新目標七年級上Unit9教案（精選5篇）

新目標七年級上Unit9教案 篇1

　　《新目標go for it》bookⅰunit 4 where’s my backpack?一.教學內(nèi)容本單元的主要內(nèi)容是談論物品所在的位置。通過這一話題，訓練學生的聽、說、讀、寫四項基本技能，讓學生通過詢問物品的位置，學習一些有關家居物品和學習用品的單詞，以及方位介詞in, on, under, behind 等的用法；學習并掌握where問句的問答，一般疑問句提問并用方位介詞來回答；學習名詞單復數(shù)及人稱代詞they 的用法，同時培養(yǎng)學生養(yǎng)成干凈、整潔、合理擺放物品的好習慣。二.教學目標1.知識目標：a. 掌握有關物品的新單詞：table, bed, dresser, bookcase, sofa, chair, drawer, plant, bag, alarm clock, cd, video, video cassette, hat, etc；                     b. 熟練運用in, on, under, behind, in front of, near等介詞；                          c. 熟練運用where問句和一般疑問句及其回答；                           d. 掌握名詞單復數(shù)及人稱代詞they的用法。2.能力目標：a.學會用英語準確描述物品所在的位置；             b. 學會用英語詢問自己的或他人物品的具體位置；                       c. 能夠合理地描述和設計房間。3.情感目標：a. 培養(yǎng)學生整齊地擺放自己物品的生活習慣；             b.通過小組對話、討論、調(diào)查和設計等一系列的課堂活動，培養(yǎng)學生的合作精神。4.學習策略：a. 交際策略: 學會與他人合作交流,并能把語言材料用到真實的生活中去；             b.資源策略：學會利用一切可利用的學習資源，如詞典，音像資料，網(wǎng)絡等來獲取更多的學習信息；             c.認知能力：積極思考，及時反饋；             d.調(diào)控策略：在反思，頓悟和自醒中不斷調(diào)整自己的學習策略。三.教學重點、難點1.重點：a. 方位介詞: in, on, under, behind, in front of, near 等的用法；         b.where 的特殊疑問句和一般疑問句：is the… in/on/under the …?的肯定、否定回答；         c.新單詞：bed, dresser, table, bookcase, backpack……2.難點：a. 能夠準確運用方位介詞描述物品所在的位置；         b.能夠運用where問句找到物品的位置。四.教學方法采用任務型語言教學，實施情景教學法、交際法、情感激勵法等教學方法。五.課時安排第一課時：section a 1a, 1b, 1c第二課時：section a 2a, 2b, 2c, 3a, 3b, 3c, 4第三課時：section b 1a, 1b, 1c, 2a, 2b第四課時：section b 3a, 3b, 3c, 4, self-check  period one 課前準備教師：制作多媒體課件，準備部分學習用品的實物。學生：預習新單詞：聽錄音機，模仿跟讀新單詞；準備與本課有關的學習用品實物。

　　period one sub topic talk about the room functions talk about where the things are. vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they’re=they are structures   where’s …? it’s in/on/under… where’re…? they’re in/on/under… tasks listing make a survey

　　step one   warming upl        play an english song before class. l        revise some school things by asking questions.    e.g.: what’s this? is this a …? how do you spell it? etc.l        learn the new words in, on, under, behind … by helping the teacher find the lost things.e.g.: t: where’s my english book? s1: it’s here. / i think it’s …t: oh, it’s on the desk. …t: where’re my color pencils?s2: …teach the new word “where” and the use of “they”.l        consolidate the prepositions by looking at the screen and answer the questions: where’s … ? where’re…? 設計意圖：通過設置讓學生幫助老師找東西這樣一個真實的場景來導入新課，能夠立刻調(diào)動學生的參與性，激發(fā)學生思維，啟動學習的發(fā)生。step two   game: hide and look for things students hide and look for the school things in pairs. one student hide one school thing and ask: where’s…? where’re…? the other student guess and answer: it’s in your desk. they are in your pencil case. etc. ask some pairs to share their performance. 設計意圖：通過學生之間相互猜測的游戲，能使他們剛被激發(fā)的興奮點持續(xù)下去。step three   new words learningl        show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.l        repeat with a sitting room and a study, teach the new words and practice in the same way. 設計意圖：由于課前引導學生通過自主學習初步接觸本課要學的新單詞，所以在新單詞的教學過程中，一些有能力的學生可以將自己已有的認識水平與實際運用結合起來，使他們能體會到通過自主學習帶來成功的滿足感。通過這樣的方法呈現(xiàn)新單詞，效果遠比教師單純地用圖片來傳授新單詞要大。任務運用：listingstep four   make up dialoguesl        section a, 1a: match the words with the things in the picture. students do it individually first, then check the answers. l        section a, 1c: make up dialogues in pairs, using the things in the picture.step five   listen and saylisten and imitate the dialogues in section a, 1b.step six   summary: a memory test show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. have a competition among groups. see which group can remember all the things and places. 設計意圖：通過這種活動調(diào)動學生的視覺、感覺和記憶力來參與語言活動，并且使本課的主要語言知識得到重現(xiàn)，加深印象；同時，小組之間的競賽體現(xiàn)了協(xié)作和團隊精神。任務運用：listinghomework:l        copy the new words and try to remember them.l        make a survey: interview one of your friends or teachers. fill in the form below. 

　　name things places ms. zhang/ liu hai sofa near the wall            

　　設計意圖：語言知識學習與實際生活相結合，培養(yǎng)使用英語的思維。任務運用：making a survey period two 課前準備教師: 準備表格、一些學習用品和多媒體課件。學生: 學習用品

　　period two sub topic talk about the room functions talk about where the things are recycled language 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 comparing

　　step one warming up chatting. chat with the students about the things around the room by showing them pictures. ask the students to spell the new words. 設計意圖：根據(jù)學生的年齡特征，他們非常喜歡這種情景猜測活動。這可以調(diào)動他們各方面的情緒來參與語言活動，激活他們已有的知識水平。任務運用：listingstep two listen and imitatel        section a, 2a. revise what the things are. play the tape for students and let them number them. l        section a, 2b. play the tape again, students number the things [1-6] in the picture. imitate the dialogues. step three a guessing gamel        a guessing game. show the students a picture of a room with a few things in it. have them guess the places of the other things. e.g.: t: there is a bookcase in it. is the bookcase near the bed?ss: yes, it is. / no, it isn’t.        write the general question and the answers on the blackboard. step four pairworksection a, 2c. look at the picture in 2b again. students use general questions to ask and answer about the things in it.step five game: find the differencel        section a, 4. student a looks at picture 1 ( textbook p21. 4), student b looks at picture 2 ( textbook p19, 1a). ask and answer in pairs and fill in the form.         e.g.: sa: where is the backpack? is it under the table?             sb: no, it isn’t. it’s on the table.      

　　things picture 1 picture 2 backpack under the table on the table pencil case     books     keys     dog      

　　l        ask some students to report their answer like this: in picture 1, the pencil case is … in picture 2, the pencil case is…; in picture 1, the books are … in picture 2, the books are …設計意圖：設置任務，通過對比的方式讓學生理解方位介詞。利用表格直觀體現(xiàn)出兩幅圖的不同點，　再將它的不同點復述出來，其目的在于培養(yǎng)學生的語言組織能力。作用運用：listing & comparingstep six practice the drill “where is / are…?”l        present short dialogues, using pictures or objects to help. dialogue 1:           a: where’s my bag?                     b: i don’t know. is it on the sofa?                 a: no, it isn’t. dialogue 2:                    a: where’re my books?                  b: i don’t know. are they on the bed?                  a: yes, they are. teach “don’t =do not”, “ know”.l         check the homework in period one. make reports to share the information they got from the friends or teachers, and give their simply assessment.設計意圖：話題由課本知識向?qū)嶋H生活延伸，體現(xiàn)語言的語用原則。l        let the students make similar dialogues according to the pictures in section a, 3a&3c.l        put the dialogue in the right order.( section a, 3a.)設計意圖：通過對這個句型的大量操練，使學生掌握該句型的用法，避免單調(diào)枯燥的語法講解。

　　homework: l        finish off the exercises in the exercise book. l        act out the dialogues. (section a, 2a & 2b.)設計意圖：由課堂活動向課外延伸。任務運用：action period three 課前準備教師: 準備表格、與本課有關的實物和多媒體課件。學生: 學習用品

　　period three sub topic talk about the room functions talk about where the things are recycled language alarm clock; video cassette; cd; math book; computer game where’s …? it’s in / on / under … where’re…? they’re in / on / under… structure the math book is on the dresser. the cds are on the bookcase. …… tasks listing & sharing

　　step one warming up ask some pairs to act out the dialogues in section a, 2a & 2b. step two   new words learning l        show the students a picture of a room. let the students say like this: the id card is on the table.  the books are on the chair. let some able students list some new words. practice reading them. l        match the new words with the things in the picture. (section b, 2a.)l        pairwork. talk about the picture. ( section b, 1b&1c.)設計意圖：培養(yǎng)學生語句組織能力，通過直觀圖片學習第二部分新單詞，并在小組活動中加以操練。任務運用：listing & sharingstep three   listen, circle and writel        play the tape twice for students to listen and circle the things tommy wants from his room. check the answers. ( section b, 2a. )l        listen again. write down the sentence about where tommy’s things are. check the answers. ( section b, 2b.)step four group work: decorate the room for emma.    show the students a picture of emma’s untidy room.         group work. decorate the room for emma.         make a report. 設計意圖：延續(xù)自我評價活動，把個人的生活經(jīng)驗與實際結合起來，完成自我觀點的sharing，同時為最后的project打基礎。任務運用：sharingstep five self-assessment       group work

　　things places yes no score backpack on the chair     10 pen in the pencil case     10 notebook on the bookcase/in the backpack/on the desk     10 keys in the drawer/bag     10 dictionary on the bookcase/in the backpack/on the desk     10 alarm clock on the bed/desk     10 socks in the drawer     10 pictures on the wall     10 shoes under the bed     10 cds on the desk/bookcase     10 total:    

　　your finally score:         70～100: you keep your room very tidy.         40～60: you keep your room a little tidy.           0～30: you keep your room untidy. 設計意圖：培養(yǎng)學生養(yǎng)成整潔、干凈、合理擺放物品的好習慣。homework: l        finish off the exercises in the exercise book. l        write at least 8 sentences to describe your bedroom to your friends.設計意圖：培養(yǎng)學生的寫的能力。由口頭訓練轉(zhuǎn)向筆頭訓練，單句的練習為下一步的篇章書寫打下基礎。period four課前準備教師: 多媒體課件；單詞卡片；學生: 學習用品

　　period four sub topic ask for help language focus take…to; bring…to; can, need recycled language thing, room, desk, tv, floor, some the book is on the table. the pens are in the pencil case. structure i need … for… can you bring some things to school? please take these things to … . tasks comparing problem solving & sharing

　　step one new words learning     present the new words by making conversations with students. show some pictures and words on the screen to help.　　　　e.g.: t: what’s this?             s1: it’s a room.             t: do you have a room like this?            s1: yes, i do. / no, i don’t.               (repeat with the other words: tv, desk, …)            (show a card with a word and ask)t: can you spell this word?            s2: yes, i can. / no, i can’t.          (let them know the meaning of “can”.)            t: can you spell your name?             s3: yes, i can.             t: can you write your name?             s4: sorry, i can’t. i have no pen.             t: you need a pen. ( give him a pen.)        ( let the students know the meaning of “need”.)            t: i bring a red pen to the class every time. now it is on the teachers’ desk. after class, i’ll take it to my office.         ( teach “bring”and “take”.)設計意圖：利用圖片和已學過的句型導入新課；利用直觀形體語言、動作、語境教等單詞，激發(fā)學生思維，幫助學生理解和記憶生詞。step two   find the differencesshow a picture of a room with a few things in it, give the students a short note about the things around the room to read, let the students try to find out the differences between the reading material and the picture. circle the mistakes in the reading material. make an orally report by looking at the picture again. 設計意圖：感官材料與閱讀材料中內(nèi)容的差異對學生的記憶力無疑是一個巨大的挑戰(zhàn)。任務具有挑戰(zhàn)性和趣味性。任務運用：sharing step three read the notel        the students read the note silently and draw the missing things in the picture. ( section b, 3a.) (為了節(jié)省時間，教師可以讓學生在圖中標出數(shù)字來替代畫圖。) practice reading the note loudly.l        look at the picture and fill in the blanks. ( section b, 3b.) students do it individually first, then check the answers. step three creative workl        make a telephone conversation to your family in pairs, tell him or her to bring you four things that you need for the sports meeting from your room, and where the things are.l        write down the note.( section b, 3c.)設計意圖：話題繼續(xù)延伸，進一步鼓勵學生發(fā)揮自己的想象力和主觀能動性，并與實際相結合，提出自己的新觀點，新思路和新方法。同時又使學生在寫作方面得到訓練。任務運用：problem solvingstep four self-checkl        revise the key words in different ways. ask the students to spell them. l        let the students do self-check 3 individually. homework:l        draw and write. draw your ideal room, then write a short passage to describe to your classmates. ( section b, 4.)設計意圖：結合課本知識與實際生活，學以致用，訓練學生寫作技巧。l        finish off the exercises in the exercise book. l        revise the language items in this unit.

新目標七年級上Unit9教案 篇2

　　go for itunit 2 is this your pencil?一、本單元教學結構分析與其他每個單元一樣，本單元共六頁（6 pages），其中包括section a，section b和self check。section a (pages1,2&3) 提供了本單元教學的基本詞匯和語言結構，為本單元的目標句型提供示例和指導性練習，并通過簡單的語言活動進行操練和鞏固；page1,2,有聽、說、讀和grammar focus, page3是語言運用。    section b (pages4&5) 的教學是在已有的基礎上開展的，許多知識點都是以舊帶新，但學習任務的難度在逐漸遞升，口頭訓練也過度到筆頭訓練，通過這部分的學習，使學生能夠?qū)σ褜W過的目標句型運用自如。 self check是課后自我檢測和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這部分內(nèi)容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。二、本單元教學內(nèi)容本單元的語言功能是辨別物品的所有者 “is this your/her/his…?”， 中心話題是things in the classroom (p.1,booki（上冊）,go for it), 學習和掌握新詞匯：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .語言結構有：指示代詞this & that, what questions, yes/no questions and short answers, how do you spell it? 語言目標是掌握句型： is this your…? yes, it is./ no, it isn’t.   what’s this in english? it’s a… how do you spell it? p-e-n.三、教學重點和難點1.重點：a） 詞匯： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .b）語言結構：指示代詞this & that, what questions, yes/no questions and short answers, how do you spell it?c）語言功能：詢問物品屬性what’s this/that…?和辨別物品所有者 is this your/her/his…?”     2.難點：      詞匯的教和學，多種語言結構的綜合運用。 四、學生學情分析1.知識基礎： 絕大部分學生掌握的詞匯、語句還很少，缺少語言基礎，表達的句子也較單一，對任務的完成還會有一定的難度，對剛剛學完的字母、數(shù)字和單詞也需要進一步地練習、鞏固和運用。2.認知心理：一般都有較強的求知欲和表現(xiàn)欲，但小學基礎參差不齊，因此部分學生會有不自信，害怕表達等思想顧慮。3.思維能力： 該年齡段的學生有很強的記憶力和模仿能力，有待培養(yǎng)知識的擴展和運用的能力。 五、教學目標確定1. 語言知識目標：a）詞匯：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring . b）句型：is this your…? yes, it is./ no, it isn’t.    what’s this in english? it’s a…    how do you spell it? p-e-n.2. 語言技能目標：通過各種活動，培養(yǎng)學生靈活運用語言知識和創(chuàng)新的能力。3. 情感目標：a) 激發(fā)學生學習英語的興趣，發(fā)揮學生學習英語的主動性。b) 通過小組活動、組間競賽等，培養(yǎng)學生的合作意識和團隊精神。c) 學習英語文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質(zhì)。4.學習策略：    a）認知策略：為完成學習任務而自覺采取一些適合自己的學習方法和手段。    b）交際策略：學會與他人合作交流，并能把語言材料用到真實的生活情景中去。    c）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網(wǎng)絡等獲取更多的信息。    d）調(diào)控策略：在學習的過程中，通過自我評價和反思，不斷調(diào)整自己的學習方法。 六、教學策略與建議    1.對初學者應注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。    2.注重因材施教，對基礎不同的學生，在開始階段應有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調(diào)動每個學生學習英語的積極性。    3.本教材一個很大的特點就是詞匯豐富，教師應教會學生記憶單詞的基本方法，同時，在教學中宜采用多種方式再現(xiàn)，幫助學生鞏固記憶。    4.采用“任務型”教學方法，遵循“任務”的遞進原則，把“任務鏈”的各個環(huán)節(jié)合理分置于各個課時當中；在設計任務型教學活動時，活動要有明確的目的和可操作性。    5.從實際出發(fā)，選擇不同的教學輔助工具和手段，但任何一種教法，都應考慮如何創(chuàng)設語言情景，讓學生盡可能在真實的語言環(huán)境中學習和體會語言。 七、分課時教案period one (section a 1a,1b. self check1,2)    step1. warming-up                     listen to a song “is this your pencil-box?”                讓學生從聽歌的過程中感受新的語言項目: is this your… ?ss listen to it and learn to sing it.                                                       step2. presentationshow and learn our shool things.                         復習句型： what’s this in english? it’s a/an…,teacher show some things first and ask                  引入新句型：is this / that your…? yes, it is./ no,it  “what’s this in english?”, and then every                 isn’t. 鼓勵學生主動參與，開口說英語，增強student is asked to say a sentence in english               初學者用英語表達意思的愿望，激發(fā)興趣，提高one by one ,like “this is my/his/her…”                   自信心，也體現(xiàn)了聽說領先的原則。                                     step3. practicesection a--1a                                       學生還是剛剛熟悉字母，朗讀單詞和句子，after doing it, read the new words and                  可以幫助學生了解單詞的發(fā)音，熟悉句型，為下sentences.                                         一步的學習打好基礎。step4.word challenge show the things as quickly as possible,                    活動有效訓練學生的注意力和瞬間記憶力，同時have a competition between boys and                      在真實的語境使所學的語言知識得到強化。    girls. get them to name the things they    see.step5. listen, number them and read        section a -- 1b                                    訓練聽的能力，培養(yǎng)語感。 step6. practice                                    do self-check 1.                                   通過學生自我檢測，自我評價，進一步鞏固單詞。 step7 .pair work practise the conversations in 1b, then                      結對合作學習，嘗試用英語交際，體會合作帶來    make own conversations.                               的快樂。step8. group task: a gamegroup of four, find the owner. each student           小組合作學習單詞，增強趣味性。put one or two things on the desk, then askquestions one another. using: is this your/his/her…?homework write the new words they learned today                激勵每個學生不甘落后，學有所獲。without looking at the books,see who will    be the best. period 2 (section a2a,2b,2c, 3, 4a,4b,grammar focus)step1.warming-up: a word game             read the letters, and then form the right                  通過游戲形式來檢查學生已學知識的掌握情words, see who is the best.                           況，在輕松愉快的課堂氣氛中，學生的積極性e.g , k,o,o,b →book,                                容易被調(diào)動，思維容易被激活。e,n,p →pen.    to remind ss of the vowel alphabet.step2. greetings and revision                      good morning, hi, excuse me, is                             師生互動，既促進了師生情誼，溝通了情感，    this your/her/his…?what’s this                           也復習鞏固了語言項目。    /that in english? how do you spell it?step3. listen and say 1) section a,2a                                       2a的單句聽力，復習鞏固，2b的情景聽力，2) section a, 2b                                       體會語言的交際功能，學生開始接觸較長對advice: to read the conversations                           話，可通過說、讀，培養(yǎng)語感。 some times, and then make the similar       conversations.        step4.pairwork         section a, 2c            學生在結對合作和小組合作的學生過程中，用英語進行交際，使語言知識在完成任務step5. group work                                    的過程中得到運用和鞏固。教師可鼓勵學生      section a, 3                                         提問、獲得幫助，培養(yǎng)主動學習的好習慣。step6. grammar focus    to remind ss of the use of the personal                     初學者容易把“is this/that…”回答成      pronoun it.                                          “yes, this/that is”等，適當?shù)恼Z法講解有助于學生更好地掌握新的語言項目。step7. game 1) section a,4a                                     在游戲中，學生運用語言知識解決實際問to use : this is my …, here you are.               題，也再次復習鞏固了語言項目，活躍了2) section a, 4b, group work.                        氣氛，把整節(jié)課推向高潮。homework:1) to write down at least 5 words about shool things      學生自我小結與評估，同時為發(fā)展語言which they think are the most important.              打好基礎。2) to write the sentences they learnt today, like“what’s this/that…?” “is this/that…?”period 3(section b, 1a, 1b, 2a, 2b, 2c, self check3)step1.warming-up: play a gamelisten to the words read by teacher on the             在游戲中檢查學生對已學單詞的掌握flashcards and show left or right with your           情況。此活動帶來的愉快感受能讓學hands. see who is better at judging left or              生積極地投入到接下去的學習中。right.step2. look and saysection b, 1a.                                    師生互動，活躍課堂氣氛，加強學習效teacher show the pictures one by one, ss               果，學生從中掌握單詞。say them in english. then match the wordsin sb.step3. do pair worksection b, 1b.    do it in pair first. then ask some demonstration           學生用英語在真實的情景中進行交際，    pair to show their dialogues before the whole         使語言在完成任務的過程中得到運用和class.                                              鞏固。教師應鼓勵學生大膽開口，不怕出錯。step4.listeningsection b, 2a                                   通過此活動，發(fā)展學生的聽、寫技能，section b, 2b                                    使學生能對已學過的知識運用自如，從而調(diào)動積極性，提高自信心。step5. do pair work again     section b, 2c                                     再次通過結對合作活動，既訓練學生的注意力，又鞏固了單詞，并復習了his,                                                                her的用法。step6. practice                                         do self check 3.                               發(fā)展寫的技能，熟練掌握本單元語言項目，同時，也為下節(jié)課的內(nèi)容做好鋪墊。step7. group work:      to fill in the school things that you often              通過此活動，讓學生在小組合作中體會lost, see who has the same ones as yours.         學習的快樂。 

　　name 1 2 3 s1 watch football computer game s2       s3       s4      

　　homework:1.introduce the things in your pencil case and in your  學會自我小結，自我評估。backpack / schoolbag. write down the words of the things in the exercise books:in my school bag:…in my pencil case:…2. try to write a lost & found notice.period 4.( section b,3a,3b,3c,4)step1.warming-up1）according to the picture which is yet unfinished, 豐富學生的想象力，有效激活學生的探究guess what it is in english. see who is quicker       欲望，很快把學生卷入到單詞記憶的記憶in guessing them right.                           中，也檢查了學生的知識掌握情況。2）number chant:three two one o, let’s go! let’s go.               在這一步中，培養(yǎng)學生對數(shù)字的反應能力。one two three four, please go and close the door.       也較好地培養(yǎng)學生的語感。five six seven eight, hurry up! don’t be late.nine ten nine ten, get a ruler and a pen.step2. group worksection b, 4get ss to draw a picture , the other students           小組活動，合作探究，充分體現(xiàn)“做中學”guess what it is.                                   原則。using: what is it in english?          is it a/an…?step3. presentationto learn “found notice” and “lost notice”.           通過教師呈現(xiàn)的情景對話，讓學生領會其    make two conversations like:                       含義，為進一步學習作好鋪墊。             1) “excuse me, mr liu, that is my book..my name is…” “here you are.” “thanks.”…2) oh, where’s my watch? do you see mywatch?...step4. practice1) do section b, 3a.                                培養(yǎng)學生自主學習能力和探究精神。在完here are four notices in this part.                     成此任務的過程中，體現(xiàn)了“做中學”的t: for notice1 and notice2, if necessary,            原則，而游戲的形式更增強了趣味性，激help ss read and understand the messages after         發(fā)了學生的求知欲望。they learn themselves first.for notice3 and notice4, give ss some questions about name and phone number to help them understand better.2) group work: do section b, 3b.a game: in each group of four , everyonehas a hogged piece on which there is the incomplete message, then put them together to make a whole message.make a “lost message” like this.step5. group task: act about “lost and found”                         情景編演劇 “lost and found”,該任務需要reference language:                                學生綜合運用本單元語言知識，需要小組     i found/ lost a… who lost/found it?                   做出盡快反應，能提高學生的合作意識，       is this your…? what color is it? what’s               反應能力和發(fā)散思維，培養(yǎng)學生拾金不in it?...                                           昧，助人為樂的優(yōu)良品質(zhì)。    ask four demonstration groups to act out              發(fā)展語言技能，學以致用。    their own dialogues, then ss are required              to write a message about one of the dialogues.homework:    section b,3c                                     學生的基礎和能力存在差異，允許他們將to finish writing your own message                課內(nèi)未完成的內(nèi)容在課后完成。這個任according to what you learnt today.                務也是將課內(nèi)學到的內(nèi)容，在課外鞏固發(fā)展， 讓所有學生學有所得。

新目標七年級上Unit9教案 篇3

　　單元總覽表一 課題名稱七上unit3 this is my sister  中心發(fā)言人___羅健______________ 

　　單元教學分析（單元教材分析和學生已有水平分析）   新目標英語七年級unit3 this is my sister. 教材分析

　　教材背景分析

　　本單元圍繞介紹家庭成員開展聽說讀寫教學活動，中心話題是介紹家人和親屬，學生的學習活動是在真實的生活場景中展開的。并把“名詞的單、復數(shù)形式”這一語法主線貫穿其中。教學內(nèi)容為語法的學習和使用提供了必要的感性材料，同時也體現(xiàn)了語法項目與交際情景自然結合的特點。 因為學生教學第三單元時候，第2單元內(nèi)容還沒有教，在實際操作時候有點難度，但是在上課中插入《家有兒女》錄象，學生相對比較容易接受家庭的含義。因為距離他們生活現(xiàn)實比較接近。       目標（以能做什么來描述）：   讓學生制作家譜，可以樹形，心形，蘋果形，用不同顏色區(qū)別。 　目標：鍛煉學生的動手能力和提高學生的審美情趣，并使學生熟練掌握家庭各成員的英語稱謂。     課時劃分： 單元教學課時安排建議(4課時)

　　第一課時  section a (1a—2b 加2d)

　　第二課時  section a(2c—4)

　　第三課時  section b( 1—3b)

　　第四課時：section b (4a-4b及self-check)并準備一些練習，以鞏固聽說讀寫成果  

　　表二第___三_____ 課時         中心發(fā)言人__羅健___________ 

　　話題： 中心話題是介紹家人和親屬。 目標： 教學目標：

　　①認知目標：

　　1） 掌握和使用生詞及詞組。

　　2） 通過對話練習，3） 掌握介紹人物時常用的習慣用語。

　　4） 運用新的知識，5） 解決相關情景中的簡單問題。

　　6） 綜合運用所學知識完成所給任務。 ②技能目標：

　　7） 培養(yǎng)良好的聽、說、讀、寫能力。

　　8） 通過情景中的操練，9） 培養(yǎng)學生的發(fā)散思維能力，10） 激發(fā)學生的想象力。

　　③情感目標：

　　11） 培養(yǎng)積極主動的學習精神。

　　12） 樂于助人，13） 與人分享快樂。

　　3）培養(yǎng)與他人友善相處的習慣。 重難點及突破方法： 教學重點：

　　①詞匯：uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here

　　②了解并初步掌握以書信的形式介紹自己的家庭。

　　③掌握家譜。

　　教學難點：

　　①理解和運用以書信的形式介紹自己的家庭。

　　②創(chuàng)設情景，設計話題，在交際活動中掌握語法項目。     教材處理（增減、添加、改編、刪除）： 從section b part 1至part 3b)可分為三個部分，第一部分通過復習、猜詞游戲，教學有關家庭成員的詞匯，并讓學生掌握家譜。第二部分通過聽力訓練，使學生掌握并鞏固新詞匯。第三部分學習感謝信的書寫。 增加新的可能出現(xiàn)的家庭成員的詞匯，還增加寫作訓練。在處理教材上運用錄象。達到用錄象做背景情景。 教學思路（一條線索、一個主題串聯(lián)多種活動）： 讓學生把設計未來家庭成果拿出來展示     步驟：（活動） 環(huán)節(jié)1 ：warming up activity 1: guessing game

　　兩人一組，一學生看屏幕上出現(xiàn)的單詞，如grandfather，解釋詞義說：father’s/mother’s/uncle’s/aunt’s father，另一背對屏幕的學生猜grandfather，單詞有：aunt, uncle, cousin, sister, brother, mother等。既復習舊詞匯，教學新詞匯，又鍛煉了學生的反應和渲染了課堂氣氛。   activity 2:請學生將設計好的未來家庭作一展示，復習一些有關家庭成員的表達法，特別復習niece, nephew, cousin, son, daughter, grandson, granddaughter, wife, husband等詞。通過以上方式介紹，自然引入家譜的話題。請別的學生邊聽邊試著畫出家庭人員關系圖。教師在聽的過程中畫出該學生的未來家譜圖。     環(huán)節(jié)2：小組活動：請學生拿出未來全家福照片，向同伴介紹照片中的人物。請各組一名學生說出自己的家庭成員，其他學生記錄填表（或畫出家譜）。數(shù)一數(shù)誰說的家人最多。全體學生參與評價。教師參與點評并適當激勵學生。         環(huán)節(jié)3：writing (part 1)

　　教師說：we know a lot about your future family tree. what about my friend’s family tree?

　　屏幕上出現(xiàn)一家譜，要求學生先說后選詞填空 (part 1)。同桌互相糾正。以說促寫，培養(yǎng)學生寫的能力。     task

　　告訴學生，今天我們還將結識一位做老師的朋友，他是誰呢？下發(fā)一份任務型閱讀材料，按照要求完成閱讀任務。

　　附任務型閱讀材料：一段有關家庭成員的文章

　　hello! i am a teacher. my name is jane bruce. i have (有) a happy big family. my grandparents have two sons and a daughter. i have a brother. his name is jack. i have a sister. her name is lucy. my husband(丈夫) and i have a son and a daughter. their(他們的) names are tom and ann. can you finish (完成) my family tree ?

　　按照文章的內(nèi)容補全家譜圖。             homework：

　　1. 朋友遍天下是件很快樂的事，lin hai、robin、dave、mary和emma都向你介紹了他們的家庭。你應該謝謝他們，請你選擇其中一位，寫封感謝信并畫出自己的全家福，把家人介紹給大家。要求畫與文字寫在兩張紙上，以方便明天使用。

　　2. 收集幾張照片，照片可以是家人的、朋友的、同學的、老師的或名人的，照片背面寫上收集人姓名，明天帶到課堂

　　3. 有條件的同學，將家人的聲音錄在磁帶上，有遠近之分，下次上課時到課堂播放并進行介紹                                

　　表二第___四__ 課時         中心發(fā)言人__羅健___________ 

　　話題： 中心話題是介紹家人和親屬復習課。 目標： 教學目標：

　　這是復習課。本課是這一單元的復習課，主要復習了與家庭成員有關的表達法，指示代詞this、that、these、those與be動詞間的關系，主格代詞he、she、it的運用和yes/no問句及其簡單問答。教材(section b，part 4a到self check)可分為兩部分來處理。第一部分是復習本單元的詞匯，為句型操練打下鋪墊。第二部分是與mary之間就她的家人的對話，復習了主格代詞he、she、it和yes/no問句及其答句，主要是復習本單元學過的有用的表達 重難點及突破方法：   教學重點：

　　①掌握并熟練運用有關家庭成員的表達法。

　　②鞏固如何介紹家人。

　　③名詞的復數(shù)。

　　教學難點：如何達到將學生學到的知識轉(zhuǎn)化為能力 用反復操練，利用直觀的照片，錄象多媒體課件。   教材處理（增減、添加、改編、刪除）：

　　綜合運用本單元所學知識完成所給任務

　　1） 在語法復習中 創(chuàng)設情景，2） 以多種任務激發(fā)學生說的欲望，3） 培養(yǎng)學生的言語交際能力。

　　4）先說后寫，以說促寫。

　　教學思路（一條線索、一個主題串聯(lián)多種活動）： 圖文結合，有聲有色     步驟：（活動） 環(huán)節(jié)1 ：warming up activity 1:請三位學生將家庭作業(yè)的文字內(nèi)容給全班同學作一介紹，后貼在黑板上，請同學作好圖與文字的匹配工作。   activity 2:小組活動：請學生拿出準備好的幾張照片，四人小組活動，做游戲，互相猜“who is this?” 每組選出一張最有意義的照片，推選一名發(fā)言人說出理由。最后評選出最有意義的照片若干張，放于教室展覽。本環(huán)節(jié)利用學生感興趣的話題，充分調(diào)動學生的學習積極性，激發(fā)學生的好勝心，自然地將用英語進行爭辯的方法引入課堂，培養(yǎng)學生的英語表達能力和膽量。     環(huán)節(jié)2： 請學生課前在家里錄下家人的聲音，上課時把照片和磁帶一起帶來。先播放教師自己的錄音，讓學生記錄。教師通過聲音的遠、近來區(qū)分this或that。人物的單、復數(shù)來區(qū)分these或those。請學生把聽到的老師的家庭成員劃出來(self check part 1的詞匯)。聽第二遍時把聽到的詞匯都劃出來，如果表格中沒有的話，可寫出來。然后請一學生聽老師的錄音，匯報介紹剛才聽到的老師的家庭成員。再安排一名錄好音的學生介紹自己的家庭成員，其他學生記錄。再4人小組合作。后聽第二遍，請小組選一名記錄的學生介紹所聽到的同學的家庭成員。看哪組記錄的信息最全。有時間，可再請一名錄好音的同學邊播放錄音邊介紹。

　　(學生把語法的復習貫穿于游戲中，使學生學的輕松、愉快。介紹家人的時候，可根據(jù)學生的程度考慮是否增加家庭成員的姓名、職業(yè)、年齡、愛好等方面的內(nèi)容，充分體現(xiàn)了因材施教的原則。)

　　有新增加的詞或不認識的詞，請學生記在事先準備好的vocab-builder（生詞本）上。       環(huán)節(jié)3：guessing game

　　小組活動：一學生寫出與自己關系密切的三個人的名字，如a學生寫下：wang da, lina, zhang jingjing。b學生猜：is wang da your father? a：no, he isn’t. b：is he your friend?

　　a：yes, he is.在語法復習中，創(chuàng)設情景，使學生在操練中體會英語學習的樂趣，培養(yǎng)學習英語的興趣和愿望。這部分復習了主格代詞he、she、it和yes/no問句的簡單問答句。     writing (part 3)

　　讓學生看part3的mary帶的照片，關于照片中的人物進行口頭問答，然后再落實筆頭訓練。先說后寫，降低寫的難度，又可培養(yǎng)學生寫的能力和完善寫的技巧。     任務型閱讀材料：

　　一段有關家庭成員的文章

　　hello! i am a teacher. my name is jane bruce. i have (有) a happy big family. my grandparents have two sons and a daughter. i have a brother. his name is jack. i have a sister. her name is lucy. my husband(丈夫) and i have a son and a daughter. their(他們的) names are tom and ann. can you finish (完成)my family tree ?

　　1、按照文章的內(nèi)容補全家譜圖。  2 、按照文章的內(nèi)容補全句子。

　　擴展詞匯：grandparents 祖父母    nephew 侄子，外甥      niece   侄女，外甥女

　　husband 丈夫      wife    妻子 1.       my parents are my daughter’s___________.

　　2. tom is jack’s__________.

　　3. ann is lucy’s__________.

　　4. my _________ is tom’s father.

　　5. my mother is my father’s__________.   language focus

　　1) 單數(shù)變復數(shù)

　　this  變 these           that 變  those

　　he/she/it 變they

　　is 變成   are

　　名詞后邊加s:   boy—boys 

　　girl —girls

　　你的我的他/她的都不變.

　　物主代詞不與a/an并用。

　　2）yes/no疑問句及其回答

　　is this /that…….?

　　yes, it is./ no, it isn’t.is he /she …?

　　yes, he/she is ./ no, he/she isn’t.

　　homework：

　　1.revise the whole unit.

　　2. choose someone’s family, draw a family tree of his/hers and write sth. about it.                                                

新目標七年級上Unit9教案 篇4

　　單元總覽表一 課題名稱_unit_9 do you want to go to a movie? 中心發(fā)言人_________________ 

　　單元教學分析（單元教材分析和學生已有水平分析）   本單元的話題是談論有關電影的話題，學會表明自己對他人和對電影等事物的喜好，并學會評價事物和表達自己對事物的簡單看法。   通過前幾個單元的學習，學生已經(jīng)學習并掌握了一般疑問句式及其如何回答，也接觸過可數(shù)名詞的復數(shù)是如何變化的。   目標（以能做什么來描述）：   通過本單元的學習，學生能通過 do you want to go to a movie? does he / she want to go to a movie? 來詢問是否想看電影。通過 what kind of movies do you like? what kind of movies does he / she like? 和回答來詢問和回答對電影類型的喜好。 除此外，還能用 … like / likes …. …think / thinks they are +adj..來談論對某種電影的喜愛和原因。并能談論自己喜歡的電影演員以及他 / 她的作品。   課時劃分：   四課時 period 1 section a 1a---1c period 2 section a 2a—4 period 3 section b 1—2d period 4 section b 3a---4  

　　表二第_____1___ 課時         中心發(fā)言人_____________ 

　　話題：談論電影的種類，和自己想看的電影類型   目標： 1.      to grasp the words and expressions: the kinds of movies: comedy, documentary, thriller, romance, beijing opera, action movie, cartoon, science fiction and the plural forms of them, kind 2.      enable to use the structures to talk the movie : --what kind of movie is it?              --do you want to go to a movie?              --yes, i do.              --what kind of movie do you want to see?              --i want to see a / an…. 3. tell the ss that everybody has their own favor or dislike. we must respect what the others like or dislike.   重難點及突破方法： 單詞的發(fā)音和記憶是本課時的重點也是難點。為了加強學生對詞匯的熟悉度，在上課期間要不斷的出現(xiàn)本課時的詞匯并讓學生不斷地練習。   教材處理（增減、添加、改編、刪除）： 增加了課文中沒有出現(xiàn)的另外幾種電影類型，以豐富學生的交談內(nèi)容和興趣。   教學思路（一條線索、一個主題串聯(lián)多種活動）： 以校電影節(jié)為線索，讓學生談論出現(xiàn)的電影類型及學生想要觀看的電影類型。   步驟：（活動） 環(huán)節(jié)1 ：warming up activity 1: in your free time, what do you do?   環(huán)節(jié)2：guessing 1.what does ms ren like to do in her free time? let the ss to guess: do you like to watchtv? ….. 2.tell the ss i like to watch a movie. t: do you like to watch a movie? then show the students some kinds of movie. and ask: what kind of movie is it? ( an action movie, a comedy, a documentary, a thrill.)   環(huán)節(jié)3：presentation in jim’s school, there is a school movie festival. here are some posters. what kind of movie do they have? show the ss the pictures,and let the ss tell the kinds of movies.   step 4 practise 1.      show the students some expressions and let them guess. what kind of movie are they watching. 2.      match the pictures and the words. step 5 listening do 1b. after that, let the ss read after the tape.   step 6 pair work let the ss work in pairs, like:

　　-do you want to go to a movie? -yes, i do. i want to see a / an ….// no, i don’t . i don’t want to go to a movie.   step 7 make a survey let the students ask: do you want to go to a movie? to make a survey and finish the form. name yes or no what kind of the movie                           make the ss report: ms ren wants to go to a movie. she wants go see a comedy. ….   homework:   •        1. read the conversation in listening after the tape. •        2. finish the report and write down the passege. •        3. remember the new words.                                                    

新目標七年級上Unit9教案 篇5

　　unit 5 do you have a soccer ball? 一、單元教學內(nèi)容分析本單元的核心語言項目是ask and answer questions about ownership, 以及make suggestions。主要話題是spending time with friends，學習邀請朋友運動以及談論自己對某項運動的感覺等。從section a的sports things, 從have 的句型運用到語篇中的綜合運用，循序漸進，逐步擴展。二、教學目標1、能力目標（1）對所屬關系進行問答，如 ：do you have a soccer ball?（2）提出建議，發(fā)出邀請。如：let’s play soccer.（3）談論自己的感受。如：that sounds good.2、知識目標（1）have 的一般現(xiàn)在時用法（2）一些體育用品名稱（3）表達感受的幾個形容詞（4）提出建議的句型：let’s… .3、情感態(tài)度目標（1）由于該單元話題貼近學生生活，符合他們熱愛運動的心理，可以提高他們學習英語的興趣，積極參與英語實踐活動。（2）談論與朋友共度時光，培養(yǎng)同學間團結，友愛的精神。（3）談論自己的感受，同時使學生在英語交流中注意并理解他們的情感。 三、教學重點難點1、教學重點drill: do you/they have…?does he/she have…?i don’t have…?he/she doesn’t have… .let’s… .that sounds… .2、教學難點have 在一般現(xiàn)在時中的肯定，否定，一般疑問等形式。尤其當主語為第三人稱單數(shù)時。 四、課時安排1、section a 1a. 1b. 1c. 2a. 2b2、section a 2c. 3a. 3b. 43、section b 1a. 1b. 2a. 2b. 2c4、section b 3a. 3b. 3c. 4period one section a 1a-2b一、教學目標1、單詞：soccer ball ,tennis racket ,ping-pong ball ,volleyball ,tv2、句型：do you have a… ?yes, i do./no, i don’t.二、教學重點:掌握關于運動物品的名詞三、教學難點:學會使用句型 do you have a… ?  yes, i do./no, i don’t.四、教學設計step1 warming up:使用所學句型進行快速問答,激發(fā)學生快速反應和應變能力.what’s this in english?          it’s a pen.what colour is it?                   it’s black.is this your pen?                    yes, it is.where is it?                            it’s on the table.step2 pre-task:1. saying: this is my pen.do you have a watch?help the ss answer:yes, i do./ no, i don’t.t: do you have an english book?s1: yes, i dot: do you have a computer?s2: no, i don’t.2.ask and answer “do you have…?”（from the things in bedrooms to school things.） step3 show a picture to ss and say:this is peter’s bedroom.what can you see?we can see a lot of sports thingsteach the new words.t: do you have a soccer ball/tennis racket/ping-pongball/volleyball/basketball/ping-pong bat?do the pair work :1cstep4 guessing game:what do i have in my hand ?（ask a s to come to the front and hold sth.in hand and let other ss guess. after guessing ,t: do you have a computer?s1: no, i don’t.t: do you have a volleyball?s2: yes, i do.t: ok, let’s play. … （chain work）step5 tasks1.        sb 1a. match the words with things in the picture.2.        sb 1b. listen and circle the words you hear.3.        sb 1c. practise the conversation in students’ own words.4.        sb 2a,2b. listen to the conversations. number the pictures 1-4 and match the people with the balls.step6 creative  workmake up dialogues ,using the patterns and words learned so far. like:what’s this in english? do you have a…?where is it/are they? ect.step7 homework       1）write a dialogue as above.      2）.do exercises in exercise books. period two section a 2c-4   一、教學目標

　　1、單詞：does, doesn’t, let’s, play, well, sound, good, sport, we, many, club, more, class2、句型：does he /she have a soccer ball?yes, he/she does.  no, he/she doesn’t.i don’t have a soccer. let’s play soccer.that sounds good.二、教學重點:掌握當主語為第三人稱單數(shù)時have的用法三、教學難點:學會使用句型does he/she have a…?yes,he/she does. no,he/she doesn’t.let’s … .i don’t have a… .that sounds good.四、教學設計step1 warming up:1. a flash about soccer2. revision of “do you have a…?”（chain work）then do the pair work 2cstep2 pre-task   1）look at 2c ,this is jim’s bedroom. he has many things. what does he have? he has …2）look at the picture and answer questions by ss with “does he have…?”（先觀察圖片然后隱去圖片中的物品，再讓學生回憶他們看到的物品，用 yes, he does/no, he doesn’t.回答。）3）grammar focus: do you /they have…?does he/she have…?step3 guessing gamethis is my handbag .i have many things. what do i have ,do you know? guess.s: do you have…?t: yes, i do. i have many …and more./no, i don’t. i don’t have… .step4 drillst: i have many things. i have…and more. but i don’t have… . how about you?answer by ss.step5 tasksb 3a.（fill in the blanks with the words from the box . then practise the dialogue.）step6   pair work sb 3ba: let’s play soccer.b:i don’t have a soccer ball.a: well, let’s play volleyball.b: that sounds good.step7 creative work讓學生運用自己的語言創(chuàng)造性地編對話，鞏固所學的知識.。    e.g. a: i don’t have a soccer ball. do you have a soccer ball?b: yes, i do.a: ok, let’s play soccer.b: that sounds good. let’s go.         …step8 pair workt: we all like sport. let’s join the sport club.sb4. fill in the chart and introduce yourselves.step9 homework1）make a club card.2）do exercises in exercise book.. period three  section b 1a-2c一、教學目標1、單詞：interesting, boring, fun, difficult, relaxing, watch tv, 2、句型：let’s… . that sounds… .二、教學重點：掌握表示感受的有關形容詞三、教學難點：正確使用表示感受的形容詞四、教學設計step1 warming up1. practise the dialogue a: i don’t have a soccer ball. do you have a soccer ball.b: yes, i do.a: ok, let’s play soccer.b: that sounds good. let’s go.2. show the ss’ club cards, the ss should do a short report about themselves.step2 pre-task1. 看教學課件或圖片，幻燈片（能反映各種情緒的內(nèi)容）一邊觀看一邊聽老師描述：it’s interesting /boring /fun /difficult /relaxing. 并重復讓學生跟讀，理解其意。2. 讀section b 1a 部分內(nèi)容，將描述性形容詞與圖片一一對應，完成1a中的學習任務，同時可與同伴進行pairwork 活動，互相畫出某個形容詞所表示的內(nèi)容，讓同伴猜出這個單詞，以完全理解其含義.。t: as you know, i like to watch sports. i join the football fan club .what about you?s1: i join the basketball club.t: oh, i don’t like basketball games. that sounds boring. what do you think of basketball games?s2:that sounds good/boring/fun/interesting/difficult/relaxing/boring.step3 tasks:1. 運用所學的形容詞來描述自己的物品.t:（with a subject table） what do you think of your subjects? do you like chinese?s1: yes, i do./no, i don’t. that sounds... .t: what about you, s2?    s2: i like /i don’t like… . that sounds… .…2. sb section b 1a, 2a, 2b, 2c（1）聽2a部分的錄音，一邊聽錄音,一邊勾出所聽到的形容詞,完成2a中的學習任務.（2）再聽2a部分的錄音,根據(jù)所聽到的內(nèi)容,將形容詞與活動一一對應,并寫出形容詞,完成2b部分的學習任務.（3）引導學生進行pairwork 活動,根據(jù)示例談論2a部分所提到的活動,正確使用所學的描述性形容詞,完成2c部分的學習任務.step5  drill根據(jù)學生掌握的實際情況可以適當安排如下的對話進行操練.t: hi, jim. do you have a basketball?s: no, i don’t.t: oh, i have a ping-pong ball. let’s play ping-pong.s: that sounds boring.t: then, what about…?s: that sounds… . ok. let’s go.make up similar dialogue by ss.step6 gamelet ss write the sports names on the paper.a s asks and the others guess.a: what’s my favourite sport, do you know?b: do you like football?a: no, i don’t. that sounds boring.b: do you like basketball?a: no, i don’t. that sounds difficult.b: do you like ping-pong?a: yes, i do. that sounds interesting.…step7   homework   1） write a dialogue like step6.2） do exercises in exercise books. period four section b 3a-4一、教學目標1、單詞：has, great, collection, but, play sport, only, them, every day2、句型：he/she has a soccer ball. he/she doesn’t have a soccer ball.二、教學重點:掌握當主語為第三人稱單數(shù)時運用has/doesn’t have三、教學難點:正確使用has /doesn’t have四、教學設計step1 greetingt: hello, helen. do you have a basketball?s: yes, i do. /no, i don’t.t: do you have a doll?s: yes, i do./no, i don’t.t: i have many dolls. what do i have ? guess.s: do you have…?t: i have … , but i don’t have… .step2 survey section b4write three questions with: do you have…? find people in the class who have these things. write their names.peter has a tv.jack has a tennis racket.tony has a computer game.step3 drillsgive the charts to different ss and let them talk about their classmates.he/she has… .he/she doesn’t have… .step4 tasksteacher says: as you know. i like dolls. i have many dolls. i have a doll collection. i have one mickey, two wickey and four teddy. what about ed smith?finish the tasks:    1）do sb3a read and circle the sports things.2）follow the tape.3）do sb 3b.look at the picture. fill in the blanks in this magazine article about sonia hall.step5 talking　sb 3c引導學生運用上面所學的知識來談論自己所擁有的體育用品和其他物品t: what about you? do you have a collection?talk about your collections.step6 creative workmake up dialogues freely by ss with a slide.do you have…?i have… .i don’t have… .does he/she have…?he/she has… .he/she doesn’t have… .step7 homework   1）finish off self check.   2）do exercises in exercise books.    3）write about your collection or your classmates’.