七年级上英语Unit 3-教学设计【教学参考】

七年级上英语Unit3—教学设计【教学参考】七年级上英语Unit3—教学设计【教学参考】七年级上英语Unit3—教学设计【教学参考】七年级上英语Unit3—教学设计【教学参考】Unit3Isthisyourpencil教学内容本单元围绕着“Isthisyourpencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。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.教学目标1）知识目标：A.学习并掌握指示代词:this、that；B.学习What引导的特殊疑问句；C.学会Yes/No问句及其简单回答；D.学会句型：---Howdoyouspellpen?

P-E-N.2)能力目标：A.能辨认物品的所有者;B.根据不同场景,能用英语对物品的所属进行提问和回答;C.能识别不同句式的语调(陈述句,疑问句);D.培养学生听、说、读、写的能力及创新思维能力.3）情感目标：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;B.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.教学重点、难点重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答.难点：学会写寻物启事和失物招领.课时安排第一课时SectionA1a-1c第二课时SectionA2a-4b第三课时SectionB1a-2c第四课时SectionB3a-4Self-check1-3PeriodOne课前准备教师：录音机，图片，物品实物.学生:实物(学习用品).教学设计StepOne:Warmingup.（通过复习形容词性物主代词，把学生引入学习英语的情境中。）Learnthechant.T:Let’ssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her;名词前面常站岗,限定所属有功劳.StepTwo:Newwords.（利用实物教学，使得教学过程自然、形象。）1.

Presentthenewwords.T:Boysandgirls,lookatthisplease.What’sthisinEnglish?(TeacherholdsapenintheEnglish.)S1:Apen.(SsmaysayitinEnglish.)T:Yeah.It’sapen.Andwhat’sthis?(Theteacherholdsaneraserinthehand.)S2:It’saneraser.(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)2.

Practicethenewwords.T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)T:OK,let’schecktheanswers.Whocantellustheanswers?S2:…StepThree:Presentthedrills.1.

Presentthedrill“Isthis…?Yes/No,itis/isn’t.”（利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。）(Holdtheteacher’spen.)T:Thisismypen.Isthisyourpen?S1:No,itisn’t.It’syourpen.T:(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?S1:Yes,itis.It’smypen.T:(Holdagirl’spen.)Thisisherpen.Isthisyourpen?S1:No,itisn’t.It’sherpen.T:(Holdaboy’spen.)Thisishispen.Isthisyourpen?S1:No,itisn’t.It’shispen.T:Thankyou.2.

Practicethedrill“Isthisyour…?”inpairswithyourownschoolthings.Payattentiontotheuseofmy,your,hisorher.（利用学习用品操练句型，并加深对物主代词的理解。）S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.

Presentthedrill“Isthat…?Yes/No,itis/isn’t.”（利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this，that的区别。）T:Thatismybook.Isthatmybook?(Putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)S5:Yes,itis.It’syourbook.T:Thatishisbook.Isthatyourbook?(Putaboy’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’shisbook.T:Thatisherbook.Isthatyourbook?(Putagirl’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’sherbook.(Teachandpracticethedrill“Isthat…?”anditsanswer.)4.

Practicethedrill“Isthatyour…?”inpairswithyourownschoolthings.（通过练习，区别两个批示代词的用法。）S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’s

his/her…(Theteacheraskssomepairstopractice.)5.

Listening.（进行听力练习，巩固所学的句型。）T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(Pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.

Practicethedrillsaccordingtothepicturesusing“hisorher”.（设置情景，使学生在情景中准确运用物主代词his或her。）(Showstudentsfourpictureslikethefollowings.见课件。)StepFour:Task“Haveacontest”.（把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：Thisismy…Thatisher/his…）T:I’llputyourthingsandyourfriends’thingstogether.Iwanttoseeifyoucanidentifywhichisyoursandwhichishersorhis.(Putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)Languagesusedforthetask:1.

Thisismy…2.

Thatisher/his…StepFive:Summary.（编一个Chant，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的语调。）Chant.T:Inthisclass,

we’velearnedthenamesofsomecommonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.

PeriodTwo课前准备教师：录音机，所学物品的图片，一个书包（里面装着事先收集的学习文具），表格若干张。学生：一张硬纸写上自己的姓名和电话号码，学习的物品。教学设计StepOne:Revision.1.

Reviewthedrills.（用学生的姓名和电话号码来复习句型：Isthis(that)your(his/her)…?及简短回答：Yes,itis./No,itisn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。）(Putsomepaperwiththenamesandtelephonenumbersontheblackboard.)T:Pleaselookattheblackboard.Andanswer

my

questions,please.Isthisyourfirstname?S1:No,itisn’t.T:Isthatherlastname?S2:Yes,itis.T:Isthishistelephonenumber?S3:Yes,itis.T:Good.Thistime,whowouldliketocometotheblackboardandaskquestionslikeme?(Studentsinturncometotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer.)2.

Reviewthevocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)(Putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents.)T:Isthisyourruler?(PointtoPicture1.)S4:No,itisn’t.T:Isthisherruler?

(PointtoJennyChen.)S4:Yes,itis.T:Isthatyourpencilcase?

(PointtoPicture2.)S5:No,itisn’t.T:Isthathispencilcase?(PointtoJimWang.)S5:Yes,itis.(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)StepTwo:Listining.1.

Listening(2a).（练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。）T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneindividually.)S6:Thisis…S7:Thisis………T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(Playtherecordingforthestudentstolisten.)

（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:Nowlet’schecktheanswers.PleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:Pencil.S9:……2.

Listening

(2b).（进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。）T:Nowpleasereadthewords.Oneholdsthethings,theothersread

themaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(Playtherecording.Studentslistenandcompletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.

Presentthenewdrills.（用实物引入新句型，帮助学生用正确的句子来回答。）(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?S:P-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.

Practicethedrills.（学生分组练习新句型。）T:Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a.SA:What’sthisinEnglish?SB:It’saruler.SA:Howdoyouspellit?SB:R-U-L-E-R.(Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.)T:I’llasksomepairsofstudentstopracticetheconversations.SA:…SB:…3.

Playthegame:Aspellinggame.（进行一个拼写游戏比赛，进一步操练新句型。）T:Nowlet’splayaspellinggame.Wedivideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let’sstart.SA:Howdoyouspellbackpack?SB:B-A-C-K-P-A-C-K.T:GroupB,onepoint.It’syourturntoask,please.StepFour:Task2:Findtheowner.（此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。）T:Ihavesomethings.ButI’msorryIdon’tknowwhosetheseare.Couldyouhelpmefindtheowers?Let’sseewhocanfindalltheownersfirstandwritetheowners’namesinthechart.Languageusedforthetask:1.

Isthisyourmathbook?Yes,itis.It’smymathbook.2.

Isthatyourruler?No,itisn’t.It’sherruler.Myrulerisblue.3.

Kim,isthisyourdictionary?Yes,itis.It’smydictionary.Hereyouare.Thankyou.StepFive:Summaryandhomework.（录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。）Inthisclass,we’velearnedwhat,howandyes-noquestionsmainly.Andwealsorevisedthepossessiveadjectivesandkeywords.Afterclass,pleasepracticewhat,howandyes-noquestionsusingtheirownpossessionswithyourpartner.Whenyousaytheconversationfluently,tape

recordssomeofthemandthenplay.2)DiscussaboutthedifferencesbetweenEnglishnamesandChinesenames.（通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。）Teacher:Thankyouforyourjob.IthinktheyareallgoodEnglishnames.Forexample,“Susan”isafirstname.“Brown”isalastname.“SusanBrown”isabeautifulgirl’sname.Whowantstohavethisname?A:Ido.T:OK.NowyouhaveanEnglishnameSusanBrown.AndyourChinesenameisSunPing.Canyoufindthedifferencesbetweenthem?Let’slookatthenexttwopicturesandhaveadiscussionaboutth