學七年級英語上冊Unit3Isthisyourpencil教學設計新版人教新目標版

1、Unit 3 Is this your pencil? Learning Objectives 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. : （話題）一、TopicsThings in the classroom ) 功能二、Functions (Identify ownership ) 結(jié)構(gòu)三、Structures (mine, y

2、ours, his, hers Possessive pronouns Yes/no questions and short answers Lost and found ) 四、Target Language (目標語言 Is this your pencil? s mine. Yes, it is. ItAre these your books? re hers. t. TheyNo, they aren 五、Vocabulary （詞匯）baseball, bag, notebook, pencil box, schoolbag, book, easer, dictionary, pen

3、cil, his, hersmine, your , computer game, ID card, watch, ring, set of Thank you for ., ask . for ., a ) 技能六、Skills (Listening and reading for specific information （復習鞏固）（復習鞏固）七、Recycling Whats this? Its .How do you spell it? 八、教材分析 本單元以 school things 為話題，主題是“確認物品的所有權(quán)” ，物品主要圍繞著教室內(nèi)學生身邊的常用物品，在教學時老師能夠使

4、用實物進行教學，增強學生的學習效果。事實表明，如果將真 1 實的語言材料引入學習環(huán)境，并與社會的語言活動結(jié)合起來，學生的學習效果將是事半功倍的。也就是說，作為授課的老師，我們要結(jié)合所授內(nèi)容，努力為學生創(chuàng)造真實的、貼近生活的情境。通過單元教學使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及學會寫尋物啟事和招 領(lǐng)啟事。 Self Check。A， Section B 和，其中包括與其他單元一樣，本單元共六頁（6 pages）Section 學會詢問物品的所屬。提供了本單元教學的基本詞匯和語言結(jié)構(gòu)，為本15) Section A (Pages 13 有聽、單元的目標句型提供示例和指導性練

5、習，通過簡單的語言活動進行操練和鞏固；Page 13, 14 說、讀。 1a, 1b, 1c 重點學習一些表示學習用具的詞，學會詢問物品的所屬。 2a, 2b, 2c, 2d 繼續(xù)學習表示學習用具的詞。重點學習運用詢問物品所屬的句型。 學會用英語詢問物品的名稱，進一步鞏固詢問物品所屬的句型。3a, 3b, 3c Focus, Grammar & 17) 學會寫招領(lǐng)啟事和尋物啟事。在已有的基礎上開展的，16 Section B (Pages 是語言運用。許多知識點都是以舊帶新，但學習任務的難度在逐漸遞升，口頭訓練也過度到Page 3 筆頭訓練，通過這部分的學習，使學生能夠?qū)σ褜W過的目標句型運用自

6、如。 1a, 1b, 1c, 1d, 1e 學會判斷物品的所屬。 2a, 2b, 2c 學會寫招領(lǐng)啟事和尋物啟事。檢測本單元所學詞匯知識，學會詢問物品的所屬，學會詢問物品的名稱。課后自我檢測 Self Check 和評價，包括對本單元所學詞匯的檢測，詞匯擴展訓練，以及語言運用能力的檢測和評價。通過這 部分內(nèi)容的訓練，使學生對本單元的語言目標的掌握程度有較為明確的認識。 九、學情九、學情分析分析）初一學生心理特點：對中學生活既好奇又擔憂；希望在新班集體里得到他人的承認；主要通 1 過他人評價初步形成對自己的評價，所以很在乎他人的評價；自我認識較模糊、片面，但自我意識 卻不斷增強；開始步入青春期生

7、理、心理劇變階段。 ）初一學生學習英語的特點：初一學生對英語既感到新鮮又有所畏懼，他們希望在新的環(huán)境中 2 通過學好英語這門新科目來獲得他人的認可。但隨著小學英語的實施，很多學生新鮮感減少，畏懼 感增加，兩極分化從一開學就凸現(xiàn)出來。分層次教學，因材施教迫在眉睫。該年齡段的學生有很強的記憶力和模仿能力，有待培養(yǎng)知識的擴展和運用的能 3）思維能力： 力。十、課時安排十、課時安排 The first period （Section A：1a2d）Listening 2 The second period （Section A：Grammar Focus3c）Listening and speakin

8、g (I) The third period （Section B: 1a1e）Listening and speaking (II) The fourth period （Section B: 2a2c）Reading, speaking and writing The fifth period （Self Check）Revision and testing The First Period: Section A (1a2d) Teaching aims（教學目標）（教學目標） 1本單元我們將學習物品的所屬者是誰？ 2根據(jù)場景詢問英語中對應的表達法。 Language points（語言點

9、）（語言點） 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要求掌握以下詞匯： mine, your, his, dictionary, schoolbag, book, easer, notebook, pencil, pencil box, hers Difficulties（難點）：（難點）： How to identify ownership Teaching step

10、s （教學步驟）（教學步驟） Step 1: Warm up and Presentation (1a: P13) Good morning, everyone! Last week, we finished Unit 2. Today we are going to start on Unit 3. Prepare a box of school things before class and ask the students to learn to demonstrate things. Lets look at the title of Unit 3. Is this your penc

11、il? What is the unit about? T: (Take a box filled with school things and pick out a pencil. T can put some pencils, some pencil-boxes, 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 a

12、nd stress “this”.) S: （repeat）A pencil. T: Yes, it is a pencil. Whats this in English? (Stress “this”.) S: A pencil. 3 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.) OK? (Stress “OK”.)S: OK. T: Now

13、, 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 t

14、o 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. ood. Point to your friends pencil and say after me “Whats that in English?” T: G (Stress “that”.) S: Whats that in

15、 English? ”.)That is T: Thats a pencil. (Write “ S: Thats a pencil.T: It is a pencil. S: It is a pencil. ut a pen.) A pen, a pen, whats this in English?T: (Put the pencil aside and pick oS: A pen. ” on the blackboard.)This is T: This is a pen. (Point to “This is a pen. S: t is” on the blackboard.)T:

16、 It is a pen. (Point to “I 4 S: It is a pen. 【教學設計說明】用實物引出新單詞、新句型，分層次處理新單詞。 The teacher goes on to take all the school things out of the box and teach the students how to say the various school things in English. Let one or two students, or if time permits, three or four to come to the front to put

17、the school things into the box or pick them out of the box and say the names of the things. If the students get them right, T can give some small gifts to them. StepStep 2:2: SectionSection A A 1a1a OK, lets take a look at todays new unit. Please open your books to page 13 and look at activity 1a. 1

18、Look and find T: Please look at the picture in activity 1a. What can you find? 2Match and discuss a. T: Would you please match the words with the things in the picture? b. T: How many words do you know? Can you share the words you know with your partners? c. T: Please discuss with your partners and

19、check whether your answers are the same. 3Check the answers T: Lets check the answers together. 4Read a. T: Please read the words after me. Pencil . b. T: I would like you to read the words together and read each word twice. Pencil, pencil . c. T: Who would like to read the words to the class? d. T:

20、 Lets read the words one by one again together. 【教學設計說明】 采用 Using contest guessing 和 Role playing 的學習策略，利用教學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。 StepStep 3:3: SectionSection A A 1b1b 1Listen and number 5 a. T: Listen to the recording for the first time. b. T: Number

21、 the conversations from 13 while you listen to them for the second time. 2Check the answers T: Lets check the answers. Answers: 3 2 1 3Read a. T: I would like you to read the conversations together. b. T: Would you please read them in pairs? c. T: Who would like to read to the class? 4Translate and

22、explain a. T: Lets translate the conversations into Chinese. Would you please work in pairs? b. T: Lets translate the conversations together now. c. Can you tell me when we ask questions “Is this your .?” or “Is that your .?” 【教學設計說明】制作 la 部分的插圖和人物對話的課件，人物以動畫片的形式呈現(xiàn)，將聽力部分的內(nèi)容插入，使學生學會詢問物品的主人的基本句型；同時復習單

23、詞 pencil pen book eraser ruler pencil box，學習詞匯 schoolbag pencil sharpener dictionary. StepStep 3:3: SectionSection A A 1c1c 1Practice a. T: Would you please practice the conversation with the things you and your partner have? b. T: I will give you an example first. Example: T: Mary, is this your pen

24、? S: No, it isnt. Its her pen. c. Please present your conversation to the class. Who would like to have a try? 【教學設計說明】 拓展練習“找主人”：課前教師收集一些學生的物品并展示，問學生這些東西是誰的；先詢問幾個學生某些物品是誰的，然后把名字填在表格里，再讓學生互相詢問。這種活動可練習運用what 特殊疑問句和 yes/no 問句進行物體所屬的問答。 StepStep 4:4: SectionSection A A 2a2a 1Listen and check a. T: Lets

25、 move to activity 2a now. There are six things in the picture. Lets look 6 at them. Can you tell me what they are? b. T: Yes. OK. Lets listen to the recording for the first time. c. T: Are you ready to do activity 2a? Please check them while listening. 2Check the answers. Do you have the answers? Le

26、ts check them together. Answers: The things that are checked: pencil box; eraser; book; pencil; ruler 【教學設計說明】 1.利用插圖或?qū)嵨锟ㄆ?，讓學生將單詞與實物相連復習一些單詞、學一些生詞。然后教師引導學習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 ” 。 2.讓學生聽對話，練習并模仿對話。識別物品的所屬。 StepStep 5:5: SectionSection A A 2b2b 1Liste

27、n and complete T: Listen to the recording again and complete the conversation with the words in the box. 2Check the answers. T: Finished? Lets check the answers. Answers: 1pencil 2erasers 3ruler 4books 5pencil box 3Read the conversation a. T: Lets read the conversations together. b. T: I would like

28、you to read them in groups. c. T: Who would like to read them in class? 【教學設計說明】 1. 播放 2a 部分的錄音讓學生聽，引導學生通過聽錄音熟悉物品名稱 pencil pen book eraser ruler pencil box” ，完成 2a,2b 部分的教學任務。 2. 引導學生重復他們所聽到的，模仿對話，識別物品的所屬，完成 2c 部分的教學任務（Is this/that your/her/his pencil? Yes, it is. No, it isnt.） 。 StepStep 6:6: Secti

29、onSection A A 2c2c 7 1Read T: Lets move to the activity 2c. Shall we read the conversation together? 2Practice a. T: Now, class, lets practice the conversations in pairs. Then make conversation using the things around you in the classroom. b. T: Who would like to present your conversation to the cla

30、ss? StepStep 7:7: SectionSection A A 2d2d T: Role-play the conversation.分角色表演對話。采用 Role playing 的學習策略，利用教學圖片來展開課堂 Pair work 的口語交際活動，使學生學會詢問物品的主人的基本句型，體會一般疑問句的用法。 StepStep 8:8: SummarizeSummarize T: Lets summarize what we learned in this period. Write the following on the blackboard. (1) Whats this i

31、n English? (2) Is this your / my? that that This /That / It is Yes, it is. No, it isnt. 形容詞性物主代詞 我的 你的/的 他(她，它)的 我們的 你們的/您們的 他們 / 她們 / 它們的 my your his, her, its our your their StepStep 9:9: HomeworkHomework 1Copy the words in activity 1a and the sentences in the grammar box. 2Read the tape script of

32、 activities 2a and 2b. TheThe SecondSecond Period:Period: (Section(Section A A GrammarGrammar focusfocus3c)3c) TeachingTeaching aimsaims（教學目標）（教學目標） 1 語言知識目標： 8 A) 詞匯：pencil, pen, book, eraser, ruler, pencil box, dictionary, schoolbag, baseball, watch, key, computer game, notebook, ring . B) 句型：Is t

33、his your ? Yes, it is. / No, it isnt. Whats this in English? Its a How do you spell it? P-E-N. 2 語言技能目標：通過各種活動，培養(yǎng)學生靈活運用語言知識和創(chuàng)新的能力。 3 情感目標： A) 激發(fā)學生學習英語的興趣，發(fā)揮學生學習英語的主動性。 B) 通過小組活動、組間競賽等，培養(yǎng)學生的合作意識和團隊精神。 C) 學習文明禮貌的詢問和回答方式，拾金不昧的做人原則和助人為樂的優(yōu)良品質(zhì)。 4學習策略： A）認知策略：為完成學習任務而自覺采取一些適合自己的學習方法和手段。 B）交際策略：學會與他人合作交流，并能

34、把語言材料用到真實的生活情景中去。 C）資源策略：學會利用一切可利用的學習資源，如學習用品，字典，錄音機和網(wǎng)絡等獲取更多的信息。 D）調(diào)控策略：在學習的過程中，通過自我評價和反思，不斷調(diào)整自己的學習方法。 Language points（語言點）（語言點） 1. 詞匯： pencil, pen, book, eraser, ruler, pencil box, dictionary, schoolbag, baseball, watch, key, computer game, notebook, ring . 2. 語言結(jié)構(gòu)：指示代詞 this & that, What questions,

35、 Yes/No questions and short answers, How do you spell it? 3. 語言功能：詢問物品屬性 Whats this/that?和辨別物品所有者 Is this your/her/his?” DifficultiesDifficulties（難點）：（難點）： 詞匯的教和學，多種語言結(jié)構(gòu)的綜合運用。 Teaching steps （教學步驟）（教學步驟） LeadLead in:in: T: Yesterday we learned how to ask about ownership. Do you still remember how do

36、 that? OK. Lets review it first. 9 Step 1: Revision 1Ask and answer a. T: Would you please make some conversations with “Is this / that .?” b. T: Who would like to have a try in class? 2Dictation T: Read the sentences in grammar box. 3Point out the notes 物主代詞的用法；this 與 that 的區(qū)別；Is this / that .? 的答語

37、用 it is。 【教學設計說明】 用游戲的形式復習上一節(jié)課的新單詞和句型。將所要復習的單詞物品放入一個布袋子中，讓學生伸手進去摸，由一個學生或全班學生發(fā)問，該學生猜。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: 假如學生在小學沒有學習過這些英語單詞，他們將根據(jù)什么來完成老師布置的這一任務？我們可以讓學生分析以下他們的思考過程，進而加以歸納，對有貢獻的學生加以鼓勵及表揚。我想這就是對學生學習方法或策略的指導，學生定會非常喜歡。 Section A 3a 1Exp

38、lain a. T: Lets go to activity 3 on page 15. Please fill in the blanks to complete the conversations. 2Check the answers. a. T: Have you finished? Please check your answers with your classmates. Answers: 1. A: Is that your book? B: No, it isnt. 2. A: Are these my pencils? B: Yes, they are. 3. A: Is

39、that his ruler? B: Yes, it is. 4. A: Are those her pens? B: No, they arent. 3Read a. T: Lets read the conversations together. b. T: Who would like to read them for the class? 【教學設計說明】 老師將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里 10 取出一樣物品，全班學生一同發(fā)問， “Whats this in English?” ，這名學生猜，使用句型為“Is it a/an .?”猜到

40、之后，可以回座位，每位學生有兩次機會猜，否則就視為失敗。 StepStep 3:3: SectionSection A A 3b3b a. T: Lets play a game now. Get into groups of three or four. b. T: Every group member put one school thing into a box. c. T: After that, please take one thing out of the box and ask your group members “Is this your .?” If he / she a

41、nswers “Yes, it is.” that means you win. If he / she answers “No, it isnt.” that means you lose and have another try. Remember you just have two guesses! d. T: Are you clear about the rules? Lets start! 【教學設計說明】 1. 以小組為單位，做 Section B 1b 的對話練習。2. 口頭檢查學生所練的對話。 【教學設計說明】 老師收集一些學生的學習用品，請學生到前邊來發(fā)問，找到用具的主人，

42、給兩次機會。 Lets summarize what we learned in this period. Step 5: Homework Try to memorize the conversations in 3a. 【教學設計說明】 1對初學者應注重興趣的培養(yǎng)，宜采用游戲、唱歌、競賽、小組合作等多種活動方式。 2注重因材施教，對基礎不同的學生，在開始階段應有不同層次的要求，多鼓勵，少批評，甚至不批評，以充分調(diào)動每個學生學習英語的積極性。 3本教材一個很大的特點就是詞匯豐富，教師應教會學生記憶單詞的基本方法，同時，在教學中宜采用多種方式再現(xiàn)，幫助學生鞏固記憶。 4采用“任務型”教學方法，

43、遵循“任務”的遞進原則，把“任務鏈”的各個環(huán)節(jié)合理分置于各個課時當中；在設計任務型教學活動時，活動要有明確的目的和可操作性。 5從實際出發(fā)，選擇不同的教學輔助工具和手段，但任何一種教法，都應考慮如何創(chuàng)設語言情景，讓學生盡可能在真實的語言環(huán)境中學習和體會語言。 TheThe ThirdThird Period:Period: SectionSection B B (1a(1a1f1f ) ) 11 Teaching aims（教學目標）（教學目標） 1學習 Section B 的新單詞； 2進一步鞏固 Is this your pencil? Yes, it is. Its my pencil.

44、 /No, it isnt. Its his.句型。 Language points（語言點） 5. 要求掌握以下句式： Is this your pencil? Yes, it is. Its my pencil. /No, it isnt. Its his. 2要求掌握以下詞匯： baseball, ID card, ring, bag, watch, key, computer game, notebook. Difficulties（難點）： How to identify ownership Teaching steps （教學步驟） Lead in: T: Good morning

45、, boys and girls. Shall we continue our lessons? Could you please tell me what we learned in Section A? Yes. We learned to as about ownership. Step 1: Revision 1Review some school things a. T: I will show you some pictures. Please answer my questions by looking at them. Questions: 1Whats this in Eng

46、lish? 2Whats that in English? 3How do you spell it? b. T: I would like some of you to ask the questions and the others answer them according to the pictures. 2Review making conversations about ownership T: Can you make conversations using the things you and your friends have? Example: Is this your .

47、? Yes, / No, . Its . Is that your .? Yes, / No, . Its . 12 Step 2: Section B 1a 1Look and match a. T: Open your books to page 16. Would you please look at the picture in activity 1a? b. T: There are some things in it. Can you match the words with the things in the picture? OK. Lets start. 2Check the

48、 answers T: Finished, everyone? Lets check the answers now. Answers: 1baseball a 2watch b 3computer game h 4ID card a 5key i 6notebook g 7ring c 8pen d 3Introduce them to your classmates T: Could you please introduce the things to your classmates with the sentence like: This is a . Example: This is

49、a ring. This is an ID card. . 【教學設計說明】 在游戲中檢查學生對已學單詞的掌握情況。此活動帶來的愉快感受能讓學生積極地投入到接下去的學習中。師生互動，活躍課堂氣氛，加強學習效果，學生從中掌握單詞。 Step 3: Section B 1b 1Read a. T: Please look at the conversation in 1b. b. T: Shall we read it together? c. T: Very good. Lets read it again. But this time, boys read as A and girls rea

50、d as B.! 2Ask and answer a. T: Just now we read the conversation twice. I want you to ask and answer questions 13 about the things in the picture in 1a. b. T: Who would like to present your questions and answers to the class? 【教學設計說明】 學生用英語在真實的情景中進行交際，使語言在完成任務的過程中得到運用和鞏固。教師應鼓勵學生大膽開口，不怕出錯。 Step 4: Se

51、ction B 1c 1Listen and circle a. T: Lets move to activity 1c now. It is a listening exercise. For the first time, I would like you to listen only. b. T: Now, for the second time, please listen again and circle the things in the picture in 1a. 2Check the answers T: I think most of you have finished.

52、Lets check the answers together. Answers: circled items: watch, ID card, pen, baseball 【教學設計說明】 通過此活動，發(fā)展學生的聽、寫技能，使學生能對已學過的知識運用自如，從而調(diào)動積極性，提高自信心。 Step 5: Section B 1d 1Listen T: Listen to the conversations again. Just listen. 2Listen and fill the chart a. T: Listen to the conversations and fill in the

53、 chart. b. T: Listen to the conversations and check the answers by yourselves. 3Check the answers T: Lets check the answers together. Answers: Linda: watch, ID card 14 Mike: pen, baseball 4Read the tape script a. T: Lets read the tape script together. b. T: Would you please read the tape script in p

54、airs? c. T: Who would like to read it for the class? StepStep 6:6: SectionSection B B 1e1e TaskWhose are they? 【教學設計說明】下面我們來完成一個任務。任務是兩人一組來進行。請 A 同學翻開書第 81 頁，B 同學翻開書第 82 頁。同學們都看各自的那一頁，書上有三樣東西，但你們不知道這三樣東西屬于 Sally 還是 Tony。請用上面的對話來詢問這三樣東西的所屬人是誰。同學們再看每頁下面還有一個表格，表格中顯示的是另一個同學詢問你的物品的所屬者是誰，請根據(jù)表格內(nèi)容告訴對方他(她)的詢

55、問正確與否。例如：請同學們看同學 A 和我做的示范。 Example: A: Is this her pencil box? T: No. Its his pencil box. 下面請同學們開始完成這個任務。 StepStep 7:7: SummarizeSummarize T: Lets summarize what we learned in this period. StepStep 8:8: HomeworkHomework T: Copy the conversation in section B 1b. TheThe FourthFourth Period:Period: Sec

56、tionSection B B (2a(2a2c2c ) ) TeachingTeaching aimsaims（教學目標）（教學目標） 靈活使用 Is this your pencil? Yes, it is. Its my pencil. / No, it isnt. Its his. LanguageLanguage pointspoints（語言點）（語言點） 1. 熟練掌握以下句式： (1) Whats this/that（in English）? Its a/an (2) Is this your pencil? Yes, it is. Its my pencil. / No, i

57、t isnt. Its his. 2要求會寫“失物招領(lǐng)或?qū)の飭⑹尽?。 DifficultiesDifficulties（難點）：（難點）： 15 會寫“失物招領(lǐng)或?qū)の飭⑹尽?。 TeachingTeaching stepssteps （教學步驟） LeadLead in:in: T: We have finished most of Unit 3. And in this period, we will continue to finish Section B. But before that, I would like you to review what we learned befor

58、e. StepStep 1:1: RevisionRevision 1Make conversations a. T: Can you make conversations with school things? Example: Is this his / your .? Yes, it is. / No, it isnt. b. T: I would like you to make another conversation with his / her? Example: Is this / that his / her .? Yes, it is. / No, it isnt. 2Di

59、ctation T: Lets have a dictation. Step 2: Section B 2a 1Write the things you lose easily a. T: Lets go to activity 2a on page 17. Get into pairs and talk about the things you lose easily. b. T: Who would like to tell the class about the things you lose easily? Step 3: Section B 2b read the notices o

60、n your own. b. T: Do you know what the word notices mean in Chinese? Just make a guess. c. T: Yes. Notices means “通知” 。 2Read T: Lets read the notices together now. c. I would like four of you to read each notice to the class. 3Circle 16 a. T: Circle the lost things. b. T: Lets check the answers tog