Unit 3 Section B 人教.docx

人民教育出版社 七年级（上册） 畅言教育Unit 3 Is this your pencil?Section B叶集实验学校 武海燕Period 1 Section B (1a-2c) 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 isnt.; Are these/those your/her/his pens? Yes, they are. No, they arent.”，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。 教学目标【知识与能力目标】1) 掌握下列词汇：baseball, watch, computer game, ID card, notebook, ring, bag, library, lost, at, call 理解下列词汇：ask, some, found, classroom, e-mail2) 掌握下列句型： Whats this? Its a watch. How do you spell it? W-A-T-C-H.3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。4) 能够读懂一些简单的招领和寻物启示。 【过程与方法目标】采用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。【情感态度价值观目标】 教学重难点通过学习“询问物品所属”及阅读“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。【教学重点】1）学习新词汇及询问如何拼写词汇的句型。2）通过听、说的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）阅读一些简单的招领和寻物启示，并能获得相关信息。【教学难点】阅读一些简单的招领和寻物启示，并能获得相关信息。 课前准备 1. 准备录音机和磁带；2. 设计课后巩固练习；3. ppt； 教学过程3.Step 1. Warm-up and revision 1. Greeting the students and 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) Let other students answer the questions. T: Is this Yu Kes ruler? Ss: Yes, it is. Its hers. T: Is that Yu Kes pencil? Ss: No, it isnt. Its Wan Yangs. T: Are these Yu Kes pens? Ss: Yes, they are. Theyre hers. T: Are those Xu Mengyuans books? Ss: No, they arent. Theyre Li Yuanyuans. Step 2. Presentation1. T: Look at the picture.(Show students a picture of a watch.)T: Whats this in English? Its a watch.(Ask a student) Whats this in English?S1: Its a watch.T: Good. (Ask another student.) Whats this in English?S2: Its a watch.T: How do we spell watch? (Show students the spelling.)W-A-T-C-H, watch. Read after me, please.S3: W-A-T-C-H, watch. 2. (Teach the other words “baseball, computer game, key, notebook, ring and ID card” in the same way.) T: Lets say the words again. Whats this in English?(Show the words random. Ask questions like this.)S4: Its a key.T: How do you spell it? S4: K-E-Y.Step 3. Practice 1. T: Now look at the 1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture. Ss: OK. (Ss work with their partners try to match the words with the things in the picture.) 2. Check the answers. 3. T: Now please work with your partner, practice the conversation in 1b. Use the pictures in 1a.(Students practice the conversation. As students work, the teacher moves around and help them.) 4. Ask some pairs to act out the conversation. Step 4. Listening 1. Work on 1c. T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names, not all of them. Circle on the picture each item whose name is mentioned in the conversations.(Play the recording twice. Students listen and circle the items.)T: Lets check the answers, OK?S1: T: Who would like to say the circled words again?S2: (Check the answers with the class)2. Work on 1d.T: Please look at the two pictures in 2b. One is Linda, and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each persons picture.(Play the recording for the students to write down the words.) T: Well, what is Linda looking for?S3: T: What about Mike? What is he looking for?S4: (Check the answers with the class) Step 5. Pair work (1d)1. Now lets make conversations about the things in 1d. Suppose you are Linda and your partner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it. 2. Ss make conversations as the teacher asks. 3. Let some pairs act out their conversations. Step 6. Writing (2a) 1. We all have many school things. We always lose some school things easily. Now discuss the school things you lose easily with your partner. Write them down on your workbook. Then report them to the class.2. Ss work with their partners. 3. Let some Ss report their things to the class. Step 7. Reading (2b, 2c)1. T: Have you ever picked up others things or lost anything? What are they?S1: I lost a backpack.S2: I picked up a pen.T: Good. What will you do with these things? How did you return or find them? Have a discussion with your partner.T: If you lost something, what should you do? You can answer it in English or Chinese.S1: Call “110”.S2: Tell the teacher about it.S3: Ask my classmate to help me look for it.S4: Tell my parents.S5: 寻物启事。T: You are great! Here are four notices on the board. Read the notices and circle the lost things. 2. Let some Ss say the answers.3. Read the notices again and write down the items. Then check () Lost or Found. 4. 阅读指导 在第一条信息中，开头是Lin Hai，结尾是Mike，由常识可知是Mike给Lin Hai的留言条，关键句“Is it yours?它是你的吗？”，可知是Mike拾到的该物。故此条是Found条。 由第二条信息中的第一句话“Is this your watch?”，可知是John捡到的手表。故此条也是Found条。 第三条和第四信息中明确有Found和Lost的说明，故较容易确定。5. Check the answers with the class. 6. Explain some language points. watch clock How do you spell it? ask . for . incall sb. at . e-mail sb. at .7. Do more exercises to consolidate what they have learned.Step 8. Homework 1. Remember the new words we learned today. 2. 认真阅读下面 “失物启事”与“招领启事”并完成后面的句子。Lost My school ID card. My name is Mike. Please call 263-1412. Found New watch. Is this your watch? Please call Ann. Phone 553-7618. _ lost the school ID card? You can call _ to get the new watch back? Mikes telephone number is _? _ found the new watch?Blackboard Design:Unit 3 Is this your pencil?Section B (1a-2c) Whats this? Its a watch. How do you spell it? W-A-T-C-H. 教学反思 call me at e-mail me at 略Period 2 Section B 3a-Self Check 教学目标【知识与能力目标】1）总结复习所学过的有关学习用品的英语词汇。2）总结复习形容词性物主代词与名词性物主代词，并了解它们的用法。3) 能够使用目标语言询问东西的所属，或者寻找物品的主人。4) 在老师的指点帮助下能够写一些简单的招领和寻物启示。【过程与方法目标】采用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。【情感态度价值观目标】通过学习“询问物品所属”及写作“寻物启事和失物招领”。既可以提高学生遇到类似挫折时的解决问题的能力，激发学生的主动性和学习兴趣。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德。 教学重难点【教学重点】1）总结复习有关学习用品的词汇。2）通过读、写的训练来让学生熟练掌握询问物品的所属或寻找物品的主人。3）写作一些简单的招领和寻物启示。【教学难点】指导学生写作一些简单的招领和寻物启示。 课前准备1. 准备录音机和磁带；2. 设计课后巩固练习；3. ppt； 教学过程Step 1. Warm-up and revision1. Greeting the Ss. Check the homework.2. Show some pictures and review the school things they learned in Section B. T: Whats this? Ss: Its . .T: How do you spell it?Ss: . .T: Is this your .?Ss: . .T: What are those?Ss: They are . .T: Are these your .?Ss: . .Step 2. Presentation (Show a set of keys to the Ss.) T: These are some keys. This is a set of keys. (Write on the blackboard.) a set of 一套；一幅；一组 a set of stamps 一套邮票 a bag of 一袋子 a bag of rice 一袋大米 a bag of apples 一袋苹果 Step 3. Writing 1. Lets work on 3a. Here are two notices but some words in the notes are missing. Read the notices and complete the notices with the words or phone number in the box.2. Ask some Ss read the words in the box. One read them in English. The other read them in Chinese. 3. Ss read and complete the notices. Then check the answers. 4. Work on 3b.写作指导：T: Have you ever picked up others things or lost anything? What are they?S1: I lost a dictionary.S2: I picked up a watch.T: Good. What will you do with these things?Ss: Write a notice and put up in the lost and found. T: All of you are right. Today we are going to learn how to write “Lost” and “Found” notices. Look at the “Lost” and “Found” notices in 3a and find out the important information about it.S1: The lost thing and found thing.S2: The name of the owner.S3: Color.S4: Telephone number.S5: Picture. T: Yes. You have done very well. If we write “Lost” or “Found”, we must write the lost thing, the found thing, the persons name, telephone number and color, we can also put a picture of the thing on it.2. T: OK. Now lets try to write it. You may use the one in 2b or the one in 3a as a model.(Students write their bulletin board notices and the teacher moves around the room offering language support as needed.)T: Lets read some of your notices.(Ask some students read their message aloud. And others to help correct their work.)Step 4. Self Check 1 1. T: Weve learned many school things. Now first review all the school things in three minutes. Then lets have a competition. Well write the school things you can remember in a piece of paper. Lets see who can remember the most. 2. Ss review the words of the school things quickly. Then have a competition.3. Check the numbers of the words on their paper to see who does the best. Step 5. Self Check 2 1. 物主代词即代指事物的主人（我的，你的，他的），分为形容词性物主代词（名词前）和名词性物主代词（后无名词）。 形容词性物主代词形容词性物主代词：形容词性物主代词相当于形容词，其后必须跟名词。形容词性物主代词不能单独使用,后面必接名词,表示所有。my pen 我的钢笔 your school bag 你的书包 his bike 他的自行车 Is that your bike? 那是你的自行车吗? Those are our books. 那些是我们的书。名词性物主代词名词性物主代词相当于一个名词，不能用于名词前，能单独使用。形容词性物主代词与名词性物主代词之间的关系为： 名词性物主代词 = 相应的形容词性物主代词 名词 Your bedroom (= yours) is big. Mine (= My bedroom) is big, too. 你的卧室大。我的卧室也大。The car is hers. 这辆汽车是她的。Their kites are green and mine is red.他们的风筝是绿色的，我的是红色的。2. 人称代词的主格作主语,宾格