新目标英语(Go for it)七年级上全册教案

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: Lets listen to the tapes you recorded. Who is the best? OK, lets 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: Whats this in English? Its a watch.(Ask a student) Whats this in English?S1: Its a watch.T: Good. (Ask another student.) Whats this in English?S2: Its 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: Lets say the words again. Whats this in English?(Show the words random. Ask questions like this.)S4: Its 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, lets 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: Lets 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 persons 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 lets 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 isnt. Its his pencil case.SA: Is this his key?SB: Yes, it is. Its his key.SA: Is this his backpack?SB: No, it isnt. Its 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 isnt. Its his pen.SB: Is this her book?SA: Yes, it is. Its her book.SB: Is this his computer game?SA: No, it isnt. Its her computer game.T: Lets 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, weve 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：收集一些英文的失物招领。教学设计Step One: Revision.(检查学生的作业，找几组学生表演，训练学生的口语表达能力。)T: First Ill check your homework. Practice the dialogue you made. And you should use the pictures or the objects that are mentioned in your dialogue. Ill invite some of you to come to the front to say the dialogue.Dialogue One:Sa: Whats this in English?Sb: Its a Sa: How do you spell it?Sb: Dialogue Two:Sa: Is this your?Sb: No,it isnt. Its not my Sa: Is this her?Sb: Yes, it is. Its herStep Two: New words.1. Present the new words.T: Please look at the pictures and learn the new words.（用多媒体展示新单词效果较好。）1at prep. 在（里面或附近）；在（点刻）；2the art. 表示特指的人、物、事或群体 3lost adj. 丢失的；遗失的4Found adj. （find的过去式、过去分词）找回的5lost and found 失物招领6please adv. 请7school n. 学校8a set of 一套；一副 (Teach students to read the words.)2. Practice the new words. （事先录制一段短的听力，让学生通过听的训练来强化所学的新单词，并为学习写寻物启示和失物招领作好准备。）T: Please listen to a short passage twice then fill the blanks using the words we learned.(Show students a short passage and play the recording for the students to listen.)There are many things in (1)_in my (2)_. Look, heres (3)_keys. Is this yours? (4)_call Jim (5)_753-2289.Typescript:There are many things in the Lost and Found in my school. Look, heres a set of keys. Is this yours? Please call Jim at 753-2289.T: Well, who would like to tell us the answers?S: T: Good. Lets read the passage together.(Students read the passage and the teacher pays more attention to their pronunciation.)Step Three: Reading.1. Present “Lost and Found”. （设置情景，激发学生的思维。从学生生活中常发生丢失物品的现象出发，引导学生学会处理这种问题方法。）T: Have you ever picked up others things or lost anything?What are they?S1: I lost a backpack.S2: I picked up a pen.T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.(Students discuss the problem. Maybe you will get the answer, “well 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 405-6678Lost:My school ID card.My name is Mike.Please call 843-9096S6: 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 persons 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，应如何处理。）S11: Give it to our teacher.S12: 交给警察。S13：找到失主。T: How to find the owner of the thing? I think we can write “Found”, Can you guess the meaning of “Found”?Ss: 失物招领。T: Good. How to write “Found”? Look at “Found” and then tell me the way to write “Found”.（让学生通过教师展示的失物招领，发现写失物招领的要点。）Found: BackpackIs this your backpack?Please call Mana.Phone # 556-0203.David, Is that your pencil case in the lost and found case? Alice.S14: The found thing.S15: Telephone number.S16: 联系人。S17: Place.T: Excellent. All of you are very clever. If we write “Found”, we should write the thing, telephone number, the people who the owner should call, also write the place that the thing is.2. Practice. （这个活动目的在于训练学生的阅读能力。）T: Please look at the notices on the bulletin board in 3a. Who would like to read it ?(Ask four students in turn to read the notices.)S: T: Its time for you to read the notices yourself and circle the words from Activity 1a.(Students finish the work alone.)T: Who would like to give us your answer? Please read the words.S7: Step Four: Make a message.(Show students a message.)( ) at 529-6403( ) call David( ) A set of keys. Please( ) Found:T: This is a bulletin board message. But they are in the wrong order. You should make it clearly by putting them in the right order. The first one is done for you. (Show students the first part with the word “Found”) This is the first part of the message. Write number 2, 3, and 4 in the boxes to complete the message.(Students complete the message and write the numbers in the boxes in 3b.)T: Well, who would like to read the message?S8: Step Five: Writing.（用英文写简单的失物招领。最好把学生的作品在实物投影仪上展示，便于修改和提供写作案例。）T: OK.Now lets try to write it. You may use the one in 3a or the one in 3b as a model.(Students write their bulletin board messages and the teacher moves around the room offering language support as needed.)T: Lets read some of your messages.(Ask some students read their message aloud. And others to help correct their work.)Stepp Six: Self-check.1. Key words.（此活动帮助学生复习本单元所学过的重点词汇。）T: Please read the words in the box. If you dont know the meaning of the words, you may review the lesson, ask me , ask your classmate use a dictionary.(Students check all the words they know.)2. Writing.（训练学生用目标语言写和说的能力。）T: Look at the picture please. What are they talking about in Picture 1? Who would like to read it?Sa: Is that your backpack?Sb: No, it isnt.T: OK, now what may other people talk about in Picture 2, 3 and 4? Complete the chart using Is this/that? Yes, it is./ No, it isnt.(Students fill in the chart.)T: Now please read the conversation with your partner.Sa: Is that your notebook?Sb: Yes, it is.Sa: Is that your key?Sb: No, it isnt.Unit 3 This is my sister.教学内容：本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。教学目标：1、 知识目标：A、 掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；C、 运用名词的复数形式。2、 能力目标：A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。3、 学习策略：通过对人物个性化的描述，识别图片。4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。教学难点、重点：重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。难点：能够用写信的形式向朋友介绍自己的家庭。课时安排：第一课时 Section A 1a-1c第二课时 Section A 2a-4第三课时 Section B 1-2c第四课时 Section B 3a-Self-checkPeriod One教师：照片，图片，表格。Step One: New words.Present the new words.T: Hello , everyone ! Look ! Whats this ?Ss: Its a picture .T: Right . Who is the man in the picture ? Ss: Its you.T: Yes, its me . You know me . Please look at this . Do you know them ?Ss: No , we dont . T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?Ss: Yes .T: OK . Please look at this man ? Is he old ?Ss: Yes .T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .T: This is my grandfather .(Teach the word “grandmother” in the same way .)T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. Ss: Grandparents. (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)T: I have two brothers, two sisters, I have many friends. (Teach brothers, sisters, and friends.)T: Read these new words together.Ss: Practice the new words.T: Who can match the words with the pictures on the blackboard?Ss: I can. (Textbook P13 1a) (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)T: Check the answers.Ss: T: Is he right? 用教师家人的照片呈现新课内容。 教师边介绍，边领读单词。用匹配的方式巩固单词。Ss: Yes. (One more student gives the answers.)Step Two: DrillListen and circle.T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.Ss: OK. (Play the recording of 1b twice. Students work.)T: Whats the answer?S: Two brothers and sister.Pairwork. Talk about Daves family.T: This is a picture of Daves family. Lets talk about Daves family in pairs. You must use “ This is ” and “ These are ” to do it. (Students practice. Teacher walks around the room to help them.)T: Now check your peactice.S1: Who is this?S2: This is his S1: Who are these?S2: These are his (Ask a few pairs to practice.)Step Three: TaskTalk about the family tree.T: Look at the family tree. (Stick a family tree on the blackboard.)T: Lets talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class. (Students work. Teach moves around the classroom to help the students.)T: Check your task.S3: Hello. My name is Look at this. This is my family tree. This is myand this is myThey are old. These are my This is my This is my My mother is This is my His name is I love my family.用听力训练再次强化学生对新单词的记忆。让学生通过介绍Dave的家庭加强句型的操练。让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family. (Two students come to the front.)SA: Hello.SB: Hello. How are you ?SA: Fine, thank you. And you?SB: Im fine, too.SA: Excuse me! Whats this?SB: Its my family tree.SA: Whos this?SB: This is my grandfather.SA: Whos this?SB: This is my grandmother.SA: Is this your father?SB: Yes, he is.SA: The women is your mother?SB: Yes, she is.SA: Whos the boy?SB: He is my brother. (A few pairs do this.)T: You did well.Make a survey.T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.FamilyFamily members(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)Step Four: HomeworkWrite a passage about your family.让学生在语言实践中学会礼貌待人。小组成员之间沟通有关家庭成员的信息，增进友谊。Period Two课前准备教师：图片，录音磁带。学生：自己家人的照片，也可以是自己画的家谱。教学设计教学步骤Step One: Review the drill.T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? (Students use their photos or the pictures they drew.)SS: Yes.T: Who wants to be the first, please?SA: Let me try.T: OK, please.SA: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? I love my family.T: Very good. (Another two students introduce their family.)Step Two: Listening.Listen and circle the words you hear.T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Daves family members. Please listen to the recording of 2a in Section A and circle the family members you hear.mother father sister brothergrandmother grandfather friend grandparentsSS: OK. (Play the recording of 2a twice. Students work.)T: Check the answer. (Ask two students to say the answers.)Listen and match.T: This is a picture of Daves family. We know this is Dave. But we dont know who is Mary, who is Jim and who is Lin Hai. Lets 根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。通过听力练习，使学生巩固对家庭成员的记忆。通过听力引出Is this . . . ?的句型listen and find them. (Play the recording of 2b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.)S1: Dave is Lin Hai is Pairwork. Talk about Daves family.T: You come to Daves home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Lets check your work, please.SS: OK. (Ask one pair to do it.)S1: Is this Jim?S2: No, he isnt.S1: Is this Jim?S2:Yes, he is. (Ask two more pairs to do it.)Practice.T: I have a friend. He is talking to his friend. Dave, about Daves sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class. isnt brother is sister (Students work. Teacher walks around the classroom and helps the students who need.)T: Check your work, please. (Ask one pair to do it.)S3: Thats and thats Is she your?S4: Yes, she is.S3: And is the your ?S4: No, he isnt. Hes my (Change roles to do it and ask one more pair to do it.)Step Three: Task.Play a guessing game.通过谈论Dave的家庭成员，练习句型Is this . . . ?用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)SS: Yes. (Students guess the picture.)Group work.T: Put your photos together on your desk. Work in groups of four. You can use “ Is she ?” or “ Is he ?” to take turns asking and answer questions about the photos. Then report it to the class. (Students work.)T: Check your work.Homework.Draw your family tree.用游戏的方式巩固人称代词的知识。Period Three课前准备教师：图片。学生：照片。教学设计教学步骤Step One: New words.Present the new words.T: Do you like games?S: Yes.T: Lets play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same gran