2019-2020年七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版.doc

2019-2020年七年级英语上册 Unit 3 Is this your pencil教案 人教新目标版In this unit, students will learn to identify ownership of personal belongings. They will also be able to spell the name of the object for confirmation.一、Topics（话题）: Things in the classroom二、Functions (功能)Identify ownership三、Structures (结构)Possessive pronouns mine, yours, his, hersYes/no questions and short answersLost and found四、Target Language (目标语言)Is this your pencil?Yes, it is. Its mine.Are these your books?No, they arent. Theyre hers.五、Vocabulary （词汇）Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, bag, baseball, puter game, ID card, watch, ring, mine, your, his, hers Thank you for., ask .for., a set of六、Skills (技能)Listening and read for specific information七、Recycling （复习巩固）Whats this? Its.How do you spell it?八、教材分析 本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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，以及学会写寻物启事和招领启事。与其他单元一样，本单元共六页（6 pages），其中包括Section A，Section B和Self check。Section A (Pages13&15) 学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page13,14有听、说、读。1a, 1b, 1c 重点学习一些表示学习用具的词，学会询问物品的所属。 2a, 2b, 2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a, 3b, 3c 学会用英语询问物品的名称，进一步巩固询问物品所属的句型。Section B (Pages16&17) 学会写招领启事和寻物启事。在已有的基础上开展的，Grammar focus, Page3是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。1a, 1b, 1c, 1d, 1e学会判断物品的所属。2a, 2b, 2c学会写招领启事和寻物启事。Self check 检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。九、学情分析1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。3）思维能力： 该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。十、课时安排Period 1 （Section A：1a-2d）Listening Period 2 （Section A：Grammar focus, 3a, 3b, 3c）Listening and speaking (I)Period 3 （Section：1a, 1b, 1c, 1d, 1e）Listening and speaking (II)Period 4 （Section：2a, 3b, 2c）Reading, speaking and writingPeriod 5 （Self Check）Revision and testingThe 1st period of class: Section A (1a 2d) Teaching aims（教学目标）1本单元我们将学习物品的所属者是谁？2根据场景询问英语中对应的表达法。Language points（语言点）1. 要求掌握以下句式：(1) Whats this/that（in English）? Its a/an(2) Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his.2要求掌握以下词汇： Pencil, pencil box, schoolbag, book, easer, notebook, dictionary, mine, your, his, hersDifficulties（难点）：How to identify ownershipTeaching steps （教学步骤）Step 1: Warming up and Presentation (1a: P13)Good morning, everyone! Last week, we finished Unit 1. Today we are going to learn a new unit, Unit 2. Prepare a box of school things before class and ask the students to learn to demonstrate things. Lets look at the title of Unit 2. Is this your pencil? What is the unit about?T: (Take out a box filled with school things and pick out a pencil. T can put some pencils, some pencil-cases, and some rulers and so on in the box.) A pencil, a pencil, this is a pencil. (Stress “this” and “pencil”.) Whats this in English? (Write the sentence on the blackboard and stress “this”.)S: （repeat）A pencil.T: Yes, it is a pencil. Whats this in English? (Stress “this”.)S: A pencil. T: Do you have a pencil? (Hold the pencil up and point to it.)S: Yes.T: Show it to me, OK? (Show the pose of “OK” and try to lead the Ss to do it as T.) OK? (Stress “OK”.)S: OK. T: Now, hold your pencil up (Stress “pencil”) and say after me “Whats this in English”?S: Whats this in English?T: This is a pencil. (Write “This is” on the blackboard.)S: This is a pencil.T: It is a pencil. (Write “It is” on the blackboard.)S: It is a pencil. T: Good. Whats that in English? (Point to S1s pencil and write the word “that” under the word “this” on the blackboard and stress it.)S: A pencil.T: Whats that in English? (Point to S2s pencil and stress “that”.)S: A pencil.T: Good. Point to your friends pencil and say after me “Whats that in English?” (Stress “that”.)S: Whats that in English?T: Thats a pencil. (Write “That is ”.)S: Thats a pencil.T: It is a pencil. S: It is a pencil.T: (Put the pencil aside and pick out a pen.) A pen, a pen, whats this in English?S: A pen.T: This is a pen. (Point to “This is ” on the blackboard.)S: This is a pen.T: It is a pen. (Point to “It is” on the blackboard.)S: It is a pen.【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。In this way, the teacher takes all the school things out of the box and teaches the students how to say school things in English. Let one or two students, if time permits, let more to e to the front to put the school things into the box or pick them out of the box and say the names of the things. If the students dont make any mistakes, T can give some small gifts to them.Step 2: Section A 1a OK, lets have todays new unit. Please open your books at page 13 and look at activity 1a. 1Look and find Please look at the picture in activity 1a. What can you find?2Match and discuss a. Would you please match the words with the things in the picture? b. How many words do you know? Can you share the words you know with your partners? c. Please discuss with your partners and check whether your answers are the same. 3Check the answers Lets check the answers together. 4Read a. Please read the words after me. Pencil. b. I would like you to read the words together and one word twice. Pencil one two. c. Who would like to read the words in class? d. Lets read the words one by one. 【教学设计说明】采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work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。Step 3: Section A 1b 1Listen and number a. Listen to the tape for the first time. b. Number the conversations from 1 to 3 while you listen to them for the second time. 2Check the answersLets check the answers. Answers: 3 2 1 3Read a. I would like you to read the conversations together. b. Would you please read them in pairs? c. Who would like to read in class? 4Translate and explain a. Lets translate the conversations into Chinese. Would you please work in pairs? b. Lets translate the conversations together now. c. When do you ask the questions like: Is this your .? or Is that your .? Can you tell me?【教学设计说明】制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.Step 3: Section A 1c 1Practice a. Would you please practice the conversation with the things you and your partner have? b. I will give you an example first. Example: T: Mary, is this your pen? S: No, it isnt. Its her pen. c. Please practice in class. Who would like to have a try? 【教学设计说明】拓展练习“找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。Step 4: Section A 2a 1Listen and check a. Lets move to activity 2a now. There are six things in the picture. Lets look at them. Can you tell me what they are? b. Yes. OK. Lets listen to the tape for the first time. c. Are you ready to do the activity 2a? Please check them while listening. 2Check the answers Have you got your answers? Who would like to tell us the answers? What have you checked? Answers: The things that are checked: pencil case; eraser; book; pencil; ruler 【教学设计说明】1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型Is this/that your/her/his pencil? Yes, it is. No, it isnt”。2.让学生听对话，练习并模仿对话。识别物品的所属。Step 5: Section A 2b 1Listen and plete Listen to the conversations again and plete the conversation with the words in the box. 2Check the answers Finished? Lets check them. Answers: 1pencil 2eraser 3ruler 4book 5pencil case 3Read the conversation a. Lets read the conversations together. b. I would like you to read them in groups. c. Who would like to read them in class? 【教学设计说明】1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。2. 引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isnt.）。Step 6: Section A 2c 1Read Lets move to the activity 2c. Shall we read the conversation together? 2Practice a. Now, class, we can see some things in the picture on the right. Lets practice the conversations in pairs with them. Then make the students conversations using the things in the classroom.b. Who would like to practice in class? Step 7: Section A 2d Role-play the conversation.分角色表演对话。采用Role playing的学习策略，利用教学图片来展开课堂Pair work的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。Step 8: Summarize Lets summarize what we learnt in this period. Show the following on the blackboard. Writing on the blackboard(1) Whats this in English? (2) Is this your / my? that thatThis /That / It is Yes, it is. No, it isnt.形容词性物主代词我的你的/您的他(她，它)的我们的你们的/您们的他们 / 她们 / 它们的myyourhis, her, itsouryourtheirStep 9: Homework 1Copy the words in activity 1a and the sentences in grammar box. 2Read the tape script of activity 2a and 2b. The 2nd period of class: Section A (Grammar focus 3c) Teaching aims（教学目标）1 语言知识目标： A) 词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, puter game, notebook, ring .B) 句型：Is this your? Yes, it is./ No, it isnt. Whats this in English? Its a How do you spell it? P-E-N.2 语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。3 情感目标： A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C) 学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4学习策略： A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。 B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。 C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。Language points（语言点）1. 词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, puter game, notebook, ring .2. 语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it?3. 语言功能：询问物品属性Whats this/that?和辨别物品所有者 Is this your/her/his?”Difficulties（难点）：词汇的教和学，多种语言结构的综合运用。Teaching steps （教学步骤）Lead in: Yesterday we got to know how to ask the owner of the things. Do you still remember how to say that? OK. Lets review it first. Step 1: Revision 1Ask and answer a. Would you please make some conversations with “Is this / that .? ” b. Who would like to have a try in class? 2Dictation Read the sentences in grammar box. 2Point out the notes 物主代词的用法；this 与 that 的区别；Is this / that .? 的答语用it is。【教学设计说明】用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：Whats this in English? Its a . How do you spell that? Is this your pencil? 值得注意的是: 假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。Section A 3a 1Explain a. Lets go into activity 3 on page 15. How many things are there? b. Yes. There are five things. And can you tell me what they are? c. Very good! All the things here are school things. That means we use them to study. 2Read a. Lets read the conversation in the box together.b. Please translate it into Chinese by yourselves. 3Practice a. I would like you to practice the conversation with the five things in the picture. b. Who would like to have a try in class? c. Very good! Now this time, I would like you to practice the conversation with the things on the screen. d. First, please work in pairs. e. Now, lets invite some pairs of you to make the conversation in class. 【教学设计说明】老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“Whats this in English?”，这名学生猜，使用句型为“Is it a/an .?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。Step 3: Section A 3b a. Lets have a game now. In this unit, we learnt to ask the owner of the things. Now lets play a game. b. We play the game in groups. Every group member put one school thing into a box. c. After that, please take out one thing from the box and ask your group members “Is this your .?” If he / she answers “Yes, it is.” that means you win. If he / she answers “No, it isnt.” that means you fail and have another try. Remember you just have two guesses! d. Are you clear about the rule of the game? Lets start the game! 【教学设计说明】1. 以小组为单位，做 Section B-1b 的对话练习。2. 口头检查学生所练的对话。Step 4: Play gamesPut some things into the teachers box. Then take one thing out of the box and find the owner. You only have two guesses!【教学设计说明】老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Lets summarize what we learnt in this period. Step 5: Homework Try to memorize the conversation in 3. 【教学设计说明】1对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。 2注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。 3本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。4采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。5从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。The 3rd period of class: Section B (1a- 1f )Teaching aims（教学目标）1学习Section B的新单词；2进一步巩固Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his.句型。Language points（语言点）2. 要求掌握以下句式：Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his.2要求掌握以下词汇： baseball, ID card, ring, dictionary, watch, key, puter game, notebook. Difficulties（难点）：How to identify ownershipTeaching steps （教学步骤）Lead in:Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learnt in section A? Yes. We learnt to find the owner of the things. Step 1: Revision 1Review some school things a. I will show you some pictures, can you answer my questions? Questions:1Whats this in English? 2Whats that in English? 3How do you spell it? b. I would like some of you to ask the questions and the others answer them according to the pictures. 2Review the way of asking the owner Can you make conversations with the things you and your friends have? Example: Is this your .? Yes, / No, . Its . Is that your .? Yes, / No, . Its . Step 2: Section B 1a 1Look and match a. Open your books at page 10. Would you please look at the picture in activity 1a? b. There are some things in it. Can you match the words with the things in the picture? OK. Lets have a try. 2Check the answers Finished, everyone? Lets check the answers now. Answers: 1baseballa2watch d3puter game c4ID card b 5key f6notebookh7ring g8pen e 3Introduce them to your friends Could you please introduce the things to your friends with the sentence like: This is a .Example: This is a ring. This is an ID card. . 【教学设计说明】在游戏中检查学生对已学单词的掌握情况。此活动带来的愉快感受能让学生积极地投入到接下去的学习中。师生互动，活跃课堂气氛，加强学习效果，学生从中掌握单词。Step 3: Section B 1b 1Read a. Please look at the conversation in 1b. b. Shall we read it together? c. Very good. Lets read it again. But this time, boys read as A and girls read as B. OK. Begin! 2Ask and answer a. Just now we read the conversation twice. I want you to ask and answer the questions about the things in the picture in 1a. b. Who would like to have a try in class? 【教学设计说明】学生用英语在真实的情景中进行交际，使语言在完成任务的过程中得到运用和巩固。教师应鼓励学生大胆开口，不怕出错。Step 4: Section B 1c 1Listen and circle a. Lets move to activity 2a now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please listen to it again and circle the things in the picture in 1a. 2Check the answersI think most of you have finished it. Lets check them together. Answers: circled items:watch, ID card, pen, baseball 【教学设计说明】通过此活动，发展学生的听、写技能，使学生能对已学过的知识运用自如，从而调动积极性，提高自信心。Step 5: Section B 1d 1Listen Listen to the conversations for the first time. 2Listen and fill the chart a. Listen to the conversations for the second time and write the things in the chart. b. Listen to the conversations for the third time and check them by yourselves. 3Check the answers Lets check the answers together. Answers: Kelsey: watch, ID card Mike: pen, baseball 4Read the tape script a. Lets read the tape script together. b. Would you please read the tape script in pairs? c. Who would like to read in class? Step 6: Section B 1e TaskWhose are they? 【教学设计说明】下面我们来完成一个任务。任务是两人一组来进行。请A同学翻开书第81页，B同学翻开书第82页。同学们都看各自的那一页，书上有三样东西，但你们不知道这三样东西属于Sally还是Tony。请用上面的对话来询问这三样东西的所属人是谁。同学们再看每页下面还有一个表格，表格中显示的是另一个同学询问你的物品的所属者是谁，请根据表格内容告诉对方他(她)的询问正确与否。例如：请同学们看同学A和我做的示范。 Example: A: Is this her pencil case? T: No. Its his pencil case. 下面请同学们开始完成这个任务。 Step 7: Summarize Lets summarize what we learnt in this period. Step 8: Homework Copy the conversation in section B 1b. The 4th period of class: Section B (2a- 2c )Teaching aims（教学目标）灵活使用Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his.Language points（语言点）1. 熟练掌握以下句式：(1) Whats this/that（in English）? Its a/an(2) Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his.2要求会写“失物招领或寻物启示”。 Difficulties（难点）：会写“失物招领或寻物启示”。Teaching steps （教学步骤）Lead in: We have finished most part of Unit 2. And in this period, we will continue to finish section B. But before that, I would like you to review what we learnt before. Step 1: Revision 1Make conversations a. Can you make conversations with the school things? Example: Is this his / your .? Yes, it is./ No, it isnt. b. I would like you to make another conversation with his / her? Example: Is this / that his / her .? Yes, it is./ No, it isnt. 2Dictation Lets have a dictation. Step 2: Section B 2a 1Write the things you lose easilya. Lets go into activity 2a on page 11. First lets look at the title please. b. Do you know what the word notices mean in Chinese? Just guess. c. Yes. Notices means “通知”。 2Read a. Read the notices by yourselves. b. Lets read them together now. c. I would like four of you to read in class. 3Circle a. Circle the words from activity 1a. b. Check the answers. Answers: Circle these words: watch,puter game,notebook,ID card c. Please read the words you circled together. 4Explain a. 请同学们看这些通知，它们都是失物招领启事。请同学们观察，失物招领启事有什么特点？ b. 对。它们都比较短，比较简单。都留有联系方式。拣到东西可以用Found开头，丢失东西用Lost开头。请同学们注意失物招领启事的写法。 【教学设计说明】老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领” 或“寻物启示”。 小组活动，合作探究，充分体现“做中学”的原则。Step 3: Section B 2b 1Put these pieces in order to make a message. a. Lets move to the activity 3b. b. Would you please write numbers in the boxes? 2Check the answersa. Finished, everyone? Would you please check the answers with your partners? b. Lets check them together. Answer: Found: A set of keys. Please call David at 529-6403.3Read a. Lets read the message together. b. Who would like to read it in class? 【教学设计说明】情景编演剧 “Lost and Found”,该任务需要学生综合运用本单元语言知识，需要小组做出尽快反应，能提高学生的合作意识，反应能力和发散思维，培养学生拾金不昧，助人为乐的优良品质。培养学生自主学习能力和探究精神。请学生派出代表讲解所拼出的告示之意思，有不明白的地方学生们已经在小组范围内分析。然后将注解中中的各种告示，在理解的基础上，圈出 P17-2b 中的物品。（学生只要明白该告示的意思，可以仿照写，不需朗读。）Step 4: Section B 2c 1Write a. Would you please write a message on your notebooks? b. Please follow the examples in 3a and 3b. 2Read a. I think most of you have finished the message. Would you please read it to your partner? b. I would invite some of you to read your messages in class. Who would like to have a try? 【教学设计说明】请学生仿照写“失物招领”或“寻物启示”，老师巡视，抽查出有代表性的作品进行全班范围内订正普遍性的错误。课后让学生将自