初一英语上册《Unit 2 Is this your pencil》教案

第96页共96页初一英语上册《Unit2Isthisyourpencil》教案初一英语上册《Unit2Isthisyourpencil》教案。Unit1Myname’sGinaperiodOne课前准备老师：准备游戏时所用的图片〔食物、蔬菜、动物〕。学生：准备表演时所需道具〔服装、假发〕。教学设计StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture〔图片略〕tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.〔引课方式贴近生活，学生易于承受〕Teacher:Congratulations,nowGroup2isthechion.ButIdon’tknowyournames.Wouldyouliketointroduceyourselvestous?S1&S2:Yes.S1:Hello.MynameisLiLei.Nicetomeetyou.Ss:Hello,LiLei.Nicetomeetyou,too.Ss:Hello!What’syourname?S2:I’mSunping.Howdoyoudo?Ss:Howdoyoudo?StepTwo:Drills.1.Makeintroductions.〔通过句型的操练使学生更加纯熟掌握所学的句式。〕Exle:Sa:Hello!I’mLiLei.What’syourname?Sb:Myname’sZhangFeng.Nicetomeetyou.Sa:Nicetomeetyou,too.Andwhat’syourname,please?Sc:LinLi.Howdoyoudo?Sa：Howdoyoudo?2.Listenandnumbertheconversations.Teacher:TodayIhavegoodnewsforyou.Threenewstudentswilletoourclass.Theyarefromothercountries.Doyouwanttoknowthem?Let’slistentotherecordingof1binSectionA.(Studentslistentothetapeandgivetherightanswers.)Ss:OK.Exle:Sb:Hello,SunNan.Nicetomeetyou.Ss:Howdoyoudo?Sd:Howdoyoudo?2.TheNewers.〔以表演的形式完成，使课堂气氛到达高潮。〕Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo课前准备老师：准备歌曲磁带〔歌词〕、情景图片及上课所需表格。学生：需要向父母理解自已名字的含义。教学设计StepOne:Revisethesentencepatterns.1.SinganEnglishsong.〔用唱歌的方式既带动了气氛，又复习了所学内容。〕Hello!Hello!What’syourname?Myname’sGina.Hello!Hello!What’shisname?Hisname’speter.Hello!Hello!What’shername?Hername’sAnna.2.Listentotheconversationsandfinishtheexercises.(Studentslistentothetapeandgivetherightanswers.)3.Actoutthedialogues.〔在特定的情景下表演对话更符合实际，更贴近生活。〕(Studentscanchooseanypicturetheylikeandactoutthedialogues.)Exle:(Ataparty)Sa:Hello!I’mLucyGreen.What’syourname?Sb:MynameisKateBrown,Jim’sclassmate.Nicetomeetyou.Sa:Nicetomeetyou,too.I’mJim’ssister.WeletoJim’sbirthdayparty.Makeyourselfathome.Sb:Thanks,Iwill.StepTwo:ChooseEnglishnames.1.playanamegame.〔有效引出“英文名字”这一主题。〕Teacher：Asweknow,everyonehasaname.EachnamehasitsspecialmeaningandsodoEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let’splayanamegame.ThewinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametimehe(she)shouldrepeatalltheabove-mentionedclassmates'names.Exle:S1:Myname’sTony.S2:Hisname’sTony.Myname’sLinda.S3:Hisname’sTony.Hername’sLinda.Myname’sNick.S4:Hisname’sTony.Hername’sLinda.Hisname'sNick.Myname'sKim.S5:…….2.ChooseEnglishnames.1).Findoutfirstnamesandlastnames.〔用小组的方式完成名字的识别。〕Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree课前准备老师：准备所需的歌曲磁带、名片样本及各项表格。学生：制作名片所需的纸张、画笔等。教学设计StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.〔歌曲欢快有趣，比起单纯教授单词更为有效。〕S1:Atelephonecall.T:Butyoudon’thavetheirtelephonenumbers.S1:Askfortheirtelephonenumbers.T:Ifwewanttoknowabouttheirtelephonenumbers,wemustlearnhowtosaythesenumbersinEnglish.Let’slearntosing“TenLittleIndianBoys”.WordsOnelittle,twolittle,threelittleIndisns,Fourlittle,fivelittle,sixlittleIndians,Sevenlittle,eightlittle,ninelittleIndians,TenlittleIndianboys.(Aftersingingthesong,tellthestudentsnottoforget“zero”.)T:Countthenumbertogetherfromzerotonine.S2:Zero…2.Listentotheconversationandwritethetelephonenumber.〔通过听力复习单词。〕(Studentslistentotherecordingof1binSectionBandgivetheanswer.)StepTwo:Drills.1.Makeasurveyaboutyourpartners’telephonenumbers.〔调查组内成员的号码，重点练习所学句式。〕NameTelephonenumbers.f132.LiLeiLiuYuLinFangYinKailinS1:Hello,LiuYu.What’syourtelephonenumber?S2:Mytelephonenumberis…S1:Oh,thankyou.Whataboutyours,LinFang?S3:It’s…S1:…AndmayIknowyourphonenumber,YinKailin?S4:…S1:Thankyouverymuch.Oh,Inearlyforgot.Mytelephonenumberis…2.Reportittotheclass.(Afterthesurvey,everygroupcanchooseastudenttoreportthesurveyresulttotheclass.)Exle:Mytelephonenumberis…LiuYu’sphonenumberis…LinFang’stelephonenumberis…YinKailin’sphonenumberis…3.Listenandmatchthenamesandtelephonenumbers.〔制作号码簿这一任务可以大面积调动学生装的参与意识。〕Teacher:Iwillplaytherecordingtwice.Thefirsttimejustlisten.Thesecondtime,writetheletteroftheperson’stelephonenumberinthespaceafterthatperson’sname.(Studentslistentothetape.)T:Next,I’llplaytherecordingagain.Thistime,fillinthemissingnumbers.(Studentslistentothetapeagain.)T:Canyoufindoutwhosetelephonenumberstheyare?S:…4.Makeanaddressbook.Teacher:Thenewtermbegins.Ourclassneedsanaddressbooktocontacteachother.Nowwecanputalltheinformationtogetherandthenwecanhaveourownaddressbook.payattentiontotheaddressbookheadings“Names”and“phonenumbers”.Nowworkingroupsofsixandaskyourgroupmembers“What’shis/hername?AndWhat’shis/herphonenumber?”f132.更多教案延伸阅读初一英语上册教案：Unit4Where’smybackpackUnit4Where’smybackpack?教学内容：本单元主要内容是议论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项根本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词on,in,under,behind等的用法；学习并掌握where句型的运用，使学生养成干净、整洁、合理摆放物品的好习惯。教学目的：1、知识目的：A、学会一些表示家具的名词以及学惯用品的单词；B、方位介词，如：in,on,under,behind的用法；C、学会运用方位介词和where句型表述物品所在的位置。2、才能目的：A、学会正确描绘物品作在的位置；B、学会询问自己或别人物品的详细位置；C、可以合理地描绘和设计房间。3、情感目的：培养学生整齐地摆放自己物品的生活习惯。教学难点、重点：重点：A、方位介词in,on,under,behind的用法。B、Where的特殊疑问句和Isthisa/an...?一般疑问句的肯定和否认答复。C、学习名词bed,dresser,bookcase,backpack...难点：A、可以正确运用方位介词描绘物品作在的位置；B、可以运用Where的问句找到物品位置。课时安排：第一课时SectionA1a-1c第二课时SectionA2a-4第三课时SectionB1-2b第四课时SectionB3a-4Self-checkperiodOne老师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学惯用品的实物，以及闹钟、光盘、数学书和其他日常用品。学生：彩笔学生用品、大白纸、课本所涉及的单词的实物。学步骤StepOne:presenttheNewwords.①Warmingup.(preparesomeschoolthingsforthestudentsaspresents.)T:What’sthis?(Thereisapencilintheteacher’shand.)S1:Yesyouaright.Hereyouare.(giveittothestudentasapresent.)T:Isthisaruler?(holduparuler.)S2:Yesitis.T:Howtospellruler?S2:R-U-L-E-R,ruler.T:Good,hereyouare.(Holdupapen,aneraser,anotebookandsoon.Askthequestionsinthesameway.Andgivethepresentstothestudents.)T:What’sthis?S3:It’sabackpack.T:Ihaveabackpackforyouasapresent,(Lookingforitinthedesk,underthechair...)butIcan’tfindit.Where’sit?Doyouknow?S3:Idon’tknow.S4:Ithinkit’sinyourdesk..T:(Lookintothedesk.)No,itisn’t.Now,let’slookforthebackpacktogether,OK?(Writedownthetitleontheblackboard.)②LearntheNewwords.T:Lookatthebigpictureonthescreen.Thisisabigniceroom.Iwanttoownsucharoom.Becausethereissomenicefurnitureinit.Doyouknowthenamesofthefurniture?(Showapictureofabedandadresser.)T:What’sthis?It’sabed.“BED”.Readafterme.B-E-D,bed.Ss:B-E-D,bed.T:What’sthis?It’sadresser.D-R-E-S-S-R,dresser.Ss:D-R-E-S-S-R,dresser.(Teachtheotherwordsbookcase/sofa/chair/drawer/plant/...inthesameway.)通过师生互动，激发学生思维，并用学过的句子导入新课。利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。T:Readthewordsaloud.③presentthewordsin,on,under,behindusingtheobjects.T:Whereismybook?It’sonthedesk.(putabookonthedesk.)T:Whereismybag?(putabagonthedeskandaskthisquestion.)S1:It’sonthedesk.T:Whereismybag?(Toallthestudents)Ss:It’sonthedesk.T:Whereismypen?It’sinthepencilcase.(putapeninthepencilcaseandask.)T:Whereismyruler?(putarulerinthepencilcase,too.)S1:It’sinthepencilcase,too.T:Whereistheruler?Ss:It’sinthepencilcase.(Thenlearntheothertwoprepositions“under”,“behind”inthesameway.)④presentthewords.T:Now,pleaselookatthescreen,whereistheballinpicture1?S1:Ithinkit’sinthebox.T:Whereistheballinpicture2?S2:It’sonthebox.T:Whereistheballinpicture3?S3:It’sbehindthebox.T:Whereistheballinpicture4?S4:It’sunderthebox.T:Therearesomepicturesonthescreen,pleasematchthesentencesandthepictures.1:Thecatisunderthechair.2:Thecatisonthebed.3:Thecatisbehindthedoor.4:Thecatisinthebox.5:Thecatisnexttotheplant.通过实物所在的位置直观地呈现乏味介词。利用多媒体课件创设语言情景，准确呈现物品之间的位置关系，让学生在真实的情景中理解和掌握方位介词。让学生把句子和图画匹配起来，稳固方位介词的用法。6:Thecatisonthechair.T：pleaseopenyourbooksanddo1aquicklyasyoucan.(Afterdoing1a,checktheanswer.)StepTwo:drills.①practicethedrills.T:Thistime,usetheschoolthingsaroundyoutopracticetheconversation.T:Where’sthewatch?(Holdupawatchinthehand.)S1:It’sinyourhand.T:Where’sthebag?(putabagonthechair.)S2:It’sonthechair.(Askthestudentstopracticethedialoguelikethis.Thengetsomepairstoactitout.)②Introducearoomandlistentothetape.T:ThisisTommy’sroom,buthecan’tfindhisbooks,hispencilcase,hisbaseball,hisputergameandhiskeys,pleasehelphimfindthethings.Listenandnumber[1-5]thethingsinthepicture.(playtherecordingandthenchecktheanswer.)StepThree:playagame.T:Now,wewillplayagame,Ihaveanewruler,allthestudentscloseyoureyes,andIhideitinourclassroom.pleaseguess,Whereisit?Ifyouranswerisright,itisyours.pleaseasklikethisIsitonthedesk?Isitonthefloor?Areyouready?S1:Isitinthe...?T:No,itisn’t.S2:Isitunderthe…?T:No,itisn’t.S3:Isitbehindthe…?T:Yes,itis.pleasefinditout.Hereyouare.(Givetherulertohim.)(Askthreeorfourstudentstoetothefronttohidethreeorfournewschoolthings,otherslookforthem.)T:Whocaneheretohidemynewpen?Ss:Ican.(Afterplayingthegame,somestudentswhocanfindtheschoolthingswillhavethem.)StepFour:Task.T:Lookatthepictureonthescreen.ThisisMary’sroom.Ingroupsoffour,describewherethethingsareintheroom.(prepare让学生用身边的学惯用品操练句型，到达纯熟运用where提问。用学过的一般疑问句以游戏的方式操练本节课所学内容以增强兴趣性。利用屏幕上所给图片，描绘Mary房间物品的位置，强化句型。Forfiveminutes.)S1:Isthebookonthedesk?S2:Yes,itis.Isthebackpackunderthechair?S3:No,itisn’t.It’s…Wherearethekeys?S4:Theyare…Homework:Makeaplay.Thereisaman.Hisnameis“forgetful”.Healwaysforgetssomethings,andhealwaysasksWhereis/aremy…?pleasemakeashortplayandnextclasswewillactitout.periodTwo课前准备老师:准备表格、一些学惯用品和多媒体教学课件。学生：表演短剧的道具、表格。教学设计StepOne:Checkthehomework.〔运用所学句型表演短剧。〕(Thestudentspracticetheshortplay“forgetful”forthreeminutessothattheycanactitoutwell.)T:Whichgroupcanacttheplayout?Ss:Wecan.(etothefront.)S1:Mynameis“forgetful”,Iwanttowork,but,but…Wherearemy…?S2:(etohim)Aretheyonthe…?S1:No,itisn’t.S3:Aretheyinyour…?S1:Oh,yes,itis.ButwhereismyIDcard?...(Somegroupsactitout.)StepTwo:Reviewthewords.〔利用多媒体教学课件复习学过的单词，为下面的听力训练做铺垫。〕1.Askthestudentstospellthewordsinthepicturein2a.T:First,lookatthepicturesonthescreen.Whatarethese?S1:Theyarebooks.T:What’sthis?S2:It’sabaseball.T:What’sthis?S3:It’saputergame.T:Isthisabackpack?S4:Yes,itis.T:Canyouspellit?S4:Yes,B-A-C-K-p-A-C-K,backpack.(Reviewtheotherwordsinthesameway.)T:Now,listentotherecordingandlookat2a.Numberthethingsfrom1-6.T:Checktheanswer.(Studentsgivetheanswer.)T:Now,listenagain.Let’sdo2b.FindoutWherearethethingsfrom2a?Numberthethingsinthepictures[1-6].〔通过听力训练检测学生对所学知识掌握的情况，培养学生听的才能。〕(playthetapeagainandchecktheanswer.)T:Whocananswer?S1:Theputergameisonthebackpack.S2:Thebooksare…S3:Thepencilcaseis…S4:Thebackpackis…S5:Thebaseballis…S6:Thekeysare…StepThree:practicethedrills.〔根据听力材料中的句型，利用图片再次进展稳固练习。〕T:Lookatthepicture.Isthebaseballonthechair?Ss:No,itisn’t.It’sunderthechair.T:Arethebooksunderthetable.S:No,theyaren’t.They’reonthechair.…(writethefoursentencesontheblackboard.Letthestudentsaskandanswerusingtheirownthigns.)S1:Isyourruleronyourpencilcase?S2:No,itisn’t.It’sinmy…S3:Areyourkeysinyourpocket?S4:No,theyaren’t.Theyareinmy…(Letthemaskandanswerinpairsasmanyastheycantoimprovetheiroralability.)StepFour:presentthegrammarandpractice.〔利用实物呈现语法。〕1.Grammarfocus.(Theteachercollectssomeschoolthingsonherdesk,themhidesthemtoasksomequestions.)T:Whereisthebaseball?(putabaseballinthedesk)S:It’sin…T:Whereisthedictionary?Ss:It’son/under/behind…T:Where’rethebooks/yourkeys?S:They’reonthechair./inyourpocket…(Thentheteacherwritesthesentencesontheblackboard.)T:pleasepayattentiontothesentences.Weuse“It’s”totalkaboutsingleobjectsand“They’re”totalkabouttwoormoreobjects.“Where’s,It’sandThey’re”arecontractions.Makeasurvey.〔运用调查表来稳固句型。〕T:Makeasurveyaboutyourclassmates’thingsusingWhereis/are…?Andthenfillinthechart.NameThingsRulerpencilcaseDictionaryKeysLucyTomTommyLily2.Makeaconversation.〔看图操练句型。〕T:Whocanputthesesentencesinordertomakeaconversationin3a.S1:Wecan.Where’sthebag?S2:Idon’tknow.Isitonthedresser?S1:No,itisn’t.T:prepareanewdialogueforthreeminutesjustlikethis.Youcanuseyourownthings.(Later,askmorepairstopracticetheirconversationsasquicklyastheycan.)StepFive:practicethedrill“Whereis/are…?”(Makeaconversationwithastudent.)T:Lookatthepicturein3c.Wherearethebooks?S1:Idon’tknow.T:Wherearethekeys?S2:Theyareonthedresser.T:Workinpairs.Makeasimilarconversationlikethis.S1:Whereisthebaseball?S2:It’s…S3:Whereisthe…?S4:Idon’tknow.S5:Wherearethe…?S6:…S7:Whereisthepencilcase?S8:It’s…(Letthestudentsaskandansweraccordingtothepicturein3corusingtheirownthings.)StepSix:Task.〔设置任务，通过比照的方式让学生理解方位介词。〕T:StudentAlooksatpicture1(Textbookp21,4)studentBlooksatpicture2(Textbookp19,1a)Askandanswerinpairs.Sle:1.Sa:Whereisthebackpack?Isitunderthetable?Sb:No,itisn’t.It’sonthetable.2.Sa:Wherearethebooks?Aretheyonthesofa?Sb:No,theyaren’t.Theyareonthebed.…...T:Let’sfindoutthedifferencesbetweenthepictures.Whereisthebackpack?Isitonthetable?(Lookatpicture1)Ss:No,itisn’t.It’sunderthetable.(Lookatpicture2)T:Wherearethebooks?Aretheybehindthesofa?(Lookatpicture1)Ss:No,theyareonthesofa.(Lookatpicture2)(Asksomepairstomakethedialogueandfindoutsomedifferences.)T:Fillinthechartaccordingtothepictures.〔利用表格直观表达出两幅图的不同点。〕Thingspicture1pictuer2pencilcaseinthebackpackonthetableBooksBackpack…T:Whowantstoreportit?S1:Iwantto.Inpicture1,thepencilcaseis…Inpicture2,thepencilcaseis…S2:Inpicture1,thebooksare…Inpicture2,thebooksare…(Askotherstudentstoreportit.)Homework.T:Makeasurveyafterclass.Asksomeofyourclassmates“Whereis…?Whereare…?”Fillinthechart.NameThingsBedClockputergameBallJimAmyperiodThree课前准备老师：搜集学惯用品、日常用品的图片及单词卡片。学生：准备学惯用品、日常用品。教学设计StepOne:presentthenewwords.T:Ihavesomethingsonmydesk,Ithinkyoucantellmehowtosaythem.T:What’sthis?(Holdupabookinthehand)Ss:It’sabook.T:Yes,it’samathbook.Readafterme.M-A-T-H-B-O-O-K,mathbook.Ss:M-A-T-H-B-O-O-K,mathbook.T:Doyouhaveawatch?Ss:Yes,Ido./No,Idon’t.T:Isitawatch?Ss:No,itisn’t.It’saclock.T:Good.It’sanalarmclock.Readafterme.A-L-A-R-M-C-L-O-C-K,alarmclock.(ThenholdupCD,videotape,hat,notebook,teachtheminthesameway.Checkthewordsusingthecards.)T:Let’sdo1ainSectionB.Matchthewordswiththethingsinthepicturein1a.(Thenchecktheanswers.)StepTwo:presentthedrills.1.Reviewthewords.T:Nowdo1binSectionB,lookatTommy’sroomforthreeminutes.pleasetryyourbesttorememberallthethingsintheroom.Begin!(Threeminuteslater,askthemtoclosetheirbooks.Givethemanotherthreeminutestowritedownthethingstheyremembered.)T:Whocanwritethemdownontheblackboard?S1:Ican.(Afterwritingthem,studentsopenthebookstochecktheanswer.)T:Howmanywordsdidyouwrite?Ss:Fifteen/Twenty/Twenty-two…T:Whatareinthepicture?S:Abackpack,aquilt,aputergame,somebooks…2.presentthedrill.T:Lookatthepicture1ainSectionBandanswermyquestionsWhereisthemathbook?S1:Itis…T:Wherearethepictures?S2:Theyare…T:Wherearethebooks?S3:Theyare…T:Askandansweraccordingtothepicturethenfillinthechart.ThingsbackpackbooksIDcardrulercapplacesStepThree:Listenandpracticethedrill.1.Listentothetape.T:Tommywantshismothertobringsomeschoolthingstoschoolforhim.Buthisroomisn’ttidy.Sohismothercan’tfindthethings.Let’slistentotherecordingof2aandhelphismotherfindthethings.(playthetapeforthefirsttime.Thestudentscirclethewordtheyhear.Thenchecktheanswer.)T:Nowlistenagain,andfillinthechart.ThingsrulernotebookMathbookCDsplaces2.practicethedialogue.T:Where’stheruler?S1:It’s…T:Where’sthenotebook?S2:It’s…T:Where’reCDs?S3:They’re…T:Workinpairsaccordingtothechart.StepFour:Task.T:pleaselookatTommy’sroom.Doyouthinkit’stidy?Ss:No,Idon’tthinkso.T:Fourstudentsinagroup.DrawapictureaboutTommy’sroom,helphimcleantheroomtoputthethingsinthecorrectplaces.(Choosesomegroupstoshowtheroom.)Homework.1.Drawapictureaboutyourroom.2.Describeyournewroom.periodFour课前准备老师:搜集单词卡片、背景资料。学生：彩笔、大白纸、相关新单词。教学设计StepOne:Learnthenewwords.1.presentthenewwords.(Showsomepicturesandwordsonthescreentoteachthestudentsthenewwords.)T:What’sthis?S1:It’saroom.T:Doyouhavearoomlikethis?S2:Yes,Ido./No,Idon’t.T:Readafterme.R-O-O-M,room.Ss:R-O-O-M,room.(Teachtheotherwords“TV,desk,picture”inthesameway.)T:Therearesomewordshere.Readthewordsaftermeandspellthem.(Learntheotherwordswithoutpicturesonthecards.)T:Thisisaword.Canyouspellthisword?(pointtoawordinthecard.)S1:Yes,Ican./No,Ican’t.(Letthemknowthemeaningof“can”.)T:Icanspellyourname.Canyouspellmyname?S1:Yes,Ican.T:Canyouwriteyourname?S:Sorry,Ican’t.Ihavenopen.T:Youneedapen.(Givehimapen.)(Letthestudentsunderstandtheword“need”.)T:Ibringafootballtoschooleveryday.Nowitisonthefloor.AfterclassItakeittomyhome.(Teach“bring”and“take”.putafootballonthefloorandpointtothefloortoteachtheword“floor”.)2.practicethewords.(Givethecxlestothestudentsandgetthestudentstounderstandthenewwords.)StepTwo:Listenandpractice.T:Booksclosed.Hereisanote.pleaselistencarefullyandthenanswerthequestionsHowmanythingsarethereinthenote?Ss:Therearefivethingsinthenote.T:Whatarethese?Ss:Theyarenotebook…T:Openyourbooks,whocanreaditforus?Ss:Ican.(Onestudentreadsit,otherslistencarefully.)T:ThisisanotefromMomtoSally.pleaselookatthepicture,drawthemissingthingsinthepicture.T:Whocantellmewherethemissingthingsare?S1:Thebaseballis…S2:TheCDsare…Theotherstudentswillanswerotherquestions.StepThree:playagame.T:Ipidetheclassintotwogroups,onegroupchoosesseveralstudentstoetothefronttodrawsomebigpicturesontheblackboard.Theothergroupchoosessomeonetodrawsomethingonthebigthings.(afterdrawingthem.)T:Whocansaythesentencesaccordingtothepictures?S1:Ican.Thedogisunderthechair.S2:Thecupsare…S3:Thequiltare…S4:Thebooksare…StepFour:practiceandfillintheblanks.1.Fillintheblank.(First,letthestudentsdescribethepicture.)T:Lookatthepicturein____Whereisthehat?S1:It’s…T:Whereistheclock?S2:Itis…T:WhereistheIDcard?S3:Itis…T:Whereisthenotebook?S4:Itis…(Askthesamequestionsinthesameway.)T:Whocanfillintheblank?S1:Ican.(Thenaskoneortwostudentstoreaditaloud.Checktheansweraccordingtothepicture.)2.practice.(Studentswriteanote.)StepFive:Task.T:Nowdrawyouridealroomsingroupsofsix,pleaseuseyourcolorpencilstodrawthem,everyonecanjointhistask,andthenshowtheroomtous.(Tenminuteslater,askthestudentshanduptheirdrawing,everygroupchoosesonetodescribetheroom.Choosethebestoneandgivethemsomecandiesorschoolthingsencouragethem.)StepSix:DoSelf-check.1.Reviewthewords.T:LookatselfCheck,let’sdoexercise1.Lookatthecardsinmyhand,andspellthewordsasquicklyasyoucan.(HoldupsomecardswithChinesewordsonthemsuchas“桌子”.)T:Whocanspellthisword?S:Ican.“TABLE”.(Holduptheothercardstoletthestudentsspellthemquicklyinordertomasterthekeywordsinthisunit.)2.Writesomenewwordsaboutthisunit.T:Now,pleasethinkitover.Doyouknowtheotherwordsaboutschoolthingsandfurniture?Whocanwritethemdownontheblackboard?S:Wecan.(Somestudentswilletothefronttowritethemdownontheblackboardandotherswritethemdowninthenotebook.)T:Lookattheblackboard.Theyare:ball,pen,ink,cupboard,livingroom,bedroom,kitchen,fridge,andwashingmachine…T:pleaserememberthem.StepSeven:Homework.T:Lookat3,readthenote,anddrawaroomaccordingtoitonapiceceofpaperafterclass.初中初一英语上册教案：Unit1Myname’sGinaperiodOne课前准备老师：准备游戏时所用的图片(食物、蔬菜、动物)。学生：准备表演时所需道具(服装、假发)。教学设计StepOne:presentthesentencepatterns.1.playagame“Howmanywordsdoyouknow?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.(Divideallthestudentsintoseveralgroupsandshowapicture(图片略)tothemwiththeputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtoetotheblackboardandwritedownthewordsin30seconds.)(Group2isthechiongroup.Theycanwrite11words.)2.Introducethechiongrouptotheclass.(引课方式贴近生活，学生易于承受)Teacher:Congratulations,nowGroup2isthechion.ButIdon’tknowyournames.Wouldyouliketointroduceyourselvestous?S1S2:Yes.S1:Hello.MynameisLiLei.Nicetomeetyou.Ss:Hello,LiLei.Nicetomeetyou,too.Ss:Hello!What’syourname?S2:I’mSunping.Howdoyoudo?Ss:Howdoyoudo?StepTwo:Drills.1.Makeintroductions.(通过句型的操练使学生更加纯熟掌握所学的句式。)Exle:Sa:Hello!I’mLiLei.What’syourname?Sb:Myname’sZhangFeng.Nicetomeetyou.Sa:Nicetomeetyou,too.Andwhat’syourname,please?Sc:LinLi.Howdoyoudo?Sa：Howdoyoudo?2.Listenandnumbertheconversations.Teacher:TodayIhavegoodnewsforyou.Threenewstudentswilletoourclass.Theyarefromothercountries.Doyouwanttoknowthem?Let’slistentotherecordingof1binSectionA.(Studentslistentothetapeandgivetherightanswers.)Ss:OK.Exle:Sb:Hello,SunNan.Nicetomeetyou.Ss:Howdoyoudo?Sd:Howdoyoudo?2.TheNewers.(以表演的形式完成，使课堂气氛到达高潮。)Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldetoourclass.Now,look!Theyarehere.Let’sgivethemawarmwele.(Three“foreign”studentseinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetoetoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Homework“Howdoyoumeetnewvisitorsathome?periodTwo课前准备老师：准备歌曲磁带(歌词)、情景图片及上课所需表格。学生：需要向父母理解自已名字的含义。教学设计StepOne:Revisethesentencepatterns.1.SinganEnglishsong.(用唱歌的方式既带动了气氛，又复习了所学内容。)Hello!Hello!What’syourname?Myname’sGina.Hello!Hello!What’shisname?Hisname’speter.Hello!Hello!What’shername?Hername’sAnna.2.Listentotheconversationsandfinishtheexercises.(Studentslistentothetapeandgivetherightanswers.)3.Actoutthedialogues.(在特定的情景下表演对话更符合实际，更贴近生活。)(Studentscanchooseanypicturetheylikeandactoutthedialogues.)Exle:(Ataparty)Sa:Hello!I’mLucyGreen.What’syourname?Sb:MynameisKateBrown,Jim’sclassmate.Nicetomeetyou.Sa:Nicetomeetyou,too.I’mJim’ssister.WeletoJim’sbirthdayparty.Makeyourselfathome.Sb:Thanks,Iwill.StepTwo:ChooseEnglishnames.1.playanamegame.(有效引出“英文名字”这一主题。)Teacher：Asweknow,everyonehasaname.EachnamehasitsspecialmeaningandsodoEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let’splayanamegame.ThewinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametimehe(she)shouldrepeatalltheabove-mentionedclassmates'names.Exle:S1:Myname’sTony.S2:Hisname’sTony.Myname’sLinda.S3:Hisname’sTony.Hername’sLinda.Myname’sNick.S4:Hisname’sTony.Hername’sLinda.Hisname'sNick.Myname'sKim.S5:…….2.ChooseEnglishnames.1).Findoutfirstnamesandlastnames.(用小组的方式完成名字的识别。)Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGinaAlanMaryJimTonyTomBobMikeGreenMillerJackSmithBrownLindaNickKimHandperiodThree课前准备老师：准备所需的歌曲磁带、名片样本及各项表格。学生：制作名片所需的纸张、画笔等。教学设计StepOne:presenttheEnglishnumbers.1.Singthesong“TenLittleIndianBoys”.(歌曲欢快有趣，比起单纯教授单词更为有效。)S1:Atelephonecall.T:Butyoudon’thavetheirtelephone