《Unit7 It’s nice》教案（精选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: “look at …”, “look, 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:
①students can listen, speak and read the words about clothes: a shirt, a blouse, a jacket, a sweater, new, his, her.
②students can listen, speak and use the sentence: “look at…” “look,
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:
①enable the students to use these sentences to communicate with others.
②foster the students’ creativity and personality.
3. aims on emotion:
①bring 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: “look at…” “look,
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 “look”, 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 “look 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
教学过程]
1、warming up
(1)greeting 用how are you?与学生问好。
(2)reviewing
出示前面学习过的服饰单词的卡片，问：
look at the card, what’s this/that?
引导学生用this is a…回答，再齐读服饰类单词。
2、presentation and practice
(1)学习look at…句型
由于在前面已经有look at the card的信息刺激，教师附以动作对学生说：look at my sweater, is it nice? 引导学生说出it’s nice.教师则回答 thank you.适当讲解中西文化差异，引起学生兴趣。
同样方法练习，引出it’s smart/pretty.等表示夸赞的句子。
(2)学习形容词性物主代词
在学习了look at my…it’s smart/pretty/nice.后,教师指一位女生对其余学生说:
look at her(某服饰),引导学生用it’s smart/pretty/nice来回答,女生说thank you.
教师将两件式样相同但新旧不一的夹克衫拿出，指新衣说：it’s new.this is a new jacket.理解new的意思。
教师指一男生,用上面的方法教学look at his…句型。
将look at my…/look at her… /look at his…进行比较,让学生理解my/his/her的意义和使用。
让学生试着说出这样的句子。
(3)学习look, this is…和look, that’s…句型
创设情景:在面前放一本书,不远处放一刨笔机,教师说
look, this is my book. look, that’s my pencil sharpener.并根据教室里的实际和学生的实际再说一些类似的句子,然后让学生试着说一说，使之理解两个句子的意义及空间上的区别。
3、理解课文
(1)看课文插图，听录音跟读课文。
(2)自由朗读课文。
(3)分角色朗读课文。
4、课堂练习
(1) 分角色表演课文。
(2)教师出示不同服饰图片，让学生依据课文做替换练习。
(3)将学生分组，要求以自己穿的衣服编一段对话。先小组练习，再上台表演，让全体学生参与评价，提高学生积极性。
5、summary and homework
(1)教师与学生共同小结本课知识。
(2)homework
朗读并背诵课文；练习相互评价并对别人的赞美表示感谢。
板书设计：
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
【科研主题】优化英语教学方法，提高有效教学效率
【教学内容】3a《unit7 it’s nice》第一课时教学
【教材简析】
本单元主要围绕表示服装的英语单词，通过复习前几单元介绍人物时已经出现的this is …和that’s …，学习由how 引导的感叹句，要求学生能在一定的情景下用look at …和有关物主代词进行简单交谈以及表达赞美之意，在本单元教学内容中，his 和her 是新出现的物主代词，教师可以充分利用已学过的my 和your 帮助学生理解其用法。在操练过程中，教师可以建议学生用已学过的内容进行综合性操练，以扩展学生所说的内容。
【目标预设】
1.能听懂、会说：look，this is my/his/her…及其应答it’s smart /pretty/nice .表达赞美之意。
2.能听懂会、说服装类单词：a dress, a skirt, a t-shirt，a jacket, a sweater, a coat, a shirt, a blouse 及物主代词 his, her。
3.能利用常见的几类服装进行交谈。
【重点、难点】学生能听懂会、说服装类单词，并使用look，this is my/his/her…及其应答it’s nice.进行交谈。学生能区分并正确使用物主代词my/his/her。
【设计理念】
好的课堂教学给予学生的不仅仅是知识和技能，更多的是学习动机的唤醒，学习习惯的养成和思维品质的提升。在教学过程中，教师不再是教材的解读者和教案的执行者，而是一个善于创设教学情境、富有教学机智、充满教育智慧的人。课堂学习要给学生创设自由平等的学习空间和心灵的交际空间，使他们在学习中感到心境放松，心情愉快。
课堂教学方法的选择是课堂教学效率高低的关键。在教学过程中，教师应采用多种有效的教学方法，激发学生学习兴趣，促进学生获取知识，形成能力，提高学生英语综合能力。
【教学策略】
根据教学内容、小学生学英语的认识规律和一般教学原则设计教学，充分利用实物和电教设备，创造各种语言情景，让学生利用各种感官参与英语学习的实践活动，学习服装类单词，并结合句型操练，正确使用物主代词my/his/her，提高学生运用语言的能力；恰当合理地运用多样化的教学方法，科学合理地设计教学游戏，激发学生学习兴趣，调动学习积极性，让学生在游戏中自然地、积极地学习与运用所学的语言知识，在游戏活动中喜学爱学，提高学生英语综合能力。
【教具准备】衣物、课件
【教学过程】
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”.
全体跟读，个别说，小组说，开火车等形式。
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.
小组合作学习，并把词汇与句型结合操练，更有利于学生正确理解和应用。培养学生的合作能力，和学生的英语口语表达能力。
4.同理学习其他衣服类单词：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: （指着一位男生的夹克说）
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. 同理学习形容词性物主代词her，结合句型操练对话。
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分钟计时比赛：请各小组将字母组合成本课学习的新单词，看哪一组在有限的时间内拼出的单词数量多。
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_(周杰伦’s) t-shirt（图片）。
look, this is my ( me) coat（图片）.
look, this is her (nancy’s) skirt（图片）.
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
板书设计：
unit7 it’s nice.
look, this is my/his/her sweater. it’s nice.
jacket
coat
shirt
t-shirt
skirt
blouse
dress
【预期成果】
1.学生能听懂会、说服装类单词：a dress, a skirt, a t-shirt，a jacket, a sweater, a coat, a shirt, a blouse 及物主代词 his, her；能听懂、会说：look，this is my/his/her…及其应答it’s smart /pretty/nice .表达赞美之意；能利用常见的几类服装进行交谈。
2.在教学过程中探究多种有效的教学方法，激发学生学习兴趣，促进学生获取知识，形成能力，促进有效教学，提高课堂教学效率，最终提高学生英语综合能力。
