教版七年级英语上册Unit3SectionA.doc

教版七年级英语上册Unit3 Section A（2a-2d）教学设计大竹园初中 曾小丽一、教材分析本单元话题为Things in the classroom。本单元围绕“识别物品的所属”，让学生能够用英语询问物品的主人。本课时是该单元的第二课时，主要通过听力训练和模仿，强化学生用英语询问物主的能力。二、学情分析学生在学完本单元第一课时后已经掌握一定的文具用品词汇及询问物主的基本句型，再加上多媒体的辅助、小组活动的多样性，学生会积极参与课堂的学习活动。三、教学目标知识目标1、在询问某物的所有者对话中，学会使用be动词引导的一般疑问句。2、学会使用物主代词来表述物品的所有者。3、学会在对话中使用名词复数、指示代词this, that, these, those。4、掌握以下单词、短语和句型。单词和短语：excuse, me, excuse me, thank, teacher, about, yours, for, thank you for, help, welcome句型：Is this/that ? Yes, it is. /No, it isnt.Are these/those ? Yes, they are. /No, they arent.Excuse me.-Thank you for your help.-Youre welcome.能力目标能在听录音时识别陈述句和一般疑问句的语调。能听懂询问物主的语段，并能够完成简单的听力任务。能根据图片或物品进行物品所有者的交流。情感目标能积极参与小组活动，在英语交流中得到学英语、用英语的乐趣。四、教学重点和难点重点：1、本课新单词及短语。2、询问物品所有者的句型及礼貌用语。3、使用be动词引导的一般疑问句。难点：名词性物主代词的用法五、教学用具多媒体、各种文具实物六、教学过程Step 1: Revision1. Review pronouns: my/ your/ his/ her/ mine/ yours/ his/ hers.(利用文具实物，问个别学生）T: (Point at a pencil, ask a student) Is this your pencil?S1: .T: (Turn to ask another student) Is this S1s pencil?S2: Ask students to make their own dialogue like this in group of three. Show a model to them.Model:Li Ming : Are these your books, Tom?Tom : Yes, they are. Theyre mine.Alice: Are these Toms books?LI Ming: Yes, they are. Theyre his.Tell the class that “Theyre mine” means “Theyre my books.”（设计意图 利用教室的文具实物进行复习，使用学生熟悉的Whats this/that? 和 Is this your pencil? 来提问，很容易把学生带入学习状态，然后进行人称的转变，可以很好地训练学生正确使用人称代词和物主代词。教师对句子的讲解可以让学生明白形容词性物主代词和名词性物主代词的用法和区别。）Step 2: Presentation拿出一个书包，里面有课前收集学生的一些文具用品(一本字典、两支铅笔、三把尺子)，请一位同学上来帮忙找出物主告诉同学，我们可以使用Excuse me.来引起别人的注意。如：Excuse me，Lin Xin. Is this your ?在这位同学找物主的同时，其他同学要做好物品及物品主人的记录。TaskS1: Excuse me, xx. Is this your dictionary？S2: Yes./,Thank you（设计意图 利用教室和文具创设情境，教学excuse me的用法。设计此环节意在为下面的听力活动做铺垫。）Step 3: Practice1. Listen and check the things you hear.(2a)T: Now Tom also found some stationery on the floor, lets see how he gets the owners. Listen and pay attention to the things he found. The first time only listen. Then look at 2a, listen again and check the things you hear.T: OK, lets check the answers.2. Listen again and complete the conversation with the words in the box. (2b)T: Please read the words in the box. Listen to the tape and fill in the blanks.Check the answers.（设计意图 此环节可以训练学生通过听力捕捉所需信息的能力，巩固新学习文具的词汇及询问物主的句型。 ）Task2 Our own conversations. (2c)T: Im sorry. I max up your things. Please use “ Is this ?/Is that ? ” to identify the owner.Ask some students to act out their conversations.（设计意图 让学生在真实的语言环境中运用英语是学习语言的最终目的。）Step4: Consolidation1. Show the picture of 2dT: Can you guess the relationship of the two persons in the picture? Are they mom and daughter or teacher and student?Ss(may answer): Teacher and student.T: How do you know that?Ss(may answer): We can see the blackboard/the dictionaryT: Please read the conversation in 2c, have you got the right answers? You are great!（设计意图 本环节可以训练学生根据所给图片获取所需信息的能力。）2. Show 3 questions to the class, get students to read the conversation again and find out the answers.1). Are these Bobs pencils?2) What color is Helens pen?3) Is the eraser Annas?讲解what about 的用法，并让学生关注英语话题中致谢与答谢的礼貌用语“Thank you for your help”,” Youre welcome.”（设计意图 本环节可以训练学生通过阅读对话，理解文意后解决问题的能力,并在日常学习中关注话题功能。）3. Play a game:“Stop the bus!”T: listen to the tape and read after it, then I will read the conversation for you. If you find the differences(差异)，you say “ Stop the bus!” But this time you can read your books. Pay attention to the tone ,the Verb Be and the stationary. For example, If I say,“ Are those your pencils” in falling tone, you say “stop the bus. You should use raising tone.” OK, now begin（设计意图 通过反复听，然后跟读训练说的能力，设计“Stop the bus!”可以让学生在趣味的教学活动中关注到不同句式使用不同语调，及be动词在一般现在时的用法。）4.Role-play the conversation.The whole class read the dialog,T explain:what about Thank you for.You are welcome Bobs ,Helens. The whole class read the dialog quickly,then answer:Whose green pen is this?Whose blue pen is this? The Ss listen to the tape and repeat it. Work in pairs,then some pairs