高中英語選修七教案

七年級英語 Is this you pencil教案。

教案課件是老師上課中很重要的一個課件，大家應該在準備教案課件了。對教案課件的工作進行一個詳細的計劃，新的工作才會更順利！有多少經(jīng)典范文是適合教案課件呢？急您所急，小編為朋友們了收集和編輯了“七年級英語 Is this you pencil教案”，供您參考，希望能夠幫助到大家。

第一課時教案教學目標能夠掌握常見物品的英文表達能夠詢問教室物品或文具名稱并找到物主能夠綜合運用所學句型匯報活動結果教學向?qū)?/p>

語言目標學習策略與思維技巧重點詞匯運用this/that的一般疑問句及其答句；What引導的特殊疑問句及其簡略回答。以游戲的形式，做出推理與判斷，培養(yǎng)綜合分析能力。pencil,pen,book,eraser,pencil-case,backpack,ruler,key,IDcard,baseball,watch,game,ring,computer,notebook語言結構語言功能跨學科學習Demonstrativesthis,that;
Whatquestions;
Yes/Noquestionsandshortanswers
Howdoyouspellpencil?
(Formulaic)尋找物主培養(yǎng)學生繪畫和寫作能力（泡泡演講稿 Www.wj62.com）

stationery
OwnersharpenerPencilcaseeraserdictionary

第二課時教案

stationeryownerpencil-casenotebookpencilsharpener.

擴展閱讀

七年級英語《Is this your pencil》教案

Unit2Isthisyourpencil
單詞巧記+句型語法剖析?
三點剖析
單詞?巧記?典句?考點
back（后背）+pack（包）?
Yourbackpacklooksverynice.?
你的背包很漂亮。?
1.選出不是同一類的物品?
A.backpackB.notebook
C.ringD.pencil
答案：C
?
diction(措辭)+ary(有關的事物)?
IhaveanEnglish?Chinesedictionary.?
我有一本英漢詞典。?
它的名詞復數(shù)要把y變成i再加?es,即dictionaries。
?
Nopains,nogains.?
不勞無獲。?
1)no的反義詞為yes,常用在回答一般疑問句的場合,表示“不”。?
2)not為副詞,一般緊隨be動詞,與be動詞連用構成否定句。?
3)與not（不）的形相近,義相近。no表否定回答時其對應詞是yes,即點頭是yes,搖頭是no。
2.作否定回答?
—IsyourfamilynameGreen??
—.
答案：No,itisn’t./No,it’snot.
CanyoutellthestoryinEnglish??
你會用英語講故事嗎？?
注意in的多種用法及含義:?
1)表（場所,位置）在……里（內(nèi),上）。如:?
IaminRow6.?
我在第六排。?
2）使用（方法、手段）。
我的記憶卡
固定搭配:?
inRow/ClassOne在第一排／班?
inEnglish/Chinese用英語／漢語?
inthemorning在早上
3.翻譯句子?
你會用英語說嗎？?
答案：CanyouspeakinEnglish?
base(基礎；底部)+ball（球）?
Ilikebaseball.?
我喜歡棒球。?
與play連用時,前面不加the。?
4.用冠詞填空?
Ihavebaseball.baseballiswhite.Ilikeplayingbaseballverymuch.
答案：a,The,/?
watch(手表)→water(水)?
CanIborrowyourwatch??
我可以借用一下你的手表嗎？?
1)watch“手表”,它的復數(shù)形式為watches。?
2)watch還可作動詞,意為“觀看,了望”。?
5.用watch的適當形式填空?
Thesearemadeinthisfactory.
答案：watches,watch?
?
c+all(都)?
I’llcallyouthisafternoon.?
今天下午我給你打電話。?
在英語中“給某人打電話”還可以表示為:?
1)givesb.acall如:?
Pleasegivemeacall.?
請給我打電話。?
2)makeatelephonecalltosb.如:?
Pleasemakeatelephonecalltoyourmother.?
請給你媽媽打電話。?
6.同義句轉換?
Pleasemakeatelephonecalltomethisafternoon.?
答案：Pleasegivemeacallthisafternoon.?
?
t+he(他)?
Theearthgoesaroundthesun.?
地球圍繞太陽轉。?
注意冠詞a,an與the的用法:?
1)a,an為不定冠詞,用在可數(shù)名詞單數(shù)前表數(shù)量“一”。a用在以輔音(指讀音)開頭的名詞前；an用在以元音(指讀音)開頭的名詞前。?
2)the為定冠詞,用在名詞的前面表示特指。?
7.選擇?
Hehascomputer.computerisnew.?
A.the;AB.a;TheC.an;TheD.the;A
答案：B
短語?典句?考點?
Excuseme對不起?
Excuseme,whereisthehospital,please??
勞駕,請問醫(yī)院在哪里？?
注意Excuseme與sorry的區(qū)別：?
1)Excuseme.意思是“勞駕，請問，對不起”。用于向別人提出請求,詢問事情或打擾別人。?
2)Sorry.或I’msorry.意為“對不起”。由于自己的過失給對方造成影響,或?qū)e人的要求不能滿足時,可以說Sorry.?
8.完成對話?
—.AreyouJim??
—No,I’mnot.?
—Oh,.
答案：Excuseme;sorry?
lookfor尋找?
Whatareyoulookingfor??
你在找什么？?
1)注意lookfor和find的區(qū)別:?
①lookfor“尋找；尋求”,強調(diào)找的過程。?
②find表示“找到,發(fā)現(xiàn)（正在尋找的東西）”,強調(diào)動作的結果。?
2)注意與look構成的固定短語:lookafter意為“照料、照顧、照管”；lookat意?為“看……”。?
allright好吧?
—Let’shavearest.?
咱們休息一會吧！?
—Allright.好的。?
注意allright與that’sallright的區(qū)別:?
1)allright在口語中表示“好吧”,相當于OK。?
2)that’sallright意為“沒關系,不客氣”。?
9.完成對話?
1)—Shallwegotoplaybasketball??
—.?
2)—I’msorryI’mlateforschool.?
—.Butdon’tbelateagain.
答案：(1)Allright(2)That’sallright?
句子?剖析?拓展?
Isthisyourpen?這是你的鋼筆嗎？?
這是一個一般疑問句。英語句子如果是is,am,are作謂語,那么把它們移到句子的開頭,將第一個字母大寫就構成了一般疑問句?；卮鹨话阋蓡柧鋾r,答案若是肯定的就說yes,答案是否定的就用no。?
一般疑問句在朗讀的時候用升調(diào),語調(diào)在最后一個單詞或短語上體現(xiàn)。
Howdoyouspellpen?你怎么拼寫pen這個詞？?
英語的特殊疑問句的句型結構為:特殊疑問詞+一般疑問句？這里how表示“怎么,如何”,引導特殊疑問句。do是助動詞,無實際意義,幫助行為動詞構成疑問句或否定句?。
?對特殊疑問句的回答不能用yes或no來回答,而應該根據(jù)實際情況作出應答。
PleasecallMary.請給瑪麗打電話。?
這個句子在英語中叫做祈使句,在祈使句中please可以放在句前,也可以放在句末,用逗號隔開。?
祈使句變?yōu)榉穸ň鋾r,是在句首加Don’t。
語法?聚焦?
點擊一般疑問句?
一般疑問句的概念?
一般疑問句是用來詢問某事物或情況是否屬實,需要對方作出肯定或否定回答。簡言之,能夠用yes或no回答的疑問句叫一般疑問句。如:?
—Isthataplane??
那是一架飛機嗎？?
—Yes,itis./No,itisn’t.?
是的。/不是的。?
一般疑問句的結構?
一般疑問句的基本結構是:Be動詞(is/am/are)/情態(tài)動詞/主動詞+主語+其他部分？如:
Isthis?amap??
這是一張地圖嗎？?
Canyouspellyourname??
你會拼寫你的名字嗎？?
一般疑問句的回答?
一般疑問句常用“Yes,主語+be（can）.”表示肯定的回答；用“No,主語+be（can）+not.”表示否定的回答。如:?
—Isthisyourwatch??
這是你的手表嗎？?
—No,it’snot.?
不,不是我的。?
注意:?
1.當一般疑問句的主語不是人稱代詞,在回答時,應當用相應的人稱代詞替換。如:?
—Istheboyastudent??
—Yes,heis.(一般不說Yes,theboyis.)?
2.在對一般疑問句作肯定回答時,主語不能與be動詞等縮略在一起。如:?
—Isitaclock??
—Yes,itis.(不能寫成Yes,it’s.)?
一般疑問句的語調(diào)?
在朗讀一般疑問句時,用升調(diào)讀。對其簡略答語用降調(diào)。如:?
（1）AreyouinGrade↗One??
你是在一年級嗎？?
（2）—Isita↗ruler?
它是尺子嗎？?
—Yes,it↘is.是的。?
典題精講
經(jīng)典題型?
例1（2010山東濟南模擬模擬）Animals?liketigersandbearsareverydangerous.(改為一般疑問句)??
animalstigersandbearsverydangerous??
思路解析:首先判斷出原句為主系表結構,把這樣的句子變?yōu)橐话阋蓡柧?只要把be提前即可。答案:Are,like?
黑色陷阱:有的同學往往誤認為like為動詞,而誤把原句判為主謂結構。這里like為介詞,意為“像……”。?
綠色通道:這類題首先要判斷句子里有沒有be動詞。如果有,一般把be動詞提到句首即可。
例2（2010貴陽模擬）WangWei’sfatherbuiltanewhouse.housecosthimalotofmoney.?A.TheB.AC.theD.An?
思路解析:此題考查冠詞的用法。a,an為不定冠詞,用在可數(shù)名詞單數(shù)前表數(shù)量“一”。a用在以輔音(指讀音)開頭的名詞前；an用在以元音(指讀音)開頭的名詞前。the為定冠詞,用在名詞的前面表示特指。答案選A。?
黑色陷阱:本題的陷阱在于區(qū)分a,an,the這三個冠詞的用法。字母要大寫還是小寫,也要注意。
?例3(經(jīng)典回放)—Isthisyourwatch??
—.?
A.No,thewatchisn’t.B.No,itisC.Yes,itisD.Yes,it’s思路解析:此題考查一般疑問句的答語。一般疑問句常用“Yes,主語+be（can）.”表示肯定的回答；用“No,主語+be（can）+not.”表示否定的回答。答案:C?
綠色通道:當一般疑問句的主語不是人稱代詞,在回答時,應當用相應的人稱代詞替換。另外,在對一般疑問句作肯定回答時,主語不能與be動詞等縮略在一起。
原創(chuàng)題?
Thisisaboy.HisnameisJackMiller.HisfirstnameisJack.HislastnameisMiller.Thisishisschool.HisschoolIDcardnumberis2010769.HisEnglishteacherisMr.White.Heisagoodteacher.WangMingisaChineseboy.HeisJack’sgoodfriendatschool.Look!That’shisbackpack.It’sred.ButwhereisEnglishbook?Wedon’tknow.PleasecallMikeat999?6866.?
1.根據(jù)短文填寫IDcard?
Firstname:(1)
Lastname:(2)
IDcardnumber:(3)?
參考答案:(1)Jack(2)Miller(3)2010769?
思路解析:(1)在第一單元同學們已經(jīng)學習了firstname和lastname的意義及區(qū)別。在名字JackMiller中,Jack是firstname；Miller是lastname。另外,在句子HisschoolIDcardnumberis2010769中可以找到IDcardnumber為2010769。
綠色通道:在填表時,同學們要注意英語名字和漢語名字書寫的不同,另外,不要把IDcardnumber和phonenumber混在一起。
2.根據(jù)短文內(nèi)容,請你為JackMiller寫一份尋物啟示。?
Lost:

?
Lost:?
MyEnglishbook.?
MynameisJackMiller.?
PleasecallMikeat999-6866.?
思路解析:在用英語寫尋物啟示時,要有三個方面的內(nèi)容。首先,要有尋找的東西或人物,也可以進一步描寫一下物品的顏色、大小等；其次,要說出自己的名字；最后要提到聯(lián)系的方式。
巧學法園地
?單元生詞“秀”?
鉛筆(pencil)長短會改變,去掉尾巴pen再現(xiàn),?
文具盒（pencilcase）很美觀,?
橡皮(eraser),尺子(ruler),鉛筆刀(sharpener)裝里面(in),?
手表(watch)、鑰匙(key)一大串(asetof),?
放進背包(backpack)背后邊。?
點頭yes,搖頭no,?
離開學校(school)匆匆跑,?
電腦游戲(computergame)玩一玩,?
打打棒球(baseball)來鍛煉,?
丟了詞典(dictionary)可咋辦？?
失物招領(LostandFound)馬上見！

七年級英語上冊Is this your pencil教案

教案課件是老師不可缺少的課件，大家在認真寫教案課件了。只有寫好教案課件計劃，這對我們接下來發(fā)展有著重要的意義！有多少經(jīng)典范文是適合教案課件呢？為滿足您的需求，小編特地編輯了“七年級英語上冊Is this your pencil教案”，供您參考，希望能夠幫助到大家。

Unit2Isthisyourpencil?
Languagegoal:identifyingownership
Wordsandexpressions:pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,excuseme
Keysentences:1.—Isthisyourpencil?
—Yes,itis.It’smypencil.
2.—Isthatyourbackpack?
—No,itisn’t.It’shisbackpack.
Abilityobjectives:
Tolearntousethedemonstratives“this,that”.
Tolearntousethesentences“Isthis…？／Isthat…？Anditsanswers.
Moralityobjectives:
Learntolovetheschoolthings.Andreturnthelostthingstootherpeopleifwefindthem.
Teachingdifficulties:
Words:dictionarypencilsharpenerbackpack
Possessivepronouns:myyourhisher.
Teachingprocedures:
Step11Greetasusual.
2Revision:
What’sthisinEnglish?Yes,it’sabook.Howdoyouspellit?……
Step2Presentation
T:Abook,apen,theyarealltheschoolthings.Canyousayafewwordsyouknowaboutschoolthings?etc.pen,ruler.Thenlearnthewordswiththehelpofthepictures.
Presentthetargetsentences:1.—Isthisyourpencil?
—Yes,itis.It’smypencil.
2.—Isthatyourbackpack?
—No,itisn’t.It’shisbackpack.
Askstudentstochangetheunderlinedwordswiththenewwordsandpractice.
Step3Match
Lookatthepicturein1aandfindthesethingsinthepicture.Matchthewordswiththethingsinthepicture.Thenchecktheanswers.
Step4Listening
Listenandnumbertheconversations.First,justlistencarefully.Then,playthetapeagain.Andthistimethestudentslistenandnumbertheconversations(1--3).Atlast,havethestudentsfollowthetapeandreadtogether.
Step5Pairwork
Well,let’sgoonaskingquestionsaboutthethingsinthepicture.
Youmayalsoaskandanswerlikethis:
——Excuseme.Isthisyour…?
——Yes,itis.It’smy….Thankyou.
——Mary,Isthatyour…?
——No,itisn’t.It’shis….
Step6Gametime(Findtheowner)
T:Ihavesomeyourclassmates’schoolthingshere.Nowpleasecomehereandtakesomethingoutofthebox,trytofindtheowner.“Isthisyourruler?”(Youhaveonlytwochancestoguess!)
Step7Summary
Summaryofthisperiod.Tellthestudentstolovetheschoolthingsandreturnthelostthingstootherpeopleifwefindthem.
Step8Homework
(1)Copythenewwordsandsentencesthreetimes.
(2)Makeyourowndialogueswithyourclassmates.

七年級上冊英語教案《Is this your pencil》

每個老師不可缺少的課件是教案課件，大家在仔細規(guī)劃教案課件。認真做好教案課件的工作計劃，才能規(guī)范的完成工作！你們了解多少教案課件范文呢？以下是小編為大家收集的“七年級上冊英語教案《Is this your pencil》”僅供您在工作和學習中參考。

Unit2Isthisyourpencil?
教學內(nèi)容
本單元圍繞著“Isthisyourpencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內(nèi)容是“確認物主”。通過本單元的教學，使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學習打下堅實的語言基礎.
教學目標
1）知識目標：A.學習并掌握指示代詞:this、that；
B.學習What引導的特殊疑問句；
C.學會Yes/No問句及其簡單回答；
D.學會句型：---Howdoyouspellpen?P-E-N.
2)能力目標：A.能辨認物品的所有者;
B.根據(jù)不同場景,能用英語對物品的所屬進行提問和回答;
C.能識別不同句式的語調(diào)(陳述句,疑問句);
D.培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力.
3）情感目標：A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及健康向上的人格;
B.通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務.
教學重點、難點
重點：A.掌握批示代詞this、that用法；
B.掌握特殊疑問句和Yes/No問句及其簡單回答.
難點：學會寫尋物啟事和失物招領.
課時安排
第一課時SectionA1a-1c
第二課時SectionA2a-4b
第三課時SectionB1a-2c
第四課時SectionB3a-4Self-check1-3
PeriodOne
課前準備
教師：錄音機，圖片，物品實物.
學生:實物(學習用品).
教學設計
StepOne:Warmingup.（通過復習形容詞性物主代詞，把學生引入學習英語的
情境中。）
Learnthechant.
T:Let’ssingthechanttogether.
my是我的,your是你的,男他的是his,女她的是her;名詞前面常站崗,限定所
屬有功勞.
StepTwo:Newwords.（利用實物教學，使得教學過程自然、形象。）
1.Presentthenewwords.
T:Boysandgirls,lookatthisplease.What’sthisinEnglish?
(TeacherholdsapenintheEnglish.)
S1:Apen.(SsmaysayitinEnglish.)
T:Yeah.It’sapen.Andwhat’sthis?
(Theteacherholdsaneraserinthehand.)
S2:It’saneraser.
(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)
2.Practicethenewwords.
T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)
T:OK,let’schecktheanswers.Whocantellustheanswers?
S2:…
StepThree:Presentthedrills.
1.Presentthedrill“Isthis…?Yes/No,itis/isn’t.”（利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。）
(Holdtheteacher’spen.)
T:Thisismypen.Isthisyourpen?
S1:No,itisn’t.It’syourpen.
T:(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?
S1:Yes,itis.It’smypen.
T:(Holdagirl’spen.)Thisisherpen.Isthisyourpen?
S1:No,itisn’t.It’sherpen.
T:(Holdaboy’spen.)Thisishispen.Isthisyourpen?
S1:No,itisn’t.It’shispen.
T:Thankyou.
2.Practicethedrill“Isthisyour…?”inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.（利用學習用品操練句型，并加深對物主代詞的理解。）
S3:Isthisyour…?
S4:…It’smy…
S3:Isthis…?
S4:…It’shis/her…
(Theteacherasksafewpairstopractice.)
3.Presentthedrill“Isthat…?Yes/No,itis/isn’t.”（利用教師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this，that的區(qū)別。）
T:Thatismybook.Isthatmybook?
(Putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)
S5:Yes,itis.It’syourbook.
T:Thatishisbook.Isthatyourbook?
(Putaboy’sbookonthetableandtheteacherinthesameplace.)
S5:No,itisn’t.It’shisbook.
T:Thatisherbook.Isthatyourbook?
(Putagirl’sbookonthetableandtheteacherinthesameplace.)
S5:No,itisn’t.It’sherbook.
(Teachandpracticethedrill“Isthat…?”anditsanswer.)
4.Practicethedrill“Isthatyour…?”inpairswithyourownschoolthings.（通過練習，區(qū)別兩個批示代詞的用法。）
S6:Isthatyour…?
S7:…It’smy….
S6:Isthatyour…?
S7:…It’shis/her…
(Theteacheraskssomepairstopractice.)
5.Listening.（進行聽力練習，鞏固所學的句型。）
T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.
(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)
T:Let’schecktheanswers,OK?
S8:(fromlefttoright)
T:Thankyou.

6.Practicethedrillsaccordingtothepicturesusing“hisorher”.（設置情景，使學生在情景中準確運用物主代詞his或her。）
(Showstudentsfourpictureslikethefollowings.見課件。)
StepFour:Task“Haveacontest”.（把兩個學生的文具混在一起，然后請他們分別挑出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：Thisismy…Thatisher/his…）
T:I’llputyourthingsandyourfriends’thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.
(Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)
Languagesusedforthetask:
1.Thisismy…
2.Thatisher/his…
StepFive:Summary.（編一個Chant，便于學生進一步識記本節(jié)課所學的重點詞匯和語言項目。注意應強調(diào)Chant的節(jié)奏和一般疑問句的語調(diào)。）
Chant.
T:Inthisclass,we’velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.
Isthismybook?Yes,itis.
Isthatyourruler?No,itisn’t.
Isthisherpencil?Yes,itis.
Isthathiseraser?No,itisn’t.
Homework.
ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.

PeriodTwo
課前準備
教師：錄音機，所學物品的圖片，一個書包（里面裝著事先收集的學習文具），表格若干張。
學生：一張硬紙寫上自己的姓名和電話號碼，學習的物品。
教學設計
StepOne:Revision.
1.Reviewthedrills.（用學生的姓名和電話號碼來復習句型：Isthis(that)your(his/her)…?及簡短回答：Yes,itis./No,itisn’t.注意教師提問的同時，用手勢來幫助學生給出你預想的答案。）
(Putsomepaperwiththenamesandtelephonenumbersontheblackboard.)
T:Pleaselookattheblackboard.Andanswermyquestions,please.Isthisyourfirstname?
S1:No,itisn’t.
T:Isthatherlastname?
S2:Yes,itis.
T:Isthishistelephonenumber?
S3:Yes,itis.
T:Good.Thistime,whowouldliketocometotheblackboardandaskquestionslikeme?
(Studentsinturncometotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer.)
2.Reviewthevocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來復習所學的單詞和句型。)
(Putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents.)
T:Isthisyourruler?(PointtoPicture1.)
S4:No,itisn’t.
T:Isthisherruler?(PointtoJennyChen.)
S4:Yes,itis.
T:Isthatyourpencilcase?(PointtoPicture2.)
S5:No,itisn’t.
T:Isthathispencilcase?(PointtoJimWang.)
S5:Yes,itis.
(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)
StepTwo:Listining.
1.Listening(2a).（練習聽力前，先讓學生再一次說出圖片中物品的英文，進一步強化重點單詞。）
T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)
S6:Thisis…
S7:Thisis…
……
T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.
(Playtherecordingforthestudentstolisten.)（讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。）
T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?
(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)
S8:Pencil.
S9:……
2.Listening(2b).（進一步強化重點詞匯后，進行聽力練習，要求完成單詞的拼寫。）
T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.
(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)
T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.
(Playtherecording.Studentslistenandcompletetheconversation.)
T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.
(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)
StepThree:Newdrills.
1.Presentthenewdrills.（用實物引入新句型，幫助學生用正確的句子來回答。）
(Theteachershowsstudentsapencil.)
T:What’sthisinEnglish?
S:It’sapencil.
T:Howdoyouspellit?
S:P-E-N-C-I-L.
(Changeaneraser.Askandanswerinthesameway.)
2.Practicethedrills.（學生分組練習新句型。）
T:Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a.
SA:What’sthisinEnglish?
SB:It’saruler.
SA:Howdoyouspellit?
SB:R-U-L-E-R.
(Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.)
T:I’llasksomepairsofstudentstopracticetheconversations.
SA:…
SB:…

3.Playthegame:Aspellinggame.（進行一個拼寫游戲比賽，進一步操練新句型。）
T:Nowlet’splayaspellinggame.Wedivideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let’sstart.
SA:Howdoyouspellbackpack?
SB:B-A-C-K-P-A-C-K.
T:GroupB,onepoint.It’syourturntoask,please.
StepFour:Task2:Findtheowner.（此任務主要進行了聽、說、寫的訓練，并復習了一般疑問句及其簡短的回答，以及物主代詞的用法。）
T:Ihavesomethings.ButI’msorryIdon’tknowwhosetheseare.Couldyouhelpmefindtheowers?Let’sseewhocanfindalltheownersfirstandwritetheowners’namesinthechart.
Languageusedforthetask:
1.Isthisyourmathbook?
Yes,itis.It’smymathbook.
2.Isthatyourruler?
No,itisn’t.It’sherruler.Myrulerisblue.
3.Kim,isthisyourdictionary?
Yes,itis.It’smydictionary.
Hereyouare.
Thankyou.
StepFive:Summaryandhomework.（錄音作業(yè)，要求學生使用準確的語調(diào)來讀一般疑問句和特殊疑問句。）
Inthisclass,we’velearnedwhat,howandyes-noquestionsmainly.Andwealsorevisedthepossessiveadjectivesandkeywords.
Afterclass,pleasepracticewhat,howandyes-noquestionsusingtheirownpossessionswithyourpartner.Whenyousaytheconversationfluently,taperecordssomeofthemandthenplay.
FirstnameLastname
(女名)JennyMiller
（男名）AlanHanAd
（男名）JimGreen
（男名）TomGreen
（男名）MikeSmith
（女名）LindaBrown
（女名）KimBrown
（女名）GinaHand
（女名）MaryGreen
（男名）TonySmith
（男名）BobMiller
（男名）JackBrown
（男名）NickHand
2)DiscussaboutthedifferencesbetweenEnglishnamesandChinesenames.（通過小組討論、總結的方式進行，使學生掌握中英文名字的異同。）
Teacher:Thankyouforyourjob.IthinktheyareallgoodEnglishnames.Forexample,“Susan”isafirstname.“Brown”isalastname.“SusanBrown”isabeautifulgirl’sname.Whowantstohavethisname?
A:Ido.
T:OK.NowyouhaveanEnglishnameSusanBrown.AndyourChinesenameisSunPing.Canyoufindthedifferencesbetweenthem?Let’slookatthenexttwopicturesandhaveadiscussionaboutthedifferencesbetweenChinesenamesandEnglishnames.
Aboy:ImaChineseboy.MynameisZhangNan.Zhangismyfirstname.Itsalsomyfamilyname.Nanismylastname.Itsalsomygivenname.
Agirl:ImMaryBrown.ImEnglish.Maryismyfirstname.
Brownislastname.ParentsusuallycallmeMaryBrown.But
IliketobecalledMissBrown.

3)Exchangetheinformation.（需要在課前有所準備的情況下進行。）
Teacher:NoweveryonecanchooseanEnglishname.Butyoumust
payattentiontoitsmeaning.Forexample,SusanmeansMolihua
inChinese.DoyouknowThemeaningsofyournames?Ifyoudo,
pleaseexchangetheinformationinyourgroup.
BoysGirls
Firs
nameLast
nameMeaningFirs
nameLast
nameMeaning

4)Reporttheresulttotheclass.
(Somestudentsareaskedtogiveareporttotheclass.)
Example:
Sa:ImRoseWhite.Roseismyfirstname.Whiteismylastname.
Roseisakindofbeautifulflower.InChineseitmeansMeigui.
IlikemynamebecauseIlikerosesverymuch.Andmaybeparents
callmeRosebecausetheywantmetobebeautiful.
Homework.
AskthestudentstosumupthemeaningsofEnglishnamesafter
class.Theycanreadbooksorsearchtheinternet.
PeriodThree
課前準備
教師：錄音機，圖片，實物。
學生：實物。
教學設計
StepOne:Revision.(讓學生放錄音作業(yè)，選擇兩個最好的，給予獎勵，從而幫助學生樹立學習的信心。)
T:Let’slistentothetapesyourecorded.Whoisthebest?OK,let’sstart.
(Selectthebesttwo.Awardaprizetotheirwork.)
StepTwo:Newwords.
1.Presentthenewwords.（運用多媒體或圖片，教新的重點詞匯，同時復習了本單元重點句型；在教學新單詞的同時，注意復習剛學過的單詞。）
T:Lookatthepicture.
(Showstudentsapictureofawatch.)
T:What’sthisinEnglish?It’sawatch.
(Askastudent)What’sthisinEnglish?
S1:It’sawatch.
T:Good.(Askanotherstudent.)What’sthisinEnglish?
S2:It’sawatch.
T:Howdowespellwatch?(Showstudentsthespelling.)
W-A-T-C-H,watch.Readafterme,please.
S3:W-A-T-C-H,watch.
(Teachtheotherwords“baseball,computergame,key,notebook,ringandIDcard”inthesameway.)
T:Let’ssaythewordsagain.What’sthisinEnglish?
(Showthewordsrandom.Askquestionslikethis.)
S4:It’sakey.
T:Howdoyouspellit?
S4:K-E-Y.
2.Practicethenewwords.（此活動練習了學生們的口語，同時又進一步鞏固了新單詞和已學句型。）
T:Good.Pleaselookatthepicturesin1a.Matchthewordswiththethingsinthepicture.Doitbyyourself.(Studentsfindtheminthepicturesandobjectsinthepicture.)
T:Well,let’schecktheanswers.Whocantellustheanswers?
S5:…
T:Nowpleaseworkwithyourpartner,saytheconversationin1b.Usethepicturesin1a.
(Studentspracticetheconversation.Asstudentswork,theteachermovesaroundandhelpthem.)
StepThree:Listening.
1.Listening(2a).（通過聽力練習，加深對所學單詞的記憶。）
T:Listentotheconversation.Payspecialattentiontothenamesofobjects.Youwillhearsomeofthenames,notallofthem.Circleonthepictureeachitemwhosenameismentionedintheconversations.
(Playtherecordingtwice.Studentslistenandcircletheitems.)
T:Let’schecktheanswers,OK?
S6:…
T:Whowouldliketosaythecircledwordsagain?
S7:…
2.Listening(2b).（通過聽力練習，強化學生對單詞和句型的理解，同時訓練學生寫的技能。）
T:Pleaselookatthetwopicturesin2b.OneisKelsey,andtheotherisMike.Listentotheconversationsagain.ThistimeyouwillpayattentiontothethingsKelseyandMikearelookingfor.Thenwritedownthenamesofthethingsundereachperson’spictures.
(Playtherecordingforthestudentstowritedownthewords.)
T:Well,whatisKelseylookingfor?
S8:…
T:WhataboutMike?Whatishelookingfor?
S9:…
StepFour:Pairwork.（這個活動運用信息差，訓練了學生用重點詞匯和句型進行聽、說、寫的練習。）
T:Nowlet’splayagame.YouareStudentAandyourpartnerisStudentB.StudentAlooksatpage81,whileStudentBlooksatpage82.Eachstudenthasonlypartoftheinformationneededtocompletetheactivity.FirstStudentAasksStudentBquestions,usingthewordsinthebox;StudentBanswersthequestionsandwritesthewordsinthechartbelow.
(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureandofferinghelp.)
Asample:
SA:Isthisherpencilcase?SB:No,itisnt.Itshispencilcase.SA:Isthishiskey?SB:Yes,itis.Itshiskey.SA:Isthishisbackpack?SB:No,itisnt.Itsherbackpack.
(Studentspracticeinpairs.)
T:ThistimeStudentBasksStudentAquestions,usingthewordsinthebox;StudentAanswersthequestionsandwritesthewordsinthechartbelow.
(Studentspracticeinpairs,askingandansweringquestionsandfillingthecharts.Andtheteachermovesaroundexplainingtheprocedureagainandprovidinghelp.)
SB:Isthisherpen?SA:No,itisnt.Itshispen.SB:Isthisherbook?SA:Yes,itis.Itsherbook.SB:Isthishiscomputergame?SA:No,itisnt.Itshercomputergame.
T:Let’schecktheanswers.OnefromGroupAandtheotherfromGroupBcometotheblackboardtofillinthechart.
StepFive:Summaryandhomework.
Inthiscase,we’velearnedthenamesofsomepossessions.Afterclass,pleaseusesomeofthesewordstowriteoutaconversationandpracticewithyourpartner.
PeriodFour
課前準備
教師：錄音機，圖片，錄好的磁帶，教學課件。
學生：收集一些英文的失物招領。
教學設計
StepOne:Revision.(檢查學生的作業(yè)，找?guī)捉M學生表演，訓練學生的口語表達能力。)
T:FirstI’llcheckyourhomework.Practicethedialogueyoumade.Andyoushouldusethepicturesortheobjectsthatarementionedinyourdialogue.I’llinvitesomeofyoutocometothefronttosaythedialogue.
DialogueOne:
Sa:What’sthisinEnglish?
Sb:It’sa…
Sa:Howdoyouspellit?
Sb:…
DialogueTwo:
Sa:Isthisyour…?
Sb:No,itisn’t.It’snotmy…
Sa:Isthisher…?
Sb:Yes,itis.It’sher…
StepTwo:Newwords.
1.Presentthenewwords.
T:Pleaselookatthepicturesandlearnthenewwords.（用多媒體展示新單詞效果較好。）
1．a(chǎn)tprep.在（里面或附近）；在（點刻）；
2．theart.表示特指的人、物、事或群體
3．lostadj.丟失的；遺失的
4．Foundadj.（find的過去式、過去分詞）找回的
5．lostandfound失物招領
6．pleaseadv.請
7．schooln.學校
8．a(chǎn)setof一套；一副
(Teachstudentstoreadthewords.)
2.Practicethenewwords.（事先錄制一段短的聽力，讓學生通過聽的訓練來強化所學的新單詞，并為學習寫尋物啟示和失物招領作好準備。）
T:Pleaselistentoashortpassagetwicethenfilltheblanksusingthewordswelearned.
(Showstudentsashortpassageandplaytherecordingforthestudentstolisten.)
Therearemanythingsin(1)_____________________inmy(2)__________.Look,here’s(3)_________keys.Isthisyours?(4)__________callJim(5)___________753-2289.
Typescript:
TherearemanythingsintheLostandFoundinmyschool.Look,here’sasetofkeys.Isthisyours?PleasecallJimat753-2289.
T:Well,whowouldliketotellustheanswers?
S:…
T:Good.Let’sreadthepassagetogether.
(Studentsreadthepassageandtheteacherpaysmoreattentiontotheirpronunciation.)
StepThree:Reading.
1.Present“LostandFound”.（設置情景，激發(fā)學生的思維。從學生生活中常發(fā)生丟失物品的現(xiàn)象出發(fā)，引導學生學會處理這種問題方法。）
T:Haveyoueverpickedupothers’thingsorlostanything?
Whatarethey?
S1:Ilostabackpack.
S2:Ipickedupapen.
T:Good.Whatwillyoudowiththesethings?Howdidyoureturnorfindthem?Haveadiscussionwithyourpartner.
(Studentsdiscusstheproblem.Maybeyouwillgettheanswer,“we’lllearnhowtowritealostandfound.”)
T:Ifyoulostsomething,whatshouldyoudo?YoucanansweritinEnglishorChinese.
S1:Call“110”.
S2:Telltheteacheraboutit.
S3:Askmyclassmatetohelpmelookforit.
S4:Tellmyparents.
S5:尋物啟事。
T:Allofyouareright.Todaywearegoingtolearnhowtowrite“Lost”.Lookat“Lost”belowandfindouttheimportantinformationaboutit.（讓學生通過教師展示的失物啟示，發(fā)現(xiàn)寫失物啟示的要點。）
Lost:
Mybaseball.
Yellowandred.
CallTomat405-6678

Lost:
MyschoolIDcard.
MynameisMike.
Pleasecall843-9096
S6:Thelostthing.
S7:Name.
S8:Color.
S9:Telephonenumber.
S10:Picture.
T:Yes.Youhavedoneverywell.Ifwewrite“Lost”,wemustwritethelostthing,theperson’sname,telephonenumberandcolor,wecanalsoputapictureofthethingonit.Next,ifyoupickupsomething,whatshouldyoudo?（通過和學生的交流，探討拾到物品時，應如何處理。）
S11:Giveittoourteacher.
S12:交給警察。
S13：找到失主。
T:Howtofindtheownerofthething?Ithinkwecanwrite“Found”,Canyouguessthemeaningof“Found”?
Ss:失物招領。
T:Good.Howtowrite“Found”?Lookat“Found”andthentellmethewaytowrite“Found”.（讓學生通過教師展示的失物招領，發(fā)現(xiàn)寫失物招領的要點。）
Found:Backpack
Isthisyourbackpack?
PleasecallMana.
Phone#556-0203.

David,
Isthatyourpencilcaseinthelostandfoundcase?
Alice.
S14:Thefoundthing.
S15:Telephonenumber.
S16:聯(lián)系人。
S17:Place.
T:Excellent.Allofyouareveryclever.Ifwewrite“Found”,weshouldwritethething,telephonenumber,thepeoplewhotheownershouldcall,alsowritetheplacethatthethingis.
2.Practice.（這個活動目的在于訓練學生的閱讀能力。）
T:Pleaselookatthenoticesonthebulletinboardin3a.Whowouldliketoreadit?
(Askfourstudentsinturntoreadthenotices.)
S:…
T:It’stimeforyoutoreadthenoticesyourselfandcirclethewordsfromActivity1a.
(Studentsfinishtheworkalone.)
T:Whowouldliketogiveusyouranswer?Pleasereadthewords.
S7:…
StepFour:Makeamessage.
(Showstudentsamessage.)
()at529-6403

()callDavid

()Asetofkeys.Please

()Found:
T:Thisisabulletinboardmessage.Buttheyareinthewrongorder.Youshouldmakeitclearlybyputtingthemintherightorder.Thefirstoneisdoneforyou.(Showstudentsthefirstpartwiththeword“Found”)Thisisthefirstpartofthemessage.Writenumber2,3,and4intheboxestocompletethemessage.
(Studentscompletethemessageandwritethenumbersintheboxesin3b.)
T:Well,whowouldliketoreadthemessage?
S8:…
StepFive:Writing.（用英文寫簡單的失物招領。最好把學生的作品在實物投影儀上展示，便于修改和提供寫作案例。）
T:OK.Nowlet’strytowriteit.Youmayusetheonein3aortheonein3basamodel.
(Studentswritetheirbulletinboardmessagesandtheteachermovesaroundtheroomofferinglanguagesupportasneeded.)
T:Let’sreadsomeofyourmessages.
(Asksomestudentsreadtheirmessagealoud.Andotherstohelpcorrecttheirwork.)
SteppSix:Self-check.
1.Keywords.（此活動幫助學生復習本單元所學過的重點詞匯。）
T:Pleasereadthewordsinthebox.Ifyoudon’tknowthemeaningofthewords,youmayreviewthelesson,askme,askyourclassmateuseadictionary.
(Studentscheckallthewordstheyknow.)
2.Writing.（訓練學生用目標語言寫和說的能力。）
T:Lookatthepictureplease.WhataretheytalkingaboutinPicture1?Whowouldliketoreadit?
Sa:Isthatyourbackpack?
Sb:No,itisn’t.
T:OK,nowwhatmayotherpeopletalkaboutinPicture2,3and4?CompletethechartusingIsthis/that…?Yes,itis./No,itisn’t.
(Studentsfillinthechart.)
T:Nowpleasereadtheconversationwithyourpartner.
Sa:Isthatyournotebook?
Sb:Yes,itis.
Sa:Isthatyourkey?
Sb:No,itisn’t.