《Unit7 It’s nice》教案（精選3篇）

《Unit7 It’s nice》教案 篇1

　　teaching contents: part a.

　　▲teaching material analysis:

　　in this unit, we mainly deal with the words about clothes: shirt, blouse, jacket, sweater, t-shirt, dress, skirt, coat. and the words: his, her, my, your. review the sentences: “this/that is…”learned in unit2, help the students to learn the sentence: “how …!”, enable students to use the sentences: “l(fā)ook at …”, “l(fā)ook, this/that is his/her …”in certain situation and use the sentences: “it’s smart/pretty/nice.” to express prise.

　　▲teaching aims:

　　1. aims on knowledge:

　�、賡tudents can listen, speak and read the words about clothes: a shirt, a blouse,  a jacket, a sweater, new, his, her.

　�、趕tudents can listen, speak and use the sentence: “l(fā)ook at…” “l(fā)ook,

　　this/that is his/her …”and its answer: “it’s nice / pretty / smart.” can use the sentence: “how …”to express prise.can use the sentence: “this/that is…”to introduce things.

　　2. aims on ability:

　�、賓nable the students to use these sentences to communicate with others.

　�、趂oster the students’ creativity and personality.

　　3. aims on emotion:

　�、賐ring up the students’ interest in learning english.

　　②bring up the students’ consciousness of good-cooperation.

　　▲teaching difficulties and key points:

　　1. students can listen, speak and read the words about clothes: a shirt, a blouse,

　　a jacket, a sweater, new, his, her.

　　2. students can listen, speak and use the sentence: “l(fā)ook at…” “l(fā)ook,

　　this/that is his/her …”and its answer: “it’s nice / pretty / smart.” can use the sentence: “how …”to express prise.can use the sentence: “this/that is…”to introduce things.

　　▲teaching aids:

　　pictures, cards, tape-recorder, clothes.

　　▲teaching methods:

　　communicated method, cooperation method

　　▲teaching steps:

　　(partb have been learned before.)

　　step1: free talk and motivation:

　　t: good morning, class.

　　s: good morning, miss niu.

　　t: how are you?...

　　s: fine, thank you./ fine, and you?/…..

　　t: what’s this?(present a thing for school)

　　s: this is a… t: what’s this?(present a picture of an animal)

　　s: this is a…

　　t: what’s this?(present a thing in a room)

　　s: this is a…

　　step2:presentation:

　　(teacher present a jacket.)

　　t: what’s this?

　　s: this is a jacket.

　　(teacher give the jacket to a student in the back of the classroom)

　　t: what’s that?

　　s: that is a jacket.(with teacher’s help)

　　(practice with the sentence: that is…)

　　t: look, that is a jacket.(point to the jacket)

　　(ask students to pay attention to the word “l(fā)ook”, guess the meaning.)

　　(read the word after teacher, then read in train )

　　(practice with the sentence: look, that/this is…)

　　(t present the sentence: “it’s smart/pretty/nice.” “how…” as answer when students say: look, that/this is…)

　　(practice this sentence.)

　　(ask the students to practice in pairs with the sentences.)

　　t: look at me.

　　look at my book.

　　look at my coat.

　　(ask students to guess the meaning, teach “l(fā)ook at….”,read after teacher.)

　　(ask some students to make sentences.)

　　s: look at my t-shirt.

　　t: it’s smart.

　　s: look at my shirt.

　　t: oh, how nice!

　　(present a teacher’s dress.)

　　t: this is my dress.

　　(point to a girl.)

　　t: this is her blouse. this is her coat. this is her sweater.

　　(help the students to understand, teach “her”, read after teacher.)

　　(point to a boy.)

　　t: this is his shirt. this is his jacket. this is his sweater.

　　(help the students to understand, teach “his”, read after teacher.)

　　(ask the students to introduce their partners’ clothes with the sentences.)

　　s: this is his/her …

　　t: it’s smart/pretty/nice.

　　(play the ppt of part a, ask the students to listen and repeat. then listen again, ask them to read after it. imitate the pronunciation)

　　(ask the students to read the dialogue in different rolls.)

　　(ask the students to act out the dialogue.)

　　step3:practice:

　　1. a guessing game: present some half-covered pictures of clothes, then ask the students to guess, and talk about it with the sentence structures:

　　s1: what’s this/that?

　　s2: this/that is a…

　　s1: look at his/her…

　　s2: it’s smart/pretty/nice.

　　2. ask the students to make dialogues like part a.

　　s1: look at …

　　s2: it’s smart/pretty/nice.

　　s3: look, this/that is…

　　s4: it’s smart/pretty/nice.  how nice!

　　3. play a game: a fashion show

　　(ask students to put on the clothes they bring, and show one by one. teachers and others talk about their clothes with the sentences.)

　　t: look at his…

　　s: it’s smart.

　　t: look, that/this is his/her…

　　s: how …

　　step4: consolidation:

　　1.  read the dialogue together.

　　2.  present a rhyme: look, look, look!

　　3.  read the rhyme together.

　　step5: ending:

　　sing a song: goodbye.

　　step6:homework:

　　communicate with partners about the clothes.

　　▲blackboard design:

　　unit7 it’s nice!

　　look at my/his/her…

　　look, this/that is my/his/her…

　　it’s smart/pretty/nice.

　　how smart/pretty/nice!

《Unit7 It’s nice》教案 篇2

　　教學(xué)過(guò)程]

　　1、warming up

　　(1)greeting 用how are you?與學(xué)生問(wèn)好。

　　(2)reviewing

　　出示前面學(xué)習(xí)過(guò)的服飾單詞的卡片，問(wèn)：

　　look at the card, what’s this/that?

　　引導(dǎo)學(xué)生用this is a…回答，再齊讀服飾類(lèi)單詞。

　　2、presentation and practice

　　(1)學(xué)習(xí)look at…句型

　　由于在前面已經(jīng)有l(wèi)ook at the card的信息刺激，教師附以動(dòng)作對(duì)學(xué)生說(shuō)：look at my sweater, is it nice? 引導(dǎo)學(xué)生說(shuō)出it’s nice.教師則回答 thank you.適當(dāng)講解中西文化差異，引起學(xué)生興趣。

　　同樣方法練習(xí)，引出it’s smart/pretty.等表示夸贊的句子。

　　(2)學(xué)習(xí)形容詞性物主代詞

　　在學(xué)習(xí)了look at my…it’s smart/pretty/nice.后,教師指一位女生對(duì)其余學(xué)生說(shuō):

　　look at her(某服飾),引導(dǎo)學(xué)生用it’s smart/pretty/nice來(lái)回答,女生說(shuō)thank you.

　　教師將兩件式樣相同但新舊不一的夾克衫拿出，指新衣說(shuō)：it’s new.this is a new jacket.理解new的意思。

　　教師指一男生,用上面的方法教學(xué)look at his…句型。

　　將look at my…/look at her… /look at his…進(jìn)行比較,讓學(xué)生理解my/his/her的意義和使用。

　　讓學(xué)生試著說(shuō)出這樣的句子。

　　(3)學(xué)習(xí)look, this is…和look, that’s…句型

　　創(chuàng)設(shè)情景:在面前放一本書(shū),不遠(yuǎn)處放一刨筆機(jī),教師說(shuō)

　　look, this is my book. look, that’s my pencil sharpener.并根據(jù)教室里的實(shí)際和學(xué)生的實(shí)際再說(shuō)一些類(lèi)似的句子,然后讓學(xué)生試著說(shuō)一說(shuō)，使之理解兩個(gè)句子的意義及空間上的區(qū)別。

　　3、理解課文

　　(1)看課文插圖，聽(tīng)錄音跟讀課文。

　　(2)自由朗讀課文。

　　(3)分角色朗讀課文。

　　4、課堂練習(xí)

　　(1) 分角色表演課文。

　　(2)教師出示不同服飾圖片，讓學(xué)生依據(jù)課文做替換練習(xí)。

　　(3)將學(xué)生分組，要求以自己穿的衣服編一段對(duì)話。先小組練習(xí)，再上臺(tái)表演，讓全體學(xué)生參與評(píng)價(jià)，提高學(xué)生積極性。

　　5、summary and homework

　　(1)教師與學(xué)生共同小結(jié)本課知識(shí)。

　　(2)homework

　　朗讀并背誦課文；練習(xí)相互評(píng)價(jià)并對(duì)別人的贊美表示感謝。

　　板書(shū)設(shè)計(jì)：

　　unit 7 it’s nice!

　　a：look at my/his/her…  b：it’s smart/pretty/nice!

　　look, this is … 

　　look, that’s…          how nice!

《Unit7 It’s nice》教案 篇3

　　【科研主題】?jī)?yōu)化英語(yǔ)教學(xué)方法，提高有效教學(xué)效率

　　【教學(xué)內(nèi)容】3a《unit7 it’s nice》第一課時(shí)教學(xué)

　　【教材簡(jiǎn)析】

　　本單元主要圍繞表示服裝的英語(yǔ)單詞，通過(guò)復(fù)習(xí)前幾單元介紹人物時(shí)已經(jīng)出現(xiàn)的this is …和that’s …，學(xué)習(xí)由how 引導(dǎo)的感嘆句，要求學(xué)生能在一定的情景下用look at …和有關(guān)物主代詞進(jìn)行簡(jiǎn)單交談以及表達(dá)贊美之意，在本單元教學(xué)內(nèi)容中，his 和her 是新出現(xiàn)的物主代詞，教師可以充分利用已學(xué)過(guò)的my 和your 幫助學(xué)生理解其用法。在操練過(guò)程中，教師可以建議學(xué)生用已學(xué)過(guò)的內(nèi)容進(jìn)行綜合性操練，以擴(kuò)展學(xué)生所說(shuō)的內(nèi)容。

　　【目標(biāo)預(yù)設(shè)】

　　1.能聽(tīng)懂、會(huì)說(shuō)：look，this is my/his/her…及其應(yīng)答it’s smart /pretty/nice .表達(dá)贊美之意。

　　2.能聽(tīng)懂會(huì)、說(shuō)服裝類(lèi)單詞：a dress, a skirt, a t-shirt，a jacket, a sweater, a coat, a shirt, a blouse 及物主代詞 his, her。

　　3.能利用常見(jiàn)的幾類(lèi)服裝進(jìn)行交談。

　　【重點(diǎn)、難點(diǎn)】學(xué)生能聽(tīng)懂會(huì)、說(shuō)服裝類(lèi)單詞，并使用look，this is my/his/her…及其應(yīng)答it’s nice.進(jìn)行交談。學(xué)生能區(qū)分并正確使用物主代詞my/his/her。

　　【設(shè)計(jì)理念】

　　好的課堂教學(xué)給予學(xué)生的不僅僅是知識(shí)和技能，更多的是學(xué)習(xí)動(dòng)機(jī)的喚醒，學(xué)習(xí)習(xí)慣的養(yǎng)成和思維品質(zhì)的提升。在教學(xué)過(guò)程中，教師不再是教材的解讀者和教案的執(zhí)行者，而是一個(gè)善于創(chuàng)設(shè)教學(xué)情境、富有教學(xué)機(jī)智、充滿教育智慧的人。課堂學(xué)習(xí)要給學(xué)生創(chuàng)設(shè)自由平等的學(xué)習(xí)空間和心靈的交際空間，使他們?cè)趯W(xué)習(xí)中感到心境放松，心情愉快。

　　課堂教學(xué)方法的選擇是課堂教學(xué)效率高低的關(guān)鍵。在教學(xué)過(guò)程中，教師應(yīng)采用多種有效的教學(xué)方法，激發(fā)學(xué)生學(xué)習(xí)興趣，促進(jìn)學(xué)生獲取知識(shí)，形成能力，提高學(xué)生英語(yǔ)綜合能力。

　　【教學(xué)策略】

　　根據(jù)教學(xué)內(nèi)容、小學(xué)生學(xué)英語(yǔ)的認(rèn)識(shí)規(guī)律和一般教學(xué)原則設(shè)計(jì)教學(xué)，充分利用實(shí)物和電教設(shè)備，創(chuàng)造各種語(yǔ)言情景，讓學(xué)生利用各種感官參與英語(yǔ)學(xué)習(xí)的實(shí)踐活動(dòng)，學(xué)習(xí)服裝類(lèi)單詞，并結(jié)合句型操練，正確使用物主代詞my/his/her，提高學(xué)生運(yùn)用語(yǔ)言的能力；恰當(dāng)合理地運(yùn)用多樣化的教學(xué)方法，科學(xué)合理地設(shè)計(jì)教學(xué)游戲，激發(fā)學(xué)生學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)習(xí)積極性，讓學(xué)生在游戲中自然地、積極地學(xué)習(xí)與運(yùn)用所學(xué)的語(yǔ)言知識(shí)，在游戲活動(dòng)中喜學(xué)愛(ài)學(xué)，提高學(xué)生英語(yǔ)綜合能力。

　　【教具準(zhǔn)備】衣物、課件

　　【教學(xué)過(guò)程】

　　一、 greeting

　　1.t-ss: sing a song “hello! how are you.”

　　2.t-ss: free talk

　　ss-ss: free talk

　　for example:

　　hello, . how are you? fine, thank you. and you? i’m fine, too.

　　good morning/afternoon, . this is .

　　nice to meet you, . nice to meet you, too…

　　3.revision

　　t: show a nice pencil box.

　　look, this is a new pencil box.

　　s1: it’s nice.

　　ss: learn to say “nice”.

　　二、 presentation and practice

　　1.t: present the title: unit7 it’s nice.

　　ss: follow the teacher to read the title

　　2.t: look, this is a new sweater.

　　ss: learn to say “sweater”.

　　全體跟讀，個(gè)別說(shuō)，小組說(shuō)，開(kāi)火車(chē)等形式。

　　3.t-ss: make a dialogue.

　　t: look, this is a new sweater.

　　ss: it’s nice.

　　ss-ss: pair works

　　t: check some pairs.

　　小組合作學(xué)習(xí)，并把詞匯與句型結(jié)合操練，更有利于學(xué)生正確理解和應(yīng)用。培養(yǎng)學(xué)生的合作能力，和學(xué)生的英語(yǔ)口語(yǔ)表達(dá)能力。

　　4.同理學(xué)習(xí)其他衣服類(lèi)單詞：coat, jacket, shirt, t-shirt, blouse, skirt, dress

　　5.t: show the pictures of the clothes by cai

　　ss: look and say, and spell the words.

　　6.game: what is missing?

　　t: show the pictures of the clothes.

　　ss: look and find what is missing?

　　7.t: name the each group using the names of the clothes

　　ss: listen, stand and say the word

　　8.t: look, this is my new coat.

　　ss: oh, it’s nice.

　　ss: pair works: look, this is my new… it’s nice.

　　t: check some pairs

　　9.t: （指著一位男生的夾克說(shuō)）

　　look, this is ’s jacket. this is his jacket.

　　ss: learn to say “his”

　　ss: pair works: look, this is his …

　　t: check some pairs

　　10.  同理學(xué)習(xí)形容詞性物主代詞her，結(jié)合句型操練對(duì)話。

　　三、 consolidation

　　1.say a chant

　　sweater, sweater, this is my sweater.

　　shirt, shirt, this is his shirt.

　　skirt, skirt, this is her skirt.

　　ss: read and make new ones.

　　t: check some pairs

　　2.competition: put the letters in the right order

　　1分鐘計(jì)時(shí)比賽：請(qǐng)各小組將字母組合成本課學(xué)習(xí)的新單詞，看哪一組在有限的時(shí)間內(nèi)拼出的單詞數(shù)量多。

　　3.listen, find and say:

　　t: look, this is his blue sweater.

　　ss: it’s ’s sweater. it’s nice.

　　ss: pair works: look, this is my/his/her …

　　it’s nice.

　　t: check some pairs

　　4.fill in the blanks

　　look, this is _ his_(周杰倫’s) t-shirt（圖片）。

　　look, this is  my  ( me) coat（圖片）.

　　look, this is  her  (nancy’s) skirt（圖片）.

　　5.t: show some pictures of the boys and girls.

　　ss: listen to the teacher and put the clothes on the right person

　　and say : look, this is his/her ….

　　四、 homework

　　1.copy the new words

　　2.review the words, listen to the tape

　　3.preview part a of unit7

　　板書(shū)設(shè)計(jì)：

　　unit7 it’s nice.

　　look, this is my/his/her sweater.   it’s nice.

　　jacket

　　coat

　　shirt

　　t-shirt

　　skirt

　　blouse

　　dress

　　【預(yù)期成果】

　　1.學(xué)生能聽(tīng)懂會(huì)、說(shuō)服裝類(lèi)單詞：a dress, a skirt, a t-shirt，a jacket, a sweater, a coat, a shirt, a blouse 及物主代詞 his, her；能聽(tīng)懂、會(huì)說(shuō)：look，this is my/his/her…及其應(yīng)答it’s smart /pretty/nice .表達(dá)贊美之意；能利用常見(jiàn)的幾類(lèi)服裝進(jìn)行交談。

　　2.在教學(xué)過(guò)程中探究多種有效的教學(xué)方法，激發(fā)學(xué)生學(xué)習(xí)興趣，促進(jìn)學(xué)生獲取知識(shí)，形成能力，促進(jìn)有效教學(xué)，提高課堂教學(xué)效率，最終提高學(xué)生英語(yǔ)綜合能力。