新目标七上 Unit 2 Is this your pencil教案2

（人教版七年级上）英语：Unit2《Isthisyourpencil》教案和练习2011-2012学年七年级英语（人教新目标）上册同步素材（含教案和练习）Unit 2 Is this your pencil一、学习目标知识目标:1. Is ?thatthisyour /his /her pencil? —Yes, it is. / No, it isn’t.2. —What’s this/that in English？—It’s an eraser.3. —How do you spell it? —R-U-L-E-R学会三个重点短语和三个重要句型。

能力目标：Identify ownership 确认物主关系二、重点、难点重点：1. 重点单词：dictionary，call，watch，baseball，school，book，backpack，2. 重点短语：in English，a set of，lost and found3. 重点句型：—Is this / that your / his /her …? —Yes, it is. /No, it isn’t.Excuse me.Thank you.难点：be动词的用法（二）三、知能提升（一）重点单词1. dictionary n.词典，字典【考查点】a Chinese-English dictionary 一本汉英词典an English-Chinese dictionary 一本英汉词典dictionary→dictionaries单数形式复数形式【例句】This is my dictionary. 这是我的字（词）典。

These are my dictionaries. 这些是我的字（词）典。

【交际运用】A: You can use a Chinese-English dictionary. 你可以用汉英词典。

B: Thanks. 谢谢。

Unit 2 Is this your, pencil?No. 110 Middle School by Cao Yi单元整体说明单元教材分析本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。

通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。

本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。

单元知识系统（树）Is this/that your/her/his pencil? Yes, it is. No, it isn’t.How do you spell pen? P-E-N. What’s this in English? It’s a pen.Lost and Found单元总体目标运用Using contest guessing的学习策略，引导学生学会询问物品的主人的基本句型；体会一般疑问句的用法；学习如何写“失物招领”，“寻物启事”。

单元教学、难点一览单元学情分析本单元的主题是识别物品的所属，同时引导学生采用Using contest guessing和Role playing 的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解决问题的能力，又能巩固所学知识。

单元教学建议采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。

初一英语上册《Unit 2 Is this your pencil》教案教学目标1.掌握学习并能正确使用生词：pencil（铅笔），pen（钢笔），eraser（橡皮），ruler（尺子），book（书）；2.学会用疑问句询问物品的归属方，并能正确回答；3.能用介绍性语言简单介绍一个人；4.能模仿对话表演角色，提高自信心和口语表达能力。

教学内容1.学习单词：pencil，pen，eraser，ruler，book；2.学习句型：Is this your pencil？和 Yes, it is. / No, it isn’t.；3.学习介绍性语言。

教学步骤第一步：导入新课1.引导学生由浅入深地了解生词：pencil，pen，eraser，ruler，book，并复习巩固颜色、数字、名词等基础知识。

2.引导学生活用中认识生词，让他们用创意思维画出一个自己喜欢的铅笔盒。

第二步：学习新知识1.告诉学生将要学习的是物品的归属问题，询问物品归属的方式以及用介绍性语言介绍近距离的人和物品的说法。

2.首先带领学生学习句型：Is this your pencil？并呈现某个物品，例如铅笔。

3.让一部分学生模仿询问者角色，其他同学回答，给出是或不是的回答，并分别加以圈定。

4.利用白板呈现引入新词汇eraser，ruler及介绍性语言this is… / he is… / she is…5.让学生一起练习句型，并通过教师实际演示物品归属性的情景和讲解，引导学生学习不同问法并灵活使用呈现名称、物品、关系等。

第三步：语言实践1.学生根据小组分配的角色，深度理解新词、词组知识，并核对掌握情况；2.学生通过课堂游戏、小组对话、话剧表演等形式，将学到的知识用于实践，提高口语表达率。

教学评估1.检查学生是否掌握了生词pencil，pen，eraser，ruler和book以及句式Is this your pencil？Yes, it is. / No, it isn’t.；2.学生能够用介绍性语言来展现自己的物品；3.在整个教学过程中，教师对学生口语表达能力的提升也可以进行评估。

精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 2 Is this your pencil?(The first period)Teaching aims:A. Learn to use the drills of this lesson and make full use of it in daily conversations.1.-Is this your pencil?-Yes, it is. It’s my pencil.2.-Is that your backpack?-No, it isn’t.It’s his backpack.B. Learn the following words and phrases:Backpack; ruler; pencil sharpener; thankyou; baseball; computer; key; notebook; ring…C. Practise the conversations.Teaching methods:Discussion; A short playTeaching aids:Cards and real objectsTeaching process:Step1. GreetingsStep2.Presentation1. Let the Ss write a few words they know about school things2. Learn the words with the help of the cards.3. Listen and number the conversations.4. Discuss in groups:- Is this /that…?- Yes, it is. /No, it isn’t.Step3.Group workIdentify ownership by giving the Ss a real scene and make up a dialogue.Step4. ExercisesHand out a piece of test paper.Step5.HomeworkWrite a dialogue of 60 words or so according to the drills in this lesson.第二课时一、任务设计展示1．能准确听出所学学习用具的单词。

七年级英语新目标上 Unit 2 Is this urpenil?教案七年级英语新目标上Unit2Isthisurpenil?教案Unit2Isthisurpenil?Teahinggals●Learnsebasirds●Learnseeasphrases●LearnsesiplebutusefulexpressinsLanguagegals:IdentifnershipVabularNerdspenil,b,ruler,ditinar,eraser,penilase,penilsharpener,bap a,exusee,baseball,nteb,putergae,shl,spell,ring,ath, Nephraseslstandfundase,asetf,inEnglishExpressinsIprtantsentenesIsthisurpenil?–-es,it’spenil2N,itisn’tIt’sherruler3hat’sthisinEnglish?--It’sapen4Hduspellit?EverdaEnglishhat’sthis（inEnglish）?--It’sapen 2Hduspellit?3es,itis/N,itisn’t一重难点解析hat’sthisinEnglish?Ans:It’sapen2Isthis/thaturpenil?Ans：确信回答–-es,it’spenil否定回答---N,itisn’tIt’sherruler 3Hduspeellit?Ans:R-u-l-e-r二．语法知识Isthisurpen?--es,itis/N,itisn’t三．练习。

．翻译电脑游戏____________字典_____________铅笔盒_____________拼写_____________失物招领___________我的橡皮___________ 他的戒指____________用英语____________2．选择-Isthisursister?-________ThisisfriendAN,itisBN,itisn’tes,itisDes,itisn’t2—H______uspellit?—P-E-NAareBaisDd3—hat'sthis?—It'saditinar—____________Ah,esBes,itisThanu4—Isthisureraser?—N,itisn'tIthin___________ AithereraserBitshereraserit'shereraserIsthis___________exerise-b?AuBheher3用所给词的适当形式填空N,it_________It’sherruler2hat’sthisin_________?3Thisispenandthatis________pen4That’sLiLei________penilisld________isEnglishteaher6Ihavet________4填空ExuseeIsthisurp__________?2N,itisn’tIt’sherr__________3Hdus_________it?4hat'sthisi____________English?四、依照要求完成句子。

Unit 2 Is this your pencil?I．Teaching objectives单元教学目标II. Teaching materials analyzing and rearranging 教材分析与重组1. 教材分析本单元以school things为话题，设计了三个部分的内容。

旨在通过单元教学使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和招领启事。

Section A学会询问物品的所属。

1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。

2a, 2b, 2c继续学习表示学习用具的词。

重点学习运用询问物品所属的句型。

3, 4a, 4b 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。

Section B 学会写招领启事和寻物启事。

1a, 1b, 2a, 2b, 2c学会判断物品的所属。

3a, 3b, 3c, 4学会写招领启事和寻物启事。

Self check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。

2. 教材重组与课时分配Period 1 （Section A：1a, 2c, 4a, 4b）SpeakingPeriod 2 （Section A：1b, 1c, 2a, 2b, 3）Listening and speaking (I)Period 3 （SectionＢ：1a, 1b, 2a, 2b, 2c）Listening and speaking (II)Period 4 （SectionＢ：3a, 3b, 3c, 4）Reading, speaking and writingPeriod 5 （Self Check）Revision and testingIII. Teaching plans for each period分课时教案Period 1 SpeakingTarget language目标语言1. Words & expressions生词和短语this, pencil, pen, book, eraser, ruler, dictionary, that, yes, no, not, case, pencil case, pencil sharpener, isn’t=is not2. Key sentences重点句子(1) Is this your pencil?Yes, it is. It’s my pencil.No, it isn’t. It’s his backpack.(2) What’s this/that in English?This/That/It is…Ability goals能力目标Enable the students to learn to identify ownershipLearning ability goals学能目标Help the students learn how to identify ownership.Teaching important / difficult points教学重难点How to identify ownershipTeaching aids教具准备A box filled with some school thingsTeaching procedures and ways教学过程与方式StepⅠ Greetings (revision) and content explanationGreeting the students and give more students chances to introduce themselves. Then show the picture on the blackboard.T: From this picture and the sentences, you will find out what we’re going to learn in this unit. Read the sentences after me, OK?Show the pose of―OK‖T: Can you follow me?S: Yes.T: Good. This time, I will say these sentences with gestures. Please follow me, OK? S: OK.T says these sentences with gestures and the students follow. T and Ss say while moving. For example, when T comes to ―点头yes‖, T nods his or her head; when T comes to ―摇头no‖, T shakes his or her head. If T thinks it is necessary, T can repeat this several times.T: Do you feel it’s interesting? From the picture and the sentences, can you tell me what we’re going to learn in this unit?S: We’ll learn how to say school things.S: We’ll learn how to write Lost and Found.4 and try to lead the students to do it as the teacher.T: Yes, you’re right. We’ll also learn some useful sentences such as, What’s this in English? How do you spell it? Is that your ruler and so on.Step Ⅱ Warming up and Lead-in (1a: P7)Prepare a box of school things before class and ask the students to learn to demonstrate things.T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress ―this‖ and ―pencil‖.) What’s this in English? (Write the sentence on the blackboard and stress ―this‖.)S: （repeat）A pencil.T: Yes, it is a pencil. What’s this in English? (Stress ―this‖.)S: A pencil.T: Do you have a pencil? (Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK? (Show the pose of ―OK‖T.) OK? (Stress ―OK‖.)S: OK.T: Now, hold your pencil up (Stress ―pencil‖) and say after me ―What’s this in English‖?S: What’s this in English?T: This is a pencil. (Write ―This is…‖ on the blackboard.)S: This is a pencil.T: It is a pencil. (Write ―It is…‖ on the blackboard.)S: It is a pencil.T: Good. What’s that in English? (Point to S1’s pencil and write the word ―that‖ under the word ―this‖ on the blackboard and stress it.)S: A pencil.T: What’s that in English? (Point to S2’s pencil and stress ―that‖.)5 and try to lead the Ss to do it asS: A pencil.T: Good. Point to your friend’s pencil and say after me ―What’s that in English?‖ (Stress ―that‖.)S: What’s that in English?T: That’s a pencil. (Write ―That is …‖.)S: That’s a pencil.T: It is a pencil.S: It is a pencil.T: (Put the pencil aside and pick out a pen.) A pen, a pen, what’s this in English? S: A pen.T: This is a pen. (Point to ―This is …‖ on th e blackboard.)S: This is a pen.T: It is a pen. (Point to ―It is…‖ on the blackboard.)S: It is a pen.In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English. Let one or two students, if time permits, let more to come to the front to put the school things into the box or pick them out of the box and say the names of the things.T: Lin Tao, please come here and put the school things back into the box, OK? Show the pose of ―OK‖.S: OK.T: Lin Tao, when you pick up one and put it back, please tell us what it is in English. Just like this. (T does the task. T picks a pencil up and shows it to the students, saying ―A pencil, this is a pencil.‖ And put it back into the box. T picks a pen up and shows it to the students, saying ―A pen, this is a pen.‖ and put it into the box.) Can you understand me?S: Yes.T: And the other students, say after Lin Tao, OK? (Show the pose of ―OK‖.) But when Lin Tao says ―This is a ruler.‖, other students should say ―That is a ruler.‖, because the ruler is near to Lin Tao, but far from you. Can you understand me?S: Yes.S: (Pick up a ruler.) A ruler. This is a ruler.S: A ruler. That is a ruler.S: (Pick up an eraser.) An eraser. This is an eraser.S: An eraser. That is an eraser.…Matching and talking about the pictureIf the students don’t make any mistakes, T can give some small gifts to them.T: Well done. You must be tired. Let’s listen to some soft music and at the same time, look at the pictures in your books. (Point to the pictures in 1a.) Match the words with the things in the picture. It’s an easy job, yes?Check the answers with the students.Step ⅢPractice (2c:P8; 4a: P8)Ask the students to practice asking about the things in the picture in 2c. Then go on practicing with the students’ school things.T: Good. Thank you. (Give a sweet to S1. T walks down to the students and picks up some school things of the students.) Excuse me, (Stress ―Excuse me.‖.) Betty, is this your pen?Betty: Yes, it is.T: Can I use it, please? (Stress ―please‖.)Betty: Yes.T: Thank you. (Stress ―Thank you.‖.) You’re so kind.In this way, T borrows some school things from the students and puts them into the box, mixes the school things in the box and then takes out a dictionary.Note: T should decide how many things to borrow according to the time.T: What’s this in English?S: This is a dictionary.T: Zhang Tao, is this your dictionary?Show the following on the blackboard.Writing on the blackboard(1) What’s this in English?(2) Is this your / my…?that thatThis /That / It is… Yes, it is.No, it isn’t.形容词性物主代词我的你的/您的他(她，它)的我们的你们的/您们他们 / 她们 /的myWhile saying ―your‖, T points to ―your‖ in the form. And write the sentence ―is this your …‖ on the blackboard.Zhang Tao: N o, it isn’t.Write ―No, it isn’t.‖ on the blackboard.T: Good. You’re honest. It is my dictionary and it isn’t your dictionary.Write the sentences ―It is…/ It isn’t…‖ on the blackboard. While saying ―my‖, T points to ―my‖ in the form.T: Is this my dictionary?Zhang Tao: Yes, it is.Write ―Yes, it is.‖ on the blackboard.T: Liu Liang, is this her backpack? (Point to Liu Fang.)Liu Liang: Yes, it is. It is her backpack.T: Liu Fang, is this his ruler? (Point to Wu Zhen.)Liu Fang: No, it isn’t. It is my rul er.Further practice (4b: P9)If time permits, do more practice with the students in the following way.T sends all the school things in the box to some students and asks them to do group work to find their owners.T: Now, work in groups of six. I’ve give each group some school bags. Please help me 8 它们的 their your his, her, its our yourfind their owners.Act out the following conversation with some students or only show it on the screen. Sample conversations of Group 1:S1: Is this her eraser?S2: No, it isn’t.S3: Is that his book?S2: No, it isn’t.S4: Is that your ruler?S2: Yes, it is. Thank you.S5: Is this her backpack?S6: I don’t know. Lily, is that your backpack?Lily: Yes, it is. Thank you.Let the students do close or open group work or even let the students walk around the classroom to find the owner for the school things after group discussion. T can walk around the classroom to control the students.T: Good. Thank you for helping me to give the school things back to their owner. You must be ti red now. Let’s have a rest. Listen to some soft music. While listening, please write down what you learn in this class without looking at your books.Students listen to the music and write down what they learn in this class. Then T asks them to read out what they have written and praise who does well.Step IV Summary and HomeworkT: You’re so clever. You remember the names of the school things and the sentences so well. I’m very glad. Yes, there are two main parts in this class. The first one is words for t he names of the school things. The second is sentences such as, What’s this in English? This is… Is this your book? Yes, it is. … That’s all for today. Today’s homework: try to learn all the new words in this unit by heart and finish Exercises 3, 6 and 8 of this unit in Workbook.Period 2 Listening and speaking (I)Target language目标语言1. Words & expressions生词和短语OK, spell, baseball, watch, computer, notebook, ink, ink bottle, compass, ball pen, soccer, paper, test tube, knife, blackboard, excuse me, thank you, in English2. Key sentences重点句子Excuse me. Thank you. OK.How do you spell it?What’s this in English?Ability goals能力目标Enable the students to identify ownership.Learning ability goals学能目标Help the students learn how to identify ownership politely.Teaching important / difficult points教学重难点How to identify ownership and get information.Teaching aids教具准备A tape recorder and some objects.Teaching procedures and ways教学过程与方式Step I RevisionCheck the homework by asking some students to sing the ABC song and spell some words.T: Good morning, class! It’s time for English class again. Nice to meet you here! S: Nice to meet you, too!T: First, let’s check the homework. Now, open your workbook. Look at Exercise 3. Who sings very well in our class?S: Yuan Yuan.T: OK. Yuan Yuan, please sing the ABC song for us, OK?Yuan Yuan: OK. (Begin to sing.)Ask the other students to sing together and ask some to write down these letters on the blackboard. Then check the answers to Exercises 2, 6 and 8.Step II Warming up and Lead-inCard GameFirst, act out a conversation with a student and then ask them to practice the conversation.A sample conversation:T: Now, I have some cards here. I will give them to you. Do it as I do, OK? Show a card to a student.T: Excuse me, Xu Feng. What’s this in English?Xu Feng: It’s an eraser.T: How do you spell eraser?Xu Feng: E-R-A-S-E-R.T: Is it your eraser?Xu Feng: Yes, it is.T: Here you are.Xu Feng: Thank you.T: Not at all.School thingsTake out a soccer from under the desk.T: What’s this in English?S: A soccer.Write down the word on the blackboard and ask the students to repeat.T: How do you spell soccer?S: S-O-C-C-E-R.In this way, teach them the new words of the school things such as, ink, ink bottles, compass and so on. Write all of them down on the blackboard. Then ask the students to read these words repeatedly and try to remember them.Practice (3: P9)Ask some pairs of students to practice the conversation in 3 in Section A.T: Now look at Exercise 3 in Section A. Ask and answer in pairs to talk about these 11 pictures. OK?Step III Listening (1b: P7; 2a, 2c: P8)In this procedure, students will listen to some conversations and identify some objects mentioned in the conversations. First ask them to listen to three short conversations in 1b and number them in order; and then go on with a longer one in 2a and 2b and check the things they hear and complete the conversation.First do Activity 1b in the following way.Ask students to look at the pictures in 1a first and focus attention on each of the three conversations. Ask students to identify the object the person in each conversations holding or pointing to.T: Look at the picture in 1a and identify the object the person in each conversation is holding or pointing to. The boy is holding a pencil, a girl is holding a ruler, and the teacher is pointing to a backpack. Pay attention to the use of ―this‖, ―that‖and ―his‖ , ―her‖ during your listening.Play the recording and ask students to number the conversations.Check the answers and then ask them to read the conversations after the recording. Then go on with Activity 2a.T: Let’s come to 2a. Look at the pictures and name each one.S: Pencil-box, eraser, book …Then play the recording and ask students to check the things they hear.T: Well, can you see the six boxes beside the pictures? After listening, put (√) in the box, OK? Now listen.Play the recording, check the answers and then go on with Activity 2b.T: Look at 2b. There are some words in the box. Listen to the tape again and complete the conversation with them.Play the recording. Then check the answers by asking three students to read the completed conversation.Then ask students to repeat after the recording.Step IV Grammar FocusAsk the students to read the sentences in the grammar box.T: Read the sentences in the box. Point out which words show ownership.S: Your, my, his and her.T: Good. These words often comes before the item we are talking about. For example, my pen, your nose, his book, her father.Ask students to pay attention to the short answers. Explain that the words Yes and No are always followed by a comma when they are used at the beginning of a sentence. After this, ask students to do the following exercises.Show the following.A: 按要求完成下列句子。

Unit 2 Is this your pencil?Topic: Things in the classroomFunctions: Identify ownershipStructures: Demonstratives this, thatWhat questionsYes / No questions and short answersHow do you spell pen?P-E-N.Target language: Is this your pencil?Yes, it is./ No, it isn’t.What’s this in English?It’s a pen.How do you spell it?P-E-N.Teaching StepsPeriod 1Lead in:Good morning, everyone! Last week, we finished Unit 1. Today we are going to learn a new unit, Unit 2.Ask and answera. In starter Unit 2, we learnt to identify things. Did you remember how to ask the names of things in English? Yes. What’s this in Engl ish?b. Let’s look at the title of Unit 2. Is this your pencil? What is the unit about?c. Great! 本单元我们将学习物品的所属者是谁？Step 1: Section A 1aOK, let’s have today’s new unit. Please open your books at page 7 and look at activity 1a.1．Look and findPlease look at the picture in activity 1a. What can you find?2．Match and discussa. Would you please match the words with the things in the picture?b. How many words do you know? Can you share the words you know with your partners?c. Please discuss with your partners and check whether your answers are the same.3．Check the answersLet’s check the answers together.Answers: 1．c 2．f 3．b 4．g 5．e 6．d 7．a 8．h 9．i4．Reada. Please read the words after me. Pencil ...b. I would like you to read the words together and one word twice. Pencil one two ...c. Who would like to read the words in class?d. Let’s read the words one by one.Step 2: Section A 1b1．Listen and numbera. Listen to the tape for the first time.b. Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answersLet’s check the answers.Answers: 3 2 13．Reada. I would like you to read the conversations together.b. Would you please read them in pairs?c. Who would like to read in class?4．Translate and explaina. Let’s translate the conversations into Chinese. Would you please work in pairs?b. Let’s translate the conversations together now.c. When do you ask the questions like: Is this your ...? or Is that your ...? Can you tell me? 是的，当我们想问某物是对方的吗？用这样的句型。

七年级英语新目标上 Unit 2 Is this urpenil?教案七年级英语新目标上Unit2Isthisurpenil?教案Unit2Isthisurpenil?Teahinggals●Learnsebasirds●Learnseeasphrases●LearnsesiplebutusefulexpressinsLanguagegals:IdentifnershipVabularNerdspenil,b,ruler,ditinar,eraser,penilase,penilsharpene r,bapa,exusee,baseball,nteb,putergae,shl,spell,ring,ath,Nephraseslstandfundase,asetf,inEnglishExpressinsIprtantsentenesIsthisurpenil?–-es,it’spenil2N,itisn’tIt’sherruler3hat’sthisinEnglish?--It’sapen4Hduspellit?EverdaEnglishhat’sthis（inEnglish）?--It’sapen 2Hduspellit?3es,itis/N,itisn’t一重难点解析hat’sthisinEnglish?Ans:It’sapen2Isthis/thaturpenil?Ans：肯定回答–-es,it’spenil否定回答---N,itisn’tIt’sherruler 3Hduspeellit?Ans:R-u-l-e-r二．语法知识Isthisurpen?--es,itis/N,itisn’t三．练习。

．翻译电脑游戏____________字典_____________铅笔盒_____________拼写_____________ 失物招领___________我的橡皮___________ 他的戒指____________用英语____________2．选择-Isthisursister?-________ThisisfriendAN,itisBN,itisn’tes,itisDes,itisn’t2—H______uspellit?—P-E-NAareBaisDd3—hat'sthis?—It'saditinar—____________ Ah,esBes,itisThanu4—Isthisureraser?—N,itisn'tIthin___________ AithereraserBitshereraserit'shereraserIsthis___________exerise-b?AuBheher3用所给词的适当形式填空N,it_________It’sherruler2hat’sthisin_________?3Thisispenandthatis________pen4That’sLiLei________penilisld________isEnglishteaher6Ihavet________4填空ExuseeIsthisurp__________?2N,itisn’tIt’sherr__________3Hdus_________it?4hat'sthisi____________English?四、根据要求完成句子。

Unit2Is this your pencil?Language goals:In this unit students learn to talk about ownership.New languages:Is this your pencil? Yes, it is.Is that her eraser? No, it isn’t.What’s this in English? It’s a pen.How do you spell it?Difficult points:1. Sentences begin with “Is this/that …?”2. I mprove the students’ reading, listening, speaking and writing skills.3. How to write notices about Lost and Found.Teaching aids:real objects (watch, pencil, pencil case, eraser, pencil sharpener …), recorder, picturesTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3 /4a /4bPeriod 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 /Self CheckPeriod 1Teaching aims:1. Learn the words on page7 and page8.2. Use target languages:Is this your pencil?Yes, it is. / No, it isn’t.Is that her eraser?Yes, it is. /No, it isn’t.3. Train the listening and speaking skills.Teaching procedure:Step 1 Revision1. Have a dictation (words and phrases in Unit 1).2. Make conversations in pairs (go over the dialogues in Unit 1). For example:What’s your name?What’s your first name?What’s your last name?What’s your telephone number?What’s his name?What’s her name?What’s this in English?Step 2 PresentationShow some objects or pictures (pen, pencil, eraser, backpack, ruler, dictionary, pencil case)to the students. Have students say them in English. Step 3Section A 1a(1)T: (take up a pen) W hat’s this in English?Ss: It’s a pen.(The teacher says “pen” again and have students repeat it. Learn theother words like this.)(2)Students read the words on the left again and again. Ask some studentsto read them to the class.(3)T: Now look at the picture. What can you see in it? Find the objects thatyou read just now.(4)Then ask one student to read his/her answer to the class. The others checktheir answers.Step 4 Section A 1b(1) T: (hold up a pen and ask a student) Is this your pen?S: No, it isn’t.T: (hold up a pencil from a student’s pencil case and ask the student)Is this your pencil?S: Yes, it is.(2) Point to the picture. Ask students to look at the picture carefully andread the sentences in it.(3) Play the recording for the first time. Students only listen.(4) T: (play the recording for the second time)Listen again and number the conversations.(5) Give the answers and students check their answers.Step 5 Section A 1c(1) T: Work in pairs and practice the conversations in 1b.(2) Write the following on the board:1. pencil (Yes)2. backpack (No, his)3. ruler (No, her)Ask the students to look at the board and act out the three conversationswith their books closed.(3) Let several pairs e to the front of the class and act out theirconversations.Step 6 Section A 2a(1)Show a pencil case, an eraser, a book, a pencil, a backpack and a rulerto the students. Have students say their names in English.(2) T: Now look at the six pictures in 2a. Listen carefully and check thethings you hear.(3) Play the recording. Students check the things.(4) Check the answers.Step 7Section A 2b(1) T: Look at the picture on the left. What can you see on the floor?(Have some students say the names of the objects.)(2) Read the words in the box and have students repeat them.(3) T: Listen and fill in the blanks with the words in the box.(Play the recording. Students listen and plete the conversation.)(4) Check the answers.(5) Practice the conversation in groups of three.Step 8 Section A 2c(1)T: (Point to an object in the picture and ask a student)What’s this in English?S: It’s a backpack (ruler, pencil eraser …)(2) Let students work in pairs to practice the conversation.(3) Have several pairs of students present their conversations to the class. Step 9Grammar FocusDivide the class into two groups to say the questions and responses.Step 10 Conclusion(1) Learn and master the vocabulary words.(2) Master the target languages.Is this your pencil? Yes, it is.Is that her eraser? No, it isn’t.Step 11 Homework(1) Learn the vocabulary words by heart.(2) Practice the conversations in 2b and Grammar Focus.(3) Do some preparing.Period 2Teaching aims:1. Memorize the words and phrases: how, do, spell, baseball2. Use the sentences “What’s this in English?”“How do you spell it?”3. Train speaking skills.Teaching procedure:Step 1 Revision(1)Go over the words in last class. Show some pictures or real objects tothe students. Have them say their names and spell them.(2)Ask students to make conversations:Is this/that your …?Yes it is. /No, it isn’t.Step 2 Presentation (a game)(5)Put a pencil sharpener, a dictionary, a pen, an eraser and a ruler ina bag.(6)T: I have some things in this bag. You often use these things in class.Try to guess what they are.(When one student guesses the right object, give the object to him/her.) Step3 SectionA 3(1) T: Look at the five pictures. Who can say the names of the objects?(2) Demonstrate the conversation with a student:T: What’s this in English?S: It’s a pen.T: How do you spell it?S: P-E-N.(7)T: (write the names of the objects on the board: pencil sharpener,dictionary, pen, eraser, ruler)Now work in pairs and make up five conversations like this.(8)Have five pairs present their conversations to the class.Step4 SectionA 4aTake out a box. Say:Put your school things, such as pens, pencils, rulers, n erasers into the box.Step5 Section A 4b(2)T: (Take out a pen from the box and ask one student) Is this your pen?S:Yes, it is. /No, it isn’t.(3)T: Now work in pairs. Do it like this to guess the owner of one object.You only have two guesses.Step 6 Conclusion(1) Learn the words and phrases in this class.(2) Grasp the target languages:What’s this in English?It’s a …How do you spell it?Step 7 Homework(1) Memorize the words.(2) Act out the dialogues in activity 3.(3) Prepare next lesson.Period 3Teaching aims:1. Learn the vocabulary words.2. Target languages:What’s this?How do you spell it?3. Train the listening and speaking skills.Teaching procedure:Step 1 Free talkAsk students to have conversations in pairs freely.Step 2 Section B 1a(1) T: Look at the picture in 1a. What things can you see? Say their names.(Ask some students to say the names of the objects.)(2) Read the words in the box and have students repeat them.(3) T: Can you match the words with the things in the picture?See who does the most quickly.(4) Ask one student to say his/her answers.Step3 Section B 1b(1) T: (Point to the watch in the picture and ask one student.)What’s this?S: It’s a watch.T: How do you spell it?S: W-A-T-C-H.(2) T: Now work in pairs and talk about the things in the picture. (Writedown the names of the objects on the board when the students aretalking.)(3) Ask some pairs of students to present their conversations to the class.Encourage them to say their conversations with their books closed. Step 4 Section B 2a(1)Call attention to the words and phrases in 1a and ask students to readeach one.(2) T: Now le t’s listen to the recording. You’ll hear some things in 1a.Circle the things when you hear them.(3) Play the recording, students listen and circle the things.(4) Have some students say their answers.Step 5Section B 2b(1) T: What are Kelsey and Mike looking for? Now listen to the conversationagain. Then write the names of the things in the chart.(2) Play the recording, students listen and write the words under Kelsey andMike.(3) Give the answers:Kelsey: watch, ID cardMike: pen, baseballStep 6 Section B 2c Pairwork(1) Read the instruction to the class. Take the first question and answer asanexample. Demonstrate it with a student.(2) Have students work in pairs. One student in each pair looks at page 82and the other looks at page 86. Take turns asking and answering thequestions.Step 7 Homework(1) Remember words in this lesson.(2) Make a conversation.(3) Do some preparing.Period 4Teaching aims:1. Memorize the words and phrases on page 11.2. Learn to write a notice about Lost and Found.3. Train writing skill.Teaching procedure:Step 1 Revision(1) Have a dictation of the words in last class.(2) Act out the conversation:A: What’s this?B: It’s a …A: How do you spell it?B: …Step 2 Section B 3a(1) T: Look at the notices. Read them by yourselves.(2) Ask the students if they have any questions about the notices. Ifnecessary, explain some difficult sentences. Teach the students how towrite this kind of notice.(3) T: Now read the notices again, and circle the words in 1a.(4) Give the answers:watch, puter game, notebook, ID cardStep 3 Section B 3b(1) T: Look at the four parts in the box. They are in the wrong order, putthem in the right order to make a plete message.(2) Students do the exercise by themselves.(3) Ask one student to read his /her answer to the class.(4) Students practice reading the notice.Step 6 Self Check 1 & 2(1)T: Look at the words in the box. Do you know all the words? Check thewords you know.(2)T: If you don’t know the meanings of some words, look them up in yourbook or ask your classmates for help.(3)Have students write five new words in their Vocab-Builder.Step 7 Self Check 3(1) T: Look at the picture on the left. Whose things are they?(2) Give an example with a student:T: Is that your key?S: Yes, it is. /No, it isn’t.(3) Ask students to plete the questions and answers individually.(4) Check the answers.Step 8 Homework1. Memorize the words in Unit2.2. Write a notice about Lost and Found.word 11 / 11。

人教版七年级上新目标英语Unit2教案Unit 2I. 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. GuessingThe First PeriodContent: Section A 1a, 1b, 1c, 2a, 2b, 2cTeaching Aims:1. How to identify ownership.2. Learn and master the following:Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpackSentence 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 abi lity.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 objectsTeaching 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-upToday 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 PresentationAsk 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 Practice1. 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 ActingIdentify 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 classFill 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 lostStep 7 Homework1. 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.rulerpencil case, backpackpencil sharpener, dictionaryThe Second PeriodContent: Section A 3, 4a, 4b,Section B 1a~2cTeaching 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 objectsTeaching 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. Revision1). 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, 4bGame: 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 PresentationSection 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 Pratice1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring2. 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 ListeningSection B 2a 2bLook 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 MikewatchID card penbaseballStep 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 classComplete 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 Homework1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:A: He llo, 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.notebookringThe Third PeriodContent: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3Teaching 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 computerTeaching Procedures:Step 1 Greetings and revision.1. Greeting the whole class as usual.2. RevisionAsk : What’s this/that in English?How do you spell baseball?Is this/that your pen? etc.Step 2 Leading-inLooking 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。