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lucifer新目标七年级英语上册Unit3 Is this your pencil 教案

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2021-01-24 07:18
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2021年1月24日发(作者:蚂蚁布)
Unit 3 Is this your pencil?

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 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,< br>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,


this

that
的学习过渡到
these, tho se
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 playi ng
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。< br>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

Role playing
的学习策略,利用实物演示、教学图< br>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 A1 (1a-2d)

1
课时

Section A2 (Grammar focus-3c)

1
课时

Section B1 (1a-2c)

1
课时

Section B2 (3a-Self check)

1
课时




Section A1 (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:





Excuse me. Is this/that
…?






Yes, it is.
/ No, it isn’t.





Excuse me. Are these/those
…?


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
…?







Yes, it is.
/ No, it isn’t.





Excuse me. Are these/those
…?



Yes, they are. / No, they aren

t.


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

1. Show some pictures of items (pen, ruler, cup, book, pencil

) and ask:



What

s this in English?



What

s that in English?






How do you spell it?



Have them work in pairs to practice the questions.

2. Work on 1a.


T: What can you see in the picture? Collect their answers.

Ask them to finish 1a by themselves. Check their answers.

3. Let Ss read the new words aloud after the teacher. Then try to remember the new words.


. Presentation
1. Pretend that you don

t know whose these things are and ask A:


Is 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


. 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.



. Pair work

1. Get the students to work in pairs to practice these conversations.

2. Ask them to practice in pairs. Walk around the classroom to check pronunciation and
intonation. Then call some pairs 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 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. 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.)


. 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.


. Role-play



1. T: Look at the picture and tell me the school things in the picture.




(Ss look and say 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 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。


. Language points
1. Is that/this …?

/
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 isn’t.



注意:答语不用
this

that




e.g. 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 aren’t.
不是。




注意:



不能用
these

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?


excuse me
是英语口语中打扰他人或咨询信息时的礼貌套话
,
相当于汉语中的

劳驾
;
打扰了


,
主要用于与陌生人搭话、打断别人说话等场合。如:



Excuse me. Are you Mr. Smith?


Excuse me, Mike. Can I use your pen?
此外
, excuse me
还可以表示歉意
,
意为

对不起
”,
相当于语气较弱的
I’m sorry

如:

Oh, excuse me. I stepped (

) on your foot.
写出下列句子中划线部分的含义。

1) Excuse me
. What’s this in English?


2) Excuse me
. I didn’t see you here.

4. Teacher: What about this dictionary?


Anna: It’s Helen’s.



本句中的
What about …?(How about …?)
用于询问消息
,
意为
“……
怎么样?


此外
它还可用 于提出建议,意为
“……
怎么样?
……
好吗?


如:



This pencil is Paul’s. What / How about the ruler? (
询问
)


It is hot. What / How about a drink of water?
(
提出建议
)


根据汉语意思完成英语对话
,
每空一词。

——
这个铅笔盒不是她的。

——
那个书包呢?

—This pencil box isn’t hers.


__________ ______ that schoolbag?
Hel en’s
表示

海伦的


’s

名词所有格
”,
用于名词的后边
,
表示
“……





e.g. my _________ name






我兄弟的名字







Jack’s father and _______ uncle







杰克的爸爸和约翰的叔叔


5. Thank you for your help, Anna.


Thank you for …

Thanks for…,
都是表达感谢的方式
,

for
后面加上感谢的原
因。如:



Thanks for your books.


多谢你的
(
那几本
)
书。



= Thank you for your books.
IX. Exercises
I.
根据句意及所给图片提示
,
写出句中所缺单词。



1. These are my ________.
2. Here are Mr. Green’s _______.

3. It is a purple ______.
4. What color are the ________?
5. It is Lingling’s __________.

II.
根据句意及括号内所给单词的提示填空。

1. Those ______(be) red cups.
2. That isn’t your ruler. It’s ____(he).

3. These are my pens. ______(they) are blue.
4. This black jacket is _____(she).
III.
根据句意及所给汉语提示
,
写出句中所缺单词。

1. Lucy’s parents are English ________(
老师
) in a middle school.
2. The lecture (
讲座
) is ________(
关于
) colors.
3. Are these dogs _______(
你的
)?
4. Can you ______(
帮助
) Lucy?
IV
.
根据汉语意思完成英语句子或对话
,
每空一词
(
含缩略形式
)


1.
劳驾,这是你的钥匙吗?



_______ _____. Is this your key?
2.
这张照片是林丹的。那张照片呢?



This photo is Lin Dan’s. ___________ _______ that photo?

3.


感谢你
(
送给我
)
的精美图画。





别客气。




_______ ______ _____ your nice pictures.



________ ________.
X. Homework
Make your own conversations using the things in your classroom.

Section A2 (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。





Excuse me. Is this/that
…?









Yes, it is.
/ No, it isn’t.





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


. Revision
I.
根据图片写出正确的单词。









II.
按要求写出正确的单词或句子。

1. it (
复数
)
















_________
2. my (
名词性物主代词
)




_________
3. her (
名词性物主代词
)




_________
4. his (
名词性物主代词
)





_________
5. your (
名词性物主代词
)



_________
6. Bob (
名词所有格
)







__________
7.
谢谢你

















____________


8.
……怎么样













____________
9.
不客气

















________________
10.
为……而感谢










_________________
III. Complete the conversation.

Teacher: Hi, Anna. ___________________?
Anna: No, they’re Bob’s.

Teacher: And is this his green pen?



Anna: __________. The blue pen is his.
Teacher: _________________________?
Anna: It’s Helen’s. And the green pen is

hers, too.
Teacher: And the eraser? ___________?
Anna: Yes, it is.
Teacher: _____________________, Anna.
Anna: You’re welcome.


. 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

Yes, they are. / No, they aren

t.
2.
学生阅读并完成下列句子。




这是你的铅笔吗?
_____ _____ your pencil?
是的。它是我的。
Yes, ___ _____. It’s ______.

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



这是他的绿色钢笔吗?






___ this ___ green pen?




是的。
/
不是。





Yes, ___ ___. / No, ___ _____.





蓝色的钢笔是他的。





The ____ ____ is _____.



那是你的书包吗?





__ ____ your schoolbag?




是的。





Yes, ___ ___.





不是。是他的。





No, __ ____.

_____ his.


这些是你的书吗?





____ ______ your books?




是的。





Yes, ____ ____.





不是。它们是她的。





No, _____ ______. _______ hers.


那些是她的钥匙吗?





____ _____ her _____?



是的。





Yes, ____ ____.





不是。它们是我的。





No, _____ ______. _______ mine.
3.
掌握下列缩写形式





it is = ______








they are = _______



is not = _______






are not = _______



that is = _______





name is = ______

III. Grammar
1.
名词所有格



名词所有格表示有生命事物的所有关系,在名词其后加
’s
来表 示所属关系,意为
“…...




e.g.
安娜的

Anna’s






鲍勃的

Bob’s




名词所有格的构成方法:

一般的单数名词在词尾直接加
“’s”

Tom’s book
汤姆的书

my uncle’s car

我叔叔的小汽车


-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”

Women’s Day

妇女节

Children’s Day
儿童节

2.
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.g. This is your ruler. It’s not my ruler.








(= This ruler is _____. It’s not _____.)








这是你的尺子,它不是我的。








Those aren’t his books. They’re her
books.








(= Those books aren’t ____. They’re _____. )








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

人称


形代

名代



my
mine




our
ours



/


your
yours


his
his


her
hers




its
its


their
theirs
3.
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提供一些信息,要求对方用

Yes


No

答的疑问句。朗读一般疑问句用升调,其简略答语用降调。




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。

IV
. 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:






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。





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。

V.
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.

VI
. 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: 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.

-


-


-


-


-


-


-


-



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