人教新目標英語七年級上冊Unit3全單元教案

1、Unit 3 Is this your pencil ? 一、教學設計序號：26-30二、備課組成員：主備人： 從備人： 三、課題：Is this your pencil? 四、教材來源：義務教育教科書人教版七年級上冊五、教學對象：七年級學生六、教學目標及制定依據(jù) 1、課題依據(jù)：本單元主要通過確認學生用品的物主引導出名詞性的的物主代詞的用法。本單元的內容非常簡單，但考點很重要，其重要的語法知識和前幾單元的知識點結合在一起，在考試中常常以選擇題的形式出現(xiàn)。2、教材分析：本單元圍繞“識別物品的所屬”，使學生學會詢問物品的主人的基本句型“Is this/that your/her/his penci

2、l? Yes, it is. No, it isnt.； Are these/those your/her/his pens? Yes, they are. No, they aren't.”體會一般疑問句的用法；由形容詞性物主代詞的用法，到初步學習名詞性物主代詞的用法；學習如何寫“失物招領、尋物啟事”，鞏固所學單詞的拼寫“How do you spell pen? P-E-N.” 通過本單元的教學，使學生學會辨認物品的所有者，學會根據(jù)場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。教師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進行表達，與他人溝通信息，為今后

3、學習打下堅實的語言基礎。本單元與第二單元銜接緊密， 由this，that的學習過渡到these, those的學習，由指示一個人、物過渡到指示多個人、物，使學生學會區(qū)分遠近單復數(shù)。 3、教學重點：（1）名詞性的物主代詞的用法（2）學習識別物主的句型（3）學習寫招領啟事和尋物啟事。 教學難點：（1）名詞性的物主代詞的用法（2）熟練運用識別物主的句型（3）學習寫招領啟事和尋物啟事。4、學情分析本單元的主題是識別物品的所屬，同時引導學生采用實物演示、課件模擬、小組合作學習和Role playing的學習策略，學習新詞匯，掌握重點句型，使學生能比較好地解決類似問題（失物招領、尋物啟事），既能提高學生解

4、決問題的能力，又能鞏固所學知識。該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。培養(yǎng)學生拾金不昧的精神和助人為樂、團結友愛的品德。5、教學目標： A、知識目標詞 匯：ring, bag, in, library, ask, some, find, lost, at, call, must，mine, me, teacher, about, yours, help, watch，book,eraser,box,his,hers短 語：excuse me, thank you for. computer games, ID card, a set of

5、句 型：Is this your.? Yes, it is. Its.Are these your books? No, they arent. Theyre hers.語 法：（1）名詞性的物主代詞的用法（2）一般疑問句及其回答B(yǎng)、能力目標（1）運用所學的句型確認物主關系（2）會寫應用文：尋物啟事和失物招領 C、情感目標：告訴學生要好好保管好自己的物品。七、評價任務采用Using contest guessing和Role playing的學習策略，利用實物演示、教學圖片或制作多媒體課件來展開課堂Pair work, Group work的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問

6、句的用法。八、教學過程 Unit3 Period 1 (26) Section A1 (1a-2d) 參考教案一、教學目標： 1. 語言知識目標：（1) 能掌握下列詞匯: 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 isnt. Excuse me. Are these/th

7、ose? Yes, they are. / No, they aren't. What about ?（3) 能初運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2. 情感態(tài)度價值觀目標：通過“識別物品的所屬”的學習，讓學生們學會愛惜自己的學習物品，養(yǎng)成照看好自己的物品的好習慣，發(fā)現(xiàn)不屬于自己的物品，應及時歸還物品的主人。該部分學習內容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。二、教學重難點1、 教學重點：（1）能口頭應用以下句型： Excuse me. Is this/that

8、? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent. What about ?（2）能初步運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。2、教學難點：能初步運用名詞性物主代詞mine, yours, his, hers；理解名詞性物主代詞和形容詞性物主代詞在用法上的區(qū)別。三、教學過程. Warming-up and revision 1. Greeting the Ss. Good morning!

9、 /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this your? Yes, she/he is. /No, she/he isnt. Are these/those your? Yes, they are./ No, they arent. 3. Collect some items (pen, ruler, cup, book, pencil) from the students and ask: Whats this in English? Whats that in English? (Help them

10、answer like this: Its 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. 5. Let Ss read the new words alou

11、d after the teacher. Then try to remember the new words. . Presentation1. Pretend that you dont know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Then take another one and ask its owner: “Is this your schoolbag?” Help him/her to answer: “N

12、o, it isnt. Its his.” Have the students ask and answer in pairs. (Maybe when they do this, theyll 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. Its mine. Is this your schoolbag? No, it isnt. Its h

13、is/hers.2. Tell Ss: my book = mine; his book = his; her book = hers . ListeningT: 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 th

14、e conversations. Teacher plays the tape and students listen to it and finish 1b.)T: Lets 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 groups. Walk around the classroom to che

15、ck pronunciation and intonation. Then call some groups 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 pl

16、ease 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. Lets see who will do fastest and best.(Play the recording for the students to listen.) （讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。）T: Now lets check the answers. Pl

17、ease 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 t

18、he 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: Lets check the answers. Id like to ask three students to read the conversation in role.(Thr

19、ee students read the conversation, filling the missing words. The rest of the students check their answers.) . Pair work1. 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 c

20、lassmates. 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 thin

21、gs. 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 p

22、ractice the conversation. 4. Ask some pairs to act out the conversation in front of the class. 5. 評價：（讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人。）. Language points1. Is that/this ? 那/這是？這是個一般疑問句句型，是用來確認物主關系的?？隙ɑ卮穑篩es, it is. 否定回答：No, it isnt. 注意：答語不用this或that。 e.g. _ an orange

23、? 這是個桔子嗎？ Yes, it is. 是的，它是。 Is that your jacket? 那是你的夾克嗎？ _. 不，不是。2. Are these/those ? 這些/那些是嗎？ 在這種句型中名詞要用復數(shù)形式。不用 不可數(shù)名詞。 肯定回答：Yes, they are. 是的。 否定回答：No, they arent. 不是。 注意： 不能用these或those來做簡略回答。e.g. _ your rulers? 這些是你的尺子嗎？ _ 不是。 _ his erasers? 那些是他的橡皮嗎？ _ 是。3. Excuse me，Grace. Is this your pencil

24、? Excuse me意為“對不起”“勞駕”或“請原諒”，是英語國家的人們常掛在嘴邊的話語，主要用于以下情況： 1) 引起別人的注意，如問路、問姓名等。 e.g. _, are you Ms Miller? 請問，你是米勒女士嗎？2) 征求別人的許可。 e.g. _, could I ask you some questions? 打擾了，我可以問你幾個問題嗎？4. Teacher: What about this dictionary? Anna: Its Helens. What about ? 意為“怎么樣？”, 相當于 How about ?后面可接名詞、代詞或動詞-ing形式。用于非

25、正式場合中對所談話題進行反問，或向對方征求意見。e.g. Im busy this afternoon. _ this evening? 今天下午我比較忙。今晚怎么樣？ I like English. _ you? 我喜歡英語。你呢？Helens表示“海倫的”。s是“名詞所有格”，用于名詞的后邊，表示“的 ”。e.g. my _ name 我兄弟的名字 Jacks father and _ uncle 杰克的爸爸和約翰的舅舅 5. Thank you for your help, Anna. Thank you for 意為“為感謝你”,等于Thanks for,都是表達感謝的方式。 For是

26、介詞，后加名詞、代詞或動詞-ing 形式。表示感謝的內容或原因，即 thank you for sth. 或 thank you for doing sth. e.g. Thank you for your books. = _ your books.多謝你的書。 _ your photos. 謝謝你的照片。 Thank you for _ me. 謝謝你幫助我。6. Youre welcome. 別客氣。/不用謝。 當別人向你表示感謝說Thank you./ Thanks./ Thank you very much./ Thanks a lot.時，你可以用Youre welcome.來回答

27、，表示“不用謝”。 還可以用：Thats OK./ Thats all right./ Not at all.等。 e.g. Thank you very much! 非常感謝！ -_.不用謝（別客氣）。Welcome也可作動詞，表示“歡迎”。e.g. Welcome to our school. 歡迎到我們學校來。 IX. ExercisesFinish the exercises.四、 Homework: Make your own conversations using the things in your classroom.五、教學反思 Unit3 Period 2 (27) Sec

28、tion A(2d3c)參考教案一、教學目標1、語言目標（1) 能掌握下列詞匯和句型: his； about； thank； for； help； welcome； teacher；What about?; Youre welcome. thank you for=thanks for二、教學重難點掌握重點句型：1.No, theyre Bobs. 2. What about this dictionary? 3. Thank you for your help. 4. Youre welcome.三、教學過程一、【自主探究】1、 預習2d的對話，填空，每空一詞。Teacher: Hi, An

29、na. these your pencils?Anna: No, theyre .Teacher: And is this green pen?Anna: No, . The blue pen is .Teacher: this dictionary?Anna: Its . And the green pen is , too.Teacher: And the eraser? Is that ? Anna: Yes, .Teacher: Thank you your , Anna.Anna: Youre .二、根據(jù)句意或漢語意思填空。1. Is this your pencil? Yes, .

30、 Its (我的).2. Are (這些) your books? , they arent. They are (他的).3.Are (那些) her keys? , they are. They are (她的).4. Is that your (書包)? No, .5. (打擾了), is this your pen?三、通過預習你的疑問是 【合作探究】一、 名詞所有格表示某人或某物的“所有者（即誰的）”。英語中名詞所有格常分為三類1.名詞+“ ”結構（常指有生命的事物）eg. 湯姆的書 ; 2. 當以“s”結尾的復數(shù)名詞構成所有格時，直接在名詞的右上方加“ ”。eg.我父母的女兒 教師

31、節(jié) 3. 當兩個或多個人共同擁有一個人或物時，在最后一個名詞后變所有格,即加“ ”。eg.露西和莉莉的媽媽 4.當兩個或多個人分別擁有各自的人或物時，分別在每個名詞后變所有格,即加“ s ”。 eg 湯姆的和杰克的房間 5.無生命名詞的所有格一般使用 ，意為“的”。桌腿 二、疑難解析：1. What about this dictionary? ，What about.?表示 ，可用 替換，其后可跟名詞、代詞或動名詞（v.-ing）如：玩電腦游戲怎么樣？ 2. -Thank you for your help. - Youre welcome.1）thank you for意為 ，相當于 。后

32、面如果是動詞，要用動詞的-ing形式，如：謝謝你幫助我學習英語。 2）help既可以名詞又可以作動詞，意為 ，如：She often helps me(to) learn English.總結詞組：幫助某人做某事 ，還可以用help sb. with sth.來替換。如：你能幫助我學習游泳嗎？ 3）與Youre welcome. 一樣用來回答對方感謝的句子有 【Homework: 】一、單選：( ) 1. Is that your ? A. a book B. book C. the book D. an English book( ) 2. Excuse , am Kate, Whats y

33、our name? name is Sam. A. me, I, My B. My, I, me C. I, me, My D. me, Me, My( ) 3. How do you spell it, please? .A. Yes, I am B. No, Im not C. Yes, it is. D. B-O-O-K( ) 4. Whats that, Tom? a pencil.A. Its B. Is C. I am D. Thats( ) 5.Is this pencil? No, it isnt. Its .A. your, her B. your, my C. your,

34、his D. her, her二、 用名詞所有格完成下列短語，并根據(jù)漢語意思完成第5-9題。1.劉麗的橡皮 2.Jane的鋼筆 3.女孩們的書包 4.一張中國地圖 5.給Jenny打電話怎么樣？ Jenny?6.謝謝你幫我找到我的狗。Thank you me my dog.7.謝謝你。 不客氣！-Youre . 8. This schoolbag is not nice. (怎么樣)that one?9. The blue hats arent (她的). They are （瑪麗的）四、教學反思 Unit3 Period 3 (28)Section A2 (Grammar focus-3c)

35、參考教案一、教學目標： 1. 語言知識目標：（1）總結歸納辨認物品的所有者所用的句型。 Excuse me. Is this/that ? Yes, it is. / No, it isnt. Excuse me. Are these/those ? Yes, they are. / No, they arent.（2） 根據(jù)不同場景,能用英語對物品的所屬進行提問和回答。（3）培養(yǎng)學生聽、說、讀、寫的能力及創(chuàng)新思維能力。2. 情感態(tài)度價值觀目標：通過開展小組活動,指導學生積極與他人合作,相互學習、相互幫助,共同完成學習任務。二、教學重難點1. 教學重點：1) 總結歸納辨認物品的所有者所用的句型

36、。2）通過進行不同形式的對話練習來熟練運用辨認物品所有者的句型，同時復習所學的學習用品的詞匯。2. 教學難點：總結歸納辨認物品的所有者所用的句型；熟練運用這些句型。三、教學過程. Warming-up and revision1. 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

37、, pick up the things and ask about them. T: Is this your pen? S1: Yes, it is. Its mine. T: Is this your eraser? S2: No, it isnt. Its hers. T: Are these your books? S3: Yes, they are. T: Are those your rulers? S4: No, they arent. They are his. . Grammar Focus. 1. 閱讀指導：老師總結已學過的辨認物品的所有者所用的句型。第一類為辨認單個物品

38、時，較近處的用Is this; 較遠處的用Is that；回答用Yes, it is. / No, it isnt. 第二類為介紹多個物品時，較近處的用Are these ; 較遠處的用Are those 回答用Yes, they are. / No, they arent.2. 學生閱讀并完成下列句子。（可借助課件來完成此任務） 這是你的鉛筆嗎？_ _ your pencil? 是的。它是我的。Yes, _ _. Its _. 那是你的書包嗎？_ _ your schoolbag? 不是。它是他/她的。No, _ _. Its _/_. 這是他的綠色鋼筆嗎？ _ this _ _ pen?

39、不是。那只藍色鋼筆是他的。 No, _ _. The _ _ is _. 這些是你的書嗎？_ _ your books? 是的。/ 不是。Yes, _ _. /No, _ _. 那些是她的鑰匙嗎？_ _ her _? 不是。它們是她的。No. _ hers. 3. 掌握下列縮寫形式 it is = _ they are = _ is not = _ are not = _ that is = _ name is = _ 4. 名詞所有格。 狗的名字 the name of the dog （1) 表示無生命事物的所有關系，用“名詞 + of + 名詞”結構，表示前者屬于后者。 （2) 表示有生

40、命事物的所有關系，在名詞其后加s來表示所屬關系，意為“. 的”。e.g. 安娜的 Annas 鮑勃的 Bobs 名詞所有格的構成方法：一般的單數(shù)名詞在詞尾直接加“s”Toms book 湯姆的書my uncles car我叔叔的小汽車以-s結尾的復數(shù)名詞在詞尾加“”the students basketball學生們的籃球不規(guī)則復數(shù)名詞在詞尾加“s”Womens Day 婦女節(jié)Childrens Day 兒童節(jié)名詞性物主代詞。mine，hers，yours 等是名詞性物主代詞，相當于一個名詞，可以在句子中單獨使用。它相當于“形容詞物主代詞 + 名詞”。而形容詞性物主代詞只能和名詞在一起使用。e

41、.g. This is your ruler. Its not my ruler. (= This ruler is _. Its not _.) 這是你的尺子，它不是我的。 Those arent his books. Theyre her books. (= Those books arent _. Theyre _. ) 那些書不是他的。它們是她的。形容詞性物主代詞和名詞性物主代詞表人稱一二三單復單/復單單單復形代myouryourhisheritstheir名代mineoursyourshishersitstheirs5. 含有 be 動詞的一般疑問句。一般疑問句是在句子中用提問的方式

42、提供一些信息，要求對方用 Yes 或 No 回答的疑問句。朗讀一般疑問句用升調，其簡略答語用降調。 由 be 動詞（am，is，are）引導的疑問句結構是：“be + 主語 + 其他部分？”_ 那是你的自行車嗎？_ 他們是你的朋友嗎？其答語：肯定回答：Yes, 主語 + be (am, is, are).否定回答：No, 主語 + be (am, is, are) not.- _ 這是你的鉛筆嗎？- _ 是的。/不是。. Practice 1. T: Lets work on 3a. Look at the pictures in 3a. We can see the first pictur

43、e 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 “這，這個/這些”，用于

44、指代在時間或空間上說話人較近的人或物。 that/those “那，那個/那些”，用于指代在時間或空間上說話人較遠的人或物。. Practice 1. Lets 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 t

45、he blanks. 3. Check the answers with the class. . 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 Im sorry I dont know whos

46、e these are. Could you help me find the owners? Lets 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. Its mine.T: Is that your ruler?S2: No, it isnt. Its hers. My ruler is bl

47、ue. T: Kim, is this your dictionary?S3: No, it isnt. Its his. T: Jim, are these your erasers? S4: Yes, they are. They are mine. T: Here you are.S4: Thank you. . ExercisesDo some more exercises. (使用多媒體課件來做更多的練習題來鞏固所學的知識)四、Homework 1. Remember the Grammar Focus.2. Preview the next lesson.五、教學反思 Unit3

48、Period 4 (29)Section B1 (1a-2c)參考教案一、教學目標： 1. 語言知識目標：(1) 掌握下列詞匯：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列詞匯：ask, some, found, classroom, e-mail(2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.(3) 能夠使用目標語言詢問東西的所屬，或者尋找物品的主人。(4) 能夠讀懂一些

49、簡單的招領和尋物啟示。 2. 情感態(tài)度價值觀目標：通過學習“詢問物品所屬”及閱讀“尋物啟事和失物招領”。既可以提高學生遇到類似挫折時的解決問題的能力，激發(fā)學生的主動性和學習興趣。又能培養(yǎng)學生拾金不昧的精神和助人為樂、團結友愛的品德。二、教學重難點1. 教學重點：（1）學習新詞匯及詢問如何拼寫詞匯的句型。（2）通過聽、說的訓練來讓學生熟練掌握詢問物品的所屬或尋找物品的主人。（3）閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。2. 教學難點：閱讀一些簡單的招領和尋物啟示，并能獲得相關信息。三、教學過程. Warming- up and revision1. Greeting the Ss. Check the homework.2. Review the school things we learned in Section A. Let Ss say the school things they have.3. Pick up some school things from the students desk and ask about them. (Using this, that, these, those