 s4
homework:1.introduce the things in your pencil case and in your 学会自我小结，自我评估。backpack / schoolbag. write down the words of the things in the exercise books:in my school bag:…in my pencil case:…2. try to write a lost & found notice.period 4.( section b,3a,3b,3c,4)step1.warming-up1）according to the picture which is yet unfinished, 丰富学生的想象力，有效激活学生的探究guess what it is in english. see who is quicker 欲望，很快把学生卷入到单词记忆的记忆in guessing them right. 中，也检查了学生的知识掌握情况。2）number chant:three two one o, let’s go! let’s go. 在这一步中，培养学生对数字的反应能力。one two three four, please go and close the door. 也较好地培养学生的语感。five six seven eight, hurry up! don’t be late.nine ten nine ten, get a ruler and a pen.step2. group worksection b, 4get ss to draw a picture , the other students 小组活动，合作探究，充分体现“做中学”guess what it is. 原则。using: what is it in english? is it a/an…?step3. presentationto learn “found notice” and “lost notice”. 通过教师呈现的情景对话，让学生领会其 make two conversations like: 含义，为进一步学习作好铺垫。 1) “excuse me, mr liu, that is my book..my name is…” “here you are.” “thanks.”…2) oh, where’s my watch? do you see mywatch?...step4. practice1) do section b, 3a. 培养学生自主学习能力和探究精神。在完here are four notices in this part. 成此任务的过程中，体现了“做中学”的t: for notice1 and notice2, if necessary, 原则，而游戏的形式更增强了趣味性，激help ss read and understand the messages after 发了学生的求知欲望。they learn themselves first.for notice3 and notice4, give ss some questions about name and phone number to help them understand better.2) group work: do section b, 3b.a game: in each group of four , everyonehas a hogged piece on which there is the incomplete message, then put them together to make a whole message.make a “lost message” like this.step5. group task: act about “lost and found” 情景编演剧 “lost and found”,该任务需要reference language: 学生综合运用本单元语言知识，需要小组 i found/ lost a… who lost/found it? 做出尽快反应，能提高学生的合作意识， is this your…? what color is it? what’s 反应能力和发散思维，培养学生拾金不in it?... 昧，助人为乐的优良品质。 ask four demonstration groups to act out 发展语言技能，学以致用。 their own dialogues, then ss are required to write a message about one of the dialogues.homework: section b,3c 学生的基础和能力存在差异，允许他们将to finish writing your own message 课内未完成的内容在课后完成。这个任according to what you learnt today. 务也是将课内学到的内容，在课外巩固发展， 让所有学生学有所得。
单元总览表一 课题名称七上unit3 this is my sister 中心发言人___罗健______________
单元教学分析（单元教材分析和学生已有水平分析） 新目标英语七年级unit3 this is my sister. 教材分析
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。 因为学生教学第三单元时候，第2单元内容还没有教，在实际操作时候有点难度，但是在上课中插入《家有儿女》录象，学生相对比较容易接受家庭的含义。因为距离他们生活现实比较接近。 目标（以能做什么来描述）： 让学生制作家谱，可以树形，心形，苹果形，用不同颜色区别。 目标：锻炼学生的动手能力和提高学生的审美情趣，并使学生熟练掌握家庭各成员的英语称谓。 课时划分： 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
表二第___三_____ 课时 中心发言人__罗健___________
话题： 中心话题是介绍家人和亲属。 目标： 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，3） 掌握介绍人物时常用的习惯用语。
4） 运用新的知识，5） 解决相关情景中的简单问题。
6） 综合运用所学知识完成所给任务。 ②技能目标：
7） 培养良好的听、说、读、写能力。
8） 通过情景中的操练，9） 培养学生的发散思维能力，10） 激发学生的想象力。
③情感目标：
11） 培养积极主动的学习精神。
12） 乐于助人，13） 与人分享快乐。
3）培养与他人友善相处的习惯。 重难点及突破方法： 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。 教材处理（增减、添加、改编、删除）： 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。 增加新的可能出现的家庭成员的词汇，还增加写作训练。在处理教材上运用录象。达到用录象做背景情景。 教学思路（一条线索、一个主题串联多种活动）： 让学生把设计未来家庭成果拿出来展示 步骤：（活动） 环节1 ：warming up activity 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。 activity 2: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。 环节2：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。 环节3：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。 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 ?
按照文章的内容补全家谱图。 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
表二第___四__ 课时 中心发言人__罗健___________
话题： 中心话题是介绍家人和亲属复习课。 目标： 教学目标：
这是复习课。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 重难点及突破方法： 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 用反复操练，利用直观的照片，录象多媒体课件。 教材处理（增减、添加、改编、删除）：
综合运用本单元所学知识完成所给任务
1） 在语法复习中 创设情景，2） 以多种任务激发学生说的欲望，3） 培养学生的言语交际能力。
4）先说后写，以说促写。
教学思路（一条线索、一个主题串联多种活动）： 图文结合，有声有色 步骤：（活动） 环节1 ：warming up activity 1: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。 activity 2: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。 环节2： 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。 环节3：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。 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。 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__________. 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.
单元总览表一 课题名称_unit_9 do you want to go to a movie? 中心发言人_________________
单元教学分析（单元教材分析和学生已有水平分析） 本单元的话题是谈论有关电影的话题，学会表明自己对他人和对电影等事物的喜好，并学会评价事物和表达自己对事物的简单看法。 通过前几个单元的学习，学生已经学习并掌握了一般疑问句式及其如何回答，也接触过可数名词的复数是如何变化的。 目标（以能做什么来描述）： 通过本单元的学习，学生能通过 do you want to go to a movie? does he / she want to go to a movie? 来询问是否想看电影。通过 what kind of movies do you like? what kind of movies does he / she like? 和回答来询问和回答对电影类型的喜好。 除此外，还能用 … like / likes …. …think / thinks they are +adj..来谈论对某种电影的喜爱和原因。并能谈论自己喜欢的电影演员以及他 / 她的作品。 课时划分： 四课时 period 1 section a 1a---1c period 2 section a 2a—4 period 3 section b 1—2d period 4 section b 3a---4
表二第_____1___ 课时 中心发言人_____________
话题：谈论电影的种类，和自己想看的电影类型 目标： 1. to grasp the words and expressions: the kinds of movies: comedy, documentary, thriller, romance, beijing opera, action movie, cartoon, science fiction and the plural forms of them, kind 2. enable to use the structures to talk the movie : --what kind of movie is it? --do you want to go to a movie? --yes, i do. --what kind of movie do you want to see? --i want to see a / an…. 3. tell the ss that everybody has their own favor or dislike. we must respect what the others like or dislike. 重难点及突破方法： 单词的发音和记忆是本课时的重点也是难点。为了加强学生对词汇的熟悉度，在上课期间要不断的出现本课时的词汇并让学生不断地练习。 教材处理（增减、添加、改编、删除）： 增加了课文中没有出现的另外几种电影类型，以丰富学生的交谈内容和兴趣。 教学思路（一条线索、一个主题串联多种活动）： 以校电影节为线索，让学生谈论出现的电影类型及学生想要观看的电影类型。 步骤：（活动） 环节1 ：warming up activity 1: in your free time, what do you do? 环节2：guessing 1.what does ms ren like to do in her free time? let the ss to guess: do you like to watchtv? ….. 2.tell the ss i like to watch a movie. t: do you like to watch a movie? then show the students some kinds of movie. and ask: what kind of movie is it? ( an action movie, a comedy, a documentary, a thrill.) 环节3：presentation in jim’s school, there is a school movie festival. here are some posters. what kind of movie do they have? show the ss the pictures,and let the ss tell the kinds of movies. step 4 practise 1. show the students some expressions and let them guess. what kind of movie are they watching. 2. match the pictures and the words. step 5 listening do 1b. after that, let the ss read after the tape. step 6 pair work let the ss work in pairs, like:
-do you want to go to a movie? -yes, i do. i want to see a / an ….// no, i don’t . i don’t want to go to a movie. step 7 make a survey let the students ask: do you want to go to a movie? to make a survey and finish the form. name yes or no what kind of the movie make the ss report: ms ren wants to go to a movie. she wants go see a comedy. …. homework: • 1. read the conversation in listening after the tape. • 2. finish the report and write down the passege. • 3. remember the new words.
unit 5 do you have a soccer ball? 一、单元教学内容分析本单元的核心语言项目是ask and answer questions about ownership, 以及make suggestions。主要话题是spending time with friends，学习邀请朋友运动以及谈论自己对某项运动的感觉等。从section a的sports things, 从have 的句型运用到语篇中的综合运用，循序渐进，逐步扩展。二、教学目标1、能力目标（1）对所属关系进行问答，如 ：do you have a soccer ball?（2）提出建议，发出邀请。如：let’s play soccer.（3）谈论自己的感受。如：that sounds good.2、知识目标（1）have 的一般现在时用法（2）一些体育用品名称（3）表达感受的几个形容词（4）提出建议的句型：let’s… .3、情感态度目标（1）由于该单元话题贴近学生生活，符合他们热爱运动的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。（2）谈论与朋友共度时光，培养同学间团结，友爱的精神。（3）谈论自己的感受，同时使学生在英语交流中注意并理解他们的情感。 三、教学重点难点1、教学重点drill: do you/they have…?does he/she have…?i don’t have…?he/she doesn’t have… .let’s… .that sounds… .2、教学难点have 在一般现在时中的肯定，否定，一般疑问等形式。尤其当主语为第三人称单数时。 四、课时安排1、section a 1a. 1b. 1c. 2a. 2b2、section a 2c. 3a. 3b. 43、section b 1a. 1b. 2a. 2b. 2c4、section b 3a. 3b. 3c. 4period one section a 1a-2b一、教学目标1、单词：soccer ball ,tennis racket ,ping-pong ball ,volleyball ,tv2、句型：do you have a… ?yes, i do./no, i don’t.二、教学重点:掌握关于运动物品的名词三、教学难点:学会使用句型 do you have a… ? yes, i do./no, i don’t.四、教学设计step1 warming up:使用所学句型进行快速问答,激发学生快速反应和应变能力.what’s this in english? it’s a pen.what colour is it? it’s black.is this your pen? yes, it is.where is it? it’s on the table.step2 pre-task:1. saying: this is my pen.do you have a watch?help the ss answer:yes, i do./ no, i don’t.t: do you have an english book?s1: yes, i dot: do you have a computer?s2: no, i don’t.2.ask and answer “do you have…?”（from the things in bedrooms to school things.） step3 show a picture to ss and say:this is peter’s bedroom.what can you see?we can see a lot of sports thingsteach the new words.t: do you have a soccer ball/tennis racket/ping-pongball/volleyball/basketball/ping-pong bat?do the pair work :1cstep4 guessing game:what do i have in my hand ?（ask a s to come to the front and hold sth.in hand and let other ss guess. after guessing ,t: do you have a computer?s1: no, i don’t.t: do you have a volleyball?s2: yes, i do.t: ok, let’s play. … （chain work）step5 tasks1. sb 1a. match the words with things in the picture.2. sb 1b. listen and circle the words you hear.3. sb 1c. practise the conversation in students’ own words.4. sb 2a,2b. listen to the conversations. number the pictures 1-4 and match the people with the balls.step6 creative workmake up dialogues ,using the patterns and words learned so far. like:what’s this in english? do you have a…?where is it/are they? ect.step7 homework 1）write a dialogue as above. 2）.do exercises in exercise books. period two section a 2c-4 一、教学目标
1、单词：does, doesn’t, let’s, play, well, sound, good, sport, we, many, club, more, class2、句型：does he /she have a soccer ball?yes, he/she does. no, he/she doesn’t.i don’t have a soccer. let’s play soccer.that sounds good.二、教学重点:掌握当主语为第三人称单数时have的用法三、教学难点:学会使用句型does he/she have a…?yes,he/she does. no,he/she doesn’t.let’s … .i don’t have a… .that sounds good.四、教学设计step1 warming up:1. a flash about soccer2. revision of “do you have a…?”（chain work）then do the pair work 2cstep2 pre-task 1）look at 2c ,this is jim’s bedroom. he has many things. what does he have? he has …2）look at the picture and answer questions by ss with “does he have…?”（先观察图片然后隐去图片中的物品，再让学生回忆他们看到的物品，用 yes, he does/no, he doesn’t.回答。）3）grammar focus: do you /they have…?does he/she have…?step3 guessing gamethis is my handbag .i have many things. what do i have ,do you know? guess.s: do you have…?t: yes, i do. i have many …and more./no, i don’t. i don’t have… .step4 drillst: i have many things. i have…and more. but i don’t have… . how about you?answer by ss.step5 tasksb 3a.（fill in the blanks with the words from the box . then practise the dialogue.）step6 pair work sb 3ba: let’s play soccer.b:i don’t have a soccer ball.a: well, let’s play volleyball.b: that sounds good.step7 creative work让学生运用自己的语言创造性地编对话，巩固所学的知识.。 e.g. a: i don’t have a soccer ball. do you have a soccer ball?b: yes, i do.a: ok, let’s play soccer.b: that sounds good. let’s go. …step8 pair workt: we all like sport. let’s join the sport club.sb4. fill in the chart and introduce yourselves.step9 homework1）make a club card.2）do exercises in exercise book.. period three section b 1a-2c一、教学目标1、单词：interesting, boring, fun, difficult, relaxing, watch tv, 2、句型：let’s… . that sounds… .二、教学重点：掌握表示感受的有关形容词三、教学难点：正确使用表示感受的形容词四、教学设计step1 warming up1. practise the dialogue a: i don’t have a soccer ball. do you have a soccer ball.b: yes, i do.a: ok, let’s play soccer.b: that sounds good. let’s go.2. show the ss’ club cards, the ss should do a short report about themselves.step2 pre-task1. 看教学课件或图片，幻灯片（能反映各种情绪的内容）一边观看一边听老师描述：it’s interesting /boring /fun /difficult /relaxing. 并重复让学生跟读，理解其意。2. 读section b 1a 部分内容，将描述性形容词与图片一一对应，完成1a中的学习任务，同时可与同伴进行pairwork 活动，互相画出某个形容词所表示的内容，让同伴猜出这个单词，以完全理解其含义.。t: as you know, i like to watch sports. i join the football fan club .what about you?s1: i join the basketball club.t: oh, i don’t like basketball games. that sounds boring. what do you think of basketball games?s2:that sounds good/boring/fun/interesting/difficult/relaxing/boring.step3 tasks:1. 运用所学的形容词来描述自己的物品.t:（with a subject table） what do you think of your subjects? do you like chinese?s1: yes, i do./no, i don’t. that sounds... .t: what about you, s2? s2: i like /i don’t like… . that sounds… .…2. sb section b 1a, 2a, 2b, 2c（1）听2a部分的录音，一边听录音,一边勾出所听到的形容词,完成2a中的学习任务.（2）再听2a部分的录音,根据所听到的内容,将形容词与活动一一对应,并写出形容词,完成2b部分的学习任务.（3）引导学生进行pairwork 活动,根据示例谈论2a部分所提到的活动,正确使用所学的描述性形容词,完成2c部分的学习任务.step5 drill根据学生掌握的实际情况可以适当安排如下的对话进行操练.t: hi, jim. do you have a basketball?s: no, i don’t.t: oh, i have a ping-pong ball. let’s play ping-pong.s: that sounds boring.t: then, what about…?s: that sounds… . ok. let’s go.make up similar dialogue by ss.step6 gamelet ss write the sports names on the paper.a s asks and the others guess.a: what’s my favourite sport, do you know?b: do you like football?a: no, i don’t. that sounds boring.b: do you like basketball?a: no, i don’t. that sounds difficult.b: do you like ping-pong?a: yes, i do. that sounds interesting.…step7 homework 1） write a dialogue like step6.2） do exercises in exercise books. period four section b 3a-4一、教学目标1、单词：has, great, collection, but, play sport, only, them, every day2、句型：he/she has a soccer ball. he/she doesn’t have a soccer ball.二、教学重点:掌握当主语为第三人称单数时运用has/doesn’t have三、教学难点:正确使用has /doesn’t have四、教学设计step1 greetingt: hello, helen. do you have a basketball?s: yes, i do. /no, i don’t.t: do you have a doll?s: yes, i do./no, i don’t.t: i have many dolls. what do i have ? guess.s: do you have…?t: i have … , but i don’t have… .step2 survey section b4write three questions with: do you have…? find people in the class who have these things. write their names.peter has a tv.jack has a tennis racket.tony has a computer game.step3 drillsgive the charts to different ss and let them talk about their classmates.he/she has… .he/she doesn’t have… .step4 tasksteacher says: as you know. i like dolls. i have many dolls. i have a doll collection. i have one mickey, two wickey and four teddy. what about ed smith?finish the tasks: 1）do sb3a read and circle the sports things.2）follow the tape.3）do sb 3b.look at the picture. fill in the blanks in this magazine article about sonia hall.step5 talking sb 3c引导学生运用上面所学的知识来谈论自己所拥有的体育用品和其他物品t: what about you? do you have a collection?talk about your collections.step6 creative workmake up dialogues freely by ss with a slide.do you have…?i have… .i don’t have… .does he/she have…?he/she has… .he/she doesn’t have… .step7 homework 1）finish off self check. 2）do exercises in exercise books. 3）write about your collection or your classmates’.
