新目标英语七上unit3 sectiona【教案】

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Unit3Isthisyourpencil?LearningObjectivesInthisunit,studentswilllearntoidentifyownershipofpersonalbelongings.Theywillalsobeabletospellthenameoftheobjectforconfirmation.一、Topics（话题）:Thingsintheclassroom二、Functions(功能)Identifyownership三、Structures(结构)Possessivepronounsmine,yours,his,hersYes/noquestionsandshortanswersLostandfound四、TargetLanguage(目标语言)Isthisyourpencil?Yes,itis.It’smine.Aretheseyourbooks?No,theyaren’t.They’rehers.五、Vocabulary（词汇）pencil,pencilbox,schoolbag,book,eraser,notebook,dictionary,bag,baseball,computergame,IDcard,watch,ring,mine,your,his,hersThankyoufor..,ask...for...,asetof六、Skills(技能)Listeningandreadingforspecificinformation七、Recycling（复习巩固）What’sthis?It’s...Howdoyouspellit?八、教材分析本单元以schoolthings为话题，主题是“确认物品的所有权” ，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。通过单元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，以及学会写寻物启事和招领启事。与其他单元一样，本单元共六页（6pages），其中包括SectionA，SectionB和SelfCheck。SectionA(Pages13–15)学会询问物品的所属。提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，通过简单的语言活动进行操练和巩固；Page13,14有听、说、读。1a,1b,1c重点学习一些表示学习用具的词，学会询问物品的所属。[]2a,2b,2c,2d继续学习表示学习用具的词。重点学习运用询问物品所属的句型。3a,3b,3c学会用英语询问物品的名称，进一步巩固询问物品所属的句型。SectionB(Pages16&17)学会写招领启事和寻物启事。在已有的基础上开展的，GrammarFocus,Page3是语言运用。许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。1a,1b,1c,1d,1e学会判断物品的所属。2a,2b,2c学会写招领启事和寻物启事。SelfCheck检测本单元所学词汇知识，学会询问物品的所属，学会询问物品的名称。课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。通过这部分内容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。九、学情分析1）初一学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。2）初一学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。3）思维能力：该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。 十、课时安排Thefirstperiod（SectionA：1a–1c2d）ListeningThesecondperiod（SectionA：2a--2dGrammarFocus–3c）Listeningandspeaking(I)Thethirdperiod(SectionAGrammarFocus–3c)（SectionB:1a–1e）Listeningandspeaking(II)Thefourthperiod(SectionB:1a–1e）Thefifthperiod（SectionB:2a–2c）Reading,speakingandwritingThesixthperiodThefifthperiod（3a--SelfCheck）RevisionandtestingTheFirstPeriod:SectionA1(1a–1c2d)Teachingaims（教学目标）1．本单元我们将学习物品的所属者是谁？2．根据场景询问英语中对应的表达法。Languagepoints（语言点）1.要求掌握以下句式：(1)What’sthis/that(inEnglish)?It’sa/an…(2)Isthisyourpencil?Yes,itis.It’smypencil./No,itisn’t.It’shis.2．要求掌握以下词汇：pencil,pencilbox,schoolbag,book,eraser,notebook,dictionary,mine,your,his,hersDifficulties（难点）教学重难点：1）能口头应用以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?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。HowtoidentifyownershipTeachingsteps（教学步骤）Step1:WarmupandPresentation(1a:P13)1.Prepareaboxofschoolthingsbeforeclassandcollectsomeitems(pen,ruler,cup,book,pencil…)fromthestudentsandask:What’sthisinEnglish?What’sthatinEnglish?(Helpthemanswerlikethis:It’sa/an…)Havethemworkinpairstopracticethequestions.Goodmorning,everyone!Lastweek,wefinishedUnit2.TodaywearegoingtostartonUnit3.Prepareaboxofschoolthingsbeforeclassandaskthestudentstolearntodemonstratethings.Let’slookatthetitleofUnit3.Isthisyourpencil?Whatistheunitabout?T:(Takeaboxfilledwithschoolthingsandpickoutapencil.Tcanputsomepencils,somepencil-boxes,somerulersandsooninthebox.)Apencil,apencil,thisisapencil.(Stress“this”and“pencil”.)What’sthisinEnglish?(Writethesentenceontheblackboardandstress“this”.)S:（repeat）Apencil.T:Yes,itisapencil.What’sthisinEnglish?(Stress“this”.)S:Apencil.T:Doyouhaveapencil?(Holdthepencilupandpointtoit.)S:Yes.T:Showittome,OK?(Showtheposeof“OK”andtrytoleadtheSstodoit.)OK?(Stress“OK”.)S:OK.T:Now,holdyourpencilup(Stress“pencil”)andsayafterme“What’sthisinEnglish”?S:What’sthisinEnglish?T:Thisisapencil.(Write“Thisis…”ontheblackboard.)S:Thisisapencil.T:Itisapencil.(Write“Itis…”ontheblackboard.) S:Itisapencil.T:Good.What’sthatinEnglish?(PointtoS1’spencilandwritetheword“that”undertheword“this”ontheblackboardandstressit.)S:Apencil.T:What’sthatinEnglish?(PointtoS2’spencilandstress“that”.)S:Apencil.T:Good.Pointtoyourfriend’spencilandsayafterme“What’sthatinEnglish?”(Stress“that”.)S:What’sthatinEnglish?T:That’sapencil.(Write“Thatis…”.)S:Itisapen.S:That’sapencil.T:Itisapencil.S:Itisapencil.T:(Putthepencilasideandpickoutapen.)Apen,apen,what’sthisinEnglish?S:Apen.T:Thisisapen.(Pointto“Thisis…”ontheblackboard.)S:Thisisapen.T:Itisapen.(Pointto“Itis…”ontheblackboard.)S:Itisapen.TheteachergoesontotakealltheschoolthingsoutoftheboxandteachthestudentshowtosaythevariousschoolthingsinEnglish.Letoneortwostudents,oriftimepermits,threeorfourtocometothefronttoputtheschoolthingsintotheboxorpickthemoutoftheboxandsaythenamesofthethings.Ifthestudentsgetthemright,Tcangivesomesmallgiftstothem.4.Providemorewordsbyshowingthestudentsthepicturein1a.T:Whatcanyouseeinthepicture?Collecttheiranswers.Alsoaskthemtofinish1abythemselves.Checktheiranswers.5.LetSsreadthenewwordsaloudaftertheteacher.Thentrytorememberthenewwords.【教学设计说明】用实物引出新单词、新句型，分层次处理新单词。Theteachergoesontotakealltheschoolthingsoutoftheboxandteachthestudentshowto saythevariousschoolthingsinEnglish.Letoneortwostudents,oriftimepermits,threeorfourtocometothefronttoputtheschoolthingsintotheboxorpickthemoutoftheboxandsaythenamesofthethings.Ifthestudentsgetthemright,Tcangivesomesmallgiftstothem.Step2:.Presentation1.Pretendthatyoudon’tknowwhosethesethingsareandaskA:“Isthisyourbook?”Andleadhim/hertoanswer:“Yes,itis.It’smine.”Thentakeanotheroneandaskitsowner:“Isthisyourschoolbag?”Helphim/hertoanswer:“No,itisn’t.It’shis.”Havethestudentsaskandanswerinpairs.(Maybewhentheydothis,they’llmakemistakes,sotheteachercometothemandgivethemhelpifnecessary.)Thenaskthemtoacttheirdialoguesout.—Isthisyourbook?—Yes,itis.It’smine.—Isthisyourschoolbag?—No,itisn’t.It’shis/hers.2.TellSs:mybook=mine;hisbook=his;herbook=hersStep2:SectionA1aOK,let’stakealookattoday’snewunit.Pleaseopenyourbookstopage13andlookatactivity1a.1．LookandfindT:Pleaselookatthepictureinactivity1a.Whatcanyoufind?　2．Matchanddiscussa.T:Wouldyoupleasematchthewordswiththethingsinthepicture?b.T:Howmanywordsdoyouknow?Canyousharethewordsyouknowwithyourpartners?c.T:Pleasediscusswithyourpartnersandcheckwhetheryouranswersarethesame.3．ChecktheanswersT:Let’schecktheanswerstogether.4．Reada.T:Pleasereadthewordsafterme.Pencil... b.T:Iwouldlikeyoutoreadthewordstogetherandreadeachwordtwice.Pencil,pencil...c.T:Whowouldliketoreadthewordstotheclass?d.T:Let’sreadthewordsonebyoneagaintogether.【教学设计说明】采用Usingcontestguessing和Roleplaying的学习策略，利用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。Step3:SectionA1b1．Listenandnumbera.T:Listentotherecordingforthefirsttime.b.T:Numbertheconversationsfrom1–3whileyoulistentothemforthesecondtime.2．ChecktheanswersT:Let’schecktheanswers.Answers:3　2　13．Reada.T:Iwouldlikeyoutoreadtheconversationstogether.b.T:Wouldyoupleasereadtheminpairs?c.T:Whowouldliketoreadtotheclass?4．Translateandexplaina.T:Let’stranslatetheconversationsintoChinese.Wouldyoupleaseworkinpairs?b.T:Let’stranslatetheconversationstogethernow.c.Canyoutellmewhenweaskquestions“Isthisyour...?”or“Isthatyour...?”【教学设计说明】制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencilpenbookeraserrulerpencilbox，学习词汇schoolbagpencilsharpenerdictionary.c.Canyoutellmewhenweaskquestions“Isthisyour...?”or“Isthatyour...?”Step3:SectionA1c1．Practicea.T:Wouldyoupleasepracticetheconversationwiththethingsyouandyourpartnerhave? b.T:Iwillgiveyouanexamplefirst.Example:T:Mary,isthisyourpen?S:No,itisn’t.It’sherpen.c.Pleasepresentyourconversationtotheclass.Whowouldliketohaveatry?【教学设计说明】拓展练习“找主人”：课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。Step4:Languagepoints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。Step5:Exercise根据句意及括号内所给单词的提示填空。1.This________(be)apencilbox.2.Aretheseyour________(ruler)?3.Thiscupis________(her).4.Thisisn’tmyorange.Itis________(his).5.Thosearemyjackets.________(it)aregreen.SectionA2(2a-2d)一、教学目标：1)能掌握下列词汇:pencil,book,eraser,box,pencilbox,schoolbag,dictionary,his,hers,mine,yours,teacher,excuseme,You'rewelcome.2)能掌握以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren't.③Whatabout…?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。二、教学重难点 1.教学重点：1）能口头应用以下句型：①—Excuseme.Isthis/that…?—Yes,itis./No,itisn’t.②—Excuseme.Arethese/those…?—Yes,theyare./No,theyaren’t.③Whatabout…?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Step1.Warming-upandrevisionShowsomeschoolthingsandusethefollowingsentencestopractice.—What’sthisinEnglish?—It’sapen.—Spellitplease.—P-E-N.—Isthisyourpen?—Yes,itismine.Step24:SectionA2a1．Listenandchecka.T:Let’smovetoactivity2anow.Therearesixthingsinthepicture.Let’slookatthem.Canyoutellmewhattheyare?b.T:Yes.OK.Let’slistentotherecordingforthefirsttime.c.T:Areyoureadytodoactivity2a?Pleasecheckthemwhilelistening.2．Checktheanswers.Doyouhavetheanswers?Let’scheckthemtogether.Answers:Thethingsthatarechecked:pencilbox;eraser;book;pencil;ruler【教学设计说明】 1.利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。然后教师引导学习询问物品的主人的基本句型"Isthis/thatyour/her/hispencil?Yes,itis.No,itisn’t．”。2.让学生听对话，练习并模仿对话。识别物品的所属。Step35:SectionA2b1．ListenandcompleteT:Listentotherecordingagainandcompletetheconversationwiththewordsinthebox.2．Checktheanswers.T:Finished?Let’schecktheanswers.Answers:1．pencil　2．erasers　3．ruler　4．books　5．pencilbox3．Readtheconversationa.T:Let’sreadtheconversationstogether.b.T:Iwouldlikeyoutoreadthemingroups.c.T:Whowouldliketoreadtheminclass?【教学设计说明】1.播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称"pencilpenbookeraserrulerpencilbox”，完成2a,2b部分的教学任务。2.引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Isthis/thatyour/her/hispencil?Yes,itis.No,itisn't.）。Step46:SectionA2c1．ReadT:Let’smovetotheactivity2c.Shallwereadtheconversationtogether?2．Practicea.T:Now,class,let’spracticetheconversationsinpairs.Thenmakeconversationusingthethingsaroundyouintheclassroom.b.T:Whowouldliketopresentyourconversationtotheclass?Step57:SectionA2dT:Role-playtheconversation.分角色表演对话。采用Roleplaying的学习策略，利用教 学图片来展开课堂Pairwork的口语交际活动，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。Step68:LanguagepointsExcuseme，Grace.Isthisyourpencil?Excuseme意为“对不起”“劳驾”或“请原谅”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.Excuseme,areyouHelen?请问，你是海伦吗？2)征求别人的许可。e.g.Excuseme,canIuseyourpen?打扰了，我可以用你的笔吗？2.Teacher:Whataboutthisdictionary?Anna:It’sHelen’s.1)Whatabout…?“……怎么样？”相当于Howabout…?后面可接名词、代词或动词-ing形式。用于非正式场合中对所谈话题进行反问，或向对方征求意见。e.g.IlikeEnglish.Howaboutyou?我喜欢英语。你呢？3.Thankyouforyourhelp,Anna.Thankyoufor=Thanksfor…“为……感谢你”,表示感谢的内容。for是介词，后加名词、代词或动词-ing形式。即:thankyouforsth/doingsth.e.g.Thankyouforyourdictionary.多谢你的字典。Thankyouforhelpingme.谢谢你帮助我。Step7:Exercise 1.Isthisyourpen?（作肯定回答）2.Isthathisruler?（作否定回答）3.这是你的书包吗？4.那是他的铅笔吗？5.-那是她的钢笔吗？-是的，它是。SummarizeT:Let’ssummarizewhatwelearnedinthisperiod.Writethefollowingontheblackboard.(1)What’sthisinEnglish?(2)Isthisyour/my…?thatthatThis/That/Itis…Yes,itis.No,itisn’t.形容词性物主代词我的你的/ 的他(她，它)的我们的你们的/您们的他们/她们/它们的myyourhis,her,itsouryourtheirStep89:Homework1．Copythewordsinactivity1aandthesentencesinthegrammarbox.2．Readthetapescriptofactivities2aand2b.TheSecondPeriod:(SectionA3(Grammarfocus–3c)Teachingaims（教学目标）1．语言知识目标：A)词汇：pencil,pen,book,eraser,ruler,pencilbox,dictionary,schoolbag,baseball,watch,key,computergame,notebook,ring.B)句型：Isthisyour…?Yes,itis./No,itisn’t.What’sthisinEnglish?It’sa…Howdoyouspellit?P-E-N. 1．语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。2．情感目标：A)激发学生学习英语的兴趣，发挥学生学习英语的主动性。B)通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。C)学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。4．学习策略：A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。Languagepoints（语言点）1.词汇：pencil,pen,book,eraser,ruler,pencilbox,dictionary,schoolbag,baseball,watch,key,computergame,notebook,ring.2.语言结构：指示代词this&that,Whatquestions,Yes/Noquestionsandshortanswers,Howdoyouspellit?3.语言功能：询问物品属性What’sthis/that…?和辨别物品所有者Isthisyour/her/his…?”Difficulties（难点）：词汇的教和学，多种语言结构的综合运用。Teachingsteps（教学步骤）Leadin:T:Yesterdaywelearnedhowtoaskaboutownership.Doyoustillrememberhowdothat?OK.Let’sreviewitfirst.Step1:Revision根据图片写出正确的单词。1．Askandanswera.T:Wouldyoupleasemakesomeconversationswith“Isthis/that...?”b.T:Whowouldliketohaveatryinclass?2．Dictation T:Readthesentencesingrammarbox.3．Pointoutthenotes物主代词的用法；this与that的区别；Isthis/that...?的答语用itis。【教学设计说明】用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：What'sthisinEnglish?It’sa...Howdoyouspellthat?Isthisyourpencil?值得注意的是:假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。Step2SectionAWorkon3a1．Explaina.T:Let’sgotoactivity3onpage15.Pleasefillintheblankstocompletetheconversations.2．Checktheanswers.a.T:Haveyoufinished?Pleasecheckyouranswerswithyourclassmates.Answers:1.A:Isthatyourbook?B:No,itisn’t.1.A:Arethesemypencils?B:Yes,theyare.2.A:Isthathisruler?B:Yes,itis.3.A:Arethoseherpens?B:No,theyaren’t.3．Reada.T:Let’sreadtheconversationstogether.b.T:Whowouldliketoreadthemfortheclass?【教学设计说明】老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What'sthisinEnglish?”，这名学生猜，使用句型为“Isita/an...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。Step3:WorkonSectionA3ba.T:Let’splayagamenow.Getintogroupsofthreeorfour.b.T:Everygroupmemberput oneschoolthingintoabox.c.T:Afterthat,pleasetakeonethingoutoftheboxandaskyourgroupmembers“Isthisyour...?”Ifhe/sheanswers“Yes,itis.”thatmeansyouwin.Ifhe/sheanswers“No,itisn’t.”thatmeansyouloseandhaveanothertry.Rememberyoujusthavetwoguesses!d.T:Areyouclearabouttherules?Let’sstart!Step4:Game1.DividetheSsintofiveorsixgroups.Eachgrouphassixtoeightstudents.Allthestudentsinagroupputsomeoftheirschoolthingsintoabox.(TmakesamodelfortheSs.)T:Ihavemanythingsinthisbox.ButI’msorryIdon’tknowwhosetheseare.Couldyouhelpmefindtheowners?Let’sseewhocanfindalltheownersfirstandwritetheowners’namesinthechart.Youonlyhavetwoguesses.Languageusedforthetask:T:Isthisyourmathbook?S1:Yes,itis.It’smine.T:Isthatyourruler?S2:No,itisn’t.It’shers.Myrulerisblue.T:Kim,isthisyourdictionary?S3:No,itisn’t.It’shis.T:Jim,aretheseyourerasers?S4:Yes,theyare.Theyaremine.T:Hereyouare.S4:Thankyou.Step5.ExercisesDosomemoreexercises.(使用多媒体课件来做更多的练习题来巩固所学的知识)Step6:Homework1.CopythenewwordsofP13fivetimes;2.FindouttheEnglishwordsofschoolthingsyouknow. 【教学设计说明】1.以小组为单位，做SectionB1b的对话练习。2.口头检查学生所练的对话。【教学设计说明】老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。Let’ssummarizewhatwelearnedinthisperiod.Step5:HomeworkTrytomemorizetheconversationsin3a.【教学设计说明】1．对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。2．注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。3．本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。4．采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。5．从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。