【www.guakaob.com--教案】
Unit 1 She’s my aunt
教材分析：
本单元主要教学内容为“认识家庭成员”。在教学中，教师要通过扎实的听说训练，让学生熟练运用This is ... Is this your ...? He’s/She’s ...来介绍和询问亲属关系并能用形容词回答人物特征。在引入本单元话题时可以充分利用学生已学的知识，让学生自带一些家庭成员的照片，在课堂上创设生活情景，引导学生产生询问欲望，鼓励学生积极自主地参与交流。
学习目标：
（1）能听懂、会说、初步认读uncle，cousin，aunt，tall，short这五个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。
（3）能使用句型Is this your ...?向他人询问和描述某人，发音正确。
（4）培养学生对英语的热爱之情并激发学生的英语学习兴趣。
（5）培养学生的交际能力和语言的表达能力。
（6）会唱歌曲This is my uncle.
学习重点：
（1）能听懂、会说、初步认读uncle，cousin，aunt，tall，short这五个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。
（3）能使用句型Is this your ...?向他人询问和描述某人，发音正确。
学习难点：
（1)能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。
（2）能使用句型Is this your ...?向他人询问和描述某人，发音正确。
学时安排：共四课时
Unit 1 She’s my aunt ( Period 1)
学习目标：
（1）能听懂、会说、初步认读uncle，cousin，aunt这三个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。 学习重点：
（1）能听懂、会说、初步认读uncle，cousin，aunt，tall，short这五个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。 学习难点：
能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。 教具：课件、词语卡片、挂图
学习过程：
A. Free talk:
T: Hello, boys and girls. What`s your name?
(My name is …)
请学生打开书本至List of characters，用Who`s NO.1?等句子和学生复习本册书中的人物，同时引导学生正确运用she和he。
……
B、look and Learn
1、准备照片中三个人物的图片。
T：（出示图片）
Hello，I`m Mike. Welcome to my family. Look, this is my uncle.
Hello，I`m Mr Brown, Mike`s uncle.
2、出示单词uncle，教学单词读音，先带领学生模仿录音朗读，再开“小火车”操练，以加深学生对单词的印象。
3、以相同方法教学uncle cousin aunt
4、多媒体出示小诗，巩固单词
家庭成员我熟悉,
英语说来挺容易:
最忙碌的是叔叔，
uncle，uncle, my uncle
This is my uncle.
亲爱的阿姨是aunt,
my aunt, my aunt
This is my aunt.
调皮的表弟 cousin,
my cousin my cousin
This is my cousin.
5、让学生手拿图片，分角色进行操练：
Hello，I`m …. Look, this is ...
6、先让学生在每幅图下方画一个小方框，然后说单词，如NO.1 mother,每个单词读两边,让学生根据听到的单词顺序在方框内标上正确的序号。
C．Sing a song
播放This is my uncle，让学生听几遍，初步熟悉歌曲歌词和曲调。
D、Practise
活动手册P3
结合图片带领学生朗读单词，尝试用拼读法，如f-a-t-h-e-r father，以加强学生对单词的认知，再让学生做练习。
E、Assign homework
（1）听录音，读熟B部分单词。
（2）运用This is my father，用家里的相片依次练习。
（3）鼓励学生平时用所学的日常交际用语相互打招呼。
板书：
Unit1 She’s my aunt
uncle, aunt, cousin
——This is ... ——Is this your ...?
——He`s/She`s…
Unit 1 She’s my aunt ( Period 2 )
学习目标：
（1）能听懂、会说、初步认读uncle，cousin，aunt，tall，short这五个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。
（3）能结合所有学过的家庭成员单词熟练使用句型Is this your ...?向他人询问和描述某人，发音正确。
学习重点：
（1）能听懂、会说、初步认读uncle，cousin，aunt，tall，short这五个单词，发音正确。
（2) 能听懂This is ... Is this your ...? 并能根据实际情况用He`s/She`s…回答。 学习难点：
能结合所有学过的家庭成员单词熟练使用句型Is this your ...?向他人询问和描述某人，发音正确。
教具：词语卡片、挂图
学习过程：
A. Free talk:
T：Hello, I`m Qi. This is my aunt.
教师拿自己的家庭照片介绍，请学生拿自己的家庭照片模仿练习，先个别介绍，再在同桌之间进行。
T：Who`s he?
S1: He`s my…
T: Who`s she?
Ss: She`s my…
仿照这样的问答形式在四人小组里进行交流练习。
B、Learn to say
1、请一名学生带着自己的家庭照片走上讲台
T: Show me your family pohto, please.
T: Point to your uncle, please.
示意学生指出自己的叔叔，my uncle,带领学生朗读复习。以相同方法朗读复习cousin，aunt，
2、结合插图，向学生介绍对话背景，让学生了解插图大意。
T：（指着插图1中的相片人物）Who`s he?
让学生想象自己就是Helen，应该怎么回答，引导学生用He`s my father.
以相同方法引导学生用She`s my mother.
强调：男性用he，女性有she。出示图片，反复操练 并会说She’s my aunt. He’s my uncle. He/She is my cousin.等
3、听录音，集体跟读对话。
4、鼓励学生两人一组操练对话或是互换角色对话，注意模仿语音语调。
5、鼓励学生用自己的家庭照片在小组内用Who`s he/she？相互询问照片
中的人物，然后再向全班同学用This is …的句型进行介绍。
6、鼓励有能力的学生用grandfather、uncle等学过的人物称呼结合自己的家庭照片进行拓展练习。
C．引出My uncle is tall.教学tall.
让学生用tall试着说说。可以指班中的同学来说He’s /She’s tall. 同法教学short
D、Practise
分小组训练：This is … He’s/She’s tall/short.
E、Assign homework
（1）听录音，朗读A部分对话，尝试和家长进行角色对话。
（2）尝试介绍自己的家人。
板书：
Unit 1 She’s my aunt
father，mother，brother， sister，uncle，aunt，cousin
——This is ... ——He`s/She`s…
——Is this your ...?
Unit 1 She’s my aunt ( Period 3)
教学目标：
1、知识目标：Can say the words: my, uncle, aunt, cousin, Mrs etc.
2、能力目标：Can use the sentence“This is my... / Is this your ...”to communicate.
3、情感目标： Learn the new words and introduce the family members.
教学重点：
Can use the words and sentence to communicate with others about their families. 教学难点：
Can use the words and sentence to communicate with others about their families. 教具： Pictures, cards
教学过程：
Step1 Warm up
1. Game:Who’s he/she?
2. T: Can you make a chant for your family?
T gives a model: This is my father. He is tall. My father is very tall.
3. T invites some Ss to say their chants in class and give marks for them.
Step2 Presentation
Sing a song
A. (Show the song) T teach Ss to read the song.
B. Listen to the song.
C. Learn to sing Ss imitate to sing the song after the tape.
D. Sing the song together
Step3 Consolidation
Do Exercise in the workbook.
1. T introduce the pictures in the exercise.
2. T make an example with one student.
3. Ask the Ss to finish the exercises.
4. Check the answers in class.
Step4 Homework
1. Read and recite the text.
2. Make a new song and sing for the parents.
板书：
Unit1 Reading(1) 教学案
班级 姓名 备课组长
【学习目标】1.进一步了解阳光中学的几名学生；
2.学习描绘人的方式；
3.用英语介绍自己或他人。 教学重点：理解课文和文中的一些词组、句子
教学难点：be good at 的用法及第三人称单数的动词用法
【课前预习】
翻译词组
1.欢迎到…__________________ 2.让我们认识他们
3. 短发 ____________________ 4.在7年级1班__________5. 喜爱读书_________________ 6.喜欢运动7.擅长踢足球 __________________ 8.放学后9.擅长数学____________________ 10.高而苗条【学习过程】
Step1: Act
1. Revise the dialogue between Hobo and Eddie.
2. your name?
Step2: Reading
1. School .They are our new friendshis/her name?
2. Now, let’s meet Millie first. Listen How old is Millie?
Does she like reading?
3. the new words in this passage.
4. Ask: What’s the boy’s name?
Does he like playing football?
Where does Sandy come from?
Does she like listening to music?
Step3: Practise
1. Now please read again and finish Part B on Page 9. Finish the their English teacher, wants to know the students better. What students like? Please help him put the correct letters in the
answers.
2. Finish Part 2. If students say “false”, Can you point out the mistake? How can we
say it correctly?
3. Check. “Good/ You’re right./ Good job./ I’m sorry, it’s not correct. Please read
again.
4. Now I’m sure you know our new friends better. Our first friend is Millie. She is
now making notes about her new classmates. Please help her complete her notes on Page 10. Work in pairs.
Some grammar points:
1. He doesn’t know to do.
to do it / that
A.what B.how C.when D.where E.why A:疑问代词What, which , who 疑问副词 :when , where, why, how 2 在…方面学/ 做得好…..善长于…..
be good / clever at (doing) sth
do well in (doing ) sth.
eg: Is he good at his English? →Does he do well in his English
They are good at climbing(爬山能手)→They do well in climbing.
3. hair(不可数) *some white hairs 几根白头发 (可)
4. The girl is tall with glasses / flowers
in a red coat
介词:穿衣,戴帽:in
戴眼镜/ 花/手表:with
5. The boy wears glasses. (对)
The boy wears glasses looks cool.（错） ________________ 【当堂训练】
一、首字母填词
1. He always s__________ good night to his parents before going to bed.
*2. I’m very s____________for doing that. Please excuse me.
*3. S____________ is my favourite sport. I often do it in the lake near my home. *4. These books are ours. We are the m_____________ of them.
5. What’s your brother’s a____________? He is 13.
6. She is one of the best students. She works very h_________.
【课后提升】
一、句型变化 1 .Simon is from Beijing. (同义句)
Simon ________ __________ Beijing.
江苏省金山中学英语学科教案
用心 爱心 专心 - 1 -
江苏省金山中学英语学科教案
用心 爱心 专心
- 2 -
用心 爱心 专心 - 3 -【译林出版社苏教版七年级上册英语,unit,1教案】
用心 爱心 专心 - 4 -
用心 爱心 专心 - 5 -
一、 单元教材分析
本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and what language…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。
二、教学目标分析【译林出版社苏教版七年级上册英语,unit,1教案】
1、语言目标
a. 重点词汇： Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris. Cities: Sydney, New York, Toronto, Toyo, London Languages: English, French, Japanese, Chinese.
b. 重点句型： －Where…from? －She’s/He’s from…
－Where does…live? －She/He lives in …
－What language does she /he speak? －She/He speaks ….
2、能力目标
a. 培养学生在文段中寻找信息的能力；
b. 学会用英文给笔友写回信，简单介绍个人情况；
c. 通过有效地小组合作，培养学生合作能力及团队精神。
d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、交际目标
通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。
4、德育目标
了解世界，了解不同地区的人文风俗；学会理解和尊重异国文化。
三、单元重难点分析
重点： 1. 谈论国籍、民族及其语言。
2. 询问并回答人们的住处。
难点： 1. 含from的where引导的特殊疑问句及其回答
2. 含live的where引导的特殊疑问句及其回答
四、课时结构
为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教学过程设计 The First Period Teaching aims:
1．Learn to express the main countries and cities.
2．Know something about the countries.
3．Master where- sentence structure. Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia. -Where does he live? - He lives in Paris
-Where is John’s pen pal from ? Teaching aids: Some cards with cities and countries. Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last
finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。 Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs. ③Make a Survey to understand your classmates better.【译林出版社苏教版七年级上册英语,unit,1教案】
上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。 Step3.Listening comprehension(1b,2b&2c) After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这
些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework
Revise Section A1a—2d Make a similar dialogue about pen pals The Second Period Teaching aims: 1. Go on to learn the countries and cities. 2. Master where- sentence structure. 3. Learn the new sentence structure: -What language does she/he speak ? - He/She speaks… Key points: 1. Words: language, Japanese, French, in English. 2. Sentences: -What language do they speak? -What language does she /he speak ?
-She/He speaks …… Teaching aids: Some cards with cities and countries. Teaching procedures: Step1.Revision (Brain Storm)
Use fresh maps of some countries, let the students say the names of these
Unit1 Task 教学案
班级 姓名 备课组长_________
【学习目标】
1. 能熟练运用本单元所学知识写一篇文章介绍自己。
2. 允许学生根据自己水平检测学习进度。
【课前预习】
根据汉语提示完成句子
1. Millie likes _________(数学),and she’s good at it.
2. ---Is_____________(大家)here today? ----No, Andy isn’t.
3. Basketball is one of my brother’s favourite _________(体育项目).
4. He has a _______________(可爱的) pet dog.
5. They often play ____________（游戏）after class.
【学习过程】
Step1. Review
Tell student to describe themselves.
△Step2. Presentation
A: Listen to an article about Daniel. Answer the following questions
1. How old is Daniel?
2. Where does he come from?
3. Where does he live now?
4. Who does he live with now?
5. Is Daniel tall or short?
B: Ss read the article aloud alone, try to understand it. C: Ss read it together
D: Ss learn to ask the partner different questions about Daniel
E: Ss change the article into “He is Daniel………”
Step3. Discussion
Students discuss how to write a profile. Step4. Writing
Encourage students to write a passage about themselves. Try to use their own words. Step 5. Self-assessment
【当堂训练】
用所给词的适当形式填空。
1. The boy always wears a pair of ___________ (glass) .That makes him look so cool.
2. Eddie doesn’t know how ____________ (look) after Hobo.
3. This is my new friend. He loves ____________(read).
4. Andy _________ (have) some new friends at school.
5. Nice ___________ (see) you, Millie.
6. Let him __________ (meet) my teacher, Mr Wang.
7. Are you good at _____________ (swim)?
8. He loves all his_____________ (lesson).
【课后提升】
一、选择填空。
( )1. –Hobo is _______ e-dog. ---Oh, I think it’s ______ toy dog.
A. a, a B. a, an C. an , a D. an , an
( )2. I like playing _________ football after school.
A. the B. a C. an D. /
( )3. ----Mum, ______is my new classmate , Sandy. -----Glad to see you, Sandy.
A. he B. she C. it D. this
( )4. -----_______ you come from England? -----No, I ______ from the USA.
A. Do, am B. Do, comes C. Are, come D. Are, comes
( )5. ----Look at the underlined(下划线的) letters. Which sound is different?
----________.
( )6. -----Can you swim _________? ------Yes, I’m a _______ swimmer.
A. good, good B. good, well C. well, well D. well, good
( )7. You and I ______ at Sunshine Middle School.
A. am B. are C. is D. be
( )8. ---______ this your friend Millie? -----Yes, _______is.
A. Is, Millie B. Is, she C. Are, Millie D. Are, she
( )9. My brother often plays ______ basketball for _____ hour every day.
A. the, a B. the, the C. a , the D. /, an
( )10. ----_______ everyone here today ? -----No, Sandy and Daniel ______ here now.
A. Is, isn’t B. Is , aren’t C. Are, isn’t D. Are, aren’t
( )11.----Lucy likes sports very much.----Yes, she is good __________ swimming.
A. at B. in C. on D. over
( )12. ----Is Simon your classmate? ----No, he is in _________.
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