pda是什么【人教版】七年级英语上册：Unit3Isthisyourpencil单元教案

2021年1月24日发(作者：7899)




Unit 3 Is this your pencil?
教案


一、单元教材分析

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
pencil? Yes, it is. No, it isn’t.; Are th
ese/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、单元学情分析

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。

三、单元教学建议

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、一般疑问句
的用法。

四、单元课时分配

本单元可用
4
课时完成教学任务：

Section A

(1a-2d)
用
1
课时

Section A

(Grammar Focus-3c)
用
1
课时

Section B

(1a-2c)
用
1
课时

Section B

(3a-Self Check)
用
1
课时






Section A

(1a-2d)

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：

①

—
Excuse me. Is this/that
…?




—
Yes, it is.
/ No, it isn’t.

②

—
Excuse me. Are these/those
…?
—
Yes, they are. / No, they aren't.
③

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：

①

—

Excuse me. Is this/that
…?





—

Yes, it is.
/ No, it isn’t.

②

—

Excuse me. Are these/those
…?

—

Yes, they are. / No, they aren
’
t.
③

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

Ⅰ
. Warming-up and revision

1. Greeting the Ss. Good morning! /Hello!/ H
i! ...
[
来源
:
学。科。网
Z
。
X
。
X
。
K]



2. Let some Ss show their family photo. Ask:

—

Is this your
…
?










—

Yes, she/he is. /No, she/he isn
’
t.



—

Are these/those your
…
?


—

Yes, they are./ No, they aren
’
t.


3. Collect some items (pen, ruler, cup, book, pencil
…
) from the students and ask:



What
’
s this in English?



What
’
s that in English?






(Help them answer like this: It
’
s 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. Let Ss read the new words aloud after the teacher. Then try to remember the new words.

Ⅱ
. Presentation
1. Pretend that you don
’
t know whose these things are and ask A:

“I
s this your book?
”
And lead him/her to answer:
“
Yes, it is. It
’
s mine.
”

Then take another one and ask its owner:
“
Is this your schoolbag?
”
Help him/her to answer:
“
No, it isn
’
t.
It
’
s his.
”


Have
the
students
ask
and
answer
in
pairs.
(Maybe
when
they
do
this,
they
’
ll
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. It
’
s mine.
—

Is this your schoolbag?
—

No, it isn
’
t. It
’
s his/hers.
2. Tell Ss: my book = mine;






his book = his;






her book = hers

Ⅲ
.

Listening
T: 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 the conversations. Teacher plays the tape
and students listen to it and finish 1b.)
T: Let
’
s check the answers, OK?



Ss:
…
(from left to right)

T: Thank you.


Ⅳ
. 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 check pronunciation and intonation. Then
call some groups to perform their conversations in front of the class.

Ⅴ
.

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 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. Let
’
s see who will do fastest and best.
(Play the recording for the students to listen.)

< br>（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 let
’
s 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, 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: Let
’
s check the answers. I
’
d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Ⅵ
. Pair work
1.

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 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.

Ⅶ
.

Presentation
1. Take a pen and a dictionary from S1. Then ask another S2. (S1= Li Ming, S2= Sun Tao)
T: Is this your pen, Li Ming?

S1: No, it isn
’
t.
It’s
his.

T: This is not Li Ming
’
s pen. It
’
s Sun Tao
’
s pen.

(Write Li Ming
’
s, Sun Tao
’
s on the blackboard. Tell Ss this knowledge is
“
名词所有格
”
，
It is the same as
my, his, her, your ...)

T: Then what about this dictionary? Is this your dictionary, Li Ming?

S2: No, it isn
’
t. It
’
s Sun Tao
’
s. (This time help S2 answer the question with
“
Sun Tao
’
s
”
)
2. Let Ss understand the using of
“
名词所有格
”
, and repeat the sentences:



This is not Li Ming
’
s pen. It
’
s Sun Tao
’
s.



What about this dictionary? It
’
s Sun Tao
’
s.


Ⅷ
. Role-play


1. Read the conversation and underline the school things in the dialog.




(Ss read the dialog 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.
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。
）

Homework:

1. Let Ss collect their school things and try to say them in English.
2. Collect some things from your classmates. And make a conversation with your partner.
板书设计：


Section A

(1a-2d)
1. New words and expressions:



pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers,
mine, yours, teacher, excuse me




[
来源
学
科
网
]














Section A

(Grammar Focus-3c)
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。

①

—

Excuse me. Is this/that
…?







—

Yes, it is.
/ No, it isn’t.

②

—

Excuse me. Are these/those
…?


—

Yes, they are. / No, they aren
’
t.

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。

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

Ⅰ
. Warming-up and revision
1. 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, pick up the things and ask about them.


T: Is this your pen?



S1: Yes, it is. It
’
s mine.



T: Is this your eraser?


S2: No, it isn
’
t. It
’
s hers.



T: Are these your books?


S3: Yes, they are.



T: Are those your rulers?


S4: No, they aren
’
t. They are his.

Ⅱ
. Grammar Focus.

1.
阅读指导：

1
）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时，较近处的用
Is this
…
;
较远处的用
Is that
…
；回答用
Yes, it is. / No, it
isn
’
t.


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 aren
’
t.
2
）物主代词分为两类，一类是形容词性物主代词，另一类为名词性物主代词。



在用法上形容词性物主代词

+
名词

=
名词性物主代词



2.
学生阅读并完成下列句子。
（可借助课件来完成此任务）

①

这是你的铅笔吗？
_____ _____ your pencil?
②

是的。它是我的。
Yes, ___ _____. It’s ______.

③

那是你的书包吗？
___ _____ your schoolbag?


④

不是。它是他
/
她的。
No, ___ ___. It’s ___/____.

⑤

这是他的绿色钢笔吗？

___ this ___ ____ pen?
⑥

不是。那只蓝色钢笔是他的。




No, ___ ___. The ______ _____ is ______.

⑦

这些是你的书吗？
_____ ______ your books?
⑧

是的。
/
不是。
Yes, ____ ____. /No, ____ _____.
⑨

那些是她的钥匙吗？
_____ _____ her ____?
⑩

不是。它们是她的。
No. _______ hers.

3.
掌握下列缩写形式



①

it is = ______






②

they are = _______

③

is not = _______




④

are not = _______

⑤

that is = _______



⑥

name is = ______

Ⅲ
.

Practice


1. T: Let
’
s work on 3a. Look at the pictures in 3a. We can see the first picture 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:




①

this/these

“这，这个
/
这些”
，用于指代 在时间或空间上说话人较近的人或物。



②

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。

Ⅳ
. Practice

1. Let
’
s 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 the
blanks.

3. Check the answers with the class.

Ⅴ
. 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 I
’
m sorry I don
’
t know whose these are. Could you help me find the
owners? Le
t’
s 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. It
’
s mine.
T: Is that your ruler?
S2: No, it isn
’
t. It
’
s hers. My ruler is blue.

T: Kim, is this your dictionary?
S3: No, it isn
’
t. It
’
s his.

T: Jim, are these your erasers?

S4: Yes, they are. They are mine.

T: Here you are.
S4: Thank you.

Ⅵ
. Exercises
Do 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
)
Homework

1. Review the Grammar Focus again.
2. Play the game with your friends after class. Then write down the conversation on your workbook.

板书设计








Section A

Grammar Focus-3c
1.
—

Is this/that
…
?





—

Yes, it is. No, it isn
’
t.



—

Are these/those
…
?

—

Yes, they are. No, they aren
’
t.

2. it
’
s = it is, isn
’
t = is not, aren
’
t = are not
3. 3a: this; isn
’
t; these; they; that; is; those; aren
’
t
4. 3b: 1. it is; hers








2. it isn
’
t; It
’
s

Section B

1a-2c

3. they are; his





4. they aren
’
t; They
’
re
一、
教学目标：