新目標七年級英語上冊Unit3-Is-this-your-pencil-教案.doc

Unit 3 Is this your pencil? 一、單元教材分析本單元圍繞“識別物品的所屬”，使學(xué)生學(xué)會詢問物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學(xué)習(xí)名詞性物主代詞的用法；學(xué)習(xí)如何寫“失物招領(lǐng)、尋物啟事”，鞏固所學(xué)單詞的拼寫“How do you spell pen? P-E-N.”。 通過本單元的教學(xué)，使學(xué)生學(xué)會辨認物品的所有者，學(xué)會根據(jù)場景詢問物品的所屬，以及英語中對應(yīng)的表達法，學(xué)會寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后學(xué)習(xí)打下堅實的語言基礎(chǔ)。本單元與第二單元銜接緊密， 由this，that的學(xué)習(xí)過渡到these, those的學(xué)習(xí)，由指示一個人、物過渡到指示多個人、物，使學(xué)生學(xué)會區(qū)分遠近單復(fù)數(shù)。二、單元學(xué)情分析本單元的主題是識別物品的所屬，同時引導(dǎo)學(xué)生采用實物演示、課件模擬、小組合作學(xué)習(xí)和Role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點句型，使學(xué)生能比較好地解決類似問題（失物招領(lǐng)、尋物啟事），既能提高學(xué)生解決問題的能力，又能鞏固所學(xué)知識。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。三、單元教學(xué)建議采用Using contest guessing和Role playing的學(xué)習(xí)策略，利用實物演示、教學(xué)圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。四、單元課時分配本單元可用4課時完成教學(xué)任務(wù)：Section A1 (1a-2d) 用1課時Section A2 (Grammar focus-3c) 用1課時Section B1 (1a-2c) 用1課時Section B2 (3a-Self check) 用1課時 Section A1 (1a-2d)一、教學(xué)目標： 1. 語言知識目標：1) 能掌握下列詞匯: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, Youre welcome. 2) 能掌握以下句型： Excuse me. Is this/that? Yes, it is. / No, it isnt. Excuse me. Are these/those? Yes, they are. / No, they arent. What about ?3) 能初運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2. 情感態(tài)度價值觀目標：通過“識別物品的所屬”的學(xué)習(xí)，讓學(xué)生們學(xué)會愛惜自己的學(xué)習(xí)物品，養(yǎng)成照看好自己的物品的好習(xí)慣，發(fā)現(xiàn)不屬于自己的物品，應(yīng)及時歸還物品的主人。該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是學(xué)生最關(guān)心的問題，極易于激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。二、教學(xué)重難點1. 教學(xué)重點：1) 能口頭應(yīng)用以下句型： Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?2) 能初步運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2. 教學(xué)難點：能初步運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。三、教學(xué)過程. Warming-up 1. Show some pictures of items (pen, ruler, cup, book, pencil) and ask: Whats this in English? Whats that in English? How do you spell it? Have them work in pairs to practice the questions. 2. Work on 1a. T: What can you see in the picture? Collect their answers. Ask them to finish 1a by themselves. Check their answers. 3. Let Ss read the new words aloud after the teacher. Then try to remember the new words. . Presentation1. Pretend that you dont know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “No, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out. Is this your book? Yes, it is. Its mine. Is this your schoolbag? No, it isnt. Its his/hers.2. Tell Ss: my book = mine; his book = his; her book = hers . ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. . Pair work 1. Get the students to work in pairs to practice these conversations. 2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and intonation. Then call some pairs to perform their conversations in front of the class. . Listening 1. Work on 2a.T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)S1: This is S2: This is S3: T: Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Lets see who will do fastest and best.(Play the recording for the students to listen.) （讓學(xué)生把聽到的物品選出來，放在自己的桌子上，讓學(xué)生動手去做，比單純的單詞辨聽更易引起學(xué)生學(xué)習(xí)的興趣。）T: Now lets check the answers. Please hold the things you hear and say their English names, OK?(Make sure students hold the things to show them to the other students.) 2. Work on 2b. T: Now please read the words. This time you will listen to the recording again, and you will write one of the words from the box on each blank line. (Play the recording. Students listen and complete the conversation.)T: Lets check the answers. Id like to ask three students to read the conversation in role.(Three students read the conversation, filling the missing words. The rest of the students check their answers.) . Pair work1. T: Now please practice the conversation with your partner. 2. Ask some pairs to act out the dialogue in front of the class. 3. T: Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.4. Ask some pairs stand up and act out their dialogue using the school things they collected. . Role-play 1. T: Look at the picture and tell me the school things in the picture. (Ss look and say the school things. Check their answers with their partner.)2. Now look at the screen. Read the conversation again and match the things with its owner. (Ss read the conversation and match the things with its owner. Check their answers with their partner.) 3. Let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 評價：（讓學(xué)生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。）. Language points1. Is that/this ? 那/這是？這是個一般疑問句句型，是用來確認物主關(guān)系的?？隙ɑ卮穑篩es, it is. 否定回答：No, it isnt. 注意：答語不用this或that。 e.g. Is that your jacket? 那是你的夾克嗎？ _. 不，不是。2. Are these/those ? 這些/那些是嗎？ 在這種句型中名詞要用復(fù)數(shù)形式。不用 不可數(shù)名詞。 肯定回答：Yes, they are. 是的。 否定回答：No, they arent. 不是。 注意： 不能用these或those來做簡略回答。e.g. _ your rulers? 這些是你的尺子嗎？ _ 不是。 _ his erasers? 那些是他的橡皮嗎？ _ 是。3. Excuse me，Grace. Is this your pencil? excuse me是英語口語中打擾他人或咨詢信息時的禮貌套話, 相當于漢語中的“勞駕; 打擾了”等, 主要用于與陌生人搭話、打斷別人說話等場合。如： Excuse me. Are you Mr. Smith? Excuse me, Mike. Can I use your pen?此外, excuse me還可以表示歉意, 意為“對不起”, 相當于語氣較弱的Im sorry。如：Oh, excuse me. I stepped (踩) on your foot.寫出下列句子中劃線部分的含義。1)Excuse me. Whats this in English? 2)Excuse me. I didnt see you here.4. Teacher: What about this dictionary? Anna: Its Helens. 本句中的What about ?(How about ?) 用于詢問消息,意為“怎么樣？”。此外它還可用于提出建議，意為“怎么樣？好嗎？” 如： This pencil is Pauls. What / How about the ruler? (詢問) It is hot. What / How about a drink of water? (提出建議) 根據(jù)漢語意思完成英語對話, 每空一詞。這個鉛筆盒不是她的。那個書包呢？This pencil box isnt hers._ _ that schoolbag?Helens表示“海倫的”。s是“名詞所有格”, 用于名詞的后邊, 表示“的 ”。e.g. my _ name 我兄弟的名字 Jacks father and _ uncle 杰克的爸爸和約翰的叔叔 5. Thank you for your help, Anna. Thank you for 和Thanks for, 都是表達感謝的方式, 在for后面加上感謝的原因。如： Thanks for your books. 多謝你的(那幾本)書。 = Thank you for your books.IX. ExercisesI. 根據(jù)句意及所給圖片提示, 寫出句中所缺單詞。 1. These are my _.2. Here are Mr. Greens _.3. It is a purple _.4. What color are the _?5. It is Linglings _.II. 根據(jù)句意及括號內(nèi)所給單詞的提示填空。1. Those _(be) red cups.2. That isnt your ruler. Its _(he).3. These are my pens. _(they) are blue.4. This black jacket is _(she).III. 根據(jù)句意及所給漢語提示, 寫出句中所缺單詞。1. Lucys parents are English _(老師) in a middle school.2. The lecture (講座) is _(關(guān)于) colors.3. Are these dogs _(你的)?4. Can you _(幫助) Lucy?IV.根據(jù)漢語意思完成英語句子或?qū)υ? 每空一詞(含縮略形式)。1.勞駕，這是你的鑰匙嗎？ _ _. Is this your key?2.這張照片是林丹的。那張照片呢？ This photo is Lin Dans. _ _ that photo?3. 感謝你(送給我)的精美圖畫。 別客氣。 _ _ _ your nice pictures. _ _.X. HomeworkMake your own conversations using the things in your classroom.Section A2 (Grammar focus-3c)一、教學(xué)目標： 1. 語言知識目標：1) 總結(jié)歸納辨認物品的所有者所用的句型。 Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent.2) 根據(jù)不同場景,能用英語對物品的所屬進行提問和回答。3) 培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力。2. 情感態(tài)度價值觀目標：通過開展小組活動,指導(dǎo)學(xué)生積極與他人合作,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù)。二、教學(xué)重難點1. 教學(xué)重點：1) 總結(jié)歸納辨認物品的所有者所用的句型。2）通過進行不同形式的對話練習(xí)來熟練運用辨認物品所有者的句型，同時復(fù)習(xí)所學(xué)的學(xué)習(xí)用品的詞匯。2. 教學(xué)難點：總結(jié)歸納辨認物品的所有者所用的句型；熟練運用這些句型。三、教學(xué)過程. RevisionI. 根據(jù)圖片寫出正確的單詞。 II. 按要求寫出正確的單詞或句子。1. it (復(fù)數(shù)) _2. my (名詞性物主代詞) _3. her (名詞性物主代詞) _4. his (名詞性物主代詞) _5. your (名詞性物主代詞) _6. Bob (名詞所有格) _7. 謝謝你 _ 8. 怎么樣 _9. 不客氣 _10. 為而感謝 _III. Complete the conversation. Teacher: Hi, Anna. _?Anna: No, theyre Bobs.Teacher: And is this his green pen? Anna: _. The blue pen is his.Teacher: _?Anna: Its Helens. And the green pen is hers, too.Teacher: And the eraser? _?Anna: Yes, it is.Teacher: _, Anna.Anna: Youre welcome. . Grammar Focus. 1. 閱讀指導(dǎo)：老師總結(jié)已學(xué)過的辨認物品的所有者所用的句型。第一類為辨認單個物品時，較近處的用Is this; 較遠處的用Is that；回答用Yes, it is. / No, it isnt. 第二類為介紹多個物品時，較近處的用Are these ; 較遠處的用Are those 回答用Yes, they are. / No, they arent.2. 學(xué)生閱讀并完成下列句子。 這是你的鉛筆嗎？_ _ your pencil?是的。它是我的。Yes, _ _. Its _. 不是。它是他/她的。No, _ _. Its _/_. 這是他的綠色鋼筆嗎？ _ this _ green pen? 是的。/ 不是。 Yes, _ _. / No, _ _. 藍色的鋼筆是他的。 The _ _ is _. 那是你的書包嗎？ _ _ your schoolbag? 是的。 Yes, _ _. 不是。是他的。 No, _ _. _ his. 這些是你的書嗎？ _ _ your books? 是的。 Yes, _ _. 不是。它們是她的。 No, _ _. _ hers. 那些是她的鑰匙嗎？ _ _ her _? 是的。 Yes, _ _. 不是。它們是我的。 No, _ _. _ mine.3. 掌握下列縮寫形式 it is = _ they are = _ is not = _ are not = _ that is = _ name is = _ III. Grammar1. 名詞所有格 名詞所有格表示有生命事物的所有關(guān)系，在名詞其后加s來表示所屬關(guān)系，意為“.的”。e.g. 安娜的 Annas 鮑勃的 Bobs 名詞所有格的構(gòu)成方法：一般的單數(shù)名詞在詞尾直接加“s”Toms book 湯姆的書my uncles car我叔叔的小汽車以-s結(jié)尾的復(fù)數(shù)名詞在詞尾加“”the students basketball學(xué)生們的籃球不規(guī)則復(fù)數(shù)名詞在詞尾加“s”Womens Day 婦女節(jié)Childrens Day 兒童節(jié)2. 名詞性物主代詞mine，hers，yours 等是名詞性物主代詞，相當于一個名詞，可以在句子中單獨使用。它相當于“形容詞物主代詞 + 名詞”。而形容詞性物主代詞只能和名詞在一起使用。e.g. This is your ruler. Its not my ruler. (= This ruler is _. Its not _.) 這是你的尺子，它不是我的。 Those arent his books. Theyre her books. (= Those books arent _. Theyre _. ) 那些書不是他的。它們是她的。形容詞性物主代詞和名詞性物主代詞人稱一二三單復(fù)單/復(fù)單單單復(fù)形代myouryourhisheritstheir名代mineoursyourshishersitstheirs3. 含有 be 動詞的一般疑問句。一般疑問句是在句子中用提問的方式提供一些信息，要求對方用 Yes 或 No 回答的疑問句。朗讀一般疑問句用升調(diào)，其簡略答語用降調(diào)。 由 be 動詞（am，is，are）引導(dǎo)的疑問句結(jié)構(gòu)是：“be + 主語 + 其他部分？”_ 那是你的自行車嗎？_ 他們是你的朋友嗎？其答語：肯定回答：Yes, 主語 + be (am, is, are).否定回答：No, 主語 + be (am, is, are) not.- _ 這是你的鉛筆嗎？- _ 是的。/不是。IV. Practice 1. T: Lets work on 3a. Look at the pictures in 3a. We can see the first picture is close to us, but the second picture is a little far from us. When we ask about them, we must pay attention to the use of this, that, these and those. 2. Now try to complete the questions and answers about each picture. 3. Check the answers with the class. 4. Explanation: this/these “這，這個/這些”，用于指代在時間或空間上說話人較近的人或物。 that/those “那，那個/那些”，用于指代在時間或空間上說話人較遠的人或物。V. Practice 1. Lets work on 3b. T: Read the questions and complete the answers. You should pay attention to this/that and these/those。 2. Ss read the questions and answer the questions with their partner. Then write down their answers in the blanks. 3. Check the answers with the class. VI. Game 1. Divide the Ss into five or six groups. Each group has six to eight students. All the students in a group put some of their school things into a box. T: I have many things in this box. But Im sorry I dont know whose these are. Could you help me find the owners? Lets see who can find all the owners first and write the owners names in the chart. You only have two guesses. T: Is this your math book?S1: Yes, it is. Its mine.T: Is that your ruler?S2: No, it isnt. Its hers. My ruler is blue. T: Kim, is this your dictionary?S3: No, it isnt. Its his. T: Jim, are these your erasers? S4: Yes, they are. They are mine. T: Here you are.S4: Thank you. VII. ExercisesI. 根據(jù)括號內(nèi)的要求完成下列各題, 每空一詞(含縮略形式)。1. This is my pen. (改為一般疑問句) _ _ _ pen?2. They are Mikes maps. (改為單數(shù)形式) _ _ Mikes _.3. That is his photo. (改為復(fù)數(shù)形式) _ _ their _.4. Are these your jackets? (作肯定回答) _, _ _.5. Is that Bobs ruler? (作否定回答) _, _ _.6. That is her orange. (改為同義句) That orange _ _.II. 補全對話。A. Whats this? B. Yes, it is. Its mine.C. Excuse me. D. No, theyre Mikes.E. Thank you for your help. F. Is that yours?G. What about this dictionary?A:1 _ Are these your pens? B: 2 _A: 3 _B: Its Annas. And the blue schoolbag is hers, too.A: And the eraser? 4 _B: Yes, it is.A: 5 _, Gina.B: Youre welcome.VIII. Homework 1. Review Grammar.2. Finish the exercises in the workbook.3. Preview Section B 1a-2c.Section B1 (1a-2c)一、教學(xué)目標： 1. 語言知識目標：1) 掌握下列詞匯：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列詞匯：ask, some, found, classroom, e-mail2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.3) 能夠使用目標語言詢問東西的所屬，或者尋找物品的主人。4) 能夠讀懂一些簡單的招領(lǐng)和尋物啟示。 2. 情感態(tài)度價值觀目標：通過學(xué)習(xí)“詢問物品所屬”及閱讀“尋物啟事和失物招領(lǐng)”。既可以提高學(xué)生遇到類似挫折時的解決問題的能力，激發(fā)學(xué)生的主動性和學(xué)習(xí)興趣。又能培養(yǎng)學(xué)生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。二、教學(xué)重難點1. 教學(xué)重點：1）學(xué)習(xí)新詞匯及詢問如何拼寫詞匯的句型。2）通過聽、說的訓(xùn)練來讓學(xué)生熟練掌握詢問物品的所屬或?qū)ふ椅锲返闹魅恕?）閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。2. 教學(xué)難點：閱讀一些簡單的招領(lǐng)和尋物啟示，并能獲得相關(guān)信息。三、教學(xué)過程. Revision I. 重點句型 1. 這是你的鉛筆嗎？ _ _ your pencil?2. 是的。它是我的。 Yes, _ _. Its _. 3. 那是你的書包嗎？ _ _ your schoolbag?4. 不是。它是他/她的。 No, _ _. Its _/_. 5. 這是他的綠色鋼筆嗎？ _ this _ _ pen?6. 不是。那只藍色鋼筆是他的。 No, _ _. The _ _ is _. 7. 這些是你的書嗎？ _ _ your books?8. 是的。 Yes, _ _.9. 那些是她的鑰匙嗎？ _ _ her _?10. 不是。它們是他的。 No. _ his.II. 按要求寫出下列單詞的正確形式。A. 寫出下列表達的縮寫形式。1. it is = _ 2. they are = _3. is not = _ 4. are not = _B. 寫出下列各詞的名詞所有格或名詞性物主代詞。5. Eric _ 6. sisters _7. parents _ 8. your _9. my _ 10. his _ 11. her _. Presentation1. T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture. Ss try to match the words with the things in the picture.2. Check the answers.III. Practice1. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.(Students practice the conversation. As students work, the teacher moves around and help them.) 2. Ask some pairs to act out the conversation. . Listening 1. Work on 1c. T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.(Play the recording twice. Students listen and circle the items.)T: Lets check the answers, OK?S1: T: Who would like to say the circled words again?S2: (Check the answers with the class)2. Work on 1d.T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each persons picture.(Play the recording for the students to write down the words.) T: Well, what is Linda looking for?S3: T: What about Mike? What is he looking for?S4: (Check the answers with the class) . Role play 1. Now lets make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it. 2. Ss make conversations as the teacher asks. 3. Let some pairs act out their conversations. . Writing 1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.2. Ss work with their partners. 3. Let some Ss report their things to the class. . Reading1. T: Have you ever picked up others things or lost anything? What are they?S1: I lost a backpack.S2: I picked up a pen.T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.T: If you lost something, what should you do? S1: S2: T: You are great! Here are four notices on the board. Read the notices and