人教新目标七年级英语上册教案Unit 3 Section A 人教.docx
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人教新目标七年级英语上册教案Unit3SectionA人教
Unit3Isthisyourpencil?
SectionA
Period1SectionA(1a-2d)
本单元围绕“识别物品的所属”,使学生学会询问物品的主人的基本句型“Isthis/thatyour/her/hispencil?
Yes,itis.No,itisn’t.;Arethese/thoseyour/her/hispens?
Yes,theyare.No,theyaren't.”,体会一般疑问句的用法;由形容词性物主代词的用法,到初步学习名词性物主代词的用法;学习如何写“失物招领、寻物启事”,巩固所学单词的拼写“Howdoyouspellpen?
P-E-N.”。
通过本单元的教学,使学生学会辨认物品的所有者,学会根据场景询问物品的所属,以及英语中对应的表达法,学会写寻物启事和失物招领。
教师应着力培养学生能在日常交际交往中有效地使用语言进行表达,与他人沟通信息,为今后学习打下坚实的语言基础。
本单元与第二单元衔接紧密,由this,that的学习过渡到these,those的学习,由指示一个人、物过渡到指示多个人、物,使学生学会区分远近单复数。
【知识与能力目标】
1)能掌握下列词汇:
pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme,You'rewelcome.
2)能掌握以下句型:
①—Excuseme.Isthis/that…?
—Yes,itis./No,itisn’t.
②—Excuseme.Arethese/those…?
—Yes,theyare./No,theyaren't.
③Whatabout…?
3)能初运用名词性物主代词mine,yours,his,hers;理解名词性物主代词和形容词性物主代词在用法上的区别。
【过程与方法目标】
采用contestguessing和Roleplaying的学习策略,利用实物演示、教学图片或制作多媒体课件来展开课堂Pairwork,Groupwork的口语交际活动,识别物品的所属,体会指示代词、一般疑问句的用法。
【情感态度价值观目标】
通过“识别物品的所属”的学习,让学生们学会爱惜自己的学习物品,养成照看好自己的物品的好习惯,发现不属于自己的物品,应及时归还物品的主人。
该部分学习内容贴近学生的生活,谈论的主题是学生最关心的问题,极易于激发学生的主动性和学习兴趣。
【教学重点】
1)能口头应用以下句型:
①—Excuseme.Isthis/that…?
—Yes,itis./No,itisn’t.
②—Excuseme.Arethese/those…?
—Yes,theyare./No,theyaren’t.
③Whatabout…?
2)能初步运用名词性物主代词mine,yours,his,hers;理解名词性物主代词和形容词性物主代词在用法上的区别。
【教学难点】
能初步运用名词性物主代词mine,yours,his,hers;理解名词性物主代词和形容词性物主代词在用法上的区别。
1.准备录音机和磁带;
2.设计课后巩固练习;
3.ppt;
3.
Step1.Warm-upandrevision
1.GreetingtheSs.Goodmorning!
/Hello!
/Hi!
...
2.LetsomeSsshowtheirfamilyphoto.Ask:
—Isthisyour…?
—Yes,she/heis./No,she/heisn’t.
—Arethese/thoseyour…?
—Yes,theyare./No,theyaren’t.
3.Showsomeitems(key,pen,cup,orange…)onthescreenandask:
What’sthisinEnglish?
Spellit,please.
What’sthatinEnglish?
Howdoyouspellit?
(Helpthemanswerlikethis:
It’sa/an…)
Havethemworkinpairstopracticethequestions.
4.Providemorewordsbyshowingthestudentsthepicturein1a.
T:
Whatcanyouseeinthepicture?
Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.
4.LetSsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.
Step2.Presentation
1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:
“Isthisyourbook?
”Andleadhim/hertoanswer:
“Yes,itis.It’smine.”
Thentakeanotheroneandaskitsowner:
“Isthisyourschoolbag?
”Helphim/hertoanswer:
“No,itisn’t.It’shis.”
Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,they’llmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.
—Isthisyourbook?
—Yes,itis.It’smine.
—Isthisyourschoolbag?
—No,itisn’t.It’shis/hers.
2.TellSs:
mybook=mine;hisbook=his;herbook=hers
Step3.Listening
T:
Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.
(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)
T:
Let’schecktheanswers,OK?
Ss:
…(fromlefttoright)
T:
Thankyou.
Step4.Pairwork(1c)
1.Getthestudentstoworkinpairstopracticetheseconversations.
2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.
Step5.Listening
1.Workon2a.
T:
Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?
(Teacherasksthestudentstonameeachoneindividually.)
S1:
Thisis…
S2:
Thisis…
S3:
…
T:
Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistentoadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.
(Playtherecordingforthestudentstolisten.)
T:
Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?
(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)
2.Workon2b.
T:
Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.
(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)
T:
Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.
(Playtherecording.Studentslistenandcompletetheconversation.)
T:
Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.
(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)
Step6.Pairwork
1.T:
Nowpleasepracticetheconversationwithyourpartner.
2.Asksomepairstoactoutthedialogueinfrontoftheclass.
3.T:
Nowcollectsomemoreschoolthingsfromyourclassmates.Thenmakeanewconversationwithyourpartner.Thenpracticeyourconversation.
4.Asksomepairsstandupandactouttheirdialogueusingtheschoolthingstheycollected.
Step7.Presentation
1.TakeapenandadictionaryfromS1.ThenaskanotherS2.(S1=LiMing,S2=SunTao)
T:
Isthisyourpen,LiMing?
S1:
No,itisn’t.It’shis.
T:
ThisisnotLiMing’spen.It’sSunTao’spen.
(WriteLiMing’s,SunTao’sontheblackboard.TellSsthisknowledgeis“名词所有格”,Itisthesameasmy,his,her,your...)
T:
Thenwhataboutthisdictionary?
Isthisyourdictionary,LiMing?
S2:
No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s”)
2.LetSsunderstandtheusingof“名词所有格”,andrepeatthesentences:
ThisisnotLiMing’spen.It’sSunTao’s.
Whataboutthisdictionary?
It’sSunTao’s.
Step8.Role-play(2d)
1.Readtheconversationandunderlinetheschoolthingsinthedialogue.
(Ssreadthedialogueandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)
2.Nowlookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.
(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeirpartner.)
3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.
4.Asksomepairstoactouttheconversationinfrontoftheclass.
5.Explainsomelanguagepointsanddomoreexercisestoconsolidatewhattheyhavelearned.
Isthat/this...?
Yes,itis./No,itisn’t.
Arethese/those...?
Yes,theyare./No,theyaren’t.
Excuseme.
Whatabout...?
Thankyoufor...
Youarewelcome.
Step9.Homework:
1.CollectyourschoolthingsandtrytosaytheminEnglish.
2.Collectsomethingsfromyourclassmates.Andmakeaconversationwithyourpartner.
BlackboardDesign:
Unit3Isthisyourpencil?
SectionA(1a-2d)
1.Newwordsandexpressions:
pencil,book,eraser,box,pencilbox,schoolbag,
dictionary,his,hers,mine,yours,teacher,excuseme
2.Sentencestructures:
①—Excuseme.Isthis/that…?
—Yes,itis./No,itisn’t.
②—Excuseme.Arethese/those…?
—Yes,theyare./No,theyaren’t.
Excuseme.
Whatabout…?
⑤—Thankyoufor…
—You’rewelcome.
略
Period2SectionA(GrammarFocus-3c)
【知识与能力目标】
1)总结归纳辨认物品的所有者所用的句型。
①—Excuseme.Isthis/that…?
—Yes,itis./No,itisn’t.
②—Excuseme.Arethese/those…?
—Yes,theyare./No,theyaren’t.
2)根据不同场景,能用英语对物品的所属进行提问和回答。
3)培养学生听、说、读、写的能力及创新思维能力。
【过程与方法目标】
采用contestguessing和Roleplaying的学习策略,利用实物演示、教学图片或制作多媒体课件来展开课堂Pairwork,Groupwork的口语交际活动,识别物品的所属,体会指示代词、一般疑问句的用法。
【情感态度价值观目标】
通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务。
【教学重点】
1)总结归纳辨认物品的所有者所用的句型。
2)通过进行不同形式的对话练习来熟练运用辨认物品所有者的句型,同时复习所学的学习用品的词汇。
【教学难点】
总结归纳辨认物品的所有者所用的句型;熟练运用这些句型。
1.准备录音机和磁带;
2.设计课后巩固练习;
3.ppt;
Step1.Warm-upandrevision
1.GreetingtheSsandCheckthehomework.
2.(AskSstoputsomeschoolthingsontheirdesks.)
LetsomeSsstandupandsaywhatschoolthingstheyhave.
3.Twalksaroundtheclassroom,pickupthethingsandaskaboutthem.
T:
Isthisyourpen?
S1:
Yes,itis.It’smine.
T:
Isthisyoureraser?
S2:
No,itisn’t.It’shers.
T:
Aretheseyourbooks?
S3:
Yes,theyare.
T:
Arethoseyourrulers?
S4:
No,theyaren’t.Theyarehis.
Step2.GrammarFocus.
1.阅读指导:
1)老师总结已学过的辨认物品的所有者所用的句型。
第一类为辨认单个物品时,较近处的用Isthis…;较远处的用Isthat…;回答用Yes,itis./No,itisn’t.
第二类为介绍多个物品时,较近处的用Arethese…;较远处的用Arethose…回答用Yes,theyare./No,theyaren’t.
2)物主代词分为两类,一类是形容词性物主代词,另一类为名词性物主代词。
在用法上形容词性物主代词+名词=名词性物主代词
2.学生阅读并完成下列句子。
(可借助课件来完成此任务)
①这是你的铅笔吗?
__________yourpencil?
②是的。
它是我的。
Yes,________.It’s______.
③那是你的书包吗?
________yourschoolbag?
④不是。
它是他/她的。
No,______.It’s___/____.
⑤这是他的绿色钢笔吗?
___this_______pen?
⑥不是。
那只蓝色钢笔是他的。
No,______.The___________is______.
⑦这些是你的书吗?
___________yourbooks?
⑧是的。
/不是。
Yes,________./No,_________.
⑨那些是她的钥匙吗?
__________her____?
⑩不是。
它们是她的。
No._______hers.
3.掌握下列缩写形式
①itis=______②theyare=_______
③isnot=_______④arenot=_______
⑤thatis=_______⑥nameis=______
4.Dosomeexplanation.
名词所有格含义及构成
名词性物主代词和形容词性物主代词
含be动词的一般疑问句
Step3.Practice
1.T:
Let’sworkon3a.Lookatthepicturesin3a.Wecanseethefirstpictureisclosetous,butthesecondpictureisalittlefarfromus.Whenweaskaboutthem,wemustpayattentiontotheuseofthis,that,theseandthose.
2.Nowtrytocompletethequestionsandanswersabouteachpicture.
3.Checktheanswerswiththeclass.
4.Explanation:
①this/these“这,这个/这些”,用于指代在时间或空间上说话人较近的人或物。
②that/those“那,那个/那些”,用于指代在时间或空间上说话人较远的人或物。
Step4.Practice
1.Let’sworkon3b.
T:
Readthequestionsandcompletetheanswers.Youshould