初一上册英语课本

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Go for it Unit 2 教案曙光中学蔡宇莉一．本单元教学内容： ◆中心话题：Talk about things in the classroom. ◆让学生学会表述物品所属者的方法。 ◆学习指示代词this和that的陈述句、一般疑问句以及其简单回答。 ◆学习what，how引导特殊疑问句。 ◆进一步学习物主代词your、my、her、his的用法。二．本单元教学目标：知识目标： ◆让学生掌握与学习、学校生活贴近的物品名称。 ◆让学生掌握句型：Is this/that your pencil Yes it is. It’s my pencil. No/it isn’t. It’s her/his pencil. What’s this/that in English It’s a/an… How do you spell it P-E-N. 能力目标： ◆培养学生良好的听说读写的能力。 ◆通过情景操练，培养学生发散思维能力； ◆ 学会写寻物启示和失物招领。情感目标： ◆培养学生拾金不昧，助人为乐的品德；培养学生协作精神。三．教学重点与难点： ◆ 询问物品属性及辨认物品所有者； ◆正确使用指示代词 this 与 that； ◆注意区别 it’s 与 it is 的书写形式； ◆进一步学习物主代词 your、my、her、his。四．教学策略： ◆采用直观教学法、情景教学，“任务型”教学方法。 ◆采用游戏、唱歌、竞赛、合作等多种活动方式再现、运用。 ◆突出交际性、趣味性，注重启发式。 ◆从学生的实际生活经验出发，在用中学、在做中学。五. 课时分配： Period1: SectionA1a 1b 1c2a 2b 2c 4a 4b Period2: SectionA3 : SectionB1a 1b 2a 2b 2c Period3: SectionB3a 3b 3c Period4: SectionB4，自我检查单元总复习六. 教学步骤： Period1:SectionA1a 1b 1c2a 2b 2c 4a 4b教学目标：1.词汇：pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary 2.句型：Is this/that your pencil Yes it is. It’s my pencil. No/it isn’t. It’s her/hispencil. 3. 学会辨认物品所有者。 4.学会使用thank you 和 excuse me ，让学生学会礼貌待人。 5. 进一步学习物主代词your、my、her、his课前准备：准备一个大盒子，收集学生的一些学习用品。Step1. Warming up Sing a song “ Is this your ruler”Step2. Presentation 1. Tell Ss that you have many school things here today. Show pictures on CAI and teach the new wordspen pencil book eraser ruler pencilcase backpack pencil sharpener dictionary同时还可以教学生学习用品方面的其它词汇. 2.Group task :Which school things are the most important/used most让学生四人小组讨论哪些学习用品用的最多，巩固所学单词 3.Tell Ss that there are many things in the box. Ask them whose they are. T: Excuse me Sa Is this your pencil Sa: Yes it is. It’s my pencil. T: Here you are. Sa: Thank you. Teach the other sentences: Is that your ruler No it isn’t. It’s her /his ruler.Step3.Pairwork Practice the conversations above in pairs. Then make their own conversations . Act it out.Step4. Guessing game Ask Ss to take something out of the box. Get other Ss guess whose it is.让更多学生参与语言练习，运用句型 Is this/that your pencil Yes it is. It’s my pencil. No/it isn’t. It’s her/his pencil.Step5.Do listening 1. Listen and check the things that you hear. 2. Listen and complete the conversations.Step6.Find the ownerStep7.Homework Collect the names of school things .Write them on the exercise books. The more thebetter. Make a conversation like 2b.Period2: SectionA3 : SectionB1a 1b 2a 2b 2c教学目标: 1.学习有关学校生活方面用品的单词，（baseball computer gamekey ring watchID card notebook ） 2.学习句型：What’s this/that in English It’s a/an… How do you spell it P-E-N. 3. 让学生学会表述物品所属者的方法。 4. 通过小组活动提高学生的合作能力和竞争能力。Step1.Make up the word Give each group the same letters. Let them arrange the letters into words theylearned 开展小组比赛，看哪组学生重新组成的单词最多，速度最快，给予奖励。 Step2. Presentation 1. Show and learn school life things. Ask: What’s this/that in English It’s a/an… How do you spell it P-E-N. Is this/that your…….. Yes it is. It’s my …….. No/it isn’t. It’sher/his …… 3. PairworkStep3.Memory challenge Show the pictures on CAI quickly. See who say out the most words in ten seconds. Who is the winner（评出表现最佳的学生，给予表扬）Step4.Find friends’ things Collect some friends’ things let Ss identify the things. Use the sentences: What’s this/that in English It’s a/an… How do you spell it Myfriend is ….. This is her/his……Step5.Do listening Finish SectionB2a 2b同时可以设计几个符合学生实际的情景听力，让学生学以致用Step6.Pencil case show Group work. Introduce What’s in their pencil case Maybe they will say: Look What’s this It’s my pencil case. This is my …….. I bring itto school every day. It’s my good friend.让学生评出最实用的铅笔盒或笔带，展示给大家看Step7.Homework Write something about your backpack. Period3: SectionB3a 3b 3c教学目标: 1.让学生掌握句型：Call Allan at 495-3539. 2.让学生能够确认物主关系。 3.模仿并熟练运用目标语言写出寻物启示和失物招领。 4.培养学生拾金不昧的品德。课前准备：教室里的失物招领箱内放几件物品。Step1.Guessing game Guess what’s in the lost and found case in our

classroom.复习前两节课学过的句型Step2.Presentation T:I lost my keys this morning. Have you seen them anywhere I should write a Lost notice. Tell Ss how to write a Lost amp Found notice.Step3.Find the informationRead the bulletin board notices and find the information. Lost School ID card Found Notebook name Tony name Mary phone 685-6034 phone 235-0285Step4.Pieces game First finish 3b then give more pieces to make a Lost amp Found notice.看哪组拼得速度快表现棒 Step5.Writing T: In your daily life you must have lost something or found something that doesn’tbelong to you. Have you got it back or found the owner Ask them to try to write a Lost amp Found notice.课后把每组代表的 a Lost amp Foundnotice 展示在英语园地，让大家评一评谁的别具一格。Step6.Homework Write a Lost amp Found noticePeriod4: SectionB4，自我检查单元总复习教学目标: 1.复习本单元的词汇与句型以多种任务激发学生说的欲望，培养学生的言语交际能力。 2.运用所学语言根据情景编短剧并表演。 3.培养学生乐于助人，与人分享快乐。 4.通过小组合作活动，培养学生相互帮助，集体合作的团队精神。Step1.Guessing game Ask Ss to draw a picture on the board. Let the other Ss guess what it is . 复习句型 What’s this/that in English Is this/that a/an……Step2.Words competition Ask Ss to list as many word as they can. Have a match among four groups. First choose six to eight students from each group S1says: pen P-E-N S2 should say :peneraserE-R-A-S-E-R S3should say: pen eraser rulerR-U-L-E-R… the group which can add the most words is the winner.Step3.Make a play Give Ss real scenes let them make a play. Act it out in class eg.李明丢了一只黑色手表，来到学校 Lost amp Found office 询问，王芳刚好拣到，上交了 Lost amp Found office.，由大家评出最佳表演奖，最佳默契奖，最佳创意奖，最佳创作奖Step4.Homework Prepare for a test of unit2.（通过本单元复习让学生明确自己的学习状况，不断调整自己的学习策略，并对自己作出评价，可以在课前预习，上课发言，小组合作，书面作业等方面对自己作出评价。） Go for it Book1 Unit3 教学设计（宁波市曙光中学徐一红）一、单元教学内容分析：本单元的重点是介绍Introduction和确认人IdentifyPeople两个功能项目，运用 This is… Is that…等句型进行语言训练。二、单元任务设计 Go for it 教材非常灵活，可适用各层次的学生，我将 Unit3 分成 Section A 和 Section B 进行安排，每个 Section 设计的活动可根据学生基础安排在 1 个课时或 2 个课时内完成。三、教学步骤 ⅠSection A 1、学生事先准备家庭照片或和朋友的合照等 a、老师首先介绍自己的家人和朋友 This is my… These are my… b、由学生尝试介绍自己的家人由此得 father. Mother. Sister 等与家庭有关问题呈现 2、游戏：a guess game 收集父亲或母亲的单人照、学生小时候的照片，通过下列对话，猜出人物 S: Is this xxx’s fatherT: No it isn’t.S: Is that xxx’s fatherT: Yes it is. Great3、 2 人小组活动由 2 人小组完成下列对话（使用已备照片）A: This is my father. His name is…B: Is that your motherA: No it isn’t. That’s my sister.4、语言拓展：教师准备一组外貌特征显著的任务照片请学生提问或表达句子:I think this is… …that is… ⅡSection B1、教师两次介绍自己的 family. 如下： This is my grandfather. His name is Mr. Hu. That is my mother. Her name is … 之后呈现一个不完整的家谱图。如： A / grandmother ———————— ——— ——— father B uncle C 提问：What is A What is B What is C What’s my mother’s name通过这个环节，使得学生熟悉家谱图的结构，也学习了听力 2、小组活动. 2 人小组，设计一个家谱图，可以是根据实际生活，也可以是虚构的。准备就绪后，请学生介绍。 3、小组竞赛. 教师出示一副焦急的母亲图片，以营造气氛。提供单词: Worried. Look for… 要求学生使用本单元的单词。句型对这副图进行对话和描述。注：四人小组分工，2 人表演对话，2 人进行记录整理。根据质量、速度和创意打分。示范对话： A: Excuse me is this your mother B: No she isn’t. A: Is this XiaoMing’s mother. B: Yes I think so. Why is she worried A:I don’t know. Let’s find XiaoMing. 4、巩固性练习。学生介绍家人的照片，并就此写成一封信，准备在课堂上交流。 Unit 4 Where’ s my backpack 宁波外国语学校郑飞一、教材分析中心话题：谈论物品的位置。语言目标：要求学生熟悉物品的名称。语言结构：能用 Where 问句和一般疑问句提问，并用方位介词来回答；注意名词的单复数；人称代词 they 的用法。能力目标：通过对话练习，小组活动，小组竞赛等方式，学会熟练地表达，并能从口头训练转向笔头训练。二、教学目标通过教学，学生能熟练地描述房间物品的摆设；能用英语发表个人观点；能学会与他人交流和合作。 1. 认知目标掌握有关物品的新单词：table bed dresser bookcase sofa chair drawer plant bag alarm CD video video cassette hat …… 熟练运用 in on under beside in front of near 等介词。熟练运用

Where 问句和一般疑问句及其回答。注意名词单复数的用法。注意代词 they 的用法。 2. 能力目标学会一些基本的学习策略，并运用这些策略提高运用英语的能力。培养语用能力，让学生真正做到用中感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。培养英语思维能力和创新意识。学会不断地发现问题，并用自己已有的知识水平和生活经历来解决实际问题。 Listing: Period 1: 列举出他们认为房间里可能有的物品。 Matching: Period 1: 单词和图片配对。 Ordering: Period 2: 对话的重新排序。 Comparing:Period 3: 找出两幅图之间的区别。 Problem solving: Period 4：讨论寝室里需要什么，然后写信给校长。 Rearranging : Period 4: 重新整理房间。 Designing : Period 5: 设计房间并在全班展示。课时安排 Period 1 : Section A 1a1c amp3a3c Period 2 : Section A 2a2b amp 4 Period 3 : Section B 1a 3c Period 4 : Section B 4 amp Self check1. Period One Sub Topic Talk about the room Language focus Talk about where the things are Vocabulary bookcase sofa chair backpack books keys baseball drawer plant in on under Structure There is / are … Where is… It’s on / in / under… Where are… They’re in /on / under… Tasks Listing课前准备：1、自己听录音，模仿跟读新单词。（我们一直强调培养学生自主学习的能力的重要性，要求他们利用一切可利用的学习资源。如：词典，录音磁带，网络等。同时，对于每一个单元的新单词要求他们在新课开始前对其发音及意义能有初步的了解。）Step One: Warming up. Talk with the students about the things in the classroom by asking “What is it/arethese”Step Two: New words learning. A. A group competition between boys and girls to brainstorm what things are in a bedroom/a study/a living-room The group which can list more things is the winner. B. Show the pictures of the things and learn the words: bookcase bed plant dresser drawer… C. Cover the picture to have the students guess what it is / what they areStep Three: Section A 1bStep Four: A. Learn the new words in on under near… by helping the teacher find out the thingsshe lost. 1. T: Where is my English book S: It’s here. T: Oh it’s on the desk. 2. T : Where are my keys S : They’re under your book. 3. T : Where is my dictionary S : It’s in the backpack. B. Teacher gives the orders like “ put the books on the pencil-case./ put your pencil in thepencil-case.” etc and students do the actions. C. Look for things. The students hide and look for the things in groups. They can give the others some clues. For example: This is my book. It’s on the second desk. 设计依据：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，启动学习的发生。学生之间相互猜测能使他们的兴奋点持续下去。）Step Five Pattern Drills A: Where’s the plant B: It’s on the floor.Step Six Give two students two pictures of a living room. One picture has more objects in itbut the other doesn’t. The student with Picture B tries to put the things in the right places byasking the student with Picutre A questions “Where’s the…” or “ Where’re the …”A BPeriod Two Sub Topic Talk about the room Find the difference Language focus Talk about where the things are Tell the differences between two pictures Recycled language There is /are… Where is … It’s on /in /under… Where are … They’re in /on/under… Structure Is the book / Are the books on the desk Yes… / No… / I don’t know. Tasks Listing Making a surveyStep One Warming up 1. Chat about the places of the things in the classroom. 2. Show a picture of a living room let the students guess where the things like the clock chair books plant keys may be in the living –room.Step Two: 1.Listen and number the things you hear in Section A 2a 2.Listen and find where the things are .Step Three: According to the dialogue make a similar one.Step Four: Find the differenceSection A 4 Show the students two pictures and let the students find the differences betweenthe two pictures using the patterns “In Picture One the baseball is in under the ta.