以下是小编帮大家整理的新目标初一UNIT2教案P1.P2，本文共10篇，仅供参考，大家一起来看看吧。本文原稿由网友“健胃不消食片”提供。
篇1：新目标初一UNIT2教案P1.P2
新目标初一UNIT2教案（P1.P2）
内容预览：
Book 1 Unit 2 Is this your pencil ? ……
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篇2：新目标初一unit2教案
内容预览：
Unit 2 Is this your pencil? 一 . 教学目标 u 能与同伴合作，使用目标语言写失物招领和寻物启事。u 在完成写作任务过程中扩展相关的`描述性词汇。 二 . 教学向导语言目标学习策略与思维技巧……
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篇3：八年级英语新目标下unit2 教案
八年级英语新目标下unit2 教案
A TEACHING PLAN FOR--- “Maybe you should learn to relax!” Teaching Key Points and Difficulties 1. Help the students understand the passage well. 2.Improve the students’ reading ability. 3..some useful phrases and words: not…until, as…as possible, compare…with/to…, find+it+adj+(for sb) +to do sth. see sb doing/do sth Teaching Procedures Step 1 Warming up. Ask the students the following questions: Do you have too much homework to do? What homework do you have to do ?Yes, English homework, math homework, Chinese homework, history homework, and so on. Maybe you often feel tired, and you are under too much pressure. On the other hand , you have to study for tests, for your future. To make your parents happy, you have to study harder and get higher grades. So you are under too much pressure. You need to find some ways to relax. When you are tired, when you are under too much pressure, what do you often do to relax ? Do you often do after---school activities? What after---school activities do you often do? Do you want to know the students’ lives in other countries? Now, let’s read the passage and find what the students’ lives in other countries and what the children need.. Please open your books to Page16. Step 2 Skim reading. 1. Have the students read through the passage and try to find the answer to the following questions: What do the children need? 2.Encourage some students to tell the class the answers to the questions and the others correct the mistakes if any. Answers : On the one hand, children need organized activities. On the other hand, they also need time and freedom to relax, and they need time to do things by themselves. (Children need time to plan things for themselves) Step 3 Intensive reading Get the students to read the passage once more with the following statements in mind, then do TRUE or FALSE! 1)Cathy Taylor’s three children are very free, and they often get home early. 2)The Taylors never take their children to after---school activities or try to fit as much as possible into their kids’ lives. 3)Parents see other children taking part in after---school clubs, but they think their own children should relax. 4) Parents never compare their own kids with other children. 5)Linda Miller thinks that the pushy parents’ action is right. 6 )Dr Alice Green thinks that the parents shouldn’t plan their kids’ lives for them. Answers: 1) F Cathy Taylor’s three tired children are very busy and they do not get home until 7 pm.(not …until..) 2) F The Taylors take their kids from activity to activity and try to fit as much as possible into their kids’ lives. (as…as possible..) 3)F Parents see other children taking part in after―school clubs, and they feel their own children should do the same. ( see sb doing sth) 4)F Parents are always comparing their kids with other children. (compare…with /to….) 5) F Linda Miller thinks that the pushy parents’ action is crazy, and people should not push their kids so hard. 6)T Because if parents plan their kids’ lives for them , their kids might find it difficult to plan things for themselves when they are adults. ( find+it+adj+(for sb) +to do sth. ) (Explain the key points and structures) Step 4.Read new words First, the students to read the new words and expressions by themselves ;Then the teacher correct mistakes if any. Step 5.Read the passage Ask the students to read the passage after the tape by themselves .(Teacher doesn’t use the pause key) Step 6 Retell Give several minutes to the students and encourage them to retell the passage with their own words. Step 7 Discuss Read these statements. Is the situation the same in China? Discuss with your partner. ___ American and British children do many after--school activities. ____Many children are under pressure. ____Parents these days push their children much harder than before. ___Competition between families starts at a young age . ___ Children should have free time to relax. Homework: 1. Encourage each student to write a letter to Cathy Taylor. 2.Read aloud the passage in Section 2 (Blackboard Design:) 1. busy , not …until 2. from activity to activity, try to fit as much as possible into…lives. 3. see other children taking part in…activities, do the same 4.compare…with… 5.crazy. Parents shouldn’t push their children so hard. 6.The children might find it difficult to plan things for themselves. Question’s answer: organized activities, time and freedom, time to do things by themselves Sentences: 1. She was ill, so she didn’t get up until 9 am. 2.To catch up with the other runners, he ran as fast as possible. 3.She saw some people swimming in the river when she was in the boat, 4.Parents often compare their kids with other children. People often compare the children to beautiful flowers. 6.Do you find it difficult to talk with your parents? 更多精彩；英语教师网 英语教师网论坛篇4：人教版七年级上新目标英语Unit2教案
Unit 2
I. Teaching Goals:
1. Identify ownership.
2. Learn to write Lost & Found and Lost.
3. Sentence Patterns: Is this/that your/his/her/my key?
Yes, it is./No, it isn’t.
What’s this/that in English?
It’s a pen.
How do you spell it?
P-E-N.
4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…
5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
通过询问、辨认物主，倡导学生保管好自己的学习用品。
通过Just for fun中的内容，使学生体会到英文中的幽默之处。
II. Teaching Time: Four periods.
III. Learning Strategies: 1. Using context 2. Guessing
The First Period
Content: Section A 1a, 1b, 1c, 2a, 2b, 2c
Teaching Aims:
1. How to identify ownership.
2. Learn and master the following:
Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack
Sentence patterns: Is this your pencil?
Yes, it is. /No, it isn’t.
3. Students can communicate others using the words and sentence patterns learned in this class.
4. Train the students’ listening ability.
5. Moral object: You must take good care of your personal possessions.
Teaching Important Points;
1. Train the students’ speaking ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
How to finish the task of speaking.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
Revise the dialogues in Unit 1.
eg. What’s your (his /her) name?
I’m Gina. Nice to meet you!
What’s your (his/her) phone number?
It’s 284-2942.
What’s her family name?
What’s her first name?
Step 2 Warming-up
Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.
1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.
2. Read the new words after the teacher and learn them by heart.
3. Practice:
1) Match the words with the things in the picture. (1a)
2) Listen and check the things you hear. (2a)
3) Listen and number the pictures.
a._____ b._____ c._____ d._____ e._____
f.______ g.______ h______ i.________
Step 3 Presentation
Ask some students one by one about his/her/objects like this:
1. T: Is this your pencil?
S: Yes, it is. It’s my pencil.
2. T: Is that your backpack?
S: No, it isn’t. It’s his/her backpack.
Step 4 Practice
1. Listen and number the conversations. (1b)
2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.
3. Listen and complete the conversation with the words in the box. (2b)
4. Pair work: Ask about the things in the picture (2c), then their own passions.
eg. Is this your backpack?
No, it isn’t.
5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.
Step 5 Acting
Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 6 Exercises in class
Fill in blanks with these words:
1. ---Linda, Is this ________ ruler?
---Yes, it is. Thank you.
2. This is my sister. _______ name is Kate.
3. I’m looking ________ pencil case. Can you help me?
4. Look at the cat. It’s white. But ______ tail (尾巴) is black.
5. Tim is worried (着急). _______ ID card is lost
Step 7 Homework
1. Do some exercises in your exercise books.
2. Read the words and sentence patterns presented in this class to improve your spoken English.
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
pencil Is this your pencil?
pen Yes, it is. It’s my pencil.
book Is that your backpack?
eraser No, it isn’t. It’s his/her backpack.
ruler
pencil case, backpack
pencil sharpener, dictionary
The Second Period
Content: Section A 3, 4a, 4b,Section B 1a~2c
Teaching Aims:
1. Learn and master the following:
Words: baseball, watch, key, computer game, notebook, ring
Sentence patterns: What’s this/that in English?
It’s a pen (an eraser/an English book/ an ID card).
How do you spell it?
P-E-N.
2. Improve the students’ speaking and listening ability.
3. Identify ownership.
Teaching Important Points;
1. Train the students’ speaking and writing ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
Game: Find the owner.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
eg. What’s your name?
What’s your phone number?
Nice to meet you. etc.
2. Revision
1). Ask and answer like this:
Is this/ that your pencil?
Yes, it is. It’s my pencil.
No, it isn’t. It’s his/ her pencil.
2). Section A 4a, 4b
Game: Find the owner.
Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.
Step 2 Presentation
Section A 3. Make conversations about the things in the pictures in pairs.
eg. A: What’s this in English?
B: It’s a pen (an eraser).
A: How do you spell it?
B: P-E-N.
Step 3 Pratice
1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring
2. Section B 1a Match he words with the things in the picture.
3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:
A: What’s this?
B: It’s a watch (an eraser/an English book/ an ID card/…).
A: How do you spell it?
B: W-A-T-C-H.
Pictures:
Step 4 Listening
Section B 2a 2b
Look at the words in activity 1a. Listen and circle the things you hear.
Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.
Kelsey Mike
watch
ID card pen
baseball
Step 5 Pair work.
Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.
Step 6 Exercises in class
Complete the conversation.
1. Teacher: Lucy, What’s this _____ English?
Lucy: Is it a pen?
Teacher: No, it ______. It’s a pencil.
Teacher: Tim. ________ that in English?
Tim: Is it _______ eraser?
Teacher: _______, it is. And what’s this, Nancy?
Nancy: Is it a _________?
Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?
Nancy: Oh, yes. It’s _____ dictionary.
Teacher: Here you are.
Nancy: _______ ________.
2. A: Excuse me. ______________________?
B: It’s _________ watch. It’s _________ English watch.
A: __________________, too?
B: ________, ____________. It’s _______ eraser.
Step 7 Homework
1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:
A: Hello, Mary. Is this your “尺”?
B: Yes, it is.
A: Here you are.
B: Thank you.
A: By the way, what’s it in English?
B: It’s a ruler.
A: How do spell it?
B: R-U-L-E-R.
2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.
eg. Is this a/an…?
What’s this in English?
Is this your…?
Can you spell…?
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
baseball What’s this in English?
watch It’s a pen (an eraser/an English book/ an ID card).
key How do you spell it?
computer game P-E-N.
notebook
ring
The Third Period
Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3
Teaching Aims:
1. How to write your own bulletin board messages.
2. Learn and master the following: numbers 0-9, call phone, lost and found.
3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.
4. Work out problems using context.
Teaching Important Points;
1. Improve the students’ writing ability.
2. Get the students to know about the bulletin notices.
Teaching difficult Points:
Learn to write Lost & Found and Lost.
Teaching Aids:
a tape recorder, a computer
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
2. Revision
Ask : What’s this/that in English?
How do you spell baseball?
Is this/that your pen? etc.
Step 2 Leading-in
Looking for a book.
T: Is this my book?
S: No, it isn’t.
T: Where’s my book? I like my book. But I can’t find it. What can I do?
Lost (write the word on the blackboard)
Then ask: Have ever picked anything? What do you do?
Found (write the word on the blackboard)
通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
Step 3 reading
1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).
Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys
Read the bulletin board notices again.
2. Section B 3b
Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.
Answers:
Found. A set of keys. Please call David at 529-6403.
Step 4 Writing
Section B 3c
1. Ask the students to write their own bulletin board messages.
2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.
Step 5 Groupwork.
We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.
T: What’s this?
S: Is it a baseball?
T: No, it isn’t.
Draw a more part of the item.
S1: Is it a key?
T: Yes, it is.
Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?
Students make a guess. See who can guess it within less guesses.
Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.
Step 6 Just for Fun
Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.
Step 7 Homework
1. Do Self check1-3.
2. Write your own bulletin board message.
如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
call, phone, lost, found,
in the lost and found case, lost and found, a set of keys
Found:
A set of keys. Is it your key? Please call John at 345-9812.
Lost:
My pencil case. It’s yellow. It’s new. Please call 668-7249.
The Fourth Period
Check the homework.
Do some more exercises.
篇5：新目标 七年级上unit2说课稿
一、教材分析
1、教学内容
1)、词汇：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between
2)、语言结构：A、Where questions
B、Affirmative statements
C、Prepositions of place
D、There be structure
2、教材的地位及其作用
本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在上学期已经学过词汇：big, small, old, new,
句型： Where is…? It’s in / on / under/…
指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
三、教学目标
1、语言知识
词汇：A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue,
B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy, right, left, down, along,
C、方位介词,如next to, across from, in front of, near, between, behind
D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,
重点句型：Is there a bank near here?
Yes, there is a bank on Center Street.
Where’s the supermarket?
It’s next to the library.
Is there a pay phone in the neighborhood?
Yes, it’s on Bridge Street on the right.
2、语言技能
1）、能看着图片说话出建筑物的名称；
2）、能运用一般现在时询问街道上某一场所的位置；
3）、能够运用所学语言为他人指明 某一场所的路线；
4）、能够描述某一场所各建筑物之间的位置关系；
5）、能够利用地图向他人介绍自己所居住的社区；
3、学习策略
1）、利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。
2）、通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；
五、重点难点
1、want的一般现在时的用法;
2、want的一般现在时的疑问句，及其肯定，否定回答;
3、第三人称后动词的变化
五、教学手段1、导入课堂教学时用VCD或投影仪来吸引学生的课堂注意力，使学生在VCD的电影片段中学习电影类型的单词，并对本单元的内容有了初步的意识。
2、多方位使用VCD画面和电脑多媒体的动态效果帮助学生学习归纳不同类型的电影的特征，以及对电影的简单谈论。
3、利用学生对自己的喜好的表述进行一般现在时的教学，以及不同人称时动词的变化。
六、理念与思路1、教法
1）采用多媒体进行直观教学，在不同类型的电影片段的展示中进行名词与形容词 的教学。
2）通过问卷调查，让学生在采访的过程中练习本单元的主要句型。
3）让学生在转述的过程中学习第三人称下动词的变化，以及连词的用法。
4）学生在课堂教学过程中口头训练应成为本单元教学的重要内容。
5）新知识的练习在本单元的学习最终以笔头练习加以巩固。2、学法指导在已经学过的like句型表示喜好的情况下，学习want的一般现在时，仍要注意两个问题。一是动词第三人称单数的问题，二是行为动词疑问句和否定句中助动词的使用。
电影是学生很熟悉的话题之一，学生在平时的生活中应加以注意，看看电影广告的写法。同时，多看有意义的影片，增强自己的对不同文化的了解并适当地做出评论。
七、教学流程 （分五大块）1、对不同电影类型的认识（单词的学习）
2、个人的喜好（句型的练习）
3、不同电影的特征（形容词的学习与电影的简单描述以及个人的理由）4、对自己喜爱的一部影片进行简单的介绍并为其制作广告 5、制定个人周末计划
第一块的教学步骤：导入：首先利用老师的上周末的活动-看电影来引出本单元的话题 （导入本单元的话题）
2、展示：利用多媒体呈现不同类型的影片片段，先让学生说出这些影片的名字，在归纳这些影片分别属于哪种类型的电影，逐个呈现新单词的中英文形式（学习新单词）
3、听录音：放一段录音（旁白，对白，音乐），让学生判断该影片的类别（反复练习和巩固新单词）4、练习对话：Do you want to go to a movie?
Yes, I do. I want to go to …5、课本中的听力练习
第二块的教学步骤：
1、教师介绍自己对电影类型的喜好（呈现出在这一课时中主要学习的句型what kind of movies do you like? I like …）
2、教师与个别学生的对话（进一步加强该句型对学生的耳濡目染，即输入）
3、问卷调查：以小组的形式表述个人的喜好和询问他人的喜好（句型的练习）4、报告调查结果：
1）、不同类型影片和京剧的总体喜爱情况（名词复数的变化和应用）2）、具体个别学生对影片的喜爱情况（第三人称单数动词的变化和应用）
1、呈现第一部分中的影片片段，在此基础上增加影片的数量，让学生归纳出不同类别影片的特点（学习本单元中的重要的形容词）,然后指出其中用于描绘的形容词
2、分组（喜爱同一类型影片的学生为一小组）讨论，归纳出喜欢该类型影片的理由并以小组为单位给出所有的理由（in English briefly）（为下一步做铺垫）
3、阅读理解（2C与3A），教师设置问题，学生通过回答问题，理解两篇短文，并划出短文中的形容词（做铺垫）学生模仿2C的格式，写自己的情况，尽可能使用学过的和课本中的短文里头的形容词
第四块的教学步骤：
1、教师呈现并简单介绍自己喜欢的一部影片，包括影片的名称、类型、主要演员以及喜欢的理由（给下一步学生介绍自己喜欢的一部影片提供模式）
2、教师与个别学生对话，通过问答的形式，提示学生在介绍时应该涉及的内容（做铺垫）
3、教师将问题呈现在黑板上，学生根据自己的实际情况回答问题，最后将自己的回答组成短文的形式（让学生更清楚该怎么做，降低难度）4、学生精简自己的短文，将其短文变成广告的形式，注意文中的形容词的运用（尝试，初步了解，为下一步做铺垫）
5、小组制作出一张该组最喜爱的一部影片的广告,然后将其展示
1、教师将本单元前几课时中呈现的影片进行回放，让学生欣赏（同时复习所学过的名词和形容词）
2、教师引出本单元开始的主要句型：Since all of you like movies and different students like different kinds of movies, if you were free,do you want to go to a movie? What kind of movie do you want to go to? And when?
3、教师引导学生制定出自己近期的计划---Go to a movie(包含有时间，地点，电影名称，主要演员)小结设计1、以多媒体展示的方式：A、再现关于电影类型的名词； B、复习关于不同类型影片的特点的形容词
2、通过图片上人物的动作来复习主要句型I/ She/ He like/ likes …, and I/she/he like/ likes…与I/She/ He like/ likes…, but I don’t/doesn‘t like …，以及连词的用法
3、利用学生制作的广告来复习电影广告中的主要要素
八、评价形成性评价与终结性评价相结合：
形成性评价：1、学生的课堂回答
2、问卷的调查统计和汇报
3、学生写的小短文和广告
终结性评价：学生日常生活中的实际运用和笔头测试
Interview （调查问卷的表格）
Y for like; N for don’t like
Questions: （短文的问题设置）2C:
1、What does June really like? Why?
2、How does June like documentary and thriller?why?
3、What about Beijing Opera? Why?
3A:
1、Who is my favorite actor and his movie?
2、What kind of movie is it?
3、What about Mike? The actor and the movie?
4、What is the interesting thing?
About your favorite movie!
A. What kind of movies do you like?
B. Can you tell me the name of the movie?
C. Who is the main actor in the movie?
D. How do you like the movie?
E. Why do you like it so much?
篇6：新目标初一Unit4优秀教案
新目标初一Unit4优秀教案
Step1 Warming up
1 T: I also like the classroom。 It’s a big room。 ……
What can you see in my room?
What other things can you see?
Teach new words(table chair sofa bed bookcase dresser drawer) and read them。
2 T:Who has a backpack?(Let one student show)
Teach new words。(backpack a baseball keys a plant)
Step2 Practise
1 Use a book and teach “in on under”。 Show a flashcard。
A:Where is the book?
B:It’s on the desk。
A:Where is the book?
B:It’s in the desk?
A:Where is the book?
B:It’s under the desk?
Let Ss read。
2 Open the book(3c)。Let the Ss work in pair and act it out。
Step3 Game
Play “Simon Says Game”
Step4 Pairwork
1 Open the book。(2c)。 Let Ss read questions and answers。
2 Work in groups of four。 Ask Ss “Put the thing in the room” 。
Call several pairs to act it out。
e。g S1:Where is the backpack?
S2:It’s on the bed?
Step5 Put these sentences in order to make a conversation。
Open the book(3a)。 Let Ss do。 Then check the answers。 Have the Ss read together。
Step6 Design your bedroom
1 Have each group draw bedroom and then tell the class“What your room like?”
Student show his/her bedroom and design it
2 Show a flashcard
Step7 Homework
Write down “My bedroom” in exercise book。
Step8
Hand in pictures。。
篇7：新目标初一Unit 6 教案
Teaching procedures:
T: let’s welcome all the teachers!
Ss: claps.
T: class begins!
Ss: hello Nancy
T: hello everyone. Sit down please.
T: what’s the weather like today?
Ss: it’s a cloudy/ windy/ sunny/ rainy day.
T: the whole class please answers my questions.
What’s this in English? (Holding an apple picture)
Ss: it’s an apple.
T: is it a book?
Ss: no, it isn’t.
T: where is the apple?
Ss: it’s on the table.
T: I have an apple. Do you have an apple?
Ss: no, I don’t.
T: what are these?
Ss: they are bananas.
T: where are the bananas?
Ss: they are under the book. (Put the bananas under the book)
T: I have oranges. Do you have bananas?
Ss: no, I don’t.
板书：Do you have (bananas 图片)?
No, I don’t.
Yes, I do.
T: now Nancy wants to change “have” to “like”. What is “like”? Now look at Nancy. (Do the actions of like and dislike. Make them understand what is like and what is dislike.)
Now who can tell me what is “like” in Chinese?
Ss: 喜欢.
T: that’s right.
Do you like bananas?
Ss: yes, I do.
T: 引导说no, I don’t.
What are these?
They are hamburgers. (Ask the students to follow me)
Do you like hamburgers?
Ss: …
T: what are these?
They are tomatoes. (Ask the students to follow me)
Do you like tomatoes?
Ss: …
T: what are these?
They are French fries. (Ask the students to follow me)
Do you like French fries?
Ss: …
T: what are these?
They are oranges. (Ask the students to follow me)
Do you like oranges?
Ss: …
T: what are these?
They are strawberries. (Ask the students to follow me)
Do you like strawberries?
Ss: …
以上的香蕉，汉堡，西红柿，炸薯条，桔子，草莓都有顺序的铁在一起。
以下的属于不可数名词的有顺序的铁在一起。
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s broccoli. (非常强调it’s)
Do you like broccoli?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s ice cream. (非常强调it’s)
Do you like ice cream?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s salad. (非常强调it’s)
Do you like salad?
Ss: …
让学生找出这两类食物的不同之处。可以根据刚才的`问题来判断。
T: these are countable and these are uncountable.（翻译） 可数名词我们用C 来表示，不可数名词我们用U来表示。可数名词后面可以加S 但是不可数名词后面就不能加S 了。
板书：在可数名词的物品栏写C 在不可数名词栏写 U
T：Now please open your book, turn to page 31. 大家现在用2分钟的时间从课文中的单词找出那些使可数名词，哪些是不可数名词？
（2 minutes later）
Ask the student from hamburger to strawberries to check if they can understand countable and uncountable.
Flashing the cards to check if they can read the words well.
Listening comprehension
T: Let’s look at Part 1b.Listen to the tape and mark 1, 2, 3. here we go.
Can you catch that? Yes or no?
Ss: …
(If no, listen again. Otherwise do some paper work.)
Hand out the papers. And ask the students to do it. (5minutes)
Check the answer
But if the time is limited, it should be the homework for them.
T: Here, Nancy has some delicious food. If you want to have them you have to answer my questions correctly.
Who can try?
篇8：unit2 numbers 教案
lesson plan (join in
unit 2 numbers
teaching aims:
1 进一步学习1-6 六个数字，并且能辨认小孩气球上的数字；
2 认识toby 的五个朋友，并且能准确认读名字；
3 会打着节拍唱老师编的童谣；
main points:
1 认识五个人物rita/ pat/ pit/ sandra/ lisa；
2 认，读，拼新单词 balloon ；
3 和着节拍唱童谣；
teaching aids: 录音机 卡片 课件 气球
difficult points:
1 (toby’ s) balloon is number 6；
2 balloon的发音
teaching procedures:
step 1: warming up
sing the song –numbers
step 2: ask and answer:
t: how many frogs?
ss: one frog
t: spell it. o-n-e
ss: o- n -e
………………………
step 3: new structure learning
1 introduce the title to the class –unit 2 numbers
2 study the new word –balloon
t: look at my classroom, it is beautiful. do you know what is happening? toby’s birthday today. (ppt) look! here are the balloons. do you like the balloon?
t/ss: yes! i like the balloon.
引导出了新单词，然后把新单词放在句子中进行认读与拼读。
t: here you are.
t: you like the balloon, i like the balloon. （…）likes the balloon, too.
（打着节拍来学习）
ss: you like the balloon, i like the balloon. …likes the balloon, too.
t: just remind of you. （……’s） balloon is number 2. remember, please. we are going to play a game named a memory test.
运用此方法来学习新句型 ,（…..’s ）balloon is number 2 .（打节拍）
3 game—a memory test
t: can you tell me whose balloon is number 2.
s1: (….’s) balloon is number 2.
…………….
4 introduce the toby’s friend to the class.
t: are you happy?
ss: yes, i am.
t: i can tell by your face that you are happy. toby is happy too. his friends are joining in the party. let’s listen, who is coming? (ppt)
引出toby 的好朋友，并且识别和认读名字rita/ pat/ pit/ sandra/ lisa
step 4: practicing
1 toby stands here and warmly welcomes his friends; everybody has got a balloon .do you know whose balloon is number 1. let’s listen,then write down the number on children’s balloons.
2 let’s check.(ppt)
3 sing the happy birthday song to toby.(ppt)
4 let’s say the chant—balloon (ppt)
balloon, balloon, pat’s balloon is number 1 .
balloon, balloon, lisa’s balloon is number 2
balloon, balloon, sandra’s balloon is number 3
balloon, balloon, rita’s balloon is number 4
balloon, balloon, pit’s balloon is number 5
balloon, balloon, toby’s balloon is number 6
step 5 homework:
say the chant
篇9：初一英语新目标教案unit2(新目标版七年级英语教案教学设计)
Language functions:
Identify ownership
Goals:
Talk about the things.
Structures:
Demonstratives this, that. What questions. Yes/No questions and short answers
Vocabulary:
The letters, pencil, pen, book, eraser, ruler, pencil case, backpack. ID card, baseball, watch, key, computer game, notebook, ring, dictionary.
Target language:
Is this your pencil? Yes, it is. No, it isn’t. What’s this in English? It’s a pencil. How do you spell pencil?
Learning strategies:
Use context, guessing.
Four periods
Period 1
Step1 Revision
Revise introduce themselves. My name is… My phone number is…
Step 2 Presentation
1. Locate actual items in the classroom. Hold up each one and say its name. Ask them to repeat. Include: pencil, pen, book. Eraser, ruler, pencil case, backpack, pencil sharpener, dictionary.
2. Match the words and the objects. Do 1a
3. Listen. Do 1b.
Step 3 Pairwork
1. Say the sample conversations. Have them repeat.
2. Ask them to practice the conversations in pairs.
Step 3 Task
Gather some things on the desk and invite students to take turns coming to the front and find the owners? Let’s see who can find all the owners first and write the owners’ names in the chart? Ask Is this your…?
Period 2
Step 1. Revision
Revise is this your …? Is that your…?
Step2. Listening
1. Point to the objects in the illustration and ask students to name each one.
2. Play the recording. Do 2a
3. Do 2b. point to the words in the box and ask them to read them aloud. Listen. Write one of the words form the box on each blank line. Check their answers.
Step 3 Pairwork
Practice the conversation in the picture with a student.
Practice the conversation in the picture with a partner.
Step 4 Grammar focus
1. Ask students to say the questions and answers
2. Point out that the word that shows ownership comes before the item we are talking about.
Step 5 Listen
1. Do 3a.
2. Do 3b. Ask pairs of them to practice the example conversation. Ask them to say the name of each picture.
3. Ask them to work in pairs again. Have them practice the conversation again, substituting the words shown in the pictures.
Step 6 Task
Put some things in a paper bag- your pen, pencil or some thing else. Another student will take sth out of the bag. He or she will ask questions to find out who it belongs to.
Do 4a.4b. Point to the conversation in the picture, ask them to repeat.
Period 3.
Step 1 Revision
Revise is this your…?
Ask students to repeat the words: baseball, watch. Computer game, ID card, key, notebook, ring and pen. Match the words and objects in the picture. Do 1a
Step 2 Practice
1. 1b. Say the conversation with a student. Ask pairs of students to say the example conversation. Ask some to perform one of their conversations for the class.
2. They draw a picture of one of the objects in the picture and write out the conversation they had about that object.
Step 3 Listening
1. Read the words in 1a
2. Listen. Do 2a.
3. Listen. Do 2b.
Step 4. Task
1. Student A will look at p94. Student B will look at P98. Each student has only part of the information needed to complete the activity.
2.Give an example of the first question and answer.
3. A: is this her key?
B. No, it’s his key.
4. Divide the class into pairs.
5. Do 2c. check their answers.
Step 5. Practice
1. Look back at p10. Have them read the list of words.
2. Read the notices and circle the words that were used in 1a.Do 3a
3. Check the answers.
4. Do 3b.
Step 6 Task
Tell them that they will each write a message like one of these. Do a sample in together in class.
Ask them to write their bulletin board messages and write their messages on the board.
Step 7 Task
Most of people have pecked up others’ things. Do you know how to give it back it back to the owners? Do you know how to write Lost & Found?
Period 4
Step 1 Revision
Revise what they learned in this unit
Step 1 Self check
1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t know.
2.Write five new words in their Vocab-builder on p108. share their lists with other students.
3 Complete the questions and answers individually for the other three situations.
4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.
Step 3 play the game
Ask them to write their first name, last names and telephone numbers in random order on the board. Next have some other students draw on the board pictures of things they own among the names and numbers. Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… The student then calls on another student to answer the question with Yes or No.
Step 4 Task
Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?
My English is …
My name is…
Please call 928-682
篇10：新目标英语七年级上册UNIT2 教案教学设计(新目标版英语七年级)
Tapescript:
Conversation 1:
Girl: Is this your ruler？
Boy: No，it isn’t. It’s her ruler.
Conversation 2:
Teacher: Is that your backpack？
Boy: No, it isn’t. It’s his backpack.
Conversation 3:
Boy: Is this your pencil？
Girl: Yes, it is. It’s my pencil.
Tim: And Jane，is this your ruler？
Jane: No，it isn’t. It’s her ruler.
Tim: OK，and this is my book. And this is your pencil case，Jane.
Is this your pencil？
这是你的铅笔吗？
No，it isn’t.
不，不是。
It is not my book.
这不是我的书。
（2）sorry adj. 抱歉的
sorry是I”m sorry的省略形式，用于冒犯、冲撞了他人或伤害了对方等场合。
常用的回答如下：
Not at all.没关系。
That’s all right.没关系。
It doesn’t matter.不要紧，没关系。
Never mind.别在意，没关系。
此外，sorry还可表示“遗憾的；难过的”
等。
（3）thank n.&v. 感谢
常用的表示感谢的句子有：
Many thanks! 多谢!
Thanks a lot! 多谢!
Thanks! 谢谢 !
Thank you! 谢谢你！
（4）in prep. 用……（方法、媒介、工具等）；使用……（语言）
John is drawing a car in pencil.
约翰正用铅笔画汽车。
We always speak in English.
我们总是用英语交谈。
Tapescript:
Conversation 1:
Kelsey: I’m looking for my watch.
Teacher: OK. Is this your watch？
Kelsey: No，it isn’t. That’s my watch.
Teacher: Here you are.
Kelsey: And that’s my ID card.
Teacher: OK. What’s your name？
Kelsey: Kelsey.
Conversation 2:
Mike: That’s my pen.
Teacher: This？
Mike: Yes...and that’s my baseball.
Teacher: All right. What’s your name？
Mike: Mike.
Teacher: OK. Here’s your baseball.
Mike: Thank you.
（1）how adv.（表示方法、手段、状态）怎样；如何
How did you make it？
你怎么办到的？
How do you like our school？
你觉得我们学校怎么样？
（2）call v. 打电话
n. 电话
call sb. 给某人打电话
give sb. a call 给某人打电话
（3）at prep. 在（里面或附近）；在（时间）
at school 在学校，上课，在求学
at home 在家
Shall we meet at 3 o’clock？
咱们3点钟见好吗？
（4）school n. 学校 go to school 上学
Grammar
（1）指示代词
表示“这个”“那个”“这些”“那些”等指示概念的词，叫指示代词。如this，that，these，those等。英语中指示代词的用法同汉语中的情况相似，this（这个）和these（这些）一般用来指较近的人或事物，that（那个）和those（那些）则指较远的人或事物。
在句子中指示代词可以充当主语、定语、宾语或表语。如：This is a pear.
这是一个梨。（主语）
These video clips are very interesting and those ones are not.
这些光碟很有趣，那些没意思。（定语）
I like this very much.
我很喜欢这个。（宾语）
Oh，it’s not that.
哦，不是那个。（表语）
学习指示代词，应注意以下几点：
①this与is，these与are没有缩写形式。如：
This is a Chinese car.
这是一辆国产轿车。
②指示代词作主语指物并用于问句中时，回答一般用it代替this和that，they代替these和those。如：
Is that a ruler？
那是尺子吗？
No，it isn’t. It’s a pen.
不，不是。是钢笔。
Are these your books？
这些是你的书吗？
Yes，they are.
是的。
（2）一般疑问句
以动词be，have或助动词、情态动词开头，以yes或no作回答的问句叫做一般疑问句。回答时可以用完整的句子回答，但大多数情况下只需作简略回答。如：
Is this your pencil？
这是你的铅笔吗？
Yes，it is.是的。
Have you any magazines？
你有杂志吗？
Yes，I have.有。
Exercises
【1】Here’s exercise-book.
A. a B. an C. two D. ×
句中的a和an都是不定冠词，放在单数可数名词前，修饰限定名词，表示“一个、一块……”的意思。如果名词的读音以辅音音素开头，用不定冠词a，如：a banana, a pear；如果名词的读音以元音音素开头，要用不定冠词an，如an orange，an egg。在本句中，book是可数名词单数，用冠词a，而单词exercise是以元音音素“e”开头的词，故要用冠词an。
【2】根据上下文，在空格上填上一个恰当的词。
(1)- you in Class 4?
-Yes, I .
(2)This is a car and that is a car,.
(3)-Is this a Chinese bike?
-No.a Japanese bike.
(1)本题是以be为谓语的一般疑问句，主语是you，应填Are；答句主语是I，填am。
(2)当前后两句表述的意思相同，仅主语不同时，在句末逗号后应填上too，表示“这是，那也是……”。
(3)It’s是It is的缩写形式，It指代this。由于No后面用的是句号，且后面的句子是一个完整的句子，应看做为一个独立的句子，故it’s应大写第一个字母。
答案 (1)Are; am (2)too (3)It’s
【3】从下面各句A、B、C、D中找出一处错误并改正。
(1)That’s a chinese car.
A B C D
(1)Chinese，Japanese，English等词均属专有名词，书写时要将第一个字母大写,应改为Chinese。
(2)That is a pencil box.
A B C D
(2)英语中有部分单词是由两个词构成的，在两个词之间须加连字符号“-”，所以应改pencil box为penhcil-box，同学们在学习时要多加注意。
(3)-What’s this in English?
A B
-It’s computer.
C D
(3)有些同学在学习时没有注意汉语和英语表达不同，仅从汉语的角度去理解英语，所以在名词前面就缺少了冠词，应在computer前加冠词a。
【4】This is my car. (改为一般疑问句并作肯定和否定回答)。
答案 Is this your car? Yes, it is. /No, it isn’t.
本题考查一般疑问句的构成及答语。如果句中有动词be(am, is, are)，将动词提到主语前，并大写开头字母，句末用问号，主语第一人称变第二人称，即变成了一般疑问句。一般疑问句要用Yes或No来回答。它的肯定答语是Yes，it is. ，不定答语是No，it isn’t. 。注意答语用it代替this/that。
高三英语Unit2 Sailing the oceans教案
新目标初一下册Unit9 How was your weekend?
新目标初一下册Unit 1 Where's the post office?
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