人教版英语七年级上册 Unit 3 Section A 教案

Unit3Isthisyourpencil?SectionA(1a-2d)TeachingAims1.语言能力：学会并使用有关教室物品的基本词汇。2.文化意识：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。3.思维品质：通过抓关键词完成听力和阅读任务。4.学习能力：有意识地运用知识迁移策略询问以及辨认物品所有者。TeachingDifficulties询问以及辨认物品所有者。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Leadin通过Q&A的形式引入主题，进入单词学习，教师课上对重点或易错单词用拼读或音标的形式进行纠音或拼写帮助学生更快速的掌握。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousethepossessivepronounstoidentifyownership.ShowSspicturesandaskthemtoanswerthequestionsonPPTP5-P6.Q1:Whatthingsarethereinyourschoolbag?Q2:Whatthingsarethereinyourpencilbox?(TshowSsapictureofaschoolbag,andusesomeinstructivelanguageslike:Openyourschoolbag,andseewhatisinyourschoolbag.orlet’sopenyourpencilboxandseewhatisinyourpencilbox.Wow,books,apencil-box,adictionary.AndaskthemtoreadthesewordsafterT.Ifnecessary,TcanshowSsthesyllablestohelpSstopronouncethedifficultwordslikeeraseranddictionary.)TShowSsadeskandaskthemtotelltheschoolthingsonthedesk.(Tsetasituation:ThisisTom’sdesk.Therearemanyschoolthingsonit.Whatarethey?AfterSssaythenamesoftheschoolthings,TleadSstoreadthewordsandaskthemtoreadtogetherorindividuallytocheckiftheycanreadcorrectly.WhileSsarereading,Tmustcorrecttheirpronunciationtomakesuretheycanreadcorrectly.)AskSstoseeandsayquickly.(TcanchoosefourorfiveSstohaveaPK.Thequickestonecangetastar.TshowpicturesonebyoneandaskSstosaythewordquickly.TellSstosayitasquicklyaspossible.)Step2Presentation&Practice在听力环节开始之前，将单词融入情景进行对话练习，帮助学生复习单词，降低了听力部分的难度。听力环节过后进行本单元重点知识点讲解帮助学生提前了解重难点，降低后期学习难度。再通过跟读听力材料，在材料中理解名词性物主代词的意思，加深学生对语法的理解。同时让学生两两对话更加充分的练习了听力能力。AskSstoobservethepicturein1aandsaytheschoolthingsinthepicture.T:Look!Therearemanyschoolthingsinthispicture.Whatcanyousee?(EncourageBlevelSstoanswereasyquestionstobuildtheirconfidence.TheycanshareonebyoneingroupsortheycanaskoneSmembertoshare.Tmustencouragethemtoshare,becausetheyjustentermiddleschoolandtheyneedmoreoralpracticetogivethemselvesencouragementandconfidence.)1aAskSstomatchthewordswiththethingsinthepicturein1a.(AskSstosharethewordsonebyonetomakesuretheycansaytheschoolthingscorrectlyandcanspellthewordscorrectly.)Answers:egbhcfadAskSstoaskandanswerquestionsinpairs.(RemindSstousethesentencepatterns:—What’sthis/that?—It’s…—Isityours?—Yes,itismine./No,it'shis/hers.—What’sthese/those?—They're…4.—Aretheyyours?—Yes,theyaremine./No,theyarehis/hers.TmustcorrecttheirgrammarmistakeswhenSssharetheirconversationinclass.)1b&1cAskSstolistenandnumbertheconversations[1-3]in1b.T:Wehavetalkaboutsomanyschoolthingsyouuseatschool.Nowlet’slistenandnumbertheconversations[1-3]in1b.(Aftercheckingtheanswersasaclass,TcaninvitesomeSstorole-playtheseconversationsinclass.)Answers:321AskSstomaketheirownconversationswiththeirpartnersusingtheschoolthingsandthenshowinclass.(Thesentencepatternsin1baretooshortandeasy.Tomakeitmorerealandvivid,TcanaddmoresentencestosetarealsituationandaskSstomaketheconversationinpairs.OraskSstomakeasimilarconversationwiththeirpartner.Iftheclassisstrong,TcanaskSstostarttheconversationdirectly.)2aAskSstoseethepicturesofschoolthingsandwritetheirEnglishnamesontheblackboard.TcancheckifSshaverememberedthesetargetwords.ThenplaytherecordingandaskSstocheck(√)thethingstheyhear.Answers:pencil,eraser,ruler,books,pencilbox2b&2cAskSstolistenagainandcompletetheconversationwiththewordsintheboxin2b.(TcancheckanswersbyhavingSstorole-playtheconversation.)AskSstoreadthelisteningscriptssothattheycanhaveabetterunderstandingoftheconversation.TheTshouldexplainsomedifficultsentencesorphrasesthatSscan’tunderstandclearly.Answers:pencil,eraser,ruler,books,pencilboxAtlast,Sscanbeencouragedtomaketheirownconversationsusingtheschoolthingsaroundthem.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.2d的对话部分对知识点进行了再一次总结和练习，让学生在真实情境中感知语言的运用。Step4Languagepoints1.含be动词的一般疑问句（1）结构：Be动词(am/is/are)+主语+其他?（2）肯否回答：Yes,主语+be动词(am/is/are).No,主语+be动词(am/is/are)+not.（3）一般疑问句主语是this,that,these,those，回答时用it指代this/that；用they指代these/those。名词性物主代词3.Excuseme,Grace.(1)excuseme用于礼貌地引起他人注意，尤其是问路、问姓名等。(2)对打断别人等失礼行为表示歉意。(3)用于婉转地表示不赞成对方的观点。4.mepron.（I的宾格）我me是I的宾格形式，用在动词或介词后面作宾语。5.Whataboutthisdictionary?.“Whatabout...?”等同于“Howabout...?”，是口语中常用的句型，常用于以下情景：1)向对方提出建议或请求；2)征求对方的看法或意见；3)用以将注意力转向另一人或物。6.aboutprep.关于adv.大约（1）about在此处作介词，意为“关于”，后常接名词、代词或动词-ing形式作宾语。（2）about还可作副词，意为“大约”。7.Thankyouforyourhelp,Anna.thankyoufor…意为“为······感谢你”,等于Thanksfor…,都是表达感谢的方式。for是介词，后加名词、代词或动词-ing形式，表示感谢的内容或原因，即thankyouforsth.或thankyoufordoingsth.Step5Exercises&HomeworkExercises的任务是对本节课重点知识点的总结与回顾，如果学生水平较高，老师也可以根据学生情况适当增加练习量。ExercisesAskSstodotheexercisesonPPTP33-P35.TaskSstomakeasummaryaboutwhatwehavelearnedtoday.Homework1.Recitetheconversationin2d.2.Dotheexercisesinstudents’book.TeachingReflectionInthisperiod,thekeyanddifficultpartistohelpSstousethepossessivepronounswellandcantellwhatthesepronounsrefertoinapassage.Themostdifficultthingistohelpthemtransformadjectivepronouns(my,your,his,her,their…)+n.intothepossessivepronouns(mine,yours,hers,theirs…).ActuallysomeweakSsstillcan’tmastertheirmeaningsowell.Somorepracticeandexercisemustbedonetohelpthemunderstandpossessivepronouns.Unit3Isthisyourpencil?SectionA(GrammarFocus-3c)TeachingAims1.语言能力：正确使用mine,yours,his,hers等名词性物主代词；正确使用一般疑问句确认物主关系并作简略回答。2.文化意识：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。3.思维品质：能根据语篇内容或所给条件进行改编或创编。4.学习能力：能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。TeachingDifficulties正确使用mine,yours,his,hers等名词性物主代词；正确使用一般疑问句确认物主关系并作简略回答。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warm-up开头的chant不仅复习了所学知识，而且极大吸引了学生对课堂的兴趣。通过选数字看图说词，复习上节课所学单词或短语。游戏环节大大提高了课堂趣味性。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousethepossessivepronounstoidentifyownership.TaskSstochanttogether.(TshouldchantforSsasasample.WecanaskSstoclapthehandsorpatthedesktomakearhythm.)ShowSspicturesonP6-P9andaskthemtoanswerquestionsonPPT.(IfSscan’tanswerthequestionscorrectly,Tmustgivethemguidanceandaskthemtosaythesentenceagain.Tcanalsomakeasummaryaboutthesentencepatterns.AtthesametimeTmustgivestudentspositivecommentstoencouragethem.)TaskSstoplayanumbergameaboutwordsandphrases.T:Let’splayagametogether.Youcanchooseonenumberyoulike,andtranslate.Nowlet’sseewhoisthefastest.(TaskSstouseacompletesentencetoanswerthequestion:What’sthis?It’sa…)TaskSstoplayanumbergameaboutsentences.T:Thereisanothergameforyou.Youcanchooseonenumberyoulike,andtranslatethesentence.Nowlet’sseewhocansayitwell.(TshouldcorrectSsiftheyhavewronganswers,andaskthestudenttosaythecorrectsentenceagain.)Step2Grammarlearning本部分的语法是重难点，老师应该多引导学生自主探索或小组合作探索这些语法，从而记得更牢固。通过表格让学生更好的体察形物代和名物代的区别。AskSstoreadthecontentsongrammarfocuspartandmakeasummaryabouthowtousethetargetlanguage.(Tcanshowthequestionsontheblackboardlike:Whatistheformofaquestionsentence?Whatbeverbcanweuseinaquestionsentence?Whatdothesethepossessivepronounsreferto?Askthemtotalkaboutthequestionsingroupsandhaveatrytomakesomeconclusion.)含be的一般疑问句物主代词的比较和分类Step3Presentation&Practice3aAskSstoobservethetwopicturesin3aandtellthedifferencesbetweenthem.ThenhaveSsfillintheblanksandTcaninvitesomeSstosharetheiranswers.Ifpossible,theTcanaskwhytheychoosetheanswer.IfSshaveproblems,theTshouldexplaintherelatedknowledgeclearly.Answers:Questions:this,these,that,thoseAnswers:isn’t,they,is,aren’t3bAskSstofillintheblanksin3b.ThenSscancheckanswerswithpartners.AtlasttheTcanchoosesomeSstorole-playthedialoguetomakesuretheygetthecorrectanswers.Answers:itishersitisn’therstheyarehistheyaren’ttheyare3cMingleTcanc