人教新目标英语七年级上册Unit3全单元教案

1、Unit 3 Is this your pencil ? 一、教学设计序号：26-30二、备课组成员：主备人： 从备人： 三、课题：Is this your pencil? 四、教材来源：义务教育教科书人教版七年级上册五、教学对象：七年级学生六、教学目标及制定依据 1、课题依据：本单元主要通过确认学生用品的物主引导出名词性的的物主代词的用法。本单元的内容非常简单，但考点很重要，其重要的语法知识和前几单元的知识点结合在一起，在考试中常常以选择题的形式出现。2、教材分析：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“Is this/that your/her/his penci

2、l? Yes, it is. No, it isnt.； Are these/those your/her/his pens? Yes, they are. No, they aren'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“How do you spell pen? 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

3、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。 3、教学重点：（1）名词性的物主代词的用法（2）学习识别物主的句型（3）学习写招领启事和寻物启事。 教学难点：（1）名词性的物主代词的用法（2）熟练运用识别物主的句型（3）学习写招领启事和寻物启事。4、学情分析本单元的主题是识别物品的所属，同时引导学生采用实物演示、课件模拟、小组合作学习和Role playing的学习策略，学习新词汇，掌握重点句型，使学生能比较好地解决类似问题（失物招领、寻物启事），既能提高学生解

4、决问题的能力，又能巩固所学知识。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。培养学生拾金不昧的精神和助人为乐、团结友爱的品德。5、教学目标： A、知识目标词 汇：ring, bag, in, library, ask, some, find, lost, at, call, must，mine, me, teacher, about, yours, help, watch，book,eraser,box,his,hers短 语：excuse me, thank you for. computer games, ID card, a set of

5、句 型：Is this your.? Yes, it is. Its.Are these your books? No, they arent. Theyre hers.语 法：（1）名词性的物主代词的用法（2）一般疑问句及其回答B、能力目标（1）运用所学的句型确认物主关系（2）会写应用文：寻物启事和失物招领 C、情感目标：告诉学生要好好保管好自己的物品。七、评价任务采用Using contest guessing和Role playing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

6、句的用法。八、教学过程 Unit3 Period 1 (26) Section A1 (1a-2d) 参考教案一、教学目标： 1. 语言知识目标：（1) 能掌握下列词汇: pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome. （2) 能掌握以下句型： Excuse me. Is this/that? Yes, it is. / No, it isnt. Excuse me. Are these/th

7、ose? Yes, they are. / No, they aren't. What about ?（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。2. 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。二、教学重难点1、 教学重点：（1）能口头应用以下句型： Excuse me. Is this/that

8、? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?（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。2、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。三、教学过程. Warming-up and revision 1. Greeting the Ss. Good morning!

9、 /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this your? Yes, she/he is. /No, she/he 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? Whats that in English? (Help them

10、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. 5. Let Ss read the new words alou

11、d 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: “N

12、o, 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 h

13、is/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 th

14、e 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 groups. Walk around the classroom to che

15、ck 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: This is S2: This is S3: T: Now pl

16、ease 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.) （让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）T: Now lets check the answers. Pl

17、ease 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, and the other students say t

18、he 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 the conversation in role.(Thr

19、ee 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 c

20、lassmates. 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 thin

21、gs. 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 p

22、ractice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）. Language points1. Is that/this ? 那/这是？这是个一般疑问句句型，是用来确认物主关系的。肯定回答：Yes, it is. 否定回答：No, it isnt. 注意：答语不用this或that。 e.g. _ an orange

23、? 这是个桔子吗？ Yes, it is. 是的，它是。 Is that your jacket? 那是你的夹克吗？ _. 不，不是。2. Are these/those ? 这些/那些是吗？ 在这种句型中名词要用复数形式。不用 不可数名词。 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来做简略回答。e.g. _ your rulers? 这些是你的尺子吗？ _ 不是。 _ his erasers? 那些是他的橡皮吗？ _ 是。3. Excuse me，Grace. Is this your pencil

24、? Excuse me意为“对不起”“劳驾”或“请原谅”，是英语国家的人们常挂在嘴边的话语，主要用于以下情况： 1) 引起别人的注意，如问路、问姓名等。 e.g. _, are you Ms Miller? 请问，你是米勒女士吗？2) 征求别人的许可。 e.g. _, could I ask you some questions? 打扰了，我可以问你几个问题吗？4. Teacher: What about this dictionary? Anna: Its Helens. What about ? 意为“怎么样？”, 相当于 How about ?后面可接名词、代词或动词-ing形式。用于非

25、正式场合中对所谈话题进行反问，或向对方征求意见。e.g. Im busy this afternoon. _ this evening? 今天下午我比较忙。今晚怎么样？ I like English. _ you? 我喜欢英语。你呢？Helens表示“海伦的”。s是“名词所有格”，用于名词的后边，表示“的 ”。e.g. my _ name 我兄弟的名字 Jacks father and _ uncle 杰克的爸爸和约翰的舅舅 5. Thank you for your help, Anna. Thank you for 意为“为感谢你”,等于Thanks for,都是表达感谢的方式。 For是

26、介词，后加名词、代词或动词-ing 形式。表示感谢的内容或原因，即 thank you for sth. 或 thank you for doing sth. e.g. Thank you for your books. = _ your books.多谢你的书。 _ your photos. 谢谢你的照片。 Thank you for _ me. 谢谢你帮助我。6. Youre welcome. 别客气。/不用谢。 当别人向你表示感谢说Thank you./ Thanks./ Thank you very much./ Thanks a lot.时，你可以用Youre welcome.来回答

27、，表示“不用谢”。 还可以用：Thats OK./ Thats all right./ Not at all.等。 e.g. Thank you very much! 非常感谢！ -_.不用谢（别客气）。Welcome也可作动词，表示“欢迎”。e.g. Welcome to our school. 欢迎到我们学校来。 IX. ExercisesFinish the exercises.四、 Homework: Make your own conversations using the things in your classroom.五、教学反思 Unit3 Period 2 (27) Sec

28、tion A(2d3c)参考教案一、教学目标1、语言目标（1) 能掌握下列词汇和句型: his； about； thank； for； help； welcome； teacher；What about?; Youre welcome. thank you for=thanks for二、教学重难点掌握重点句型：1.No, theyre Bobs. 2. What about this dictionary? 3. Thank you for your help. 4. Youre welcome.三、教学过程一、【自主探究】1、 预习2d的对话，填空，每空一词。Teacher: Hi, An

29、na. these your pencils?Anna: No, theyre .Teacher: And is this green pen?Anna: No, . The blue pen is .Teacher: this dictionary?Anna: Its . And the green pen is , too.Teacher: And the eraser? Is that ? Anna: Yes, .Teacher: Thank you your , Anna.Anna: Youre .二、根据句意或汉语意思填空。1. Is this your pencil? Yes, .

30、 Its (我的).2. Are (这些) your books? , they arent. They are (他的).3.Are (那些) her keys? , they are. They are (她的).4. Is that your (书包)? No, .5. (打扰了), is this your pen?三、通过预习你的疑问是 【合作探究】一、 名词所有格表示某人或某物的“所有者（即谁的）”。英语中名词所有格常分为三类1.名词+“ ”结构（常指有生命的事物）eg. 汤姆的书 ; 2. 当以“s”结尾的复数名词构成所有格时，直接在名词的右上方加“ ”。eg.我父母的女儿 教师

31、节 3. 当两个或多个人共同拥有一个人或物时，在最后一个名词后变所有格,即加“ ”。eg.露西和莉莉的妈妈 4.当两个或多个人分别拥有各自的人或物时，分别在每个名词后变所有格,即加“ s ”。 eg 汤姆的和杰克的房间 5.无生命名词的所有格一般使用 ，意为“的”。桌腿 二、疑难解析：1. What about this dictionary? ，What about.?表示 ，可用 替换，其后可跟名词、代词或动名词（v.-ing）如：玩电脑游戏怎么样？ 2. -Thank you for your help. - Youre welcome.1）thank you for意为 ，相当于 。后

32、面如果是动词，要用动词的-ing形式，如：谢谢你帮助我学习英语。 2）help既可以名词又可以作动词，意为 ，如：She often helps me(to) learn English.总结词组：帮助某人做某事 ，还可以用help sb. with sth.来替换。如：你能帮助我学习游泳吗？ 3）与Youre welcome. 一样用来回答对方感谢的句子有 【Homework: 】一、单选：( ) 1. Is that your ? A. a book B. book C. the book D. an English book( ) 2. Excuse , am Kate, Whats y

33、our name? name is Sam. A. me, I, My B. My, I, me C. I, me, My D. me, Me, My( ) 3. How do you spell it, please? .A. Yes, I am B. No, Im not C. Yes, it is. D. B-O-O-K( ) 4. Whats that, Tom? a pencil.A. Its B. Is C. I am D. Thats( ) 5.Is this pencil? No, it isnt. Its .A. your, her B. your, my C. your,

34、his D. her, her二、 用名词所有格完成下列短语，并根据汉语意思完成第5-9题。1.刘丽的橡皮 2.Jane的钢笔 3.女孩们的书包 4.一张中国地图 5.给Jenny打电话怎么样？ Jenny?6.谢谢你帮我找到我的狗。Thank you me my dog.7.谢谢你。 不客气！-Youre . 8. This schoolbag is not nice. (怎么样)that one?9. The blue hats arent (她的). They are （玛丽的）四、教学反思 Unit3 Period 3 (28)Section A2 (Grammar focus-3c)

35、参考教案一、教学目标： 1. 语言知识目标：（1）总结归纳辨认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。2. 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。二、教学重难点1. 教学重点：1) 总结归纳辨认物品的所有者所用的句型

36、。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。2. 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。三、教学过程. Warming-up and revision1. Greeting the Ss and Check the homework. 2. (Ask Ss to put some school things on their desks.) Let some Ss stand up and say what school things they have. 3. T walks around the classroom

37、, pick up the things and ask about them. T: Is this your pen? S1: Yes, it is. Its mine. T: Is this your eraser? S2: No, it isnt. Its hers. T: Are these your books? S3: Yes, they are. T: Are those your rulers? S4: No, they arent. They are his. . Grammar Focus. 1. 阅读指导：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

38、时，较近处的用Is this; 较远处的用Is that；回答用Yes, it is. / No, it isnt. 第二类为介绍多个物品时，较近处的用Are these ; 较远处的用Are those 回答用Yes, they are. / No, they arent.2. 学生阅读并完成下列句子。（可借助课件来完成此任务） 这是你的铅笔吗？_ _ your pencil? 是的。它是我的。Yes, _ _. Its _. 那是你的书包吗？_ _ your schoolbag? 不是。它是他/她的。No, _ _. Its _/_. 这是他的绿色钢笔吗？ _ this _ _ pen?

39、不是。那只蓝色钢笔是他的。 No, _ _. The _ _ is _. 这些是你的书吗？_ _ your books? 是的。/ 不是。Yes, _ _. /No, _ _. 那些是她的钥匙吗？_ _ her _? 不是。它们是她的。No. _ hers. 3. 掌握下列缩写形式 it is = _ they are = _ is not = _ are not = _ that is = _ name is = _ 4. 名词所有格。 狗的名字 the name of the dog （1) 表示无生命事物的所有关系，用“名词 + of + 名词”结构，表示前者属于后者。 （2) 表示有生

40、命事物的所有关系，在名词其后加s来表示所属关系，意为“. 的”。e.g. 安娜的 Annas 鲍勃的 Bobs 名词所有格的构成方法：一般的单数名词在词尾直接加“s”Toms book 汤姆的书my uncles car我叔叔的小汽车以-s结尾的复数名词在词尾加“”the students basketball学生们的篮球不规则复数名词在词尾加“s”Womens Day 妇女节Childrens Day 儿童节名词性物主代词。mine，hers，yours 等是名词性物主代词，相当于一个名词，可以在句子中单独使用。它相当于“形容词物主代词 + 名词”。而形容词性物主代词只能和名词在一起使用。e

41、.g. This is your ruler. Its not my ruler. (= This ruler is _. Its not _.) 这是你的尺子，它不是我的。 Those arent his books. Theyre her books. (= Those books arent _. Theyre _. ) 那些书不是他的。它们是她的。形容词性物主代词和名词性物主代词表人称一二三单复单/复单单单复形代myouryourhisheritstheir名代mineoursyourshishersitstheirs5. 含有 be 动词的一般疑问句。一般疑问句是在句子中用提问的方式

42、提供一些信息，要求对方用 Yes 或 No 回答的疑问句。朗读一般疑问句用升调，其简略答语用降调。 由 be 动词（am，is，are）引导的疑问句结构是：“be + 主语 + 其他部分？”_ 那是你的自行车吗？_ 他们是你的朋友吗？其答语：肯定回答：Yes, 主语 + be (am, is, are).否定回答：No, 主语 + be (am, is, are) not.- _ 这是你的铅笔吗？- _ 是的。/不是。. Practice 1. T: Lets work on 3a. Look at the pictures in 3a. We can see the first pictur

43、e 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 “这，这个/这些”，用于

44、指代在时间或空间上说话人较近的人或物。 that/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。. 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 t

45、he blanks. 3. Check the answers with the class. . 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 makes a model for the Ss.)T: I have many things in this box. But Im sorry I dont know whos

46、e 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. Language used for the task: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 bl

47、ue. 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. . ExercisesDo some more exercises. (使用多媒体课件来做更多的练习题来巩固所学的知识)四、Homework 1. Remember the Grammar Focus.2. Preview the next lesson.五、教学反思 Unit3

48、Period 4 (29)Section B1 (1a-2c)参考教案一、教学目标： 1. 语言知识目标：(1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列词汇：ask, some, found, classroom, e-mail(2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.(3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。(4) 能够读懂一些

49、简单的招领和寻物启示。 2. 情感态度价值观目标：通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。二、教学重难点1. 教学重点：（1）学习新词汇及询问如何拼写词汇的句型。（2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。（3）阅读一些简单的招领和寻物启示，并能获得相关信息。2. 教学难点：阅读一些简单的招领和寻物启示，并能获得相关信息。三、教学过程. Warming- up and revision1. Greeting the Ss. Check the homework.2. Review the school things we learned in Section A. Let Ss say the school things they have.3. Pick up some school things from the students desk and ask about them. (Using this, that, these, those