Unit 3 Is this your pencil Section A 第1课时教学设计【人教英语七年级上册】

5/6Unit3Isthisyourpencil?SectionAPeriod1SectionA(1a-2d)教学设计一、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“Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t.Arethese/thoseyour/her/hispens?Yes,theyare.No,theyaren’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“Howdoyouspellpen?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。二、教学目标【知识与能力目标】1)能掌握下列词汇：pencil,book,eraser,box,pen,schoolbag,dictionary,his,mine,hers,excuse,me,yours,teacher,thank,about,for,help,welcome2)能掌握以下句型：—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.Whatabout…?3)能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。【过程与方法目标】采用contestguessing和Roleplaying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Pairwork,Groupwork的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。【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。三、教学重难点【教学重点】1）能口头应用以下句型：—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.Whatabout…?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。【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。课前准备1.准备录音机和磁带2.设计课后巩固练习3.ppt五、教学过程Step1.Warm-upandrevision1.GreetingtheSs.Goodmorning!/Hello!/Hi!...2.LetsomeSs.showtheirfamilyphotoAsk:—Isthisyour…?—Yes,she/heis./No,she/heisn’t.—Arethese/thoseyour…?—Yes,theyare./No,theyaren’t.3.Showsomeitems(key,pen,cup,orange…)onthescreenandask:What’sthisinEnglish?Spellit,please.What’sthatinEnglish?Howdoyouspellit?(Helpthemanswerlikethis:It’sa/an…)Havethemworkinpairstopracticethequestions.4.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.5.LetSs.readthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.Step2.Presentation1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:“Isthisyourbook?”Andleadhim/hertoanswer:“Yes,itis.It’smine.”Thentakeanotheroneandaskitsowner:“Isthisyourschoolbag?”Helphim/hertoanswer:“No,itisn’t.It’shis.”Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,theywillmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.—Isthisyourbook?—Yes,itis.It’smine.—Isthisyourschoolbag?—No,itisn’t.It’shis/hers.2.TellSs:mybook=minehisbook=hisherbook=hersStep3.ListeningT:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?Ss.:…(fromlefttoright)T:Thankyou.Step4.Pairwork(1c)1.Getthestudentstoworkinpairstopracticetheseconversations.2.Askthemtopracticeingroups.Walkaroundtheclassroomtocheckpronunciationandintonation.Thencallsomegroupstoperformtheirconversationsinfrontoftheclass.Step5.Listening1.Workon2a.T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S1:Thisis…S2:Thisis…S3:…T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistentoadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)T:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)2.Workon2b.T:Nowpleasereadthewords.Oneholdsthethings,andtheothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)Step6.Pairwork1.T:Nowpleasepracticetheconversationwithyourpartner.2.Asksomepairstoactoutthedialogueinfrontoftheclass.3.T:Nowcollectsomemoreschoolthingsfromyourclassmates.Thenmakeanewconversationwithyourpartner.Thenpracticeyourconversation.4.Asksomepairsstandupandactouttheirdialogueusingtheschoolthingstheycollected.Step7.Presentation1.TakeapenandadictionaryfromS1.ThenaskanotherS2.(S1=LiMing,S2=SunTao)T:Isthisyourpen,LiMing?S1:No,itisn’t.It’shis.T:ThisisnotLiMing’spen.It’sSunTao’spen.(WriteLiMing’s,SunTao’sontheblackboard.TellSs.thisknowledgeis“名词所有格”，Itisthesameasmy,his,her,your...)T:Thenwhataboutthisdictionary?Isthisyourdictionary,LiMing?S2:No,itisn’t.It’sSunTao’s.(ThistimehelpS2answerthequestionwith“SunTao’s”)2.LetSsunderstandtheusingof“名词所有格”,andrepeatthesentences:ThisisnotLiMing’spen.It’sSunTao’s.Whataboutthisdictionary?It’sSunTao’s.Step8.Role-play(2d)1.Readtheconversationandunderlinetheschoolthingsinthedialogue.(Ssreadthedialogueandunderlinetheschoolthings.Checktheiranswerswiththeirpartner.)2.Lookatthescreen.Readtheconversationagainandmatchthethingswithitsowner.(Ssreadtheconversationandmatchthethingswithitsowner.Checktheiranswerswiththeirpartner.)3.LetSsreadthedialogueaftertheteacher.ThenletSspracticetheconversation.4.Asksomepairstoactouttheconversationinfrontoftheclass.5.Explainsomelanguagepointsanddomoreexercisestoconsolidatewhattheyhavelearned.Isthat/this...?Yes,itis./No,itisn’t.Arethese/those