七年級(jí)上冊(cè)Unit 3 Is this your pencil23英語(yǔ)教學(xué)計(jì)劃

1、 Unit 3 Is this your eraser?一、單元教材分析本單元圍繞“識(shí)別物品的所屬關(guān)系”，使學(xué)生學(xué)會(huì)詢(xún)問(wèn)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(huì)一般疑問(wèn)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(xiě)“失物招領(lǐng)、尋物啟事”，鞏固所學(xué)單詞的拼寫(xiě)“How do you spell pen? P-E-N.”。 通過(guò)本單

2、元的教學(xué)，使學(xué)生學(xué)會(huì)辨認(rèn)物品的所有者，學(xué)會(huì)根據(jù)場(chǎng)景詢(xún)問(wèn)物品的所屬，以及英語(yǔ)中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫(xiě)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(yǔ)言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語(yǔ)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(guò)渡到these, those的學(xué)習(xí)，由指示一個(gè)人、物過(guò)渡到指示多個(gè)人、物，使學(xué)生學(xué)會(huì)區(qū)分遠(yuǎn)近單復(fù)數(shù)形式。二、單元學(xué)情分析本單元的主題是識(shí)別物品的所屬，同時(shí)引導(dǎo)學(xué)生采用實(shí)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(diǎn)句型，使學(xué)生能比較好地解決類(lèi)似問(wèn)題（失物招領(lǐng)、尋物啟事），既能提高學(xué)

3、生解決問(wèn)題的能力，又能鞏固所學(xué)知識(shí)。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(wèn)題，極易于激發(fā)學(xué)生的主動(dòng)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(lè)、團(tuán)結(jié)友愛(ài)的品德。Section A (1a-2d)一、教學(xué)目標(biāo)： 1. 語(yǔ)言知識(shí)目標(biāo)：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,

4、it is. / No, it isnt. Excuse me. Are these/those? Yes, they are. / No, they arent. What about ?3) 能初步運(yùn)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(jià)值觀(guān)目標(biāo)：通過(guò)“識(shí)別物品的所屬”的學(xué)習(xí)，讓學(xué)生們學(xué)會(huì)愛(ài)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(shí)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(wèn)題，極易于激發(fā)學(xué)生的主動(dòng)性和學(xué)習(xí)興趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重

5、點(diǎn)：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(yùn)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(diǎn)：能初步運(yùn)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(guò)程. Warming-up and rev

6、ision 1. Greeting the Ss. Good morning! /Hello!/ Hi! .2. Let some Ss show their family photos. Ask: Is this your? Yes, it is. /No, it isnt. Are these/those your? Yes, they are./ No, they arent. 3. Collect some items (pen, ruler, cup, book, pencil) from the students and ask: Whats this in English? Wh

7、ats that in English? (Help them answer like this: Its a/an ) Have them work in pairs to practice the questions. 4. Provide more words by showing the students the picture in 1a. T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers. 4

8、. 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 school

9、bag?” 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 yo

10、ur 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 s

11、tudents write the numbers for the conversations. Teacher plays the KG 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 groups. Wa

12、lk around the classroom to check pronunciation and intonation. Then call some groups 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: Thi

13、s 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(tīng)到的物品選出來(lái)，放在自己的桌子上，讓學(xué)生動(dòng)手去做，比單純的單詞辨聽(tīng)更易引起學(xué)生學(xué)習(xí)的興趣。）T:

14、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. One holds the things, the others read them aloud one by one. (One student holds the things

15、, and the other students say the words aloud.)T: 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

16、 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

17、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. . Presentation1. Take a pen and a dictionary from S1. Then ask another S2. (S1= Li Mi

18、ng, S2= Sun Tao)T: Is this your pen, Li Ming? S1: No, it isnt. Its his. T: This is not Li Mings pen. Its Sun Taos pen. (Write Li Mings, Sun Taos on the blackboard. Tell Ss this knowledge is “名詞所有格”，It is the same as my, his, her, your .) T: Then what about this dictionary? Is this your dictionary, L

19、i Ming? S2: No, it isnt. Its Sun Taos. (This time help S2 answer the question with “Sun Taos”)2. Let Ss understand the using of “名詞所有格”, and repeat the sentences: This is not Li Mings pen. Its Sun Taos. What about this dictionary? Its Sun Taos. . Role-play 1. Read the conversation and underline the

20、school things in the dialogue. (Ss read the dialogue and underline 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 read the dialogue after the teacher. Then let Ss practice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 評(píng)價(jià)：（讓學(xué)生們對(duì)自己的表現(xiàn)及語(yǔ)言表達(dá)能力進(jìn)行自我評(píng)價(jià)，在小組內(nèi)評(píng)價(jià)，然后進(jìn)行評(píng)出最優(yōu)秀的小組。并鼓勵(lì)學(xué)生們下一次爭(zhēng)取做最優(yōu)秀的小組及個(gè)人。）Hom