人教版七年級英語

上冊教案

Unit1Myname'sGina

PeriodOne

課前準備

教師：準備游戲時所用的圖片（食物、蔬菜、動物）。

學生：準備表演時所需道具（服裝、假發）。

教學設計

StepOne:Presentthesentencepatterns.

1.Playagame“Howmanywordsdoyouknow?"（利用小

游戲調

動學生的積極性，同時通過對冠軍的介紹引出本課。）

Teacher:Afterthestudyofthefirstthreestarters,

Ithink

mostofthestudentsmusthaveknownalotofwords.

Howmany

wordsdoyouknow?Let'splayagametoseewhoknow?

Let'

splayagametoseewhoknowsthemost.

（Divideallthestudentsintoseveralgroupsandshow

apictur（圖片略）tothemwiththecomputer.Everygroup

canchoosetwostudentstojoin.Theyareaskedtocome

totheblackboardandwritedownthewordsin30

seconds.)

(Group2isthechampiongroup.Theycanwrite11words.)

2.Introducethechampiongrouptotheclass.(弓|課方

式貼近

生活，學生易于接受)

Teacher:Congratulations,nowGroup2isthechampion.

ButIdon'tknowyournames.Wouldyouliketointrodrce

yourselvestous?

S1&S2:Yes.

SI:Hello.MynameisLiLei.Nicetomeetyou.

Ss:Hello,LiLei.Nicetomeetyou,too.

Ss:Hello!What'syourname?

S2:I'mSunPing.Howdoyoudo?

Ss:Howdoyoudo?

StepTwo:Drills.

1.Makeintroductions.（通過句型的操練使學生更加熟練

掌握所學

的句式。）

Teacher:Thenewtermbegins.Everyonewillmeetmanynew

classmates.Doyouwanttomakefriendswiththem?If

youransweris"yes",pleaseintroduceyourselfin

yourgroup.

Example:

SazHello!I'mLiLei.What'syourname?

Sb:Myname'sZhangFeng.Nicetomeetyou.

Sa:Nicetomeetyou,too.Andwhat'syourname,please?

Sc:LinLi.Howdoyoudo?

Sa：Howdoyoudo?

2.Listenandnumbertheconversations.

Teacher:TodayIhavegoodnewsforyou.Threenew

studentswillcometoourclass.Theyarefromother

countries.Doyouwanttoknowthem?Let'slistento

therecordingoflbinSectionA.

(Studentslistentothetapeandgivetheright

answers.)

StepThree:Makefriends.

1.Makenewfriends.(用談話的方式完成任務，生動活潑,

同時更

容易向學生進行美德教育。)

Teacher:Noweveryonehassomenewfriends.Doyouwant

otherstoknowthem?Doyouwantmorefriends?Let'

sintroduceournewfriendstoothers,OK?

Ss:0K.

Example:

Sa:Thisismynewfriend.HisnameisSunNan.

Sb:Hello,SunNan.Nicetomeetyou.

Sc:Nicetomeetyou,too.Look!Thisismynewfriend.

HernameisHeLu.

Ss:Howdoyoudo?

Sd:Howdoyoudo?

(Studentscanstandupandintrouducetheirfriendsto

othersfreely.Theycangreeteachother

warmly.Everyoneintheclasscanhavemorefriends.They

canalsoknowsomethingelseaboutthem.)

2.TheNewcomers.(以表演的形式完成，使課堂氣氛達到

高潮。)

Teacher:JustnowIsaidthreenewstudentsfromother

countrieswouldcometoourclass.Now,look!Theyare

here.Let'sgivethemawarmwelcome.

(Three“foreign“studentscomeinandallthestudents

clapwarmly.)

Teacher:It'stheirfirsttimetocometoChina.Would

youliketolistentotheirintroductions?

Ss:Yes.

(Threestudentscanmakeintroductionsandactoutthe

dialoguevividly.)

StepThree:Sumup.

Somestudentsareaskedtosumupthislesson.Itis

howtomakenewfriendsandhowtogreetthem.Itisvery

importantinthedailylife.

Homework

“Howdoyoumeetnewvisitionsathome?

PeriodTwo

課前準備

教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。

學生：需要向父母了解自己名字的含義。

教學設計

StepOne:Revisethesentencepatterns.

1.SinganEnglishsong.（用唱歌的方式既帶動了氣氛,

又復習了

所學內容。）

Teacher:Yesterdaywe'veknowneachotheralready.Do

yourememberyournewfriends'names?Ifyoudo,let'

ssingthesong“What'syourname?”.

Hello!Hello!What'syourname?Myname'sGina.

Hello!Hello!What?shisname?Hisname'sPeter.

Hello!Hello!What'shername?Hername'sAnna.

2.Listentotheconversationsandfinishtheexercises.

Teacher:YesterdayImadeanewfriend.Hernameis

Jenny.Sheisverylovely.Sheintroducesmanyfriends

ofherstome.Doyouwanttoknowaboutthem?Let'

slistentothetapeandfindoutsomeuseful

information.

(Studentslistentothetapeandgivetheright

answers.)

3.Actoutthedialogues.(在特定的情景下表演對話更符

合實際，

更貼近生活。)

Teacher:Nowyou'veknownsomethingaboutintroductions

andgreetings.Butifyouareinotherplaces,howdo

youintroduceyourselfandgreetothers?Lookatthe

fourpicturesandimagineyouareinsuchasituation,

howdoyougettoknownewfriends?

(Studentscanchooseanypicturetheylikeandactout

thedialogues.)

Example:

(Ataparty)

Sa:Hello!I'mLucyGreen.What'syourname?

Sb:MynameisKateBrown,Jim'sclassmate.Nicetomeet

you.

Sa:Nicetomeetyou,too.I'mJim'ssister.Welcometo

Jim'sbirthdayparty.Makeyourselfathome.

Sb:Thanks,Iwill.

StepTwo:ChooseEnglishnames.

1.Playanamegame.（有效引出“英文名字”這一主題。）

Teacher：Asweknow,everyonehasaname.Eachnamehas

itsspecialmeaningandsodoEnglishnames.Doyouwant

tohaveanEnglishname?Ifyoudo,let'splayaname

game.ThewinnersofthegamewillgetEnglishnames.

Rules:Everystudentshouldintroducehimselfor

herself,butatthesametimehe(she)shouldrepeat

alltheabove-mentionedclassmates'names.

Example:

SI: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.（用小組的方

式完成名字的識別。）

Teacher:Congratulstionstothewinners.Nowyouchoose

Englishnamesfromthebox.Butbeforeyouchoosenames,

youmustknowEnglishnameshavetwoparts:firstname

andlastname.Lookatthebox,canyouclassifythem

accordingtothedemands?

JennyGinaAlanMaryJimTonyTomBob

Mike

GreenMillerJackSmithBrownLindaNickKim

Hand

PeriodThree

課前準備

教師：準備所需的歌曲磁帶、名片樣本及各項表格。

學生：制作名片所需的紙張、畫筆等。

教學設計

StepOne:PresenttheEnglishnumbers.

1.Singthesong"TenLittleIndianBoys".（歌曲歡

快有趣，比起單純教授單詞更為有效。）

Teacher:Duringthefirsttwoclasses,we'veknown

somethingaboutnewfriendsnames.Butifwewantto

contactthem.Whatshallwedo?

SI:Atelephonecall.

T:Butyoudon'thavetheirtelephonenumbers.

SI:Askfortheirtelephonenumbers.

T:Ifwewanttoknowabouttheirtelephonenumbers,

wemustlearnhowtosaythesenumbersinEnglish.

Let'slearntosing“TenLittleIndianBoys”

Words

Onelittle,twolittle,threelittleIndisns,

Fourlittle,fivelittle,sixlittleIndians,

Sevenlittle,eightlittle,ninelittleIndians,

TenlittleIndianboys.

(Aftersingingthesong,tellthestudentsnottoforget

“zero”.)

T:Countthenumbertogetherfromzerotonine.

S2:Zero…

2.Listentotheconversationandwritethetelephone

number.(通過聽力復習單詞。)

Teacher:Thisismyfriend'stelephonenumber.ButI

can,thearitclearly.Couldyoupleasehelpmewrite

itdown?

(StudentslistentotherecordingoflbinSectionB

andgivetheanswer.)

StepTwo:Drills.

1.Makeasurveyaboutyourpartners'telephone

numbers.(調查組內成員的電話號碼，重點練習所學句

式。)

Teacher:Thankyouforyourhelp.Butdoyouwantto

knowyourfriends'telephonenumbers?Nowlet'smake

asurveyaboutitandtrytofillinthechart.

NameTelephonenumbers

LiLei

LiuYu

LinFang

YinKailin

SI:Hello,LiuYu.What'syourtelephonenumber?

S2:Mytelephonenumberis…

SI:Oh,thankyou.Whataboutyours,LinFang?

S3:Ifs-

SI:AndmayIknowyourphonenumber,YinKailin?

S4:…

SI:Thankyouverymuch.Oh,Inearlyforgot.My

telephonenumberis…

2.Reportittotheclass.

(Afterthesurvey,everygroupcanchooseastudent

toreportthesurveyresulttotheclass.)

Example:

Mytelephonenumberis…LiuYu'sphonenumberis…

LinFang'stelephonenumberis…YinKailin's

phonenumberis…

3.Listenandmatchthenamesandtelephonenumbers.

(制作電話號碼簿這一任務能夠大面積調動學生裝的參

與意識。)

Teacher:Iwillplaytherecordingtwice.Thefirsttime

justlisten.Thesecondtime,writetheletterofthe

person,stelephonenumberinthespaceafterthat

personJsname.

(Studentslistentothetape.)

T:Next,I'11playtherecordingagain.Thistime,fill

inthemissingnumbers.

(Studentslistentothetapeagain.)

T:Canyoufindoutwhosetelephonenumberstheyare?

S:…

4.Makeanaddressbook.

Teacher:Thenewtermbegins.Ourclassneedsanaddress

booktocontacteachother.Nowwecanputallthe

informationtogetherandthenwecanhaveourown

addressbook.Payattentiontotheaddressbook

headings“Names”and"Phonenumbersv.Nowworkin

groupsofsixandaskyourgroupmembers“What'shis

/hername?AndWhat'shis/herphonenumber?v

StepThree:MakeanIDcard.

1.ShowsomedifferentIDcardstotheclassandtryto

enjoythem.（向學生展示不同種類的名片，一方面開闊

學生眼界，一方面便于學生找出名片所含內容。）（引導學

生有效搜集名片上的信息，提高學生的閱讀能力。）

Teacher:Nowourclasshasaveryusefuladdressbook.

Wecanuseittotalkwithothersonthephone.Butfor

mostadults,IDcardsaremoreimportantbecausethey

areeasytotakealong.What'smore,theyarevery

enjoyable.Sometimestheycanshowtheowners,

specialpersonalities.LookattheIDcardsbelowand

trytoenjoythem.

Teacher:Fromthecardsabove,whatcanyoufindout?

SI:Itmusthaveaperson'sname…

S2:Sometimesithasamotto.

T:Yes,Itmusthaveaperson'sname,postcode,

telephonenumber,homeaddressande-mailaddress.So

ifyouhaveachancetomakeanIDcard,youmustthink

aboutalltheabove.Butbeforeyoumakeyourcard,

firstlet'slearnhowtogetinformationfromthecard.

It'sveryimportant.

2.ReadtheIDcardandanswerthequestions.（提供參

考信息，但允許學生創新。）

Teacher:Look!Here'sanIDcardofmyfriend's.

Pleaselookatitandfindoutsomeusefulinformation

abouther.

FIRSTNAME:

Jenny

LASTNAME:

Brown

TELEPHONENUMBER:

535-2375

l.What'shertelephonenumber?

2.What'sherfamilyname?

3.What'sherfirstname?

Homework

1.StudentsareaskedtomakeIDCardsoftheirown.

Demands:A.Usefulinformationmustbeincluded.

B.Itcanbedesignedasbeautifullyas

possible.

C.Studentsmayshowtheirownpersonalities

ifpossible.

PersonalInformation

Firstname:

Lastname:_________________

Englishname:

School:_____________________

Class:____________________

Phonenumber:______________

Home

address:_________________________________

E-mai1:___________________________________

Motto:____________________________________

2.Findouttheinformationaboutthefamousperson.

PeriodFour

課前準備

教師:準備評價表、名人圖片和一張個人海報。

學生：準備好完成的名片參加展覽。

教學設計

StepOne:MakeanIDcardshow.

1.ShowtheIDcardstothestudents.

Teacher:YesterdayallofyoumadesomebeautifulID

cards.Todaywe'11makeashowhere.Let'senjoyit

togetherandtrytochoosethebestones.

2.Findtheownerofthecard.

Teacher:TheIDcardshowisover.Allthecardsare

mixedtogether.Ican'tfindtheowners.Whocanhelp

me?

SI:Ican.(Showoneofthecardstoanotherstudents.)

SI:Excuseme,areyouin...?

S2:Yes,Iam.

SI:What'syourtelephonenumber?

S2:It's...

SI:Areyou...?

S2:Yes,Iam.

SI:Here?syourIDcard.

S2:Thankyou.

(TeacherasksmorestudentstofindtheownersofID

cards).

StepTwo:"FacetoFace”.

1.Playaguessinggame.

Teacher:IDcardsareuseful.Butsomepersons,names

areknowntoallthepeople.Theyareveryfamous.Now

lookatthepicturesandguesstheirnames.

(TheteachershowssomefamouspersonJspicturesand

studentsguesstheirnamesandgivetheiranswers.)

2.Collectusefulinformation.

Teacher:Thesepersonsareveryfamous.Butit'sbetter

forustoknowsomethingelseaboutthem.Beforeclass

you'vebeenaskedtocollectsomeinformation.Now

let'sexchangeittogether.

Informationcard

Name:SesxAge:

Nationality:________________Language:__________

Birthplace:________________Job:_______________

Workplace:Tel:

Hobbies:_________________

3.Reportittoclass.

Eachgroupcanchooseastudenttogiveareportabout

theirfavouriteperson.Theotherstudentscanaskhim

somequestionsinclass.

Example:

SI:ThisisMichaelJordan.He'syearsold.He's...He

speaks...Hisbirthplaceis...Heisafamous…player.

He'samemberofsixChicagoBullschampionshipteams.

Peopleliketocallhim“AirJordan”.

S2:DoyoulikeMichaelJordan?WhyorWhynot?

SI:Yes,Ilikehimverymuchbecausehe'sso..

S2:Doyouwanttobeabasketballplayerlikehim?

SI:0fcourseIdo.That'smydream.

StepThree:Makeaposteraboutyourself.

Teacher:Doyouwanttobefamousallovertheworld?

Firstyoumustlearntoshowyourself.Nowyouhavea

chancetodothat.Pleasetrytomakeaposterabout

yourself.Inyourposteryoushouldtrytointroduce

yourself.

(Studentscanwriteapassageaboutthemselves.They

cangivesomepersonalinformation.Theycanalsedesign

theposteraswellastheycan.)

Homework

Studentsareaskedtosunupthisunit,especiallyabout

howtotalkwithotherspolitely.

Unit2Isthisyourpencil?

教學內容

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（陳述句，疑問句）；

D.培養學生聽、說、讀、寫的能力及創新思維能力.

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SectionAla-lc

第二課時SectionA2a-4b

第三課時SectionBla-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.WhatJsthisin

English?

(TeacherholdsapenintheEnglish.)

SI:Apen.(SsmaysayitinEnglish.)

T:Yeah.It'sapen.Andwhat'sthis?

(Theteacherholdsaneraserinthehand.)

S2:ItJsaneraser.

(Teachtheotherwordssuchas“pencil,book,eraser,

ruler,pencilcase,backpack,pencilsharpener,and

dictionary“inthesameway.)

2.Practicethenewwords.

T:Now,pleaselookatthepicturesinyourbooks.Can

youputthewordswiththeobjectsintherightpictures?

Writethelettersnexttothewords,please.(GiveSs

abouttwominutestofinishla.)

T:OK,let?schecktheanswers.Whocantellusthe

answers?

S2:-

StepThree:Presentthedrills.

1.Presentthedrill"Isthis…？Yes/No,it

is/isr?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?

SI:No,itisn't.It'syourpen.

T:(Holdthestudent'spen.)Thisisyourpen.Isthis

yourpen?

SI:Yes,itis.It'smypen.

T:(HoldagirlJspen.)Thisisherpen.Isthisyour

pen?

SI:No,itisn't.It'sherpen.

T:(Holdaboy'spen.)Thisishispen.Isthisyour

pen?

SI:No,itisn't.It'shispen.

T:Thankyou.

2.Practicethedrill“Isthisyour…？”inpairswith

yourownschoolthings.Payattentiontotheuseof

my,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,it

is/isdt.”(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的區別。)

T:Thatismybook.Isthatmybook?

(Putabookontheteacher'stablesothattheSscan

seeitclearly,andtheteacherstandsalittlefarfrom

thetable.)

S5:Yes,itis.It'syourbook.

T:Thatishisbook.Isthatyourbook?

(Putaboy'sbookonthetableandtheteacherinthe

sameplace.)

S5:No,itisn't.It'shisbook.

T:Thatisherbook.Isthatyourbook?

(Putagirl'sbookonthetableandtheteacherinthe

sameplace.)

S5:No,itisn't.It'sherbook.

(Teachandpracticethedrill“Isthat…？”andits

answer.)

4.Practicethedrill“Isthatyour…？”inpairswith

yourownschoolthings.(通過練習，區別兩個批示代

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,the

firsttimeyouonlylisten.ThenIplayagain.Andthis

timeyoulistenandnumbertheconversations.

(Pointtotheboxestoshowwherestudentswritethe

numbersfortheconversations.Teacherplaysthetape

andstudentslistentoitandfinishlb.)

T:LetJschecktheanswers,OK?

S8:(fromlefttoright)

T:Thankyou.

6.Practicethedrillsaccordingtothepictures

using“hisorher”.(設置情景，使學生在情景中準確

運用物主代詞his或her0)

(Showstudentsfourpictureslikethefollowings.JE

課件。）

StepFour:Task"Haveacontestw.(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'11putyourthingsandyourfriends'things

together.Iwanttoseeifyoucanidentifywhichis

yoursandwhichishersorhis.

(Putthesamenumberofthethingstogether,andfirst

askthemtopickouttheirownthingsandtheir

partners*things.Thenaskthemtogiveareport,using

thekeywordsandtargetlanguage.Onestudentpicks

upthethingswhiletheothercountsthetimeaswell.)

Languagesusedforthetask:

1.Thisismy…

2.Thatisher/his,??

StepFive:Summary.（編一個Chant,便于學生進一步識

記本節課所學的重點詞匯和語言項目。注意應強調Chant的

節奏和一般疑問句的語調。）

Chant.

T:Inthisclass,we'velearnedthenamesofsome

commonpersonalpossessionsandhowtoidentify

ownership.Let'slearntosaythischant.

Isthismybook?Yes,itis.

Isthatyourruler?No,itisn,t.

Isthisherpencil?Yes,itis.

Isthathiseraser?No,itisn,t.

Homework.

Readthenewwordsandthetargetlanguagespresented

inthisclassandsaythechanttoimproveyourspoken

English.

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。)

(Putsomepaperwiththenamesandtelephonenumbers

ontheblackboard.)

T:Pleaselookattheblackboard.Andanswermy

questions,please.Isthisyourfirstname?

SI:No,itisn't.

T:Isthatherlastname?

S2:Yes,itis.

T:Isthishistelephonenumber?

S3:Yes,itis.

T:Good.Thistime,whowouldliketocometothe

blackboardandaskquestionslikeme?

(Studentsinturncometotheblackboard,pointtothe

paperandaskquestions,thenaskotherstudentsto

answer.)

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。）

(Putsomepicturesofthingsstudentshavelearnedin

classnexttothenamesofthestudents.)

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,make

suretheyusetheitemstheylike.)

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.Canyousaytheir

Englishname?(Teacherasksthestudentstonameeach

oneindividually.)

S6:Thisis…

S7:Thisis…

T:Nowpleasetakeouttheobjectsin2aandputthem

onthedesk.Youwilllistenadialogueandpleasepick

upthethingsyouhear.Let'sseewhowilldofastest

andbest.

(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.Pleaseholdthethings

youhearandsaytheirEnglishnames,OK?

(Makesurestudentsholdthethingstoshowthemtothe

otherstudents.)

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,the

othersreadthemaloudonebyone.

(Onestudentholdsthethings,andtheotherstudents

saythewordsaloud.)

T:Thistimeyouwilllistentotherecordingagain,

andyouwillwriteoneofthewordsfromtheboxoneach

blankline.

(Playtherecording.Studentslistenandcompletethe

conversation.)

T:Let'schecktheanswers.I'dliketoaskthree

studentstoreadtheconversationinrole.

(Threestudentsreadtheconversation,fillingthe

missingwords.Therestofthestudentschecktheir

answers.)

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:Nowpleasepracticetheconversationwithyour

partner.Usethewordsshownin3a.

SA：What'sthisinEnglish?

SB：It'saruler.

SA：HOWdoyouspellit?

SB:R-U-L-E-R.

(Asstudentspractice,theteachermovesaroundthe

classroomcheckingprogressandofferingpronunciation

andintonationsupportasneeded.)

T:I'11asksomepairsofstudentstopracticethe

conversations.

SA:…

SB：?

3.Playthegame:Aspellinggame.（進行一個拼寫游

戲比賽，進一步操練新句型O）

T:Nowlet'splayaspellinggame.Wedivideourclass

intotwogroups.Eachteamwilltaketurnsaskingthe

othergrouptothespellwelearnedinclass.Theteam

whoisthefirsttogettenpointsisthewinner.LetJs

start.

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'tknowwhose

theseare.Couldyouhelpmefindtheowers?Let's

seewhocanfindalltheownersfirstandwritethe

owners'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，要求學生

使用準確的語調來讀一般疑問句和特殊疑問句。）

Inthisclass,we'velearnedwhat,howandyes-no

questionsmainly.Andwealsorevisedthepossessive

adjectivesandkeywords.

Afterclass,pleasepracticewhat,howandyes-no

questionsusingtheirownpossessionswithyourpartner.

Whenyousaytheconversationfluently,taperecords

someofthemandthenplay.

FirstLastname

name

（女Miller

名）Jenny

（男名）HanAd

Alan

（男名）Green

Jim

（男名）Green

Tom

（男名）Smith

Mike

（女名）Brown

Linda

（女名）Brown

Kim

（女名）Hand

Gina

（女名）Green

Mary

（男名）Smith

Tony

（男名）Miller

Bob

（男名）Brown

Jack

（男名）Hand

Nick

2）DiscussaboutthedifferencesbetweenEnglishnames

andChinesenames.（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.Ithinktheyareall

goodEnglishnames.Forexample,“Susan“isafirst

name."Brown“isalastname.uSusanBrownvisa

beautifulgirl'sname.Whowantstohavethisname?

A:Ido.

T:OK.NowyouhaveanEnglishnameSusanBrown.Andyour

ChinesenameisSunPing.Canyoufindthedifferences

betweenthem?Let'slookatthenexttwopicturesand

haveadiscussionaboutthedifferencesbetweenChinese

namesandEnglishnames.

Aboy:rmaChineseboy.MynameisZhangNan.Zhang

ismyfirstname.It'salsomyfamilyname.Nanismy

lastname.It'salsomygivenname.

Agirl:rmMaryBrown.I'mEnglish.Maryismyfirst

name.

Brownislastname.ParentsusuallycallmeMaryBrown.

But

IliketobecalledMissBrown.

3）Exchangetheinformation.（需要在課前有所準備的情

況下進行。）

Teacher:NoweveryonecanchooseanEnglishname.But

youmust

payattentiontoitsmeaning.Forexample,Susanmeans

Molihua

inChinese.DoyouknowThemeaningsofyournames?If

youdo,

pleaseexchangetheinformationinyourgroup.

BoysGirls

FirsLastFirsLast

MeaningMeaning

namenamenamename

4)Reporttheresulttotheclass.

(Somestudentsareaskedtogiveareporttotheclass.)

Example:

Sa:rmRoseWhite.Roseismyfirstname.Whiteismy

lastname.

Roseisakindofbeautifulflower.InChineseitmeans

Meigui.

IlikemynamebecauseIlikerosesverymuch.Andmaybe

parents

callmeRosebecausetheywantmetobebeautiful.

Homework.

Askthestudentsto