人教版英語七年級上冊 Unit 3 Section A 教案

Unit3Isthisyourpencil?SectionA(1a-2d)TeachingAims1.語言能力：學會并使用有關(guān)教室物品的基本詞匯。2.文化意識：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(yīng)及時歸還物品的主人。3.思維品質(zhì)：通過抓關(guān)鍵詞完成聽力和閱讀任務(wù)。4.學習能力：有意識地運用知識遷移策略詢問以及辨認物品所有者。TeachingDifficulties詢問以及辨認物品所有者。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Leadin通過Q&A的形式引入主題，進入單詞學習，教師課上對重點或易錯單詞用拼讀或音標的形式進行糾音或拼寫幫助學生更快速的掌握。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousethepossessivepronounstoidentifyownership.ShowSspicturesandaskthemtoanswerthequestionsonPPTP5-P6.Q1:Whatthingsarethereinyourschoolbag?Q2:Whatthingsarethereinyourpencilbox?(TshowSsapictureofaschoolbag,andusesomeinstructivelanguageslike:Openyourschoolbag,andseewhatisinyourschoolbag.orlet’sopenyourpencilboxandseewhatisinyourpencilbox.Wow,books,apencil-box,adictionary.AndaskthemtoreadthesewordsafterT.Ifnecessary,TcanshowSsthesyllablestohelpSstopronouncethedifficultwordslikeeraseranddictionary.)TShowSsadeskandaskthemtotelltheschoolthingsonthedesk.(Tsetasituation:ThisisTom’sdesk.Therearemanyschoolthingsonit.Whatarethey?AfterSssaythenamesoftheschoolthings,TleadSstoreadthewordsandaskthemtoreadtogetherorindividuallytocheckiftheycanreadcorrectly.WhileSsarereading,Tmustcorrecttheirpronunciationtomakesuretheycanreadcorrectly.)AskSstoseeandsayquickly.(TcanchoosefourorfiveSstohaveaPK.Thequickestonecangetastar.TshowpicturesonebyoneandaskSstosaythewordquickly.TellSstosayitasquicklyaspossible.)Step2Presentation&Practice在聽力環(huán)節(jié)開始之前，將單詞融入情景進行對話練習，幫助學生復習單詞，降低了聽力部分的難度。聽力環(huán)節(jié)過后進行本單元重點知識點講解幫助學生提前了解重難點，降低后期學習難度。再通過跟讀聽力材料，在材料中理解名詞性物主代詞的意思，加深學生對語法的理解。同時讓學生兩兩對話更加充分的練習了聽力能力。AskSstoobservethepicturein1aandsaytheschoolthingsinthepicture.T:Look!Therearemanyschoolthingsinthispicture.Whatcanyousee?(EncourageBlevelSstoanswereasyquestionstobuildtheirconfidence.TheycanshareonebyoneingroupsortheycanaskoneSmembertoshare.Tmustencouragethemtoshare,becausetheyjustentermiddleschoolandtheyneedmoreoralpracticetogivethemselvesencouragementandconfidence.)1aAskSstomatchthewordswiththethingsinthepicturein1a.(AskSstosharethewordsonebyonetomakesuretheycansaytheschoolthingscorrectlyandcanspellthewordscorrectly.)Answers:egbhcfadAskSstoaskandanswerquestionsinpairs.(RemindSstousethesentencepatterns:—What’sthis/that?—It’s…—Isityours?—Yes,itismine./No,it'shis/hers.—What’sthese/those?—They're…4.—Aretheyyours?—Yes,theyaremine./No,theyarehis/hers.TmustcorrecttheirgrammarmistakeswhenSssharetheirconversationinclass.)1b&1cAskSstolistenandnumbertheconversations[1-3]in1b.T:Wehavetalkaboutsomanyschoolthingsyouuseatschool.Nowlet’slistenandnumbertheconversations[1-3]in1b.(Aftercheckingtheanswersasaclass,TcaninvitesomeSstorole-playtheseconversationsinclass.)Answers:321AskSstomaketheirownconversationswiththeirpartnersusingtheschoolthingsandthenshowinclass.(Thesentencepatternsin1baretooshortandeasy.Tomakeitmorerealandvivid,TcanaddmoresentencestosetarealsituationandaskSstomaketheconversationinpairs.OraskSstomakeasimilarconversationwiththeirpartner.Iftheclassisstrong,TcanaskSstostarttheconversationdirectly.)2aAskSstoseethepicturesofschoolthingsandwritetheirEnglishnamesontheblackboard.TcancheckifSshaverememberedthesetargetwords.ThenplaytherecordingandaskSstocheck(√)thethingstheyhear.Answers:pencil,eraser,ruler,books,pencilbox2b&2cAskSstolistenagainandcompletetheconversationwiththewordsintheboxin2b.(TcancheckanswersbyhavingSstorole-playtheconversation.)AskSstoreadthelisteningscriptssothattheycanhaveabetterunderstandingoftheconversation.TheTshouldexplainsomedifficultsentencesorphrasesthatSscan’tunderstandclearly.Answers:pencil,eraser,ruler,books,pencilboxAtlast,Sscanbeencouragedtomaketheirownconversationsusingtheschoolthingsaroundthem.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.2d的對話部分對知識點進行了再一次總結(jié)和練習，讓學生在真實情境中感知語言的運用。Step4Languagepoints1.含be動詞的一般疑問句（1）結(jié)構(gòu)：Be動詞(am/is/are)+主語+其他?（2）肯否回答：Yes,主語+be動詞(am/is/are).No,主語+be動詞(am/is/are)+not.（3）一般疑問句主語是this,that,these,those，回答時用it指代this/that；用they指代these/those。名詞性物主代詞3.Excuseme,Grace.(1)excuseme用于禮貌地引起他人注意，尤其是問路、問姓名等。(2)對打斷別人等失禮行為表示歉意。(3)用于婉轉(zhuǎn)地表示不贊成對方的觀點。4.mepron.（I的賓格）我me是I的賓格形式，用在動詞或介詞后面作賓語。5.Whataboutthisdictionary?.“Whatabout...?”等同于“Howabout...?”，是口語中常用的句型，常用于以下情景：1)向?qū)Ψ教岢鼋ㄗh或請求；2)征求對方的看法或意見；3)用以將注意力轉(zhuǎn)向另一人或物。6.aboutprep.關(guān)于adv.大約（1）about在此處作介詞，意為“關(guān)于”，后常接名詞、代詞或動詞-ing形式作賓語。（2）about還可作副詞，意為“大約”。7.Thankyouforyourhelp,Anna.thankyoufor…意為“為······感謝你”,等于Thanksfor…,都是表達感謝的方式。for是介詞，后加名詞、代詞或動詞-ing形式，表示感謝的內(nèi)容或原因，即thankyouforsth.或thankyoufordoingsth.Step5Exercises&HomeworkExercises的任務(wù)是對本節(jié)課重點知識點的總結(jié)與回顧，如果學生水平較高，老師也可以根據(jù)學生情況適當增加練習量。ExercisesAskSstodotheexercisesonPPTP33-P35.TaskSstomakeasummaryaboutwhatwehavelearnedtoday.Homework1.Recitetheconversationin2d.2.Dotheexercisesinstudents’book.TeachingReflectionInthisperiod,thekeyanddifficultpartistohelpSstousethepossessivepronounswellandcantellwhatthesepronounsrefertoinapassage.Themostdifficultthingistohelpthemtransformadjectivepronouns(my,your,his,her,their…)+n.intothepossessivepronouns(mine,yours,hers,theirs…).ActuallysomeweakSsstillcan’tmastertheirmeaningsowell.Somorepracticeandexercisemustbedonetohelpthemunderstandpossessivepronouns.Unit3Isthisyourpencil?SectionA(GrammarFocus-3c)TeachingAims1.語言能力：正確使用mine,yours,his,hers等名詞性物主代詞；正確使用一般疑問句確認物主關(guān)系并作簡略回答。2.文化意識：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(yīng)及時歸還物品的主人。3.思維品質(zhì)：能根據(jù)語篇內(nèi)容或所給條件進行改編或創(chuàng)編。4.學習能力：能在學習過程中積極思考，主動探究，發(fā)現(xiàn)并嘗試使用多種策略解決語言學習中的問題，積極進行拓展性運用。TeachingDifficulties正確使用mine,yours,his,hers等名詞性物主代詞；正確使用一般疑問句確認物主關(guān)系并作簡略回答。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warm-up開頭的chant不僅復習了所學知識，而且極大吸引了學生對課堂的興趣。通過選數(shù)字看圖說詞，復習上節(jié)課所學單詞或短語。游戲環(huán)節(jié)大大提高了課堂趣味性。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousethepossessivepronounstoidentifyownership.TaskSstochanttogether.(TshouldchantforSsasasample.WecanaskSstoclapthehandsorpatthedesktomakearhythm.)ShowSspicturesonP6-P9andaskthemtoanswerquestionsonPPT.(IfSscan’tanswerthequestionscorrectly,Tmustgivethemguidanceandaskthemtosaythesentenceagain.Tcanalsomakeasummaryaboutthesentencepatterns.AtthesametimeTmustgivestudentspositivecommentstoencouragethem.)TaskSstoplayanumbergameaboutwordsandphrases.T:Let’splayagametogether.Youcanchooseonenumberyoulike,andtranslate.Nowlet’sseewhoisthefastest.(TaskSstouseacompletesentencetoanswerthequestion:What’sthis?It’sa…)TaskSstoplayanumbergameaboutsentences.T:Thereisanothergameforyou.Youcanchooseonenumberyoulike,andtranslatethesentence.Nowlet’sseewhocansayitwell.(TshouldcorrectSsiftheyhavewronganswers,andaskthestudenttosaythecorrectsentenceagain.)Step2Grammarlearning本部分的語法是重難點，老師應(yīng)該多引導學生自主探索或小組合作探索這些語法，從而記得更牢固。通過表格讓學生更好的體察形物代和名物代的區(qū)別。AskSstoreadthecontentsongrammarfocuspartandmakeasummaryabouthowtousethetargetlanguage.(Tcanshowthequestionsontheblackboardlike:Whatistheformofaquestionsentence?Whatbeverbcanweuseinaquestionsentence?Whatdothesethepossessivepronounsreferto?Askthemtotalkaboutthequestionsingroupsandhaveatrytomakesomeconclusion.)含be的一般疑問句物主代詞的比較和分類Step3Presentation&Practice3aAskSstoobservethetwopicturesin3aandtellthedifferencesbetweenthem.ThenhaveSsfillintheblanksandTcaninvitesomeSstosharetheiranswers.Ifpossible,theTcanaskwhytheychoosetheanswer.IfSshaveproblems,theTshouldexplaintherelatedknowledgeclearly.Answers:Questions:this,these,that,thoseAnswers:isn’t,they,is,aren’t3bAskSstofillintheblanksin3b.ThenSscancheckanswerswithpartners.AtlasttheTcanchoosesomeSstorole-playthedialoguetomakesuretheygetthecorrectanswers.Answers:itishersitisn’therstheyarehistheyaren’ttheyare3cMingleTcanc